Situation Analysis of Social Accountability Medical Education in University of Medical Sciences and Innovative Point of View of Clinical Faculty Members towards its Promotion Using Strengths Weaknesses Opportunities and Threats (SWOT) Analysis Model
Mahmood-Reza
Dehghani
General Practitioner ,M.Sc. in Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
author
Fereidoon
Azizi
Endocrinologist, Professor, Institute of Endocrinology and Metabolism, Shahid Beheshti University of Medical Sciences, Tehran, Iran
author
Aliakbar
Haghdoost
Ph.D. in Epidemiology, Professor, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
author
Nouzar
Nakhaee
Social medicine specialist ,Professor, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran
author
Payam
Khazaeli
Ph.D. in Pharmaceutics, Professor, Pharmacy School, Pharmaceutics Research Center, Kerman University of Medical Sciences, Kerman, Iran
author
Zinat
Ravangard
MSc in Educational management,, Kerman University of Medical Sciences, Kerman, Iran
author
text
article
2014
eng
Background & Objective: Social accountability medical education in all fields considers health problems priorities in specified countries Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of education This study was designed in order to investigate social accountability medical education and innovations of clinical faculty members Methods: In a crosssectional and triangulation study point of view of 72 clinical faculty members in Kerman University of Medical Sciences Iran about social accountability medical education and their innovations was investigated by two separated questionnaires Results: Situation analysis of social accountability medical education in Kerman University of Medical Sciences showed that this form of education is in weaknessthreatened status The score of strengths was significantly difference among men and women and score of weakness was significantly difference among different educational groups and academic degrees (P < 005) There was no significant difference between situation analysis of social accountability medical education innovation and other demographic and educational variables Conclusion: Status of social accountability medical education (weaknessthreatened) is not appropriate in Kerman University of Medical Sciences in order to its promotion there must be an appropriate mechanism In addition potentials of faculty members must be considered about innovation for social accountability medical education
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
403
412
https://sdme.kmu.ac.ir/article_90290_3af1276cf2e0d8ee910d05affcdd5023.pdf
Formative evaluation of residents from the residents and their attending Points of views
Vahidd
Mirzai
MSc in Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
author
Ali Akbar
Haghdoost
Ph.D. in Epidemiology, Associate Professor, Department of Statistics and Epidemiology, Research Center for Modeling in Health, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
author
Fereydon
Azizi
Endocrinologist, Professor, Department of Internal Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
author
text
article
2014
eng
Background & Objective: Formative tests during the course means when the teacher is still teaching skills The present study aimed to identify the strengths and weaknesses of students and guide them Methods: In this crosssectional study seven universities were selected using cluster random sampling in different type and geographical locations Using a simple random sampling out of 98 residents 12 attending who were enrolled in the study Data collection was done by questionnaire and interviewing forms Data were analyzed using descriptive and inferential statistics Results: In the residents view in six items which were assessed in the questionnaire taking history physical presence of the residents clinical analysis and on time presence on the bedside were the highest items evaluated From the attending point views taking history timely presence of the residents diagnosis methods and exact physical exams were the most items being evaluated respectively There were significant differences between evaluated universities on the items such as timely presence on the bedsides and following cost effective treatments and patients care Conclusion: Relevant authorities should monitor the implementation of the current methods of teaching to achieve maximum benefits and not just evaluate items like physical presence It seems respecting for patients privacy and ethical obligations must also be considered
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
413
420
https://sdme.kmu.ac.ir/article_90291_a54e54fb07953581c59982184cfc8622.pdf
Validation of Studying and Learning Approaches Questionnaire to Identify Students Studying and Learning Methods
Mohammad Reza
Mahmoodi
Ph.D. in Nutritional Sciences, Assistant Professor, Department of Nutrition, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran
author
text
article
2014
eng
Background & Objective: Assessment systems should aim at evaluating the desired learning outcomes The aim of the present study was to design and validate a Mahmoodi Studying and Learning Approaches Questionnaire (MASLAQ) to identify students studying and learning methods in examinations Methods: A structured 12item questionnaire was designed based on a modified 5point Likert scale in outline of visual analogue scale to seek information on students studying and learning approaches between multiplechoice questions (MCQs) and shortanswer questions (SAQs) examinations that may affect the students learning outcome Thirtyfour students who were selected by census completed the questionnaire by test and retest method before starting the research Results: Oneweek testretest reliability of the 12item questionnaire was measured by Cronbachs alpha at 081 Reliability of the validated 12item questionnaire (189 questionnaires) was measured by Cronbachs alpha at 077 Range of agreement coefficient of kappa for pre and posttest questionnaire items were 034060 Intraclass correlation coefficient between the pre and posttest questionnaire items was ICC = 093 (P < 0001) Content validity index was computed 088 for the overall scale Construct validity was also computed Conclusion: This validated and reliable questionnaire was the exclusive instrument to assess studying and learning approaches and to evaluate learning strategies of students based on selecting examination Key Words: Validate Questionnaire Studying and learning approach Multiplechoice question Shortanswer question
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
421
430
https://sdme.kmu.ac.ir/article_90292_18bb363ce522af36a24598563c3f4415.pdf
Evaluating the Use of RolePlaying Scenarios on Mood Change and Empathy in Undergraduate Psychiatric Nursing Students
Maryam
Maddi Neshat
M.Sc. in Nursing Education, Instructor, Department of Nursing, School of Nursing and Midwifery, Research Center for Addiction and Behavioral Sciences, North Khorasan University of Medical Sciences, Bojnurd, Iran
author
Hossein
Lashkardoost
M.Sc. in Epidemiology, Instructor, Department of Epidemiology, School of Public Health, Research Center for Addiction and Behavioral Sciences, North Khorasan University of Medical Sciences, Bojnurd, Iran
author
Mahbubeh
Tabatabaeichehr
M.S.c in Obstrict Education, Instructor, Department of Midwifery, School of Nursing and Midwifery, North Khorasan University of Medical Sciences, Bojnurd, Iran
author
text
article
2014
eng
Background & Objective: The time nursing students have their first interviews with patients who have psychiatric problems they may not be aware of how to communicate with them because stereotypes and stigma are associated with individuals who have psychiatric diagnosis The aim of this educational project was to develop and evaluate the use of roleplaying scenarios on mood change and empathy in undergraduate psychiatric nursing students Methods: This semiexperimental study was conducted with 18 undergraduate nursing students during one course of nursing training and data were collected through Jefferson Scale of Physician Empathy (JSPE) questionnaire and Profile of Mood States (POMS) before and after 9 nursepatient roles for such communication trainings Results: Significant differences in mood and empathy of undergraduate nursing students were not found in pre and postrole playing phases Conclusion: Significantly lower change mood and empathy with roleplaying may reflect fear confusionbewilderment and concerns Suggestions are offered as roleplaying scenarios performed with more sessions larger samples and use of other teaching methods such as educational video
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
431
438
https://sdme.kmu.ac.ir/article_90293_2be0bf319115b7415500b81bc8ded83f.pdf
Effect of StudySkills Training on Learning and Study Strategies SelfEfficacy and Satisfaction in Nursing and Midwifery Students Kerman University of Medical Sciences Iran
Esmat
Noohi
PhD in Nursing Education, M.Sc. in Medical Education, Associate Professor, Department of Medical Surgical Nursing, School of Razi AND Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
author
Nahid
Fallahnezhad
M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
author
Behshid
Garoosi
Ph.D. in Psychology, Department of Community Medicine, Neuroscience Research Center and Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
author
Aliakbar
Haghdoost
Professor of Epidemiology, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Iran
author
text
article
2014
eng
Background & Objective: Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of selfesteem research boredom and disenchantment Some learning special skills such as methods of receiving storing and recalling the correct content are needed to perform an effective study This study aimed to show the role and impact of academic learning skills and study strategies in improving students study styles and their selfefficacy and satisfaction Methods: This interventional study using preand posttraining tests was conducted on 75 newentrant nursing and midwifery students of Kerman University of Medical Sciences Iran in 2011 Students completed a researchermade questionnaire including four parts: demographic information learning and study strategies selfefficacy and satisfaction before and after the training The data were analyzed using paired ttest Results: There were significant difference between the mean pre (105 ± 26) and postintervention (136 ± 18) learning strategies pre (106 ± 18) and postintervention (133 ± 13) study strategies pre (105 ± 32) and postintervention (123 ± 24) selfefficacy and pre (94 ± 34) and postintervention (1208 ± 29) satisfaction scores Conclusion: Learning and study strategies can be taught and learned Upgrading learning and study strategies increases students sense of selfefficacy and satisfaction According to our results designing a course for training study and learning strategies is suggested to improve college students learning and study skills
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
439
449
https://sdme.kmu.ac.ir/article_90294_0b09487b959b469c3c978ba9608eb621.pdf
Evaluating the Medical Students Expectations of Learning Professional English Kerman University of Medical Sciences Iran
Mohammad Reza
Ghotbi Ravandi
Ph.D. in Occupational Health, Assistant Professor, Department of Occupational Health, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
author
Narges
Khanjani
Ph.D. in Epidemiology, Assistant Professor, Department of Epidemiology and Biostatistics, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
author
Maryam
Saber
MSc in Health Education, Lecturer, Department of Health Education and Health
author
Shidvash
Dolatshahi
MSc in Environmental Health, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran M.Sc. in Public Health, Lecturer, Department of Environmental Health, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
author
text
article
2014
eng
Background & Objective: Teaching professional English is one of the fields of teaching English started from the 60s and simultaneous with the worldwide acceptance of English as a scientific language among scientists and researchers In teaching Medical English understanding the expectations of students is very important however up to now no study has been conducted about this topic In this study we evaluated the expectations of medical students from learning professional English Methods: This was a crosssectional study A reliable and valid questionnaire was distributed among all of the students in the faculty of health and medical students who had the professional English course in the second semester of 2011 Descriptive statistics was performed by Mini Tab Results: 199 students volunteered to participate and complete the questionnaire out of whom 364% were males The mean age of the study samples was 223 ± 03 years 955% of the students were interested in learning Medical English The most frequent expectation was to understand medical texts and being capable of translating the texts to Persian language The most favorable class activity expected from the teacher was to write the meaning of the words on the board and explain its components Furthermore most students wanted the final exam to be in English and include workbook practices Conclusion: Medical English teachers can obtain higher satisfaction rate of students by considering the student expectations mentioned in this paper
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
450
458
https://sdme.kmu.ac.ir/article_90295_f0271ebbfb9a8382bdccac1ae1aa848a.pdf
The Methodological Accuracy in Interventional Medical Education Articles Published in Approved Iranian Journals from 2005 to 2013
Abbas
Heydari
Associate Professor, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
author
Mostafa
Rad
Ph.D. Student, Department of Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
author
text
article
2014
eng
Background & Objective: Evaluation of methodological research reports increases the trust by the readers and users from application of results This paper aimed to verify the accuracy of methodology in medical education interventional articles published in approved domestic journals Methods: This crosssectional study was used with a broad literature review in medical education interventional articles published in approved domestic journals by a review of medical journals archives and search databases Thirty articles archived and its methodological accuracy was evaluated by special forms The reliability of the study was confirmed with internal consistency and its validity has been confirmed in previous studies Results: Over 90% of the suitability of the design was appropriate Inclusive and exclusive criteria of subjects were found only in 268% of the cases Blindness in 70% of the cases was observed The reliability and validity of the instrument were not found in 667% of the cases Fallow up length was not determined in 70% and informed consent was not obtained in 80% of the subjects Conclusion: There was inaccuracy in cases such as the instruments reliability and validity sample selection blindness groups matching etc Journal writers are recommended to pay more attention to accuracy of research methodology in publishing medical education interventional articles
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
459
466
https://sdme.kmu.ac.ir/article_90296_bf39204cfdb68296655d5e773bf0f239.pdf
The Stress Level and Related Factors in Students of School of Dentistry Kerman University of Medical Sciences Iran
Parviz
Amini
Prosthodontis, Associate Professor, Department of Prosthodontics, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
author
Marzieh
Karimi-Afshar
Postgraduate Student, Department of Orthodontics, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
author
Molook
Torabi-Parizi
Oral Pathologist, Associate Professor, Kerman Dental and Oral Diseases Research Center, Kerman University of Medical Sciences, Kerman, Iran
author
Bahram
Jafaree
Dentist, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
author
text
article
2014
eng
Background & Objective: Dentistry is a stressful job and dental students are exposed to educational and environmental stresses The aim of this study was to determine the stress level in dental students Methods: This crosssectional study was conducted on students of School of Dentistry Kerman University of Medical Sciences Iran Data were collected by Depression Anxiety and Stress Scales (DASS21) standard questionnaire and analyzed by linear regression and ttest Results: 326% of students had moderate and 43% had severe stress There was no significant differences between sex academic year mean of scores and stress level Married students had more stress (P = 0037) Students staying with their parents had low stress level (P = 0047) In 66% of students the university issues were stressor Conclusion: Based on the result of this study stress level among dental students is fairly high greater attention to this issue is recommended
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
467
472
https://sdme.kmu.ac.ir/article_90297_5c45e10d6f367aa6efc45a3564fc5124.pdf
Evaluating and Comparing the Views of Teachers and Students about the Criteria of a Good Professor at Mashhad University of Medical Sciences Iran
Mohamad-Reza
Darabi
Urologist, Professor, Associate Professor, Department of Urology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
author
Akbar
Derakhshan
Ophthalmologist, Professor, Ophthalmology Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
author
Mohamad-Ali
Kiani
Pediatric gastroenterologist, Assistant professor, Neonatal Research Center, Department of Pediatrics, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
author
Gholam-Hosein
Maleki
General Practitioner, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
author
Masumeh
Saeidi
Pediatric gastroenterologist, Assistant professor, Neonatal Research Center, Department of Pediatrics, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
author
text
article
2014
eng
Background & Objective: The main goal of university includes educating specialists needed for society promotion and development of the knowledge developing research and providing the background for society development Undoubtedly professor is one of the main and effective factors in high education quality and training specialist workers requires strong faculty members that are experienced and skilled in various educational courses We decided to utilize two professor and student groups opinions about the indices of a good university teacher Methods: In this descriptiveanalytic and crosssectional research 240 professors and 899 students of Mashhad University of Medical Sciences Iran were selected by hierarchical and simple random sampling methods The data were gathered by a researchermade valid and reliable questionnaire Results: Teachers Characteristics for a good professor were respectively: Scholarships communication skills teaching skills evaluation skills and Physical characteristics and appearance of the teachers Students Characteristics for a good professor were respectively: communication skills Scholarships teaching skills evaluation skills then Physical characteristics and appearance of the teachers In the professors ANOVA test showed there was a significant relationship between the work experience rank and social field study of teachers and Priority communication skills scholarship teaching methods evaluation and faculty characteristics (p
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
473
484
https://sdme.kmu.ac.ir/article_90298_c27a6e26e05978f33611b1d71f79c9d5.pdf
Prediction of Academic Achievement Evaluation in University of Medical Sciences Based on the Students Course Experience
Effat
Shahrabadi
MSC Medical Education, School of Medical Sciences Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
author
Mohsen
Rezaeian
Professor, PhD of Epidemiology, Occupational Environment Research Center, School of Medicine, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
author
Aliakbar
Haghdoost
Professor of Epidemiology, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Iran
author
text
article
2014
eng
Background & Objective: Evaluation of academic progress is done by comparing the results of measuring the performance of learners with educational goals and learning objectives The aim of this study was to survey the predictions of academic achievement evaluation of Rafsanjan University of Medical Sciences Iran based on the students course experience Methods: This crosssectional study was performed in 20122013 Medicine dentistry nursing and paramedical students were selected based on their filed of study and gender by stratified random sampling from the Rafsanjan University of Medical Sciences (n = 370) Data gathering tool was a Course Experience Questionnaire (CEQ) The questionnaire fields included good teaching clear and standards goals appropriate assessment workload and general skills one question about satisfaction of course was used to measure their course experience Students grade point average (GPA) in previous semesters was used as an index for academic achievement Results: 318% of participants were boys and the rest (682%) were girls Statically significant difference existed between GPA of boys and girls (P = 0001) Nursingmidwifery students had the highest score (1523 ± 330) in five course experience variables and medical students the lowest (1406 ± 435) (P = 0001) CEQ and GPA had significant and positive correlation (P = 0004 r = 0164) Predictor factors of GPA were clear and standard goals and appropriate assessment Conclusion: This study represents the importance of appropriate assessment ( particular emphasis on understanding until know something from memory) and of clear and standards goals at the beginning of the semester by teachers to promote academic achievement and performance of students Thus teachers should can promote and provide students progress with teaching appropriate intervention
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
485
493
https://sdme.kmu.ac.ir/article_90299_58e190efa60a3520130928e82ee8a6f8.pdf
Evaluation of necessity of revision and challenges of curriculum of medical nanotechnology in MSc level
Amir
Amani
دکترای تخصصی فارماسیوتیکس ، استادیار ، گروه نانو فن آوری پزشکی ، دانشکده فن آوری نوین پزشکی ،دانشگاه علوم پزشکی تهران ، تهران ، ایران
author
Sepand
Riazi
دکترای تخصصی فارماکولوژی ، استاد ، گروه نانو فن آوری پزشکی ، دانشکده فن آوری نوین پزشکی ،دانشگاه علوم پزشکی تهران ، تهران ، ایران
author
Seyed Mehdi
Rezayat
دکترای آموزش زبان انگلیسی ، استادیار ، مرکز مطالعات و توسعه آموزش پزشکی ،دانشگاه علوم پزشکی تهران ، تهران ، ایران
author
Sepand
Riazi
کارشناس ، واحد ارزشیابی برنامه های آموزشی ،مرکز مطالعات و توسعه آموزش پزشکی ،دانشگاه علوم پزشکی تهران ، تهران ، ایران
author
Reza
Faridi Majidi
دکترای تخصصی شیمی آلی ، استادیار ، گروه نانوفن آوری پزشکی ، دانشکده فن آوری های نوین پزشکی ، دانشگاه علوم پزشکی تهران ، تهران ، ایران
author
text
article
2014
eng
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
494
497
https://sdme.kmu.ac.ir/article_90300_eb5080d6007a754643538efed4f52587.pdf
Failure of medical students
Mozafar
Khazaei
استاد ، گروه علوم تشریحی ، دانشکده پزشکی ، دانشگاه علوم پزشکی کرمانشاه ، کرمانشاه ، ایران
author
text
article
2014
eng
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
498
499
https://sdme.kmu.ac.ir/article_90301_a906eec7a06315f4846b04fb631bc0ed.pdf
Development challenges of elearning in Medical Universities in Iran
Majid
Zare Bidaki
دکترای تخصصی میکروبیولوژی ، استادیار گروه میکروبیولوژی ، دانشکده پیراپزشکی ، دانشگاه علوم پزشکی بیرجند ، ایران
author
text
article
2014
eng
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
500
503
https://sdme.kmu.ac.ir/article_90302_3a838f0249aec8cb19bc06b0b7b89b9a.pdf
New method of education in prescription of various infectious diseases through simulated patients
Nazanin
Zia sheikholeslami
متخصص بیماریهای عفونی ، دانشیار ، گروه بیماریهای عفونی ، بیمارستان کامکار ، دانشگاه علوم پزشکی قم ، قم، ایران
author
Maryam
Bahsoun
کارشناس مرکز تحقیقات ، بیمارستان علی بن ابی طالب رفسنجان ، دانشگاه علوم پزشکی رفسنجان ، کرمان ، ایران
author
text
article
2014
eng
Strides in Development of Medical Education
Kerman University of Medical Sciences
2645-3525
10
v.
4
no.
2014
504
506
https://sdme.kmu.ac.ir/article_90303_42ac617a1cfe2d0194fdc8eacb21e2bf.pdf