Mohamadreza Salahshoor, A. Alikhani, K. Soltani, Fatemeh Makalani, Hosna Kalhor
Evaluating educational practices in medical sciences has always been absolutely significant, given their definite role in training human resources and that receiving feedbacks for enhancing educational activities is a relatively new subject. Identifying the causes of students’ satisfaction and analyzing all the factors therefore significantly affect the academic achievement of students and can play a key role in enhancing the quality of services. Medical sciences universities currently consider students’ attitudes towards the quality of the education provided as an essential factor in the quality monitoring of ongoing studies in this field. Given the importance of community-centered education courses and the effects of different variables on students’ satisfaction and perception of the problems and quality of educational services provided, the present study was conducted to determine the degree of satisfaction of medical interns in Kermanshah University of Medical Sciences, Kermanshah, Iran.
{"title":"Satisfaction of Medical Students with Courses Offered in the Community Medicine Center in Kermanshah University of Medical Sciences (2016 - 2017)","authors":"Mohamadreza Salahshoor, A. Alikhani, K. Soltani, Fatemeh Makalani, Hosna Kalhor","doi":"10.5812/ERMS.84507","DOIUrl":"https://doi.org/10.5812/ERMS.84507","url":null,"abstract":"Evaluating educational practices in medical sciences has always been absolutely significant, given their definite role in training human resources and that receiving feedbacks for enhancing educational activities is a relatively new subject. Identifying the causes of students’ satisfaction and analyzing all the factors therefore significantly affect the academic achievement of students and can play a key role in enhancing the quality of services. Medical sciences universities currently consider students’ attitudes towards the quality of the education provided as an essential factor in the quality monitoring of ongoing studies in this field. Given the importance of community-centered education courses and the effects of different variables on students’ satisfaction and perception of the problems and quality of educational services provided, the present study was conducted to determine the degree of satisfaction of medical interns in Kermanshah University of Medical Sciences, Kermanshah, Iran.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47028040","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}
Considerations in the Evaluation of Educational Processes Mansour Rezaei 1, * Department of Biostatistics, Social Development and Health Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran Corresponding author: Professor of Biostatistics, Department of Biostatistics, Fertility and Infertility Research Center, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran. Email: editor@ermsj.com
{"title":"Considerations in the Evaluation of Educational Processes","authors":"M. Rezaei","doi":"10.5812/ERMS.88857","DOIUrl":"https://doi.org/10.5812/ERMS.88857","url":null,"abstract":"Considerations in the Evaluation of Educational Processes Mansour Rezaei 1, * Department of Biostatistics, Social Development and Health Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran Corresponding author: Professor of Biostatistics, Department of Biostatistics, Fertility and Infertility Research Center, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran. Email: editor@ermsj.com","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48109575","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}
Context: The present study used a strategic approach to develop a conceptual framework for evaluating the curriculum effectiveness, which appears not to be limited to the internal dimension as far as the strategic approach is concerned as a comprehensive, environment-based and future-oriented method including both external and institutional dimensions. Evidence Acquisition: Given that the available information about the effectiveness of medical education curriculum based on a strategic approach is institutionally qualitative, multidimensional and consequential, exploring, extracting and analyzing the related data requires using a qualitative model for dealing with the diversity of resources and information. A review of literature suggested that the cyclical process of analysis is a qualitative research method with the required characteristics consisting of the following phases: (1) Data collection process, (2) data reduction, (3) data organization and analysis, and (4) conclusion (interpretation and conclusion). Triangulation was used to validate the findings of the research method. Results: Certain components of the effectiveness evaluation of medical education curriculum based on a strategic approach include achieving the internal goals of curriculum, satisfying the requirements of the internal environment through curriculum implementation, developing students’ knowledge, attitude and skills, the internal coherence and consistency of the curriculum and the internal quality of the curriculum. These components also include fulfilling the goals, social acceptance of the curriculum, significant roles in social development, national self-sufficiency, proper performance and the education system reforms, improving the external image, and the strategic success of medical education curriculum. Conclusions: The results of these comprehensive strategies include knowledge and skill adjustment, professional responsibility, spirit of accepting the change, flexibility, adaptability to the varying environment, optimal use of resources, and receiving feedbacks on the effectiveness of the implemented programs to modify or clarify the goals or strategic selections and decisions.
{"title":"A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education","authors":"J. Torkzadeh, F. Keshavarzi","doi":"10.5812/ERMS.82386","DOIUrl":"https://doi.org/10.5812/ERMS.82386","url":null,"abstract":"Context: The present study used a strategic approach to develop a conceptual framework for evaluating the curriculum effectiveness, which appears not to be limited to the internal dimension as far as the strategic approach is concerned as a comprehensive, environment-based and future-oriented method including both external and institutional dimensions. Evidence Acquisition: Given that the available information about the effectiveness of medical education curriculum based on a strategic approach is institutionally qualitative, multidimensional and consequential, exploring, extracting and analyzing the related data requires using a qualitative model for dealing with the diversity of resources and information. A review of literature suggested that the cyclical process of analysis is a qualitative research method with the required characteristics consisting of the following phases: (1) Data collection process, (2) data reduction, (3) data organization and analysis, and (4) conclusion (interpretation and conclusion). Triangulation was used to validate the findings of the research method. Results: Certain components of the effectiveness evaluation of medical education curriculum based on a strategic approach include achieving the internal goals of curriculum, satisfying the requirements of the internal environment through curriculum implementation, developing students’ knowledge, attitude and skills, the internal coherence and consistency of the curriculum and the internal quality of the curriculum. These components also include fulfilling the goals, social acceptance of the curriculum, significant roles in social development, national self-sufficiency, proper performance and the education system reforms, improving the external image, and the strategic success of medical education curriculum. Conclusions: The results of these comprehensive strategies include knowledge and skill adjustment, professional responsibility, spirit of accepting the change, flexibility, adaptability to the varying environment, optimal use of resources, and receiving feedbacks on the effectiveness of the implemented programs to modify or clarify the goals or strategic selections and decisions.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71259200","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. Mansoory, Danial Yousefi, Vida Sepahi, H. Moradpoor
Department of Biomedical Engineering, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran Department of Computer Engineering, Islamic Azad University of Central Tehran Branch, Tehran, Iran Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran Corresponding author: Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran. Email: hedaiat.moradpoor@gmail.com
{"title":"The Feasibility of Using Virtual Reality Technology in Better Dental Education at Kermanshah Dental School: Letter to Editor","authors":"M. Mansoory, Danial Yousefi, Vida Sepahi, H. Moradpoor","doi":"10.5812/ERMS.86026","DOIUrl":"https://doi.org/10.5812/ERMS.86026","url":null,"abstract":"Department of Biomedical Engineering, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran Department of Computer Engineering, Islamic Azad University of Central Tehran Branch, Tehran, Iran Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran Corresponding author: Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran. Email: hedaiat.moradpoor@gmail.com","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43006516","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. Alizadeh, A. Mirzazadeh, Mahboobeh Khabaz Mafinejad, S. Peiman
Background: We investigated three specific research purposes: (1) To assess the performance of tutors in guiding problem-based learning groups after participating in the tutor training program (TTP); (2) to examine the differences between tutors’ performance in related factors, including the tutors’ gender and education level; (3) to determine the tutors’ reaction to and learning from TTP. Methods: This mixed method, concurrent triangulation study was carried out at Tehran University of Medical Sciences, School of Medicine in 2015. The participants included 22 students of medicine as tutor and 240 newly admitted students as tutee. After training, each tutor was assigned to a group of 10 members (a total of 22 groups) (n = 240) at a PBL session. Based on the Kirkpatrick's model, the tutors’ reaction to and learning from the TTP were evaluated using a peer evaluation form. Furthermore, utilizing the field note record form, their performance was recorded by an expert external observer. Results: There was no evidence of difference in tutors’ performance between men and women. The median was 13.37 (13.16 - 13.90) for men and 13.40 (12.37 - 13.48) for women, P = 0.89. We found no difference in tutors’ performance based on the level of education using the Kruskal- Wallis test (χ2 = 1.84, DF = 2, P = 0.39). Analysis of the field notes showed 4 main themes. Conclusions: The performance of men is as good as women in tutoring. Furthermore, junior students perform the same as senior students. Four main themes of tutors’ performance in PBL session were “helping to learn how to apply basic science”, “deep learning enhancement”, “group dynamics creation” and “interest in the field of education”.
{"title":"Preparing Medical Students to Become Effective Tutors: A Reaction, Learning and Behavior Evaluation Study","authors":"M. Alizadeh, A. Mirzazadeh, Mahboobeh Khabaz Mafinejad, S. Peiman","doi":"10.5812/ERMS.85753","DOIUrl":"https://doi.org/10.5812/ERMS.85753","url":null,"abstract":"Background: We investigated three specific research purposes: (1) To assess the performance of tutors in guiding problem-based learning groups after participating in the tutor training program (TTP); (2) to examine the differences between tutors’ performance in related factors, including the tutors’ gender and education level; (3) to determine the tutors’ reaction to and learning from TTP. Methods: This mixed method, concurrent triangulation study was carried out at Tehran University of Medical Sciences, School of Medicine in 2015. The participants included 22 students of medicine as tutor and 240 newly admitted students as tutee. After training, each tutor was assigned to a group of 10 members (a total of 22 groups) (n = 240) at a PBL session. Based on the Kirkpatrick's model, the tutors’ reaction to and learning from the TTP were evaluated using a peer evaluation form. Furthermore, utilizing the field note record form, their performance was recorded by an expert external observer. Results: There was no evidence of difference in tutors’ performance between men and women. The median was 13.37 (13.16 - 13.90) for men and 13.40 (12.37 - 13.48) for women, P = 0.89. We found no difference in tutors’ performance based on the level of education using the Kruskal- Wallis test (χ2 = 1.84, DF = 2, P = 0.39). Analysis of the field notes showed 4 main themes. Conclusions: The performance of men is as good as women in tutoring. Furthermore, junior students perform the same as senior students. Four main themes of tutors’ performance in PBL session were “helping to learn how to apply basic science”, “deep learning enhancement”, “group dynamics creation” and “interest in the field of education”.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44716921","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: Nursing education is an education system that encompasses cognitive, affective, and psychomotor learning fields. The main goal in this system is to graduate nurses who can integrate theory and application, who think critically in the learning process, and who have gained effective problem solving skills. For this reason, it is important to use novel approaches that improve occupational skill in nursing education. Objectives: The study was performed in order to determine the effect of the high-fidelity simulation method on the critical thinking and problem solving skills of nursing students. Methods: The study used a randomized, controlled, pre-test post-test experimental research model, and enrolled 60 students. Data was collected using a student identification form, an occupational skill application checklist, the California critical thinking inclination scale and the problem solving inventory. Mean values, standard deviations, the Student t-test, the paired sample t-test and the chi-squared test were used in data evaluation. Results: In comparisons within and among groups between the pre-test and post-test applications no statistically significant differences were found between the California critical thinking inclination scale and Problem Solving Inventory mean scores. Conclusions: In the study, the simulation method was found not to be superior in improving the problem solving and critical thinking abilities of students compared to the traditional education method. Performing similar studies with a larger sample size comparing different education methods is recommended.
{"title":"The Effect of High Fidelity Simulation Training on Critical Thinking and Problem Solving Skills in Nursing Students in Turkey","authors":"M. Kelleci, F. Yilmaz, Kadriye Aldemir","doi":"10.5812/ERMS.83966","DOIUrl":"https://doi.org/10.5812/ERMS.83966","url":null,"abstract":"Background: Nursing education is an education system that encompasses cognitive, affective, and psychomotor learning fields. The main goal in this system is to graduate nurses who can integrate theory and application, who think critically in the learning process, and who have gained effective problem solving skills. For this reason, it is important to use novel approaches that improve occupational skill in nursing education. Objectives: The study was performed in order to determine the effect of the high-fidelity simulation method on the critical thinking and problem solving skills of nursing students. Methods: The study used a randomized, controlled, pre-test post-test experimental research model, and enrolled 60 students. Data was collected using a student identification form, an occupational skill application checklist, the California critical thinking inclination scale and the problem solving inventory. Mean values, standard deviations, the Student t-test, the paired sample t-test and the chi-squared test were used in data evaluation. Results: In comparisons within and among groups between the pre-test and post-test applications no statistically significant differences were found between the California critical thinking inclination scale and Problem Solving Inventory mean scores. Conclusions: In the study, the simulation method was found not to be superior in improving the problem solving and critical thinking abilities of students compared to the traditional education method. Performing similar studies with a larger sample size comparing different education methods is recommended.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230449","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
Context: In order to fulfill its tasks and goals, higher education systems need qualified and competent faculty members. The need for faculty development programs is currently obvious. Objectives: The present study aimed to determine the components of faculty development at universities of medical sciences in Iran and across the world, in which, the concepts and dimensions of development, the evolution process and the programs for faculty development of universities of medical sciences were investigated up until now, in Iran and other countries. Data Sources: To obtain the required resources, data were collected through a systematic search in Google Scholar, Medline, Web of Sciences, AIR, ERIC and Springer, ProQuest, and Elsevier databases and from published articles in the Iranian journals available at the SID and IranDoc databases. The articles were selected in accordance with the inclusion criterion of addressing the components of faculty development from different perspectives. Finally, 40 articles carried out in Iran and some other countries and published between 1966 and 2017 were found. Results: In this study, four dimensions of individual, professional, educational, and organizational development were identified. However, most studies were concerned with educational development and most of the given theories were about training faculty members via scientific workshops and seminars. Furthermore, evaluations were often conducted in the same vein, and in most studies, an organizational perspective was adopted and the focus was on organizational goals. Conclusions: Considering that the requirements and conditions of faculty members vary across different universities, disciplines and conditions, the development programs should be designed to target specific subgroups and cover a wide range of skills, not
背景：为了完成其任务和目标，高等教育系统需要合格和胜任的教师。目前，对教师发展计划的需求是显而易见的。目的：本研究旨在确定伊朗和世界各地医学科学大学师资发展的组成部分，其中调查了迄今为止伊朗和其他国家医学科学大学教师发展的概念和维度、演变过程和计划。数据来源：为了获得所需的资源，通过在Google Scholar、Medline、Web of Sciences、AIR、ERIC和Springer、ProQuest和Elsevier数据库中进行系统搜索，并从SID和IranDoc数据库中的伊朗期刊上发表的文章中收集数据。这些文章是根据从不同角度处理教师发展组成部分的纳入标准选择的。最后，发现了1966年至2017年间在伊朗和其他一些国家发表的40篇文章。结果：在本研究中，确定了个人、专业、教育和组织发展的四个维度。然而，大多数研究都与教育发展有关，大多数理论都是关于通过科学研讨会和研讨会培训教师的。此外，评价往往是以同样的方式进行的，在大多数研究中，都采用了组织视角，重点是组织目标。结论：考虑到不同大学、学科和条件对教师的要求和条件各不相同，发展计划应针对特定的亚群体，涵盖广泛的技能，而不是
{"title":"The Components of the Development of Faculty Members at Universities of Medical Sciences in Iran and the World: A Systematic Review","authors":"S. Mohammaditabar, A. Abbaspour, Ali Khorsandi Taskoh","doi":"10.5812/ERMS.81735","DOIUrl":"https://doi.org/10.5812/ERMS.81735","url":null,"abstract":"Context: In order to fulfill its tasks and goals, higher education systems need qualified and competent faculty members. The need for faculty development programs is currently obvious. Objectives: The present study aimed to determine the components of faculty development at universities of medical sciences in Iran and across the world, in which, the concepts and dimensions of development, the evolution process and the programs for faculty development of universities of medical sciences were investigated up until now, in Iran and other countries. Data Sources: To obtain the required resources, data were collected through a systematic search in Google Scholar, Medline, Web of Sciences, AIR, ERIC and Springer, ProQuest, and Elsevier databases and from published articles in the Iranian journals available at the SID and IranDoc databases. The articles were selected in accordance with the inclusion criterion of addressing the components of faculty development from different perspectives. Finally, 40 articles carried out in Iran and some other countries and published between 1966 and 2017 were found. Results: In this study, four dimensions of individual, professional, educational, and organizational development were identified. However, most studies were concerned with educational development and most of the given theories were about training faculty members via scientific workshops and seminars. Furthermore, evaluations were often conducted in the same vein, and in most studies, an organizational perspective was adopted and the focus was on organizational goals. Conclusions: Considering that the requirements and conditions of faculty members vary across different universities, disciplines and conditions, the development programs should be designed to target specific subgroups and cover a wide range of skills, not","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45903958","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}
Navid Golshani, B. Mehraban, I. Rashidi, Nader Salari, C. Jalili
Background: Knowledgeof anatomyisthebasisof medicineandclinicalpractices. Thisstudyaimedtodeterminefactorsaffecting anatomy learning from the viewpoint of students at Kermanshah University of Medical Sciences. Methods: Thiscross-sectionalstudyenrolledallstudentsatbasicsciencesstageattheSchoolof MedicineatKermanshahUniversity of Medical Sciences in 2016 and 2017. A questionnaire was delivered in classrooms by the researchers with the permission of the teachers. Data was analyzed in the SPSS-16 software, employing the Mann-Whitney and Kruskal-Wallis tests. Results: Outof300questionnaires,179werereturned,71frommalestudents(39.7%)and108fromfemalestudents(60.3%);116(64.8%) inthethirdsemester,31(17.3%)inthefourth,and32(17.9%)inthephysiopathologylevel. Significantdifferenceswerefoundbetween the viewpoints of male and female students on the following variables: Use of animation, use of moulages, questions based on references,frequentquizzes,classifiedtestsduringtheterm,andtheteachers’ patience,indicatingthe‘clearexpressionof teachers’ with a mean of 4.7 ± 0.47 as the main effective factor. There were significant differences between the mean scores for ‘design of questions based on the sources’ (P < 0.05) and also between the views of physiopathology students and third-year students (P < 0.05). Conclusions: Lecture-based education without proper audio-visual aids lacks popularity among students, resulting in a waste of timeandlowlevelsof studentlearning. Mentioningtheclinicalaspectsandengagingstudentsinclinicalissuestoimprovelearning is paramount.
{"title":"Factors Affecting Anatomy Learning from the Viewpoints of Medical Students at Basic Sciences Stage","authors":"Navid Golshani, B. Mehraban, I. Rashidi, Nader Salari, C. Jalili","doi":"10.5812/ERMS.79407","DOIUrl":"https://doi.org/10.5812/ERMS.79407","url":null,"abstract":"Background: Knowledgeof anatomyisthebasisof medicineandclinicalpractices. Thisstudyaimedtodeterminefactorsaffecting anatomy learning from the viewpoint of students at Kermanshah University of Medical Sciences. Methods: Thiscross-sectionalstudyenrolledallstudentsatbasicsciencesstageattheSchoolof MedicineatKermanshahUniversity of Medical Sciences in 2016 and 2017. A questionnaire was delivered in classrooms by the researchers with the permission of the teachers. Data was analyzed in the SPSS-16 software, employing the Mann-Whitney and Kruskal-Wallis tests. Results: Outof300questionnaires,179werereturned,71frommalestudents(39.7%)and108fromfemalestudents(60.3%);116(64.8%) inthethirdsemester,31(17.3%)inthefourth,and32(17.9%)inthephysiopathologylevel. Significantdifferenceswerefoundbetween the viewpoints of male and female students on the following variables: Use of animation, use of moulages, questions based on references,frequentquizzes,classifiedtestsduringtheterm,andtheteachers’ patience,indicatingthe‘clearexpressionof teachers’ with a mean of 4.7 ± 0.47 as the main effective factor. There were significant differences between the mean scores for ‘design of questions based on the sources’ (P < 0.05) and also between the views of physiopathology students and third-year students (P < 0.05). Conclusions: Lecture-based education without proper audio-visual aids lacks popularity among students, resulting in a waste of timeandlowlevelsof studentlearning. Mentioningtheclinicalaspectsandengagingstudentsinclinicalissuestoimprovelearning is paramount.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48127593","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}
K. Ghorbanzadeh, M. Hosseini, A. Dalvandi, H. Sadeghi
Background: Motivation is the key factor for success and welfare. It is a pre-requisite in the process of teaching-learning and a factor in academic growth. Objectives: The purpose of the present research is to convey the experiences of medical sciences professors on the educational motivations of students in universities of medical sciences. Methods: The research was carried out in 2017 in Iran. A purposive sampling method was used and continued until theoretical saturation of data. Sixteen professors and Ph.D. students with teaching experience in medical schools participated. Data was collected with in-depth and semi-structured interviews. All the participants were asked at least two of the following open questions: “What is your understanding of the motivation or lack of motivation for student learning?”, “Which factors are effective in motivation learning?”, and “Which strategies have you used to promote student motivation in learning?” The conventional content analysis approach was used for data analysis. Validity, acceptance, confirmation and transmission criteria were used for correctness and solidity of data. Results: By analyzing the transcriptions of interviews, the four main themes of educational motivation for students were determined as “communication between teacher and student”, “characteristic traits of trainer and leaner”, “Importance of motivation in the teaching and learning process” and “educational skills”. Conclusions: Based on the research findings, professors expressed that the students’ educational motivations were not satisfactory and educational and training programs in universities needed improvement. They also emphasized on the teachers’ abilities and training skills in sciences for effective communication between teacher and student.
{"title":"Exploring Perceptions of Students’ Academic Motivation by University Professors - A Qualitative Study","authors":"K. Ghorbanzadeh, M. Hosseini, A. Dalvandi, H. Sadeghi","doi":"10.5812/ERMS.69363","DOIUrl":"https://doi.org/10.5812/ERMS.69363","url":null,"abstract":"Background: Motivation is the key factor for success and welfare. It is a pre-requisite in the process of teaching-learning and a factor in academic growth. Objectives: The purpose of the present research is to convey the experiences of medical sciences professors on the educational motivations of students in universities of medical sciences. Methods: The research was carried out in 2017 in Iran. A purposive sampling method was used and continued until theoretical saturation of data. Sixteen professors and Ph.D. students with teaching experience in medical schools participated. Data was collected with in-depth and semi-structured interviews. All the participants were asked at least two of the following open questions: “What is your understanding of the motivation or lack of motivation for student learning?”, “Which factors are effective in motivation learning?”, and “Which strategies have you used to promote student motivation in learning?” The conventional content analysis approach was used for data analysis. Validity, acceptance, confirmation and transmission criteria were used for correctness and solidity of data. Results: By analyzing the transcriptions of interviews, the four main themes of educational motivation for students were determined as “communication between teacher and student”, “characteristic traits of trainer and leaner”, “Importance of motivation in the teaching and learning process” and “educational skills”. Conclusions: Based on the research findings, professors expressed that the students’ educational motivations were not satisfactory and educational and training programs in universities needed improvement. They also emphasized on the teachers’ abilities and training skills in sciences for effective communication between teacher and student.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49279146","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: Evaluating the self-perceived confidence of students in their abilities to provide orthodontic services is crucial to measuring the effectiveness of the orthodontic curriculum. Objectives: The purpose of this study was to investigate the relationship between general self-efficacy (GSE) in dental students and self-perceived confidence in performing orthodontic clinical skills. Methods: A total of 100 dental students in their final-year at Shiraz University of Medical Sciences participated in the study in February 2017. They responded to a multiple-choice questionnaire consisting of two parts. The first part evaluated the students’ self-perceived confidence in performing orthodontic clinical skills and the second part evaluated the students’ GSE. The correlation between the two parameters was evaluated using the Spearman correlation test with an alpha level set at 0.05. Results: More than 20% of the students reported being “not yet confident” in 8 out of the 18 skills evaluated. There was a medium correlation between the students’ confidence in performing clinical skills and their GSE. There was no correlation between the students’ grades in theoretical courses and their GSE scores (P > 0.05). The students’ confidence in all aspects of clinical skills, however, was correlated with their grades. Conclusions: The students’ self-perceived confidence in performing orthodontic clinical skills is moderately correlated with their GSE; other factors such as exposure to orthodontic cases, and teaching methods seem to play a more influential part in their confidence.
{"title":"General Self-Efficacy and Self-Perceived Confidence of Dental Students in Performing Orthodontic Clinical Skills","authors":"S. M. Danaei, Niloofar Azadeh, D. Jafarpur","doi":"10.5812/ERMS.80010","DOIUrl":"https://doi.org/10.5812/ERMS.80010","url":null,"abstract":"Background: Evaluating the self-perceived confidence of students in their abilities to provide orthodontic services is crucial to measuring the effectiveness of the orthodontic curriculum. Objectives: The purpose of this study was to investigate the relationship between general self-efficacy (GSE) in dental students and self-perceived confidence in performing orthodontic clinical skills. Methods: A total of 100 dental students in their final-year at Shiraz University of Medical Sciences participated in the study in February 2017. They responded to a multiple-choice questionnaire consisting of two parts. The first part evaluated the students’ self-perceived confidence in performing orthodontic clinical skills and the second part evaluated the students’ GSE. The correlation between the two parameters was evaluated using the Spearman correlation test with an alpha level set at 0.05. Results: More than 20% of the students reported being “not yet confident” in 8 out of the 18 skills evaluated. There was a medium correlation between the students’ confidence in performing clinical skills and their GSE. There was no correlation between the students’ grades in theoretical courses and their GSE scores (P > 0.05). The students’ confidence in all aspects of clinical skills, however, was correlated with their grades. Conclusions: The students’ self-perceived confidence in performing orthodontic clinical skills is moderately correlated with their GSE; other factors such as exposure to orthodontic cases, and teaching methods seem to play a more influential part in their confidence.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43731743","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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