Sara Shafian; Soleiman Ahmadi; Parvin Rezaei-Gazki; Roghayeh Ershad Sarabi
Abstract
Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educationalmedical system of universities and the important role of graduates of these fields as specialized and subspecialized ...
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Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educationalmedical system of universities and the important role of graduates of these fields as specialized and subspecialized physicians in the community health system; therefore, the examination of their views on desirable education can lead to the improvement of the quality of education.Objectives: The present study aimed to explain the views of residents of Kerman University of Medical Sciences, Kerman, Iran, on desirable education. Methods: This study was performed using qualitative content analysis. A total of 17 participants were selected by purposive sampling in the academic year of 2019-2020 from the educational hospitals of Kerman University of Medical Sciences and interviewed in face-to-face and semistructured manners. After collecting the data, all the interviews were implemented and reviewed, and categories were extracted.Results: Data analysis led to the extraction of six main themes, including capable clinical professors, effective clinical environments, comprehensive planning, comprehensive and preventive educational rules and regulations, efforts to improve educational processes, and educational management.Conclusion: Health promotion is one of the needs of today’s society. Clinical education should be responsive to society, and the desirability of this education will lead to community health promotion. In this regard, it is suggested that education and health officials take an effective step toward improving residency course education by proper planning, performing continuous evaluations of the status of residency education, and considering the factors affecting the desirable clinical education.
Rita Mojtahedzadeh; Atekeh Mousavi; Mandana Shirazi; Aeen Mohammadi
Abstract
Background Because of the developments and advancements in information technology (IT), unparalleled opportunities have been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation of education. Since educational environment is a ...
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Background Because of the developments and advancements in information technology (IT), unparalleled opportunities have been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation of education. Since educational environment is a factor influencing the success of educational programs, the current study aims at evaluating the factors that create the educational atmosphere in cyberspace. Methods The current study employed a qualitative content analysis approach and a targeted sampling method. A total of 11 students and 13 faculty members were recruited by a semi-structured interview in 2015. The interviews were continued separately for both students and lecturers up to the saturation of sample size. After the interview data were qualitatively analyzed. Results After the data analysis, 685 codes were extracted out of the qualitative data, which were reevaluated in several stages and classified into 38 subcategories. Then, 13 categories and 6 domains (The status of virtual education, learner support, teaching skills, evaluation, professionalism and professional ethics, and self-efficacy) were created. Conclusions Since the educational environment is an inseparable part of a curriculum, the factors creating an educational atmosphere in cyberspace are critically important and necessary for the qualitative and quantitative evaluations of the curriculum and prediction of educational outcomes.
Ali Akbar Vaezi; Hossein Tavangar; Mostafa Javadi
Volume 11, Issue 4 , February 2015, , Pages 508-522
Abstract
Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent ...
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Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent the achieving of these goals The precise recognition of these factors can result in constructive modification in continuous education programs and achieving of the goals of continuous education (improving patient care) Thus the aim of this study was to explain the factors influencing the successful implementation of the continuous nursing education process based on the experiences of nurses Methods: This qualitative study was conducted in 2012 The study subjects consisted of 28 individuals including nurses nursing supervisors and nursing managers The participants were selected using purposive sampling method Data were collected through unstructured interviews and field notes In addition data analysis was conducted using content analysis Results: From the data 3 main categories of advantage of compulsory education appropriate context for education and passive training were achieved The subcategories of these 3 categories consisted of compulsory training regulations and gaining advantage from training various sources of education suitable educational conditions educational willingness commitment to education and educational competency insufficient educational motivation of employees and managers inadequate educational qualification of nursing managers and passive educational supervision Conclusion: The identification of motivational factors and barriers of the continuous nursing education process based on nurses experiences can assist continuous education program policy makers and planners and nursing managers in the development of continuous education regulations based on effective programs and activities
Roghaieh Ershad Sarabi; Tahereh Eslami Nejad; Hajar Shafian
Volume 7, Issue 2 , January 2011, , Pages 119-126
Abstract
Background & Objective : Since evidencebased decision making is among essential issues in medical education it is expected that educational policy makers use the results of researches for improving the quality of health care services In this study Iranian journals of Medical Education were investigated ...
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Background & Objective : Since evidencebased decision making is among essential issues in medical education it is expected that educational policy makers use the results of researches for improving the quality of health care services In this study Iranian journals of Medical Education were investigated to determine the most frequent topics discussed in this field Methods : In this cross sectional study a total of 483 articles in three Iranian journals of Medical Education from 2000 to 2008 were investigated and their data including authors abstract subject research type and the involved university were entered in EXCEL for content analysis Results : form the 483 articles 8% (n=38) belonged to the Journal of Strides in Development of Medical Education published in Kerman University of Medical Sciences 60% (n=290) appeared in the Iranian journal of medical education published by Isfahan University of Medical Sciences and 32% (n=155) were in journal of Medical Education published by Shaheed Beheshti University of Medical Sciences The most frequent topics were respectively educational management (159 articles 33%) and teaching methods (128 articles 265%) while the least frequent topic (10 articles 21%) was communication skills Conclusion : Research priority in medical education should be considered
Akram Sanagoo; Leila Joibari
Volume 7, Issue 1 , July 2010, , Pages 57-69
Abstract
Background & Objective: Evaluation of academic staff is conducted in different ways One of these methods which are commonly applied nowadays is asking students (the only group that experience the direct effect of teaching during the course) about their opinions Hence this study was conducted to present ...
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Background & Objective: Evaluation of academic staff is conducted in different ways One of these methods which are commonly applied nowadays is asking students (the only group that experience the direct effect of teaching during the course) about their opinions Hence this study was conducted to present the students viewpoints about the evaluation of academic staffs performance using evaluation forms Methods: In this qualitative using phenomenology 40 students of nursing midwifery medicine and allied health sciences from different semesters were participated in individual semistructured interviews and group discussions in order to understand their viewpoints and experiences about evaluation of academic staff in theoretical courses The interviews were taperecorded and transcribed verbatim The data was analyzed using the content analysis method Results: Our findings suggest that although the students are in agreement with evaluating the academic staff they are reluctant to fill in the forms and stated that the current situation is not satisfactory Change relativity a student as a judge noneffective time open doors effective question and noneffective question represent students viewpoints and experiences about evaluating academic staff in theoretical courses using evaluation forms The participants emphasized the evaluation should be used as a positive reinforcement for improving education quality Conclusion: Academic staff is the main elements in students learning and could act inhibitors and facilitators By teaching evaluation one can make changes or corrections in further programs Meanwhile creative interventions are essential to satisfy students