Sahar Karami; Leila Sadati; Zahra Nouri Khanegha; Mitra Rahimzadeh
Abstract
Background: In modern medical education, the emphasis on student-centered learning and task-based learning has made the role of a learning environment more highlighted. In curriculum development, aligning educational objectives, teaching methods, and assessment methods with the educational environment ...
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Background: In modern medical education, the emphasis on student-centered learning and task-based learning has made the role of a learning environment more highlighted. In curriculum development, aligning educational objectives, teaching methods, and assessment methods with the educational environment is emphasized. In the process of evaluating curriculum components, along with the assessment of the other parts, assessing the educational environment through a valid and reliable tool is essential.Objectives: The purpose of this study was to develop a psychometric and localized version of the Surgical Theatre Educational Environment Measure (STEEM) tool for surgical technologists in Iran.Methods: The present study was a descriptive and analytical study that was conducted cross-sectionally in 2021. After obtaining permission from the developer of the standard questionnaire, following the principles of localization, the stages of translation and re-translation of the STEEM tool were done. The validity of its face and content was then assessed. In order to determine construct validity, the questionnaire was distributed among 201 surgical technology students. The construct validity of the instrument and its reliability was investigated using exploratory factor analysis, and Cronbach's alpha and intra-cluster correlation coefficient, respectively. Data were analyzed using SPSS 19.Results: The study of face, content, and construct validity resulted in providing a STEEM questionnaire with 5 subscales and 30 questions covering 55.6% of the total variance. The reliability of the whole questionnaire (Cronbach's alpha) was 0.845.Conclusion: Based on the findings of this study, the Iranian version of STEEM, entitled Iranian Measure of Operating Theatre Educational Climate (IMOTEC) has appropriate validity and reliability, and can effectively measure operating theatre educational climate from the perspective of undergraduate surgical technology students.
Masoumeh Rahimi; Majid Shirani
Abstract
Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective ...
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Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results The data obtained from the literature review were categorized into three sections: “General structure of training in the operating room”, “strategies and methods to strengthen teaching and learning in the operating room”, and “structured training models in the operating room”. Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.
Reza Mahdavi; Shanaz Pooladi; Masoud Bahreini; Niloufar Motamed; Fatemeh Hajinezhad
Abstract
Background: Clinical education is a major component of nursing programs, and nurses’ failure to acquire the necessary clinical skills during their studies compromises the provision of high - quality nursing services in their occupational future. The present study was conducted to design and determine ...
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Background: Clinical education is a major component of nursing programs, and nurses’ failure to acquire the necessary clinical skills during their studies compromises the provision of high - quality nursing services in their occupational future. The present study was conducted to design and determine the psychometric properties of the clinical skills questionnaire for operating room nursing students.Methods: The present methodological research designed and determined the psychometric properties of the questionnaire in four steps, including defining the concept of clinical skill in nursing students using a book and literature review, designing the questionnaire’s items using the available resources in Iran and other countries, assessing face and content validity of the questionnaire by 10 university students and experts, and examining the internal consistency of the questionnaire using Cronbach’s alpha.Results: The final version of the clinical skills questionnaire, which included 38 items, generated four subscales, including responsibilities of scrub nurse, responsibilities of circulating nurse, recovery room care of patients, and sterilization and infection control. In terms of psychometric properties, we observed a content validity ratio of 0.90, a content validity index of 0.95, and internal consistency showing a Cronbach’s alpha of 0.86.The findings confirmed the validity and reliability of the clinical skills questionnaire for operating room nursing students.Conclusions: The 38 - item questionnaire has appropriate psychometric properties and can be used in Iran’s educational and health systems by educational caregivers. Other validity indices, including construct validity, are recommended to be measured to determine the validity of the questionnaire subscales.
Somaeih Mousavi; Sakineh Sabzevari; Hossein Safizadeh
Volume 12, Supplement , July 2015, , Pages 237-248
Abstract
Background & Objective: The use of an integrated and approved method in clinical evaluation is of great importance. The aim of this research was the comparison of the 360- degree and common evaluation methods in clinical skills evaluation of undergraduate surgical technology students in Kerman University ...
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Background & Objective: The use of an integrated and approved method in clinical evaluation is of great importance. The aim of this research was the comparison of the 360- degree and common evaluation methods in clinical skills evaluation of undergraduate surgical technology students in Kerman University of Medical Sciences, Iran, during the operating room technical training course.
Methods: This single group interventional study was performed on 4th semester students in surgical technology at Kerman University of Medical Sciences in the operating room of Shahid Bahonar Hospital of Kerman. The data collection tool consisted of a questionnaire which was completed by 24 students and 2 lecturers.. Data were analyzed using SPSS software and paired and independent t-tests.
Results: Findings showed that mean age of students was 21.20 ± 0.56 years and most of them were females. Mean and standard deviation of total score of the common and 360-degree evaluation methods were 17.66 ± 0.86 and 17.88 ± 0.88, respectively. There was no significant differences between the mean scores of these methods (P = 0.001). Students had relative satisfaction with the 360-degree evaluation method (score = 6.12 ± 64.77) and relative dissatisfaction with the common evaluation method (score = 38.11 ± 08.49). There was a significant difference between students satisfaction with these two methods (P < 0.001). Lecturers had relative dissatisfaction with the common evaluation method (score = 47.51 ± 6.64) and complete satisfaction with the 360-degree evaluation method (score = 85.98 ± 9.84).
Conclusion: The students’ 360-degree evaluation score was similar to that obtained through their evaluation by lecturers. Considering students’ relative satisfaction and lecturers’ total satisfaction with the 360-degree method, in comparison to their relative dissatisfaction with the common method, it seems that using this method can be effective in the modification of their dissatisfaction with the current clinical evaluation method.
