Seyed Reza Mazloum; Maryam Ghorbanzadeh; Tayebeh Reyhani; Mehri Yavari; Hasan Boskabadi
Volume 13, Issue 1 , April 2016, , Pages 10-19
Abstract
Background & Objective: Despite the importance of local educational standards for the correct implementation and evaluation of higher education programs studies show such standards do not exist for the masters degree in neonatal intensive care nursing Therefore the purpose of the present study was ...
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Background & Objective: Despite the importance of local educational standards for the correct implementation and evaluation of higher education programs studies show such standards do not exist for the masters degree in neonatal intensive care nursing Therefore the purpose of the present study was to develop basic educational standards for program evaluation and accreditation of the master of sciences course in neonatal intensive care nursing Methods: This study was a descriptive survey conducted using the Delphi survey method in 2014 A total of 20 experts including infants and medical education specialists administrators of the department of education faculty members of the department of pediatrics nursing administrators of neonatal intensive care units and students and graduates of the neonatal intensive care nursing course were selected through purposive sampling First items related to basic educational standards were extracted through an extensive review of databases Subsequently 3 sessions in 2 rounds were held with the experts and basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing were developed on the basis of consensus Results: This study led to the proposal of 20 items as basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing In the first round 25 items of the total 41 items were agreed upon by experts Statistical results showed the content validity index in clear expression importance and availability in the second round was 094 092 087 respectively Conclusion: Considering that the checklist of basic educational standards was developed by experts it is hoped it will gain high acceptability and be an efficient model for the evaluation of the masters program in neonatal intensive care nursing
Tahereh Changiz; Mohammad Fakhari; Sepideh Jamshidian; Solmaz Zare; Fariba Asgari
Volume 12, Issue 2 , August 2015, , Pages 325-343
Abstract
Background & Objective: One method to evaluate and monitor the effectiveness of the general medicine curriculum is the collection of results of research in this field In this study research results on the extent of predefined general competency in the formal document of the minimum competencies ...
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Background & Objective: One method to evaluate and monitor the effectiveness of the general medicine curriculum is the collection of results of research in this field In this study research results on the extent of predefined general competency in the formal document of the minimum competencies of Iranian general physicians have been systematically integrated Methods: The search strategy in this study included the searching of words doctor student interns or graduate and ability competency knowledge skill attitude or performance in the title abstract or keywords of articles All papers published from 2002 to 2014 in Persian language journals were retrieved from the Irandoc Iranmedex Magiran Medlib and SID databases Results: After the removal of irrelevant or duplicate papers from 270 recorded papers 24 articles were selected and analyzed All studies were descriptive studies and most used selfreporting methods to assess the competency of physicians Reviewed articles focused on only 48% of subdomains of the formal document of the minimum competencies of physicians In 70% of assessed skills physicians competencies were estimated as low to moderate Conclusion: Although these studies did not assess all skills mentioned in the formal document of the minimum competencies of physicians estimates show that the competencies of general physicians in assessed skills were not desirable It is recommended that future studies in this field to be managed
Roghayeh Gandomkar; Azim Mirzazadeh; Leyla Sadighpour; Mohammad Jalili; Mojgan Safari; Batool Amini
Volume 12, Supplement , July 2015, , Pages 111-118
Abstract
Background and Objective: One of the potential strategies for ensuring the quality of educational programs is adopting a systematic approach to its evaluation. Current evidence indicates the lack of high quality program evaluation activities in the field of medical education. The aim of this study was ...
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Background and Objective: One of the potential strategies for ensuring the quality of educational programs is adopting a systematic approach to its evaluation. Current evidence indicates the lack of high quality program evaluation activities in the field of medical education. The aim of this study was to review the current status of program evaluation activities in Tehran University of Medical Sciences, Tehran, Iran, and formulate guidelines to promote program evaluation activities at the University level.
Methods: A survey was conducted to investigate the current conditions of program evaluation using a questionnaire in 2012. Then, the comprehensive course evaluation guidelines, consisting of 22 items, were developed based on literature review, survey results, and experts’ opinions. Finally, each affiliated school developed its own evaluation plan. The evaluation taskforce reviewed evaluation plans using a checklist.
Results: Using one tool or resource, 9 schools (90%) conducted course evaluation at least once. The views of students, faculty, staff or alumni were used occasionally. Moreover, 4 schools (40%) reported the evaluation results. After reviewing 14 submitted course plans based on the checklist, 51 feedbacks were provided. Most and least feedbacks were related to evaluation design and implementation and evaluation infrastructure, respectively.
Conclusion: The process of developing guidelines and plans resulted in stakeholders reaching a common understanding of course evaluation, and in turn, creating evaluation capacity and more accountability.
Somaieh Esmaeili; Shamim Sahranavard; Maryam Hamzeloo-Moghadam; Homa Hajimehdipoor; Mahmoud Mosaddegh
Volume 12, Supplement , July 2015, , Pages 168-176
Abstract
Background & Objective: The evaluation of educational programs is the most important aspect of any educational system. If performed correctly, it will provide valuable information on designing and implementation of educational programs and a basis for the evaluation of educational practices.
Methods: ...
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Background & Objective: The evaluation of educational programs is the most important aspect of any educational system. If performed correctly, it will provide valuable information on designing and implementation of educational programs and a basis for the evaluation of educational practices.
Methods: This present study was performed in 2014 on 22 PhD students attending the Schools of Traditional Medicine of Mashhad, Kerman, and Shahid Beheshti Universities of Medical Sciences, Iran, in 2009-2013. The data collection tool consisted of a questionnaire containing open- and closed-ended questions. The reliability and validity of the questionnaire have been approved. The quantitative data obtained were analyzed and categorized using Microsoft Excel.
Results: The general objectives of traditional pharmacy consist of mission, perspective, goals, and professional duties. Each course was evaluated from the view point of students. This showed that more than half of the students agreed on the overviews and details (general objective, prerequisites, content titles, student evaluation, and educational sources). The educational sources of some courses such as Iranian Traditional Medicine (foundations and principles) with 43.9%, Sanitation and Prevention Principles with 33%, and Identification of Raw Material and Production of Traditional Medicine with 36.8% obtained the less than half of the positive votes of students. Moreover, 42.1% of students believed that the courses of Identification of Raw Material, Production of Traditional Medicine, and Identification of Traditional Medicine Forms were not presented in accordance with the educational program.
Conclusion: The participants mostly approved the aims and overviews of this field of study each of its courses. The proposed recommendations show that the units and content of some courses, and their educational sources and priorities require revision and reformation. In general, due to being a new field, traditional medicine contains ambiguities which must be clarified through further evaluation and elimination of deficiencies observed in the current survey.
Soheila Ehsanpour; Nikoo Yamani; Shahnaz Kohan; Mahshid Abdishahshahani; Babak Hamidfar
Volume 12, Supplement , July 2015, , Pages 177-191
Abstract
Background & Objective: Owing to the fact that seven years has passed since the establishment of the PhD program in reproductive health in Iran, its evaluation is essential. Hence, the aim of this study was to evaluate the PhD program in reproductive health in Iran based on the Context- Input-Product-Process ...
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Background & Objective: Owing to the fact that seven years has passed since the establishment of the PhD program in reproductive health in Iran, its evaluation is essential. Hence, the aim of this study was to evaluate the PhD program in reproductive health in Iran based on the Context- Input-Product-Process (CIPP) evaluation model.
Methods: This descriptive study was conducted in 2013 in the nursing and midwifery schools of Iran in which a PhD program in reproductive health was being taught (Tehran, Shahid Beheshti, Isfahan, Shahroud, and Mashhad Universities). The study population consisted of all heads of departments of midwifery, faculty members of PhD programs in reproductive health, heads of libraries in nursing and midwifery schools, graduates and reproductive health PhD students of medical sciences universities in Iran. Data collection tools consisted of five researcher-made questionnaires based on the CIPP model and a checklist of educational facilities and equipment assessment. Content and face validity were evaluated based on expert opinion. Cronbach’s alpha coefficient was calculated in order to obtain the reliability of the questionnaires. Data were analyzed using descriptive statistics and mean of groups were compared using One-way ANOVA. Results: The status of context indicators of PhD programs in reproductive health was evaluated as appropriate by 60% of department heads, 83.3% faculty members, 83.3% graduates, and 74.1% students. Managers, graduates, and students evaluated the status of input indicators of PhD programs in reproductive health as fairly appropriate. Moreover, faculty members, graduates, and students evaluated the status of process indicators of PhD program in reproductive health as fairly appropriate. In addition, in the product domain, managers, faculty members, and students evaluated the status of product indicators of PhD programs in reproductive health as fairly appropriate.
Conclusion: The results of this study showed that the status of PhD programs in reproductive health was fairly appropriate; therefore, it seems necessary to improve the indicators that cause the program status to be fairly appropriate.
Azadeh Horri; Fatemeh Jahanimoghadam; Hamid Reza Poor Eslami; Fardin Najafpoor
Volume 11, Issue 3 , November 2014, , Pages 378-386
Abstract
Background & Objective: Pediatric dentistry is one of the basic sciences related to oral health The aim of the present study is to assess the opinion of dental students of Kerman Iran concerning education in preclinical and clinical pediatrics in order to determined shortcomings and deficiencies ...
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Background & Objective: Pediatric dentistry is one of the basic sciences related to oral health The aim of the present study is to assess the opinion of dental students of Kerman Iran concerning education in preclinical and clinical pediatrics in order to determined shortcomings and deficiencies Methods: This crosssectional study was performed on students who choose practical pediatric dentistry courses Data collection was performed by a questionnaire which includes two parts demographic characteristics and educational aims of pediatric dentistry courses Students independent ttest ANOVA and chisquare were applied to analyze the data by SPSS software Results: Results showed that 389% of students in the Pediatric1 course evaluated their satisfaction with achieving educational aims as quite satisfactory 472% as satisfactory and 139% as unsatisfactory The Pediatric 2 and 3 courses were evaluated as quite satisfactory by 543% and 355% of students satisfactory by 257% and 581% and unsatisfactory by 20% and 65% respectively Conclusion: In the Pediatric 3 course more than 90% of students evaluated their achievement of educational aims as quite satisfactory or satisfactory It seems that with increase in the number of courses passed the level of achievement of educational aims also increases
