2024-03-28T19:28:11+03:30 http://ijme.mui.ac.ir/browse.php?mag_id=46&slc_lang=fa&sid=1
46-2199 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 CURRICULUM MAPPING (RESPONSE TO CRITICS ON ARTICLE) Farahnaz Kamali kamalifarahnaz@yahoo.com Nikoo Yamani yamani@mui.ac.ir 2012 10 01 551 553 http://ijme.mui.ac.ir/article-1-2199-en.pdf
46-2124 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Systematic Review: A Methodology for Prevention and/or Rationalization of Biases? Farhad Shokraneh farhadshokraneh@gmail.com 2012 10 01 546 550 http://ijme.mui.ac.ir/article-1-2124-en.pdf
46-2099 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Using Surface Anatomy in Teaching The Anatomy of Upper Limb Vessels to Students of Allied Health Sciences Sadegh Yadegari yadegarisk@yahoo.com Mohammad Hosseini-sharifabad mhosseini81@yahoo.com Introduction: Despite the abundant studies on teaching anatomy using cadaver, a few studies have documented the use of surface anatomy. Also, the majority of articles concerning human anatomy teaching have focused on medical student education and less attention has been paid to teaching anatomy to students of allied health sciences. Therefore, this study aimed to investigate the effect of teaching of upper limb vessels anatomy using surface anatomy on the anatomy knowledge of first year students of allied health sciences in Shahid Sadoughi University of Medical Sciences and their viewpoints on this teaching method. Methods: This quasi-experimental study was performed on all students of radiology (N=33) and anesthesia technology (N=27) admitted in year 2010. Students were randomly divided into two experiment (30 individuals with surface anatomy method) and control (30 individuals with traditional method). In the experiment group, through the assistance of an instructor, students examined the surface landmarks of upper limb vessels in one of their peers. The traditional anatomy education was performed by didactic lectures using PowerPoint slide shows. At the end of course, through an exam, mean of students’ scores were compared between groups. The viewpoints of the students on surface anatomy teaching method in the experiment group were assessed by a valid and reliable questionnaire. Data were analyzed using descriptive statistics and Student t-test. Results: Mean of exam scores in the experiment group (13.8± 4.9) and was significantly (t=2.165, P=0.034) more than in the control (10.8± 6.2). IN experiment group, most (67%) of the students had a positive viewpoint on surface anatomy education 57% rated surface anatomy teaching as a very interesting method, and 47% noticed that the surface anatomy of upper limb vessels enhanced their skill for future clinical practice. Conclusion: The results showed that after teaching, compared to the control group, students' knowledge was more in the experiment group. Most students in the experiment group had positive attitude toward the teaching method applied. Therefore, the use of surface anatomy as a part of teaching anatomy in schools of allied health sciences is suggested. Anatomy Education Students of Allied Health Sciences Surface Anatomy Upper Limb Vessels Advance Organizer 2012 10 01 537 545 http://ijme.mui.ac.ir/article-1-2099-en.pdf
46-1985 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Entrepreneurship Morale among Students at Isfahan University of Medical Sciences Sayed Ali Siadat hasan.babri@yahoo.com Shekoofe Sadat Rezazade hasan.babri@yahoo.com Hasan babri hasan.babri@yahoo.com Introduction: To develop entrepreneurship in health sector, it is essential to improve entrepreneurship morale among students. So the present study aimed to investigate the degree of entrepreneurship morale among students at Isfahan University of Medical Sciences. Methods: The present study is a descriptive- cross sectional research. The population included senior students of all fields from whom a randomly stratified sample of 150 were selected. A researcher-made questionnaire with 54 items using 5 point Likert scale was completed by participants. Data were analyzed using descriptive indices, t-test and ANOVA. Results: The average age of the students was 24.61 years. The observed mean of entrepreneurship morale for all the students (3.5±.54, out of 5) indicated entrepreneurship morale was above theoretical average (3). Also the mean scores for its four subscales were above the scale average: “regard to achievement” (3.64±.77), “internal control” (3.39±.5), “autonomy” (3.56±.67), and “creativity” (3.61±.53), but it was lower than scale average regarding “risk-taking” subscale (2.85±.73). Conclusion: The above average level of entrepreneurship morale implies that students of Isfahan University of Medical Sciences are psychologically potential to become entrepreneurs. Entrepreneurship Morale Internal Control Autonomy Creativity Risk Taking Regard to Achievement 2012 10 01 527 536 http://ijme.mui.ac.ir/article-1-1985-en.pdf
46-2123 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Factors Influencing Nurses’ Participation in Continuing Education Programs in Tabriz University of Medical Sciences Hossein Ebrahimi Ebrahimih@tbzmed.ac.ir Faezeh Mohammadi Hosseini fmfaezehmohammadi@gmail.com Mahdi Amirnia Mehramir46@gmail.com Afra Mehraee aframehra@yahoo.com Vahedeh Jamali SVA2-iR@yahoo.com Seyyed Ahmad Hejazi Hejazim@gmail.com Introduction: The issue of continuing professional development is a necessity in the medical sciences. Also nursing staff need Continuing Education (CE) for their scientific and professional development. The aim of this study is to determine the factors influencing nurses’ participation in continuing educational programs. Methods: This study is a cross-sectional descriptive study that was conducted in year 2010 in Tabriz. A quota sample of 256 staff nurses were selected from nurses in hospitals of Tabriz University of Medical Sciences. Data was collected using a valid and reliable questionnaire, which focused on gathering participants’ viewpoints on the influence of four categories of factors (i.e., personal, organizational, professional, and program) on their participation in CE activities. Data were interpreted using frequency indices. Results: 33.9 percent of nurses mentioned that professional factors are very important in their participation in programs. The most important professional factors were patients’ expectations from nurses and nurses’ tendencies to learn and increase their professional knowledge. Among organizational factors influencing on participation, 48.4 percent of nurses stressed that setting rotating shift work in the ward is the most important. Conclusion: According to the important role of meeting patients expectations and professional development in participation of nurses in CE programs, nurse managers should support and facilitate the nurses’ participation in the programs and should play an effective role in nurses’ empowerment. Participation Continuing Education Nursing Needs Assessment 2012 10 01 518 526 http://ijme.mui.ac.ir/article-1-2123-en.pdf
46-1449 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 The Effect of Training in Virtual Environment on Nursing Students Attitudes toward Virtual Learning and its Relationship with Learning Style Fariba Borhani (f_borhani@kmu.ac.ir Mahboubeh Vatanparast empratour_62@yahoo.com Abbas Abbaszadeh aabaszadeh@hotmail.com Rostam Seyfadini baghein@yahoo.com Introduction: It is impossible to be successful in virtual training unless we consider individuals’ viewpoints toward it. Despite this fact, less attention has been paid to students’ attitudes at the end of a virtual course in the published studies. This study investigates the effect of a virtual training course on the students` attitudes toward virtual education and its relationship with learning styles. Methods: This was a quasi-experimental study based on pre- and post- tests. Study population included undergraduate nursing students of second semester entered to Razi Faculty of Nursing and Midwifery of Kerman University of Medical Sciences in year 2009 and were studying the course titled “fluid and electrolyte disorders”. Students were divided into two groups of traditional or virtual learning, randomly. Course content was presented to the virtual group via website while traditional group were taught in classroom. Students’ attitudes toward virtual education were collected via a researcher-made questionnaire. Their learning styles were assessed by Gaziano & Liesen questionnaire. Data was analyzed by descriptive statistics (mean, standard deviation, and frequency distribution) and analytical statistics (independent t-test and paired t). Results: Before training, the mean score (out of 5) of attitude toward virtual education was 3.19±0.48 in virtual group and 3.21±0.33 in traditional group the difference between mean scores was not significant. At the end of the semester, the score was 3.55±0.45 for virtual group and 3.21 ± 0.46 for traditional group which showed a statistically significant difference (p=0.03, t=2.15). The results of ANOVA revealed no significant relationship between learning style and attitude toward virtual training (p=0.07). Conclusion: This study showed that passing a virtual training course could improve students’ attitudes toward virtual education. There is no difference in attitude toward virtual education among people with different learning styles. Virtual Training Attitude Nursing Students Learning Style E-learning 2012 10 01 508 517 http://ijme.mui.ac.ir/article-1-1449-en.pdf
46-1672 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Comparison of Two Teaching Methods on Nursing Students’ Learning and Retention: Concept Mapping or Lecture? Masoumeh Masoumy masoumy@yahoo.com Abbas Ebadi ebadi1347@yahoo.com Afsaneh Raisifar raissifar_56@yahoo.com Razieh hosseini ra.hosseiny@yahoo.com Rahele Javanbakhtian rahelehjavanbakht@yahoo.com Introduction: Nursing educators should use teaching methods that promote deep learning and retention. The aim of this study was to compare the effects of lecture and concept mapping approaches on the nursing students’ learning and knowledge retention in cardiovascular nursing course. Methods: In a quasi- experimental study on two groups with pre test -post test design, 66 fifth-semester nursing students were selected through census method and randomly divided into two groups (experiment and control). After pre test, control and experiment groups received education for 8 sessions during 2 month, either by lecture method or concept mapping, respectively. Then, they took the post-test and after 4 weeks the retention test. To gather data, an achievement test consisting of two parts and with a score range of 0-40 was used which evaluated students knowledge and meaningful learning in cardiovascular nursing course. The data were analyzed through repeated measure ANOVA and independent T tests. Results: The mean of exam scores in the lecture group changed from 11.87± 2.48 in pre test to 25.69±2.49 in post test and to 21.21±3.37 in retention test. The mean of learning scores in the concept mapping group changed from 15.30± 5.4 in pre test to 32.21±2.81in post-test and to 26.72±2.84 in retention test. The differences of mean scores were statistically significant within both groups (P<0.05). The mean of score increments from pretest to post test in concept mapping group (16.90± 5.18) was more than lecture group (13.81± 3.12, t=2.394, p<0.005). Conclusion: Both methods are effective ways to improve learning and retention scores in nursing students but concept mapping method is more effective. concept mapping learning retaining lecture nursing students 2012 10 01 498 507 http://ijme.mui.ac.ir/article-1-1672-en.pdf
46-2083 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Comparison of Lecture and Blended Teaching Methods on Learning and Satisfaction of Medical Students in Biochemistry Course Mahvash Jafari m.jafari145@gmail.com Introduction: Considering the importance of biochemistry for medical students, its teaching methods are important. Using the appropriate teaching methods, teachers are trying to improve the effective learning and knowledge retention of students. The aim of this study was to determine the effects of lecture and blended teaching methods on learning of medical students in biochemistry course and also to assess students’ satisfaction from the blended method. Methods: In this quasi-experimental study, 60 medical students of Baqiyatallah (a.s) University of Medical Sciences who had selected biochemistry in the academic year 2011-2012 were randomly divided into two groups as experiment and control. To assess their knowledge, students were given a pre-test. Then, the control group received instruction through lecture method and the experiment group formed 5-member subgroups and received instruction through a blend of lecture and group discussion method. Then, both groups took a post-test. Also, the attitude of experimental group was assessed by a researcher-made Likert scale questionnaire. The data were analyzed through INSTAT software using t-test. Results: There was no statistically significant difference between the mean of pre-test and post-test scores in the two groups. Students in the experiment group, believed the method leads to a better feeling (63%) and satisfaction (96%) about biochemistry course, internal motivation to learn biochemistry (43%), and a better student and teacher relationship (96%). Conclusion: Blended teaching method could be useful in teaching biochemistry of medical students by promoting learner's internal motivation, increasing learning and satisfaction. Blended method Lecture Medical students Learning Satisfaction Biochemistry 2012 10 01 488 497 http://ijme.mui.ac.ir/article-1-2083-en.pdf
46-1910 2024-03-28 10.1002
Iranian Journal of Medical Education Iranian Journal of Medical Education 1608-9359 1735-8892 10.48305 2012 12 7 Factors Related to Academic Achievement of Dental Students in Babol University of Medical Sciences: A Ten Years Trend (1993-2002) Sina Haghanifar Dr_Haghanifar@yahoo.com Ali akbar Moghadamnia moghadamnia@yahoo.com Ehsan Moudi Ehsan.Moudi@gmail.com Mina Motallebnejad mmotallebnejad@yahoo.com Sepideh Rezapour Sepid_rezapour@yahoo.com Hakimeh Ghorbani Hakimeh_ghorbani62@yahoo.com Introduction: Qualitative promotion in medical education is one of the prerequisites for training skillful physicians in order to improve the level of community health. Evaluation as an effective tool can be widely used to review educational systems. This study aimed to assess a ten years educational trend of dental students in Babol University of Medical Sciences and the probable related factors. Methods: This descriptive-analytical study was performed on graduate dental students of Babol University of Medical Sciences through 10 years. They were admitted to dental school of Babol through National Entrance Examinations of years 1993 to 2002 and then graduated. Data was collected via questionnaire including age, gender, marital status, accommodation status, time interval between graduation from high school and entering university, diploma grade point average (DGPA), average score of basic science courses, score of comprehensive exam of basic sciences, and the average score of clinical science courses for each student. Data was analyzed using t-test and ANOVA. Results: From 170 eligible dental students, 111 (65%) were female, 105 (62%) were single, and 76 (45%) were citizens of Babol. Mean of the average of basic science courses’ scores and the mean score of comprehensive examination of basic sciences among female students was significantly higher than those of male students (α≤0.05). No significant difference was observed in the student grades considering the students' marital and accommodation status. Moreover, the mean of average scores of basic science courses for students who entered university immediately after getting high school diploma was higher than other groups. In addition, the mean of basic sciences comprehensive exam scores in this group was significantly higher than that of other groups (p≤0.001). Conclusion: With regard to academic failure in primary years of entering university among students who spent at least 2 years interval between graduation from high school and entrance to university, a strategy should be provided to reduce this time interval. Furthermore, since this academic failure is higher among male students during primary years of higher education, study motivation should be improved in them. Academic studies student dentistry gender marital status. 2012 10 01 480 487 http://ijme.mui.ac.ir/article-1-1910-en.pdf