ORIGINAL_ARTICLE
Increase in Medical School: Threat or opportunity?
https://sdme.kmu.ac.ir/article_90198_2ebffa241c4e4ebe484589b99f1f92dc.pdf
2011-07-01
1
3
Hossein
Safizadeh
h.safizadeh@kmu.ac.ir
1
متخصص پزشکی اجتماعی، استادیار گروه پزشکی اجتماعی، دانشکده پزشکی، دانشگاه علوم پزشکی کرمان، کرمان، ایران
AUTHOR
ORIGINAL_ARTICLE
EvidenceBased Statistics: Appropriate Approach For Description and Analysis of Research Data
In recent years using statistics in medical sciences is increasing and statistics is an essential part of each research At present for each study design and for each type of data there are appropriate statistical methods which yield to valid results and inferences Familiarity with such methods is essential especially for those involved in the field of medical research as they might confuse majority of readers who are not familiar with details of statistical analysis and data interpretation Other consequences include waste of money time and energy spent for each research project In recent years some papers have been published to enhance researchers knowledge of statistics and its application in research methodology but still there are many methodological mistakes in manuscripts In this article we aim to demonstrate appropriate methods for data analysis We will discuss importance of confidence intervals and their advantages over Pvalue We will finally highlight common errors in data analysis such as univariate methods ignoring power in detection of difference between groups and using correlation coefficient to assess the agreement between scores
https://sdme.kmu.ac.ir/article_90199_e5c103c800077428249dd73abb6cc3e6.pdf
2011-07-01
4
13
Evidenced Based Statistics
Description
Analysis
Mohammad Reza
Baneshi
rbaneshi@yahoo.com
1
PhD. in Biostatistics, Assistant professor of Biostatistic Department modelling in health center, Health School, Kerman University of Medical Sciences, Iran
LEAD_AUTHOR
saeide
hajimaghsoodi
2
M.Sc. student of Biostatistics, Health school, kerman University of Medical Sciences, Iran
AUTHOR
Azam
Rastegari
3
M.Sc. student of Biostatistics, Health school, kerman University of Medical Sciences, Iran
AUTHOR
Mohammad Reza
Mahmoodi
4
Ph.D. in Nutrition, Assistant Professor of Nutrition Department , Health school, Kerman University of Medical Sciences, Iran
AUTHOR
Cehrei A, Haghdoost AA, Fereshtehezhad M, Bayat A. [Data analysis in medical research using SPSS software].1st ed. Tehran: Karimi; 2010. [In Persian]
1
Nasirian M, Sadeghi M, Haghdoost AA. [Principals in data analysis and presentation of results]. Journal of Isfahan University of Medical Sciences 2009; 100: 646-59. [In Persian]
2
Bahrampour A. [Inference in Biostatistics]. Kerman: Vadiat; 2002. [In Persian]
3
Mohammad K, Malekafzali H, Nehaptian W. [Statistical methods and health indicators]. 12th ed. Tehran: Salman; 2004. [In Persian]
4
Ayatollahi M.T. [Principals and Methods in Biostatistics]. Tehran: Sepehr;2000.[In Persian]
5
Streiner DL. Maintaining standards: Differences between the standard deviation and standard error, and when to use each. Can J Psychiatry 1996; 41(8): 498-502.
6
Altman DG, Bland JM. Standard deviations and standard errors. BMJ 2005; 331(7521): 903.
7
Baena-Díez JM, Byram AO, Grau M, Gómez-Fernández C, Vidal-Solsona M, Ledesma-Ulloa G. Obesity is an independent risk factor for heart failure: Zona Franca cohort study. Clin Cardiol 2010; 33(12): 760-4.
8
Gardner MJ, Altman DG. Confidence intervals rather than P values: Estimation rather than hypothesis testing. BMJ 1986; 292(6522): 746-50.
9
Davies HTO, Crombie IK. What are confidence intervals and p-values? London: Hayward Medical Communications; 2009.
10
Altman DG. Why we need confidence intervals. World Journal of Surgery 2005; 29(5): 554-6.
11
Drezner Z, Turel O, Zerom D. A modified Kolmogorov-Smirnov test for normality. Munich Personal RePEc Archive; 2008.
12
Chan YH. Biostatistics 102: Quantitative data–parametric & non-parametric tests. Singapore Medical Journal 2003; 44(6): 280-5.
13
Sun GW, Shook TL, Kay GL. Inappropriate use of bivariable analysis to screen risk factors for use in multivariable analysis. J Clin Epidemiol 1996; 49(8): 907-16.
14
Motulsky HJ. Prism 4 statistics guide: Statistical analyses for laboratory and clinical researchers. San Diego; GraphPad Software Inc: 2003.
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Bland JM, Altman DG. Statistical methods for assessing agreement between two methods of clinical measurement. Lancet 1986; 307-10.
16
Chan YH. Biostatistics 104: correlational analysis. Singapore Med J 2003; 44(12): 614-9.
17
ORIGINAL_ARTICLE
Comparison of Restoration Types Requirements in Dentistry Curriculum with the Practiced Restorations by Dentistry Students of Mashhad Dental School during 2007 2008
Background & Objective: Theoretical and clinical teachings in dentistry are not always according to the dentistry curriculum requirements but they serve as the basis upon which Dentistry graduates start their own practice The aim of this study was to find the resemblance between dentistry curriculum requirements with clinical experiences in restorative clinics of Mashhad Dental School in the two academic years of 2007 & 2008 Methods: Recorded data related to the teachings devoted to posterior Amalgam and Composite restorations were gathered from the archive of Restorative Department of Mashhad Dental School Teaching volume was determined by considering the number of lecturers and sessions of preclinical exercises in the operative simulation laboratory during the General Dentistry program Data available for direct posterior restorations placed by fourth fifth and sixth year students were gathered from the students report papers The collected data were coded and categorized according to the surface number of posterior amalgam fillings (AFS1 AFS2 AFS3) and posterior composite fillings (CFS1 CFS2 CFS3) These finding were placed on spreadsheets of Excel program and the related bar graphs were constructed for comparison of the devoted teaching volume and practice with the Dentistry curriculum requirements and the number of posterior amalgam and composite restorations Results: Theoretical and practical teachings of amalgam and composite restorations have been in favor of amalgam with the ratio of 2 to 1 Clinically practiced posterior composite restorations were 3 times more than the curriculum requirement For the placement of three surface posterior restorations amalgam favored over composite Conclusion: Shift to the placement of posterior composite restorations needs to be addressed within dentistry curriculum so the newly graduated dentists are prepared to place composite restorations properly
https://sdme.kmu.ac.ir/article_90200_40b8190eb6844cab58b09158611a88dc.pdf
2011-07-01
14
21
Dentistry Curriculum
Educational Restoration
Operated Restoration
Horieh
Moosavi
moosavih@mums.ac.ir
1
Specialist in operactive Dentistry, M.Sc in Medical Education, Assistant Professor of Operative Dentistry Dep., Dental Materials Research Center, Dentistry School, Mashhad university of Medical Sciences, Iran
LEAD_AUTHOR
Fatemeh
Maleknejad
2
Specialist in operactive Dentistry, Associate Professor of Operative Dentistry Dpt., Dental Materials Research Center, Dentistry School, Mashhad university of Medical Sciences, Iran
AUTHOR
Ahmad
Shariati
3
Dentist, Mashhad, Iran
AUTHOR
1. Allen DL, Caffesse RG, Bornerand M, Frame JW, Heyboer A. Participatory continuing dental education. Int Dent J 1994; 44(5): 511-9.
1
2. Mjor LA, Moorhead J. Selection of restorative materials, reasons for replacement and longevity of restorations in Florida. J Am Coll Dent 1998; 65(3): 27-33.
2
3. Mjor IA, Wilson NH. Teaching class I and class II direct composite restorations: Results of a survey of dental schools. J Am Dent Assoc 1998: 129(10): 1415-21.
3
4. Christensen GJ. Acceptability of alternatives for conservative restoration in posterior teeth. J Esthe Dent 1995; 7(5): 228-32
4
5. Mjor LA, Shen C, Eliasson ST, Richter S. Placement and replacement of restorations in general dental practice in Iceland. Oper Dent 2002; 27(2): 117-23.
5
6. Mjor LA. Long-term cost of restorative therapy using different materials Scandinavian. Scand J Dent Res 1992; 100(1): 60-5.
6
7. Mjor LA. The reasons for replacement and age of failed restorations. Acta Odontol Scand 1977; 55(1): 58-63.
7
8. Pallesen U, Qvist V. Composite resin fillings and inlays. An 11-year evaluation. Clin Oral Investig 2003; 7(2): 71-9.
8
9. Van Dejken JWV. Direct composite inlays /onlays: An 11-year follow–up. J Dent 2000; 28(5): 299-306.
9
10. Wilson NH, Mjor LA. The teaching of class I and class II direct composite restorations in European dental schools. J Dent 2000; 28(1): 15-21.
10
11. Lynch CD, McConnell RJ, Wilson NH. Trend in the placement of posterior composites in dental schools. J dent Educ 2007; 71(3): 430-4.
11
12. Lynch CD, McConnell RJ, Wilson NH. Challenges to teaching posterior composites in
12
the United Kingdom and Ireland. Br Dent J 200; 201(12): 747-50.
13
13. [Curriculum of dentistry education]. Available from: URL: http:// gpde. behdasht. gov.ir/ uploads/ 174_ 293_ moshakhasat_DoctorOmoomi.pdf. [In Persian]
14
14. Lynch CD, McConnell RJ, Wilson NH. Teaching the placement of posterior resin-based composite restorations in U.S dental schools. J Am Dent Assoc 2006; 137(7): 619-25.
15
15. Mjor LA, Dahl JE, Moorhead JE. Age of restorations at replacement in permanent teeth in general dental practice. Acta Odontol Scand 2000; 58(8): 97-101.
16
16. De Moor R, Delmé K. Black or white--Which choice for the molars? Part 2. Which does one choose for the restoration of posterior teeth: amalgam or composite? Rev Belge Med Dent 2008; 63(4): 135-46.
17
17. Jokstad A, Mjor LA, Qvist V. The age of restorations in situ. Acta Odontol Scand 1994; 52(4): 234-42.
18
18. Herrin HK, Harrison JL, Von Der Lehr W. The status of posterior composites in the dental curriculum. J Dent Educ 1987; 51(5): 252-3.
19
19. McComb D. Class I and Class II silver amalgam and resin composite posterior restorations: Teaching approaches in Canadian faculties of dentistry. J Can Dent Assoc 2005; 71(6): 405-6.
20
20. Lynch CD, McConnell RJ, Wilson NH. Teaching of posterior composite resin restorations in undergraduate dental schools in Ireland and the United Kingdom. Eur J Dent Educ 2006; 10(1): 38-43.
21
21. Lynch CD, Shortall AC, Stewardson D, Tomson PL, Burke FJ. Teaching posterior composite resin restorations in the United Kingdom and Ireland: Consensus views of teachers. Br Dent J 2007; 203(4): 183-7.
22
22. Ottenga ME, Mjor I. Amalgam and composite posterior restorations: Curriculum versus practice in operative dentistry at a US dental school. Oper Dent 2007; 32(5): 524-8.
23
ORIGINAL_ARTICLE
Enhancing Critical Thinking in Virtual Medical Education Program: A Qualitative Study of Faculty Members and Students Experiences
Background & Objective: As enrollment in virtual online courses continues to grow one of the stakeholders concerns is the enhancement of critical thinking in students This study was performed in order to answer this core question: what are the barriers and facilitating factors of critical thinking in virtual environment? Methods: This qualitative study is part of a mixed qualitative and quantitative study performed for developing the process of teaching critical thinking in virtual medical education program in which 7 eteachers and 11 postgraduate estudents (out of a total of 12 students) of virtual medical education discipline were investigated Data were gathered using a semistructured questionnaire All interviews were taperecorded transcribed and then analyzed using Strauss and Corbins constant comparative method Results: Participants had a variety of experiences about critical thinking improvement that were conceptualized in three major themes of: belief system including personal beliefs and aspects that are considered as constant during a short time period educational management including factors that can be manipulated by the educational leaders and critical thinking in virtual environment including motivating and limiting factors of critical thinking Conclusion: The results of this study highlight the barriers and facilitating factors of enhancing critical thinking in virtual environment Teachers educational planners and leaders can use the results of this study in order to improve their virtual programs and students critical thinking
https://sdme.kmu.ac.ir/article_90201_2a17782e7761380f821a14ab7ceca9f5.pdf
2011-07-01
22
32
Critical thinking
medical education
Virtual education
Qualitative study
Mitra
Gharib
gharibmi@sina.tums.ac.ir
1
M.Sc. in Medical Education, Librarianship & Medical Informatics dept., Paramedical School, Tehran Medical sciences University, Iran
LEAD_AUTHOR
Mohammad Reza
Sarmadi
2
Ph.D. in Teaching Philosophy, Associate professor of Education Dept., Humanistic School Payam-e-Noor University, Iran
AUTHOR
Issa
Ebrahimzadeh
3
Ph.D. in Distance learning Manegment, Associate professor of Education Dept., Humanistic School Payam-e-Noor University, Iran
AUTHOR
Hossein
Zare
4
Ph.D. in Psychology, Associate Professor of Psychology Dept., Humanistic School Payam-e-Noor University, Iran
AUTHOR
Amir Hossein
Emami
5
Subspecialist in Oncology, Associate Professor of Internal Medicine Dept., Medical School, Tehran University of Medical sciences, Iran.
AUTHOR
Atoosa
Gharib
6
Subspecialist in Pathology, Assistant Professor of Pathology Dept., Medical School, Tehran University of Medical sciences, Iran.
AUTHOR
Palloff RM, Pratt K. The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass; 2003.
1
Rosenberg, MJ. Beyond E-Learning: Approaches and Technologies. San Francisco: Pfeiffer; 2006.
2
Horton W. E-Learning by Design. San Francisco: Pfeiffer; 2006.
3
Garrison DR, Anderson T. E-Learning in the 21st Century. London: Rutledge Flamer; 2004.
4
World Federation for Medical Education (WFME). Basic Medical Education, WFME Global standards for quality improvement. World Conference, the Federation urges the medical education. Denmark: University of Copenhagen; 2003.
5
Abd Hagh Z. [Comparison of critical thinking between freshmen and senior postgraduate and undergraduate students of midwifery]. [Dissertation]. Tehran: Tehran University of Medical Sciences; 2004. [In Persian]
6
Bahmanp Pour K. [The effects of PBL in critical thinking skills, critical thinking disposition and attitude of undergraduate students of nursing]. [Dissertation]. Tehran: Tehran University of Medical Sciences; 2003. [In Persian]
7
Hosseini SA, Bahrami M. [Comparison of critical thinking between freshmen and senior B.S. students]. IJME 2002; 6(2): 21-5. [In Persian]
8
Gharib M. [The relationship of critical thinking skills and critical thinking dispositions of postgraduate students]. [Dissertation]. Tehran: Iran University of Medical Sciences; 2007. [In Persian]
9
Gharib M, Rabieian M, Salsali M, Hadjizadeh E, Sabouri Kashani A, Khalkhali H. [Critical thinking skills and critical thinking dispositions in freshmen and senior students of Health Care Management]. IJME 2009; 9(2): 125-35. [In Persian]
10
Jin G, Bierma TJ, Broadbear J. Critical thinking among environmental health undergraduates and implications for the profession. J Environ Health 2004; 64 (3):15-21.
11
Profetto-McGrath J. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. J Adv Nurs 2003; 43(6): 569-77.
12
Miller DL. Longitudinal assessment of critical thinking in pharmacy students. Am J Pharma Educ 2003; 67 (4): 890-7
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Tiwari A, Avery A, Lai P. Critical thinking disposition of Hong Kong Chinese and Australian nursing students. J Adv Nurs 2003; 44(3): 298-307.
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Zettergren KK, Beckett R. Changes in critical thinking scores: An examination of one group of physical therapist students. J Physical Therapy Educ 2004; 18(2): 73-80
15
Hassan Pour M, Haghdoost SF, Salsali M. [The threats of critical thinking development in nursing education]. Proceeding of 9th National Congress on Medical Education. Journal of Shaheed Sadoughi University of Medical Science 2008; 15(5): 246. [In Persian]
16
Hassan Pour M. [Critical Thinking process in nursing education]. [Dissertation]. Tehran: Iran University of Medical Sciences; 2008. [In Persian]
17
Myrick F, Yonge O. Enhancing critical thinking in the preceptorship experience in nursing education. J Adv Nurs 2004; 45(4): 371-80.
18
Varga L. Exploring critical-care nurses’ perceptions about critical thinking. [Dissertation]. Ontario: Faculty of education, Brock University; 2007
19
Schiftler CC. Faculty Participation in Asynchronous learning networks: A case study of motivating and inhibiting factors. JALN 2000; 4(1): 15-21.
20
Guiller J, Durndell A, Ross A. Peer interaction and critical thinking: Face to face or online discussion? Learn Instruc 2008; 18(2): 187-200.
21
Richardson J, Ice P. Investigating students’ level of critical thinking across instructional strategies in online discussions. Internet High Educ 2010; 13(1-20): 52-9
22
De Leng BA, Dolmans DHJM, Jöbsis R, Muijtjens AMM, Van Der CPM. Exploration of an e-learning model to foster critical
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thinking on basic science concepts during work placement. Comput Educ 2009; 53(1): 1-13.
24
Basset C. Qualitative research in health care. London: Whurr Publishers; 2004
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Grebich C. Qualitative data analysis: An introduction. London: Sage publications; 2007.
26
Hansen EC. Successful qualitative health research: A practical introduction. Berkshire: Open University Press; 2006
27
Yamani N, Javad Liaghatdar M, Changiz T, Adibi P. [How do medical students learn professionalism during clinical education? A qualitative study of faculty Members' and Interns’ experiences]. IJME 2010; 9(4): 382-95. [In Persian]
28
Wilmot A. Designing sampling strategies for qualitative social research: With particular reference to the office for national statistics’ qualitative respondent register. London: Office for national statistics, published papers and reports; 2005.
29
Hooman HA. [Handbook of qualitative research]. Tehran: SAMT; 2007. [In Persian]
30
Wood KJ. Critical Thinking: Cases in respiratory care. Philadelphia: F.A.Davis Company; 1998.
31
Hergenhan BR, Olson MH. Seif AA (Translator). [An Introduction to Theories of Learning].. Tehran: Dowran; 2004. [In Persian]
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Meyers C. Abili Kh (Translator). [Teaching Students to Think Critically]. Tehran: SAMT; 2007. [In Persian]
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Jarvis P. Sarmad GA (Translator). [Adult and Continuing Education]. Tehran: SAMT; 2002. [In Persian]
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Paul R. Critical Thinking in Every Domain of Knowledge and belief. Available from: URL: http:// www.criticalthinking.org / page. cfm?PageID=698&CategoryID=68
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GardnerJ. Belief System. Available from: URL: http:// www. Cognitive behavior. com/ theory/ beliefsystems. Html
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Brewer EW, DeJonge JO, Stout VJ. Mashayekh F, Bazargan A (Translators). [Moving to online; Making the transition from traditional instruction and communication strategies]. Tehran: Agah Publishing; 2004. [In Persian]
37
ORIGINAL_ARTICLE
Contributing Factors to the Attitudes Toward Using Informationand Communication Technology(ICT)Among Students of Shiraz University of Medical Sciences School of Management
Background & Objective: The main audience of information technology is human resources and in the case of lack of positive attitude toward information technology the desired results can not be achieved The main purpose of this study was to evaluate factors related to the attitudes toward the use of ICT among the students of Shiraz University of Medical Sciences School of Management Methods: The present c orrelation study was performed on the students of School of Management Shiraz University of Medical Sciences Data collection instrument was a standard questionnaire and data were analyzed by path analysis and Lisrel software Results: Variables of c omputer selfefficacy (023) perceived ease of using technology (037) and perceived usefulness of technology (028) had significant direct relationship with attitude toward use of ICT Computer experience (014) computer selfefficacy (020) and perceived ease of using technology (018) showed significant direct effect on perceived usefulness of technology It is also observed that computer experience (027) and computer selfefficacy (018) have significant direct effect on perceived ease of using technology and finally variable of computer experience (029) showed significant direct effect on computer selfefficacy Conclusion: Among the studied variables perceived ease of using technology had the greatest impact on the attitude toward ICT use and also the model showed appropriate and acceptable fitness with data
https://sdme.kmu.ac.ir/article_90202_944362aa45130b6061cb935311ec5651.pdf
2011-07-01
33
40
Attitude
Experience
Information Technology
Alireza
Mooghali
1
Ph.D. in Human Resources Management, Associate Professor of Human Resources Management Dep., Humahistic School, Paya-e- Noor University, Shiraz, Iran
AUTHOR
Saeed
Talebi
saeidtalebi89@yahoo.com
2
Ph D. Student of Distance Learning, Instructor of Education Dep., Humahistic School, Paya-e- Noor University, Shiraz, Iran Iran
LEAD_AUTHOR
Mohamad Hassan
Seif
3
Ph D. Student of Distance Learning, Instructor of Education Dep., Humahistic School, Paya-e- Noor University, Shiraz, Iran Iran
AUTHOR
Articles from Medical Doctors without Borders website. [Serial on line] 2010. Available From: URL: http://www.pezeshk.us/?p=12942.
1
Sobhani Z. ICT in Medical Education. Available from: URL: http:// www. Pezeshkan. org/?p= 20394. [In Persian]
2
Baylor AL, Ritchie D. What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Educ 2002; 39(4): 395-414.
3
Morris MG, Dillon A. How user perceptions influence software use. IEEE Software 1997; 58-64.
4
Venkatesh V, Davis FD. A model of antecedents of perceived ease of use development and test. Decision Science 1996; 27(3): 451-81.
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Venkatesh V. Determinants of perceived ease of use: Integrating control, intrinsic motivation and emotion in to the technology acceptance model. Info Sys Res 2000; 11(4): 340-65.
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Dishaw MT, Strong DM, Bandy DB. Extending the task-technology fit model with self-efficacy constructs. Human-Computer Interaction Studies in MIS 2002: 143.
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Lee YK. Factors affecting leaner behavioral intentions to adopt web based learning technology in adult and higher education. [Doctoral Dissertation Research]. University of South Dakota; 2001.
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Seyed Javadin R, Yazdani Sh.[ Factors that influence customers to use internet banking services]. Journal of Knowledge Management 2001: 45-61. [In Persian]
9
ght of technology acceptance model: A Student prospective. [Doctoral Dissertation]. University of Central Florida; 2003.
10
Chang R. An empirical study of attitude toward web-assisted instruction: Individual difference (Web skills, self-efficacy). A Dissertation Submitted to the Faculty of Mississippi State University; 2003.
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Taylor S, Todd PA. Assessing IT usage: The role of prior experience. MIS Quarterly1995; 19: 561-70.
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Afari-Kumah E, Achampong AK. Modeling computer usage intentions of tertiary students in a developing country through the technology acceptance model. International Journal of Education and Development using Information and Communication Technology (IJEDICT) 2010; 6(1): 10.
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Baker-Eveleth L, Stone RW. Expectancy theory and behavioral intentions to use computer applications. Interdisciplinary Journal of Information, Knowledge and Management 2008; 3.
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MC-Farland D. The particularization of computer efficacy and its influences on technology acceptance model: A field study. A Thesis Proposal Submitted to Faculty of Dermal University; 1999. Available in: www.portal.acm.org.
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Olomi T, Shykhshoaei F. [Factors affecting acceptance of library and information technology by state universities and technical college in Tehran]. Journal of Library and Information Science 2007; 10(3): 9-34. [In Persian]
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Movahedi M, Abbasi M. Introduced, evaluated and improved technology acceptance model (TAM) of the conditions. First International Management Conference 2003; 1-12. [In Persian]
17
Totolo A, Burnet K. Information technology adoption by principals in Botswana Secondary Schools. [Doctoral Dissertation Research]. Florida State University; 2007.
18
Reid M. Integrating trust and computer self-efficacy into the technology acceptance model: Their impact on customers’ use of banking information systems in Jamaica. [Doctoral Dissertation Research]. Nova Southeastern University; 2008.
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Pan C. System use of WebCT in the light of the technology acceptance model: A student perspective. [Unpublished doctoral dissertation]. University of Central Florida; 2003.
20
Sen S. The effect of technology acceptance on postsecondary African-American students’ achievement in mathematics: A path analytic inquiry. [Doctoral Dissertation Research]. University of Central Florida; 2005.
21
Wolters CA, Daugherty SG. Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. J Educ Psychol 2007; 99(1): 181-93.
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Gefen D, Straub D. The relative importance of perceived ease of use in IS adoption. JAIS 2000; 1: 8.
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Affect Information technology adaptation by teacher. [Dissertation]. Nebraska: Faculty University; 2004.
24
Kerlinger F. Fundamentals of research in behavioral sciences. Pasha Sharifi H, Najafi Zand J (Translator). Tehran: Avaye Noor; 2003. [In Persian].
25
ORIGINAL_ARTICLE
The Relationship Between Academic Achievement And Students General Health And Coping Styles: A Study on Nursing Midwifery And Health Students of Islamic Azad University – Kerman Branch
Background & Objective: The development of each community is highly dependent on its educated individuals Therefore recognition of factors influencing academic achievement of students and attention to these factors are essential for success T he aim of the present study was to determine the relationship between academic achievement and two factors of general health and coping styles among undergraduate students Methods: In this descriptive crosssectional study 302 Nursing Midwifery and Health students of Kerman Azad University were studied Grade point average was considered as an indicator of academic achievement and all participants were asked to complete Goldberg general health questionnaire (GHQ28) and Endler ;Parker questionnaire of coping inventory for stressful situation (CISS) Results: The Most Frequent average total score was 141699 (out of 20) In 633% of students total score of General Health was not in the normal range Students used taskoriented coping style more frequently than other styles (% 49)There was a significant negative relationship between academic achievement and two studied factors of general health and emotionoriented coping style Conclusion: Since general health and copying style can have significant effects on students academic achievement the presence of active counseling centers in universities for improving general health level of students and teaching effective copying styles is highly necessary
https://sdme.kmu.ac.ir/article_90203_82c08b9e56514d47306ab43476218a39.pdf
2011-07-01
41
48
Academic achievement
General health
Copying style
Students
Maryam
Zeighami
zeighami.m@gmail.com
1
M.Sc. in Nursing, Instructor of Internal-surgical Dep., Nursing & Midwifery School, ,Islamic University, Kerman, Iran
LEAD_AUTHOR
Narjes
Pour Bahaadini Zarandi
2
M.Sc. in Nursing, Instructor of Internal-surgical Dep., Nursing & Midwifery School, ,Islamic University, Kerman, Iran
AUTHOR
Jones MC, Johnston DW. Distress, stress and coping in first year student nurses. J Adv Nurse1997; 26(3): 475-82.
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Long BC, Phipps WJ, Cassmeyer VL. Medical surgical nursing: A nursing process approach. St Louis: Mosby co; 1993.
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Penley JA, Tomaka J. Associations among the big five emotional responses and coping with acute stress. Personality and Individual Differences 2002; 32(7):1215-28.
4
Barbara SR, Irwin SG. [Abnormal psychology]. Najarian B, Asghari Moghadam MA, Dehghani M. (Translator). Tehran: Roshd Pub; 2008. [ In Persian]
5
Endler ND, Parker JD. Multidimensional assessment of coping: A critical evaluation. J Pers Soc Psychol 1990; 54(5): 466-75.
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Gonzales NA, Tein JY, Sandler IN, Friedman RJ. On the limits of coping: Interaction between Stress and coping for inner city adolescents. Journal of Adolescents Research 2001; 16: 372-96.
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Goldberg DP, Hillier VF. A scaled version of general health questionnaire. Psychol Med 1979; 9: 131-45.
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Noorbala AA, Bagheri Yazdi SA, Mohammad K. [The validation of general health questionnaire- 28 as a psychiatric screening tool]. Hakim Research Journal 2009; 11(4): 47-53. [ In Persian]
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Taghavi SMR. [Validity and Reliability of the General Health Questionnaire (GHQ)]. J Psychol 2002; 5(4): 80-9. [In Persian]
12
Shokri O, Taghilou S, Geravand F, Paeizi M, Moulaei M, Abdelah Pour M, et al. [Factor structure and psychometric properties of the Farsi version of the coping inventory for stressful situations (CISS)]. Advances in Cognitive Science 2008; 10(3(39)): 22-33. [ In Persian]
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Jahani Hashemi H, Noroozi K. [Mental health in student in Qazvin University of Medical Sciences]. Payesh 2004; 3(2):145-52.[ In Persian]
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Behrouzian F, Neamat Pour S. [Stressors coping strategies and their relation with general health of first year students of Ahvaz University of Medical Sciences in 2005]. Ahvaz University Scientific Medical Journal 2007; 6(3): 283-91. [In Persian]
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Ahmadi Z, Sahbaei F, Mohammad Zade SH, Mahmoodi M. [Surveying health status in nursing students and non-nursing students Islamic Azad University – Branch of Shahrood and Comparison they with others]. Islamic Azad University Medical Science Journal 2007; 17(2):107-11. [ In Persian]
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Morrison JM, Moffat KJ. More on medical students stress. Med Edu 2001; 35: 617-8.
17
Shokri O, Farzad Vali E, Moradi AR, Sangari AA, Ghanaie Z, Rezaie A. [The role of personality traits and coping styles on university students' mental health: Introducing causal models]. Advances in Cognitive Science 2005; 7(1): 28-38. [ In Persian]
18
Jafar Nejad P, Farzad VA, Moradi AR, Shokri O. [A study of the relationship between the big five factors of personality, coping styles and mental health in undergraduate students]. Journal of Psychology and Education 2005; 35(1): 51-74. [ In Persian]
19
Rafati F, Shafiei N, Sharifi F, Ahmadi J. [The effect of psychological status of students on their academic progress]. Journal of Shahid Sadoughi University of Medical Sciences & Health Services 2003; 11(3): 80-6. [ In Persian]
20
Haddadi Koohsar AA, Roshan R, Asghar Nejad Farid AA. [A comparative study of the relationship emotional intelligence with mental health and academic achievement in Shahed and Non-Shahed Students in University of Tehran]. Journal of Psychology & Education 2007; 37(1): 73-97. [ In Persian]
21
Shokri O, Kadivar P, Daneshvarpour Z. [The role of coping styles in academic stress and academic achievement]. Journal of Iranian Psychologists 2007; 3(11): 249-57. [ In Persian]
22
Nurmi JE, Aunola K, Salmela-Aro K, Lindroos M. The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates. Contemporary Educational Psychology 2003; 289(10): 59-90.
23
Khayer M, Seyf D. [Study of the relationship between coping with stress skills and academic achievement of undergraduate students in relation to some demographic factors]. Daneshvar Raftar 2004; 11(4): 25-34. [ In Persian]
24
ORIGINAL_ARTICLE
The Experience of Students in Medical Sciences In Their Studies Abroad In Recent Years
Background and Objective: Scholarship is of such a great importance that even the developed countries pay special attention to it while in developing countries it has been left unattended and there is no appropriate management to benefit from the its advantages For this scholarship has to be considered more seriously in the planning system of the country in order to achieve the highest yield beside all expenses Methods: Using registered documents as one of the best information sources 366 students awarded scholarship between19972003 were enrolled into the study Students personal information at the time of going abroad scholarship granted university local university and students major and duration of study were considered as useful information and excluded carefully from electronic and paper documents under the cooperation of the scholarship office of Ministry of Health and Medical Education Results: Most of the students were studying in European countries (697%) and Australian and Oceania universities (126%) The average duration of study was (±046) 407 years for PhD and (± 054)512 years for clinical specialty candidates showing a significant difference between the two groups (P‹ 0001) However the noticeable point is that nonreturning rate has been more than average for students who have received scholarship from those universities and also the ministry while scholarship holders from level three universities were successful in science generating Conclusion: The highest number of awarded scholarships belonged to the large universities in the country and based on the available information it is difficult to judge whether scholarship awarding has been distributed fairly among universities or not
https://sdme.kmu.ac.ir/article_90204_522b4969b99189f64e6e919f40c0260a.pdf
2011-07-01
49
57
Scholarship
Degree statue
Medical sciences
Ali Akbar
Haghdoost
ahagdoost@kmu.ac.ir
1
Ph.D. in Epidemiology and Biostatics, Associate Professor of Epidemiology and Stutistics Dept., Modeling in Health Research Center, Health School, Kerman university of medical sciences, Kerman, Iran.
AUTHOR
Mahmood Reza
Dehghani
m.dehghani436@gmail.com
2
General Practitioner, Medical Education Development Center, Kerman university of medical sciences, Kerman, Iran
LEAD_AUTHOR
Seyed Amin
Ayatollahimousavi
3
Ph.D. in mycology, Associate Professor of Parasitology & Mycology Dept., Kerman medical sciences, Kerman, Iran
AUTHOR
Yasaman
Nafisi
4
General Practitioner, Expert Scholarship office, Ministry of Health & Medical Education, Tehran, Iran
AUTHOR
Elham
Pourkhandani
5
Medical Student, Medicine School, Kerman medical sciences, Kerman, Iran
AUTHOR
Pardis
Sasani
6
Medical Student, Medicine School, Kerman medical sciences, Kerman, Iran
AUTHOR
Azam
Bazrafshan
bazrafshan.a.83@gmail.com
7
AUTHOR
Ali
Pourkhandani
8
Medical Student, Medicine School, Kerman medical sciences, Kerman, Iran
AUTHOR
Elham
Talebian
9
AUTHOR
Rahele
Zareshahi
10
AUTHOR
Haghdoost AA. Durations of studies of Iranian PhD students graduated from UK and Ireland Universities between 1995 and 2001. SDME 2006; (2) 1: 1-9. [In Persian]
1
Fazeli NA, Shams N. Report of lost chains in relationship and exchanges system in international scientific domain between Iran and west. London: Iranian Scientific Agency in Britain; 2003
2
Haghdoost, A.A. Qualitative Study of Ph.D. Student Scholarship System in Developing and Developed Countries. Strides in Development of Medical Education, 2005. 1(2): 73-84 [In Persian].
3
Malekzadeh, R., Mokri, A., and Azarmina, P. Medical science and research in Iran. Arch Iran Med, 2001. 4: 27-39.
4
Haghdoost AA. Report of evaluation of Iranian overseas students about educational length and salary in Britain compared with non-Iranian students. London: Iranian Scientific Agency in Britain; 2005.
5
Madani S. Overseas students, evaluation of six-month educational period PhD in England and students’ point of view about this period. Teb-o-Tazkieh 2001; (41): 96. [In Persian]
6
Room, G.; “Globalization, Social Policy and International Standard-setting: the Case of Higher Education Credentials”; International Journal of Social Welfare. 2000; 9(2):103
7
Joseph, F. F. & R. E. Stren; “Language Skills and Adaptation: A Study of Foreign Students in a Canadian University”; Curriculum Inquiry. 1989; 19(3): 293-308
8
Jochems, W. J. Snippe, H. J. Smid & A. Verweij; “The Academic Progress of Foreign Students: Study Achievement and Study Behaviour”; Higher Education (Historical Archive). 1996 ; 31 (3): 325-340.
9
Hellsten, M. & A. Prescott; Learning at University: The International Student Experience”; International Education Journal, 2004; 5(3): 344-351
10
Haghdoost AA, Pourkhandani A, Afzalan F. Evaluation of effective factors on educational length in Iranian overseas students in Britain. Research and Programming in Higher Education 2006; 42: 107-25. [In Persian].
11
Abadi A, Aazam K. Grouping of medical universities and schools according to cluster analysis and comparing with existing grouping. Hakim Research J 2000; 4: 246 – 253. [In Persian].
12
Cicarelli, A.. IELTS issues for UniSA. Unpublished paper for Senior Management Group, University of South Australia, 2001, Adelaide.
13
ORIGINAL_ARTICLE
The Attitudes of Faculty Members of Ahwaz Jondishapour University of Medical Sciences toward Student Advising and Counseling
Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive crosssectional study the attitudes of 114 faculty members toward students counseling were investigated using a 34item questionnaire applying 5point Likert scale The validity and reliability of the questionnaire had been confirmed through a pilot study Data were analyzed through SPSS software using mean and chi square test Results: Fifty seven percent of the faculty members participated in the study was females with teaching experience of 1485±88 years Faculty members asserted that they are interested in students counseling (mean score: 412 out of 5) but have moderate knowledge about the advisory task (mean: 361) Mean total score of the present statues of students counseling in the university was 338±056 and that of the ideal situation was 405±038 (p=0001) Conclusion: It is concluded that faculties have a positive attitude toward the importance and necessity of student counseling but believe that the implementation of this process is not properly monitored and supported in AJUMS Support of advisory teachers and more attention to their statues can be very beneficial in the process of students counseling
https://sdme.kmu.ac.ir/article_90205_12a2582c29a1a5cee65ab75f2d63335b.pdf
2011-07-01
58
66
Advising and counseling
Faculty
Viewpoints
university
Pourandokht
Asadollahi
1
M.Sc. in English, Instructor of General teaching Dept., Jundishapure University of Medical Sciences, Ahwaz, Iran.
AUTHOR
Abdolhussein
Shakurnia
shakurnia@yahoo.com
2
M.Sc. in Immunology, Instructor of Immunology Dept., Medical School, Jundishapure University of Medical Sciences, Ahwaz, Iran.
LEAD_AUTHOR
Hossein
Elhampour
3
M.Sc. in Education, Instructor of Education Dept, Psychology School, Shahid Chamran University, Ahwaz, Iran.
AUTHOR
Pasha Sharifi H, Hosseini SM. [The principles of counseling and supervision]. Tehran: Roshd Publication; 1989. [In Persian]
1
Shafi Abadi A. [An introductory to concepts and application of counselling]. 2nd ed. Tehran: Payame-Noor; 2002. [In Persian]
2
Rabiei M, Salehi Najfabadi R, Siadat SA. [Study of counseling and supervision needs of the students of Share-kord Islamic Azad University]. Counseling Research & Developments 2007; 6(22): 89-106. [In Persian]
3
Job description, the assignment of duties and responsibilities of the tutors. Seminar of the educational assistants of the country universities of medical sciences. Mashhad: University of Medical Sciences; 1999: 24. [In Persian]
4
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): 64-56. [In Persian]
5
Adhami A, Nouhi E, Mohamm Adalizadeh S, Jalili Z, Fattahi Z. [Faculty members’ attitude toward academic advising and counselling and their viewpoints about counselling duties]. IJME 2008; 8(1): 7-13. [In Persian]
6
Sirous S, Sabri M. Neamatbakhsh M, Ashourian V, Adhamian P. [Survey on student’s attitude of medical school in Isfahan Medical University toward counseling and guidance the process]. Teb Va Tazkiyeh Special Issue, 11th Iran National Congress on Medical Education. Tehran; Iran University of medical science; 2010: 255. [In Persian]
7
Adhami A, Mohammad Alizadeh S. [Educational achievement in medical students entered university between 1995 and 2003, Kerman University of Medical Sciences]. SDME 2008; 2(5): 94-101. [In Persian]
8
Wall D, Mcaleer S. Teaching the consultant teachers: Identifying the core content. J Med Educ 2000; 34(2): 131-8.
9
Sirous S, Sabri M. Neamatbakhsh M, Ashourian V, Adhamian P. [Survey on faculty’s attitude of medical School in Isfahan Medical University toward counseling and guidance the process]. Teb Va Tazkiyeh Special Issue, 11th Iran National Congress on Medical Education 2010; Tehran; Iran University of medical science; 2010: 309. [In Persian]
10
Krejcie RV, Morgan DW. Determining Sample Size for Research Activities, Educational and Psychological Measurement. Available From: URL: http://alimir20.persianblog.ir/post/22.
11
Shaahi S, Elhampour H. [Survey on students, Teachers and academic staff’s on supervisor’ performance in undergraduate in Shahid Chamran University]. Report of research project, Educational & Psychology Faculty, Ahvaz, Shahid Chamran University; 2008. [In Persian]
12
Hazavei SMM, Emdadi SH. [The KAP studies of faculty members of the Hamadan University of Medical Sciences about academic advising programs in 1998]. Scientific Journal of Hamadan University of Medical Sciences & Health Services 200; (7): 36-4. [In Persian]
13
Alizadeh M, Gholipour Ch. [Academic advice, as a strong teacher role-existing challenges and proposed solutions]. 10th National Congress on Medical Education. Shiraz: University of Medical Science; 2009: 173. [In Persian]
14
Salem Saafi R, Mikaeli P, Mousavi S. [Advisor performance on solution findings from student’s point of view]. Teb Va Tazkiyeh Special Issue, 11th Iran National Congress on Medical Education. Tehran; Iran University of Medical Science; 2010: 308. [In Persian]
15
Giovazolias T, Leontopoulou S, Triliva S. Assessment of Greek University Students’ Counselling needs and attitudes: An exploratory study. Int J Adv Counselling 2010; 32(2): 101-16.
16
Brear PD, Dorrian J. Does professional suitability matter? A national survey of australian counselling educators in undergraduate and post-graduate training programs. Int J Adv Counselling 2010; 32(1): 1-13.
17
Bektas DY. Counselling international students in Turkish University: Current status and recommendations. Int J Adv Counselling 2008; 30(4): 268-78.
18
Galehdar N, Birjandi M. [Survey on satisfaction of students of academic counselling in Lorestan University of Medical Sciences]. Yafteh 2009; 4(11): 53-9. [In Persian]
19
Atik G, Yalcin I. Counseling needs of educational sciences students at the Ankara University. Procedia Social and Behavioral Sciences 2010; 2(2): 1520-26.
20
ORIGINAL_ARTICLE
Nursing Students Perception of Barriers of Acquiring Professional Ethics: A Qualitative Research
Background & Objective: Ethical competency in nursing means performing nursing cares based on bioethics This type of competency is an important factor in improving the quality of nursing cares Realizing the obstacles of acquiring ethical qualification by nursing students is one of the basic necessities towards nursing education development The development of ethical competency is one of the most important strategies which can help in improving nursing students capabilities and professional development This study aimed to identify the barriers to acquiring ethical qualification by nursing students through content analysis of their experiences Methods: A qualitative study was conducted using a content analysis approach Convenience sampling was employed to select 25 nursing students studying in nursing schools of Tehran public universities Tehran Iran Data were collected through semistructured interviews which were tape recorded and transcribed verbatim Data were analyzed using descriptive content analysis approach according to Graneheim and Lundman method Results: Eight themes emerged from data analyses including lack of motivation and interest of the students in their profession insufficient selfawareness the shortage of expert nursing instructors in ethics science inadequacy of curriculum inappropriate ethical teaching methods problems in evaluation of ethical characteristics poor interpersonal relationships and constraints in clinical setting Conclusion: It seems that in developing nursing students ethical competency both contexts and individuals have a role Therefore barriers of ethical competency should be sought in various aspects The present study provides special classification of obstacles that because of growing from a unique study context can be helpful in planning for the development of professional nursing ethics in education and clinical services Also the findings of this study can provide a base for further researches on this subject
https://sdme.kmu.ac.ir/article_90206_395be72607e86e59bcd11eaca2990f62.pdf
2011-07-01
67
80
Professional ethics
Nursing students
barrier
Fariba
Borhani
1
Ph.D. in Nursing, Graduated of Tarbiat Modarres University, Instructor of Nursing Dept., Nursing & Midwifery School, Kerman University of Medical Sciences, Iran.
AUTHOR
Fatemah
Alhani
alhani_f@modares.ac.ir
2
Ph.D. in Nursing, Associate Professor of Nursing Dept., Tarbiat Modarres University, Tehran, Iran.
LEAD_AUTHOR
Eisa
Mohammadi
3
Ph.D. in Nursing, Associate Professor of Nursing Dept., Tarbiat Modarres University, Tehran, Iran.
AUTHOR
Abbas
Abbaszadeh
4
Ph.D. in Nursing, Associate Professor of Nursing Dept., Nursing & Midwifery School, Kerman University of Medical Sciences, Iran.
AUTHOR
Memarian Salsali M, Vanaki Z, Ahmadi F, Hajizadeh E. Professional ethics as an R, important factor in clinical competency in nursing. Nurs Ethics 2007; 14(2): 203-14.
1
Davis AJ, Tschudin V, De Raeve L. Essentials of teaching and learning in nursing ethics: Perspectives and methods. London: Churchill Livingstone; 2006.
2
Fry ST. Teaching ethics in nursing curricula, Traditional and contemporary models. Nurs Clin North Am 1989; 24(2): 485-97.
3
Dierckx de Casterle B, Grypdonck M, Cannaerts N, Steeman E. Empirical ethics in action: Lessons from two empirical studies in nursing ethics. Med Health Care Philos 2004; 7(1): 31-9.
4
Fitzgerald L, Van Hooft S. A socratic dialogue on the question 'what is love in nursing? Nurs Ethics 2000; 7(6): 481-91.
5
Bjork IT. What constitutes a nursing practical skill? West J Nurs Res 1999; 21(1): 51-63; discussion 64-70.
6
Dierckx de Casterle B, Grypdonck M, Vuylsteke-Wauters M, Janssen PJ. Nursing students' responses to ethical dilemmas in nursing practice. Nurs Ethics 1997; 4(1): 12-28.
7
Farrand P, McMullan M, Jowett R, Humphreys A. Implementing competency recommendations into pre-registration nursing curricula: Effects upon levels of confidence in clinical skills. Nurse Educ Today 2006; 26(2): 97-103.
8
Gaul AL. Ethics content in baccalaureate degree curricula, Clarifying the issues. Nurs Clin North Am 1989; 24(2): 475-83.
9
Peter E, Lunardi VL, Macfarlane A. Nursing resistance as ethical action: Literature review. J Adv Nurs 2004; 46(4): 403-16.
10
Kelly B. The professional values of English nursing undergraduates. J Adv Nurs 1991; 16(7): 867-72.
11
Cameron ME. Legal and ethical issues: Our best ethical and spiritual values. J Prof Nurs 2003; 19(3): 117-8.
12
MacIntosh J. Reworking professional nursing identity. West J Nurs Res 2003 ; 25(6): 725-41; discussion 42-5.
13
Woods M. Nursing ethics education: Are we really delivering the good(s)? Nurs Ethics 2005; 12(1): 5-18.
14
Gorgulu R, Dinc L. Ethics in Turkish nursing education programs. Nurs Ethics 2007; 14(6): 741.
15
Karagozoglu S. Nursing students’ level of autonomy: A study from Turkey. Nurs Educ Today 2009; 29(2): 176-87.
16
Suikkala A, Leino-Kilpi H. Nursing student-patient relationship: Experiences of students and patients. Nurs Educ Today 2005; 25(5): 344-54.
17
Ebrahimi H, Nikravesh M, Oskouie F, Ahmadi F. Stress: Major reaction of nurses to the context of ethical decision making. Tehran Universityof Medical Science Journal 2005; 14(54): 7-15.
18
Azimi Vahedian A, Alhani F. Educational challenges in ethical decision making in nursing. Journal of Medical Ethics History of Medicine 2008; 1(4): 21-30.
19
Doane GH. In the spirit of creativity: The learning and teaching of ethics in nursing. J Adv Nurs 2002; 39(6): 521-8.
20
Baxter LA. Content analysis. In: Montgomery BM, Duck S. Studying interpersonal interaction. New York: Guilford Press; 1991.
21
Sandelowski M. Sample size in qualitative research. Res Nurs Health 1995; 18(2): 179-83.
22
Polit DF, Beck CT. Essentials of nursing research : Methods, appraisal, and utilization. 6th ed. Philadelphia; Lippincott Williams & Wilkins; 2006.
23
Sandelowski M. Telling stories: Narrative approaches in qualitative research. Image J Nurs Sch 1991; 23(3): 161-6.
24
Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurs Educ Today 2004; 24(2): 105-12.
25
Neville L. Moral difficulties in nursing practice: Reflections on the practice of a nurse educator. Nurs Educ Pract 2004; 4(2): 128-34.
26
Smith KV, Godfrey NS. Being a good nurse and doing the right thing: A qualitative study. Nurs Ethics 2002; 9(3): 301-12.
27
Parsons S, Barker PJ, Armstrong AE. The teaching of health care ethics to students of nursing in the UK: A pilot study. Nurs Ethics 2001; 8(1): 45-56.
28
Weaver K. Ethical sensitivity: State of knowledge and needs for further research. Nurs Ethics 2007; 14(2): 141-55.
29
Jack K, Smith A. Promoting self-awareness in nurses to improve nursing practice. Nurs Stand 2007; 21(32): 47-52; Quiz 4.
30
Burnard P. Learning human skills : An experiential and reflective guide for nurses and health care professionals. 4th ed. Oxford: Butterworth-Heinemann; 2002.
31
Burkemper JE, DuBois JM, Lavin MA, Meyer GA, McSweeney M. Ethics education in MSN programs: A study of national trends. Nurs Educ Perspect 2007; 28(1): 10-7.
32
Dinc L, Gorgulu RS. Teaching ethics in nursing. Nurs Ethics 2002; 9(3): 259-68.
33
Hamric AB. Reflections on being in the middle. Nurs Outlook 2001; 49(6): 254-7.
34
Auvinen J, Suominen T, Leino-Kilpi H, Helkama K. The development of moral judgment during nursing education in Finland. Nurs Educ Today 2004; 24(7): 538-46.
35
Woods M. Maintaining a nursing ethic: A grounded theory of the moral practice of experienced nurses. Palmerstone North: Massey University; 1997.
36
Beckett A, Gilbertson S, Greenwood S. Doing the right thing: Nursing students, relational practice, and moral agency. J Nurs Educ 2007; 46(1): 28-32.
37
Billett S. Towards a model of workplace learning: The learning curriculum. Stud Continu Educ 1996; 18(1): 43-58.
38
Cameron ME, Schaffer M, Park HA. Nursing students’ experience of ethical problems and use of ethical decision-making models. Nurs Ethics 2001; 8(5): 432-47.
39
Holland S. Teaching nursing ethics by cases: A personal perspective. Nurs Ethics 1999; 6(5): 434-6.
40
Kyle G. Using anonymized reflection in teach ethics: A pilot study. Nurs Ethics 2008; 15(1): 6-16.
41
Gorgulu RS, Dinc L. Ethics in Turkish nursing education programs. Nurs Ethics 2007; 14(6): 741-52.
42
Krawczyk RM. Teaching ethics: Effect on moral development. Nurs Ethics 1997; 4(1): 57-65.
43
Goldie J, Schwartz L, McConnachie A, Jolly B, Morrison J. Can students’ reasons for choosing set answers to ethical vignettes be reliably rated? Development and testing of a method. Med Teach 2004; 26(8): 713-8.
44
Callahan JC. Ethical issues in professional life. Oxford: Oxford University Press; 1988.
45
Kuit JA, Reay G, Freeman R. Experiences of reflective teaching. Act Learn High Educ 2002; 2: 128-42.
46
Edlund-Sjöberg M, Thorell-Ekstrand I. Ethical reflection on patient care situations-a study in a group of Swedish nurse students. International Nursing Perspectives 2001; 1(1): 15-2
47
Numminen OH, Leino-Kilpi H. Nursing students’ ethical decision-making: A review of the literature. Nurs Educ Today 2007; 27(7): 796-807.
48
Brodie DA, Inoue A. Motivational interviewing to promote physical activity for people with chronic heart failure. J Adv Nurs 2005; 50(5): 518-27.
49
Levett-Jones T, Lathlean J, McMillan M, Higgins I. Belongingness: A montage of nursing students’ stories of their clinical placement experiences. Contemp Nurse 2007; 24(2): 162-74.
50
Callister LC, Luthy KE, Thompson P, Memmott RJ. Ethical reasoning in baccalaureate nursing students. Nurs Ethics 2009; 16(4): 499-510.
51
ORIGINAL_ARTICLE
The View points of Medical Students In Yazd University of Medical Sciences Toward Horizontal Integration Teaching Method in Anatomical Sciences Courses
Background & Objective: At present two teaching methods of traditional and integration are used for the theoretical instruction of anatomical sciences including anatomy histology and embryology It is thought that the integration teaching method can help Medical students especially in their clinical course of study This study was designed to find the attitudes of Medical students of Yazd University of Medical Sciences toward this method in teaching anatomical sciences courses Methods: This study was done on Medical students who had been educated by the integration method Data collection was done by using a self administrated questionnaire in four domains of knowledge about the integration program of anatomical sciences courses facilities of the integration process order of course presentation and satisfaction of the integration plan Data were analyzed through SPSS software package Results : Most of the respondents had moderate familiarity with the integration method and asserted that this method had moderately facilitated their learning process in anatomical sciences courses According to most participants the rate of coordination between the organ system was moderate Students satisfaction of integration of embryology histology and anatomy courses was high In regard to the order of course presentation participants preferred histology embryology anatomy and physiology order Conclusion: Attitudes of Medical students toward horizontal integration method of basic sciences courses was moderate and based on the obtained results it seems that the best presentation order is respectively histology embryology anatomy and physiology
https://sdme.kmu.ac.ir/article_90207_bbf6d85b843ba84ee89af363589ca954.pdf
2011-07-01
81
87
Integration method
Traditional method
Basic sciences
Maryam
Dehghan
sun_beluga@yahoo.com
1
M.Sc. in Anatomy, Instractor of Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran
LEAD_AUTHOR
Morteza
Anvari
2
Ph.D. in Anatomy, Assistant Professor Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Mohamad
Hosseini Sharifabad
3
Ph.D. in Anatomy, Assistant Professor Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Alireza
Talebi
4
Ph.D. in Histology, Assistant Professor Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Hossein
Nahangi
5
Ph.D. in Anatomy, Assistant Professor Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Abolghasem
Abbasi
6
M.Sc. in Anatomy, Instractor of Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran
AUTHOR
Sadegh
Yadegari
7
M.Sc. in Anatomy, Instractor of Biology & Anatomy Dept., Medical School, Shahid Sadooghi Medical Sciences University, Yazd, Iran
AUTHOR
Harden RM. The integration ladder: A tool for curriculum planning and evaluation. Med Educ 2000; 34(7): 551-7.
1
Duban S, Mennin S, Waterman R, Lucero S, Stubbs A, Vanderwagen C, et al. Teaching clinical skills to pre-clinical medical students: Integration with basic science learning. Med Educ 1982; 16(4): 183-7.
2
Green BN, Johnson CD, Vuong J, Luckock AS, Waagen G. Use of a clinical seminar to horizontally integrate basic science and clinical topics for year-one students. J Allied Health. 2008; 37(3): e160-76 .
3
Brueckner JK, Gould DJ. Health science faculty members’ perceptions of curricular integration: Insights and obstacles. J Int Ass Med Sci Educ 2006; 16(1): 31-4.
4
Schmidt H. Integrating the teaching of basic sciences, clinical sciences, and bio psychosocial issues. Acad Med 1998; 73(9 Suppl): S24-31.
5
Ghosh S, Pandya HV. Implementation of integrated learning program in neurosciences during first year of traditional medical course: Perception of students and faculty. BMC Med Educ 2008; 8: 44.
6
Ghosh S, Dawka V. Combination of didactic lecture with problem-based learning sessions in physiology teaching in a developing medical college in Nepal. Adv Physiol Educ 2000; 24(1): 8-12.
7
Prince KJ, Van Mameren H, Hylkema N, Drukker J, Scherpbier AJ, Van Der Vleuten CP. Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ 2003; 37(1): 15-21.
8
Percac S, Goodenough DA. Problem based teaching and learning as a bridge from basic anatomy to clinical clerkships. Surg Radiol Anat 1998; 20(3): 203-7.
9
O'Neill PA, Morris J, Baxter CM. Evaluation of an integrated curriculum using problem-based learning in a clinical environment: The Manchester experience. Med Educ 2000; 34(3): 222-30.
10
Dick ML, King DB, Mitchell GK, Kelly GD, Buckley JF, Garside SJ. Vertical Integration in teaching and learning (VITAL): An approach to medical education in general practice. Med J Aust 2007; 187(2): 133-5.
11
Croen LG, Lief PD, Frishman WH. Integrating basic science and clinical teaching for third-year medical students. J Med Educ 1986; 61(6): 444-53.
12
Gotjamanos T. Integration of basic biological sciences and clinical dentistry in the dental curriculum. A clinically orientated approach to teaching oral and dental anatomy. Aust Dent J 1990; 35(3): 290-3.
13
Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: Examples and experiences from Linkoping, Sweden. Med Teach 2002; 24(3): 280-5.
14
Anderson K, Thomson J. Vertical integration - reducing the load on GP teachers. Aust Fam Physician 2009; 38(11): 907-10.
15
Dutta S. Conventional teaching in basic science: An inner view. Al Ameen J Med Sci 2010; 3(3): 246-50
16
Cliff WH, Wright AW. Directed case study method for teaching human anatomy and physiology. Am J Physiol 1996; 270(6 Pt 3): S19-28.
17
Abu-Hijleh MF, Chakravarty M, Al-Shboul Q, Kassab S, Hamdy H. Integrating applied anatomy in surgical clerkship in a problem-based learning curriculum. Surg Radiol Anat 2005; 27(2): 152-7.
18
Khan MM. Assessment of anatomy curriculum for future cliniansat College of Medicine King Saudi University. Pak J Med Sci 2007; 23 (4): 625-9.
19
Kumar RK, Freeman B, Velan GM, De Permentier PJ. Integrating histology and histopathology teaching in practical classes using virtual slides. Anat Rec B New Anat 2006; 289(4): 128-33.
20
ORIGINAL_ARTICLE
Comparison of Students And Teachers Viewpoints About Clinical Education environment: A Study in Paramedical and Nursing Midwifery Schools of Bushehr University of Medical Sciences
Background & Objective : Students learning in clinical teaching environment is an essential part of the curriculum This study was done in order to compare the viewpoints of students and teachers in Paramedical and Nursing & Midwifery Schools of Bushehr University of Medical Sciences about the statue of clinical education environment in 1998 Methods: A total of 124 students passing field internship program and 21 ones of their teachers were participated Data were collected through a questionnaire consisted of 22 items in four major domains of learning opportunity learning support physical environment facilities and teacherstudent relationship Results: Field of study was Nursing in 355% Midwifery in 29% Operating Room technician in 177% and Anesthesiology in 177% of the participants In all domains except in physical environment facilities there was a significant difference between students and teachers mean viewpoint scores (p
https://sdme.kmu.ac.ir/article_90208_1c22b37025f59eedb12252876cf4b798.pdf
2011-07-01
88
93
Clinical teaching
environmental
Student
Teacher
Narges
Obeidi
nobeidi@yahoo.com
1
M.Sc. in Hematology, Instructor of Lab. Sciences Dept., Paramedical School, Bushehr of Medical Sciences University, Iran.
LEAD_AUTHOR
Nilofar
Motamed
2
Specialist in Community Medicine, Assistant Professor of Community Medicin Dept., Medical School, Bushehr Medical Sciences University, Iran.
AUTHOR
1. Saarikoski M, Leino-Kilip H, Warne T. [Clinical learning environmental and supervision: testing a research instrument in an international comparative study]. Nurse Educ Today 2002;22(4):340-349.
1
2. Tiwari A, Lam D, Yuen K, Chan R, Fung T, Chan S.[Student learning in clinical nursing education: perceptions of the relationship between assessment and learning]. Nurse Educ Today2005;25(4):299-308.
2
3. Delaram M. [The comparison of student's and teacher's viewpoint about clinical education in Shahrekord university of medical sciences].Premedical Education Conference in Zanjan 2005;24.
3
4. Vallant S, Neville S.[The relationship between students nurse and nurse clinician: impact on students learning]. Nurse Prax N Z 2006;22(3):23-33.
4
5. Cook J. [The role of the virtual learning environments in UK Medical Education]. JTAP 2001;623:1-10.
5
6. Sand-Jecklin K. [Evaluating the student clinical learning environment]. Sigma Theta Tau International Conference. 2007.
6
7. Soleimani N, Amirian H.[The comparison of student's and teacher's viewpoint about clinical education environment in Yazd university].SDME 2006;3(2):11-18.
7
8. Farrell GA, Coombes L. [Students nurse appraisal on placement (SNAP): an attempt to provide objective measures of the learning environment based on qualitative and quantitative evaluations]. Nursing Educ Today 1994;14 (4):331-336.
8
9. Saarikoski M, Leino-Kilip H.[The clinical learning and supervision by staff nurse: developing the instrument]. International Journal Nurse Student 2002;39(3):259-267.
9
10. Meimandi K. .[The comparison of student's and teacher's viewpoint about clinical education for evaluating of quality education in Beheshti university of medical sciences].Abstract 1374.
10
ORIGINAL_ARTICLE
The Effect of Early Clinical Experience on Attitude of Medical Students Toward Basic Sciences Courses
Background & Objective: Nowadays early clinical experience (ECE) in Medical education has been developed with the aim of establishing efficient relationship between basic sciences courses and clinical education This study was done to evaluate the effect of early clinical experience on the attitudes of students in Sari School of Medicine toward basic sciences courses Methods: This interventional study (before and after) was done on all Sari Medical students in the 4th semester of basic sciences program An ECE program in 8 sessions was designed and developed during the 4th academic semester Attitudes of the students toward clinical importance of basic sciences courses were asked before and after the program by a valid and reliable questionnaire Data were analyzed using Wilcoxon Chisquare and McNemar tests and through SPSS 13 software package Results: From 47 students 42 ones were participated in the study (response rate= 89%) of whom 25 ones were female (60%) Early clinical experience could only affect the attitude of students in neuroanatomy course (P
https://sdme.kmu.ac.ir/article_90209_4aec885fe86a6530f511169fa11d4ff0.pdf
2011-07-01
94
100
Early clinical experience
Attitude
Basic sciences
Medical students
Kourosh
Vahidshahi
kvahidshahi@yahoo.com
1
Specialist in Pediatrics, Assistant Professor of Pediatrics Dept., Medical Education Development Center, Mazandaran Medical Sciences university, Iran.
LEAD_AUTHOR
Mitra
Mahmoudi
2
Ph.D. in Pharmacology, Associate Professor of Pharmiachology Dept., Mazandaran Medical Sciences University, Iran
AUTHOR
Mansour
Ranjbar
manfm42@yahoo.com
3
M.Sc. in manegment, Medical Education Development Center, Mazandaran Medical Sciences University, Iran.
AUTHOR
Leila
Shahbaznezhad
4
Resident in Pediatrics, Medical Education Development Center, Mazandaran Medical Sciences University, Iran.
AUTHOR
Sara
Ehteshami
5
General Practitioner, Medical Education Development Center, Mazandaran Medical Sciences University, Iran.
AUTHOR
sajad
shafiei
6
Resident in Neurosurgury, Medical Education Development Center, Mazandaran Medical Sciences University, Iran.
AUTHOR
Littlewood S, Ypinazar V, Margoli SA, Scherpbier A, Spencer J, Dornan T. Early practical experience and the social responsiveness of clinical education: Systematic review. BMJ 2005; 331(7513): 387-91.
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Harden RM, Crosby JR, Davis MH. AMEE Guide No. 14: outcome based education: Part 1: An introduction to outcome based education. Med Teach 1999; 21(1): 7-14.
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Lazić E, Dujmović J, Hren D. Retention of basic sciences knowledge at clinical years of medical curriculum. Croat Med J 2006; 47(6): 882-7.
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Krebs R, Hofer R, Bloch R, Guibert J-J. Conversation et oubli des connaissances en biologie acquises pour le premier examen propédeutique de medicine. MEDUCS Bulletin de l’Association Suisse d’Education Medicale 1994; 4: 10-15.
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Watt ME. Retention of preclinical knowledge by clinical students. Med Educ 1987; 21(2): 119-24.
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Baddeley A. Human memory: Theory and practice. 2nd ed. Boston: Allyn and Bacon; 1998.
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Regehr G, Norman GR. Issues in cognitive psychology: Implications for professional education. Acad Med 1998, 71(9): 988-1001.
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Gardiner JM, Gawlik B, Richardson-Klavehn A. Maintenance rehearsal affects knowing, not remembering; elaborative rehearsal affects remembering, not knowing. Psych Bulletin & Rev 1994; 1: 107-10.
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Hudson JN, Buckley P, MC-Millen IC. Linking cardiovascular theory to practice in an undergraduate medical curriculum. Adv Physiol Educ 2001; 25(1-4):193-201.
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General Medical Council: Tomorrow's doctors. 2nd ed. London: GMC; 2002.
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Harden RM. Integrated teaching-what do we mean? A proposed taxonomy. Med Teach 1998; 32(4): 216-7.
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Dahle LO, Brynhildsen J, Berbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: Examples and experiences from Linkoping, Sweden. Med Teach 2002; 24(3): 280-5.
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Hampshire AJ. Providing early clinical experience in primary care. Med Educ 1998; 32(5): 495-501.
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Riley K, Myers W, Gordon MJ, Laskowski M, Kriebel S, Dobie S. A collaborative approach to a primary care preclinical preceptorship for underserved settings. Acad Med 1991; 66(12): 776-7.
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Mann MP. A light at the end of the tunnel: The impact of early clinical experiences on medical students. Presented at the annual meeting of the American Educational Research Association, New Orleans, 4-8 April, 1994.
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Kent GC. Medical student’s reactions to a nursing attachment scheme. Med Educ 1991; 25(1): 23-32.
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Rooks L, Watson RT, Harris JO. A primary care preceptorship for first-year medical students coordinated by an area health education center program: a six-year review. Acad Med 2001; 76(5): 489-92.
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Steele D, Susman J, McCurdy F, O’Dell D, Paulman P, Stott J. The Interdisciplinary Generalist Project at the University of Nebraska Medical Center. Acad Med 2001; 76(4 suppl): S121-6
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Barley G, O’Brien-Gonzales A, Hughes E. What did we learn about the impact on students’ clinical education? Acad Med 2001; 76(4 suppl): S68-71.
21
Orbell S, Abraham C. Behavioral sciences and the real world: Report of a community interview scheme for medical students. Med Educ 1993; 27(3): 218-29.
22
Alford C, Miles T, Palmer A, Espino D. An introduction to geriatrics for first-year medical students. J Am Geriatrics Soc 2001; 49(6): 782-7.
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Friedberg M, Glick S. Graduates' perspective of early clinical exposure. Educ Health 1997; 10: 205-11.
24
Amini A, Alizadeh M, Farzaneh F. [Ambulatory medical education in educational centers of Tabriz school of medicine, Intern’s point of view]. IJME 2002; 2(7 Supp): 13. [In Persian]
25
Johnson AK, Scott CS. Relationship between early clinical exposure and first-year students' attitudes toward medical education. Acad Med 1998; 73(4): 430-2.
26
Adibi I, Kianinia M. [What are the objectives of early clinical exposure?] IJME 2005; 5(2): 7-13. [In Persian]
27
Hasan Zadeh GH, Alipure Heidari M, Hosseini Taleghani A, Nouri H. [Comments clinical level medical students Bandar Abbas University of Medical Sciences to use basic science courses in clinical stage]. Journal of Medical Education and Development, Qazvin University of Medical Sciences 2005; 1(1); 10-4. [In Persian]
28
Ghorbani R, Mir Mohammad Khani M, Haji Aghajani S. [Reviews doctors and interns of Medical Sciences, Semnan on application of basic science courses in clinical issues]. Journal of Shahid Sadoughi Yazd University of Medical Sciences 2000; 8(2):78-82. [In Persian]
29
Hayati M, Takhti A, Kaveh MR. [Clinical point of view of medical students needed to teach basic science at the Qazvin University of Medical Sciences]. Dissertation. Qazvin: University of Medical Sciences; 1998.
30
Emami SM, Rasouli Nejad M, Changiz T, Afshin Nia F, Zolfaghari B. [Interns’ view about basic medical sciences: Their knowledge and attitude to national comprehensive exam and basic medical courses in Isfahan University of Medical Sciences]. LJME 2000; 1(1): 20-3. [In Persian]
31
Rund DA, Jocoby K, Dahl MK, Holman HR. Clinical Learning without Prerequisites: Students as Clinical Teachers. J Med Educ; 52(6): 520-2.
32
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33
Barnes HV, Albanese M, Schroeder J, Reiter S. Senior medical students teaching the basic skills of history and physical examination: J Med Educ 1978; 53(5): 432-4.
34
Adibi I, Hasani N, Sadre Arhami SH, Ashourioun V, Monajemi A. [Teaching integrated course of physical examination and trunk anatomy to second year medical Students]. IJME 2006; 6(1): 7-40. [In Persian]
35
Haist SA, Wilson JF, Fosson SE, Brigham NL. Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students? J Gen Intern Med 1997; 12(3): 177-81.
36
ORIGINAL_ARTICLE
The Satisfaction Rate of Students in Yazd University of Medical Sciences toward Registration Process in 2007
Background and Objective: Educational services should be provided to students in a way that they feel they are in a safe environment Since registration is the first stage of educational process this study was conducted to survey the students satisfaction of the registration process Method: This is a crosssectional study performed by stratified sampling from each faculty of Yazd University of Medical Sciences Data were collected by a questionnaire and analyzed using C hi square ttest and oneway ANOVA and through SPSS software Results: In whole 200 students ( 82 females and 116 males ) were studied From all subjects 175 ones ( 893%) had been registered without using internet of whom 96 students ( 696%) mentioned that it had been due to the lack of easy access to the registration programs A total of 109 students considered officials familiarity with the registration process desirable while 7 students ( 49%) considered it undesirable According to 109 students ( 599%) officials assistance in students registration based on their job duties had been desirable and only 5 students ( 27%) considered it undesirable Mean satisfaction rate based on students sex (P < 005) local and nonlocal residency (P< 005) and the universitys faculty (P
https://sdme.kmu.ac.ir/article_90210_dd96bc26314e5ee947978f6fadb76ca7.pdf
2011-07-01
101
105
Satisfaction
Registration
Supervisor
Course selection
On
line registration
Seyed Jalil
Mirmohammadi
1
Spelialist in Ergonomy, Assistant Professor of Ergonomy Dept., Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Zahra
Hashemian
zhashemian@yahoo.com
2
General Practiotioner, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
LEAD_AUTHOR
Mohammad Reaza
Heidari Firozabadi
3
B.Sc. in Nursing, Shahid Sadooghi Medical Sciences University, Yazd, Iran
AUTHOR
Mohammad Reza
Dehghani
4
General Practiotioner, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Abdolazim
Eghbal
5
B.Sc. in Statistics, Shahid Sadooghi Medical Sciences University, Yazd, Iran.
AUTHOR
Kebriaei A, Roudbar M. [Quality gap in educational services at Zahedan University of Medical Sciences: Students viewpoints about current and optimal]. IJME 2005; 5(1): 53-61. [In Persian]
1
Nasiriani Kh, Farnia F, Salimi T, Shahbazi L, Motavasselian M. [Nursing graduates’ self-assessment of their clinical skills acquired in medical-surgical wards]. IJME 2006; 6(1): 93-100. [In Persian]
2
Baron A. Behavior in organization. 1st ed. NewYork: Allyn and Bacan Inc; 2000.
3
Gunter HM. Thinking theory: The field of education management in England and wales. Br J Sociology Edu 2000; 21(4): 623-35.
4
Mazlomi Mahmoud Abadi SS, Ahram poush MH, Kalantar SM, Karimi H, Havazi MA. [Characteristics of a good teacher from the viewpoint of medical students Shahid Sadoghi Yazd University of Medical Science]. Journal of Shahid Sadoghi Yazd University of Medical Science 2000; 8(2 Suppl): 104-9. [In Persian]
5
Hazavehie SMM. [Comparing the efficacy of educational supervisors on the satisfaction of high schools students in Hamadan University of Medical Sciences]. Journal of Shahr-e-Kord university of medical sciences 2003; 5(2): 16-26. [In Persian]
6
Heyno AE. Cycles in the mind, clinical technique and the education. In: Lees J, Vaspe A. Clinical counseling in further and high education. London: Routledge; 1999: 13-25.
7
Holloway EA. Framework for supervision training. In: Holloway E; Carroll M. Training counseling supervisors. London: SAGE Publication; 1999: 8-43.
8
Bala Ghafari A, Siamian H, Aligolbandi K, Rashida SH. [Survey of characteristics of neonatal death in neonatal intensive care unit of Boo-Ali Sina educational & therapeutic center between]. Journal of Mazandaran University of Medical Sciences 2009; 20(74): 79-83. [In Persian]
9
Siadat A, Shams B, Homaie R, Gharibi L. [Satisfaction of students and faculty members of graduate studies from educational services management at Isfahan University of Medical Sciences]. IJME 2005; 5(2): 93-100. [In Persian]
10
Johnson D. Developing an approach to education management development in South Africa. Compar Educ 1995; 31(2): 223-42.
11