Leila Sadati; Sahar Karami; Rana Abjar; Fatemeh Edalat; Pourya Kanani; Zahra Nouri Khaneghah
Abstract
Background: Electronic portfolios provide opportunities for students to reflect on their performance and develop their competencies.
Objectives: The present study was done to improve surgical technologist students' learning through the development of a customized e-portfolio.
Methods: This interventional ...
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Background: Electronic portfolios provide opportunities for students to reflect on their performance and develop their competencies.
Objectives: The present study was done to improve surgical technologist students' learning through the development of a customized e-portfolio.
Methods: This interventional study was conducted using a sequential mixed method in two phases. In the "qualitative" phase, the framework of the e-portfolio was first developed via literature review. Then, it was customized and completed through a qualitative approach of guided content analysis based on Elo & Kyngas ' method. In the "quantitative" phase, by using quasi-experimental designs, the effectiveness of the e-portfolio was evaluated by measuring students' satisfaction, knowledge, and clinical skills as educational outcomes. A satisfaction questionnaire, multiple choices questionnaire (MCQ), and research-made checklist were used. Comparison of groups and data analysis was done using Fisher's exact and paired t-test. Data analysis was done using SPSS version 22 software. The maximum alpha level was considered to be 0.05 in order to confirm the difference between the groups (p<0.05).
Results: In the first phase, an e-portfolio framework was developed, including discipline regulations, study resources, daily activities, educational objectives, assessment tools, feedback, and reflection reports. The paired t-test results show that students' knowledge (p-value=0.011) and clinical skills significantly improved (p-value=0.023). More than two-thirds of the students (71.42%) and tutors (85.72%) were thoroughly satisfied with the e-portfolio assessment.
Conclusion: Based on the main results, the use of applicable and standard E-portfolios is recommended as a comprehensive and cost-effective assessment method in clinical education.
Sahar Karami; Leila Sadati; Zahra Nouri Khaneghah; Mitra Rahimzadeh
Abstract
Background: In modern medical education, the emphasis on student-centered learning and task-based learning has made the role of a learning environment more highlighted. In curriculum development, aligning educational objectives, teaching methods, and assessment methods with the educational environment ...
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Background: In modern medical education, the emphasis on student-centered learning and task-based learning has made the role of a learning environment more highlighted. In curriculum development, aligning educational objectives, teaching methods, and assessment methods with the educational environment is emphasized. In the process of evaluating curriculum components, along with the assessment of the other parts, assessing the educational environment through a valid and reliable tool is essential.Objectives: The purpose of this study was to develop a psychometric and localized version of the Surgical Theatre Educational Environment Measure (STEEM) tool for surgical technologists in Iran.Methods: The present study was a descriptive and analytical study that was conducted cross-sectionally in 2021. After obtaining permission from the developer of the standard questionnaire, following the principles of localization, the stages of translation and re-translation of the STEEM tool were done. The validity of its face and content was then assessed. In order to determine construct validity, the questionnaire was distributed among 201 surgical technology students. The construct validity of the instrument and its reliability was investigated using exploratory factor analysis, and Cronbach's alpha and intra-cluster correlation coefficient, respectively. Data were analyzed using SPSS 19.Results: The study of face, content, and construct validity resulted in providing a STEEM questionnaire with 5 subscales and 30 questions covering 55.6% of the total variance. The reliability of the whole questionnaire (Cronbach's alpha) was 0.845.Conclusion: Based on the findings of this study, the Iranian version of STEEM, entitled Iranian Measure of Operating Theatre Educational Climate (IMOTEC) has appropriate validity and reliability, and can effectively measure operating theatre educational climate from the perspective of undergraduate surgical technology students.
