Strides in Development of Medical Education

Evaluating the effect of logbook as viewed by the juniors and seniors at Shiraz school of dentistry

Document Type : Original Article

Authors

Elham Mazareie 1
Shahla Momeni Danaei 2
Sahar Hosseininezhad 3
Mahsa Nili 3

1 Education and Development Center, Shiraz University of Medical Sciences, Shiraz, Iran

2 Orthodontist, Professor Education and Development Center, School of Dentistry, Education and Development Center, Shiraz University of Medical Sciences, Shiraz, Iran

3 Dentist, Education and Development Center, Shiraz university of medical sciences, Shiraz, Iran

Abstract
Background & Objective: Evaluation is a process that identifies and describes the effectiveness of all aspects of education The use of logbooks as an aid in education and assessment might provide the possibility for a more uniform training The aim of this study was to evaluate the effect of logbook on students perspective in each of the 10 departments of dental school Methods: In this crosssectional survey a questionnaire consisting of 16 standardized items each scored on a 5point Likert scale (0 to 4) was used From among the collected forms 50 completely filled questionnaires were entered into the study The validity of the questionnaire was approved by a group of 10 experts and its reliability was confirmed using Cronbachs α (094) Tukeys test and oneway ANOVA were used for data analysis Results: In all departments there was agreement between the students logbook scores and final grades In addition the ability to find learning weaknesses via logbooks had the lowest score whereas clear statement of learning objectives for each subject and requirement obtained the highest score Usefulness of written clinical procedures in logbooks had the highest score in the Departments of Endodontics Removable Prosthodontics Fixed Prosthodontics and Pediatrics Conclusion: The logbook is a practical and useful assessment tool for evaluating students and achieving learning objectives It clearly states the educational objectives and clarifies the minimum requirements for each department However there is a need for the mutual cooperation and commitment of both the students and educators which requires time and the better establishment of this method

Keywords

Education
Assessment
Logbook
  1. Dent J,  Harden  RM.  A  practical  guide  for  medical teachers  E-book.  4th  ed.  New  York:  Churchill Livingstone:  2013. 
  2. Jolly  B.  Clinical  logbooks:  recording  clinical experiences  may  not  be  enough.  Med  Educ. 1999;33(2):86-8.
  3. Denton  GD,  DeMott  C,  Pangaro  LN,  Hemmer PA.  Narrative  review:  use  of  student-generated logbooks  in  undergraduate  medical  education. Teach  Learn  Med.  2006;18(2):153-64.
  4. Lampe  CJ,  Coates  WC,  Gill  AM.  Emergency medicine  subinternship:  does  a  standard  clinical experience  improve  performance  outcomes?  Acad Emerg  Med.  2008;15(1):82-5.
  5. Najafipour S,  Amini  M.  Survey  of  teachers'  view points  of  Jahrom  Medical  School  towards teachers  evaluation  by  student.  Iran  J  Med  Educ. 2002;2(6):41-2.  [In  Persian]
  6. Ziaee  M,  Miri  M,  Haji-Abadi  M,  Azarkar  Gh, Eshbak  P.  Academic  staff  and  students' impressions  on  academic  evaluation  of  students  in Birjand  University  of  Medical  Sciences  and Health  Services.  J  Birjand  Univ  Med  Sci. 2007;13(4):9-15.  [In  Persian]
  7. Neary  M.  Curriculum  studies  in  post-compulsory and  adult  education.  2nd  ed.  Cheltenham,  UK: Nelson  Thornes  Ltd; 2003: 294.
  8. Jasper  MA,  Fulton  J.  Marking  criteria  for assessing  practice-based  portfolios  at  masters’ level.  Nurse  Educ  Today.  2005; 25(5): 377-89.
  9. Piercey  C.  Logbooks:  A  strategy  for  reflective practice  in  nursing.  In  Partners  in  Learning. Proceedings  of  the  12th  Annual  Teaching Learning  Forum;  2003  Feb  11-12;  Perth,  Edith Cowan  University.  2003.
  10. Mattern  WD,  Weinholtz  D,  Friedman  CP.  The attending  physician  as  teacher.  N  Engl  J  Med. 1983;  308(19):1129-32.
  11. Murray  E,  Alderman  P,  Coppola  W,  Grol  R, Bouhuijs  P,  van  der  Vleuten  C.  What  do  students actually  do  on  an  internal  medicine  clerkship?  A log  diary  study.  Med  Educ.  2001;35(12):1101-7.
  12. George  S,  Jorsh  M,  Johnson  J.  Logbook  for specialist  registrars  in  general  adult  psychiatry: development and peer evaluation. Psychiatrist.  2005;29(9):339-41. The
  13. Cornwall P,  Doubtfire  A.  The  use  of  the  Royal College  of  Psychiatrists'  trainee's  log  book  a cross-sectional  survey  of  trainees  and  trainers. The  Psychiatrist.  2001;25(6):234-6.
  14. Blake  K.  The  daily  grind–use  of  log  books  and portfolios for documenting  undergraduate activities.  Med  Educ.  2001;35(12):1097-8.
  15. Paice E,  Moss  F,  West  G,  Grant  J.  Association  of use  of  a  log  book  and  experience  as  a preregistration  house  officer:  interview  survey. BMJ.  1997;314(7075):213-5.
  16. Cole  A,  Scott J.  A  study  of  the  use  of  log  books  in the  training  of  psychiatrists.  The  Psychiatrist. 1991;15(4):214-6.
  17. Rees CE,  Sheard  CE.  The  reliability  of assessment  criteria  for  undergraduate  medical students'  communication  skills  portfolios:  The Nottingham experience. 2004;38(2):138-44. Med Educ.
  18. Dolmans  D,  Schmidt  A,  van  der  Beek  J,  Beintema M,  Gerver  WJ.  Does  a  student  log  provide  a means  to  better  structure  clinical  education?  Med Educ.  1999;33(2):89-94.
  19. Mohammadi  A,  Khaghanizadeh  M,  Ebadi  A, Amiri  F,  Raeisifar  A.  Log  book;  a  method  of evaluating  education  and  feedback  strategy  in nursing.  educational  strategies.  Educ  Strategies Med  Sci.  2010; 3(1):15-6.  [In  Persian]
  20. Watters  DA,  Green  AJ,  Van  Rij  A.  Requirements for trainee logbooks. ANZ  J  Surg. 2006;76(3):181-4.  2006;76(3):181-4.
  21. Mogaddasian  S  AA,  Kafi  N.  The  use  of  log  book as  a  model  in  evaluation  of  clinical  education  of fundamentals  of  nursing.  Proceeding  of  the National  Congress  of  Clinical  Education  in Nursing  and  Midwifery;  2006  May  12-17;  Iran, Tabriz.  2006.
  22. Azh  N.  Evaluation  of  midwifery  students  in  labor and  delivery  training:  comparing  two  methods  of logbook  and  checklist.  Iran  J  Med  Educ. 2006;6(2):123-8.  [In  Persian]
  23. Wimmers PF,  Schmidt  HG,  Splinter  TA. Influence  of  clerkship  experiences  on  clinical competence.  Med  Educ.  2006;40(5):450-8.
  24. Raghoebar-Krieger HM,  Sleijfer  D,  Bender  W, Stewart RE,  Popping  R.  The  reliability  of  logbook data  of  medical  students:  an  estimation  of interobserver agreement, sensitivity specificity.  Med  Educ.  2001;35(7):624-31. and 402
Strides in Development of Medical Education
Volume 13, Issue 4
2016
Pages 395-402

Home

Editorial Policy

Submit Manuscript

Guide for Authors

Peer Review Process

Guide for Reviewers

Publication Ethics Policy

Forms

Suggestion and Complain

FAQ

Contact Us