Azim Mirzazadeh; Amirhosein Jahanshir; Sepand Riazi
Abstract
Background and Objectives The development of a course plan is an essential activity before presenting each course, which enables effective education by mapping the road ahead. For this reason, the study of the status of course plans at universities is of particular importance, such that access to the ...
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Background and Objectives The development of a course plan is an essential activity before presenting each course, which enables effective education by mapping the road ahead. For this reason, the study of the status of course plans at universities is of particular importance, such that access to the documentations in this regard can lead to the discovery of the uncertainties of the status quo. Methods This was a survey study performed in two stages. In the first stage, data about the current status of course plans was collected through a researcher-made questionnaire. Then, quantitative data were analyzed using descriptive statistics in SPSS software. Secondly, the content of the course plans was examined. The data was collected using a researcher-made checklist based on review of the related texts. Results In total, 99 (92.52%) of the 107 academic departments completed the questionnaire. Of the 6926 responded units, 2251 units (32.5%) had a course plan. Of the 173 disciplines, 15 (8.7%) had provided a course plan on the faculty website. Of the 99 departments, 39 (39.4%) had a defined plan for course design and 34 (34.3%) departments had a monitoring committee. Qualitative analysis of course plans showed that 45.3% had an acceptable status, 6.2% were somewhat acceptable, 10.4% were incomplete and 38.1% were unacceptable. The general characteristics of the course (96.1%), the general description of the course (45.6%), the general objectives (87.0%), the specific goals (63.2%), and the introduction of resources (45.9%) had a “complete” and “fairly complete” status respectively and had the highest scores in course design. Also, students’ role and tasks components-role dimensions (66.4%), student’s assessment at the end of the course- summative evaluation (56.0%) and course timetable (51.8%) respectively, had the “incomplete” and “non-observance” status more than other components, and did not have a proper situation in course design. Conclusions The results of this study lead to the recognition of the current status of course plan in Tehran University of Medical Sciences and can be considered in future decisions.
Azim Mirzazadeh; Maryam Alizadeh; Mohammad Shariati; Leyla Sadighpour
Abstract
Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation ...
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Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation of teaching. Objectives The current study aimed at designing and implementing an interactive and effective lecturing workshop using peer observation and feedback, and finally evaluating its results. Methods The current descriptive study was conducted in Tehran University of Medical Sciences from 2015 to 2016. The study population consisted of faculty members participating in the effective and interactive lecturing workshop and the study subjects were selected by convenience sampling method. The Kirkpatrick method was used to assess the workshop; for this purpose, the level of reaction, learning, and performance were evaluated using a valid and reliable questionnaire, as well as the one minute note technique, and a form addressing the extent of using interactive techniques in the classroom six months after participation in the workshop. Data were analyzed by using the SPSS 22. Data are presented as frequency and mean where appropriated. The notes were analyzed using manual content analyses. Results The participants believed that the workshop could successfully encourage them to use lecturing principles and interactive lecturing techniques, and provide them with the opportunity to practice and rethink the teaching process. The interactive techniques mostly used six months after participation in the workshop belonged to the question and answer (Q& A) techniques, active evaluation, and use of scenario. Conclusions It seems that the provision of training opportunities, observation of performance, and giving feedback were effective to improve the quality of empowerment programs. It was suggested that other empowerment programs should also address this point.
Behjat Seifi; Enayatollah Bakhshi; Alireza Imani; Sedigheh Najafipour; Azim Mirzazadeh
Abstract
Background Traditional teaching methods such as lectures alone cannot meet educational needs in the medical sciences. It is necessary to supplement lectures with additional methods in order to prepare the students for problem solving in real situations. Objectives The present study aimed at employing ...
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Background Traditional teaching methods such as lectures alone cannot meet educational needs in the medical sciences. It is necessary to supplement lectures with additional methods in order to prepare the students for problem solving in real situations. Objectives The present study aimed at employing the problem-based learning (PBL) method in the theoretical physiology of autonomic nervous system (ANS) course for medical students and comparing the results with the customary method of lectures. Methods In 2014, first-year medical students enrolled in the neurology curricular block at Tehran University of Medical Sciences were randomly assigned to two groups. One group participated in classes with lectures, while the other group was divided into subgroups of 10 for PBL sessions. In the first session of PBL, a scenario pertaining to ANS was presented, and then the students were asked to expand the scenario and discuss it using brainstorming method. The first session was held on introducing a reference for studying. In the second session, students in each group presented the results of their individual studies, and a representative from each group gave a report in line with the educational objectives of the class. Finally, a short-answer final test and survey were administered. Data were analyzed using independent samples t-test and Levene’s test. Results Based on results, mean scores of students in the PBL group (15.20 ± 3.31) were significantly higher than those of students in the lecture group (12.38 ± 4.49) (P < 0.001). Based on the survey, students preferred PBL to lectures. Conclusions PBL promotes motivation, self-confidence, and communication skills, all of which contribute to the better learning of the students who attended the theoretical physiology of ANS course.
Roghayeh Gandomkar; Azim Mirzazadeh; Ladan Fata; Azim Mirzazadeh; Mohammad Jalili; Kamran Yazdani; Gholamreza Hassanzadeh; John Sandars
Volume 13, Issue 5 , January 2017, , Pages 440-450
Abstract
Background & Objective: Selfregulated learning (SRL) is highly task and context dependent Microanalytic assessment method measures students SRL processes while performing a particular learning task The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning ...
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Background & Objective: Selfregulated learning (SRL) is highly task and context dependent Microanalytic assessment method measures students SRL processes while performing a particular learning task The present study aimed to design a microanalytic SRL assessment protocol for biomedical science learning Methods: This mixed method study was conducted in Tehran University of Medical Sciences Iran in 2013 The data collection tool was a microanalytic SRL assessment protocol that was designed based on the literature review expert opinion and cognitive interview with medical students and then piloted The participants consisted of 13 second year medical students The subjects were interviewed while conducting a biomedical science learning task Interviews were recorded transcribed and coded based on a predetermined coding framework Descriptive statistics were used to analyze the data Results: The microanalytic SRL assessment protocol was developed in three parts; interview guide coding framework and biomedical science learning task An interview guide was designed consisting of 6 openended questions aimed at assessing 5 SRL subprocesses of goal setting strategic planning metacognitive monitoring causal attribution and adaptive inferences and a closeended question regarding selfefficacy Based on the pilot study most participants reported taskspecific and taskgeneral processes for the subprocesses of strategic planning (92%) metacognitive monitoring (77%) causal attribution (85%) and adaptive inferences (92%) Conclusion: The developed protocol could capture the finegrained nature of the selfregulatory subprocesses of medical students for biomedical science learning Therefore it has the potential application of modifying SRL processes in early years of medical school
Sara Mortaz Hejri; Azim Mirzazadeh; Mohammad Jalili; Hamid Emadi Kochak
Volume 12, Issue 1 , May 2015, , Pages 10-17
Abstract
Background & Objective: Student assessment is one of the most challenging issues of an integrated curriculum While calculating an overall score is in line with the goals of integrated curriculum it poses the risk that some students will deliberately leave out the content of some disciplines ...
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Background & Objective: Student assessment is one of the most challenging issues of an integrated curriculum While calculating an overall score is in line with the goals of integrated curriculum it poses the risk that some students will deliberately leave out the content of some disciplines based on the fact that they have lower credits in each block exam In the present study we describe the experience of Tehran University of Medical Sciences Iran where an integrated medical curriculum has been launched since September 2011 as part of curriculum reform initiative Methods: In the first academic year students passed 4 blocks: Molecule and Cell Tissue Development and Function Cardiovascular Function Blood circulation and BloodRespiratory Function Each block included anatomy histology physiology and embryology The overall block score was reported at the end of each block In addition a cumulative disciplinary score was calculated at the end of the academic year through the summation of the weighted subscores of each discipline in each block Results: At the end of the year the number of students who had failed in histology anatomy embryology and physiology were 15 17 44 and 3 respectively They were required to take a disciplinary examination before the beginning of the next academic year Conclusion: A comparison of the number of students who failed disciplines with low credits (eg histology) with those who failed disciplines with high credits (eg physiology) suggests that the former had systematically been ignored by some students The calculation of a cumulative disciplinary score may reduce the deliberate omission of course content in integrated blocks
Roghayeh Gandomkar; Azim Mirzazadeh
Volume 11, Issue 3 , November 2014, , Pages 401-402
