Aida Rahmanian; Esmat Nouhi
Abstract
Background: The formation of small groups and education with an active learning approach is among the basics of problem-based learning (PBL).Objectives: The present study aimed at determining the effect of the PBL approach with virtualsmall groups on academic achievement and participatory learning in ...
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Background: The formation of small groups and education with an active learning approach is among the basics of problem-based learning (PBL).Objectives: The present study aimed at determining the effect of the PBL approach with virtualsmall groups on academic achievement and participatory learning in midwifery students of Islamic Azad University, Jahrom Branch, Iran.Methods: The present interventional study was performed on 50 midwifery students of Islamic Azad University, Jahrom Branch, studying at internal and gynecologic surgery course in the academic year of 2018-19. The subjects were randomly assigned to the intervention and control groups. The intervention and control groups underwent PBL and the conventional methods, respectively. The academic success of the participants and the active and collaborative learning was assessed. Data were analyzed using the Mann-Whitney U and Wilcoxon tests in SPSS.Results: There was a significant increase in the mean score of academic achievement in the intervention group compared to controls (P <0.05). The active and collaborative learning (ACL) score of the intervention group was above average and significantly higher compared to the control group (P=0.03).Conclusion: PBL virtual with small groups, in addition to academic success, affects ACL. This technology can be used for educational purposes, such as participation and interaction in small groups in the PBL.
Esmat Nouhi; Sakineh Sabzevari; Hakime Hosainrezaee
Abstract
Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising ...
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Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.
Lida Soltani; Fariba Mazhari; Esmat Nouhi; Sekineh Sabzevari
Volume 13, Issue 6 , March 2017, , Pages 589-597
Abstract
Background & Objective: Evidencebased care is using evidence obtained from research into clinical practice based on the patients condition and type of illness This study aimed to investigate the barriers to implementation of evidencebased nursing care based on instructors and educators opinion Methods: ...
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Background & Objective: Evidencebased care is using evidence obtained from research into clinical practice based on the patients condition and type of illness This study aimed to investigate the barriers to implementation of evidencebased nursing care based on instructors and educators opinion Methods: This was a crosssectional study that was performed with the participation of 70 faculty members and nonfaculty members of School of Nursing of Rafsanjan and Kerman Iran with different educational levels Inclusion criteria were having at least bachelors degree and twoyears work experience Data was analyzed using SPSS and descriptive statistics (frequency and percentage) Results: Women and men instructors comprised 686% and 314% of respondents respectively Most of them (443%) were 35 to 44 years of age In their opinion the major obstacles to implementation of evidencebased nursing in the education domain was lack trained staff to use the findings from research in evidencebased care with 943% In the management domain lack of knowledge of nursing managers regarding the importance of evidencebased nursing care with 857% and in the individual domain lack of adequate skills for the implementation of evidencebased practice and lack of nurses knowledge of evidencebased practice with 857% were also mentioned by participants as obstacles Conclusion: The main barriers in the application of evidencebased nursing can be noted in the domains of education and management Therefore a big step forward in this regard will be providing access to the resources and facilities library and continuing education for nursing staff and updating their information in the field of evidencebased care which requires cooperation of the managers at different levels of planning
Parvin Mangolian Shahrbabaki; Jamileh Farokhzadian; Esmat Nouhi
Volume 13, Issue 3 , September 2016, , Pages 235-245
Abstract
Background & Objective: In recent years evidencebased care has been recognized as one of the essential competencies of nursing graduates Since senior nursing students are on the verge of graduating studying factors affective on the use of evidencebased care in their professional future and emphasis ...
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Background & Objective: In recent years evidencebased care has been recognized as one of the essential competencies of nursing graduates Since senior nursing students are on the verge of graduating studying factors affective on the use of evidencebased care in their professional future and emphasis on educational programming to strengthen this competency are necessary This study aimed to evaluate the knowledge and performance of senior nursing students regarding evidencebased care Methods: The present descriptiveanalytical study was conducted on 43 senior nursing students of Kerman University of Medical Sciences Iran in 2015 Data were collected using the Persian version of the Nursing Students Knowledge and Performance about EvidenceBased Practice Questionnaire Data were analyzed using descriptive statistics (percentage mean and standard deviation) and analytical statistics (Pearson correlation coefficient ANOVA) in SPSS software Results: The results indicated that the majority of students (535%) had sufficient knowledge of evidencebased care The total mean score of knowledge of the students was 1225 ± 334 while the majority of students (512%) showed poor performance The total mean score of performance of the students was 1728 ± 785 There was a direct correlation between knowledge and performance of the students (r < 056) Conclusion: There is gap between the knowledge and performance of students regarding evidencebased care; despite their sufficient knowledge on evidencebased care their performance was poor It is suggested that a suitable milieu for promoting evidencebased care is provided and theory and practice are linked through suitable planning a review of the curriculum and creating an appropriate educational environment for nursing students as future nurses
Hadi Khoshab; Seyed Hamid Seyed-Bagheri; Sekineh Sabzevari; Esmat Nouhi
Volume 13, Issue 3 , September 2016, , Pages 298-306
Abstract
Background & Objective: Nursing care in terms of cardiopulmonary resuscitation (CPR) requires education that causes a better and deep learning of the science and practical skills The current study was conducted with the aim of comparing the effect of traditional and mannequinbased simulation teaching ...
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Background & Objective: Nursing care in terms of cardiopulmonary resuscitation (CPR) requires education that causes a better and deep learning of the science and practical skills The current study was conducted with the aim of comparing the effect of traditional and mannequinbased simulation teaching of CPR on knowledge and practice of emergency medicine students Methods: This experimental study was conducted using intervention and control groups and pretest and posttest The students were randomly divided into two groups of 15 individuals In the experimental group the students were trained through mannequinbased stimulation In the control group traditional CPR training method was used The scientific knowledge and skills of the participants were assessed in three stages of before the study at the end of the semester and 4 months after the intervention using a researchermade questionnaire and checklist The collected data were analyzed using ttest and repeated measurement test Results: The results showed no significant difference between the mean and standard deviation of the theory test and practical skill assessment in the control and intervention group before the study (P > 005) At the end of the semester the scores of the control group were respectively1486 ± 192 and 2253 ± 184 and of the intervention group were respectively 1480 ± 169 and 3480 ± 505 There was only a significant difference between the two groups in the practical test score (P = 0001) Four months after the intervention scores of the control group were 1033 ± 326 and 194 ± 213 and of the intervention group were 1186 ± 188 and 3480 ± 505 respectively Yet again only the practical test score showed significant difference between two groups (P = 0001) Conclusion: Based on the results of the study it is suggested that the mannequinbased stimulation method of teaching be used for training emergency medicine students
Zeinab Shabouni; Esmat Nouhi; Maryam Okhovati
Volume 13, Issue 1 , April 2016, , Pages 75-83
Abstract
Background & Objective: Teambased learning (TBL) is an effective method of interpersonal skills training which results in the higher satisfaction of students with learning Moreover cooperative learning results in attainment of problem solving skills resolving of learning issues and critical thinking ...
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Background & Objective: Teambased learning (TBL) is an effective method of interpersonal skills training which results in the higher satisfaction of students with learning Moreover cooperative learning results in attainment of problem solving skills resolving of learning issues and critical thinking Therefore the present study was conducted with the aim of determining the effect of TBL of medical information systems course on academic achievement in postgraduate students of Kerman University of Medical Sciences Iran Methods: This quasiexperimental interventional study was conducted using pretest and posttest method during two semesters The study population consisted of graduate students of Kerman University of Medical Sciences The participants (30 subjects in the intervention group and 30 in the control group) were selected through census and purposive sampling The subjects were randomly allocated to the intervention and control groups The collected data were analyzed using SPSS software Results: All subjects were admitted to the postgraduate program in 2014 The mean age of participants was 29 ± 41 years in the range of 2346 Moreover 550% of the participants were women and 617% were single and living in the dormitory The mean critical thinking score before and after the intervention was 262 ± 2876 and 271 ± 249; the difference was statistically significant (P < 0013) A statistical significant difference was observed between the mean total score of students in the intervention and control groups (P = 0001) Conclusion: The results illustrate that TBL is more effective in the increasing of training skills communication techniques critical thinking and satisfaction among students in comparison to the lecture method These results illustrate the students tendency toward active and cooperative learning in comparison to traditional unilateral and passive teaching methods TBL is effective in promoting critical thinking and academic achievement among students in comparison with conventional methods
Sedigheh Khodabandeh; Parisa Rostambeig; Sakineh Sabzevari; Esmat Nouhi
Volume 12, Issue 4 , January 2016, , Pages 663-670
Abstract
Background & Objective: In order to improve the quality of higher education programs and make them dynamic quantitative and qualitative evaluations and assessments are required In this study the context input process and product (CIPP) evaluation model was used to evaluate the School of Medicine ...
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Background & Objective: In order to improve the quality of higher education programs and make them dynamic quantitative and qualitative evaluations and assessments are required In this study the context input process and product (CIPP) evaluation model was used to evaluate the School of Medicine at Kerman University of Medical Sciences Iran in 2014 Methods: The evaluation of this school based on the CIPP model consisted of the 4 components of context input process and output The sample included 69 students 20 professors and 12 postgraduates A researcher made questionnaire was used to collect data The scores of 015 1535 and 355 were considered as representing poor conditions relatively favorable conditions and favorable conditions respectively Data were analyzed using SPSS software and descriptive and inferential statistics (ttest) Results: From the perspective of the participants of the research the status of context input process and output and in general the School of Medicine was favorable and the output of the school was relatively favorable There was a significant difference between the students and professors point of views in terms of the context process and outcome of the school (P < 005) The students ranked the context as favorable while the professors ranked input process and output of the school as favorable Conclusion: The results of the final evaluation revealed that the condition of this school is favorable To achieve a highly favorable condition it is suggested that college and university authorities attempt to strengthen important factors such as revision of curriculum content and training professors on teaching methods evaluation and communication skills
Masoumeh Mangeli; Sakineh Sabzevari; Esmat Noohi
Volume 12, Issue 2 , August 2015, , Pages 292-306
Abstract
Background & Objective: In recent decades there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates Taskbased learning is an integrated system and a multidisciplinary ...
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Background & Objective: In recent decades there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates Taskbased learning is an integrated system and a multidisciplinary teaching and learning approach In taskbased learning the focus of learning is a set of tasks addressed by a doctor in clinical practice In this method subjects are taught through the performance of tasks and understanding of concepts and mechanisms underlying the tasks The aim of this study was to review articles on taskbased learning in medical education Methods: Electronic databases and publishers such as ScienceDirect PubMed Scopus Google Scholar SID and Magiran were reviewed in 2014 All articles on taskbased learning in medical education without consideration of publication date were collected Studies which had the inclusion criteria (relevant to the field of medicine having objectives method sample size analysis a specific conclusion and availability of the full text) were selected In total 10 qualitative quantitative or mixed studies were selected for analysis Results: Although taskbased learning had been used in different levels and situations evidence suggested that in comparison to the traditional training method it has more efficiency and effectiveness Taskbased learning is an important tool in medical education with positive effects on faculty members students and patients Conclusion: This study has shown that taskbased learning is a powerful educational strategy and has been accepted as an appropriate tool in teaching and learning activities in most medical schools Therefore it is recommended for the promotion of knowledge skills and professional competency
Esmat Nouhi; Ali Akbar Haghdoost; Mehdi Zareiyan; Zohreh Rahaei
Volume 11, Issue 3 , November 2014, , Pages 292-298
Abstract
Background & Objective: Evidencebased medicine (EBM) is a systematic review process for evaluating and using results of the best clinical trials for diagnosis and treatment of diseases It must comply with the values and specific circumstances of each patient in need of treatment Since very ...
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Background & Objective: Evidencebased medicine (EBM) is a systematic review process for evaluating and using results of the best clinical trials for diagnosis and treatment of diseases It must comply with the values and specific circumstances of each patient in need of treatment Since very few studies have examined the competence of different groups of medical professionals in this area this study was conducted to assess the competence of residents in EBM Methods: This descriptive crosssectional study was conducted on 90 residents from 4 main clinical departments in Kerman University of Medical Sciences Iran in 2013 The data collection tool was the Berlin Standard Questionnaire The samples were selected using census method and data were analyzed using SPSS software Results: Among the participants in the study 422% were male and 578% female with the mean age of 3117 ± 332 years Based on the results of the study residents had little competence in the field of evidencebased medicine their scores ranged from 0 to 8 and their mean score was 254 ± 143 of a total of 15 Conclusion: Considering the mean score and low competence of residents in evidencebased medicine shortterm programs by the relevant departments seem essential to rapidly promote knowledge of evidencebased medicine
Esmat Nouhi; Asma Abdollah-Yar; Tayebeh Faseehy Harandi
Volume 11, Issue 2 , August 2014, , Pages 264-271
Abstract
Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One ...
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Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One of the applications of new advancements by cognitive science in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum Educational strategies are “fundamental oriented decisions in teaching that are aimed to achieve educational goals” Methods: This article was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum through surveying valid electronic and library resources Results: Now the most important educational strategies in undergraduate medical curriculum are a series of studentcentered problembased learning integrated or interprofessional teaching communitybased electivedriven and systematic strategies (SPICES) and also a set of strategies that are productfocused relevant interprofessional short courses multisite locations and symbiotic (PRISMS) and a group of realistic integrated feedback learning and evaluation strategies (RIFLE) as well Conclusion: Each strategy is represented as a spectrum In each spectrum the educational planner must define the position of every component of the curriculum In order to apply these strategies the curriculum must be intervened according to the selected strategy so that the results of the evaluations and the evidence of interventions ensure the planners that the quality of the curriculum is improved
Esmat Noohi; Nahid Fallahnezhad; Behshid Garoosi; Aliakbar Haghdoost
Volume 10, Issue 4 , February 2014, , Pages 439-449
Abstract
Background & Objective: Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of selfesteem research boredom and disenchantment Some learning special skills such as methods of receiving storing and recalling ...
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Background & Objective: Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of selfesteem research boredom and disenchantment Some learning special skills such as methods of receiving storing and recalling the correct content are needed to perform an effective study This study aimed to show the role and impact of academic learning skills and study strategies in improving students study styles and their selfefficacy and satisfaction Methods: This interventional study using preand posttraining tests was conducted on 75 newentrant nursing and midwifery students of Kerman University of Medical Sciences Iran in 2011 Students completed a researchermade questionnaire including four parts: demographic information learning and study strategies selfefficacy and satisfaction before and after the training The data were analyzed using paired ttest Results: There were significant difference between the mean pre (105 ± 26) and postintervention (136 ± 18) learning strategies pre (106 ± 18) and postintervention (133 ± 13) study strategies pre (105 ± 32) and postintervention (123 ± 24) selfefficacy and pre (94 ± 34) and postintervention (1208 ± 29) satisfaction scores Conclusion: Learning and study strategies can be taught and learned Upgrading learning and study strategies increases students sense of selfefficacy and satisfaction According to our results designing a course for training study and learning strategies is suggested to improve college students learning and study skills
Zahra Jalili; Esmat Nouhi; Nouzar Nakhaee
Volume 2, Issue 2 , January 2006, , Pages 80-87
Abstract
Background: Establishing centers for clinical skills training in medical schools with the purpose of improving students ability in practical skills has provided an adequate environment for practicing in an experimental setting and consequently can be effective in decreasing the rate of probable mistakes ...
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Background: Establishing centers for clinical skills training in medical schools with the purpose of improving students ability in practical skills has provided an adequate environment for practicing in an experimental setting and consequently can be effective in decreasing the rate of probable mistakes in real situations Objective: The aim of this study was to determine the opinions of interns in Kerman University of Medical Sciences about the rate and sources of acquired basic clinical skills through self evaluation Methods: All available interns of Kerman School of Medicine (including 120 ones) who had passed the clinical skills course participated in this cross sectional study in 2004 Data were gathered by an investigator made questionnaire and analyzed by using ttest and ANOVA Results: Based on the results most of the respondents (908%) believed in the necessity of a specific course as clinical skills in medical education program In regard to the rate of acquired skills “vital signs measurement” “nasogastric tube insertion” and “patient communication skills” got the highest mean scores (1835 1776 and 173 respectively) in interns selfevaluation while the lowest mean scores belonged to “cauterization” “intubation” and “using surgical set” (909 1284 and 1411 respectively) The percent of selfevaluation total score was 767% In regard to the source of acquiring clinical skills “clinical skills center” (41%) “self learning” (29%) and “professors and others” (27%) obtained the highest percents respectively Conclusion: Considering the low self evaluation scores in some skills and the highest percent for clinical skills center as source of acquiring clinical skills improving the quality of training in this center and expanding its activities are necessary
Zahra Jalili; Esmat Nouhi; Batool Ahmadpour
Volume 2, Issue 1 , July 2005, , Pages 18-24
Abstract
Background: Exact and objective evaluation of professional competency is one of the most important aspects in medical students clinical educationObjective structural clinical exam (OSCE) evaluates a large spectrum of technical and basic skills in an experimental setting Objective: To determine the ...
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Background: Exact and objective evaluation of professional competency is one of the most important aspects in medical students clinical educationObjective structural clinical exam (OSCE) evaluates a large spectrum of technical and basic skills in an experimental setting Objective: To determine the satisfaction of medical stagers and interns in Kerman University of Medical Sciences on evaluation based on OSCE Methods: All the medical students experienced the OSCE were selected as the population of this cross – sectional research To gather the data a researcher – made questionnaire with a proper validity and reliability was used Results: The findings indicated the respondents having experienced OSCE totally got 764%of the total scor of satisfsction so they were satisfied with this evaluation method The students agreed or completely agreed on 731% of the statements and 139% selected disagreed or completely disagreed Most of the students (938%) agreed on doing this method in other wards A significant relationship (P
Esmat Nouhi; Ashraf Adhami; Aliakbar Haghdoost
Volume 2, Issue 1 , July 2005, , Pages 56-62
Abstract
Background: Teaching Methodology workshop aimed at development of education therefore it must offer the best developed methods of teaching Objectives: To determine the quality of the teaching methodology workshops held in Kerman University of Medical Sciences based on the views of the participators Methods: ...
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Background: Teaching Methodology workshop aimed at development of education therefore it must offer the best developed methods of teaching Objectives: To determine the quality of the teaching methodology workshops held in Kerman University of Medical Sciences based on the views of the participators Methods: The views of all 171 faculty members participated in six teaching methodology workshops were evaluated using the questionnaire approved by The Ministry of Health and Medical Education The questionnaire consisted of two sections: demograophic features & statements on the views based on a 5 Likert scale (from strongly agree to strongly disagree) Its validity was 09 measured by the views of experts Findings: 673 percent of the participators were male and assistant professors 624% 697% of the participants were strongly agreed or agreed upon the statements The most agreement was on proper planning of aims (84%) then giving introductory information in the beginning (81%) sequential outline (82%) respectively The least agreement was found on the facilities (404%) enough time allocated to individual & group discussion (472%) A significant difference was observed between the views based on different workshop sessions (P
Zahra Jalili; Esmat Nouhi; Ali Malekzadeh
Volume 1, Issue 1 , July 2004, , Pages 1-9
Abstract
Background: The necessity of improving academic and higher education quality particularly in Medical Sciences Universities and increasing the efficiency of Health care and Remedy programs are obvious Medical Educational Development Centers try to achieve their goals in the areas of curriculum planning ...
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Background: The necessity of improving academic and higher education quality particularly in Medical Sciences Universities and increasing the efficiency of Health care and Remedy programs are obvious Medical Educational Development Centers try to achieve their goals in the areas of curriculum planning teacher training continuing education evaluation and research in education Objective: The aim of this study was to investigate the views of the faculty members of Kerman Medical Sciences University about the activities of Medical Educational development center Methods: This crosssectional study carried out in 2003 The sample consisted of the faculty members of Kerman Medical Sciences University (N=307) of which about half (n=145) were selected by simple random sampling Data were gathered through a researcher – made questionnaire that rated by experts for validity and computed internal consistency reliability with cronbach alpha coefficient of (r=079) Results: According to the results the most accepted activities of the center were “Designing and carrying out clinical skills educational programs for medical students” (966%) “active participation in the revision of medical educational programs” (931%) “cooperation with educational departments in designing lesson plans based on new materials and resources” and “Holding educational workshops for the familiarization of the faculty members with new medical softwares and their applications” (each 924%) While the least accepted activities were providing “facility for lectures” “access to resources gathering and symposiums on medical education” and “taking advantage of the experienced instructors in designing programs for the center” (each 614%) “participation in the evaluation of research projects and dissertations” and “helping the medical society to have a better understanding of the changing medical needs of the community” (each 67%) In whole by obtaining 787% of the total score the faculty members showed a relatively positive view towards current activities of the center From all subjects 875% showed tendency for participating in the activities of the center Conclusion: The positive view of the faculty members towards current activities of the center is a turning point in further expansion of the center and establishing the same units in all colleges to improve medical education goals
Esmat Nouhi; Hamed Reihani; Nozar Nakheii
Volume 1, Issue 1 , July 2004, , Pages 10-16
Abstract
Background: Learning needs assessment is the first step in educational program development Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical ...
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Background: Learning needs assessment is the first step in educational program development Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical Educational development center from the point of view participating physiciansMethods: This crosssectional study was carried out on 100 physicians (50 pediatricians & 50 psychiatrists) participating in psychiatry and pediatric retraining programs Subjects were asked about their learning needs on more than 20 clinical topics and the correspondence between learning needs and retraining program content before and after the program respectively Results: In both groups 22% were female and 78% were male Mean age and work experience were 34 and 7 years respectively In psychiatrists group the maximum mean scores were attained for “substance abuse related disorders” (443) in learning needs and “addiction definitions factors and prevention” (436) in correspondence between needs and program content The minimum mean scores were related to “stress disorders” (348) in learning needs and “etiology” (307) in correspondence between needs and program content In pediatricians group the maximum mean score was attained for “acute respiratory infection” in both learning needs (432) and correspondence between needs and program content (443) The minimum mean scores were related to “leishmaniosis” (316) in learning needs and “metabolic disorders” (324) in correspondence between needs and program content In both groups there was a significant correlation between learning needs and correspondence of needs and program content (P
Mohammad Reza Shakibii; Nouhi Esmat; Aliakbar Haghdoost; Shahrzad Moemenaii Kermani
Volume 1, Issue 1 , July 2004, , Pages 17-22
Abstract
Background: Continuous medical education has been accepted throughout the world as one of the most efficient strategies for upto dating physicians knowledge and information Objective: The aim of the present study was to evaluate the efficacy of three held workshops on “The best prescription” ...
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Background: Continuous medical education has been accepted throughout the world as one of the most efficient strategies for upto dating physicians knowledge and information Objective: The aim of the present study was to evaluate the efficacy of three held workshops on “The best prescription” Methods: Sample consisted of 82 general physicians participating in three held workshops on “The best prescription” Data collection was done by a questionnaire consisting of two parts of “demographic features” and “the assessment of prescription” The questionnaire administered before and after the workshops Results: From all participants 49% were female and 44% of subjects had been graduated from Kerman and 97% from Rafsanjan Medical Schools Mean score before workshop was 59514 with the minimum of zero and maximum of 9 and it increased to 762195 with the minimum of zero and maximum of 10 after workshop In whole there was a significant difference between the mean scores before and after the workshop (P005) Conclusion: According to the findings the held workshops on “the best prescription” have been efficient in increasing participants level of information Therefore continuous medical educational programs along with improving their quality is highly necessary
