Strides in Development of Medical Education Journal
Year:2014 | Volume:11 | Issue:1|Papers Count:18

Background & Objective: Scientific Olympiads are planned to identify creative, innovative, and the most talented students. These competitions create cheerful environments in order to increase the capabilities and motivation of the students. Satisfaction and loyalty of the participants are suitable characteristics to evaluate the efficacy of an Olympiad. This study was performed to evaluate the success rate of the 4th Scientific Olympiad of Medical Students of Iran about empowerment and loyalty in the participants’ viewpoints.Methods: This cross-sectional study was conducted in 2012-13 on the participants of the 4th Medolympiad of Iran. The research sample was selected by census. Data collection was performed by a researcher-made questionnaire, the validity and reliability of which were confirmed. The data were analyzed using SPSS software at significant level of <0.05. Results: Among the 320 participants from 4 groups, 62 students (27%) were in the domain of basic science, 50 students (22%) in clinical reasoning, 56 students (24%) in health management, and 61 students (27%) in innovation. The mean score of preparation in the Universities of Medical Sciences was 2.5±1.1 (out of the total score of 5). The 4th Medolympiad gained a score of 3.2±1.1 out of 5 in personal empowerment and 3.7±1.2 out of 5 in loyalty. There was a significant correlation between the level of preparation in Medical Universities and the type of university (P<0.001). There was a significant correlation between the level of loyalty and the type of university (P<0.001). Moreover, there was a significant correlation between the level of loyalty and academic degree of students (P=0.029).Conclusion: The success rate of the 4th Medolympiad in terms of empowerment and loyalty of students was higher than the moderate level; therefore, it is necessary to improve the subsequent periods.

Background & Objective: Quantifying real costs in total and per student is one of the key objectives of budgeting in long-term plans for higher education sector; without any doubt, this will improve the performance of universities. However, the evidences and experiences in this regard are very limited within Iran. The purpose of this study was to estimate and analyze all costs of a school (as a model) compatible with activity-based costing in the logics of operating budgeting.Methods: Having reviewed all available relevant documents of School of Public Health, Kerman University of Medical Sciences in one academic year (2010-11), real costs were extracted and categorized. In the same time, all available facilities (classes, laboratories, library, computer rooms, and common rooms), human resources, students, and infrastructures of the school were surveyed. The cost data were grouped into five sections: training costs, research costs, administrative costs, current supportive costs, and maintenance/development costs.Results: The total cost of School of Public Health was 24, 726 million Iranian Rial (IRR) consisted of 18,850 IRR for teaching costs, 1,894 IRR for research costs, 2,519 IRR for administrative costs and 1,463 IRR for maintenance and current costs. The total per student cost was 31.11 IRR. The total per postgraduate student cost was 2.5 times more than of undergraduate students.Conclusion: A main part of the costs, particularly salaries, is out of hand of direct managers of the school. These costs are usually hidden, and are not presented in costs at the school level. It seems that fixed salary of academic staff inflated human costs, while it is suggested that with a better educational management, the system could increase their responsibilities, and improve their productivities. Our computation, as a model, may help medical universities around the country to create a clear picture of their costs in line with the rules of operating budgeting.

Background & Objective: Reviewing the kinds of performance evaluation systems for academic members applying by different universities is one of the most important approaches to develop one. Therefore, as part of a broader research aimed to provide a performance evaluation model, we attempted to compare the performance evaluation systems of some universities around the world.Methods: This study was performed through a qualitative content analysis method with the theoretical approach based on the Performance Appraisal Diagnostic Model (Wolf, 2003). The study population included all universities of the five continents. The universities that had their performance evaluation systems in English in their websites were chosen as sample group. A search was also conducted with the determined keywords through the search engines. The faculty performance evaluation systems of 19 universities were chosen from the continents: America (10), Europe (3), Oceania (2), Africa (3) and Asia (one in Turkey).Results: The philosophies of all the reviewed performance evaluation systems were performance recognition, continuous development, identifying performance barriers and individual development needs. These systems were related to the systems of payment, compensation, recruiting, and performance development. The effectiveness of a faculty member was characterized by his/her performance indicators in line with the mission of organization in education, scholarship, and clerical area. There was a combination of the trait-, behavior- and result-based systems with different weights according to organizational and professional positions. The quantitative and qualitative data were gathered by different measures from multiple sources.Conclusion: Considering the findings, the reviewed performance evaluation systems for academic members have important issues according to the Wolf’s diagnostic model.

Background & Objective: One of the most important criteria for efficiency of an educational system is learners' academic achievement. Discovery and study of factors affecting this item can be helpful in improvement of educational system. The aim of this study was to identify the factors affect students' achievement based on the social cognitive theory constructs.Methods: In this cross-sectional study, using a systematic random sampling method, 428 students of Bushehr University Medical Sciences were enrolled in 2012-13. To determine academic achievement, the differences between the mean scores gathered by students in the theory courses (non-general courses) through the last two semesters were used. Data were collected using a demographic questionnaire and standard questionnaires for academic self-efficacy, academic stress, multidimensional social support, and students' outcome expectancy.Results: Self-efficacy (Exp (B)=1.02, P=0.004), academic stress (Exp (B)=0.919, P=0.032), and school (P<0.001) were direct predictors on academic achievement and social support, stress and place of obtaining diploma had indirect effect (through self-efficacy) on it. In girls, academic self-efficacy, academic stress and school and in boys, academic self-efficacy and school were predictors of academic achievement.Conclusion: According to the influence of self-efficacy and stress in academic achievement, designing appropriate interventions and strategies to increase academic self-efficacy and stress management can improve students' academic achievement, especially in medical students.

Background & Objective: Educational environment is an important determinant in success of a curriculum. The quality of educational environment is one of the elements of effective learning. The aim of this study was designing a valid and reliable tool for assessing academic educational environment in schools of health.Methods: Using a theoretical sampling method, eight students and three faculty members of School of Health, Hormozgan University of Medical Sciences (Iran) were interviewed and 81 items related to educational environment were extracted. These items were classified in six domains including school atmosphere, teaching, faculty members, students, educational equipments and facilities, and physical environment. Expert panels and assessing item impact were used to determine face validity, and content validity ratio and index were used to determine content validity of the tool. To determine its construct validity, 250 students in completed the questionnaires and confirmatory factor analysis was applied. Reliability of the tool was determined by Cronbach’s Alpha and intracluster correlation coefficient.Results: Due to expert panel and calculating item impact, and content validity ratio and index, the tool items decreased from 81 to 56. The results of confirmatory factor analysis showed that all of factor loadings were significant in level of 0.05. Cronbach’s Alpha for total items was 0.94 and for six domains ranged from 0.65 to 0.85. Moreover, intracluster correlation coefficient for total items was 0.94.Conclusion: The designed tool has good validity and reliability and can be used as a suitable tool for assessing academic educational environment in schools of health.

Background & Objective: It is necessary for a correct evaluation to use valid instruments prepared exactly according to the study population and special field. This study aimed to determine valid and reliable criteria for clinical evaluation of nursing teacher in Ahvaz Jundishapur University of Medical Sciences, Iran.Methods: In this exploratory-descriptive study, reviewing different sites and literature, primary clinical evaluation form with 60 items based on the Likert scale was designed. Face validity of the instrument was determined based on students', teachers', and nursing and educating professors' opinions and content validity was determined based on Waltz and Bausell index. Construct validity was determined by factor analysis. Also, reliability of instrument was determined by Cronbach's alpha coefficient, split-half coefficient and test-re-test.Results: Factor analysis to determine construct validity created two factors: educational behaviors factor with 21 phrases, factor coefficient of 0.633-0.788 and eigenvalues of 20.059; and supportive behaviors factor with 6 phrases, factor coefficient of 0.629-0.799 and eigenvalues of 1.915. Cronbach's alpha coefficient of clinical evaluation instrument was 0.95 totally, 0.96 for factor 1 and 0.85 for factor 2. Split-half coefficient was 0.81 and total Pearson correlation coefficient was 0.77 (P>0.001). Pearson correlation coefficient of answers to final question "what do you evaluate your teacher finally?" was 0.81 for factor 1 (P>0.001), and 0.72 for factor 2 (P>0.001).Conclusion: Our instrument for clinical evaluation of nursing teachers (student form) was designed with two factors: educational behaviors factor with 21 phrases and suportive behaviors factor with 6 phrases and had a high degree of validity and reliability. We suggest this instrument can be used for clinical evaluation of nursing teachers in Ahvaz Jundishapur University of Medical Sciences.

Background & Objective: Communication skills assessment requires the use of valid instruments. The present study has done to investigate concurrent validity of the simulated patient meaning relationship between test results by the simulated or real patient and possibility to generalize the results by simulated patient and in simulated environment for real patient and in bedside.Methods: In this correlation study, 32 medical externships were enrolled by purposive sampling method. The students were divided randomly into two equal and homogeneous groups. Using crossover design, first group were assessed by real patient initially and then, simulated patient and second group, were measured conversely. Communication skills assessment was done using a checklist retrieved from Calgary-Cambridge interview skills checklist. The data were analyzed using descriptive and analytical statistics.Results: In first assessment, comparing scores by simulated and real patient in first group, second group and total students showed significant differences. In second assessment between two groups, the statistics results was not significant with very minor differences (P=0.064). There were positive correlation between scores of total students by simulated and real patient (r=0.63).Conclusion: According to the results, communication skills of each student in simulated position cannot be generalized to real situation and cannot be claimed that simulated patient can be used instead of real patient.

Background & Objective: Educational environment, with many components and interactions between inputs, processes and outcomes, has been considered as an integral part of the educational program. To assess these environments, several instruments have been used around the world. Due to differences in medical environments, using appropriate tools for specific environment, is essential and applying wrong tools may lead to confusion in the interpretation of results. The purpose of this paper was to introduce medical environments measurement tools and scope of these applications.Methods: We searched databases for qualitative and quantitative instruments used to measure medical education environments in the medical and clinical settings.Results: 8 instruments for measuring medical education environment at undergraduate and 11 instruments at postgraduate in five scopes identified and introduced.Conclusion: Knowing about measuring instruments and their proper use in assessment of medical education environments are of the key aspects in various stages of evaluation, modification, improvement, and development of educational programs.

Background & Objective: Learning style is a distinct behavior for gaining knowledge and skills through study or experience. Personality is a series of relatively stable characteristics which distinguish a person from others. The key to involving learners in the learning process is their preferences and learning styles, and identifying factors affecting these variables. In this regard, the predictor variables of learning styles must be accurately identified so as to improve educational conditions. This study aimed to determine factors predictive of learning styles of the students of Kerman University of Medical Sciences, Iran. In addition, the impact of demographic factors on their characteristics will be discussed.Methods: This was a cross-sectional study. Data collection was performed by a questionnaire including demographic data, personality test (NEO), the Learning style inventory, and the Kolb Learning Style Questionnaire. For data analysis, central tendency and dispersion measures, chi-square, Spearman correlation coefficient, and logistic regression tests were used.Results: The results show that most of the participants in this study were single women. Mean age of participants was 21.41±2.96 years. Most students (44.31%) used assimilating learning style. Based on the results of these personality types, nearly a third of students (28.2%) were of the conscientious (responsible) character type. The results showed that only gender is a predictor of learning styles.Conclusion: More attention to students' learning styles results in the perfect use of teaching practices, and increasing and enhancement of students’ capabilities. Moreover, by identifying students' preferred learning styles and changing teaching methods, the students' enthusiasm for learning can be increased.

Background & Objective: Evaluation is necessary to ensure the quality of education in any educational system. Any educational program needs to be evaluated critically before any modification and revision. This study was conducted to evaluate the program of Bachelor Degree in Health Services Management at Kerman University of Medical Sciences, Iran, by applying the CIPP model of evaluation (Context, Input, Process, Product).Methods: In this cross-sectional descriptive study, 10 faculty members, 64 students and 90 alumni participated. Three valid and reliable questionnaires were completed regarding four dimensions and nine domains of CIPP model. In order to analyze the data, Man-Whitney, Pearson correlation and descriptive statistic tests were applied.Results: The whole scores for the context, input, process and product were 2.34, 2.97, 3.68 and 2.55, respectively. Faculty members significantly gave a higher total score for context in comparison to alumni (P<0.05); nevertheless, there was not any significant difference between these both groups regarding the product total score. In addition, there was not any significant difference between faculty members and students in input and process scores. A significant correlation was observed for different dimensions of the CIIP model (P<0.05). Totally, health care management program was evaluated as a partially accepted program.Conclusion: CIPP evaluation model can show the advantages and disadvantages of an educational program; therefore, decision and policy makers can come to a point whether to stop, review or continue a program.

Background & Objective: To train specialists in infectious diseases, a comprehensive and responsive curriculum to community needs is essential. We checked the infectious diseases residency curriculum in Iran and comprised it with same curricula of other country with the aim of identifying the defects.Methods: This descriptive-comparative study had three steps. First, researchers studied the infectious diseases curriculum of Iran. Then, the same curricula in some other countries were extracted and finally, information such as mission and goals, type and duration of postgraduate training and rotations, teaching strategies and approaches, and amount of elective courses were compared within these curricula.Results: In Iran, the curricula of postgraduate courses for all medical universities are formulated by Ministry of Health. There are many similarities between infectious diseases residency curriculum of Iranian universities and other countries; but in many countries, it is offered in fellowship courses. In Iranian domestic curriculum, learning objectives, themes and subthemes, assessment methods blueprint, and rotational period details are not mentioned. However, other issues such as the epidemiology and health issues are considered in the short-term courses. Based on domestic curriculum, resident cannot be selectively trained in any course, or procedure. Most of the instructional content of curriculum was organized by topics.Conclusion: Policy makers in Iranian Ministry of Health should attend internal consistency of infectious diseases residency curriculum considering other trainee levels curricula and utilize exclusive subject-based models in curriculum formulation to promote education in this field.