Kerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Comparison between the Effect of Teaching through StudentBased Group Discussion and Lecture on Learning in Medical Students717990140ENManoochehrMahramPediatrician, Assistant Professor of Pediatrics Dept., School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran0031947532846003326BehroozMahramPh.D. in Curriculum Planning, Assistant Professor of Educational Sciences Dept., School of Education and Psychology, Ferdowsi University, Mashhad, Iran0031947532846003327Seyyed NouroddinMousavinasabPh.D. in Biostatistics, Associate Professor of Community Medicine Dept., School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran0031947532846003328Journal Article19700101Background & Objective : It has been years that the traditional method of lecture is used for teaching and both teachers and students are unsatisfied with this methods tediousness and low efficacy According to low experience in teaching theoretical clinical courses via studentbased group discussion in small groups this study was performed to compare learning resulted from the aforementioned method and lecture Methods In this semiexperimental study lecture and group discussion in small groups (6 to 8 members) were tested in theoretical course of pediatrics in four series of students in Zanjan School of Medicine Some topics were taught using lecture while others were taught using studentbased group discussion At the end of all classes quizzes were given to the students the results from these quizzes and final exams were compared in both teaching methods Results The mean percentage of correct answers in quizzes in methods of group discussion and lecture were 84% and 45% respectively which was significantly different (P = 00001) The mean percentage of correct answers to the questions in final exams was 67% and 65% for group discussion and lecture accordingly while there was no significant difference(P=019) Conclusion : Regarding the results of this study and similar researches learning via group discussion seems to be more profound and effective but this profundity was not present in the final exam which may be due to the defects in designing questions and emphasizing on students memorized contentKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Educational Achievement in Medical Students Entered University between 1995 and 2003 Kerman University of Medical Sciences808790141ENAli-AkbarHaghdoostGeneral Practitioner & Epidemiologist, Associate Professor in Epidemiology and Biostatistics Dept. and Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002268AryanEsmaeiliGeneral Practitioner, Researcher in Education Development Center, Kerman University of Medical Sciences, Iran0031947532846002082Journal Article19700101Background & Objective : Assessing students grades in their courses and in national comprehensive exams may help us in the assessment of educational status of different departments indirectly In this study the internal consistency of medical students scores in Kerman University of Medical Sciences was assessed Methods : In a historical cohort study students grades and other information for entrance years between 1995 and 2003 were extracted from the central admission office and 10 indicators for educational achievement were defined for each student Having used Cronbachs alpha and linear regression we checked the internal consistency of scores Also we used factorial analysis and related graphs (Dendrogram) to evaluate the consistency between factors of students educational achievement Results : Females were more successful in all series of students except for national comprehensive exams Although internal consistency in males scores was more than females males scores in specific courses of basic sciences were more related to the scores of their basic sciences comprehensive exams In addition internal consistency in males scores was more than females especially in clinical courses Higher age at entering university could cause a decrease in educational success Students grades in various courses had slight consistency with national comprehensive exams Moreover the internal consistency of scores during clerkship and internship were significantly lower than the other phases Conclusion : Lower consistency of scores in clinical courses may imply lower validity of these scores Unlike higher educational success in females it seems that stability in males scores was greater in most indicatorsKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Study Skills in Bachelor Students in the School of Public Health Yazd 2006889390142ENSeyyed Mohammad HosseinHosseiniB.Sc. in Public Health, Health Behavior and Heath Promotion Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran0031947532846002083Mohammad HoseinAhmadiehM.Sc. in Biostatistics, Instructor of Statistics and Epidemiology Dept., School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran0031947532846002084MasumeAbbasi ShavaziM.Sc. in Health Education, Expert in Family Health, Health Center of Meybod, Shahid Sadoughi University of Medical
Sciences, Yazd, Iran0031947532846002085ShahinEslami FarsaniM.Sc. Student of Social Science Research, School of Human Sciences, Ashtian Azad Islamic University, Ashtian, Iran0031947532846002086Journal Article19700101Background & Objective : One of the most important factors which prevent students from achieving their attempts desirable result is lack of study skills Study skills are effective on decreasing tiredness and anxiety saving time and increasing students motivation leading to better learning and educational improvement This study was conducted to evaluate the students study skills and to determine educational priorities in order to hold improving study skills classes Methods : In this descriptive study all bachelor students in Yazd school of public health (240 students) participated Data was collected using a valid and reliable questionnaire 192 questionnaires were completed and returned Results : According to our findings the mean (±SD) score of all 30 study skills was 201(±42) The highest mean score (±SD) which was 51(±12) belonged to taking class notes while the lowest mean score which was 26(±13) belonged to time management Most of the students study skills were of moderate level (547 %) and 307% were weak whereas only 307% were considered good The mean daily studying duration was 25 hours There was no significant statistical relationship between study skills and age sex field of study semester doing morning or evening courses daily studying duration and Grade Point Average of the previous term Conclusion : As only 307% of all students were considered good regarding study skills it is suggested to hold organized and continuous educational courses to improve study skills Defined factors in this study are time management taking exam concentration reading and taking notes in order of priorityKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101The study students Veiws about faculty academic Advising and consulting duties in k erman university of medical sciences in second semester in 20069410190143ENAshrafAdhamiM.Sc. in Educational Management, Instructor of General Education Dept., School of Medicine, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002291SakinehMohammad AlizadehM.Sc. in Nursing, Instructor, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846001858Journal Article19700101Background & Objective : Consultation is an effective factor in solving students problems Providing insufficient guidance and consultation may prevent achieving educational goals This study was conducted to evaluate students points of view about faculty members performance in providing consultation and educational guidance Kerman University of Medical Sciences Methods: In this crosssectional study senior students of all fields in 6 schools of Kerman University of Medical Sciences (490 members) were asked to fill in a researchermade questionnaire which its validity and reliability were already confirmed Results : According to the students point of view among maximum score of 4 the highest mean score belonged to “signing and controlling course selection and other forms” (347) This was followed by “presence of the consultant professor in announced hours” (319) and “speaking with students about educational rules” (315) The least scores were given to “analysis of educational slump” “encouraging students to correct educational pitfalls” and “analysis of educational improvement” (23 235 and 24 accordingly) Only 207% of the students completely knew in what fields and how to get help from their consultant professor 234 percent believed that lack of enough consultation led to their educational problems while 243% were not satisfied with consultation at all Conclusion : Our findings showed that students and faculty members are not familiar with consultant professors duties and consultation Probably consultant professors dont do their duties appropriately To improve the quality of consultation and guidance it is necessary to consider consultation as a scientific entity which needs education and a scientifically competent responsibleKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Clinical Education Status According to the Nursing and Midwifery Students Point of View Tehran University of Medical Sciences10211290144ENShahramBaraz PordanjaniM.Sc. in Nursing, Instructor of Medical Surgical Dept., School of Nursing and Midwifery, Jondishapour University of Medical Sciences, Ahvaz, Iran0031947532846002089MalekFereidooni MoghadamM.Sc. in Nursing, Instructor of Medical Surgical Dept., School of Nursing and Midwifery, Abadan, Iran0031947532846002090MohamadrezaLoorizadeM.Sc. in Statistics, Faculty Member of Shahid Chamran University, Ahvaz, Iran0031947532846002091Journal Article19700101Background & Objective : Promoting quality of clinical education necessitates continuous evaluation of the current situations identifying strengths and improving weaknesses This study was designed to assess clinical education status according to the nursing and midwifery students point of view in Tehran University of Medical Sciences Methods : In this descriptive study which was conducted in 20045 all senior nursing students who were doing a Bachelor of Science and senior midwifery students who were doing technicians Course (250 students) were asked to complete a 36 item questionnaire in a selfadministered way Results : The most important strengths of clinical education (according to mean scores) were “on time presence of the student in the ward” (8906) then “on time presence of the instructor in the ward” (8505) “considering the prerequisite clerkship courses” (825) “proper instructors behavior with students” (741) “clinical instructors interest in working” (7392) and “instructors clinical track record” (731) The most significant weaknesses of clinical education were related to “use of audiovisual aids in clinical atmosphere” (984) “enough number of students in the ward” (1491) and “having facilities” (1968) Conclusion : Although some aspects of clinical education were good and excellent improving positive aspects and modifying the weaknesses may be an effective step in promoting quality of clinical education Repetitive assessments of clinical fields and comparing the current situation with the previous or next ones can reveal the strengths and weaknesses of clinical educationKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Faculty Members and Students Opinion about Quality of Services Provided by the Central Library of Kerman University of Medical Sciences11311990145ENHamidehAli RamezanyM.Sc. in Medical Librarianship and Medical Informatics, Librarian of Razi School of Nursing & Midwifery, Kerman University of Medical Sciences, Kerman, Iran0031947532846002092MostafaJavadiPh.D. Candidate in Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran0031947532846002093AbbasAbbaszadehPh.D. in Nursing Education, Associate Professor of Medical Surgical Nursing Dept., Razi School of Nursing & Midwifery, Kerman University of Medical Sciences,Kerman, Iran0031947532846001852HadiRanjbarM.Sc. in Nursing, Instructor of Medical Surgical Nursing Dept., Razi School of Nursing & Midwifery, Kerman University of Medical Sciences, Kerman, Iran0031947532846002095MahdiehGhazaviB.Sc. in Medical Librarianship and Medical Informatics, Librarian of the School of Pharmacy, Kerman University of Medical Sciences, Kerman, Iran0031947532846002096Journal Article19700101Background & Objective : Libraries are among main parts of universities as libraries of high quality lead to improvement in education and research within universities and the society Assessing quality of services in educational systems is important to improve quality of provided services This study was conducted to assess the quality of services provided by the central library of Kerman University of Medical Sciences from the faculty members and students point of view Methods : In this study 200 faculty members and students of Kerman University of Medical Sciences were chosen using stratified random sampling The data was collected using LibQUAL+TM standard questionnaire after its validity and reliability were confirmed Results : Our findings showed that the mean score of general satisfaction of the central librarys provided services was 613 out of 9 Among the three aspects of library service quality information control was the most satisfactory factor (598) which was followed by efficacy of services (596) and the librarys atmosphere (589) Faculty members were more satisfied with the central librarys provided services in all aspects compared to students although this difference was not significant The most frequent referral to the central library and using references was once a month Conclusion : Although the findings of this study were suggestive of faculty members and students relative satisfaction of provided services improving quality of services necessitates better and more organized planning Improvement of library service quality can lead to promoting faculty members and students scientific level in universities of medical sciences medical knowledge and medical educationKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Evaluation of Multiple Choice Questions in the School of Medicine Mazandaran University of Medical Sciences the First Semester of 200712012790146ENMohammadrezaHaghshenasPh.D. in Virology, Assistant Professor of Microbiology and Parasitology Dept., School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran0031947532846002097KouroshVahidshahiPediatrician, Assistant Professor of Education Development Center, School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran0031947532846002035MitraMahmudiPh.D. in Pharmacology, Associate Professor of Physiology and Pharmacology Dept., School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran0031947532846002099LeylaShahbaznejadGeneral Practitioner, Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran0031947532846002100NikooParvinnejadGeneral Practitioner, Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran0031947532846002101AazamEmadiGeneral Practitioner, Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran0031947532846002102Journal Article19700101Background & Objective : Multiple Choice Questions (MCQs) are the commonest form of exams in medical education which are highly reliable however their structural and content validity taxonomy and structural principles have always been considered by researchers This study was designed to evaluate quality of MCQs in the school medicine Mazandaran University of Medical Sciences regarding taxonomy and structural principles Methods : In this descriptive study all MCQs of written exams held during a whole semester in the school of medical in Mazandaran University of Medical Sciences were evaluated All questions were assessed according to taxonomy (in three levels of recall comprehension and application) and structure using a checklist which was based on Millmans principles for designing stem and choices of questions Results : Among 1478 questions related to 25 exams questions related to lessons of basic sciences physiopathology and clerkship were 287% 187% 526% respectively 774 percent of questions were in Taxonomy I and the rest were designed in Taxonomy II and III 46 percent of all questions had no structural problems while the rest had one or more structural problems Taxonomy and structural problems in exams related to clerkship and physiopathology were significantly less than basic science lessons (p=0023 and p=0001 respectively) Questions of higher taxonomy had less structural problems Conclusion : Our present study showed that the quality of MCQs regarding structural principles and taxonomy were different in exams of different levels which necessitate further revisionsKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Critical Thinking in Computer Students Considering Virtual and Traditional Forms of Education12813490147ENLeiliMosalanejadM.Sc. in Mental Health Education, Instructor of Nursing Dept., School of Nursing and Allied Health Sciences, Jahrom University of Medical Sciences, Jahrom, Iran0031947532846002103SaeedSobhanianM.Sc. in Community Health, Instructor of Allied Health Sciences Dept., School of Nursing and Allied Health Sciences, Jahrom University of Medical Sciences, Jahrom, Iran0031947532846002104Journal Article19700101Background & Objective : Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes This study was aimed to assess critical thinking in students of virtual and traditional education Methods : In this crosssectional study two groups including 40 senior computer students from Shiraz University (virtual education) and 40 ones from Islamic Azad University (traditional education) participated Data was collected using Watson Glaser Critical Thinking Test including 80 questions in five subscales including inference recognition of assumptions deduction interpretation and evaluation of arguments Results : The mean score ( ± SD) of critical thinking which was 3677( ± 359) in virtual education happened to be higher than traditional educations mean score which was 3515( ± 694) while there was no significant difference In all five subscales of critical thinking the mean score of interpretation skill was significantly higher in virtual education (79) compared to 695 for traditional education (p=00001) Conclusion : Considering improvements of critical thinking in virtual education and according to its multiple advantages like adding to ones self confidence self esteem and independent learning it is suggested to use this type of education alongside the traditional method or as a replacement for teaching theoretical lessons in university coursesKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Internal Evaluation of the Endodontics Department School of Dentistry Tehran University of Medical Sciences13514290148ENMohamadZarrabianEndodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002105FereshteFarzianpourPh.D. in Health Care Management, Assistant Professor of Health Economy and Management Sciences Dept., School of Public Health, Tehran University of Medical Sciences, Tehran, Iran0031947532846002106HasanRazmiEndodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002107MohamadrezaSharifianEndodontist, Assistant Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002108SedigheKhedmatEndodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002109MohamadsaiedSheykh-rezaeeEndodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002110KazemAshoftehEndodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002111VahiadAlavieEndodontist, Associate Professor of Endodontics Dept., School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran0031947532846002112Journal Article19700101Background & Objective : Internal evaluation is a process concerning information collection and judgment in order to improve educational activities Considering some facts related to educational measurement and collecting information will lead to a better understanding of the mentioned process In this study we conducted the internal evaluation of the endodontics department in Tehran University of Medical Sciences which is responsible for training dentistry students and residents Methods : In this descriptive study internal evaluation was conducted using 10 steps in 9 fields including management and organization faculty members learners human resources and support educational research and other atmospheres facilities regarding education research etc courses educational programs teaching and learning process patients and finally graduates satisfaction Data was collected using observation interview questionnaire and checklist Results : According to the definition of satisfactory results of this study were mostly qualitative and in some cases they were quantitative The average result of the internal evaluation of the endodontics department in the school of dentistry considering 9 fields was 737% which was considered as approximately satisfactory The results for fields like faculty members and learners were satisfactory (100% and 778% respectively) Atmospheres and educational facilities were unsatisfactory (both were 46%) Conclusion : According to the results atmospheres and educational facilities which were identified as the weakest fields need more consideration and investigationKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Faculty Members Attitude towards their Skills and Educational Needs in Teaching Practical Courses14314790149ENFaribaFarhadianM.Sc.in Educational Management, Expert in Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846002121MinaTootoonchiM.Sc. in Nursing, Instructor of Medical Education Dept., Medical Education Research Center, Isfahan University of Medical Sciences , Isfahan, Iran0031947532846002122TaherehChangizPh.D. in Pharmacology and M.Sc. in Medical Education, Associate Professor of Medical Education Dept., Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846002123FaribaHaghaniPh.D. in Curriculum Planning, Assistant Professor of Medical Education Dept., Medical Education Research Center, Isfahan University of Medical Sciences , Isfahan, Iran0031947532846002124ShahramOveis GharanResident in Neurology, Tehran University of Medical Sciences, Tehran, Iran0031947532846002125Journal Article19700101Background & Objective : Identifying faculty members educational needs and level of their skills in teaching affairs would improve planning for faculty members development and sublimity This study was performed to assess attitude of faculty members who are teaching practical courses towards their educational needs and level of skills in teaching methods of practical courses Methods : In this descriptive study 83 faculty members teaching practical courses in Isfahan University of Medical Sciences were selected by stratified random sampling and completed a reliable and valid questionnaire consisted of 14 items about educational needs and skill level of teaching methods in practical courses Results : The mean (±SD) score of faculty members skill level was 271(±04) out of four Faculty members skill level was low (mean score less than 25) in analysis and interpretation of the test questions (389%) evaluation methods of practical skills (535%) designing performance tests (528%) and making educational films (479%) Mean (±SD) total score of educational needs was 345(±089) out of five According to these results faculty members were in need of all 14 aforementioned items Educational needs included critical thinking motivating methods and information resources in order of priority Conclusion : Faculty members expressed need for education and improving their skills in teaching practical courses Considering mentioned educational needs and skills it seems that teaching method and student assessment workshops need to be revised and the content of the workshops should be designed according to faculty members educational needs together with implementing different educational methodsKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Educational Process of Medical Students in Basic Sciences in Birjand University of Medical Sciences14815190150ENZohrehKhazaieGynecologist, Assistant Professor of Gynecology Dept., School of Medicine, Birjand University of Medical Sciences, Birjand, Iran0031947532846004025ThayebehKhazaieM.Sc. in Nursing, Instructor of Pediatrics Dept., School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran0031947532846004026MeisamBabaieGeneral Practitioner, Birjand University of Medical Sciences, Birjand, Iran0031947532846004027Journal Article19700101Background & Objective : Identifying faculty members educational needs and level of their skills in teaching affairs would improve planning for faculty members development and sublimity This study was performed to assess attitude of faculty members who are teaching practical courses towards their educational needs and level of skills in teaching methods of practical courses Methods : In this descriptive study 83 faculty members teaching practical courses in Isfahan University of Medical Sciences were selected by stratified random sampling and completed a reliable and valid questionnaire consisted of 14 items about educational needs and skill level of teaching methods in practical courses Results : The mean (±SD) score of faculty members skill level was 271(±04) out of four Faculty members skill level was low (mean score less than 25) in analysis and interpretation of the test questions (389%) evaluation methods of practical skills (535%) designing performance tests (528%) and making educational films (479%) Mean (±SD) total score of educational needs was 345(±089) out of five According to these results faculty members were in need of all 14 aforementioned items Educational needs included critical thinking motivating methods and information resources in order of priority Conclusion : Faculty members expressed need for education and improving their skills in teaching practical courses Considering mentioned educational needs and skills it seems that teaching method and student assessment workshops need to be revised and the content of the workshops should be designed according to faculty members educational needs together with implementing different educational methodsKerman University of Medical SciencesStrides in Development of Medical Education2645-35255220090101Producing the Standard Content in Virtual Education a Necessary Need15215490151ENAfshinSarafi NejadGeneral Practitioner and M.Sc. in Medical Information Technology, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran0000-0002-6674-4307SiamakNajarianPh.D. in Medical Engineering, Professor in Biomechanics Dept., School of Medical Engineering, Amirkabir University of Technology, Tehran, Iran0031947532846004023Ali AkbarHaghdoostGeneral Practitioner & Epidemiologist, Associate Professor in Epidemiology and Biostatistics Dept. and Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002319Journal Article19700101 A new world of distance education demands new thinking Key components to complete the distance educational system require that institutions determine how the process is designed delivered integrated and supported To have a better chance to develop online education in Iran the academic staff should mention a lot of punctual notes in order to prepare the material which is going to be published as the online course As a rule teachers must pay careful attention to the common principles and standards in virtual education Moreover they must improve their skills in designing and editing course contents In the process of virtual education taking five exact steps can lead us to achieve the main educational goal that is effective learning These five steps include analysis instructional design interface design development online testing and evaluation The key to success in virtual education concerns serious attention to the quality of educational content and the capability to reuse learning objects It is definitely necessary for the countrys higher educational system to consider this fact having a specialized and scientific view