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
Masoumeh Mangeli; OmeSalimeh Roudi Rashtabadi; Sakineh Sabzevari; Esmat Nouhi
Volume 12, Supplement , July 2015, , Pages 249-265
Abstract
Background & Objective: In recent years, there has been an increase in the number of medical universities that have launched doctoral nursing education programs in their centers; thus, monitoring the quality of these programs to identify their strengths and weaknesses is very important. This study ...
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Background & Objective: In recent years, there has been an increase in the number of medical universities that have launched doctoral nursing education programs in their centers; thus, monitoring the quality of these programs to identify their strengths and weaknesses is very important. This study was conducted to evaluate the quality of doctoral nursing education in a university center in Iran.
Methods: This descriptive and comparative study was performed on 33 lecturers and students/graduates using the census method in 2015. Data were collected using the quality of nursing doctoral education (QNDE) Questionnaire.
Results: There was no statistically significant difference between the mean scores of the two groups, but this difference was significant in the program domain (P = 0.036). The participants’ answers only showed significant differences in a few statements of the program, resources, and evaluation domains (P < 0.050). A significant difference was observed between the views of lecturers and students in terms of advanced computer facilities and internet access, and appropriate research infrastructure for facilitating research and education (P < 0.050).
Conclusion: Weaknesses such as lack of resources, infrastructure, library holdings, and regular and timely feedback to program evaluators require attention in order to be decreased or resolved. Great differences in the scores of overall course quality and curriculum evaluation between the two groups revealed the need for further research for the identification of factors effective on the quality of doctoral education programs from the view of both groups.