@article{ author = {salehiniya, hami}, title = {about: "Impact of Pharmacy Training Software, on pharmacy students’ knowledge in Zabol University of Medical Sciences and Their Opinion about it"}, abstract ={}, Keywords = {}, volume = {13}, Number = {1}, pages = {84-86}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2580-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2580-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Aalaa, Maryam and Peimani, Maryam and Gharib, Mitr}, title = {Teaching and Learning in Small Groups}, abstract ={In recent decades, there have been numerous attempts to define precisely what is meant by small group teaching. Many writers argue that small group teaching method is among the most difficult and highly skilled of teaching techniques, in which in addition to the primary objective of teaching students to think, the tutor must have a number of subsidiary objectives if the small group is to function. In other words, the interpersonal and interactive nature of small groups makes them a challenging and appropriate vehicle for engaging students in their own learning. However, not only do tutors have to learn how to teach using small group methods but students also have to learn how to work in small groups. On the other hand, nowadays it is not only that there are more students participating in higher education than before it is also the case that students are coming from more diverse backgrounds, so inclusion and internationalization are matters to concern ourselves with, and there is a need for providing a more diversified curriculum, that they are responsible not only for what is taught but also, in part, for how students learn. These entire changes mean that the small group is now seen as a means of fostering student engagement, cooperative and collaborative learning. Planning for effective small group teaching is as important as planning any other teaching activity. This point sometimes goes unrecognized because learning in small groups can at first glance appear unstructured. Some lecturers are put off by the seemingly informal, loose or open-ended nature of small group learning, or they fear this informality will be a recipe for chaos, whereas behind the facade of the informal group lies a backdrop in which all the learners are playing within a known set of rules which are spoken or unspoken. In this paper, after the introduction of the context and features of small groups, the necessity of planning for this teaching method is mentioned. Moreover, stages of group development and management as well as the teaching - learning nature in small groups are described. Next, the teacher and learner skills needed for teaching and learning in small groups and other qualifications required to teach in a small group, such as instructional space group, and the use of small groups in clinical and medical education are offered.}, Keywords = {Small Group, Learning, Teaching, Educational Technique}, volume = {13}, Number = {1}, pages = {72-83}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2215-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2215-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Badeleshamooshaki, Mohamad taghi and Hosseini, Seyed Abedin and Jafari, Seyed Yaghoub and Charkazi, Rahman and Bakhsha, Fooziyeh}, title = {The Relationship between Students’ Study Skills and Academic Achievement}, abstract ={Introduction: One of the factors affecting academic achievement is study skills therefore, we aimed at determining the relationship between study skills and students’ academic achievement in Golestan University of Medical Sciences. Methods: In a descriptive cross-sectional study, 292 students were recruited via census sampling in 2008-2009 academic year. The data were collected by using Congos´ Study Skills Inventory including six subscales. To analyze the data, we used ANOVA, Tukey post hoc and Pearson correlation coefficient. Findings: The mean scores of students’ study skills was 2.44±0.36 out of 4. There was a positive correlation between students’ Grade Point Average (GPA) and study skills (r=0.201 P=0.001). Study skills of students with GPA of more than 17 is significantly higher than those of others (F=7.936 p=0.001). Conclusion: Students with school records of ‘A’ have better study skills therefore, we recommend holding some workshops or classes to improve students' knowledge about study skills.}, Keywords = {Study Skills , Students, Academic Achievement}, volume = {13}, Number = {1}, pages = {66-71}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2241-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2241-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Safabakhsh, Leila and Nazemzadeh, Mahshi}, title = {The Effect of Health Promotion Education on High School Students’ Lifestyle}, abstract ={Introduction: Today, lifestyle improvement and health promotion is a basic need in the world. A factor that makes this need more urgent is increase in chronic illnesses, complications and disabilities due to non healthy behaviors. This study assesses the effect of instructional programs on life style of high school students in Zahedan, Iran. Methods: This semi-experimental study was conducted on 400 high school students selected and assigned through systematic random sampling into two experimental (200) and control (200) groups in 2010-2011. Using health promotion lifestyle profile II(HPLP-52), different aspects of life style were assessed in the two groups. Both groups completed the questionnaire before the intervention. The experimental group attended a three-session instructional program and also received an instructional package. After 3 months, both groups completed the questionnaire again. Data were analyzed using independent t-test and ANOVA. Results: The mean scores of the questionnaire dimensions in the experimental (Nutrition= 24.3±4.2, Health Responsibility: 20.7±5.2, Interrelation: 26.2±3.9, Stress Management: 21±5, Spiritual Development: 24.3±3.8) were not significantly different from those of the control group(Nutrition= 24.5±4.4, Health Responsibility: 20.5±4.8, Interrelation: 26.2±3.6, Stress Management: 21.1±4.8, Spiritual Development: 24.5±4). Rate of physical activity increased in girls (24.2±4.9) compared to that of boys(21.5±5.1) after the intervention(p=0.00(. Conclusion: To make changes in teenagers’ life style, it seems not sufficient to raise their awareness alone. A number of other factors such as motivational, social, and environmental factors might also be considered.}, Keywords = {Education, Health Promotion, Lifestyle, High school students.}, volume = {13}, Number = {1}, pages = {58-65}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2284-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2284-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Mehralizadeh, Semira and Pourhoseini, Mostafa and Vakili, َAbedin and Ghorbani, Raheb and Zolfaghary, Shey}, title = {Factors Affecting Learning of Anatomy: Students\' Viewpoints}, abstract ={Introduction: Anatomy is of outmost importance for medical students because of its application in medical practice. Students are a main source of information for quality and effectiveness of education and their views can be used to improve teaching and learning. This study was performed to determine factors affecting anatomy learning from the opinion of medical students of Semnan University of Medical Sciences (SEM-UMS). Methods: This cross-sectional descriptive study was performed on 113 medical students of SEM-UMS at the basic science (fourth semester or higher), clerkship and internship levels. A valid and reliable researcher-made questionnaire, containing demographic data and factors influencing anatomy learning was completed by students. Data were analyzed using descriptive statistics, Mann-Whitney and Kruskal-Wallis tests. Results: According to the students, use of anatomical manikins(4.59±0.55), teacher’s fluency (4.58±0.56), teaching clinical applications of anatomy (4.53±0.68), reviewing theoretical topics in practical classes (4.50±0.6) and utilizing educational images (4.42±0.67), respectively, had the greatest effect on learning anatomy. There were significant differences between male and female views regarding the effect of teaching clinical applications (t=2.56, p=.01). Also students of different educational levels had different views on the role of pre-class self-study in anatomy learning (t=6.67, P=0.036). Conclusion: Students believed that the use of new teaching methods and applying several educational devices, teaching of theory together with practical anatomy courses, developing an understanding about the importance of anatomy in medicine, along with the lecturers’ fluency in speech are most effective on learning anatomy. Therefore it is suggested that new teaching methods and simultaneous theoretical and practical anatomy teaching be included in educational programs.}, Keywords = {Anatomy Course, Medical Schools, Students, Learning, }, volume = {13}, Number = {1}, pages = {49-57}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2226-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2226-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Dargahi, Hossein and Mohammadzadeh, Niloofar}, title = {Faculty Members’ Evaluation by Students: Valid or Invalid}, abstract ={Introduction: Evaluation of university faculty members which is aimed to improve teaching quality is performed through several methods. One of the most common and conflicting methods is faculty evaluation by students. This method is commonly used in most universities in spite of controversy over its validity. This paper presents a glance at the current research literature on the viewpoints of faculty members toward their evaluation by students. Methods: This study is a literature review performed using library studies and electronic databases. First, 64 articles in the area of faculty member evaluation were studied. Out of these articles, 42 ones were selected which met the inclusion criteria. The inclusion criteria encompassed articles related to teacher evaluation, faculty members, and students’ viewpoints toward teaching approaches of faculties, teachers’ characteristics, classroom management, teachers’ communication skills and their relationship with students. Using the keywords of evaluation, student, faculty member, and university, we searched in journals such as Iranian Journal of Medical Education, Journal of Research and Planning in Higher Education, Knowledge and Research in Education, and other specialized journals in medical education area. Using scientific search engines such as Iran Medex, Magiran, SID, PubMed, Google Scholar, ISC, Medline, and Scopus the articles published or indexed between 1991 and 2010 were retrieved. Other papers which evaluated teachers and faculty members from other aspects or via other viewpoints were excluded. Results: The results were presented in three parts as “proponent to faculty evaluation by students”, “opponent”, and “teaching conditions affecting teacher evaluation by students”. The results showed that evaluation of teaching process must consider six aspects of content, students’ learning, classroom behavior, curriculum and materials, knowledge of faculty member, student characteristics (including material, students with high or low background, and postgraduate students), self-evaluation by the faculty member, evaluation by colleagues, educational administrators, and educational consultants and it must be compatible to organizational goals. Conclusion: The viewpoints of most faculty members of national universities and other countries states that they basically consider evaluation by their students as a valuable and reliable source of information for feedback to teachers in order to improve the quality of education. But, they believe that interventional factors should be identified and considered in this method. They also believed that teacher evaluation by students should be a part of comprehensive evaluation system of faculty members. But if the evaluation results are going to be utilized in commendation and promotion of faculty members, it would be better to employ other evaluation methods comprehensively.}, Keywords = {Evaluation, faculty members, student, university.}, volume = {13}, Number = {1}, pages = {39-48}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2213-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2213-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Rahimi, Ebrahim and Dehghani, Ali and Baharlou, Rasool}, title = {Faculty Members’ Viewpoints on their Empowering Factors and Developing a Structured Questionnaire}, abstract ={Introduction: Study of faculty members’ viewpoints seems to be necessary in order to understand the empowering procedure of faculty members and university development to create a potent atmosphere. Therefore, this study was conducted to assess, recognize and prioritize these factors and accordingly a guide to develop a structured questionnaire, to be used for assessing faculty empowerment in a school /university. Methods: In a descriptive-analytical study, using purposive convenience sampling method, the viewpoints of 53 faculty members of Shiraz and Jahrom medical universities were evaluated. First, using existing literature as well as experts’ opinions, the initial list of strategies was developed and validated then, a questionnaire based on 5-point Likert-scale was developed and its reliability was confirmed (Cronbach’s Alpha Coefficient=.85) then it was delivered to study population. Underlying structure of questionnaire was determined by exploratory factor analysis. Bartlett test and KOM index were respectively used for evaluating the sampling adequacy and appropriateness of analysis for structure identification. Friedman test was used for calculating viewpoints’ mean scores. Results: The variables of "Participation in academic activities", "allocating rewards according to professional progress", and "allotting rewards for innovations" showed the highest effectiveness (the means were 17.68, 16.79 and 16.42 respectively). On the other hand, performance evaluation by the students (Mean Rank: 9.87) and the relevant department (Mean Rank: 7.7) showed a minimal effect. The results of Bartlett's analysis and KOM measure showed that the collected data was appropriate for factor analysis. Nine factors having value more than 1 were identified which elucidated 74.5% of total variance of all variables. Conclusion: Several strategies are necessary for faculty members’ empowerment and to enforce workplace development such as access to opportunities, information, support, and resources. Moreover, effective motivation along with sense of being valued and efficient could facilitate the empowerment process. Hence, a well-organized administration based on democratic and collaborative principles could ease this procedure.}, Keywords = {Empowerment, faculty members, related factors, structured questionnaire.}, volume = {13}, Number = {1}, pages = {29-38}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2257-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2257-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Farzandipour, merdad and MEIDANI, ZAHRA and Gilasi, Hamid Rez}, title = {Electronic Educational and Research Services as Infrastructure for the E- Government: Role of}, abstract ={Introduction: Websites serve as an initial step toward an e- government adoption which facilitates delivery of online services to customers. The existing study intended to investigate the role of university website to render educational and research services based on e- government maturity model in Iranian universities. Methods: This descriptive and cross- sectional study was conducted through content analysis and benchmarking in 1390. Research population included all (37) university website. Delivery of educational and research services in university websites including Information, Interaction, Transaction, and Integration were investigated through the checklist. Using descriptive statistics and through SPSS software, the data were analyzed. Results: Rendering educational and research services through website in type I universities was medium (1/99). Rendering educational and research services through website in type II universities was medium (1/89). The mean score of all universities on integration of educational and research services was 1 out of 3. Conclusion: Results of the study indicated that Iranian universities have passed information and interaction stages, but they have not made much progress in transaction and integration stages. Failure to adopt e-government in Iranian medical universities in which limiting factors such as users’ e- literacy, access to the Internet and ICT infrastructure are not so crucial as in other universities and organizations suggest that in developing countries e- government realization goes beyond technical challenges.}, Keywords = {E- government, Websites, Educational Services, Research Services, University}, volume = {13}, Number = {1}, pages = {18-28}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2252-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2252-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Vaezi, Aliakbar and Vanaki, Zohre and Ahmadi, Fazlolah}, title = {Strategies for Continuous Nursing Education: A qualitative Study}, abstract ={Introduction: The unprecedented growth of professional nursing knowledge, rapid changes in the healthcare system and the mandate to maintain their professional competency, nessecitae continuous nursing education and strategies used in the process of continuing education plays an important role in achieving its objectives. This study was conducted to clarify the strategies used in continuing nursing education in Iran. Methods: This is a qualitative study in year 2011, in which a purposeful sample of 28 educational supervisors, nurse managers, and staff nurses participated. Data were collected through unstructured interviews, and were analyzed using content analysis. Results: Three broad conceptual areas were resulted from: “symbolic education”, “normative performance”, and “conscience-centered performance”. Subcategories for symbolic education were “ineffective education” and “education irrelevant to needs”. For normative performance, subcategories included “delivery of minimally required education”, and “apparent implementation of the ordered educational process”. Conscience-centered performance had subcategories of “training coverage for all nurses” and “making education effective”. Conclusion: Competent nursing performance in health system, which may result from effective continuous nursing education, is very important in health system. Therefore it is essential to motivate nurses, supervise and support effective education, in ordr to facilitate their performance improvement.}, Keywords = {Post-Registration Nursing Education, Content Analysis, Qualitative Study}, volume = {13}, Number = {1}, pages = {1-17}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2294-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2294-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Javadinia, Seyed Alireza and Abedini, Mohammadrez}, title = {Reference site for educational software}, abstract ={}, Keywords = {}, volume = {13}, Number = {2}, pages = {164-166}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2615-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2615-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Bakhshi, Mahmoud and Ahanchian, Mohammad Rez}, title = {A Proposed Model to Predict Academic Achievement: The Role of Critical Thinking and Self-regulated Learning Strategies}, abstract ={Introduction: It is important to identify the factors affecting academic achievement. This study investigated the role of critical thinking and self- regulated learning strategies in predicting academic achievement in the nursing students, in order to propose a predictive model. Methods: This descriptive-correlation study was conducted on 104 undergraduate nursing students of Islamic Azad University- Shahroud Branch, in 3rd, 4th and 7th semesters. They were selected out of 290 nursing students by stratified random sampling. Data gathering tools included two questionnaires : Motivated Strategies for Learning Questionnaire of Pintrich and De Groot (1990), and Critical Thinking Skills Questionnaire, California (Form B). Academic achievement of students was measured by grade point average (GPA) of previous semesters. Data were analyzed using Pearson correlation, multiple regressions, multivariate analysis of variance and analysis of covariance. Results: Mean of self-regulation learning scores was at the good level (103.5±14.7), grade point average of previous semesters (academic achievement scores) was 14.3±1.5 and critical thinking was at the low to moderate level (9.2±2.7). Analyses showed that three variables including self- regulated learning, critical thinking and high school GPA could predict 31.3% of variations in academic achievement of nursing students(p=0.000), but only coefficients of self- regulated learning and high school GPA were statistically significant. Critical thinking was not significantly responsible for any variance in the academic achievement scores. Conclusion: This study showed that high school GPA and self-regulatory learning strategies are effective in academic achievement of nursing students. To achieve professional development and training of self-directed nurses, efforts should be focused on identifying and helping students especially those who have low academic achievement.}, Keywords = {Critical Thinking, Self- regulated Strategies, Academic Achievement, Nursing Student}, volume = {13}, Number = {2}, pages = {153-163}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2312-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2312-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Namdarareshtanab, Hossein and ebrahimi, Hossein and sahebihagh, Mohammadhassan and arshadibostanabad, Mohamm}, title = {Mental Health and Its Relationship with Academic Achievement in Students of Tabriz Nursing-Midwifery Faculty}, abstract ={Introduction: Nursing and midwifery students are exposed to high stress as they face multiple stressors in their educational and clinical experiences. This can threaten their mental health, which in turn, can affect their function. Considering the impact of mental health on individual performance, this study examined mental health and its relationship with academic achievement in students of Tabriz nursing-midwifery faculty. Methods: In one descriptive-analytical study, a sample of 251 Nursing and Midwifery students of Tabriz University of Medical Sciences was selected. Data were gathered by mental health questionnaire (GHQ-28). The mean scores of final term were regarded as academic achievement of students. The data were analyzed by SPSS- 11.5 using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (T-test, ANOVA and Pearson Correlation Coefficient). Results: Results showed that mean mental health scores of students participating in the study was 25.7 ±11.02. Findings showed that the highest mean was related to social function (11.84±2.9) and lowest to depression (3.5±3.83). Also a significantly negative correlation between scores of mental health and academic achievement was observed (P≤0/00, r=-0/229). Conclusion: According to the results, there was a significant relationship between mental health and academic achievement in students. It is necessary to conduct further studies about mental problems of students and activation of consultation centers.}, Keywords = {Mental Health, Academic Achievement, Nursing and Midwifery Students}, volume = {13}, Number = {2}, pages = {146-152}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2275-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2275-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Adib-Hajbaghery, Mohsen and Azizi-Fini, Esmail}, title = {Longitudinal Study of CardioPulmonary Resuscitation Knowledge and Skills among Nurse Interns of Kashan University of Medical Sciences}, abstract ={Introduction: In spite of the critical value of possessing a high level of knowledge and skills in cardiopulmonary resuscitation (CPR) by health care team, knowledge and skills of nurse interns (final year nursing students) has not been studied. This study aimed to longitudinally investigate knowledge and skills of CPR in nurse interns of Kashan University of Medical Sciences. Methods: A longitudinal study was conducted on 96 nurse interns of Kashan University of Medical Sciences (final year) in three consecutive semesters during 2010-2011 academic years. Data was collected using a demographic questionnaire, a knowledge questionnaire, and four checklists for assessing skills. Tests were conducted in three phases at four month intervals. Data was analyzed by descriptive statistics, independent t-test and ANOVA. Results: In total, students gained 59.05% of knowledge and 70.12% of skill scores. The mean of knowledge and skill scores showed fluctuations through the three phases as knowledge scores decreased from 24.91±4.08 in first phase to 22.80±4.88 in the second and finally showed an insignificant increase to 23.05±4.85 in third phase (p=0.057). Also the total mean score of resuscitation skill decreased from 41.20±3.90 in first phase to 30.37±5.58 in the second and finally showed an improvement to 37.15±4.62 in third (p=0.001). No significant relationship was detected between background variables like students’ grand point averages and their experience (observation and attending times) in resuscitation, with knowledge and skill scores. Conclusion: The research showed that trainees' knowledge and skills had a variable trend over time. Given the importance of resuscitation skills, it is recommended to retrain the students in this filed at the beginning and the end of the internship courses.}, Keywords = {Longitudinal study, knowledge, skills, cardiopulmonary resuscitation, nurse interns}, volume = {13}, Number = {2}, pages = {134-145}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2269-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2269-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {kareshki, Hossein and Bahmanabadi, Somaye and Baluchzade, Fatemeh}, title = {Determining the Role of Achievement Objectives in Mediating the Relationship between Classroom Assessment Structure and Academic Achievement: A Descriptive Study}, abstract ={Introduction: Environment and perceptions about it play an important role in educational performance and its associated processes. Study of these relationships is valuable in educational process improvement. Therefore, this study investigated the relationship between perceived classroom assessment and achievement objectives with nursing students' academic achievement. Methods: This descriptive correlative study included undergraduate B.A students of nursing and midwifery school in Mashhad University of Medical Sciences who were enrolled within 2011- 2012. A sample (n-220) was selected through stratified random sampling based on gender. Participants completed perceived classroom assessment, and Midgly et al’s goal orientation questionnaire. Also, students' grand point averages were used to measure academic achievement. Data was analyzed using LISREL software using appropriate statistical tests according to variable types such as Pearson correlation coefficients and path analysis. Results: There was a significant negative relationship between perceived mastery classroom assessment and academic achievement (r= -0.20, p<0.01). On the other hand, a relationship was observable between approach goals and academic achievement (r= 0.24, p<0.01). Also there was a significant positive relationship between mastery goals and perceived learning-oriented classroom assessment (r= 0.21, p<0.01). The causal model about relationship between mastery based class assessment and academic achievement mediated by achievement goals orientation was confirmed. Conclusion: Structures of classroom assessment can affect objective-based achievement procedures and academic performance. Therefore the type of evaluation and its consequents should be considered in developing educational methods.}, Keywords = {Assessment, achievement objectives, undergraduate, path analysis, nursing students.}, volume = {13}, Number = {2}, pages = {123-133}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2056-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2056-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Managheb, Esmaeil and Bagheri, Saaidah}, title = {The Impact of Empathy Training Workshops on Empathic Practice of Family Physicians of Jahrom University of Medical Sciences}, abstract ={Introduction: Empathy is a component of patient care. There is general agreement that empathy is crucial in physician-patient relationship and thus an important issue in medical education. We tested whether an empathy training workshop for family physicians could improve their empathic practice rated by patients. Methods: This was a quasi-experimental pre-test/post-test study and was performed in 2010 in Jahrom University of Medical Sciences. All 20 family physicians in Jahrom were included and divided randomly into two equal groups. To evaluate the practice of family physicians, we assessed their practice through their patients. Five patients from each doctor (using convenient sampling) were polled (total of 100 patients in pre-test and 100 patients in post-test) . Baseline emphatic practice of each doctor was assessed using Jefferson Scale of Patient’s Perceptions of Physician Empathy (JSPPPE). Then, one group of doctors participated in the empathy skills workshop, while the other group did not. One month after the workshop, empathic practice of both groups of doctors was re-assessed. The scores of both groups before and after the communication skills workshop were compared. Results: The mean scores of emphatic practice of both groups before the workshop (1.85±0.2, 1.83±0.39, out of 5) were compared and the results showed that there was no significant difference between them (p=0.673, t=0.423). There was a significant difference between the mean score of empathic practice in experimental group (2.95±0.45) compared to the control (1.82±0.33) in post-test measurement (p<0.000, t=14.19). Conclusion: Our training intervention was effective in producing a significant change in family physician's empathic practice as well as the patient's satisfaction. Empathy is a skill that can be acquired by practice.}, Keywords = {Empathy, Communication Skills, Empathic Practice, Patient Satisfaction, Training, Consultation, Family Physicians}, volume = {13}, Number = {2}, pages = {114-122}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2323-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2323-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Pazokian, Marzieh and ZagheriTafreshi, Mansoureh and Rassouli, , Maryam}, title = {Factors Affecting Medication Errors from Nurses\' Perspective: Lessons Learned}, abstract ={Introduction: Medical errors are among the most threatening faults against patient’s safety in all countries. The most frequent medical errors are medication errors which can lead to serious effects and even death in patients. Therefore, this study aimed to explain factors affecting medication eroors from the viewpoints of nurses in order to present strategies to reduce these errors. Methods: This study is a qualitative research based on directed content analysis approach. A porpuseful sample of 20 nurses working in Imam Hossein teaching hospital of Tehran, who had at least two years of clinical experience participated in semi-structured interviews. The regour and confirmability of data were verified through external check (member and peer check) as well as confirmation by participants. Data was simultaneously analyzed using qualitative content analysis. Results: Participants stated factors influencing errors in two themes: individual approach (including "individual and psychological characteristics of nurses," "characteristics of patients", "error resulted from physician orders"), and organizational culture and approach (including" working conditions"," learning process", "risk management procedures and how to deal with it", "drug information", "inevitability of errors in nursing", and "complications of medication errors"). Conclusion: Factors affecting medication errors are diverse, variable, and influenced by personal, organizational, and situational factors. The results of this study showed the importance of comprehensive educational programs, qualified role models, opportunity for field experience, and availability of useful feedbacks in a favorable environment during academic years and in workplace.}, Keywords = {Medication errors, nurses, content analysis}, volume = {13}, Number = {2}, pages = {98-113}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2245-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2245-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Zamani, Bibi Eshrat and Babri, Hasan and Ghorbani, Somayeh}, title = {Strategies for the Development of Mobile Learning through Teaching - Learning Activities in Medical Education: Perspectives of Medical Students and IT Professionals in Isfahan University of Medical Sciences}, abstract ={Introduction: Mobile learning, a new stage in development of e-learning, seeks to provide opportunities for information transfer, strengthen, and improve lifelong learning in medical students. The aim of this study was identifying strategies to develop mobile learning, according to the perspectives of students of Isfahan University of Medical Sciences and IT professionals. Methods: This was a mixed and exploratory research. The study population in the qualitative phase was IT experts in Isfahan University from whom 10 were chosen through purposeful sampling. The quantitative phase included all students of Isfahan University of Medical Sciences from whom 251 were selected through stratified random sampling. The data were collected through and deep semi-structured interviews in qualitative part and a researcher-made questionnaire in the quantitative part. Data were analyzed using descriptive statistics, one-sample t-test and Friedman test. Results: Qualitatively, emphasis was on cultural infrastructure, provision of a comprehensive definition of mobile learning, and identification of characteristics of mobile devices for learning. 85.28% of the students were familiar with mobile learning. Mean and standard deviation of each educational, managerial, organizational-structural, and motivational- recreational strategies were 0.39±3.82, 0.38± 3.70, 0.47±3.95, 0.58±3.68 respectively. These were significantly higher than the theoretical average (=3) of the scale (p≤0.05). Conclusion: Educational courses, educational planning, awareness raising, and providing financial support were considered the most important mechanisms for the development of mobile learning in Isfahan University of Medical Sciences. It is suggested the authorities take measures to develop the learning.}, Keywords = {Teaching, Learning, Mobile Learning, Strategies, Medical Sciences}, volume = {13}, Number = {2}, pages = {87-97}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2263-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2263-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Nouraei, Mohammad hadi and Aboutorabi, Roshanak and Avizhegan, Maryam}, title = {Study of the method, lead to upgrading quality in training medical students in Orthopedic Units, by clinical anatomy recall1}, abstract ={}, Keywords = {}, volume = {13}, Number = {3}, pages = {257-259}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2317-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2317-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Salehiniya, Hamid and Dashty, saeed`}, title = {--The results of intervention studies are always reliable and generalizable to other groups?}, abstract ={}, Keywords = {}, volume = {13}, Number = {3}, pages = {254-256}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2663-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2663-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Kahouei, Mehdi and Babamohamadi, Hassan and SadatGhazaviShariatPanahi, Soheil}, title = {Use of Information Resources for Clinical Decisions by Nurses and Nursing Students, and Its Barriers after Introducing Information Technology}, abstract ={Introduction: Holding computer skills training and information technology (IT) courses for nurses and delivering IT courses in nursing curriculum are of recent changes in nursing field. This study focuses on the identification and comparison of information sources used by nurses and nursing students after introducing information technology and identifying barriers to using them. Methods: This descriptive-analytical study was conducted on 412 nurses and nursing students in hospitals affiliated to university of medical sciences and social security organization in Semnan(Iran) during 2011. Data were collected through a researcher-made questionnaire that measured the use of information resources. Data were analyzed through descriptive and inferential statistical tests. Results: Despite that most subjects had passed IT training courses, they had little desire to use databases (2.3±0.6,out of 4, Average of monthly use) and electronic journals (2.7±0.7) in their clinical decisions. Lack of skill in the use of the library (2.2±0.6) and also difficulty in understanding scientific papers (2.1±0.9) were the most important barriers reported by nurses and students. The difference of scores for using information resources and reported barriers was significant between students and nurses (P <0.01). Conclusion: The results showed that the provision of infrastructures for using up to date information resources in nursing was not sufficient. It seems important to consider comprehensive approaches in the field of information management to increase nurses’ and students’ willingness to use these information sources.}, Keywords = {Information Technology, Information Sources, Nurses, Nursing Students, Decision Making}, volume = {13}, Number = {3}, pages = {244-253}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2194-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2194-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Mohammadi, Mehdi and NaseriJahromi, Reza and MoeiniShahraki, Hajar and Mehrabaniyan, Nafise}, title = {Evaluation of Internal Efficiency and External Effectiveness of the General Medicine Curriculum: Perspectives of Students, Graduates and Faculty Members at Shahid Sadughi University of Medical Sciences}, abstract ={Introduction: Educating efficient doctors has always been a concern for medical schools. Therefore, it is necessary to study the educational programs and do revision and quality improvements accordingly. This study was performed to evaluate the internal efficiency and external effectiveness of the general medicine curriculum in Shahid Sadughi University of medical sciences. Methods: This study was a descriptive survey research done in 2012 in Shahid Sadughi University of Medical Sciences (Yazd, Iran). The population included all general medicine graduates from 2007 to 2012, all undergraduate medical students passing their fourth to seventh academic year, and all faculty members of the medical school. Seventy faculty members and 40 graduates were selected using convenient sampling method, and 200 students through simple random method. Internal quality of curriculum was analyzed by Kuchakpoor questionnaire based on Akker's curriculum classification. External effectiveness of curriculum was analyzed by a researcher-made questionnaire designed to cover knowledge, skill, and attitude aspects. Data were analyzed through standard t and MANOVA. Results: Internal efficiency of all elements of the general medicine curriculum was less than the desirable level (third quartile: Q3) and more than acceptable level (second quartile: Q2) from the students’, graduates’ and faculty members’ viewpoints. External effectiveness of curriculum regarding graduate knowledge and attitude was at a desirable level, while the graduate skills were not at desirable level. In all of elements of the curriculum, faculty members gave the highest internal efficiency averages and graduates had the lowest. Conclusion: Review and revision of general medicine curriculum is necessary to promote internal efficiency and external effectiveness from average level to desired level.}, Keywords = {Evaluation, Internal Efficiency, External Effectiveness, Curriculum}, volume = {13}, Number = {3}, pages = {233-243}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2297-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2297-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Abazari, Parvaneh and Vanaki, Zohreh and Mohammadi, Eesa and Amini, Masoud Massou}, title = {Barriers to Effective Diabetes Self-Management Education}, abstract ={Introduction: Self-management education is the key component of diabetes care. Furthermore, high levels of patient non-compliance or non-adherence to the treatment regimen suggest that patient education for self-management is faced with some shortcomings. This study aimed to identify barriers to effective diabetes self-management education. Methods: This is a traditional review of published studies during 1990-2010 on barriers to diabetes self-management and control. Electronic search through Iranian and international databases was done. Results: Barriers to effective diabetes self-management education were put in two main categories including patient-related barriers and caregiver-related barriers. The most common patient-related barriers are demographic barriers (such as age, sex, education, and health literacy), financial problems, lack of attention to the disease, psychological problems, and insufficient knowledge. Patient-caregiver relationship, inadequate knowledge, and high workload were caregiver-related barriers. Conclusion: The results of this review introduced a variety of factors that can affect the effectiveness of diabetes self-management education. Patients and caregivers are facing serious challenges due to these barriers. Understanding and attemping to overcome these barriers may help us to empower patients to achieve self-management.}, Keywords = {Diabetes Education, Self-Management Education, Patient Education}, volume = {13}, Number = {3}, pages = {221-232}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2255-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2255-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Akbari, Majid and MahavelatiShamsabadi, Rez}, title = {Direct Observation of Procedural Skills (DOPS) in Restorative Dentistry: Advantages and Disadvantages in Student\'s Point of View}, abstract ={Introduction: Direct Observation of Procedural Skills (DOPS) is a valuable method in evaluation of clinical procedures. The aim of this study was to evaluate the advantages and disadvantages of this evaluation method from the restorative dentistry students' point of view in Mashhad University of Medical Sciences Methods: This cross-sectional study was conducted on the students of restorative dentistry in Mashhad University of Medical Sciences, where 110 students were enrolled. "Direct Observation of Procedural Skills" was designed in accordance with the objectives of restorative department and executed. An unstructured interview with 12 students was done to develop a valid questionnaire for the evaluation method used. All of the 4th and 5th grade students were asked to fill the questionnaire. The data were reported with descriptive statistics. Results: Seventy one percent (71%) of the students recommended this method be continued because of its positive effect on their independency and learning. Seventy six percent (76%) mentioned that this method failed to improve inter-rater reliability between the teachers. Eighty five percent (85%) believed that students should not fail the course upon failure to meet requirements for a standard treatment. It was also mentioned that it is preferred for formative rather than summative assessments. Conclusion: Within the limitations of this study it can be concluded that DOPS is a suitable formative assessment method for restorative dentistry in Mashhad University of Medical Sciences.}, Keywords = {Clinical Evaluation, DOPS, Education, Dentistry, Formative Assessment}, volume = {13}, Number = {3}, pages = {212-220}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2338-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2338-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Valizadeh, Majid and Mousavinasab, Nourodin and Ahmadi, Akram and Rostami, Ali}, title = {A Comparison between Integrated Courses and Discipline-Based physiopathology Program in Zanjan University of Medical Science}, abstract ={Introduction: Medical education in general, and physiopathology teaching program in particular, have undergone a number of changes in recent years. Outcomes of recent reforms performed in undergraduate medical curriculum should be determined. The present study investigated the possible effects of a simple horizontal integration in curriculum of physiopathology phase on the attitude scores of the stakeholders including students and curriculum directors, and academic achievement of students. Methods: In this descriptive cross – sectional study each physiopathology course marks and the mean of grand point averages of 287 students of physiopathology from 2001 till 2008 was gathered from the school office for education. These observed indices were compared between students who had passed discipline-based program and who had passed the integrated program. Also a researcher–made questionnaire was used for the survey of the physiopathology educators’ and students’ attitude. The data were analyzed using independent t-test and correlation to compare student marks and attitude scores. Results: Total mean of students’ grand point averages in physiopathology phase was 14.3±.71 in traditional group and 14.49±.93 in the integrated group. The difference was statistically significant (p=0.047, t=-1.994). The score of educators' attitude was 3.22(±0.63) out of 5. Most of educators had positive attitude to course system and the score of students’ attitude was 3.21 (±0.35) out of 5. Conclusion: Changing the curriculum in physiopathology phase to the integrated system improved students' academic performance. Also most educators and an average of students were satisfied with these changes. Thus, this change could affect teaching and learning process positively.}, Keywords = {Medical education, Educational System, Physiopathology, Integration}, volume = {13}, Number = {3}, pages = {201-211}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2308-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2308-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Makoolati, Zohreh and Naghdi, Majid and Naghizadehjahromi, Mohammad mehdi and Bahar, Mahboobeh}, title = {Factors Affecting Learning in Instructional Design Model: Medical Students’ Viewpoint in Fasa University of Medical Sciences}, abstract ={Introduction: Instructional technology is used to decrease educational problems nowadays. The first step for using this technology is designing. To apply a design, a model is used. This model consists of four components: objectives, conditions, sources, and evaluation (outcomes). The aim of this study was to survey the opinion of medical students of Fasa University of Medical Sciences about the role of effective factors of instructional design model on learning. Methods: This descriptive-analytical study used a census sample of 95 medical students (entering years from 2009-2011). To collect data, a researcher-made questionnaire consisting of demographic information and factors related to instructional design model pertaining to 4 general areas and 20 questions. Data were analyzed with one sample T test. Results: The highest mean score was for simultaneous theoretical and practical teaching of courses in laboratories (4.18±0.95, out of 5) and the lowest concerned electronic learning system (2.45±1.13). Furthermore, significant differences were observed in all fields: goals (4±0.92), conditions (3.46±1.15), sources (3.67±1.1), and evaluation (3.93±0.83) with the mean score (=3) of responses (P≤ 0.05). Conclusion: The results helped to recognize and solve problems for successful systematic educational planning. Also, with regard to the positive viewpoint of students in this study about importance of students’ preview of lessons before the class, simultaneous theoretical and practical teaching of courses in laboratories, and useful coordination between educational content and teaching approach, it seems that by considering these items in universities , effective education could be more accessible.}, Keywords = {Instructional Technology, Instructional Design, Pattern, Learning}, volume = {13}, Number = {3}, pages = {190-200}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2324-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2324-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Nasiriani, khadijeh and Salimi, Tahera and Dehghani, Hamide}, title = {Clinical Supervision in Nursing Education: Definitions and Models}, abstract ={Introduction: Clinical supervision, as a mechanism for promoting knowledge and professional skills of nurses, is a core activity in nursing practice. To use clinical supervision in nursing education, it is necessary to have a comprehensive understanding of definitions and models. This paper explains the role and models of clinical supervision in nursing education. Methods: This study is a narrative review of the literature. It was conducted through Internet search in Pubmed and Science direct & Scopus. Using supervision nursing education, nursing administration, and supervisory as the key words, only English papers were searched for. Finally 47 articles, books and Persian article in the field of clinical supervision were reviewed. Results: Based on the literature review, clinical supervision is a continuous & systematic process through it nurses get advice from their supervisors. They practically review, maintain, and develop skills, knowledge, and standards of care. It helps to identify educational needs of nurses, which in turn, helps to understand the strengths and weaknesses of teaching and learning in order to promote purposeful learning in nurses. Conclusion: Findings show clinical supervision is a formal process. it has supportive and educational potential for nursing education. This can help last year nursing students and especially during the start-up work.}, Keywords = {Clinical supervision, Nurse’s Education, Literature Review.}, volume = {13}, Number = {3}, pages = {179-187}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2483-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2483-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Abbasi, Hadi and Falsafinejad, Mohammad Reza and Delavar, Ali and Farrokhi, Noor Ali and Mohagheghi, Mohammad Ali}, title = {The Comparison of Two Models for Evaluation of Pre-internship Comprehensive Test: Classical and Latent Trait}, abstract ={Introduction: Despite the widespread use of pre-internship comprehensive test and its importance in medical students’ assessment, there is a paucity of the studies that can provide a systematic psychometric analysis of the items of this test. Thus, the present study sought to assess March 2011 pre-internship test using classical and latent trait models and compare their results. Methods: In this cross-sectional descriptive research, item analysis based on classical model was conducted by calculation of difficulty and discrimination coefficients, estimation of reliability by Cronbach’s alpha coefficient method and distracters analysis by comparing distracter proportions using EXCEL software. NOHARM4 software was also used to assess test dimensionality. To assess items parameters (difficulty, discrimination, guessing, information functions, and standard error of measurement) latent trait models and BILOG-MG3 software were used. Results: According to the classical test theory, 30 items (15%) were in the acceptable range of difficulty and discrimination coefficients. Test reliability coefficient was 0.913. Seventy three items (36.5%) had problems with the distracters. The analysis of test dimensionality indicated that the test was unidimensional. Using Three-Parameter Logistic Model, we obtained the mean and standard deviation of items parameters, i.e. item difficulty (0.321, 1.874), item discrimination (1.021, 0.666), and item guessing (0.209, 0.082). Maximum test information function was between 1.0 to 2.8 ability levels, and the test had lower information compared to the higher levels of ability at cutting scores. Conclusion: The findings indicate that analyses of latent trait models can be used to overcome the limitations of the classical test theory.}, Keywords = {Pre-internship test, Classical model, Latent trait models}, volume = {13}, Number = {3}, pages = {167-178}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2521-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2521-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Kohan, Shahnaz and Mohammadalibeigi, Nastaran and Beigi, Marjan and Taebi, Mahbobeh}, title = {Midwives’ Experiences of Applying Critical Thinking in High Risk Situations at Labor Unit: A Qualitative Study}, abstract ={Introduction: Critical thinking is an essential skill for being knowledgable about riskfull conditions of midwifery, evaluation of clinical decisions, and a proper care planning for mother and child. This study aimed to explore midwives’ experiences of employing critical thinking in high risk situations in labor unit. Methods: Fourteen bachelor midwives working in labor unit participated in this qualitative content analysis study. They were selected through purposeful sampling method. Data was gathered by individual interviews recorded on audiotapes, transcripted and then analyzed. Interview transcriptions were coded through repeated comparisons with similar groups and then classified. Finally two main categories and eight subcategories were emerged. Results: Analysis of participants’ viewpoints and their sayings about employing critical thinking lead to development of two main categories: “trying to screen high-risk situations among apparently healthy patients” with 5 subcategories, and “trying to diagnose when facing a mother in a high-risk situation” having 3 subcategories. Analysis of findings showed that novice midwives screened high-risk situations relying on their professional knowledge and analyzing the information inductively whereas experienced midwives tried to refer to their intellectual framework deductively based on their previous experiences of managing critical patients. Conclusion: According to the results, it seems necessary to revise and modify the curriculum of midwifery in order to improve critical thinking skill through acquisition of professional knowledge of midwifery and to educate students to manage high-risk cases. Therefore all midwives will acquire critical thinking skill and will be able to screen and diagnose high-risk patients.}, Keywords = {Critical Thinking, High Risk Situations, Qualitative Content Analysis, Qualitative Study, Clinical Reasoning}, volume = {13}, Number = {4}, pages = {341-352}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2455-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2455-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Cheraghi, Fatemeh and Shamsaei, Farshid and Shaikholsalmi, Farzaneh and Hasantehrani, Taibeh}, title = {Relationship between Self-Efficacy and Learning and Study Strategies in Nursing and Midwifery Students of Hamedan University of Medical Sciences}, abstract ={Introduction: Self-efficacy as well as learning and study strategies improve students’ academic performance through facilitating learning. The present study was conducted to determine the relationship between self-efficacy and learning and study strategies of nursing and midwifery student of Hamedan University of Medical Sciences. Methods: This was a correlation study. All of Hamadan nursing and midwifery students were selected using census method. Data were collected with "Learning and Study Strategies Inventory:LASSI" and "General Self-Efficacy" questionnaires and analyzed with descriptive and analytical statistics. Results: Five hundred students completed the questionnaires (response rate was 91%). There was a significant positive correlation between self-efficacy scores and each of the ten areas of learning and study strategies (P<0.01) and between each of the ten areas of learning and study strategies (P<0.01) and also self-efficacy (P<0.05) with the students’ point averages of the previous semester. There was a significant difference between gender and attitude, focus, and motivation (P<0.05). Female students had better attitude, focus, and motivation for learning. There was a significant negative relationship between anxiety, information processing (P<0.05), attitude, focus, motivation, selecting main ideas, testing strategies (P<0.01) also self-efficacy (P<0.01) and semesters spent at the university. Conclusion: Students with high self-efficacy use more learning and study strategies. Self-efficacy can improve their academic achievement and their ability to learn.}, Keywords = {Self-Efficacy, Learning and study strategies, Nursing Education}, volume = {13}, Number = {4}, pages = {331-340}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2357-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2357-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Khoramirad, Ashraf and Arsangjang, Shahram and Ahmaritehran, Hoda and Dehghani, Hakimeh}, title = {The Relation between Spiritual Intelligence and Test Anxiety Among Nursing and Midwifery Students: Application of Path Analysis}, abstract ={Introduction: One of the concerns of educational system is test anxiety that impairs academic performance. On the other hand, using the spiritual sources in solving life problems and confronting conflicts and achieving goals is attended increasingly. The aim of this study was to investigate the relationship between spiritual intelligence and its dimensions with test anxiety among nursing and midwifery students. Methods: This descriptive -analytic study was conducted on a census sample of 246 BS nursing and midwifery students in Qom University of Medical Sciences in 2012. The spiritual intelligence questionnaire developed by Badii et al and the anxiety inventory were used. The Data were analyzed by path analysis and correlation coefficients. Results: There was a significant inverse relation (r=-0.28, p=0.002) between spiritual intelligence and test anxiety scores. Among all aspects of spiritual intelligence, self-awareness (Consciousness) and Ability to deal with problems had the most influences on anxiety. There was a significant relation between all dimensions of spiritual intelligence whit its total score (p<0.0001). Conclusion: According to the inverse relation between spiritual intelligence and test anxiety, it seems that paying attention to spiritual intelligence is valuable and effective in improving educational performance and controlling test anxiety.}, Keywords = {Spiritual Intelligence, Test Anxiety, Dimensions of Spiritual Intelligence, Nursing Student, Midwifery Student}, volume = {13}, Number = {4}, pages = {319-330}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2341-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2341-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Shakurnia, Abdolhussein and Alijani, Houshang and Najjar, Shahnaz and komeili, hossein and Elhampour, Hussei}, title = {The Effect of Two Assessment Methods on Exam Preparation and Study Strategies: Multiple Choice and Essay Questions}, abstract ={Introduction: Utilizing appropriate approaches to study and learning can improve students’ academic performance. Recent studies have shown that students’ learning approaches are influenced by several factors including the type of assessment. The aim of this study is to assess the effect of multiple-choice tests (MCQ) and essay tests on the nursing students’ learning approaches. Methods: This quasi-experimental study was done on 124 students from the School of Nursing & Midwifery of Ahvaz Jundishapur University of Medical Sciences in 2011-2012. Subjects were divided into two groups based on the type of exam questions, one group multiple choice questions group and the other essay questions group. In this study, two questionnaires of study approaches (32 items) and exam preparation strategies (28 questions) were used. Validity and reliability of the questionnaires were confirmed. Both groups completed the questionnaires at the beginning and the end of the semester. Statistical analysis was performed by paired sample T test. Results: There was a significant difference between the deep approaches to study scores in students regarding essay type exams (3.70±0.37 vs.3.75±0.33, p=0.008). There was a statistically significant difference in the deep approaches to study in female students regarding essay type exams at the beginning and end of the semester (3.66±0.37 vs. 3.73±0.34 respectively, p=0.001) there was a statistically significant difference in the surface approaches to study in male students regarding MCQ exams at the beginning and end of the semester (3.34±0.46 vs. 3.63±0.60 respectively, p=0.05). Conclusion: The results showed that the application of essay type tests method for students’ evaluation could lead to a preference for deep approaches to study. It is suggested that this method be used in evaluating students to provide the opportunity to encourage deep approaches to study.}, Keywords = {Approaches to Study, Exam Preparation Strategies, MCQ Questions, Essay Questions}, volume = {13}, Number = {4}, pages = {306-318}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2414-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2414-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {ZamaniManesh, Hamed and Khorasani, Abasalt and Youzbashi, Alirez}, title = {Effective Ways in Internationalizing the Curricula of Medical Sciences: Viewpoints of Faculty Members in Shahid Beheshti University of Medical Sciences}, abstract ={Introduction: Becoming a concern for top universities worldwide, internationalizing the curricula is aimed to provide an international sight for academic curricula of the disciplines in universities nowadays. The purpose of this study is to investigate effective ways of internationalizing the curricula of medical sciences disciplines from the faculty’s viewpoint in Shahid Beheshti University of Medical Sciences. Methods: This descriptive survey study was performed during 2011-2012 academic years. The statistical population included 423 faculty members of Shahid Beheshti University of Medical Sciences. 118 members were selected as the research sample. The research instrument was a questionnaire developed by the researcher using 5-point Likert Scale which covered seven areas. Also its validity and reliability was confirmed. Collected data was analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t-test, independent t-test, ANOVA and Scheffe’s test). Results: The score attained for all represented solutions for internationalization of medical curricula was significantly (P≤0.05)more than the scale’s mean (m=3). Content/educational strategies (3.86±0.59) had the highest mean and structural/academic strategies had the lowest mean (3.34±0.66). There is no significant difference (P≤0.05) in terms of sex and academic variables. Conclusion: It seems that it is effective to use different solutions including content/educational, motivation/humanistic, structural/academic, informative/communicative, cultural/social, political/diplomatic, and technological/equipment ones in internationalizing medical curricula.}, Keywords = {Internationalization, Curriculum, Globalization, Educational Policy}, volume = {13}, Number = {4}, pages = {291-305}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2438-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2438-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Hemmatimaslakpak, Masumeh and Bagherieh, Farzaneh and Khalkhali, Hamidrez}, title = {The Effect of Peer Mentoring Program on Nursing Students’ Stressors in Clinical Environment}, abstract ={Introduction: Without clinical education, efficient nursing education is hardly achievable. Nursing Students recall clinical education as their most stressful course ever. Peer mentoring may be one of the strategies to reduce student stress in the clinical environment. The purpose of this study is to examine the effects that a peer mentoring program has on nursing students’ stress factors in clinical environment. Methods: This research is a quasi-experimental study on 44 second-semester nursing students of Urmia Nursing and Midwifery School who were selected through census. They were randomly divided into two groups as control (21) and intervention (23). In intervention group, a 7th semester nursing student mentor took the responsibility of guiding and supporting each group of 4-5 second semester students. The instrument for data collection was the Farsi version of Clinical Experience Assessment from developed by Kack & Kleehammer. Data were analyzed using Chi², Wilcoxon, and Mann-Whitney test. Results: Clinical Stressor Scores of students in the intervention group declined from 50.45 to 41.9. Wilcoxon test also showed a significant statistical difference (P=0.001). In the control group, no significant difference before and after the intervention (P=0.06) was seen. Conclusion: Peer mentoring program leads to a reduction in nursing students’ stressors in clinical environment. Therefore, it is recommended to use this method in clinical education}, Keywords = {Peer Mentoring Program, Stressful Factors, Clinical Education, Educational Envoronment}, volume = {13}, Number = {4}, pages = {280-290}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2349-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2349-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Ahanchian, Mohammadreza and Mirhaghi, Amir}, title = {Nursing Postgraduate Students` Experience of Preparing for Nursing Postgraduate Entrance Exam}, abstract ={Introduction: Increased volunteers for postgraduate education have expanded competition. It has been a serious challenge for both participants and educational managers to be prepared for postgraduate entrance exam. This study aims to explain the process of preparing for postgraduate entrance exam among nursing postgraduate students based on expectancy theory. Methods: This study used directed qualitative content analysis based on expectation theory by semi- structured interviews. Ten participants among nursing postgraduate students were selected by purposeful sampling. Data analysis was conducted by content analysis. Results: After data analysis, four themes have emerged include self-efficacy, precept, firm effort and self-esteem. In directed approach, self-efficacy and self-esteem were related to expectancy. As well, valence and firm effort and counseling were related to instrumentality. “Self” was the most central concept in data analysis related to educational achievement. Conclusion: Necessity for reaching to the appropriate level of performance in nursing postgraduate entrance exam requires broad instruction for diverse skills critical for enhancing “Self” in student. Therefore student-centered learning approaches are recommended.}, Keywords = {Postgraduate, Nursing, Entrance Exam, Expectancy Theory}, volume = {13}, Number = {4}, pages = {270-279}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2334-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2334-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Memarpour, Mahtab and Bazrafcan, Lilal and Mosavi, Ehsan and Vossoghi, Mer}, title = {Factors Influencing Dental Students’ Choice of Discipline}, abstract ={Introduction: Students’ choice of dentistry as the discipline of study is influenced by several factors. These factors influence the interest and attitude of these students towards their future career and are the important aspects in the quality of services provided by them. Given the importance of this issue, this study aims to investigate the views of dental students about important factors influencing their choice of dentistry as discipline, and possible differences among the two genders. Methods: This descriptive study was performed nationwide on dental students who had participated in Student Congress using random sampling. Data was collected using a questionnaire which its validity was approved by qualified professors and its reliability was assessed using Cronbach's alpha test. The questionnaire had 22 questions and was distributed among a random sample of 325 students. Their agreement with each question was measured on a 7-point Likert scale. Data was analyzed using descriptive and inferential statistical tests such as independent t -test and Pearson correlation coefficient. Results: A total of 283 students (112 males, 171 females) with a mean age of 22.3±2.04 completed the questionnaire. Based on the mean scores, factors such as a socially decent career(4.92), job security (4.84) and a high-paying job(4.84) were the main reasons for choosing dentistry. This is while considering dentistry as an opportunity for research(2.61) and having information or background about dentistry(2.65) were the least important factors. Investigating aspects affecting dentistry choice between the two genders, only being keen on the scientific aspect of dentistry was significantly higher in female students than that of males (P=0.039). Other factors were not significantly different between the sexes. Conclusion: In students’ opinion, acceptable social position, ensured future of the work and proper income were the most important factors in choosing dentistry. Also regarding the most important factors in choosing dentistry, there was not any significant difference between two sexes. Due to the high cost of education and the requirements for providing a high quality of health care, it seems that more attention is required toward the cultural superiorities and cognitive abilities necessary for the students to choose their study courses.}, Keywords = {Education, Discipline choice, Career choice}, volume = {13}, Number = {4}, pages = {260-269}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2474-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2474-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {salehiniya, hami}, title = {Commentary on: Evaluation of Internal Efficiency and External Effectiveness of the General Medicine Curriculum: Perspectives of Students, Graduates and Faculty Members at Shahid Sadughi University of Medical Sciences}, abstract ={با توجه به نوع مقاله ندارد}, Keywords = {}, volume = {13}, Number = {5}, pages = {444-447}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2722-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2722-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Kowsarian, Mehrnoosh}, title = {letter to editor on: "The Effect of Health Promotion Education on High School Students’ Lifestyle"}, abstract ={}, Keywords = {}, volume = {13}, Number = {5}, pages = {441-443}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2768-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2768-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Anbari, Zohreh and Jadidi, Rahmat Allah}, title = {Comparing of Barriers to Research Activities among Students of Arak University of Medical Sciences, and Appropriate Strategies for Student Research Management}, abstract ={Introduction: Scientific research in the medical sciences is known as a basic necessity for professional development which leads to clinical improvement. This study aims to compare the barriers to research activities among students of Arak University of Medical Sciences and provide proper strategies for student research management. Methods: This analytical comparative study was carried out in year 2012 on 325 students of Arak University of Medical Sciences. Non-researcer students were selected through stratified sampling while researcher students were selected by census. Data was collected using two researcher-made questionnaires classified using Likert scale that compared barriers existing in institutional and individual area. The scores given to these barriers were compared to those found by similar studies in 25 published articles. Strategies for improving student research management were validated using the Delphi technique. Validity and reliability of the questionnaires were confirmed and data was analyzed using ANOVA and t-test. Results: According to the viewpoints of researcher students, mean score for barriers in instutional area was (3.32±2.14) and according to non-researcher students, mean score for existence of barriers in individual area was (3.68±1.98) which is considered high . The highest barrier scores belonged to the lack of of trained research assistants (4.35±1.3), no application of research outcomes in the community (4.25±.9), and students’ unfamiliarity with digital library (4.31±1.5). The mean score of institutional barriers given by non-researcher students was significantly different among different schools (p=0.001). No significant correlation was observed between gender or students’ grand point averages with scores of research barriers (p>0/05). Finally improvement strategies for students’ reasearch management in three fields of structure, process, and function were represented. Conclusion: This research emphasises on the required infrastructures for student researches, taking benefit of well-trained research assistants and encorporating research methodology course in curricula of all medical sciences disciplines as the main basis for student research activity improvement.}, Keywords = {Research Activities, Student Research, Research Management, Research Institution,}, volume = {13}, Number = {5}, pages = {435-448}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2485-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2485-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Raisi, Marziyeh and AhmariTehran, Hoda and Heidari, Saeide and Jafarbegloo, Esmat and Abedini, Zahra and Bathaie, Seyed Ahm}, title = {Relationship between Spiritual Intelligence, Happiness and Academic Achievement in Students of Qom University of Medical Sciences}, abstract ={Introduction: Spiritual intelligence as the foundation of one's beliefs has a crucial role in different aspects of human life particularly in provision and promotion of mental health. On the other hand, the role of happiness in mental health, physical health, and efficient social partnership is considered to be very important. The purpose of this study was to examine the relationship between spiritual intelligence, happiness and academic achievement in students of Qom University of Medical Sciences. Methods: In this descriptive, analytical research conducted in 2011-2012, a census sample of 353 medical, nursing, and midwifery students were studied. Data gathering tools included the Oxford Happiness Questionnaire and spiritual intelligence Questionnaire of Badie. Data were analyzed via ANOVA, Pearson correlation, and t test. Results: The mean and standard deviation for total score of spiritual intelligence and happiness were 152.93±18.83 (out of 210) and 48.33±16.22 (out of 87), respectively. A direct, significant, and moderate relationship existed between the spiritual intelligence and happiness scores(r=0.599, p=0.0001).There was a weak but significant relationship between the spiritual intelligence and academic achievement(r=0.12, p=0.041). Mean score for happiness was not correlated with academic achievement (p>0.05). The mean score of spiritual intelligence in males (149.74±17.11) was significantly different(t=3.98, p=0.048) from that of females (154.32±19.45). Also statistically significant differences were observed in the mean scores of happiness among students with different fields of study(F=3.94, p=0.020) and also with different economic status were significantly different (F=3.98, p=0.008). Mean scores of spiritual intelligence of students with different fields of study (F=3.65, p=0.027) and with different economic status (F=4.15, p=0.007) were also significantly different. Conclusion: Higher spiritual intelligence was associated with more happiness and academic achievement of students. It seems that promotion of spiritual intelligence creates a cheerful mood and promotes academic achievement of students of medical sciences and thus improves the quality of medical care to patients.}, Keywords = {Spiritual Intelligence, Happiness, Academic Achievement, Spirituality, Students}, volume = {13}, Number = {5}, pages = {431-440}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2493-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2493-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Shakurnia, Abdolhussein and Mohtadi, Hamidreza and Elhampour, Hussein l}, title = {Students’ Problems Presented upon Attending in The University Counseling Centers of Ahvaz Jundishapur University of Medical Sciences}, abstract ={Introduction:University counseling centers, as a section of vice chancellery for students and cultural affairs, serves for improving students’ physical and psychosocial well-being. The purpose of this study was to investigate students’ problems making them attend counseling centers in Ahvaz Jundishapur University of Medical Sciences. Methods:In a descriptive correlation study, the students’ problems making them visit counseling centers of Ahvaz Jundishapur University of Medical Science were reviewed for a year interval (2011-2012). The data was extracted from the records (647 student files) in the counseling centers using a form and a database was developed. Descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (chi-square test, independent t test, and Pearson correlation coefficient) were used in data analysis. Results:Out of 3200 students in the university, 647 (20%) visited University Counseling Centers at least once. Visitors were mostly female students (73.13% vs. 26.87%, χ2=12.92 and p=0.02). The frequency of causes bringing students to counseling center were: educational and academic problems for 164 (25.6%) students, psychological-emotional problems in 140 (21%), personal problems in 140 (21.7%), marital problems in 133 (20.7%), and family problems in 67 (10.4%). The chi-square analysis indicated that significant differences exist among the causes for referring students by sex, marital status, and not being Ahwaz inhabitant(p<0.05). Conclusion: Less than a quarter of students had attended counseling centers and these visits were mostly due to educational and psycho-emotional problems. Therefore it is recommended to continuously assess students’ counseling needs and conduct workshops to help resolve their most prevalent problems.}, Keywords = {StudentCounseling Center,Educational Problems, Pycho-Emotional Problems, Counseling Needs}, volume = {13}, Number = {5}, pages = {424-434}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2494-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2494-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Dehghani, Ali and Dastpak, Mehdi and Gharib, Alirez}, title = {Barriers to Respect Professional Ethics Standards in Clinical Care Viewpoints of Nurses}, abstract ={Introduction: Observing the criteria of professional ethics is an innate trait of nursing profession by which an individual gets committed to perform appropriately so that make no harm to the clients and improve their health status. This study aimed to determine barriers to observe professional ethics from nurses’ viewpoints in year 2012. Methods: This descriptive cross-sectional study was conducted on a census sample of nurses working in hospitals affiliated to Jahrom University of Medical Sciences (n=152). Data gathering tool was a researcher-made questionnaire about three categories of barriers to compliance with professional ethics standards, including “managerial”, “environmental” and “individual care-giving” obstacles. Data was analyzed by calculating frequency of responses to items, and weighted frequencies in each category. Results: Most responders agreed to the barrier role of environmental (68.5%), individual care-giving (62.7%) and managerial (61.6%) items in meeting ethical standards in practice. The most important barriers were lack of staff (80.3%) regarding management area, overcrowded wards (75.6%) considering environmental area, and failure in fulfillment of basic needs such as sufficient income or enough break-time for nursing staffs (84.8%). Conclusion: Environmental areas were the most important barriers of compliance with professional ethics. Therefore it is recommended that health organizations especially hospitals put emphasis on principles and standards of health care, including environmental factors via precise planning, drawing attention to importance of professional ethics in patients’ recovery, advantages of regarding these ethics and disadvantages of violating them, as well as providing desirable situation for nurses to overcome these barriers.}, Keywords = {Professional ethics, Ethical Standards, Clinical care, Nursing.}, volume = {13}, Number = {5}, pages = {421-430}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2491-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2491-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Jahani, Nasimeh and Alaghmand, Azadeh and Mirjood, Seyyed Hossei}, title = {Evaluation of Entrepreneurship Attributes in Dental Students at Babol Medical University}, abstract ={Introduction: Having entrepreneurial and innovative performance is an important issue for individual’s adaption to the new era. Nowadays, entrepreneurship is a necessity, and adequacy of students’ entrepreneurial attributes is a prerequisite for entrepreneurship development in health care. This research was conducted with the aim of evaluating entrepreneurship attributes in dentistry students at Babol Medical University. Methods: This descriptive, cross-sectional study was performed on all 82 postgraduate dentistry students at Babol Medical University in 2012-2013. Research tool was three comprehensive standard entrepreneurship questionnaires (with five themes: tendency to be successful, tendency to be independent, creativity, risk-taking, determination), ambiguity tolerance and locus of control. For data analysis, descriptive statistics, and T-test were used. Results: Result indicates that the mean scores of tendency to be successful, tendency to be independent, creativity, risk-taking, and determination and also students’ ambiguity tolerance were 9.5±2.87, 4.38±1.35, 9.13±2.25, 9.22±2.13, 8.24±1.95, 25.47±1.25, 41.64±3.82, respectively, and they were higher than the theoretical mean. Concerning the locus of control, result shows that (the mean obtained regarding students’ locus of control was 41.64±3.82) it was higher than the standard mean for this attribute (μ=40). Moreover, result indicates that there was no significant difference between genders in tendency to be successful, tendency to be independent, creativity, and risk-taking. But in determination, ambiguity tolerance, and locus of control, a significant difference was observed between genders. Conclusion: The high mean of entrepreneurship attributes (over theoretical mean) generally represents dentistry students’ potential readiness towards being entrepreneurs. However, it is necessary to improve the entrepreneurship training program by paying appropriate attention to all the components.}, Keywords = {Entrepreneurship Features, Students, Dentistry}, volume = {13}, Number = {5}, pages = {413-420}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2496-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2496-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Ahmadi, Fatemeh Zahr}, title = {Application of the Principles of Vella’s Dialogue Education in Antenatal Education Programs: A Qualitative Research}, abstract ={Introduction: It is a long time that educational activities have been used to improve pregnant women’s lives and keep them healthy. This research aims at interpreting pregnant women’s experiences of maternal health education who visited maternal care center, according to the 12 principles of Vella’s dialogue education. Methods: This content analysis qualitative study was conducted in a health clinic in Tehran province. A purposive sample of 15 pregnant women was selected. An interview guide and an observation checklist were used to collect data. Interviews were coded and categorized in predetermined categories. Results: According to experiences of pregnant women visiting the maternal care center, all the 12 principles in general and especially 4 of them were less observed. These include: formation of a sound relationship, need assessment, safety, and clear roles. The principle of sound relationship including humility, patience, and respect by instructor, his/her accountability for immediate response to learners’ questions, spending enough time for education should be considered strongly. Moreover, improvement of prenatal education depends on pregnant women’s need assessment before education, providing safety during education, defining the new role of midwife throughout education for target group, and clarifying the parthnership role of men in pregnancy period. Conclusion: In addition to providing a stronger recognition about the manner of holding educational sessions in maternal care center, supplying a comprehensive definition about experiences of employing twelve principles of Vella’s Dialogue Education this study has efforted to underlie steps toward reducing the failures in this path. However Vella has not pointed to the “patience” as a requisite in formation of a sound relationship, findings of the study shows tht this construct is a necessary factor for formation of a firm relationship in Iran.}, Keywords = {Dialogue Education, Antenatal Education, Qualitative Research.}, volume = {13}, Number = {5}, pages = {373-387}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2250-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2250-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Habibi, Hengame and Khaghanizade, Morteza and Mahmoodi, Hosein and Ebadi, Abas and seyedmazhari, Marj}, title = {Comparison of the Effects of Modern Assessment Methods (DOPS and Mini-CEX) with traditional method on Nursing Students\' Clinical Skills: A Randomized Trial}, abstract ={Introduction: Student assessment is of the most important responsibilities of a clinical teacher. Application of new methods of assessment is necessary due to significant improvement in clinical teaching methods. In the meantime, new assessment approaches that simultaneously enforce learning have been greeted more than other methods. Therefore, this study was conducted to compare the new methods (Mini-CEX and DOPS) with traditional method of assessment on the clinical skills of nursing internships students in Army University of Medical Science. Methods: This study is a randomized trial which was carried out on nursing students of Army University of Medical Science. All eligible students and instructors willing to take part were randomly divided into two groups of experiment and control. After training the instructors and assessing the reliability of evaluators, three rounds of assessments were performed using DOPS and Mini-CEX for experiment group while control group was evaluated using the routine method. Evaluation of procedures (Vein puncturing, dressing up, report writing, and patient education) in each group was based on valid and reliable check-lists made by the researcher. Results were analyzed using descriptive and inferential statistics (Chi-square and independent T tests). Results: There was no significant difference between groups regarding demographic variables such as age, gender, and average (p<0.05). The mean scores of final assessments in the experiment group(by Mini-CEX and DOPS methods) were significantly(p=0.000) higher than the control one(traditional method). In other Conclusion: It seems that applying Mini-CEX and DOPS methods resulted in improvement of clinical skills among students. Accordingly, it is recommended that nursing education centers apply these two methods to assess students’ clinical skills in conjunction with other methods, to help promote their learning.}, Keywords = {Clinical evaluation, Direct Observation of Procedural Skills (DOPS), Mini- clinical Evaluation Exercise (Mini-CEX)}, volume = {13}, Number = {5}, pages = {364-372}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2289-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2289-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {KarimiMoonaghi1, Hosein and Armat, Mohammad Rez}, title = {Using WebQuest in Medical Education}, abstract ={Introduction: Today modern teaching and learning approaches in medical education have received considerable attention. This paper aims to introduce WebQuest as a new method of inquiry-based learning through the use of Internet. Also its application in medical sciences education in general, and especially nursing education is explained. Methods: To find articles related to the WebQuest topic, the popular databases including PubMed, Google Scholar, Science Direct, Nursing Consult, CINAHL, Web of Knowledge were searched using WebQuest related keywords. Very few medical articles were found, and there was no research article published in Iran. Results: WebQuest is a new method of student-centered, inquiry-based learning which uses computer technology to engage and motivate students individually or collaboratively in exploring, analyzing, and synthesizing data to construct a new understanding or meaning. WebQuests, as a student-centered activity, enhance and facilitate higher order cognitive skills, including analysis, synthesis, evaluation and judgment, critical thinking. They also cultivate students’ exploratory and problem solving mentality. Based on constructivist learning theory and inquiry learning, WebQuests involve learners in collaborative learning process and group projects. There is a strong link between WebQuests and multi-media techniques which provide significant opportunity for utilizing internet resources in teaching and learning experiences. Conclusion: It seems the concept of WebQuest is still less known both general and higher education, and particularly in medical education in Iran. Introducing this method in medical education which is based on new approaches of teaching and learning processes can provide a different view and encourage students to learn more effectively, deeply, and indelibly.}, Keywords = {WebQuest, Inquiry- based Learning, Web-based Learning, Internet, Teaching, Learning.}, volume = {13}, Number = {5}, pages = {353-363}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2517-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2517-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {}, title = {some notes about the application of path analysis method in the medical education researches: a commentary on the article “The Relation between Spiritual Intelligence and Test Anxiety Among Nursing and Midwifery Students: Application of Path Analysis”}, abstract ={NOT}, Keywords = {}, volume = {13}, Number = {6}, pages = {538-540}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2833-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2833-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Javadinia, Seyed Alirez}, title = {Barriers to Scholarship Research Activities in Medical Universities}, abstract ={}, Keywords = {}, volume = {13}, Number = {6}, pages = {535-537}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2823-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2823-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {salehiniya, hami}, title = {comment about Comparison of the Effects of Modern Assessment Methods (DOPS and Mini-CEX) with traditional method on Nursing Students\' Clinical Skills: A Randomized Trial}, abstract ={}, Keywords = {}, volume = {13}, Number = {6}, pages = {531-534}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2827-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2827-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Alavi, Mous}, title = {Structural Equation Modeling (SEM) in Health Sciences Education Researches: An Overview of the Method and Its Application}, abstract ={Introduction: There are many situations through which researchers of human sciences particularly in health sciences education attempt to assess relationships of variables. Moreover researchers may be willing to assess overall fit of theoretical models with the data emerged from the study population. This review introduces the structural equation models method and its application in health sciences education. Methods: Purposive library search (for book reviews), electronic resources and data bases including Google search engine (for books and articles) was used to gather information to be organized and presented here. Results: Health sciences education researchers can use statistical techniques known as structural equation models (SEM) that could be performed by software, in order to examine the appropriateness of conceptual models or their application in the population. The researchers should follow the general steps including designing a study, ensuring SEM assumptions to be met, assessing model fit and model modification, and interpreting the study results appropriately. Conclusion: Structural equation modeling has various capabilities and can help overcome limitations of traditional statistical methods. Therefore it has many implications for the studies related to humanities particularly health sciences education.}, Keywords = {Structural Equation Models (SEM), Health Sciences Education, Review Study}, volume = {13}, Number = {6}, pages = {519-530}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2228-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2228-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Mohebiamin, Sakineh and JafariSuni, Hossein and SaeedyRezvani, Mahmood and AminYazdi, Amir}, title = {Creative Teaching in Mashhad University of Medical Sciences: Students’ Viewpoints in School of Nursing and Midwifery}, abstract ={Introduction: Creative teaching is one of the most basic requirements in the modern higher education systems. The aim of this study is to investigate the status of creative teaching from the viewpoints of students studying in School of Nursing and Midwifery at Mashhad University of Medical Sciences. Method: This descriptive survey study was performed on a stratified sample of 246 students (nursing, anesthesiology, operation room, and midwifery) of School of Nursing and Midwifery of Mashhad University of Medical Science in year 2012. Data gathering tool was a questionnaire made by researcher including 55 items (with 5 points Likert scale) in 10 domains according to Ekvall’s Organizational Climate for Creativity. Data was analyzed using one sample T-test, ANOVA and MANOVA Test. Results: Mean and standard deviation of questionnaire’s total score (3.11±.52) was significantly (t=9.21, p=0.001) more than that of the scale’s cut point (=3), indicating the desirability of creative teaching from students’ perspective. The total mean score for all factors of creative teaching was 3.36±.47 in nursing, 3.12±.58 in anesthesiology, 3.67±.52 in operation room, and 3.31± .52 in midwifery discipline. The difference between mean scores of different disciplines was statistically significant (F=12.36, p= 0.001) Conclusion: This study showed that teachers’ creativity in teaching is desirable from the students' viewpoints in school of nursing and midwifery of Mashhad Medical University. Moreover, midwifery teachers acted more creatively compared to the other disciplines under investigation}, Keywords = {Creativity, Creative Teaching, Student Viewpoints, School Of Nursing and Midwifery, Organizational Climate}, volume = {13}, Number = {6}, pages = {509-518}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2469-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2469-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Abasi, Parvin and Sepahi, Vida and Khoshay, Ahmad and Iranfar, Shirin and Timareh, Mehnoosh}, title = {Critical Thinking Disposition and Its relationship with Self-Esteem in Pre-Clinical and Clinical Medical Students of Kermanshah University of Medical Sciences}, abstract ={Introduction: Critical Thinking (CT) is an essential component of clinical decision-making and professional competence. Personal characteristics of the students are one of the factors influencing their critical thinking development. The aim of this study was to determine the correlation between Critical Thinking Disposition (CTD) and self-esteem among pre-clinical and clinical medical students in Kermanshah University of Medical Sciences. Methods: In this descriptive-analytic study, 225 pre-clinical and clinical medical students were randomly selected through stratified sampling method in Kermanshah University of Medical Sciences in 2011. The data gathering tool included California Critical Thinking Disposition Inventory (CCTDI), and Cooper-Smith self-esteem inventory. The results were analyzed using descriptive statistics, Spearman correlation coefficient, Chi-Square, and independent sample t-test. Results: Results showed the students' mean scores in critical thinking disposition was 212.99±28.87(out of 420). Among all, CTD scores of 120 students (53.3%) were in ambivalence range, 102 (45.3%) were strong opposition, and 3(1.4%) positive inclination. There was a significantly positive correlation between CTD and self-esteem scores (r= 0.429, P=0.001). Also, there was a significant correlation between being in high or low self-esteem groups and CTD scores (P=0.0001, χ2=25.9). Conclusion: Students with higher self-esteem had a better CTD scores compared with those who had lower self-esteem and there was a direct and positive correlation between these two variables. Thus, faculty members should impart adequate self-esteem to their students for proper clinical judgment and decision making in different clinical circumstances.}, Keywords = {Critical Thinking, Self-Esteem, Medical Students, Pre-clinical Education, Clinical Education}, volume = {13}, Number = {6}, pages = {498-508}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2605-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2605-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Anbari, Zohreh and Jamilian, Hamidreza and Rafiee, Mohamad and Qomi, Mahin and Moslemi, Zahr}, title = {The Relationship between Students’ Satisfaction with Major, Mental Health and Academic Achievement in Arak University of Medical Sciences}, abstract ={Introduction: Attention to students’ major satisfaction and mental health is important in promoting their learning and academic achievement. This study aims to investigate the relationship between satisfaction with major, mental health and academic achievement among students in Arak University of Medical Sciences in 2012. Methods: In this descriptive-correlation study, relationship between satisfaction with major and mental health and academic achievement of 403 students in Arak University of Medical Sciences was assessed. Students were selected through stratified random sampling method from schools of Paramedics, Nursing and Medicine. Data were collected through the standard general health questionnaire (GHQ28) and a researcher-made questionnaire on major satisfaction. Data were analyzed using independent T-test and Spearman test. Results: Students’ mean score of satisfaction with their major was 61.16 ± 12.38 (out of 90) which was interpreted as about average. Their general health score was 26.36± 10.65 that showed a mild psychological distress. There was no significant relationship between major satisfaction and mental health and academic improvement (p=.22, r=-.061) but there was a significant negative relationship between academic achievement with satisfaction (p=0.024, r=-0.113) and mental health (p=0.001, r=-0.166). Conclusion: It is important that special attention be paid to the role of supervisors, student counseling centers, students’ academic achievement monitoring, identification and provision of the services needed for students at risk, and participation of their families.}, Keywords = {Mental Health, Academic Improvement, Satisfaction of Field Study, Medical Sciences Students, General Health }, volume = {13}, Number = {6}, pages = {489-497}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2519-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2519-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Pakpour, Vahid and Salami, Sedigeh and Magsodi, Mohammad and Dodangeh, Samir}, title = {Nursing Students’ Perspectives on Actual and Ideal Support and Supervision in Clinical Learning Environments in Zanjan University of Medical Sciences in 2011}, abstract ={Introduction: Clinical learning environment has an important role in clinical learning of nursing students. Any differences between students’ perspectives in expected and actual environment may result in decreased clinical learning. Therefore, the present study aimed to compare nursing students’ perspectives on actual and ideal support and supervision in clinical setting. Methods: In this descriptive study a census sample of 96 nursing students in Zanjan University of Medical Sciences were chosen. For data gathering, the actual and ideal parallel forms of "Perception of Extent of Support and Supervision Survey" were used. Each form has 29 items in two support and supervision subscales. Data analysis was done using descriptive and inferential statistics. Results: There were statistical differences between actual and ideal perception of nursing students in support and supervision domains, so that in support domain, the expectation of nursing students was not met by clinical instructors and in supervision domain, the actual degree of supervision is greater than the students' expectation (p> .000). Conclusion: There is a gap between actual and ideal perception of nursing students about support and supervision in clinical setting. This gap may have negative effects on clinical learning of students.}, Keywords = {Nursing Education, Clinical Learning Environments, Clinical Support and Supervision}, volume = {13}, Number = {6}, pages = {480-488}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2316-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2316-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Omid, Athar and Yammani, Niko and Heidari, Kamal and Mousavi, Tahereh and Mousavi, Arefeh}, title = {Educational Needs of General Practitioners Who Enrolled as Family Physicians in National Family Medicine Program and Referral System}, abstract ={Introduction: General practitioners who intend to work as “family physician” in Iranian National Family Physician Program should be ready to provide necessary care and services for the population under their coverage. The aim of this study was to survey and prioritize their educational needs required for the determined tasks in order to design proper educational programs. Methods: This cross-sectional descriptive survey was performed in Isfahan University of Medical Sciences in 2012. A stratified random sample of 507 general practitioners volunteering for “family physician” program was selected. A researcher-made questionnaire including 60 items (each item represented a physician’s task) asked their felt need to training (scored from 1-5, in three main task domains according to the legislated national guideline (02 edition). Data analysis was done using descriptive and inferential statistics. Results: The highest mean scores were in the fields of primary care in respiratory emergencies (3.93±1.01), performing CPR and intubation (3.93±1.08), poisoning care (3.76±0.94), common psychiatric disorders (3.79±0.92), and the portal for Iranian Health Care System (3.77±0.92). But, contraception methods (2.99±1.09), communication skills with patients and in work place (3.06±1.06), principles and skills of family planning and counseling (3.16±1.04), caring of vaccine-preventable diseases (3.24±0/97) and methods of health education (3.24±0.98) had the least mean scores, so could have the lowest learning priorities. Conclusion: Primary care and management of emergencies should be considered the priorities of continuous medical education (CME) for family physicians. The goals of “family physician” program such as management and providing health care services should be emphasized in designing and implementing health service packages as well.}, Keywords = {Family Physician, Needs Assessment, General Practitioner, Isfahan University of Medical Sciences}, volume = {13}, Number = {6}, pages = {470-479}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2499-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2499-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Miri, Khizaran and Malekzade, Javad and Davoudi, Nayyere and Mazloum, Seyedrez}, title = {How many Times of Intramuscular Injection and Intravenous Catheter Insertion is Essential for Learning? Developing Standards according to the Learning Curves}, abstract ={Introduction: A main purpose of clinical training in nursing education is mastery of clinical skills, which are learnt through repetition. So there is a relation between frequency of skill performance and clinical competency. In this study we used learning curve to set standards for required performance times of two main nursing skills: intramuscular injection and intravenous catheter insertion. Methods: This time series study was conducted on 57 junior nursing students who were selected through a convenience sampling method at Mashhad nursing school during 2011. Competency score of each student for each skill performance episode was evaluated by Competency Evaluation Checklist (CEV) and recorded on learning curve till reaching a plateau. CEV was confirmed by computing content validity index and intra-rater reliability coefficients (r=.91). Results: Mean competency score of IM injection was 62.4%±21.5 (out of 100) in first time which increased by 95.1±5.9 in tenth episode. The calculated value for IV catheter insertion was 36.9±10.3 in first time and 94.1±4.3 in the thirteenth. Learning curve was reached a plateau after 7 performances for intramuscular skill and 8 performances for intravenous catheter insertion skill. The number of practice episodes in IM injection and IV Catheter insertion required for acquiring a rate of 75% in competency, by 75% of students were 6 and 7 times, respectively. Conclusion: It seems that at least 7 to 8 performances of IM injection and IV catheter insertion are considered essential to attain students’ mastery. Also designing and application of a clinical logbook is useful for documenting skills performance by nursing students.}, Keywords = {Standard Setting, Procedural Skill, Mastery Learning, Learning Curve, Intramuscular Injection, Intravenous Catheter Insertion}, volume = {13}, Number = {6}, pages = {457-469}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2749-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2749-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Jafari, Zahr}, title = {Comparison of Rehabilitation Students’ Learning in Neurology through Lecture with Team-Based Learning (TBL)}, abstract ={Introduction: Team-based learning (TBL) is a structured form of cooperative learning, which aims to increase students’ skill of access to higher-level of cognitive learning using individual knowledge in a team. In this study, rehabilitation students’ learning was compared through the two methods of lecture and TBL for neurology course. Methods: This quasi-experimental study was carried on 70 BS students of rehabilitation aged 19 to 22 years in the school of rehabilitation. Half of 16 held Neurology course sessions, was run through lecture and the other half was instructed through TBL method. Students’ learning in topics instructed through lecture and TBL methods was measured, using MCQ tests. The assessment scores for two teaching methods were compared using independent t and one-way ANOVA. Also students’ view regarding their interest in neurology course and learning through TBL was assessed using three questions. Results: Students’ exam scores were increased during eight training sessions through TBL considering both individual and group evaluation. Significant difference was observed between four scores of lecture (11.99), individual evaluation (14.66) and group evaluation of TBL (16.66) and total score (14.07) (F=99.54, p≤0.015). A significant correlation was found between their interest to learn through TBL in next academic semesters and TBL group exam scores (r=0.374, p=0.0001). Conclusion: The results showed that TBL method was more successful compared to lecture method. The findings of this study may prove helpful to change the opinion of students, lecturers, and educational managers about the effects of choosing appropriate training methods for knowledge transfer and achieving educational objectives.}, Keywords = {Teaching Method, Lecture, Team-Based Learning, Cooperative Learning.}, volume = {13}, Number = {6}, pages = {448-456}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2398-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2398-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Behnamfar, Rez}, title = {Rhetoric in teaching: A Neglected element (letter to editor)}, abstract ={No abstract}, Keywords = {}, volume = {13}, Number = {7}, pages = {623-625}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2875-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2875-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Amini, Abolghasem and Tabrizi, Jafar Sadegh and Shaghaghi, Abdolreza and Narimani, Mohammad rez}, title = {The Status of Observing Patient Rights Charter in Outpatient Clinics of Tabriz University of Medical Sciences: Perspectives of Health Service Clients}, abstract ={Introduction: Patient Rights Charter consists of a series of patients' legal rights that health care providers must observe and carry out but available evidences show that these are not fully practiced in some outpatient centers. This study aimed to investigate the status of observing patient rights from the perspective of clients in outpatient clinics affiliated to Tabriz University of Medical Sciences. Methods: This cross-sectional survey study was conducted on patients admitted to outpatient centers of Tabriz University of Medical Sciences within December 2011 (N=382). These people were chosen through simple random sampling based on Cochran formula. Data collection instrument was a researcher-made questionnaire derived from Iranian Patient rights charter, which its validity and reliability was approved. Data was analyzed using t-test and ANOVA. Results: Mean and standard deviation of total score for observing all essentials of patients’ rights charter in outpatient centers of the university was at a moderate and reasonable level (42.18±15.15) from the viewpoint of patients. The area of “providing health services based on respecting patient’s privacy and observing the essentials of secrecy and confidentiality” enjoying the highest mean score (66.12±24.39), was at a desirable level compared to other areas. The area of “having access to effective complaint management system” showed the lowest mean score (23.85±23.07) from the participants’ perspective proving a poor level. Ninety three (24.17%) of health service receivers believed that almost all areas of Patient Right Charter were observed totally in outpatient centers of the university. This is while 96 people(25.17%) believed that patients’ right chart has never been practiced in outpatient centers of Tabriz University of Medical Sciences. Conclusions: The general satisfaction with observation of patients’ right charter in outpatient centers of Tabriz University of Medical Sciences is at a moderate level and considered to be acceptable. Only in area of “providing health services based on respecting patient’s privacy and observing the essentials of secrecy and confidentiality”, the satisfaction level is higher than norms. Therefore, study of factors affecting patients’ satisfaction is among research priorities for responding about the current satisfaction status and the manner of providing health services.}, Keywords = {Responsiveness, Patient Rights Chart, Outpatient Centers.}, volume = {13}, Number = {7}, pages = {611-622}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2565-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2565-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Hassanzadeh, GHolamreza and Abolhasani, Farid and Mirzazadeh, Azim and Alizadeh, Maryam}, title = {Team-Based Learning A New Strategy in Integrated Medical Curriculum: The experience of School of Medicine, Tehran University of Medical Sciences}, abstract ={Introduction: Revising medical curricula & establishing reformed programs result in refined educational methods which are accompanied by development of active & student-based teaching methods such as Team Based Learning (TBL). This paper describes an experience of implementation and evaluation findings of TBL according to medical students’ viewpoints. Methods: This action research was planned for a census sample (n=187) basic science students of Tehran University of Medical Sciences with the new curriculum. After briefing the students about TBL and forming teams we did TBL in the following steps: Individual Readiness Assurance Test (IRAT), Team Readiness Assurance Test(TRAT), appeal, Team Application(TAP), and peer assessment in 15% of each program block. Data gathered by observation recording sheets, and a researcher-made questionnaire, and analyzed using descriptive statistics. Results: A major part of the students (63.8% ) have admitted TBL as a deep learning approach. Students believed that TRATs were useful (46.2%), team application was a learning facilitator in TBL classes (51.7%) and the class management was suitable (60.5%). The observational data showed that the students changed their seats in order to take part in group discussions. They were listening carefully, asking questions and giving reference to support their claims. Some were against this method because it increased their study workload. Conclusion: It seems TBL has a positive effect on deep learning and facilitates learning. The results indicate that TBL results in cooperative & active learning, and it improves class activity and may be, because of the developed interaction between students, it can promote communication skills. We recommend the use of TBL as a teaching method, beside other teaching methods, in medical sciences education.}, Keywords = {Team Based Learning, Small Group Teaching, Medical Education, Students, Collaborative Learning}, volume = {13}, Number = {7}, pages = {601-610}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2490-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2490-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Heydari, Abbas and Alizadeh, Batul and Mazloum, SeyedRez}, title = {The Effect of Preceptorship Program on Clinical Skills of Undergraduate Nursing Students}, abstract ={Introduction: Several programs have been introduced to improve clinical skills of nursing students. Meanwhile, taking benefit of expert clinical nurses (preceptors) for educating nursing students is a new groove to clinical learning. Regarding the limited number of studies on this subject in Iran, current study aimed to determine the effect of preceptorship program on nursing students’ clinical skills. Methods: This experimental study of pre and post-test with two groups design was conducted on 64 BSc nursing students passing their clinical course in the burning-care ward of Imam-Reza hospital of Mashhad. Students were randomly assigned into two groups of control and intervention. In the intervention group, every student was supervised and trained by an expert nurse (preceptor). Control group were trained through the routine teaching method by the clinical instructor. The students’ clinical skills were measures and compared before and after clinical course in the two groups, using t-test, paired t-test Mann Whitney and covariance analysis Results: The students’ clinical skills were improved in both groups. According to the findings of independent t-test and Mann Whitney, the score increments in preceptorship program were significantly more than in the routine method (p≤0/002). Conclusion: Implementation of preceptorship program is helpful and effective for improving clinical skills of nursing students. Thus, it is recommended that educational centers and hospitals try to employ this educational method. On the other hand, the results of this study revealed the necessity of collaboration between academic members and health care providers.}, Keywords = {preceptorship, clinical competency, clinical skills, nursing student, clinical education.}, volume = {13}, Number = {7}, pages = {588-600}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2538-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2538-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Purfarzad, Zahra and FarmahiniFarahani, Moloud and Ghamarizare, Zohreh and Ghorbani, Mojtab}, title = {The Effect of Using Feedback Strategies with an Emphasis on Pharmaceutical Care standards on Nursing Students’ Knowledge and their Medication Errors}, abstract ={Introduction: Medication administration process is a critical aspect of professional nursing care. Prevention from medical errors needs awareness and appropriate decision-making and performance. The aim of this study is to evaluate the effect of using feedback strategies with an emphasis on medication care standards on knowledge of nursing students and their medication errors. Methods: During two semesters of 2011-2012 academic year, a quasi-experimental study was conducted on 59 nursing students of Arak nursing school, who were passing training course in cardiopulmonary ward. Students were divided into 2 groups of intervention and control. Data-gathering tool was a researcher-made observation checklist about the types and frequency of medication errors which was completed by an observer. In order to evaluate pharmaceutical knowledge, a questionnaire of 26 items was developed by the researcher. The data was analyzed using descriptive statistics (mean and standard deviation) and Wilcoxon and Mann Whitney statistical tests. Results: There was a significant difference between mean scores of medication errors in both groups before and after intervention. After intervention, the mean score of knowledge was higher in intervention group (19.86±2.43) compared to that of control group (13.70±2.92). In addition, a statistically significant difference was observed in mean of medication errors between experiment (0.48±0.63) and control group (1.23±1.04) after intervention (P=0.001 and Z=3.20). Conclusion: There was an enhancement in the students’ awareness of medication care and a reduction in their medication errors. This reveals the positive outcome of giving feedback along with an emphasis on medication care standards and its helpful effects on students’ knowledge and their failures. Therefore, in order to enhance the efficacy of education and to reduce medication errors as well, clinical instructors can enrich the clinical training practices by choosing proper programs designed in accordance with objectives and educational contents.}, Keywords = {Clinical education, Pharmaceutical care, Awareness, Medication errors, Nursing students.}, volume = {13}, Number = {7}, pages = {577-587}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2518-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2518-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Nourozi, Heji Mohammad and Rokhi, Farkhondeh and KarimiMoonaghi, Hossei}, title = {Comparison of Video-Based Instruction and Instructor Demonstration on Learning of Practical Skills in Nursing Students}, abstract ={Introduction: Since technology has an important role in the improvement of educational quality, finding better methods of teaching and learning and improving equipment and teaching materials is emphasized. Regarding this, two educational methods- presentation by the instructor and video presentation, were offered and their effectiveness on nursing students’ learning skills was compared. Methods: This quasi-experimental study was carried on 48 nursing students of Mashhad nursing and midwifery school. One group received training through video film and the other were taught by instructor demonstration. Both had opportunity for practical exercise. The students’ learning was assessed via questionnaires and checklists in OSCE. To compare the scores of the two groups, the independent T-test and Mann Whitney U test were used. Results: The results indicated that the average grade for insertion and remove of NG tube, putting on and taking off the gloves in a non-surgical way in the instructor-led demonstration group was more than the video-presentation group (p<0.020). But in the case of hand scrub in a non-surgical way, the results did not indicate a significant difference (p<0.077). Conclusion: Video presentation showed to be less effective. This research confirms the superiority of instructor-led training for practical skills. Of course, in cases where live presentation- due to lack of instructors or equipment- is not possible, video-presentation as an alternative or as a complementary method could be used.}, Keywords = {Practical Skills, Video-based Education, Demonstration, }, volume = {13}, Number = {7}, pages = {571-576}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2328-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2328-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Movaffaghi, Zahra and Makarem, Abbas and Beyraghi, Narges and Hosseini, Fakhrossadat and Farsi, Mohamm}, title = {The Time Allowed to Patients to Explain Their Problem in Outpatient Clinics of Mashhad University of Medical Sciences Hospitals}, abstract ={Introduction: Listening to patients is essential for medical practice and patient care. This study was conducted to determine the time given to patients to explain their problem before being interrupted and redirected by clinical faculties in outpatient clinics of Mashhad University of Medical Sciences. Methods: The cross-sectional observational descriptive study was carried out in year 2011-2012, by observing and audio recording 330 clinical consultations from 30 faculty member physicians. The sample size was determined by doing a pilot study and the faculties were selected randomly using stratified sampling. The time initially given to patients to explain their problem before being interrupted and redirected by physicians was measured in seconds using a chronometer. An MP3 recorder was used for audio recording. Data were collected by non-participatory observation method. Descriptive statistics was used along with ANOVA, t test, correlation and regression for data analysis. Results: Participation rate in patients and physicians were 93% and 46%, respectively. The physicians had a mean age of 47, included both male(70% ) and female(30%), and were mainly assistant professors(67%). Data from 320 observations were analyzed. The average time given to the patients to explain their problems was 9.5±0.55 seconds. The given times were negatively correlated with number of booked appointments(r= -0.15, p≤0.007) and positively correlated with total consultation time(r=0.21, p≤0.0001). Conclusion: The findings show that the clinical faculties are giving relatively less time to their patients compared with the similar studies. Poor performance of faculties as the role models of future doctors leads to students’ cynicism for professional medical standards. Future projects are recommended in order to set standards for medical practice and maximum workload of physicians.}, Keywords = {Listening, Communication Skills, Clinical Consultation, Professionalism, Faculty.}, volume = {13}, Number = {7}, pages = {561-570}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2443-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2443-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Taheri, Mahdokht and khoshrang, Hossien and Asadilouyeh, Ataollah and Hidarzadeh, Abti}, title = {Quality of Residents’ Promotion Exams before & after Educational Intervention in 2010-2011}, abstract ={Introduction: Resident promotion exams are considered one of the most important summative exams in residency period that allow residents to proceed to a higher grade. Multiple choice questions are the most common and objective test in medical science education. Therefore, finding methods to improve quality of exams, particularly in specialty programs, is important. The aim of this study is to determine effectiveness of training workshops on improving quality of residency promotion exams in medical school of Guilan University of Medical Sciences (GUMS). Methods: In this Quasi-experimental study (before & after), all questions of resident promotion exams of GUMS for 12 specialty programs in year 2010 (150 questions for each specialty-1800 questions in total) were structurally and taxonomically evaluated using a valid and reliable checklist based on Millman principles. After12 one–day educational workshops (one for each department) on multiple choice questions), questions of residents’ promotion exam in year 2011 were evaluated. Data related to questions designed by faculties who had participated in the interventional workshop were analyzed using statistical Wilcoxon signed-rank test. Results: Taxonomy of questions of written promotion exam in years 2010 and 2011 were as follows: 1204(%66.09) questions were of first level taxonomy, 565 (%31.4) of 2nd level, and 31(% 1.7) of 3rd level in the 2010 exam, and 867 questions (%48.2) were of first level taxonomy, 741 (%41.2) of 2nd level, and 192 (%10.6) of 3rd level in the 2011. Findings showed significant differences between taxonomy of questions of different programs in 2010 and 2011 (p=0.0001, Z=23.83). Also, according to Millman’s structural principles, the rate of questions with no structural problem was %66.77 in the year 2010 and %75.22 in 2011. There is a statistically significant difference based on Millman principles between 2010 and 2011 (p=0.0001, Z=16.703). Conclusion: Current study showed that training workshops are effective in improving the rate of questions targeted at higher levels of knowledge (Taxonomies 2 & 3) in residency promotion exams.}, Keywords = {Multiple Choice Questions, Residency Promotion Exam, Taxonomy, Teacher Training, Educational Workshops}, volume = {13}, Number = {7}, pages = {551-560}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2350-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2350-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Jamali, Hamzah Ali and Ghalenoei, Mehr}, title = {Attitudes of Environmental Health and Occupational Health Students Toward Their Discipline and Future Career in Qazvin University of Medical Sciences in 2012.}, abstract ={Introduction: The raise of environmental and occupational health graduates followed by scarce employment has developed a concern about these disciplines and future career among students. This study was performed with the aim of determining environmental health and occupational health students' attitude toward their disciplines and future career in Qazvin University of Medical Sciences in 2012. Methods: All environmental and occupational health freshmen of Qazvin University of Medical Sciences studying for a segregated or integrated Bachelor’s Degree in 2012-2013 participated in this descriptive cross-sectional study through census (n=156). The data gathering tool was Minnesota University questionnaire including 17 questions, using a Likert scale. Data were analyzed using t-test and chi-square test. Results: The mean and standard deviation of environmental students' attitude toward their future career was 50.7±9.7 (out of 85). Also mean and standard deviation of occupational students' attitude was 53.3±6.9. Mean and standard deviation of environmental health students' attitude in men was 58±8.4, But these parameters in women were 49.7±9.7. On the other hand, mean and standard deviation of occupational health students' attitude toward their future career was 53.3±7.6 in men and 53.2± 6.7 in women. Conclusion: The mean score for attitude of environmental health under investigation toward their discipline and future career was lower than acceptable level which demonstrates lack of desirable attitude toward future career among students. The authorities should pay special attention to creating jobs for these students. Curriculum improvement should also be seriously considered in order to increase the students’ competence. Also, informing students about university disciplines before they take the entrance examination, and supporting the students financially may prove helpful in improving their attitudes.}, Keywords = {Students\' Attitude, Environmental Health, Occupational Health, Discipline, Future Career}, volume = {13}, Number = {7}, pages = {541-550}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2515-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2515-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Abazari, parvaneh}, title = {Commentary: The Effect of Health Promotion Education on High School Students’ Lifestyle}, abstract ={}, Keywords = {}, volume = {13}, Number = {8}, pages = {701-702}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2957-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2957-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {ashoori, jamal}, title = {The Relationship of Cognitive and Meta-Cognitive Learning Strategies, Perceived Classroom Goal Structure, and Spiritual Intelligence with Academic Achievement among Nursing Students}, abstract ={Introduction: Academic achievement is affected by several variables. They may include cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence. This study aimed to examine the relationship of cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence with academic achievement among nursing students. Methods: This is a descriptive analytical study of correlation type. The statistical population included all nursing students of Islamic Azad University of Varamin-Pishva Branch in 2012-13 academic years. Totally 180 nursing students (113 female and 67 male) were selected through stratified random sampling. All of them completed the questionnaires including Pinterage motivational strategies of learning, perceived classroom goal structure (Midgley) and Farsi version of spiritual intelligence which its validity and reliability is determined by Abdolahzade et al. Data was analyzed using stepwise regression. Results: Mastery goal structure (r=0.23), critical thinking (r=0.37), metacognitive self-regulation (r=0.42), and spiritual intelligence (r=0.31) showed a significantly positive relationship with academic achievement (P<0.05). In a predictor model, only metacognitive self-regulation, critical thinking and mastery goal structure predicted 35 percent of academic achievement. The share of metacognitive self-regulation was higher compared to other variables. Conclusion: In order to increase academic achievement, the first step is to teach metacognitive self-regulation and then critical thinking to the students and finally emphasize on understanding of lessons, to the point that classroom structure would be a mastery structure.}, Keywords = {Cognitive Strategies, Metacognitive Strategies, Perceived Classroom Goal Structure, Spiritual Intelligence, Academic Achievement, Nurses.}, volume = {13}, Number = {8}, pages = {692-700}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2661-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2661-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Borjalilu, Somaieh and Borjalilu, Naimeh and Mohammadi, Aeen and Mojtahedzadeh, Rit}, title = {Identification and Prioritization of Factors Affecting E-teacher’s Performance based on Fuzzy Analytic Hierarchy Process (AHP)}, abstract ={Introduction: Information and communication technology has changed the traditional role of teachers and learners. It’s important to detect factors influencing e-teachers’ role to improve their performance more than ever. So in this study we identified and prioritized factors influencing e-teacher’s effective performance. Methods: In this descriptive study, 15 e-learning experts from Tehran University of Medical Sciences were selected through purposeful sampling. Having focus group sessions held, their viewpoints about main factors affecting e-teacher’s performance were collected. In order to collect the views toward the significance of each criterion, a questionnaire was developed regarding the main criterion and its subordinates in which there was a comparison table for each criterion. Then Fuzzy Analytic Hierarchy Process decision making was used for prioritizing and weighting factors (ie., criteria). Results: Totally 5 factors influencing e-teachers’ performance were extracted. The factor of professional knowledge had the highest weight (0.28) was recognized as the most important factor. This factor did not have any subordinate. Technology with the lowest weight (0.137) was identified as the least important factors affecting e-teacher’s performance. Factors (and their most important subordinates with the highest coefficients) were as follows: skillfulness in e-teacher role playing (mastery in pedagogy), technology (mastery in information technology), management (management of virtual classroom), and personality factor (interest in virtual training). Conclusion: In order to select an e-teacher and develop his capabilities, it must be considered that IT expertise is of the least importance and teachers who encompass factors such as professional knowledge and are able to act as an effective teacher, are also able to act as a successful e-teacher.}, Keywords = {Virtual Education, E-teacher, Fuzzy Analytic Hierarchy Process (FAHP), Performance.}, volume = {13}, Number = {8}, pages = {681-691}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2641-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2641-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Khaghanizade, Morteza and Mahmoudi, Hosein and Jahvaher, Amir Ahmad and Kameli, Mortez}, title = {The Key of Successful Teaching from Students\' Perspective: A Qualitative Study}, abstract ={Introduction: Faculties’ behavior and performance in educational settings will be judged by different groups. Due to their direct exposure to the teacher, students’ judgment is counted more significantly and their experiences could be employed in order to improve faculties’ teaching performance. The aim of this study is to explain the characteristics of a desirable teacher from the viewpoints of students. Methods: This qualitative study was performed on 15 students of a Medical University in Tehran who were selected through purposeful sampling. Data was collected through semi-structured interviews. Qualitative content analysis was used to analyze data. Results: Two fundamental themes, including teacher’s behavior attractive learning, were emerged from analysis of the declarations of participants about their teachers’ performance. Each theme includes several categories and subthemes and any of these describes a specific aspect of students’ experience of teachers’ performance. Conclusion: Based on the experiences of participants, teaching competencies and qualifications of teachers not only depends on their knowledge and professional skills, but also depends on their capabilities in effective interaction with students. In fact, observing ethics in communication with students and attractive course presentations are keys to successful teaching.}, Keywords = {Teacher, Student, Teaching Ethics, Evaluation, Qualitative Study, Content Analysis}, volume = {13}, Number = {8}, pages = {672-680}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2664-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2664-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Mehralizadeh, Samira and Ghorbani, Raheb and Zolfaghari, Sheida and Shahinfar, Hamid and Nikkhah, Ronaz and Pourazizi, Mohse}, title = {Factors Affecting Student Concentration in Classroom: Medical Students’ Viewpoints in Semnan University of Medical Sciences}, abstract ={Introduction: Lack of concentration in classroom is considered to be one of the most prevalent educational problems throughout education. The aim of this study is to discover and determine factors contributing to the students’ concentration in order to improve the level of concentration and quality of education. Methods: In this descriptive cross-sectional study, the sample included all medical students of Semnan University of Medical Sciences in 2010-11 academic years. A valid and reliable researcher-made questionnaire, including demographic data and variables associated with concentration as perceived by students, was used for data gathering. Items were rated by 5 points scale (scored as 0-4). Data were analyzed using descriptive and analytical statistics. Results: 180 students completed the questionnaires. 59.3% were female. Among the student-related factors, fatigue and sleepiness (mean 3.66±0.66) in class was recognized as the most remarkable factor interfering concentration. Meanwhile, studying teacher-related factors, teacher skills in applied demonstration of learning material (mean 3.47±0.80) was proved to be the main interfering factor. Among environmental factors, lighting and ventilation (mean 3.07±0.87) were the most significant factors. The most students believed that the highest concentration level was obtained in front seats (58.3%) in the morning sessions within 10-12 o'clock (43.8%). Conclusion: Regarding the fact that concentration is an acquisitive mental process, changing some behavioral patterns among students could lead to improvement in their concentration level. This may include planning for enough rest, paying attention to applied presentation of materials and consequently encouraging students, and providing a convenient learning setting such as physical conditions of the classroom.}, Keywords = {Learning, Classroom, Student, Teacher, Environment.}, volume = {13}, Number = {8}, pages = {663-671}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2625-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2625-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Ghadampour, Ezatollah and Keshtiaray, Narguess and NaserianHajiabadi, Hamid and MohammadzadehGhasr, Aazam and Garavand, Hoshang}, title = {Learning Style Priorities and Its Role in Critical Thinking Disposition among Nursing School Students in Mashhad University of Medical Sciences}, abstract ={Introduction: Since critical thinking disposition is an essential component for clinical decision-making and professional qualifications in medical sciences education. Also, learning styles are one of the effective factors in tendency to critical thinking hence, it may be expected to be effective in the manner of clinical care by health professionals. This study aimed to find learning style priorities and its role in critical thinking disposition, among students of nursing and midwifery school in Mashhad University of Medical Sciences Methods: In this descriptive and cross-sectional study, the population consisted of all undergraduate students (N=550) of nursing and midwifery school in Medical Sciences University of Mashhad (MUMS) in 2011-2012 academic year. A proportional stratified sample of 214 students was selected. The data gathering instruments included Ricketts’ tool for Critical Thinking Disposition (CTD), and Kolb's Learning Styles Inventory. Data was analyzed using descriptive and inferential statistics. Results: The frequency of preferred styles of students were: Divergent 32% (n=62), Assimilation 47.17% (n=92), Convergent 11.7% (n=23) and Accommodation 9.13% (n=18). The total mean score of Critical Thinking Disposition was 119.16±14.31. The mean scores of CTD were not significantly different among different learning styles (p=.21). However, the CTD mean scores was highest in students with convergent style (124.68±34.13) and lowest among students with assimilation style (117.77±14.04). The mean score of CTD among female students (119.0±14.76) was not significantly different (p=0.92) from male students (119.26±12.97). Conclusion: According to the unsatisfactory levels of CTD scores, and it’s highest values among students with Convergent learning style, it may be recommended to pay more attention to critical thinking and to provide conditions for adjustments in learning styles, so that students could cope with the nature of their and attain the optimal level CTD. These changes may be provided by revisions in the curriculum and education system.}, Keywords = {Critical Thinking, Learning Styles, Nursing, Midwifery, Students}, volume = {13}, Number = {8}, pages = {652-662}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2547-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2547-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Ghaffari, Mozaffar and Khani, Lotfali}, title = {The Relationship between Social Capital and Cultural Intelligence with Medical Students’ Academic Performance}, abstract ={Introduction: Social capital and cultural intelligence in university settings, wherein there is a wide ethnic and religious diversity, stimulates students’ amenability in university and affect their academic performance. The aim of this study is to investigate the relationship between social capital and cultural intelligence with students’ academic performance. Methods: This descriptive correlation study was carried out on medical students of Islamic Azad Universities and State universities of Bonab and Maragheh in 2013 (n=322). Samples were selected through cluster sampling in several phases. Data was collected using Farsi versions of Katarzyna Pazhak’s social capital questionnaire as well as Ang et al’s cultural intelligence scale. Data was analyzed using Pearson correlation coefficient and multiple regression analysis. Results: Positive and direct correlation was observed between students’ academic performance and social capital (R=0.314, P=0.001), metacognitive subscale of cultural intelligence (r=0.214, P=0.001), cognitive subscale of cultural intelligence (R=0.327, P=0.001), motivational subscale of cultural intelligence (r=0.319, P=0.001), and behavioral subscale of cultural intelligence (r=0.290, P=0.001). The results of multivariate correlation coefficient through Enter showed that the variable of social capital and subscales of cultural intelligence may partially (43.3%) explain students’ academic performance. Conclusion: According to the direct correlation of academic performance with social capital and subscales of cultural intelligence, it seems that social capital and cultural intelligence causes an increase in students’ academic performance.}, Keywords = {Social Capital, Cultural Intelligence, Academic Performance, Students.}, volume = {13}, Number = {8}, pages = {642-651}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2659-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2659-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Jamali, Makiee and Noroozi, Azita and Tahmasebi, Rahim}, title = {Factors Affecting Academic Self-Efficacy and Its Association with Academic Achievment among Students of Bushehr University Medical Sciences 2012-13}, abstract ={Introduction: As a motivating factor, self- efficacy increases academic performance and decreases stress. Therefore, determining factors influencing self- efficacy could be significantly useful in improving students’ academic achievement and consequently development of educational system. The aim of this study is to investigate factors affecting academic self efficacy and its association with academic achievement. Methods: This descriptive cross-sectional study was conducted through systematic random sampling method among 428 students of Bushehr University Medical Sciences during 2012-2013 academic years. Students’ academic achievement was evaluated using their Grade Point Average (GPA) of preceding semester. Data was collected by demographic questionnaire and 4 standard scales including academic self efficacy, academic stress, multidimensional social support, and student outcome expectancy. Then data was analyzed using descriptive and inferential statistical tests. Results: Significant correlations were observed between self-efficacy and, academic achievement (r=0.116, p=0.018), stress type (r=-0.142, p=0.003), reaction to stress (r=-0.623, p=0.001), family support (r=0.134, p=0.004), and other valued persons’ support (r=0.214, p=0.000). In liner regression model, predictor constructs of self-efficacy were identified to be reaction to stress (β=-0.196, p=0.001) and other valued persons’ support (β= 0.197, p=0.001). Conclusion: Academic self-efficacy is an effective factor on academic achievement and it can be improved by designing appropriate interventions to control academic stress and increase the level of support by family and teachers.}, Keywords = {Academic self-efficacy, Academic Stress, Social Support, Outcome Expectance, Self Efficacy, Academic Achievement.}, volume = {13}, Number = {8}, pages = {629-641}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2638-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2638-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Salehi, Shayesteh and Yrgholi, Rheleh and Moaghi, Mioo}, title = {Relationship between Cognitive and Metacognitive Learning Strategies and Academic Success in Medical – Surgical Nursing Courses}, abstract ={Introduction: Students’ academic achievement has always been a concern of education authorities. One of factors in academic achievement is attention to effective components on the learning, including learning strategies. Thus, the present research was done to determine the relation between cognitive and meta-cognitive learning strategies and academic achievement in medical surgical nursing cources of Islamic Azad University-Khorasgan branch. Methods: In this correlational study, all 5th and 6th semester nursing students (n=88) in 2012- 2013 were selected. Data were collected by means of Pintrich MSLQ questionnaire of learning strategies and also students’ average score in surgical internal courses was considered as students’academic achievement. To analize the data, single group t test and Pearson Correlation were applied. Results: The means of cognitive strategies and metacognitive strategies were 122.78±18.8 and 37.84±6.7, respectively. The difference of cognitive stratetegies’ scores with the scale mean was significant at P=0.0 01. It was also significant for metacognitive strategies at P=0.01. The mean score of rehearsal strategy 13.04±3.65 was more than the score average (p=0.05), as was the mean of semantic expansion strategy 19.19±4.63 (P<0.01). The mean scores for organizing strategy (12.06±3.91), and critical thinking (15.82±4.40) were not significantly different from the scale mean. Also, the mean score of the students’GPA was significantly correlated with the amount of students’ use of cognitive strategies (r=0.28, p=0.05) and metacognitive strategies (r=0.24, p=0.02). Conclusion: Since cognitive and meta-cognitive strategies were recognized as crucial factors in students’ academic achievement, exploring and promoting them can lead to improvements in students’ academic acheivement.}, Keywords = {Learning strategies, Cognitiion, Metacognition, Academic Achievement, Nursing Students, Medical Surgical Course. }, volume = {13}, Number = {8}, pages = {616-628}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2599-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2599-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {MirzaSoleymani, Mahdokht and Talebi, Mohammad Ebrahim}, title = {The Importance of Communication Skills in Medical Education}, abstract ={}, Keywords = {}, volume = {13}, Number = {9}, pages = {782-783}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2994-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2994-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Niknejad, Hassan and Yazdanpanah, Ghasem and Peirovi, Habibollah}, title = {Letter: The necessity to include “stem cell therapy” in the educational curriculum of medical students}, abstract ={}, Keywords = {}, volume = {13}, Number = {9}, pages = {780-781}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2989-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2989-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {AshgholiFarahani, Mansoureh and Rafii, Forough and emamzadehghasemi, hormat sadat}, title = {Contributing Factors in Attainment of Teaching Competency for Nursing Instructors: A Qualitative Study}, abstract ={Introduction: Acquiring teaching competency by nursing teachers is the basis for their capability in proper transfer of knowledge to their students and consequently quality improvement in nursing care services. This article as a part of a qualitative study, investigated the factors influencing attainment of teaching competency by nursing teachers. Methods: This qualitative study was performed from May 2011 until February 2012 by grounded theory approach. Using purposeful sampling method, 11 nursing teachers were selected from schools of nursing and midwifery of Tehran province. Data was collected through 16 semi-structured in-depth interviews. All interviews were recorded and then transcripted. Data collection and analysis were performed simoultanously using comparative analysis for analyzing data. Results: Data was categorized into two main categories of internal and external factors based on mutual connotations. Internal factors included individual characteristics, performance features, and educational experiences of the teacher. External factors included organizational and environmental situations. Each factor, having its own dimensions and features, entailed some challenges for nursing teachers to attain teaching competency. Despite these challenges, nursing teachers’ interest in nursing profession and their viewpoint toward the concept of competency played the most important role throughout their competency attainment process. Conclusion: Individual characteristics of nursing teachers and their viewpoints toward nursing and teaching competency concept, affect these teachers’ experiences in attaining teaching competency. If nursing teachers consider individual factors positively, the role of social, environmental, and organizational barriers will act marginal in competency attainment process and nursing teachers will go through successfully. Therefore, paying attention to these factors in nursing faculty development could lead to helpful consequences in nursing education improvement}, Keywords = {Nursing competency, nursing, grounded theory, qualitative study.}, volume = {13}, Number = {9}, pages = {766-779}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2870-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2870-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Ramazani, Nahid and Nazari, Abdolssadegh}, title = {Dental Environmental Stress among Clinical Dentistry Students in Zahedan School of Dentistry}, abstract ={Introduction: Studying dentistry is associated with high levels of stress. The aim of this study was to compare dental environmental stress among clinical dentistry students of Zahedan in terms of some demographic variables within different years. Methods: In this cross–sectional study, 177 clinical students of Zahedan Dental School were selected through census. A demographic data form, modified dental environmental stress questionnaire (validity and reliability confirmed), along with general health questionnaire were distributed among students in the first semester of 2012-13 academic years. Then based on a four-point Likert scale, averages of scores were calculated. Data was analyzed using ANOVA, Independent Samples Test, and Pearson Correlation. Results: The mean score of stress was 2.38±0.44 of the maximum of 4 and no significant difference was observed in mean score of stress for students in different years of study (P=0.057). Significant statistical differences were found in mean score of stress based on different variables of gender, age, track of university entrance, career choice decision (dentistry), and first choice of admission (P<0.05). Mean score of stress showed a significant correlation with GPA and general health (P0.05). Conclusion: The findings reveal the need to reduce stress especially among female students, students younger than 25 years, students with a high GPA and continous track of university entrance. Students who chose dentistry due to parental pressure as well as students whose first choice of admission was not dentistry, and students with higher general health require attention in this field.}, Keywords = {Dental Environmental Stress, Students, General Health. }, volume = {13}, Number = {9}, pages = {753-765}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2704-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2704-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Didarloo, Alireza and Khalkhali, Hamidreza and Rahimi, Bahlol and Allahyari, Timour}, title = {Study Skills and Factors Influencing it among Health Sciences Students of Urmia University of Medical Sciences}, abstract ={Introduction: Studies show that in addition to intelligence and emotional characteristics of learners as well as quality of education, study skills and strategies play an important role in learners’ academic achievement especially for university students. The aim of this study was to investigate study skills and factors influencing it among health sciences students of Urmia University of Medical Sciences. Methods: In this descriptive cross sectional study, 340 health sciences students were selected using census. Data was collected via Study Skills Assessment Questionnaire of Counseling Center of Houston University (SSAQ-CCHU). After the questionnaire was translated and its reliability and validity was confirmed, it was used to assess students’ study skills. Data was analyzed using descriptive and inferential statistics. Results: Mean score and standard deviation of study skill scores were 172.5±23.2 out of 240 among students under investigation. Study skills were reported to be weak among 5(1.2%), moderate in 295(86.8%) and good among 40(12%) students. Among different areas of study skills, the highest scores respectively belonged to time management, concentration, and memory that were considered to be in the good level, and other areas were put in subsequent levels. Moreover, there was a significant positive correlation between study skills scores with students' family accommodation status (p=0.02, t=2.15) and their academic level (p=0.03, t=1.47). Conclusion: Although study skills for majority of participants showed a moderate level, but it was far behind good/desirable level. Therefore, improvement and promotion of study skills among university students require for designation and implementation of educational programs regarding study strategies and to be considered by academic institutes and education centers.}, Keywords = {Study Skills, Students of Health Sciences, Study Strategies, Time Management.}, volume = {13}, Number = {9}, pages = {753-762}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2751-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2751-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Mohammadi, Iman and Sayehmiri, Kourosh and Tavan, Hamed and Mohammadi, Ehs}, title = {Learning Styles of Iranian Nursing Students based on Kolb\'s Theory: A Systematic Review and Meta-analysis Study}, abstract ={Introduction: Learning can be improved by identifying students’ most common learning styles and employing appropriate teaching methods. The aim of this study is to determine students' learning styles and their most preferred styles based on Kolb's theory via a systematic review and meta-analysis study. Method: In this systematic review, the key words of learning styles, nursing students, Kolb theory, and their possible combinations were searched in databases(PubMed, Google Scholar, SID, Medlib, IranMedex, and Magiran). Out of 67 articles retrieved, 10 were finally entered into meta-analysis process. The heterogeneity index among studies was estimated and it was I2=96 percent. Regarding the statistically significant index of heterogeneity of the studies (P=0.0001), in order to investigate 4 learning styles, random effects model was employed to integrate the results of studies. Results: After collecting and analyzing articles, data of 1334 nursing students was scrutinized. The results of integration indicated that students’ rate of employing each learning styles was as follows: converger style 25% (Confidence Interval (CI): 95%, 23%- 27,), diverger style 14% (CI: 95%, 13%-16), assimilator style 17% (CI: 95%, 15%-18), and accommodator style 12 %( CI: 95%, 10%-13). Conclusion: The foremost learning styles of nursing students respectively are converger, assimilator, diverger and accommodator. It is suggested that teachers pay more attention to these learning styles in their teaching and employ teaching methods appropriate with them.}, Keywords = {Meta-Analysis, Learning Styles, Kolb, Nursing Students}, volume = {13}, Number = {9}, pages = {741-752}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2670-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2670-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Darabiamin, Maryam and Yazdi, Zohreh and Darabi, Masoud and Fayezi, Shabnam and Bahrami, Elham and Sarchami, Rami}, title = {Infrastructure and Faculty Member Readiness for E-learning Implementation: The Case of Qazvin University of Medical Sciences}, abstract ={Introduction: Education is a key element for society development. Introducing new methods of education, information and communication technology have influenced learning and teaching procedures. The aim of this study is to evaluate the infrastructures and faculty members’ preparedness of Qazvin University of Medical Sciences for implementing e-learning. Methods: In this descriptive study, a 5-point Likert scale was categorized in 5 domains including cultural, technological, knowledge, student acceptance, and availability. Then it was distributed to 70 medical faculty members. A checklist was used to assess preparedness of technology infrastructure, strategic plan, organizational chart, content preparation equipment, and resources. Results: Mean scores of readiness for launching e-learning program were respectively 3.36±0.37 for cultural domain, 2.7±0.49 for technological domain, 3.69±0.38 for knowledge, 3.30±0.66 for student adoption, and 1.96±0.77 for availability. E-learning acceptance was significantly higher among females. Eighty percent indicated infrastructures of availability and 90% noted human resource as the most critical problems among infrastructures. Conclusion: In general the level of admitting e-learning in university is desirable, however weakness in some infrastructures including human resource, availability, and fair allocation of financial resources are identified as barriers to launch e-learning. According to the positive attitude of faculty members to this method of learning, it seems that e-learning could be successfully applied by focusing on above-mentioned shortcomings.}, Keywords = {E-Learning, Organizational Preparedness, Education Infrastructures, Medical University}, volume = {13}, Number = {9}, pages = {730-740}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2695-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2695-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Bigdeli, Imanollah and Najafy, Mahmood and Rostami, Maryam}, title = {The Relation of Attachment Styles, Emotion Regulation, and Resilience to Well-being among Students of Medical Sciences}, abstract ={Introduction: Psychological well-being, reflecting positive mood, vitality, and interest in milieu, is a part of quality of life psychology. Attachment styles could be theoretically linked to well-being through stress appraisal patterns that include emotion regulation and resilience. Researchers believe that attachment, resilience, and emotion regulation have generally been identified as important determinants of psychological health or specifically spoken, psychological well-being. The aim of this study is to investigate the relationship of attachment styles, emotion regulation and resilience with well-being among students of medical sciences. Methods: In this descriptive correlation investigation, study population included 200 medical sciences students of Semnan University selected through convenience sampling. Data was collected using questionnaires of attachment styles, emotion regulation, resilience and wellbeing. Data was analyzed using Pearson correlation and regression. Results: A significant positive relationship was observed between secure attachment (0.42) and reappraisal (0.37) to psychological well-being (p<0.05). In addition, the relationship of suppression (r=-0.42, p<0.05), preoccupied attachment (r=-0.23, p<0/05), and fearful attachment (r=-0.17 p<0.01) with well-being is significant and negative. Moreover, the results of stepwise regression analysis showed that suppression first and then secure attachment, reappraisal, resilience and fearful attachment style respectively have a significant role in predicting psychological well-being and predictor variables explain totally (0.34) of variations in psychological well-being (p<0.0001). Conclusion: The results indicate that attachment styles, resilience, and emotion regulation are proper predictors for psychological well-being. Therefore, forming strong networks of social support and interpersonal communication through academic programs is highly recommended to enhance students’ psychological well-being and mental health.}, Keywords = {Attachment Styles, Emotion Regulation, Resilience, Well-Being, Medical Sciences Students}, volume = {13}, Number = {9}, pages = {721-729}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2694-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2694-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {zendehtalab, hamidrez}, title = {Comparing the Effect of Face to Face and Group Discussion Teaching Methods on Quality of Life Improvement among Patients Suffering from Multiple Sclerosis}, abstract ={Introduction: The ultimate goal of care programs for patients with MS is to improve their quality of life (QOL). Nowadays, a variety of methods are used for providing health-oriented programs. This study was conducted to compare the effect of face to face and group discussion teaching methods on improving the quality of life among patients suffering from MS. Methods: This quasi-experimental two group study of before-after intervention type was conducted on a convenient sample of 70 patients who visited Mashhad MS Society within 2011-2012. Participants were randomly allocated into two groups (n=35). Their QOL was assessed using standard questionnaire of SF-36 which its reliability and validity have been confirmed in previous studies. Then intervention was completed by performing either face to face or group discussion teaching. One month later, QOL was assessed again. Data was analyzed using independent and paired t-test, chi2 at 95% significance level. Results: Before intervention, total score of QOL was 41.6±4.7 (out of 100) for face to face group and 40.8±4.5 for group discussion group. These scores showed a significant increase after intervention (56.3±5.1 and 50.4±4.7, respectively). According to the results of independent and paired t-test, the scores for different subscales of QOL significantly increased in both groups after intervention and this increase was higher for face to face group (P<0.05). A significant difference was observed in QOL according to age and employment status. This is while no significant difference was observed in QOL in different states of educational level, marital status, and gender (P <0.05). Conclusion: Provided availability of sufficient resources, face to face teaching self-care programs prove more helpful compared to group discussion programs for chronic disease sufferers such as MS.}, Keywords = {Face to Face Training, Group Discussion Training, Multiple Sclerosis, Quality of Life.}, volume = {13}, Number = {9}, pages = {711-720}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2595-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2595-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Adib-Hajbaghery, Mohsen and Lotfi, Mohamad Saj}, title = {The Association of Emotional Intelligence with Academic Achievement and Characteristics of Students of Kashan University of Medical Sciences}, abstract ={Introduction: Emotional intelligence can be considered as one of the leading factors influencing different aspects of life. It leads individuals to percept their feelings for appropriate decision making and fields for future accomplishments. Considering inconsistencies on the role of emotional intelligence in academic achievement in different studies, this study aimed to investigate the association of emotional intelligence with academic achievement and some characteristics of students in Kashan University of Medical Sciences. Methods: This descriptive cross-sectional study was conducted on 180 students of Kashan University of Medical Sciences. Data was collected through a two-part questionnaire including demographic data for the first part and Farsi version of Cyberia-Shrink emotional intelligence survey for the second part. Data was analyzed using descriptive statistics, ANOVA, t-test, and Pearson correlation coefficient. Results: No significant correlation was found between emotional intelligence (mean score= 98.27±16.32) and academic achievement. Moreover, no significant difference was observed between female students’ emotional intelligence mean score (95.90±14.19) and that of males (100.81±18.10) (p=0.07). Although no significant relationship was observed between field of study and emotional intelligence, mean score was higher but not significant (p=0.529) among nursing and midwifery students (99.68±13.99) compared to other groups. Conclusion: Students under investigation obtained almost 59% of the attainable score for emotional intelligence. However, no significant correlation was observed between emotional intelligence score and academic achievement. This could be due to the characteristics of the current academic achievement tests and dependence of these tests on cognitive performance specially memory and learning capacities. This is while emotional intelligence is more related to individual’s success in interpersonal communications. In spite of all these, students’ familiarity with emotional intelligence could lead to their compatibility with setting. Therefore it is recommended to pay attention to emotional intelligence.}, Keywords = {Academic Achievement, Emotional Intelligence, Nursing Students, Medical Science Students.}, volume = {13}, Number = {9}, pages = {703-710}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2686-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2686-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2013} } @article{ author = {Ahmadi, Soleiman and Jouhari, Zahra and Haghani, Farib}, title = {Medical and Dental Students\' Learning and Study Strategies in Shahed University}, abstract ={Introduction: Positive relationship between the use of learning and study strategies with academic achievement in college has been proved in some studies. The goal of this study was to determine learning and study strategies inventory (lassi) of medical and dental students. Methods: This descriptive cross-sectional study was carried out during 2013 at Shahed University. Based on a pilot study, a sample size was of 240 medical and 90 dental students in were selected through random quota. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI, 2nd edition) questionnaire was completed by students. Data was analyzed using independent t-test and ANOVA. Results: From ten domains, the highest mean score achieved by students belonged to “main idea” (28.78±4.47) and the lowest belonged to “self-testing” (22.13±4.36) (possible of 8-40). Comparing mean scores of the ten domains of learning and study strategies for medical and dental students, only a significant difference was observed in the area of study aids and self-testing (p= 0.02). Mean scores of test strategies showed a meaningful statistical difference between female and male students (p =0.001). The mean score for information processing domain among dormitory students was lower compared to student having local accommodation and this difference was statistically significant (p=0.005). Conclusion: The results of this study showed that many domains of LASSI among medical and dental students were low. Therefore, it is necessary to evaluate students’ study and learning skills in advance. Students must receive regular feedback. Apposite training programs to improve their capabilities are highly recommended.}, Keywords = {student, study strategies, learning, university.}, volume = {13}, Number = {10}, pages = {886-896}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2995-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2995-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Haghani, Fariba and Fakhari, Mohamm}, title = {Feedback in Clinical Education: Concept, Barriers, and Strategies}, abstract ={Introduction: Feedback acts like a mirror in which the learner can observe the reflection of his/her performance. It is an important factor in medical education as well but one of the most neglected ones. Understanding the mechanisms and methods of feedback in clinical practice is necessary. The aim of this study is to investigate and develop the concept of feedback and factors affecting it as well as introducing models and strategies proposed in this regard. Methods: Using keywords of feedback, education, clinical, and medicine, papers addressing feedback in medical education were searched. Databases such as ERIC, Magiran, SID, Irandoc, and Google Scholar search engine were used for searching. A total of 83 Farsi articles published after 2001 and English papers published during 2000-2013 were retrieved. Thirty three were excluded due to subject divergence and finally 50 articles were included, studied, and then analyzed. Results: A variety of definitions were found for the concept of feedback. One of the reasons for lack of conscensus on its definition is due to different perceptions of experts and learners. There are several factors affecting feedback and its effect on learners’ performance. The most one are learners themselves due to their vigorous recital for receiving feedback. More than a few models are represented on the ways of giving feedback and their common position is feedback sandwich and learners’ self-evaluation. Recently a model of feedback-card is also represented to objectify given feedbacks. There are expectations from learners that should be considered by them. Conclusion: Feedback is very important in education and learning. Identification of factors influencing feedback is necessary for medical faculties. Papers introduced some approaches, models and various proposals to aid teachers. Feedback is context-dependent concept and effectiveness of these approaches and models must be examined in specific context.}, Keywords = {Feedback, feedback card, medical education, clinical teaching.}, volume = {13}, Number = {10}, pages = {869-885}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3015-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3015-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Shahrabadi, Effat and Rezaeian, Mohsen and Haghdoost, Aliakbar}, title = {The Relationship of Study and Learning approaches with Students’ Academic Achievement in Rafsanjan University of Medical Sciences}, abstract ={Introduction: Most experts consider learning approach as the fundamental basis of learning dividing it into two parts of deep learning approach and surface learning approach. This is an endeavor to investigate the relationship between learning and study approaches with academic achievement among students in Rafsanjan University of Medical Sciences. Methods: This descriptive cross-sectional study was performed in 2012 on a sample of medicine, dentistry, nursing, and allied health students (n=370) selected through stratified random sampling in Rafsanjan University of Medical Sciences. Data gathering tool was a revised two-factor Study Process Questionnaire (R-SPQ-2F) graded based on 5point Likert Scale. Students’ total grade point average (GPA) was considered to evaluate their academic achievement. Data analysis was performed using descriptive and inferential statistics (Independent t-test, ANOVA, Spearman correlation coefficient, and multiple linear regression). Results: Mean and standard deviation of deep learning approach (3.21±0.054) was significantly higher than surface learning approach (2.92±0.064) (t=6.65, p<0.001). Deep learning and GPA showed direct and positive correlation (r=0.12, P=0.041). On the other hand, surface approach and GPA showed negative and reverse correlation (r=-0.11, P=0.05). The most important predictor index of GPA, was deep approach. This means that an increase of one unit in deep approach, lead to increase of 0.28 points in GPA. In all disciplines, mean of students’ deep approach was higher than that of surface approach, but differences of deep approach between disciplines were not significant (P=0.52). Conclusion: This study demonstrates that deep learning approach is an important predictor of students’ learning outcome in Rafsanjan University of Medical Sciences. Therefore, students should be helped in order to adopt with deep approach using appropriate educational interventions and proper planning}, Keywords = {Deep learning, surface learning, academic achievement, students, study approach}, volume = {13}, Number = {10}, pages = {860-868}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2711-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2711-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Naderi, Nadereh and Rezaeegazki, Parvi}, title = {Comparison of Bandar Abbas Medical School\'s Educational Environment before and after the Implementing an Integrated Physiopathology Curriculum: Students’ Viewpoints}, abstract ={Introduction: In order to increase the efficacy education, Bandar Abbas Medical School underwent a curricular change in 2009 and integrated its curriculum in physiopathology phase and represented courses as organ-system-based approach. This study aimed to compare educational environment from the viewpoints of students in this medical school considering traditional and new curriculum in order to identify weaknesses and strengths of integration. Methods: In this descriptive cross-sectional study, educational atmosphere was evaluated using a standard questionnaire of DREEM. Sampling was completed through census and study population included all medical students (N=95) passing their physiopathology courses during 2008-2009 academic years in Hormozgan University of Medical Sciences. Physiopathology topic included 3 courses (one before and 2 after integration). Data was analyzed using one way ANOVA and Tukey’s test. Results: Mean scores of achieved points were (76.2±8.4) for the year before integration, (108±20.1) for the first year after integration, and (95±24.7) for the second year after intervention out of total 200 points of DREEM questionnaire. The results showed that integration lead to a significant promotion in students’ viewpoints toward educational atmosphere, but the total score achieved in second year decreased and was not significant compared to the year before integration. Conclusion: This study approved positive results of organ system-based integrated curriculum. But the study showed a notable failure through second semester of implementation that disclosed unstable achievements. It seems that reformative changes in curriculum solely are not the key to solve educational system problems. Administrators must develop an established educational system through identifying precise strategies.}, Keywords = {Curriculum, integration, medical students, viewpoint, educational atmosphere.}, volume = {13}, Number = {10}, pages = {851-859}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2723-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2723-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Roudbari, Masoud and Barfei, Farzane and Refa, Sanaz}, title = {Cooperation of Supervisor, Co-Supervisor, and Statistical Advisor with Thesis and Dissertations in Tehran University of Medical Sciences: Postgraduates’ Viewpoints}, abstract ={Introduction: Postgraduates’ viewpoint about thesis is an area of interest for administrators of medical universities. The objective of this study is to overview postgraduates’ viewpoints about supervisors’, co-supervisors’ and statistical advisors’ contribution to theses in Tehran University of Medical Sciences (TUMS). Methods: This descriptive cross-sectional study was conducted during 2011-2012 on 270 theses having statistical advisors and finished within 2006 to 2011 at four faculties of TUMS. A 5 point scale questionnaire was developed by the researcher about professors’ involvement and cooperation then delivered to samples. Descriptive statistics, independent t, Kruskal Wallis, and Mann Whitney U tests were used to analyze data. Results: The highest cooperation rate of supervisors in PhD theses (2.8±1.20) and master theses (3.3±1.27) related to proposal preparation. The highest cooperation rate of co-supervisors in PhD theses related to questionnaire development and data gathering (2.5±1.34) and preparing proposal for master theses (2.7±1.38). The highest cooperation rate of statistical advisors in PhD theses (2.9±1.36) and master theses (3.4V1.24) was data analysis. Conclusion: Due to low cooperation level of co-supervisors compared to supervisors and statistical advisors, we recommend to revise the role of co-supervisors in theses. Moreover, the arrangement of the authors’ name in final publications should be changed according to their contribution to the work.}, Keywords = {Cooperation, supervisor, co-supervisor, statistical advisor, thesis.}, volume = {13}, Number = {10}, pages = {830-839}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2719-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2719-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {kord, Bahman and Sharifi, Hassan pasha and Mirhashemi, Malek}, title = {The Role of Achievement Goals Orientation and Self-Regulation on Predicting College Students’ Academic Performance}, abstract ={Introduction: Environmental factors, motivational characteristics, and cognitive strategies play an important role in students’ academic performance. The main objective of this study was to investigate the role of achievement goals orientation and self-regulation in predicting academic performance among male and female college students. Methods: This study was conducted based on assumptions of correlational studies. Sample included 280 students of nursing and midwifery randomly selected from Mahabad Islamic Azad University during 2011-2012 academic years. Predicting variables were achievement goals orientation as well as self-regulation strategies, and academic performance was criterion variable. Measurement tools included a demographic checklist, achievement goals and self-regulation strategies questionnaires and grade point average of students’ academic performance. Results: Correlation matrix showed that the highest correlation was observable respectively between variables of self-regulation and academic performance, mastery goal orientation and performance - approach goals, and finally self-regulation with performance-approach goals. Path analysis showed that self-regulation has positive and significant direct effect on students, and the performance - approach goals has negative and significant direct effect on academic performance. Finally, the effect of mastery orientation was positive and significant on academic performance. Conclusion: According to the findings, self-regulation makes a significant mediate role between motivational factors and academic performance for nursing and midwifery students. There was a significant directional association between performance-trend orientation and dominance orientation with self-regulation.}, Keywords = {Achievement goals orientation, self-regulation, academic performance, student.}, volume = {13}, Number = {10}, pages = {820-829}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2716-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2716-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {HeshmatiNabavi, Fatemeh and Rajabpour, Mohammad and Hoseinpour, Zohreh and Hemmatimaslakpak, Maliheh and Hajiabadi, Fatemeh and mazlom, seyed reza and Esmaily, Habibollah}, title = {Comparison of Nursing Students’ Professional Behavior to Nurses Employed in Mashhad University of Medical Sciences}, abstract ={Introduction: An important part of nurse’s professional behavior forms during academic education and develops throughout professional career. Therefore comparing professional behavior of freshmen and seniors at graduation with that of nurses can illustrate the formation and development of professional behavior at the time of formal and informal nursing education. This study was conducted to compare professional behavior of nursing students to that of nurses employed in Mashhad University of Medical Sciences. Methods: In this descriptive cross-sectional study of trend type, study population included all freshmen and senior nursing students of school of nursing and midwifery in Mashhad University of Medical Sciences as well as nurses employed in hospitals affiliated to this university in year 2011 (n=322). Professional behavior of these students and nurses was assessed using modified “nursing student professional behavior” questionnaire of Goze. The validity of the questionnaire was confirmed using content validity index and its reliability was confirmed using Cronbach's alpha coefficient. Data was analyzed using descriptive statistics, Kruscall-Wallis, and Spearman correlation coefficient. Results: 72 freshman students of clinical nursing (64%), 40 senior nursing students (35%), and 322 nurses formed the sample. The mean score of professional behavior of freshman students was 110/3±17.3 out of total score of 135 and this mean score was 107±12/8 for senior nursing students and 109±12/6 for clinical nurses. The result of Kruscall-Wallis test showed no significant difference among these three groups (p=0.2). Conclusion: Although basic nursing educations prior to clinical education has lead to development of a desirable level of professional behavior in junior nursing students, development of these behaviors did not have an appropriate trend among senior students and employed nurses. Further studies using other ways of assessment are needed to assess nursing students and clinical nurses' professional behavior considering factors promoting professional behavior.}, Keywords = {Nursing student, nurse, professional behavior, nursing education.}, volume = {13}, Number = {10}, pages = {809-819}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2718-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2718-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Alavi, Mousa and Irajpour, Alirez}, title = {Optimum Characteristics of Nursing Students’ Clinical Evaluation: Clinical Nursing Teachers’ Viewpoints in Isfahan University of Medical Sciences}, abstract ={Introduction: Despite importance of evaluating students’ clinical competencies through nursing education program, there is still controversy about optimum characteristics (indices) of clinical evaluation methods and there is no consensus. This study was performed to determine optimum characteristics of clinical competencies’ evaluation and to assess clinical nursing teachers’ viewpoints. Methods: This mixed method study carried out in three subsequent phases in Isfahan University of Medical Sciences, Iran. Firstly, the criteria for evaluationg nursing students’ clinical competencies were extracted from different sources such as libraries and databases. In the second phase in which nursing students (n=17), clinical teachers (n=4) and nursing professionals (n=2) participated the extracted criteria were revised, completed and categorized. Finally a 4point Likert scale questionnaire was utilized to get the views of a census sample of 47 clinical nursing teachers about the evaluation criteria. Data were analyzed through qualitative and quantitative methods and descriptive statistics. Results: Qualitative data analysis led to identify 5 main themes and 44 subthemes of criteria (optimum characteristics) for clinical evaluation methods namely criteria for evaluation context, criteria for evaluation content, criteria for evaluation process, criteria for grading students and criteria for evaluation outputs. The maximum and minimum of the mean scores (Standard Deviations) of the clinical nursing teachers’ views about the importance of the criteria were 3.81±0.49 and 2.74±0/9 that were related to “linking the theoretical and clinical education” and “using new information technology” respectively. Conclusion: This study introduces some important characteristic of clinical competency evaluation methods. Considering the high agreement of clinical nursing teachers with importance of the extracted criteria, it would be worthwhile to use them to improve clinical competency evaluation methods for nursing students.}, Keywords = {Clinical competency, evaluation, nursing, clinical evaluation.}, volume = {13}, Number = {10}, pages = {796-808}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2876-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2876-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Zibaei, Azam and Gholami, Hassan and Zare, Masood and Mahdian, Hosein and Haresabadi, Mahdi}, title = {The Effect of Web-based Education on Anger Management in Guidance School Girls of Mashhad}, abstract ={Introduction: Anger is one of the main reasons for youngster to visit mental health counseling centers. It is considered as the main health problem in youth. Frequent arousal anger may activate aggressive behavior and it might damage psychological adjustment, individual and social health. Therefore employing preventive and effective strategies of anger management seem to be necessary. The aim of this study is to determine the efficacy of web-based education on anger management in guidance school girls of Mashhad. Methods: This was a semi-experimental study using pretest and posttest method and a control group. 130 female students were randomly selected from province number 4 of Mashhad then randomly divided into two groups. Data gathering tools included a questionnaire about characteristics of modules under investigation and Nelson et al aggression questionnaire that were completed in two phases, before and one month after intervention. Intervention comprised administered anger management program for the intervention group via web. Data was analyzed using chi2, paired t, independent t, and covariance tests. Results: Chi2 test showed that both groups are similar in terms of demographic variables. Anger scores also showed no statistically significant difference between the two groups before intervention. However after intervention, anger score was 89/2±20.4 out of total score of 156 which was significantly lower compared to 98.0±16.04 of control group (p= 0.0001). Conclusion: According to the results, web-based anger control and management program through indirect method at home is an effective way to improve anger control. Therefore, it is recommended that schools use this method nationwide.}, Keywords = {Anger, aggression, teenagers, web-based, e-learning}, volume = {13}, Number = {10}, pages = {784-795}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2702-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2702-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Madarshahian, Farah and Hassanabadi, Mohsen and Khazaei, Soheil}, title = {Comparison of Attitude toward Attendance in Class Sessions and Grades of Courses for Students with and Without Absence}, abstract ={Introduction: The most important setting for teaching, specifically for difficult scientific topics, is classroom. Due to the uncertain results of previous investigations which are limited in number too, this study was implemented to compare attitude toward attendance in sessions and grades of associated courses for students with or without absence. Methods: In this descriptive longitudinal study, 69 nursing freshmen of Birjand University of Medical Sciences at their first semester were selected through census sampling, and followed for six consecutive semesters (2009–2011). Students’ absence in 10 lessons taught by two researchers was confirmed and then students were divided into two groups “with absence” (3-4 permissible absence in a course of study) and “without absence” (One or at maximum two absence for a course of study). Data was gathered using a valid and reliable researcher-made questionnaire to determine students attitude (20 questions, Likert score: 1-5) toward classroom attendance, as well as a data collection form for absence and course grades. Data was analyzed using Chi2 and independent t-test. Results: Mean score of students’ attitude “with absence” toward educational barriers of classroom attendance was (16.88±1.42 out of total score of 20) and higher than that of students without absence (15.47±2.02, p=0.003). Total attitude score of students “with absence” toward social barriers of classroom attendance (17.08±1.38) was higher than that of students without absence (15.95±1.91, p=0.012) but total attitude score of students without absence toward the benefits of classroom attendance was higher than that of students with absence (P=0.004). Total course score for the group “without absence” was higher than that of the group “with absence” (p=0.002). Conclusion: Students absence was associated with lower grades. Balancing the number of courses and volume of training in semesters, reducing anxiety during teaching, promoting students’ interest in learning and field of study can be involved in reducing their absence.}, Keywords = {Education, academic achievement, attitude, students, absence}, volume = {13}, Number = {10}, pages = {0-0}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2740-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2740-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Irajpour, Alireza and Alavi, Mous}, title = {developing a virtual network for interprofessional education and collaboration}, abstract ={}, Keywords = {}, volume = {13}, Number = {11}, pages = {999-1000}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3067-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3067-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Haghani, Fariba and JafariMianaei, Soheila and Ehsani, Maryam}, title = {Reflective Learning and Teaching: A Review}, abstract ={Introduction: One of the most important characteristic of human being is his ability to learn. Structuralists believe that learning is an active process through which learners explores the principles, meanings and facts by themselves. Learner’s participation in learning process is one of the active learning strategies and reflective learning is considered as an active teaching method which is in direct relationship with learner’s attempts to advance professional capabilities and competencies. The aim of this study is to determine and present related topics to the subject of reflection in learning for students and teachers. Methods: This review study was performed through searching scientific databases such as Wiley, Elsevier, Pubmed, and Google scholar as well as using search engines such as Google to retrieve results. The key words were learning, reflective, reflective learning, reflective teaching, and reflection. A total of 90 Persian and English published evidences such as articles, books and web pages during 2009-2013 were retrieved and finally 26 evidences related to subject were selected. Results: After the review of selected articles and texts on reflective teaching and learning, issues such as reflection, reflection models, reflection and Kolb learning cycle, reflective learning, advantages of reflective learning and methods for its promotion, and reflective teaching were discussed. Conclusion: Since reflection is considered as an effective method in learning, it seems necessary to continue employing this method for all learners and teachers in all levels.}, Keywords = {Reflection, reflective learning, reflective teaching, reflection model.}, volume = {13}, Number = {11}, pages = {989-998}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3044-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3044-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Yamani, Nikoo and Salehi, Kobra and Mostafavi, Nayyer Sadat and Shakour, Mahs}, title = {The Effect of Some Contextual Factors on Knowledge and Use of Information and Communication Technology by Faculty Members in Isfahan University of Medical Sciences}, abstract ={Introduction: One of the proposed issues in modern education is the integration of new technologies with education. Information and communication technology is applied more than other technologies in the past few decades. The objective of this study is to investigate the effect of contextual factors on knowledge about information and communication technology (ICT) and using it by faculty members in Isfahan University of Medical Sciences. Methods: This descriptive cross-sectional study was performed in Isfahan University of Medical Sciences on 234 medical teachers sampled through simple quota. Study instrument was a researcher made questionnaire for evaluating status of teachers’ knowledge and use of ICT. Content validity of questionnaire was approved by ten experts of education. Reliability of the questionnaire was 0.85 as measured by Chronbach’s Alpha. After gathering data, it was analyzed using descriptive and inferential statistical tests. Results: Data achieved from 201 completed questionnaires showed that the mean score of self-evaluation was 3.98±1.15 for knowledge about computer and 2.98±0.71 for knowledge of computer. The knowledge about computer was higher among males compared to women, assistant professors compared to other scientific levels, and younger than 35 years compared to older. This differences was significant (p<0.05). A negative correlation was also observed investigating the relationship between knowledge and use of computer and internet with teaching years (p<0.05). Moreover, 62.2% of teachers used computers for 4 hours or more. Teachers younger than 35, used computer more than older. This difference was also significant considering clinical and nonclinical groups (p<0.05). Conclusion: With regard to the results of this study, the knowledge and rate of using ICT is varied among faculties and lower than expected. This knowledge and use also reduce for clinical or old teachers. Therefore we should notice these factors for designing faculty development program.}, Keywords = {Internet, ICT, teacher, computer, technology.}, volume = {13}, Number = {11}, pages = {979-988}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3047-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3047-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Jodat, SHokoufeh and khazaei, Thahereh and Sharifzadeh, GHolamreza and khazaei, Thahereh}, title = {The Effect of Concept Map on Nurses\' Critical Thinking and Clinical Decision Making in Neonatal Intensive Cares Unit}, abstract ={Introduction: The ability of critical thinking and clinical decision making is a professional necessity in nursing. Concept map is one of the novel and constructive methods of educational technology in nursing that can lead to meaningful deep learning. This study was conducted to determine the effect of teaching concept map on critical thinking and clinical decision making of nurses. Methods: This quasi-experimental study of pre-test and post-test method was performed on nurses of Vliasr Hospital working in neonatal intensive cares units (n=30) selected through census. Five specialized scenarios of neonatal ward were taught to nurses through concept map for 5 consecutive weeks. Data was gathered before and after intervention using a questionnaire consisting three parts of demographic characteristics, B California Critical Thinking Test Questions, and clinical decision making cards by Q-Sort. Data was analyzed using paired and independent t-test at a significance level of (P<0.05). Results: Both mean scores of critical thinking and clinical decision making showed a significant improvement from 12.6±3.3 and 84.3±4.9 respectively before the intervention to 26±5.1 and 98.2±1/9 after the intervention out of a total of 64 (P<0.001). Moreover, the increase in clinical decision making score was significantly higher among impermanently employed nurses compared to officially employed ones (P=0.004, 16.5±5 versus 11.4±3.9). Furthermore, this score was higher among those with working background of less than 10 years compared to those having longer working backgrounds (P=0.002, 16.7±4.9 versus 11.2±3.8). Conclusion: Concept map in nursing education could result in development of critical thinking skills and clinical decision making. So it is recommended to employ this method in clinical nursing education.}, Keywords = {Concept map, critical thinking skills, clinical decision making, nurses}, volume = {13}, Number = {11}, pages = {969-978}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2738-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2738-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {RezaeiDehaghani, Abdollah and Hosseini, Habibollah and Bandari, Mahin and Ataei, Behrooz and Abdi, Fatemeh}, title = {The Effect of Education on HCV+ Patients’ Knowledge of Hepatitis}, abstract ={Introduction: One of the most important roles intended for nurses is their educational role in the community. Accordingly, this study was implemented to review the results of this role and to determine the effect of education on HCV+ patients’ knowledge of Hepatitis C in MMT and DIC centers and other healthcare networks of Isfahan Province. Methods: This quasi-experimental study was performed in year 2011 on HCV+ patients covered by MMT and DIC and healthcare networks of Isfahan province. Ninety seven HCV+ patients were trained by superintendents on various aspects of Hepatitis C including transmission, prevention, complications and etc. via workshops. Knowledge was assessed before and after training. Required information was collected by a questionnaire designed for this purpose and was analyzed using descriptive statistical tests, Chi2, student t and paired t test. Results: Mean scores of patients’ knowledge before and after intervention were 11.9±5.3 and 18±3.13 respectively. Paired t test showed that the difference in patients’ knowledge mean scores before and after intervention was significant (p<0.001). Conclusion: According to the results, providing information on this disease leads to improvement of individuals’ knowledge and attitude. This can influence the controlling process of Hepatitis C in the community especially in relation to transmission to other people}, Keywords = {Education, Hepatitis C, MMT and DIC centers.}, volume = {13}, Number = {11}, pages = {960-968}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2772-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2772-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Movaffaghi, Zahra and Shoeibi, Ali and Bahari, Ali and Khajedaluee, Mohamm}, title = {The Efficiency of Medical Extern\'s Logbook from the Viewpoints of Externs and Faculties of Mashhad University of Medical Sciences: An Integration of Qualitative and Quantitative Methods}, abstract ={Introduction: As an instrument for supervising and directing teaching-learning procedure of learners, logbooks were developed and put into practice according to national educational objectives. This study was performed to determine the efficiency of externs’ educational logbooks. Methods: This descriptive evaluation study was performed in year 2012 in Mashhad Faculty of Medicine. Three study instruments included a 4-point Likert scale questionnaire, 3 multiple-choice questions, and 3 open-ended queries designed in Educational Development Office of faculty of medicine. Instruments’ validity and reliability was approved using content analysis and internal consistency methods (α= 0.91). Sample size was calculated by pilot study, 84 externs, and 51 faculties. Initially, 8 clinical groups were randomly selected, and then the questionnaire for completing sample size was given to faculties and externs. Ordinal and nominal data were reported using descriptive methods and analyzed by JMP4 software using chi square. Qualitative data were analyzed using summative content analysis method. Results: Seventy one externs (83%) and 40 faculties (81%), reported logbook’s information accuracy less than 60% averagely. Twenty five faculties (49%) believed that logbooks must have its own score as a document indicating student’s in-ward activity. This is while 43 students (51%) believed that this could lead to increasing registration of feigned information. Concerning achievement in 14 expected objectives, externs evaluated logbooks to be significantly less effective compared to the extent to which faculties did (p<0001). Systematically approaching this process, qualitative findings in areas of modality, structure, implementation, and outcome showed that students did not substantively object use of logbook. In fact they opposed the structure and the way in which logbook was used. Conclusion: Evaluation of procedures and outcomes of using logbooks for directing teaching-learning process showed that executive shortcomings have prevented the fulfillment of expected objectives. Further justification for teachers and learners as well as content and procedure revision is needed.}, Keywords = {Clinical evaluation, logbook, activity registration booklet, educational supervision.}, volume = {13}, Number = {11}, pages = {950-959}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2769-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2769-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Shamsi, Aziz and Yaghmaei, Farideh and Zaeiry, Fari}, title = {Psychometric Evaluation of “Teachers’ Sense of Efficacy Scale” (TSES)}, abstract ={Introduction: Teacher efficacy is the belief of a teacher that he can affect the behavior and academic achievement of learners. Many efforts have been made to measure teacher efficacy but there is no valid and reliable instrument to measure it in Iran. Therefore, this study was performed to translate and psychologically evaluate “teachers’ sense of efficacy scale” (TSES). Methods: This descriptive study was conducted on teachers of school of nursing and midwifery in Tehran. The questionnaire was completed by all teachers (n=140). TSES was translated and then its content, face, and concurrent validity as well as its reliability were measured using internal consistency and test re-test after two weeks. Results: Content validity index of TSES was 0.79 in part of relevancy, 0.62 for clarity, and 0.51 for simplicity respectively. Face validity of the scale was approved according to experts’ opinions and viewpoints of participants. Concurrent validity of teacher’s sense of efficacy scale was measured along with “General Self-efficacy Scale” and a value of 0.71 was calculated for their correlation. TSES scale’s Cronbach's alpha was 0.93 and 0.96 was the value attained for test re-test. Conclusion: The “Teacher Sense of Efficacy Scale” (TSES) is a valid and reliable scale for measuring the efficacy of teachers in Iran.}, Keywords = {Self-efficacy, teacher, psychometric evaluation, validity, reliability.}, volume = {13}, Number = {11}, pages = {942-949}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2800-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2800-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {noorifrotagheh, azam and Yazddani, Shahram and Foroughi, mahnoush and Raeissadat, seyed Ahmad and Mehrabi, yadollah and saafi, Morteza and Mortazavi, Fatieh and Rodpeyma, Shahl}, title = {The Effect of Formative Assessment and Giving Feedback on ECG Interpretation Skills among Cardiovascular Residents of Shahid Beheshti University of Medical Sciences}, abstract ={Introduction: The expansion of knowledge and information in different scientific branches necessitates the application of novel methods of educational management such as new methods of evaluation. Earlier studies on cardiovascular residency program in Iranian medical universities showed that little focus has been applied on novel teaching methods of ECG interpretation skills. This study was performed to investigate the effects of formative assessment and giving feedback on cardiovascular medical residents’ ECG interpretation skills in Shahid Beheshti University of Medical Sciences. Methods: In this quasi experimental study, twenty two 2nd and 3rd year cardiovascular medical residents of Modares and Talegani medical centers were investigated. Residents were randomly divided into two groups. After conducting pretest, all residents attended 20 weekly sessions on ECG interpretation. Then after 10 and 20 sessions they were reassessed (mid-test and post-test). Residents in case group received the answers of tests (ECG interpretation) while residents in control group did not receive any feedback on correct answers. At the end, the results of pre-test, mid-test, and post-test for two groups were compared using paired t test. Results: Nine (49.95%) residents were allocated in case group and 13 (59.9%) in control group. Mean score of pretest in case and control croup were (42.8±7.3) and (41.4±3.7) respectively out of total score of 100 and no significant difference was observed between two groups at the beginning of study (P=0.6). After 22 weeks, mean score of post-test reached to 94.5±2.4 in case group. This mean score reached to 82.8±5.5 for control group. Residents’ post-test mean scores improved in both groups compared to pretest. This improvement was significantly higher in case (feedback) group compared to control group (P<0.001). Conclusion: The study showed that applying (continuous) formative assessment and giving feedback significantly improve ECG interpretation skills. Therefore we recommended using formative assessment and feedback as a part of educational and evaluative programs.}, Keywords = {Formative assessment, feedback, Electrocardiogram, cardiovascular medical residents.}, volume = {13}, Number = {11}, pages = {931-941}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2741-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2741-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Jalalvandi, mahnaz and Sohrabi, Mohammad reza and Jamali, َAkhtar and TaghipoorZahir, Ali}, title = {The Association between Patient-centered Hidden Curriculum and Medical Students’ Communication Skills}, abstract ={Introduction: Nowadays, physicians, medical organizations, and policy makers increasingly emphasize patient centered medical care. Regarding the importance of hidden curriculum in development of medical students’ professional behaviors, this study was conducted to investigate correlation between patient-centered hidden curriculum and medical students’ communication skills. Methods: This descriptive correlation study was performed in spring 2013 within 3 Branches of Islamic Azad University (Tehran, Mashhad, and Yazd) on 327 randomly selected interns. Data gathering instruments were 2 questionnaires: One for patient-centered curriculum (including 3 dimensions of role modeling, students’ experiences, and support for students’ patient-centered behaviors) and the other for students’ communication skills. Data analysis was performed using descriptive statistics as well as Spearman and Mann-Whitney U tests. Results: Among dimensions of patient-centered hidden curriculum, the highest and lowest scores belonged to support for students’ patient-centered behaviors dimension (mean: 63.1 out of 100) and students’ experiences (mean: 44.9 out of 100). There was a significant positive correlation between students’ communication skills with two dimensions of “role modeling” and “support for students’ patient-centered behaviors” (r= 0.24, r= 0.37 respectively and P=0.001). Female students reported lower scores for patient-centeredness in curriculum and their communication skills compared to male students. But this was significant only in “support for students’ patient-centered behaviors” dimension (58.4 versus 66.9, p= 0.005). Conclusion: Considering significant correlation between communication skills and 2 dimensions of patient-centered curriculum, deeper understanding of learning environment and designing interventions for favorable changes, is recommended for development of patient-centered communication.}, Keywords = {Patient-centeredness, physician- patient communication, medical students, hidden curriculum.}, volume = {13}, Number = {11}, pages = {920-930}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2757-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2757-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Ahanchian, Mohhamad Reza and Bahmanabadi, Somaye and ArfaBalochi, Fatemeh}, title = {Predicting Students’ Self-Regulation based on their Personality Styles (NEO) in Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences}, abstract ={Introduction: One of the main goals of nursing education is to train nurses who can provide individuals with meritorious and qualified services employing their knowledge and competency. It calls for nurses to have self-regulated skills in learning and several factors are involved in self-regulation. Therefore, this study aims to investigate the role of five styles of personality inn self-regulation among students of faculty of nursing and midwifery of Mashhad University of Medical Sciences. Methods: In this descriptive correlational research, study population included all female and male students in faculty of nursing and midwifery of Mashhad University of Medical Sciences during 2011-12 academic years. Using Morgan’s Table, 200 samples were selected through single-stage cluster sampling. Data was gathered usig five-factor personality styles (NEO-FFI) and general self-regulation Miller and Brown questionnaires. Data was analyzed using regression analysis and multivariate analysis of variance (MANOVA). Results: Simultaneous regression analysis showed that out of five dimensions of personality, only two dimensions of extroversion and conscientiousness could predict self-regulation performing and planning dimensions (p<0.05). In addition, among five dimensions of personality, only neuroticism was able to predict research and evaluation dimensions of self-regulation (p<0.01). The results of multivariate analysis of variance (MANOVA) showed a significant difference between male and female students in all dimensions of personality except neuroticism (p<0.05). Moreover, there was a significant difference between male and female students regarding self-regulation dimensions (p<0.05). Conclusion: According to the findings of the study, the educators and teachers of nursing and midwifery are recommended to pay attention to personality dimensions of students and strive to increase students’ increase self-regulation and self-disciplining considering their personality.}, Keywords = {Personality styles, self-regulation, nursing student. }, volume = {13}, Number = {11}, pages = {907-919}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2737-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2737-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Kakoei, Shahla and Sajjadi, Fateme and Shahabinejad, Mina and Kakooei, Si}, title = {The Viewpoints of Dentists toward Continuing Dental Education}, abstract ={Introduction: Continuing education can play an important role in improving and keeping dentists’ level of knowledge and skills. Hence, investigation on continuing education program seems to be necessary. This study was performed to assess dentists’ viewpoints about continuing education on oral medicine. Methods: This descriptive cross-sectional study was conducted on 300 dentists participating in 52nd Iranian dental association congress (2012). Data gathering tool was a questionnaire including demographic data, program title priorities for oral medicine (scores from 1-10, the less the mean score, the higher the priority), teaching techniques, performance and quality of programs, and motivation for participation. Data was analyzed using descriptive statistics. Results: The first priorities in educational title were taking history (3.62±3.25) and clinical internal and external oral examination (3.52±3.1). Participants preferred attending workshops and performing practical jobs (3.06±2.28) and observing practical jobs (2.99±2.11). Two hundred and seventy five dentists (91.7%) noted that employing skillful professors improves the quality of the program. Most participants specified participating in continuing education programs two times a year. Conclusion: According to participants’ viewpoints, taking history and clinical examination skills were the priorities in educational title. Moreover, practical training and employing skillful professors were among main concerns of dentists. Making use of the findings of this study can lead to dental continuing education programs.}, Keywords = {Continuing dental education, dentist, and oral medicine.}, volume = {13}, Number = {11}, pages = {897-806}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2758-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2758-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {jamshidian, sepideh}, title = {The uniform classification of educational research methodology for Iranian journal of medical sciences}, abstract ={}, Keywords = {}, volume = {13}, Number = {12}, pages = {1138-1139}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2979-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2979-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Haghani, Fariba and Aminian, Bahareh and Changiz, Tahereh and Jamshidian, Sepideh}, title = {Development and Psychometric Evaluation of a Tool for Assessing Emotional Intelligence in Teaching}, abstract ={Introduction: Emotional Intelligence (EI) has become a matter of great interest in teaching due to its positive effects on teaching-learning process, achievement in life, and improvement potential. Several instruments have been developed to measure individuals’ EI but none of them have been able to show to what extent a teacher uses EI in his teaching. This study was performed to develop an emotional intelligence measurement tool in teaching and evaluate its psychometric features. Methods: The preliminary questionnaire of 109 questions was developed based on literature review and determining emotional teaching factors. Content and face validity were confirmed by experts. The construct validity was confirmed by determining the correlation between the instrument and the Bar-On questionnaire among 30 randomly selected faculties. For factor analysis and data reduction also, 350 questionnaires were distributed among faculties in Isfahan University of Medical Sciences. Exploratory factor analysis was performed through principal components analysis. Data was analyzed using descriptive statistics, correlation, and factor analysis. Results: 350 faculties received the questionnaire and 204 filled it out (response rate =58%). The designed questionnaire was correlated with Bar-On (p<0.001;r=0.714). Based on the results of factor analysis and negotiation with experts, the final questionnaire was prepared comprising 31 questions in 8 categories of “responding to learners’ feelings, motivation in teaching, communication with learners, responsibility towards learners, leading learners, sensitivity to learners’ social development, teaching abilities, and prompt reaction. Reliability coefficient of the questionnaire was 0.9 calculated through Cronbach’s alpha. Conclusion: This 31 item questionnaire seems to be a valid, reliable, and useful instrument to measure teachers’ emotional intelligence in teaching. Evaluation of the designed questionnaire in larger populations is recommended.}, Keywords = {Emotional intelligence, tool, questionnaire, teaching, psychometric evaluation, and teacher}, volume = {13}, Number = {12}, pages = {1127-1137}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3137-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3137-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Soltaniarabshahi, kamran and Norouzi, Ali and Norouzi, Saiideh and Cid, Luis}, title = {Examining the Psychometric Characteristics of Tools for Measuring Intrinsic Motivation Inventory and Perceived Motivational Climate Scale among Medical Students}, abstract ={Introduction: Review of the literature indicates that few researchers have examined the issue of motivation in medical education context. Hence construction of appropriate measurement tools can be a step toward encouraging researchers to address this particular issue. This study examined psychometric characteristics of tools for measuring Intrinsic Motivation Inventory (IMI) and Perceived Motivational Climate Scale (EPCM) in medical students. Methods: A sample of 222 Iranian medical students completed Iranian versions of the EPCM, and IMI in a descriptive study. For assessing reliability of instruments, test-retest method and calculating Cronbach's alpha were used. Confirmatory factor analyses were carried out to confirm the factorial validity of tools. Results: After modification of the questions in both instruments, acceptable reliability coefficient was found. Confirmatory factor analysis indicated that these tools have appropriate goodness of fitting indices. Conclusion: The modified IMI (i11 questions), and EPCM (16 questions) have appropriate reliability and validity for use in medical education.}, Keywords = {Intrinsic motivation, perceived motivational climate, intrinsic motivation inventory, perceived motivational climate scale}, volume = {13}, Number = {12}, pages = {1114-1126}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2866-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2866-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Omid, Athar and Yammani, Nikoo and Adibi, Peym}, title = {The Outcomes of Ethics Education to Medical Students Based on Moral Reasoning Models}, abstract ={Introduction: For years, the importance of medical ethics education in medical schools has been emphasized but there is no consensus over learning goals yet. This study aimed to investigate the learning outcomes of medical ethics education based on models of moral reasoning. Methods: This study is a review using proper keywords in databases such as Medline, Web of Science, Scoupus, and Eric limiting the results to papers published from 1990 to 2012 which resulted in finding61 articles. Seven articles related to learning objectives and 12 articles related to the model were investigated. Results: Researchers have different views on learning objectives of medical ethics education. Some believe that the goal of ethics education is to train virtuous physicians. Others believe that the more practical and measurable goal is moral reasoning skills. Showing the cognitive and attitudinal elements of an ethical behavior, however, Rest Model postulates the four components for ethical behavior to flourish. Conclusion: For teaching ethics education, skills such as emotional control, tolerance of ambiguity for multiple perspectives, and empathy in difficult situations should be taught in addition to teaching ethical principles. Moreover, appropriate environments regarding role modeling and encouraging ethical values must be provided for learners. Providing reflective opportunities also will bring insight on ethical codes that results in increasing moral commitment.}, Keywords = {medical ethics, Rest model, Kohlberg\'s theory, curriculum, learning outcomes, medical students, moral reasoning}, volume = {13}, Number = {12}, pages = {1099-1113}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3127-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3127-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Yamani, Nikoo and Fakhari, Mohamm}, title = {Social Accountability of Medical Education Curriculum: Barriers and Implications}, abstract ={Introduction: Social accountability of curriculum is considered as the director of all medical education activities towards the training of medical practitioners who could be able to contribute to health needs of a population. This study tried to investigate some barriers to medical education social accountability and summarize the experimental based proposals and recommendations in international literature on social accountability program to aware stakeholders and curriculum planners. Methods: We searched for all papers published from 2000 to 2013 in Pubmed, Elsevier, Springer, and Proquest databases as well as Google scholar search engine. Search strategy included the words of social sccountability, medical education, clinical teaching, and curriculum in the article title abstract or keywords. Results: Thirty seven related articles totally were found and investigared. In order to conclude the results, we defined the concept of social accountability and point eight major obstacles in development of social acoountability, and then we discussed different models for evaluation of programs’ social efficacy. Finally the recommended implications are argued. Conclusion: There are several structural obstacles in universities that have to be eliminated in order to develop social accountability in medical education. A number of recommendations have been made in order to help institutions make the programs accountable but they are the results of personal experiences of researchers. These should be investigated and studied more to be examined regarding their effectiveness in educational systems. Directing educational studies into accountabilitry in medical education is a necessity.}, Keywords = {Social accountability, medical education, curriculum. }, volume = {13}, Number = {12}, pages = {1082-1098}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3129-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3129-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Bagheri, Maryam and Sadeghnezhad, Maliheh and Sayyadee, Tayyebe and Hajiabadi, Fatemeh}, title = {The Effect of Direct Observation of Procedural Skills (DOPS) Evaluation Method on Learning Clinical Skills among Emergency Medicine Students}, abstract ={Introduction: Despite the fact that evaluation is the most important part of effectiveness of clinical education, evidences show the inefficiency of current evaluation methods. Common evaluation methods are restricted in subjective information and in addition to failure in evaluating students’ clinical skills precisely, they are not considered as learning instruments. Therefore, this study was conducted to determine the effect of DOPS evaluation method on learning clinical skills of emergency medicine students. Methods: This two group quasi experimental study of before and after design was carried out in surgery wards of Ghaem & Emam Reza hospitals of Mashhad University of Medical Sciences within 2008 and 2009 academic years. Study population included all emergency medicine students of the second semester that were divided into two groups (n=25 in experiment and n=21 in control group). Data collection method included observation and completion of a researcher made checklist before and after clinical course. Tool credibility was confirmed using content validity and its reliability was approved through inter-rater reliability (r=0/89). Data were analyzed using descriptive statistics, independent t-test, and paired t-test. Results: There was no significant difference between groups regarding demographic variables. The mean of pretest in two groups showed no significant difference before intervention (p=0.18 and t=-1.3). This is while case group showed higher mean scores compared to control group after intervention (via DOPS evaluation) and this difference was significant (p=0.0001, t=4.9). Conclusion: It seems that employing new methods of evaluation such as DOPS as an objective, valid, and highly applicable method in clinical evaluation solely or along with other common methods, can result in the improvement of clinical skills and more effective learning among students.}, Keywords = {Clinical evaluation, Direct Observation of Procedural Skills (DOPS), clinical skills, Student evaluation}, volume = {13}, Number = {12}, pages = {1073-1081}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2854-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2854-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Changiz, Tahereh and Fakhari, Mohammad and Omid, Athar}, title = {Kirkpatrick’s Model: a Framework for Evaluating the Effectiveness of Short-term and In-service Training Programs}, abstract ={Introduction: One of the common models for evaluation in the organization and in-service training model is four-level Kirkpatrick’s model. Users must be aware of strengths and areas of application of this model. The aim of this paper is to clarify the characteristics of this model according to Kirkpatrick and to summarize the critics of scholars to this model. At the end, the reforms that have been carried out on this model are described. Methods: At first, we manually searched library sources for the publications on Kirkpatrick’s model. Then using Google Scholar and databases such as Eric, Ebsco, Elsevier, and Proquest, articles having terms such as Kirkpatrick, model, and evaluation in title or keywords were retrieved. Finally, all the articles that were available were downloaded and reviewed. Results: Five books were found in searching library resources. Eighteen articles and 3 dissertations were also retrieved which were downloadable. This model emphasizes collecting evidence at 4 levels to judge the effectiveness of educational programs. This model comprises several assumptions that are determined by the predominant users of the model. However, some of the critics to this model related to the assumptions established on it. Some experts have proposed additional levels to extend the model to other surfaces. However, Kirkpatrick refused these proposals. Conclusion: This model provides a general insight on key indicators of the effectiveness of the program to users. Yet, it neglected some variables that affect the evaluation of training program’s effectiveness. This model is suitable for the evaluation of short-term and in-service trainings in organizations. It is not recommended for evaluating all educational programs.}, Keywords = {Program evaluation, Kirkpatrick’s model, Kirkpatrick’s pyramid, in service training.}, volume = {13}, Number = {12}, pages = {1058-1072}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3093-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3093-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Baratali, Maryam and Yousefy, Alireza and Saboori, Masih and Keshtiaray, Narges}, title = {Neuroeducation, Is the New Field Emerging?}, abstract ={Introduction: Thanks to advanced imaging devices, the rapid growth of neurosciences and identification of various functions in different parts of the brain has lead to new perspectives open in a variety of sciences. This paper outlines the prospects for integrating findings of neuroscience and education. Methods: This paper is the outcome of a non-systematic review through searching scientific databases such as Science Direct and Springer and search engines such as Google as well as library sources. Main key terms in our search were neuroeducation, bridging education, and neuroscience. Results: Although methods to achieve results in neuroscience and education are significantly different and combination of the findings of these two fields may appear difficult, the emergence of a new interdisciplinary field seems to be possible in the future. Conclusion: The findings of neuroscience have generated new insights to education professionals. The results of educational psychologists’ studies as well, have placed new questions and study fields to neuroscientists. Closer scientific cooperation between experts of these two fields may lead to promising findings that can affect human life}, Keywords = {Neuroscience, neuroeducation, education.}, volume = {13}, Number = {12}, pages = {1051-1057}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3072-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3072-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Hoseyni, Seyyed Nasrolah and Mirzaei, Masoud and Faryabi, Reyhane and MokhtariArdekan, Amir Mohsen and ShakerArdekani, Morteza and MirzaeiAlavijeh, Mehdi}, title = {Effective Factors in Job Motivation of Faculty Members in Shahid Sadoughi University of Medical Sciences: an Application of Herzberg’s Motivation Theory}, abstract ={Introduction: Motivation of faculties is a key factor for quality of research and education of every nation. Lack of motivation and job satisfaction as a result, may threat physical and mental health of faculties and their quality of life and consequently impede professional achievements. Herzberg's expression motivation model evaluates two domains motivation and mental hygiene. This study aimed to determine effective factors in job motivation of faculties in Shahid Sadoughi University of Medical Sciences based on Herzberg’s model. Methods: This cross-sectional study was performed on all faculties of Shahid Sadoughi University of Medical Sciences through census sampling. Data collection tool was a questionnaire of two different parts including 11 questions on background and demographic data in first part and 40 items based on Herzbergs' two-factor theory of job motivation in a frame of eleven factors (5 internal and 6 external domains) in the second part. After confirming validity and reliability, questionnaires were completed by 230 faculties through self report. Data was analyzed using descriptive statistics, independent t-test, and one-way ANOVA at 0.05 significance level, Results: 68.7 percent of faculties were male and 31.3 percent were female. The external domain was more important to the participants compared to internal domain. Job security, income, conditions of workplace, level and promotion, and job progress and development were the most important factors respectively. Independence and responsibility identified to be the least important factors. Conclusion: In order to improve faculties’ job motivation, we recommend pay further attention to external factors of Herzberg’s theory.}, Keywords = {Motivation, job motivation, faculty member, university}, volume = {13}, Number = {12}, pages = {1040-1050}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2843-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2843-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Shahshahani, Soheila and Hoseinzadeh, Samaneh and Abdi, Kianoosh and MirjaiAghdam, Akbar}, title = {Graduate Students’ Satisfaction with Supervisory Performance in Thesis Process in University of Social Welfare and Rehabilitation (USWR) in 2011-2012}, abstract ={Introduction: This research was designed to determine the satisfaction level of postgraduate students of USWR with supervisory performance of supervisor and advisor in Thesis process in 1390-1391. Methods: This descriptive cross-sectional study was performed on postgraduate students of USWR who were preparing for thesis defense between 2011 October to 2012 June. Samples were selected through census. A researcher made questionnaire was completed by postgraduate students (n=106) who visited postgraduate office prior to their thesis defense. We used Kruskal-Wallis test, generalized linear model, chi2, and Fisher’s exact tests for data analysis. Results: The study showed that students’ satisfaction with their supervisors and advisors were at a high level. A statistically significant difference was observed between age (P= 0.022) and students’ academic level (P= 0.026) with their level of satisfaction with supervisors. We found statistically significant relationships between level of satisfaction with advisors considering age (P= 0.013), gender (P= 0.001), type of thesis (P= 0.018) and also type of school (P= 0.019). Conclusion: Although this research showed that students’ level of satisfaction with their supervisors and advisors of thesis project was at a high level in the University of Social Welfare and Rehabilitation Sciences, but we should emphasis on empowering students̕ research capabilities.}, Keywords = {Satisfaction, supervision, postgraduate students, supervisor, advisor, thesis.}, volume = {13}, Number = {12}, pages = {1031-1039}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2845-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2845-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {mohamady, ziba and khatony, alireza and Hydary, Mohamad and Bahreini, Masou}, title = {Internet Dependency in Students of Kermanshah University of Medical Sciences}, abstract ={Introduction: Despite several advantages of Internet, it involves serious problems and the most important ones is dependency on Internet. This study aimed to examine the Internet dependency in students of Kermanshah University of Medical Sciences. Methods: In this descriptive cross-sectional study, 384 students of Kermanshah University of Medical Sciences were selected through stratified random sampling. Young's Internet Addiction Scale was employed for gathering data. Data analysis was performed using descriptive and analytic statistic including independent t-test and ANOVA. Results: The results of 350 filled questionnaires showed that 91.7% of students were slightly dependant on the Internet and only 0.3% of them were severly dependant. There were statistically significant differences between internet dependency and sex (p=0.019, t=2.356), age (p=0.034, f=3.426), marital status (p<0.001, t=4.447), field of study (p<0.001, f=4.3), having a personal computer (p<0.001, t=4.388), knowledge of computer (p<0.001, f=6.547), knowledge of Internet (p<0.002, f=6.458), and reason for using the Internet (p<0.001, f=3.383). Conclusion: Considering high prevalence of slight dependence on the Internet among university students, development of training programs to familiarize students with the risks of dependence on the Internet is necessary.}, Keywords = {dependency, Internet, students}, volume = {13}, Number = {12}, pages = {1019-1030}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2815-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2815-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Bijari, Bita and Abassi, Ali}, title = {Predictive Validity of Comprehensive Basic Science Examination for Medical Students’ Academic Performance in Birjand University of Medical Sciences}, abstract ={Introduction: Basic science materials are important for medical students considering the understanding of clinical subjects and evaluation of academic performance in subsequent levels. The aim of this study was to assess predictive validity of comprehensive basic science examination for students’ academic performance in Birjand University Medical Sciences. Methods: In this descriptive cross-sectional study, 145 medical students that were admitted to Birjand University Medical Sciences within years 2002 to 2004 were selected through census. Information of these students including grades of comprehensive basic science examination (CBSE) and pre-internship examination (CPIE), average point grade (GPA) of clinical course and total average grade of students were collected from students’ files of records. Data was analyzed using t tests, ANOVA, and Pearson correlation coefficient. Results: Mean scores of comprehensive basic science examination (CBSE) and comprehensive pre-internship examination (CPIE) for medical students were 128.86±19.27 and 118.54±18.82 respectively. Mean of clinical course average grade and total grade point averages were 17.09±0.96 and 16.77±1.04 respectively. The difference between mean scores of two genders was not statistically significant. The Pearson correlation coefficient for comprehensive basic science examination grade with clinical course average, pre-internship examination grade, and total grade point averages was 0.56, 0.55 and 0.68 respectively. Conclusion: A moderate to high correlation between CBSE scores and scores of higher academic levels determined that the CBSE is a valid measurement to identify students at the risk of educational failure in subsequent academic levels.}, Keywords = {Comprehensive basic science examination, academic performance, predictive validity, medical student.}, volume = {13}, Number = {12}, pages = {1011-1018}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2650-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2650-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} } @article{ author = {Naderi, Fateme and Ayati, Mohsen and ZareBidaki, Majid and AkbariBourang, Moham}, title = {The Effect of Mobile Learning on Metacognitive Self-regulation and Attitudes of Students of Allied Health Sciences}, abstract ={Introduction: The advantage of mobile learning in education is mobility and availability. This type of learning not only increases learner’s satisfaction and encourages them, but also develops learner’s interactions and effective communicational activities. As a result, this study was performed to investigate metacognitive self-regulation and attitude of students of allied health sciences through mobile learning in Birjand University of Medical Sciences. Methods: In this quasi-experimental study, study population included operating room students (n=43) in satellite faculties of Birjand (Ghaen and Ferdows). Initially a relevant microbiology mobile book was installed on students’ mobile phones in case group (22 students). The microbiology contents were represented to the students of case group through the mobile book and SMS in addition to regular face to face technique. The control group received only conventional face-to-face training. Data gathering tool included questionnaires of Pintrich metacognitive self-regulation and students' attitude toward mobile learning. Pintrich has reported high validity and reliability and this also approved by domestic studies. A questionnaire of 12 items was used for investigating students’ attitude toward mobile learning which its validity was verified through factor analysis and the reliability was confirmed through Cronbach’s Alpha. Data was analyzed using descriptive and inferential statistics. Results: The results of the study showed that mobile use has a significant effect on students’ metacognitive self-regulation and attitudes (p<0.0005). Conclusion: Mobile learning left a positive effect on students’ metacognitive self-regulation and attitudes. Therefore, it is recommended that curriculum planners design and employ appropriate mobile learning methods to enhance attitude, motivation, and self-regulation skills of students.}, Keywords = {Cell phone, metacognitive self-regulation, attitude, student, allied health sciences.}, volume = {13}, Number = {12}, pages = {1001-1010}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2797-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2797-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2014} }