Ensieh Lotfali; Hossein Tayebi; Zohre Khoshgoftar
Abstract
Background: An increasing number of workshops are held yearly to educate medical students on academic writing and research methodology. However, the actual impact of such training programs on students’ proficiency in academic research cannot be assessed without thorough evaluation.Objectives: Herein, ...
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Background: An increasing number of workshops are held yearly to educate medical students on academic writing and research methodology. However, the actual impact of such training programs on students’ proficiency in academic research cannot be assessed without thorough evaluation.Objectives: Herein, Kirkpatrick’s model was adopted to evaluate the efficiency of a workshop held for medical students on research methodology.Methods: This cross-sectional study collected data from 280 medical students participating in seven workshops. Herein, two levels from Kirkpatrick’s model were evaluated (reaction and learning). A 12-item questionnaire was filled out by participants immediately after the workshop to assess their reactions. Two questionnaires were used before and after the workshop to evaluate learning, each consisting of 25 items.Results: Concerning the first level of Kirkpatrick’s model, all students showed a generally high level of satisfaction in terms of the content, the lecturer, and the organization of the workshop. As for the learning scores, both basic and clinical students demonstrated significant (P<0.001) improvement within groups. However, there was no significant difference between the two groups (basic and clinical).Conclusion: The high level of satisfaction experienced by the participants and their significantly improved knowledge of research methodology, suggest that such workshops can indeed put medical students on the right track toward a productive academic and clinical career. So, the workshops should be considered a necessary component of education in medical sciences.
Saeid Heidari-Soureshjani; Parastoo Yarmohammadi-Samani; Abdollah Mohammadian-Hafshejani; Dariush Gholipour Mofrad-Dashtaki
Abstract
Background: Research anxiety and academic self-concept are among the factors that can be effective in improving the level of students’ capabilities in research in the field of medical education.Objectives: The present study was conducted to determine the relationship between research anxiety and ...
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Background: Research anxiety and academic self-concept are among the factors that can be effective in improving the level of students’ capabilities in research in the field of medical education.Objectives: The present study was conducted to determine the relationship between research anxiety and academic self-concept in master’s and doctoral students of Shahrekord University of Medical Sciences.Methods: This cross-sectional descriptive-analytical research was conducted on 102 graduate students of Shahrekord University of Medical Sciences in the master’s and doctoral degrees in 2019. Sampling was performed using a convenience method. The data collection tool included the Higgins Research Anxiety Inventory and the Academic Self-Concept Questionnaire (ASCQ). The data were analyzed by calculating the mean and standard deviation, the independent t-test, and the Pearson correlation coefficient in SPSS software.Results: In master’s students, research anxiety was inversely and significantly correlated with academic self-concept (r = -0.339, P = 0.002) and academic self-confidence (r = -0.425, P < 0.001). Also, academic self-concept was directly and significantly associated with academic self-confidence (r = 0.876, P < 0.001) and academic effort (r = 0.821, P < 0.001). In doctoral students, academic self-concept also showed a direct and significant association with academic self-confidence (r = 0.835, P < 0.001) and academic effort (r = -0.753, P < 0.001).Conclusion: Research anxiety was associated with academic self-concept in master’s students of Shahrekord University of Medical Sciences, but such a relationship was not found in doctoral students.
Elaheh Mianehsaz; Fakhrosadat Mirhosseini; Fatemeh Hajirezaei Kashan; Leila Saharkhan; Mohammad Javad Azadchehr; Mohsen Taghadosi; Fatemeh Ebrahimzadeh; Hakime Zamani-Badi
Abstract
Background: Having a mentor affects nursing students' academic achievement and motivation.Objectives: This study aimed to investigate the effects of the mentoring program delivered by talented and gifted postgraduate students on motivation, academic achievement, and research activities of undergraduate ...
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Background: Having a mentor affects nursing students' academic achievement and motivation.Objectives: This study aimed to investigate the effects of the mentoring program delivered by talented and gifted postgraduate students on motivation, academic achievement, and research activities of undergraduate nursing students of Kashan University of Medical Sciences in 2020.Methods: In this formal mentoring program designed as quasi-experimental pre-post-test design research, 29 out of 37 eligible undergraduate nursing students with a low-grade point average (GPA) enrolled voluntarily. After completing the Science Motivation Questionnaire (SMQ), 21 students with low or moderate motivation entered the study as part of either mentee (n=10) or the control group (n=11). Five talented master's degree students were selected as mentors, each joining with two mentees and leading them through specific programs during one semester. At the beginning and end of the semester, students' academic motivation, the number of research activities, and educational performance were evaluated and analyzed by covariance (ANCOVA) and paired t-tests.Results: The students in the mentee group had higher academic motivation than the control group (P = 0.05); 80% of mentees had more than one research activity, while the controls had no research activities (P<0.001), and there was no significant difference between the two groups in the Grade Point Average (GPA) (P=0.110).Conclusion: Talented students could play the role of mentors well, and applying a mentoring program enhanced undergraduate nursing students' academic motivation and research activities and prevented a decline in their GPAs.
Deborah Oyine Aluh; Maxwell Ogochukwu Adibe
Zahra Fattahi; Nematolah Mousapour; Aliakbar Haghdoost
Volume 2, Issue 2 , January 2006, , Pages 63-71
Abstract
Background: Faculty members are one of the major parts of universities whose performance has a key role in outcomes of educational systems With continuous evaluation of faculty members part of which done by students real performance of faculty members with all its shortcomings and positive points would ...
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Background: Faculty members are one of the major parts of universities whose performance has a key role in outcomes of educational systems With continuous evaluation of faculty members part of which done by students real performance of faculty members with all its shortcomings and positive points would be determined and consequently it helps improving the quality of educational activities Objective: To determine the process of alterations in the quality of educational performance in faculty members of Kerman University of Medical Sciences Method: This correlation study was done on all faculty members of Kerman University of Medical Sciences during 20012006 who had been evaluated 8 times through getting students opinion Data related to the quality of educational performance were gathered through the obtained scores in students evaluation and data related to research activities were gathered through research activity scores assigned for annual promotion of faculty members Results: According to the obtained results during the study period the average annual increase in educational performance was 006 that is statistically significant (p=00001) but alteration in research activities during the studied period was not significant There was no significant relation between educational performance and research activity and also demographic features of subjects such as academic rank educational degree and job experience while educational degree and academic rank showed significant relations with research activity score (p= 0001 p= 0003 respectively) Conclusion: The present study shows an improvement in educational performance during the recent years that is probably due to continuous evaluations Lack of significant relation between the quality of educational performance and research activity requires planning programs for bridging these two domains
