Mohammadreza Shakibi; Mina Mobasher; Maryam Okhovati; Elham Iranmanesh; Elham Sharifpoor; Manzume Shamsi Meymandi; Mahmoodreza Dehghani
Abstract
Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of ...
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Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world.Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of Kerman University of Medical Sciences.Methods: The current scholarship study was conducted in three stages, in 2017. The first stage comprised of a comparative study needs assessment, and course design. The training course was conducted with the participation of 30 faculty members and the teaching of 10 experienced professors. Participants were evaluated through practical work and homework. Instructors were evaluated by participants using survey forms. The course was evaluated through interviews with several participants and professors.Results: After eight months of research and holding 16 sessions (which each took between 2 to 4 hours), a course with three main modules was designed in 2017. Instructors used appropriate teaching methods, including interaction with participants, problem-solving, discussing, teamwork, and practicing at home. According to the results of the evaluation, the content of the course was appropriate for the research activities of participants. Besides, they believed that the instructors were among the strengths of the course.Conclusion: Certainly, increasing research skills of faculty members will lead to better guidance of assistants and qualitative improvement of research conducted by students.
Elham Iranmanesh; Ali Hosseininasab; Alireza Shahidi
Volume 13, Issue 5 , January 2017, , Pages 515-524
Abstract
Background & Objective: In the past the written exam for the promotion and certification of medical residents was provided nationwide and conducted by the Council of Graduate Medical Education Changes in the method of performing medical residents promotion exams have been continuously discussed by ...
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Background & Objective: In the past the written exam for the promotion and certification of medical residents was provided nationwide and conducted by the Council of Graduate Medical Education Changes in the method of performing medical residents promotion exams have been continuously discussed by scholars According to the educational approach in the prestigious universities of the world in the field of specialized clinical residency training the promotion exam has been transferred to residents training universities In this study the viewpoints of faculty members and residents of Kerman University of Medical Sciences Iran were evaluated regarding the decentralized promotion and certification residency exam Methods: This was a crosssectional study The study population consisted of all residents and faculty members of Kerman University of Medical Sciences The data were collected using a selfadministered questionnaire including questions about the strengths and weaknesses of the decentralized residency upgrade and certification exam Data were analyzed using SPSS software All Pvalues of ≤ 005 were considered significant Results: The items of “participation of all members of the department in questions preparation” and “more attention to the endemic diseases” (score of 406 and 355 respectively) obtained the highest scores The lowest dispersion rate was also related to these two components The item “decreased quality of questions” with a score of 245 had the lowest impact From the viewpoint of faculty members “participation of all members of the department in questions preparation and different education due to different assessment methods in universities (376 and 375 respectively) obtained the highest scores Moreover “bias in the ministries regarding enrichment of question banks” and “closure of departments during questions preparation” obtained the lowest scores (285) There was no significant difference between the two groups in scoring of the components based on demographic characteristics Conclusion: Although in the view of residents and faculty members the decentralization of this exam has some benefits there are many deficiencies which must be addressed in order to attain greater effectiveness