ORIGINAL_ARTICLE
Economic look at the map of medical education
https://sdme.kmu.ac.ir/article_90104_858d5687bb5d0ba2306e56201d78c3f5.pdf
2007-01-01
Ali-Akbar
Haghdoost
1
AUTHOR
1. Goodwin MC, Gleason WM, Kontos HA: A pilot study of the cost of educating undergraduate medical students at Virginia Commonwealth University. Acad Med 1997; 72(3):211-217.
1
2. Franzini L, Low MD, Proll MA: Using a cost-construction model to assess the cost of educating undergraduate medical students at the University of Texas--Houston Medical School. Acad Med 1997; 72(3):228-237.
2
3. Vimolket T, Kamol-Ratanakul P, Indaratna K: Cost of producing a medical doctor at Chulalongkorn University. J Med Assoc Thai 2003; 86(1):82-92.
3
4. http://www.gmc-uk.org/education/undergraduate/index.asp.
4
ORIGINAL_ARTICLE
The Opinion of Clinical Faculty Members about the Effects of Feeforservice (CARANEH) Program on Medical Education in Educational Hospitals of Isfahan University of Medical Sciences
Background : Special attention to medical education and hospital expense were the main reasons to develop a new feefor service program (CARANEH) in educational hospitals The main objectives of this program were to improve medical education via encouraging faculty members and to support the educational hospitals financially Objective : The objective of this study was to evaluate the opinions of clinical faculty members of Isfahan University of Medical Science about the efficacy of CARANEH program in providing educational services Methods : In this crosssectional study 69 clinical faculty members who were directly involved in medical education and CARANEH program were asked to fill out a questionnaire designed in four domains Results : According to the results faculty members did not have enough information about the content of CARANEH program Moreover 60% of the respondents believed that CARANEH had not increased attendance of clinical faculty members in their due educational activities In addition more than 65% believed that CARANEH had not improved undergraduate and postgraduate education According to the respondents major priorities in improving medical education are respectively improving educational facilities in hospital wards (875%) libraries (852%) and audiovisual section (843%) Conclusion : According to these results it seems that CARANEH program has been an unsuccessful program in improving medical education in educational hospitals Even though the theoretical concept of CARANEH had been based on improving medical education but practically the idea has not worked successfully Therefore its precise revision can increase its efficacy in this regard
https://sdme.kmu.ac.ir/article_90105_b961ab987c94509a320609d99a9bdede.pdf
2007-01-01
69
77
medical education
Fee
for
service payment
Educational Hospital
Faculty members
Mehdi
Nematbakhsh
nematbakhsh@gmail.com
1
Professor of Physiology Dept. and Applied Physiology Resaerch Center, School of Medicine, University of Medical Sciences, Isfahan, Iran
LEAD_AUTHOR
Babak
Sabet
2
School of Medicine, University of Medical Sciences, Isfahan, Iran
AUTHOR
Pedram
Rezaee
3
School of Medicine, University of Medical Sciences, Isfahan, Iran
AUTHOR
Ali
Shekarchizadeh
4
School of Medicine, University of Medical Sciences, Isfahan, Iran
AUTHOR
Homayoon
Naji
5
Lecturer of Nursing and Midwifery School, University of Medical Sciences, Isfahan, Iran
AUTHOR
ORIGINAL_ARTICLE
The Quality Gap of Educational Services from the Point of View of Students in Hormozgan University of Medical Sciences
Background: Higher education is growing fast and every day it is more and more exposed to the globalization processes The quality of educational Services with emphasis on students satisfaction is a newly emerging field of concern Objective : This study was carried out to determine the quality gap of educational services based on students perceptions and expectations in Hormozgan University of Medical Sciences Methods: In this crosssectional study 300 students were selected randomly and asked to fill out a questionnaire designed according to SERVQUAL method This questionnaire measures students perceptions and expectations in five dimensions of educational services including assurance responsiveness empathy reliability and tangibles Quality gap of educational services was determined by calculating the difference between students perceptions and expectations Results: According to the results there were negative quality gaps in all of the five dimensions The greatest gap (114) was in responsiveness dimension followed respectively by empathy (095) assurance (089) tangibles (084) and reliability (071) There were significant differences among the means of quality gap in all of the five domains (p=00001) Conclusion: Negative quality gap of educational services indicates that students expectations are more than their perceptions and in none of the studied dimensions students perceptions have met their expectations Thus in planning for the improvement of educational services quality students expectations especially in the dimensions with higher negative gaps should be considered as priority
https://sdme.kmu.ac.ir/article_90106_f088886ef62db6d192d8a73d4a485f27.pdf
2007-01-01
78
85
Quality
Educational services
Student
Medical Sciences University
Teamur
Aghamolaei
teamurp@yahoo.com
1
Assistant professor, Dept. Of Health Services, School of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
LEAD_AUTHOR
Shahram
Zare
2
Associate professor, Dept. of Social Medicine, School of Medicine, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
AUTHOR
Sadigheh
Abedini
3
Lecturer. Of Health Services, School of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
AUTHOR
ORIGINAL_ARTICLE
Designing Criteria and Indices for Educational Ranking of Paramedical Sciences Schools in Iran
Background: Assessing the statue of educational services in schools of Paramedical Sciences can help authorities to plan for further promotion through identifying schools strengths and weaknesses Objective: To design criteria and indices for educational ranking of associate programs of Paramedical Sciences including Laboratory Sciences Operating Room Nursing Technology of Radiology Anesthesiology Nuclear Medicine Technology of Radiotherapy and Medical Emergencies in Iran Methods: In an expert committee criteria used in worldwide rankings and medical education standards were reviewed Then a set of criteria and indices which were compatible to Iran educational system was devised and their weights were defined through consensus developing methods Each school was asked to introduce a representative to collect schools information and schools were visited to verify the gathered data Then schools scores for each criterion were calculated Results: A set of 42 criteria sorted as a tree diagram was devised Main branches of this tree included input branch consisting of National Entrance Examination (Weight: 2%) faculty members (weight: 18%) and facilities and equipment (weight: 20%) process branch consisting of administrations (weight: 405%) and support and counseling systems (weight: 45%) and output branch consisting of students output (weight: 9%) and faculty members output (weight: 6%) Conclusion: This study provided the educational strengths and weaknesses of Paramedical Sciences programs in Iran The results can be used in devising practical strategies for qualitative and quantitative improvement
https://sdme.kmu.ac.ir/article_90107_052c06755686656831084425075be769.pdf
2007-01-01
86
94
Education
Allied health
Ranking
Stratification
School
Associate program
Aeen
Mohammadi
aeen_mohammadi@tums.ac.ir
1
Faculty member of Educational Development Center, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Rita
Mojtahedzadeh
2
Educational Development Center, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Hossein
Keshavarz
3
Professor of Parasitology Dept., School of Health, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
ORIGINAL_ARTICLE
Evaluation of Some Aspects of Educational Inputs and Outputs of Community Medicine Departments in Iran Medical Sciences Schools and Universities
Background: Human health is strongly related to economic political cultural administrative and environmental conditions Therefore Medical sciences are not limited to biomedical sciences but also include social and psychological sciences This viewpoint has led to an outlook named CommunityOriented Medicine After integration of Health System with Medical Education in Iran conditions for Community oriented Medical Education were provided and the departments of Community Medicine in universities with Faculty of Health and departments of Health and Community Medicine in universities without Faculty of Health were established In spite of various attempts there is still no evidence showing the outputs and outcomes of Communityoriented activities in Community Medicine Departments of our universities Objective: This study was performed to determine the statue of Community Medicine Departments of all Medical Sciences schools and Universities of Iran in regard to their facilities and resources Methods: In this descriptive cross sectional study some inputs and outputs of educational and research processes of departments of Community Medicine in all Medical Sciences Universities affiliated to the Ministry of Health Treatment and Medical Education were analyzed Results: Educational facilities and learning aids of first class universities were to some extent adequate but inadequate in the two other classes Community Medicine Departments in all three classes of universities were active in conducting students theses but they were not very active in publishing books and articles and conducting research projects Conclusion: Transition from traditional Medical Education to the communityoriented Medical Education requires shortterm and longterm programs for improving Community Medicine Departments and making them closer to standard goals
https://sdme.kmu.ac.ir/article_90108_5b1d94d2461961eff4fbedec6952e617.pdf
2007-01-01
95
101
educational evaluation
Community Medicine
Educational resource
Community
oriented Medical Education
Saadat
Torabian
torabian_s@yahoo.com
1
Assistant Professor of Community Medicine Dept., School of Medicine, Tehran University of Medical Sciences, Hamedan, Iran
LEAD_AUTHOR
Abbas
Vosugh Mogadam
2
National Health Policy Unit, Ministry of Health and Medical Education, Tehran, Iran
AUTHOR
Mojtaba
Sedaghat Syahkal
3
Assistant Professor of Community Medicine Dept., School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
ORIGINAL_ARTICLE
Internal Assessment of Performance of Medical Major Instruction in Admission Years 1994 to 1998
Background: Comprehensive evaluation of educational systems involves the evaluation of programs and performances of the whole administrative system as well as schools and educational departments In accreditation model a recently emerged model internal evaluation is the first step and it ensures the internal quality of universities Objective: To determine the educational statue of educational groups in Kerman School of Medicine from 19941998 through internal evaluation as the first step of accreditation Method: In this descriptive study educational performance indicator including drop out rate waste rate survival rate average of study duration and rejection rate of Kerman Medical students admitted from 199498 (n= 486) were determined by using Report Cards of Students Results: From all studied subjects 250 students were female and 239 were male The waste rate of the total examined students was 37% the rejection rate was 35% Average of study duration was 1525 semesters drop out rate was 08% and promotion rate was 965% The rejection rates of the nonquota and quota students were respectively 25% 77% The minimum rejection rate (3%) was in year 1996 and the maximum rejection rate (39%) was in year 1994 The maximum rejection rates were related to the second semester of the first year in admitted students of 1995(163%) 1996(12%) and 1998(104%) In all academic years the maximum failure rates were for basic sciences and specialized courses (67%) Conclusion: Since the maximum rejection rate in all three studied years is related to the second semester of first year and the maximum failure rate was found for basic sciences and specialized courses it is necessary that educational authorities as well as the educational programmers review the lesson arrangement and contents of these courses
https://sdme.kmu.ac.ir/article_90109_36e4726ea4f1e6d53f8c9c2a9a3f9dc6.pdf
2007-01-01
102
110
Internal evaluation
performance
Medical instruction
medical student
Zahra
Hosseini Nejad
hossiniz@yahoo.com
1
Lecturer of Biochemistry Dept., Afzalipour Medical School, University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Seyed Ali Mohammad
Arabzadeh
2
Assistant Professor of Microbiology Dept, Afzalipour Medical school, University of Medical Sciences, Kerman, Iran
AUTHOR
Nematollah
mousapour
3
Assistant Professor of Educational Sciences Dept., Shahid Bahonar University, Kerman, Iran
AUTHOR
ORIGINAL_ARTICLE
The Relationship of Health Behavior with Selfesteem and Selfefficacy in Students of Yazd Shahid Sadooghi University of Medical Sciences (2005)
Background: Health behaviors refer to activities done for maintaining supporting and improving individual health status regardless of actual or present health status There are some evidences showing direct relationship between health behavior and educational success Objective: This study was done to determine the relationship between selfesteem and selfefficacy with health behaviors among students of Yazd Shahid Sadooghi University of Medical SciencesMethods: This correlational study was performed on 309 students selected by stratified random sampling Data gathering was done by using a questionnaire that its validity and reliability had been approved respectively by experts and calculating kronbachsalpha coefficient (078 for selfesteem 87% for selfefficacy and 074 for health behavior) Results: According to the results students got 607% of the selfesteem score 623% of the selfefficacy score and 748% of the health behavior score Health behavior showed significant relationship with selfesteem (r= 014 P=0013) and selfefficacy (r= 031 P=0000) Regression analysis showed that age sex family size selfesteem and selfefficacy all together explain 159% of health behaviors variance and among them selfefficacy was the most important predicting factorConclusion: Health behavior in studied students was favorable in general but it was poor in regard to physical activity Since the results of this study showed the relationship of selfesteem and self efficacy with health behaviors and role of these factors on educational success planning for improving selfesteem self efficacy and consequently health behaviors are recommended
https://sdme.kmu.ac.ir/article_90110_adb559ca15a745a00028a55ab32521e2.pdf
2007-01-01
111
117
Self
esteem
Efficacy
Health Behaviors
Students
Seid Saeed
Mazloomy Mahmoodabad
mazloomy_s@yahoo.com
1
Associate professor of Health Disease Control Dept., Shahid Sadoughi University of Medical Sciences Yazd, Iran
LEAD_AUTHOR
Ali
Mehri
2
Master of Sciences in Health education, Health Dept., Azad University Sabzavar, Iran
AUTHOR
Mohammad ali
Morowatisharifabad
3
Associate professor of Health Disease Control Dept., Shahid Sadoughi University of Medical Sciences Yazd, Iran
AUTHOR
ORIGINAL_ARTICLE
The Effect of ECG Training Workshop on Medical Students Knowledge of ECG Reading and Interpretation
Background : The importance of adequate training of Medical students in regard to the reading and interpretation of ECG is obvious and there are various studies about new methods of teaching ECG interpretation Objective : This study was aimed to determine the effect of teaching ECG interpretation in workshops and to compare it with current method of ECG training in Isfahan University of Medical Sciences Methods: This experimental study was done on two groups of students using pretest/ posttest design For this purpose 88 Medical students of an academic semester admitted to the university in the same year were selected and randomly divided into two groups of experimental group (taught in the workshop) and control group (taught by the current method) during Internal Medicine Ward Results: In whole 88 students participated in the study of whom 45 were in the experimental group and 43 ones in the control group In the experimental group mean (±SD) scores of the pretest (6 ± 11) and posttest test (17 ± 7) showed a significant difference (p=00001) Mean difference of pre and posttest scores in experimental group was significantly higher than that in the control group (P=00001) Eighty five percent of students in the control group believed on the inefficacy of ECG training in the current educational system while 8380% of participants in the experimental group believed on the efficacy of ECG workshop on their learning Conclusion: Using new educational methods to improve the quality of educational system and to provide some new opportunities for students to learn by more initiative ways are highly necessary The obtained results showed clearly the efficacy of the new method comparing to the current one
https://sdme.kmu.ac.ir/article_90111_13c9871a3ac9ca7de29023ad829ec204.pdf
2007-01-01
118
125
Training
ECG (Electrocardiography)
medical student
workshop
Navid
Omidifar
1
General Practitioner, Educational Development Center, University of Medical Sciences, Isfahan, Iran
AUTHOR
Nikoo
Yamani
yamani@edc.mui.ac.ir
2
Instructor of Medical Education Dept., Medical Education Research Center, University of Medical Sciences, Isfahan, Iran
LEAD_AUTHOR
Alireza
Yousefi
3
Associate Professor of Medical Education Dept., Medical Education Research Center, University of Medical Sciences, Isfahan, Iran
AUTHOR
Lama A. Einthoven: the man and his invention. Rev Med Chil. 2004; 132(2):260-4.
1
Pines JM, Perina DG, Brady WJ. Electrocardiogram interpretation training and competency assessment in emergency medicine residency programs. Acad Emerg Med 2004; 11(9):982-4.
2
Rusnak RA, Stair TO, Hansen K, Fastow JS. Litigation against the emergency physician: common features in cases of missed myocardial infarction. Ann Emerg Med 1989; 18(10): 1029-34.
3
Pope JH, Aufderheide TP, Ruthazer R, Woolard RH, Feldman JA, Beshansky JR, Griffith JL, Selker HP. Missed diagnoses of acute cardiac ischemia in the emergency department. N Engl J Med 2000; 342(16): 1163-70.
4
Counselman FL, Sanders A, Slovis CM, Danzl D, Binder LS, Perina DG. The status of bedside ultrasonography training in emergency medicine residency programs. Acad Emerg Med 2003; 10(1):37-42.
5
Jang KS, Hwang SY, Park SJ, Kim YM, Kim MJ. Effects of a web-based teaching method on undergraduate nursing students’ learning of electrocardiography. J Nurs Educ 2005; 44(1):35-39.
6
Pines JM, Perina DG, Brady WJ. Electrocardiogram interpretation training and competency assessment in emergency medicine residency programs. Acad Emerg Med. 2004; 11(9):982-4.
7
Ginde AA, Char DM. Emergency medicine residency training in electrocardiogram interpretation. Acad Emerg Med. 2003; 10(7):738-42.
8
Trzeciak S, Erickson T, Bunney EB, Sloan EP. Variation in patient management based on ECG interpretation by emergency medicine and internal medicine residents. Am J Emerg Med 2002; 20(3): 188-195.
9
Mueller MP, Christ T, Dobrev D, Nistsche I, Stehr SN, Ravens U, Koch T. Teaching antiarrhythmic therapy and ECG in simulator-based interdisciplinary undergraduate medical education. B J Anaesth 2005; 95(3):300-4.
10
Buckley KM. Evaluation of classroom-based, Web-enhanced, and Web-based distance learning nutrition courses for undergraduate nursing. J Nurs Educ 2003; 42(8):367-70.
11
Jeffries PR, Woolf S, Linde B. Technology-based vs. traditional instruction: A comparison of two methods for teaching the skill of performing a 12-lead ECG. Nurs Educ Perspect 2003; 24(2):70-74.
12
Thomas RA, Bowyer AF. Development of electrocardiographic teaching materials using an MC68000- based, interactive graphics microcomputer.Comput Methods Programs Biomed. 1986 Mar; 22(1):87-91.
13
Hurst JW. Methods used to interpret the 12-lead electrocardiogram: Pattern memorization versus the use of vector concepts. Clin Cardiol 2000; 23(1):4-13.
14
Anderson J, DiCarlo SE. "Virtual" experiment for understanding the electrocardiogram and the mean electrical axis. Adv Physiol Educ 2000; 23(1):1-17.
15
ORIGINAL_ARTICLE
The Effects of Three Teaching Methods of Lecture Training Game and Role Playing on knowledge and Practice of Middle School Girls in Regard to Puberty Nutrition
Background : Suitable nutrition is an important aspect in every stage of life particularly in puberty stage of females One of the important priorities of medical education is improving the quality of educational programs in regard to the puberty nutrition in middle school girls Objective: The aim of this study was to determine and compare the effects of three teaching methods of lecture training games and role playing on knowledge and practice of middle school girls in regard to puberty nutrition Methods : In this quasiexperimental research six first grade classes from girls middle schools of four distracts in Mashhad were selected randomly The students of these classes (n=174) were randomly divided into three groups of lecture (taught by giving lecture) game (taught by playing games) and role playing (taught by role playing) Each group participated in two 45minute training sessions about puberty nutrition The students knowledge and practice were evaluated by acceptable valid and reliable questionnaire and checklist before immediately after and one month after the training sessions Results : According to the results mean (±standard deviation) knowledge scores of students immediately after intervention were 499 (±115) in lecture group 57 (±89) in game group and 61 (±12) in role playing group that showed significant increase [respectively 201 (±116) 29 (±11) and 305 (±115)] compared to before the intervention Mean knowledge score immediately after and one month after holding training sessions were significantly different in all three groups (P
https://sdme.kmu.ac.ir/article_90112_485aa0435df85d9f800fc347199cab88.pdf
2007-01-01
126
133
Teaching method
Game
lecture
Role Playing
Puberty
nutrition
Student
Seied Mohammad Mehdi
Hazavehei
hazavehei@hlth.mui.ac.ir
1
Associate professor in Health Education and Health Promotion, School of Health, University of Medical Sciences, Isfahan, Iran.
LEAD_AUTHOR
Mohammad Hosein
Taghdisi
2
Assistant professor in Health Education and Health Promotion, School of Health, Iran University of Medical Sciences, Tehran, Iran.
AUTHOR
Hamid Reza
Mohaddes
3
Lecturer of Health Education Dept., North-Khorasan School of Medical Sciences, Bojnord, Iran.
AUTHOR
Akbar
Hasanzadeh
4
Lecturer of Biostatistics and Epidemiology Dept., School of Health, University of Medical Sciences, Isfahan, Iran
AUTHOR