Fatemeh Mohtasham, Y. Jahani, Abbas Behrampour, Farideh Sharififar, A. Afshar
Background Evaluation of students’ scores helps us indirectly examine the status of education system in university departments. Objectives In this study, in order to assess the education system, consistency between the students’ scores was evaluated by measuring the Bayesian intraclass correlation coefficient (ICC) in postgraduate students of School of Public Health, Kerman University of Medical Sciences during 2013 - 2015. Methods This cross sectional study was conducted on all postgraduate students of the School of Public Health of Kerman University of Medical Sciences during 2013 - 2015. The students’ scores were collected from the Office of Postgraduate Studies. First, the Bayesian ICC of students’ scores was calculated for all fields. Next, cluster analysis was performed on Master’s fields of study, and the Bayesian ICC was recalculated for each cluster. Data were analyzed using R 3.3.2 and OpenBUGS 3.2.3. Results Out of 117 postgraduate students, 102 (87.2%) were MSc students, and 15 (12.8%) were PhD students. The highest ICC was attributed to health education (ICC = 0.345) and the lowest to environmental health engineering (ICC = 0.023). Clustering was effective in most fields, and ICC of the clusters increased. Conclusions According to the results, consistency between the students’ scores was low in the majority of fields; therefore, it is necessary to modify and improve teaching and evaluation methods.
{"title":"Investigation of Consistency Between the Students’ Scores Using Bayesian Intraclass Correlation Coefficient in Postgraduate Students of Kerman University of Medical Sciences in 2013 - 2015","authors":"Fatemeh Mohtasham, Y. Jahani, Abbas Behrampour, Farideh Sharififar, A. Afshar","doi":"10.5812/sdme.84285","DOIUrl":"https://doi.org/10.5812/sdme.84285","url":null,"abstract":"Background Evaluation of students’ scores helps us indirectly examine the status of education system in university departments. Objectives In this study, in order to assess the education system, consistency between the students’ scores was evaluated by measuring the Bayesian intraclass correlation coefficient (ICC) in postgraduate students of School of Public Health, Kerman University of Medical Sciences during 2013 - 2015. Methods This cross sectional study was conducted on all postgraduate students of the School of Public Health of Kerman University of Medical Sciences during 2013 - 2015. The students’ scores were collected from the Office of Postgraduate Studies. First, the Bayesian ICC of students’ scores was calculated for all fields. Next, cluster analysis was performed on Master’s fields of study, and the Bayesian ICC was recalculated for each cluster. Data were analyzed using R 3.3.2 and OpenBUGS 3.2.3. Results Out of 117 postgraduate students, 102 (87.2%) were MSc students, and 15 (12.8%) were PhD students. The highest ICC was attributed to health education (ICC = 0.345) and the lowest to environmental health engineering (ICC = 0.023). Clustering was effective in most fields, and ICC of the clusters increased. Conclusions According to the results, consistency between the students’ scores was low in the majority of fields; therefore, it is necessary to modify and improve teaching and evaluation methods.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87511370","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 Paying attention to students’ academic burnout and identifying the factors affecting it is one of the concerns of higher education authorities. Objectives The purpose of this study was to investigate the effect of quality of educational services and happiness on students’ academic burnout. Methods In this descriptive-analytical study, 477 students of Zahedan University of Medical Sciences participated in the academic year 2017 - 2018. The sampling method was stratified. Data were collected using the SERVQUAL Questionnaire, Isfahan-Fordyce Happiness Inventory (IFHI) and Breso Burnout Questionnaire. Then, they were analyzed by Pearson’s correlation coefficient, independent -test, One-way ANOVA and Multiple linear regression using SPSS. P value less than 0.05 was considered significant. Results According to Pearson correlation coefficient, there was a significant relationship between students' happiness and academic burnout (P < 0.001), but there was no significant relationship between the quality of educational services and academic burnout (P = 0.060). The level of academic burnout was higher in male students than in female students (P = 0.003). Multiple linear regression analysis showed that only the students’ happiness variable significantly predicted variations in academic burnout (P = 0.001). Conclusions In order to reduce students’ academic burnout, effective factors such as happiness should be considered by the respective authorities and educational packages should be used to promote happiness and increase the quality of educational services.
{"title":"The Relationship of Happiness and Quality of Educational Services with Academic Burnout Among Students of Zahedan University of Medical Sciences, Iran","authors":"Omolbanin Rahdar, A. Arbabisarjou, S. Shahroudi","doi":"10.5812/sdme.82679","DOIUrl":"https://doi.org/10.5812/sdme.82679","url":null,"abstract":"Background Paying attention to students’ academic burnout and identifying the factors affecting it is one of the concerns of higher education authorities. Objectives The purpose of this study was to investigate the effect of quality of educational services and happiness on students’ academic burnout. Methods In this descriptive-analytical study, 477 students of Zahedan University of Medical Sciences participated in the academic year 2017 - 2018. The sampling method was stratified. Data were collected using the SERVQUAL Questionnaire, Isfahan-Fordyce Happiness Inventory (IFHI) and Breso Burnout Questionnaire. Then, they were analyzed by Pearson’s correlation coefficient, independent -test, One-way ANOVA and Multiple linear regression using SPSS. P value less than 0.05 was considered significant. Results According to Pearson correlation coefficient, there was a significant relationship between students' happiness and academic burnout (P < 0.001), but there was no significant relationship between the quality of educational services and academic burnout (P = 0.060). The level of academic burnout was higher in male students than in female students (P = 0.003). Multiple linear regression analysis showed that only the students’ happiness variable significantly predicted variations in academic burnout (P = 0.001). Conclusions In order to reduce students’ academic burnout, effective factors such as happiness should be considered by the respective authorities and educational packages should be used to promote happiness and increase the quality of educational services.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87613223","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 One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum on drug abuse and include it in the curriculum of medical students. Methods In this descriptive library study, documentary (library) method and checklists were used for data collection. In order to identify the extent to which the existing units and courses deal with substance abuse and with the subject of addiction, the announced titles for active disciplines of the Ministry of Health and Medical Education were reviewed in 2017 - 2018. Results Of the 7685.5 units taught in different faculties of medical sciences universities in all disciplines except clinical residency programs.106.1% (optional or mandatory) are related to substance abuse. Of these, 49.5 units were related to the pathophysiology, treatment and pharmacology of substances, and 57.6 units covered topics related to prevention strategies and pathologies of substance abuse. Conclusions Despite the high importance of substance abuse issues for medical sciences students, a general unit for prevention and familiarity with the physical, psychological and social consequences of substance abuse does not exist in most of these disciplines. Therefore, it is recommended that studies be conducted to provide specific courses related to the substance abuse phenomenon or to consider substance abuse topics in the courses related to this subject.
{"title":"A Study of Courses Related to Drug Abuse Prevention in Medical Sciences Curriculum in Iran","authors":"M. Rajabalipour, Hajar Shafian, A. Iranpour","doi":"10.5812/sdme.86701","DOIUrl":"https://doi.org/10.5812/sdme.86701","url":null,"abstract":"Background One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum on drug abuse and include it in the curriculum of medical students. Methods In this descriptive library study, documentary (library) method and checklists were used for data collection. In order to identify the extent to which the existing units and courses deal with substance abuse and with the subject of addiction, the announced titles for active disciplines of the Ministry of Health and Medical Education were reviewed in 2017 - 2018. Results Of the 7685.5 units taught in different faculties of medical sciences universities in all disciplines except clinical residency programs.106.1% (optional or mandatory) are related to substance abuse. Of these, 49.5 units were related to the pathophysiology, treatment and pharmacology of substances, and 57.6 units covered topics related to prevention strategies and pathologies of substance abuse. Conclusions Despite the high importance of substance abuse issues for medical sciences students, a general unit for prevention and familiarity with the physical, psychological and social consequences of substance abuse does not exist in most of these disciplines. Therefore, it is recommended that studies be conducted to provide specific courses related to the substance abuse phenomenon or to consider substance abuse topics in the courses related to this subject.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81129753","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}
Dear Editor, The landscape of medical knowledge is changing constantly. On average, 50% of medical knowledge becomes obsolete in every four to five years (75% in every eight to ten years). Continuing education is considered a general principle in the healthcare system. This concept has been recognized globally since 1974. In Iran, it was first integrated experimentally in 1990 and officially approved in 1996 (1). The role of physicians in the health system is very important. Physicians are the main decision-makers in the health system, and their knowledge and attitude determine what services, in what form and at what expense, should be delivered to patients. The 2012 General Medical Council guidelines on health leadership and management particularly describe the physician’s responsibility to be more than merely “a good specialist”. The notion of “five-star doctor”, which involves a combination of clinical skills and behavioral and managerial abilities, has been described in the clinical management literature (2). In examining the effectiveness and challenges of continuing education, numerous structural and executive problems have been described, such as non-updated training, dysfunctional training, disease-oriented education rather than patient-centered education, and failure to perform educational needs assessment. However, recently, changes have occurred in continuing education, and educational plans have improved significantly due to changes, such as integration of online tutorials, increase in audience access, flexibility of different learning styles, and use of multimedia tools, which have created different scenarios in the context of continuing education. On the other hand, an important and neglected problem in the context of educational programs, which requires serious review, is the lack of managerial training and clinical leadership competencies in physicians. Although the philosophy of continuing education is to promote physicians’ professional skills, including clinical, managerial, social, and ethical skills, But it is very onesided in practice and deals only with the clinical specialty (3). A question that arises is when to use continuing education to promote qualified clinical leaders. In multiple studies, most medical students and physicians stated that management skills cannot be attained over time based on experience; on the other hand, they emphasized on the importance of training. In the medical training curriculum of Iran, no educational content has been designed for management competency training. Considering the nature of continuing education, lack of well-trained physicians and managerial issues are common after graduation (4). Generally, continuing education should be result-driven rather than process-oriented. Some researchers believe that the challenge of management is the most fundamental challenge of the 21st century. This issue is becoming more and more important in healthcare organizations because of the great import
{"title":"Lack of Clinical Leadership Competency in Continuing Education","authors":"S. A. Hozni, Mohammd Hakkak","doi":"10.5812/sdme.90987","DOIUrl":"https://doi.org/10.5812/sdme.90987","url":null,"abstract":"Dear Editor, The landscape of medical knowledge is changing constantly. On average, 50% of medical knowledge becomes obsolete in every four to five years (75% in every eight to ten years). Continuing education is considered a general principle in the healthcare system. This concept has been recognized globally since 1974. In Iran, it was first integrated experimentally in 1990 and officially approved in 1996 (1). The role of physicians in the health system is very important. Physicians are the main decision-makers in the health system, and their knowledge and attitude determine what services, in what form and at what expense, should be delivered to patients. The 2012 General Medical Council guidelines on health leadership and management particularly describe the physician’s responsibility to be more than merely “a good specialist”. The notion of “five-star doctor”, which involves a combination of clinical skills and behavioral and managerial abilities, has been described in the clinical management literature (2). In examining the effectiveness and challenges of continuing education, numerous structural and executive problems have been described, such as non-updated training, dysfunctional training, disease-oriented education rather than patient-centered education, and failure to perform educational needs assessment. However, recently, changes have occurred in continuing education, and educational plans have improved significantly due to changes, such as integration of online tutorials, increase in audience access, flexibility of different learning styles, and use of multimedia tools, which have created different scenarios in the context of continuing education. On the other hand, an important and neglected problem in the context of educational programs, which requires serious review, is the lack of managerial training and clinical leadership competencies in physicians. Although the philosophy of continuing education is to promote physicians’ professional skills, including clinical, managerial, social, and ethical skills, But it is very onesided in practice and deals only with the clinical specialty (3). A question that arises is when to use continuing education to promote qualified clinical leaders. In multiple studies, most medical students and physicians stated that management skills cannot be attained over time based on experience; on the other hand, they emphasized on the importance of training. In the medical training curriculum of Iran, no educational content has been designed for management competency training. Considering the nature of continuing education, lack of well-trained physicians and managerial issues are common after graduation (4). Generally, continuing education should be result-driven rather than process-oriented. Some researchers believe that the challenge of management is the most fundamental challenge of the 21st century. This issue is becoming more and more important in healthcare organizations because of the great import","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83528799","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}
Dear Editor, The internet created new situations in the educational arena and the application of the appropriate internet infrastructure for new electronic (e)-learning and computerbased learning methods is welcomed in recent years; however, the process and tool of knowledge transfer shifts toward e-learning-teaching. According to the provided definition, virtual learning is a new learning method with many advantages (1). A great change is observed in the evolution of education and distance learning alongside the shifting from written texts to educational television. The distance learning was first launched in Europe and desirably welcomed (2). Unlike other distance learning methods, e-learning provides a unique experience of simultaneous application of three teaching methods of traditional, visual, and audio. Another unique feature of this teaching method provided by the advancement of technology is the greater efficiency of education and audience not from a particular region or country, but throughout the world. In addition to the gradual conversion of traditional education to e-learning, the costs of publishing and distributing educational programs are significantly declined (3). One of the undeniable benefits of virtual education is the evaluation. In this type of training, evaluation is performed more quickly, and a shift to self-evaluation, considered as an important educational goal, is developing here. The learners can have a better understanding of their achievements through self-evaluation, which definitely affects their promotion (4). In a study conducted by Anna Kho et al., on the employment of mobile phones for medical education and the satisfaction of students and residents put the result on the Medline database from 1993 to 2004, about 60% 70% of medical students and residents used their mobile phones or other digital devices for educational or patient care purposes and the level of satisfaction was high; however, the level of satisfaction is attributed to the experience and skill of the learners in using such devices (5). Results of a study by Auguste et al., on the development of an internet-based communication system for residency training programs showed that the internet is an effective and easy-to-use learning tool with low cost to educate residents, and owing to the rapid advancement of science, the content can be renewed by spending a low cost (6). In recent years, given the many benefits of e-learning, there is a strong tendency toward knowledge transfer, especially in the medical field. E-learning, in addition to being very accessible and enabling many learners to use it with no need to attend training sessions, causes a much lower cost on educational systems and has the ability to update easily with low cost and high speed .Also, if learners do not learn a part of the content, they can go back to it at the right time and learn it. Due to the extensiveness of educational areas in internal medicine and to the best of autho
{"title":"Web-Based Learning in Internal Medicine: The First Step in Electronic Clinical Education of the Department of Internal Medicine","authors":"R. Yazdani, Mahdieh Jamalizadeh","doi":"10.5812/sdme.88547","DOIUrl":"https://doi.org/10.5812/sdme.88547","url":null,"abstract":"Dear Editor, The internet created new situations in the educational arena and the application of the appropriate internet infrastructure for new electronic (e)-learning and computerbased learning methods is welcomed in recent years; however, the process and tool of knowledge transfer shifts toward e-learning-teaching. According to the provided definition, virtual learning is a new learning method with many advantages (1). A great change is observed in the evolution of education and distance learning alongside the shifting from written texts to educational television. The distance learning was first launched in Europe and desirably welcomed (2). Unlike other distance learning methods, e-learning provides a unique experience of simultaneous application of three teaching methods of traditional, visual, and audio. Another unique feature of this teaching method provided by the advancement of technology is the greater efficiency of education and audience not from a particular region or country, but throughout the world. In addition to the gradual conversion of traditional education to e-learning, the costs of publishing and distributing educational programs are significantly declined (3). One of the undeniable benefits of virtual education is the evaluation. In this type of training, evaluation is performed more quickly, and a shift to self-evaluation, considered as an important educational goal, is developing here. The learners can have a better understanding of their achievements through self-evaluation, which definitely affects their promotion (4). In a study conducted by Anna Kho et al., on the employment of mobile phones for medical education and the satisfaction of students and residents put the result on the Medline database from 1993 to 2004, about 60% 70% of medical students and residents used their mobile phones or other digital devices for educational or patient care purposes and the level of satisfaction was high; however, the level of satisfaction is attributed to the experience and skill of the learners in using such devices (5). Results of a study by Auguste et al., on the development of an internet-based communication system for residency training programs showed that the internet is an effective and easy-to-use learning tool with low cost to educate residents, and owing to the rapid advancement of science, the content can be renewed by spending a low cost (6). In recent years, given the many benefits of e-learning, there is a strong tendency toward knowledge transfer, especially in the medical field. E-learning, in addition to being very accessible and enabling many learners to use it with no need to attend training sessions, causes a much lower cost on educational systems and has the ability to update easily with low cost and high speed .Also, if learners do not learn a part of the content, they can go back to it at the right time and learn it. Due to the extensiveness of educational areas in internal medicine and to the best of autho","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78638599","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}
B. Pouragha, Z. Ghazivakili, Roohangiz Norouzinia, N. Pakravan
Background: Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives: Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods: In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results: The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions: Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.
{"title":"Integration of Lecture and Role-Play in Teaching Immunology to Medical Students","authors":"B. Pouragha, Z. Ghazivakili, Roohangiz Norouzinia, N. Pakravan","doi":"10.5812/sdme.82695","DOIUrl":"https://doi.org/10.5812/sdme.82695","url":null,"abstract":"Background: Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives: Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods: In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results: The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions: Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85548007","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}
Y. Adebisi, Omotayo Carolyn Olaoye, Aniekan Ekpenyong, A. Alaran, D. Lucero‐Prisno
Depression Among Pharmacy Students in Nigeria: Is It a Neglected Issue? Yusuff Adebayo Adebisi 1, , Omotayo Carolyn Olaoye , Aniekan Micheal Ekpenyong , Aishat Jumoke Alaran 4 and Don Eliseo Lucero-Prisno III 5 Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria Faculty of Pharmacy, Obafemi Awolowo University, Ife, Nigeria Faculty of Pharmacy, University of Uyo, Uyo, Nigeria Faculty of Pharmaceutical Sciences, University of Ilorin, Ilorin, Nigeria Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom Corresponding author: Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria. Tel: +234-8064110844, Email: adebisiyusuff23@yahoo.com
尼日利亚药学专业学生的抑郁症:这是一个被忽视的问题吗?Yusuff addebayo addebisi 1, Omotayo Carolyn Olaoye, Aniekan michael Ekpenyong, Aishat Jumoke Alaran 4和Don Eliseo Lucero-Prisno III 5伊巴丹大学药学院，伊巴丹，尼日利亚药学院，伊巴丹大学，尼日利亚药学院，伊约大学，伊约，尼日利亚药学院，伊洛林大学，伊洛林，尼日利亚全球卫生与发展学系，伦敦卫生与热带医学学院，伦敦通讯作者:尼日利亚伊巴丹伊巴丹大学药学院。电话:+234-8064110844，邮箱:adebisiyusuff23@yahoo.com
{"title":"Depression Among Pharmacy Students in Nigeria: Is It a Neglected Issue?","authors":"Y. Adebisi, Omotayo Carolyn Olaoye, Aniekan Ekpenyong, A. Alaran, D. Lucero‐Prisno","doi":"10.5812/sdme.97918","DOIUrl":"https://doi.org/10.5812/sdme.97918","url":null,"abstract":"Depression Among Pharmacy Students in Nigeria: Is It a Neglected Issue? Yusuff Adebayo Adebisi 1, , Omotayo Carolyn Olaoye , Aniekan Micheal Ekpenyong , Aishat Jumoke Alaran 4 and Don Eliseo Lucero-Prisno III 5 Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria Faculty of Pharmacy, Obafemi Awolowo University, Ife, Nigeria Faculty of Pharmacy, University of Uyo, Uyo, Nigeria Faculty of Pharmaceutical Sciences, University of Ilorin, Ilorin, Nigeria Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom Corresponding author: Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria. Tel: +234-8064110844, Email: adebisiyusuff23@yahoo.com","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89408531","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. Haghdoost, Reza Goudarzi, M. Ramezanian, A. Javadi, A. Darvishi, A. Hosseinzadeh, M. Abolhallaje, M. Rahimi
Background Because of resources deficiency, a well-funded budget system is very important for achieving organizational goals. Hence, providing a specific pattern for performance analysis is important to allocate funds to medical universities Objectives In this study, econometric method and linear regression estimation were used to investigate the economic behaviour of the budget allocation process. Methods Data used in the present study were panel data from medical universities obtained during an eight-year period. The explanatory variables in this model included the numbers of faculty members and students. Also, separate linear regression was estimated as a dependent variable for the levels of expenditure budget and total budget. Results Our findings showed that if budgeting is done solely based on faculty members, allocation of public budget for each faculty member is 113.7 million Tomans, and if it is performed based on students, the allocated budgets are 9.8, 2.2, and 25.9 million Tomans for each undergraduate, professional doctorate (medicine, pharmacy, and dentistry) and postgraduate student, respectively. Conclusions In general, budget allocation for university education sector had a strong relationship with faculty members and students. However, the place of budget consumption and performance quality indicators still remain unclear. The results of this study can be applied for quantitative modelling to predict and allocate budget to medical universities.
{"title":"Modelling the Budget Determination of Educational Sector in Iran’s Medical Sciences Universities","authors":"A. Haghdoost, Reza Goudarzi, M. Ramezanian, A. Javadi, A. Darvishi, A. Hosseinzadeh, M. Abolhallaje, M. Rahimi","doi":"10.5812/sdme.81991","DOIUrl":"https://doi.org/10.5812/sdme.81991","url":null,"abstract":"Background Because of resources deficiency, a well-funded budget system is very important for achieving organizational goals. Hence, providing a specific pattern for performance analysis is important to allocate funds to medical universities Objectives In this study, econometric method and linear regression estimation were used to investigate the economic behaviour of the budget allocation process. Methods Data used in the present study were panel data from medical universities obtained during an eight-year period. The explanatory variables in this model included the numbers of faculty members and students. Also, separate linear regression was estimated as a dependent variable for the levels of expenditure budget and total budget. Results Our findings showed that if budgeting is done solely based on faculty members, allocation of public budget for each faculty member is 113.7 million Tomans, and if it is performed based on students, the allocated budgets are 9.8, 2.2, and 25.9 million Tomans for each undergraduate, professional doctorate (medicine, pharmacy, and dentistry) and postgraduate student, respectively. Conclusions In general, budget allocation for university education sector had a strong relationship with faculty members and students. However, the place of budget consumption and performance quality indicators still remain unclear. The results of this study can be applied for quantitative modelling to predict and allocate budget to medical universities.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83326210","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}
Objectives The purpose of this study was to evaluate the improvement of students’ ability to answer consecutive patient management problem (PMP) and modified essay question (MEQ) exams, to assess its relationship with academic progress, and to determine whether consecutive PMP-MEQ exams can improve the students’ clinical reasoning skills by improving the test scores. Methods This descriptive, analytical, cross-sectional study consisted of 67 third-year nutrition students in three consecutive years, who were asked to prepare for a multiple-choice question (MCQ) test and consecutive PMP-MEQ exams. The students were required to answer PMP-MEQ exam, which comprised of two queries of five-choice question (PMP) and three short-answer questions (MEQ). Repeated measures ANOVA, independent -test, paired -test, and Pearson’s correlation test were used for statistical analysis. Results The mean difference in PMP scores was significant between the three periods (P = 0.0001). However, the difference in the mean score of PMP exam between students with grade point average (GPA) ≥ 16 and GPA < 16 was not significant, except for PMP3 (P = 0.001). An increase was observed in the scores of students in both groups by continuous PMP examination. The significant mean difference in PMP3 exam showed that improvement of students with GPA ≥ 16 was greater than that of students with GPA < 16 (P = 0.001). The difference in the mean scores of MCQ and PMP exams was significant, except for the third PMP exam in students with GPA ≥ 16 (P = 0.143). Conclusions Use of PMP-MEQ exams in reasoning-based clinical education can be a suitable approach for clinical evaluation of undergraduate students. Also, continuous PMP-MEQ examination can improve the clinical reasoning of students, mainly those with GPA ≥ 16.
{"title":"Do consecutive Patient Management Problem (PMP) and Modified Essay Question (MEQ) Examinations Improve Clinical Reasoning in Students?","authors":"M. Mahmoodi","doi":"10.5812/sdme.86566","DOIUrl":"https://doi.org/10.5812/sdme.86566","url":null,"abstract":"Objectives The purpose of this study was to evaluate the improvement of students’ ability to answer consecutive patient management problem (PMP) and modified essay question (MEQ) exams, to assess its relationship with academic progress, and to determine whether consecutive PMP-MEQ exams can improve the students’ clinical reasoning skills by improving the test scores. Methods This descriptive, analytical, cross-sectional study consisted of 67 third-year nutrition students in three consecutive years, who were asked to prepare for a multiple-choice question (MCQ) test and consecutive PMP-MEQ exams. The students were required to answer PMP-MEQ exam, which comprised of two queries of five-choice question (PMP) and three short-answer questions (MEQ). Repeated measures ANOVA, independent -test, paired -test, and Pearson’s correlation test were used for statistical analysis. Results The mean difference in PMP scores was significant between the three periods (P = 0.0001). However, the difference in the mean score of PMP exam between students with grade point average (GPA) ≥ 16 and GPA < 16 was not significant, except for PMP3 (P = 0.001). An increase was observed in the scores of students in both groups by continuous PMP examination. The significant mean difference in PMP3 exam showed that improvement of students with GPA ≥ 16 was greater than that of students with GPA < 16 (P = 0.001). The difference in the mean scores of MCQ and PMP exams was significant, except for the third PMP exam in students with GPA ≥ 16 (P = 0.143). Conclusions Use of PMP-MEQ exams in reasoning-based clinical education can be a suitable approach for clinical evaluation of undergraduate students. Also, continuous PMP-MEQ examination can improve the clinical reasoning of students, mainly those with GPA ≥ 16.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84529395","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}
Dear Editor, Emergency medicine is one of the world’s newest academic disciplines in recent decades (1). This discipline was established in Iran several years ago and its importance in the community is gradually increasing (2). Emergency medical services play a key role in providing health care services. In recent years, the role of emergency medicine specialists was quantitatively and qualitatively studied in Iran, in the light of its emergence and in spite of some disagreements made at the beginning of its establishment in the Iranian universities. Today, it is well documented that in the Iranian emergency rooms, by the presence of emergency medicine specialists in the treatment system, providing medical services to patients is significantly improved and the waiting time to access services remarkably decreased. By the reduction of patient’s waiting time, and time to determine the patient’s status and destination in the hospital, further emergency beds are available for possible admissions and emergency rooms are prepared for future admissions (3), in addition to economical savings and other benefits (4). Officials and deputies of the Iranian Ministry of Health always emphasize on the importance of attracting and educating emergency medicine specialists according to the needs of the country in their interviews and forms of need assessment (5). Despite this emphasis and the needs of the country, studies and experiences in Iran show that the procedure of admission and training of emergency medicine specialists is very worrying and critical, therefore, selection of this discipline has a very low priority for applicants (6) and emergency medicine has the highest rate of withdrawal among residents compared to other disciplines. Many emergency medicine residents are over 35 years old and apply for this discipline with low motivation and energy, while the essence of this discipline requires younger, more motivated and energetic individuals. Research findings suggest that disciplines such as emergency medicine and surgery have lower priorities for applicants due to their stressful nature, increased workload, and the disruption of lifestyles and work life. However, such factors are not limited to Iran and other countries in the region and the world have also the same conditions (6, 7). Nevertheless, a worrisome issue is the release of alarming figures by the Iran Medical Council authorities indicating that more than 11000 medical graduates in recent years did not refer to register and get license from this organization; in other words, they abandoned medicine or immigrated. In addition, 15000 physicians who registered and were licensed by the Iran Medical Council are involved in other businesses, and since 2014 the immigration rate of physicians with different specialties increased 38 times (8). Moreover, shocking figures released by the Iranian Ministry of Health after announcing the results of residency entrance exam, which showed that 305 city-discipl
{"title":"The Shortage of Emergency Medical Residents; A Serious Alarm for the Iranian Ministry of Health and Medical Education","authors":"S. Esmailian","doi":"10.5812/SDME.84664","DOIUrl":"https://doi.org/10.5812/SDME.84664","url":null,"abstract":"Dear Editor, Emergency medicine is one of the world’s newest academic disciplines in recent decades (1). This discipline was established in Iran several years ago and its importance in the community is gradually increasing (2). Emergency medical services play a key role in providing health care services. In recent years, the role of emergency medicine specialists was quantitatively and qualitatively studied in Iran, in the light of its emergence and in spite of some disagreements made at the beginning of its establishment in the Iranian universities. Today, it is well documented that in the Iranian emergency rooms, by the presence of emergency medicine specialists in the treatment system, providing medical services to patients is significantly improved and the waiting time to access services remarkably decreased. By the reduction of patient’s waiting time, and time to determine the patient’s status and destination in the hospital, further emergency beds are available for possible admissions and emergency rooms are prepared for future admissions (3), in addition to economical savings and other benefits (4). Officials and deputies of the Iranian Ministry of Health always emphasize on the importance of attracting and educating emergency medicine specialists according to the needs of the country in their interviews and forms of need assessment (5). Despite this emphasis and the needs of the country, studies and experiences in Iran show that the procedure of admission and training of emergency medicine specialists is very worrying and critical, therefore, selection of this discipline has a very low priority for applicants (6) and emergency medicine has the highest rate of withdrawal among residents compared to other disciplines. Many emergency medicine residents are over 35 years old and apply for this discipline with low motivation and energy, while the essence of this discipline requires younger, more motivated and energetic individuals. Research findings suggest that disciplines such as emergency medicine and surgery have lower priorities for applicants due to their stressful nature, increased workload, and the disruption of lifestyles and work life. However, such factors are not limited to Iran and other countries in the region and the world have also the same conditions (6, 7). Nevertheless, a worrisome issue is the release of alarming figures by the Iran Medical Council authorities indicating that more than 11000 medical graduates in recent years did not refer to register and get license from this organization; in other words, they abandoned medicine or immigrated. In addition, 15000 physicians who registered and were licensed by the Iran Medical Council are involved in other businesses, and since 2014 the immigration rate of physicians with different specialties increased 38 times (8). Moreover, shocking figures released by the Iranian Ministry of Health after announcing the results of residency entrance exam, which showed that 305 city-discipl","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83386829","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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