Editorial
Habibeh Ahmadipour
Review
Fatemeh Zeynab Kiani; Ali Ahmadi
Abstract
Context Communication, as an essential human skill, is one of the most influential factors in the performance of healthcare workers. In fact, the establishment of effective communication with the recipients of healthcare services and patients can increase their satisfaction and quality of life. Due to ...
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Context Communication, as an essential human skill, is one of the most influential factors in the performance of healthcare workers. In fact, the establishment of effective communication with the recipients of healthcare services and patients can increase their satisfaction and quality of life. Due to the paucity of comprehensive research in this area, the present study aimed to investigate the barriers and facilitating factors concerning communication among healthcare workers. Evidence Acquisition This systematic review was conducted by searching PubMed, Scopus, Web of Science, MagIran, Iranmedex, Google Scholar, and SID databases, using the following keywords: “communication”, “communication barrier”, “communication facilitator”, “health system”, “nurse”, “physician”, “faculty member”, “teacher”, “student”, “health manager”, and “patient”. All searches were conducted within a 10-year period from 2008 to 2018. Results According to our literature review, 44 articles (38 quantitative and 6 qualitative) met the inclusion criteria. In these studies, “pleasant greetings” and “tidy appearance” were the most important factors facilitating the patient-physician relationship, “teacher’s modesty”, “patience”, and “respect for students” were the main factors facilitating the teacher-student relationship, and finally, “responsibility”, “empathy”, and “companionship” were identified as the most significant factors in the patient-health care worker relationship. On the other hand, the most important barriers to communication in the clinical setting were “poor introduction of the healthcare provider to patients”, “high workload and fatigue”, and “lack of training on the principles of communication skills and environmental factors”. Conclusions Based on the findings, identifying the facilitating factors and barriers to communication is the most important step in the management of health services. Communication skills training can have a beneficial effect on the health education programs for the healthcare staff. In addition, it can improve the efficacy of health services.
Review
Fatemeh Bahramnezhad; Bahareh Shahbazi; Parvaneh Asgari; Fatemeh Keshmiri
Abstract
Context Evaluation of different education systems or approaches can help improve educational quality. To implement a program successfully, it is essential to examine the curricula of leading countries from different aspects. The present study aimed at comparing the bachelor of science in nursing (BSN) ...
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Context Evaluation of different education systems or approaches can help improve educational quality. To implement a program successfully, it is essential to examine the curricula of leading countries from different aspects. The present study aimed at comparing the bachelor of science in nursing (BSN) programs at nursing schools of McMaster in Canada, Hacettepe of Turkey, and Tehran (Iran). Evidence Acquisition The current descriptive-comparative study was performed in 2016 using the Brody method; the BSN programs were compared among Nursing School of Tehran University of Medical Sciences in Iran, Faculty of Nursing at Hacettepe University of Turkey, and McMaster School of Nursing in Canada. Results In the BSN program curricula of Tehran and Hacettepe universities, no correlation was found between contents and educational goals (theoretical and clinical), while a significant conformity was found between the theoretical and clinical goals of courses offered in the BSN curriculum of McMaster University. The ability to transfer leadership, management, communication, critical thinking, and clinical decision-making skills were formally ignored in the BSN curriculum of University of Tehran, while the mentors act just as a role model. There were programs and workshops for practicing critical thinking in Hecettepe University, while the evidence-based nursing and research in nursing were stressed in educational goals; the points disregarded in the curriculum of the BSN program of the University of Tehran. Conclusions It seems that the School of Nursing and Midwifery of Tehran University of Medical Sciences should reconsider educational goals and content and pay more attention to issues such as problem solving, critical thinking, clinical judgment, and efficient leadership skills, as well as creativity and innovation.
Review
Amin Beigzadeh; Nikoo Yamani; Kambiz Bahaadinbeigy; Peyman Adibi
Abstract
Context In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was ...
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Context In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was to identify the challenges and problems of clinical medical education in Iran. Evidence Acquisition This systematic review was performed to determine the challenges and problems of clinical medical education in Iran in 2017. In order to retrieve articles, the following keywords: Clinical education, bedside teaching, clinical teaching, teaching round, ward round, ward round teaching, bedside round, teaching round, medical education, clinical round, ambulatory education, clinic education, grand round, and education in emergency were searched in reliable Persian and English databases. Then, the articles related to the research objective were carefully reviewed and key information was extracted. Data were analyzed using MAXQDA software version 10. Conclusions The problems of clinical education are in different areas. Identifying these areas and planning for them can improve clinical education status, achieve educational goals, and provide medical students with a more effective education.
Original Article
Mohammad Mahdi Hayatbakhsh Abbasi; Ali Hosseininasab; Tahereh Alinaghi; Fatemeh Karami Robati
Abstract
Background Dissertations or theses are valuable sources of information, which play an important role in scientific development because of their specific nature and characteristics. Objectives The aim of this study was to investigate the status of medical students and residents' dissertations in terms ...
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Background Dissertations or theses are valuable sources of information, which play an important role in scientific development because of their specific nature and characteristics. Objectives The aim of this study was to investigate the status of medical students and residents' dissertations in terms of contribution to scientific development in Kerman University of Medical Sciences. Methods This cross-sectional, analytical study examined the status of medical students and residents' dissertations, submitted to the Medical Faculty of Kerman University of Medical Sciences during 2012 - 2015. First, the research deputy of Kerman University of Medical Sciences provided the dissertation information. Then, the information was analyzed in terms of study design, study type, extraction of Persian and English articles, publication in domestic and international journals, and indexing in reputable scientific databases in two groups of medical students and residents' dissertations. SPSS was used for all statistical analyses. Results In total, 643 dissertations were studied, including 342 (53%) residents and 301 (47%) medical students' thesis. Overall, 267 (41.5%) dissertations were published as articles in domestic and international journals. The findings showed that 13.4% of articles were indexed in the Scopus database. The mean scores of medical students and residents' dissertations were 19.22 ± 0.70 and 19.15 ± 0.85, respectively. Conclusions Despite the large number of medical students and residents' dissertations submitted to Kerman University of Medical Sciences, a limited number of dissertations were published as scientific and research papers, and the number of articles indexed in international journals was insignificant. Thesis writing is generally a unique opportunity for students to learn research skills and methods. In addition, publication of thesis findings in domestic and international databases can lead to scientific development.
Original Article
Azim Mirzazadeh; Amirhosein Jahanshir; Sepand Riazi
Abstract
Background and Objectives The development of a course plan is an essential activity before presenting each course, which enables effective education by mapping the road ahead. For this reason, the study of the status of course plans at universities is of particular importance, such that access to the ...
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Background and Objectives The development of a course plan is an essential activity before presenting each course, which enables effective education by mapping the road ahead. For this reason, the study of the status of course plans at universities is of particular importance, such that access to the documentations in this regard can lead to the discovery of the uncertainties of the status quo. Methods This was a survey study performed in two stages. In the first stage, data about the current status of course plans was collected through a researcher-made questionnaire. Then, quantitative data were analyzed using descriptive statistics in SPSS software. Secondly, the content of the course plans was examined. The data was collected using a researcher-made checklist based on review of the related texts. Results In total, 99 (92.52%) of the 107 academic departments completed the questionnaire. Of the 6926 responded units, 2251 units (32.5%) had a course plan. Of the 173 disciplines, 15 (8.7%) had provided a course plan on the faculty website. Of the 99 departments, 39 (39.4%) had a defined plan for course design and 34 (34.3%) departments had a monitoring committee. Qualitative analysis of course plans showed that 45.3% had an acceptable status, 6.2% were somewhat acceptable, 10.4% were incomplete and 38.1% were unacceptable. The general characteristics of the course (96.1%), the general description of the course (45.6%), the general objectives (87.0%), the specific goals (63.2%), and the introduction of resources (45.9%) had a “complete” and “fairly complete” status respectively and had the highest scores in course design. Also, students’ role and tasks components-role dimensions (66.4%), student’s assessment at the end of the course- summative evaluation (56.0%) and course timetable (51.8%) respectively, had the “incomplete” and “non-observance” status more than other components, and did not have a proper situation in course design. Conclusions The results of this study lead to the recognition of the current status of course plan in Tehran University of Medical Sciences and can be considered in future decisions.
Original Article
Niloofar Shadman; Maryam Raoof; Sara Amanpour; Mahsa Mahdian; Jahangir Haghani; Molouk Torabi Parizi
Abstract
Background Dental students are exposed to various stressors that are related to treatment procedures, training, and administrative challenges in the college. Objectives The aim of this study was to assess the stress, anxiety, and depression levels of dental students and their relationships with demographic ...
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Background Dental students are exposed to various stressors that are related to treatment procedures, training, and administrative challenges in the college. Objectives The aim of this study was to assess the stress, anxiety, and depression levels of dental students and their relationships with demographic factors. Methods This was a descriptive-analytical cross-sectional study on 297 dental students enrolled at the Kerman University of Medical Science in 2015 - 2016. The stress, anxiety, and depression levels were measured using the depression anxiety stress scale-21 (DASS-21). Data on demographic characteristics were also obtained. The statistical analysis was carried out by SPSS (version 11.0) using the chi-squared test. P < 0.05 was set as the level of significance. Results The mean age of the participants was 23.80 ± 1.2 years; 58.9% were female, 88.9% were married, and 33.7% were dormitory students. Free education was provided for 64% of the students while the others were charged a tuition fee. The prevalence rates of moderate to extremely severe levels of stress, anxiety, and depression were 39.7%, 39.4%, and 35.7%, respectively. Stress, anxiety, and depression were not significantly associated with the year of academic study, gender, marital status, and place of residence (P > 0.05). The students with higher scores in the entrance exam who were free of charge presented significantly higher levels of severe-to-extremely severe stress and depression (P = 0.003 and P = 0.033, respectively) than students who were charged tuition fees. Conclusions Based on the findings of the present study, the high prevalence of depression, anxiety, and stress among dental students in Kerman is alarming. This emphasizes the need for interventions, with the development of appropriate support services for this group. However, further studies should be conducted to find major sources of depression, anxiety, and stress.
Original Article
Mansooreh Tajvidi; Soheila Moghimi Hanjani
Abstract
Background The lack of clinical competence in nurses leads to problems in providing nursing services. Studies indicate that nurses lacking the required skills can endanger the public health in medical centers. Critical thinking is a factor that can affect nurses' clinical competence. Objectives The current ...
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Background The lack of clinical competence in nurses leads to problems in providing nursing services. Studies indicate that nurses lacking the required skills can endanger the public health in medical centers. Critical thinking is a factor that can affect nurses' clinical competence. Objectives The current study aimed at investigating the relationship between critical thinking and clinical competence in nurses. Methods The current descriptive-analytical and cross sectional study was conducted on 120 nurses selected by random sampling method. Data collection tools included the California Critical Thinking Disposition Inventory (CCTDI), as well as clinical competence and demographic information questionnaires. Data were analyzed with SPSS using Pearson correlation coefficient, linear regression, and -test. Results Pearson correlation test showed a positive correlation between the total scores of critical thinking and clinical competence. Based on the results of the linear regression analysis, the tendency toward critical thinking could predict 28.4% of the clinical competence. The nurses mean CCTDI scores were at the positive level and their mean clinical competence scores were at the average level. Conclusions According to the obtained results, nursing authorities can organize practical workshops on the development of critical thinking of clinical nurses as one of the most important and operational strategies to improve nursing clinical competence and, ultimately, move towards optimal care.
Original Article
Ali Akbar Haghdoost; Reza Goudarzi; Maryam Ramezanian; Amir Javadi; Ali Darvishi; Ali Hosseinzadeh; Masoud Abolhallaje; Masoumeh Rahimi
Abstract
Background Because of resources deficiency, a well-funded budget system is very important for achieving organizational goals. Hence, providing a specific pattern for performance analysis is important to allocate funds to medical universities Objectives In this study, econometric method and linear regression ...
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Background Because of resources deficiency, a well-funded budget system is very important for achieving organizational goals. Hence, providing a specific pattern for performance analysis is important to allocate funds to medical universities Objectives In this study, econometric method and linear regression estimation were used to investigate the economic behaviour of the budget allocation process. Methods Data used in the present study were panel data from medical universities obtained during an eight-year period. The explanatory variables in this model included the numbers of faculty members and students. Also, separate linear regression was estimated as a dependent variable for the levels of expenditure budget and total budget. Results Our findings showed that if budgeting is done solely based on faculty members, allocation of public budget for each faculty member is 113.7 million Tomans, and if it is performed based on students, the allocated budgets are 9.8, 2.2, and 25.9 million Tomans for each undergraduate, professional doctorate (medicine, pharmacy, and dentistry) and postgraduate student, respectively. Conclusions In general, budget allocation for university education sector had a strong relationship with faculty members and students. However, the place of budget consumption and performance quality indicators still remain unclear. The results of this study can be applied for quantitative modelling to predict and allocate budget to medical universities.
Original Article
Zahra Babadi Akashe; BiBi Eshrat Zamani; Ali Kheradmand
Abstract
Background E-book is one of the forms of network publishing that has attracted extensive attention. Objectives The purpose of this study was to investigate the factors affecting the acceptance of e-books among students of less-privileged areas such as Shahrekord. Methods In this descriptive, analytical ...
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Background E-book is one of the forms of network publishing that has attracted extensive attention. Objectives The purpose of this study was to investigate the factors affecting the acceptance of e-books among students of less-privileged areas such as Shahrekord. Methods In this descriptive, analytical study, 371 students of Shahrekord University were selected through simple random sampling. The research instrument was a researcher-made questionnaire consisting of 48 questions that was designed with the help of research literature related to the technology acceptance model and interviews with five educational technology experts. Data were analyzed using ANOVA, Independent t-test, multiple regression and Pearson correlation tests. Results Cultural factors had a significant impact on users’ attitudes and their use of e-books. A significant relationship was observed between the components of usefulness, ease of use, perceived enjoyment, cultural influences and attitude with the acceptance of e-books (P < 0.001). Also, the best predictors of acceptance and use of e-books were the components of perceived enjoyment, barriers, cultural influences, and attitudes. Conclusions The results regarding the identification of the factors affecting the acceptance of e-books can be used in virtual, non-formal and distance learning centers to design primary and supplementary educational resources. Design engineers and e-book providers can also use the findings of the current research to improve and promote electronic products.
Original Article
Omolbanin Rahdar; Azizollah Arbabisarjou; Somayeh Shahroudi
Abstract
Background Paying attention to students’ academic burnout and identifying the factors affecting it is one of the concerns of higher education authorities. Objectives The purpose of this study was to investigate the effect of quality of educational services and happiness on students’ academic ...
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Background Paying attention to students’ academic burnout and identifying the factors affecting it is one of the concerns of higher education authorities. Objectives The purpose of this study was to investigate the effect of quality of educational services and happiness on students’ academic burnout. Methods In this descriptive-analytical study, 477 students of Zahedan University of Medical Sciences participated in the academic year 2017 - 2018. The sampling method was stratified. Data were collected using the SERVQUAL Questionnaire, Isfahan-Fordyce Happiness Inventory (IFHI) and Breso Burnout Questionnaire. Then, they were analyzed by Pearson’s correlation coefficient, independent -test, One-way ANOVA and Multiple linear regression using SPSS. P value less than 0.05 was considered significant. Results According to Pearson correlation coefficient, there was a significant relationship between students' happiness and academic burnout (P < 0.001), but there was no significant relationship between the quality of educational services and academic burnout (P = 0.060). The level of academic burnout was higher in male students than in female students (P = 0.003). Multiple linear regression analysis showed that only the students’ happiness variable significantly predicted variations in academic burnout (P = 0.001). Conclusions In order to reduce students’ academic burnout, effective factors such as happiness should be considered by the respective authorities and educational packages should be used to promote happiness and increase the quality of educational services.
Original Article
Behrooz Pouragha; Zohreh Ghazivakili; Roohangiz Norouzinia; Nafiseh Pakravan
Abstract
Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient ...
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Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 - 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.
Original Article
Zahra Zeinaddiny Meymand; Parvaneh Sharifi
Abstract
Background Higher education researchers always need to analyze the factors that influence the faculty members’ participation in curriculum development. Objectives The purpose of this study was to investigate the role of faculty members’ job motivation in their participation in academic curriculum ...
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Background Higher education researchers always need to analyze the factors that influence the faculty members’ participation in curriculum development. Objectives The purpose of this study was to investigate the role of faculty members’ job motivation in their participation in academic curriculum development. Methods This was a cross-sectional descriptive-analytical study. The statistical population of the study consisted of all faculty members of Islamic Azad University, Kerman branch (213 faculty members), of whom 137 subjects were selected by simple random sampling. Data were collected using Hackman and Oldham job motivation scale and academic planning questionnaire by Zeinaddiny-Meymand. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation coefficient and regression analysis using SPSS software. Results Job motivation and its components played an important role in the role of faculty members for curriculum development as “active planning”. Task significance (r = 0.520) followed by skill variety (r = 0.490), task identity (r = 0.330), job feedback (r = 0.280), and autonomy (r = 0.164) were effective, respectively. Conclusions Considering the importance of faculty members’ job motivation for their active role in curriculum development, it is necessary to provide a good motivational system in higher education and universities to promote their attitudes toward understanding the significance and identity of their jobs. In addition to that, a suitable motivational system is essential to promote and diversify multiple specialized professional skills and to provide appropriate job feedback as well as securing the autonomy of faculty members.
Original Article
Leila Vali; Yunes Jahani; Parinaz Khalili; Morteza Sahebi
Abstract
Background Many factors involve in the process of education i.e., the teacher, curriculum, and learning environment. The educational climate has an exact and tangible relationship with the expectations and perceptions of students, especially students of medical sciences universities, and particularly, ...
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Background Many factors involve in the process of education i.e., the teacher, curriculum, and learning environment. The educational climate has an exact and tangible relationship with the expectations and perceptions of students, especially students of medical sciences universities, and particularly, the graduate ones. Objectives The current study aimed at investigating the relationship between learning environment and expectations of graduate students at Kerman University of Medical Sciences, Kerman, Iran. Methods The present cross sectional study was conducted on 193 graduate students from April to July 2017. The subjects were selected by stratified random sampling and weighting methods from each faculty. Data were collected through Dundee ready education environment measure (DREEM) and SERVQUAL instruments. Data were analyzed using multiple linear regression and Pearson correlation coefficient in SPSS. P < 0.05 was considered as the level of significance. Results Among the subjects, 62.2% were male and 52.0% single; however, 76.2% were masters’ students and 23.8% PhD candidates. From the students’ point of view, the educational climate had a better status among the learning environment dimensions. In terms of students’ expectations and perceptions of the learning environment, the tangibles and the client consideration dimensions got the highest mean scores as 42.8 and 88.8, respectively. There was a significant relationship between marital status and learning environment (P = 0.04). There was also a significant relationship between students’ perception of educational services and their semester number (P = 0.04). Conclusions It is better to use student-centered viewpoints in educational planning. Students’ satisfaction can be improves by providing appropriate learning spaces and optimizing the existing ones. Adjusting students’ expectations by familiarizing them with the line and staff constraints in higher education can play a significant role in enhancing the quality of educational services.
Original Article
Farangis Shoghi Shafagh Aria; Parvin Samadi; Shahram Yazdani
Abstract
Background The development of professionalism is one of the fundamental goals of educational systems, especially in medical sciences. Medical students, in addition to acquiring clinical knowledge and skills, should somehow benefit from moral values and professionalism in order to practice in a professional ...
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Background The development of professionalism is one of the fundamental goals of educational systems, especially in medical sciences. Medical students, in addition to acquiring clinical knowledge and skills, should somehow benefit from moral values and professionalism in order to practice in a professional manner. The development of professional ethics is heavily influenced by the hidden curriculum affected by changes in the educational system. The health reform plan is launched in Iran in recent years. Objectives The current study aimed at qualitatively explaining the effects of changes to the educational system on the development of the professionalism in medical residents. Methods The current qualitative study was performed by the content analysis method. A total of 26 interviews were conducted with 12 prominent professors of medical education, 13 third-year internal medicine residents, as well as a focus group including 10 residents. The purposive sampling method with maximum diversity was used in the current study and continued until data saturation. Data were analyzed using the content analysis method. The Lincoln and Guba criteria were used to increase the credibility of the findings. Results The most important finding of the current study was the challenge of developing professionalism due to environmental changes. The main theme included the challenges of professionalism development in the existing educational system, changes related to the sociocultural environment of the community, changes related to health reform plan, and the shift from training to health services and promtion of faculty member. Conclusions Changes and interventions in the health care services sector, such as the health reform plan, greatly affect the development of professionalism in medical residents. The plans that affect the health system, a special attention should be paid to the education section and the educational documents should be prepared initially and implemented simultaneously.
Original Article
Fatemeh Mohtasham; Yunes Jahani; Abbas Behrampour; Fariba Sharififar; Abbas Aghaei Afshar
Abstract
Background Evaluation of students’ scores helps us indirectly examine the status of education system in university departments. Objectives In this study, in order to assess the education system, consistency between the students’ scores was evaluated by measuring the Bayesian intraclass correlation ...
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Background Evaluation of students’ scores helps us indirectly examine the status of education system in university departments. Objectives In this study, in order to assess the education system, consistency between the students’ scores was evaluated by measuring the Bayesian intraclass correlation coefficient (ICC) in postgraduate students of School of Public Health, Kerman University of Medical Sciences during 2013 - 2015. Methods This cross sectional study was conducted on all postgraduate students of the School of Public Health of Kerman University of Medical Sciences during 2013 - 2015. The students’ scores were collected from the Office of Postgraduate Studies. First, the Bayesian ICC of students’ scores was calculated for all fields. Next, cluster analysis was performed on Master’s fields of study, and the Bayesian ICC was recalculated for each cluster. Data were analyzed using R 3.3.2 and OpenBUGS 3.2.3. Results Out of 117 postgraduate students, 102 (87.2%) were MSc students, and 15 (12.8%) were PhD students. The highest ICC was attributed to health education (ICC = 0.345) and the lowest to environmental health engineering (ICC = 0.023). Clustering was effective in most fields, and ICC of the clusters increased. Conclusions According to the results, consistency between the students’ scores was low in the majority of fields; therefore, it is necessary to modify and improve teaching and evaluation methods.
Original Article
Mohammad Mehdi Parhizgar; Amir Fazel; Azin Harandi
Abstract
Background Electronic learning (e-learning), as a tool for the acquisition of knowledge, is rapidly expanding and evolving, but in order to employ such a project, identify its strengths and weaknesses, and make the right decision, organizations and institutions should carefully analyze the degree of ...
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Background Electronic learning (e-learning), as a tool for the acquisition of knowledge, is rapidly expanding and evolving, but in order to employ such a project, identify its strengths and weaknesses, and make the right decision, organizations and institutions should carefully analyze the degree of their readiness. Objectives Therefore, the present study aimed at evaluating the readiness of Kerman University of Medical Sciences for e-learning implementation from the viewpoint of faculty members and ranking the identified factors. Methods The present survey was conducted on 402 faculty members at Kerman University of Medical Sciences as the statistical population; however, a total of 196 subjects were selected using Morgan table and stratified random sampling. Data were collected by a questionnaire measuring the readiness of university based on four factors. The viewpoint of eight experts as well as fuzzy preference ranking organization method for enrichment evaluation (PROMETHEE) was used to rank the factors. Results All the studied factors, except human resources, had good status and overall readiness of Kerman University of Medical Sciences was at a good level. In addition, ranking of the factors revealed that human resources were the most important factor to assess readiness for e-learning implementation at Kerman University of Medical Sciences. Conclusions According to the viewpoint of faculty members, Kerman University of Medical Sciences is ready for e-learning implementation and no significant difference was found between the academic rank and academic department of faculty members and their attitudes toward e-learning.
Original Article
Ali Akbar Rohani; Reyhaneh Ebrahimi; Habibeh Ahmadipour
Abstract
Background The patient-centered approach improves the quality of health care. Promoting this approach will increase the patients’ satisfaction and improve interpersonal skills among health care providers. Objectives The aim of the current study was to compare the viewpoints of interns toward the ...
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Background The patient-centered approach improves the quality of health care. Promoting this approach will increase the patients’ satisfaction and improve interpersonal skills among health care providers. Objectives The aim of the current study was to compare the viewpoints of interns toward the patient-centered approach in the beginning and the end of the internship at the Kerman University of Medical Sciences (KUMS). Methods This longitudinal study was carried out at KUMS between March 2017 and July 2018. All medical students who had passed the internship entrance exam were selected through a census. The Persian version of the patient-practitioner orientation scale (PPOS) was completed at the start and the end of the internship. This instrument has 18 items in two 9-item subscales: sharing and caring. The minimum and maximum scores were 1 to 6, respectively. The higher the score, the more the patient-centered orientation. The data were analyzed by SPSS using independent and paired -tests, ANOVA, and multiple linear regression. Results The mean scores of PPOS were 3.92 ± 0.42 and 3.86 ± 0.37 at the beginning and the end of the internship, respectively. This difference was not statistically significant. The mean score of the caring subscale significantly increased during internship but no significant change was found in the mean score of the sharing subscale. Conclusions The results of our study showed that the patient-centered attitude toward patient caring improved during the internship in the majority of interns but no significant improvement was found in terms of patient sharing. Significant progress can be made in the quality of physician-patient communication and patient satisfaction if necessary training programs are run on patient-centeredness.
Original Article
Reza Dehnavieh; Saeed Hosseini; Somayeh Noori Hekmat; Mohammad Hossein Mehrolhassani; Nasim Pourdamghan; Ali Akbar Haghdoost; Ali Reza Kalantari
Abstract
Background The main objective of medical education development centers is to improve the quality of medical education. However, after more than two decades since the formation of these centers, they are still facing numerous challenges. Objectives Given the importance of these centers, this study was ...
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Background The main objective of medical education development centers is to improve the quality of medical education. However, after more than two decades since the formation of these centers, they are still facing numerous challenges. Objectives Given the importance of these centers, this study was conducted to identify their challenges. Methods A qualitative study was carried out in 2013 on 40 managers of Iranian medical education development centers. Data was collected during a national conference held in Tehran in the form of a questionnaire and analyzed using content analysis. Results Key challenges of the centers were identified to be resource shortage, continuous modifications in policies, weak management, structural problems, lack of communication, regulatory problems and centralization in decision making. The key challenges were divided into 17 sub-challenges. Conclusions Although decades have passed since the formation of medical education development centers, they are still facing serious challenges. To unveil the true potential of these centers in improving the quality of education, integrated interventions were addressed in this study to help reduce identified challenges.
Original Article
Mohammad Reza Mahmoodi
Abstract
Objectives The purpose of this study was to evaluate the improvement of students’ ability to answer consecutive patient management problem (PMP) and modified essay question (MEQ) exams, to assess its relationship with academic progress, and to determine whether consecutive PMP-MEQ exams can improve ...
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Objectives The purpose of this study was to evaluate the improvement of students’ ability to answer consecutive patient management problem (PMP) and modified essay question (MEQ) exams, to assess its relationship with academic progress, and to determine whether consecutive PMP-MEQ exams can improve the students’ clinical reasoning skills by improving the test scores. Methods This descriptive, analytical, cross-sectional study consisted of 67 third-year nutrition students in three consecutive years, who were asked to prepare for a multiple-choice question (MCQ) test and consecutive PMP-MEQ exams. The students were required to answer PMP-MEQ exam, which comprised of two queries of five-choice question (PMP) and three short-answer questions (MEQ). Repeated measures ANOVA, independent -test, paired -test, and Pearson’s correlation test were used for statistical analysis. Results The mean difference in PMP scores was significant between the three periods (P = 0.0001). However, the difference in the mean score of PMP exam between students with grade point average (GPA) ≥ 16 and GPA < 16 was not significant, except for PMP3 (P = 0.001). An increase was observed in the scores of students in both groups by continuous PMP examination. The significant mean difference in PMP3 exam showed that improvement of students with GPA ≥ 16 was greater than that of students with GPA < 16 (P = 0.001). The difference in the mean scores of MCQ and PMP exams was significant, except for the third PMP exam in students with GPA ≥ 16 (P = 0.143). Conclusions Use of PMP-MEQ exams in reasoning-based clinical education can be a suitable approach for clinical evaluation of undergraduate students. Also, continuous PMP-MEQ examination can improve the clinical reasoning of students, mainly those with GPA ≥ 16.
Original Article
Mohammad Reza Rajabalipour; Hajar Shafian; Abedin Iranpour
Abstract
Background One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum ...
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Background One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum on drug abuse and include it in the curriculum of medical students. Methods In this descriptive library study, documentary (library) method and checklists were used for data collection. In order to identify the extent to which the existing units and courses deal with substance abuse and with the subject of addiction, the announced titles for active disciplines of the Ministry of Health and Medical Education were reviewed in 2017 - 2018. Results Of the 7685.5 units taught in different faculties of medical sciences universities in all disciplines except clinical residency programs.106.1% (optional or mandatory) are related to substance abuse. Of these, 49.5 units were related to the pathophysiology, treatment and pharmacology of substances, and 57.6 units covered topics related to prevention strategies and pathologies of substance abuse. Conclusions Despite the high importance of substance abuse issues for medical sciences students, a general unit for prevention and familiarity with the physical, psychological and social consequences of substance abuse does not exist in most of these disciplines. Therefore, it is recommended that studies be conducted to provide specific courses related to the substance abuse phenomenon or to consider substance abuse topics in the courses related to this subject.
Original Article
Elham Jafari; Shariar Dabiri; Foroogh Mangeli; Reza Baneshi
Abstract
Background According to the importance of the clinical pathology for diagnosis, decision making regarding preventive and minimally invasive methods, and treatment follow-ups, it is useful to familiarize medical students with better utilization of laboratory tests before clinical practice and incorporate ...
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Background According to the importance of the clinical pathology for diagnosis, decision making regarding preventive and minimally invasive methods, and treatment follow-ups, it is useful to familiarize medical students with better utilization of laboratory tests before clinical practice and incorporate them into the curriculum. Objectives The current study aimed at investigating the quality of education and satisfaction with clinical pathology course among medical students at physiopathology level initiated since 2014 at Kerman University of Medical Sciences for further systematization of the curriculum, and its efficacy in increasing students’ knowledge. Methods In the current interventional study, medical students at physiopathology level were enrolled and, after making necessary coordination with the Deputy of Education, a one-unit clinical pathology course was added to routine (five-unit) physiopathology course for the students attending the second semester of 2013 - 2014 academic year. Two groups of students attending internship program including 42 subjects that took the clinical pathology course and 42 other ones that did not take the course were consecutively enrolled. A questionnaire was distributed among the subjects in the two groups and the obtained data were analyzed with SPSS version 19.0 using chi-square test. Results Overall, the medical students in both groups believed that clinical pathology course was essential for both theoretical and practical education. Most of the students in the two groups perceived that the inclusion of clinical pathology course in physiopathology course was good. Both groups perceived the course as useful for better management of patients in postgraduate studies. Conclusions There is no theoretical and applied academic course with rational systematic training objectives in the clinical pathology field for better utilization of laboratory tests. It highlights the need for paying further attention and planning in this field.
Original Article
Mahnaz Saadatbakht; Atefeh Ahmadi; Ali Mehdizadeh Zare Ansari; Mansooreh Azizzade Forouzi; Yunes Jahani
Abstract
Objectives This study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings. Methods This interventional study with the pre-test - post-test control group design was conducted on 78 midwifery students ...
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Objectives This study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings. Methods This interventional study with the pre-test - post-test control group design was conducted on 78 midwifery students of Kerman Medical University, who were selected using the census method. Of the total study population, sixty students with low level of mental health were screened using Goldberg’s General Health Questionnaire and randomly included in an intervention and a control group. They filled out Belongingness Scale-Clinical Placement Experience (BES-CPE) as the pre-test. The intervention consisted of eight group counseling sessions (two 2-hour sessions per week) with emphasis on communication skills that were held in their faculty. The final sample included fifty-two students filling out the post-test instruments. Data were analyzed using SPSS 22. Results There was a significant difference between the groups in terms of total score (P < 0.0001) as well as the self-esteem and self-efficacy subscales (P < 0.05). Conclusions Sense of belonging in clinical settings is required for midwifery students so that they can improve their communicaton skills in such settings. Therefore, it is recommended to include programs in midwifery curricula in order to improve students’ sense of belonging with enhancing their communication skills.
Original Article
Parvin Rezaei-Gazki; Ali Delavar; Abdolwahab Samavi
Abstract
Background Academic commitment as a new specialized issue has attracted the attention of educational researchers. Despite of the conducting relevant studies, it was more considered by Human-Vogel and Rabe. Their designed research tool has not yet been used in Iran. Objectives The purpose of this study ...
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Background Academic commitment as a new specialized issue has attracted the attention of educational researchers. Despite of the conducting relevant studies, it was more considered by Human-Vogel and Rabe. Their designed research tool has not yet been used in Iran. Objectives The purpose of this study was to investigate the factor structure and reliability of this tool in Iranian learners. Methods The primary tool consisted of 30 items and 5 dimensions (students’ satisfaction with their studies, level of commitment, investment, quality of alternatives, and meaningfulness). In this cross-sectional study, 449 pre-university students of Bandar Abbas city were selected through multi-stage sampling. Data were analyzed using AMOS and SPSS software. Confirmatory factor analysis was used to examine factor structure. Cronbach’s alpha coefficient and Gottman and Spearman-Brown split-half coefficients, were used to test the reliability. Results After examination the validity of the tool, five items were excluded and finally a questionnaire including 25 questions was obtained. Beta coefficients were greater than 0.4. Model fit indices, including root mean square error of approximation (RMSEA), Comparative fit index (CFI), goodness of fit index (GFI), adjusted goodness of fit index (AGFI), normed fit index (NFI), incremental fit index (IFI), and Tucker-Lewis index (TLI) were obtained 0.04, 0.95, 0.91, 0.90, 0.90, 0.95, and 0.94, respectively, indicating the fitness of this five-factor tool. A Cronbach’s alpha coefficient of 0.87, a Gottman’s split-half of 0.65, and a Spearman-Brown split-half of 0.68 were obtained, indicating the appropriate reliability of the instrument. Conclusions Based on the results, the final version of the tool seems to be suitable for assessing academic commitment in Iranian learners in the Iran educational systems.
Letter to editor
Saeed Esmailian
Letter to editor
Reza Dehnavieh; Ali Akbar Haghdoost; Somayeh Noorihekmat; Sara Poursheikhali; Ali Masoud; Reza Sheikhzadeh; Somayeh Borhani; Fatemeh Shiri; Atousa Poursheikhali
Letter to editor
Rostam Yazdani; Mahdieh Jamalizadeh
Letter to editor
Seyed Ali Hozni; Mohammd Hakkak
Letter to editor
Reza Malekpour Afshar; Somayeh Noori Hekmat; Reza Dehnavieh; Monire Balochi
Letter to editor
Yusuff Adebayo Adebisi; Omotayo Carolyn Olaoye; Aniekan Micheal Ekpenyong; Aishat Jumoke Alaran; Don Eliseo Lucero-Prisno III
