Strides in Development of Medical Education Journal
Year:2015 | Volume:12 | Issue:3|Papers Count:14

Background & Objective: Learning environment should be opportunities for positive change in students' attitude to encourage them and create more interest, leading to sustainable learning. To make constructive changes, having information on the current status and about students' attitudes toward their discipline is essential. This study was designed to assess the medical and dental students' attitude toward their study field (learning environment, practicability, attraction, social rank, and future employment) before and after experiencing clinical practice in Kerman University of Medical Sciences, Iran.Methods: This cross-sectional analytic study was conducted in 2012. The study population were 95 medical and dental students of Kerman University of Medical Sciences, as census of students. A researcher-made questionnaire was designed consisting 33 questions in five areas of the components of medical education and health care (education environment, applicability of the course, the attractiveness of the field, career and social status). Data were analyzed using paired t, ANOVA, and Mann-Whitney U tests via SPSS software.Results: There were significant differences between the medical students' attitude toward educational environment and practicability of the field before and after experiencing clinical practice; but there was no significant difference between their attitude toward attraction, future employment, and social rank of the field. On the other hand, there were significant differences between dental students' attitudes toward educational environment and future employment before and after experiencing clinical practice; but there was no significant difference between their attitudes toward practicability, attraction and social rank of the field. In addition, there was no significant difference between the two groups based on gender and age.Conclusion: The results showed significant differences only in three educational components between two groups of students. According to obtained data, short- and long-time plans could be designed for increasing the efficiency of education, improving educational structure, and obtaining welfare and economical possibilities for students.

Background & Objective: In order to achieve more success in the Bachelor of Science in the discipline of nursing education in Iran and identify its weaknesses and strengths, comparative studies and utilization of successful universities’ strategies and experiences are necessary. The present research compares the curricula of undergraduate nursing education in Iran and 8 selected universities from America, Europe, Australia, and Asia. The universities were compared in terms of student selection methods, mission and objective, general structure, program length, educational content, teaching and learning methods, educational strategies, role of graduates, and evaluation methodologies.Methods: This was a descriptive-comparative study. In the present study, 8 renowned and innovative nursing schools were selected through purposeful sampling method. The important components and indices of nursing curricula of the 8 nursing schools in America, Europe, Australia, and Asia were analyzed. Then, each studied item was compared between the selected nursing schools and nursing schools of Iran. Practical suggestions were made to improve the quality of the nursing curriculum in Iran in terms of improvement of each studied item. The research model used in this study was the Beredy model that identified the 4 stages of description, interpretation, proximity, and comparison in comparative studies.Results: The general objectives and educational contents in all curricula of the examined nursing schools were to some extent similar. However, the establishment and development of the contents and the method, extent, and type of addressing them were different. These differences created different contents. Moreover, despite the many similarities in training and evaluation techniques, many differences depending on the level and purpose of the program were observed.Conclusion: It seems that although the nursing curriculum in Iran does not hold a dissatisfactory position in comparison with the other studied curricula, in order to resolve the flaws, items like goals selection, student selection methods, research, teaching and evaluation (theory and performance) methodologies need to be reviewed and revised.

Background & Objective: The phenomenon of occupational stress is an inevitable part of professional life that has negative effects on different areas of life. The purpose of this research was to identify the effects of PRECEDE model-based training on reduction of nurses’ occupational stress.Methods: The present study was a quasi-experimental study on nurses. First, subjects with a medium to high stress level were chosen. Then, the nurses of Iran and Khatam-Ol-Anbia hospitals, Tehran, Iran, were randomly assigned as intervention (n=40) and control (n=41) groups. Data gathering tools included the Nursing Stress Scale (NSS) to determine nurses’ occupational stress and PRECEDE Model Structures Questionnaire to provide educational intervention. Training was carried out in two 4-hour sessions in two consecutive days. Subjects were monitored for 3 months. Statistical analysis was performed before, and 1 month and 3 months after training using SPSS software. Descriptive statistical tests, independent t-test, repeated measures one-way ANOVA, and Pearson correlation were used.Results: Mean NSS score of the intervention group reduced from 112.80±17.46 to 93.15±28.79 after the training. Moreover, after training, the variables of reinforcement, enabler, and manner showed a significant increase in the intervention group compared to the control group (P<0.05). Conclusion: Results showed that the PRECEDE model for stress management education was effective in the reduction of nurses’ stress level.

Background & Objective: Clinical education courses are recognized as the heart of professional education because more than 50% of students’ time is spent in clinical environments. Therefore, qualifying in clinical skills requires an effective clinical learning environment. Thus, clinical education can be enriched through the consideration of clinical educators’ and students’ perspectives. The aim of this study was to compare the viewpoints of clinical educators and students of the University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, toward the clinical education status of rehabilitation disciplines.Methods: This study was a cross-sectional study. Based on the inclusion criteria and using convenience sampling method, 54 clinical educators and 178 students were chosen from among clinical educators and students of orthopedics, physiotherapy, occupational therapy, and speech therapy disciplines. The participants completed valid and reliable clinical education questionnaires in the field of rehabilitation.Results: A statistical difference was observed between clinical educators’ and students’ viewpoints in the area of “clinical learners”. With regard to the academic degrees of clinical educators, there was a statistically significant difference in the “evaluation area”. With regard to the gender of clinical educators, differences were observed in the area of “clinical learners”. According to students’ academic disciplines, with the exception of the field of “management”, statistical differences were observed in other areas. Conclusion: Clinical education courses in Rehabilitation Sciences must provide an effective clinical learning setting. Moreover, reviewing of management and evaluation of clinical education through appropriate evaluation criteria in order to improve the clinical education status is necessary.

Background & Objective: The professional socialization process of the field of nursing begins with entry into nursing education programs and continues with the completion of nursing education and entry into the work environment. In order to improve this process, its reinforcing factors must be identified. Therefore, this study was conducted to investigate the relationship between emotional intelligence and professional socialization of nursing students of Tabriz University of Medical Sciences, Iran.Methods: In this correlational study, after calculating the sample size, all nursing students of Tabriz University of Medical Sciences in their 6th, 7th, and 8th semesters were studied. Data collection tools consisted of demographic characteristics questionnaire, Toit’s Professional Socialization Scale, and Shiring/Siberia Emotional Intelligence Questionnaire. All data were analyzed using SPSS software and descriptive and analytical statistics.Results: The professional socialization and emotional intelligence of nursing students was above average level. Total emotional intelligence and its subscales had no significant correlation with students’ professional socialization score. However, professional socialization had significant correlation with gender, grade point average of previous semesters, and hope for future career. Conclusion: It seems that the professional socialization of nursing students is impacted by learning in cognitive and psychomotor domains more than by their emotional intelligence. However, considering the importance of the emotional domain in comprehensive and humane care, emotional intelligence skills training seems necessary for students.

Background & Objective: The psychosocial climate of the classroom is a general concept for describing, explaining, and exposing the specific features of a class and has significant effects on students' academic achievement. This study was conducted for the first time in Iran. It was performed to evaluate the relationship between the psychosocial climate of the classroom and academic achievement based on the views of faculty members and Ph.D. students of Kerman University of Medical Sciences, Iran.Methods: The present study was performed using the census method. It was conducted on 222 medicine, dentistry, and pharmacology students and 21 faculty members of Kerman University of Medical Sciences in 2013 using the psychosocial climate of class questionnaire. Data were collected at the end of the second trimester when students received their academic records. Data were analyzed using SPSS software, independent and paired t-test, ANOVA, central and diffusion indicators, and the Pierson correlation.Results: Comparison of faculty members’ expectation score (31.80±4.77) and perception score (29.20±4.60) showed a significant difference (P<0.050). Based on ANOVA results, faculty members’ expectation level was higher than their perception. Comparison of the score of students’ expectation from (29.03±4.37) and perception of (24.433±5.10) the classroom climate showed a significant difference. Expectation level was higher than perception level (P<0.001). There is a negative correlation between students' average level and their perception level (P=0.042).Conclusion: The data indicated that there is a significant relationship between students’ and faculty members’ level of expectation and perception of psychosocial climate of the classroom. The identification and development of conceptual models, particularly an experimental model of academic performance based on cognitive features, can be helpful in the improvement of the psychosocial climate of the classroom which results in students’ academic achievement.

Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatment-care procedures, the ability to use self-directed learning methods is considered as an important professional competency for midwifery students. Thus, evaluation of factors effective on the self-directed learning procedure is of grave importance. The aim of this study was to determine the readiness of midwifery students of Mashhad University of Medical Sciences, Iran, for self-directed learning and identify its effective factors.Methods: In this descriptive, analytical study, 170 undergraduate, and master's students in midwifery and PhD students in reproductive health participated. Data gathering instruments included Fisher's Self-Directed Learning Readiness Scale (SDLRS) and the Effective Factors on Self-Directed Learning Inventory. Data were analyzed using SPSS software and descriptive and inferential statistical methods.Results: The mean age of the participants was 24.03±5.71 years. In addition, 70.7% of students had high scores in SDLRS. There were significant differences in students’ SDLRS scores based on educational degree, age, degree of interest in the educational field, marital status, and occupation (P<0.05).Conclusion: The results showed that individuals at risk of low self-directed learning capability can be identified based on degree of interest in their educational field, age, marital status, and occupation.

Background & Objective: Regarding the significance of neurological diseases, training general practitioners has a key role and they should be well-trained in diagnose and approaching different diseases in this field. We focused on educational needs assessment for general practitioners in the field of neurological diseases.Methods: All the general practitioners practicing in the regulatory zone of Rafsanjan University of Medical Sciences, Iran, (urban and rural areas), who agreed to participate, were entered the study. 104 participants of the total of 170 general practitioners in this area completed a researcher-made questionnaire and mailed us. The questionnaire encompassed 54 neurological diseases, four paraclinical tests and 9 approaches for neurological signs and symptoms, as well as their practical framework, satisfaction from their education, and demographic and educational items.Results: In 47.9% of cases, educational expectations were at the level of screening and refer, in that 31.4%, at the level of diagnosis and treatment and in 18.8%, at the level of acquaintance and describing. The remainders (1.88%) were the cases with no need to know and unfamiliar ones. Statistically, screening and refer, just the diagnosis, and the treatment were the mentioned educational expectations, respectively. Most of general practitioners were not fully satisfied from their externship and internship educational programs.Conclusion: This study, in a more systematic way, outlines the general practitioner’s points of view and their tendency to intervene in the procedure of neurological managements which can also be of great use to any further modifications in medical training curricula. Absence of perfect satisfaction about educational programs shows us that we should change our educational methods to more practical and clinical forms.

Background & Objective: Today, the concept of virtual education has gained much attention as distance learning and has provided learning opportunities outside the borders of a country or state for everyone. The consideration of the success of virtual training is impossible without the consideration of individuals’ viewpoints toward it. Despite this fact, less attention has been paid to students’ attitudes in the published studies. This study investigates the students’ attitudes toward virtual education and its relationship with learning styles.Methods: In this correlation-descriptive study, 114 bachelor’s and master’s students of Razi School of Nursing and Midwifery of Kerman, Iran, in 2013 were selected based on census sampling method. Data were collected using demographic questionnaire, the researcher-made questionnaire of attitude toward virtual learning, and the Gaziano Learning Styles Questionnaire. Data were analyzed using descriptive statistics (mean and standard error), independent t-test, ANOVA, Pearson correlation, and linear regression in SPSS software. All P-values of ≤0.05 were considered significant.Results: The mean score of nursing students’ attitude toward virtual learning was 3.30±0.34. The highest frequency among learning styles used by students was related to visual (50%), auditory (27.2%), and kinetic styles (22.8%). In the regression analysis, visual style (P=0.009, b=0.27), and auditory style (P=0.008, b=0.17) had a significant relationship with attitudes of nursing students toward virtual education.Conclusion: Students had positive attitudes toward virtual learning. Moreover, attitudes toward virtual education differed among people with different learning styles. Therefore, the consideration of individual needs and different learning styles of learners is essential in virtual education.

Background & Objective: There are different views toward the efficacy of different methods of practical training. Each method has advantages and disadvantages in terms of its effect on learning, cost, speed, and simplicity. This study was performed with the aim to compare the effect of practical microbiology course through traditional and continuous methods of training on practical skills learning, academic achievements, and satisfaction among pharmacy students of Zabol University of Medical Sciences, Iran.Methods: This experimental study was performed on 79 2nd semester pharmacy students. The participants were randomly allocated to two groups with equal mean IQ score using Raven IQ test. The traditional and continuous methods of training were randomly applied to the two groups. Mean final exam scores of the two groups based on station exam, final reports, and written tests were calculated and compared using Student’s t-test. We also assessed the satisfaction of students with regard to the training methods using a relevant questionnaire.Results: Mean scores of the station (4.68) and written (8.43) exams obtained using continuous method were significantly higher than that using the traditional method (4.17 and 7.51, respectively). Moreover, students were more satisfied with the continuous method than the traditional method.Conclusion: The continuous method of training had greater impact on learning of practical skills than the traditional method. Thus, the application of this method in other medical universities in order to provide a suitable setting for further learning is recommended.

Background & Objective: Although residency courses in Iran have witnessed positive developments, there are still some challenges, necessitating further evaluations of these courses. Therefore, the aim of the present study was to identify the current problems and offer solutions for the obstacles to the related sciences course.Methods: The current qualitative study was carried out in the School Dentistry of Mashhad University of Medical Sciences in 2013-2014, with a focus on content analysis. The participants consisted of postgraduate students selected using purposeful sampling technique. Data were collected through observation and interviews, and then, coded and assigned to pre-determined categories.Results: Data gave rise to the emergence of several concepts that can be used to depict the learning and teaching experiences of the related sciences course by postgraduate dental students. These concepts included the nature of interdisciplinary clinical learning, interdisciplinary education and exchange of ideas, group discussions and familiarity with new therapeutic modalities, being a member of the dental team, team work spirit, stress and anxiety resulting from the program, suitable tutor-student relationship, differences in interdisciplinary backgrounds and learning sources, conversions of potential abilities to full capabilities, interesting aspects of clinical experience along with theoretical knowledge, contradictions and similarities between practical activities and learning, and dependence.Conclusion: Although the duration of each residency course appears to be sufficient, it is of great importance to establish more communication between different dental specialties from theoretical and practical aspects to make the dental specialty course graduates more efficient.

Medical educators are now required to apply teaching strategies that facilitate deep learning rather than teaching students to memorize by rote. As the practice of medicine has undergone changes due to the proliferation of knowledge and the increase in the complexity of medical education, effective learning becomes much more a question of how students can learn in a meaningful way. In this regard, concept maps as a teaching and learning strategy which support meaningful learning are well known