ORIGINAL_ARTICLE
The Role of Mastery Learning in Clinical Education: A Systematic Review
Context Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students. Data Sources This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including “clinical teaching” and “mastery learning”. After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed. Results Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students’ self-confidence, reduce the required time for skill acquisition, increase the students’ knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.
https://sdme.kmu.ac.ir/article_90525_0ac01d10cf3aa13078a950b1cf348bee.pdf
2018-12-01
10.5812/sdme.64075
Clinical education
Mastery Learning
medical student
Systematic review
Aziz
Shamsi
aziz.shamsi@ymail.com
1
Department of Medical-Surgical Nursing, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Safoura
Dorri
m.dorrri@gmail.com
2
Department of Medical-Surgical Nursing, Iran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Dorri S, Hakimi H. The effect of mastery learning model for suction and oxygen therapy skills in nursing students. Res Med Educ.2018;9(4):19–0. doi: 10.29252/rme.9.4.19.
1
Kashani Z, Damavandi M, Karami Gazafi A. [The effects of mastery learning on attitude, performanceand intrinsic motivation of secondaryschool students in chemistry]. J Innovat Educ. 2010;6(2):155–72.Persian.
2
Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation:A systematic review and meta-analysis. Acad Med. 2013;88(8):1178–86. doi: 10.1097/ACM.0b013e31829a365d. [PubMed: 23807104].
3
Eppich WJ, Hunt EA, Duval-Arnould JM, Siddall VJ, Cheng A. Structuring feedback and debriefing to achieve mastery learning goals. Acad Med. 2015;90(11):1501–8. doi: 10.1097/ACM.0000000000000934.
4
[PubMed: 26375272].
5
Rahmani A, Fathiazar E, Roshangar F. [The effect of adapted model of mastery learning on cognitive and practical learning of nursing students]. Iran J Med Educ. 2008;7(2):277–67. Persian.
6
Haghani F, Masoomi R. [Overview of learning theories and its applications in medical education]. Iran J Med Educ. 2011;10(5):1188–97. Persian.
7
Nowroozi HM, Mohsenizadeh SM, Jafari SH, Ebrahimzadeh S. [The effect of teaching uning a blend of collaborative and mastery of learning models, on learning of vital signs: An experiment on nursing and
8
operation room students of Mashhad University of Medical Sciences]. Iran J Med Educ. 2011;11(5):541–53. Persian.
9
Barsuk JH, McGaghie WC, Cohen ER, Balachandran JS, Wayne DB. Use of simulation-based mastery learning to improve the quality of central venous catheter placement in a medical intensive care unit. J Hosp Med. 2009;4(7):397–403. doi: 10.1002/jhm.468. [PubMed: 19753568].
10
Wayne DB, Barsuk JH, O’Leary KJ, Fudala MJ, McGaghie WC. Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice. J Hosp Med. 2008; 3(1):48–54. doi: 10.1002/jhm.268. [PubMed: 18257046].
11
Wayne DB, Butter J, Siddall VJ, Fudala MJ, Wade LD, Feinglass J, et al. Mastery learning of advanced cardiac life support skills by internal medicine residents using simulation technology and deliberate practice. J Gen Intern Med. 2006;21(3):251–6. doi:10.1111/j.1525-1497.2006.00341.x. [PubMed:16637824]. [PubMed Central: PMC1828088].
12
McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations. Acad Med. 2011;86(11):e8–9. doi: 10.1097/ACM.0b013e3182308d37. [PubMed:22030671].
13
Barsuk JH, Cohen ER, Caprio T, McGaghie WC, Simuni T, Wayne DB. Simulation-based education with mastery learning improves residents’ lumbar puncture skills. Neurology. 2012;79(2):132–7. doi:10.1212/WNL.0b013e31825dd39d. [PubMed: 22675080]. [PubMed Central: PMC3390539].
14
Barsuk JH, Cohen ER, Vozenilek JA, O’Connor LM, McGaghie WC, Wayne DB. Simulation-based education with mastery learning improves paracentesis skills. J Grad Med Educ. 2012;4(1):23–7. doi:10.4300/JGME-D-11-00161.1. [PubMed: 23451302]. [PubMed Central:PMC3312528].
15
Colquitt J, Parish D, Trammell A, McCullough J, Swadener-Culpepper L. Mastery learning of ACLS among internal medicine residents. Anal Resuscitation Curr Res. 2013;1(S1). doi: 10.4172/2324-903x.s1-007.
16
Hosseiny N, Karimi Z, Malek Zadeh J. [The situation of clinical education based on nursing students’ opinion in Yasuj nursing and midwifery school]. Iran J Med Educ. 2005;5(2):171–5. Persian.
17
Guskey TR. Mastery learning. In: Seel NM, editor. Encyclopedia of the sciences of learning. New York: Springer; 2012.
18
Parandeh A, Haji Amini Z. [Practice-based learning and its outcomes in nursing students’ education]. JEduc Ethics Nurs. 2013;2(3):1–8. Persian.
19
Roha YS, Lima EJ, Issenberg SB. Effects of an integrated simulationbased resuscitation skills training with clinical practicum on mastery learning and self-efficacy in nursing students.Collegian. 2016; 23(1): 53–9. [PubMed: 27188040].
20
Barsuk JH, Cohen ER, Williams MV, Scher J, Feinglass J, McGaghie WC, et al. The effect of simulation-based mastery learning on thoracentesis referral patterns. J Hosp Med. 2016;11(11):792–5. doi:10.1002/jhm.2623. [PubMed: 27273066].
21
Reed T, Pirotte M, McHugh M, Oh L, Lovett S, Hoyt AE, et al. Simulationbased mastery learning improves medical student performance and retention of core clinical skills. Simul Healthc. 2016; 11(3): 173–80. doi:10.1097/SIH.0000000000000154. [PubMed: 27093509].
22
Barsuk JH, Cohen ER, Mikolajczak A, Seburn S, Slade M, Wayne DB. Simulation-based mastery learning improves central line maintenance skills of ICU nurses. J Nurs Adm. 2015;45(10):511–7. doi:10.1097/NNA.0000000000000243. [PubMed: 26425976].
23
Cason ML, Gilbert GE, Schmoll HH, Dolinar SM, Anderson J, Nickles BM, et al. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion. J Nurs Educ. 2015;54(3 Suppl):S47–51. doi:10.3928/01484834-20150218-09. [PubMed: 25692824].
24
Barsuk JH, Cohen ER, Potts S, Demo H, Gupta S, Feinglass J, et al. Dissemination of a simulation-based mastery learning intervention reduces central line-associated bloodstream infections. BMJ
25
Qual Saf. 2014;23(9):749–56. doi: 10.1136/bmjqs-2013-002665. [PubMed:24632995].
26
Cohen ER, Barsuk JH, Moazed F, Caprio T, Didwania A, McGaghie WC, et al. Making July safer: Simulation-based mastery learning during intern boot camp. Acad Med. 2013;88(2):233–9. doi:10.1097/ACM.0b013e31827bfc0a. [PubMed: 23269294].
27
Kessler DO, Arteaga G, Ching K, Haubner L, Kamdar G, Krantz A, et al. Interns’ success with clinical procedures in infants after simulation training. Pediatrics. 2013;131(3):e811–20. doi:10.1542/peds.2012-0607. [PubMed: 23439901].
28
Scholtz AK, Monachino AM, Nishisaki A, Nadkarni VM, Lengetti E. Central venous catheter dress rehearsals: Translating simulation training to patient care and outcomes. Simul Healthc. 2013;8(5):341–9. doi:10.1097/SIH.0b013e3182974462. [PubMed: 24061335].
29
Tang WE, Dong L. Applying mastery learning in a clinical skills training program for primary care nurses. J Contin Educ Nurs. 2013;44(12):535–41. quiz 542-3. doi: 10.3928/00220124-20131015-13.
30
[PubMed: 24143886].
31
Ahya SN, Barsuk JH, Cohen ER, Tuazon J, McGaghie WC, Wayne DB. Clinical performance and skill retention after simulation-based education for nephrology fellows. Semin Dial. 2012;25(4):470–3. doi:10.1111/j.1525-139X.2011.01018.x. [PubMed: 22309946].
32
Zendejas B, Cook DA, Hernandez-Irizarry R, Huebner M, Farley DR. Mastery learning simulation-based curriculum for laparoscopic TEP inguinal hernia repair. J Surg Educ. 2012;69(2):208–14. doi:10.1016/j.jsurg.2011.08.008. [PubMed: 22365867].
33
Baghaei R, Mohammadpour Y, Habibzade H, Rasouli D, Khalilzadeh H, Jafarizadeh H. [Competency- based mastery learning: A planned clinical experience for nursing students]. J Urmia Nurs Midwifery Fac.
34
2011;9(4):230–6. Persian.
35
Zendejas B, Cook DA, Bingener J, Huebner M, Dunn WF, Sarr MG, et al. Simulation-based mastery learning improves patient outcomes in laparoscopic inguinal hernia repair: A randomized controlled trial. Ann Surg. 2011;254(3):502–9. discussion 509-11. doi:10.1097/SLA.0b013e31822c6994. [PubMed: 21865947].
36
Butter J, McGaghie WC, Cohen ER, Kaye M, Wayne DB. Simulationbased mastery learning improves cardiac auscultation skills in medical students. J Gen Intern Med. 2010;25(8):780–5. doi:10.1007/s11606-010-1309-x. [PubMed: 20339952]. [PubMed Central: PMC2896602].
37
Cohen ER, Feinglass J, Barsuk JH, Barnard C, O’Donnell A, McGaghie WC, et al. Cost savings from reduced catheter-related bloodstream infection after simulation-based education for residents in a medical intensive care unit. Simul Healthc. 2010;5(2):98–102. doi:10.1097/SIH.0b013e3181bc8304. [PubMed: 20389233].
38
Barsuk JH, McGaghie WC, Cohen ER, O’Leary KJ, Wayne DB. Simulationbased mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit. Crit Care Med.2009;37(10):2697–701. [PubMed: 19885989].
39
Barsuk JH, Ahya SN, Cohen ER, McGaghie WC, Wayne DB. Mastery learning of temporary hemodialysis catheter insertion by nephrology fellows using simulation technology and deliberate practice. Am J Kidney Dis. 2009;54(1):70–6. doi: 10.1053/j.ajkd.2008.12.041. [PubMed:19376620].
40
Wise M, Iris V. Using mastery learning to develop patient handling skills in occupational therapy students. Int J Ther Rehabil. 2005;12(7):287–93. doi: 10.12968/ijtr.2005.12.7.19542.
41
Damavandi ME, Shekari Kashani Z. Effect of mastery learning method on performance, attitude of the weak students in chemistry. Soc Behav Sci. 2010;5:1574–9. doi: 10.1016/j.sbspro.2010.07.327.
42
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. Persian.
43
Shahmoradi MK, Khavaninzadeh M, Mousavi Kani K. [Catheter related complications and survival among Iranian ESRD patients treated in Hasheminejad Hospital 2010-2011]. Razi J Med Sci. 2013; 19(105): 21–7.Persian.
44
ORIGINAL_ARTICLE
Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning
Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results The data obtained from the literature review were categorized into three sections: “General structure of training in the operating room”, “strategies and methods to strengthen teaching and learning in the operating room”, and “structured training models in the operating room”. Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.
https://sdme.kmu.ac.ir/article_90539_6a5ff9ba096552681254c3293543bef2.pdf
2018-12-01
10.5812/sdme.85367
Medical
Education
Learning
Teaching Methods
Operating Room
Residency
Masoumeh
Rahimi
m.rahimip@yahoo.com
1
1 Candidate in Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
Majid
Shirani
majd_uro@yahoo.com
2
Department of Urology, Medical Education Research Center, Shahrekord University of Medical Sciences, Shahrekord, Iran
LEAD_AUTHOR
Zundel S, Wolf I, Christen HJ, Huwendiek S. What supports students’ education in the operating room? A focus group study including students’ and surgeons’ views. Am J Surg. 2015;210(5):951–9. doi:10.1016/j.amjsurg.2015.03.011. [PubMed: 26072189].
1
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. doi:10.1016/j.surg.2005.07.005. [PubMed: 16455322].
2
Kieu V, Stroud L, Huang P, Smith M, Spychal R, Hunter-Smith D, et al. The operating theatre as classroom: A qualitative study of learning and teaching surgical competencies. Educ Health (Abingdon).
3
2015;28(1):22–8. doi: 10.4103/1357-6283.161845. [PubMed: 26261110].
4
Vikis EA, Mihalynuk TV, Pratt DD, Sidhu RS. Teaching and learning in the operating room is a two-way street: Resident perceptions. Am J Surg. 2008;195(5):594–8. discussion 598. doi:10.1016/j.amjsurg.2008.01.004. [PubMed: 18367140].
5
Jeffree RL, Clarke RM. Ten tips for teaching in the theatre tearoom: Shifting the focus from teaching to learning. World J Surg.2010;34(11):2518–23. doi: 10.1007/s00268-010-0719-6. [PubMed:20652699].
6
Sullivan SA, Anderson BM, Pugh CM. Development of technical skills: Education, simulation, and maintenance of certification. J Craniofac Surg. 2015;26(8):2270–4. doi:10.1097/SCS.0000000000002213.
7
[PubMed: 26501974].
8
Champagne BJ. Effective teaching and feedback strategies in the or and beyond. Clin Colon Rectal Surg. 2013;26(4):244–9. doi: 10.1055/s0033-1356725. [PubMed: 24436685]. [PubMed Central:PMC3835457].
9
Spencer J. Learning and teaching in the clinical environment. BMJ. 2003;326(7389):591–4. doi:10.1136/bmj.326.7389.591. [PubMed:12637408]. [PubMed Central: PMC1125480].
10
Schwind CJ, Boehler ML, Rogers DA, Williams RG, Dunnington G, Folse R, et al. Variables influencing medical student learning in the operating room. Am J Surg. 2004;187(2):198–200. doi:10.1016/j.amjsurg.2003.11.024. [PubMed: 14769304].
11
Roberts NK, Brenner MJ, Williams RG, Kim MJ, Dunnington GL. Capturing the teachable moment: A grounded theory study of verbal teaching interactions in the operating room. Surgery. 2012;151(5):643–50.doi: 10.1016/j.surg.2011.12.011. [PubMed: 22244182].
12
van der Houwen C, Boor K, Essed GG, Boendermaker PM, Scherpbier AA, Scheele F. Gynaecological surgical training in the operating room: An exploratory study. Eur J Obstet Gynecol Reprod Biol. 2011; 154(1): 90–5.doi: 10.1016/j.ejogrb.2010.08.014. [PubMed: 20950925].
13
Lyon P. A model of teaching and learning in the operating theatre. Med Educ. 2004;38(12):1278–87. doi: 10.1111/j.1365-2929.2004.02020.x. [PubMed: 15566539].
14
Swanwick T. Understanding medical education: Evidence, theory and practice. New Jersey: John Wiley and Sons; 2013.
15
Hu YY, Mazer LM, Yule SJ, Arriaga AF, Greenberg CC, Lipsitz SR, et al. Complementing operating room teaching with video-based coaching. JAMA Surg. 2017;152(4):318–25. doi:10.1001/jamasurg.2016.4619.
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[PubMed: 27973648].
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Leung Y, Salfinger S, Mercer A. The positive impact of structured teaching in the operating room. Aust N Z J Obstet Gynaecol. 2015;55(6):601–5. doi: 10.1111/ajo.12392. [PubMed: 26287274].
18
Dedy NJ, Fecso AB, Szasz P, Bonrath EM, Grantcharov TP. Implementation of an effective strategy for teaching nontechnical skills in the operating room: A single-blinded nonrandomized trial. Ann Surg.
19
2016;263(5):937–41. doi: 10.1097/SLA.0000000000001297. [PubMed:26079900].
20
Hampton BS, Craig LB, Abbott JF, Buery-Joyner SD, Dalrymple JL, Forstein DA, et al. To the point: Teaching the obstetrics and gynecology medical student in the operating room. Am J Obstet Gynecol. 2015;213(4):464–8. doi: 10.1016/j.ajog.2015.04.002. [PubMed:25857571].
21
Schenarts PJ, Flowers K. Too many excuses for not teaching in the operating room and one simple solution: Faculty feedback. JAMA Surg. 2013;148(10):923. doi: 10.1001/jamasurg.2013.2154. [PubMed:23945761].
22
DaRosa DA, Zwischenberger JB, Meyerson SL, George BC, Teitelbaum EN, Soper NJ, et al. A theory-based model for teaching and assessing residents in the operating room. J Surg Educ. 2013;70(1):24–30. doi:10.1016/j.jsurg.2012.07.007. [PubMed: 23337666].
23
Snyder RA, Tarpley MJ, Tarpley JL, Davidson M, Brophy C, Dattilo JB. Teaching in the operating room: Results of a national survey. J Surg Educ. 2012;69(5):643–9. doi: 10.1016/j.jsurg.2012.06.007. [PubMed:22910164].
24
Skoczylas LC, Littleton EB, Kanter SL, Sutkin G. Teaching techniques in the operating room: The importance of perceptual motor teaching. Acad Med. 2012;87(3):364–71. doi:10.1097/ACM.0b013e31824484a0. [PubMed: 22373633].
25
Yule S, Flin R, Paterson-Brown S, Maran N. Non-technical skills for surgeons in the operating room: A review of the literature. Surgery. 2006;139(2):140–9. doi: 10.1016/j.surg.2005.06.017. [PubMed:16455321].
26
Cox SS, Swanson MS. Identification of teaching excellence in operating room and clinic settings. Am J Surg. 2002;183(3):251–5. [PubMed:11943121].
27
Roberts NK, Williams RG, Kim MJ, Dunnington GL. The briefing, intraoperative teaching, debriefing model for teaching in the operating room. J Am Coll Surg. 2009;208(2):299–303. doi:10.1016/j.jamcollsurg.2008.10.024. [PubMed: 19228544].
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Meyer R, Van Schalkwyk SC, Prakaschandra R. The operating room as a clinical learning environment: An exploratory study.Nurse Educ Pract. 2016;18:60–72. doi: 10.1016/j.nepr.2016.03.005. [PubMed:27235567].
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Mirbagher Ajorpaz N, Zagheri Tafreshi M, Mohtashami J, Zayeri F. [Mentoring in training of operating room students: A systematic review]. J Nurs Educat. 2016;5(3):47–54. Persian.
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Lyon PM. Making the most of learning in the operating theatre: Student strategies and curricular initiatives. Med Educ. 2003;37(8):680–8. [PubMed: 12895247].
31
Putnam LR, Levy SM, Kellagher CM, Etchegaray JM, Thomas EJ, Kao LS, et al. Surgical resident education in patient safety: Where can we improve? J Surg Res. 2015;199(2):308–13. doi:10.1016/j.jss.2015.06.024. [PubMed: 26165614].
32
Aminian A, Chaudhry RM, Khorgami Z, Andalib A, Augustin T, Rodriguez J, et al. A Challenge between trainee education and patient safety: Does fellow participation impact postoperative outcomes following bariatric surgery? Obes Surg. 2016;26(9):1999–2005. doi:10.1007/s11695-016-2073-8. [PubMed: 26815984].
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Haghani F, Rahimi M, Ehsanpour S. [An investigation of " perceived feedback" in clinical education of midwifery students in Isfahan University Of Medical Sciences]. Iranian J Med Educ. 2014;14(7):571–80. Persian.
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Rahimi M, Ehsanpour S, Haghani F. The role of feedback in clinical education: Principles, strategies, and models. J Med Educ Dev. 2016;10(4):264–77.
36
Quinton S, Smallbone T. Feeding forward: Using feedback to promote student reflection and learning: A teaching model. innov educ teach int. 2010;47(1):125–35. doi:10.1080/14703290903525911.
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Aronson L, Niehaus B, Hill-Sakurai L, Lai C, O’Sullivan PS. A comparison of two methods of teaching reflective ability in year 3 medical students. Med Educ. 2012;46(8):807–14. doi: 10.1111/j.1365-
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2923.2012.04299.x. [PubMed: 22803758].
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Wald HS, Davis SW, Reis SP, Monroe AD, Borkan JM. Reflecting on reflections: Enhancement of medical education curriculum with structured field notes and guided feedback. Acad Med. 2009; 84(7): 830–7. doi: 10.1097/ACM.0b013e3181a8592f. [PubMed: 19550172].
40
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Muir F, Scott M, McConville K, Watson K, Behbehani K, Sukkar F. Taking the learning beyond the individual: How reflection informs change in practice. Int J Med Educ. 2014;5:24–30. doi:10.5116/ijme.52ec.d21f. [PubMed: 25341208]. [PubMed Central: PMC4207185].
42
Mamede S, Schmidt HG. The structure of reflective practice in medicine. Med Educ. 2004; 38(12): 1302–8. doi: 10.1111/j.1365-2929.2004.01917.x. [PubMed: 15566542].
43
Stronge JH. Evaluating teaching: A guide to current thinking and best practice. California: Corwin Press; 2005.
44
Ravindra P, Fitzgerald JE, Bhangu A, Maxwell-Armstrong CA. Quantifying factors influencing operating theater teaching, participation, and learning opportunities for medical students in surgery. J Surg Educ. 2013;70(4):495–501. doi: 10.1016/j.jsurg.2013.02.011. [PubMed:23725937].
45
Berman L, Rosenthal MS, Curry LA, Evans LV, Gusberg RJ. Attracting surgical clerks to surgical careers: Role models, mentoring, and engagement in the operating room. J Am Coll Surg. 2008; 207(6): 793–800. 800 e1-2. doi: 10.1016/j.jamcollsurg.2008.08.003. [PubMed: 19183524].
46
ORIGINAL_ARTICLE
The Quality of Educational Services for Internship and Apprenticeship Courses at the Community Medicine Department of Kerman University of Medical Sciences, from the Trainees’ View Point
Background Community medicine departments play a major role in the education of medical students in order to provide primary health care services. The appropriate quality of education in such departments plays an important role in providing effective services for health promotion of communities. Objectives The current study was aimed to evaluate the quality of educational services at the Community Medicine Department of Kerman University of Medical Sciences from the viewpoint of interns and apprentices. Methods The current cross sectional, descriptive-analytical study was conducted on all medical students that completed their internship or apprenticeship course at the Community Medicine Department of Kerman University of Medical Sciences in 2016 as the study population. Data were collected by the service quality measurement questionnaire (SERVQUAL), and analyzed by Independent test, paired test, and one sample test, as well as Pearson correlation coefficient. Results Of 244 participants in the study, 58.2% (n = 142) were female and 41.8% (n = 102) male, 57% (n = 139) were in the internship and 43% (105) in the apprenticeship courses. From the students' point of view, the mean score of perception in all five dimensions of educational quality was significantly lower than the expectations score, which indicated a negative gap in the quality of educational services in all dimensions (P < 0.001). The greatest quality gap was observed in the responsiveness dimension (- 0.86) and the lowest in the assurance dimension (- 0.59). The utility level of the quality of educational services in the Department of Community Medicine was 84% from the viewpoint of the students. The highest level of utility in the quality of medical services was respectively observed in the dimensions of assurance (86.4%) and empathy (86.1%) and the lowest in responsiveness dimension (79.6%) (P < 0.001). The lowest and highest correlations were respectively observed between tangibles and assurance (r = 0.486) and between empathy and assurance (r = 0.708) dimensions. Conclusions In all five dimensions of the quality of educational services, there were negative gap that required planning for quality improvement. Issues such as modifying educational contents and tailoring training to future jobs, modifying educational methods, increasing the contribution of students to educational planning, and updating educational facilities should be considered more urgently in the education quality promotion programs.
https://sdme.kmu.ac.ir/article_90519_36821943a6d6a9982e0c6ff536696d32.pdf
2018-12-01
10.5812/sdme.57542
Quality
Quality of Educational Services
Quality Measurement
Community Medicine
Medical students
Ali
Khalooei
dr_khalooei@yahoo.com
1
Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Akram
Karbakhsh
akram.karbakhsh@gmail.com
2
Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Byrami HJ, Amini A, Bakhshian F, Pezeshki M, Gasemiyeh M, Yari J. The effectiveness of the communitymedicine undergraduate program in medical schools on enabling medical graduates to work in the health systems. Res Dev. 2013;2(1):13–7. doi: 10.5681/rdme.2013.004.
1
Hamilton J. The renewal of medical education in Iran: Progress and challenge. Med J Islamic Republic of Iran (MJIRI). 2011;25(2):53–6.
2
Sajjadi F, Davoudi ME, Saberi IM, Sanaeinasab H, Mehrabi TA. [Level of educational objectives achievement in health and community medicine internship course, interns viewpoint]. Educ Strategy In Med Sci. 2016;8(6):29 To 34. Persian.
3
Davati A, Aghaee M, Kamali M, Gitinavard F, Ramezani F, Andalibi N. [Students, View Points on Internship Community Medicine Course in Tehran Medical Universities]. Iranian J Med Educ. 2011; 11(4): 347–55. Persian.
4
Ghadimi R, Hajiahmadi M, Tirgar A, Rashvand H, Amouei A, Sajadi P, et al. [The evaluation of social medicine training programs from point of view of general practitioners]. Strides Dev Med Educ. 2013; 10(2): 158–65. Persian.
5
Bahadori M, Mousavi SM, Sadeghifar J, Haghi M. Reliability and performance of SEVQUAL survey in evaluating quality of medical education services. Int J Hosp Res. 2013;2(1):39–44.
6
Norouzinia R, Mohammadi R, Sharifi A. Gap analysis of educational services quality based on SERVQUAL model from Iranian Medical students’ viewpoint (2014). Educ Res Med Sci J. 2016;5(2):87–96.
7
Heidarnia MA, Yasin M. An evaluation on medical interns satisfaction in internship course in Shahid Beheshti University of Medical Sciences by SERVQUAL Model. Health Educ Health Promotion. 2013;1(3 and4):33–43.
8
Enayati T, Modanloo Y, Behnamfar R, Rezaei A. [Measuring service quality of Islamic Azad University of Mazandaran using SERVQUAL model]. Iranian J Manage Study. 2013;6(1):99–116. Persian. doi:10.22059/IJMS.2013.30126.
9
Nabilou B, Khorasani-Zavareh D. The bridge between real and ideal: Students perception on quality gap in reality and their educational expectations. Iran Red Crescent Med J. 2014;16(9). e14254. doi:10.5812/ircmj.14254. [PubMed: 25593712]. [PubMed Central: PMC4270665].
10
Ghavimi MA, Rahbar M, Kalvanag AF, Ghoreishizadeh A, Ghanizadeh M. Evaluation of the quality of educational services of Tabriz University of Medical Sciences based on SERVQUAL model. World J Dent.2017;8(2):114–8.
11
Beheshtirad R, Ghalavandi H, Ghaleei AR. The interval of educational services quality: Distance of current and desirable situation by nursing students point view of Urmia Medical University. Intl Res J Appl Basic Sci. 2012;3(12):2467–71.
12
Beheshtirad R, Ghaleei AR, Ghalavandi H. [Educational services quality distance between current and desirable situations]. Educ Strategy Med Sci. 2013;6(1):49–54. Persian.
13
Aghamolaei T, Zare S. Quality gap of educational services in viewpoints of students in Hormozgan University of medical sciences. BMC Med Educ. 2008;8:34. doi: 10.1186/1472-6920-8-34. [PubMed:18564413]. [PubMed Central: PMC2442591].
14
Salari A, Dadgaran I, Rouhi Balasi L, Moaddab F, Khoshrang H, Nourisaeed A. The Status of Clinical Teaching from Viewpoint of Faculty Members and Students in Guilan University of Medical Sciences. Res Deve Med Educ. 2016;5(2):89–92. doi: 10.15171/rdme.2016.018.
15
Khanli MR, Daneshmandi H, Choobineh A. The students’ viewpoint on the quality gap in educational services. J Adv Med Educ Prof. 2014;2(3):114–9. [PubMed: 25512931]. [PubMed Central: PMC4235544].
16
Tabarraei M, Mohebi S. [Assessing the quality of educational services from the viewpoint of Medical Students of Islamic Azad University of Qom based on SERVQUAL Model 2013]. Arch Hyg Sci. 2014; 3(2): 50–8. Persian.
17
Yousapronpaiboon K. SERVQUAL: Measuring higher education service quality in Thailand. Procedia Soc Behav Sci. 2014;116:1088–95. doi:10.1016/j.sbspro.2014.01.350.
18
Zafiropoulos C, Vrana V. Service quality assessment in a Greek higher education institute. J Bus Econ Manage. 2008;9(1):33–45. doi:10.3846/1611-1699.2008.9.33-45.
19
onlagic S, Fazlic S. Quality assessment in higher education using the SERVQUALQ model. J Contemporary Manage Issues. 2015;20(1):39–57.
20
Rasolabadi M, Shafieian M, Gharibi F. [Assessment of the quality of educational services by the SERVQUAL Model: Viewpoints of the students at Kurdistan University of Medical Sciences]. Scientific J Kurdistan Univ Med Sci. 2013;18(1). Persian.
21
Kermansaravi F, Navidian A, Imani M. Nursing students’ views toward quality of theoretical and clinical nursing education: A qualitative study. J Med Educ Dev. 2013;7(4):28–40.
22
Iranmanesh F, Moghaddam AH, Shafa MA. [Evaluation of the Quality of Teaching in Neurology Ward, Kerman University of Medical Sciences, Iran, from the Point of View of medical students]. Strides Dev Med Educ. 2013;10(2):281–7. Persian.
23
Sharifi B, Ghafarian Shirazi HR, Momeninejad M, Saniee F, Hashemi N, Jabarnejad A, et al. A survey of the quality and quantity of clinical education from the viewpoint of medical students. J Jahrom Univ Med Sci. 2012;10(2):57–63. doi: 10.29252/jmj.10.2.57.
24
Tazakori Z, Mehri S, Mobaraki N, Dadashi L, Ahmadi Y, Shokri F, et al. [Factors affecting on quality of clinical education from perspectives of operating room students]. J Health Care. 2015;17(2):128–36. Persian.
25
Tavakoli M, Khazaei T, Tolyat M, Ghorbani S. [The Quality of clinical education from the viewpoints of students and instructors of paramedical and nursing-obstetrics schools of Birjand University of Medical
26
Sciences]. Daneshvar Med. 2014;21(110):1–9. Persian.
27
Arabshahi KS, Haghani F, Bigdeli S, Omid A, Adibi P. Challenges of the ward round teaching based on the experiences of medical clinical teachers. J Res Med Sci. 2015;20(3):273–80. [PubMed: 26109975].[PubMed Central: PMC4468233].
28
ORIGINAL_ARTICLE
Evaluation of the Task Compliance of Medical Education Development Centers from the Viewpoint of the Managers of the Centers
Background Medical education development (MED) centers are established in order to improve the quality of medical education. It seems that after more than two decades since the establishment, the centers still have difficulties to perform some tasks. Objectives According to the important role of MED centers, the current study aimed at adapting the performances of such centers with their assigned tasks. Methods The current qualitative applied study was conducted in 2013. The statistical population of the study included managers of MED centers in Iran. Data were collected through a questionnaire containing open questions. During a national meeting the questionnaire distributed among 40 managers of MED centers and then analyzed using content analysis. Results More than half of the major functions that the managers stated, were referred to the first, second, and fourth tasks of the centers, and only 18% of the major functions were related to other tasks (11 cases). About 28% of the functions performed in such centers had no direct correlation with any of the 14 tasks. Conclusions Despite the history of MED centers for several decades, they are not justified in respect to their duties. It is recommended that guidelines be developed to address all duties and adequately monitor their implementation.
https://sdme.kmu.ac.ir/article_90520_986a6bf4291c16baca9667d787de29ab.pdf
2018-12-01
10.5812/sdme.58885
Medical Education Development Centers
performance
Indicator
Quality
medical education
Iran
Ali Reza
Kalantari
alirezakalantari1368@gmail.com
1
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Noora
Rafiee
noorarafiee@ymail.com
2
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Saeed
Hosseni
saeed.hosseini2014@gmail.com
3
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Somaye
Noori Hekmat
snhekmat@gmail.com
4
Department of Health Management, Policy and Economics, Faculty of Management and Medical Information, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Ali Akbar
Haghdoost
ahaghdoost@gmail.com
5
Department of Statistics and Epidemiology, Faculty of Public Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Reza
Dehnavieh
rdehnavi@gmail.com
6
Department of Health Management, Policy and Economics, Faculty of Management and Medical Information, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Haghdoost A, Momtazmanesh N, Shoghi F, Mohagheghi M, Mehrolhassani M. Accreditation the education development centers of medical-sciences universities: Another step toward quality improvement in education. Iran J Public Health. 2013;42(Supple1):134–40. [PubMed: 23865031]. [PubMed Central: PMC3712586].
1
Momtazmanesh N, Shoghi Shafagh Aria F. [Educational development centers (EDCs) in universities of medical sciences: Treatment and medical education, roles, position and achievements]. Teb Tazkiyeh.
2
2010;76:59–64. Persian.
3
Taheri M, Habibi M, Momenzadeh SH, Alizade A. [Khnowledge of faculty members, specialists, residents and interns of Qazvin University of Medical Sciences about job description of educational development center in 2006]. J Med Educ Dev. 2006;2(2):43–9. Persian.
4
Jalili Z, Nouhi E, Malekzadeh A. [Activities of medical educational development center from the views of the faculty members of Kerman Medical Sciences University]. Strides Dev Med Educ. 2004;1(1):1–9. Persian.
5
Khazaei M. A viewpoint onmedical education in Iran. Educ Res Med Sci. 2013;2(1):1–2.
6
Education Deputy, Ministry of Health and Medical Education. [Duties regulation of Medical Education Development Center (EDC) and Education Development Office (EDO) and how the interaction between them at the universities of medical sciences and health services]. 2010. Persian.
7
Haghdoos TAA, Shoghi Shafagh Aria F, Momtazmanesh N, Changiz T. [Ranking of universities of medical sciences based on their educational activities: Setting indicators]. Teb Tazkiyeh. 2010;76:65–72. Persian.
8
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. Persian.
9
Fattahi Z, Mousapour N, Haghdoost A. [The trend of alterations in the quality of educational performance in faculty members of Kerman University of Medical Sciences]. Strides Dev Med Educ. 2006;2(2):63–71.Persian.
10
Aghamolaei T, Abedini S. [Comparison of self and students’ evaluation of faculty members in school of health of Hormozgan University of Medical Sciences]. Iran J Med Educ. 2008;7(2):191–9. Persian.
11
Ghafourian Borujerdi M, Shakournia A, Elhampour H. [Evaluation results feed back to faculty members of Ahvaz Medical University and its effect on improving the quality of teaching]. Iran J Med Educ. 2003;3(2):41–6. Persian.
12
Ministry of Health and Medical Education. [Accreditation standards of Educational Development Center 2010]. 2011. Persian.
13
Majdzadeh S, Nejat S, Gholami J, Rashidian A. [Satisfaction and opinions of Tehran University of Medical Sciences academic members on its development programs, 2006]. Payavard Salamat. 2008; 2(1):6–17.Persian.
14
Ranjbar M, Vahidshahi K. [Effective factors on faculty members’ job satisfaction in Mazandaran University of Medical Sciences, School of Medicine, 2006]. Strides Dev Med Educ. 2008;4(2):92–9. Persian.
15
Haghdoost AA, Emami M, Dehnavieh R, Momtazmanesh N, Shoghi Shafagh Aria F, Mehrolhassani MH. [Evaluation of education development centers for medical sciences: Challenges and strategies]. Strides Dev Med Educ. 2015;11(4):407–19. Persian.
16
ORIGINAL_ARTICLE
The Relationship Between Basic Psychological Needs and Academic Burnout in Medical Students
Background Academic burnout has several negative consequences such as decreased motivation, academic eagerness, and achievement among students. Objectives The current study aimed to investigate the relationship between basic psychological needs and academic burnout. Methods The current descriptive-correlational study was conducted among 233 students of Kashan University of Medical Sciences (140 females and 93 males) selected through stratified multistage sampling in the second semester of the 2016 - 2017 academic year. The participants responded to Breso Academic Burnout and Gagné Basic Psychological Needs questionnaires and provided their demographic information. Data were analyzed using SPSS (Version 22) using canonical correlation analysis. Results There was a significant negative correlation between academic burnout and autonomy (r = -0.296, P < 0.01), competence (r = -0.548, P < 0.01), and relatedness (r = -0.290, P < 0.01) needs. Canonical correlation coefficient was 0.61. The results of canonical analysis showed only one significant set of basic psychological needs and components of burnout. In addition, as psychological needs, especially the competence need, were satisfied more, the probability of academic burnout, especially in the academic inefficacy dimension, as the main component of academic burnout, was reduced. Conclusions The fulfillment of basic psychological needs, especially competence need, plays an important role in preventing academic inefficacy among students. Fulfilment of basic psychological needs in educational programs could be a protective factor against students' academic burnout and improve their academic performance.
https://sdme.kmu.ac.ir/article_90521_7720cac996bff337483dcac4a212cd6f.pdf
2018-12-01
10.5812/sdme.60239
Basic Psychological Needs
Academic burnout
Medical students
Majid
Sadoughi
sadoughi.psy@gmail.com
1
Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran
LEAD_AUTHOR
Amene
Markoubi
amenehmarkoobi@gmail.com
2
University of Kashan, Kashan, Iran
AUTHOR
Bowers ML. Burnout among undergraduate athletic training students. [dissertation]. California University of Pennsylvania; 2012.
1
Nikodijevic A, Andjelkovic-Labrovic J, Djokovic A. Academic burnout among students at faculty of organizational sciences. Proceedings of the XIII International Symposium SymOrg 2012: Innovative Management and Business Performance. Belgrade. 2012.
2
Jacobs SR, Dodd D. Student burnout as a function of personality, social support, and workload. J Coll Student Dev. 2003;44(3):291–303. doi:10.1353/csd.2003.0028.
3
Zhang X, Klassen RM, Wang Y. Academic burnout and motivation of Chinese secondary students. Int J Soc Sci Hum. 2013:134–8. doi:10.7763/ijssh.2013.v3.212.
4
Salmela-Aro K, Savolainen H, Holopainen L. Depressive symptoms and school burnout during adolescence: Evidence from two crosslagged longitudinal studies. J Youth Adolesc. 2009;38(10):1316–27. doi:10.1007/s10964-008-9334-3. [PubMed: 19779808].
5
Toker S, Biron M. Job burnout and depression: Unraveling their temporal relationship and considering the role of physical activity. J Appl Psychol. 2012;97(3):699–710. doi: 10.1037/a0026914. [PubMed:22229693].
6
Schaufeli WB, Martinez IM, Pinto AM, Salanova M, Bakker AB. Burnout and engagement in university students. J Cross Cult Psychol. 2016;33(5):464–81. doi: 10.1177/0022022102033005003.
7
Niemiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Sch Field. 2009;7(2):133–44. doi:10.1177/1477878509104318.
8
Johnston MM, Finney SJ. Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the basic needs satisfaction in general scale. Contemp Educat Psychol. 2010;35(4):280–96. doi: 10.1016/j.cedpsych.2010.04.003.
9
Amani Saribagloo J, Jahadi N, Hashemi Nosrat Abad T, Vahedi S. [School culture and academic performance: The meditational role of basic psychological needs satisfaction]. Quart J Appl Res Educ Psychol. 2015;1(2):11–22. Persian.
10
Van den Broeck A, Vansteenkiste M, De Witte H, Lens W. Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work Stress. 2008;22(3):277–94. doi: 10.1080/02678370802393672.
11
Sharififard F, Asayesh H, Nourozi K, Hosseini MA, Taheri Kharameh Z. [The relationship betweenmotivation and academic burnout in nursing and paramedical students of Qom university of medical sciences, Iran]. Qom Univ Med Sci J. 2016;9(12):72–8. Persian.
12
Kharazmi A, Kareshki H, Moshki M. The role of satisfying basic psychological needs and cognitive beliefs in the intrinsic motivation of e-learning students. Interd J Virt Learn Med Sci. 2014;4(4):9–17.
13
Khazaee T, Tavakkoli MR, Jaberi Darmiyan M, Yaghoobi Poore M. [Educational burnout and its relation with mental health in Birjand university of medical sciences students]. J Medical Educ Dev Center. 2015;3(2):46–51. Persian.
14
Pourseyyed SM,MotevalliM, Pourseyyed SR, Barahimi Z. [Relationship of perceived stress, perfectionism and social support with students’ academic burnout and -academic performance]. Educ StrategyMed Sci. 2015;8(3):187–94. Persian.
15
Hooman HA. [Multivariate data analysis in scientific research]. Tehran: Parsa; 2001. Persian.
16
Breso E, Salanova M, Schaufeli WB. In Search of the "Third Dimension" of Burnout: Efficacy or Inefficacy? Appl Psychol. 2007;56(3):460–78.doi: 10.1111/j.1464-0597.2007.00290.x.
17
Azimi M, Piri M, Zavaar T. [Relationship of academic burnout and selfregulated learning with academic performance of high school students]. Curricul Plan Knowled Res Educ Sci. 2013;10(11):116–28. Persian.
18
Besharat M, Ranjbar E. [Basic psychological needs scale: Reliability, validity and factorial analysis]. Quart j educ measur. 2013;14(4):147–68.Persian.
19
Tabachnick BG, Fidell LS. Using multivariate statistics. 5th ed. Boston:Allyn & Bacon/Pearson Education; 2007.
20
Shin H, Puig A, Lee J, Lee JH, Lee SM. Cultural validation of the maslach burnout inventory for Korean students. Asia Pacific Educ Rev.2011;12(4):633–9. doi: 10.1007/s12564-011-9164-y.
21
Li C, Wang CKJ, Pyun DY, Kee YH. Burnout and its relations with basic psychological needs and motivation among athletes: A systematic review and meta-analysis. Psychol Sport Exerc. 2013; 14(5): 692–700. doi:10.1016/j.psychsport.2013.04.009.
22
Hodge K, Lonsdale C, Ng JY. Burnout in elite rugby: Relationships with basic psychological needs fulfilment. J Sports Sci. 2008;26(8):835–44. doi: 10.1080/02640410701784525. [PubMed: 18569549].
23
Bentzen M, Lemyre PN, Kentta G. The process of burnout among professional sport coaches through the lens of self-determination theory: A qualitative approach. Sport Coach Rev. 2015;3(2):101–16. doi:10.1080/21640629.2015.1035050.
24
Sulea C, van Beek I, Sarbescu P, Virga D, Schaufeli WB. Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits. Learn Indiv Differ. 2015;42:132–8. doi:10.1016/j.lindif.2015.08.018.
25
Sullivan GS, Lonsdale C, Taylor I. Burnout in high school athletic directors: A self-determination perspective. J Appl Sport Psychol. 2014;26(3):256–70. doi: 10.1080/10413200.2013.853328.
26
Domenech-Betoret F, Lloret-Segura S, Gomez-Artiga A. Teacher support resources, need satisfaction and well-being. Span J Psychol.2015;18. E6. doi: 10.1017/sjp.2015.8. [PubMed: 26055095].
27
Sikholeslami R, Dafrarchi E. [The prediction of student’s subjective vitality by goal orientations and basic pschological needs]. J Psychol. 2015;19(2):147–74. Persian.
28
Milyavskaya M, Koestner R. Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personal Indiv Differ. 2011;50(3):387–91. doi:10.1016/j.paid.2010.10.029.
29
Vansteenkiste M, Lens W, Deci EL. Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educ Psychologist. 2006;41(1):19–31. doi:10.1207/s15326985ep4101_4.
30
Vansteenkiste M, Neyrinck B, Niemiec CP, Soenens B, Witte H, Broeck A. On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. J Occup Organ Psychol. 2007;80(2):251–77. doi:10.1348/096317906x111024.
31
Salmela-Aro K, Kiuru N, Pietikainen M, Jokela J. Does school matter? The role of school context in adolescents’ school-related burnout. Eur Psychol. 2008;13(1):12–23. doi: 10.1027/1016-9040.13.1.12.
32
ORIGINAL_ARTICLE
Evaluation of the Impact of Courses on Islamic Education and Religious Concepts on the Promotion of Medical Ethics: A Case Study on the Students of Kerman University of Medical Sciences
Background According to the status of ethics in medical education and owing to the students’ talent and rational spirit, it seems that the education system, despite the emphasis on courses such as medical ethics, should focus on the improvement of teaching quality of Islamic education and explanation of religious concepts, since emphasis on increasing the quality of Islamic education leads to the promotion of medical ethics. Objectives The current study aimed at evaluating the impact of courses on Islamic education and religious concepts on the promotion of medical ethics among the students of Kerman University of Medical Sciences, Kerman, Iran. Methods The current descriptive cross sectional study was conducted on 5831 students of Kerman University of Medical Sciences as the statistical population in the academic year of 2016 - 2017. Using the Morgan table, 360 subjects were selected as the study sample using stratified random sampling method. In order to collect data, a standard questionnaire, which its reliability was confirmed by Cronbach’s alpha coefficient, was used. Data were analyzed using structural equation modeling with AMOS software. Results Structural equation modeling was used to analyze the data and test the hypotheses. The models could explain the measurement indices, and based on the adopted method, the fitting indices of the measurement models showed the acceptability of the measurement models for Islamic education, religious concepts, and medical ethics. Conclusions In addition to the content-related relationship with medical ethics, the Islamic education promotes ethics in the target community and has a direct impact on the education of medical ethics. Also, the explanation of religious concepts has a major impact on the promotion of the quality of medical ethics, since religious concepts, as students' subjective presuppositions, help them to better understand the content of medical ethics. By the evaluation of the research hypotheses, a direct relationship was observed between the education of Islamic education and promotion of medical ethics. Accordingly, a relationship between the religious concepts and the promotion of medical ethics was also confirmed. The course of Islamic education has a lower impact on medical ethics compared with that of religious concepts. The attention paid by the medical education system to the results of data analysis leads to an increase in the quality of Islamic education course offered to the students.
https://sdme.kmu.ac.ir/article_90522_15660e56d44ea05470d738ed0d3191c9.pdf
2018-12-01
10.5812/sdme.61568
Islamic Education Religious Concepts
Medical ethics
Medical students
Ali
Arefi
aliarefi4762@yahoo.com
1
Law School, Shahid Bahonar University of Kerman, Kerman, Iran
AUTHOR
Mohammadreza
Zangiabadi
mr.zangiabadi68@yahoo.com
2
Shahid Bahonar University of Kerman, Kerman, Iran
LEAD_AUTHOR
Nima
Soltaninejad
soltani.91@ut.ac.ir
3
Tehran University, Tehran, Iran
AUTHOR
Rahimeh
Khademipoor
rkhademi2000@gmail.com
4
Shahid Bahonar University of Kerman, Kerman, Iran
AUTHOR
Mohammadi Reyshahri M. Mizan al-hikmah. Qom: Dar al-Hadith Scientific-Cultural Institute; 2010.
1
Dibaei A. [Abstract ethics and medical law]. Tehran; 2015. Persian.
2
Khaghanizadeh M, Maleki H, Abbasi M, Abbaspoor A, Piroozmand AR. [Islamic approach to study medical ethics]. J Medical Ethics. 2010;3(10):35–56. Persian.
3
Nazari Tavakkoli S, Forouzandeh M. [Truthfullness, comparative study of the teachings of Islamic ethics and principles of medical ethics]. Medical Ethics J. 2015;9(32):167–94. Persian.
4
Larijani B.[Physician and ethical considerations]. Tehran: For Tomorrow Pub; 2011. p. 17–8. Persian.
5
Aghanoori H. [Applied ethics]. Tehran: Islamic Center of Science and Culture; 2015. Persian.
6
Gharamaleki A. [Professional ethics in the civilization of Iran and Islam]. Tehran: Islamic Center of Science and Culture; 2016. p. 6–7. Persian.
7
Yosefi MR, Ghanbari MR, Mohagheghi MA, Emami Razavi SH. [The possibility of including medical ethics courses in the clinical training of medicine students: Academic members’ viewpoints]. Strides Dev Med Educ. 2012;9(1):1–10. Persian.
8
Beauchamp TL, Childress JF. Principles of biomedical ethics. 5th ed. New York: Oxford University Press; 2001. p. 5–303.
9
Manojlovich M, Antonakos CL, Ronis DL. Intensive care units, communication between nurses and physicians, and patients’ outcomes. Am J Crit Care. 2009;18(1):21–30. doi: 10.4037/ajcc2009353. [PubMed:19116401].
10
Glass E, Cluxton D. Truth-telling: Ethical issues in clinical practice. J Hospice Palliat Nurs. 2004; 6(4): 232–42.
11
Hoseini A, Samadzadeh S, Aghazadeh J. [The principles and measures of medical ethics and the quantity of their consistency with Islamic ethics]. J Urmia Univ Med Sci. 2008;18(4):652–6. Persian.
12
Shomali MA, Momeni G. [Evaluation of fundamental ethical theories and principles of Medical Ethics]. J Isfahan Med School. 2013;31(258):1756–8. Persian.
13
Krejcie RV, Morgan DW. Determining sample size for research activities. Educ Psychol Meas. 1970;30(3):607–10. doi:10.1177/001316447003000308.
14
Halimi Jelodar H. [Study of students’ viewpoints on the way of teaching Islamic lessons with emphasis on their demographic characteristics]. J Res Writing of Acad Books. 2016;19(2):97–117. Persian.
15
Khanverdi M. Questionnaire on the transfer of education and religious concepts. 2003. Available from: https://iransanjeh.ir/11482/.
16
Jahanpoor F, Khalili A. [Construction and evaluation of nursing ethics questionnaire]. Armaghane Danesh. 2016;19(9):788–96. Persian.
17
Cronbach LJ. Coefficient alpha and the internal structure of tests. Psychometrika. 1951;16(3):297–334. doi: 10.1007/BF02310555.
18
Ghasemi V. [Structural equation modeling in social research using amos graphics]. Tehran: Sociologists Pub; 2015. 63 p. Persian.
19
Larijani B.[Ethics in medical research].18. Tehran: Farda Pub; 2001. Persian.
20
ORIGINAL_ARTICLE
The Perceptions of Patients and Their Families About a Good Physician: A Qualitative Content Analysis
Background A universal challenge in the development of medical training methods is the description and characteristics of a good physician. It is essential to collect the information of hospitalized patients and their families in order to revise the curricula of medical departments. Objectives The present study aimed to explain the viewpoints of patients and their families about the key characteristics of a good physician. Methods The present study was carried out using inductive content analysis in 2017. The study sample consisted of patients admitted to different wards of Imam Khomeini Hospital (Tehran, Iran), as well as family members accompanying the patients. Data were collected via purposeful sampling (maximum variation sampling) by conducting semi-structured interviews until reaching data saturation. After the recorded interviews were transcribed, they were reviewed several times and analyzed using Elo and Kyngas coding system. Results A total of 19 participants, including 13 patients and six accompanying family members, were recruited in the present study (11 males and 8 females). The analysis of interviews with the participants indicated seven major categories: “Positive personality traits”; “academic and clinical proficiency”; “professionalism”; “effective communication skills”; “fairness and altruism”; “spirituality”; and “continuous professional development”. Conclusions The definition of a good physician by patients and their families has different implications in educational programs, as future physicians not only can benefit from education about the medical needs of their patients, but also should be familiar with the needs, fears, and concerns of their patients.
https://sdme.kmu.ac.ir/article_90523_3adb3d79b409a83b19117fead1aaf358.pdf
2018-12-01
10.5812/sdme.62391
Patient’s Viewpoint
Good Physician
Physician-Patient
Qualitative content analysis
Soleiman
Ahmady
soleiman.ahmady@gmail.com
1
Department of Medical Education, School of Medical Education Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Hamed
Khani
hkhani83@yahoo.com
2
Department of Medical Education, School of Medical Education Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Zohrehsadat
Mirmoghtadaie
mirmoghtada@yahoo.com
3
Department of E-learning in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Gale-Grant O, Gatter M, Abel P. Developing ideas of professionalism. Clin Teach. 2013;10(3):165–9. doi: 10.1111/j.1743-498X.2012.00643.x. [PubMed: 23656678].
1
Van De Camp K, Vernooij-Dassen MJ, Grol RP, Bottema BJ. How to conceptualize professionalism: A qualitative study. Med Teach. 2004;26(8):696–702. doi: 10.1080/01421590400019518. [PubMed:15763872].
2
Garfield JM, Garfield FB, Hevelone ND, Bhattacharyya N, Dedrick DF, Ashley SW, et al. Doctors in acute and longitudinal care specialties emphasise different professional attributes: Implications for training programmes. Med Educ. 2009;43(8):749–56. doi: 10.1111/j.1365-2923.2009.03411.x. [PubMed:19659488].
3
Dent J, Harden RM. A practical guide for medical teachers. 3rd ed. Edinburgh: Elsevier; 2009.
4
General Medical Council. Good medical practice. 2013. Available from:https://www.gmc-uk.org/-/media/documents/Good_medical_practice___English_1215.pdf_51527435.pdf.
5
Cruess RL, Cruess SR, Steinert Y. Teaching medical professionalism: Supporting the development of a professionalidentity. 2nd ed. Cambridg, UK:Cambridge University Press; 2016. doi:10.1017/CBO9781316178485.
6
Rabow MW, Remen RN, Parmelee DX, Inui TS. Professional formation: Extending medicine’s lineage of service into the next century. Acad Med. 2010;85(2):310–7. doi: 10.1097/ACM.0b013e3181c887f7. [PubMed:20107361].
7
Haidet P, Stein HF. The role of the student-teacher relationship in the formation of physicians. The hidden curriculum as process. J Gen Intern Med. 2006;21 Suppl 1:S16–20. doi: 10.1111/j.1525-1497.2006.00304.x. [PubMed: 16405704]. [PubMed Central: PMC1484835].
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Martin S. What is a good doctor? Patient perspective. Am J Obstet Gynecol. 1998;178(4):752–4. doi:10.1016/S0002-9378(98)70486-7. [PubMed: 9579438].
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Bendapudi NM, Berry LL, Frey KA, Parish JT, Rayburn WL. Patients’ perspectives on ideal physician behaviors. Mayo Clin Proc. 2006;81(3):338–44. doi: 10.4065/81.3.338. [PubMed: 16529138].
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Miratashi Yazdi SN, Nedjat S, Arbabi M, Majdzadeh R. Who is a good doctor? patients and physicians’ perspectives. Iran J Public Health. 2015;44(1):150–2. [PubMed: 26060792]. [PubMed Central:PMC4450008].
12
Moein A, Seyed Mortaz S. [Good physicians from the perspective patients]. Eth sci Tech. 2014; 9(1): 1–9. Persian.
13
Grol R, Wensing M, Mainz J, Ferreira P, Hearnshaw H, Hjortdahl P, et al. Patients’ priorities with respect to general practice care: An international comparison. European task force on patient evaluations of general practice (europep). Fam Pract. 1999;16(1):4–11. [PubMed:10321388].
14
Elo S, Kyngas H. The qualitative content analysis process. J Adv Nurs. 2008;62(1):107–15. doi:10.1111/j.1365-2648.2007.04569.x. [PubMed:18352969].
15
Zhang Y, Wildemuth BM. Qualitative analysis of content. In: Wildemuth BM, editor. Applications of social research methods to questions in information and library science. ABC-CLIO; 2016. 308 p.
16
Hays DG, Singh AA. Qualitative inquiry in clinical and educational settings. New York: Guilford Press; 2012.
17
Teddlie C, Yu F. Mixed methods sampling: A typology with examples. J Mix Method Res. 2007; 1(1): 77–100. doi: 10.1177/1558689806292430.
18
Lindlof TR, Taylor BC. Qualitative communication research methods. 3rd ed. London: SAGE; 2011.
19
Cuesta-Briand B, Auret K, Johnson P, Playford D. ’A world of difference’: A qualitative study of medical students’ views on professionalism and the ’good doctor’. BMC Med Educ. 2014;14:77. doi: 10.1186/1472-6920-14-77. [PubMed: 24725303]. [PubMed Central: PMC3992127].
20
Lambe P, Bristow D. What are the most important non-academic attributes of good doctors? A Delphi survey of clinicians. Med Teach. 2010;32(8):e347–54. doi: 10.3109/0142159X.2010.490603. [PubMed:20662569].
21
ORIGINAL_ARTICLE
Design, Implementation, and Evaluation of a Medical Education Fellowship Program for the Faculty Members of Kerman University of Medical Sciences Based on the Kirkpatrick Model
Background Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences and to propose practical recommendations for the future design of development programs. Methods In this semi-experimental study, a total of 53 faculty members of Kerman University of Medical Sciences participated in a one-year development program, which was designed by the Education Development Center and included the main disciplines of medical education. The program was evaluated in several steps, using the Kirkpatrick model. Results In the first level of Kirkpatrick model, the majority of the participants were satisfied with the general quality of the fellowship program. Based on the findings, the program led to an increase in the knowledge of faculty members and promoted a more positive attitude towards education and these programs. The findings related to the second level of Kirkpatrick model showed a significant difference between the pretest and posttest results (P < 0.05). In addition, analysis of the effects of the program on the participants’ behaviors and practical learning indicated positive changes. Conclusions The medical education fellowship program led to positive changes in the participants’ attitudes towards education and faculty development programs and increased their knowledge about educational principles and strategies and achieving of training skills. It can be concluded that the medical education fellowship program could achieve many of its preset goals.
https://sdme.kmu.ac.ir/article_90526_4688308e00ec52e26cc0d6d06de61e3f.pdf
2018-12-01
10.5812/sdme.64668
Faculty Development Programs
medical education
Faculty members
Mahmoud Reza
Dehghani
m.dehghani436@gmail.com
1
Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mahla
Salajegheh
mahla.salajegheh90@gmail.com
2
Medical Education Department, Kerman University of Medical Sciences, Kerman, Iran Medical Education Department, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Majid
Fasihi Harandi
majid.fasihi@gmail.com
3
Research Center for Hydatid Disease in Iran, Medical Education Department, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Kambiz
Bahaadinbeigy
kambizb321@gmail.com
4
Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Bahareh
Bahman Bijari
bbbijari@yahoo.com
5
School of Medicine, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Zeynab
Shakiba
zshakiba7@yahoo.com
6
Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Zahra
Fatahi
fattahi.zahra9@gmail.com
7
Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Leslie K, Baker L, Egan-Lee E, Esdaile M, Reeves S. Advancing faculty development in medical education: A systematic review. Acad Med. 2013;88(7):1038–45. doi: 10.1097/ACM.0b013e318294fd29. [PubMed:23702523].
1
Steinert Y. Faculty development in the new millennium: Key challenges and future directions. Med Teach. 2009;22(1):44–50. doi:10.1080/01421590078814.
2
Wilkerson L, Irby DM. Strategies for improving teaching practices: A comprehensive approach to faculty development. Acad Med. 1998;73(4):387–96. [PubMed: 9580715].
3
Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide No.8. Med Teach. 2006;28(6):497–526. doi: 10.1080/01421590600902976. [PubMed: 17074699].
4
Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME guide No. 40. Med Teach. 2016;38(8):769–86. doi: 10.1080/0142159X.2016.1181851. [PubMed:27420193].
5
O’Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86(4):421–8. doi: 10.1097/ACM.0b013e31820dc058. [PubMed: 21346505].
6
Steinert Y. Staff development for clinical teachers. Clin Teach. 2005;2(2):104–10. doi: 10.1111/j.1743-498X.2005.00062.x.
7
Sorinola OO, Thistlethwaite J. A systematic review of faculty development activities in familymedicine. Med Teach. 2013;35(7):e1309–18. doi:10.3109/0142159X.2013.770132. [PubMed: 23464818].
8
Steinert Y, Cruess S, Cruess R, Snell L. Faculty development for teaching and evaluating professionalism: From programme design to curriculum change. Med Educ. 2005;39(2):127–36. doi:10.1111/j.1365-2929.2004.02069.x. [PubMed: 15679679].
9
McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty development in Canadian medical schools: A 10-year update. CMAJ. 1997;156(10):1419–23. [PubMed: 9164401]. [PubMed Central: PMC1227411].
10
Steinert Y, Cruess RL, Cruess SR, Boudreau JD, Fuks A. Faculty development as an instrument of change: A case study on teaching professionalism. Acad Med. 2007;82(11):1057–64. doi:10.1097/01.ACM.0000285346.87708.67. [PubMed: 17971692].
11
Dent J, Harden R. A practical guide for medical teachers. 4th ed. Edinburgh: Churchill Livingstone; 2013.
12
Gillespie M. Student-teacher connection: A place of possibility. J Adv Nurs. 2005;52(2):211–9. doi:10.1111/j.1365-2648.2005.03581.x. [PubMed:16164482].
13
Rajeev P, Madan MS, Jayarajan K. Revisiting Kirkpatrick’s model–an evaluation of an academic training. Current Sci. 2009;96(2).
14
Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective selfassessments and independent performance ratings. Teach Learn Med. 2001; 13(3):153–60. doi: 10.1207/S15328015TLM1303_4. [PubMed:11475658].
15
Ramalanjaona G. Faculty development: How to evaluate the effectiveness of a faculty development program in emergency medicine. Acad Emerg Med. 2003;10(8):891–2. [PubMed: 12896893].
16
Elliot DL, Skeff KM, Stratos GA. How do you get to the improvement of teaching? A longitudinal faculty development program for medical. Teach Learn Med. 1999;11(1):52–7. doi:10.1207/s15328015tlm1101_12.
17
Knight AM, Cole KA, Kern DE, Barker LR, Kolodner K, Wright SM. Long-term follow-up of a longitudinal faculty development program in teaching skills. J Gen Intern Med. 2005;20(8):721–5. doi:10.1111/j.1525-1497.2005.0145.x. [PubMed: 16050881]. [PubMed Central:PMC1490179].
18
McLean M, Cilliers F, Van Wyk JM. Faculty development: Yesterday, today and tomorrow. Med Teach. 2008;30(6):555–84. doi:10.1080/01421590802109834. [PubMed: 18677659].
19
Nasmith L, Steinert Y. The evaluation of a workshop to promote interactive lecturing. Teach Learn Med. 2001;13(1):43–8. doi:10.1207/S15328015TLM1301_8. [PubMed: 11273379].
20
Rust G, Taylor V, Herbert-Carter J, Smith QT, Earles K, Kondwani K. The morehouse faculty development program: Evolving methods and 10-year outcomes. Fam Med. 2006;38(1):43–9. [PubMed:16378258].
21
Kollisch D, Linsey S, Weiss JE. Using residents’ ratings of teaching to assess the effectiveness of faculty development. Acad Med. 2000;75(5):558–9. [PubMed: 10824844].
22
Gelula MH, Yudkowsky R. Using standardised students in faculty development workshops to improve clinical teaching skills. Med Educ. 2003;37(7):621–9. [PubMed: 12834420].
23
Berbano EP, Browning R, Pangaro L, Jackson JL. The impact of the stanford faculty development program on ambulatory teaching behavior. J Gen Intern Med. 2006;21(5):430–4. doi:10.1111/j.1525-1497.2006.00422.x. [PubMed: 16704383]. [PubMed Central:PMC1484783].
24
Tax CL, Doucette H, Neish NR,Maillet JP. Amodel for cultivating dental hygiene faculty development within a community of practice. J Dent Educ. 2012;76(3):311–21. [PubMed: 22383599].
25
Behar-Horenstein LS, Childs GS, Graff RA. Observation and assessment of faculty development learning outcomes. J Dent Educ. 2010;74(11):1245–54. [PubMed: 21045231].
26
ORIGINAL_ARTICLE
Improvement of the Quality of Basic Clinical Skills Training and Evaluation of the Efficacy of Objective Structured Clinical Examination (OSCE): An Action Research with a Mixed Method
Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.
https://sdme.kmu.ac.ir/article_90527_d8750c82d273b613a588fc8612ca7f85.pdf
2018-12-01
10.5812/sdme.64982
Education
Clinical skills
Nursing
Midwifery
Students
Action Research
Esmat
Nouhi
smnouhi@yahoo.com
1
Medical and Nursing Education, Nursing Research Center, Physiologic Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Sakineh
Sabzevari
s_sabzevari@kmu.ac.ir
2
Medical Surgical Nursing Department, Razi Nursing Faculty , Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Hakime
Hosainrezaee
hrezaee@kmu.ac.ir
3
Nursing Research Center, Kerman University of Medical Science, Kerman, Iran
AUTHOR
Sallis E. Total quality management in education. 3rd ed. London: Routledge; 2014. 180 p.
1
Shoghi Shafagh Aria F, Dorrani K, Lameei A, Labbaf Ghasemi R. [Approaches of iranian medical universities to quality management in education]. Iran J Med Educ. 2011;10(4):350–6. Persian.
2
Allami A, Sarreshtehdari M, derakhshan F, safdari F. [Innovation in medical education based on quality management model: An experiment in medical school, Ghazvin University of Medical Sciences]. Iran J Med Educ. 2011;11(3):291–3. Persian.
3
Asadizaker M, Abed Saeedi Z, Abedi HA. [Development of clinical teaching process of the fundamentals of nursing with participatory approach: An action research]. J Qual Res Health Sci. 2014;3(2):175–89.Persian.
4
Hoyles A, Pollard C, Lees S, Glossop D. Nursing students’ early exposure to clinical practice: An innovation in curriculum development. Nurse Educ Today. 2000;20(6):490–8. doi:10.1054/nedt.1999.0444. [PubMed: 10959138].
5
Hamidi Y, Tabibi SJ. [A study of TQM implementation outcomes in Hamadan Province, district health systems 2000-2002]. J Hamadan Univ Med Sci. 2004;11(1):37–43. Persian.
6
Young LE, Paterson BL. Teaching nursing: Developing a student-centered learning environment. 1st ed. Philadelphia: Lippincott Williams & Wilkins; 2007.
7
Quinn FM. The principles and practice of nurse education. 4th ed. London: NelsonThornes; 2000.
8
Kanji G. Total quality management: Proceedings of the first world congress. Springer Science & Business Media; 2012. doi: 10.1007/978-94-011-0539-2.
9
Schuring RW, Luijten H. Reinventing suggestion systems for continuous improvement. Int J Tech Manag. 2001;22(4). doi:10.1504/IJTM.2001.002969.
10
Davis AH, Kimble LP. Human patient simulation evaluation rubrics for nursing education: Measuring the essentials of baccalaureate education for professional nursing practice. J Nurs Educ. 2011; 50(11): 605–11. doi: 10.3928/01484834-20110715-01. [PubMed: 21751764].
11
Baxter P. The CCARE model of clinical supervision: Bridging the theory-practice gap. Nurse Educ Pract. 2007;7(2):103–11. doi:10.1016/j.nepr.2006.06.007. [PubMed: 17689431].
12
Corlett J. The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Educ Today. 2000;20(6):499–505. doi: 10.1054/nedt.1999.0414. [PubMed:10959139].
13
Soh KL, Davidson PM, Leslie G, Bin Abdul Rahman A. Action research studies in the intensive care setting: A systematic review. Int J Nurs Stud. 2011;48(2):258–68. doi: 10.1016/j.ijnurstu.2010.09.014. [PubMed:21030021].
14
Noohi E, Motesadi M, Haghdoost A. [Clinical teachers ’view points to wards objective structured clinical examination in Kerman University of Medical Science]. Iran J Med Educ. 2008;8(1):113–20. Persian.
15
Humani Magd Abadi F, Jalalmanesh Sh, Salahshoorian Fard A, Haghani H. [A comparative study of twoOSCE clinical evaluation techniques and gradingin one hospital affiliated to Arak University of Medical Sciences]. Teb va Tazkiye. 2005;14(2):24–9. Persian.
16
Jalili Z, Nouhi E, Ahmadpour B. [Investigation of medical stagers and interns satisfaction on OSCE as a clinical skill evaluation method in Kerman University of Medical Sciences]. Strides Dev Med Educ. 2005; 2(1):18–24. Persian.
17
Martinez-Lorente AR, Sánchez-Rodriguez C, Dewhurst FW. The effect of information technologies on TQM: An initial analysis. Int J Prod Econ. 2004;89(1):77–93. doi: 10.1016/j.ijpe.2003.06.001.
18
Dehghan Nayeri N. Nursing Management Principles. Tehran: Bashari; 2009.
19
Lamie A. Comprehensive quality management. Principles of use and lessons from an experience. Tehran: Modernmedicine; 2003.
20
Speziale HS, Streubert HJ, Carpenter DR.Qualitative researchin nursing: Advancing the humanistic imperative. 5th ed. Philadelphia: Lippincott Williams & Wilkins; 2011.
21
Mortazavi H, Mohammadnejad E, Tabatabaee A. [Actionresearch: A way fornursing development in future]. J North Khorasan Univ Med Sci. 2014;6(1):215–21. Persian.
22
Boyer MJ. Brunnerand suddarth’s textbook of medical-surgical nursing. 10th ed. Philadelphia: Lipincott Williams & Wilkins; 2009.
23
Black JM, Hawks JH. Medical-surgical nursing: Clinical management for positive outcomes. 8th ed. Philadelphia: Saunders Elsevier; 2009.
24
Lynn P, LeBon M. Skill check lists for taylor’s clinical nursing skills: A nursing process approach. 3rd ed. Netherlands: Wolters Kluwer; 2011.
25
Alinier G. Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation. Nurse EducToday. 2003;23(6):419–26. doi: 10.1016/S0260-6917(03)00044-3.
26
Furlong E, Fox P, Lavin M, Collins R. Oncology nursing students’ views of a modified OSCE. Eur J Oncol Nurs. 2005;9(4):351–9. doi:10.1016/j.ejon.2005.03.001. [PubMed: 16027036].
27
Newble D. Techniques for measuring clinical competence: Objective structured clinical examinations. Med Educ. 2004;38(2):199–203.[PubMed: 14871390].
28
Reza Masouleh S, Zare A, Chehrzad M, Atr Kar Ruoshan Z. [Comparing two methods of evaluation, objective structured practical examination and traditional examination, on the satisfaction of students in Shahid Beheshti Faculty of Nursing and Midwifery]. J Holist Nurs Midwifery. 2008;18(1):22–30. Persian.
29
Hoseini BL, Mazloum SR, Jafarnejad F, Foroughipour M. Comparison of midwifery students’ satisfaction with direct observation of procedural skills and current methods in evaluation of procedural skills in Mashhad Nursing and Midwifery School. Iran J Nurs Midwifery Res. 2013;18(2):94–100. [PubMed: 23983736]. [PubMed Central:PMC3748577].
30
Chehrzad MM, Mirzaei M, Kazemnejad E. [Comparison between two methods: Objective structured clinical evaluation (OSCE) and traditional on nursing students’ satisfaction]. J Guilan Univ Med Sci. 2004; 13(50):8–13. Persian.
31
ORIGINAL_ARTICLE
Dental Students’ Perceptions of Dentist-Patient Interactions: An Exploration of Empathy in Dental Students
Background and Objectives Healthcare providers must endeavor to treat patients with empathy if they expect to practice successfully. Empathy is especially relevant to dentists who provide treatment that is usually associated with pain and invasion of personal space boundaries. A 2011 study by Konrath and O’Brien showed that undergraduate college students have less empathy than the past generations. Anecdotal reports and the author's personal experiences also suggest a reduction in empathy among current dental students. This study was designed to assess empathy in a dental student cohort at a dental school in the United States. Methods This study examined empathy levels in third- and fourth-year dental students at a dental school in the United States using existing validated medical education psychometric assessments modified for dental education. Specifically, the Jefferson scale of physician empathy-health professional (JSPE-HP) and patient-practitioner orientation scale (PPOS) questionnaires were modified for use in the dental education domain by substituting the word “dentist” for “physician” and replacing “medical procedures” with “dental procedures.” E-mails were sent to all 240 third- and fourth-year dental students at the Rutgers school of dental medicine (RSDM) inviting them to participate in a brief online survey about their perceptions of dentist-patient interactions. Results Of the 240 invited students, 84 participated in the survey (27%). All questions were answered with a high empathy rating except for two questions - “It is difficult for me to view things from my patient’s perspective” and “I can treat and relate best to patients who look like me and have similar beliefs.” The calculated Cronbach’s coefficient alpha was 0.71 indicating acceptable internal consistency reliability. Conclusions This study did not confirm the hypothesis that students lacked empathy. Only two statements were answered in ways that suggested a decrease in empathic cognition. The responses to the open-ended questions provided an insight into the students’ self-interested thought processes.
https://sdme.kmu.ac.ir/article_90528_9ca1c07b8ed0b1eda74058506047f4bf.pdf
2018-12-01
10.5812/sdme.65124
Empathy
Dental
Dental education
Dental student
Eileen
Hoskin
1
Rutgers School of Dental Medicine
AUTHOR
Karl
Woodmansey
kfw@prodigy.net
2
Center for Advanced Dental Education, Saint Louis University
LEAD_AUTHOR
Lynn
Beck
lbeck@pacific.edu
3
The University of the Pacific and Senior Consultant for the Academy for Academic Leadership
AUTHOR
Tobias
Rodriguez
terodriguez@gmail.com
4
Academy for Academic Leadership (AAL)
AUTHOR
Aanstoos CM. Maslow’s hierarchy of needs. Salem press encyclopedia of health. 2016. Available from:http://eds.a.ebscohost.com/eds/detail/detail?vid=1&sid=b1541eeb-8c48-4a79-99b2-8a7b969d3ec5%40sessionmgr4009&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=93872091&db=ers.
1
Hojat M, Gonnella JS, Nasca TJ, Mangione S, Vergare M, Magee M. Physician empathy: definition, components, measurement, and relationship to gender and specialty. Am J Psychiatry. 2002; 159(9): 1563–9. doi:10.1176/appi.ajp.159.9.1563. [PubMed: 12202278].
2
Hojat M, Gonnella JS, Nasca TJ, Mangione S, Veloksi JJ, Magee M. The Jefferson Scale of Physician Empathy: further psychometric data and differences by gender and specialty at item level. Acad Med. 2002;77(10 Suppl):S58–60. [PubMed: 12377706].
3
Nelson LP, Maramaldi P, Kinnunen TH, Kalenderian E. Early performance in a humanistic medicine course as a predictor of dental students’ later clinical performance. J Dent Educ. 2013; 77(8): 1006–12. [PubMed: 23929570].
4
American Dental Education Association. Competencies for the New General Dentist:(As approved by the 2008 ADEA House of Delegates). J Dent Educ. 2008;72(7):823–6.
5
Konrath SH, O’Brien EH, Hsing C. Changes in dispositional empathy in American college students over time: a meta-analysis. Pers Soc Psychol Rev. 2011;15(2):180–98. doi: 10.1177/1088868310377395. [PubMed:20688954].
6
Waldrop D, Nochajski T, Davis EL, Fabiano J, Goldberg L. Empathy in Dentistry: How Attitudes and Interaction With Older Adults Make a Difference. Gerontol Geriatr Educ. 2016;37(4):359–80. doi:10.1080/02701960.2014.993065. [PubMed: 25495912].
7
Aggarwal VP, Garg R, Goyal N, Kaur P, Singhal S, Singla N, et al. Exploring the missing link - Empathy among dental students: An institutional cross-sectional survey. Dent Res J (Isfahan). 2016;13(5):419–23. [PubMed: 27857767]. [PubMed Central: PMC5091000].
8
Rosenzweig J, Blaizot A, Cougot N, Pegon-Machat E, Hamel O, Apelian N, et al. Effect of a Person-Centered Course on the Empathic Ability of Dental Students. J Dent Educ. 2016;80(11):1337–48. [PubMed: 27803206].
9
Tsiantou D, Lazaridou D, Coolidge T, Arapostathis KN, Kotsanos N. Psychometric properties of the Greek version of the Toronto Composite Empathy Scale in Greek dental students. Eur J Dent Educ. 2013;17(4):208–17. doi: 10.1111/eje.12037. [PubMed: 24127761].
10
Beattie A, Durham J, Harvey J, Steele J, McHanwell S. Does empathy change in first-year dental students? Eur J Dent Educ. 2012;16(1):e111–6.doi: 10.1111/j.1600-0579.2011.00683.x. [PubMed:22251333].
11
Sherman JJ, Cramer A. Measurement of changes in empathy during dental school. J Dent Educ. 2005;69(3):338–45. [PubMed: 15749944].
12
Yarascavitch C, Regehr G, Hodges B, Haas DA. Changes in dental student empathy during training. J Dent Educ. 2009;73(4):509–17. [PubMed: 19339438].
13
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25
ORIGINAL_ARTICLE
Training Professionalism Using Hidden Curriculum in an Internship Course: Account of Experiences of Undergraduate Students of Surgical Technology
Background Medical students are in direct contact with patients due to their clinical situation, and one of the important goals of medical education is professional development of these students. Objectives The purpose of this study was to explain students’ experiences regarding professionalism training using hidden curriculum. Methods This study was carried out through content analysis, and data were collected through semi-structured interviews with 6th and 8th semester undergraduate students of surgical technology. The participants were entered into the study using the purposive sampling method and each individual interview lasted for about 35 - 45 minutes. Semi-structured questions were used to conduct the interviews and then follow-up and exploratory questions were used to clarify the concept and to deepen the interview process. Results Overall, 358 primary codes and the two main themes of observing patient rights and professional accountability were extracted. The theme of observing patient rights includes three sub-themes, including observing patient privacy, respect for patient’s dignity and patient safety, and the theme of professional accountability comprised the three sub-themes of compliance with professional standards, professional communication and instructor as ethics teacher. Conclusions Professors’ familiarity with the training and development of professionalism among medical students, and attention to the role of hidden curriculum in the formulation of values, norms and behaviors regarding professionalism is suggested.
https://sdme.kmu.ac.ir/article_90529_7fd6b1b823b515b48617a42557f18b41.pdf
2018-12-01
10.5812/sdme.65704
Professionalism
Hidden Curriculum
Explanation
Student
Soheyla
Kalantary
sa.kalantary@gmail.com
1
Paramedical School, Golestan University of Medical Sciences, Gorgan, Iran
AUTHOR
Maryam
Chehrehgosha
chehrehgosha2008@gmail.com
2
Paramedical School, Golestan University of Medical Sciences, Iran University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
AUTHOR
Nadia
Shirazi
nadia.shirazi@yahoo.com
3
Student Research Committee, Golestan University of Medical Science, Gorgan, Iran
AUTHOR
Mehri
Behmadi
mehri.behmadi@gmail.com
4
Student Research Committee, Golestan University of Medical Science, Gorgan, Iran
AUTHOR
Fereshte
Araghian Mojarad
fereshteharaghian@yahoo.com
5
Student Research Committee, Buyeh Nursing and Midwifery School, Golestan University of Medical Science, Gorgan, Iran
LEAD_AUTHOR
Leila
Jouybari
jouybari@gmail.com
6
Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran
AUTHOR
Kittmer T, Hoogenes J, Pemberton J, Cameron BH. Exploring the hidden curriculum: a qualitative analysis of clerks’ reflections on professionalism in surgical clerkship. Am J Surg. 2013;205(4):426–33. doi:10.1016/j.amjsurg.2012.12.001. [PubMed: 23313441].
1
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3
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Lawrence C, Mhlaba T, Stewart KA, Moletsane R, Gaede B, Moshabela M. The hidden curricula of medical education: A scoping review. Acad Med. 2018;93(4):648–56. doi:10.1097/ACM.0000000000002004. [PubMed: 29116981]. [PubMed Central: PMC5938158].
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Gaufberg EH, Batalden M, Sands R, Bell SK. The hidden curriculum: what can we learn from third-year medical student narrative reflections? Acad Med. 2010;85(11):1709–16. doi:10.1097/ACM.0b013e3181f57899. [PubMed: 20881818].
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40
ORIGINAL_ARTICLE
Interprofessional Shared Decision-Making: Assessment of Behavioral Intention Though a Tool Based on the Theory Planned Behavior
Objectives The present study was conducted with the aim of psychometric evaluation of a tool measuring behavioral intention in relation to interprofessional shared decision-making based on the theory of planned behavior and its assessment among medical and nursing students. Methods This descriptive study was carried out in two stages. In the first stage, the psychometric properties of the interprofessional shared decision-making (IP-SDM) tool were evaluated based on experts’ opinions. In the second stage, the participants’ behavioral intention was evaluated using the mentioned questionnaire. The questionnaire consisted of five domains of cognitive attitude (2 items), emotional attitude (2 items), subjective norms (3 items), perceived behavioral control (3 items), and intention to use interprofessional shared decision-making (3 items). Content validity of the questionnaire was evaluated qualitatively and quantitatively (using the content validity ratio (CVR) and content validity index (CVI)). Cronbach’s alpha coefficient and interclass correlation coefficient (ICC) were used to determine the reliability of the questionnaire. In the second stage, the data were analyzed using descriptive statistics (mean and standard deviation) and Pearson’s correlation test in SPSS software. Results Qualitative and quantitative content validity of the questionnaire was confirmed based on experts’ opinions. The internal consistency of the tool, based on the Cronbach’s alpha coefficient, was 0.92, and the tool’s repeatability was calculated at 0.84 using ICC. Participants in the study intended to participate in interprofessional shared decision-making. Conclusions The behavioral intention measurement tool in relation to interprofessional shared decision-making based on the theory of planned behavior has good validity and reliability in Iran. Regarding the participants’ behavioral intention to participate in shared decision-making, it is suggested that a suitable platform for shared decision-making and teamwork between health team members be provided in educational systems.
https://sdme.kmu.ac.ir/article_90530_8f9b941c1b39eaab72f0678a4b5d4903.pdf
2018-12-01
10.5812/sdme.65823
Shared Decision Making
Decision Making
Shared Interprofessional
Theory Planned Behavior
Behavioral Intention
Fatemeh
Keshmiri
keshmiri1395@gmail.com
1
Shahid Sadoughi University of Medical Sciences, Yazd, Iran
LEAD_AUTHOR
Jamileh
Salar
jamilehsalar@yahoo.com
2
Semnan University of Medical Sciences, Semnan, Iran
AUTHOR
Guerrier M, Legare F, Turcotte S, Labrecque M, Rivest LP. Shared decision making does not influence physicians against clinical practice guidelines. PLoS One. 2013;8(4). e62537. doi:10.1371/journal.pone.0062537. [PubMed: 23638111]. [PubMed Central: PMC3634782].
1
Barratt A. Evidence based medicine and shared decision making: The challenge of getting both evidence and preferences into health care. Patient Educ Couns. 2008;73(3):407–12. doi:10.1016/j.pec.2008.07.054. [PubMed: 18845414].
2
Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Hammick M, et al. Interprofessional education: Effects on professional practice and health care outcomes. Cochrane Database Syst Rev. 2008;(1). CD002213.doi: 10.1002/14651858.CD002213.pub2. [PubMed: 18254002].
3
Legare F, Stacey D, Briere N, Fraser K, Desroches S, Dumont S, et al. Healthcare providers’ intentions to engage in an interprofessional approach to shared decision-making in home care programs: A mixed methods study. J Interprof Care. 2013;27(3):214–22. doi:10.3109/13561820.2013.763777. [PubMed:23394265]. [PubMed Central:PMC3665231].
4
Harden RM. Effective multiprofessional education: A threedimensional perspective. Med Teach. 2009;20(5):402–8. doi:10.1080/01421599880472.
5
World Health Organization; Department of Human Resources for Health. Health professions networks, nursing and midwifery. Framework for action on interprofessional education and collaborative practice. Geneva, Switzerland: WHO; 2010.
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Towle A, Godolphin W. Framework for teaching and learning informed shared decision making. BMJ. 1999;319(7212):766–71. [PubMed:10488010]. [PubMed Central: PMC1116602].
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Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, USA: Interprofessional Education Collaborative;2011.
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Makoul G, Clayman ML. An integrative model of shared decision making in medical encounters. Patient Educ Couns. 2006;60(3):301–12. doi:10.1016/j.pec.2005.06.010. [PubMed: 16051459].
9
Legare F, Stacey D, Pouliot S, Gauvin FP, Desroches S, Kryworuchko J, et al. Interprofessionalism and shared decision-making in primary care: A stepwise approach towards a new model. J Interprof Care. 2011;25(1):18–25. doi: 10.3109/13561820.2010.490502. [PubMed:20795835]. [PubMed Central:PMC3018136].
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Canadian Interprofessional Health Collaborative. Interprofessional education and core competencies, literature review. [cited 2007 Jun 6]. cited 2007 Jun 6. Available from:http://www.cihc.ca/files/publications/CIHC_IPE-LitReview_May07.pdf.
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Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach. 2016;38(7):656–68. doi:10.3109/0142159X.2016.1173663. [PubMed: 27146438].
13
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14
Legare F, Stacey D, Briere N, Robitaille H, Lord MC, Desroches S, et al. An interprofessional approach to shared decision making: An exploratory case study with family caregivers of one IP home care team. BMC Geriatr. 2014;14:83. doi: 10.1186/1471-2318-14-83. [PubMed:24985335]. [PubMed Central:PMC4105553].
15
Stacey D, Samant R, Pratt M, Legare F. Feasibility of training oncology residents in shared decision making: A pilot study. J Cancer Educ. 2012;27(3):456–62. doi: 10.1007/s13187-012-0371-y. [PubMed:22539055].
16
Lawshe CH. A quantitative approach to content validity. Pers Psychol. 1975;28(4):563–75. doi:10.1111/j.1744-6570.1975.tb01393.x.
17
Polit DF, Beck CT. The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Res Nurs Health. 2006;29(5):489–97. doi: 10.1002/nur.20147. [PubMed:16977646].
18
Khan KS, Chien PF. Evaluation of a clinical test. I: Assessment of reliability. BJOG. 2001;108(6):562–7. [PubMed: 11426888].
19
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20
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21
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22
Deschenes SM, Gagnon MP, Legare F, Lapointe A, Turcotte S, Desroches S. Psychosocial factors of dietitians’ intentions to adopt shared decision making behaviours: A cross-sectional survey. PLoS One. 2013;8(5).e64523. doi: 10.1371/journal.pone.0064523. [PubMed: 23700484]. [PubMed Central:PMC3659101].
23
ORIGINAL_ARTICLE
A Meta-Analysis of the Effectiveness of Educational Technologies in Medical Education
Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.
https://sdme.kmu.ac.ir/article_90531_d0c2189512004f0512252c94e2ee4801.pdf
2018-12-01
10.5812/sdme.74118
Technology
Virtual education
medical education
Afshin
Mousavi Chelak
mousaviaf@gmail.com
1
Payame Noor University, Isfahan, Iran
LEAD_AUTHOR
Hasan
Kaviani
hasan.kaviani66@gmail.com
2
School of Psychology and Educational Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
Zamani BE, Babri H,Mosavi 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]. Strides Dev Med Educ. 2013;9(2):110–7. Persian.
1
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Zhang Y, Dang Y, Amer B. A large-scale blended and flipped class: Class design and investigation of factors influencing students’ intention to learn. IEEE Trans Educ. 2016;59(4):263–73. doi:10.1109/te.2016.2535205.
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64
ORIGINAL_ARTICLE
Effect of Blended Education on Nursing Students’ Awareness and Attitude Towards Organ Donation: A Solomon Four-Group Study
Background Organ donation requires management to promote awareness and create the proper culture in all societies. Awareness and attitude of students and nursing staff can affect the process of donating organs. Objectives The aim of this study was to determine the effect of blended education on the awareness and attitude of nursing students towards organ donation. Methods In this clinical trial study, which used a Solomon four-group design, 94 undergraduate nursing students from Azad University of Sanandaj in 2016 were selected by the census method and randomly assigned to four groups. The data collection tool included demographic data and the Organ Donation Awareness and Attitude Questionnaire blended education was provided to students through a one-day interactive workshop and social networks for 2 weeks. Before and after the intervention, students’ awareness and attitude were evaluated. The collected data were analyzed by SPSS 16 using Fisher, Wilcoxon, Mann-Whitney, and Kruskal-Wallis tests. Results The comparison of the awareness level after the intervention in the four groups showed statistically significant differences (P = 0.0001). Moreover, there was a significant difference in the attitude level after the intervention between the four groups (P = 0.02). Conclusions Blended education increases the awareness and attitude of nursing students. Thus, trainers and educators are suggested using blended education to train students regarding donation. Moreover, it is recommended to include the topic of donation in the nurse’s curriculum.
https://sdme.kmu.ac.ir/article_90533_eac60f2a14cd754127ba093390b1f99a.pdf
2018-12-01
10.5812/sdme.79938
Organ donation
Nurse
Student
Education
Shoaib
Dehghani
shoaibdehghani20@gmail.com
1
Student Research Committee, Kurdistan University of Medical Sciences, Sanandaj, Iran
AUTHOR
Kaveh
Bahmanpour
kavehbahmanpour@aol.com
2
School of Nursing and Midwifery, Islamic Azad University of Sanandaj, Sanandaj, Iran
AUTHOR
Bijan
Nouri
bijannuri@gmail.com
3
Social Determinants of Health Research Center, Kurdistan University of Medical Sciences, Sanandaj, Iran
AUTHOR
Sina
Valiee
sinavaliee@yahoo.com
4
Clinical Care Research Center, Kurdistan University of Medical Sciences, Sanandaj, Iran
LEAD_AUTHOR
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35
ORIGINAL_ARTICLE
Correlation of Motivational Beliefs and Cognitive and Metacognitive Strategies with Academic Achievement of Students of Shiraz University of Medical Sciences
Background Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic performance. Objectives The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students’ academic achievement. Methods In this descriptive - analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow’s formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot’s motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson’s correlation and independent -test. Results Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Conclusions Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.
https://sdme.kmu.ac.ir/article_90534_76043ac76f76aaf49f28c00a4174400f.pdf
2018-12-01
10.5812/sdme.81169
Learning strategies
Cognitive
Metacognitive
Academic achievement
Students
Ahad
Amiri Gharghani
ahad.amirigharghani@gmail.com
1
Medical Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
Majid
Amiri Gharghani
amirimajid60@yahoo.com
2
Department of Environmental Health Engineering, Sirjan Faculty of Medical Sciences, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Ali Asghar
Hayat
ali.hayat63@gmail.com
3
Education Development Center, Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
LEAD_AUTHOR
Mega C, Ronconi L, De Beni R. What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. J Educ Psychol. 2014;106(1):121–31. doi:10.1037/a0033546.
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64
ORIGINAL_ARTICLE
Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches
Background Active learning approaches, including the flipped classroom, can enhance meaningful learning among students of medical sciences. Objectives The purpose of this study was to investigate the effect of the flipped classroom teaching method on nursing students' learning approaches. Methods This one-group quasi-experimental study with a pretest-posttest design was carried out among 46 undergraduate nursing students who had passed the orthopedic nursing course in the academic year of 2017-2018. The participants were selected by the census method. To teach through the flipped classroom method, the instructor provided electronic content for the course using the Articulate Storyline software. Students studied electronic contents and the reference book prior to each session and participated in predetermined collaborative activities. Data were collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) before and after the completion of the classes. Data were analyzed using descriptive statistics, independent test, paired test and Pearson correlation coefficient by SPSS software. Results The flipped classroom method significantly increased the deep learning approach (P
https://sdme.kmu.ac.ir/article_90535_74152672a834db5b9ff29a8837ffa4c1.pdf
2018-12-01
10.5812/sdme.81900
Deep Learning
Active learning
Nursing education
Shadi
Dehghanzadeh
shadidehghan90@gmail.com
1
Department of Nursing, College of Nursing and Midwifery, Rasht Branch, Islamic Azad University, Rasht, Iran
LEAD_AUTHOR
Benner P. Rethinking clinical and classroom teaching and learning. Educating Nurses; 2017, [cited 2018 Jun 30]. Available from:https://www.educatingnurses.com/rethinking-clinical-classroomteaching-learning/.
1
Docherty A, Warkentin P, Borgen J, Garthe K, Fischer KL, Najjar RH. Enhancing student engagement: Innovative strategies for intentional learning. J Prof Nurs. 2018;34(6):470–4. doi:10.1016/j.profnurs.2018.05.001. [PubMed: 30527695].
2
Poikela P, Ruokamo H, Teras M. Comparison of meaningful learning characteristics in simulated nursing practice after traditional versus computer-based simulation method: A qualitative videography study. Nurs Educ Today. 2015;35(2):373–82. doi:10.1016/j.nedt.2014.10.009. [PubMed: 25456257].
3
Karns DS. Meaningful learning development in student nurses: the traditional nursing care plan versus the concept map care plan approach [dissertations]. Colorado: University of Northern Colorado; 2010.
4
Kantar LD. Assessment and instruction to promote higher order thinking in nursing students. Nurs Educ Today. 2014;34(5):789–94. doi:10.1016/j.nedt.2013.08.013. [PubMed: 24035312].
5
Tricio JA, Montt JE, Ormeno AP, Del Real AJ, Naranjo CA. Impact of faculty development workshops in student-centered teaching methodologies on faculty members’ teaching and their students’ perceptions. J Dent Educ. 2017;81(6):675–84. doi:10.21815/JDE.017.014.[PubMed: 28572413].
6
Billings DM. Flipping’ the classroom. Am J Nurs. 2016;116(9):52–6. doi:10.1097/01.NAJ.0000494696.86240.35. [PubMed: 27560340].
7
Bristol T. Flipping the classroom. Teach Learn Nurs. 2014;9(1):43–6. doi:10.1016/j.teln.2013.11.002.
8
Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for ’flipping out’: A systematic review of the flipped classroom in nursing education. Nurs Educ Today. 2016;38:15–21. doi:10.1016/j.nedt.2015.12.010. [PubMed: 26804940].
9
Jafaraghaie F, Dehghanzadeh S, Khordadi-Astane H. [Nursing students’ experience in a flipped classroom method]. Res Med Educ.2017;9(1):36–27. Persian. doi: 10.18869/acadpub.rme.9.1.36.
10
Mudd SS, Silbert-Flagg JA. Implementing the flipped classroom to enhance nurse practitioner clinical decision-making in the care of the pediatric asthma patient. Nurs Educ Perspect. 2016;37(6):352–3. doi:10.1097/01.nep.0000000000000083.
11
Dehghanzadeh S, Jafaraghaie F, Khordadi Astane H. [The effect of flipped classroom on critical thinking disposition in nursing students]. Iran J Med Educ. 2018;18(6):39–48. Persian.
12
Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurs Educ Pract. 2016;16(1):79–85. doi:10.1016/j.nepr.2015.09.001.[PubMed: 26494304].
13
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14
Ausubel DP. The psychology of meaningful verbal learning. Oxford, England: Grune and Stratton, Inc; 1963.
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Gurcay D. Investigation of the pre-service physics teachers’ learning approaches. Procedia Soc Behav Sci. 2013;106:1614–21. doi:10.1016/j.sbspro.2013.12.182.
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Gordon C, Debus R. Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context. Br J Educ Psychol. 2002;72(Pt 4):483–511. doi:10.1348/00070990260377488. [PubMed: 12495563].
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Henoch I, Jakobsson Ung E, Ozanne A, Falk H, Falk K, Kenne Sarenmalm E, et al. Nursing students’ experiences of involvement in clinical research: An exploratory study. Nurs Educ Pract. 2014; 14(2):188–94. doi: 10.1016/j.nepr.2013.07.009. [PubMed: 23953011].
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26
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27
McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, et al. The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Acad Med.2014;89(2):236–43. doi: 10.1097/ACM.0000000000000086. [PubMed:24270916].
28
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29
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Lacher LL, Lewis MC. The effectiveness of video quizzes in a flipped class. Proceedings of the 46th ACM Technical Symposium on Computer Science Education. 2015 Mar 4-7; Kansas city, USA. 2015. p. 20–3.
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32
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33
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34
Salamonson Y, Ramjan LM, van den Nieuwenhuizen S, Metcalfe L, Chang S, Everett B. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach. Nurs Educ Pract. 2016;17:208–13. doi:10.1016/j.nepr.2016.01.001. [PubMed: 26804936]
35
ORIGINAL_ARTICLE
Oral Presentation Versus Role Playing in Medical Education: A Quasi-Experimental Study
Background It is claimed that role-playing is a teaching strategy that has several advantages for both the teacher and student. This study aimed to compare two educational methods (oral presentation, a traditional method that is known to be teacher-centered, versus role-playing which is a student-centered method). Methods This quasi-experimental study was performed between September 2013 and October 2014 in 95 medical students in Mashhad University of Medical Sciences. Role-playing and oral (plus Microsoft PowerPoint) presentation were done by one assistant professor. There were no changes in the educational content nor the classroom. Using random numbers, half of each group received one of the methods as the first class and vice versa. At the end of each session, the standard satisfaction evaluating questionnaire was filled by the students. Results During the one-year duration of this study, 95 students were evaluated, and 46 (60%) of them were female. The mean age was 22.5 ± 1 years, and 28 (87.5%) were single. Role-playing had a mean rank of 54.64, and oral presentation had 21.45 (P < 0.001). This difference was present based on gender as well (P < 0.001). The satisfaction score was significantly higher for role-playing (P < 0.001). Conclusions Role-playing can be much more helpful in education and needs to be incorporated into the lesson plans.
https://sdme.kmu.ac.ir/article_90536_5cd9d7160bada480bfa7ebb5cdafbd2c.pdf
2018-12-01
10.5812/sdme.84863
Role-Playing
Education
Medicine
Non-Randomized Controlled Trials
Student
Oral Presentation
Malihe
Dadgar Moghadam
dadgarmm@mums.ac.ir
1
Department of Community Medicine and Public Health, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Majid
Khadem-Rezaiyan
majidrezaiyan@yahoo.com
2
Department of Community Medicine and Public Health, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Managheb S, Mosalanejad N. [Teaching how to break bad news: Comparing role-play and group discussion on practice of medical interns in Jahrom Medical School]. Irani J Med Edu. 2012;11(7):789–96. Persian.
1
Faridhosseini F, Saghebi A, Khadem-Rezaiyan M, Moharari F, Dadgarmoghaddam M. Effect of changing journal clubs from traditional method to evidence-based method on psychiatry residents. Adv Med Educ Pract. 2016;7:483–7. doi: 10.2147/AMEP.S110036. [PubMed:27570469]. [PubMed Central: PMC4986680].
2
Khadem Rezaiyan M, Mousavi Bazaz SM. [Quality gap in educational services based on SERVQUAL Model in Mashhad Medical School]. Res Med. 2016;40(1):17–23. Persian.
3
Knowles C, Kinchington F, Erwin J, Peters B. A randomised controlled trial of the effectiveness of combining video role play with traditional methods of delivering undergraduate medical education. Sex Transm Infect. 2001;77(5):376–80. [PubMed: 11588286]. [PubMed Central: PMC1744382].
4
Koponen J, Pyorala E, Isotalus P. Teaching interpersonal communication competence to medical students through theatre in education. Commun Teach. 2010;24(4):211–4. doi:10.1080/17404622.2010.514275.
5
Armstrong JS. Assessing game theory, role playing, and unaided judgment. Int J Forecast. 2002; 18(3): 345–52. doi: 10.1016/s0169-2070(02)00024-9.
6
Joyce B, Weil M. Models of teaching. Boston: Allyn and Bacon; 2000.
7
Higgins-Opitz SB, Tufts M. Student perceptions of the use of presentations as a method of learning endocrine and gastrointestinal pathophysiology. Adv Physiol Educ. 2010;34(2):75–85. doi:10.1152/advan.00105.2009. [PubMed: 20522901].
8
Adib Hajbagheri M. [Nursing and midwifery students’ experiences in efficiency of PowerPoint in teaching]. Iran J Med Edu. 2010;10(2):111–23.Persian.
9
Momeni Danaei S, Zarshenas L, Oshagh M, Omid Khoda SM. [Which method of teaching would be better; cooperative or lecture?]. Iran J Med Edu. 2011;11(1):24–31. Persian.
10
Nestel D, Tierney T. Role-play for medical students learning about communication: Guidelines for maximising benefits. BMC Med Educ. 2007;7(1):3. doi: 10.1186/1472-6920-7-3. [PubMed: 17335561]. [PubMed Central: PMC1828731].
11
Sutcliffe M. Using role-play to teach undergraduate business students: Challenging the teacher, supporting the learner. [cited 2011 Dec 13]. Available from:http://www.business.heacademy.ac.uk/resources/reflect/conf/2002/sutcliffe/sutcliffe.
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Steinman RA, Blastos MT. A trading-card game teaching about host defence. Med Educ. 2002; 36(12):1201–8. [PubMed: 12472757].
13
Dadgaran I, Parvizy S, Peyrovi H. A global issue in nursing students’ clinical learning: The theory–practice gap. Procedia - Soc Behav Sci. 2012;47:1713–8. doi: 10.1016/j.sbspro.2012.06.888.
14
Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs. 2005;4:6. doi: 10.1186/1472-6955-4-6. [PubMed: 16280087]. [PubMed Central: PMC1298307].
15
Khadem-Rezaiyan M, Zahedi Avval F, Youssefi M. Nursing students viewpoints about basic sciences education. Int J Edu Res. 2015;3(10):109–16.
16
Khadem Rezaiyan M, Etezad Razavi M, Javadi B, Feyzabadi Z, Omidkhoda M, Saeedinejat S, et al. Educational quality gap from students’ viewpoints; results from a survey in Mashhad University of Medical Sciences. Future Med Edu J. 2017;7(4):31–5. doi:10.22038/fmej.2018.28836.1184.
17
Khatiban M, Sangestani G, Oshvandi K. [Midwifery students’ experience of role-playing as a teaching strategy: A qualitative study]. J Nurs Edu. 2014;3(1):61–70. Persian.
18
Mazloomy Mahmoodabad SS, Zeynolabedini M, Shahbazi H. [Students’ attitude towards the role of PowerPoint in education at Shahid Sadoughi University of Medical Sciences]. J Med Edu Dev.2012; 7(2): 75–84. Persian.
19
Burke D, Apperley A. PowerPoint TM and pedagogy. United Kingdom:University of Wolverhampton; 2003. p. 77–82.
20
ORIGINAL_ARTICLE
The Relationship Between Critical Thinking Disposition and Self-Esteem in Midwifery Students
Background Students’ personal characteristics are among the factors influencing the development of their critical thinking. Self-esteem is a normal influencing personality trait. Self-esteem affects all the aspects of individuals’ lives including the way of their thinking and performance. Objectives Therefore, the current study aimed to determine the relationship between critical thinking disposition and self-esteem in the midwifery students of Mashhad University of Medical Sciences in 2014. Methods This cross sectional study was carried out on all bachelor students (N = 53) of the Mashhad Nursing and Midwifery Faculty. Data were collected through a personal information form, the Rosenberg’s self-esteem questionnaire, and the California critical thinking disposition questionnaire. The collected data were analyzed in SPSS through descriptive statistical methods and a Pearson correlation coefficient test. Results The vast majority of students (62.26%) had an unsteady critical thinking disposition. However, 84.90% of them had a moderate level of self-esteem. Pearson correlation test showed no significant relationship between critical thinking disposition and self-esteem (P > 0.05). Conclusions According to the study results, the vast majority of the study cases had a moderate level of self-esteem with an unsteady critical thinking disposition. There was no significant relationship between critical thinking disposition and self-esteem in the studied midwifery students.
https://sdme.kmu.ac.ir/article_90537_b101734528c0125237ce03a0791bb7c4.pdf
2018-12-01
10.5812/sdme.84987
Self Esteem
Critical thinking
Midwife
Farzaneh
Rashidi Fakari
rashidiff@sbmu.ac.ir
1
Students Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Mahin
Tafazoli
tafazolim@mums.ac.ir
2
Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Salmeh
Dadgar
dadgar@mums.ac.ir
3
Department of Obstetrics and Gynecology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Kordi M, Rashidi Fakari F, Khadivzadeh T, Mazloum SR, Akhlaghi F, Tara M. The effect of web-based and simulation-based education on midwifery students’ self-confidence in postpartum hemorrhage management. J Midwifery Reproduc Health. 2015;3(1):262–8.
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2
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):129–32. Persian.
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Tafazzoli M, Rashidi Fakari F, Ramazanzadeh M, Sarli A. The relationship between critical thinking dispositions and academic achievement in Iranian midwifery students. Nurs Pract Today. 2016;2(3):88–93.
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10
BarkhordaryM. [Comparing critical thinking disposition in baccalaureate nursing students at different grades and its relationship with state anxiety]. Iran J Med Educ. 2012;11(7):779–88. Persian.
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Iranfar S, Sepahi V, Khoshay A, Keshavarzi F. The relationship between critical thinking disposition and self-esteem. Edu Res Med Sci J. 2013;2(2):9–14.
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21
22. Shin KR, Lee JH, Ha JY, Kim KH. Critical thinking dispositions in baccalaureate nursing students. J Adv Nurs. 2006;56(2):182–9. doi:10.1111/j.1365-2648.2006.03995.x. [PubMed: 17018066].
22
ORIGINAL_ARTICLE
Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation
Background Since medical students play an important role in public health system as well as the treatment of patients, the need for critical thinking in them is extensively felt. The current study aimed at evaluating the level of critical thinking disposition (CTD) in the first- and last-year medical students and its association with goal orientation in Ahvaz Jundishapur University of Medical Sciences in 2016. Methods The current cross sectional study used critical thinking disposition inventory (CTDI) developed by Rudd and Ricketts, and achievement goal questionnaire-revised (AGQ-R) developed by McGregor and Elliot to collect data. The questionnaires were distributed among 255 students of which 204 (80%) students completed them. Data were analyzed using -test and Pearson correlation coefficient. Results Of the 204 studied subjects, 104 were the first-year and 100 the last-year medical students. The mean age of the first and last year of medical students was 18.930.86 and 24.601.31 years, respectively. Moreover, 47 first-year and 66 last-year subjects were female. The mean score of CTD for the first- and last-year students were 69.82 ± 10.60 and 71.48 ± 11.86, respectively, lower than the average range. Based on the -test results, there was no significant difference between this group students (P = 0.310). The mean score of CTD and AGQ for all the study participants was 70.75 ± 11.12 and 28.22 ± 7.76, respectively; a significant correlation was observed between critical thinking disposition and achievement goal orientation (P = 0.001, r = 0.294). Conclusions The results of the current study indicated that the CTD score was lower than average range in the first- and last-year students; besides, lack of difference between first and last year students emphasized that educational processes should be propelled toward employment of approaches to promote and strengthen critical thinking disposition.
https://sdme.kmu.ac.ir/article_90538_89b4e75e05782edd30d3f86bd1452b0b.pdf
2018-12-01
10.5812/sdme.85046
Critical Thinking Disposition
Achievement Goal Orientation
Medical students
medical education
Abdolhussein
Shakurnia
shakurnia@yahoo.com
1
Department of Immunology, Faculty of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
LEAD_AUTHOR
Maryam
Baniasad
mb313313@yahoo.com
2
Faculty of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
AUTHOR
Lyutykh E. Practicing critical thinking in an educational psychology classroom: Reflections from a cultural-historical perspective. Educ Stud. 2009;45(4):377–91. doi: 10.1080/00131940903066263.
1
Sahin S. A , Tunca N , Altinkurt Y , Yilmaz K . Relationship between professional values and critical thinking disposition of sciencetechnology and mathematics teachers. Eurasia J Math Sci Technol Educ. 2016;12(1). doi: 10.12973/eurasia.2016.1371a.
2
Schmaltz RM, Jansen E, Wenckowski N. Redefining critical thinking: Teaching students to think like scientists. Front Psychol. 2017;8:459. doi: 10.3389/fpsyg.2017.00459. [PubMed: 28424640]. [PubMed Central: PMC5372826].
3
Profetto-McGrath J. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. J Adv Nurs. 2003;43(6):569–77. doi: 10.1046/j.1365-2648.2003.02755.x. [PubMed: 12950562].
4
Kaya H, Senyuva E, Bodur G. Developing critical thinking disposition and emotional intelligence of nursing students: A longitudinal research. Nurse Educ Today. 2017;48:72–7. doi:10.1016/j.nedt.2016.09.011. [PubMed: 27721088].
5
Salsali M, Tajvidi M, Ghiyasvandian S. Critical thinking dispositions of nursing students in Asian and non-Asian countries: A literature review. Glob J Health Sci. 2013;5(6):172–8. doi:10.5539/gjhs.v5n6p172. [PubMed: 24171885]. [PubMed Central: PMC4776879].
6
Ricketts JD, Rudd RD. Critical thinking skills of selected youth leaders: The efficacy of critical thinking dispositions, leadership, and academic performance. J Agricult Educ. 2005;46(1):32–43. doi:10.5032/jae.2005.01032.
7
Jin G, Bierma TJ, Broadbear JT. Critical thinking among environmental health undergraduates and implications for the profession. J Environ Health. 2004;67(3):15-20. quiz 29-30. [PubMed: 15510695].
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Kahlke R, White J. Critical thinking in health sciences education: Considering “three waves”. Creat Educ. 2013;4(12):21–9. doi:10.4236/ce.2013.412A1004.
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Maleki Z, Rezaee M. [Medical sciences students’ critical thinking skills and the effect of the university curriculum: A literature review]. Sci J Rehabilit Med. 2016;4(4):156–65. Persian.
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Taheri A, Azadeh F, Moradi-Joo M, Yousefianzadeh O. [Surveying critical thinking dispositions between freshmen and senior students in school of allied medical sciences in 2012-2013 academic year]. J Payavard Salamat. 2017;11(3):1–9. Persian.
13
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Gezer N, Yildirim B, Ozaydin E. Factors in the critical thinking disposition and skills of intensive care nurses. J Nurs Care. 2017;6(2). doi:10.4172/2167-1168.1000390.
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Barkhordary M. Comparing critical thinking disposition in baccalaureate nursing students at different grades and its relationship with state anxiety. Iran J Med Educ. 2012;11(7):779–88.
17
Akhoundzadeh K, Ahmari Tehran H, Salehi S, Abedini Z. [Critical thinking in nursing education in Iran]. Iran J Med Educ. Persian.
18
Faal Ostadzar N. [Critical thinking dispositions among medical students in two stages: Basic medical sciences and pre-internship]. Iran J Med Educ. 2013;12(10):778–85. Persian.
19
Kermansaravi F, Navidian A, Kaykhaei A. Critical thinking dispositions among junior, senior and graduate nursing students in Iran. Procedia Soc Behav Sci. 2013;83:574–9. doi:10.1016/j.sbspro.2013.06.109.
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Pakmehr H, Mirdrogi F, Ghanaei A, Karami M. [The confirmatory factor analysis of critical thinking disposition scale (CTDS) in school students]. Educ Measurem. 2013;3(11):33–54. Persian.
23
Ning HK. A psychometric evaluation of the achievement goal questionnaire–revised in Singapore secondary students. J Psychoeduc Assessment. 2016;35(4):424–36. doi: 10.1177/0734282916629850.
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Haghshenas SM, Sajjadian SS. [Critical thinking disposition in medical students in Busher university of medical Sciences.] [dissertation]. Busher: Busher University of Medical Sciences; 2011. Persian.
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Mousazadeh S, Momennasab M, Bakhtiari T, Reisi M. Nursing students’ disposition toward critical thinking and its relationship with their academic performance. J Nurs Educ. 2016;5(4):20–6. doi:10.21859/jne-05043.
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34
ORIGINAL_ARTICLE
Evaluation of the Rate of Data Transfer, Learning, and Ease of Access to Data via Data Visualization in Virtual Medical Courses from the Viewpoint of Teachers and Students in Shahid Beheshti University of Medical Sciences
Background Data visualization refers to the methods of data presentation in visual formats using specific technologies, which can present data through a visual process with better understanding and recognition. The current study aimed at evaluating the rate of data transfer, learning, and ease of access to data through data visualization in virtual learning systems. Methods The current survey was conducted on 131 students and teachers of virtual medical courses at Shahid Beheshti University of Medical Sciences as the statistical population in the academic year 2015 - 2016. Of the study population, 79 subjects were selected using the simple random sampling method. Data collection tool was a 28-item researcher-made questionnaire, which its reliability was confirmed by the Cronbach’s alpha 0.82. Results Based on the results of the current study, data visualization could significantly affect virtual learning in the students. In addition, data visualization improved productivity indices as well as rate of data transfer, learning, and ease of access to data among students and teachers. Conclusions Based on the results of the current study, it is recommended that data visualization be used in educational programs at all grades and courses in order to benefit from its advantages in improving productivity, rate of data transfer, learning, and ease of access to data among students and teachers of universities and institutes.
https://sdme.kmu.ac.ir/article_90540_9f5b1f56c2d1d363405216d67995cba8.pdf
2018-12-01
10.5812/sdme.85591
Data Visualization
Learning Rate
Data Accessibility
Data Transfer Rate
Adel
Soleimani Nejad
adelss2004@yahoo.com
1
Department of Knowledge and Information Science, Shahid Bahonar University of Kerman, Kerman, Iran
LEAD_AUTHOR
Elaheh
Amirmahani
e.amirmahani@gmail.com
2
Department of Knowledge and Information Science, Bam University of Medical Sciences, Bam, Iran
AUTHOR
Azadi Ahmadabadi G. [Information Visualization and its Usability in the Field of Knowledge and Information Science]. Q J Knowl Inf Manag. 2015;1(4):97–111. Persian.
1
Doroudi F. [Illustrating information]. J Nation Stud Librar Inf Organ. 2008;18(4):213–32. Persian.
2
Doroudi F. [A study on the application of techniques and methods of visualization and the impact of visual literacy on educational activities]. J Educ Innovat. 2009;8(30):105–38. Persian.
3
Chen C, Hardle W, Unwin A. Handbook of data visualization. Berlin: Springer; 2007.
4
Chen C. Information visualization and virtual environments. London:Springer; 2013.
5
Shahbeigi F, Nazari S. [Virtual education: Benefits and limitations]. J Med Educ Dev. 2012;6(1):47–54. Persian.
6
Kheyrandish M. [Feasibility pattern of executing virtual education]. Educ Strategy Med Sci. 2012; 4(3): 137–42. Persian.
7
Doroudi F, Soleimani Nejad A. [Visual communication and visual information processing: An introduction to the theoretical foundations of visualization]. J Nation Stud Librar Inf Organ. 2012; 22(2): 6–24.Persian.
8
Keim DA. Information visualization and visual datamining. IEEE Trans Visual Comput Graphics. 2002; 8(1):1–8. doi:10.1109/2945.981847.
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Liao Z, Gao M, Yan F. Application study of information visualization in digital library. National Conference on Information Technology and Computer Science (CITCS 2012). Lunzhou. Atlantis Press; 2012.
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Spencen R.Information visualization: Designforinteraction. 2nd ed. London: Pearson Education Ltd; 2007.
11
Sadeghi A. Virtual reality and its application in medicine [dissertation]. Tehran: Amir Kabir University; 2015. Persian.
12
Nikrevesh MR, Jalali M. [A survey on the application of information technology and virtual education in promoting medical education]. Proceedings of the First National Information Technology Congress in Health System. Bandar Abbas, Iran. 2010. Persian.
13
Naderifar M, Ghaljaie F, Jalalodini A, Rezaie N, Salalr A. [Challenges of e-learning in medical sciences: A review article]. J Med Educ Dev. 2016;9(23):102–11. Persian.
14
Hakimzadeh R, Afandideh N. [Qualification of e-learning medical education courses of Tehran University of Medical Sciences]. Educ Strategy Med Sci. 2014;7(4):257–64.
15
ORIGINAL_ARTICLE
The Role of Technology Acceptance in Predicting Knowledge Sharing Among Students of Shiraz University of Medical Sciences
Background Today knowledge and information sharing by means of new technologies among university students and faculty members is important. Therefore, it is necessary to identify factors which influence knowledge sharing among university students. Objectives The main purpose of the present study was to examine the role of technology acceptance in improving knowledge sharing among students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods In this applied research, a descriptive-analytic cross-sectional study was used. The study sample consisted of 228 medical students from Shiraz University of Medical Sciences. The data collection tools included two questionnaires, i.e., technology acceptance (Toe, 2011) and knowledge sharing (Van den Hoof & Van Weenen, 2004) questionnaires. The validity of these scales in terms of form and content was examined by experts in the field, and their reliability was confirmed by measuring Cronbach’s alpha coefficients. The reliability of technology acceptance and knowledge sharing questionnaires was 0.83 and 0.72, respectively. After confirming the validity and reliability of the questionnaires, they were distributed among the participants. Finally, the collected data were analyzed using one-sample -test and Pearson’s correlation coefficient test in SPSS and structural equation modeling (SEM) in Lisrel 8.8. Results The results of one-sample -test showed that the levels of technology acceptance and knowledge sharing were higher than the acceptable level among medical students. In addition, the results of Pearson’s correlation test indicated a significant positive relationship between technology acceptance (and its components) and knowledge sharing. In addition, SEM showed that technology acceptance is a significant positive predictor of knowledge sharing among students. Among different components of technology acceptance, only perceived usefulness (PU) and facilitating conditions (FC) were significant predictors of knowledge collecting (P = 0.37 and 0.28, respectively). Nevertheless, other components of technology acceptance could not predict different types of knowledge sharing. Conclusions The present results showed that PU and FC could predict the knowledge sharing of students more than other components. To improve knowledge sharing in the context of higher medical education, different aspects of technology acceptance need to be evaluated and expanded; accordingly, establishment of new educational policies is necessary.
https://sdme.kmu.ac.ir/article_90543_c128f40115cbc3b8089110793fc0210a.pdf
2018-12-01
10.5812/sdme.87036
Knowledge Sharing
Knowledge Donation
Knowledge Collecting
Technology Acceptance
Medical students
Ghasem
Salimi
salimi.shu@gmail.com
1
Shiraz University, Shiraz, Iran
LEAD_AUTHOR
Mehdi
Mohamaddi
m48r52@gmail.com
2
Shiraz University, Shiraz, Iran
AUTHOR
Mahboubeh
Mehrvarz
mehrvarzmahboobe66@yahoo.com
3
Shiraz University, Shiraz, Iran
AUTHOR
Kamal
Hashemi
kamalhashemi92@gmail.com
4
Shiraz University, Shiraz, Iran
AUTHOR
Koushazade SA, Omidianpoor S, Zohurian M. The impact of organizational factors on the effectiveness of knowledge management among nurses. Int J Hospital Res. 2015;4(3):129–35.
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Sa’adati Azar A, Nasiri MJ, Nasiri S. Knowledge sharing: The key factors in the success of knowledge management system in the organizational health of the employees working in the public universities of Tehran. Manag Issue Healthcare Sys. 2016;2:34–42. doi:10.19259/mihs.2016.01.04.
3
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Chinda T, Mohamed S. Structural equation model of construction safety culture. Eng Constr Archit Manag. 2008;15(2):114–31. doi:10.1108/09699980810852655.
34
Marsh HW, Hau K, Grayson D. Goodness of fit in structural equation models. In: Maydeu-Olivares A, McArdle JJ, editors. Contemporary psychometrics. Mahwah, NJ, US: Lawrence Erlbaum Associates Pub; 2005.p. 275–340.
35
Hernández B, Jiménez J, Martín MJ. Extending the technology acceptance model to include the IT decision-maker: A study of business management software. Technovation. 2008;28(3):112–21. doi:10.1016/j.technovation.2007.11.002.
36
Mastari Farahani F, Rezaei Sharif A, Ostadhasanloo H. [Obstacles of using information and communication technology in learningteaching process]. Educ Strategy Med Sci. 2012;5(1):15–21. Persian.
37
Shoaei F, Alavi T. [The factors influencing technology acceptance among library users in technology faculties at Tehran’s governmental universities]. Libr Inf Sci. 2007;10(3):9–34. Persian.
38
Mirasadollah Lajrod L, Alipour Darvish Z. [Organizational factors affecting knowledge sharing within group (case study: Offices of the Central Building of BSI)]. Educ Res J. 2014;1(29):62–78. Persian.
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Gunawan S, Shieh CJ. A study on the effects of knowledge share in virtual community on creative teaching behaviors and teacher efficacy. Eurasia J Math Sci Tech Educ. 2016;12(4):1101–13. doi:10.12973/eurasia.2016.1553a.
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Zaqout F, Abbas M. Towards a model for understanding the influence of the factors that stimulate university students’ engagement and performance in knowledge sharing. Libr Rev. 2012;61(5):345–61. doi:10.1108/00242531211280478.
41
ORIGINAL_ARTICLE
Evaluation of the Effectiveness of In-Service Training Based on the Kirkpatrick Model: A Case Study of a Cardiopulmonary Resuscitation (CPR) Course for Nurses in Afzalipour Hospital, Kerman, Iran
Background Training of human resources, especially nurses, is a profitable investment for hospitals with major economic return if properly planned and implemented. Objectives The present study aimed to evaluate the effectiveness of a cardiopulmonary resuscitation (CPR) course as an in-service training program, based on the Kirkpatrick model. Methods This interventional study was conducted at Afzalipour Hospital of Kerman, Iran from October 2014 to May 2015. The study sample consisted of 45 nurses, including 20 nurses in the case group and 25 nurses in the control group. The case group participated in a four-hour CPR training workshop. The Kirkpatrick model was used to determine the effectiveness of the CPR course. Data were collected using three questionnaires and hospital records. Results The participants were satisfied with the training course, and a significant difference was observed in the mean score of three intervals of learning levels evaluation (P < 0.0001). Based on the findings, CPR training affected the learning level of nurses from the case group; however, the average learning score was not significantly different between the two groups (P = 0.26). In addition, the difference in the mean score of behavior level was not significant before and after training (P = 0.91). The results of Chi-square test also showed that CPR training did not affect the forth level (P = 0.54). Finally, the overall effectiveness of the CPR training course was estimated at 32.51%. Conclusions This study indicated that effectiveness of in-service training is not at a desirable level. Since organizations allocate a lot of their resources to such training courses every year, it is essential to reconsider planning and implementation processes.
https://sdme.kmu.ac.ir/article_90545_a718cc66cdc222e01330303bd56dc578.pdf
2018-12-01
10.5812/sdme.89066
evaluation
Education Effectiveness
Cardiopulmonary Resuscitation
Kirkpatrick Mode
Mohammad Reza
Amiresmaili
mohammadreza.amiresmaili@gmail.com
1
Medical Informatics Research Center, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Moghaddameh
Mirzaee
moghadameh_mirzai@yahoo.com
2
Department of Biostatistics and Epidemiology, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mohsen
Aminizadeh
mohsen.aminizadeh@gmail.com
3
Health in Emergency and Disaster Research Center and Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
AUTHOR
Rohaneh
Rahimisadegh
rhn.rahimi@gmail.com
4
Health Services Management Research Center, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Eidi A, Alipour M, Abdolahi J. [Evaluating the effectiveness of educational cources]. J Tadbir. 2009; 200(19):26–32. Persian.
1
Bazargan A, Kharazi K, Jamalifar M. [The comparative study of continuing education for empowerment of human resources]. J Labour Soc.2012;150:4–12. Persian.
2
Griscti O, Jacono J. Effectiveness of continuing education programmes in nursing: Literature review. J Adv Nurs. 2006;55(4):449–56.doi: 10.1111/j.1365-2648.2006.03940.x. [PubMed: 16866840].
3
Lin PC, Chiang HW, Chiang TT, Chen CS. Pain management: Evaluating the effectiveness of an educational programme for surgical nursing staff. J Clin Nurs. 2008;17(15):2032–41. doi:10.1111/j.1365-2702.2007.02190.x.
4
Habibi S, Rezaei Hachesoo P, Tabaghi R. [Enhancing information literacy as a base of developing evidence-based nursing]. Health Inform Manag. 2010;7(3):371–8. Persian.
5
Blake SC, Kohler SS, Culler SD, Hawley J, Rask KJ. Designing effective healthcare quality improvement training programs: Perceptions of nursing and other senior leaders. J Nurs Educ Pract. 2013;3(5):66–77. doi: 10.5430/jnep.v3n5p66.
6
Arthur W Jr, Bennett W Jr, Edens PS, Bell ST. Effectiveness of training in organizations: A meta-analysis of design and evaluation features. J Appl Psychol. 2003;88(2):234–45. doi: 10.1037/0021-9010.88.2.234. [PubMed: 12731707].
7
Mokhtari Nori J, Saghafinia M, Kalantar Motamedi MH, Khademol Hosseini SM. CPR training for nurses: How often is it necessary? Iran Red Crescent Med J. 2012;14(2):104–7. [PubMed: 22737563]. [PubMed Central: PMC3372042].
8
Bakhsha F. Assessing the need and effect of updating the knowledge about cardio-pulmonary resuscitation in experts. J Clin Diagn Res. 2010;4(3):2512–4.
9
Khorasani A, Dosti H. [Measuring training effectiveness of in service engineering education by ROI methodology]. Iran J Eng Educ. 2012;13(52):103–22. Persian. doi: 10.22047/IJEE.2012.1799.
10
Jafarzadeh M. [Return of capital, a tool for evaluating of educational effectiveness]. J Tadbir. 2007;18(180):35–9. Persian.
11
Sabaghyan Z, Akbari S. Organizational comperehensive education (adult education approach). Tehran: Samt; 2010. 628 p.
12
AlYahya MS, Norsiah BM. Evaluation of effectiveness of training and development: The Kirkpatrick model. Asian J Bus Manag Sci. 2013;2(11):14–24.
13
Bates R. A critical analysis of evaluation practice: The Kirkpatrick model and the principle of beneficence. Eval Program Plann. 2004;27(3):341–7. doi: 10.1016/j.evalprogplan.2004.04.011.
14
Khorasani A, Zarrabi HH. [Exploring the evaluation patterns reviewing the patterns of Kirk Patrick and Helton]. Proceedings of the First Virtual Training Sessions. Tehran, Iran. 2013. p. 1–12. Persian.
15
Kirkpatrick DL, Kirkpatrick JD. Implementing the four levels: A practical guide for effective evaluation of training programs. 1st ed. San Francisco, California: Berrett-Koehler Publishers; 2009.
16
Alinaghian M, Safdarian A, Alinaghian M. Evaluation of training course effect of working with electro shock device to nursing cadre of Feiz Therapeutic Educational Center based on Kirkpatrick model in 2014. Int J Rev Life Sci. 2015;5(7):651–7.
17
Mohan DR, Prasad MV. Impact of training session on biomedical waste management for a group of nurses-an analysis. Narayana Med J. 2012;1(1):25–8.
18
Mohamed R, Alias AAS. Evaluating the effectiveness of a training program using the four level Kirkpatrick model in the banking sector in malaysia. International Conference on Business and Economic Research. Bandung, Indonesia. 2012.
19
Mollahoseini A, Farjad S. Assessment effectiveness on the job training in higher education (case study: Takestan University). Procedia-Social and Behavioral Sciences. 2012;47:1310–4. doi:10.1016/j.sbspro.2012.06.817.
20
Borimnejad L, Rasoli M, Nikbakht Nasrabadi A, Mohammadi Mohammadi H, Ahmadzadeh M. [The effect of cardiopulmonary resuscitation workshop on nurses’ sustained learning]. Iran J Med Educ. 2008;7(2):209–15. Persian.
21
Shahrakivahed A, Masinaienezhad N, Shahdadi H, Arbabisarjou A, Asadibidmeshki E, Heydari M. The effect of CPR workshop on the nurses’ level of knowledge and skill. Int Arch Med. 2015;8(108):1–10. doi:10.3823/1707.
22
Hojjati H, Mehralizadeh Y, Farhadirad H, Alostany S, Aghamolaei M. [Assessing the effectiveness of training outcome based on Kirkpatrick model: Case study]. Q J Nurs Manag. 2013;2(3):35–42. Persian.
23
Raeisi H, Torabizadeh K, Makoulati N. [Studying the effect of CPR knowledge and skill retention reeducation course on nursing students]. J Rescue Relief. 2012;4(1):11–9. Persian.
24
ORIGINAL_ARTICLE
Comparison of the Effect of Mentorship with a Senior Student or Qualified Nurse on Knowledge and Clinical Self-Efficacy of the Second-Semester Nursing Students
Background Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge and clinical self-efficacy of nursing students. Methods The current trial was conducted on 72 nursing students in Lorestan University of medical sciences in academic year 2012 - 2013. The participants selected by convenience sampling method and assigned, using stratified random blocks, to one control group which supervised by a faculty member only and two intervention groups supervised by a faculty member and a senior student or nurse as mentor. Clinical self-efficacy scale and a researcher-made questionnaire were used to measure the participants’ knowledge and self-efficacy before and after the educational intervention. ANOVA and paired samples test and chi square were used to analyze the data. Results The mean score of knowledge and clinical self-efficacy increased in all the three groups, but the increase was significantly higher in the third group (the group supervised by a faculty member and a qualified nurse as mentor) than the others. Conclusions Due to the positive effects of mentorship with a qualified nurse, it is suggested that mentorship programs be included in the curriculum of nursing students.
https://sdme.kmu.ac.ir/article_90546_8307a29cb1b87ec421a54de0c90235b6.pdf
2018-12-01
10.5812/sdme.89773
Mentorship
Undergraduate
Nursing students
Knowledge
self-efficacy
Clinical education
Shahin
Salarvand
salarvand60@gmail.com
1
Social Determinant of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
LEAD_AUTHOR
Zahra
Bagheri
zahrabageri@yahoo.com
2
Disaster Risk Management Department, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
Mehdi
Safari Ebrahim Saraie
safaryebrahim@yahoo.com
3
Young Researchers and Elite Club, Yadegar-e-Imam Khomeini Shahr-e-Rey Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Ali PA, Panther W. Professional development and the role of mentorship. Nurs Stand. 2008; 22(42): 35–9. doi:10.7748/ns2008.06.22.42.35.c6579. [PubMed: 18649718].
1
Khademi Z, Imani E, Naghizadeh F, Askarnia M, Hajizadeh N. [Nursing student’s view point about characteristics of ideal clinical instructor]. J Urmia Nurs Midwifery Fac. 2010;8(2):61–8. Persian.
2
Gashmard R, Moaetamed N, Vahedparast H. [Faculty members’ and students’ veiwpoints on characteristics of a good university teacher in Boushehr University of Medical Sciences]. Iran J Med Educ. 2011;11(1):26–32. Persian.
3
Carlisle C, Calman L, Ibbotson T. Practice-based learning: The role of practice education facilitators in supporting mentors. Nurse Educ Today. 2009;29(7):715–21. doi: 10.1016/j.nedt.2009.02.018. [PubMed:19345449].
4
Rahnavard Z, Ahmadnejad S, Mehran A. [Effect of clinical teaching partner model (CTP) on nursing students’ clinical training outcomes]. Hayat. 2009;15(1):61–70. Persian.
5
VaismoradiM, SalsaliM, Ahmadi F. Nurses’ experiences of uncertainty in clinical practice: A descriptive study. J Adv Nurs. 2011;67(5):991–9. doi: 10.1111/j.1365-2648.2010.05547.x. [PubMed: 21214617].
6
Rejeh N, Heravi-Karimooi M, Vaismoradi M. Iranian nursing students’ perspectives regarding caring for elderly patients. Nurs Health Sci. 2011;13(2):118–25. doi: 10.1111/j.1442-2018.2011.00588.x. [PubMed:21401841].
7
HelalBirjandi M, Nohi E, Borhani F, Ahrari KV. [Effect of clinical team teaching (mentorship program) on educational satisfaction of nursing students in Imam Reza Hospital of Birjand 2012]. J Med Educ Dev.2015;9(4):16–25. Persian.
8
Barker ER, Pittman O. Becoming a super preceptor: A practical guide to preceptorship in today’s clinical climate. J Am Acad Nurse Pract. 2010;22(3):144–9. doi: 10.1111/j.1745-7599.2009.00487.x. [PubMed:20236398].
9
Pourghane P. [Nursing students’ experiences of clinical teaching: A qualitative study]. J Holist Nurs Midwifery. 2013;23(2):16–26. Persian.
10
Elisabeth C, Christine WH, Ewa P. Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education. Nurse Educ Today. 2009;29(5):522–6. doi:10.1016/j.nedt.2008.11.012.[PubMed: 19108935].
11
Khodayarian M, Mirmohammadi J, Salimi T, Araban M, Mojahed S, Resaee M. [Determining the competency dimensions of supervisor professor from the nursing students’ viewpoints: A qualitative study].Iran J Med Educ. 2011;11(4):332–46. Persian.
12
Mirbagher Ajorpaz N, Zagheri Tafreshi M, Mohtashami J, Zayeri F, Rahemi Z. The effect of mentoring on clinical perioperative competence in operating room nursing students. J Clin Nurs. 2016;25(9-10):1319–25. doi: 10.1111/jocn.13205. [PubMed: 26990142].
13
Yaghobyan M, Salmeh F, Yaghobi T. [Effect of mentorship program on the stressors in the nursing students during their clinical practice]. J Mazandaran Univ Med Sci. 2008;18(66):42–50. Persian.
14
Cheraghi F, Hassani P, Yaghmaei F, Alavi-Majed H. Developing a valid and reliable self-efficacy in clinical performance scale. Int Nurs Rev. 2009;56(2):214–21. doi: 10.1111/j.1466-7657.2008.00685.x. [PubMed:19646171].
15
Bagheriyeh F, Hemmati Maslek Pak M, Hashemloo L. [The effect of peer mentoring program on anxiety student in clinical environment]. J Urmia Nurs Midwifery Fac. 2015;13(8):648–54. Persian.
16
Bulut H, Hisar F, Demir SG. Evaluation of mentorship programme in nursing education: A pilot study in Turkey. Nurse Educ Today. 2010;30(8):756–62. doi: 10.1016/j.nedt.2010.01.019. [PubMed:20362366].
17
Asefzadeh SJ, Javadi HR, Sharifi M. Mentorship at Qazvin Medical School: A pilot study in Iran. J Med Educ. 2004;4(2):85–8.
18
Gidman J, McIntosh A, Melling K, Smith D. Student perceptions of support in practice. J Nur Educ Pract. 2011;11(6):351–5. doi:10.1016/j.nepr.2011.03.005.
19
Nohi E, Borhani F, HelalBirjandi M, Ahrary Khalaf V. [Effect of usingnursing field students in clinical teachingteam (mentorship program) on the self-confidence of nursing students]. Mod Care J. 2013; 10(1):19–25. Persian.
20
Leggat SG, Balding C, Schiftan D. Developing clinical leaders: The impact of an action learning mentoring programme for advanced practice nurses. J Clin Nurs. 2015;24(11-12):1576–84. doi:10.1111/jocn.12757. [PubMed: 25664819].
21
Myall M, Levett-Jones T, Lathlean J. Mentorship in contemporary practice: the experiences of nursing students and practice mentors. J Clin Nurs. 2008;17(14):1834–42. doi: 10.1111/j.1365-2702.2007.02233.x. [PubMed: 18578757].
22
Mahmoudifar Y. [Field clinical educations in the view of educational instructors and nursing students]. Educ Strat Med Sci. 2009;2(1):5–6. Persian.
23
Higgins A, McCarthy M. Psychiatric nursing students’ experiences of having a mentor during their first practice placement: An Irish perspective. Nurse Educ Pract. 2005;5(4):218–24. doi:10.1016/j.nepr.2004.12.002. [PubMed: 19038202].
24
Parsa Yekta Z, Ghahramanian A, Hajiskandar A. [Mentorship and preceptorship: Seniority-based education]. Iran J Med Educ. 2011;11(4):393–7. Persian.
25
Khalifezadeh A, Salehi S. [The effects of clinical supervision program application on nursing]. Iran J Med Educ. 2001;1(3):37–41. Persian.
26
Gilmour JA, Kopeikin A, Douche J. Student nurses as peer-mentors:Collegiality in practice. Nurse Educ Pract. 2007;7(1):36–43. doi:10.1016/j.nepr.2006.04.004. [PubMed: 17689422].
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Sprengel AD, Job L. Reducing student anxiety by using clinical peer mentoring with beginning nursing students. Nurse Educ. 2004;29(6):246–50. doi: 10.1097/00006223-200411000-00010. [PubMed:15586121].
28
Goldsmith M, Stewart L, Ferguson L. Peer learning partnership: An innovative strategy to enhance skill acquisition in nursing students. Nurse Educ Today. 2006;26(2):123–30. doi:10.1016/j.nedt.2005.08.001. [PubMed: 16202483].
29
Bandura A. Regulation of cognitive processes through perceived selfefficacy. Dev Psychol. 1989; 25(5):729–35.
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Blackman I, Hall M, Darmawan I. Undergraduate nurse variables that predict academic achievement and clinical competence in nursing. Int Educ J. 2007;8(2):222–36.
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Linnenbrink EA, Pintrich PR. The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Read Writ Quart. 2010;19(2):119–37. doi: 10.1080/10573560308223.
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Pocock SJ. Clinical trials: A practical approach. New York: John Wiley & Sons; 2013. doi:10.1002/9781118793916.
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Eller LS, Lev EL, Feurer A. Key components of an effective mentoring relationship: A qualitative study. Nurse Educ Today. 2014;34(5):815–20. doi: 10.1016/j.nedt.2013.07.020. [PubMed: 23978778]. [PubMed Central:PMC3925207].
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Bandura A. Self-efficacy: The exercise of control. New York: Macmillan;1997.
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Hosseinabadi R, Gholami M, Biranvand S, Tarverdian A, Anbari K. [Effect of multi mentoring educational method on clinical competence of nursing students]. J Med Educ Dev. 2015;10(2):119–28. Persian.
37
Lim J, Park B. A study of experience and meaning of mentors participating in intercultural youth mentoring programs. Proc Soc Behav Sci.2014;159:656–9. doi: 10.1016/j.sbspro.2014.12.453.
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El-Sayed SH. Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course. J Nur Educ Pract. 2013;3(9). doi: 10.5430/jnep.v3n9p156.
39
Olson RK, Nelson M, Stuart C, Young L, Kleinsasser A, Schroedermeier R, et al. Nursing student residency program: A model for a seamless transition from nursing student to RN. J Nurs Adm. 2001; 31(1):40–8. doi: 10.1097/00005110-200101000-00008. [PubMed: 11198841].
40
ORIGINAL_ARTICLE
The Effect of Interactive and Effective Lecturing Workshop for Developing Faculty Members in Teaching: An Experiment of Utilizing Peer Observation of Teaching and Feedback
Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation of teaching. Objectives The current study aimed at designing and implementing an interactive and effective lecturing workshop using peer observation and feedback, and finally evaluating its results. Methods The current descriptive study was conducted in Tehran University of Medical Sciences from 2015 to 2016. The study population consisted of faculty members participating in the effective and interactive lecturing workshop and the study subjects were selected by convenience sampling method. The Kirkpatrick method was used to assess the workshop; for this purpose, the level of reaction, learning, and performance were evaluated using a valid and reliable questionnaire, as well as the one minute note technique, and a form addressing the extent of using interactive techniques in the classroom six months after participation in the workshop. Data were analyzed by using the SPSS 22. Data are presented as frequency and mean where appropriated. The notes were analyzed using manual content analyses. Results The participants believed that the workshop could successfully encourage them to use lecturing principles and interactive lecturing techniques, and provide them with the opportunity to practice and rethink the teaching process. The interactive techniques mostly used six months after participation in the workshop belonged to the question and answer (Q& A) techniques, active evaluation, and use of scenario. Conclusions It seems that the provision of training opportunities, observation of performance, and giving feedback were effective to improve the quality of empowerment programs. It was suggested that other empowerment programs should also address this point.
https://sdme.kmu.ac.ir/article_90542_616b94b5bbff733391fff6b971c02d82.pdf
2018-12-01
10.5812/sdme.86954
Faculty
Medical
Feedback
Education
Teaching
Azim
Mirzazadeh
mirzazad@tums.ac.ir
1
Medical Education Department, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Maryam
Alizadeh
alizade.aban@gmail.com
2
Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Mohammad
Shariati
mohammadshariati@yahoo.com
3
Department of Community Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Leyla
Sadighpour
leylasadighpour@yahoo.com
4
Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Nasmith L, Steinert Y. The evaluation of a workshop to promote interactive lecturing. Teach Learn Med. 2001;13(1):43–8. doi:10.1207/S15328015TLM1301_8. [PubMed: 11273379].
1
Snell YS, Linda S. Interactive lecturing: strategies for increasing participation in large group presentations. Med Teach. 1999;21(1):37–42. doi:10.1080/01421599980011.
2
Dent J, Harden RM. A practical guide for medical teachers. 4th ed. Edinburgh: Churchill Livingstone; 2013.
3
Cantillon P, Wood D. ABC of learning and teaching in medicine. New Jersey: John Wiley & Sons; 2011.
4
Sarshar M, Soltani Arabshahi K, Jouybari LM, Mehravar F, Momtazmanesh N, Sanagu A. [The experiences and perspectives of basic sciences faculty members of Medical School of Tehran University of Medical Sciences regard to different teaching method]. Dev Strategi Med Educ. 2014;1(1):27–36. Persian.
5
Gulpinar MA, Yegen BC. Interactive lecturing for meaningful learning in large groups. Med Teach. 2005;27(7):590–4. doi:10.1080/01421590500136139. [PubMed: 16332549].
6
McLeod P, Steinert Y, Capek R, Chalk C, Brawer J, Ruhe V, et al. Peer review: An effective approach to cultivating lecturing virtuosity. Med Teach. 2013;35(4):e1046–51. doi: 10.3109/0142159X.2012.733460.[PubMed: 23102101].
7
Pattison AT, Sherwood M, Lumsden CJ, Gale A, Markides M. Foundation observation of teaching project–a developmental model of peer observation of teaching. Med Teach. 2012;34(2):e136–42. doi:10.3109/0142159X.2012.644827. [PubMed: 22289012].
8
Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Med Teach. 2016;38(8):769–86. doi:10.1080/0142159X.2016.1181851. [PubMed:27420193].
9
Siddiqui ZS, Jonas-Dwyer D, Carr SE. Twelve tips for peer observation of teaching. Med Teach. 2007; 29(4):297–300. doi:10.1080/01421590701291451. [PubMed: 17786740].
10
McLean M, Cilliers F, Van Wyk JM. Faculty development: Yesterday, today and tomorrow. Med Teach. 2008;30(6):555–84. doi:10.1080/01421590802109834. [PubMed: 18677659].
11
ORIGINAL_ARTICLE
Outpatient Education: An Overlooked Concern in Iran
https://sdme.kmu.ac.ir/article_90524_45f22e6369b51026e4b2172af2aeebbd.pdf
2018-12-01
10.5812/sdme.62758
Outpatient
Education
Mostafa
Rad
mostafarad633@yahoo.com
1
Department of Nursing, Nursing and Midwifery School, Sabzevar University of Medical Sciences, Sabzevar, Iran
AUTHOR
Kazem
Hassanpour
2
Department of Pediatric, School of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
AUTHOR
Nematullah
Shomoossi
nshomoossi@yahoo.com
3
School of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
LEAD_AUTHOR
Smith SK, Dixon A, Trevena L, Nutbeam D, McCaffery KJ. Exploring patient involvement in healthcare decision making across different education and functional health literacy groups. Soc Sci Med. 2009; 69(12):1805–12. doi: 10.1016/j.socscimed.2009.09.056. [PubMed:19846245].
1
Stenberg U, Haaland-Overby M, Fredriksen K, Westermann KF, Kvisvik T. A scoping review of the literature on benefits and challenges of participating in patient education programs aimed at promoting self-management for people living with chronic illness. Patient Educ Couns. 2016;99(11):1759–71. doi:10.1016/j.pec.2016.07.027. [PubMed:27461944].
2
Mercer SW, Neumann M, Wirtz M, Fitzpatrick B, Vojt G. General practitioner empathy, patient enablement, and patient-reported outcomes in primary care in an area of high socio-economic deprivation in Scotland–a pilot prospective study using structural equation modeling. Patient Educ Couns. 2008;73(2):240–5. doi:10.1016/j.pec.2008.07.022. [PubMed: 18752916].
3
Heydari A, RadM, RadM. Evaluating the incivility between staff nurses and matrons employed in Iran / Procena nepristojnog ponašanja u meusobnom odnosu medicinskih sestara i glavnih medicinskih sestara zaposlenih u Iranu. Act Fac Med Naiss. 2015;32(2):137–46. doi:10.1515/afmnai-2015-0014.
4
Stewart M, Brown JB, Boon H, Galajda J, Meredith L, Sangster M. Evidence on patient-doctor communication. Cancer Prev Control. 1999;3(1):25–30. [PubMed: 10474749].
5
Haug MR, Lavin B. Practitioner or patient - who’s in charge? J Health Soc Behav. 1981;22(3):212–29. doi: 10.2307/2136517.
6
Martinez-Moragon E, Palop M, de Diego A, Serra J, Pellicer C, Casan P, et al. Factors affecting quality of life of asthma patients in Spain: the importance of patient education. Allergol Immunopathol (Madr). 2014;42(5):476–84. doi: 10.1016/j.aller.2013.06.006. [PubMed:24094444].
7
ORIGINAL_ARTICLE
Megatrends of Medical Education and Health Entrepreneurship in the 21st Century
https://sdme.kmu.ac.ir/article_90532_29bf213c39c676811e4bbe65c23896ef.pdf
2018-12-01
10.5812/sdme.79867
Reza
Sepahvand
aliemba90@gmail.com
1
Department of Business Management, Faculty of Economics and Administrative Science, Lorestan University, Khorramabad, Iran
AUTHOR
Ali
Hozni
ali_ph78@yahoo.com
2
Department of Business Management, Faculty of Economics and Administrative Science, Lorestan University, Khorramabad, Iran
LEAD_AUTHOR
Jouybari L, AraghianMojarad F, Sanagoo A. [Future studies: Tomorrow might be quite different from today]. J Med Educ Dev. 2017;9(24):1–3. Persian.
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Nabipour I. [Megatrends in medicine]. Bushehr: Medical University of Bushehr; 2015. Persian.
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Tabatabyee S. [The necessity of futures studies in medical education and health system in Iran]. Strides Dev Med Educ. 2015;12(2):433–5. Persian.
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Lueddeke GR. Transforming medical education for the 21st century: Megatrends, priorities and change. 1st ed. London: Radcliffe Pub; 2012.
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Andrade Ade C, Dal Ben LW, Sanna MC. Entrepreneurship in nursing: Overview of companies in the State of Sao Paulo. Rev Bras Enferm.2015; 68(1):35–9. 40-4. doi:10.1590/0034-7167.2015680106p. [PubMed:25946493].
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Wu CW, Huarng KH. Global entrepreneurship and innovation inmanagement. J Bus Res. 2015;68(4):743–7. doi:10.1016/j.jbusres.2014.11.022.
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ORIGINAL_ARTICLE
An Introduction to Computer-Based Assessment
https://sdme.kmu.ac.ir/article_90541_5b1ebeb1d2426247261abe21f28c30ae.pdf
2018-12-01
10.5812/sdme.86326
Mahboobeh
Eshaghi
esaghij@gmail.com
1
Department of Occupational Health Engineering, Faculty of Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Abubakar AS, Adebayo FO. Using computer based test method for the conduct of examination in Nigeria: Prospects, challenges and strategies. Mediterr J Soc Sci. 2014;5(2):47–55. doi:10.5901/mjss.2014.v5n2p47.
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Washburn S, Herman J, Stewart R. Evaluation of performance and perceptions of electronic vs. paper multiple-choice exams. Adv Physiol Educ. 2017;41(4):548–55. doi: 10.1152/advan.00138.2016. [PubMed:29066605].
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Alruwais N, Wills G, Wald M. Advantages and challenges of using e-assessment. Int J Inf Educ Technol. 2018;8(1):34–7. doi:10.18178/ijiet.2018.8.1.1008.
3
ORIGINAL_ARTICLE
Improving Health Professions Education: The Educational Trinity
https://sdme.kmu.ac.ir/article_90544_984978c29b0ec89da05a9eeacb68d12f.pdf
2018-12-01
10.5812/sdme.89058
Jonas
Nordquist
jonas.nordquist@ki.se
1
Department of Medicine (Huddinge), Karolinska Institutet, Sweden
LEAD_AUTHOR
Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: Theory to practice. Med Teach. 2010;32(8):638–45. doi: 10.3109/0142159X.2010.501190. [PubMed:20662574].
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Holmboe E, Durning S, Hawkings R. A practical guide to the evaluation of clinical competence. 2nd ed. Philadelphia: Elsevier; 2018.
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Hawick L, Kitto S, Cleland J. Curriculum reform: the more things change, the more they stay the same? Perspect Med Educ. 2016;5(1):5–7. doi:10.1007/s40037-016-0252-x. [PubMed: 26820747]. [PubMed Central: PMC4754220].
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Nordquist J. Alignment achieved? The learning landscape and curricula in health profession education. Med Educ. 2016;50(1):61–8. doi:10.1111/medu.12844. [PubMed: 26695466].
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Hawick L, Cleland J, Kitto S. ’I feel like I sleep here’: How space and place influence medical student experiences. Med Educ. 2018;52(10):1016–27. doi: 10.1111/medu.13614. [PubMed: 29932224].
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Nordquist J, Grigsby RK. Medical schools viewed from a political perspective: How political skills can improve education leadership. Med Educ. 2011;45(12):1174–80. doi: 10.1111/j.1365-2923.2011.04085.x. [PubMed: 21995564].
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Nordquist J, Laing A. Designing spaces for the networked learning landscape. Med Teach. 2015; 37(4): 337–43. doi:10.3109/0142159X.2014.1001349. [PubMed: 25655659].
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Nordquist J, Sundberg K, Laing A. Aligning physical learning spaces with the curriculum: AMEE Guide No. 107. Med Teach. 2016;38(8):755–68. doi: 10.3109/0142159X.2016.1147541. [PubMed: 27008030].
8
Fenwick T, Edwards R. Considering materiality in educational policy:Messy objects and multiple reals. Educ Theory. 2011;61(6):709–26. doi:10.1111/j.1741-5446.2011.00429.x.
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Fenwick T. Responsibility, complexity science and education: Dilemmas and uncertain responses. Stud Philos Educ. 2008; 28(2): 101–18. doi:10.1007/s11217-008-9099-x.
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Fenwick T. Sociomateriality in medical practice and learning: Attuning to what matters. Med Educ. 2014;48(1):44–52. doi:10.1111/medu.12295. [PubMed: 24330116].
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Mulcahy D. Assembling spaces of learning ‘in’ museums and schools: A practice-based sociomaterial perspective. In: Ellis R, Goodyear P, editors. Spaces of teaching and learning: Integrating perspectives on research and practice. Singapore: Springer; 2018. p. 13–29. doi:10.1007/978-981-10-7155-3_2.
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