Ali Akbar Haghdoost; Mozhgan Emami; Reza Dehnavieh; Nader Momtazmanesh; Farangis Shoghi Shafagh Aria; Mohammad Hossien Mehrolhassani
Volume 11, Issue 4 , February 2015, , Pages 407-419
Abstract
Background & Objective: The main objective of medical education is the training of competent and qualified personnel to maintain and improve public health In this regard education development centers (EDC) for medical sciences have been established to provide and assess the quality of education Therefore ...
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Background & Objective: The main objective of medical education is the training of competent and qualified personnel to maintain and improve public health In this regard education development centers (EDC) for medical sciences have been established to provide and assess the quality of education Therefore due to the need for these centers this study aimed to examine their challenges and provide strategies to improve their performance Methods: An applied and qualitative study was carried out in 2013 The study population was 288 members of the managers and personnel of study centers and development offices of faculties educational deputies heads of universities and faculty members Data was collected during a 2day scheduled conference in the form of 5 key lectures 3 panels and 6 Focus Group Discussions Data analysis was performed using framework analysis Results: In the correct establishment of the centers 7 key challenges and 18 subchallenges were identified Within the framework of the educational governance and leadership components such as policy making monitoring evaluation and predisposing components of implementation like structure manpower and processes were identified The relationship between policy making evaluation and subcomponents is defined by two key factors of knowledge management and communications Conclusion: EDC centers have been challenged because of moving away from the original position of knowledge management and communications in the field of governance to ensure and improve the quality of education The 3 trends of integration of education and service delivery privatization of services and lack of clarity of interactions between public and private sector have exacerbated these challenges
Ashraf Adhami; Ali Akbar Haghdoost; Payam Khazaeli; Marhamat Afzali
Volume 9, Issue 1 , July 2012, , Pages 58-64
Abstract
Background & Objectives: In order to improve the quality of teaching attention to the students academic progress is important In the present study the internal consistency of students scores has been used as an index for the evaluation of the validity of course exams Methods: All scores of Pharmacy ...
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Background & Objectives: In order to improve the quality of teaching attention to the students academic progress is important In the present study the internal consistency of students scores has been used as an index for the evaluation of the validity of course exams Methods: All scores of Pharmacy students graduated in 2007 and 2008 were collected from the of Kerman University of Medical Sciences We computed the Pearson correlation coefficient (r) between course scores and grade point average (GPA) In addition coefficients between the mean score in subgroups of courses with GPA were computed Results : In most courses the correlation coefficient between the course score and GPA was in the range of 04 to 06 The lowest correlation coefficients belonged to sport course (004) and thesis (033) while the highest were for theoretical biochemistry (078) and practical chemistry (076) The correlation coefficient of male students scores was 049 and that of female students was 040 that shows significant difference (p < 001) In whole the scores of basic courses showed higher correlation compared to general and special courses The correlations in theoretical and practical courses were equal Conclusion: It seems that this convenient method for investigating the internal consistency of course scores can be used as an index for validity of corse scores Significant difference in correlation coefficients among different courses requires special attention to some courses for investigating the probable testing errors even though in most courses the coefficients were in the acceptable range
