Kerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Personal and Scientific Characteristics of Positive and Negative Role Models among Medical Educators from the Viewpoint of Dentistry and Pharmacy Students in Kerman University of Medical Sciences Iran29831190277ENMaryamEsmaeiliBSc in Health Care Management, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846002761Ali AkbarHaghdoostProfessor of Epidemiology, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran0000-0003-4628-4849AminBeigzadehMSc in Medical Education, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0000-0002-1734-8236BaharehBahmanbijariNeonatologist, Department of Pediatrics, Medical School, Kerman University of Medical Sciences, Kerman, Iran0031947532846002768AzamBazrafshanMSc in Medical Library and Information Sciences, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran0031947532846006378Journal Article19700101Background & Objective: Several factors play an integral role in the quality of higher education and improving its processes Professional role modeling is one of the most determining factors in achieving educational goals and fostering better learning Hence the aim of this study was to investigate the scientific characteristics of positive and negative role models among medical educators from the viewpoint of the dentistry and pharmacy students in Kerman University of Medical Sciences (Kerman Iran) Methods: In this descriptive analytical crosssectional study a structured and selfadministered questionnaire was completed by 94 senior pharmacy and dentistry students The questionnaire contained prespecified items in 3 sections relating to the demographic characteristics of respondents and scientific characteristics of positive and negative role models Results: The highest mean scores for positive role models were given to features as being respectful to colleagues (875) being knowledgeable (852) having teaching competencies (849) being good tempered (845) and being kind (843) There was not a statistically significant difference between the positive role models [age gender education level (basicclinical)] and the scientific rank The highest mean scores for negative role models were given to the features as deserving blame (697) having no teaching competencies (641) not being kind (609) not being a good manager (608) and not being respectful to students (603) There was only a significant difference between the negative role models and scientific rank (P = 0029) Totally 2 positive and 3 negative characteristics were identified for professional and nonprofessional role models These characteristics can be classified into ethical behavior and communication educational and managerial skills and scientific competencies There was not a statistically significant difference regarding the association between the scientific characteristics of positive and negative role models and the general characteristics of the respondents in terms of age variable Conclusion: Our results suggested that the positive and negative characteristics of teachers formed a significant part in their acceptance and choosing them as role models from the perspectives of students To achieve the educational goals and improving our higher education system special attention should be given to these aspects as personality professionalism and scientific characteristicsKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Students Perception toward Elements of Globalization in Four Interdisciplinary Summer Schools in Shiraz University of Medical Sciences in Iran31232190278ENLeilaBazrafkanPhD Student in Medical Education, Instructor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846002770NikoYamaniPhD in Curriculum Planning, Associate Professor, Department of Curriculum, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846002771MahsaShakourPhD Student in Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846002772AtharOmidPhD Student in Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran0031947532846002773ZahraJohariAssociate Professor, Department of Traditional Medicine, School of Traditional Medicine, Tehran University of Medical Sciences, Tehran, Iran0031947532846002774AzadehRooholaminiMSc Student in Medical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran0031947532846002024Journal Article19700101Background & Objective: Globalization is one of the most important topics in higher education today which presents a powerful challenge and an opportunity for medical sciences university and healthcare provider Nowadays increasingly faced with healthcare challenges that require an understanding of global health trends and practices yet little is known about what constitutes appropriate global health training The main purpose of this research was to review the association between perception of globalization and information mastery and curriculum planning Methods: This was a descriptiveanalytical study on medical students The study population consisted of 180 medical sciences students who were selected with random sampling methods In order to measure attitudes of students towards globalization measures were developed and used by researchers For the purpose of evaluating of the validity of the measures construct validity was utilized by factor analysis In order to determine the reliability of the measures Cronbachs alpha was used as well Results: Findings indicated that the total respondents agreed or had positive approach towards globalization Based on the results of the factor analysis four factors ie personal and social attitude with 15 questions sociopolitical attitude and 7 question two questions for performance and the fourth factor was the resource management concept of globalization which were identified with only one question in the questionnaire Analysis of variance (ANOVA) results showed that there was no statistically significant association the students perspective and demographic variables gender school and age Conclusion: The positive perception of globalization highlighted the needs of global health educational competencies and approaches used in medical schools and the need to facilitate greater consensus amongst medical educators and students on appropriate global health training for future health care providers This process led to world integration density of human awareness and world culture formationKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001An evaluation study of Virtual Master of Public Health in family Medicine in Shiraz University of Medical Sciences Iran32232790279ENMitraAminiCommunity Medicine Specialist, Associate Professor, Quality Improvement of Clinical Education Research Center, Shiraz University of Medical Sciences, shiraz, Iran0031947532846003962AidaDoostkamM.D., M.Sc. student in Medical Education, school of medical Education, shahid Beheshti University of Medical Sciences, Tehran, Iran0031947532846002777JavadKojuriFull professor, Cardiologist, Interventional cardiology Fellowship, Quality Improvement of Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran003194753284600504Gholam RezaAbdollahifardCommunity Medicine Specialist, Assistant professor, Department of community Medicine, Shiraz University of Medical Sciences, Shiraz, Iran0031947532846002779KamyarIravaniOtolaryngologist, Assistant professor, Department of otolaryngology, Quality Improvement of Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran0031947532846002780ParisaNabeieB.Sc in Research, Quality Improvement of Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran0031947532846002781Mohammad MoradJafariM.Sc in Research, Quality Improvement of Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran0031947532846002782Journal Article19700101Background & Objective: Master of public health (MPH) Course is designed for Increasing competency in family physicians employed in Irans health system The Contents of this course is based on society needs for increasing managing and public health This study was designed to evaluate the virtual education in MPH Course in Shiraz University of Medical Sciences Methods: This research was a qualitative and quantitative study The evaluation was according Kirkpatricks Model The study was done on 25 family physicians in Shiraz University of medical Sciences We used questionnaire which included goal attainment learning assessment compact disc (CD) quality and Dundee Ready Educational Environment Measure (DREEM) questionnaire Data was gathered and then analyzed with SPSS software Also an Objective Structured Clinical Examination (OSCE) was designed in education development center for third level evaluation according to Kirkpatricks Model For qualitative evaluation we did a semi structured interview with teachers Open questionnaires also were designed for students and data were extracted Results: 15 physicians full filled the questionnaires and 12 of them participated the OSCE The most interested and practical lessons were about geriatrics diseases out patient management and epidemiology basics The least interested lessons were about health promotion case management and managed health cares In OSCE the best scores were for obstetrics – gynecology and the least scores for pediatrics lessons Conclusion: According to participants viewpoints the disadvantages of the course were low quality compact discs future employment participants compact course and assessment methods The best advantages of this course were efficient learning and increasing knowledges of the studentsKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001The Impact of Educational Justice on Students Academic Burnout in the University of Social Welfare and Rehabilitation Science Tehran Iran32833490280ENRahmatolahMarzooghiPhD in Curriculum and Learning Program, Associate Professor, Department of Educational Psychology, School of Education and Psychology, Shiraz University, Shiraz, Iran0031947532846007009MasoomehHeidariMA Student in Educational Administration, School of Psychology and Education, Kharazmi University, Tehran, Iran0031947532846007010ElhamHeidariPhD Student in Educational Administration, University of Shiraz, Shiraz, Iran0031947532846007011Journal Article19700101Background & Objective: The equality and educational justice in educational environment can be effective in students morale and academic performance The aim of present study was considering the impact of educational justice on students academic burnout Methods: This was a crosssectional descriptive analytical study The sample included 210 students of the University of Social Welfare and Rehabilitation Science Tehran Iran selected by nonprobability quota sampling Research instruments included Educational Justice (Golparvar 2010) and Academic Burnout (Berso et al 1997) Questionnaires both had desirable reliability and validity Results: There was no significant difference between the male and female students perceptions of educational justice in the university In addition there was no significant difference between male and female students in the level of academic burnout Improve educational justice reduced burnout dimensions (emotional exhaustion apathy and inefficiency of school education) Conclusion: Based on the results improve educational justice can be associated with lower rates of students academic burnout Thus university authorities should consider creating equal educational opportunitiesKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Treatment of Medical Students in Clinical Settings33534290281ENHabibehAhmadipourAssistant Professor, Department of community Medicine, School of Medicine, Kerman University of Medical Sciences, Iran0000-0001-5880-451XRezaVafadarGeneral Practitioner, School of Medicine, Kerman University of Medical Sciences, Iran0031947532846002787Journal Article19700101Background & Objective: Studies indicated that medical student abuse is likely to have a considerable negative effect Compared to nonabused students abused students reported more anxiety depression difficulty with learning thoughts of dropping out and alcohol use problem Other studies showed that stress associated with being abused negatively impacted on career decisions Methods: This was a crosssectional study carried out by Medical Educational Development Office of Kerman University of Medical Sciences Kerman Iran All medical students in clinical course were selected through census method Students viewpoint towards treatment in clinical setting evaluated using a questionnaire The validity of the questionnaire confirmed by a number of experts and its reliability determined using a pilot study with Cronbachs alpha 067 Results: One hundred sixty eight questionnaires were completed Medical student abuse was reported by 93% of the respondents Verbal abuse was the most frequently experienced abuse followed by academic abuse gender discrimination and physical abuse Physicians residents were the most often reported as abusers The most frequent emotional response to abuse was sadness (97%) Conclusion: Experience of abuse in clinical setting is common among medical students To improve the learning environment medical educators need to take action to resolve this serious issueKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Intraoral Radiographs to Determine the Skills and Ways to Overcome Those Errors Detected by Dental Students34334990282ENJahangirHaghaniOral and Maxillofacial Radiologist, Associate Professor, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran0031947532846002788SanamMirbeigiOral and Maxillofacial Radiologist, Assistant Professor, Oral and Maxillofacial Radiology, School of Dentistry, Yazd University of Shahid Sadoughi, Yazd, Iran0031947532846002789HosseinSafi ZadehCommunity Medicine Specialist, Associate Professor, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002790Journal Article19700101Background & Objective: The present study aimed to evaluate students skill in identification of intraoral radiographs faults and the way correcting them Methods: Seven intraoral radiographs included 6 periapical radiographs and 1 bitewing with common errors selected The slides were showed to each student in standard and same condition Each student must have passed the relative radiologic courses The radiographs included 7 technical errors and 4 processing errors Each student was asked to assess each film for the presence/absence of film fault(s) and to detail how to correct the faults Descriptive analytical test and ttest were used to assess the data Results: The minimum and maximum scores were 9 and 19 respectively out the total score 22 The mean score of the identification film faults was 77 and the mean score of troubleshooting the faults was 58 of 11 The ttest showed no statistically significant difference between the male and female student (P > 005) Conclusion: The skill of student in identification the film faults is superior to troubleshooting the errors There was no statistically significant difference between the male and female studentKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001EvidenceBased Medicine in Iranian Schools of Traditional Medicine According to Experts35035790283ENGholamrezaKordafshariPhD in Traditional Medicine, Professor, Department of Traditional Medicine, School of Traditional Medicine, Tehran University of Medical Sciences, Tehran, Iran0031947532846002791ShoalehBigdeliPhD in Educational Planning, Assistant Professor, Department of Medicine, School of Medicine, Medical Education Research Center. Tehran University of Medical Sciences, Tehran, Iran0031947532846002792Seyed KamranSoltani ArabshahiInternist, Professor, Department of Internal Medicine, School of Medicine, Medical Science Research Center, Tehran University of Medical Sciences, Tehran, Iran0031947532846002793Mohammad RezaShams ArdakaniPh.D. in Pharmacognosy, Professor, Department of Traditional Medicine, School of Traditional Medicine, Tehran University of Medical Sciences, Tehran, Iran0031947532846002794HooriehMohammadi KenariMD, M.Sc. in Medical Education, Office of Educational Development, Department of Traditional Medicine, Tehran University of Medical Sciences, Tehran, Iran0031947532846002795Journal Article19700101Background & Objective: Most experts of Iranian traditional medicine believe that it is absolutely necessary and inevitable to update the field to utilize evidence in education of Iranian traditional medicine students and treatment of its patients In this regard this study attempted to evaluate utilization of evidencebased medicine (EBM) in the curriculum of School of Iranian Traditional Medicine Methods: In this qualitative study semistructured individual and facetoface interviews were done to collect Iranian traditional medicine experts point of views in regard to EBM Content analysis was done to analyze the data Results: The study findings were classified in two major categories including EBM in the curriculum of Iranian traditional medicine and EBM application in Iranian School of Traditional Medicine The subcategories were also mentioned Conclusion: Although some sections of PhD program in traditional medicine are related to evidence based medicine it is not satisfying yet Therefore the concept and principles of evidence based practice should be included in theory and practiceKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Updating the Curriculum of PhD by Research Training Courses in Medical Sciences in Iran35836890284ENEhsanMostafaviEpidemiologist, Assistant Professor of Epidemiology Department , Pasteur Institute of Iran, Tehran, Iran0031947532846002796AliakbarHaghdoostProfessor of Epidemiology, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002268Mohammad RezaSiavashiParasitologist, Department of Parasitology, Pasteur Institute of Iran, Tehran, Iran0031947532846002798HadiRanjbarMSc in Nursing, Department of Nursing, Center for Health Research in Modeling, Kerman University of Medical Sciences, Kerman, Iran0031947532846002799MajidFasihi HarandiParasitologist, Associate Professor, Department of Parasitology, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran0031947532846002133Journal Article19700101Background & Objective: PhD by research is one of the highest postgraduate education degrees in Iran There are educational and researchbased courses in this program There was a need for revision in these courses because of some controversies in running the program This study aimed to determine the required courses their credit and objective of each course in the program Methods: The study was done by the Delphi approach in two rounds In the first round the current program was evaluated by an internet survey and an expert panel The expert panel consisted of professors and PhD by research students of medical sciences universities in Iran At the end of the first round the curriculum of the program was prepared The curriculum consisted of course titles credits objective and core or noncore curriculums In the second round the curriculum was sent to PhD by research supervisors and students and their feedbacks were collected via email Results: At the end of the study the list of current courses (per credit) was confirmed Advanced statistics (3) advanced research (2) ethics in research (1) and documentation (2) were considered as core courses This was suggested to change project management (2) and research projects (4) to noncore courses The electronic data management (2) knowledge transfer (2) laboratory techniques (2) and course thesis were suggested to consider as noncore courses Conclusion: The essential courses that students need for their research were considered as core and the courses which require the educational center point of view were considered as noncore coursesKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Reviewing the Role of Using Videotape in Teaching Psychiatric Symptoms in Medical Students36937590285ENAlirezaGhaffari NejadProfessor of Psychiatry, Department of Psychiatry, Kerman University of Medical Sciences, Kerman, Iran0031947532846002801SharzadMazhariNeuropsychiatrist, Assistant Professor, Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846002802FariborzEstilaeeResident of Psychiatry, Kerman University of Medical Sciences, Kerman, Iran0031947532846002803Journal Article19700101Background & Objective: Many years ago conventional teaching ways have been used to train psychiatry in medical students Videotape training is a newer teaching way and has many usages such as taking feedback and students evaluation training disorders diagnosis and psychopathology improve psycho education psychopathology and etc Methods: Videotape was prepared for twelve psychiatric symptoms Medical students were divided into two groups and either conventional training or videotape training was used for each group Finally the questionnaires were distributed among the students to determine its effectiveness Results: 43 students were in conventional and 37 students were in videotape training group Age gender marital status and academic grade were similar in both groups Global score was significantly higher in videotape training group Score of five symptoms were significantly higher in this group ie delusional memory delusional mood intermetamorphosis syndrome double orientation and passivity feeling Conclusion: Results were similar with previous studies and showed that videotape training is more effective than conventional training Effectiveness of videotape training depends upon multiple factors such as teaching objectives videotapes quality and the way those are preparedKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Reviewing Learning Styles Regarding Medical Students of Kerman University of Medical Sciences and Providing a Teaching Method Appropriate based on Their Views37638490286ENMahdiDarvishzadeMSc Student in Medical Education, Kerman University of Medical Sciences, Kerman, Iran0031947532846003280SakinehSabzevariPh.D in Nursing, Assistant professor in Nursing School, Kerman University of Medical Sciences, Kerman, Iran0000-0002-9021-7101BehshidGarrosiPsychiatrist, Associate Professor, Medical School, Kerman University of Medical Sciences, Iran0031947532846003282AkbarHassanzadeMSc in Statistics, School of Health, Isfahan University of Medical Sciences, Isfahan ,Iran0031947532846003283Journal Article19700101Background & Objective: One of the most important factors in students learning is their learning style whose identification helps to produce an optimal and effective learning program This study aimed to determine the learning styles in medical students and providing an appropriate teaching method based on their views Methods: This crosssectional study was conducted in 2011 on 276 medical students who were chosen by proportional to size method The means of data collection was a questionnaire which included three parts ie demographic factors Kolbs learning styles and questions about teaching methods Then the data were collected and analyzed Results: Learning style of most of the students was assimilator (471%) and the order afterwards was divergent style (268%) convergent (185%) and accommodator (76%) respectively The most appropriate teaching methods from the viewpoints of students were concept attainment ward report and caseconference methods No statistically significant association was found between the learning style and the variables of age gender academic year and material status There was a statistically significant association between the habitat of students and their wish to continue study however in urban students was accommodator and in students who wanted to study in postgraduate levels learning style was divergent Conclusion: Considering note that medical students have chosen concept attainment ward report and caseconference methods as appropriate pattern of teaching for their training this results are helpful for medical education system so that to improve students learning The lecturers had better bring studentcentered approach in which learners have an active role to learn rather than uniform teaching method such as lecturesKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Perception of Nursing Faculties from Clinical Assessment Challenges in Students: A Qualitative Study38539790287ENSakinehSabzevariPhD in Nursing, Instructor, Department of Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran0000-0002-9021-7101AbbasAbbaszadehPhD in Nursing, Associate Professor, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran0031947532846001852FaribaBorhaniPhD in Nursing, Assistant Professor, Department of Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran003194753284600395Journal Article19700101Background & Objective: Identifying clinical education problems is a challenge in training staffs and professional role acceptance This study aimed to identify nursing faculty perception from student evaluation challenges in medical surgical wards Methods: This was a descriptive qualitative study Participants were 14 nursing faculty members and purposeful sampling was used until data saturation Interview was done for data collection All the interviews were recorded and then transcribed and analyzed Software One Note 2010 was used for documentation of interviews and extracted codes Manifest content analysis was used for data analysis Results: Four themes and 14 categories were emerged including superficial evaluation (face evaluation evaluation with invalid instrument modeless evaluation and detail center evaluation) unreal center evaluation (theory based evaluation unprofessional based evaluation tact based evaluation and help to average rise based evaluation) betbased evaluation (conservative evaluation student recompensebased evaluation of teacher and cliché type evaluation) and incomplete evaluation (unintegrated evaluation unclear evaluation and to digress of criterion reference evaluation) Conclusion: Modeless and noninstrumental evaluation was reported as important subjects that emphasized by faculty members Some interventions for fair evaluation were recommended as using valid instrument and proper approaches based on short and long goals for competent graduated to health care system entryKerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Clinical Competency39840090288ENKoroshGhanadiفوق تخصص گوارش بالغین ، استادیار ، گروه داخلی ، دانشکده پزشکی ، دانشگاه علوم پزشکی لرستان ، لرستان ، ایران0031947532846003534KhaterehAnbariمتخصص پزشکی اجتماعی ،استادیار ، گروه پزشکی اجتماعی ، دانشکده پزشکی ، دانشگاه علوم پزشکی لرستان ، لرستان ، ایران0031947532846003535AbolfazlZendedelمتخصص داخلی ، استادیار ، گروه داخلی ، دانشکده پزشکی ، دانشگاه علوم پزشکی لرستان ، لرستان ، ایران0031947532846003536Journal Article19700101Kerman University of Medical SciencesStrides in Development of Medical Education2645-352510320131001Philosophy of education and teaching methods the role of Community Medical Centers40140290289ENRezaBhnamfarدانشجوی دکترای مدیریت آموزشی ، مرکز مطالعات و توسعه آموزش علوم پزشکی ، دانشگاه علوم پزشکی شهید صدوقی یزد ، یزد ، ایران0031947532846003533Journal Article19700101