ORIGINAL_ARTICLE
Preferences publish interventional study: true or false?
https://sdme.kmu.ac.ir/article_90304_fb4cee15c0519bd18b2806573bc060b5.pdf
2014-05-01
1
2
Hamid
Salehiniya
alesaleh70@yahoo.com
1
دانشجوی دکترای تخصصی اپیدمیولوژی، دانشکده بهداشت ، دانشگاه علوم پزشکی تهران ، تهران ، ایران
LEAD_AUTHOR
Bahman
Khosravi
2
دانشجوی دکترای تخصصی مدیریت خدماتی بهداشتی درمانی ،دانشکده مدیریت و اطلاعات رسانی پزشکی ، دانشگاه علوم پزشکی تهران ، تهران ، ایران
AUTHOR
Heidari M, Valaie N, Azizi F. The evaluation of accuracy of article writing in scientific. J Res Med Sci 35(1):49-55. [In Persian]
1
Hopewell S, Clarke M, Moher D, Wager E, Middleton P, et al. (2008) CONSORT for Reporting Randomized Controlled Trials in Journal and Conference Abstracts: Explanation and Elaboration. PLoS Med 2008;5(1):e20.
2
Moher D, Hopewell S, Schulz KF, Montori V, Gøtzsche PC, Devereaux PJ, et al. CONSORT 2010 explanation and elaboration: updated guidelines for reporting parallel group randomised trials. J Clin Epidemiol 2010;63(8): e1-e37.
3
Von Elm E, Altman DG, Egger M, Pocock SJ, Gøtzsche PC, Vandenbroucke JP, et al. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. Prev Med 2007; 45(4):247-51.
4
Salehiniya H. Comment about Comparison of the Effects of Modern Assessment Methods (DOPS and Mini-CEX) with traditional method on Nursing Students' Clinical Skills: A Randomized Trial. Iran J Med Educ 2013; 13(6):531-4.[In Persian]
5
Salehiniya H, Dashty S. The results of intervention studies are always reliable and generalizable to other groups? Iran J Med Educ 2013; 13(3):254-6.[In Persian]
6
Salehiniya H, Dashty S. The results of intervention studies are always reliable and generalizable to other groups? Iran J Med Educ 2013;13(3):254-6.
7
Heydari A, Rad M. The Methodological Accuracy in Interventional Medical Education Articles Published in Approved Iranian Journals from 2005 to 2013. Strides Dev Med Educ 2014;10(4):341-8. .[In Persian]
8
ORIGINAL_ARTICLE
Performance of the 4th Scientific Olympiad of Medical Students of the Universities of Medical Sciences in Iran about Empowerment and Loyalty
Background & Objective: Scientific Olympiads are planned to identify creative innovative and the most talented students These competitions create cheerful environments in order to increase the capabilities and motivation of the students Satisfaction and loyalty of the participants are suitable characteristics to evaluate the efficacy of an Olympiad This study was performed to evaluate the success rate of the 4th Scientific Olympiad of Medical Students of Iran about empowerment and loyalty in the participants viewpoints Methods: This crosssectional study was conducted in 201213 on the participants of the 4th Medolympiad of Iran The research sample was selected by census Data collection was performed by a researchermade questionnaire the validity and reliability of which were confirmed The data were analyzed using SPSS software at significant level of < 005 Results: Among the 320 participants from 4 groups 62 students (27%) were in the domain of basic science 50 students (22%) in clinical reasoning 56 students (24%) in health management and 61 students (27%) in innovation The mean score of preparation in the Universities of Medical Sciences was 25 ± 11 (out of the total score of 5) The 4th Medolympiad gained a score of 32 ± 11 out of 5 in personal empowerment and 37 ± 12 out of 5 in loyalty There was a significant correlation between the level of preparation in Medical Universities and the type of university (P < 0001) There was a significant correlation between the level of loyalty and the type of university (P < 0001) Moreover there was a significant correlation between the level of loyalty and academic degree of students (P = 0029) Conclusion: The success rate of the 4th Medolympiad in terms of empowerment and loyalty of students was higher than the moderate level therefore it is necessary to improve the subsequent periods
https://sdme.kmu.ac.ir/article_90305_16caac1fc2b2538ca910b0e7dfe4a5d4.pdf
2014-05-01
3
12
Olympiad
Academic competitions
Talented education
medical student
Empowerment
Loyalty
Seiyed Davoud
Nasrollahpour Shirvani
dnshirvani@gmail.com
1
1. Ph.D. in Health Services Management, Assistant Professor, School of Medicine, Babol University of Medical Sciences, Babol, Iran
LEAD_AUTHOR
Mostafa
Javanian
2
2. MD in Infectious Diseases, Assistant Professor, School of Medicine, Babol University of Medical Sciences, Babol, Iran
AUTHOR
Ali
Shabestani Monfared
3
3. Ph.D. in Biophysics, Professor, School of Medicine, Babol University of Medical Sciences, Babol, Iran
AUTHOR
Iman
Jahanian
4
4. MD, Instructor, Education Development Center, Babol University of Medical Sciences, Babol, Iran
AUTHOR
Frank JR, Jabbour M, Tugwell P. Skills for the new millennium: report of the societal needs working group, CanMEDS 2000 Project. Ann R Coll Physicians Surg Can 1996; 29(4): 206-16.
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MoumeniMahmouei M. Improvement of high education curriculum a step toward training creative alumni. Educational Strategies 2009; 2(3): 121-6. [In Persian]
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Campbell JR, Wagner H, Walberg HJ. International handbook of research on the development of giftedness and talent. 2nd ed. Oxford: Pergamon Press Inc; 2000.
3
Gorzkowski W. International Physics Olympiads (Ipho): Their History, Structure and Future. AAPPS Bulletin 2007; 17(3): 2-11.
4
Chakrabarti B. International Mathematics Olympiad: the first science olympiad is now fifty years old. Current Science 2009; 96(12):1573.
5
O'Kennedy R, Burke M, Van Kampen P, James P, Cotter M, Browne WR, et al, The first EU Science Olympiad (EUSO): a model for science education. J BiolEduc 2005; 39(2): 58-61.
6
Familiarity with olympiad.Available from: http://olympiad.sanjesh.org/history/history.htm [In Persian]
7
Hadizadeh F, Yazdani S, Ferdosi M, Haghdoost AA, Rashidian A, Hadadgar A, et al. The first national Olympiad on reasoning and decision making in Health system management; an experience Report. Iran J Med Educ 2011; 10(5): 1018-33. [In Persian]
8
Adibi P, Hadadgar A, Hadizadeh F, Monajemi AR, Eftekhari H, HaghjooJavanmard S, et al. Implementation of The First Medical science Olympiad in Iran: A report. Iran J Med Educ 2011; 10(5): 1006-17. [In Persian]
9
Monajemi A, Adibi P, SoltaniArabshahi K, Arbabi F, Akbari R, Custers E, et al. The battery for assessment of clinical reasoning in the Olympiad formedical sciences students. Iran J Med Educ 2011; 10(5): 1056-67. [In Persian]
10
Momtazmanesh N. [cited 2010 Aug 10]. ThesecondOlympiadforstudentsof medical sciencesinShiraz. Available from: http://ejournal.sums.ac.ir/e8-12-1.htm#35[In Persian]
11
Concepts and definitions: Introduction, Goals and values of the Olympiad. [cited 2012 Oct 27]. Available from: http://medolympiad.behdasht.gov.ir/index.aspx? siteid=280&pageid=33333&newsview=43262
12
Tirri K. Actualizing Mathematical Giftedness in Adulthood. [cited 2012 June 11]. Available from:http://www.eric.ed.gov/PDFS/ED449587.p df.
13
Mahajan BS. Biology Olympiad program in India. Current Science 2000; 79(8): 1058-61.
14
Halpern R, Lee MY, Boulter PR, Phillips RR. A synthesis of nine major reports on physicians' competencies for the emerging practice environment. Acad Med 2001; 76(6): 606-15.
15
Fatehi F, Hadadgar AmirShahkarami M, A, Changiz Kianimehr T, G, HaghJooyJavavnmardSh, et al. Determining and Prioritizing Admission Criteria for Talented Students Office in Isfahan University ofMedical Sciences Using Analytical Hierarchy Process Model. Iran J Med Educ 2007; 7(1): 101-8. [In Persian]
16
Mortazavi S, Kazemi M, Shirazi A, Aziz-Abadi A. The relationships between patient satisfaction and loyalty in the private hospital industry. Iran J Public Health 2009;38(3): 60-9. [In Persian]
17
Arab M, Tabatabaei SG, Rashidian A, Forushani AR, Zarei E. The Effect of Service Quality on Patient loyalty: a Study of Private Hospitals in Tehran, Iran. Iran J Public Health 2012; 41(9): 71-7. [In Persian]
18
Souki GQ, Filho CG. Perceived Quality, Satisfaction and Customer Loyalty: an empirical study in the mobile phones sector in brazil. Int J of Internet and Enterprise Management 2008; 5(4): 298- 312.
19
Kuo YF. A study on service quality of community websites. TotalQuality Management and Business Excellence 2003; 14(4): 461-73.
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Zeithaml VA, Berry LL, Parasuraman A. The behavioral consequences of service quality. J Marketing 1996; (60)2: 31-46.
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Wang YS, Lo H. An Integrated framework for servicequality, customer value, satisfaction: Evidence from china'stelecommunications industry. Information Systems Frontiers 2004; 6(4): 325–40.
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Lin HH, Wang YS. An examination of the determinants ofcustomer loyalty in mobile commerce contexts. Information Management 2006; 43(3): 271-82. and
23
Khoshbaten M. Special of 4th Scientific Olympiad Medical Students of the Universities of Medical Sciences in Iran, Tabriz University of Medical Sciences 2012; 5-18. [cited 2012 Jan 3]. http://medolympiad.behdasht.gov.ir/index.aspx? siteid=280&pageid=38172 [In Persian].
24
Motlagh ME, Shariati M, Maleki MR, Tofighi S, NasrollapourShirvani SD, Haji seiyedAzizi P.Performance Evaluation in Vice-Chancellery of Universities/ Faculties of Medical Sciences of Iran on base Iranian National Productivity and Excellence Award & EFQM Excellence Model. 1st ed. Babol University of Medical Sciences: Honaroltahrir; 2012. [In Persian]
25
Naghavi M. Subsequent (Status) mortality in 23 provinces of Iran.Iran Ministry of Health and Medical Education. Health deputy 2005; 102106. [In Persian]
26
Evans JR, Lindsay WM. The Management and Control of Quality. 6th ed. Cincinnati: SouthWestern College Pub; 2004.
27
Wood WB. Innovations in teaching undergraduate biology and why we need them. Annu Rev Cell DevBiol 2009; 25: 93-112.
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Allami A, Sarreshtehdari M, derakhshan F, safdari F. Innovation in medical education based on Quality Management Model: An experiment in Medical school of Ghazvin University of Medical Sciences. Iran J Med Educ 2011;11(3): 291-92. [In Persian]
29
Amini M, Kojuri J, Dehghani MR, karimian Z, Lotfi F. Survey of Medical science Olympiad in Iran. Key Health Journal 2012; 3(23): 3-6. [In Persian]
30
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31
Svendsen MF, Sven A, Haugland SA,Kjell G. Marketing strategyand customer involvement in productdevelopment. Eur J Mark 2011; 45 (4): 513-30.
32
ORIGINAL_ARTICLE
Cost analysis of the education of students in School of Public Health Kerman University of Medical Sciences Iran using activitybased costing model
Background & Objective: Quantifying real costs in total and per student is one of the key objectives of budgeting in longterm plans for higher education sector without any doubt this will improve the performance of universities However the evidences and experiences in this regard are very limited within Iran The purpose of this study was to estimate and analyze all costs of a school (as a model) compatible with activitybased costing in the logics of operating budgeting Methods: Having reviewed all available relevant documents of School of Public Health Kerman University of Medical Sciences in one academic year (201011) real costs were extracted and categorized In the same time all available facilities (classes laboratories library computer rooms and common rooms) human resources students and infrastructures of the school were surveyed The cost data were grouped into five sections: training costs research costs administrative costs current supportive costs and maintenance/development costs Results: The total cost of School of Public Health was 24726 million Iranian Rial (IRR) consisted of 18850 IRR for teaching costs 1894 IRR for research costs 2519 IRR for administrative costs and 1463 IRR for maintenance and current costs The total per student cost was 3111 IRR The total per postgraduate student cost was 25 times more than of undergraduate students Conclusion: A main part of the costs particularly salaries is out of hand of direct managers of the school These costs are usually hidden and are not presented in costs at the school level It seems that fixed salary of academic staff inflated human costs while it is suggested that with a better educational management the system could increase their responsibilities and improve their productivities Our computation as a model may help medical universities around the country to create a clear picture of their costs in line with the rules of operating budgeting
https://sdme.kmu.ac.ir/article_90306_9a7cb88252a149ebd6219fdaacb122d3.pdf
2014-05-01
13
22
Cost per student
educational costs
operating budget
economics of education
educational planning
Ali-Akbar
Haghdoost
1
PhD in Epidemiology , Professor of Epidemiology, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Iran
AUTHOR
Marjan
Amirimoghadam
2
Senior Researcher, Student Research Committee, Kerman University of Medical Sciences, Iran
AUTHOR
Mahshid
Loloei
3
MSc in Environmental Health Engineering, School of Public Health, Kerman University of Medical Sciences, Iran
AUTHOR
Mohammad-Reza
Baneshi
4
PhD in Biostatistics, Department of Epidemiology and Biostatistics, Center for Regional Education of Health Care Systems (HIV/AIDS), Kerman University of Medical Sciences, Iran
AUTHOR
Faezeh
Sabbah
5
BSc in Health Care Management, Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mohammad-Hossein
Mehrolhassani
mhmhealth@kmu.ac.ir
6
PhD in Health Care Management, Department of Management Policy and Health Economics, Health Service Management Research Centre, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Iran
LEAD_AUTHOR
Gharun M. Application of activity-based costing to estimate the cost per student cost in Iran. Quarterly Journal of Research and Planning in Higher Education 2007; 13(2): 79- 107. [In Persian].
1
Ebrahimi-Nejad M, Farajvand E. Principles and Control Budget formulation. Tehran: Organization of Study and Compilation of Universities Human Sciences Textbooks; 2001. [In Persian].
2
Robinson M, Brumby J. Does Performance Budgeting work?: An Analytical Review of the Empirical literature. Washington: International Monetary Fund; 2005; 210: 1-75.
3
Cooper R. The rise of activity-based costing: how many cost drivers do you need, and how do you select them? Journal of Cost Management 1988; 2(2):45-54.
4
Naderian H. Editorial director. Journal of auditor 2002; 4(17): 2-3. [In Persian].
5
Hermiston J. A Guide to building an educational costing model. Canada: Eighth Annual of Canadian Institutional Research And Planning Association; 1990.
6
Cooper R, Kaplan RS. Activity-based systems: Measuring the costs of resource usage. Accounting Horizons 1992: 2-13.
7
Turny Peter BB. Activity Based Costing The Performance Breakthrough. London, UK: Kogan; 1997.
8
Ellis Newman J, Izan H, Robinson P. Costing support services in universities: An application of activity based costing. Journal of Institutional Research in Australasia and JIR 1996; 5(1): 75-86.
9
Boeke M. Technology Costing Methology Project for Educational Telecommunication. Journal of Cost Technology 2004; 7:13-18.
10
Goodwin MC, Gleason WM, Kontos HA. A pilot study of the cost of education undergraduate medical students at Virginia Commonwealth University. Acad Med 1997; 72(3): 211-7.
11
Franzini L, Low MD, Proll MA. Using a costconstruction model to assess the cost of education undergraduate medical students at University of Texas-Houston medical school. Acad Med 1997; 72(3): 228-37.
12
Vimolket T, Kamol -Ratanakul P, Indaranta K. Cost of producing a medical doctor at Chulalongkorn University. J Med Assoc Thai 2003; 86(1): 82-92.
13
Haghdoost AA. Economic view to comprehensive map of medical education. Stride Dev Med Educ 2006; 3(2): 67-8.
14
Ghotbi N. Calculate the cost per student; Case Study: Tehran University, 1995-1996 school year. Journal of Research and Planning in Higher Education 2003; 30: 103-127. [In Persian].
15
Kjouri J, Lotfi F, Amini M, Pilevar A, IsmailZadeh Z. Medical costs per student in the doctoral level professionals in Shiraz Medical School in 2007. Stride Dev Med Educ 2010; 7(1): 9-16. [In Persian].
16
Rajabi A. Activity Based Costing (ABC), a new approach to calculate the cost of medical education courses (comparative study). Review of Accounting And Auditing 2001; 18(64): 35- 56. [In Persian].
17
Ebadi Azar F, A.Gorj H, Hadian M, M.Ahari A. Unit cost calculation of student training at different levels trough Activity Base Costing method (ABC) at the School of Management and Medical Information, Iran University of Medical Science: academic year, 2006-2007. J Health Adm 2006; 9(24):23-8. [In Persian].
18
Karimian Z, Kjouri J, lotfi F, Amini M. University management and response, the need for independence and freedom from the perspective of Faculty. J Med Educ 2011; 11(8): 855-83. [In Persian].
19
Mehralizadeh S, Vakili A, Poorhosaini SM. Viewpoints of Medicine, Semnan University of Medical Sciences to the Student Research]. J Med Educ Dev Cent Yazd 2012; 6(1):11-6. [In Persian].
20
ORIGINAL_ARTICLE
Comparative Study of the Performance Appraisal Systems for Academic Members Performance Appraisal Systems in the Various Universities in around the World According to the Diagnostic Model: A Qualitative Research
Background & Objective: Reviewing the kinds of performance evaluation systems for academic members applying by different universities is one of the most important approaches to develop one Therefore as part of a broader research aimed to provide a performance evaluation model we attempted to compare the performance evaluation systems of some universities around the world Methods: This study was performed through a qualitative content analysis method with the theoretical approach based on the Performance Appraisal Diagnostic Model (Wolf 2003) The study population included all universities of the five continents The universities that had their performance evaluation systems in English in their websites were chosen as sample group A search was also conducted with the determined keywords through the search engines The faculty performance evaluation systems of 19 universities were chosen from the continents: America (10) Europe (3) Oceania (2) Africa (3) and Asia (one in Turkey ) Results: The philosophies of all the reviewed performance evaluation systems were performance recognition continuous development identifying performance barriers and individual development needs These systems were related to the systems of payment compensation recruiting and performance development The effectiveness of a faculty member was characterized by his/her performance indicators in line with the mission of organization in education scholarship and clerical area There was a combination of the trait behavior and resultbased systems with different weights according to organizational and professional positions The quantitative and qualitative data were gathered by different measures from multiple sources Conclusion: Considering the findings the reviewed performance evaluation systems for academic members have important issues according to the Wolfs diagnostic model
https://sdme.kmu.ac.ir/article_90307_d0510a029aac0a908f487a224881aed8.pdf
2014-05-01
23
34
Performance Appraisal
Faculty member
Qualitative study
Mahnaz
Khatiban
m-khatiban@umsha.ac.ir
1
Ph.D. in Nursing, Maternal and Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
LEAD_AUTHOR
Mehrnoosh
Pazargadi
2
Ph.D. in Management Education, Associate Professor, Department of Educational Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Tahereh
Ashktorab
3
Ph.D. in Nursing, Associate Professor, Department of Nursing, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Genn JM. AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education—a unifying perspective. Med Teach 2001; 23(4): 337-44.
1
Schönrock-Adema J, Bouwkamp-Timmer T, van Hell EA, Cohen-Schotanus J. Key elements in assessing the educational environment: where is the theory? Adv Health Sci Educ 2012; 17(5):727-42.
2
Jamaiah I. Review of research in learning environment. J Univ Malaya Med Cent 2008; 11(1):7-11.
3
Boor K. The Clinical Learning Climate. Amsterdam: Vrije Universiteit Amsterdam; 2009.
4
Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach 2010; 32(12): 974-52.
5
Hutchinson L. ABC of learning and teaching: Educational environment. Br Med J 2003; 326(7393): 810-2.
6
Harden RM. The learning environment and the curriculum. Med Teach 2001; 23(4): 3356.
7
Myint SK. Using the WlHlC Questionnaire to Measure the Learning Environment. Teaching and Learning 2001; 22(2): 54-61.
8
Soltani Arabshahi K, Kouhpayezadeh J, Sobuti B. The Educational Environment of Main Clinical Wards in Educational Hospitals Affiliated to Iran University of Medical Sciences: Learners' Viewpoints Based on DREEM Model. Iran J Med Educ 2008; 8(1): 43-50. [In Persian]
9
The Effect of the Physical Learning Environment on Teaching and Learning. Victorian institute of teaching. Available from: http://www.vit.vic.edu.au/SiteCollectionDoc uments/PDF/1137_The-Effect-of-thePhysical-Learning-Environment-onTeaching-and-Learning.pdf
10
Haghani F, Mollabashi R, Jamshidian S. Physical Environment Status of Educational Clinics in Isfahan University of Medical Sciences: An Inseparable Part of TeachingLearning Process in Clinic. Iran J Med Educ 2009; 8(2): 239-45. [In Persian]
11
Riquelme A, Herrera C, Aranis C. Psychometric analyses and internal consistency of the PHEEM questionnaire to measure the clinical learning environment in the clerkship of a Medical School in Chile. Med Teach 2009; 31(6): 221-5.
12
Zawawi AH, Elzubeir M .Using DREEM to compare graduating students' perceptions of learning environments at medical schools adopting contrasting educational strategies. Med Teach 2012; 34(1): s25-s31.
13
Jiffry MTM, McAleer S, Fernando S, et al. Using the DREEM questionnaire to gather baseline information on an evolving medical school in Sri Lanka. Med Teach 2005; 27(4):348-52.
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Miles S, Swift L, Leinster SJ. The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Med Teach 2012; 34(9):e620-e34.
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Roff S, Mcaleer S, Harden RM. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach 1997; 19(4):295-9.
16
Roff S. The Dundee Ready Educational Environment Measure (DREEM)--a generic instrument for measuring students' perceptions of undergraduate health professions curricula. Med Teach 2005; 27(4): 322-5.
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Demirören M, Palaoglu O, Kemahli S, Ozyurda F, Ayhan IH. Perceptions of students in different phases of medical education of educational environment: Ankara University Faculty of Medicine. Med Educ Online 2008; 13:8.
18
Dimoliatis ID, Vasilaki E, Anastassopoulos P, Ioannidis JP, Roff S. Validation of the Greek Translation of the Dundee Ready Education Environment Measure (DREEM). Educ Health 2010; 23(1): 348.
19
Badsar A, Taramsari MR, Hoseinpour J, Khaje Jahromi S. Postgraduate Trainees’ Perception of the Clinical Learning Environment at an Iranian Medical Sciences University. Procedia Soc Behav Sci 2012; 46:1084-90.
20
Vieira JE. The postgraduate hospital educational environment measure (PHEEM) questionnaire identifies quality of instruction as a key factor predicting academic achievement. Clinics 2008; 63(6):741-6.
21
Riquelme A, Padilla O, Herrera C. Development of ACLEEM questionnaire, an instrument measuring residents' educational environment in postgraduate ambulatory setting. Med Teach 2012; (1), e861-e6.
22
Roth LM, Severson RK, Probst JC, Monsur JC, Markova T, Kushner SA, et al. Exploring physician and staff perceptions of the learning environment in ambulatory residency clinics. Fam Med 2006; 38(3): 177-84.
23
McAleer S, Roff S. A practical guide to using the Dundee Ready Education Environment Measure (DREEM). AMEE Medical Education Guide 2001;23: 29-33.
24
Yusoff MSB. The Dundee Ready Educational Environment Measure: A Confirmatory Factor Analysis in a Sample of Malaysian Medical Students. Intern J Human Soc Sci 2012; 2 (16):313-21.
25
McAleer SRS. What is Educational Climate? Med Teach 2001; 23(4): 333-4.
26
Hammond SM, O'Rourke M, Kelly M, Bennett D, O'Flynn S. A psychometric appraisal of the DREEM. BMC Med Educ 2012; 12(1):2.
27
.Pololi L, Price J. Validation and use of an instrument to measure the learning environment as perceived by medical students. Teach Learn Med 2000; 12(4): 201–7.
28
Nagraj S, Wall D, Jones E. Can STEEM be used to measure the educational environment within the operating theatre for undergraduate medical students? Med Teach 2006; 28(7):642–7.
29
Mulrooney A. Development of an instrument to measure the practice vocational training environment in Ireland. Med Teach 2005; 27(4):338–42.
30
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31
Rotem A, Godwin P, Du J. learning in hospital settings. Teach Learn Med 1995; 7(4):211–7.
32
Holt MC, Roff S. Development and validation of the Anesthetic Theatre Educational Environment Measure (ATEEM). Med Teach 2004; 26(6): 553–8.
33
Cassar K. Development of an instrument to measure the surgical operating theatre learning environment as perceived by basic surgical trainees. Med Teach. 2004; 26(3): 260–4.
34
Kanashiro J, McAleer S, Roff S. Assessing the educational environment in the operating room—a measure of resident perception at one Canadian institution. Surgery 2006; 139(2): 150–8.
35
ORIGINAL_ARTICLE
Using Basic Constructs of Social Cognitive Theory in Predicting Students Academic Achievement in Bushehr University of Medical Sciences Iran
Background & Objective: One of the most important criteria for efficiency of an educational system is learners academic achievement Discovery and study of factors affecting this item can be helpful in improvement of educational system The aim of this study was to identify the factors affect students achievement based on the social cognitive theory constructs Methods: In this crosssectional study using a systematic random sampling method 428 students of Bushehr University Medical Sciences were enrolled in 201213 To determine academic achievement the differences between the mean scores gathered by students in the theory courses (nongeneral courses) through the last two semesters were used Data were collected using a demographic questionnaire and standard questionnaires for academic selfefficacy academic stress multidimensional social support and students outcome expectancy Results: Selfefficacy (Exp (B) = 102 P = 0004) academic stress (Exp (B) = 0919 P = 0032) and school (P < 0001) were direct predictors on academic achievement and social support stress and place of obtaining diploma had indirect effect (through selfefficacy) on it In girls academic selfefficacy academic stress and school and in boys academic selfefficacy and school were predictors of academic achievement Conclusion: According to the influence of selfefficacy and stress in academic achievement designing appropriate interventions and strategies to increase academic selfefficacy and stress management can improve students academic achievement especially in medical students
https://sdme.kmu.ac.ir/article_90308_5e8099d94e83d8fb16edb336f55ff88e.pdf
2014-05-01
35
44
Social cognitive theory
Academic achievement
Academic stress
Social support
Academic self efficacy
Makiee
Jamali
1
M.Sc. Student in Health Education, School of Public Health, Bushehr University of Medical Sciences, Bushehr, Iran
AUTHOR
Azita
Noroozi
azitanoroozi@yahoo.com
2
Ph.D. of Health Education, Assistant Professor, Department of Health, Department of Health, The Persian Gulf Tropical Medicine Research Center, Bushehr University of Medical Science, Bushehr, Iran
LEAD_AUTHOR
Rahim
Tahmasebi
3
Ph.D. in Biostatistics, Assistant Professor, Department of Biostatistics, School of Public Health and Persian Gulf Marine Biotechnology Research Center, Bushehr University of Medical Sciences, Bushehr, Iran
AUTHOR
Alibakhshi Z, Zare H. Effect of teaching selfregulated learning and study skills on the academic achievement of University students. Journal of Applied Psychology 2010; 3(15): 69-80. [In Persian]
1
Sanaienasab H, Rashidi Jahan H, Saffari M. Influential factors on academic achievement of university students. Scientific Journal of Education Strategies in Medical Sciences 2013; 5)4): 243-49. [In Persian]
2
Amrai K, Elahi Motlagh S, Azizi Zalani H, Parhon H The relationship between academic motivation and academic achievement students. Procedia Soc Behav Sci 2011;15:399–402.
3
Ghamari F, Mohammadbeigi A, Mohammadsalehi N. The association between mental health and demographic factors with educational in the students of Arak Universities. J Babol Univ Med Sci 2010;12(1):118 -24. [In Persian]
4
Barani S, Darvishi F, Azami A, et al. Assessing the trends and predictors of academic achievement among college of agriculture students: The case of Razi University. Higher Education 2009; 2(7):5981. [In Persian]
5
Nutbeam D, Harris E. Theory in a Nutshell: A practical guide to health promotion theories. 2th ed. Australia: McGraw-Hill; 2004.
6
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Zajacova A, Lynch SM, Espenshade TJ. Selfefficacy, Stress, and Academic Success in College. Res High Educ 2005; 46(6): 677-706.
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Yusuf M. The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia Soc Behav Sci 2011; 15:2623–6.
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29
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30
ORIGINAL_ARTICLE
Designing a Valid and Reliable Tool for Assessing Academic Educational Environment in Health Schools of Hormozgan University of Medical Sciences
Background & Objective: Educational environment is an important determinant in success of a curriculum The quality of educational environment is one of the elements of effective learning The aim of this study was designing a valid and reliable tool for assessing academic educational environment in schools of health Methods: Using a theoretical sampling method eight students and three faculty members of School of Health Hormozgan University of Medical Sciences (Iran) were interviewed and 81 items related to educational environment were extracted These items were classified in six domains including school atmosphere teaching faculty members students educational equipments and facilities and physical environment Expert panels and assessing item impact were used to determine face validity and content validity ratio and index were used to determine content validity of the tool To determine its construct validity 250 students in completed the questionnaires and confirmatory factor analysis was applied Reliability of the tool was determined by Cronbachs Alpha and intracluster correlation coefficient Results: Due to expert panel and calculating item impact and content validity ratio and index the tool items decreased from 81 to 56 The results of confirmatory factor analysis showed that all of factor loadings were significant in level of 005 Cronbachs Alpha for total items was 094 and for six domains ranged from 065 to 085 Moreover intracluster correlation coefficient for total items was 094 Conclusion: The designed tool has good validity and reliability and can be used as a suitable tool for assessing academic educational environment in schools of health
https://sdme.kmu.ac.ir/article_90309_610b42ab62ff94a347a9141fceeab25f.pdf
2014-05-01
45
54
Educational environment
School of health
Questionnaire
Validity
Reliability
Mandana
Shirazi
mandana.shirazi@ki.se
1
Ph.D. in Medical Education, Associate Professor, Department of Medical Education, Medical Education Development Center, Virtual School AND School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Teamur
Aghamolaei
taghamolaei@yahoo.com
2
M.Sc. Student in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran & Associate Professor, Department of Public Health, School of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
LEAD_AUTHOR
Ideh
Dadgaran
3
Ph.D. in Nursing Education, Assistant Professor, Medical Education Research Center, Medical Education Development Center, Guilan University of Medical Sciences, Rasht, Iran
AUTHOR
Amin
Ghanbarnejad
4
Ph.D. in Biostatistics, Lecturer, Department of Public Health, School of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
AUTHOR
The Executive Council, The World Federation for Medical Education. International standards in medical education: assessment and accreditation of medical schools’ -educational programmers. A WFME position paper. Med Educ 1998; 32(5):549-58.
1
Genn JM. AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education—a unifying perspective. Med Teach 2001; 23(4):337-44.
2
McAleer SRS. What is educational climate? Med Teach 2001; 23(4):333-4.
3
Harden RM: The learning environment and the curriculum. Med Teach 2001; 23(4):335-6.
4
Ludtke O, Robitzsch A, Trautwein U, Kunter M. Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling. Contemp Educ Psychol 2009; 34(2):120–31.
5
Karabenick SA. Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology 2004; 96(3):569–81.
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Roff S, McAleer S, Harden RM, Al-Qahtani M, Ahmed AU, Deza H, et al. Development and validation of the Dundee ready education environment measure (DREEM). Med Teach 1997; 19(4):295-99.
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Varma R, Tiyagi E, Gupta JK. Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ 2005; 5:8.
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Soltani Arabshahi K, Kouhpayezadeh J, Sobuti B. The Educational Environment of Main Clinical Wards in Educational Hospitals Affiliated to Iran University of Medical Sciences: Learners' Viewpoints Based on DREEM Model. Iran J Med Educ 2008, 8(1): 43-50. [In Persian]
9
Mayya SS, Roff S. Students’ perceptions of the educational environment: a comparison of academic achievers and under-achievers at Kasturba Medical College, India. Educ Health 2004; 17(3): 280-91.
10
Roff S, McAleer S, Ifere OS, Bhattacharya S. A global diagnostic tool for measuring educational environment: Comparing Nigeria and Nepal. Med Teach 2001; 23(4): 378-82.
11
Pimparyon P, Roff S, Mcaleer S. Educational environment, student approaches to learning and academic achievement in a Thai nursing school. Med Teach 2000; 22(4): 359-64.
12
Henderson A, Cooke M, Creedy DK, Walker R. Nursing students' perceptions of learning in practice environments: A review. Nurse Educ Today 2012; 32(3):299–302.
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Aghamolaei T, Fazel I. Medical students' perceptions of the educational environment at an Iranian Medical Sciences University. BMC Med Educ 2010; 29; 10:87.
14
Hajizadeh E, Asghari M. Statistical methods and analyses in health and biosciences: a research methodological approach. Tehran: Jahade Daneshgahi; 2011. [In Persian].
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Lawsche CH. A quantitative approach to content validity. Pers Psychol 1975; 28(4), 563-75.
16
Vakili MM, Hidarnia AR, Niknami S. Development and psychometric of an Interpersonal Communication skills scale among Zanjan Health Volunteers. Hayat 2012; 18(1): 5-18. [In Persian]
17
Waltz CF, Bausell RB. Nursing research: Design, statistics, and computer analysis (2en ed). Philadelphia: F. A. Davis Company; 1983.
18
Sarmad Z, Bazargan A, Hejazi E. Research Methods in Behavioral Sciences. Tehran: Agah; 2005. [In Persian]
19
Kline P. Principles and practice of structural equation modeling. 2nd ed. New York :The Guilford Press; 2005.
20
Mardia KV. Measures of multivariate skewness and kurtosis with applications. Biometrika Trust 1970; 57(3):519-30.
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Kimberlin CL, Winterstein AG. Validity and reliability of measurement instruments used in research. Am J Health Syst Pharm 2008; 65(23):2276-84.
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Lacasse Y, Godbout C, Series F. Health related quality of life in obstructive sleep apnea. Eur Respir J 2002; 19(3): 499-503.
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Juniper EF, Guyott GH, Streiner DL. Clinical impact versus factor analysis for quality of life questionnaire construction. J Clin Epidemiol 1997; 50(3):233-8.
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Polit DF, Tatano Beck C. Essentials of Nursing Research. Appraising Evidence for Nursing Practice. 7th ed. Philadelphia: LippincottWilliams &Wilkins; 2010.
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Bentler PM. Comparative fit indexes in structural models. 107(2):238−46. Psychol Bull 1990;
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Stevens J. Applied multivariate statistics for the social sciences. New Jersey: Lawrence Erblaum Associates, Inc; 1996.
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Marsh HW, Balla JR, McDonald RP. Goodness of fit indices in confirmatory factor analysis: the effect of sample size. Psycholol Bull 1988;103(3):391–410.
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Brown TA. Confirmatory Factor Analysis for Applied Research. New York: The Guilford Press; 2006.
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Kline RB. Principles and practice of structural equation modeling. New York: The Guilford Press; 2010.
31
Fleiss JL. The Design and Analysis of Clinical Experiments. New York: Wiley and Sons, Inc; 1986.
32
ORIGINAL_ARTICLE
Development and Validation of an Instrument for Clinical Evaluation of Nursing Teachers (Student Form) in Ahvaz Jundishapur University of Medical Sciences Iran
Background & Objective: It is necessary for a correct evaluation to use valid instruments prepared exactly according to the study population and special field This study aimed to determine valid and reliable criteria for clinical evaluation of nursing teacher in Ahvaz Jundishapur University of Medical Sciences Iran Methods: In this exploratorydescriptive study reviewing different sites and literature primary clinical evaluation form with 60 items based on the Likert scale was designed Face validity of the instrument was determined based on students teachers and nursing and educating professors opinions and content validity was determined based on Waltz and Bausell index Construct validity was determined by factor analysis Also reliability of instrument was determined by Cronbachs alpha coefficient splithalf coefficient and testretest Results: Factor analysis to determine construct validity created two factors: educational behaviors factor with 21 phrases factor coefficient of 06330788 and eigenvalues of 20059 and supportive behaviors factor with 6 phrases factor coefficient of 06290799 and eigenvalues of 1915 Cronbachs alpha coefficient of clinical evaluation instrument was 095 totally 096 for factor 1 and 085 for factor 2 Splithalf coefficient was 081 and total Pearson correlation coefficient was 077 (P > 0001) Pearson correlation coefficient of answers to final question what do you evaluate your teacher finally? was 081 for factor 1 (P > 0001) and 072 for factor 2 (P > 0001) Conclusion: Our instrument for clinical evaluation of nursing teachers (student form) was designed with two factors: educational behaviors factor with 21 phrases and suportive behaviors factor with 6 phrases and had a high degree of validity and reliability We suggest this instrument can be used for clinical evaluation of nursing teachers in Ahvaz Jundishapur University of Medical Sciences
https://sdme.kmu.ac.ir/article_90310_f0400162779d8ade217d99264755ce28.pdf
2014-05-01
55
64
Validation
Clinical evaluation instrument
Nursing teacher
Fahimeh
Sabeti
sabetifa@yahoo.com
1
M.Sc. in Nursing, Instructor of Nursing Dept., School of Abadan Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
LEAD_AUTHOR
Hossein
Elhampour
2
M.Sc in Educational Sciences, Instructor of Educational Sciences Dept., School of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
AUTHOR
Marzieh
Shayestehfard
3
M.Sc. in Nursing, Instructor of Nursing Dept., School of Abadan Nursing and Midwifery, Abadan School of Medical Sciences, Abadan ,Iran
AUTHOR
Soheila
Sedaghat
4
M.Sc. in Nursing, Instructor of Nursing Dept., School of Abadan Nursing and Midwifery, Abadan School of Medical Sciences, Abadan ,Iran
AUTHOR
Saif AA. Educational management and evaluation. 5th ed. Tehran: Dowran; 1378:90[In Persian].
1
Snell L, Tallet S, Haist S. A review of the evaluation of clinical teaching: new perspectives and challenges. Med Educ 2000; 34(10): 862-70.
2
Windish BM, Kinght AM, Wright SM. Clinician-teachers’ Self-assessments Versus Learners’ Perceptions. J Gen Internal Med 2004; 19(5p2):554-7.
3
Fitzpatrick JJ. Evaluating teaching effectiveness. Nurs Educ Perspect 2004; 25 (3): 109.
4
Beckman TJ, Ghosh AK, Cook D A, et al. How reliable are Assessments of Clinical teaching? J Gen Internal Med 2004; 19(9): 971-7.
5
Crossly J, Humphries G, Jolly B. Assessing health Professionals. Med Educ 2002; 36(9):800-4.
6
Litzelman DK, Stratos GA, Marriott DJ, Skeffo KM. Factorial Validation of widely disseminated educational framework for evaluating clinical teachers. Acad Med 1998; 73(6): 688-95.
7
Stalmeijer RE, Dolmans DH, Wolfhagen IH, Muijtjens AM, Scherpbier AJ. The Maastricht Clinical Teaching Questionnaire (MCTQ) as a valid and reliable instrument for the evaluation of clinical teachers. Acad Med 2010; 85(11):1732-8.
8
Adhami A, Haghdoost AA, Darvishmoqadam S, Shakibi MR, Nouhi E. Determining valid criteria for evaluating clinical and theoretical teaching of the faculty of Kerman University of Medical Sciences. Iran J Med Educ 2000; 1 (2):24-30. [In Persian]
9
Golaghaie F, Moshfeghi K, Rafiei M. Providing and determining the validity and reliability of the evaluation device for nursing & midwifery clinical instructors. Teb Tazkieh 2002; 45:48-55. [In Persian]
10
Salsali M. Evaluating teaching effectiveness in nursing education: An Iranian perspective. BMC Med Educ 2005; 5: 29.
11
Parsell G, Bligh J. Recent perspectives on clinical teaching. Med Educ 2001; 35(4):40914.
12
Beckman TJ, Cook DA, Mandrekar JN. What is the validity Evidence for Assessment of clinical teaching? J Gen Internal Med 2005; 20(12): 1159-84.
13
Irby DM, Papadakis M. Dose good clinical teaching really make a difference? Am J Med 2001; 110(3): 231-2.
14
Polit DF, Tatano Beck Ch. Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 7th ed. Philadelphia: Lippincott Williams &Wilkins; 2009.
15
LoBiondo-Wood G, Hober J. Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice. St. Louis: Mosby- Elsevier; 2006.
16
Polit DF, Hungler BP. Essentials of nursing research: methods, appraisal, and utilization. Issues Compr Pediatr Nurs 1992; 15(4): 2812.
17
Rassouli M, Yaghmai F, AlaviMajd H. Development and “Institutionalized Psychometrics Adolescents of Spiritual Coping Scale”. Iran J Psychiatry Clin Psychol 2009; 15(1): 25-32. [In Persian]
18
Rassouli M, Gharebagh Z, Safavi M. Psychometric properties of “Hopefulness Scale for Adolescents” (HSA). Journal of Nursing and Midwifery 2010; 20(68):25-31. [In Persian]
19
Kanthan R, Mills SH. Cooperative learning in the first year of undergraduate medical education. World J Surg Oncol 2007; 5: 136.
20
Stanger-Hall KF, Lang S, Maas M. Facilitating learning in large lecture classes: testing the “teaching team” approach to peer learning. CBE Life Sci Educ 2010; 9(4): 489503.
21
Khosravi Sh, Pazargadi M, Ashktorab T. Nursing Students` Viewpoints on Challenges of Student Assessment in Clinical Settings: A Qualitative Study. Iran J Med Educ 2012; 11(7):735-749. [In Persian]
22
Belar C, Brown RA, Hersch LE, Hornyak LM, Rozensky RH, Sheridan EP, et al. Selfassessment in clinical health psychology: a model for ethical expansion of practice. Prof Psychol Res Pr. 2001;32(2):135-41.
23
O'Connor AB. Clinical instruction and evaluation: a teaching resource. 2th ed. Canada: Jones and Bartlett; 2006.
24
Copeland HL, Hewson MG. Developing and testing an instrument to measure the effectiveness of clinical teaching in an academic medical center. Acad Med 2000; 75(2):161-6.
25
Schupbach JE. Strategies for clinical teaching. Rush University Medical Center .[cited 2012 Jul 16]. http://www.audiologyonline.com/articles/stra tegies-for-clinical-teaching-6944.
26
Potter P, Perry AG. Fundamentals of Nursing.7th ed. Louis: Mosby Elsevier; 2009.
27
Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMN Nursing 2005: 4:6.
28
Locken T, Norberg H. Reduced anxiety improves learning ability of nursing students through utilization of mentoring triads. J Nurs Educ 2005; 48 (1): 17-23.
29
Dehghani M, Nakhaee N. Faculty evaluation by students: a review of criticisms. Strides Dev Med Educ 2012; 9(2):102-9. [In Persian].
30
ORIGINAL_ARTICLE
The Concurrent Validity of Using Simulated Patient and Real Patient in Communication Skills Assessment of Medical Students
Background & Objective: Communication skills assessment requires the use of valid instruments The present study has done to investigate concurrent validity of the simulated patient meaning relationship between test results by the simulated or real patient and possibility to generalize the results by simulated patient and in simulated environment for real patient and in bedside Methods: In this correlation study 32 medical externships were enrolled by purposive sampling method The students were divided randomly into two equal and homogeneous groups Using crossover design first group were assessed by real patient initially and then simulated patient and second group were measured conversely Communication skills assessment was done using a checklist retrieved from CalgaryCambridge interview skills checklist The data were analyzed using descriptive and analytical statistics Results: In first assessment comparing scores by simulated and real patient in first group second group and total students showed significant differences In second assessment between two groups the statistics results was not significant with very minor differences (P = 0064) There were positive correlation between scores of total students by simulated and real patient (r = 063) Conclusion: According to the results communication skills of each student in simulated position cannot be generalized to real situation and cannot be claimed that simulated patient can be used instead of real patient
https://sdme.kmu.ac.ir/article_90311_bd2abd461dd103c422014d8b15eff363.pdf
2014-05-01
65
74
Communication skills
Assessment
Concurrent validity
Simulated patient
Real patient
Hosein
Karimi-Moonagi
1
Ph.D. in Nursing, Associate Professor, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Roza
Montazeri
montazerir891@mums.ac.ir
2
MSc in Medical Education, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Mahnaz
Amini
3
Subspecialist in Pulmonary Disease, Assistant Professor, Department of Internal Medicine, Imam Reza (AS) Hospital, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mohammad-Taghi
Shakeri
4
PhD in Biostatistics, Department of Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mehri
Yavari
5
PhD in Curriculum Planning, Instructor, Department of Community Health, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mohammad
Khajehdaluee
6
PhD in Community Medicine, Associate Professor, Department of Community Medicine, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mojgan
Afkhamizadeh
7
Subspecialist in Endocrinology & Metabolism, Associated Professor of Internal Medicine Dept. Imam Reza (AS) Hospital, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Moin A, Anbari Akmal K. The Doctorpatient Communication. Daneshvar Med 2009; 17(85): 71-80.[In Persian]
1
Rezai R, Hoseini SJ, Valai N. Communication skills of doctors and their attitudes in Shiraz. Feyz 2001; 4(4): 19-26. [In Persian]
2
Farmahini Farahani M, kashaninia Z, MA Hoseini. Effect of Communication Skills Training on Patients` Satisfaction from Nursing Communication. Iran J Nurs Res 2005; 1(3): 47-54. [In Persian]
3
Shakerinia I. The Doctor-patient Communication and Its Role on Patients` Satisfaction from Treatment Process. Iran J Med Ethics Hist Med 2008; 2(3): 9-16. [In Persian]
4
Wehbe-Janek H, Song J, Shabahang M. An evaluation of the usefulness of the standardized patient methodology in the assessment of surgery residents` communication skills. J Surg Educ 2011; 68(3):172-7.
5
Khatami S, Asefzadeh S. Communication skills of medical interns of Qazvin UMS. J Qazvin Univ Med Sci 2007; 3(11): 79-81.[In Persian]
6
Arabshahi K, Bahador H. Physician-patient Communication Skills. 1st ed. Tehran: Payame Etelaat; 2006. [In Persian]
7
Monagheb E, Firouzi H, Jaafarian J. The Impact of Communication Skills training Based on Calgary-Cambridge Guideline on Knowledge, Attitude and Practice of Family Physicians in Jahrom University of Medical Sciences 2007. J Jahrom Univ Med Sci 2008 Nov; 6(2): 74-84.[In Persian]
8
Schrimer JM, Mauksch L, Lang F, et al. Assessing Communication Competence: A Review of Current Tools. Family Med 2005; 31(3):184-92.
9
Mirzazadeh A, Jahanian I, Shahi F, et al. Comparative Study of Opinions of Patients and Clinical Faculty Members of Babol University of medical sciences on Patientcenteredness in Doctor-patient Relationship Using Patient –practitioner Orientation Scale. J Babol Univ Med Sci 2009; 12(1): 19-25.[In Persian]
10
Saboori M, Jaafari F, Monajemi A. The Effect of Employing "Standardized Patient" on History Taking Skills of Medical Students. Iran J Med Educ 2010; 10(3): 27682. [In Persian]
11
Yelland MJ. Standardized Patient in the Assessment of General Practice Consulting Skills. Med Educ 1998; 32(1): 8-13.
12
Hobgood ChD, Riviello RJ, Jouriles N. Assessment of Communication and Interpersonal Skills Competencies. Acad Emerg Med 2002; 9(11):1257-69.
13
Collins JP, Harden RM. AMEE Medical Education Guide No.13: real patients, simulated patients and simulators in Clinical Examinations. Med Teach 1998; 20(6): 50821.
14
Duffy F, Gordon G, Whelan G, et al. Assessing Competence in Communication and Interpersonal skills: The Kalamazoo II Report. Acad Med 2004; 79(6): 495-507.
15
Rezai Kargar F, Derakhshan A, Makarem A. Assessment of clinical competence in medical science, with emphasis on OSCE Method. 1th ed. Mashhad: Mums; 2007. [In Persian]
16
Tahernejad K, Javidan F. Enhanced Evaluation of Performance of Medical Students: challenges, methods, and approaches. Strides Dev Med Educ 2008; 5(1): 57-70. [In Persian]
17
Seif AA. Educational Measurement, Assessment and Evaluation. 5th ed. Tehran: Douran; 2010. [In Persian]
18
Dent J, Harden RA. A Practical Guide for Medical Teachers. 2th ed. Toronto: Churchill Living Stone Co; 2005.
19
Vakili MM, Heidarnia AR, Niknami Sh. Development and psychometrics of an interpersonal communication skills scale (A.S.M.A) among Zanjan health volunteers. Hayat 2011; 18(1):5-19.[In Persian]
20
Levinson W, Lesser CS, Epstein RM. Developing Physician Communication Skills for Patient-centered Care. Health Affairs 2010; 29(7): 1310-18.
21
Karimi Moonaghi H. Practical Guide to Medical Student Assessment (with an emphasis on modern methods of clinical assessment). 1th ed. Mashhad: Mums; 2011.[In Persian]
22
Beullens J, Rethans JJ, Goedhuy J, et al. The use of Standardized Patients in Research in General Practice. Family Practice 1997; 14(1):58-62.
23
Sanson-Fisher RW, Poole AD. Simulated patient and the assessment of medical students` interpersonal skills. Med Educ 1980; 14(4): 249-53.
24
Wallace J, Rao R, Haslam R. Simulated patients and objective structured clinical examinations: review of their use in medical education. Advances Treatment 2002; 8: 342-8. in Psychiatric
25
Malhotra A, Gregory I, Darvill E, Goble E, Pryce-Roberts A, Lundberg K, et al. Mind the gap: Learners' perspectives on what they learn in communication compared to how they and others behave in the real world. Patient Educ Couns 2009; 76(3): 385-90.
26
Asadi A. The role of standardized patient in medical education and how to prepared. J Guilan Univ Med Sci 2007; 10:47-50. [In Persian]
27
ORIGINAL_ARTICLE
Predictors of Learning Styles in Students of Kerman University of Medical Sciences Iran
Background & Objective: Learning style is a distinct behavior for gaining knowledge and skills through study or experience Personality is a series of relatively stable characteristics which distinguish a person from others The key to involving learners in the learning process is their preferences and learning styles and identifying factors affecting these variables In this regard the predictor variables of learning styles must be accurately identified so as to improve educational conditions This study aimed to determine factors predictive of learning styles of the students of Kerman University of Medical Sciences Iran In addition the impact of demographic factors on their characteristics will be discussed Methods: This was a crosssectional study Data collection was performed by a questionnaire including demographic data personality test (NEO) the Learning style inventory and the Kolb Learning Style Questionnaire For data analysis central tendency and dispersion measures chisquare Spearman correlation coefficient and logistic regression tests were used Results: The results show that most of the participants in this study were single women Mean age of participants was 2141 ± 296 years Most students (4431%) used assimilating learning style Based on the results of these personality types nearly a third of students (282%) were of the conscientious (responsible) character type The results showed that only gender is a predictor of learning styles Conclusion: More attention to students learning styles results in the perfect use of teaching practices and increasing and enhancement of students capabilities Moreover by identifying students preferred learning styles and changing teaching methods the students enthusiasm for learning can be increased
https://sdme.kmu.ac.ir/article_90312_25613f4a3acd49e0a057ffbbc61bf1de.pdf
2014-05-01
90
100
Learning styles
personality
Iran
Sara
Shafian
hajarshafian@gmail.com
1
Management and Medical Sciences Education School, Shaheid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Mansooreh
Azizzadeh-Forouzi
2
M.Sc. in Nursing, Neuroscience Research Center, Institute of Neuropharmacology AND Lecturer, Department of Medicine and Surgery, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Behshid
Garrusi
behshidgarrusi@gmail.com
3
Professor of Psychiatry, Research Center for Social Determinants of Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Ali Akbar
Haghdoost
ahagdoost@kmu.ac.ir
4
Ph.D. in Epidemiology, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Soodabeh
Navadeh
5
Ph.D. Student in Epidemiology, Department of Epidemiology and Biostatistics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Gheshlaghi M. Psychology of Learning. Esfahan; Mani: 2009. [In Persian].
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Kolb, DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall: 1984.
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Seif AA. Modern educational psychology: learning and teaching. Tehran: Agah; 2008. [InPersian]
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Hohn R. Classroom Learning and teaching. USA: Lang man: 1995.
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Biggs J. What do inventories of students’ learning ProcessesReally measure? A Theoretical Review and Clarification. Br JEducPsychol 1993; 63(1): 3-19.
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Merritt SL. Marshall JC. Reliability and construct validity of impassive and normative forms of the learning style. Journal Educational and Psychological Measurement 1984; 44: 463-472.
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Kalbasi S, Naseri M, Sharifzadeh GH. Medical students learning style inBirjand Medical Sciences University. Strides Dev Med Educ2008; 5(1): 10-6. [In Persian]
7
Jakson C, Jones LM. Explaining the overlap between personality and learning styles. J Personal Individ Differ 1996; 20(3): 293300.
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Feest G, Feest J. Theories of Personality. Translator, SeyedMohammadi Y. Tehran; Doran: 2002. [In Persian]
9
Haghighiu J, ShokrKon H, Mehrabi Zadeh Honarmand M. Comparison of the combination of creativity, intelligence and personality characteristics of high school students in the first year of Ahvaz. J EducSciPsychol 2003; 10(3): [In Persian].
10
Garussi Farshi MT, Ghazi Tabatabaee M, Mehryar AH. The new test uses NEO and the analytical characteristics and factor structure of university students in Iran. J UnivSci Zahra 2001; 39: 173-98. [In Persian]
11
Eskandari F, Salehi M. Influence of Congruent- Incongruent Teaching and Learning Style on Student Performance (Case: Colleges of Agriculture and Natural Resources of Kurdistan University). Iran J Agricul Econ DevRess 2009; 40(2): 169-80. [In Persian]
12
Shadbolt DR. Interactive relationships between measured personality and teaching strategy variables. Br J EducPsychol 1978; 48(2): 227-31.
13
Hashemian K. Personality theory and assessment. Tehran; Hyan: 1998. [In Persian]
14
Eyzenk HJ. The development of personality and its relation to learning. In S. MurraySmith (Eds.), Melbourne studies in education. Australia: Melbourne University Press: 1978.
15
Roodbari, Z, Hosseinchari M. Investigating the Mediatory Role of Learning Styles in the Relationships between Personality Factors and Academic Achievement. Training learning research. 2010; 1 (39):55-64. [In Persian]
16
Furnham A. Personality and learning style: A study of three instruments. Personal Individ Differ 1992; 13(4): 429-38.
17
Mohammadzadeh Admolaee R, Izadi S. Relationship between learning styles, personality characteristics and academic performance of students. Daneshvar (Raftar) Shahed University 2008; 27:15-28. [In Persian]
18
McCrae RR; Costa PT. Comparison of EPI (Eysenck personality inventory) and psychoticism scales with measures of the five- factor model of personality. Personal Individ Differ 1985; 6(5): 587-97.
19
Sarchami R, Hossaini S. Relationship of learning styles with educational progress of nursing students in Qazvin. The J Qazvin Univ Med Sci 2004; 8 (1):64-7. [InPersian]
20
Abbaszadeh A, Borhani F, Sabzevar S, Eftekhari Z. The Assessment Methods and its Relationship to Learning Approaches of Nursing Students in Kerman University of Medical Sciences, Iran. Stride Dev Med Educ 2013; 10 (2) :142-52.
21
Rezaei K, Kohestani H, Ganjeh F, Anbari Z. Learning styles of first semester students in Arak University of Medical Sciences, 2008. J Arak Univ Med Sci. 2010; 12 (4):44-51. [InPersian]
22
Jafari Sani H, Mohamadzadeh Ghasr A, Garavand H, Hosseini S. Learning Styles and Their Correlation with Self-Directed Learning Readiness in Nursing and Midwifery Students . Iran J Med Educ 2013; 12 (11): 842-53. [InPersian]
23
Ahadi F, Abedsaidi J, Arshadi F, Ghorbani R. Learning styles of nursing and allied health students in Semnan university of medical sciences. Koomesh 2010; 11 (2):141-6. [In Persian]
24
Seif AA. Training psychology. Tehran: Agah; 2001: 171-82. [InPersian]
25
Nulty D. Barrett MA. Transitions in students’ learning styles. Stud High Educ 1996; 21(3): 333-45.
26
Lievens F, Coetsier P, De Fruyt F. Medical students’ personality characteristics and academic performance: a five-factor model perspective. Med Educ 2002; 36(11): 10506.
27
Mustaffa MB, Nasir R, Khairudin R. Understanding the Personality Traits of Medical Students Using the Five Factor Model. Asian Social Science 2011; 8(9): 17.
28
Nasri S, Khorshid A. The relationship between personality characteristics and learning styles of students with multiple.Journal of School Psychology 2012; 1(4): 104-23. [In Persian].
29
Komarraju M, Karau SJ, Schmeck RR, Avdic A. The big five personality traits, learning style and academic achievement. Personal Individ Differ 2011; 51(4): 472–7.
30
Furnham A, Jackson CJ, Forde L et al. Correlates of the Eysenck Personality Profiler. JPersonal Individ Differ 2001; 30(4): 587-94.
31
Suriani H, Ismail N, Ghazali KH, Abdul Samad AS. Gender Comparison on the Factors Affecting Students’ Learning Styles. Recent Researches in Education. Available From http://www.wseas.us/elibrary/conferences/2011/Penang/EDU/EDU33.pdf
32
Amini M, Alipoor A, Zandi B. The Study of Learning Characteristics of Engineering Students: Emphasis on Learning Styles and Hemispheric Dominance. J TechnolEduc 2011; 6 (1):1-8. [In Persian]
33
Valizadeh L, Fathiazar S, zamanzadeh V.Nursing and midwifery student`s learningstyles in Tabriz medical University. IranJ Med Educ 2006; 6(2): 136-9. [In Persian]
34
Pooladi A, BahramRezaee M, Abedi F, Molanaee A. The study of learning styles indifferent semesters medical students in basis ofKolb theory in Kordestan Medical SciencesUniversity in 2006. Abstract of 8th NationalCongress on Medical Education, KermanUniversity of Medical Sciences 2007; 51-2. [InPersian]
35
Esfand Abad Shams M, Emami Pour S. Learning styles of students in a monolingual and bilingual school and its relation to academic achievement and gender. Rev Quart J EducInnov 2003; 2(5):11-25. [In Persian]
36
Gross RD. Psychology: the science of mind and behavior. London; Hackle Stoughton: 1992.
37
Meyers-Levy J. Gender differences in cortical organization: Social and biochemical antecedents and advertising consequences. In E. Clark, T. Brock, & D. Stewart (Eds.), Attention, attitude, and affect in response to advertising. Hillsdale, N.J.: Lawrence Erlbaum Associates: 1994.
38
ORIGINAL_ARTICLE
Instruments for Measuring Medical Education Environments and Scope of These Applications
Background & Objective: Educational environment, with many components and interactions between inputs, processes and outcomes, has been considered as an integral part of the educational program. To assess these environments, several instruments have been used around the world. Due to differences in medical environments, using appropriate tools for specific environment, is essential and applying wrong tools may lead to confusion in the interpretation of results. The purpose of this paper was to introduce medical environments measurement tools and scope of these applications. Methods: We searched databases for qualitative and quantitative instruments used to measure medical education environments in the medical and clinical settings. Results: 8 instruments for measuring medical education environment at undergraduate and 11 instruments at postgraduate in five scopes identified and introduced. Conclusion: Knowing about measuring instruments and their proper use in assessment of medical education environments are of the key aspects in various stages of evaluation, modification, improvement, and development of educational programs.
https://sdme.kmu.ac.ir/article_91887_21f234cb6fc6e8e7f4e5e2a56f7787fb.pdf
2014-05-01
Medical educational environment
Medical learning environment
Medical educational climate
Measuring medical education environment
Zohreh
Khoshgoftar
bkhoshgoftar@yahoo.com
1
LEAD_AUTHOR
Soleiman
Ahmady
2
Ph.D. in Medical Education, Associate Professor, Department of Medical Education, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
ORIGINAL_ARTICLE
Evaluating the Program of Bachelor Degree in Health Services Management at Kerman University of Medical Sciences Iran Using the CIPP Model (Context Input Process Product)
Background & Objective: Evaluation is necessary to ensure the quality of education in any educational system Any educational program needs to be evaluated critically before any modification and revision This study was conducted to evaluate the program of Bachelor Degree in Health Services Management at Kerman University of Medical Sciences Iran by applying the CIPP model of evaluation (Context Input Process Product) Methods: In this crosssectional descriptive study 10 faculty members 64 students and 90 alumni participated Three valid and reliable questionnaires were completed regarding four dimensions and nine domains of CIPP model In order to analyze the data ManWhitney Pearson correlation and descriptive statistic tests were applied Results: The whole scores for the context input process and product were 234 297 368 and 255 respectively Faculty members significantly gave a higher total score for context in comparison to alumni (P < 005) nevertheless there was not any significant difference between these both groups regarding the product total score In addition there was not any significant difference between faculty members and students in input and process scores A significant correlation was observed for different dimensions of the CIIP model (P < 005) Totally health care management program was evaluated as a partially accepted program Conclusion: CIPP evaluation model can show the advantages and disadvantages of an educational program therefore decision and policy makers can come to a point whether to stop review or continue a program
https://sdme.kmu.ac.ir/article_90313_4d60be7e32474d640f33983d7c7f0a6c.pdf
2014-05-01
101
113
evaluation
CIPP model (Context
Input
Process
Product)
Health services management
Kerman
Iran
Maryam
Okhovati
1
PhD of Library and Information Sciences, Medical Information Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
AUTHOR
Vahid
YazdiFeyzabadi
2
PhD Candidate in Health Policy, Department of Health Management and Economics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Amin
Beigzadeh
a.beigzadeh@kmu.ac.ir
3
PhD Candidate in Medical Education, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Mostafa
Shokoohi
shokouhi.mostafa@gmail.com
4
M.Sc. in Epidemiology, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mohammad Hossein
Mehrolhassani
5
PhD of Health Care Management, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Maroufi Y, Kiamanesh AR, Mehrmohammadi M. Teaching assessment in higher education: an investigation of current approaches. Journal of curriculum studies 2007; 2(5): 81-112. [In Persian]
1
Sanai Nasab H, Dellavari AR, Ghanjal A. Employment status of health-treatment services management alumni. J Mil Med 2010; 11(4): 203-8. [In Persian]
2
Yarmohammadian M, Kalbasi A. Internal Evaluation of Departments in the School of Management and Medical Informatics, Isfahan University of Medical Science. Iran J Med Educ 2006; 6 (1):125-34. [In Persian]
3
Green ME, Ellis CL, Frémont P, Batty H. Faculty evaluation in departments of family medicine: Do our Universities measure up? Med Educ 1998; 32(6):597–606.
4
Worthern BR, Sanders JR, Fitzpatrick JL. Program evaluation-Alternative approaches and practical guidelines. 2th ed. New York: Longman Inc; 1997.
5
Hakan K, Seval F. CIPP evaluation model scale: development, reliability and validity. Procedia Soc Behav Sci 2011; 15: 592-9.
6
Seif AA. Methods of educational measurement and evaluation 18th ed. Tehran: Dowran; 2006. [In Persian]
7
Tazakori Z, Namnabat M, Torabizadeh K. Evaluation of the doctoral Nursing degree in Iran: Application of CIPP model. Iran J Health Care 2010; 12(2): 44-51. [In Persian]
8
Hall MA, Daly BJ, Madigan EA. Use of anecdotal notes by clinical nursing faculty: a descriptive study. Journal Nurs Educ 2010; 49(3): 156-9.
9
Al-Khathami A. Evaluation of Saudi Family Medicine Training Program: The application of CIPP evaluation format. Med Teach 2012; 34(s1): s81-s9.
10
Torabi A. Introduction to health care management curricula. Tehran; Tehran University; 2003; 1-24. [In Persian]
11
Akhlaghi F, Yarmohammadian MH, Khoshgam M, Mohebbi N. Evaluating the Quality of Educational Programs in Higher Education Using the CIPP Model. Health Inf Manage 2011; 8(5): 621-9. [In Persian]
12
Shadfar H, Liaghatdar M, Sharif M. Investigating Conformity Scope of Educational Planning and Administration Curriculum with Students Needs. J Res Plann High Educ 2012; 17 (4):123-46. [In Persian]
13
Semyari H, Kamani GR, Zaviyeh D. Evaluation of the achievement of educational objectives of the periodontics and restorative departments in Shahed and Tehran colleges. J Babol Univ Med Sci 2003; 3(19): 25-9. [In Persian]
14
Fathi Vajargah K, Jamali Tazehkand M, Zamanaimanesh H, Youzbashi A. The obstacles to curriculum change in higher education: Viewpoints of faculty members of Shahid Beheshti University and Shahid Beheshti Medical University. Iran J Med Educ 2012; 11(7): 768-78. [In Persian]
15
Salmanzadeh H, Khoshkam M. Awareness and satisfaction of students of health services management about their course: Iran University of Medical Sciences. J Health Adm 1999; 2 (4):74-83. [In Persian]
16
Tabibi SJ, Hajavi A, Ranandeklanksh L. Comparative Study of the Curriculum in Master Degree of Medical Records (Health Information Management) in Several Selected Countries: and Modeling for Iran. J Health Adm 2001; 4(10):5-18. [In Persian]
17
Keshtkar V. The survey of the instruction trend and graduates employment of health services administration major between 1989 and 1995, Msc thesis, Tehran: University of Iran, 1997. [In Persian]
18
Bharvad AJ. Curriculum Evaluation. Int Res J 2010; 1(12): 72-4.
19
Nikkhah M, Sharif M, Nasr AR, Talebi H. A feasibility of the post-graduate curriculum, based on the CIPP-model. Biennial Journal of Management and Planning in Educational Systems 2012; 4(7): 100-32. [In Persian]
20
Stufflebeam DL. The CIPP Model for Evaluation. Presented Conference of the at the Oregon Annual Program Evaluators Network. Portland: Oregon; 2003.
21
ORIGINAL_ARTICLE
The Defects of Infectious Diseases Residency Curriculum in Iran
Background & Objective: To train specialists in infectious diseases a comprehensive and responsive curriculum to community needs is essential We checked the infectious diseases residency curriculum in Iran and comprised it with same curricula of other country with the aim of identifying the defects Methods: This descriptivecomparative study had three steps First researchers studied the infectious diseases curriculum of Iran Then the same curricula in some other countries were extracted and finally information such as mission and goals type and duration of postgraduate training and rotations teaching strategies and approaches and amount of elective courses were compared within these curricula Results: In Iran the curricula of postgraduate courses for all medical universities are formulated by Ministry of Health There are many similarities between infectious diseases residency curriculum of Iranian universities and other countries but in many countries it is offered in fellowship courses In Iranian domestic curriculum learning objectives themes and subthemes assessment methods blueprint and rotational period details are not mentioned However other issues such as the epidemiology and health issues are considered in the shortterm courses Based on domestic curriculum resident cannot be selectively trained in any course or procedure Most of the instructional content of curriculum was organized by topics Conclusion: Policy makers in Iranian Ministry of Health should attend internal consistency of infectious diseases residency curriculum considering other trainee levels curricula and utilize exclusive subjectbased models in curriculum formulation to promote education in this field
https://sdme.kmu.ac.ir/article_90314_27c0d1cb1be08b26c5d2f95aa2074a46.pdf
2014-05-01
114
124
Curriculum
professional
Infectious
Residency
Abbas
Alami
allami@qums.ac.ir
1
Specialist in infectious disease, Associate Professor of infectious disease, Department of Infectious Diseases, Medical School, Qazvin University of Medical Sciences, Qazvin, Iran
LEAD_AUTHOR
Fariba
Derakhshan
faribaderakhshan@gmail.com
2
M.Sc. student in Medical Education, Medical Education School, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
The Royal Australasian College of Physicians (RACP) .Physician Readiness for Expert Practice (PREP) Training Program Infectious Diseases Advanced Training Curriculum. Available from: http://www.racp.edu.au/download.cfm?down loadfile=C0D6E650-F0BE-6B295F3395DAA788D5F3&typename=dmFile&f ieldname=filename
1
General Medical Council (GMC). Standards for curricula and assessment. [cited 2008 Jul 8]. Available from: http://www.gmcuk.org/Standards_for_curricula_and_assessm ent_systems_0410.pdf_48904896.pdf
2
Saberian M, Haji S. Process in medical curricula. Education Development Center, 1th ed. Semnan: Salemi; 2007. [In Persian]
3
Mehrmohammadi M. "curriculum design patterns" In: Curriculum: perspective, approaches and perspectives. 2th ed. Tehran: Samt; 2010. [In Persian]
4
Mohammedian A, Enzevaei A, Mojtahedzade R. Topics of medical education curriculum development, assessment, teaching and learning principles. Tehran University of Medical Sciences, 2008. [In Persian]
5
Ministry of Health, Treatment and Medical Education. Medical Education Council. Infectious diseases and tropical medicine curriculum. [cited 2008 Jun 2]. Available URL: http://cgme.behdasht.gov.ir/uploads/264_920 _CurriculumTakh_Ofuni.pdf [In Persian]
6
Ragnar Norrby S, Carbon C. Report of working group 3: Specialist training and continuing medical education ⁄ professional development in the infection disciplines. Clin Microbiol Infec 2005; 11(s1): 46–9.
7
McKendrick MW. The European Union of Medical Specialties core training curriculum in infectious diseases: overview of national systems and distribution of specialists. Clin Microbiol Infec 2005; 11(s1): 28–32.
8
Beeching NJ, Borysiewicz LK. Training in infectious diseases and tropical medicine in Britain. Clin Microbiol Infec 2000; 6(8): 432-4.
9
Ministry of Health, treatment and Medical Education, Medical Specialist Training Council. Course - Location Selection Guide. Fortieth clinical medical assistant selection for the year 2013-2014. Available from: http://www.sanjeshp.ir/dastyari40/apx/Rahna ma_pz40_RM.pdf [In Persian]
10
Ministry of Health, treatment and Medical Education, Medical Specialist Training Council. The terms and professional educational program of infectious diseases complementary courses in immunocompromised and transplant patients; March 2011. Available from: http://cgme.behdasht.gov.ir/uploads/264_920 _19_CurriculumFlo_NaghseImeni.pdf [In Persian]
11
Ministry of Health, treatment and Medical Education, Medical Specialist Training Council. The terms and professional educational program of complementary courses on prevention and control of hospital infections; March 2010. Available from: http://cgme.behdasht.gov.ir/uploads/264_920 _33_CurriculumFlo_OfunatBimarestani.pdf [In Persian]
12
Ministry of Health, treatment and Medical Education, Medical Specialist Training Council. The terms and professional educational program of HIV / AIDS clinical complementary courses; February 2011. Available from: http://cgme.behdasht.gov.ir/uploads/264_920 _46_CurriculumFlo_Eids.pdf [In Persian]
13
Assessment Blueprint for Infectious Diseases. Available from: http://www.jrcptb.org.uk/trainingandcert/ST3SpR/Documents/Infectious%20Diseases%20 Assessment%20Blueprint.pdf
14
Assessment Blueprint for Tropical Medicine. Available from: http://www.gmcuk.org/Tropical_Medicine_assessment_bluep rint_Apr_07_v.ASS_0033.pdf_30533610.pdf
15
Voss A. The training curriculum in hospital infection control, Clin Microbiol Infec 2005; 11 (s 1): 33–5.
16
SCE in Infectious Diseases Blueprint 2010. Available from: http://www.mrcpuk.org/SiteCollectionDocu ments/SCE_ID_Blueprint.pdf
17
Assessment Blueprint for Infectious Diseases: Available from: http://www.gmcuk.org/Infectious_diseases_assessment_bluep rint_Apr_07_v.ASS_0020.pdf_30542763.pdf
18
LEVEL 2: GIM (Acute) Curriculum Assessment Blueprint. Available from: http://www.gmcuk.org/Blueprint_GIM_Acute__level_2_Sep _07_v.EASS_0003.pdf_30508174.pdf
19
Fellowship Training Einstein/Montefiore. Program Available of from: http://www.einstein.yu.edu/departments/medi cine/divisions/infectiousdiseases/education/fellowship/
20
Infectious Diseases Curriculum/Syllabus Revised 2013 Overview of Infectious Diseases Training Program Internal Medicine Infectious Diseases Subspecialty Training Program Saint Louis University School of Medicine http://internalmed.slu.edu/infectiousdis/index .php?page=curriculum-syllabus
21
The ID fellowship program of the Division of Allergy and Infectious Diseases at the University of Washington. Section Elective Courses Available from: http://depts.washington.edu/daid/fellowships/ id_curriculum.html
22
Joint Royal Colleges of Physicians Training Board. Specialty Training Framework for Core Medical Training August 2009 Available from: http://www.gmcuk.org/2009_CMT_FINAL.pdf_36112862.pd f
23
Yazdani Sh, Hosseini F, Homayonizand R. Curriculum Reform in Basic Medical Sciences phase, theory and review experience. 1st ed. Education Development Center of Shahid Beheshti University of Medical Sciences. 2008. [In Persian]
24
Struelens MJ, Van Eldere J. Participants in the Workshop. Conclusion: ESCMID declaration on meeting the challenges in clinical microbiology and infectious diseases. Clin Microbiol Infec 2005, 11(s1): 50–1.
25
Ataei M, Rahimi W, Rezaei M, et al. The effect of antibiotics rational use workshop on prescription pattern of general physicians in Kermanshah. Behbood 2010; 14(1): 1-9. [In Persian]
26
Zare N, Razmjo MM, Ghaeminia M, et al. Effect of training on general practitioners' prescribing in Shiraz. Tabib Sharq 2008; 9 (4):255-61. [In Persian]
27
Sepehri Gh, Hajakbari N, Mousavi A. Indices of general practitioners' prescription in Kerman 2004. J Babol Univ Med Sci 2006; 7(4):76-82. [In Persian]
28
Aqayarmakoei A, Qareaghaji Asl R, Saberi A. Antibiotic prescribing patterns for outpatients by GPs in Urmia1999. Urmia Med J 2003; 13 (4):257-65. [In Persian]
29
Joint Royal Colleges of Physicians Training Board. Specialty Training Curriculum for Infectious Diseases August 2010. Available from: http://www.gmcuk.org/Infectious_diseases_assessment_bluep rint_Apr_07_v.ASS_0020.pdf_30542763.pdf
30
ORIGINAL_ARTICLE
The investigation of professional competencies of medical faculty members based on constructivism perspective
https://sdme.kmu.ac.ir/article_90315_85b36b507f20f05bca880ed55b9d3e40.pdf
2014-05-01
125
128
Meimanat
Abedini baltork
1
دانشجوی دکترای تخصصی برنامه ریزی درسی ، گروه علوم تربیتی ،دانشکده علوم تربیتی و روانشناسی ، دانشگاه اصفهان ، اصفهان ، ایران
AUTHOR
Ahmadreza
Nasresfahani
2
دکترای تخصصی برنامه ریزی درسی ، استاد ، گروه علوم تربیتی ، دانشگاه اصفهان ، اصفهان ، ایران
AUTHOR
Mohammadreza
Nili
3
دکترای تخصصی برنامه ریزی درسی ، استادیار، گروه علوم تربیتی ، دانشگاه اصفهان ، اصفهان ، ایران
AUTHOR
Mansoori S. (dissertation). Investigating of high school teachers professional competencies in mazandaran province based on constructivism. Babolsar: Mazandaran University of Medical Sciences; 2011 [In Persian].
1
Abedini Baltork M, Asadnia M. Constructive approach to teaching-oriented application development for medical education. Proceedings of the National Conference on Medical Education; 2012; Kordestan, Sanandaj. 2012 [In Persian]
2
Hampton MD. Constructivism applied to psychiatric–mental health nursing: An alternative to supplement traditional clinical education. Int J Ment Health Nurs 2012; 21(1): 60-8.
3
Rolloff M. A Constructivist Model for Teaching Evidence-Based Practice. Nursing Education Perspectives 2010; 31(5): 290-3.
4
Salvin RE. Educational psychology: theory and practice. 8th ed. Boston: Allyn & Bacon; 2006.
5
Polyzois I, Claffey N, Mattheos N. Problembased learning in academic health education. A systematic literature review. Europ J Dent Educ 2010; 14(1):55-64.
6
Biabangard E. Educational Psychology: Psychology of learning and instruction. Tehran: Virayesh; 2007. [In Persian]
7
Woolley NN, Jarvis Y. Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic learning environment. Nurse Educ Today 2007; 27(1):73-9.
8
Lasater K, Nielsen A. Reflective Journaling for Clinical Judgment Development and Evaluation. J Nurs Educ 2009; 48(1):40-4.
9
ORIGINAL_ARTICLE
Applying the concept mapping strategy to improve the quality of teaching through lectures
https://sdme.kmu.ac.ir/article_90316_33e9caa7203e49a89637319244437cca.pdf
2014-05-01
129
130
Reza
Bhnamfar
1
دانشجوی دکترای مدیریت آموزشی ، مرکز مطالعات و توسعه آموزش پزشکی ، دانشگاه علوم پزشکی شهید صدوقی یزد ، یزد ، ایران
AUTHOR
Behnamfar R. Rhetoric in teaching: A Neglected element. Iran J Med Educ 2013; 13 (7): 623-5. [In Persian]
1
Safari M, Yazdanpanah B, Ghafarian H, Yazdanpanah SH. Comparing the Effect of Lecture and Discussion Methods on Students` Learning and Satisfaction. Iran J Med Educ 2006; 6(1): 59-63. [In Persian]
2
Golafrouz Shahri H, Khaghanizadeh M. Introduction to oral presentation teaching method. Educ Strategies Med Sci 2010; 2(4): 161-6. [In Persian]
3
Chularut, P, DeBacker TK. The influence of concept mapping on achievement, selfregulation, and self-efficacy in students of English as a second language. Contemp Educ Psychol 2003; 29: 248-63.
4
Mesrabadi J, Ostovar N. Concept mapping and its impact on students achievement in biology, psychology, and physics. New Thoughts on Education 2009; 5(1):93-114. [In Persian]
5