Document Type : Original Article
Education and Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
Orthodontist, Professor Education and Development Center, School of Dentistry, Education and Development Center, Shiraz University of Medical Sciences, Shiraz, Iran
Dentist, Education and Development Center, Shiraz university of medical sciences, Shiraz, Iran
Background & Objective: Evaluation is a process that identifies and describes the effectiveness of all aspects of education The use of logbooks as an aid in education and assessment might provide the possibility for a more uniform training The aim of this study was to evaluate the effect of logbook on students perspective in each of the 10 departments of dental school Methods: In this crosssectional survey a questionnaire consisting of 16 standardized items each scored on a 5point Likert scale (0 to 4) was used From among the collected forms 50 completely filled questionnaires were entered into the study The validity of the questionnaire was approved by a group of 10 experts and its reliability was confirmed using Cronbachs α (094) Tukeys test and oneway ANOVA were used for data analysis Results: In all departments there was agreement between the students logbook scores and final grades In addition the ability to find learning weaknesses via logbooks had the lowest score whereas clear statement of learning objectives for each subject and requirement obtained the highest score Usefulness of written clinical procedures in logbooks had the highest score in the Departments of Endodontics Removable Prosthodontics Fixed Prosthodontics and Pediatrics Conclusion: The logbook is a practical and useful assessment tool for evaluating students and achieving learning objectives It clearly states the educational objectives and clarifies the minimum requirements for each department However there is a need for the mutual cooperation and commitment of both the students and educators which requires time and the better establishment of this method
- Dent J, Harden RM. A practical guide for medical teachers E-book. 4th ed. New York: Churchill Livingstone: 2013.
- Jolly B. Clinical logbooks: recording clinical experiences may not be enough. Med Educ. 1999;33(2):86-8.
- Denton GD, DeMott C, Pangaro LN, Hemmer PA. Narrative review: use of student-generated logbooks in undergraduate medical education. Teach Learn Med. 2006;18(2):153-64.
- Lampe CJ, Coates WC, Gill AM. Emergency medicine subinternship: does a standard clinical experience improve performance outcomes? Acad Emerg Med. 2008;15(1):82-5.
- Najafipour S, Amini M. Survey of teachers' view points of Jahrom Medical School towards teachers evaluation by student. Iran J Med Educ. 2002;2(6):41-2. [In Persian]
- Ziaee M, Miri M, Haji-Abadi M, Azarkar Gh, Eshbak P. Academic staff and students' impressions on academic evaluation of students in Birjand University of Medical Sciences and Health Services. J Birjand Univ Med Sci. 2007;13(4):9-15. [In Persian]
- Neary M. Curriculum studies in post-compulsory and adult education. 2nd ed. Cheltenham, UK: Nelson Thornes Ltd; 2003: 294.
- Jasper MA, Fulton J. Marking criteria for assessing practice-based portfolios at masters’ level. Nurse Educ Today. 2005; 25(5): 377-89.
- Piercey C. Logbooks: A strategy for reflective practice in nursing. In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum; 2003 Feb 11-12; Perth, Edith Cowan University. 2003.
- Mattern WD, Weinholtz D, Friedman CP. The attending physician as teacher. N Engl J Med. 1983; 308(19):1129-32.
- Murray E, Alderman P, Coppola W, Grol R, Bouhuijs P, van der Vleuten C. What do students actually do on an internal medicine clerkship? A log diary study. Med Educ. 2001;35(12):1101-7.
- George S, Jorsh M, Johnson J. Logbook for specialist registrars in general adult psychiatry: development and peer evaluation. Psychiatrist. 2005;29(9):339-41. The
- Cornwall P, Doubtfire A. The use of the Royal College of Psychiatrists' trainee's log book a cross-sectional survey of trainees and trainers. The Psychiatrist. 2001;25(6):234-6.
- Blake K. The daily grind–use of log books and portfolios for documenting undergraduate activities. Med Educ. 2001;35(12):1097-8.
- Paice E, Moss F, West G, Grant J. Association of use of a log book and experience as a preregistration house officer: interview survey. BMJ. 1997;314(7075):213-5.
- Cole A, Scott J. A study of the use of log books in the training of psychiatrists. The Psychiatrist. 1991;15(4):214-6.
- Rees CE, Sheard CE. The reliability of assessment criteria for undergraduate medical students' communication skills portfolios: The Nottingham experience. 2004;38(2):138-44. Med Educ.
- Dolmans D, Schmidt A, van der Beek J, Beintema M, Gerver WJ. Does a student log provide a means to better structure clinical education? Med Educ. 1999;33(2):89-94.
- Mohammadi A, Khaghanizadeh M, Ebadi A, Amiri F, Raeisifar A. Log book; a method of evaluating education and feedback strategy in nursing. educational strategies. Educ Strategies Med Sci. 2010; 3(1):15-6. [In Persian]
- Watters DA, Green AJ, Van Rij A. Requirements for trainee logbooks. ANZ J Surg. 2006;76(3):181-4. 2006;76(3):181-4.
- Mogaddasian S AA, Kafi N. The use of log book as a model in evaluation of clinical education of fundamentals of nursing. Proceeding of the National Congress of Clinical Education in Nursing and Midwifery; 2006 May 12-17; Iran, Tabriz. 2006.
- Azh N. Evaluation of midwifery students in labor and delivery training: comparing two methods of logbook and checklist. Iran J Med Educ. 2006;6(2):123-8. [In Persian]
- Wimmers PF, Schmidt HG, Splinter TA. Influence of clerkship experiences on clinical competence. Med Educ. 2006;40(5):450-8.
- Raghoebar-Krieger HM, Sleijfer D, Bender W, Stewart RE, Popping R. The reliability of logbook data of medical students: an estimation of interobserver agreement, sensitivity specificity. Med Educ. 2001;35(7):624-31. and 402