Abdolhussein Shakurnia; Mahmood Maniati; Nasrin Khajeali; Maryam Barani
Abstract
Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: ...
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Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: This is a quasi-experimental study conducted on eighty second-year medical students in Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran, 2019. The intervention comprised of a lecture-based short training course, which was taught by a psychiatrist and was held in two sessions (Two hours each) for two consecutive weeks. Empathy was assessed using the Jefferson Scale of Empathy-Student version (JSE) before and after the intervention. Students with empathy scores higher than average were considered high empathy group, and those with scores lower than average as low empathy group. Data were analyzed using paired T-tests through SPSS software, version 16.Results: The mean JSE score was 99.66±13.4 and 101.62 ± 16.37, before and after the -intervention, respectively. However, despite the score increased, the difference was not statistically significant (p=0.054). Nevertheless, the empathy scores of high-empathy students significantly increased after the-intervention (110.49 Vs 114.15, p=0.002). The empathy level also showed a significant enhancement in female students after training (p=0.006).Conclusion: This study shows that a short training course is somewhat effective in developing medical student empathy. The findings suggest a need for revision of content and implementation of this course training into the existing medical curriculum.
Seyed Saeid Seyedian; Abdolhussein Shakurnia
Abstract
Background: Medical residents choose to pursue their careers based on multiple internal and external factors. These factors, in turn, affect not only their personal future but the overall status of the health care system in every region.Objectives: To determine the factors affecting radiology residents' ...
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Background: Medical residents choose to pursue their careers based on multiple internal and external factors. These factors, in turn, affect not only their personal future but the overall status of the health care system in every region.Objectives: To determine the factors affecting radiology residents' choice of specialty career choice.Methods: This research was a cross-sectional study. The statistical population was all radiology residents (N=48) of Ahvaz Jundishapur University of Medical sciences studying during the academic year 2018-2019. The data were collected by a researcher-made questionnaire. The validity of the questionnaire was confirmed by the experts, and its reliability was calculated using Cronbach's alpha (α = 0.71). Data were analyzed using descriptive and analytical tests (Mann-Whitney U test) by SPSS version 18.Results: The mean age of participants was 30.7±2.6 years. The most important factors influencing the choice of radiology specialty were: “Acquiring knowledge and competency for better treatment” (mean 4.18 out of 5), “convenience and lack of emergency” (3.90), and “good career future" (3.88), respectively; While “family and friends' advice” (3.18) and “possibility of continuing education and fellowship” (3.07) were the least important factors. “Higher-income” was significantly more important in the specialty choice among male residents (p < 0.05).Conclusion: This study provided valuable information on the factors influencing the choice of radiology specialty. Understanding specific factors that influence decisions to enter the specialty of radiology may provide proper guidance for human resources planners to consider the needs of the community’s health system.
Abdolhussein Shakurnia; Maryam Baniasad
Abstract
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 ...
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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.
Abdolhussein Shakurnia; Houshang Alijani; Shahnaz Najjar; Hussein Elhampour
Volume 12, Issue 2 , August 2015, , Pages 307-314
Abstract
Background & Objective: Identification of the role of factors such as selfesteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output This study was performed to determine the relationship of academic achievement with ...
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Background & Objective: Identification of the role of factors such as selfesteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output This study was performed to determine the relationship of academic achievement with selfesteem and approaches to studying among university students Methods: This descriptive correlational study was conducted on 147 nursing and midwifery students of Ahvaz Jundishapur University of Medical Sciences Iran in 2012 The mean of grade point average (GPA) during the past semester was considered as the index for academic achievement Data collection was performed using the approaches and study skills inventory for students (ASSIST) and the Rosenberg selfesteem scale (RSES) Data were analyzed using independent sample ttest and the Pearson correlation coefficient and the SPSS statistical software Results: The mean selfesteem score of university students was 3745 (from a maximum of 50) and its correlation with academic achievement was 0166 (P = 0046) The mean score of the surface approach to studying was 5340 (from a maximum of 80) and its correlation with academic achievement was 0432 (P = 0001) The mean score of the deep approach to studying was 5340 (from a maximum of 80) and its correlation with academic achievement was 0432 (P = 0592) Conclusion: Studying approaches and selfesteem can have an important role in the academic achievement of university students Thus it may be possible to promote the academic achievement of students by improving their selfesteem and guiding them to use appropriate approaches to studying
Abdolhussein Shakurnia; Hossein Elhampour
Volume 12, Issue 2 , August 2015, , Pages 426-432
Abstract
Background & Objective: One of the issues of multiple choice tests is preparation of effective distracter options and position of the correct answer among the distractor options The aim of this study was to determine the position of the correct option in multiple choice tests in Ahvaz Jundishapur ...
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Background & Objective: One of the issues of multiple choice tests is preparation of effective distracter options and position of the correct answer among the distractor options The aim of this study was to determine the position of the correct option in multiple choice tests in Ahvaz Jundishapur University of Medical Sciences Iran in 2013 Methods: In this descriptive study 214 exams which were entered into the automated service center of the university were studied in respect to the position of the correct answer Data were analyzed using SPSS software and frequency percentage and chisquare test Results: In general 14359 multiple choice questions were investigated The position of the correct answer was the A option in 2260 questions (157%) the B option in 3893 question (271%) the C option in 4683 question (326%) and the D option in 3523 questions (246%) Chisquare test showed statistically significant difference between of the correct answer in options of A B C and D (P = 0001) The highest percentage of correct answers was in option C and the lowest percentage of correct answer was in option A The findings of the study also revealed that the percentage of the correct answer in the middle options (B and C) was significantly higher than other options (A and D) (597% V 403% P = 0001) Conclusion: The results showed that the distribution of correct choices between options of multiple choice tests performed in the university is not suitable Random selection of the correct options is recommended as a suitable approach to avoiding this problem
Abdolhussein Shakurnia; Mehri Ghafourian Boroujerdnia; Hussein Elhampour
Volume 9, Issue 2 , January 2013, , Pages 132-142
Abstract
Background & Objective: Approach to the study as one of the factors affects students learning and achievement is of a great importance The aim of this study was to compare medical students approaches to learning in preclinical and clinical years of study and its effect on their academic achievement ...
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Background & Objective: Approach to the study as one of the factors affects students learning and achievement is of a great importance The aim of this study was to compare medical students approaches to learning in preclinical and clinical years of study and its effect on their academic achievement Methods: In this descriptiveanalytic study a total of 137 medical students in preclinical and clinical years of study in Jundishapur University of Medical Sciences Ahvaz Iran were evaluated by using Approaches and Study Skills Inventory for Students (ASSIST) questionnaire Grade point average of students in theoretical and practical courses was considered as an indicator of their academic achievement Results : The most common approach to study and learning was deep approach (401%) In clinical years of study a significant increase of using deep approach and significant decrease of using surface approach were observed There was no significant difference between preclinical and clinical students in regard to their learning and study approaches (P = 0140) Learning and study approach showed significant relationship with students academic achievement (P = 001) Conclusion: Due to the significance of using deep approach in learning it is recommended that educational planners provide the best learning conditions to encourage students to take advantage of this study approach
Pourandokht Asadollahi; Abdolhussein Shakurnia; Hossein Elhampour
Volume 8, Issue 1 , July 2011, , Pages 58-66
Abstract
Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive ...
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Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive crosssectional study the attitudes of 114 faculty members toward students counseling were investigated using a 34item questionnaire applying 5point Likert scale The validity and reliability of the questionnaire had been confirmed through a pilot study Data were analyzed through SPSS software using mean and chi square test Results: Fifty seven percent of the faculty members participated in the study was females with teaching experience of 1485±88 years Faculty members asserted that they are interested in students counseling (mean score: 412 out of 5) but have moderate knowledge about the advisory task (mean: 361) Mean total score of the present statues of students counseling in the university was 338±056 and that of the ideal situation was 405±038 (p=0001) Conclusion: It is concluded that faculties have a positive attitude toward the importance and necessity of student counseling but believe that the implementation of this process is not properly monitored and supported in AJUMS Support of advisory teachers and more attention to their statues can be very beneficial in the process of students counseling
Abdolhussein Shakurnia; Azar Khosravi Borojeni; Alireza Mozaffari; Houssein Elhampour
Volume 6, Issue 2 , January 2010, , Pages 129-138
Abstract
Background & Objective : Evaluation of educational achievement is an important part of an educational process such an evaluation is possible via holding exams Multiple Choice Question (MCQ) as an objective testing method is the most common tool for evaluating students Hence this study was ...
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Background & Objective : Evaluation of educational achievement is an important part of an educational process such an evaluation is possible via holding exams Multiple Choice Question (MCQ) as an objective testing method is the most common tool for evaluating students Hence this study was conducted to evaluate the exam questions designed by faculty members with emphasis on the MCQ structure in Ahvaz Jundishapur University of Medical Sciences Methods : In this descriptive study questions designed by 197 nonclinician faculty members were analyzed Data was collected using a checklist including demographic information properties of exam questions and items related to comparing MCQs with design rules of such questions Results : The results revealed that 81% of the questions developed by faculty members were essay 5532% and 3654% were objective and a combination of essay and objective respectively Among a total of 5208 evaluated questions 6496% contained no structural flaw The most common flaws included ambiguous or unclear question stems (1594%) use of negative verb in the stem (1222%) using “all” or “none” among option (1085%) and use of blank space in the beginning or middle of the stem (1041%) Almost 90% of the MCQs were at cognitive level (taxonomy I) Conclusion : Due to the importance of developing standard questions corresponding to guidelines for MCQs in acceptable exams regular revision of exam questions and further training courses for designing questions is recommended