Habibeh Ahmadipour; Mohammad Javad Zahedi; Seyed Ali Mohammad Arabzadeh
Volume 8, Issue 2 , January 2012, , Pages 182-188
Abstract
Background & Objectives: Even so much of the knowledge and skills of medical students is aquiered during clinical course in many educational systems students are kept away from clinical setting during their first academic years Methods: This study was an interventional study carried out by Educational ...
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Background & Objectives: Even so much of the knowledge and skills of medical students is aquiered during clinical course in many educational systems students are kept away from clinical setting during their first academic years Methods: This study was an interventional study carried out by Educational Development Office in the school of Medicine in 2009 All Second semester students were selected through census method Students attitudes towards medical profession were evaluated using a questionnaire The validity of the questionnaire confirmed by a number of experts and its reliability was determined using Cronbachs Alpha 0 65 Early clinical exposure course was held for subjects and within two weeks after the course they were asked to complete the questionnaire again Each question was rated using Likert scale and mean scores of each student before and after the intervention were calculated and compared by using paired ttest Results: From 85 students 62 ones completed the questionnaire before and after the course From all 36 ones (58 %) were female and 26 ones (42 %) were male Mean age of students was 1912(± 073) years and their mean average of the first semester was 1624(± 11) There was no significant difference between the students attitude toward medical profession before and after the course Conclusion: Although the present study couldnt detect significant change in students attitude toward medical profession the results of other studies show that early clinical exposure provides an opportunity for the students to learn subjects practically and beyond mere theory
Zahra Hosseini Nejad; Seyed Ali Mohammad Arabzadeh; Nematollah mousapour
Volume 3, Issue 2 , January 2007, , Pages 102-110
Abstract
Background: Comprehensive evaluation of educational systems involves the evaluation of programs and performances of the whole administrative system as well as schools and educational departments In accreditation model a recently emerged model internal evaluation is the first step and it ensures the internal ...
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Background: Comprehensive evaluation of educational systems involves the evaluation of programs and performances of the whole administrative system as well as schools and educational departments In accreditation model a recently emerged model internal evaluation is the first step and it ensures the internal quality of universities Objective: To determine the educational statue of educational groups in Kerman School of Medicine from 19941998 through internal evaluation as the first step of accreditation Method: In this descriptive study educational performance indicator including drop out rate waste rate survival rate average of study duration and rejection rate of Kerman Medical students admitted from 199498 (n= 486) were determined by using Report Cards of Students Results: From all studied subjects 250 students were female and 239 were male The waste rate of the total examined students was 37% the rejection rate was 35% Average of study duration was 1525 semesters drop out rate was 08% and promotion rate was 965% The rejection rates of the nonquota and quota students were respectively 25% 77% The minimum rejection rate (3%) was in year 1996 and the maximum rejection rate (39%) was in year 1994 The maximum rejection rates were related to the second semester of the first year in admitted students of 1995(163%) 1996(12%) and 1998(104%) In all academic years the maximum failure rates were for basic sciences and specialized courses (67%) Conclusion: Since the maximum rejection rate in all three studied years is related to the second semester of first year and the maximum failure rate was found for basic sciences and specialized courses it is necessary that educational authorities as well as the educational programmers review the lesson arrangement and contents of these courses