Samira Gholamian; Katayun Alidoosti; Shahrzad Zolala; Sakineh Sabzevari
Abstract
Background: From the past to the present, the traditional lecturing method has been the usual and preferred method for teaching, and instructors use learner-oriented methods such as group discussion less due to reasons such as being time-consuming and low-experienced in both groups of learners and professors ...
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Background: From the past to the present, the traditional lecturing method has been the usual and preferred method for teaching, and instructors use learner-oriented methods such as group discussion less due to reasons such as being time-consuming and low-experienced in both groups of learners and professors in this regard.Objectives: The present study was conducted to compare the effect of implementing the competency-based education model on the clinical skills among midwifery students.Methods: This study was semi-experimental; the samples consisted of 34 midwifery students randomly assigned to two experimental and control groups. The procedures of pelvic examination, Leopold maneuvers, and suturing were taught in the form of competency-based education during six 60-minute sessions for the experimental group, and the control group was trained according to the conventional method. The required information was collected by the triple skills checklist, and finally, the data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) test in SPSS software.Results: After the intervention, in the experimental and control groups, the pelvic examination skill scores were 38.00 ± 8.41 and 20.76 ± 7.91, the Leopold maneuvers scores were 35.40 ± 6.29 and 23.18 ± 6.73, and the suturing scores were reported as 30.71 ± 6.93 and 22.12 ± 9.58, respectively (P < 0.050). The results of the ANCOVA test showed that competency-based education affected learning the pelvic examination skill with an effect size of 0.893, suturing with an effect size of 0.644, and Leopold maneuvers with an effect size of 0.860.Conclusion: Given that students’ skill needs are considered in detail in the competency-based model and are accompanied by continuous evaluation and feedback, they can affect clinical learning. Based on the obtained results, it is suggested that instructors and professors use the competency-based education method as a strategy in addition to the conventional method for teaching professional skills in midwifery.
Fatemeh Darban; Maryam Mir; Sakineh Sabzevari
Abstract
Background: Since health workers are the leading providers of health services, increasing their knowledge and performance can play an essential role in preventing diseases, especially Coronavirus Disease 2019 (COVID-19).Objectives: The current research was conducted to compare the effects of lecture ...
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Background: Since health workers are the leading providers of health services, increasing their knowledge and performance can play an essential role in preventing diseases, especially Coronavirus Disease 2019 (COVID-19).Objectives: The current research was conducted to compare the effects of lecture training and Multimedia Messaging Service (MMS) training on health workers’ knowledge, attitude, and performance in preventing COVID-19.Methods: This quasi-experimental study was conducted in two groups with a pretest-posttest design. The study population included 60 health workers in Nikshahr selected by random sampling. The data collection tool was a researcher-made questionnaire, including demographic questions and items on health workers’ knowledge, attitude, and performance in preventing COVID-19, completed in two training groups by lecture and MMS methods online before and after the intervention.Results: The participants’ mean score of knowledge increased significantly after training in both lecture and MMS methods (P < 0.050), but no significant difference was observed between the two methods (P > 0.050). The mean attitude score in the two groups before and after the intervention showed no significant difference (P < 0.050). In the performance dimension, a significant difference was observed between the two groups post-intervention, and this score significantly increased in the MMS group (P < 0.050).Conclusion: Considering the effect of the MMS method on health workers’ knowledge and performance, this method can be considered a suitable solution to meet the growing demand for training.
Mahshad Langari; Fatemeh Darban; Sakineh Sabzevari
Abstract
Background: For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.Objectives: The present study investigated the relationship between the understanding of the learning environment based on constructivism ...
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Background: For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.Objectives: The present study investigated the relationship between the understanding of the learning environment based on constructivism and self-actualization in Kerman University of Medical Sciences nursing students in 2021.Methods: This cross-sectional study utilized a descriptive-analytical method. The study subjects consisted of 160 undergraduate nursing students selected by the census. The information was collected using a demographic profile questionnaire, social constructivist learning environment perception questionnaire, and Ahvaz Self-Actualization Inventory (ASAI). The data were analyzed using Pearson correlation, linear regression, and chi-square tests in SPSS software.Results: The mean score of understanding the environment based on constructivism and its dimensions was reported as 191.88 ± 30.50, and that of self-actualization was 81.23 ± 12.99. There was a significant positive relationship between understanding the environment based on self-actualization and constructivism and also between all dimensions of understanding the environment based on constructivism and self-actualization (P < 0.050).Conclusion: The total score of the constructivist-based learning environment predicted self-actualization in nursing students. Self-actualization may change with a change in the dimensions of this approach. The constructivist approach can improve the self-actualization of nursing students, promote their active participation in building knowledge, and increase their interactions, enhancing abilities, talents, and self-actualization. The constructivist learning environment can lead to the growth and development of nursing students in educational environments and increase their interest in academic achievements in education, research, and employment.
Somaieh Mazroie; Mahmood Reza Dehghani; Nikoo Yamani; Sakineh Sabzevari
Abstract
Background: Accreditation is one of the most important ways of guaranteeing the quality of medical education.Objectives: T he aim of this study was to determine medical university deputies’ and managers’ perspectives on the outcomes of institutional accreditation in Iran.Methods: T his was ...
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Background: Accreditation is one of the most important ways of guaranteeing the quality of medical education.Objectives: T he aim of this study was to determine medical university deputies’ and managers’ perspectives on the outcomes of institutional accreditation in Iran.Methods: T his was a descriptive-analytical cross-sectional study conducted as a census to assess the views of the deputies and managers of 65 medical universities in Iran on the outcomes of institutional accreditation. T he research tool was a questionnaire consisting of items about institutional accreditation standards in various fields, which was provided to deputies and managers via email or in person. After data collection, data analysis was performed using SPSS software version 22.Results: T he results showed that from the perspectives of medical university deputies and managers, the outcomes of institutional accreditation were satisfactory in the dimensions of mission, management and goals, resources and facilities, faculty members, and student and cultural activities. Also, the outcomes were reported relatively satisfactory in research and staff training dimensions. T he dimensions of staff training and resources and facilities had the lowest (60.34 ±17.22), and highest (73.83 ±15.12) mean scores, respectively.Conclusion: Deputies and managers believed that institutional accreditation had satisfactory impacts on some areas according to the available resources and facilities. Since these areas have a close relationship, the desirability of each area also boosts other dimensions, which ultimately upgrades university credit and qualification.
Farshid Chahartangi; Hamidreza Shoraka; Sakineh Sabzevari
Abstract
Background: Time management and metacognitive strategies are the most important academic skills of students to achieve scientific success.Objectives: The current study aimed at comparing the effect of the two widely used teaching methods, role-playing, and lecturing, on learning the communication skills ...
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Background: Time management and metacognitive strategies are the most important academic skills of students to achieve scientific success.Objectives: The current study aimed at comparing the effect of the two widely used teaching methods, role-playing, and lecturing, on learning the communication skills among health workers of Kerman health centers in Iran, 2018.Methods: This descriptive-analytical cross-sectional study was conducted in 2019 on 322 graduate students. The time-management questionnaire developed by Britton and Tesser and the Metacognitive Awareness Inventory Schraw and Dennison were used to collect data. Data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and Pearson correlation coefficient, and Multivariate Linear Regression by SPSS software.Results: The mean score of time management in students was 5.24±32.41 (14-70) and the mean score of metacognitive strategies was 11.56±148.97 (52-260), which showed the -moderate level of students regarding these factors. A positive and significant relationship was observed between time management and metacognitive strategies (P <0.050).Conclusion: Time management and metacognitive strategies of graduate students of Kerman University of Medical Sciences is at a moderate level. Due to the relationship between time management and metacognitive strategies, it is recommended to pay attention to metacognitive components in teaching and learning methods. It is also suggested to plan for the creativity and innovation of these students to use their ability to achieve organizational goals.
Esmat Nouhi; Sakineh Sabzevari; Hakime Hosainrezaee
Abstract
Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising ...
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Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.
Atena Rahmati; Sakineh Sabzevari; Mahmoud Reza Dehghani
Volume 12, Issue 5 , February 2016, , Pages 718-724
Abstract
Background & Objective: An important individual difference among students is their learning approaches Learning approaches are styles through which the learner selects information and integrates them Identifying students learning approaches and educational planning result in the attainment of educational ...
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Background & Objective: An important individual difference among students is their learning approaches Learning approaches are styles through which the learner selects information and integrates them Identifying students learning approaches and educational planning result in the attainment of educational achievements by students The aim of this study was to evaluate learning approaches and determine their relationship with demographic characteristics of postgraduate students of Kerman University of Medical Sciences Iran Methods: This was a descriptive analytical correlational study on 400 postgraduate students selected through random sampling The data collection tool consisted of a questionnaire with two sections of demographic characteristics and learning approaches Data were analyzed using descriptive statistics (frequency mean and standard deviation) and ANOVA and chisquare tests in SPSS software Results: The frequencies of deep surface and surfacedeep approaches among the students were 705% 235% and 60% Moreover among demographic characteristic the students occupation had a significant relationship with their approaches to learning (P = 0032) There was no relationship between learning approaches and other demographic characteristics of students Conclusion: This study showed that the majority of postgraduate students in Kerman University of Medical Sciences preferred the deep learning approach This learning approach had a significant relationship with their occupation It frequency was higher in unemployed people These findings are useful for the university and professors
Sedigheh Khodabandeh; Parisa Rostambeig; Sakineh Sabzevari; Esmat Nouhi
Volume 12, Issue 4 , January 2016, , Pages 663-670
Abstract
Background & Objective: In order to improve the quality of higher education programs and make them dynamic quantitative and qualitative evaluations and assessments are required In this study the context input process and product (CIPP) evaluation model was used to evaluate the School of Medicine ...
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Background & Objective: In order to improve the quality of higher education programs and make them dynamic quantitative and qualitative evaluations and assessments are required In this study the context input process and product (CIPP) evaluation model was used to evaluate the School of Medicine at Kerman University of Medical Sciences Iran in 2014 Methods: The evaluation of this school based on the CIPP model consisted of the 4 components of context input process and output The sample included 69 students 20 professors and 12 postgraduates A researcher made questionnaire was used to collect data The scores of 015 1535 and 355 were considered as representing poor conditions relatively favorable conditions and favorable conditions respectively Data were analyzed using SPSS software and descriptive and inferential statistics (ttest) Results: From the perspective of the participants of the research the status of context input process and output and in general the School of Medicine was favorable and the output of the school was relatively favorable There was a significant difference between the students and professors point of views in terms of the context process and outcome of the school (P < 005) The students ranked the context as favorable while the professors ranked input process and output of the school as favorable Conclusion: The results of the final evaluation revealed that the condition of this school is favorable To achieve a highly favorable condition it is suggested that college and university authorities attempt to strengthen important factors such as revision of curriculum content and training professors on teaching methods evaluation and communication skills
Masoumeh Mangeli; Sakineh Sabzevari; Esmat Noohi
Volume 12, Issue 2 , August 2015, , Pages 292-306
Abstract
Background & Objective: In recent decades there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates Taskbased learning is an integrated system and a multidisciplinary ...
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Background & Objective: In recent decades there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates Taskbased learning is an integrated system and a multidisciplinary teaching and learning approach In taskbased learning the focus of learning is a set of tasks addressed by a doctor in clinical practice In this method subjects are taught through the performance of tasks and understanding of concepts and mechanisms underlying the tasks The aim of this study was to review articles on taskbased learning in medical education Methods: Electronic databases and publishers such as ScienceDirect PubMed Scopus Google Scholar SID and Magiran were reviewed in 2014 All articles on taskbased learning in medical education without consideration of publication date were collected Studies which had the inclusion criteria (relevant to the field of medicine having objectives method sample size analysis a specific conclusion and availability of the full text) were selected In total 10 qualitative quantitative or mixed studies were selected for analysis Results: Although taskbased learning had been used in different levels and situations evidence suggested that in comparison to the traditional training method it has more efficiency and effectiveness Taskbased learning is an important tool in medical education with positive effects on faculty members students and patients Conclusion: This study has shown that taskbased learning is a powerful educational strategy and has been accepted as an appropriate tool in teaching and learning activities in most medical schools Therefore it is recommended for the promotion of knowledge skills and professional competency
Mohammad Ali Rezaei; Sakineh Sabzevari; Behshid Garousi
Volume 12, Issue 2 , August 2015, , Pages 377-387
Abstract
Background & Objective: Spiritual wellbeing is the most recent aspect of health and is the sole force that harmonizes physical mental and social aspects Academic citizenship behaviors are voluntary humanitarian valuebased and ethical acts carried out by students without any expectations Therefore ...
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Background & Objective: Spiritual wellbeing is the most recent aspect of health and is the sole force that harmonizes physical mental and social aspects Academic citizenship behaviors are voluntary humanitarian valuebased and ethical acts carried out by students without any expectations Therefore the present study was designed to investigate the relationship between spiritual wellbeing and academic citizenship behaviors of postgraduate students of Kerman University of Medical Sciences Iran Methods: This was a descriptiveanalytic study The study population consisted of 350 postgraduate students of Kerman University of Medical Sciences The subjects were selected from 7 schools of this university using proportionate sampling Data collection tools were the Ellisons and Paloutzians Spiritual Wellbeing Scale and the Academic Citizenship Behavior Questionnaire Data were analyzed using descriptive and inferential statistics in SPSS software Results: The spiritual wellbeing of postgraduate students was at medium and high levels and academic citizenship behavior of students was also at a high level The spiritual health and academic citizenship behaviors of doctoral degree female married and older students were higher than others The higher the score of students spiritual health was the higher the score of academic citizenship behaviors was Conclusion: According to the results of the study it is recommended that more attention be given to the spiritual health of students Moreover curriculum related to ethics must be introduced by universities as an effective factor in positive values to students In addition through strengthening of students spiritual health it can be expected that students with maximum ability and ethics will graduate and take responsibility for public health of the society
Somaeih Mousavi; Sakineh Sabzevari; Hossein Safizadeh
Volume 12, Supplement , July 2015, , Pages 237-248
Abstract
Background & Objective: The use of an integrated and approved method in clinical evaluation is of great importance. The aim of this research was the comparison of the 360- degree and common evaluation methods in clinical skills evaluation of undergraduate surgical technology students in Kerman University ...
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Background & Objective: The use of an integrated and approved method in clinical evaluation is of great importance. The aim of this research was the comparison of the 360- degree and common evaluation methods in clinical skills evaluation of undergraduate surgical technology students in Kerman University of Medical Sciences, Iran, during the operating room technical training course.
Methods: This single group interventional study was performed on 4th semester students in surgical technology at Kerman University of Medical Sciences in the operating room of Shahid Bahonar Hospital of Kerman. The data collection tool consisted of a questionnaire which was completed by 24 students and 2 lecturers.. Data were analyzed using SPSS software and paired and independent t-tests.
Results: Findings showed that mean age of students was 21.20 ± 0.56 years and most of them were females. Mean and standard deviation of total score of the common and 360-degree evaluation methods were 17.66 ± 0.86 and 17.88 ± 0.88, respectively. There was no significant differences between the mean scores of these methods (P = 0.001). Students had relative satisfaction with the 360-degree evaluation method (score = 6.12 ± 64.77) and relative dissatisfaction with the common evaluation method (score = 38.11 ± 08.49). There was a significant difference between students satisfaction with these two methods (P < 0.001). Lecturers had relative dissatisfaction with the common evaluation method (score = 47.51 ± 6.64) and complete satisfaction with the 360-degree evaluation method (score = 85.98 ± 9.84).
Conclusion: The students’ 360-degree evaluation score was similar to that obtained through their evaluation by lecturers. Considering students’ relative satisfaction and lecturers’ total satisfaction with the 360-degree method, in comparison to their relative dissatisfaction with the common method, it seems that using this method can be effective in the modification of their dissatisfaction with the current clinical evaluation method.
Masoumeh Mangeli; OmeSalimeh Roudi Rashtabadi; Sakineh Sabzevari; Esmat Nouhi
Volume 12, Supplement , July 2015, , Pages 249-265
Abstract
Background & Objective: In recent years, there has been an increase in the number of medical universities that have launched doctoral nursing education programs in their centers; thus, monitoring the quality of these programs to identify their strengths and weaknesses is very important. This study ...
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Background & Objective: In recent years, there has been an increase in the number of medical universities that have launched doctoral nursing education programs in their centers; thus, monitoring the quality of these programs to identify their strengths and weaknesses is very important. This study was conducted to evaluate the quality of doctoral nursing education in a university center in Iran.
Methods: This descriptive and comparative study was performed on 33 lecturers and students/graduates using the census method in 2015. Data were collected using the quality of nursing doctoral education (QNDE) Questionnaire.
Results: There was no statistically significant difference between the mean scores of the two groups, but this difference was significant in the program domain (P = 0.036). The participants’ answers only showed significant differences in a few statements of the program, resources, and evaluation domains (P < 0.050). A significant difference was observed between the views of lecturers and students in terms of advanced computer facilities and internet access, and appropriate research infrastructure for facilitating research and education (P < 0.050).
Conclusion: Weaknesses such as lack of resources, infrastructure, library holdings, and regular and timely feedback to program evaluators require attention in order to be decreased or resolved. Great differences in the scores of overall course quality and curriculum evaluation between the two groups revealed the need for further research for the identification of factors effective on the quality of doctoral education programs from the view of both groups.
Roya Vatankhah; Sakineh Sabzevari; Mohammadreza Baneshi
Volume 12, Supplement , July 2015, , Pages 281-287
Abstract
Background & Objective: Clinical environments have a crucial role on medical students' training. Thus, the aim of this study was to assess clinical environments based on the (Dundee Ready Education Environment Measure) ...
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Background & Objective: Clinical environments have a crucial role on medical students' training. Thus, the aim of this study was to assess clinical environments based on the (Dundee Ready Education Environment Measure) DREEM model from the viewpoint of interns and residents in hospitals affiliated with Kerman University of Medical Sciences, Iran, in 2012.
Methods: This was a descriptive-analytic study. The data collection tool was the DREEM Questionnaire with 50 questions (5-point Likert scale) in the 5 domains of learning, teachers, educational environment, student's academic self-perceptions, and student's social self-perceptions. The study environment consisted of 4 main wards (internal, surgical, pediatrics, and gynecology) of hospitals affiliated with Kerman University of Medical Sciences. The study subjects consisted of 63 interns and 73 residents. Data was analyzed in SPSS software using Students' t-test and ANOVA.
Results: Mean score of perception of educational environment in interns was 161.17 ± 22.30 and in residents was 157.45 ± 21.14. The comparison of different areas of clinical environment evaluation only showed a significant difference between the two groups in the area of student's social self-perceptions (P < 0.05). The interns' score was higher than that of the residents. No significant differences were observed between hospitals and the studied wards.
Conclusion: The students' perceptions of their educational environment in clinical wards were desirable. Despite different literature's recommendation of using DREEM in order to evaluate weaknesses and strengths of clinical environments, the concurrent use of other methods and instruments for the assessment of the efficacy of this questionnaire is recommended.
Esmat Noohi; Sahar Salahi; Sakineh Sabzevari
Volume 11, Issue 2 , August 2014, , Pages 179-186
Abstract
Background & Objective: The lack of critical thinking among students indicate that nursing education in achieving professional did not success and nurses foster thoughtful and it still remains a challenge in the world Accordingly in recent years learning styles new and creative methods of ...
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Background & Objective: The lack of critical thinking among students indicate that nursing education in achieving professional did not success and nurses foster thoughtful and it still remains a challenge in the world Accordingly in recent years learning styles new and creative methods of facilitating critical thinking such as studentcenter teaching methods have been given more attention The association between learning styles of postgraduate students with critical thinking in School of Nursing and Midwifery Kerman University of Medical Sciences was designed Methods: This was a descriptiveanalytical correlation with the study of 90 nursing students at the graduate level (Masters and PhD) university in 2011 and 2012 Instruments were two questionnaires California critical thinking form B and Kolb learning styles Results: There was a significant correlation between the critical thinking and teaching approaches (P < 0001) so that active teaching approaches students (studentcentered) were better trained in critical thinking Between learning styles and critical thinking were also correlated so that the converging style (1304 ± 267) and most accommodating style (382 ± 133) have the lowest average critical thinking Conclusion: The results of the studies one on revising instructional strategies current use of active teaching strategies to improve critical thinking and attention to individual learning styles are emphasized
Mahdi Darvishzade; Sakineh Sabzevari; Behshid Garrosi; Akbar Hassanzade
Volume 10, Issue 3 , October 2013, , Pages 376-384
Abstract
Background & 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 ...
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Background & 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 lectures
Sakineh Sabzevari; Abbas Abbaszadeh; Fariba Borhani
Volume 10, Issue 3 , October 2013, , Pages 385-397
Abstract
Background & 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 ...
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Background & 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 entry
Abbas Abbaszadeh; Fariba Borhani; Sakineh Sabzevari; Zohre Eftekhari
Volume 10, Issue 2 , August 2013, , Pages 260-270
Abstract
Background & Objective: There are two basic learning approaches in academic education deep and surface If educational assessment is designed based on deep understanding it will lead to deep learning This study aimed to investigate conventional methods of assessment in medical surgical courses ...
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Background & Objective: There are two basic learning approaches in academic education deep and surface If educational assessment is designed based on deep understanding it will lead to deep learning This study aimed to investigate conventional methods of assessment in medical surgical courses and its relationship with learning approaches in nursing students of Kerman University of Medical Sciences Iran in 2010 Methods: This is a descriptive analytic study A questionnaire consisting of three sections including personal characteristics assessment methods and the revised twofactor study process questionnaire (RSPQ2F) was completed by 198 nursing students Data were analyzed using SPSS and by means standard deviation frequency Students ttest ANOVA Pearson correlation and Rho Results: The most used assessment methods were multiple choice question (MCQ) and Direct Observation Procedural Skills (DOPS) The mean score of deep learning approach was 3427 ± 5006 and of surface learning approach was 3121 ± 552 Regarding the relationship between learning approaches and assessment methods results showed a significant difference (P < 005) MCQ and DOPS alone resulted in the surface approach but a combination of tests and projects in written and DOPS tests lead to deep learning approach in clinical tests (P < 005) Conclusion: Using MCQ and DOPS without concentration on reflection and problem solving lead to surface approach As common assessment methods in this study led to surface approach using projects in written and clinical assessment for deep approach lifelong learning and student empowerment for their future responsibilities is suggested
