BackgroundClinical field is an important part of nursing education. Insufficiency in providing opportunities for learning practically not only gives rise to adverse consequences for students, but also affects educational programs and nursing profession.ObjectivesThe aim of this study was to investigate nursing students’ attitudes toward and satisfaction with concept map (CM).MethodsThe present research is an embedded study. The qualitative stage included 18 nursing students of Shahrekord University of Medical Sciences in their 6th semester who were selected through purposive sampling. Content analysis was used for data analysis. Semi-structured individual interviews were conducted for data collection. The quantitative stage was implemented simultaneously with distribution of the researcher-made questionnaires among 48 students.ResultsBased on findings, four categories were obtained: competency of CM method, managing and organizing measures, promoting care services, and increasing critical thinking. In the quantitative stage, data were gathered by obtaining history from parents or children; 31.2% - 68.8% agree with the quality of CM. Required information about disease was collected from parents and patient; 39.6% - 58.3% agree and 2.1% disagree. Different data from various sources (such as parents and children) were related; 43.7% - 54.2% agree and 2.1% disagree.ConclusionsConsidering that nursing process is now widely used in Iran at B.Sc. and M.Sc. levels, integrating CM to nursing process can be useful in nursing education.
{"title":"Nursing Students’ Attitudes Toward and Satisfaction with Concept Map in Shahrekord University of Medical Sciences: A Mixed Method Study","authors":"H. Heidari, M. Mardani-Hamooleh","doi":"10.5812/erms.88794","DOIUrl":"https://doi.org/10.5812/erms.88794","url":null,"abstract":"BackgroundClinical field is an important part of nursing education. Insufficiency in providing opportunities for learning practically not only gives rise to adverse consequences for students, but also affects educational programs and nursing profession.ObjectivesThe aim of this study was to investigate nursing students’ attitudes toward and satisfaction with concept map (CM).MethodsThe present research is an embedded study. The qualitative stage included 18 nursing students of Shahrekord University of Medical Sciences in their 6th semester who were selected through purposive sampling. Content analysis was used for data analysis. Semi-structured individual interviews were conducted for data collection. The quantitative stage was implemented simultaneously with distribution of the researcher-made questionnaires among 48 students.ResultsBased on findings, four categories were obtained: competency of CM method, managing and organizing measures, promoting care services, and increasing critical thinking. In the quantitative stage, data were gathered by obtaining history from parents or children; 31.2% - 68.8% agree with the quality of CM. Required information about disease was collected from parents and patient; 39.6% - 58.3% agree and 2.1% disagree. Different data from various sources (such as parents and children) were related; 43.7% - 54.2% agree and 2.1% disagree.ConclusionsConsidering that nursing process is now widely used in Iran at B.Sc. and M.Sc. levels, integrating CM to nursing process can be useful in nursing education.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Mirzaei-Alavijeh, Y. Pasdar, N. Hatamzadeh, Laleh Solaimanizadeh, Shiva Khashij, F. Jalilian
Background: Motivational strategies are important determinants in students’ academic achievement. Objectives: The purpose of this study was to determine the role of motivational strategies in prediction of grade point average (GPA) among university students. Methods: This analytical cross-sectional study recruited 300 students of Kermanshah University of Medical Sciences. Sampling was done by simple random sampling with probability proportional to size in each faculty. Participants filled out a self-administered questionnaire including the motivational strategies components, GPA status, and background variable. Data were analyzed in SPSS-16 using Pearson’s correlation and linear regression. Results: The participants’ age ranged 18 to 29 with a mean of 21.08 ± 1.26 years. GPA was significantly associated with the motivational strategies (r = 0.137 and P = 0.026). The motivational strategies components accounted for 9% of the variation in the outcome measure of the GPA. Extrinsic goal orientations (beta = 0.279 and P < 0.001) and test anxiety (beta = -0.287 and P < 0.001) were the best predictors of GPA. Conclusions: Based on our results, planning educational programs to increase extrinsic goal orientation and reduce the test anxiety may be enhancing GPA among university students.
{"title":"The Role of Motivational Strategies in Prediction of Grade Point Average Among Students of Kermanshah University of Medical Sciences","authors":"M. Mirzaei-Alavijeh, Y. Pasdar, N. Hatamzadeh, Laleh Solaimanizadeh, Shiva Khashij, F. Jalilian","doi":"10.5812/erms.94234","DOIUrl":"https://doi.org/10.5812/erms.94234","url":null,"abstract":"Background: Motivational strategies are important determinants in students’ academic achievement. Objectives: The purpose of this study was to determine the role of motivational strategies in prediction of grade point average (GPA) among university students. Methods: This analytical cross-sectional study recruited 300 students of Kermanshah University of Medical Sciences. Sampling was done by simple random sampling with probability proportional to size in each faculty. Participants filled out a self-administered questionnaire including the motivational strategies components, GPA status, and background variable. Data were analyzed in SPSS-16 using Pearson’s correlation and linear regression. Results: The participants’ age ranged 18 to 29 with a mean of 21.08 ± 1.26 years. GPA was significantly associated with the motivational strategies (r = 0.137 and P = 0.026). The motivational strategies components accounted for 9% of the variation in the outcome measure of the GPA. Extrinsic goal orientations (beta = 0.279 and P < 0.001) and test anxiety (beta = -0.287 and P < 0.001) were the best predictors of GPA. Conclusions: Based on our results, planning educational programs to increase extrinsic goal orientation and reduce the test anxiety may be enhancing GPA among university students.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49665834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Mohammaditabar, A. Abbaspour, Ali Khorsandi Taskoh
BackgroundHigher education institutions and medical universities always need developed faculties to reach their objectives, thus they need plans for empowering the professors. Hence, it is necessary for them to seek and apply the views of the experts on development.ObjectivesThe present qualitative study aimed to analyze development of faculty members of universities of medical sciences in Iran based on different views of experts.MethodsSome experts in the field of medical educational development were selected using purposive and snowball sampling methods until reaching the theoretical saturation, and underwent semi-structured interviews. The interviews were recorded and transcribed verbatim, and analyzed through qualitative content analysis.ResultsThe analysis of transcripts yielded 321 initial codes that were classified and summarized according to conceptual similarities and differences. Subthemes of research, educational, leadership and management, specialty, ethical and individual dimensions were observed for the faculty development of medical sciences universities.ConclusionsAccording to the results of the study, managers and officials are recommended to adopt a comprehensive look at the faculty development plans and consider all its aspects.
{"title":"Current Status of Faculty Development of Medical Sciences Universities in Iran: A Qualitative Study","authors":"S. Mohammaditabar, A. Abbaspour, Ali Khorsandi Taskoh","doi":"10.5812/erms.96301","DOIUrl":"https://doi.org/10.5812/erms.96301","url":null,"abstract":"BackgroundHigher education institutions and medical universities always need developed faculties to reach their objectives, thus they need plans for empowering the professors. Hence, it is necessary for them to seek and apply the views of the experts on development.ObjectivesThe present qualitative study aimed to analyze development of faculty members of universities of medical sciences in Iran based on different views of experts.MethodsSome experts in the field of medical educational development were selected using purposive and snowball sampling methods until reaching the theoretical saturation, and underwent semi-structured interviews. The interviews were recorded and transcribed verbatim, and analyzed through qualitative content analysis.ResultsThe analysis of transcripts yielded 321 initial codes that were classified and summarized according to conceptual similarities and differences. Subthemes of research, educational, leadership and management, specialty, ethical and individual dimensions were observed for the faculty development of medical sciences universities.ConclusionsAccording to the results of the study, managers and officials are recommended to adopt a comprehensive look at the faculty development plans and consider all its aspects.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Abbaspour, Vida Sepahi, P. Saketi, F. Najafi, A. Khoshay, M. Rezaei
BackgroundThe fast pace and complicated nature of the environmental changes taking place and the problems ahead make academic decision-making a challenge for managers that cannot be overcome unless with the application of scientific studies. Institutional Research (IR) units deserve more attention now than before as effective decision-making tools using scientific findings.ObjectivesThe present study was conducted to determine the functions and structure of medical sciences universities and the activities of IR units.MethodsThis qualitative study was carried out through a directed content analysis. The IR unit pertained to Kermanshah University of Medical Sciences (KUMS). The documents of the official duties of KUMS were analyzed and compared in this research. Directed content analysis was used to enable proper comparisons and data analysis. In the first part of the study, the theoretical foundations were examined and a review of literature was performed on IR units, and by adapting Volkwein’s model, a conceptual model consisting of IR components was drawn. In the second part, the documents of the official duties of KUMS were encoded and categorized and the categories extracted were then divided into 17 domains of IR activities based on the conceptual model, which were then compared and analyzed.ResultsThe results showed that, out of the 17 activities extracted from the theoretical foundations and the review of literature by the researcher, nine activities are already implemented in four major functions of IR units, and the largest IR unit was the Education Development Center (EDC) for medical sciences. This study also explains the structure and status of IR units in Iranian medical sciences universities.ConclusionsMedical sciences universities can complete the tasks of the EDC or establish a new structure as a separate unit at the university for IR implementation functions. The results can work as a guide for reflecting on and taking action about the establishment of an IR office at medical sciences universities throughout Iran.
{"title":"Functions, Structure and Activities of the Institutional Research Unit of Iranian Medical Sciences Universities","authors":"A. Abbaspour, Vida Sepahi, P. Saketi, F. Najafi, A. Khoshay, M. Rezaei","doi":"10.5812/erms.92147","DOIUrl":"https://doi.org/10.5812/erms.92147","url":null,"abstract":"BackgroundThe fast pace and complicated nature of the environmental changes taking place and the problems ahead make academic decision-making a challenge for managers that cannot be overcome unless with the application of scientific studies. Institutional Research (IR) units deserve more attention now than before as effective decision-making tools using scientific findings.ObjectivesThe present study was conducted to determine the functions and structure of medical sciences universities and the activities of IR units.MethodsThis qualitative study was carried out through a directed content analysis. The IR unit pertained to Kermanshah University of Medical Sciences (KUMS). The documents of the official duties of KUMS were analyzed and compared in this research. Directed content analysis was used to enable proper comparisons and data analysis. In the first part of the study, the theoretical foundations were examined and a review of literature was performed on IR units, and by adapting Volkwein’s model, a conceptual model consisting of IR components was drawn. In the second part, the documents of the official duties of KUMS were encoded and categorized and the categories extracted were then divided into 17 domains of IR activities based on the conceptual model, which were then compared and analyzed.ResultsThe results showed that, out of the 17 activities extracted from the theoretical foundations and the review of literature by the researcher, nine activities are already implemented in four major functions of IR units, and the largest IR unit was the Education Development Center (EDC) for medical sciences. This study also explains the structure and status of IR units in Iranian medical sciences universities.ConclusionsMedical sciences universities can complete the tasks of the EDC or establish a new structure as a separate unit at the university for IR implementation functions. The results can work as a guide for reflecting on and taking action about the establishment of an IR office at medical sciences universities throughout Iran.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"2015 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41262879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Khazaei, F. Abbasi, E. Niromand, Hassan Yeghanehrad, M. Khazaei
Background: The academic status of students makes up an essential component of educational assessments. Objectives: The present study was conducted to evaluate the effect of basic science courses on the academic status of medical students in Kermanshah University of Medical Sciences (KUMS), Kermanshah, Iran. Methods: The demographic information of the medical students collected in the present cross-sectional study over a three-year period included age, gender, quota for the Iranian university entrance examination (UEE), interval between receiving high school diploma and admission to university, type of high school diploma, high school GPA and score of specialized and general courses in the UEE. Moreover, the academic data included scores of courses, GPA of the basic science courses and score of the comprehensive basic sciences exam were collected using a questionnaire, and analyzed in SPSS V. 16 using descriptive statistics, one-way ANOVA, Tukey’s test and the chi-square test. Results: The majority of the students (94.7%) had a high school diploma in experimental sciences and belonged to regions 2 (51.6%) and 3 (37%) of the UEE. Significant differences were observed between different groups of the students admitted to university in terms of age (P < 0.05), although no significant differences were identified in terms of gender, type of high school diploma, UEE quota and high school GPA. The highest scores of specialized courses in percentage in the UEE were associated with biology and chemistry. Significant correlations were also observed between the GPA of basic science courses and high school GPA in all the three groups of students admitted to university (P < 0.05). Conclusions: The academic status and related factors were found to be nearly the same in the medical students of KUMS in three successive years of admission, and they were affected by constant factors, including high school GPA and GPA of basic science courses.
{"title":"Effects of Basic Science Courses and Associated Factors on the Academic Status of Medical Students in Kermanshah University of Medical Sciences","authors":"M. Khazaei, F. Abbasi, E. Niromand, Hassan Yeghanehrad, M. Khazaei","doi":"10.5812/ERMS.88011","DOIUrl":"https://doi.org/10.5812/ERMS.88011","url":null,"abstract":"Background: The academic status of students makes up an essential component of educational assessments. Objectives: The present study was conducted to evaluate the effect of basic science courses on the academic status of medical students in Kermanshah University of Medical Sciences (KUMS), Kermanshah, Iran. Methods: The demographic information of the medical students collected in the present cross-sectional study over a three-year period included age, gender, quota for the Iranian university entrance examination (UEE), interval between receiving high school diploma and admission to university, type of high school diploma, high school GPA and score of specialized and general courses in the UEE. Moreover, the academic data included scores of courses, GPA of the basic science courses and score of the comprehensive basic sciences exam were collected using a questionnaire, and analyzed in SPSS V. 16 using descriptive statistics, one-way ANOVA, Tukey’s test and the chi-square test. Results: The majority of the students (94.7%) had a high school diploma in experimental sciences and belonged to regions 2 (51.6%) and 3 (37%) of the UEE. Significant differences were observed between different groups of the students admitted to university in terms of age (P < 0.05), although no significant differences were identified in terms of gender, type of high school diploma, UEE quota and high school GPA. The highest scores of specialized courses in percentage in the UEE were associated with biology and chemistry. Significant correlations were also observed between the GPA of basic science courses and high school GPA in all the three groups of students admitted to university (P < 0.05). Conclusions: The academic status and related factors were found to be nearly the same in the medical students of KUMS in three successive years of admission, and they were affected by constant factors, including high school GPA and GPA of basic science courses.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The success of a restoration in fixed prosthodontics is affected by factors related to the dentist’s skills. Objectives: Given the significance of these factors, this study was conducted to explore the effect of traditional and new teaching methods on the quality of tooth preparation by preclinical students. Methods: This study was conducted on 58 preclinical students in year three of their program who were divided into two equal groups and were trained on fixed prosthesis preparation. The first group (n = 29) was trained by a new teaching method and the second group (n = 29) by traditional methods. A total of 58 three-unit restorations, including 29 metal-ceramic crowns on the first premolars and 29 metal-ceramic crowns on the first molars, were prepared under testing conditions on mounted typodonts. The finish line was visually evaluated by a clinician. Results: Most participants in group A were able to make acceptable finish lines. There were significant differences between the groups in terms of the finish line on the buccal and lingual surface of tooth four and six (P < 0.05), as the success rate was higher in group A than group B. No significant differences were found between the males and females in these analyses. Conclusions: It can be concluded that the group receiving the new teaching method was more successful in following the principles of tooth preparation. The use of educational videos can therefore be helpful in learning the principles of tooth preparation.
{"title":"The Effect of Different Teaching Methods on the Quality of Tooth Preparation by Preclinical Students","authors":"H. Moradpoor, Ladan Jamshidy","doi":"10.5812/ERMS.90960","DOIUrl":"https://doi.org/10.5812/ERMS.90960","url":null,"abstract":"Background: The success of a restoration in fixed prosthodontics is affected by factors related to the dentist’s skills. Objectives: Given the significance of these factors, this study was conducted to explore the effect of traditional and new teaching methods on the quality of tooth preparation by preclinical students. Methods: This study was conducted on 58 preclinical students in year three of their program who were divided into two equal groups and were trained on fixed prosthesis preparation. The first group (n = 29) was trained by a new teaching method and the second group (n = 29) by traditional methods. A total of 58 three-unit restorations, including 29 metal-ceramic crowns on the first premolars and 29 metal-ceramic crowns on the first molars, were prepared under testing conditions on mounted typodonts. The finish line was visually evaluated by a clinician. Results: Most participants in group A were able to make acceptable finish lines. There were significant differences between the groups in terms of the finish line on the buccal and lingual surface of tooth four and six (P < 0.05), as the success rate was higher in group A than group B. No significant differences were found between the males and females in these analyses. Conclusions: It can be concluded that the group receiving the new teaching method was more successful in following the principles of tooth preparation. The use of educational videos can therefore be helpful in learning the principles of tooth preparation.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42662948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Shayan, Faegheh Golalizadeh Bibalan, Mahya Shafaei, M. Rahnavardi, S. Masoumi
Background: Recognizing the barriers to clinical training and providing appropriate solutions to them significantly enhance the quality of clinical training. Objectives: The present study was conducted to evaluate the challenges of midwifery clinical training, and propose solutions from the perspective of midwifery instructors and students. Methods: The present qualitative study was conducted on 10 midwifery instructors and 10 midwifery students using semi-structured interviews (n = 12) and focus groups (n = 8). Each interview or focus group lasted 45 - 90 minutes. The interviews and codes extracted were stored in Max QD. Content analysis was also used to analyze the qualitative data. Results: Analyzing the data led to the extraction of two main themes, i.e. efficient clinical training and strategic planning challenges, four categories, i.e. efficient clinical instructors, quality of clinical setting, learners’ perception of the situation and efficient educational planning, eight subcategories, i.e. instructors’ clinical competence, instructors’ motivation, professional attitude, humiliating experiences, restricted resources, inappropriate atmosphere of the clinical setting, inefficient curriculum and inefficient educational methods, and twenty semantic units. Conclusions: Clinical training can be improved by considering the job motivation of the midwifery instructors, reviewing the system of selecting and evaluating the instructors, paying attention to the psychological dimension and academic motivation of the students, enhancing the intra-organizational cooperation in line with training, optimally allocating educational resources, reviewing the educational curricula based on the community needs and developing midwifery references tailored to professional goals.
{"title":"Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study","authors":"A. Shayan, Faegheh Golalizadeh Bibalan, Mahya Shafaei, M. Rahnavardi, S. Masoumi","doi":"10.5812/ERMS.88228","DOIUrl":"https://doi.org/10.5812/ERMS.88228","url":null,"abstract":"Background: Recognizing the barriers to clinical training and providing appropriate solutions to them significantly enhance the quality of clinical training. Objectives: The present study was conducted to evaluate the challenges of midwifery clinical training, and propose solutions from the perspective of midwifery instructors and students. Methods: The present qualitative study was conducted on 10 midwifery instructors and 10 midwifery students using semi-structured interviews (n = 12) and focus groups (n = 8). Each interview or focus group lasted 45 - 90 minutes. The interviews and codes extracted were stored in Max QD. Content analysis was also used to analyze the qualitative data. Results: Analyzing the data led to the extraction of two main themes, i.e. efficient clinical training and strategic planning challenges, four categories, i.e. efficient clinical instructors, quality of clinical setting, learners’ perception of the situation and efficient educational planning, eight subcategories, i.e. instructors’ clinical competence, instructors’ motivation, professional attitude, humiliating experiences, restricted resources, inappropriate atmosphere of the clinical setting, inefficient curriculum and inefficient educational methods, and twenty semantic units. Conclusions: Clinical training can be improved by considering the job motivation of the midwifery instructors, reviewing the system of selecting and evaluating the instructors, paying attention to the psychological dimension and academic motivation of the students, enhancing the intra-organizational cooperation in line with training, optimally allocating educational resources, reviewing the educational curricula based on the community needs and developing midwifery references tailored to professional goals.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42267003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Bad study habits are considered one of the main causes of students’ academic failure and can have an important impact on their education and their occupational prospect. Objectives: Thisresearchwasconductedtoinvestigatethestudyhabitsof dentalstudentsof AhvazJundishapurUniversityof Medical Sciences in southwest of Iran. Methods: In this descriptive research, Palsane and Sharma study habits inventory was used to measure students’ habits. Census sampling method was used and all students of general dentistry were selected. Descriptive and inferential statistics were used to analyze the data in SPSS version 22. Results: A total of 160 students (Doctor of Dental Medicine) who had passed at least one year of studying participated in this research. Basedontheresults,themeanscoreswereasfollows: budgetingtime5.1/10,physicalcondition6.9/12,readingability8.22/16, note-taking2.1/6,learningmotivation7.2/12,memory4.4/8,takingexamination10.6/20,andhealth2.5/6. Therefore,accordingtothe mean scores of the inventory, the study habits of the students under study were relatively favorable and moderate, 47 out of 90. Conclusions: Studying and learning styles can affect academic achievement of students, hence, differentiating successful and un-successfulstudentsatuniversity. Holdingtrainingcourses,lecturesandworkshops,designingmobileeducationalapps,incorporat-ing intensive training courses of teaching effective study methods; especially through the medical education development centers of universities, can be useful in improving this process.
背景:不良的学习习惯被认为是学生学业失败的主要原因之一，并且会对他们的教育和职业前景产生重要影响。目的:调查伊朗西南部阿瓦兹君迪沙医科大学牙科专业学生的学习习惯。方法:在本描述性研究中，采用Palsane和Sharma学习习惯量表来测量学生的学习习惯。采用人口普查抽样方法，选取全科牙科专业学生为研究对象。在SPSS version 22中，采用描述性统计和推断性统计对数据进行分析。结果:共有160名学生(口腔医学博士)参加了本研究，这些学生至少通过了一年的学习。根据结果，平均得分为:预算时间5.1/10，身体状况6.9/12，阅读能力8.22/16，记笔记2.1/6，学习动机7.2/12，记忆力4.4/8，参加考试10.6/20，健康2.5/6。因此，根据问卷的平均得分，被研究学生的学习习惯相对较好，在90分中有47分。结论:学习和学习风格可以影响学生的学业成绩，因此，区分成功和不成功的学生在大学。举办培训课程、讲座、工作坊，设计移动教育app，结合集训课程，教授有效的学习方法;特别是通过高校医学教育发展中心，可以有效地改善这一过程。
{"title":"Study Habits of Dental Students of Ahvaz Jundishapur University of Medical Sciences (2018)","authors":"A. Gilavand","doi":"10.5812/ERMS.85884","DOIUrl":"https://doi.org/10.5812/ERMS.85884","url":null,"abstract":"Background: Bad study habits are considered one of the main causes of students’ academic failure and can have an important impact on their education and their occupational prospect. Objectives: Thisresearchwasconductedtoinvestigatethestudyhabitsof dentalstudentsof AhvazJundishapurUniversityof Medical Sciences in southwest of Iran. Methods: In this descriptive research, Palsane and Sharma study habits inventory was used to measure students’ habits. Census sampling method was used and all students of general dentistry were selected. Descriptive and inferential statistics were used to analyze the data in SPSS version 22. Results: A total of 160 students (Doctor of Dental Medicine) who had passed at least one year of studying participated in this research. Basedontheresults,themeanscoreswereasfollows: budgetingtime5.1/10,physicalcondition6.9/12,readingability8.22/16, note-taking2.1/6,learningmotivation7.2/12,memory4.4/8,takingexamination10.6/20,andhealth2.5/6. Therefore,accordingtothe mean scores of the inventory, the study habits of the students under study were relatively favorable and moderate, 47 out of 90. Conclusions: Studying and learning styles can affect academic achievement of students, hence, differentiating successful and un-successfulstudentsatuniversity. Holdingtrainingcourses,lecturesandworkshops,designingmobileeducationalapps,incorporat-ing intensive training courses of teaching effective study methods; especially through the medical education development centers of universities, can be useful in improving this process.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44684110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sayyed Mohammad Reza Mostafaei, Faramarz Malekian, Elham Kavyani, M. J. Karamafrooz
Background: Response to new expectations of society, government and industry has changed the role of universities. Nowadays, universities are expected to play a more active role in national and regional economic developments. Indeed, the emergence of entrepreneurialuniversitiesisaresponsetothisexpectation,whichhasentailedforminganewfaceforthenewroleof universities. Objectives: The purpose of this study was to validate an entrepreneurial university model with a grounded theory approach. Methods: The population in the qualitative part was the entrepreneurial university experts in universities in the west of Iran, of whom12wereselectedbysnowballsampling. Thestudypopulationinthequantitativepartincluded396,of whom211wereselected as the sample. The confirmatory factor analysis and structural equation modeling were used to validate and test the conceptual model in SPSS, LISREL and PLS software. Results: Results of the qualitative part revealed 201 concepts, 21 categories and 6 main classes placed in form of a paradigmatic modelwithcausalconditions,corecategory,contextconditions,interveningconditions,strategiesandconsequences. Additionally, based on the results of quantitative section, the fitness indices ( χ 2 /df = 2.114, GFI = 0.91, AGFI = 0.89, NFI = 0.97, CFI = 0.98, RFI = 0.97, RMR=0.015,andRMSEA=0.073)showedthatobtainedmodelhasfavorablefitand6mainaspectsandtheirconditionscanexplain the variable entrepreneurial university. Conclusions: Based on the results of the validation, the model and the conditions proposed in the study can evaluate an entrepreneurial university.
{"title":"Validation of Entrepreneurial University Model: A Qualitative Study with the Grounded Theory Approach","authors":"Sayyed Mohammad Reza Mostafaei, Faramarz Malekian, Elham Kavyani, M. J. Karamafrooz","doi":"10.5812/ERMS.88775","DOIUrl":"https://doi.org/10.5812/ERMS.88775","url":null,"abstract":"Background: Response to new expectations of society, government and industry has changed the role of universities. Nowadays, universities are expected to play a more active role in national and regional economic developments. Indeed, the emergence of entrepreneurialuniversitiesisaresponsetothisexpectation,whichhasentailedforminganewfaceforthenewroleof universities. Objectives: The purpose of this study was to validate an entrepreneurial university model with a grounded theory approach. Methods: The population in the qualitative part was the entrepreneurial university experts in universities in the west of Iran, of whom12wereselectedbysnowballsampling. Thestudypopulationinthequantitativepartincluded396,of whom211wereselected as the sample. The confirmatory factor analysis and structural equation modeling were used to validate and test the conceptual model in SPSS, LISREL and PLS software. Results: Results of the qualitative part revealed 201 concepts, 21 categories and 6 main classes placed in form of a paradigmatic modelwithcausalconditions,corecategory,contextconditions,interveningconditions,strategiesandconsequences. Additionally, based on the results of quantitative section, the fitness indices ( χ 2 /df = 2.114, GFI = 0.91, AGFI = 0.89, NFI = 0.97, CFI = 0.98, RFI = 0.97, RMR=0.015,andRMSEA=0.073)showedthatobtainedmodelhasfavorablefitand6mainaspectsandtheirconditionscanexplain the variable entrepreneurial university. Conclusions: Based on the results of the validation, the model and the conditions proposed in the study can evaluate an entrepreneurial university.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Educational achievement is related to positive and negative feelings. One of the important purposes of educational systems is to enhance students’ academic self-concept. Objectives: This study aimed to assess the effect of the jigsaw approach on improving self-concept among university students of educational sciences. Methods: This quasi-experimental study had a pretest-posttest design with a control group. A total of 60 undergraduate students of educationalsciencesatFarhangianUniversityinSistan-Baluchestanprovincewereselectedanddividedintotwoequalgroupsof 30 each, i.e. an experimental group and a control group. Liu and Wang academic self-concept scale was applied as a data collection tool and twelve 90-minute sessions of the jigsaw approach were collaboratively conducted on the students who met the inclusion criteria in 6 weeks (two sessions per week). Data were analyzed using a multivariate analysis of covariance. Results: Results of the one-way analysis of covariance show that academic self-concept and the subscales of academic confidence andacademiceffortaresignificantlydifferentbetweenthecontrolandexperimentalgroups(errorlevel< 5%). Thejigsawapproach had a direct effect on academic effort and improved students’ academic self-concept. Conclusions: Academic self-concept plays an essential role in students’ achievement. Some students do not know how to act and learn in groups, so they isolate themselves. This isolation can lead to feelings of loneliness or fear of others, but collaborative and cooperative approaches such as jigsaw technique help shape students’ self-concept and communicate with others.
{"title":"Impact of Jigsaw Technique on Improving University Students’ Self-Concept","authors":"Hamideh Abbasi, V. Mehdinezhad, M. Shirazi","doi":"10.5812/ERMS.92010","DOIUrl":"https://doi.org/10.5812/ERMS.92010","url":null,"abstract":"Background: Educational achievement is related to positive and negative feelings. One of the important purposes of educational systems is to enhance students’ academic self-concept. Objectives: This study aimed to assess the effect of the jigsaw approach on improving self-concept among university students of educational sciences. Methods: This quasi-experimental study had a pretest-posttest design with a control group. A total of 60 undergraduate students of educationalsciencesatFarhangianUniversityinSistan-Baluchestanprovincewereselectedanddividedintotwoequalgroupsof 30 each, i.e. an experimental group and a control group. Liu and Wang academic self-concept scale was applied as a data collection tool and twelve 90-minute sessions of the jigsaw approach were collaboratively conducted on the students who met the inclusion criteria in 6 weeks (two sessions per week). Data were analyzed using a multivariate analysis of covariance. Results: Results of the one-way analysis of covariance show that academic self-concept and the subscales of academic confidence andacademiceffortaresignificantlydifferentbetweenthecontrolandexperimentalgroups(errorlevel< 5%). Thejigsawapproach had a direct effect on academic effort and improved students’ academic self-concept. Conclusions: Academic self-concept plays an essential role in students’ achievement. Some students do not know how to act and learn in groups, so they isolate themselves. This isolation can lead to feelings of loneliness or fear of others, but collaborative and cooperative approaches such as jigsaw technique help shape students’ self-concept and communicate with others.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"118 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41250729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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