Ashraf Adhami; Tayebh Fasihi Harandi; Zahra Jalili; Zahra Fattahi; Sakineh Mohammad Alizadeh
Volume 2, Issue 2 , January 2006, , Pages 95-101
Abstract
Introduction: Students as the major part of education are one of the best sources of information in each educational system One of the uses of this source of information is studying the achievement of educational goals Objective: To determine the adequacy rate of presented trainings in achieving educational ...
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Introduction: Students as the major part of education are one of the best sources of information in each educational system One of the uses of this source of information is studying the achievement of educational goals Objective: To determine the adequacy rate of presented trainings in achieving educational goals of Obstetrics & Gynecology ward from the point of view of interns Methods: All interns of Kerman University of Medical Sciences in 2005 2006 including 93 ones were enrolled into the study Data gathering was done by using a questionnaire including the subjects of training materials in Obstetrics & Gynecology ward Participants were asked to determine the adequacy of presented trainings for each subject Results: From 93 interns 637% were female 711% were single and 522% have started their medical education program before 2000 Mean age of participants was 257 ± 2 years From all 466% have seen the approved program of Obstetrics & Gynecology ward and 529% asserted that they had been informed of the educational goals at the beginning of the course The highest adequacy rates were obtained for determining gestational age and estimated delivery date based on LMP (907%) fetal heart rate controlling (873%) and prenatal cares (816%) while the lowest adequacy rates were related to inserting and removing Norplant (respectively 168% and 162%) and inserting IUD (198%) Mean total percentage of training adequacy in two domains of diagnosis & therapeutic activities and emergency activities showed no significant difference based on age year of enrolling marital statue and sex Mean total score of training adequacy in diagnostic ;therapeutic domain including 31 cases was 558 ± 143 and in emergency activities including 8 cases it was 5223 ± 21 that shows a significant difference (P= 0002) Conclusion: From the point of view of studied interns based on the approved educational goals presented trainings in Obstetrics & Gynecology ward had not been adequate Therefore improving the quality of clinical training and its continuous evaluation in order to make it compatible with educational goals and changing needs of community is necessary
Mansoureh Azizzadeh forozi; Sakineh Mohammad Alizadeh; Tayebh Fasihi Harandi
Volume 2, Issue 2 , January 2006, , Pages 102-108
Abstract
Background: Human beings behavior and activities are the result of their needs and motives Managers by recognizing and predicting these items and on time satisfaction of them can benefit from the work force in achieving organizational goals more efficiently Objective: To determine motivational factors ...
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Background: Human beings behavior and activities are the result of their needs and motives Managers by recognizing and predicting these items and on time satisfaction of them can benefit from the work force in achieving organizational goals more efficiently Objective: To determine motivational factors affecting educational performance from the point of view of faculty members in Kerman University of Medical Sciences Methods: All faculty members of Kerman University of Medical Sciences (308 ones) were participated in this descriptive study Data collection was done by a researchermade questionnaire confirmed in regard to validity and reliability Results: According to the obtained results male faculty members (856%) and those over 40 years old (545%) had the highest percents In regard to the academic rank the highest percent was related to instructors (437%) and assistant professors (437%) Those with 11 20 years job experience had the highest percent (424%) In external motives the highest mean scores were related to “availability of conditions for improving the level of knowledge and information (X= 440 SD= 062)” and “job security (X=455 SD= 069)” and in internal motives “inherent interest in teaching (X= 455 SD= 069)” and “being orderly (X= 440 SD= 079)” had the highest percents Conclusion: External and internal motives both affect the performance of faculty members and consequently the quality of academic activities in universities
