S. Almasi, F. Cheraghi, M. Dehghani, S. Ehsani, A. Khalili, N. Alimohammadi
Background: Documentation of nursing care is one of the most important professional responsibilities of nurses and one of the major components of medical care and patient record documentation. Objectives: The present study was performed to determine the effect of problem, intervention, evaluation (PIE) training on the quality of nursing students’ documentation. Methods: In this semi-experimental single-group study with a pretest-posttest design, a total of 28 nursing students were selected by simple random sampling. The data collection tools included a demographic questionnaire, PIE documentation form, and documentation quality checklist. First, the students were asked to write two reports using the traditional or narrative method. Then, a training workshop was organized about PIE documentation, and the students were asked to use this method and write two more reports about the same patient on two consecutive days; overall, each student presented four reports. A total of 112 reports were analyzed using descriptive statistics and paired t test in SPSS. Results: Basedontheresultsof paired t test,therewasasignificantdifferenceinthemeanscoreof documentationqualitybetween the pretest and posttest (P < 0.001). Also, there was a significant difference in the mean score of documentation quality between the pretest and posttest in terms of both report structure and content (P < 0.001). Conclusions: Useof PIEreportingsystemimprovesthequalityof nursingdocumentation. Therefore,itcanbeasuitablealternative for the current narrative or traditional method.
{"title":"Effects of Problem, Intervention, Evaluation (PIE) training on the Quality of Nursing Documentation Among Students of Hamadan University of Medical Sciences, Hamadan, Iran","authors":"S. Almasi, F. Cheraghi, M. Dehghani, S. Ehsani, A. Khalili, N. Alimohammadi","doi":"10.5812/SDME.65204","DOIUrl":"https://doi.org/10.5812/SDME.65204","url":null,"abstract":"Background: Documentation of nursing care is one of the most important professional responsibilities of nurses and one of the major components of medical care and patient record documentation. Objectives: The present study was performed to determine the effect of problem, intervention, evaluation (PIE) training on the quality of nursing students’ documentation. Methods: In this semi-experimental single-group study with a pretest-posttest design, a total of 28 nursing students were selected by simple random sampling. The data collection tools included a demographic questionnaire, PIE documentation form, and documentation quality checklist. First, the students were asked to write two reports using the traditional or narrative method. Then, a training workshop was organized about PIE documentation, and the students were asked to use this method and write two more reports about the same patient on two consecutive days; overall, each student presented four reports. A total of 112 reports were analyzed using descriptive statistics and paired t test in SPSS. Results: Basedontheresultsof paired t test,therewasasignificantdifferenceinthemeanscoreof documentationqualitybetween the pretest and posttest (P < 0.001). Also, there was a significant difference in the mean score of documentation quality between the pretest and posttest in terms of both report structure and content (P < 0.001). Conclusions: Useof PIEreportingsystemimprovesthequalityof nursingdocumentation. Therefore,itcanbeasuitablealternative for the current narrative or traditional method.","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":"88314267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Context: Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives: The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students. Data Sources: This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including “clinical teaching” and “mastery learning”. After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed. Results: Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students’ self-confidence, reduce the required time for skill acquisition, increase the students’ knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions: Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.
{"title":"The Role of Mastery Learning in Clinical Education: A Systematic Review","authors":"A. Shamsi, Safoura Dorri","doi":"10.5812/sdme.64075","DOIUrl":"https://doi.org/10.5812/sdme.64075","url":null,"abstract":"Context: Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives: The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students. Data Sources: This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including “clinical teaching” and “mastery learning”. After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed. Results: Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students’ self-confidence, reduce the required time for skill acquisition, increase the students’ knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions: Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81492276","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 Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.
{"title":"A Meta-Analysis of the Effectiveness of Educational Technologies in Medical Education","authors":"Afshin Mousavi Chelak, H. Kaviani","doi":"10.5812/SDME.74118","DOIUrl":"https://doi.org/10.5812/SDME.74118","url":null,"abstract":"Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84623075","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, With the emergence and progress of the information and communication technology, computer-based assessment (CBA) is considered as an efficient, innovative, and evolutionary assessment method in educational environments to evaluate students’ performance compared with conventional paper-based one. Electronic exam is performed by means of an electronic system (computer) and enables the students to access the questions through a computer. One of the main advantages of CBA is the practical improvement of assessment exams, which is not possible in conventional assessment systems (paper-based assessment). Educational assessment is a fundamental aspect of a teaching and learning process. The purpose of this assessment, as a systematic process, is to collect, analyze, interpret, and evaluate relevant information about students’ progress and make judgments in order to achieve the educational objectives. There are many different assessment methods with remarkable influence on the students’ performance. Over the decades, the traditional paper-based assessments (PBAs) are accepted and implemented to achieve the educational objectives in many universities in the world. However, it can sometimes be hard to strategically achieve the real objective of the assessment in view by PBAs. Studies show that the conventional methods of assessment cover the elementary levels of learning (the level of knowledge) (1) and are answer-based and memory-dependent, while in a standard assessment, it is necessary to assess the cognitive and metacognitive levels of students; and the students need to be involved in deeper levels of learning such as analysis, reflective thinking, intuitive thinking, critical thinking, and creativity. Therefore, it is essential to implement new and modern methods instead of conventional ones to assess students’ performance. Today, with the rapid advancement of the information and communication technologies (ICTs) and computer systems, it is better to allow the integration and application of these facilities throughout the educational process that can be taken as an evolution of assessment in the education process. Computer-based assessment recognized as an electronic assessment (e-assessment) or electronic exam (e-exam) is an electronic system that uses ICT technology (1) and allows the students to access the questions of their exams via a computer and provides a chance to assess the students’ learning.
{"title":"An Introduction to Computer-Based Assessment","authors":"M. Eshaghi","doi":"10.5812/SDME.86326","DOIUrl":"https://doi.org/10.5812/SDME.86326","url":null,"abstract":"Dear Editor, With the emergence and progress of the information and communication technology, computer-based assessment (CBA) is considered as an efficient, innovative, and evolutionary assessment method in educational environments to evaluate students’ performance compared with conventional paper-based one. Electronic exam is performed by means of an electronic system (computer) and enables the students to access the questions through a computer. One of the main advantages of CBA is the practical improvement of assessment exams, which is not possible in conventional assessment systems (paper-based assessment). Educational assessment is a fundamental aspect of a teaching and learning process. The purpose of this assessment, as a systematic process, is to collect, analyze, interpret, and evaluate relevant information about students’ progress and make judgments in order to achieve the educational objectives. There are many different assessment methods with remarkable influence on the students’ performance. Over the decades, the traditional paper-based assessments (PBAs) are accepted and implemented to achieve the educational objectives in many universities in the world. However, it can sometimes be hard to strategically achieve the real objective of the assessment in view by PBAs. Studies show that the conventional methods of assessment cover the elementary levels of learning (the level of knowledge) (1) and are answer-based and memory-dependent, while in a standard assessment, it is necessary to assess the cognitive and metacognitive levels of students; and the students need to be involved in deeper levels of learning such as analysis, reflective thinking, intuitive thinking, critical thinking, and creativity. Therefore, it is essential to implement new and modern methods instead of conventional ones to assess students’ performance. Today, with the rapid advancement of the information and communication technologies (ICTs) and computer systems, it is better to allow the integration and application of these facilities throughout the educational process that can be taken as an evolution of assessment in the education process. Computer-based assessment recognized as an electronic assessment (e-assessment) or electronic exam (e-exam) is an electronic system that uses ICT technology (1) and allows the students to access the questions of their exams via a computer and provides a chance to assess the students’ learning.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84935818","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. Mirzazadeh, M. Alizadeh, M. Shariati, L. Sadighpour
Background: Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation of teaching. Objectives: The current study aimed at designing and implementing an interactive and effective lecturing workshop using peer observation and feedback, and finally evaluating its results. Methods: The current descriptive study was conducted in Tehran University of Medical Sciences from 2015 to 2016. The study population consisted of faculty members participating in the effective and interactive lecturing workshop and the study subjects were selected by convenience sampling method. The Kirkpatrick method was used to assess the workshop; for this purpose, the level of reaction, learning, and performance were evaluated using a valid and reliable questionnaire, as well as the one minute note technique, and a form addressing the extent of using interactive techniques in the classroom six months after participation in the workshop. Data were analyzed by using the SPSS 22. Data are presented as frequency and mean where appropriated. The notes were analyzed using manual content analyses. Results: The participants believed that the workshop could successfully encourage them to use lecturing principles and interactive lecturing techniques, and provide them with the opportunity to practice and rethink the teaching process. The interactive techniques mostly used six months after participation in the workshop belonged to the question and answer (Q& A) techniques, active evaluation, and use of scenario. Conclusions: It seems that the provision of training opportunities, observation of performance, and giving feedback were effective to improve the quality of empowerment programs. It was suggested that other empowerment programs should also address this point.
{"title":"The Effect of Interactive and Effective Lecturing Workshop for Developing Faculty Members in Teaching: An Experiment of Utilizing Peer Observation of Teaching and Feedback","authors":"A. Mirzazadeh, M. Alizadeh, M. Shariati, L. Sadighpour","doi":"10.5812/SDME.86954","DOIUrl":"https://doi.org/10.5812/SDME.86954","url":null,"abstract":"Background: Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation of teaching. Objectives: The current study aimed at designing and implementing an interactive and effective lecturing workshop using peer observation and feedback, and finally evaluating its results. Methods: The current descriptive study was conducted in Tehran University of Medical Sciences from 2015 to 2016. The study population consisted of faculty members participating in the effective and interactive lecturing workshop and the study subjects were selected by convenience sampling method. The Kirkpatrick method was used to assess the workshop; for this purpose, the level of reaction, learning, and performance were evaluated using a valid and reliable questionnaire, as well as the one minute note technique, and a form addressing the extent of using interactive techniques in the classroom six months after participation in the workshop. Data were analyzed by using the SPSS 22. Data are presented as frequency and mean where appropriated. The notes were analyzed using manual content analyses. Results: The participants believed that the workshop could successfully encourage them to use lecturing principles and interactive lecturing techniques, and provide them with the opportunity to practice and rethink the teaching process. The interactive techniques mostly used six months after participation in the workshop belonged to the question and answer (Q& A) techniques, active evaluation, and use of scenario. Conclusions: It seems that the provision of training opportunities, observation of performance, and giving feedback were effective to improve the quality of empowerment programs. It was suggested that other empowerment programs should also address this point.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87253692","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: A universal challenge in the development of medical training methods is the description and characteristics of a good physician. It is essential to collect the information of hospitalized patients and their families in order to revise the curricula of medical departments. Objectives: The present study aimed to explain the viewpoints of patients and their families about the key characteristics of a good physician. Methods: The present study was carried out using inductive content analysis in 2017. The study sample consisted of patients admitted to different wards of Imam Khomeini Hospital (Tehran, Iran), as well as family members accompanying the patients. Data were collected via purposeful sampling (maximum variation sampling) by conducting semi-structured interviews until reaching data saturation. After the recorded interviews were transcribed, they were reviewed several times and analyzed using Elo and Kyngas coding system. Results: A total of 19 participants, including 13 patients and six accompanying family members, were recruited in the present study (11 males and 8 females). The analysis of interviews with the participants indicated seven major categories: “Positive personality traits”; “academic and clinical proficiency”; “professionalism”; “effective communication skills”; “fairness and altruism”; “spirituality”; and “continuous professional development”. Conclusions: The definition of a good physician by patients and their families has different implications in educational programs, as future physicians not only can benefit from education about the medical needs of their patients, but also should be familiar with the needs, fears, and concerns of their patients.
{"title":"The Perceptions of Patients and Their Families About a Good Physician: A Qualitative Content Analysis","authors":"S. Ahmady, Hamed Khani, Z. Mirmoghtadaie","doi":"10.5812/SDME.62391","DOIUrl":"https://doi.org/10.5812/SDME.62391","url":null,"abstract":"Background: A universal challenge in the development of medical training methods is the description and characteristics of a good physician. It is essential to collect the information of hospitalized patients and their families in order to revise the curricula of medical departments. Objectives: The present study aimed to explain the viewpoints of patients and their families about the key characteristics of a good physician. Methods: The present study was carried out using inductive content analysis in 2017. The study sample consisted of patients admitted to different wards of Imam Khomeini Hospital (Tehran, Iran), as well as family members accompanying the patients. Data were collected via purposeful sampling (maximum variation sampling) by conducting semi-structured interviews until reaching data saturation. After the recorded interviews were transcribed, they were reviewed several times and analyzed using Elo and Kyngas coding system. Results: A total of 19 participants, including 13 patients and six accompanying family members, were recruited in the present study (11 males and 8 females). The analysis of interviews with the participants indicated seven major categories: “Positive personality traits”; “academic and clinical proficiency”; “professionalism”; “effective communication skills”; “fairness and altruism”; “spirituality”; and “continuous professional development”. Conclusions: The definition of a good physician by patients and their families has different implications in educational programs, as future physicians not only can benefit from education about the medical needs of their patients, but also should be familiar with the needs, fears, and concerns of their patients.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86066006","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":"Megatrens of Medical Education and Health Entrepreneurship in the 21st Century","authors":"R. Sepahvand, A. Hozni","doi":"10.5812/SDME.79867","DOIUrl":"https://doi.org/10.5812/SDME.79867","url":null,"abstract":"","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86484152","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: Data visualization refers to the methods of data presentation in visual formats using specific technologies, which can present data through a visual process with better understanding and recognition. The current study aimed at evaluating the rate of data transfer, learning, and ease of access to data through data visualization in virtual learning systems. Methods: The current survey was conducted on 131 students and teachers of virtual medical courses at Shahid Beheshti University of Medical Sciences as the statistical population in the academic year 2015 2016. Of the study population, 79 subjects were selected using the simple random sampling method. Data collection tool was a 28-item researcher-made questionnaire, which its reliability was confirmed by the Cronbach’s alpha 0.82. Results: Based on the results of the current study, data visualization could significantly affect virtual learning in the students. In addition, data visualization improved productivity indices as well as rate of data transfer, learning, and ease of access to data among students and teachers. Conclusions: Based on the results of the current study, it is recommended that data visualization be used in educational programs at all grades and courses in order to benefit from its advantages in improving productivity, rate of data transfer, learning, and ease of access to data among students and teachers of universities and institutes.
{"title":"Evaluation of the Rate of Data Transfer, Learning, and Ease of Access to Data via Data Visualization in Virtual Medical Courses from the Viewpoint of Teachers and Students in Shahid Beheshti University of Medical Sciences","authors":"A. S. Nejad, Elaheh Amirmahani","doi":"10.5812/SDME.85591","DOIUrl":"https://doi.org/10.5812/SDME.85591","url":null,"abstract":"Background: Data visualization refers to the methods of data presentation in visual formats using specific technologies, which can present data through a visual process with better understanding and recognition. The current study aimed at evaluating the rate of data transfer, learning, and ease of access to data through data visualization in virtual learning systems. Methods: The current survey was conducted on 131 students and teachers of virtual medical courses at Shahid Beheshti University of Medical Sciences as the statistical population in the academic year 2015 2016. Of the study population, 79 subjects were selected using the simple random sampling method. Data collection tool was a 28-item researcher-made questionnaire, which its reliability was confirmed by the Cronbach’s alpha 0.82. Results: Based on the results of the current study, data visualization could significantly affect virtual learning in the students. In addition, data visualization improved productivity indices as well as rate of data transfer, learning, and ease of access to data among students and teachers. Conclusions: Based on the results of the current study, it is recommended that data visualization be used in educational programs at all grades and courses in order to benefit from its advantages in improving productivity, rate of data transfer, learning, and ease of access to data among students and teachers of universities and institutes.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73045958","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: Community medicine departments play a major role in the education of medical students in order to provide primary health care services. The appropriate quality of education in such departments plays an important role in providing effective services for health promotion of communities. Objectives: The current study was aimed to evaluate the quality of educational services at the Community Medicine Department of Kerman University of Medical Sciences from the viewpoint of interns and apprentices. Methods: The current cross sectional, descriptive-analytical study was conducted on all medical students that completed their internship or apprenticeship course at the Community Medicine Department of Kerman University of Medical Sciences in 2016 as the study population. Data were collected by the service quality measurement questionnaire (SERVQUAL), and analyzed by Independent t test, paired t test, and one sample t test, as well as Pearson correlation coefficient. Results: Of 244 participants in the study, 58.2% (n = 142) were female and 41.8% (n = 102) male, 57% (n = 139) were in the internship and 43% (105) in the apprenticeship courses. From the students’ point of view, the mean score of perception in all five dimensions of educational quality was significantly lower than the expectations score, which indicated a negative gap in the quality of educational services in all dimensions (P < 0.001). The greatest quality gap was observed in the responsiveness dimension (0.86) and the lowest in the assurance dimension (0.59). The utility level of the quality of educational services in the Department of Community Medicine was 84% from the viewpoint of the students. The highest level of utility in the quality of medical services was respectively observed in the dimensions of assurance (86.4%) and empathy (86.1%) and the lowest in responsiveness dimension (79.6%) (P < 0.001). The lowest and highest correlations were respectively observed between tangibles and assurance (r = 0.486) and between empathy and assurance (r = 0.708) dimensions. Conclusions: In all five dimensions of the quality of educational services, there were negative gap that required planning for quality improvement. Issues such as modifying educational contents and tailoring training to future jobs, modifying educational methods, increasing the contribution of students to educational planning, and updating educational facilities should be considered more urgently in the education quality promotion programs.
{"title":"The Quality of Educational Services for Internship and Apprenticeship Courses at the Community Medicine Department of Kerman University of Medical Sciences, from the Trainees’ View Point","authors":"A. Khalooei, A. Karbakhsh","doi":"10.5812/SDME.57542","DOIUrl":"https://doi.org/10.5812/SDME.57542","url":null,"abstract":"Background: Community medicine departments play a major role in the education of medical students in order to provide primary health care services. The appropriate quality of education in such departments plays an important role in providing effective services for health promotion of communities. Objectives: The current study was aimed to evaluate the quality of educational services at the Community Medicine Department of Kerman University of Medical Sciences from the viewpoint of interns and apprentices. Methods: The current cross sectional, descriptive-analytical study was conducted on all medical students that completed their internship or apprenticeship course at the Community Medicine Department of Kerman University of Medical Sciences in 2016 as the study population. Data were collected by the service quality measurement questionnaire (SERVQUAL), and analyzed by Independent t test, paired t test, and one sample t test, as well as Pearson correlation coefficient. Results: Of 244 participants in the study, 58.2% (n = 142) were female and 41.8% (n = 102) male, 57% (n = 139) were in the internship and 43% (105) in the apprenticeship courses. From the students’ point of view, the mean score of perception in all five dimensions of educational quality was significantly lower than the expectations score, which indicated a negative gap in the quality of educational services in all dimensions (P < 0.001). The greatest quality gap was observed in the responsiveness dimension (0.86) and the lowest in the assurance dimension (0.59). The utility level of the quality of educational services in the Department of Community Medicine was 84% from the viewpoint of the students. The highest level of utility in the quality of medical services was respectively observed in the dimensions of assurance (86.4%) and empathy (86.1%) and the lowest in responsiveness dimension (79.6%) (P < 0.001). The lowest and highest correlations were respectively observed between tangibles and assurance (r = 0.486) and between empathy and assurance (r = 0.708) dimensions. Conclusions: In all five dimensions of the quality of educational services, there were negative gap that required planning for quality improvement. Issues such as modifying educational contents and tailoring training to future jobs, modifying educational methods, increasing the contribution of students to educational planning, and updating educational facilities should be considered more urgently in the education quality promotion programs.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76559025","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: Students’ personal characteristics are among the factors influencing the development of their critical thinking. Selfesteem is a normal influencing personality trait. Self-esteem affects all the aspects of individuals’ lives including the way of their thinking and performance. Objectives: Therefore, the current study aimed to determine the relationship between critical thinking disposition and self-esteem in the midwifery students of Mashhad University of Medical Sciences in 2014. Methods: This cross sectional study was carried out on all bachelor students (N = 53) of the Mashhad Nursing and Midwifery Faculty. Data were collected through a personal information form, the Rosenberg’s self-esteem questionnaire, and the California critical thinking disposition questionnaire. The collected data were analyzed in SPSS through descriptive statistical methods and a Pearson correlation coefficient test. Results: The vast majority of students (62.26%) had an unsteady critical thinking disposition. However, 84.90% of them had a moderate level of self-esteem. Pearson correlation test showed no significant relationship between critical thinking disposition and self-esteem (P > 0.05). Conclusions: According to the study results, the vast majority of the study cases had a moderate level of self-esteem with an unsteady critical thinking disposition. There was no significant relationship between critical thinking disposition and self-esteem in the studied midwifery students.
{"title":"The Relationship Between Critical Thinking Disposition and Self-Esteem in Midwifery Students","authors":"F. R. Fakari, M. Tafazoli, S. Dadgar","doi":"10.5812/SDME.84987","DOIUrl":"https://doi.org/10.5812/SDME.84987","url":null,"abstract":"Background: Students’ personal characteristics are among the factors influencing the development of their critical thinking. Selfesteem is a normal influencing personality trait. Self-esteem affects all the aspects of individuals’ lives including the way of their thinking and performance. Objectives: Therefore, the current study aimed to determine the relationship between critical thinking disposition and self-esteem in the midwifery students of Mashhad University of Medical Sciences in 2014. Methods: This cross sectional study was carried out on all bachelor students (N = 53) of the Mashhad Nursing and Midwifery Faculty. Data were collected through a personal information form, the Rosenberg’s self-esteem questionnaire, and the California critical thinking disposition questionnaire. The collected data were analyzed in SPSS through descriptive statistical methods and a Pearson correlation coefficient test. Results: The vast majority of students (62.26%) had an unsteady critical thinking disposition. However, 84.90% of them had a moderate level of self-esteem. Pearson correlation test showed no significant relationship between critical thinking disposition and self-esteem (P > 0.05). Conclusions: According to the study results, the vast majority of the study cases had a moderate level of self-esteem with an unsteady critical thinking disposition. There was no significant relationship between critical thinking disposition and self-esteem in the studied midwifery students.","PeriodicalId":34340,"journal":{"name":"Strides in Development of Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89451264","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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