Manzumeh Shamsi Meimandi; Maryam Okhovati; Elham Sharifpoor; Amir Abbas Shafeezadeh; Shahriar Dabiri
Abstract
Background: Given that basic medical science lessons constitute the fundamental part of the professional doctorate course, and among the numerous factors influencing education quality, the teacher is considered one of the most crucial facets of education quality.Objectives: The present research was conducted ...
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Background: Given that basic medical science lessons constitute the fundamental part of the professional doctorate course, and among the numerous factors influencing education quality, the teacher is considered one of the most crucial facets of education quality.Objectives: The present research was conducted to determine the perspectives of medical graduates regarding teaching basic science lessons by professors with MSc-PhD degrees compared to professors with MD-PhD degrees.Methods: This descriptive-analytical and cross-sectional study was carried out on 200 general practitioners working on their plans in Kerman. Data were collected through a researcher-made questionnaire and finally analyzed using the paired t-test and its non-parametric equivalent (Wilcoxon test) by SPSS 22 software.Results: The mean score of graduates concerning teaching basic sciences by professors with MD-PhD degrees was significantly higher than that of professors with MSc-PhD degrees (P = 0.01); this score significantly increased with enhancing their work experience. In all basic science lessons, medical graduates mostly agreed to teach lessons by professors with MD-PhD degrees than professors with MSc-PhD degrees; however, the frequency of proponents of this issue was mostly different in histology (100%), physiology, anatomy, bacteriology (81%), and public health (99%) lessons, and the lowest disagreement was associated with biochemistry (53.5%) and parasitology (60%) lessons.Conclusion: To reinforce and promote the education and learning level of medical students in the country and the health system, professors teaching basic sciences should have the required information and education regarding clinical applications of education, such as professors with MD-PhD degrees, and pay more attention to the clinical aspects in their teaching. It is suggested to hold postdoctoral programs or in-service training, workshops, etc. to achieve this goal.
Seyed Mehran Hosseini
Volume 12, Issue 2 , August 2015, , Pages 419-425
Abstract
Background & Objective: Open book exams with free access to resources are effective for the better understanding of concepts and achieving higher levels of Blooms taxonomy This study investigated the correlation of average educational grading with open book exam score and with deep information ...
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Background & Objective: Open book exams with free access to resources are effective for the better understanding of concepts and achieving higher levels of Blooms taxonomy This study investigated the correlation of average educational grading with open book exam score and with deep information processing (DIP) The attitudes of medical students in basic sciences stage regarding open book exams were also reported Methods: In this descriptive study the subjects were 34 medical students in their third semester The students were informed of the date and duration of the quiz issues in question multiplechoice form of questions and the main book source for quiz 2 weeks in advance However students were not aware of it as an open book exam until it was performed After completing the test a survey and DIP were conducted for students anonymously Data were presented in the form of descriptive statistics The ttest and the correlation of educational grading with OBE and with DIP scores were performed using SPSS software Results: The mean age of students was 2485 ± 012 years Their average educational grading and the the quiz and the DIP scores were 154 ± 022 658 ± 033 and 745 ± 137 respectively There were no significant differences among genders in the above mentioned variables The Pearson coefficient of the average educational grading was not significantly for the quiz score (0272) and the DIP score (0258) Moreover 91% of students stated that understanding is an essential requirement for success in open book exams Only 3% of students stated that open book exams reduce the incentive to attend classes Conclusion: The average educational grading of medical students in basic sciences stage based on routine quiz scores is not an appropriate index of success in open book exams and gaining a deep understanding of topics The open book exam experience may be effective in increasing their awareness of their weaknesses in understanding concepts reasoning and drawing connection between lessons
Maryam Dehghan; Morteza Anvari; Mohamad Hosseini Sharifabad; Alireza Talebi; Hossein Nahangi; Abolghasem Abbasi; Sadegh Yadegari
Volume 8, Issue 1 , July 2011, , Pages 81-87
Abstract
Background & Objective: At present two teaching methods of traditional and integration are used for the theoretical instruction of anatomical sciences including anatomy histology and embryology It is thought that the integration teaching method can help Medical students especially in their clinical ...
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Background & Objective: At present two teaching methods of traditional and integration are used for the theoretical instruction of anatomical sciences including anatomy histology and embryology It is thought that the integration teaching method can help Medical students especially in their clinical course of study This study was designed to find the attitudes of Medical students of Yazd University of Medical Sciences toward this method in teaching anatomical sciences courses Methods: This study was done on Medical students who had been educated by the integration method Data collection was done by using a self administrated questionnaire in four domains of knowledge about the integration program of anatomical sciences courses facilities of the integration process order of course presentation and satisfaction of the integration plan Data were analyzed through SPSS software package Results : Most of the respondents had moderate familiarity with the integration method and asserted that this method had moderately facilitated their learning process in anatomical sciences courses According to most participants the rate of coordination between the organ system was moderate Students satisfaction of integration of embryology histology and anatomy courses was high In regard to the order of course presentation participants preferred histology embryology anatomy and physiology order Conclusion: Attitudes of Medical students toward horizontal integration method of basic sciences courses was moderate and based on the obtained results it seems that the best presentation order is respectively histology embryology anatomy and physiology
Kourosh Vahidshahi; Mitra Mahmoudi; Mansour Ranjbar; Leila Shahbaznezhad; Sara Ehteshami; sajad shafiei
Volume 8, Issue 1 , July 2011, , Pages 94-100
Abstract
Background & Objective: Nowadays early clinical experience (ECE) in Medical education has been developed with the aim of establishing efficient relationship between basic sciences courses and clinical education This study was done to evaluate the effect of early clinical experience on the attitudes ...
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Background & Objective: Nowadays early clinical experience (ECE) in Medical education has been developed with the aim of establishing efficient relationship between basic sciences courses and clinical education This study was done to evaluate the effect of early clinical experience on the attitudes of students in Sari School of Medicine toward basic sciences courses Methods: This interventional study (before and after) was done on all Sari Medical students in the 4th semester of basic sciences program An ECE program in 8 sessions was designed and developed during the 4th academic semester Attitudes of the students toward clinical importance of basic sciences courses were asked before and after the program by a valid and reliable questionnaire Data were analyzed using Wilcoxon Chisquare and McNemar tests and through SPSS 13 software package Results: From 47 students 42 ones were participated in the study (response rate= 89%) of whom 25 ones were female (60%) Early clinical experience could only affect the attitude of students in neuroanatomy course (P
