Fatemeh Keshmiri
Abstract
Background: Interprofessional collaboration is defined as a key component of a successful team in healthcare system. Interprofessional collaboration facilitates healthcare team members to provide the effective and safe healthcare services.Objectives: This study aimed at investigating the relationship ...
Read More
Background: Interprofessional collaboration is defined as a key component of a successful team in healthcare system. Interprofessional collaboration facilitates healthcare team members to provide the effective and safe healthcare services.Objectives: This study aimed at investigating the relationship between self-efficacy and attitudes toward interprofessional communication and collaboration in learners of different disciplines.Methods: This cross-sectional study carried out in Shahid Sadoughi University of Medical Sciences in 2020. In the first phase, the psychometrics properties of the scales; attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication were evaluated. In the second phase, the survey were conducted among 178 residents, medical interns, and nursing students.Results: The validity and reliability of the instruments were confirmed. According to exploratory factor analysis, the items of the self-efficacy in interprofessional collaboration and communication scale were classified into four areas; effective communication with the patient, patient involvement, interprofessional teamwork, and interprofessional interaction. The Cronbach's alpha coefficient was 0.74 and 0.95, and interclass correlation coefficient was 0.76 and 0.90 for attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication scales, respectively. The mean scores of self-efficacies (2.10±0.41) and attitudes toward health care teams (2.17 ±0.43) were at a weak level, and a significant relationship was observed between them (P=0.001, r = 0.80).Conclusion: Regards the confirmation of validation of the tools, the validated instruments can be utilized for formative evaluation of learners in different fields in order to provide the necessary platform for the promotion of interprofessional collaboration behavior in clinical teams.
Maryam Alizadeh; Gholamreza Hassanzadeh
Volume 13, Issue 5 , January 2017, , Pages 460-467
Abstract
Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of ...
Read More
Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of students in teambased learning activates Methods: This descriptive study was conducted in 2016 at the School of Medicine Tehran University of Medical Sciences Iran The study population consisted of medical students who had experienced both teambased learning methods (with and without IFAT) Convenience sampling was performed based on the willingness of students to complete a researchermade valid and reliable questionnaire Data were analyzed using SPSS software Results: The IFAT is designed for use in multiresponse questions Based on predetermined patterns the answer was hidden under a surface which was scratched off by students after discussing the answer Of the 139 participants 555% stated that utilizing IFAT caused an increase in the time of discussion and 388% believed that it had small or very small effect on the participation of students who would not previously take part in the discussion In addition 842% noted that the use of this tool increased the accuracy of answers 85 (611%) believed that IFAT made team discussion more exciting Moreover 532% noted that it enhanced the depth of the discussion and 604% stated that discussions became more serious However the majority of students (503%) believed that it had little effect on the integration of knowledge of other subjects in answering questions The students views in the open question in addition to approving the quantitative results showed that students may wait for other teams to reveal the answer before using their form Conclusion: The students believed that the use of the IFAT has positive effects on participation in team work Although it may be a costly method due to its positive effects from the perspective of students the cost associated with buying or producing of the tool seems to be economical In order to prevent the creation of a competitive educational environment it is recommended that students be made effectively aware of the goals and rationales of using this tool Student orientations should be done in multiple time intervals and must be taken into consideration on other related circumstance such as professional code of conduct training
Zeinab Shabouni; Esmat Nouhi; Maryam Okhovati
Volume 13, Issue 1 , April 2016, , Pages 75-83
Abstract
Background & Objective: Teambased learning (TBL) is an effective method of interpersonal skills training which results in the higher satisfaction of students with learning Moreover cooperative learning results in attainment of problem solving skills resolving of learning issues and critical thinking ...
Read More
Background & Objective: Teambased learning (TBL) is an effective method of interpersonal skills training which results in the higher satisfaction of students with learning Moreover cooperative learning results in attainment of problem solving skills resolving of learning issues and critical thinking Therefore the present study was conducted with the aim of determining the effect of TBL of medical information systems course on academic achievement in postgraduate students of Kerman University of Medical Sciences Iran Methods: This quasiexperimental interventional study was conducted using pretest and posttest method during two semesters The study population consisted of graduate students of Kerman University of Medical Sciences The participants (30 subjects in the intervention group and 30 in the control group) were selected through census and purposive sampling The subjects were randomly allocated to the intervention and control groups The collected data were analyzed using SPSS software Results: All subjects were admitted to the postgraduate program in 2014 The mean age of participants was 29 ± 41 years in the range of 2346 Moreover 550% of the participants were women and 617% were single and living in the dormitory The mean critical thinking score before and after the intervention was 262 ± 2876 and 271 ± 249; the difference was statistically significant (P < 0013) A statistical significant difference was observed between the mean total score of students in the intervention and control groups (P = 0001) Conclusion: The results illustrate that TBL is more effective in the increasing of training skills communication techniques critical thinking and satisfaction among students in comparison to the lecture method These results illustrate the students tendency toward active and cooperative learning in comparison to traditional unilateral and passive teaching methods TBL is effective in promoting critical thinking and academic achievement among students in comparison with conventional methods