Mahmood Dehghani, M. Salajegheh, Majid Fasihi Harandi, K. Bahaadinbeigy, B. Bijari, Zeynab Shakiba, Z. Fatahi
Background: Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives: The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences and to propose practical recommendations for the future design of development programs. Methods: In this semi-experimental study, a total of 53 faculty members of Kerman University of Medical Sciences participated in a one-year development program, which was designed by the Education Development Center and included the main disciplines of medical education. The program was evaluated in several steps, using the Kirkpatrick model. Results: In the first level of Kirkpatrick model, the majority of the participants were satisfied with the general quality of the fellowship program. Based on the findings, the program led to an increase in the knowledge of faculty members and promoted a more positive attitude towards education and these programs. The findings related to the second level of Kirkpatrick model showed a significant difference between the pretest and posttest results (P < 0.05). In addition, analysis of the effects of the program on the participants’ behaviors and practical learning indicated positive changes. Conclusions: The medical education fellowship program led to positive changes in the participants’ attitudes towards education and faculty development programs and increased their knowledge about educational principles and strategies and achieving of training skills. It can be concluded that the medical education fellowship program could achieve many of its preset goals.
{"title":"Design, Implementation, and Evaluation of a Medical Education Fellowship Program for the Faculty Members of Kerman University of Medical Sciences Based on the Kirkpatrick Model","authors":"Mahmood Dehghani, M. Salajegheh, Majid Fasihi Harandi, K. Bahaadinbeigy, B. Bijari, Zeynab Shakiba, Z. Fatahi","doi":"10.5812/SDME.64668","DOIUrl":"https://doi.org/10.5812/SDME.64668","url":null,"abstract":"Background: Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives: The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences and to propose practical recommendations for the future design of development programs. Methods: In this semi-experimental study, a total of 53 faculty members of Kerman University of Medical Sciences participated in a one-year development program, which was designed by the Education Development Center and included the main disciplines of medical education. The program was evaluated in several steps, using the Kirkpatrick model. Results: In the first level of Kirkpatrick model, the majority of the participants were satisfied with the general quality of the fellowship program. Based on the findings, the program led to an increase in the knowledge of faculty members and promoted a more positive attitude towards education and these programs. The findings related to the second level of Kirkpatrick model showed a significant difference between the pretest and posttest results (P < 0.05). In addition, analysis of the effects of the program on the participants’ behaviors and practical learning indicated positive changes. Conclusions: The medical education fellowship program led to positive changes in the participants’ attitudes towards education and faculty development programs and increased their knowledge about educational principles and strategies and achieving of training skills. It can be concluded that the medical education fellowship program could achieve many of its preset goals.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88254814","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}
Shahin Salarvand, Z. Bagheri, Mehdi Safari Ebrahim Saraie
Background: Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives: The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge and clinical self-efficacy of nursing students. Methods: The current trial was conducted on 72 nursing students in Lorestan University of medical sciences in academic year 2012 2013. The participants selected by convenience sampling method and assigned, using stratified random blocks, to one control group which supervised by a faculty member only and two intervention groups supervised by a faculty member and a senior student or nurse as mentor. Clinical self-efficacy scale and a researcher-made questionnaire were used to measure the participants’ knowledge and self-efficacy before and after the educational intervention. ANOVA and paired samples t test and chi square were used to analyze
{"title":"Comparison of the Effect of Mentorship with a Senior Student or Qualified Nurse on Knowledge and Clinical Self-Efficacy of the Second-Semester Nursing Students","authors":"Shahin Salarvand, Z. Bagheri, Mehdi Safari Ebrahim Saraie","doi":"10.5812/SDME.89773","DOIUrl":"https://doi.org/10.5812/SDME.89773","url":null,"abstract":"Background: Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives: The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge and clinical self-efficacy of nursing students. Methods: The current trial was conducted on 72 nursing students in Lorestan University of medical sciences in academic year 2012 2013. The participants selected by convenience sampling method and assigned, using stratified random blocks, to one control group which supervised by a faculty member only and two intervention groups supervised by a faculty member and a senior student or nurse as mentor. Clinical self-efficacy scale and a researcher-made questionnaire were used to measure the participants’ knowledge and self-efficacy before and after the educational intervention. ANOVA and paired samples t test and chi square were used to analyze","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78660606","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}
{"title":"Improving Health Professions Education: The Educational Trinity","authors":"Jonas Nordquist","doi":"10.5812/sdme.89058","DOIUrl":"https://doi.org/10.5812/sdme.89058","url":null,"abstract":"","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79576876","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}
Shoaib Dehghani, Kaveh Bahmanpour, B. Nouri, S. Valiee
Background: Organdonationrequiresmanagementtopromoteawarenessandcreatethepropercultureinallsocieties. Awareness and attitude of students and nursing staff can affect the process of donating organs. Objectives: The aim of this study was to determine the effect of blended education on the awareness and attitude of nursing students towards organ donation. Methods: In this clinical trial study, which used a Solomon four-group design, 94 undergraduate nursing students from Azad University of Sanandaj in 2016 were selected by the census method and randomly assigned to four groups. The data collection tool included demographic data and the Organ Donation Awareness and Attitude Questionnaire blended education was provided to students through a one-day interactive workshop and social networks for 2 weeks. Before and after the intervention, students’ awareness and attitude were evaluated. The collected data were analyzed by SPSS 16 using Fisher, Wilcoxon, Mann-Whitney, and Kruskal-Wallis tests. Results: Thecomparisonof theawarenesslevelaftertheinterventioninthefourgroupsshowedstatisticallysignificantdifferences (P = 0.0001). Moreover, there was a significant difference in the attitude level after the intervention between the four groups (P = 0.02). Conclusions: Blended education increases the awareness and attitude of nursing students. Thus, trainers and educators are sug-gestedusingblendededucationtotrainstudentsregardingdonation. Moreover,itisrecommendedtoincludethetopicof donation in the nurse’s curriculum.
{"title":"Effect of Blended Education on Nursing Students’ Awareness and Attitude Towards Organ Donation: A Solomon Four-Group Study","authors":"Shoaib Dehghani, Kaveh Bahmanpour, B. Nouri, S. Valiee","doi":"10.5812/SDME.79938","DOIUrl":"https://doi.org/10.5812/SDME.79938","url":null,"abstract":"Background: Organdonationrequiresmanagementtopromoteawarenessandcreatethepropercultureinallsocieties. Awareness and attitude of students and nursing staff can affect the process of donating organs. Objectives: The aim of this study was to determine the effect of blended education on the awareness and attitude of nursing students towards organ donation. Methods: In this clinical trial study, which used a Solomon four-group design, 94 undergraduate nursing students from Azad University of Sanandaj in 2016 were selected by the census method and randomly assigned to four groups. The data collection tool included demographic data and the Organ Donation Awareness and Attitude Questionnaire blended education was provided to students through a one-day interactive workshop and social networks for 2 weeks. Before and after the intervention, students’ awareness and attitude were evaluated. The collected data were analyzed by SPSS 16 using Fisher, Wilcoxon, Mann-Whitney, and Kruskal-Wallis tests. Results: Thecomparisonof theawarenesslevelaftertheinterventioninthefourgroupsshowedstatisticallysignificantdifferences (P = 0.0001). Moreover, there was a significant difference in the attitude level after the intervention between the four groups (P = 0.02). Conclusions: Blended education increases the awareness and attitude of nursing students. Thus, trainers and educators are sug-gestedusingblendededucationtotrainstudentsregardingdonation. Moreover,itisrecommendedtoincludethetopicof donation in the nurse’s curriculum.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85604374","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: Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic performance. Objectives: The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students’ academic achievement. Methods: In this descriptive analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow’s formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot’s motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson’s correlation and independent t-test. Results: Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Conclusions: Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.
背景:成功和学业成就是学生和教育系统最重要的目标之一。研究人员调查了智力、性格、态度、学习习惯、思维能力和学习动机等不同因素对学生学习成绩的影响。目的:探讨动机信念、认知策略和元认知策略对学生学业成绩的影响。方法:采用描述性分析横断面研究，统计人群为设拉子医科大学所有医学卫生专业学生(1405人)，其中根据Levy和Lemeshow公式抽取250人。估计样本量后，采用分层随机抽样方法。本研究采用Pintrich和de Groot的动机学习策略问卷(MSLQ)进行数据收集。数据分析采用描述性统计、Pearson相关和独立t检验。结果:认知学习策略中理解成分(r = 0.1266, P < 0.10)和元认知学习策略中调节成分(r = 0.049, P < 0.05)与学业成绩显著正相关。在动机信念成分中，自我效能感成分与学业成绩呈显著正相关(r = 0.173, P < 0.10)。多元回归分析结果显示，只有元认知学习策略能够预测学生的学业成绩。在研究的变量中，男女学生之间没有显著差异。结论:基于研究结果，使用多样化认知策略的学生表现更好。那些评价自己对课程内容理解程度，在学习过程中更努力、更有毅力(调节)的学生，成绩更理想。相信自己的能力(自我效能)并强化这些信念的学生会有更好的学习成绩。
{"title":"Correlation of Motivational Beliefs and Cognitive and Metacognitive Strategies with Academic Achievement of Students of Shiraz University of Medical Sciences","authors":"Ahad Amiri Gharghani, M. Gharghani, A. Hayat","doi":"10.5812/SDME.81169","DOIUrl":"https://doi.org/10.5812/SDME.81169","url":null,"abstract":"Background: Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic performance. Objectives: The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students’ academic achievement. Methods: In this descriptive analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow’s formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot’s motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson’s correlation and independent t-test. Results: Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Conclusions: Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89360348","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 present study was conducted with the aim of psychometric evaluation of a tool measuring behavioral intention in relation to interprofessional shared decision-making based on the theory of planned behavior and its assessment among medical and nursing students. Methods: This descriptive study was carried out in two stages. In the first stage, the psychometric properties of the interprofessional shared decision-making (IP-SDM) tool were evaluated based on experts’ opinions. In the second stage, the participants’ behavioral intention was evaluated using the mentioned questionnaire. The questionnaire consisted of five domains of cognitive attitude (2 items), emotional attitude (2 items), subjective norms (3 items), perceived behavioral control (3 items), and intention to use interprofessional shared decision-making (3 items). Content validity of the questionnaire was evaluated qualitatively and quantitatively (using the content validity ratio (CVR) and content validity index (CVI)). Cronbach’s alpha coefficient and interclass correlation coefficient (ICC) were used to determine the reliability of the questionnaire. In the second stage, the data were analyzed using descriptive statistics (mean and standard deviation) and Pearson’s correlation test in SPSS software. Results: Qualitative and quantitative content validity of the questionnaire was confirmed based on experts’ opinions. The internal consistency of the tool, based on the Cronbach’s alpha coefficient, was 0.92, and the tool’s repeatability was calculated at 0.84 using ICC. Participants in the study intended to participate in interprofessional shared decision-making. Conclusions: The behavioral intention measurement tool in relation to interprofessional shared decision-making based on the theory of planned behavior has good validity and reliability in Iran. Regarding the participants’ behavioral intention to participate in shared decision-making, it is suggested that a suitable platform for shared decision-making and teamwork between health team members be provided in educational systems.
{"title":"Interprofessional Shared Decision-Making: Assessment of Behavioral Intention Though a Tool Based on the Theory Planned Behavior","authors":"F. Keshmiri, Jamileh Salar","doi":"10.5812/SDME.65823","DOIUrl":"https://doi.org/10.5812/SDME.65823","url":null,"abstract":"Objectives: The present study was conducted with the aim of psychometric evaluation of a tool measuring behavioral intention in relation to interprofessional shared decision-making based on the theory of planned behavior and its assessment among medical and nursing students. Methods: This descriptive study was carried out in two stages. In the first stage, the psychometric properties of the interprofessional shared decision-making (IP-SDM) tool were evaluated based on experts’ opinions. In the second stage, the participants’ behavioral intention was evaluated using the mentioned questionnaire. The questionnaire consisted of five domains of cognitive attitude (2 items), emotional attitude (2 items), subjective norms (3 items), perceived behavioral control (3 items), and intention to use interprofessional shared decision-making (3 items). Content validity of the questionnaire was evaluated qualitatively and quantitatively (using the content validity ratio (CVR) and content validity index (CVI)). Cronbach’s alpha coefficient and interclass correlation coefficient (ICC) were used to determine the reliability of the questionnaire. In the second stage, the data were analyzed using descriptive statistics (mean and standard deviation) and Pearson’s correlation test in SPSS software. Results: Qualitative and quantitative content validity of the questionnaire was confirmed based on experts’ opinions. The internal consistency of the tool, based on the Cronbach’s alpha coefficient, was 0.92, and the tool’s repeatability was calculated at 0.84 using ICC. Participants in the study intended to participate in interprofessional shared decision-making. Conclusions: The behavioral intention measurement tool in relation to interprofessional shared decision-making based on the theory of planned behavior has good validity and reliability in Iran. Regarding the participants’ behavioral intention to participate in shared decision-making, it is suggested that a suitable platform for shared decision-making and teamwork between health team members be provided in educational systems.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76102342","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 main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives: In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods: In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results: The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions: Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.
{"title":"Improvement of the Quality of Basic Clinical Skills Training and Evaluation of the Efficacy of Objective Structured Clinical Examination (OSCE): An Action Research with a Mixed Method","authors":"Esmat Nouhi, Sakineh Sabzevari, Hakime Hosainrezaee","doi":"10.5812/SDME.64982","DOIUrl":"https://doi.org/10.5812/SDME.64982","url":null,"abstract":"Background: One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives: In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods: In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results: The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions: Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78791904","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 Active learning approaches, including the flipped classroom, can enhance meaningful learning among students of medical sciences. Objectives The purpose of this study was to investigate the effect of the flipped classroom teaching method on nursing students' learning approaches. Methods This one-group quasi-experimental study with a pretest-posttest design was carried out among 46 undergraduate nursing students who had passed the orthopedic nursing course in the academic year of 2017-2018. The participants were selected by the census method. To teach through the flipped classroom method, the instructor provided electronic content for the course using the Articulate Storyline software. Students studied electronic contents and the reference book prior to each session and participated in predetermined collaborative activities. Data were collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) before and after the completion of the classes. Data were analyzed using descriptive statistics, independent test, paired test and Pearson correlation coefficient by SPSS software. Results The flipped classroom method significantly increased the deep learning approach (P
{"title":"Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches","authors":"S. Dehghanzadeh","doi":"10.5812/SDME.81900","DOIUrl":"https://doi.org/10.5812/SDME.81900","url":null,"abstract":"Background Active learning approaches, including the flipped classroom, can enhance meaningful learning among students of medical sciences. Objectives The purpose of this study was to investigate the effect of the flipped classroom teaching method on nursing students' learning approaches. Methods This one-group quasi-experimental study with a pretest-posttest design was carried out among 46 undergraduate nursing students who had passed the orthopedic nursing course in the academic year of 2017-2018. The participants were selected by the census method. To teach through the flipped classroom method, the instructor provided electronic content for the course using the Articulate Storyline software. Students studied electronic contents and the reference book prior to each session and participated in predetermined collaborative activities. Data were collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) before and after the completion of the classes. Data were analyzed using descriptive statistics, independent test, paired test and Pearson correlation coefficient by SPSS software. Results The flipped classroom method significantly increased the deep learning approach (P","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85709730","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}
G. Salimi, Mehdi Mohamaddi, M. Mehrvarz, Kamal Hashemi
Background: Today knowledge and information sharing by means of new technologies among university students and faculty members is important. Therefore, it is necessary to identify factors which influence knowledge sharing among university students. Objectives: The main purpose of the present study was to examine the role of technology acceptance in improving knowledge sharing among students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods: In this applied research, a descriptive-analytic cross-sectional study was used. The study sample consisted of 228 medical students from Shiraz University of Medical Sciences. The data collection tools included two questionnaires, i.e., technology acceptance (Toe, 2011) and knowledge sharing (Van den Hoof & Van Weenen, 2004) questionnaires. The validity of these scales in terms of form and content was examined by experts in the field, and their reliability was confirmed by measuring Cronbach’s alpha coefficients. The reliability of technology acceptance and knowledge sharing questionnaires was 0.83 and 0.72, respectively. After confirming the validity and reliability of the questionnaires, they were distributed among the participants. Finally, the collected data were analyzed using one-sample t-test and Pearson’s correlation coefficient test in SPSS and structural equation modeling (SEM) in Lisrel 8.8. Results: The results of one-sample t-test showed that the levels of technology acceptance and knowledge sharing were higher than the acceptable level among medical students. In addition, the results of Pearson’s correlation test indicated a significant positive relationship between technology acceptance (and its components) and knowledge sharing. In addition, SEM showed that technology acceptance is a significant positive predictor of knowledge sharing among students. Among different components of technology acceptance, only perceived usefulness (PU) and facilitating conditions (FC) were significant predictors of knowledge collecting (P = 0.37 and 0.28, respectively). Nevertheless, other components of technology acceptance could not predict different types of knowledge sharing. Conclusions: The present results showed that PU and FC could predict the knowledge sharing of students more than other components. To improve knowledge sharing in the context of higher medical education, different aspects of technology acceptance need to be evaluated and expanded; accordingly, establishment of new educational policies is necessary.
背景:今天，利用新技术在大学生和教师之间共享知识和信息是很重要的。因此，有必要确定影响大学生知识共享的因素。目的:本研究的主要目的是探讨技术接受度在改善伊朗设拉子医学院学生之间知识共享方面的作用。方法:在本应用研究中，采用描述性分析横断面研究。研究样本包括设拉子医科大学的228名医科学生。数据收集工具包括两份问卷，即技术接受(Toe, 2011)和知识共享(Van den Hoof & Van Weenen, 2004)问卷。这些量表在形式和内容上的有效性由该领域的专家进行了检验，并通过测量Cronbach 's alpha系数来证实它们的可靠性。技术接受问卷和知识共享问卷的信度分别为0.83和0.72。在确认问卷的效度和信度后，将问卷分发给参与者。最后，使用SPSS软件中的单样本t检验和Pearson相关系数检验以及Lisrel 8.8软件中的结构方程建模(SEM)对收集到的数据进行分析。结果:单样本t检验结果显示，医学生的技术接受水平和知识共享水平均高于可接受水平。此外，Pearson相关检验的结果表明，技术接受(及其组成部分)与知识共享之间存在显著的正相关关系。此外，扫描电镜显示，技术接受度是学生之间知识共享的显著正向预测因子。在技术接受的不同成分中，只有感知有用性(PU)和便利条件(FC)是知识收集的显著预测因子(P分别= 0.37和0.28)。然而，技术接受的其他组成部分不能预测不同类型的知识共享。结论:PU和FC比其他成分更能预测学生的知识共享。为了改善高等医学教育背景下的知识共享，需要评估和扩大技术接受的不同方面;因此，有必要制定新的教育政策。
{"title":"The Role of Technology Acceptance in Predicting Knowledge Sharing Among Students of Shiraz University of Medical Sciences","authors":"G. Salimi, Mehdi Mohamaddi, M. Mehrvarz, Kamal Hashemi","doi":"10.5812/sdme.87036","DOIUrl":"https://doi.org/10.5812/sdme.87036","url":null,"abstract":"Background: Today knowledge and information sharing by means of new technologies among university students and faculty members is important. Therefore, it is necessary to identify factors which influence knowledge sharing among university students. Objectives: The main purpose of the present study was to examine the role of technology acceptance in improving knowledge sharing among students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods: In this applied research, a descriptive-analytic cross-sectional study was used. The study sample consisted of 228 medical students from Shiraz University of Medical Sciences. The data collection tools included two questionnaires, i.e., technology acceptance (Toe, 2011) and knowledge sharing (Van den Hoof & Van Weenen, 2004) questionnaires. The validity of these scales in terms of form and content was examined by experts in the field, and their reliability was confirmed by measuring Cronbach’s alpha coefficients. The reliability of technology acceptance and knowledge sharing questionnaires was 0.83 and 0.72, respectively. After confirming the validity and reliability of the questionnaires, they were distributed among the participants. Finally, the collected data were analyzed using one-sample t-test and Pearson’s correlation coefficient test in SPSS and structural equation modeling (SEM) in Lisrel 8.8. Results: The results of one-sample t-test showed that the levels of technology acceptance and knowledge sharing were higher than the acceptable level among medical students. In addition, the results of Pearson’s correlation test indicated a significant positive relationship between technology acceptance (and its components) and knowledge sharing. In addition, SEM showed that technology acceptance is a significant positive predictor of knowledge sharing among students. Among different components of technology acceptance, only perceived usefulness (PU) and facilitating conditions (FC) were significant predictors of knowledge collecting (P = 0.37 and 0.28, respectively). Nevertheless, other components of technology acceptance could not predict different types of knowledge sharing. Conclusions: The present results showed that PU and FC could predict the knowledge sharing of students more than other components. To improve knowledge sharing in the context of higher medical education, different aspects of technology acceptance need to be evaluated and expanded; accordingly, establishment of new educational policies is necessary.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86815194","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. Amiresmaili, M. Mirzaee, Mohsen Aminizadeh, R. Rahimisadegh
Background: Training of human resources, especially nurses, is a profitable investment for hospitals with major economic return if properly planned and implemented. Objectives: The present study aimed to evaluate the effectiveness of a cardiopulmonary resuscitation (CPR) course as an in-service training program, based on the Kirkpatrick model. Methods: This interventional study was conducted at Afzalipour Hospital of Kerman, Iran from October 2014 to May 2015. The study sample consisted of 45 nurses, including 20 nurses in the case group and 25 nurses in the control group. The case group participated in a four-hour CPR training workshop. The Kirkpatrick model was used to determine the effectiveness of the CPR course. Data were collected using three questionnaires and hospital records. Results: The participants were satisfied with the training course, and a significant difference was observed in the mean score of three intervals of learning levels evaluation (P < 0.0001). Based on the findings, CPR training affected the learning level of nurses from the case group; however, the average learning score was not significantly different between the two groups (P = 0.26). In addition, the difference in the mean score of behavior level was not significant before and after training (P = 0.91). The results of Chi-square test also showed that CPR training did not affect the forth level (P = 0.54). Finally, the overall effectiveness of the CPR training course was estimated at 32.51%. Conclusions: This study indicated that effectiveness of in-service training is not at a desirable level. Since organizations allocate a lot of their resources to such training courses every year, it is essential to reconsider planning and implementation processes.
{"title":"Evaluation of the Effectiveness of In-Service Training Based on the Kirkpatrick Model: A Case Study of a Cardiopulmonary Resuscitation (CPR) Course for Nurses in Afzalipour Hospital, Kerman, Iran","authors":"M. Amiresmaili, M. Mirzaee, Mohsen Aminizadeh, R. Rahimisadegh","doi":"10.5812/SDME.89066","DOIUrl":"https://doi.org/10.5812/SDME.89066","url":null,"abstract":"Background: Training of human resources, especially nurses, is a profitable investment for hospitals with major economic return if properly planned and implemented. Objectives: The present study aimed to evaluate the effectiveness of a cardiopulmonary resuscitation (CPR) course as an in-service training program, based on the Kirkpatrick model. Methods: This interventional study was conducted at Afzalipour Hospital of Kerman, Iran from October 2014 to May 2015. The study sample consisted of 45 nurses, including 20 nurses in the case group and 25 nurses in the control group. The case group participated in a four-hour CPR training workshop. The Kirkpatrick model was used to determine the effectiveness of the CPR course. Data were collected using three questionnaires and hospital records. Results: The participants were satisfied with the training course, and a significant difference was observed in the mean score of three intervals of learning levels evaluation (P < 0.0001). Based on the findings, CPR training affected the learning level of nurses from the case group; however, the average learning score was not significantly different between the two groups (P = 0.26). In addition, the difference in the mean score of behavior level was not significant before and after training (P = 0.91). The results of Chi-square test also showed that CPR training did not affect the forth level (P = 0.54). Finally, the overall effectiveness of the CPR training course was estimated at 32.51%. Conclusions: This study indicated that effectiveness of in-service training is not at a desirable level. Since organizations allocate a lot of their resources to such training courses every year, it is essential to reconsider planning and implementation processes.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81269770","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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