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.
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.
Rostam Yazdani; Elaheh Yazdan-Panah; Hajar Shafian; Habibeh Ahmadi-Pour
Abstract
Background and Objectives Self-assessment of clinical performance in a clinical setting is defined as the process of collecting internal and external data, interpreting the data on personal performance, and comparing them with a set of standards. The current study aimed at analyzing self-assessment of ...
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Background and Objectives Self-assessment of clinical performance in a clinical setting is defined as the process of collecting internal and external data, interpreting the data on personal performance, and comparing them with a set of standards. The current study aimed at analyzing self-assessment of clinical skills among medical interns at Kerman University of Medical Sciences, Kerman, Iran, and determining the relationship between practical skills and theoretical knowledge. Methods The current cross sectional, descriptive, analytical study was conducted in 2014 on a total of 141 interns from Kerman University of Medical Sciences selected via census sampling. Data were collected using a checklist including the main procedural skills of medical students and analyzed using the Mann-Whitney and the Kruskal-Wallis tests with SPSS. Results The majority of participants were female (n = 79; 56%). The mean score of males` clinical skills was higher than that of females, and the difference was statistically significant (P = 0.001). Analysis of the relationship between internship duration and clinical skill scores showed that the mean score of interns who had completed 6 months of their internship was higher than that of the ones who had not; the difference was statistically significant (P = 0.001). Conclusions Since the performance of future general practitioners highly depends on their learning and mastery of clinical skills, acquisition of these essential skills during internships is an important objective of medical students. Correct and complete training of clinical skills, especially during internships, is integrated into the medical curriculum, although its implementation requires careful planning and compliance with the medical standards.
Alireza Khodaei; Sasan Ganjei; Masoumeh Mansourian
Volume 13, Issue 2 , June 2016, , Pages 182-191
Abstract
Background & Objective: Pharmacology education for nursing students aims to teach them how to acquire the necessary skills in the field of patients pharmaceutical cares; the acquisition of these skills is one of the necessary qualifications in nursing profession This study aimed to determine the ...
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Background & Objective: Pharmacology education for nursing students aims to teach them how to acquire the necessary skills in the field of patients pharmaceutical cares; the acquisition of these skills is one of the necessary qualifications in nursing profession This study aimed to determine the factors affecting learning and development of clinical skills in pharmacology course from the viewpoint of nursing students Methods: In this descriptive study 200 nursing students of Tabriz University of Medical Sciences Iran selected through convenient sampling in 2014 were enrolled Data were gathered through a researchermade questionnaire consisted of six categories including instructors clinical competence instructors educational competence instructors interpersonal communication clinical learning environment curriculum planning and student factors The collected data were analyzed through descriptive and analytical statistics (MannWhitney and KruskalWallis tests) Results: Instructors clinical competence (232 ± 033) and clinical learning environment (213 ± 039) had the most and the least effects on learning and development of clinical skills in pharmacology course from the students viewpoints respectively Conclusion: Paying attention to and strengthening the instructors qualifications recruiting efficient teachers and creating appropriate clinical environment can have important role in learning medical care On the other hand considering the motivational factors affecting students success in acquiring knowledge and experience and their appreciation of the importance and necessity of proper medication and providing strategies to increase students clinical learning can facilitate and strengthen learning process of pharmaceutical care
Mahasti Alizadeh; Houman Yazdchi; Hossein Mazouchian
Volume 12, Issue 4 , January 2016, , Pages 654-662
Abstract
Background & Objective: Medical education is based on both practical skills and theoretical knowledge Clinical skills training is an essential component of medical education One of the best evaluation methods for educational systems is to determine learners opinions on the quality of teaching In ...
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Background & Objective: Medical education is based on both practical skills and theoretical knowledge Clinical skills training is an essential component of medical education One of the best evaluation methods for educational systems is to determine learners opinions on the quality of teaching In this study senior medical students views of practical education and clinical skills were studied Methods: This descriptive crosssectional study was conducted in Tabriz University of Medical Sciences Iran in 2012 on 122 senior medical interns in their 14th semester A questionnaire consisting of 18 items regarding clinical and communication skills and 35 items regarding practical measures was distributed among participants Descriptive statistical methods were used to analyze the acquired data Results: Among the participants 113% and 487% reported a very high rate and high rate of communication skills respectively Moreover 625% of students reported that they had received the necessary education on first aid skills and only 137% and 25% reported low and very low ability in this regard Conclusion: In terms of obtaining accurate and purposeful clinical history and data recording the students had received favorable training However other skills were reported to be at low and very low levels
Tabandeh Sadeghi; Maryam Shahabi
Volume 12, Supplement , July 2015, , Pages 228-236
Abstract
Background and Objective: Evaluation of students before entering the clinical field can be a reliable criterion for assessing the quality of students’ clinical skills. This study was performed with the aim of evaluating nursing students using objective structured clinical examination (OSCE) method ...
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Background and Objective: Evaluation of students before entering the clinical field can be a reliable criterion for assessing the quality of students’ clinical skills. This study was performed with the aim of evaluating nursing students using objective structured clinical examination (OSCE) method in order to assess students’ competence before entering the clinical environment.
Methods: In this cross-sectional study, the knowledge and practice of 39 nursing students were examined during 2 consecutive days before enter the clinical field in determined stations of the nursing skills laboratory of Rafsanjan University of Medical Sciences, Iran, using relevant checklists. Data were analyzed using SPSS software and descriptive and analytic statistics such as independent t-test and Spearman’s rank correlation coefficient.
Results: Of the 39 participants, 22 (56.4%) were female, 17 (43.6%) were male. The mean age of participants was 21.85 ± 0.96. The highest score was related to writing of drug form, kardex, and nursing report (94.8%), and ECG procedure (74.7%), respectively. The least score belonged to tracheostomy suction (12.8%), and catheterization and subcutaneous injection procedures (25.6%), respectively.
Conclusion: According to the findings and considering the weaknesses of students, effective steps can be taken toward the improvement of their performance.
Fariba Haghani; Maryam Ehsani; Soheila Jafari Mianaei
Volume 11, Issue 2 , August 2014, , Pages 272-279
Abstract
Background & Objective: Simulation is an educational technique which through providing whole or part of a clinical experience helps students to learn without being afraid of either their personal weaknesses or hurting the patient during interaction Manipulation of medical education is widely ...
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Background & Objective: Simulation is an educational technique which through providing whole or part of a clinical experience helps students to learn without being afraid of either their personal weaknesses or hurting the patient during interaction Manipulation of medical education is widely being spread all over the world and this can be due to various factors such as technological improvements ethical issues relating to practicing clinical skills crowdedness of clinical environments for educational purposes illness severity in most patients drop in the length of patients stay in the hospitals shortage of specialized staff in hospitals to facilitate educational process and so on Methods: The current study has reviewed existing books library references papers and essays available in different scientific databases using keywords of “simulation” “medical education” and “clinical skills” Results: Simulation offers several advantages including increase in patients safety reinforcement of interactive learning and studentcentered improvement in problemsolving abilities and critical thinking skills and selfpaced learning Despite all the abovementioned benefits the point is that due to the high costs of simulation equipment as well as improper cost management policies particularly in educational centers several studies should be run to analyze outcomes of manipulation of different simulators on students learning and then based on the efficiency of the simulators the proper ones be used for educational purposes in clinical environments
Zohreh Khazaee; Tahereh Khazaee; Maleknaz Ghannadkafi; Mohammad Zaher Ibrahimi
Volume 10, Issue 2 , August 2013, , Pages 225-231
Abstract
Background & Objective: Preidentification of practical educational objectives and provision of equal learning opportunities corresponding to the objectives for students are among the needs of the educational system that should be fulfilled using the clinical handbook (Logbook) The current research ...
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Background & Objective: Preidentification of practical educational objectives and provision of equal learning opportunities corresponding to the objectives for students are among the needs of the educational system that should be fulfilled using the clinical handbook (Logbook) The current research tried to assess the effect of using this handbook on the learning of the students of the department of obstetrics and gynecology Methods: This quasiexperimental study was carried out on 117 medical students composed of trainees and interns in the academic year 20102011 The students were randomly divided into an experimental group and a control group The experimental group participants were trained with the help of the logbook while the control groups training followed the normal established method The skills of the two groups were evaluated at the end of the term through direct observation based on a checklist Results: The average of the total scores of the trainees and the interns of the experimental group was significantly higher than that of the control group (P < 005) However with regard to a number of skills there was no difference between the scores of the trainees of the two groups Conclusion: The Logbook is efficient but not sufficient for teaching clinical skills and therefore there should be an appropriate ground for a more efficient usage of the book
Narges Bahri; Talat Khadivzadeh; Nasrin Bahri
Volume 6, Issue 2 , January 2010, , Pages 165-172
Abstract
Background & Objective : Evidences reveal that continuing education courses for employees have not really influenced the improvement of clinical skills and patient care This implies the need to alter educational methods of such courses Hence this study was conducted to assess the effect of ...
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Background & Objective : Evidences reveal that continuing education courses for employees have not really influenced the improvement of clinical skills and patient care This implies the need to alter educational methods of such courses Hence this study was conducted to assess the effect of integrated teaching on learning clinical skills among rural trained birth attendants participating in a continuing midwifery education course Methods : In this experimental study 63 participants of a continuing education course were randomly divided into two groups of integrated education and conventional one Data was collected using a questionnaire and Objective Structured Clinical Examination (OSCE) After pre test an 8 hour specific educational program for each group about midwifery emergencies was conducted for two days The participants skills were evaluated instantly and one month after the course by OSCE Results : The pretest mean score was not significantly different between two groups but the mean scores of integrated method were significantly higher than the conventional one regarding posttest (6009 versus 4823) and consistency test (5116 versus 4055)(P=00001 in both cases) The skill score difference between pretest and posttest and the same difference in consistency test in integrated teaching was significantly higher than the conventional method (P=00001 in both cases) Conclusion : Our findings suggest that consistency in learning and a higher level of skills was observed in the integrated method Hence it is proposed to apply such methods in continuing education workshops to teach clinical skills
