ORIGINAL_ARTICLE
Relationship between Individual and Social Characteristics of Medical Students of Iran and Academic Failure: Systematic Review
Background & Objective: Recognition of the causes and correlates of academic failure which is one of the failures of the education system is an important practical issue in education researches Despite the large number of studies in this field in Iran no comprehensive reviews of all published documents in this respect have been carried out Thus the aim of the present study was the systematic review of all texts published during the previous 15 years and determination of the role of individual personality and social factors related to academic failure of students Methods: In the present study documents were systematically reviewed and information gathered Articles which were related to the causes of academic failure of students of medical universities in Iran and published from March 1999 until February 2010 were studied Using census method 1008 articles were screened The full text of 26 articles with minimum quality of research was available Results: Based on the findings of the study male gender higher age of entry to college marriage mental and physical problems lack of interest in the field of education lower average score of school diploma or previous degree longer duration of time from diploma to university admission lack of studying during the term greater use of the internet and lack of scientific and research activities are individual factors that can lead to academic failure in students Based on the systematic review of literature the causes of academic failure of students were having a second job living in the dormitory and a nonempirical diploma Among familial and social factors low education level of father and mother financial problems family problems large number of family members poor social activity and being an extrovert were associated with academic failure Conclusion: Despite the many studies on the causes of academic failure it seems that the standards and definitions used in different studies vary Therefore to promote the quality of work standardization must be performed The views of faculty members were largely consistent with the facts found in the literature This showed that university teachers experiences in this regard are reliable Moreover considering the major listed causes it seems that groups who are at higher risk of academic failure can be identified and preventive measures applied to them
https://sdme.kmu.ac.ir/article_90410_1b1cdc8ace0ff69fed9d80c1946ff353.pdf
2016-01-01
570
585
Systematic review
Medical sciences
Students
Academic achievement
Academic Failure
Country
Ali Akbar
Haghdoost
ahaghdoost@gmail.com
1
Ph.D. in Epidemiology and Biostatistics, Professor, Modeling in Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Rezvan
Ansari
rezvan.ansari@gmail.com
2
M.Sc. in Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
LEAD_AUTHOR
Tahereh
Changiz
3
Ph.D. in Pharmacology, Associate Professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
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Hosseini M, Dejkam M, Mirlashari J. Correlation between academic achievement and self–esteem in rehabilitation students in Tehran University of social welfare & rehabilitation. Iran J Med Educ. 2007; 7(1): 137-41. [In Persian]
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Yavarian R, Ejaz H. A study of emotional intelligence in medical students of Urmia University related to some individual characteristics and educational achievements. J Nurs Midwifery Urmia Univ Med Sci. 2009; 7(2): 114-9. [In Persian]
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68
ORIGINAL_ARTICLE
Assessment of Dental Environment Stress among Clinical Dentistry Students in Kerman Dental School Iran in 2014
Background & Objective: Dentistry has been widely acknowledged as being associated with high levels of stress This stress originates in the process of dental education The aim of the present study was to evaluate dental environment stress (DES) in students of the School of Dentistry of Kerman University of Medical Sciences Iran Methods: This crosssectional study was conducted on 165 students Data were collected using the Dental Environment Stress Questionnaire (consisting of 32 items in 6 scales) and demographic information questionnaire Data were analyzed in SPSS software using ttest and ANOVA Pvalue was considered at 5% Results: Of the 165 respondents 533% were women and 782% were single Their mean age was 2363 ± 294 years and mean score was 1605 ± 110 The mean of DES score was 8260 ± 1453 out of a total of 128 In academic factors fear of exam and failure of the course were the most important stressors There was a statistically significant association between mean DES score and gender There was no statistically significant association between mean DES score and marriage status student`s work and priority of field selection Conclusion: The results of the present study were similar to that of previous studies They showed the existence of DES Academic factors were one of the most important stressors
https://sdme.kmu.ac.ir/article_90411_77e8ec98b1124874a3df140667254a5f.pdf
2016-01-01
586
595
Dental environment
Stress
Students
Kerman (Iran)
Arash
Shahravan
1
Ph.D. of Endodontics, Associate Professor, Endodontology Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mehrnaz
Karimi-Afshar
2
Dentist, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Molouk
Torabi
drtorabiparizi@yahoo.com
3
Ph.D. in Oral Pathology, Associate Professor, Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Sina
Safari
4
Ph.D. in Prosthodontics, Assistant Professor, Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Divaris K, Barlow PJ, Chendea SA, Cheong WS, Dounis A, Dragan IF, et al. The academic environment: The students' perspective. Eur J Dent Educ. 2008; 12(Suppl 1):120-30.
1
Montero-Marin J, PivaDemarzo MM, Pereira JP, Olea M, Garcı´a-Campayo J. Reassessment of the Psychometric Characteristics and Factor Structure of the ‘Perceived Stress Questionnaire’ (PSQ): Analysis in a Sample of Dental Students. PLoS One. 2014; 9(1): e87071.
2
Tangade PS, Mathur A, Gupta R, Chaudhary S. Assessment of Stress Level among Dental School Students: An Indian Outlook. Dent Res J (Isfahan). 2011; 8(2): 95–101.
3
Alzahem AM1, van der Molen HT, Alaujan AH, Schmidt HG, Zamakhshary MH. Stress amongst dental students: a systematic review. Eur J Dent Educ. 2011; 15(1):8-18.
4
Elani HW, Allison PJ, Kumar RA, Mancini L, Lambrou A, Bedos C. A systematic review of stress in dental students. J Dent Educ. 2014; 78(2):226-42.
5
Acharya S. Factors affecting stress among Indian dental students. J Dent Educ. 2003; 67(10):1140-8.
6
Polychronopoulou A, Divaris K. A longitudinal study of Greek dental students’ perceived sources of stress. J Dent Educ. 2010; 74(5): 524-30.
7
Harikiran AG, Srinagesh J, Nagesh KS, Sajudeen N. Perceived sources of stress amongst final year dental under graduate students in a dental teaching institution at Bangalore, India: a cross sectional study. Indian J Dent Res. 2012; 23(3):331-6.
8
Pop-Jordanova N, Radojkova-Nikolovska V, Markovska-Simoska S. Perceived stress in dental practice. Prilozi. 2013; 34(2):135-41.
9
Divaris K1, Polychronopoulou A, VillaTorres L, Mafla AC, Moya GA, GonzálezMartínez F, et al. Extracurricular factors influence perceived stress in a large cohort of Colombian dental students. J Dent Educ. 2014; 78(2):213-25.
10
Gambetta-Tessini K, Mariño R, Morgan M, Evans W, Anderson V. Stress and healthpromoting attributes in Australian, New Zealand, and Chilean dental students. J Dent Educ. 2013; 77(6):801-9.
11
Sedky NA. Perceived Sources of Stress among Junior & Mid-Senior Egyptian Dental Students. Int J Health Sci (Qassim). 2012; 6(2):141-57.
12
Uraz A, Tocak YS, Yozgatligil C, Cetiner S, Bal B. Psychological well-being, health, and stress sources in Turkish dental students. J Dent Educ. 2013; 77(10):1345-55.
13
Kumar S, Dagli RJ, Mathur A, Jain M, Prabu D, Kulkarni S. Perceived sources of stress amongst Indian dental students. Eur J Dent Educ. 2009; 13(1):39-45.
14
Al-Sowygh ZH. Academic distress, perceived stress and coping strategies among dental students in Saudi Arabia. Saudi Dent J. 2013; 25(3):97-105.
15
Dalband M, FarhadiNasab A. Evaluation of stress-inducing factors of educational environment in Hamadan Dentistry School’s Students. J Hamdan Univ Med Sci. 2007; 13(4): 48-52. [In Persian]
16
Kazemizadeh Z, Bakhshi H. Dental environment stress and students' personality in Rafsanjan Dentistry School. Iran J Med Educ. 2011; 11(5): 467-77. [In Persian]
17
Ramazani N, NazariA. Dental environmental stress among clinical dentistry students in Zahedan School of Dentistry. Iran J Med Educ. 2013; 13(9): 753-65. [In Persian]
18
Manolova MS, Stefanova VP, Panayotov IV, Romieu G, Belcheva AB, Markova KB, et al. Perceived sources of stress in fifth year dental students--a comparative study. Folia Med (Plovdiv). 2012; 54(2):52-9.
19
Fonseca J, Divaris K, Villalba S, Pizarro S, Fernandez M, Codjambassis A, et al. Perceived sources of stress amongst Chilean and Argentinean dental students. Eur J Dent Educ. 2013; 17(1):30-8.
20
Waghachavare VB, Dhumale GB, Kadam YR, Gore AD. A Study of Stress among Students of Professional Colleges from an Urban area in India. Sultan Qaboos University Med J 2013; 13(3: 429-436 Sultan Qaboos Univ Med J. 2013; 13(3):429-36.
21
Morse Z, Dravo U. Stress levels of dental students at the Fiji School of Medicine. Eur J Dent Educ. 2007; 11(2):99-103.
22
Polychronopoulou A, Divaris K. Dental students’ perceived sources of stress: a multicountry study. J Dent Educ. 2009; 73(5): 631-9.
23
Sugiura G, Shinada K, Kawaguchi Y. Psychological well-being and perceptions of stress amongst Japanese dental students. Eur J Dent Educ. 2005; 9(1): 17-25.
24
Peker I, Alkurt MT, Usta MG, TurkbayT. The evaluation of perceived sources of stress and stress levels among Turkish dental students. Int Dent J. 2009; 59(2):103-11.
25
Polychronopoulou A, Divaris K. Perceived sources of stress among Greek dental students. J Dent Educ. 2005; 69(6):687-92.
26
Al-Saleh SA, Al-Madi EM, Al-Angari NS, Al-Shehri HA, Shukri MM. Survey of perceived stress-inducing problems among dental students, Saudi Arabia. Saudi Dent J. 2010; 22(2):83-8.
27
Muirhead V, Locker D. Canadian dental students' perceptions of stress and social support. Eur J Dent Educ. 2008; 12(3): 144- 8.
28
Humphris G, Blinkhorn A, Freeman R, Gorter R, Hoad-Reddick G, Murtomaa H, et al. Psychological stress in undergraduate dental students: baseline results from seven European dental schools. Eur J Dent Educ. 2002; 6(1):22-9.
29
ORIGINAL_ARTICLE
A Study of the Effects of Mobile Technology Solutions on Effective Deployment of Mobile Learning in Medical Education Based on the Technology Acceptance Model
Background & Objective: Mobile learning as a new stage of development in elearning provides opportunities for information transfer and strengthening and improving lifelong learning in students of medical sciences The present study was conducted to evaluate the effect of mobile technology solutions on effective deployment of mobile learning in medical education based on the Technology Acceptance Model (TAM) Methods: This was an objectivebased applied research and based on the method of data collection a descriptive survey The statistical population consisted of all faculty members of the Hamadan University of Medical Sciences in 2014 The sample size (n = 188) was determined using Cochran formula Data were collected using the Mobile Technology Development Strategies Questionnaires and Davis TAM Data analysis was performed using the correlation coefficient ttest confirmatory factor analysis structural equation modeling and path analysis and LISREL and SPSS software Results: Instructional strategies administrativestructural managerial and motivational–recreational respectively had the most significant effect (at the level of 001) on the teachers perception of the usefulness of mobile learning and the simplicity of its use Based on TAM these two components had positive effects on attitude toward using and deciding to use mobile technology Thereby they have significant positive effects on the application of mobile technology in teaching and learning by teachers (at the level of 001) Conclusion: Based on these results TAM was approved according to the guidelines provided on mobile learning development in the study population and thus has deployment potential in the target population
https://sdme.kmu.ac.ir/article_90412_7522f67e9fd83dbdfac9bc147841ea1c.pdf
2016-01-01
596
605
Mobile technology
Mobile learning
Technology Acceptance Model (TAM)
Structural equation
path analysis
Mohammad Reza
Ardalan
1
Ph.D. in Educational Management, Assistant Professor, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran
AUTHOR
Siroos
Ghanbari
2
Ph.D. in Educational Management, Associate Professor, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran
AUTHOR
Fakhrossadat
Nasiri
3
Ph.D. in Educational Management, Assistant Professor, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran
AUTHOR
Iman
Karimi
i.karimi66@yahoo.com
4
Ph.D. Student in Educational Management, Department of Educational Sciences, School of Literature and Humanities, Bu-Ali Sina University, Hamedan, Iran
LEAD_AUTHOR
Zolfaqari M, Sarmadi MR, Negarandeh R, Zandi B. Satisfaction of Student and faculty members with implementing Blended-e-learning. Iran J Nurs Res. 2010; 3(11): 99-109. [In Persian]
1
Duncan-Howell JA, Lee KT. M-Learning–Innovations and Initiatives: Finding a place for mobile technologies within tertiary educational settings. Proceedings ascilite, ICT: Providing choices for learners and learning; 2007 Dec 2-5; Singapore. 2007: 223-32.
2
Foroushani N, Khosravi Poor B, Uaghobi J. Attitude Jihad Agriculture Organization experts Khuzestan province The system Mobile Learning. Proceedings of the First International Conference on e-Learning 2009 Nov 12-15; Tehran, Iran. 2009. [In Persian]
3
Papzan A, Solymani A. Comparing cell phone-based and traditional lecture-based teaching methods' effects on agricultural students' learning. J Info Communication Technol Educ. 2010; 1(1): 55-65. [In Persian]
4
Tung FC, Chang SC, Chou CM. An extension of trust and TAM model with IDT in the adoption of the electronic logistics information system in HIS in the medical industry. Int J Med Inform. 2008; 77(5):324-35.
5
Davis FD, Bagozzi RP, Warshaw PR. User acceptance of computer technology: A comparison of two theoretical models. Management Sci. 1989; 35(8): 982-1003.
6
Zamani BE, Babri H, Moosavi S. The factors affecting students’ attitudes toward learning via cellular phone: a study on students of Isfahan University of Medical Sciences using technology acceptance model. J Strides Dev Med Educ. 2012; 9(2): 110-7. [In Persian]
7
Naderi F, Ayati M, ZareBidaki M, AkbaryBoorang M. The effect of mobile learning on metacognitive self-regulation and attitudes of students of allied health sciences. Iran J Med Educ. 2014; 13(12): 1001-10. [In Persian]
8
Khodadad Hoseiny S, Noori A, Zabihi M. Elearning acceptance in higher education: Application of flow theory, technology acceptance model & e-service quality. Quarterly J Res Plan Higher Educ. 2013; 19(1):111-36. [In Persian]
9
Looi C, Sun D, Wu L, Seow P, Chia G, Wong L, et al. Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale. Computers Educ. 2014; 77(8): 101-15.
10
Persico D, Manca S, Pozzi F. Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems. Computers in Human Behavior. 2014; 30 (5): 614-22.
11
Sobhani Nejad M, Fathi Vajargah K. Development and use of ICT in schools. J Educ Psychol Studies. 2009; 6(9): 29-56. [In Persian]
12
Zamani B E, Babri H, Ghorbani S. Strategies for the development of mobile learning through teaching - learning activities in medical education: perspectives of medical students and IT Professionals in Isfahan University of Medical Sciences. Iran J Med Educ. 2013; 13(2): 87-97. [In Persian]
13
Khosravi N, Barat Dastjerdi N, Amir Teymori M H. Investigating the Effective Factors on Mobile Learning in Medical Education Based on FRAME Model. Iran J Med Educ. 2014; 14(3): 206-15. [In Persian]
14
Kumar S, Vigil K. The net generation as preservice teachers: Transferring familiarity with new technologies to educational environments. J Digital Learn Teach Educ. 2011; 27(4): 144-53.
15
Horton W. designing courseware for mobile devices mobile. Learning for expanding educational opportunities. Tokyo, Japan: workshop report; 2005. [Cited 2012 Feb 10]. Available from: http://unesdoc.unesco.org/images/0014/001436 /143684e.pdf.
16
Kon CL. Mobile Learning: Different Technologies Aspects. Designing Usable Systems, Computer and Internet Technologies University of strathclyde. [Cited 2009 Jun 15]. Available from: http://inderscience.metapress.com/content/?k= Kon%2c+CL+(2009).
17
Mccontha D, Matt P, Lynch MJ. Mobile learning in higher education: an empirical assessment of a new educational tool. The Turkish Online Journal of Educational Technology- TOJET. 2008; 7(3): 20.
18
Basole RC. (Dissertation). Mode line and analysis of complex technology adoption decisions: an investigation in the domain of mobile ICT. Georgia: Industrial and Systems Engineering. Georgia institute of technology; 2006.
19
Khorasani A, Abdolmaleki J, Zahedi H. Factors affecting e-learning acceptance among students of Tehran University of Medical Sciences Based on Technology Acceptance Model (TAM). Iran J Med Educ. 2012; 11(6): 664-73. [In Persian]
20
Zareh Bidaki M. Development challenges of elearning in Medical Universities in Iran. J Strides Dev Med Educ. 2014; 10(4): 500-3. [In Persian]
21
ORIGINAL_ARTICLE
The Scientific Output of Kerman University of Medical Sciences Iran in Web of Science
Background & Objective: Publishing in journals indexed in wellknown indexes is the best way to present an article internationally It also illustrates the contribution of scholars to the advancement of knowledge in the world This study aimed to investigate the scientific output of Kerman University of Medical Sciences Iran in Web of Science (WOS) during 2004 to 2013 Methods: This applied research uses scientometrics and citation methods to investigate the scientific publications of Kerman University of Medical Sciences during 20042013 The data were gathered from Web of Science Results: During this time period researchers at Kerman University of Medical Sciences had published 1053 documents in WOS Most of the documents were in article format The growth rate of scientific contribution was 70% and the universitys Hindex was 30 The papers distribution followed the Lotkas law In total the papers had received 4619 citations Only 247% of papers were written by one author The studied researchers had the most collaboration with Tehran University of Medical Sciences among Iranian universities and the University of Amsterdam among foreign universities The fields pharmacy and pharmacology had produced the most papers Conclusion: The results indicated a growing trend in publications and high rates of scientific collaboration by Kerman University of Medical Sciences It is suggested that different departments follow the experience of departments with the most productivity in order to increase their output In this way all departments will contribute to the universitys scientific output Moroever new policies should be considered to increase the citation rate
https://sdme.kmu.ac.ir/article_90413_1cbaed6364859bcb6d9192f17de24cae.pdf
2016-01-01
606
617
Science production
Web of Science (WOS)
Citation
Document
Scientometrics
Kerman University of Medical Sciences
H
Index
Maryam
Okhovati
1
Assistant Professor, Department of Medical Library and Information Sciences, School of Management and Health Information AND Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerm
AUTHOR
Azam
Bazrafshan
bazrafshan.a.83@gmail.com
2
M.Sc. in Medical Library and Information Sciences, Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Morteza
Zare
zare_morteza34@yahoo.com
3
M.Sc. in Epidemiology, Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Leila
Abdollahi
4
M.Sc. in Medical Library and Information Sciences, School of Management and Health Information, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Maliheh Sadat
Bazrafshan
5
B.Sc. in Medical Library and Information Sciences, Department of Medical Library and Information Sciences, School of Management and Health Information, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Diener E, Suh E. Measuring quality of life: economic, social and subjective indicators. Soc Indicators Res. 1997; 40(1-2): 189-216.
1
Moosavi Movahedi AA, Kiani bakhriari A, Chamani J. Highlights for writting a standard scientific manuscript and global science contribution. Rahyaft. 2003; 31:5-19. [In Persian]
2
Soheili F. Mapping the structure of scientific publication of Tehran Medical University in WOS Database. Health Information Management. 2012; 8(6): 861-71. [In Persian]
3
Rashihi A, Rahimi B, Deliarrd M. Bibliometric analysis of parasitological research in Iran and Turkey: a comparative study. Iran J Parasitol. 2013; 8(2):313-22. [In Persian]
4
Abdekhoda H, Ghazi Mirseed SJ, Norouzi A. Evaluation of scientific production of Iranian medical domain based on the document indexed from scientific journals in chosen databases, between 2005-2009. J Payavard Salamat. 2010; 4(1&2):18-30. [In Persian]
5
Gazni A, Binesh SM. Review staff position in the Islamic Republic of Iran between Islamic countries. Rahyaft. 2007; 41: 41-4. [In Persian]
6
Rezaeian M. A survey on the contribution of Iran to the biomedical researches of the world: An analysis of PubMed papers during 1997 to 2006. Health Information Management. 2010; 7(3): 260-9. [In Persian]
7
Nouri R, Danesh F, Karimian J, Papi A. Scientific production of academic members in Web of Science during 2000-2005 and effective factors: A case study in Isfahan University of Medical Sciences. Irandoc Scientific Communication monthly J. 2010; 17(2):1-4.
8
Aminpoor F, Heidari M. Scientific production of Isfahan University of Medical Sciences. Health Information Management. 2009; 6(1): 35-42. [In Persian]
9
Hassanzadeh HM, Gorji HA, Shokranehnanehkaran F, Valinejadi A. Scientific products of Iran University of Medical Sciences' authors with co-authorship networks in Web of Science (WOS) Database, up to 2007. J Health Administration. 2009; 11(4):59-66. [In Persian]
10
Abedini S, Abesini S. Evaluation of scientific productivity of the faculties in Hormozgan University of Medical Sciences. J Hormozgan Univ Med Sci. 2007; 11(3):237-9. [In Persian]
11
Sobhani AR, Tabari R, Tayefeh N. The article publication status among faculty members of Guilan University of Medical Sciences. J Guilan Univ Med Sci. 2009; 18(70): 80-6. [In Persian]
12
Foroughi F, Kharrazi H. Faculty Members’ Scientific Productivity in Kermanshah Medical Sciences University. Iran J Med Educ. 2006; 5(2):181-6. [In Persian]
13
Naseri Jezeh M, Tabatabaian SH, Fateh Rad M. Knowledge map on technology management in Iran to help knowledge policy making in this domain. Sci Technol Policy. 2012; 5(1):45-72. [In Persian]
14
Osareh F, Zare A. Study on scientific product of the University of Tehran in Web of Science database during 1989–2009. In Technological Convergence and Social Networks in Information Management: Second International Symposium on Information Management in a Changing World, IMCW 2010; 2012 Sep 19-21; Ankara, Turkey. 2012: 211-221.
15
Soheili F. Mapping the structure of scientific publication of Tehran Medical University in WOS Database. Health Info Management. 2011; 8(6): 861-71. [In Persian]
16
Fatahi R, Danesh F, Soheili F. Investigation of international scientific output of Ferdowsi University in WOS during 1990-2010 to map the output. Library Info Res J. 2011; 1(1):17596. [In Persian]
17
Bornmann L, Leydesdorff L, Krampen G. Which are the best cities for psychology research worldwide? A map visualizing city ratios of observed and expected numbers of highly-cited papers. ArXiv Preprint ArXiv. 2011; 1107(5141): 1-16.
18
Ehtesham H. Evaluation of scientific output of researchers at Birjand University of Medical Sciences in Web of Science during 2000-2011. J Birjand Univ Med Sci. 2012; 19(3): 324-31. [In Persian]
19
Ghafouri BH, Vakilian M, Mohammadhassanzadeh H, Farahmand SH. Mapping of co-authorship network of Iranian emergency medicine using cluster analysis. J Health Administration. 2012; 15(48): 69-80. [In Persian]
20
Okhovati M, Sadeghi H, Shojaie R. Analysis of medical education output in web of science database. J Strides Dev Med Educ. 2013; 10(2):200 -10. [In Persian]
21
Navalur SA, Balasubramani R, Kumar PA. Mapping of global research performance in elearning: a scintometrics analysis. J Advances Library Info Sci. 2012; 1(3): 130-7.
22
Aazami M. A Study of the Extent and Factors Influencing the Participation of the Faculty Members of the Kerman University of Medical Sciences in Scientific production. Library Info Sci. 2011; 13(3): 225-242. [In Persian]
23
Vatankhah F. Scientific productivity of Zahedan University of Medical Sciences. Zahedan J Res Med Sci. 2012; 14(8): 52-7. [In Persian]
24
Mirzaie A, Mokhtari H. H Index: a New Approach in Evaluation of Scientific Output of Researchers. Faslname-Ketab 2007; 18(3): 10714. [In Persian]
25
Danesh F, Mesrinejad F, Soheili F, Isfandyari Moghadam A. Lotka's law of scientific productivity and bradford's law of scatter among researchers at Isfahan University of Medical Sciences based on Web of Science Database. Health Info Management. 2012; 8(6): 773. [In Persian]
26
Basir Ghafouri H, Vakilian M, Mohammad Hassanzadeh H, Farahmand SH. Mapping of Co-authorship Network of Iranian Emergency Medicine using Cluster Analysis. J Health Administration. 2012; 15(48):69-80. [In Persian]
27
Shahrabi Farahani H, Eskrootchi R, Mohaghegh N, Hossein A. A Study of Scientific Collaboration in Iranian Cardiovascular Articles in Web of Science; 2002 –2011. J Health Administration. 2014; 17(56):e46-e55. [In Persian]
28
Mardani AH, Najafi A, Sharif Moghadam H. Collaboration coefficient of researchers of Tehran University of Medical Sciences in international publications. Administration. J Health 2013; 16(51):19-29. [In Persian]
29
Rahimi S, Osareh F, Karami T. Visualizing the structure of Iranian medical science publications. Int J Info Sci Management. 2014; 12(2): 19-33.
30
Eskrouchi R, Mohammad Hassanzadeh H, Gohari M, Jamshidi R. Trend of Iranians’ J Scientific Papers in Medical Fields in 19782007. Health Administration. 12(37):29-38. [In Persian] 2009;
31
Sabouri AA. Scientific Products of Iranian 2006. Rahyaft J. 2007; 38: 40-5. [In Persian]
32
Yao Q, Chen K, Yao L, Lyu P, Yang T, Luo F, et al. Scientometric trends and knowledge map of global health systems research. Health Res Policy Syst. 2014; 12(1): 26.
33
ORIGINAL_ARTICLE
Assessment of the Educational Requirements of Rural Family Physicians in Kerman University of Medical Sciences Iran
Background & Objective: Determination of priorities and suitable educational methods enable the optimal use of the limited resources available Due to the effective role of family physicians in health promotion and the necessity of educational planning according to needs assessment this study aimed to assess the educational requirements of rural family physicians working in Kerman University of Medical Sciences Iran Methods: This crosssectional analyticaldescriptive study was conducted on 102 rural family physicians in 2014 Census method was applied for sampling Data were collected using a twopart researchermade questionnaire The validity of the questionnaire was approved by professors To determine the reliability of the research tool testretest method and Cronbachs alpha (096) were applied Statistical tests were used to analyze the data using SPSS software Results: The most required educational needs were circumcision biopsy of the skin and mucosa pulling nails speckle removal and surgical excision of skin verruca Continuing Medical Education was reported as the leading effective educational method There was significant relationship between educational requirements and total years of work experience and years of work experience as family physician However there was no significant relationship between educational requirements and physicians gender age place of education and educational interval gap Conclusion: To enhance knowledge and skills of family physicians in addition to revision of physicians educational curriculum educational planning based on needs assessment is required Thus it is suggested that the Health Care and Continuing Medical Education Office in Kerman University of Medical Sciences take the results of this study into consideration in order to promote the efficacy of the educational programs
https://sdme.kmu.ac.ir/article_90414_fc5b4ecf6091e1d7e876951273b68743.pdf
2016-01-01
618
625
Educational needs assessment
Family physician
Kerman University of Medical Sciences
Iran
Nasrin
Tabasinejad
1
MSc Student of Health Education and Promotion, Faculty of Public Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Narges
Khanjani
2
Ph.D. in Statistics and Epidemiology, Associate Professor Department of Epidemiology and Biostatistics, Faculty of Public Health, Kerman University of Medical, Sciences Kerman, Iran
AUTHOR
Fatemeh
Balali-Meybodi
3
M.Sc. Student in Educational Research, Research Center for Tropical and Infectious Diseases, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Fatemeh
Nazari
4
MSc Student of Health Education and Promotion, Faculty of Public Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mohabbat
Mohseni
mohabbat.mohseni@gmail.com
5
Ph.D. in Public Health, Assistant Professor in Public Health and Health Promotion, Research Center for Social Determinants of Health, , Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Ministry of Health and Medical Education. Guideline for family physicians program and Referral System in Urban Areas, Version 02. 2011. Available from: www.zums.ac.ir/files/cityhealth/pages/d.pdf. [In Persian]
1
Ministry of Health and Medical Education. Guideline for family physicians program and Referral System. Ministry of Health and Medical Education Department of Health: Iran, Tehran. 2008:5-11. [In Persian]
2
Shiri Mr, Asgari H, Talebi M, Karamalian H, Rohani M, Narimani S. Educational needs assessment of family (General) physicians working in rural health centers of Esfahan districts in five domains. Iran J Med Educ. 2011; 10(5):726-34. [In Persian].
3
Gafari A. Family Physician. Special Report, MED&LAB Engineering Magazine. 2009; 8(90). [In Persian].
4
Asgari H, Kheirmand M, Yarmohmdian MH, Rohani M, Ansari Pour S. Training needs assessment of health care providers (Behvarzan) working in health networks in Isfahan province. Iran J Med Educ. 2011; 10(5): 668-74. [In Persian]
5
Azimian J. Educational needs of nursing managers about quality assurance of nursing care in Qazvin teaching hospitals. J Qazvin Univ Med Sci. 2002; 6(2):75-80. [In Persian]
6
Shakurnia AH, Marashi T, Heidari Soureshjani Sh. Concordance of length and contents of continuing medical education programs with educational demands of practicing GPs in Khuzestan province. Iran J Med Educ. 2008; 7(1):85-92. [In Persian]
7
Karimi M, Mirzaei M, Rahim Z. Educational needs of family physicians in Yazd province. J Med Educ Dev. 2012; 6(1). [In Persian]
8
Fathi K. Need Assessment in education planning (Methods and Techniques). Tehran: Office of Teacher Training and Human Force Education; 1994: 1
9
Omid A, Yammani N, Heidari K, Mousavi T, Mousavi A. Educational needs of general practitioners who enrolled as family physicians in national family medicine program and referral system. Iran J Med Educ. 2013; 13(6):470-9. [In Persian]
10
Shirazi M, Alaedini F, Zeinalloo A. Requirements and methods of teaching general practitioners from the perspective of participants and subjects in the Tehran University of Medical Sciences. Iran J Med Educ. 2002; 2: 79-80. [In Persian]
11
Tomasik T, Windak A, Domagala A, Dubas K, Sumskas L, Rosinski J. An evaluation of family physicians' educational needs and experiences in health promotion and disease prevention in Poland and Lithuania - a qualitative study. BMC Fam Pract. 2011; 12(1):13.
12
Norris TE, Coombs JB, Carline J. An educational needs assessment of rural family physicians. J Am Board Fam Pract. 1996; 9(2):86-93.
13
Forti EM, Martin KE, Jones RL, Herman JM. An assessment of practice support and continuing medical education needs of rural Pennsylvania family physicians. J Rural Health. 1996; 12(5):432-7.
14
Commonwealth Fund. Training Tomorrow's Doctors: The medical education mission of academic health centers. New York. 2002.
15
Amini A, Kargarmaher M, Hatami Sadabadi F, Salami H. Determining CME needs of general physicians in East Azarbaijan province. Iran J Med Educ. 2002; 2: 12. [In Persian]
16
Shakurnia A, Elhampour H, Marashi T, Heidari Soureshjani Sh. Concordance of length and contents of continuing medical education programs with educational demands of practicing gps in Khuzestan Province. Iran J Med Educ. 2007; 7(1): 8591. [In Persian]
17
Azizi J, Karimyar Jahromi M, Hojat M. Assessment of Darab County Villagers' Satisfaction with Family Doctor Functions from Different Aspects. J Fasa Univ Med Sci. 2012; 2 (3):193-8. [In Persian]
18
ORIGINAL_ARTICLE
Mentors and Postgraduate Students Perception about Characteristics of Effective Education Kerman University of Medical Sciences Iran
Background & Objective: Little attention has been paid to generating systematic evidencebased qualitative approaches to effective education This study aimed to explore postgraduate students and mentors view points experiences and perceptions about effective education and its related factors in Kerman University of Medical Sciences Iran Methods: In this qualitative study using content analysis method and purposive sampling 32 postgraduate students and 7 mentors were recruited An interview guide was used to collect data through focus groups via indepth interviews After obtaining verbal informed consent data were recorded transcribed and analyzed using content analysis method To ensure validity of the data the acceptability and confirmability criteria were utilized Results: Two main themes were extracted from the viewpoint of postgraduate students and the mentors the direct and indirect factors related to effective education Direct factors included the factors related to student mentor educational environment and motivation Indirect factors were national educational system evaluation system for students and economic factors Conclusion: Both postgraduate students and mentors believe that effective education is a complex issue and macrofactors such as educational system and microones such as mentors and students characteristics are important In addition there is inconsistency in students and the mentors perception about the roles of the other one mentors believe that this is the responsibility of the students to learn and be selfmotivated while the students mentione that this is mainly the mentor responsibility This is an important topic which should be considered for planning effective education
https://sdme.kmu.ac.ir/article_90415_61d83911d5a018059637cdf5a80d341e.pdf
2016-01-01
626
643
Effective education
Perception
Postgraduate students
Maryam
Dastoorpoor
1
Ph.D. Student in Epidemiology, Modeling in Health Research Center, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Marzieh
Moradi
2
Department of Epidemiology and Biostatistics, School of Health AND Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Fatemeh
Estebsari
3
Ph.D. in Health Education and Health Promotion, Department of Health, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Farzaneh
Zolala
zolalafarzaneh@gmail.com
4
Ph.D. in Epidemiology, Assistant Professor, Regional Center for HIV and AIDS, Institute of Future Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Anbari Z, Ramezani M. The obstacles of clinical education and strategies for the improvement of quality of education at Arak University of Medical Sciences in 2008. Arak Med Univ J. 2010;13(2):110-8. [In Persian]
1
Ghasemi M, Rafieepour A, Asghari M, Abbassinia M, Tabbak R, Ahmadnezhad I, et al. Survey of learning styles of the students in Department of Health in Arak University of Medical Sciences based on Kolb’s Model. International Res J Applied Basic Sci. 2014;8(9):1442-6.
2
Zamanzadeh V, Valizadeh L, Fathi-Azar E, Aminaie N. Nursing and midwifery student’s learning styles in Tabriz Medical University. Res J Biological Sci. 2008;3(2):243-5.
3
Rowbotham MA. Teacher perspectives and the psychosocial climate of the classroom in a traditional BSN program. Int J Nurs Educ Scholarsh. 2010;7(1): 1548-923.
4
Bardes CL, Hayes JG, Falcone DJ. Measuring Teaching: A Relative Value Scale in Teaching. Teach Learn Med. 1998;10(1):40-3.
5
Martínez JF, Stecher B, Borko H. Classroom assessment practices, teacher judgments, and student achievement in mathematics: Evidence from the ECLS. Educational Assessment. 2009;14(2):78-102.
6
Buchel TL, Edwards FD. Characteristics of effective clinical teachers. Fam Med. 2005;37(1):30-5.
7
Zahedi M, Amirmaleki Tabrizi H. Medical education effectiveness from the viewpoints of medical students of Tehran University of Medical Sciences. Iran J Med Educ. 2008;7(2):289-98. [In Persian]
8
Yunus MM, Osman WSW, Ishak NM. Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia Soc Behav Sci. 2011;15: 2637-41.
9
Fasihi Harandi T, Azizzadehforoozi M, Mohammadalizadeh S, Ghazanfari moqadam Z. Effective factors on theoretical class attendance according to nursing and midwifery students’ point of view, Kerman Razi School of Nursing and Midwifery. J Strides Dev Med Educ. 2007;4(2):100-7. [In Persian]
10
Ramezani T, Dortaj Ravari E. Investigating the characteristics of an effective teacher and educational factors affecting efficacy efficiency from the view of instructors and nursing students in Kerman University of Medical Sciences. J Strides Dev Med Educ. 2009;6(2):139-48. [In Persian]
11
Rahimi A, Ahmadi F. The obstacles and improving strategies of clinical education from the viewpoints of clinical instructors in Tehran’s Nursing Schools. Iran J Med Educ. 2005; 5(2): 73-80. [In Persian]
12
Gillespie M. Student-teacher connection: A place of possibility. 2005;52(2):211-19. J Adv Nurs.
13
Schönwetter DJ, Lavigne S, Mazurat R, Nazarko O. Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education. J DentEduc. 2006;70(6):624-35.
14
Freeth D, Fry H. Nursing students’ and tutors’ perceptions of learning and teaching in a clinical skills centre. Nurse Educ Today. 2005;25(4):272-82.
15
Chai CS, Merry R. Teachers’ perceptions of teaching and learning in a knowledge‐building community: an exploratory case study. Learning, Media 2006;31(2):133-48. and Technology.
16
Liu Y, Huang C. Concerns of teachers about technology integration in the USA. Eur J Teach Educ. 2005;28(1):35-47.
17
Swennen A, Jörg T, Korthagen F. Studying Student Teachers’ Concerns, Combining Image-Based and More Traditional Research Techniques. Eur J Teach Educ. 2004;27(3):26583.
18
Corbin J, Strauss A. Basics of qualitative research: techniques and procedures for developing grounded theory. 3rd ed. Los Angeles: Sage; 2008.
19
Williamson GR. Introduction to Social Research Quantitative and Qualitative Approaches. J Advanced Nurs. 2006;54(5):639.
20
García-Ros R, Pérez F, Talaya I. New university students’ instructional preferences and how these relate to learning styles and motivational strategies. Electronic J Res Educ Psychol. 2008;6(3):547-70.
21
Phan H. Exploring epistemology beliefs and learning approaches in context: A sociocultural perspective. Electronic J Res Educ Psychol. 2008;6(3):793-822.
22
Caelli K. Quantitative and qualitative research: competition or parallel play? J Wound Ostomy Continence Nurs. 2002;29(2):74-5.
23
Streubert H, Carpenter D. Qualitative research in nursing. 4th ed. Philadelphia: Lippincott Williams & Wilkins; 2007.
24
Polit D, Beck C. Essentials of nursing rresearch: methods, appraisal, and utilization. 6th ed. Philadelphia: Lippincott, Williams & Wilkins; 2005.
25
Talaei A, Hekmatpou D. Exploration of Arak Medical students’ experiences on effective factors in active learning: a qualitative research. Iran J Med Educ. 2012;12(2):131-42. [In Persian]
26
Mirmohammadi Meybodi S, Mazloomi Mahmodabadi SS, Shahbazi H, Sharifpour Z, Zeynolabedini M. The Comparison of the Characteristics of Effective Teaching from Instructors' and Students' viewpoint, Yazd Shahid Sadooghi University of Medical Sciences. Future Med Educ J. 2012;2(4):24-31.
27
Khazaie Z, Khazaie T, Babaie M. Educational Process of Medical Students in Basic Sciences in Birjand University of Medical Sciences. J Strides Dev Med Educ. 2008;5(2):148-51. [In Persian]
28
Alikhani S, Markazi Moghaddam N, Boroomand S, Zand Begleh M. Evaluation of influencing factors of educational decline of nursing students Army University of Medical Sciences between 1380 and 1383. Annals of Military and Health Sciences Research. 2006;4(2):819-24. [In Persian]
29
Abedini S, Kamalzadeh H, Aghamolaei T. Perspectives of medical students regarding criteria for a good University professor, Bandar Abbas, Iran. Bimonthly J Hormozgan Univ Med Sci. 2010;14(3):241-5. [In Persian]
30
Ghorbani R, Haji aghajanei S, Heydari far M, Shams Abadi M. Viewpoints of nursing and para-medical students about the Features of a good university lecturer. J Koomesh. 2009;10(2):77-83. [In Persian]
31
Sutkin G, Wagner E, Harris I, Schiffer R. What makes a good clinical teacher in medicine? A review of the literature. Acad Med. 2008;83(5):452-66.
32
Ghaderi R, Dastjerdi R. Teachers’ and students’ viewpoints about the characteristics of effective teaching Birjand University of Medical Sciences. J Med Educ. 2005;7(2):95-102.
33
Torabipour A, Zahiri M. Study on influencing factors relationship between teacher and student in view of students of Ahvaz University of Medical Sciences. Jundishapur Sci Med J. 2012;11(5):549-57. [In Persian]
34
Mousavi S, Javadi R. Effective factors in optimizing learning from the viewpoints of the nonclinical medical academics of Bandar Abbas medical faculty. Bimonthly J Hormozgan Univ Med Sci. 2011;15(2):122-7. [In Persian]
35
Elahi N, Alhani F, Ahmadi F. Effective education: perceptions and experiences of nursing students. 2012;12(2):110-9. Iran J Med Educ.
36
Vahabi A, Sayadi M, Shahsavari S, Khadem Erfan M, Veisi A, Pouladi A, editors. Study of characteristics of good teacher from the viewpoint of Kurdistan University of Medical Science. Proceedings of the 8th National congress on Medical Education; 2007 March 68; Kerman, Iran. 2007: 841-5. [In Persian]
37
de Guzman AB, Ormita MJ, Palad CM, Panganiban JK, Pestaño HO, Pristin MW. Filipino nursing students' views of their clinical instructors' credibility. Nurse Educ Today. 2007;27(6):529-33.
38
Abedini M, Abassi A, Mortazavi F, Bijari B. Students’ viewpoint of factors affecting teacher-students communication, a study in Birjand University of Medical Sciences. Iran J Med Educ. 2012;12(6):439-47. [In Persian]
39
Delaram M. Clinical education from the viewpoints of nursing and midwifery students in Shahrekord University of Medical Sciences. Iran J Med Educ. 2006;6(2):129-35. [In Persian]
40
Hemmati Maslakpak M, Khalilzadeh H. Nursing students’ perspectives on effective clinical education: a qualitative study. Iran J Med Educ. 2012;11(7):718-27. [In Persian]
41
Dearmond MM. The future of college health. J Am College Health. 1995;43(6):258-61.
42
Vakili M, Nourian A, Mosavi Nasab S. Study of characteristics a good teacher from perspective of teachers and students of Zanjan University of Medical Science. J Zanjan Med Educ Dev Center. 2008;24(1):18-27. [In Persian]
43
ORIGINAL_ARTICLE
Evaluation of the Application of Constructivist Curriculum in Higher Education: A Case Study in Shiraz University of Medical Sciences Iran
Background & Objective: Constructivism is an approach that has profound effects on learning and teaching approaches and thus alters education teaching learner teachers roles and learning environment The medical sciences are not exempt from this effect On the other hand curriculum is the most important element for the realization of the goals and general mission of the educational system Therefore the present study was conducted with the aim to evaluate the application of constructivist curriculum at Shiraz University of Medical Sciences Iran Methods: This was a descriptive survey The study population consisted of postgraduate students from 4 schools of Shiraz University of Medical Sciences Through stratified random sampling method 200 participants were selected The research instrument was a questionnaire the validity and reliability of which were approved In the descriptive statistics section mean and standard deviation were used and in the inferential statistics section a independent ttest ttest and ANOVA were used Results: A significant difference was observed between the mean test curriculum elements and theoretical mean of the scale used This meant that curriculum elements based on the constructivism approach were lower than average in Shiraz University of Medical Sciences Conclusion: Numerous studies have been conducted on this approach in medical education but this topic has not gained much attention in Iran According to the findings it is suggested that teachers abandon the traditional approach to teaching and utilize newer approaches such as constructivism
https://sdme.kmu.ac.ir/article_90416_a6abb20de8a1c9d5d1baffce8e710261.pdf
2016-01-01
644
653
Constructivism
Curriculum
Elements
Postgraduate
Meimanat
Abedini-Baltork
abedini.gilan@gmail.com
1
PhD in Curriculum Development, Young Researchers and Elite Club, Shiraz Branch, Islamic Azad University, Shiraz, Iran
LEAD_AUTHOR
Ahmad Reza
Nasr-Esfahani
2
Ph.D. in Educational Sciences, Professor, School of Psychology and Educational Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
Mehdi
Mohammadi
3
Ph.D. in Educational Sciences, Associate Professor, School of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran
AUTHOR
Ebrahim
Salehi-Omran
4
Ph.D. in Educational Sciences, Professor, Department of Educational Sciences, School of Humanities and Social Sciences, University of Mazandaran, Sari, Iran
AUTHOR
Mansoori S, Karami M, Abedini Baltork M. Investigating the Use of ConstructivismBased Teaching Method in Higher Education: A Case Study of Social Sciences Department at Mazandaran University. J Curriculum Res. 2013; 2(2):105-108. [In Persian]
1
Abedini Baltork M, Nasr Esfahani AR, Mohammadi M and Salehi Omran E. Elements of constructivist curriculum in medical education: A Review Study. Iran J Med Educ. 2015; 14(10):888-97. [In Persian]
2
Windschitl M. Framing constructivism in practice as the negotiation of dilemmas: an analysis of the conceptual pedagogical, cultural and political challenges facing teachers. Review Educ Res. 2002; 72 (2): 131–75
3
Abedini Baltork M, Nasr Esfahani AR and Nili MR. The investigation of professional competencies of medical faculty members based on constructivism perspective. J Strides Dev Med Educ. 2014; 11(1): 125-8. [In Persian]
4
Abedini baltork M, Nili MR. Analyzing the role of constructivism as a new learning approach in the textbooks of elementary school. Res Curriculum Planning. 2014; 11(13): 6-17. [In Persian]
5
Eisner E. No easy answers: joseph schwab's conteibutions to curriculum. Curriculum Inquiry. 1984; 14(2): 201-10.
6
Tyler RW. Basic principles of curriculum and instruction. Chicago: University of Chicago press; 2013.
7
Kala S, Isaramalai SA, Pohthong A. Electronic learning and constructivism: a model for nursing education. Nurse Educ Today. 2010; 30(1):61-6.
8
Dangel RJ, Guyton E. An Emerging Picture of Constructivist Teacher Education. The Constructivist. 2004; 15(1):1-35.
9
10.Abedini Baltork M, Asadnia M, Applying a constructivist teaching approach for Development of Medical Education. Proceedings of the National Conference on Medical Education; 2012 Oct 31; Sanandaj, Iran. 2012: 323-4. [In Persian
10
11.Rolloff M. A constructivist model for teaching evidence-based practice. Nurs Educ Perspect. 2010; 31(5):290-3.
11
12.Brandon AF, All AC. Constructivism theory analysis and application to curricula. Nurs Educ Perspect. 2010; 31(2):89-92.
12
13.DeCoux Hampton M. Constructivism applied to psychiatric-mental health nursing: an alternative to supplement traditional clinical education. Int J Ment Health Nurs. 2012; 21(1):60-8.
13
14.Yarris LM1, Coates WC, Lin M, Lind K, Jordan J, Clarke S, et al. A suggested core content for education scholarship fellowships in emergency medicine. Acad Emerg Med. 2012; 19(12):1425-33.
14
15.Yoo HB, Park JH, Ko JK. An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based Training. Korean J Med Educ. 2012; 24(1): 7-14.
15
16.Nalliah S, Idris N. Applying the learning theories to medical education: A commentary. Educ Psychol. 2014; 1(2): 50-7.
16
17.Mansoori S. (dissertation). The investigation of High School Teachers Professional Competencies in Mazandaran Province Based on Constructivism Theory. Babolsar: University of Mazandaran; 2010. [In Persian]
17
18.Orangi AM. Assessment of guidance teachers activity in elementary schools. Journal of Educational Innovations.2003;2(5): 83-99.
18
19.Nikneshan SH. Approach of Religion training regarding to reason-centered and faithcentered. Studies in Education and Psychology. 2011; 11(2): 145-64. [In Persian]
19
20.Shabanivaraki B, Hossingholi Zadeh R. Evaluate the quality of teaching at the university. J Res Planing Higher Educ. 2006; 12(1): 1-22. [In Persian]
20
21.Olsen DG. Constructivist principles of learning and teaching methods. Education. 1999; 120(2): 347-55.
21
22.Aviram M. Beyond constructivism: autonomy-oriented education. Studies in Philosophy and Education. 2000; 19 (5-6): 465–89.
22
23.Jackson RS. (Terminal Masters Project). Using constructivist methods to teach social studies to special education students. Michigan: Wayne State University Detroit; 2006.
23
24.Wilson BG. Constructivism in practical and historical context. Trends and issues in instructional design and technology. 2012; 3:45-52.
24
25.Vavrus F. The cultural politics of constructivist pedagogies: teacher education reform in the united republic of Tanzania. Int J Educ Dev. 2009; 29(3): 303–11.
25
26.Sejzi AA, Bin Aris B. Constructivist Approach in Virtual Universities. Procedia Soc Behav Sci. 2012;56: 426 – 31.
26
27.Hussain I. Use of constructivist approach in higher education: an instructors’ observation. Creative Education. 2012; 3(2): 179-84.
27
28.Vereijken MWC, Kruidering-Hall M, De Jong PGM, De Beaufort AJ, Dekker FW. Scientific education early in the curriculum using a constructivist approach on learning. Perspect Med Educ. 2013; 2(4): 209–215.
28
29.Nyback MH. A Constructivist Approach to Teaching and Learning at the Degree Programme in Nursing at Novia University of applied sciences. Finland: Novia Publication Och Production; 2013.
29
30.Janjai S. Improvement of the ability of the students in an education program to design the lesson plans by using an instruction model based on the theories of constructivism and meta cognition. Procedia Engineering. 2012; 32: 1163–8.
30
31.Parsa A. Examine the relationship between faculty members' perceptions of constructivism in the classroom and they tend to approach the teaching and evaluation of teaching and learning circuit. Proceedings of the International Conference on Monitoring and Evaluation in Higher Education; 2009 Feb 25; Iranian Higher Education Association, Tehran, Iran. 2009: 400-12. [In Persian]
31
ORIGINAL_ARTICLE
The Views of Interns of Tabriz University of Medical Sciences Iran Regarding Practical Education and Clinical Skills Based on the Basic Minimum Competencies Statement of General Practitioners in Iran
Background & Objective: Medical education is based on both practical skills and theoretical knowledge Clinical skills training is an essential component of medical education One of the best evaluation methods for educational systems is to determine learners opinions on the quality of teaching In this study senior medical students views of practical education and clinical skills were studied Methods: This descriptive crosssectional study was conducted in Tabriz University of Medical Sciences Iran in 2012 on 122 senior medical interns in their 14th semester A questionnaire consisting of 18 items regarding clinical and communication skills and 35 items regarding practical measures was distributed among participants Descriptive statistical methods were used to analyze the acquired data Results: Among the participants 113% and 487% reported a very high rate and high rate of communication skills respectively Moreover 625% of students reported that they had received the necessary education on first aid skills and only 137% and 25% reported low and very low ability in this regard Conclusion: In terms of obtaining accurate and purposeful clinical history and data recording the students had received favorable training However other skills were reported to be at low and very low levels
https://sdme.kmu.ac.ir/article_90417_19271fc7f54c827a9b597c9d89fdf890.pdf
2016-01-01
654
662
Clinical skills
general practitioner
Intern
Abilities
Mahasti
Alizadeh
gyarijavaher@yahoo.com
1
Specialist in Communication Medicine, Associate Professor, Department of Communication Medicine AND Social Determinants of Health Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
AUTHOR
Houman
Yazdchi
2
General Practitioner, School of Medicine, Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
AUTHOR
Hossein
Mazouchian
hosseinm1388@yahoo.com
3
Medical Student, School of Medicine, Student Research Committee, Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
LEAD_AUTHOR
Du Boulay C, Medway C. The clinical skills resource: a review of current practice. Med Educ. 1999; 33(3): 185-91.
1
Ghadiri H, Halimi M, Tavakkoli M, Mostafavi N, Taheri S, Haghighi Z, et al. (dissertation). Scientific and practical skills of medical interns in isfahan university of medical sciences. Isfahan: Isfahan University of Medical Sciences; 1994: 22-6
2
Mortazavi SAA, Razmara A. Medical student satisfaction in different educational locations. Iran J Med Educ. 2001; 1(3): 514. [In Persian]
3
General Medicine affairs, Education Deputy, Ministry of Health and Medical Education. Third meeting of General Medicine Education Council, Appendix 1, Basic minimum competencies of general medicine graduates in Iranian Medical Sciences Universities. [Cited 2008 Mar 8]. Available from: http://med.mui.ac.ir/clinical/internal/hadea ghaltavanmandipezeshkanomoomikhordad 1387.pdf.
4
Das M, Townsend A. The views of senior students and young doctors of their training in a skills laboratory. Med Educ. 1998; 32(2): 143-9.
5
Wigton RS, Blank LL, Nicolas JA, Tape TG. Procedural skills training in internal medicine residencies. A survey of program directors. Ann Intern Med. 1989; 111(11):932-8.
6
Yamani Douzi Sorkhabi M. Introduction to evaluation of performance of university systems.1st ed. Tehran: Shahid Beheshti University; 2001. [In Persian]
7
Aynollahi B, Niaee AM, Nori M, Miraee M, Sigharodi P. New evaluation in medical education. 1th ed. Tehran: Ministry of Health and Medical Education; 2005: 7-15. [In Persian]
8
Mohaghegh P, Yavari P, Akbari ME, Abadi AR, Ahmadi F, Shormeij Z. Relationships between Family Levels of Socioeconomic Status and Distribution of Breast Cancer Risk Factors. Iran J Cancer Prev. 2015; 8(1): 53–59.
9
Mousavi SM, Montazeri A, Mohagheghi MA, Jarrahi AM, Harirchi I, Najafi M, et al. Breast cancer in Iran: an epidemiological review. Breast J. 2007; 13(4):383-91.
10
van der Vleuten CP, Schuwirth LW. Assessing professional competence: from methods to programmes. Med Educ. 2005; 39(3):309-17.
11
Khalili AF, Shahnazi M. Breast cancer screening (breast self-examination, clinical breast exam, and mammography) in women referred to health centers in Tabriz, Iran. Indian J Med Sci. 2010; 64(4):149-62.
12
Mahoori KH, Sadeghi Hasanabadei A, Talei AR. Knowledge and practice of women referring to Shiraz health centers about breast cancer screening. Med J Hormozgan. 2003; 7(2): 68-75. [In Persian]
13
Dent J, Harden RM. Practical guide for medical teachers. 2nd ed. Edinburgh: Churchill Livingstone; 2005: 42-5.
14
General practice council secretariat, Education Deputy of Ministry of Health and Medical Education. Approvals in the third meeting of General Medical Education Council. Appendix 2: Minimum expected competencies of medical graduates in medical Universities, Islamic Republic of Iran. [Cited 2009 Aug 31]. Available from: http://www.salamatnews.com/news. [In Persian]
15
Khajehazad M, Naghizadeh J. Assessing the quality of general medicine curriculum in Baqiyatallah University based on Iranian national and WFME Global standards. Iran J Med Educ. 2011; 10(4):417-29. [In Persian]
16
Celenza T. Emergency medicine: The state of play-Undergraduate education. Emergency Medicine. 1999; 11(4): 224-8.
17
Zare N, Razmjoo MM, Ghaeminia M, Zeighami B, Aghamaleki Z. Effectiveness of the feedback and recalling education on quality of prescription by general practitioners in Shiraz. Zahedan J Res Med Sci. 2007; 9(4): 255-62. [In Persian]
18
Rieger UM, Pierer K, Farhadi J, Lehmann T, Röers B, Pierer G. Effective acquisition of basic surgical techniques through blended learning. 80(6):537-43. Chirurg. 2009;
19
ORIGINAL_ARTICLE
An Investigation of Medical School Curriculum in Kerman University of Medical Sciences Iran Based on the CIPP Model
Background & Objective: In order to improve the quality of higher education programs and make them dynamic quantitative and qualitative evaluations and assessments are required In this study the context input process and product (CIPP) evaluation model was used to evaluate the School of Medicine at Kerman University of Medical Sciences Iran in 2014 Methods: The evaluation of this school based on the CIPP model consisted of the 4 components of context input process and output The sample included 69 students 20 professors and 12 postgraduates A researcher made questionnaire was used to collect data The scores of 015 1535 and 355 were considered as representing poor conditions relatively favorable conditions and favorable conditions respectively Data were analyzed using SPSS software and descriptive and inferential statistics (ttest) Results: From the perspective of the participants of the research the status of context input process and output and in general the School of Medicine was favorable and the output of the school was relatively favorable There was a significant difference between the students and professors point of views in terms of the context process and outcome of the school (P < 005) The students ranked the context as favorable while the professors ranked input process and output of the school as favorable Conclusion: The results of the final evaluation revealed that the condition of this school is favorable To achieve a highly favorable condition it is suggested that college and university authorities attempt to strengthen important factors such as revision of curriculum content and training professors on teaching methods evaluation and communication skills
https://sdme.kmu.ac.ir/article_90418_592685bdb368bd0872a719086afb8d83.pdf
2016-01-01
663
670
educational evaluation
CIPP model
Medical school
Sedigheh
Khodabandeh
mitra.khodabandeh@yahoo.com
1
Ph.D. Student in Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Parisa
Rostambeig
2
M.Sc. in Nursing, Instructor, Department of Nursing, Islamic Azad University, Estahban Branch, Estahban, Iran
AUTHOR
Sakineh
Sabzevari
s_sabzevari@kmu.ac.ir
3
Ph.D. in Nursing, Assistant Professor, Medical Education Research Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Esmat
Nouhi
smnouhi@yahoo.com
4
Ph.D. in Nursing, Assistant Professor, Department of Internal-Surgical Nursing AND Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Harris LM, Adamson BJ, Hunt AE. Assessing quality in higher education: criteria for evaluating programmes for allied health professionals. Assessment & Evaluation in Higher Education. 1998; 23(3): 273-81.
1
Alwani SM, Danaee-fard H. Organization theory. (Translation). Robbins S. Tehran: Saffar Pub; 2010. [In Persian]
2
Saif AA. Educational measurement, assessment and evaluation. Tehran: Doran; 2006. [In Persian]
3
Robinson B. The CIPP approach to evaluation. COLLIT Project. 2002, The CIPP approach to evaluation, COLLIT Project. [Cited 2002 May 4]. Available from: http://www.fivehokies.com/Evaluation/Evaluation Approaches/Management Oriented/CIPP Approach to Evalaution.pdf
4
Alimohammadi T, Rezaeian M, Bakhshi H, Vaziri Nejad R. The Evaluation of the Medical School Faculty of Rafsanjan University of Medical Sciences Based on the CIPP Model in 2010. J Rafsanjan Univ Med Sci. 2013; 12(3): 205-18. [In Persian]
5
Tezakori Z, Mazaheri E, Namnebat M, Torabizadeh K, Fathi S, Ebrahimibil F. The evaluation of PhD nursing in Iran (Using the CIPP Evaluation Model). J Health Care. 2010; 12(2): 43-51. [In Persian]
6
Stufflebeam DL. The Cipp Model For Evaluation. Kluwer International Handbooks of Education. 2003; 9: 31-62.
7
Ghafourian Boroujerdnia M, Shakurnia AH, Elhampour H. The opinions of academic members of Ahvaz University of Medical Sciences about the effective factors on their evaluation score variations. J Strides Dev Med Educ. 2006; 3(1): 19-25. [In Persian]
8
Motallehnejan M, Haji Ahmadi M, Mortazavi Moghaddam V. A study on educational status of dental students at clinical courses in Babol University of Medical Sciences during 1998-2002. J Babol Univ Med Sci. 2010; 12(Suppl 1): 46-51. [In Persian]
9
Saberian M. Group's internal evaluation of medical surgical nursing department of Semnan University of Medical Sciences. Proceedings of the International Conference AMEE; 2004 Sep 5-8; Edinburgh, Scotland, UK. 2004: 22-3.
10
Khadem N, Khodadadi N, Ebrahimzadeh S. Openion poll of graduates from MashhadSchool of Medicine, regarding coordination of learnings, during their study with the objectives of education in giving medical services to society. Med J Mashad Univ Med Sci. 2009; 4(51): 233-8. [In Persian]
11
Bazrafkan L, Nikseresht AR, Bazargany A. Need assessment of medical education’s general objectives in basic sciences & physiopathology periods according to intern’s views. Iran J Med Educ. 2002, 2(0): 18. [In Persian]
12
Anderson CA. Current strengths and limitations of doctoral education in nursing: are we prepared for the future? J Prof Nurs. 2000; 16(4):191-200.
13
ORIGINAL_ARTICLE
Assessment of the Opinion of Kerman Dentistry Students Iran about Training Method and Equipment in the Dental Radiology Department
Background & Objective: Clinical training is of great importance in dentistry and has a direct impact on health of the society and treatment of patients The present study was conducted with the aim to obtain students point of views about facilities physical environment and training methods in the Department of Oral and Maxillofacial Radiology School of Dentistry of Kerman University of Medical Sciences Iran Methods: This descriptive and crosssectional study was conducted on dental students who had had passed at least 1 unit of radiology course The participants were selected through census sampling method The data collection tool was a questionnaire consisting of 28 items in 5 scales and a section on demographic information The 5 scales consisted of evaluation of equipment quality of education in terms of diagnosis skills quality of education in terms of clinical skills practical education on patients and miscellaneous questions The questionnaire was designed by the researchers and its validity and reliability were evaluated Data were analyzed in SPSS software using ttest and analysis of variance (ANOVA) All Pvalues of less than 005 were considered significant Results: Of the 146 respondents 432% were men and 568% were women The mean score of the questionnaire was 7624 ± 1442 from a total of 140 Overall students satisfaction was at a moderate level Students satisfaction level with practical training in different techniques and bone and dental fractures diagnosis using radiography was low In the students view the quantity and quality of radiography devices was inadequate There was no statistically significant association between different inputs in terms of satisfaction and the students gender Conclusion: The students in the present study were relatively satisfied with radiology courses However in their opinion the quantity and quality of radiology devices were low Thus the repairing and updating of the radiography devices is recommended
https://sdme.kmu.ac.ir/article_90419_fca9bdcab5b5c7acc76763246dcb07cc.pdf
2016-01-01
671
678
opinion
Training
Radiology
Dental student
Kerman
Iran
Jahangir
Haghani
jahangirhaghani@yahoo.com
1
Ph.D. in Oral and Maxillofacial Radiology, Associate Professor, Dental and Oral Diseases Research Center, Department of Radiology, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Molouk
Torabi
drtorabiparizi@yahoo.com
2
Ph.D. in Oral Pathology, Associate Professor, Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Armin
Rafiee-Pour
3
Dentist, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Walker MP, Duley SI, Beach MM, Deem L, Pileggi R, Samet N, et al. Dental education economics: challenges and innovative strategies. J Dent Educ. 2008; 72(12):1440-9.
1
Jahangiri L, Mucciolo TW, Choi M, Spielman AI. Assessment of teaching effectiveness in U.S. Dental schools and the value of triangulation. J Dent Educ. 2008; 72(6):707-18.
2
Davidovitch N, Soen D. Using students' assessments to improve instructors' quality of teaching. J Further Higher Educ. 2006; 30(4): 351-76.
3
Victoroff KZ, Hogan S. Students’ perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique. J Dent Educ. 2006; 70(2): 124-32.
4
Dodoo MS. Estimating the marginal cost of financing physician training in the US. Proceedings of the 7th International Conference on Health Policy Statistics; 2006 Jan 17-18; Philadelphia, Pennsylvania. 2006.
5
Henzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students' view. J Dent Educ. 2005; 69(10): 1137-47.
6
Sanz M, Meyle J. Scope, competences, learning outcomes and methods of periodontal education within the undergraduate dental curriculum: a consensus report of the 1st European Workshop on Periodontal Education--position paper 2 and consensus view 2. Eur J Dent Educ. 2010; 14 (Suppl. 1): 25-33.
7
Jones RF, Gold JS. The present and future of appointment, tenure, and compensation policies for medical school clinical faculty. Acad Med. 2001; 76(10):993–1004.
8
Amanat D, Momeni SH, Amanat N. Evaluating students' satisfaction of educational situation in Shiraz dental school. J Dent Shiraz Univ Med Sci. 2010; 10(4) :356-60.[In Persian]
9
Zarabian M, Razmi H, Sharifian MR, Sharifi D, Sasani F, Mousavi A. An Investigation on the Histologic Responses of Periapical Tissues Following Retrofilling with Root MTA and Portland Cement Type I Versus Pro Root MTA in the Canine Teeth of Cats. J Dent Tehran Univ Med Sci. 2004; 1(4):31-8.
10
Sanatkhani M, Molla Z, Akbari M. Evaluation of the Students’ Perception about Clinical Education and Examination in Mashhad School of Dentistry (Iran) in 2009. J Mashhad Dent School. 2012; 36(3): 211- 22.[In Persian]
11
Shetty VB, Shirahatti RV, Pawar P. Students' perceptions of their education on graduation from a dental school in India. J Dent Educ. 2012; 76(11): 1520-6.
12
Eslamipour F, Shirban F, Refaee P. Assessment of dental students’ satisfaction of clinical departments in Isfahan dental school. Iran J Med Educ. 2011; 10(5): 625-33. [In Persian]
13
Ali K, Raja M, Watson G, Coombes L, Heffernan E. The dental school learning milieu: students' perceptions at five academic dental institutions in Pakistan. J Dent Educ. 2012; 76(4):487-94.
14
Parolia A, Mohan M, Kundabala M, Shenoy R. Indian dental students' preferences regarding lecture courses. J Dent Educ. 2012; 76(3): 366-71.
15
Bahreini Toosi MH, Modabber Azizi MJ, Tabatbaie K, Ebrahimzadeh S, Bahreini Toosi V, Bahreini Toosi K. Medical Students’ Viewpoints about the Evaluation Methods at Internship Stage (Mashhad University 2001). Iran J Med Educ. 2002; 2:19. [In Persian]
16
Eghbal M, Asna- Ashari M, Hosseini M. Knowledge, Attitudes, and Professional Behaviors of Dental students in Endodontics department of Shahid Beheshti Dental School Concerning Infection control principles. J Dent School. 2004; 22(3):369-77. [In Persian]
17
Cardall WR, Rowan RC, Bay C. Dental education from the students' perspective: curriculum and climate. J Dent Educ. 2008; 72(5):600-9.
18
ORIGINAL_ARTICLE
پیشنهاد آیین نامه شرح وظایف دفاتر توسعه آموزش دانشگاه های علوم پزشکی
رسالت اصلی دانشگاههای علوم پزشکی، تربیت نیروی انسانی به منظور ارتقای بهداشت و درمان جامعه است (1) میتوان از مراکز مطالعات و توسعه آموزش علوم پزشکی به عنوان بازوی اصلی دانشگاهها در بحث کیفیت آموزش یاد کرد تأسیس این مراکز در ایران با هدف ارتقای کیفی آموزش از اواخر سال 1368 در دستور کار قرار گرفت (2) مراکز مطالعات و توسعه آموزش به عنوان یکی از مدیریتهای حوزه معاونت آموزشی در دانشگاههای علوم پزشکی، جهت انجام بهتر امور خود از همکاری دفاتر توسعه آموزش در دانشکدهها و بیمارستانهای آموزشی بهرهمند میگردند به این منظور، آییننامه شرح وظایف مراکز مطالعات و توسعه آموزش علوم پزشکی (EDC) و دفاتر توسعه آموزش (EDO) در دویست و یکمین جلسه شورای گسترش دانشگاههای علوم پزشکی به تصویب رسید در این آییننامه که با شماره 167/500، مورخ 9/9/1389 ابلاغ گردیده است؛ از مراکز مطالعات و توسعه آموزش به عنوان مغز متفکر و مسئول ارتقای کیفی آموزش در دانشگاههای علوم پزشکی یاد شده است با توجه به اهمیت این مراکز و دفاتر در بحث آموزش در دانشگاهها، به نظر میرسد که میبایست مسئولیتهای این مراکز و به ویژه دفاتر توسعه آموزش از شفافیت بیشتری نسبت به آنچه که در آییننامه موجود ذکر گردیده، برخوردار باشد لذا مرکز مطالعات و توسعه آموزش علوم پزشکی یزد با تدوین آییننامه داخلی، سعی در برداشتن گامی عملی در این راستا نمود در مدت کوتاهی که از اجرای این آییننامه داخلی میگذرد، خروجی مناسبی به دست آمده است با این حال آییننامه فعلی با توجه به شرایط این مرکز تدوین شده است و این قابلیت وجود دارد تا ضمن بهبود، در دانشگاههای دیگر با اعمال تغییراتی، اجرایی شود در این نوشتار، آییننامه داخلی شرح وظایف دفاتر توسعه آموزش دانشگاه شهید صدوقی یزد با هدف ارائه پیشنهادی عملیاتی و مدون از جانب این مرکز به سایر مراکز همکار و همچنین دریافت نظرات مسئولین و صاحبنظران این حوزه، ارائه میگردد امید است تا اساتید و کارشناسان محترم ضمن ارائه نظرات عملیاتی خود به تکمیل این آییننامه کمک نمایند آیین نامه داخلی شرح وظایف دفاتر توسعه آموزش دانشگاه علوم پزشکی شهید صدوقی یزد به منظور افزایش سرعت فعالیتها، پرهیز از دوبارهکاریهای موجود در فرایندهای اجرایی، افزایش مشارکت دفاتر توسعه آموزش در فعالیتهای آموزشی و پررنگتر شدن نقش آنها در دانشکدهها از طریق تمرکززدایی از فعالیتهای مرکز مطالعات و توسعه آموزش علوم پزشکی و گسترش نقش اجرایی دفاتر توسعه آموزش؛ آیین نامه داخلی حاضر ابلاغ میگردد بدین ترتیب دفاتر توسعه آموزش موظف خواهند بود بر اساس این آیین نامه با مرکز مطالعات و توسعه آموزش همکاری نموده و عملکرد آنها بر این اساس مورد ارزیابی قرار خواهد گرفت بر اساس این آیین نامه: دفاتر توسعه میبایست نقش فعال در ارائه مشاوره در زمینه اجرای طرحهای پژوهشی در حوزه آموزش و اجرای روشهای نوین آموزش و ارزشیابی به منظور توسعه کیفی فرایند یاددهی و یادگیری ایفا نمایند دفاتر توسعه آموزش میبایست در برگزاری کارگاههای توانمندسازی اعضای هیأت علمی که توسط مرکز مطالعات و توسعه آموزش طراحی شدهاند، و یا توسط مرکز توسعه پیشنهاد شده و مورد تایید مرکز مطالعات و توسعه آموزش قرار گرفته، با استفاده از امکانات دانشکده / بیمارستان متبوع مشارکت نمایند دفاتر توسعه آموزش میبایست در پایان هر ترم تحصیلی، سؤالات امتحانی اعضای هیأت علمی دانشکده / بیمارستان متبوع را جمعآوری و با کمک اعضای دفتر توسعه بر اساس فرمهای ارزیابی صوری تدوین شده توسط مرکز مطالعات و توسعه آموزش مورد ارزیابی قرار داده و نتایج را حداکثر تا یک ماه بعد از پایان امتحانات به مرکز مطالعات و توسعه آموزش ارسال نموده تا از طریق این مرکز به صورت محرمانه در اختیار اعضای هیأت علمی قرار گیرد دفاتر توسعه آموزش میبایست طرح درسهای تدوین شده توسط اعضای محترم هیأت علمی دانشکده / بیمارستان متبوع را در آغاز نیم سال تحصیلی جمعآوری نموده و با کمک اعضای دفتر توسعه بر اساس فرم بررسی تدوین شده توسط مرکز مطالعات و توسعه آموزش مورد بررسی قرار داده و نتایج را حداکثر تا یک ماه از آغاز نیمسال تحصیلی به مرکز مطالعات و توسعه آموزش ارسال نموده تا از طریق این مرکز به صورت محرمانه در اختیار اعضای هیأت علمی قرار گیرد دفاتر توسعه آموزش میبایست بر Skill Lab دانشکده / بیمارستان خود در صورت وجود نظارت نموده و نتایج را به اطلاع این مرکز برسانند دفاتر توسعه آموزش میتوانند بر اساس آیین نامه داخلی شماره مورخ نسبت به تشکیل شاخه دانشجویی اقدام نمایند دفاتر توسعه آموزش میبایست نقش فعال در ارزشیابی عملکرد اعضای هیأت علمی دانشکده بر اساس میزان مشارکت در توسعه کیفیت آموزش ایفا نمایند دفاتر توسعه آموزش بیمارستانها میبایست بر فعالیتهای آموزش بالینی همانند ژورنال کلاب، گزارش صبحگاهی، راند، گراندراند، Case Report و غیره نظارت و آنها را ارزیابی نمایند و نتیجه را به مرکز مطالعات و توسعه آموزش گزارش نموده تا از طریق این مرکز به اطلاع مسئولین برگزاری فرایند آموزشی مربوطه برسد همچنین این دفاتر موظف هستند نقاط ضعف موجود را تا برطرف شدن آنها، پیگیری نمایند دفاتر توسعه آموزش بیمارستانها میبایست بر فعالیتهای ارزشیابی بالینی همانند DOPS، Mini CEX، OSCE و غیره نظارت و آنها را ارزیابی نمایند و نتیجه را به مرکز مطالعات و توسعه آموزش گزارش نموده تا از طریق این مرکز به اطلاع مسئولین برگزاری فرایند ارزشیابی مربوطه برسد همچنین این دفاتر موظف هستند نقاط ضعف موجود را تا برطرف شدن آنها، پیگیری نمایند به اطلاع سرپرستان محترم دفاتر توسعه آموزش میرساند، این آییننامه در صورت نیاز و بر اساس نیازهای آموزشی به روزرسانی خواهد شد بدیهی است که هر گونه تغییر به اطلاع سرپرستان محترم خواهد رسید
https://sdme.kmu.ac.ir/article_90420_3ffe272ecf93e7b5d6441bc035455f69.pdf
2016-01-01
679
681
رضا
بهنام فر
1
دکتری مدیریت آموزشی ، مرکز مطالعات و توسعه آموزش پزشکی ، دانشگاه علوم پزشکی شهید صدوقی ، یزد ، ایران
AUTHOR
مهرداد
مستغاثی
2
متخصص طب کار ، مرکز مطالعات و توسعه آموزش علوم پزشکی ،دانشگاه شهید صدوقی ، یزد ، ایران
LEAD_AUTHOR
Farhadian F, Tootoonchi M, Changiz T, Haghani F, Oveis Gharan S. Faculty members' skills and educational needs concerning clinical teaching methods in Isfahan University of Medical Sciences. Iran J Med Educ. 2007;7(1) :109-18. [In Persian]
1
Changiz T, Shater jalali M, Yamani N. Exploring the faculty members’ expectations from educational development centers in medical universities: A Qualitative Research. Iran J Med Educ. 2013; 12 (12):947-64. [In Persian]
2
ORIGINAL_ARTICLE
Critical Appraisal: A Study of the Hidden Curriculum of Doctoral Research Courses: A Phenomenological Study
https://sdme.kmu.ac.ir/article_90421_6c65cffcc3194fc9421379d2a929a561.pdf
2016-01-01
682
683
Fereshteh
Araghian Mojarad
1
PhD Student in Nursing, Student Research Committee, Golestan University of Medical Sciences, Gorgan, Iran
AUTHOR
Akram
Sanagoo
a_sanagu@yahoo.com
2
Associate Professor, Nursing Research Center, Goletsan University of Medical Sciences, Gorgan, Iran
AUTHOR
Leila
Jouybari
jouybari@goums.ac.ir
3
Associate Professor, Education Development Center, Goletsan University of Medical Sciences, Gorgan, Iran
LEAD_AUTHOR
Robati F, Mohammad-Bagheri M, Hasani F. A Study of the Hidden Curriculum of Doctoral Research Courses: A Phenomenological Study. J Strides Dev Med Educ. 2015; 12(1): 64-75. [In Persian]
1
Sheibaninia A, Valaie N, Mohammad Sadeghi Sh, Azizi F. The evaluation of accuracy of article writing in scientific journals of dentistry in 2006. J Res Med. 2009; 33(1): 5-11. [In Persian]
2
Sohrabi MR. Blinding and selection bias in randomized clinical trial: Review an article. Rese Med. 2009; 33(2): 64-65
3
Araghian Mojarad F, Salehinia H, Jouybari L, Sanagoo A. Critical Appraisal: mechanisms for promoting mentorship program: a qualitative study. Iran J Med Educ. 2015; 15: 381-5. [In Persian]
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. How to write a medical article?. Iran J Med Educ. 2014; 14(1):87-9. [In Persian]
6
Eaves YD. A Synthesis technique for grounded theory data analysis. J Adv Nurs. 2001; 35(5):654-63.
7
ORIGINAL_ARTICLE
Report an educational intense decline in medical student with excellent educational background
Educational decline among university students during the first university terms is generally observed as a reason of the big change in lifestyle and not being accustomed to dormitory atmosphere or it can be as a result of being involved with emotional matters due to the special age at which they enter university This research concerns the situation of a medical student ((Mohammad)) who enters Kerman medical university with a perfect educational background and a top rank in entrance exam of university but he encounters a noticeable underachievement in educating as soon as he starts his courses at university Mohammad who is from a relatively supportive family and has a suitable financial situation in his family gets involved with an emotional case and its following problems and matters facing a breakup at this stage he is suffered with depression and severe educational decline His family in order to help him acts mistakenly and it brings about bigger problems Therefore after finishing two university terms with conditional educational situation he exposes with the warning of being dropped out of university Noticing the importance of this stage of life among university students more than the consideration of university teachers needs the contribution of consulting center of university in an effective way so that they can identify students with emotional conflicts that leads them toward educational underachievement and then offering them suitable and helpful consultation aimed to help them pass this serious phase of life and moreover how to adopt themselves with new situations surely with having their family support as well
https://sdme.kmu.ac.ir/article_90422_f7a284ed127aaa81d89617645ff94910.pdf
2016-01-01
684
686
Educational Decline
medical student
Consultation
Abbas
Aghaei Afshar
afshara2@yahoo.com
1
Ph.D. in Parasitology, Associate Professor, Department of Medical Parasitology, Faculty of Medicine, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Majid
Fasihi Harandi
majid.fasihi@gmail.com
2
Ph.D. in Parasitology, Professor, Department of Medical Parasitology, Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Seyed Noureddin
Nematollahi-Mahani
3
Ph.D. in Anatomy, Professor, Department of Anatomy, Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Davis HA. Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist. 2003; 38(4): 207-34.
1
Moffat KJ, McConnachie A, Ross S, Morrison JM. First year medical student stress and coping in a problem-based learning medical curriculum. Med Educ. 2004; 38(5):482-91.
2
Kenny ME. College seniors' perceptions of parental attachments: The value and stability of family ties. J College Student Development. 1990; 31(1):39-49.
3
ORIGINAL_ARTICLE
Educational governance is a need for medical education today
https://sdme.kmu.ac.ir/article_90423_99dfb535c8471a83c6db149e63266f78.pdf
2016-01-01
687
691
سیده زهرا
نهاردانی
1
دانشجوی دکتری آموزش پزشکی ،گروه آموزش پزشکی ،دانشکده پزشکی ، دانشگاه علوم پزشکی ایران ، تهران ، ایران
AUTHOR
سمیه
علیزاده
2
دانشجوی دکتری آموزش پزشکی ،گروه آموزش پزشکی ،دانشکده پزشکی ، دانشگاه علوم پزشکی ایران ، تهران ، ایران
AUTHOR
زهره
سهرابی
3
دکترای مدیریت خدمات بهداشتی و درمانی ، استادیار ، گروه آموزش پزشکی،دانشکده پزشکی ، دانشگاه علوم پزشکی ایران ، تهران ، ایران
AUTHOR
Gharib M, Gharib A. Critique of Cultural Theory in Educational Administration. Proceedings of 14th National Congress on Medical Education; 2013 Apr 29-May 2; Tehran, Iran. 2013.
1
Brewer DJ, Smith J. Evaluating the" crazy Quilt": Educational Governance in California. Los Angeles: Waite Phillips Hall; 2006.
2
Fried J. Higher education governance in Europe: autonomy, ownership and accountability-A review of the literature. Higher Education Governance Between Democratic Culture, Academic Aspirations and Market Forces. 2006; 5:79.
3
Coward R. Educational governance in the NHS: a literature review. Int J Health Care Qual Assur. 2010; 23(8):708-17.
4
Campbell DFJ, Carayannis EG. Epistemic Governance in Higher Education: Quality Enhancement of Universities for Development. New York: Springer Briefs in Business; 2013.
5
Coward R. Educational Governance Framework - NHS Education for Scotland. [Cited 2012 Dec 17]. Available from: http://www.nes.scot.nhs.uk/media/1676492/educational-governance-framework-3rd-edition-2012-dec12.pdf.
6
Williams TR. Educational Governance A paper prepared for the Panel on the Role of Government. [Cited 2003 Oct 8]. Available from: http://www.law-lib.utoronto.ca/investing/reports/rp46.pdf.
7
Lewis M, Pettersson G. Governance in education: raising performance. [Cited 2009 Dec 22]. Available from: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1992404.
8
Mortimer KP, Sathre COB. The art and politics of academic governance: Relations among boards, presidents, and faculty. Maryland: Rowman & Littlefield Pub; 2010.
9
Hénard F, Mitterle A. Governance and quality guidelines in Higher Education
10
Hénard F, Mitterle A. Governance and quality guidelines in Higher Education. Proceedings of the Conference on Higher Education at a Time of Crisis: Challenges and Opportunities; 2009 Jun 29-30; Copenhagen, Denmark. 2009.
11