eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
539
552
90503
Original Article
Problems of Continuing Medical Education Programs and Their Solutions from the Viewpoint of Faculty Members
Seyed Hadi Hakak
1
Abbas Allami
allami9@yahoo.com
2
Fariba Derakhshan
faribaderakhshan@gmail.com
3
Mahnaz Abbasi
4
General Physician AND MPH Student, School of Health, Qazvin University of Medical Sciences, Qazvin, Iran
Specialist in Infectious Diseases, Associate Professor, Department of Infectious Diseases, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran
M.Sc. in Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Rheumatologist, Associate Professor, Metabolic Disease Research Center, Qazvin University of Medical Sciences, Qazvin, Iran
Background & Objective: The majority of surveys have demonstrated the inadequate success rate of continuing education programs in Iran from the viewpoint of participants However no studies have been conducted on the viewpoints of lecturers (influential individuals and beneficiaries in this issue) in this regard Thus the present study aimed to investigate the problems of continuing education programs and their solutions from the perspective of lecturers Methods: This qualitative study was conducted in 2015 on 15 university faculty members who had previous experience of lecturing continuing education programs The participants were selected using purposive sampling (n = 15) Data were gathered through focus group discussion All discussions were recorded on audiotapes transcribed and then analyzed through inductive content analysis Results: Data analysis led to the extraction of 3 main themes (problems) 12 categories 42 subcategories and 68 suggested solutions The main themes included the reduction of incentive to participate in programs (4 categories) low effectiveness of implemented programs (5 categories) and the ineffective evaluation of programs (3 categories) Conclusion: The main motivation for general practitioners to participate in these programs must be the correction of professional practice It seems that intervention in the implementation and assessment fields are more likely than participants motivation Providing teaching methods workshops for faculty members improving awareness of the goals and timetable of workshops holding workshops rather than lectures evaluating performance instead of satisfaction and providing feedback on the assessment results are effective factors in the efficiency of programs
https://sdme.kmu.ac.ir/article_90503_1213632994f108a82bc031a9155b42fc.pdf
Effectiveness
Continuing education
general practitioner
evaluation
Qualitative study
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
553
567
90504
Original Article
The Validation of an Instrument to Measure Teacher Identity in Physicians Based on Partial Least Squares (PLS) Approach
Seyed Sajjad Tabatabaei
sajadbady@gmail.com
1
Hossein Motahharinejad
2
Hedayat Tirgar
3
M.Sc. in Educational Administration, Department of Educational Administration, School of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
Ph.D. in Educational Administration, Assistant Professor, Department of Educational Administration, School of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
Ph.D. in Educational Administration, Assistant Professor, Department of Educational Administration, School of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
Background & Objective: Strengthening the teacher identity in physician tutors would result in training efficient physicians and help the students to gain skills and develop positive attitude towards favorable patient care The present study was conducted to evaluate the validity reliability and factor structure of the instrument to measure teacher identity in physicians Methods: In this descriptivecorrelation study with cluster sampling method 156 educator of ten medical schools were selected and responded to the electronic questionnaire Data was analyzed using partial least square (PLS) algorithm which included the measurement model (Cronbachs alpha loadings composite reliability convergent and discriminant validity) structural model (significant factor Tvalues and R Square the prediction model StoneGeisser quality indexes redundancy goodness of fit) to evaluate the nine components of the instrument Results: Fitting both the data algorithm and the results of confirmatory factor analysis indicated the desirability and acceptability of the mentioned structure in terms of components and index Conclusion: The results of this study suggest that the Persian version of the teacher identity assessment tool for physicians and university professors in the medical community has good reliability and construct validity and could be used to measure and identify the strengths and weaknesses of teacher identity in physicians and developing medical education
https://sdme.kmu.ac.ir/article_90504_e655d4e119a4ee9861dd564b39c59b7f.pdf
Teacher identity
physicians
Validation
Partial least squares (PLS)
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
568
577
90505
Original Article
The Relationship between Learning Styles and ProblemSolving Strategies in Undergraduate Nursing Students of Isfahan University of Medical Sciences Iran
Reyhaneh Taheri
1
Fariba Karimi
faribakarimi2005@yahoo.com
2
M.A. in Educational Planning, Department of Educational Sciences, School of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Ph.D. in Educational Management, Associate Professor, Department of Educational Sciences, School of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Background & Objective: Individuals based on their learning styles have different interpretation of the environment and issues and choose different problemsolving strategies The objective of the present research was identifying the relationship between learning methods and problemsolving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences Iran Methods: The present study was a correlational research The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 20132014 (n = 380) From among them 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula The data collection tools included Kolbs Learning Styles Inventory (LSI) and the ProblemSolving Approaches Questionnaire (Cassidy & Long) The face validity of the questionnaires was accepted due to their high application rate The reliability of the questionnaires was estimated as more than 070 Data were analyzed using stepwise regression and the Pearson correlation coefficient Results: The results showed an inverse relationship between experiential learning style and constructive problemsolving style In addition there was a direct relationship between experiential learning style and nonconstructive problemsolving style There was a reverse relationship between abstract conceptualization and nonconstructive problemsolving style The best predictor of constructive and nonconstructive problemsolving styles was experiential learning style Conclusion: Based on the relationship observed between learning styles and problemsolving styles it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problemsolving styles based on the identified learning styles Moreover the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended
https://sdme.kmu.ac.ir/article_90505_d980cc361c5dc9a991f02760dfab3f9b.pdf
Problem
solving strategies
Learning style
Nursing students
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
578
588
90506
Original Article
A Study of Curriculum Contents of the Master of Science of Medical Parasitology and its Arrangement from the Point of View of Professors
Davood Jabbari-Gharebagh
1
Aram Feizi
2
Mousa Jabbari
3
Mohammad Sadegh Dehghan
4
M.Sc. Graduated in Medical Education, Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Ph.D. in Nursing, Associate Professor, Department of Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
Ph.D. in Occupational Health, Associate Professor, Department of Industrial Safety, School of Health, Safety and Environmental, Shahid Beheshti University of Medical Sciences, Tehran, Iran
M.Sc. Graduated in Medical Education, Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Background & Objective: The curriculum of the Master of Science in parasitology was initially prepared in 1984 and was reviewed in 2001 and 2010 Considering the development of medical technology requirement of society and the necessity of curriculum revision The present study was conducted with the aim to assess the curriculum contents of the Master of Science of parasitology Methods: This descriptive study was conducted in two stages In the first stage university professors were asked to give their opinions concerning the need for curriculum revision (addition or elimination of courses) in this field In the second stage based on the findings of the first stage and the current curriculum a questionnaire was prepared and was distributed among the professors through email Then 30 completed questionnaires were evaluated Based on the criteria of compulsory courses prerequisite or compensatory courses and importance of the courses data analysis was performed in EXCEL software and the results were reported in the form of descriptive statistics Results: After summarizing the comments and verifying the compliance of the currently approved curriculum courses with those proposed by participants the addition of the prerequisite courses of New technologies of parasite detection and Taxonomy and the compensatory courses of Biotechnology Technical language Geography of parasitic diseases in Iran Bioinformatics and Teaching methods was proposed Moreover the elimination of the courses of Preliminary bacteriology Histology of the human body Clinical biochemistry Basic genetics Preliminary hematology and Principles of health services was proposed Conclusion: Based on the results of this study among the 10 currently approved prerequisite courses 8 are necessary and desirable in the view of the participants However the compensatory courses require modification
https://sdme.kmu.ac.ir/article_90506_bace1c69eb92b5a2a1d6479795367559.pdf
Curriculum
Medical Parasitology
M.Sc
Lesson titles
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
589
597
90507
Original Article
Barriers to Implementation of EvidenceBased Nursing Care from the Perspective of Nursing Instructors of Nursing and Midwifery Faculty of Rafsanjan and Kerman Iran
Lida Soltani
1
Fariba Mazhari
mazharif_2000@yahoo.com
2
Esmat Nouhi
smnouhi@yahoo.com
3
Sekineh Sabzevari
4
M.Sc. in Nursing, Lecturer, Department of Nursing and Midwifery, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
M.Sc. in Nursing, Lecturer, Department of Nursing and Midwifery, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
Assistant Professor, Department of Internal-Surgical Nursing AND Nursing Center, Kerman University of Medical Sciences, Kerman, Iran
Assistant Professor, Physiology Research Center AND Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
Background & Objective: Evidencebased care is using evidence obtained from research into clinical practice based on the patients condition and type of illness This study aimed to investigate the barriers to implementation of evidencebased nursing care based on instructors and educators opinion Methods: This was a crosssectional study that was performed with the participation of 70 faculty members and nonfaculty members of School of Nursing of Rafsanjan and Kerman Iran with different educational levels Inclusion criteria were having at least bachelors degree and twoyears work experience Data was analyzed using SPSS and descriptive statistics (frequency and percentage) Results: Women and men instructors comprised 686% and 314% of respondents respectively Most of them (443%) were 35 to 44 years of age In their opinion the major obstacles to implementation of evidencebased nursing in the education domain was lack trained staff to use the findings from research in evidencebased care with 943% In the management domain lack of knowledge of nursing managers regarding the importance of evidencebased nursing care with 857% and in the individual domain lack of adequate skills for the implementation of evidencebased practice and lack of nurses knowledge of evidencebased practice with 857% were also mentioned by participants as obstacles Conclusion: The main barriers in the application of evidencebased nursing can be noted in the domains of education and management Therefore a big step forward in this regard will be providing access to the resources and facilities library and continuing education for nursing staff and updating their information in the field of evidencebased care which requires cooperation of the managers at different levels of planning
https://sdme.kmu.ac.ir/article_90507_c9a81504c171c32ffed486a56dee3bb8.pdf
Evidence
based nursing
nursing care
based care
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
598
606
90508
Original Article
Educational Quality and Facilities Assessment in the Department of Restorative Dentistry from the Viewpoint of Dentistry Students of Kerman University of Medical Sciences Iran in 2014
Niloofar Shadman
niloo_shad@yahoo.com
1
Shahram Farzin Ebrahimi
2
Molook Torabi
3
Sina Safari
4
Sara Khaleghi
5
Marzieh Karimi-Afshar
6
Associate Professor, Department of Operative Dentistry, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
Assistant Professor, Department of Operative Dentistry, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
Associate Professor, Department of Maxillofacial Pathology, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
Assistant Professor, Department of Prosthodontics, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
Dentist, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
Assistant Professor, Department of Orthodontics, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
Background & Objective: Restorative dentistry is a fundamental field in dentistry and students opinions about its education can be helpful in finding its deficiencies and solving them The aim of this study was to evaluate dentistry students attitudes toward restorative dentistry education and its facilities and physical environment Methods: This descriptive crosssectional study was performed on fourth fifth and sixth year students of the School of Dentistry of Kerman University of Medical Sciences Iran The data collection tool was a twopart questionnaire consisting of demographic characteristics form and 38 questions about environment facilities and educational and exam methods and 1 open question scored based on a Likert scale (very appropriate to inappropriate) Data were analyzes using ttest ANOVA and linear regression in SPSS software The significant level was considered as 005 in all tests Results: Among the 110 participates 618% were women and 382% were men The average attitude score (from 26 to 130) was 8486 ± 1130 Overall attitude score was not significantly different between genders academic years and different restorative scores However in the education field the fifth and sixth year students had significantly higher attitude scores than the fourth year students Conclusion: Satisfaction with the clinical and theoretical education of restorative dentistry in the School of Dentistry of Kerman University of Medical Sciences is acceptable but its physical environment and facilities must be improved
https://sdme.kmu.ac.ir/article_90508_46f9ae2cdcefd0aea064386c41e45e8e.pdf
Restorative dentistry
Education
Students
Attitude
Kerman (Iran)
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
607
616
90509
Original Article
Students Participation in Teaching and its Improvement Methods: A Review Study
Kazem Hosseinzadeh
1
Fariba Derakhshan
faribaderakhshan@gmail.com
2
Ramin Sarchami
3
Ph.D. in Health Education and Health Promotion, Department of Nursing, School of Nursing and Midwifery, Qazvin University of Medical Sciences, Qazvin, Iran
M.Sc. in Medical Education, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Ph.D. in Higher Education Management, Assistant Professor, Department of Community Medicine, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran
Background & Objective: Students participation in the classroom is a feature of many educational designs This can include scholarly and interesting ideas by students and results in the creation of positive energy and enthusiasm in the classroom atmosphere However if not managed students participation may cause burnout among teachers and confusion for students This review study aimed to assess models for students participation in the classroom and provide a general guideline to improve it Methods: To perform this review study PRISMA flow diagram was used First available scientific websites were searched using the related keywords and 35 articles were retrieved Due to inappropriate contents or repetition of ideas 25 articles were excluded Thus 10 articles which had discussed the issue and its guidelines more comprehensively were selected Parts of the contents were selected and combined to provide a brief guideline for university faculties and instructors Results: The selected studies were review studies conducted in Canada and the United States The contents of the studies included advantages of students participation in teaching strategies to increase participation reasons for the lack of participation and classification and evaluation of student participation Conclusion: Regarding the importance of students participation in the overall quality of teaching faculties are recommended to try to enhance students participation in teaching
https://sdme.kmu.ac.ir/article_90509_9be9e14e7a872c2f600cb40ebb84ce96.pdf
Teaching models
Participation in teaching
Teaching participative models
University student
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
617
625
90510
Original Article
The Sources of Academic Stress among Students of the School of Medical Management and Information
Fatemeh Khademian
1
Mohtaram Nematollahi
2
Fariba Farahmand
3
PhD Candidate, Department of Health Information Management, School of Medical Management And Information, Shiraz University of Medical Sciences, Shiraz, Iran
Associate Professor, Anesthesiology and Critical Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
Instructor, Department of Health Information Technology, School of Medical Management and Information, Shiraz University of Medical Sciences, Shiraz, Iran
Background & Objective: Studying at a university is one of the important stressful situations Previous studies have shown the adverse effects of stress on students physical and mental health The aim of the current study was to determine the sources of academic stress and its relation to demographic variables in students at the School of Medical Management and Information of Shiraz University of Medical Sciences Iran Methods: This crosssectional study was conducted on 95 students (65 women and 30 men) with a mean age of 219 ± 1830 years (age range: 1830) The subjects were selected using stratified random sampling method Data were gathered using the Academic Stress Questionnaire (ASQ) and analyzed using descriptive statistical methods independent ttest the Pearson correlation coefficient and ANOVA Results: The findings indicated that the domain of difficulty managing work family and university had the highest mean score (402 ± 231) and the domain of difficulty with interaction at the university had the lowest mean score (261 ± 184) A significant negative association was found between age and the domain of difficulty managing work family and university (r = 0026 P = 001) In addition the mean score of second year students was significantly higher in the domains of difficulty with academic performance in class (P = 003) and difficulty with academic performance outside the class (P = 004) compared to other domains The most common stressors were observed in the domain of difficulty managing work family and university This domain was more important among younger students Conclusion: It is recommended that more attention be paid to this important issue in student educational and counseling programs
https://sdme.kmu.ac.ir/article_90510_1ec3aa8561167ac5d125c8a3f7bc956a.pdf
Stress
Stressors
Students
Iran
School of Medical Management and Information
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
626
631
90511
The Effects of Simulation Training on Nursing Students Knowledge and Skill in Cardiopulmonary Resuscitation
Maryam Banan-Sharifi
1
Mahin Sahari
mahin.sahari@gmail.com
2
M.Sc. in Nursing, Lecturer, Department of Internal-Surgical Nursing, School of Nursing, Birjand, University of Medical Sciences, Birjand, Iran
B.Sc. in Nursing, School of Nursing, Ferdows Branch, Islamic Azad University, Ferdows, Iran
Background & Objective: Providing a more realistic training environment can help learners to better understand what they were taught Nursing students can be prepared for real critical scenarios such as cardiopulmonary resuscitation (CPR) by using simulation in training This study was aimed to evaluate the effect of simulation training on nursing students knowledge and skill in CPR Methods: This was a quasiexperimental study with pre and posttest on 30 participants Data was collected using a questionnaire before and after the training The results were analyzed by ANOVA and paired ttest using SPSS Results: In the pretest knowledge score was 1050 ± 016 while in the posttest it was 1760 ± 018 Also skill score in the pretest and posttest was 1150 ± 474 and 1847 ± 217 respectively Comparing the means showed a significant difference between the results of pre and posttest (P = 0030) Conclusion: According to the results of this study simulation method improved nursing students knowledge and skills and should be considered in education planning by authorities
https://sdme.kmu.ac.ir/article_90511_892763355027b55b01377bdecddbaa29.pdf
Simulation
Cardiopulmonary resuscitation (CPR)
Nursing students
awareness
Skill
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
632
637
90512
Original Article
Concept Mapping in Learning Histology from the Viewpoint of Midwifery Students
Fariba Derakhshan
faribaderakhshan@gmail.com
1
Simin Yazdanfar
2
Abbas Allami
allami9@yahoo.com
3
M.Sc. of Medical Education, Department of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Ph.D. in Histology, Assistant Professor, Department of Anatomy, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran
Specialist in Infectious Diseases, Associate Professor, Department of Infectious Diseases, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran
Background & Objective: Concept mapping is an active creative and objective practice which improves the advanced learning process and students required skills The aim of this study was the evaluation of concept mapping method in learning histology lessons from the point of view of midwifery students Methods: The present research was a descriptive crosssectional study The target population consisted of all firstsemester midwifery students of Qazvin University of Medical Sciences Iran in 2015 After concept mapping education the students were asked to make a concept map of the lessons of the same week and to hand it in the following session At the end of the semester students views regarding the effect of concept mapping on learning were collected by completing the researchermade questionnaire The collected data were analyzed in SPSS software Frequency distribution was presented in the form of frequency tables Onesample ttest was used to compare the mean score of each question with its mean and 3 (the value of the mean) Results: In this study 689% of students confirmed the usefulness of concept mapping during the semester Among the students 69% believed other methods to be more effective However 586% of students found it effective in memorizing histological terms and 655% emphasized that concept mapping helped them better understand histology lessons Independent ttest results showed a significant difference between the mean score of each question and 3 This revealed that mapping was useful in better understanding (P = 0003) maintaining terminology (P = 0004) and answering questions (P = 0001) In general the majority of students approved the use of concept mapping as an effective learning method during the term (P < 0001) Conclusion: This study showed that concept maps are acceptable among students as a means of learning new information Therefore in order to facilitate learning for students the application of different training strategies like concept mapping is suggested in basic medical sciences educations
https://sdme.kmu.ac.ir/article_90512_6af0a203371024a07047d2ab3bf9859c.pdf
Concept map
Learning
histology
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
638
639
90513
استفاده از فناوری تلفن همراه در بهبود کیفیت آموزش دانشجویان پرستاری
آزاده نوری
1
اکرم ثناگو
2
لیلا جویباری
3
دانشجوی دکترای آموزش پرستاری، کمیته تحقیقات دانشجویی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی گلستان، گرگان، ایران
.دکتری پرستاری، دانشیار پرستاری، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی گلستان، گرگان، ایران
کتری پرستاری، دانشیار پرستاری، مرکز تحقیقات پرستاری، دانشگاه علوم پزشکی گلستان، گرگان، ایران
آموزش پرستاری نقش مهمی در بهبود حرفه ای پرستاری دارد استفاده گسترده از فناوری تلفن همراه در میان دانشجویان انکارناپذیر است با استفاده از این تکنولوژی ممکن است بتوان کیفیت برنامه های آموزشی ارائه شده به دانشجویان پرستاری را افزایش داد استفاده از این رویکرد یادگیری موقعیت یادگیری برای دانشجویان پرستاران در هر زمان و در هر کجا را فراهم آورده، محیط آموزشی را تغییر داده و نتایج مثبت یادگیری را به همراه دارد
https://sdme.kmu.ac.ir/article_90513_2bbc79f0225c4822ad896031513f17f6.pdf
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
640
643
90514
Original Article
روش Teach back در آموزش به بیمار
حسین کریمی مونقی
1
زهرا دلیر
2
دانشیار ،مرکز تحقیقات مبتنی بر شواهد ، گروه داخلی و جراحی، دانشکده پرستاری و مامایی ، دانشگاه علوم پزشکی ایران
دانشجوی دکتری پرستاری، مربی، مرکز تحقیقات مراقبت مبتنی بر شواهد، گروه داخلی - جراحی ،دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد ، ایران
آموزش به بیمار جزو نیازهای اساسی بیماران و داشتن اطلاعات کامل از سیر بیماری و درمان، جزو مهم ترین حقوق آنها می باشد امروزه آموزش به مددجو از مهم ترین نقش ها و مسئولیتهای مراقبتی پرستاران است که در جهت ارتقاء و باز گرداندن سلامتی و سازگاری با اثرات بیماری عمل می کند(1) درک از بیماری عامل مهمی در پیش بینی توانمندی افراد برای انجام رفتارهای سازگارانه محسوب می شود(2) بیمارانی که درک واضحی از وضعیت بیماری خود ندارند یا آموزش بعد ترخیص آنها مؤثر نباشد، ممکن است مکررا بستری شوند (3) علیرغم تأکید مطالعات بر اهمیت آموزش به بیمار، بهترین روش ها برای اطمینان از درک و به یادسپاری و حفظ کافی اطلاعات آموزشی در بیمارستان ها مبهم باقی مانده است (4) گروهی از محققان دریافتند که اثر آموزش در مداخلات گذشته دوامی نداشته است (5) اغلب بیماران از بیمارستان ترخیص می گردند، بدون اینکه ارزیابی درستی از اطلاعات آموزش داده شده به آنها صورت بگیرد به طوری که مطالعات نشان داده اند که بیماران 40 تا 80 درصد اطلاعات را تقریباً بلافاصله بعد از شنیدن آن فراموش می کنند بعلاوه، نزدیک نیمی از اطلاعاتی که آنها به خاطر سپرده اند، نادرست است (6،3) یک روش آموزشی برای اطمینان حاصل کردن از درک بیماران، روش Teach back نامیده می شود (4) معادل فارسی روش Teach back در مطالعات داخل کشور تحت عنوان روش برگشتی و روش بازخورد محور ذکر شده است (87)
https://sdme.kmu.ac.ir/article_90514_cfc6e03a79749342ba58f0f5e2876a84.pdf
نامه به سردبیر روش Teach back در آموزش به بیمار
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
646
644
90515
آموزش مبتنی بر شایستگی: پل ارتباطی بین تئوری و عمل
شهناز نعمتی دهکردی
1
مریم نعمتی دهکردی
2
حمیده گلی
3
معصومه برخورداری
4
دانشجوی دکتری پرستاری،دانشکده پرستاری و مامایی،دانشگاه علوم پزشکی شهید بهشتی،تهران، ایران
فلوشیپ نازایی،استادیار،گروه زنان،دانشکده پزشکی ، دانشگاه علوم پزشکی شهرکرد،شهرکرد ، ایران
کارشناس ارشد آموزش پرستاری،مربی ، گروه کودکان ، مرکز تحقیقات پرستاری جامعه، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی زاهدان، زاهدان ، ایران
دکتری پرستاری ، مربی ، گروه روان پرستاری،دانشگاه علوم پزشکی دانشگاه آزاد اسلامی واحد یزد ، یزد، ایران
در هزاره جدید که عصر پاسخگویی است، عواملی از قبیل تغییـر سـریع در سیـستم هـا ی پایش سـلامت، لـزوم ارائـه خـدمات ایمـن و مقـرون بـه صرفه، ارتقا آگاهی افراد جامعه در مورد موضـوع هـای مرتبط با سلامتی و افـزایش انتظـار دریافـت خـدمات بـاکیفیت مناسب، همراه با تمایـل سـازمانهای ارائـه دهنـده خدمات سلامتی در به کارگیری نیروی کار ماهر باعـث شده تـا شایـستگی بـالینی شـاغلان حرفـه های مـرتبط بـاسلامتی، بیش از پیش مورد توجه قر ار بگیرد(1) مفهوم شایستگی شایستگی یک اصطلاح جامع است که به ظرفیت کلی یا توانایی یک شخص برای انجام کاری به صورت موفقیت آمیز اشاره میکند(2) در آموزش پزشکی، اصطلاح صلاحیت برای مهارت و شایستگی برای توانایی انجام آن مهارت به کار رود(3) بنر شایستگی و صلاحیت پرستاری را توانایی انجام یک کار با نتایج مطلوب تحت شرایط مختلف در جهان واقعی تعریف می کند(4) ازنظر بیماران، اساس شایستگی پرستاری مراقبت های تکنیکی و دانش پرستاری آنان می باشد
https://sdme.kmu.ac.ir/article_90515_7a51b49d194c4df39c27bd4616a5177e.pdf
eng
Kerman University of Medical Sciences
Strides in Development of Medical Education
2645-3525
2645-3452
2017-03-01
13
6
647
650
90516
معرفی مختصر مدل OneMinute Preceptor و کاربرد آن در آموزش اکوکاردیوگرافی
علی حسین ثابت
1
متخصص قلب و عروق ، استادیار، گروه قلب و عروق ،بیمارستان قلب تهران ، دانشگاه علوم پزشکی تهران ، تهران ، ایران
محیط درمانگاه برای اعضای هیأتعلمی بالینی در درجه اول مکانی برای کار بالینی است، اما درمانگاه محیطی برای آموزش نیز هست (1) از سوی دیگر وجود فراگیر یا فراگیران باعث کند شدن روند درمانگاه میشود (1) اعضای هیأتعلمی بالینی همواره در تعارض انتخاب بین مراقبت مؤثر از بیمار و تدریس به دستیاران در محیط شلوغ درمانگاه قرار دارند (2) بهعبارتدیگر، هم به آموزش دستیاران علاقهمند هستند و هم به این موضوع معتقدند که آموزش بالینی نباید در کار درمان بیمارانشان اخلال ایجاد نماید (1) باید توجه داشت که فرایند تدریس در درمانگاه، مبتنی بر فرصت آموزشی است، به این معنا که وابسته به این است که چه نوع بیماری به درمانگاه مراجعه میکند و درعینحال تعامل با دستیار اندک و غیرقابل پیشبینی است لذا برای این اعضای هیأتعلمی دشوار است که خود را برای تدریس آماده کنند و از سویی دیگر، مشوق و پاداشی برای تدریس وجود ندارد و حال و هوای درمانگاه نیز رهنمون به سمت تدریس نیست (3) نشان دادهشده است که کیفیت آموزش در مقایسه با تعداد بیماران ویزیت شده، اثر بیشتری بر صلاحیت و دانش بالینی فراگیران دارد (4)
https://sdme.kmu.ac.ir/article_90516_4ff412ae399da7d769276a6fb5c687f9.pdf
نامه به سردبیر معرفی مختصر مدل One
Minute Preceptor و کاربرد آن در آموزش اکوکاردیوگرافی