ORIGINAL_ARTICLE
Comparison between the Effect of Teaching through StudentBased Group Discussion and Lecture on Learning in Medical Students
Background & Objective : It has been years that the traditional method of lecture is used for teaching and both teachers and students are unsatisfied with this methods tediousness and low efficacy According to low experience in teaching theoretical clinical courses via studentbased group discussion in small groups this study was performed to compare learning resulted from the aforementioned method and lecture Methods In this semiexperimental study lecture and group discussion in small groups (6 to 8 members) were tested in theoretical course of pediatrics in four series of students in Zanjan School of Medicine Some topics were taught using lecture while others were taught using studentbased group discussion At the end of all classes quizzes were given to the students the results from these quizzes and final exams were compared in both teaching methods Results The mean percentage of correct answers in quizzes in methods of group discussion and lecture were 84% and 45% respectively which was significantly different (P = 00001) The mean percentage of correct answers to the questions in final exams was 67% and 65% for group discussion and lecture accordingly while there was no significant difference(P=019) Conclusion : Regarding the results of this study and similar researches learning via group discussion seems to be more profound and effective but this profundity was not present in the final exam which may be due to the defects in designing questions and emphasizing on students memorized content
https://sdme.kmu.ac.ir/article_90140_a79a36f2eb8bf701cb34f0a70e249ff1.pdf
2009-01-01
71
79
Group discussion
Small group
lecture
Teaching method
medical student
Manoochehr
Mahram
drmahram@yahoo.com
1
Pediatrician, Assistant Professor of Pediatrics Dept., School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
LEAD_AUTHOR
Behrooz
Mahram
2
Ph.D. in Curriculum Planning, Assistant Professor of Educational Sciences Dept., School of Education and Psychology, Ferdowsi University, Mashhad, Iran
AUTHOR
Seyyed Nouroddin
Mousavinasab
3
Ph.D. in Biostatistics, Associate Professor of Community Medicine Dept., School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
AUTHOR
Joyce B, Weil M, Calhoun E. Models of teaching. 6th ed. Boston: Allyn and Bacon; 2001.
1
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Regan L, Hopkins J. 12 highly interactive teaching: A "HIT" With Residents". Acade Emergen Med. 2008; 15(S1): S229-30.
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Azizi F. Medical sciences education: challenges and perspectives. Tehran: Ministry of Health and Medical Education, Deputy for Education and Student affairs; 2003: 327. [In Persian]
4
Barrass R. Study! A guide to effective learning, revision and examination techniques. 2nd ed. London: Rutledge Pub; 2002: 59-63.
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Brown G, Atkins M. Effective teaching in higher education. London: Rutledge; 1991: 50.
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Wing-Yi Cheng R, Lam S, Chung-yan Chan J. When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project- based learning. British J Educ Psycho 2008; 78(2): 205-21.
7
Light G, Cox R. Learning and teaching in higher education. London: Paul Chapman; 2002: 207.
8
Curran VR, Sharpe D, Forristall J, Flynn K. Student satisfaction and perceptions of small group in case-based inter professional learning. Med Teach 2008; 30(4): 431-3.
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Exley K, Dennick R. Small Group Teaching. London: Routledg–Falmer; 2004: 2, 13-31.
10
Brilhare JK, Galanes GJ, Adams K. Effective Group Discussion: Theory and Practice. 10th ed. New York: McGrow-Hill; 2001: 35,123.
11
Saif AA. Educational measurement, assessment and evaluation. 4th ed. Tehran: Roshd; 2008: 419. [In Persian].
12
Murphy KR, Davidshofer CO. Psychological testing: Principles & applications. 2nd ed. New Jersey: Prentice-Hall; 1991: 107.
13
Delaram M. The effect of lecture and focus group teaching methods on midwifery student’s learning in obstetrics (2) course. J Med Educ Develop 2006; 2(2): 3-7. [In Persian]
14
Dusold R, Sadoski M. Self-directed learning versus lecture in medicine. Acad Exch 2006;10: 29-32.
15
Fischer RL, Jacobs SL, Herbert WNP. Small group discussion versus lecture format for third-year students in obstetrics and gynecology. Obstet Gynecole 2004; 104(2): 349-53.
16
Herzig S, Linke RM, Marxen B, Borner U, Antepohl W. Long-term follow-up of factual knowledge after a single randomized problembased learning course. BMC Med Educ 2003; 3: 3.
17
Slavin RE, Cheung A, Groff C, Lake C. Effective reading programs for middle and high schools: A best-evidence synthesis. Read Res Quart 2008; 43(3): 290-322.
18
Feingold CE, Cobb MD, Givens RH, Arnold J, Joslin S, Keller JL. Student perceptions of team learning in nursing education. J Nurs Educ 2008; 47(5): 214-22.
19
Bourgeois JA, Ton H, Onate J, McCarty T, Stevenson FT, Servis ME, et al. The doctoring curriculum at the University of California, Davis school of medicine: leadership and participant roles for psychiatry faculty. Acade Psych 2008; 32(3): 249-54.
20
Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Med Educ 1999; 33(2): 106-13.
21
ORIGINAL_ARTICLE
Educational Achievement in Medical Students Entered University between 1995 and 2003 Kerman University of Medical Sciences
Background & Objective : Assessing students grades in their courses and in national comprehensive exams may help us in the assessment of educational status of different departments indirectly In this study the internal consistency of medical students scores in Kerman University of Medical Sciences was assessed Methods : In a historical cohort study students grades and other information for entrance years between 1995 and 2003 were extracted from the central admission office and 10 indicators for educational achievement were defined for each student Having used Cronbachs alpha and linear regression we checked the internal consistency of scores Also we used factorial analysis and related graphs (Dendrogram) to evaluate the consistency between factors of students educational achievement Results : Females were more successful in all series of students except for national comprehensive exams Although internal consistency in males scores was more than females males scores in specific courses of basic sciences were more related to the scores of their basic sciences comprehensive exams In addition internal consistency in males scores was more than females especially in clinical courses Higher age at entering university could cause a decrease in educational success Students grades in various courses had slight consistency with national comprehensive exams Moreover the internal consistency of scores during clerkship and internship were significantly lower than the other phases Conclusion : Lower consistency of scores in clinical courses may imply lower validity of these scores Unlike higher educational success in females it seems that stability in males scores was greater in most indicators
https://sdme.kmu.ac.ir/article_90141_0f16f8e639a9353b834d1cf77f4174c0.pdf
2009-01-01
80
87
Educational achievement
Internal consistency
Educational success evaluation
Medical student of Kerman University of Medical Sciences
Ali-Akbar
Haghdoost
ahaghdoost@kmu.ac.ir
1
General Practitioner & Epidemiologist, Associate Professor in Epidemiology and Biostatistics Dept. and Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Aryan
Esmaeili
2
General Practitioner, Researcher in Education Development Center, Kerman University of Medical Sciences, Iran
AUTHOR
Stone SL, Qualters DM. Course-based assessment: Implementing outcome assessment in medical education. Acad Med 1998; 73(4): 397- 401.
1
Panahandeh Z, Behboudi F. Predictive validity of the performance comprehensive basic science examination means score for assessment of medical student’s performance. IJME 2002; 1(8): 43. [In Persian]
2
Javadi M. Assesment of the results of basic science exams of medical students in Qazvin University. Journal of Qazvin University of Medical Science 2001; 18: 69-70. [In Persian]
3
Emami SMH, Rasoolinejad M, Changiz T, Afshin nia F, Zolfaghari B, Adibi P. Interns' view about basic medical sciences: Their knowledge and attitude to national comprehensive exam and basic medical courses in Isfahan university of medical sciences. IJME 2001; 1(1): 3-20.[In Persian]
4
Haghdoost AA, Esmaeili A. Internal consistency of medical students’ scores in general and basic science Exams, Kerman University, Iran. Journal of Medical Education 2006; 9(1): 3-10.
5
Haghdoost AA, Esmaeili A. The Correlation between medical students' scores in their physiopathology and clinical courses, Kerman University of Medical Sciences. Journal of Medical Education 2006; 10(1): 11-7.
6
Bienstock JL, Martin S, Tzou W, Fox HE. Medical students' gender is a predictor of success in the obstetrics and gynecology basic clerkship. Teach Learn Med 2002; 14: 240-3.
7
Buddeberg-Fischer B, Klaghofer R, Abel T, Buddeberg C. The influence of gender and personality traits on the career planning of Swiss medical students. Swiss Med Wkly 2003; 133: 535-40.
8
Smits PB, Verbeek JH, Nauta MC, Ten Cate TJ, Metz JC, van Dijk FJ. Factors predictive of successful learning in postgraduate medical education. Med Educ 2004; 38(7): 758-66.
9
De Saintonge DM, Dunn DM. Gender and achievement in clinical medical students: A path analysis. Med Educ 2001; 35(11): 1024-33.
10
Dawson B, Iwamoto CK, Ross LP, Nungester RJ, Swanson DB, Volle RL. Performance on the national board of medical examiners. Part I examination by men and women of different race and ethnicity. JAMA 1994; 272(9): 674-9.
11
Frischenschlager O, Haidinger G, Mitterauer L. Factors associated with academic success at Vienna Medical School: Prospective survey. Croat Med J 2005; 46(1): 58-65.
12
Cumplido-Hernandez G, CamposArciniega MF, Chavez-Lopez A, PerezGarcia V. Learning approaches used by undergraduate interns in the development of a medical specialty. Rev Med Inst Mex Seguro Soc 2006; 44(4): 321-8.
13
McGaghie WC, Richards BF, Petrusa ER, Camp M, Harward DH, Smith AS, et al. Development of a measure of medical faculty attitudes toward clinical evaluation of students. Acad Med 1995; 70(1): 47-51.
14
Durning SJ, Pangaro LN, Lawrence LL, Waechter D, McManigle J, Jackson JL. The feasibility, reliability, and validity of a program director's (supervisor's) evaluation form for medical school graduates. Acad Med 2005; 80(10): 964-8.
15
Andriole DA, Jeffe DB, Whelan AJ. What predicts surgical internship performance? Am J Surg 2004; 188(2): 161- 4.
16
Pearson SA, Rolfe IE, Henry RL. The relationship between assessment measures at Newcastle Medical School (Australia) and performance ratings during internship. Med Educ 1998; 32(1): 40-5.
17
ORIGINAL_ARTICLE
Study Skills in Bachelor Students in the School of Public Health Yazd 2006
Background & Objective : One of the most important factors which prevent students from achieving their attempts desirable result is lack of study skills Study skills are effective on decreasing tiredness and anxiety saving time and increasing students motivation leading to better learning and educational improvement This study was conducted to evaluate the students study skills and to determine educational priorities in order to hold improving study skills classes Methods : In this descriptive study all bachelor students in Yazd school of public health (240 students) participated Data was collected using a valid and reliable questionnaire 192 questionnaires were completed and returned Results : According to our findings the mean (±SD) score of all 30 study skills was 201(±42) The highest mean score (±SD) which was 51(±12) belonged to taking class notes while the lowest mean score which was 26(±13) belonged to time management Most of the students study skills were of moderate level (547 %) and 307% were weak whereas only 307% were considered good The mean daily studying duration was 25 hours There was no significant statistical relationship between study skills and age sex field of study semester doing morning or evening courses daily studying duration and Grade Point Average of the previous term Conclusion : As only 307% of all students were considered good regarding study skills it is suggested to hold organized and continuous educational courses to improve study skills Defined factors in this study are time management taking exam concentration reading and taking notes in order of priority
https://sdme.kmu.ac.ir/article_90142_6f2a4fda1601f16054bba45a304af36c.pdf
2009-01-01
88
93
Study skill
Student
School of public health
Seyyed Mohammad Hossein
Hosseini
shaghayegh0085@yahoo.com.au
1
B.Sc. in Public Health, Health Behavior and Heath Promotion Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
LEAD_AUTHOR
Mohammad Hosein
Ahmadieh
2
M.Sc. in Biostatistics, Instructor of Statistics and Epidemiology Dept., School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
AUTHOR
Masume
Abbasi Shavazi
3
M.Sc. in Health Education, Expert in Family Health, Health Center of Meybod, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
AUTHOR
Shahin
Eslami Farsani
4
M.Sc. Student of Social Science Research, School of Human Sciences, Ashtian Azad Islamic University, Ashtian, Iran
AUTHOR
Wooten SM. Study skills for college student: Under prepared or returning adult learner. 7 Jan 1999. Available from: URL: http://www.dinf.ne.jp/doc/english/Us_Eu/conf/csun_99/session0121.htmron Mitchell Wooten,
1
Nikzad M. Guide of medical acquisition in Iran. 2nd ed. Tehran: Ministry of health and medical education; 2005: 69-81. [In Persian]
2
Saif AA. Learning and study methods. Tehran: Aghah; 2001: 61. [In Persian]
3
Falk DR, Aitken LP. Promoting retention among American Indian college student. J American Indian Educ 1984; 23(2): 24-31.
4
Hoover JJ, Jacobs CC. A survey of American Indian college students: Perceptions toward their study skills, college life. J American Indian Educ 1992; 32(1): 21-9.
5
Shams B, Farshid fard M, Hasan zadeh A. Effects of counseling on the achievement of University students with dropout. IJME 2000; 1(1): 34-9. [In Persian]
6
Aminian AH, Ghomizadeh A. Comparing successful and unsuccessful students with respect to studding methods in Yazd. Journal of Medical Education & Development Center 2007; 2(1): 8-14. [In Persian]
7
Sawyer TM. Indian students study habits and attitudes. J American Indian Educ 1981; 20(1):13-7.
8
Nurian A, Mousavinasab N, Fahri A, Mohammadzadeh A. Medical student study skills and habits in Zanjan University of Medical Sciences. IJME 2006; 6(1): 101-6. [In Persian]
9
Arbabi M, Akbari H. Rasuli Nejad SA. Survey of strategy learning on students of kashan Medical Sciences. The 8th National Congress of Medical Education. Kerman: kerman Univerity of Medical Sciences; 2007: 54. [In Persian]
10
Mohammadi Asiyabi S. Self teaching of fast reading and strengthening of retention: Primary principle of learning. Tabriz: Akhtar; 1995: 37-41. [In Persian]
11
Hosseini Shahidi L, Atarodi A, Moghimiyan M. Study and learning strategies on students. Ofoghe Danesh, Journal of Gonabad School of Medical Sciences 2006; 11(1): 53-60. [In Persian]
12
Stephanie SZ. Exercises, sleep, water, are essential to exam preparation. Arizona Daily Wildcat May 2002. Available from: URL: http://www.arizona.edu/papers/95/149/01-3.html.
13
Sikierski S, Naumann A. Lack of sleep during final exam week causes poor performance. Available from: URL: http://www. royalpurplenews.com/media/storagepaper1225/news/2007.
14
Students that not sleeping on exam night have lower scores. Available from: URL: http://www.salamatnews.com. [In Persian]
15
Bellevue community college. TRIO student support services. Learning strategies for student’s success. How to survive exam weeks. Available from: URL: http://www.icc.edu/trio/working/word %20docs/Surviveexam/edu.
16
Kushan M, Headary A. Study habits in students of Sabzevar School of Medical Sciences. Journal of Sabzevar School of Medical Sciences 2007; 13(4): 185-9. [In Persian]
17
Sharifiyan Pour A. Survey of approach learning and study skills in language students of Shiraz University. Master Thesis. Shiraz: Faculty of complementary acquisitions Shiraz Universit; 1382. Available from: URL:http://dbase4.irandoc.ac.ir/scripts/wxis.cgi?a=12:13:47 .
18
Khadiv Zadeh T, Saif AA, Valai N. The relationship of students study strategies with their personal characteristics and academic background. IJME 2005; 4(12): 53-60. [In Persian
19
Salimi T, Shahbazi L, Seyyed Hasani SH, Ahmadie MH, Karimi H, Dehghan pour MH. A survey on students options about effective factors for academic dropout in Shahid Sadoughi University. Journal of Medical Education & Development Center 2007; 2(1): 15-23. [In Persian]
20
ORIGINAL_ARTICLE
The study students Veiws about faculty academic Advising and consulting duties in k erman university of medical sciences in second semester in 2006
Background & Objective : Consultation is an effective factor in solving students problems Providing insufficient guidance and consultation may prevent achieving educational goals This study was conducted to evaluate students points of view about faculty members performance in providing consultation and educational guidance Kerman University of Medical Sciences Methods: In this crosssectional study senior students of all fields in 6 schools of Kerman University of Medical Sciences (490 members) were asked to fill in a researchermade questionnaire which its validity and reliability were already confirmed Results : According to the students point of view among maximum score of 4 the highest mean score belonged to “signing and controlling course selection and other forms” (347) This was followed by “presence of the consultant professor in announced hours” (319) and “speaking with students about educational rules” (315) The least scores were given to “analysis of educational slump” “encouraging students to correct educational pitfalls” and “analysis of educational improvement” (23 235 and 24 accordingly) Only 207% of the students completely knew in what fields and how to get help from their consultant professor 234 percent believed that lack of enough consultation led to their educational problems while 243% were not satisfied with consultation at all Conclusion : Our findings showed that students and faculty members are not familiar with consultant professors duties and consultation Probably consultant professors dont do their duties appropriately To improve the quality of consultation and guidance it is necessary to consider consultation as a scientific entity which needs education and a scientifically competent responsible
https://sdme.kmu.ac.ir/article_90143_31182c8556f2f02b08f360f2be830c90.pdf
2009-01-01
94
101
Student
University of Medical Sciences
Educational consultation and guidance
Faculty members
Duty
Ashraf
Adhami
adhami2006@yahoo.com
1
M.Sc. in Educational Management, Instructor of General Education Dept., School of Medicine, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Sakineh
Mohammad Alizadeh
2
M.Sc. in Nursing, Instructor, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
UTA, the University of Texas at Arlington. The faculty advisor’s role. Available from: URL: http://www.uta.edu/advisorhandbook/faculty-advisor.htm.
1
Shafee Abady A. Educational and vocational guidance and counseling (concepts and applications). 2nd ed. Tehran: SAMT; 1999: 40-7: 130. [In Persian]
2
Consultation. Lorestan University Student’s Consultation center. Available From:URL:http://lu.ac.ir. [In Persian]
3
Fazely A. Effect of consultation on student’s educational improvement. Res Prog High Educ 2004; 10(1-2(31-2)): 61-90. [In Persian]
4
Nikzad M. Educational guidance in Iran. 2nd ed. Tehran: Student’s facilities office publication; 2003: 79. [In Persian]
5
Ghazi Gh. Background in consultation and guidance. 5th ed. Tehran: Tehran University Publication; 1995: 175. [In Persian]
6
Ministry of health and medical education. Consultant professor charter, accepted in the 25th meeting of planning high commission in medical sciences; 2003. [In Persian]
7
Hazavei SMM, Fathi Y. Student’s satisfaction from academic guidance and consultation at Hamadan University of Medical Sciences. Journal of Shahid Sadoughi University of Medical Sciences and Health Services 2000; 2(8): 56-62. [In Persian]
8
Legutko RS. Student grade their professors: An evaluation of a colleges faculty advising by its graduating seniors. The mentor: An Academic Advising Journal 2006; 8(1-4). Available From: URL: http:// www.psu.edu/dus/mentor/06091rl.htm.
9
Haji Aghajani S, Ghorbani R, Jenabi MS, Saberian M, Rashidi Pour A, Malek M. Instructors’ performance, election, duties and responsibilities from students’ points of view in Semnan Medical University, 2000. Journal of Babol University of Medical Sciences 2001; (specific): 12-7. [In Persian]
10
Schlosser LZ, Knox S, Moskovitz AR, Hill CE. A qualitative examination of graduate advising relationships: The advising perspective. J Counsel Psycho 2003; 50(2): 178-88.
11
Lowa A, Toney M. Academic advising: Views of the Givers and Takers. J College Student Retention: Research, Theory and practice 2000- 2001; 2(2): 93-108.
12
Eckenfels EJ, Blacklow RS, Gotterer GS. Medical student counseling: The Rush medical college adviser program. Med Educ 1984; 59(7): 573-81.
13
Johnson CV, Hayes JA. Troubled spirits prevalence and predictors of religious and spiritual concerns among university students and counseling center clients. J Counsel Psycho 2003; 50(4): 408-9.
14
Coll KM, Stewart RA. Collaboration between counseling services and academic program: An exploratory study of student outcome. J College Counsel 2002; 5(2): 135-42.
15
Hazavehei SMM, Emdadi Sh. The KAP study of faculty member of the Hamadan University of Medical Sciences about academic advising programs in 1998. Scientific Journal of Hamadan University of Medical Sciences and Health Services 2000; 7(4): 36. [In Persian]
16
Hazavehei SMM. Comparison of the effectiveness of two academic advisors’ educational methods on the level of student’s satisfaction in Hamadan University of Medical Sciences. Shahrekord University of Medical Sciences’ Journal 2003; 5(2): 16-26. [In Persian]
17
ORIGINAL_ARTICLE
Clinical Education Status According to the Nursing and Midwifery Students Point of View Tehran University of Medical Sciences
Background & Objective : Promoting quality of clinical education necessitates continuous evaluation of the current situations identifying strengths and improving weaknesses This study was designed to assess clinical education status according to the nursing and midwifery students point of view in Tehran University of Medical Sciences Methods : In this descriptive study which was conducted in 20045 all senior nursing students who were doing a Bachelor of Science and senior midwifery students who were doing technicians Course (250 students) were asked to complete a 36 item questionnaire in a selfadministered way Results : The most important strengths of clinical education (according to mean scores) were “on time presence of the student in the ward” (8906) then “on time presence of the instructor in the ward” (8505) “considering the prerequisite clerkship courses” (825) “proper instructors behavior with students” (741) “clinical instructors interest in working” (7392) and “instructors clinical track record” (731) The most significant weaknesses of clinical education were related to “use of audiovisual aids in clinical atmosphere” (984) “enough number of students in the ward” (1491) and “having facilities” (1968) Conclusion : Although some aspects of clinical education were good and excellent improving positive aspects and modifying the weaknesses may be an effective step in promoting quality of clinical education Repetitive assessments of clinical fields and comparing the current situation with the previous or next ones can reveal the strengths and weaknesses of clinical education
https://sdme.kmu.ac.ir/article_90144_4e5765547d056ebebbd2e4a56c8c3ca3.pdf
2009-01-01
102
112
Clinical education
Student
Nursing
Midwifery
Shahram
Baraz Pordanjani
shahrambaraz@ajums.ac.ir
1
M.Sc. in Nursing, Instructor of Medical Surgical Dept., School of Nursing and Midwifery, Jondishapour University of Medical Sciences, Ahvaz, Iran
LEAD_AUTHOR
Malek
Fereidooni Moghadam
2
M.Sc. in Nursing, Instructor of Medical Surgical Dept., School of Nursing and Midwifery, Abadan, Iran
AUTHOR
Mohamadreza
Loorizade
3
M.Sc. in Statistics, Faculty Member of Shahid Chamran University, Ahvaz, Iran
AUTHOR
Khorsandi M, Khosravi SH. Clinical Education from the viewpoints of Nursing and Midwifery school students of Arak. Rahavard danesh. 2001;5(1):29-32
1
Appel AL, Malcolm PA. Specialist education and practice in nursing: an Australian perspective. Nurse Educ Today. 1998;18(2):144-52
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Nahas VL, Nour V,al-Nobani M. Jordanian undergraduate nursing students' perceptions of effective clinical teachers. Nurse Educ Today. 1999; 19(8):639-48
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5
Shahbazi L, Salimi T. Clinical Education from the viewpoints of Nursing and Midwifery students.Journal of shaheed sadoughi university of medical sciences and health sevices 1999;8(2):97-103
6
Salehi SH, Abedi HA, Alipour L, Najafipour SH, Fate N.Learning activities and clinical nursing services gap and the related factors: a comparative studyIranian Journal of Medical Education .2001; 1(3):43-49
7
Hosseiny N, Karimi Z, Malek zadeh J. The Situation of Clinical Education Based on Nursing Students’ Opinion in Yasuj Nursing and Midwifery School.Iranian Journal of Medical Education .2005;5(2):
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Williams AF. An antipodean evaluation of problem-based learning by clinical educators. Nurse Educ Today 1999; 19(8): 659-67.
9
mohammadi N. comparison of clinical education problems from the viewpoints of Nursing and Midwifery students and mentors of hamadan. scientific journal of nursing and midwifery school of hamadan.1999;9:50-53
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11
Rahmani R, Javadinasab M. survey of clinical education problems of nursing students in baghiyatollah medical sciences university. First nursing congress.1996;37
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29
Raisler J, O'Grady M, Lori J, Clinical teaching and learning in midwifery and women's health , J Midwifery Womens Health. 2003, 48 (6):398.
30
Delaram M.Clinical Education from the Viewpoints of Nursing and Midwifery Students in Shahrekord University of Medical Sciences. Iranian Journal of Medical Education .2006 ;6(2):34
31
.Fasihi Harandi T, Soltani Arabshahi SK, Tahami SA, Mohammadalizadeh S. Viewpoints of medical students about the quality of clinical education. The Journal of Qazvin University of Medical Sciences & Health Services .2004;5(1):
32
ORIGINAL_ARTICLE
Faculty Members and Students Opinion about Quality of Services Provided by the Central Library of Kerman University of Medical Sciences
Background & Objective : Libraries are among main parts of universities as libraries of high quality lead to improvement in education and research within universities and the society Assessing quality of services in educational systems is important to improve quality of provided services This study was conducted to assess the quality of services provided by the central library of Kerman University of Medical Sciences from the faculty members and students point of view Methods : In this study 200 faculty members and students of Kerman University of Medical Sciences were chosen using stratified random sampling The data was collected using LibQUAL+TM standard questionnaire after its validity and reliability were confirmed Results : Our findings showed that the mean score of general satisfaction of the central librarys provided services was 613 out of 9 Among the three aspects of library service quality information control was the most satisfactory factor (598) which was followed by efficacy of services (596) and the librarys atmosphere (589) Faculty members were more satisfied with the central librarys provided services in all aspects compared to students although this difference was not significant The most frequent referral to the central library and using references was once a month Conclusion : Although the findings of this study were suggestive of faculty members and students relative satisfaction of provided services improving quality of services necessitates better and more organized planning Improvement of library service quality can lead to promoting faculty members and students scientific level in universities of medical sciences medical knowledge and medical education
https://sdme.kmu.ac.ir/article_90145_3bc5a06548b5da32a3c7e626a13df3e8.pdf
2009-01-01
113
119
Service Quality
LibQUAL+TM survey
Faculty member
Student
Hamideh
Ali Ramezany
hamideh_aliramezany@yahoo.com
1
M.Sc. in Medical Librarianship and Medical Informatics, Librarian of Razi School of Nursing & Midwifery, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Mostafa
Javadi
2
Ph.D. Candidate in Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Abbas
Abbaszadeh
3
Ph.D. in Nursing Education, Associate Professor of Medical Surgical Nursing Dept., Razi School of Nursing & Midwifery, Kerman University of Medical Sciences,Kerman, Iran
AUTHOR
Hadi
Ranjbar
4
M.Sc. in Nursing, Instructor of Medical Surgical Nursing Dept., Razi School of Nursing & Midwifery, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mahdieh
Ghazavi
5
B.Sc. in Medical Librarianship and Medical Informatics, Librarian of the School of Pharmacy, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Cullen R. Perspectives on user stratification surveys. Libr Trend 2001; 4(4): 662-86.
1
Hemon P. Quality new directions in the research. J Acad Libr 2002; 28(4): 224-31.
2
Parasuraman A, Zeithaml VA, Berry LL. A conceptual model of service quality and its implications for future research. J Market 1995; 49: 41-50.
3
Neticki DA, Hernon P. Measuring service quality at Yale University’s libraries. J Acad Libr 2000; 26(4): 259-73.
4
LibQUAL+TM 2005 Survey: University of Alabama at Birmingham, Lister Hill library. Available from: URL: http://www.Libqual.org.
5
Nimsomboon N, Nugata H. Assessment of library service quality at Thammasat University library. Japan: research center for knowledge Communities University of library and information science, 2004. Available from:URL: http:// www.libqual.org/documents/admin/nagata_report0403.pdf.
6
Hakimi R, Samadzadeh GH. The survey of service quality in libraries of Sistan and Balochestan University. Quarterly of Librarianship and Information Science 2005; 8(1): 89. [In Persian]
7
Mirghafori SH, Makky F. The survey of service quality of educational libraries in Yazd University by Libqual method. Quarterly of librarianship and information science 2007;10(1): 61-77. [In Persian]
8
Nejati M, Nejati M. Service quality at University of Tehran central library. Libr Manag 2008; 29(6-7): 571-82.
9
LibQUAL+TM Survey 2004: Penn State University Libraries, Executive Summery (L.Probst), 2004; November. Available from:URL: http// libraries.psu.edu/.../reports/LibQUAL 2004 Executive summary.pdf.
10
LibQUAL+TM 2003 Survey Results: Academic Information Technology and Libraries, 2003: 1-12. Available from: URL:http// www. Aitl.uc.edu/ reference / Libqual 2003.pdf.
11
LibQUAL+TM 2004 Report: University of Connecticut Libraries, 2004. Available from:URL: http// lib.uconn.edu/about/administration /surveys/LibQual2004TeamReport.pdf.
12
Oduwole AA. A study of the impact of medical libraries on clinical decision-making in Nigeria University teaching hospitals. Inform Libr Rev 1999; 31: 109-18.
13
ORIGINAL_ARTICLE
Evaluation of Multiple Choice Questions in the School of Medicine Mazandaran University of Medical Sciences the First Semester of 2007
Background & Objective : Multiple Choice Questions (MCQs) are the commonest form of exams in medical education which are highly reliable however their structural and content validity taxonomy and structural principles have always been considered by researchers This study was designed to evaluate quality of MCQs in the school medicine Mazandaran University of Medical Sciences regarding taxonomy and structural principles Methods : In this descriptive study all MCQs of written exams held during a whole semester in the school of medical in Mazandaran University of Medical Sciences were evaluated All questions were assessed according to taxonomy (in three levels of recall comprehension and application) and structure using a checklist which was based on Millmans principles for designing stem and choices of questions Results : Among 1478 questions related to 25 exams questions related to lessons of basic sciences physiopathology and clerkship were 287% 187% 526% respectively 774 percent of questions were in Taxonomy I and the rest were designed in Taxonomy II and III 46 percent of all questions had no structural problems while the rest had one or more structural problems Taxonomy and structural problems in exams related to clerkship and physiopathology were significantly less than basic science lessons (p=0023 and p=0001 respectively) Questions of higher taxonomy had less structural problems Conclusion : Our present study showed that the quality of MCQs regarding structural principles and taxonomy were different in exams of different levels which necessitate further revisions
https://sdme.kmu.ac.ir/article_90146_2467da8f852f86e54c6e09bb4fd87491.pdf
2009-01-01
120
127
Educational improvement
Multiple Choice Question
Taxonomy
Millman’s principles
Mohammadreza
Haghshenas
kvahidshahi@yahoo.com
1
Ph.D. in Virology, Assistant Professor of Microbiology and Parasitology Dept., School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran
LEAD_AUTHOR
Kourosh
Vahidshahi
2
Pediatrician, Assistant Professor of Education Development Center, School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Mitra
Mahmudi
3
Ph.D. in Pharmacology, Associate Professor of Physiology and Pharmacology Dept., School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Leyla
Shahbaznejad
4
General Practitioner, Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Nikoo
Parvinnejad
5
General Practitioner, Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Aazam
Emadi
6
General Practitioner, Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Bazargan A. Educational assessment. Tehran: SAMT; 2001: 9-17. [In Persian]
1
Saif A. Educational measurement, assessment and evaluation.4th ed. Tehran: Agah; 2007: 70-80. [In Persian]
2
Kaveh M. Analytical assessment of multiple –choice test at medical school. Medical Journal of Mashhad University of Medical Sciences 2002; 76 (45): 89-95. [In Persian]
3
Shakoornia A, Khosravi A, Shariati A, Zarei A. Survey on multiple choice questions of faculty members of Jondi Shapor Medical University of Ahwaz. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007:44. [In Persian]
4
Seif A. Educational measurement, assessment and evaluation. 4th ed. Tehran: Doran; 2004:426-8 [In Persian]
5
Epstein RM. Assessment in medical education. New England J Med 2007; 356 (4):387-96.
6
Friedman Ben DM. Standard setting in student assessment. Med Teach 2000; 22 (2):120-30.
7
Ramezani Badr F, Shaban M. Survey on effect of evaluation and Analysis of summative examination on test formation of faculties. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 124. [In Persian]
8
Gholami V, Dadgostarina M. Survey on effect of evaluation of examination on reliability of MCQs of ICM in Isfahan during 2001-2005. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 213. [In Persian]
9
Downing SM. Reliability on the reproduce ability of assessment data. Med Educ 2004; 38(9): 1006 -12.
10
Collins J. Education techniques for lifelong learning: Writing multiple-choice question for continuing medical education activities and self assessment modules. Radio Graphics 2006; 26(2): 543-51.
11
Considine J, Botti M, Thomas S. Design, format, validity and reliability of multiple choice question for use in nursing research and education. Collegian 2005; 12(1): 14-24.
12
Mavis DE, Cole BL, Hoppe RB. A survey of student assessment in US medical schools. The balance of breadth and fidelity. Teach learn Med 2001; 13(2): 74-9.
13
Rasolinejad SA, Vakihi Z, Fakharion E, Mosayebi Z, Moniri R. Comparative survey of taxonomies of residents. Promotion examination, kashan Medical University 2006. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 68. [In Persian]
14
Huxham GJ, Naeraa N. Is Bloom’s taxonomy reflected in the response pattern to MCQ items? Med Educ 1980; 14(1): 23-6.
15
McCourbie P. Improving the fairness of multiple choice questions: A literature review. Med Teach 2004; 26(8): 709 –12
16
Hammond EJ, Mcindo AK, Sansome AJ, Spargo PM. Multiple choice examination: Adapting an evidence – based approach to exam technique. Anesthesia 1998; 53(11):1105-8.
17
Toghyanifar N, Gorgyaraghi M, Esmaili A, Avizhgan M, Mazaheri M. Survey on quality of Multiple Choice Questions of clinical clerckship Isfahan Medical Faculty 2005–2006. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 73. [In Persian]
18
Vakili Z, Sayah M, Fakhrian E, Rasouli Nejad SA, Mosayebi Z, Moniri R. Survey on psychometric characteristics of resident examination Kashan Medical University. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 174. [In Persian]
19
Javadi M, Abbas zadeh A, Borhani F, Abdoli R. Analytical survey of summative MCQs of Bam Nursing Faculty. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 217. [In Persian]
20
Daripor F, karimi SH, Pakaeen J. Evaluation of MCQs of nursing student 2006. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 67. [In Persian]
21
Sim kin MG, Kuechler WL. Multiple choice test and student understanding: What is the connection? Decision Scie J Innovat Educ 2005; 3(1): 73-98.
22
Bush ME. Quality assurance of multiple choice tests. Qual Assur Educ 2006; 14(4): 398-404.
23
ORIGINAL_ARTICLE
Critical Thinking in Computer Students Considering Virtual and Traditional Forms of Education
Background & Objective : Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes This study was aimed to assess critical thinking in students of virtual and traditional education Methods : In this crosssectional study two groups including 40 senior computer students from Shiraz University (virtual education) and 40 ones from Islamic Azad University (traditional education) participated Data was collected using Watson Glaser Critical Thinking Test including 80 questions in five subscales including inference recognition of assumptions deduction interpretation and evaluation of arguments Results : The mean score ( ± SD) of critical thinking which was 3677( ± 359) in virtual education happened to be higher than traditional educations mean score which was 3515( ± 694) while there was no significant difference In all five subscales of critical thinking the mean score of interpretation skill was significantly higher in virtual education (79) compared to 695 for traditional education (p=00001) Conclusion : Considering improvements of critical thinking in virtual education and according to its multiple advantages like adding to ones self confidence self esteem and independent learning it is suggested to use this type of education alongside the traditional method or as a replacement for teaching theoretical lessons in university courses
https://sdme.kmu.ac.ir/article_90147_7e8a6f536e372f934d7b4299023175f1.pdf
2009-01-01
128
134
Virtual education
Traditional education
Critical thinking
Leili
Mosalanejad
mossla_1@yahoo.com
1
M.Sc. in Mental Health Education, Instructor of Nursing Dept., School of Nursing and Allied Health Sciences, Jahrom University of Medical Sciences, Jahrom, Iran
LEAD_AUTHOR
Saeed
Sobhanian
2
M.Sc. in Community Health, Instructor of Allied Health Sciences Dept., School of Nursing and Allied Health Sciences, Jahrom University of Medical Sciences, Jahrom, Iran
AUTHOR
Shabani H. Teaching skills and thinking strategies. Tehran: Samt; 2004: 61-79. [In Persian]
1
Hosseini AA. Thinking critically. Shiraz: Shiraz University publisher; 2006: 22-5. [In Persian]
2
Mehr Mohammadi M. Education training of teacher and administrators. Tehran: Madreseh Publisher; 1379: 43-50. [In Persian]
3
Shariatmadari A. Educational psychology. Tehran: Amirkabir Publisher; 1382: 25-7. [In Persian]
4
Johnson E. Contextual teaching and learning: What it is and why it’s here to stay. London: Corwin press; 2002: 212.
5
Mayers C. Teaching students to think critically. San Francisco, CA: Jossey-Bass; 1986.
6
Islami AR. Shekarabi R, Behbahani N. Comparing critical thinking in first and last term baccalaureate nursing students and clinical nurses. Master thesis. Iran University of Medical Science. Nursing school. 1382: 67-70. [In Persian]
7
Aghazadeh M. Guideline to new method of teaching for education.4th ed. Tehran: Aeezh; 2004: 37-40. [In Persian]
8
Paul R, Elder L. Critical thinking: The path to responsible citizenship. High school Magazine 2000; 7(8): 100-15.
9
Hang N, Leed D. A discourse analysis of asynchronous discussion board on student critical thinking. World Conference on ELearning in Corporate Government, Health care and Higher Education. Washington DC; 2004: 708-13.
10
Moon JR. Reflection in learning and professional development: Theory and practice. London: Kogan Page; 1999: 63-77.
11
Lya V, Yusra V. Critical thinking and discourse in distance education and traditional education. International Conference of the Association for Educational Communications and Technology. Act Annual Meeting 2002; 12-6.
12
Newman DR, Emerson PJ. The on-line referendum: A tool for voting, conflict resolution and decision-making. In R. AltonScheidl, R. Schmutzer, Sint PP Tschertau G. Voting, Rating, Annotation Web4Groups and other projects: Approaches and first experiences. Austrian Academy of Sciences 1997: 131-46.
13
Weissinger PA. Critical thinking, met cognition, and problem-based learning: Enhancing thinking through problem-based learning approaches. Taehan Kanho Hakhoe Chi 2004; 34(5): 712-21.
14
Halpern DF. Thought and knowledge: An introduction to critical thinking. 3rd ed. Mahwah, NJ: Erlbaum Associates; 1996: 45-56.
15
Oreaman M, Trueddell S, Ziolkowski L. Strategy to asses, develops and evaluates critical thinking. J Continu Educ 2000; 31(4):142-4.
16
Magnusen L, Ishida D, Itano J. The impact of the use of inquiry based learning as a teaching methodology on the development of critical thinking. J Nurs Educ 2000; 39(8): 360-4.
17
Schumn WR, Farrell J, Webb FJ, Turek DE, Jones KD, Ballard GE. A comparison of method for teaching critical thinking skills for us army offers. American J Distance Educ 2006; 20(1).
18
Murphy E. An instrument to support thinking critically about critical thinking in online asynchronous discussions. Australasian Journal of Educational Technology 2004; 20(3): 295-315.
19
Yang YC, Newby TJ, Bill RL. Using Socratic questioning to promote critical thinking skills though asynchronous discussion forums in distance learning environment. American J Distance Educ 2005; 19(3): 163-81.
20
Duphorne P, Gunawardena N. The effect of three computer conferencing design on critical thinking skills of nursing. American J Distance Educ 2005; 19(1):37-50.
21
Hettinger G. Raising the level of the debate: the effects of computer mediated communication on group dynamics and critical thinking skills. Available From: URL:http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED383300&ERICExtSearch_SearchType_0=no&accno=ED383300.
22
Vaughan-Wrobel BC, O'Sullivan P, Smith L. Evaluation critical thinking skills of baccalaureate nursing student. J Nurs Educ 1997; 36(10): 485-8.
23
Mehlenbacher B, Miller CR, Covington D, Larsen J. Active and interactive learning online: A comparison of Web-based and conventional writing classes. IEEE Transactions on Professional Communication 2000, 43(2): 166-84.
24
ORIGINAL_ARTICLE
Internal Evaluation of the Endodontics Department School of Dentistry Tehran University of Medical Sciences
Background & Objective : Internal evaluation is a process concerning information collection and judgment in order to improve educational activities Considering some facts related to educational measurement and collecting information will lead to a better understanding of the mentioned process In this study we conducted the internal evaluation of the endodontics department in Tehran University of Medical Sciences which is responsible for training dentistry students and residents Methods : In this descriptive study internal evaluation was conducted using 10 steps in 9 fields including management and organization faculty members learners human resources and support educational research and other atmospheres facilities regarding education research etc courses educational programs teaching and learning process patients and finally graduates satisfaction Data was collected using observation interview questionnaire and checklist Results : According to the definition of satisfactory results of this study were mostly qualitative and in some cases they were quantitative The average result of the internal evaluation of the endodontics department in the school of dentistry considering 9 fields was 737% which was considered as approximately satisfactory The results for fields like faculty members and learners were satisfactory (100% and 778% respectively) Atmospheres and educational facilities were unsatisfactory (both were 46%) Conclusion : According to the results atmospheres and educational facilities which were identified as the weakest fields need more consideration and investigation
https://sdme.kmu.ac.ir/article_90148_0bcb400c703f0fb92d0704e5aee0f2ef.pdf
2009-01-01
135
142
Internal evaluation
Department
Endodontics
School of dentistry
Mohamad
Zarrabian
1
Endodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Fereshte
Farzianpour
farzianp@yahoo.com
2
Ph.D. in Health Care Management, Assistant Professor of Health Economy and Management Sciences Dept., School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Hasan
Razmi
3
Endodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mohamadreza
Sharifian
4
Endodontist, Assistant Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Sedighe
Khedmat
5
Endodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mohamadsaied
Sheykh-rezaee
6
Endodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Kazem
Ashofteh
7
Endodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Vahiad
Alavie
8
Endodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Worthen BR, Sanders JK. Educational evaluation alternative approaches & practical guidelines. New York: Longman press; 1987:102.
1
Bazargan A. Educational evaluation. Tehran: SAMT; 2005: 1-39. [In Persian]
2
Bazargan A. From internal evaluation to quality assurance in higher education: The case of medical education in Iran. Med Educ 2001; 1(1): 23-7.
3
Saif AA. Methods of educational measurement and evaluation. Tehran: Doran Publisher; 2009. [In Persian]
4
Bazargan A. Internal evaluation in university and application in continuous improved higher education quality. Research and Planning in Higher Education 1996; 3: 14-22. [In Persian]
5
Bazargan A, Mohammadi R. Framework and guidance for writing the report of internal evaluation at the educational department level. Tehran: 2005. 7-22. [In Persian]
6
Zarrabian M, Farzianpour F, Razmi H, Sharifian MR, Khedmat S, Sheykh-rezaee MS, et al. Internal evaluation of the endodontic department, School of Dentistry, Tehran University of Medical Sciences .Report 2005; 188(25): 1-105. [In Persian]
7
Best JW, Kahn JV. Research in education. Boston : Allyn and Bacon ; 2003.
8
Rabani A, Farzianpour F, Zamani GH, Zinaloo AA, Shajari H. Internal evaluation in Department of Pediatrics Faculty of Medicine, Tehran University of Medical Sciences. Iran J Pediatr 2006; 16(3): 301-7. [In Persian]
9
Parsa Yekta Z, Salmaani Barough N, Monjamed Z, Farzianpour F, Eshraghian M. Internal evaluation in Faculty of Nursing and Midwifery, Tehran University of Medical Sciences. Hayat 2006; 24-5: 71-8. [In Persian]
10
Sedaie M, Farzianpour F, Adel Ghahraman M, Mohammad Khani GH, Fattahi J, Sarough Farahani S, et al. Internal evaluation of Audiology Department, Faculty of Rehabilitation, TehranUniversity of Medical Sciences, Iran. Audiology 2007; 16(1): 1-9. [In Persian]
11
Farzianpour F, Bazargan A. Evaluation of Clinical Education Departments of Tehran Hospitals.The J of Faculty of Medicine 1999; 57(2): 72-8. [In Persian]
12
Farzianpour F, Emami AH, Eshraghian MR. An evaluation of basic and clinical sciences development project at Tehran University of Medical Sciences. Quarterly J of Research in Educational Systems 2008; 1(1): 47-68. [In Persian]
13
http://www.edc.tums.ac.ir.
14
Saberian M. Group’s internal evaluation of Medical Surgical Nursing Department of Semnan University of Medical Sciences. Edinburgh: AMEE Congress; 2004: 23-2. [In Persian]
15
Olyaei GR, Hadian MR, Farzianpour F, Jalali S, Vasaghie Gharamaleki B, Abbasi E. Internal evaluation of the Physical Therapy Department, Rehabilitation Faculty, Tehran University of Medical Sciences. Modern Rehabilitation Journal 2007; 1(2-3): 19-24. [In Persian]
16
Harden R, Crosby J, Davis MH, Howie PW, Struthers AD. Task- based learning: The answer to integration & problem based learning in the clinical years. Med Educ 2000; 34(5): 391-7.
17
ORIGINAL_ARTICLE
Faculty Members Attitude towards their Skills and Educational Needs in Teaching Practical Courses
Background & Objective : Identifying faculty members educational needs and level of their skills in teaching affairs would improve planning for faculty members development and sublimity This study was performed to assess attitude of faculty members who are teaching practical courses towards their educational needs and level of skills in teaching methods of practical courses Methods : In this descriptive study 83 faculty members teaching practical courses in Isfahan University of Medical Sciences were selected by stratified random sampling and completed a reliable and valid questionnaire consisted of 14 items about educational needs and skill level of teaching methods in practical courses Results : The mean (±SD) score of faculty members skill level was 271(±04) out of four Faculty members skill level was low (mean score less than 25) in analysis and interpretation of the test questions (389%) evaluation methods of practical skills (535%) designing performance tests (528%) and making educational films (479%) Mean (±SD) total score of educational needs was 345(±089) out of five According to these results faculty members were in need of all 14 aforementioned items Educational needs included critical thinking motivating methods and information resources in order of priority Conclusion : Faculty members expressed need for education and improving their skills in teaching practical courses Considering mentioned educational needs and skills it seems that teaching method and student assessment workshops need to be revised and the content of the workshops should be designed according to faculty members educational needs together with implementing different educational methods
https://sdme.kmu.ac.ir/article_90149_2c016d32db0be9e3493c3520c90ff6f9.pdf
2009-01-01
143
147
Practical teaching
Faculty members
Teaching Methods
Skill
Need assessment
Fariba
Farhadian
f_farhadian@edc.mui.ac.ir
1
M.Sc.in Educational Management, Expert in Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
LEAD_AUTHOR
Mina
Tootoonchi
2
M.Sc. in Nursing, Instructor of Medical Education Dept., Medical Education Research Center, Isfahan University of Medical Sciences , Isfahan, Iran
AUTHOR
Tahereh
Changiz
3
Ph.D. in Pharmacology and M.Sc. in Medical Education, Associate Professor of Medical Education Dept., Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
Fariba
Haghani
4
Ph.D. in Curriculum Planning, Assistant Professor of Medical Education Dept., Medical Education Research Center, Isfahan University of Medical Sciences , Isfahan, Iran
AUTHOR
Shahram
Oveis Gharan
5
Resident in Neurology, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Newble D, Cannon R. A handbook for medical teachers. 3rd ed. Dordrecht: Kluwer Academic; 1999.
1
Barratt MS, Mover VA. Effect of a teaching skills program on faculty skills and confidence. Ambul Pediatr 2004; 4(1- Suppl): 117-20.
2
Mac Dougall J, Drummond MJ. The development of medical teachers: An enquiry into the learning histories of 10 experienced medical teachers. Med Educ 2005; 39(12): 1213-20.
3
Steinert Y. Staff development for clinical teachers. The Clinical Teacher 2005; 2(2):104-10.
4
Millard L. Teaching the teachers: Ways of improving teaching and identifying areas for development. Ann Rheum Dis 2000; 59: 760-4.
5
Godfrey J, Dennick R, Welsh C. Training the trainers: Do teaching courses develop teaching skills? Med Educ 2004; 38: 844-7.
6
Riner ME, Billing DM. Faculty development for teaching in a changing health care environment: A statewide needs assessment. J Nurs Educ 1999; 38(9): 427-9.
7
Clark JM, Houston TK, Kolodner K, Branch WT, Levine RB, Kern DE. Teaching the teachers: National survey of faculty development in departments of medicine of U.S. teaching hospitals. J Gen Intern Med 2004; 19: 205-14.
8
Khajeh Mirzaie AR, Abbasi A. Faculty members' educational needs and its effective factors in Golestan University of Medical Sciences in 2002. The 6th National Congress of Medical Education. Tehran: Shaheed Beheshti University of Medical Sciences; 2003: 75-6. [In Persian]
9
Soheili S, Zeinaloo AA, Sedighigilani MA, Khakbazan Z. The effects of educational workshops hold by EDC of Tehran University of Medical Sciences on the participant faculty. IJME 2002; 2: 53. [In Persian]
10
Houston TK, Ferenchick GS, Clark JM, Bowen JL, Branch WT, Alguire P. Faculty development needs: Comparing community –based and hospital – based internal medicine teachers. J Gen Intern Med 2004; 19: 375-9.
11
Foley BJ, Redman RW, Horn EV, Davis GT, Neal EM, Van Riper ML. Determining nursing faculty development needs. Nurs Outlook 2003; 51(5): 227-32.
12
Bahadorani M, Yamani N. Assessment of knowledge, attitude and computer skills of the faculty members of Isfahan University of Medical Sciences in regard to the application of computer and internet. IJME 2002; 2: 33-4. [In Persian]
13
Gholami H, Dozhkam M, Valae N. Faculty members' skills in using of computer and Internet technology. IJME 2002; 7: 93-4. [In Persian]
14
ORIGINAL_ARTICLE
Educational Process of Medical Students in Basic Sciences in Birjand University of Medical Sciences
Background & Objective : Identifying faculty members educational needs and level of their skills in teaching affairs would improve planning for faculty members development and sublimity This study was performed to assess attitude of faculty members who are teaching practical courses towards their educational needs and level of skills in teaching methods of practical courses Methods : In this descriptive study 83 faculty members teaching practical courses in Isfahan University of Medical Sciences were selected by stratified random sampling and completed a reliable and valid questionnaire consisted of 14 items about educational needs and skill level of teaching methods in practical courses Results : The mean (±SD) score of faculty members skill level was 271(±04) out of four Faculty members skill level was low (mean score less than 25) in analysis and interpretation of the test questions (389%) evaluation methods of practical skills (535%) designing performance tests (528%) and making educational films (479%) Mean (±SD) total score of educational needs was 345(±089) out of five According to these results faculty members were in need of all 14 aforementioned items Educational needs included critical thinking motivating methods and information resources in order of priority Conclusion : Faculty members expressed need for education and improving their skills in teaching practical courses Considering mentioned educational needs and skills it seems that teaching method and student assessment workshops need to be revised and the content of the workshops should be designed according to faculty members educational needs together with implementing different educational methods
https://sdme.kmu.ac.ir/article_90150_b3287db9cfb08c74dda320f00da0ff94.pdf
2009-01-01
148
151
Practical teaching
Faculty members
Teaching Methods
Skill
Need assessment
Zohreh
Khazaie
1
Gynecologist, Assistant Professor of Gynecology Dept., School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Thayebeh
Khazaie
elahehkh1384@bums.ac.ir
2
M.Sc. in Nursing, Instructor of Pediatrics Dept., School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
LEAD_AUTHOR
Meisam
Babaie
3
General Practitioner, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Teimory M. Evaluation of medical internship education programs in four groups: Medical surgical, pediatrics and midwifery related to prevalent illness, outpatient and emergency in Isfahan University of Medical Sciences. MS Dissertations in-Education Planning Field. 1996; 31-5. [In Persian]
1
Yarmohammadian M, Pakarian S. The workshop of faculty member's evaluation. Tehran, Feb 1995; 9-16. [In Persian]
2
Javadi M. Evaluation the result of basic science examination. The Journal of Qazvin University of Medical Sciences 2001; 18: 69-75. [In Persian]
3
Abase M, Iranfar Sh, Amirifard N. Survey the relationship between the ranks of basic sciences exam and teacher evaluation in Kerman Shah University of Medical Sciences. Behbud Journal 2004; 8(3): 17-24. [In Persian]
4
Amini Nik S, Gaphary A, Nobakht L. Survey students knowledge and attitude about various field of University. Research in Medical Sciences 1998; 3(1): 148-9.
5
Baghaie A, Adibi P, Ansari R. Result of one year in University. Re Med Sci 1998; 3(1):23-7.
6
Roudbari M, Shariati R. The role of students’ educational and demographic factors in basic sciences examination in Zahedan University of Medical Sciences. IJMS 2000; (1): 28-34. [In Persian]
7
Sajadi SM, Saba MS, Ameri E. Evaluation of the results of two successive comprehensive examinations of basic sciences of the medical students of Hamadan University of Medical Sciences and survey of qualitative changes. Journal of Hamadan University of Medical Sciences 1991; 1: 63-76. [In Persian]
8
Fallah M, Usefi Mashoof R. Survey the result of basic sciences examinations in Hamadan University of Medical Sciences. The Journal of Research in Isfahan Medical Sciences 1998; 3(1): 94-7. [In Persian]
9
Roudbari M, Dadgar F. Effective factors on the results of basic sciences examinations at Zahedan University of Medical Sciences. The Journal Qazvin University Medical Sciences 2004; 3: 32-3. [In Persian]
10
ORIGINAL_ARTICLE
Producing the Standard Content in Virtual Education a Necessary Need
A new world of distance education demands new thinking Key components to complete the distance educational system require that institutions determine how the process is designed delivered integrated and supported To have a better chance to develop online education in Iran the academic staff should mention a lot of punctual notes in order to prepare the material which is going to be published as the online course As a rule teachers must pay careful attention to the common principles and standards in virtual education Moreover they must improve their skills in designing and editing course contents In the process of virtual education taking five exact steps can lead us to achieve the main educational goal that is effective learning These five steps include analysis instructional design interface design development online testing and evaluation The key to success in virtual education concerns serious attention to the quality of educational content and the capability to reuse learning objects It is definitely necessary for the countrys higher educational system to consider this fact having a specialized and scientific view
https://sdme.kmu.ac.ir/article_90151_925176a1cdbf90b9d00adaaf2f5fcf10.pdf
2009-01-01
152
154
Afshin
Sarafi Nejad
asarafinejad@kmu.ac.ir
1
General Practitioner and M.Sc. in Medical Information Technology, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Siamak
Najarian
2
Ph.D. in Medical Engineering, Professor in Biomechanics Dept., School of Medical Engineering, Amirkabir University of Technology, Tehran, Iran
AUTHOR
Ali Akbar
Haghdoost
ahagdoost@kmu.ac.ir
3
General Practitioner & Epidemiologist, Associate Professor in Epidemiology and Biostatistics Dept. and Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Howard C, Schenk K, Discenza R. Distance learning and University effectiveness: changing educational paradigms for online learning. London: Information Science Publishing; 2004:119-120
1
A review on the standards of electronic learning and education. Advanced information and Communication Technology Center Sharif University of Technology, 2002.
2
Tilya FN. Policy issues in ICT education and training. Available from: URL: http://iucea.org/downloads/4.%20Policy%20Issues% 20in%20ICT%20Education%20and%20Traini ng.doc.
3
Utah State University, other educational resources, intro to instructional design. Available from: URL: http://ocw.usu.edu/Other_Educational_Resources/Intro_to_Instru ctional_Design.
4
Smith JM. Converting courses to online. DETC Occasional 2000; 19. Available from: URL:http://www.detc.org/downloads/No19Converti ngCoursetoOnline.pdf;
5
Williams P. How to develop an online course 2008. Available from: URL: http://www.stylusinc.com/WebEnable/HR/lesson1.p hp.
6