Behshid Garrusi; Ali Amirkafi; Saideh Garousi
Abstract
Background: interprofessional education (IPE) is an educational method, in which students learn two or more specific professions together, from each other, and about each other IPE for health students has been proposed as an alternative to conventional teaching methods.Objectives: The aim of this study ...
Read More
Background: interprofessional education (IPE) is an educational method, in which students learn two or more specific professions together, from each other, and about each other IPE for health students has been proposed as an alternative to conventional teaching methods.Objectives: The aim of this study was to investigate the viewpoint of faculty members and graduates of Kerman University of Medical SciencesregardingIPEand interprofessional teamwork and determine the characteristics affecting their views on IPEand interprofessional teamwork.Methods: This cross-sectional study was done on faculty members and graduates of various fields of medical sciences working in Kerman in 2018. Samples were selected by the quota sampling method. To collect data, questionnaires of "Attitude TowardsInterprofessional Health Care Teams" and "Attitude Towards Interprofessional Education" were used. Data were analyzed using SPSS software.Results: More than 90% of the participants had a good attitude towards teamwork and IPE. There was no significant relationship between work experience and attitude towards teamwork (P = 0.15), but there was a significant and inverse relationship between work experience and attitudes about interprofessional learning (r = -0.43, P =0.007). Those working in non-governmental jobs showed a better attitude towards teamwork and interprofessional learning (P <0.001).Conclusion: Determining the views of faculty members and graduates of Kerman University of Medical Sciences regarding IPE and its influencing factors is helpful for educational planning and development of educational programs in various fields. Also, for better planning, educational needs explained by these people should be considered. Planning and developing an educational program in this regard can lead to improving the quality of health services.
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 ...
Read More
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.