Pub Date : 2020-09-01DOI: 10.22038/FMEJ.2020.50001.1342
H. Moonaghi, S. Alamdaran, A. Emadzadeh, B. Abbasi, Parmis Hoseini, E. Bakhtiari
Background: Studies show that planning, strategy making, and modeling have greater impact on the achievement of learners than other educational factors. The aim of the present study was to evaluate the changes in clinical competency of radiology residents by teaching and training educational models of radiologic Pattern recognition - diagnostic Approach - Feedback on diagnosis (PAF). Methods: This semi-experimental study was performed at Mashhad University of Medical Sciences from 2018 up to 2020. The participants were 60 radiology residents divided randomly into two groups of 30 subjects in two educational centers. Eight training sessions were held at one of the two educational centers for teaching this model to assistants. Then, the clinical competency of residents was evaluated by four exams. In addition, residents' satisfaction was also determined by a confidential survey conducted by the university. The parametric tests were used for data analysis. p Results: Comparison of the scores of two groups in OSCE exam showed that in the second and third-year of being assistance, the scores of the intervention group were significantly better than the control group (P=0.02 & 0.05), but no significant difference was found between the two groups in the formative (qualitative) and multiple-choice question exams. About 82.7% of radiology residents were satisfied with this educational model. Conclusion: Pattern-based learning, including PAF, is a practical suggestion for problem-based learning in medical imaging. It can lead to improvement of the clinical competency in radiology residents, especially levels 2 or 3.
{"title":"Pattern-Based Learning: An Educational Model for Radiology Assistants","authors":"H. Moonaghi, S. Alamdaran, A. Emadzadeh, B. Abbasi, Parmis Hoseini, E. Bakhtiari","doi":"10.22038/FMEJ.2020.50001.1342","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.50001.1342","url":null,"abstract":"Background: Studies show that planning, strategy making, and modeling have greater impact on the achievement of learners than other educational factors. The aim of the present study was to evaluate the changes in clinical competency of radiology residents by teaching and training educational models of radiologic Pattern recognition - diagnostic Approach - Feedback on diagnosis (PAF). Methods: This semi-experimental study was performed at Mashhad University of Medical Sciences from 2018 up to 2020. The participants were 60 radiology residents divided randomly into two groups of 30 subjects in two educational centers. Eight training sessions were held at one of the two educational centers for teaching this model to assistants. Then, the clinical competency of residents was evaluated by four exams. In addition, residents' satisfaction was also determined by a confidential survey conducted by the university. The parametric tests were used for data analysis. p Results: Comparison of the scores of two groups in OSCE exam showed that in the second and third-year of being assistance, the scores of the intervention group were significantly better than the control group (P=0.02 & 0.05), but no significant difference was found between the two groups in the formative (qualitative) and multiple-choice question exams. About 82.7% of radiology residents were satisfied with this educational model. Conclusion: Pattern-based learning, including PAF, is a practical suggestion for problem-based learning in medical imaging. It can lead to improvement of the clinical competency in radiology residents, especially levels 2 or 3.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"50-55"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005235","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.48671.1331
L. Mosalanejad, Mehdi Dastpak, S. Ahmadi
Coronavirus pandemic has caused extensive changes in various fields. Education is one challenging and necessary dimension to be paid attention by policymakers and considered as a necessity. Due to changes in the methods and styles of providing medical education from face-to-face to virtual training, and due to its novelty in our country and several challenges ahead, it is necessary to take measures an effective support for better performance of students so that they can monitor their movement to achieve excellent training goals. This will be gained by supporting students’ performances and creating appropriate scaffolds for them. This article covers the needs for scaffolding, the manner and challenges and the related reasons. Also the necessity to be involved in teacher's activities is emphasized so that the quality of education at the present time may be improved.
{"title":"Coronavirus and medical education: Getting change and turning to new education paradigm: the need for scaffolding learning in online training","authors":"L. Mosalanejad, Mehdi Dastpak, S. Ahmadi","doi":"10.22038/FMEJ.2020.48671.1331","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.48671.1331","url":null,"abstract":"Coronavirus pandemic has caused extensive changes in various fields. Education is one challenging and necessary dimension to be paid attention by policymakers and considered as a necessity. Due to changes in the methods and styles of providing medical education from face-to-face to virtual training, and due to its novelty in our country and several challenges ahead, it is necessary to take measures an effective support for better performance of students so that they can monitor their movement to achieve excellent training goals. This will be gained by supporting students’ performances and creating appropriate scaffolds for them. This article covers the needs for scaffolding, the manner and challenges and the related reasons. Also the necessity to be involved in teacher's activities is emphasized so that the quality of education at the present time may be improved.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"58-59"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45582687","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.47864.1326
Fatemeh Babadi, M. Shooriabi, Hamed Saberikia, M. Cheraghi
Introduction: Assessment of student clinical performance is one of the most difficult tasks of faculty members. Logbook is one of the most effective methods for educational assessment. The aim of the present study was to assess the efficacy of logbook from the viewpoints of Ahvaz dental students and faculty members of Department of Oral and Maxillofacial medicine. Methods: The present cross-sectional study was conducted on the 70 students and six faculty members of Department of Oral and Maxillofacial medicine, School of Dental Medicine, Ahvaz Jundishapur University of Medical Sciences. The questionnaire was prepared from previous studies and included four areas of necessity, quality, format, and implementation process and how to complete the logbook. Data were analyzed using descriptive statistical analysis, independent t-test, and SPSS ver.18. Results: The viewpoint of faculty members regarding the four features of logbook and the overall view of the logbook was more than the students. However, no significant difference was found between the viewpoint of students and faculty members. 50.7% of the students and more than 50% of the faculties considered the use of the logbook necessary to ensure consistent educational standards in clinical training. They also showed that the logbook meets all 50% of the educational standards both in format and implementation process. Conclusion: Faculty members and students showed a positive view of logbook, but positive overall view of the faculty members was more than the students. Therefore, reviewing the logbook is not necessary, but more familiarity with the logbook content seems necessary.
{"title":"The Effect of Logbook on the Clinical Training Aspects of Oral Medicine from the Perspective of Students and Faculties of Ahvaz School of Dentistry","authors":"Fatemeh Babadi, M. Shooriabi, Hamed Saberikia, M. Cheraghi","doi":"10.22038/FMEJ.2020.47864.1326","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.47864.1326","url":null,"abstract":"Introduction: Assessment of student clinical performance is one of the most difficult tasks of faculty members. Logbook is one of the most effective methods for educational assessment. The aim of the present study was to assess the efficacy of logbook from the viewpoints of Ahvaz dental students and faculty members of Department of Oral and Maxillofacial medicine. Methods: The present cross-sectional study was conducted on the 70 students and six faculty members of Department of Oral and Maxillofacial medicine, School of Dental Medicine, Ahvaz Jundishapur University of Medical Sciences. The questionnaire was prepared from previous studies and included four areas of necessity, quality, format, and implementation process and how to complete the logbook. Data were analyzed using descriptive statistical analysis, independent t-test, and SPSS ver.18. Results: The viewpoint of faculty members regarding the four features of logbook and the overall view of the logbook was more than the students. However, no significant difference was found between the viewpoint of students and faculty members. 50.7% of the students and more than 50% of the faculties considered the use of the logbook necessary to ensure consistent educational standards in clinical training. They also showed that the logbook meets all 50% of the educational standards both in format and implementation process. Conclusion: Faculty members and students showed a positive view of logbook, but positive overall view of the faculty members was more than the students. Therefore, reviewing the logbook is not necessary, but more familiarity with the logbook content seems necessary.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"20-27"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115265","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.45189.1307
Majid Farahian, Farshad Parhamnia
Background: Quality of education plays a key role in the development of education. Having this perspective in mind the researchers explored the quality of ESP courses from ESP instructors point of views and investigated the role of quality of education of ESP courses in information-seeking behavior of the students. They also probed the possible relationship between EFL instructors reflective practice and the quality of ESP courses. Methods: 79 ESP instructors, were given the researcher- made quality of education in ESP and the English language teaching reflection inventories. At the end of the term, 317 nursing students received an information-seeking behavior questionnaire. To consolidate the findings, 15 volunteer students were interviewed. Results: Based on the findings, the quality of ESP courses as reported by ESP instructors was poor. As the responses to the questionnaire of quality of education in ESP revealed, the instructors reported that they do not have sufficient information on subject matters, the content of the lessons is not updated and is not motivating. It was also reported that not all language skills are included in the course and at the same time the teacher-centered courses are not communicative. Conclusions: It was disappointing to find that students are not encouraged to use resources other than their coursebook and their needs are not taken care of. The instructors reflective practice was also under the expected mean. It was also found that there was a significant correlation between EFL instructors reflective practice and the quality of ESP courses.
{"title":"Nursing students’ information-seeking behavior in ESP courses: Do quality of education and reflective practice matter?","authors":"Majid Farahian, Farshad Parhamnia","doi":"10.22038/FMEJ.2020.45189.1307","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.45189.1307","url":null,"abstract":"Background: Quality of education plays a key role in the development of education. Having this perspective in mind the researchers explored the quality of ESP courses from ESP instructors point of views and investigated the role of quality of education of ESP courses in information-seeking behavior of the students. They also probed the possible relationship between EFL instructors reflective practice and the quality of ESP courses. Methods: 79 ESP instructors, were given the researcher- made quality of education in ESP and the English language teaching reflection inventories. At the end of the term, 317 nursing students received an information-seeking behavior questionnaire. To consolidate the findings, 15 volunteer students were interviewed. Results: Based on the findings, the quality of ESP courses as reported by ESP instructors was poor. As the responses to the questionnaire of quality of education in ESP revealed, the instructors reported that they do not have sufficient information on subject matters, the content of the lessons is not updated and is not motivating. It was also reported that not all language skills are included in the course and at the same time the teacher-centered courses are not communicative. Conclusions: It was disappointing to find that students are not encouraged to use resources other than their coursebook and their needs are not taken care of. The instructors reflective practice was also under the expected mean. It was also found that there was a significant correlation between EFL instructors reflective practice and the quality of ESP courses.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"9-15"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68238299","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.45712.1310
E. Nasiri, Meysam Heydari, Omid Zadi Akhuleh, N. Heydari, Seyyed Muhammad Mahdi Mahdavinoor
Background: Clinical education is the most critical component of surgical technology and anesthesiology student’s education. Therefore, this study was designed to determine the amendable challenges and barriers of clinical education from the viewpoints of operating room and anesthesia students and clinical instructors. Methods: In this descriptive cross-sectional study, 132 students (surgical technology and anesthesiology) and 17 clinical instructors of Sari Allied School were selected by consensus method. Data collection was performed using the Demographic and researcher-made questionnaire about the amendable challenges and barriers of clinical education. Data were analyzed by SPSS software version 20. Results: From the viewpoints of students, the most challenge and barrier was “lack of suitable space for clinical education”. Also, the most amendable barriers were “lack of clinical educators”. From the clinical educators’ perspective, the most challenges and barriers to clinical education were respectively; a large number of students in the ward and low motivation of students for teaching. Conclusion: The challenges and obstacles that can be corrected in clinical education from the perspective of surgical technology and anesthesiology students were the lack of instructors in the clinic. And from the point of view of clinical educators, there were a large number of students in the clinic; however, there was less motivation for students to learn. It is necessary to improve the quality of clinical education in these two fields and improve education.
{"title":"Amendable challenges and barriers in clinical education from perspectives of surgical technology, anesthesiology students, and Clinical instructors of Mazandaran University of Medical Sciences","authors":"E. Nasiri, Meysam Heydari, Omid Zadi Akhuleh, N. Heydari, Seyyed Muhammad Mahdi Mahdavinoor","doi":"10.22038/FMEJ.2020.45712.1310","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.45712.1310","url":null,"abstract":"Background: Clinical education is the most critical component of surgical technology and anesthesiology student’s education. Therefore, this study was designed to determine the amendable challenges and barriers of clinical education from the viewpoints of operating room and anesthesia students and clinical instructors. Methods: In this descriptive cross-sectional study, 132 students (surgical technology and anesthesiology) and 17 clinical instructors of Sari Allied School were selected by consensus method. Data collection was performed using the Demographic and researcher-made questionnaire about the amendable challenges and barriers of clinical education. Data were analyzed by SPSS software version 20. Results: From the viewpoints of students, the most challenge and barrier was “lack of suitable space for clinical education”. Also, the most amendable barriers were “lack of clinical educators”. From the clinical educators’ perspective, the most challenges and barriers to clinical education were respectively; a large number of students in the ward and low motivation of students for teaching. Conclusion: The challenges and obstacles that can be corrected in clinical education from the perspective of surgical technology and anesthesiology students were the lack of instructors in the clinic. And from the point of view of clinical educators, there were a large number of students in the clinic; however, there was less motivation for students to learn. It is necessary to improve the quality of clinical education in these two fields and improve education.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"40-48"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774856","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.46540.1313
H. Abbaszadeh
Background: The traditional medicine constitutes an integral part of the culture of the Iranians. After Birjand dental school presented traditional medicine course for dental students for the first time in Iran, this study aimed to evaluate dental students' viewpoints about traditional medicine course. Methods: After approving optional traditional medicine course for dental students in the relevant councils of Birjand University of medical sciences, Birjand dentistry students' viewpoints were evaluated in two separate semesters through open ended questionnaires which their validity and reliability were confirmed. The questionnaires were designed on a five-point Likert scale. The mean of scores for each question and the mean of student scores on all 16 questions were calculated and by comparing with median, positive or negative viewpoints were evaluated. Results: In the first and second runs of course, only two questions (teachers' mastery on the content, student satisfaction from final and exam) scored above the median. In the first run of the course and totally,” student's willingness to repass course” acquired the least score. All of mean students’ score for sum of 16 questions were below than 3 in two runs of course. Students were generally dissatisfied with the inappropriate timing of classes, the high amounts of content, the impracticality of the subjects, and the lack of relevance to the field of dentistry. Conclusion: All of dentistry students had negative viewpoint to traditional medicine course in this form. It is recommended that ii is provided to dental students in a more practical way and as workshops.
{"title":"Dental Students' Viewpoints on traditional medicine course after presenting for the first time in Iran","authors":"H. Abbaszadeh","doi":"10.22038/FMEJ.2020.46540.1313","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.46540.1313","url":null,"abstract":"Background: The traditional medicine constitutes an integral part of the culture of the Iranians. After Birjand dental school presented traditional medicine course for dental students for the first time in Iran, this study aimed to evaluate dental students' viewpoints about traditional medicine course. Methods: After approving optional traditional medicine course for dental students in the relevant councils of Birjand University of medical sciences, Birjand dentistry students' viewpoints were evaluated in two separate semesters through open ended questionnaires which their validity and reliability were confirmed. The questionnaires were designed on a five-point Likert scale. The mean of scores for each question and the mean of student scores on all 16 questions were calculated and by comparing with median, positive or negative viewpoints were evaluated. Results: In the first and second runs of course, only two questions (teachers' mastery on the content, student satisfaction from final and exam) scored above the median. In the first run of the course and totally,” student's willingness to repass course” acquired the least score. All of mean students’ score for sum of 16 questions were below than 3 in two runs of course. Students were generally dissatisfied with the inappropriate timing of classes, the high amounts of content, the impracticality of the subjects, and the lack of relevance to the field of dentistry. Conclusion: All of dentistry students had negative viewpoint to traditional medicine course in this form. It is recommended that ii is provided to dental students in a more practical way and as workshops.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"28-33"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44418589","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.46519.1314
Roghayeh Zardosht
As a historical era, postmodernism signifies transition from inflexible and logical positivism and entry into a new view to science. Postmodernism offers a number of nursing practice revise that including humanism, conditions, and borderless, multi-voice, view, and multicultural world, changes in meaning of knowledge, and life-long learning. Demographic changes, technological advances, ethnic and cultural diversity, poverty, and other issues have thus encountered nursing profession more than before with demanding challenges in the field of health care services. I personally believe that nurses� philosophical thinking can have significant effects on development of patient care programs. Under the influence of postmodern assumptions, nursing care can also put emphasis on plurality, respect for cultural and individual differences, relativism of truth or reality, constructive discourse, different views to special knowledge, positioning, as well as listening to different voices. Besides, postmodernists reject traditional of truth and any kind of centralism and work against consideration of a central truth in life.
{"title":"Nursing Care and Postmodernism","authors":"Roghayeh Zardosht","doi":"10.22038/FMEJ.2020.46519.1314","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.46519.1314","url":null,"abstract":"As a historical era, postmodernism signifies transition from inflexible and logical positivism and entry into a new view to science. Postmodernism offers a number of nursing practice revise that including humanism, conditions, and borderless, multi-voice, view, and multicultural world, changes in meaning of knowledge, and life-long learning. Demographic changes, technological advances, ethnic and cultural diversity, poverty, and other issues have thus encountered nursing profession more than before with demanding challenges in the field of health care services. I personally believe that nurses� philosophical thinking can have significant effects on development of patient care programs. Under the influence of postmodern assumptions, nursing care can also put emphasis on plurality, respect for cultural and individual differences, relativism of truth or reality, constructive discourse, different views to special knowledge, positioning, as well as listening to different voices. Besides, postmodernists reject traditional of truth and any kind of centralism and work against consideration of a central truth in life.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"57-57"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48818571","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.46705.1317
Fateme Shalbaf Zadeh, H. Moonaghi, A. Emadzadeh, H. Baseri, Seyed Reza Moallem, S. M. M. Bazaz
Background: Nurses are the largest group of medical caregivers in the world. Having highly capable nurses in a healthcare system is directly associated with more favorable outcomes for patients. The rapid development of new medical procedures and equipment necessitates constantly developing new skills and competencies. Thus one of the effective means towards their efficient training is to identify and assess their educational needs. The purpose of this investigation is to study educational needs of nurses by ISO 10015 method. Methods: A descriptive survey research was designed surveying all of the nursing staff of Razi Hospital of Torbat Heydarieh. At the first stage of the study, necessary competencies and skills were identified using two methods of Delphi and job analysis, and then educational needs assessment was done according to ISO 10015 steps. The tools used were researcher designed questionnaires and their reliability and validity were tested by achieving a Cronbach's alpha of 83.9%, and by content validity method, respectively. Data analysis was done using version 16 of SPSS software. Results: Three hundred and sixty-one skills were identified and were categorized into three categories of general (48 skills), specialized (303 skills), and management (10 skills). Nurses had acceptable competencies in 312 of the identified skills, while there were educational and structural gaps found in 8 general, 36 specialized and 5 management skills, as well as the solutions to overcome the gaps were proposed by a group of experts. At the end, 7 general, 33 specialized and 5 management skills were identified and recorded as knowledge gaps. Conclusion: In this study we found out that the specialized skills are the most important educational needs (ABG interpretation, ventilator settings, and cardiac arrhythmias for nurses; and staff and patients’ needs assessment for head nurses) followed by general nursing skills (hemovigilance), and management skills (quality management). The identified knowledge gaps were considered in planning for the future trainings of the study population.
{"title":"Surveying training needs of nursing staff of Razi Hospital, Torbat Heydarieh Iran through ISO 10015 standard in 2018","authors":"Fateme Shalbaf Zadeh, H. Moonaghi, A. Emadzadeh, H. Baseri, Seyed Reza Moallem, S. M. M. Bazaz","doi":"10.22038/FMEJ.2020.46705.1317","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.46705.1317","url":null,"abstract":"Background: Nurses are the largest group of medical caregivers in the world. Having highly capable nurses in a healthcare system is directly associated with more favorable outcomes for patients. The rapid development of new medical procedures and equipment necessitates constantly developing new skills and competencies. Thus one of the effective means towards their efficient training is to identify and assess their educational needs. The purpose of this investigation is to study educational needs of nurses by ISO 10015 method. Methods: A descriptive survey research was designed surveying all of the nursing staff of Razi Hospital of Torbat Heydarieh. At the first stage of the study, necessary competencies and skills were identified using two methods of Delphi and job analysis, and then educational needs assessment was done according to ISO 10015 steps. The tools used were researcher designed questionnaires and their reliability and validity were tested by achieving a Cronbach's alpha of 83.9%, and by content validity method, respectively. Data analysis was done using version 16 of SPSS software. Results: Three hundred and sixty-one skills were identified and were categorized into three categories of general (48 skills), specialized (303 skills), and management (10 skills). Nurses had acceptable competencies in 312 of the identified skills, while there were educational and structural gaps found in 8 general, 36 specialized and 5 management skills, as well as the solutions to overcome the gaps were proposed by a group of experts. At the end, 7 general, 33 specialized and 5 management skills were identified and recorded as knowledge gaps. Conclusion: In this study we found out that the specialized skills are the most important educational needs (ABG interpretation, ventilator settings, and cardiac arrhythmias for nurses; and staff and patients’ needs assessment for head nurses) followed by general nursing skills (hemovigilance), and management skills (quality management). The identified knowledge gaps were considered in planning for the future trainings of the study population.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"49-56"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45749207","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}
Pub Date : 2020-06-01DOI: 10.22038/FMEJ.2020.15675
T. Ghaffari, Fahimeh Hamedirad, Ahmad Darvishi
Background: The purpose of this study was to identify differences and similarities in teachers' and students’ viewpoints about the factors affecting this evaluation.Methods: In this cross-sectional study, 70 teachers and 148 students (34.86 % females and 65.13 males) of Tabriz University of Medical Sciences were selected by convenience sampling. Data were gathered using a questionnaire which included demographic characteristics of teachers and students, separately. For comparing opinions of teachers and students in four general factors, mean and standard deviation were calculated. Results: There was no significant difference between the mean score of students' and teachers' viewpoints considering factors related to teachers' individual - personality characteristics and theoretical - clinical conditions of education . But a significant difference was observed between their mean score regarding factors related to practical course and educational activities . Conclusion: According to results, teacher's educational activities were considered the most effective factors. Keywords: University Teacher Evaluation, Teaching Evaluation, Teaching
{"title":"What is the most important factor affecting Professors evaluation by students","authors":"T. Ghaffari, Fahimeh Hamedirad, Ahmad Darvishi","doi":"10.22038/FMEJ.2020.15675","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.15675","url":null,"abstract":"Background: The purpose of this study was to identify differences and similarities in teachers' and students’ viewpoints about the factors affecting this evaluation.Methods: In this cross-sectional study, 70 teachers and 148 students (34.86 % females and 65.13 males) of Tabriz University of Medical Sciences were selected by convenience sampling. Data were gathered using a questionnaire which included demographic characteristics of teachers and students, separately. For comparing opinions of teachers and students in four general factors, mean and standard deviation were calculated. Results: There was no significant difference between the mean score of students' and teachers' viewpoints considering factors related to teachers' individual - personality characteristics and theoretical - clinical conditions of education . But a significant difference was observed between their mean score regarding factors related to practical course and educational activities . Conclusion: According to results, teacher's educational activities were considered the most effective factors. Keywords: University Teacher Evaluation, Teaching Evaluation, Teaching","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"16-19"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47938345","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}
Pub Date : 2020-05-25DOI: 10.22038/FMEJ.2020.45074.1304
A. Gilavand, Y. Mehralizadeh
Background: One of the most important factors in assessing the success of a health system reform plan is the periodic review of the satisfaction of health care providers. Hence, this study was conducted to evaluate the clinical faculty members’ satisfaction with the implementation of the health system reform plan in Iran. Methods: This research is a descriptive and cross-sectional study. The research population of this study included all clinical faculty members employed in the university, 90 of whom were randomly included in this study. A 13-item researcher-made questionnaire was used to assess their satisfaction. Results: The mean score of general satisfaction was 2.17 ± 0.56. The highest dissatisfaction was related to the way of payment of salaries and benefits (93.4%) and the highest satisfaction was related to work hours and work shifts after implementation of the health system reform plan (16.7%) compared to before. In addition, variables of age (P = 0.019) and type of employment (P = 0.027) of clinical faculty members had a significant effect on their satisfaction with the implementation of the health system reform plan. However, the effect of other variables was not significant (P <0.05). Conclusion: Based on the results of this study, the satisfaction of clinical faculty members with the implementation of the health system reform plan was at an undesirable level. It is necessary to pay more attention to the dimensions in which people had the highest dissatisfaction in future planning aimed at periodically monitoring this plan and resolving potential problems.
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