Strides in Development of Medical Education Journal
Year:2009 | Volume:5 | Issue:2|Papers Count:16

Background & Objective: It has been years that the traditional method of lecture is used for teaching and both teachers and students are unsatisfied with this method's tediousness and low efficacy. According to low experience in teaching theoretical clinical courses via student-based group discussion in small groups, this study was performed to compare learning resulted from the aforementioned method and lecture.Methods In this semi-experimental study, lecture and group discussion in small groups (6 to 8 members) were tested in theoretical course of pediatrics in four series of students in Zanjan School of Medicine. Some topics were taught using lecture while others were taught using student-based group discussion. At the end of all classes, quizzes were given to the students; the results from these quizzes and final exams were compared in both teaching methods.Results The mean percentage of correct answers in quizzes in methods of group discussion and lecture were 84% and 45%, respectively, which was significantly different (P=0.0001).The mean percentage of correct answers to the questions in final exams was 67% and 65% for group discussion and lecture accordingly while there was no significant difference(P=0.19).Conclusion: Regarding the results of this study and similar researches, learning via group discussion seems to be more profound and effective, but this profundity was not present in the final exam, which may be due to the defects in designing questions and emphasizing on students' memorized content.

Background & Objective: Assessing students' grades in their courses and in national comprehensive exams may help us in the assessment of educational status of different departments indirectly. In this study, the internal consistency of medical students' scores in Kerman University of Medical Sciences was assessed.Methods: In a historical cohort study, students' grades and other information for entrance years between 1995 and 2003 were extracted from the central admission office and 10 indicators for  educational achievement were defined for each student. Having used Cronbach's alpha and linear regression, we checked the internal consistency of scores. Also, we used factorial analysis and related graphs (Dendrogram) to evaluate the consistency between factors of students' educational achievement.Results: Females were more successful in all series of students except for national comprehensive exams. Although internal consistency in males' scores was more than females', males' scores in specific courses of basic sciences were more related to the scores of their basic sciences comprehensive exams. In addition, internal consistency in males' scores was more than females' especially in clinical courses. Higher age at entering university could cause a decrease in educational success. Students' grades in various courses had slight consistency with national comprehensive exams. Moreover, the internal consistency of scores during clerkship and internship were significantly lower than the other phases.Conclusion: Lower consistency of scores in clinical courses may imply lower validity of these scores. Unlike higher educational success in females, it seems that stability in males' scores was greater in most indicators.

Background & Objective: One of the most important factors which prevent students from achieving their attempts' desirable result is lack of study skills. Study skills are effective on decreasing tiredness and anxiety, saving time and increasing students' motivation, leading to better learning and educational improvement. This study was conducted to evaluate the students' study skills and to determine educational priorities in order to hold improving study skills classes.Methods: In this descriptive study, all bachelor students in Yazd school of public health (240 students) participated. Data was collected using a valid and reliable questionnaire. 192 questionnaires were completed and returned.Results: According to our findings, the mean (±SD) score of all 30 study skills was 20.1(±4.2). The highest mean score (±SD) which was 5.1(±1.2) belonged to taking class notes; while the lowest mean score which was 2.6(±1.3) belonged to time management. Most of the students' study skills were of moderate level (54.7 %) and 30.7% were weak whereas only 30.7% were considered good. The mean daily studying duration was 2.5 hours. There was no significant statistical relationship between study skills and age, sex, field of study, semester, doing morning or evening courses, daily studying duration, and Grade Point Average of the previous term.Conclusion: As only 30.7% of all students were considered good regarding study skills, it is suggested to hold organized and continuous educational courses to improve study skills. Defined factors in this study are time management, taking exam, concentration, reading and taking notes, in order of priority.

Background & Objective: Promoting quality of clinical education necessitates continuous evaluation of the current situations, identifying strengths, and improving weaknesses. This study was designed to assess clinical education status according to the nursing and midwifery students' point of view in Tehran University of Medical Sciences.Methods: In this descriptive study which was conducted in 2004-5, all senior nursing students who were doing a Bachelor of Science and senior midwifery students who were doing technician's Course (250 students) were asked to complete a 36 item questionnaire in a self-administered way.Results: The most important strengths of clinical education (according to mean scores) were "on time presence of the student in the ward" (89.06), then "on time presence of the instructor in the ward", (85.05), "considering the pre-requisite clerkship courses", (82.5), "proper instructors' behavior with students", (74.1), "clinical instructor's interest in working", (73.92), and "instructor's clinical track record" (73.1). The most significant weaknesses of clinical education were related to "use of audiovisual aids in clinical atmosphere", (9.84), "enough number of students in the ward", (14.91), and "having facilities", (19.68).Conclusion: Although some aspects of clinical education were good and excellent, improving positive aspects and modifying the weaknesses may be an effective step in promoting quality of clinical education. Repetitive assessments of clinical fields and comparing the current situation with the previous or next ones can reveal the strengths and weaknesses of clinical education.

Background & Objective: Libraries are among main parts of universities as libraries of high quality lead to improvement in education and research within universities and the society. Assessing quality of services in educational systems is important to improve quality of provided services. This study was conducted to assess the quality of services provided by the central library of Kerman University of Medical Sciences from the faculty members and students' point of view.Methods: In this study, 200 faculty members and students of Kerman University of Medical Sciences were chosen using stratified random sampling. The data was collected using LibQUAL +TM standard questionnaire after its validity and reliability were confirmed Results: Our findings showed that the mean score of general satisfaction of the central library's provided services was 6.13 out of 9. Among the three aspects of library service quality, information control was the most satisfactory factor (5.98) which was followed by efficacy of services (5.96) and the library's atmosphere (5.89). Faculty members were more satisfied with the central library's provided services in all aspects compared to students, although this difference was not significant. The most frequent referral to the central library and using references was once a month. Conclusion: Although the findings of this study were suggestive of faculty members and students' relative satisfaction of provided services, improving quality of services necessitates better and more organized planning. Improvement of library service quality can lead to promoting faculty members and students' scientific level in universities of medical sciences, medical knowledge, and medical education.

Background & Objective: Multiple Choice Questions (MCQs) are the commonest form of exams in medical education which are highly reliable; however their structural and content validity, taxonomy and structural principles have always been considered by researchers. This study was designed to evaluate quality of MCQs in the school medicine, Mazandaran University of Medical Sciences, regarding taxonomy and structural principles.Methods: In this descriptive study, all MCQs of written exams held during a whole semester in the school of medical in Mazandaran University of Medical Sciences were evaluated. All questions were assessed according to taxonomy (in three levels of recall, comprehension, and application) and structure using a checklist which was based on Millman's principles for designing stem and choices of questions. Results: Among 1478 questions related to 25 exams, questions related to lessons of basic sciences, physiopathology, and clerkship were 28.7%, 18.7%, 52.6% respectively. 77.4 percent of questions were in Taxonomy I and the rest were designed in Taxonomy II and III. 46 percent of all questions had no structural problems while the rest had one or more structural problems. Taxonomy and structural problems in exams related to clerkship and physiopathology were significantly less than basic science lessons (p=0.023 and p=0.001 respectively). Questions of higher taxonomy had less structural problems.Conclusion: Our present study showed that the quality of MCQs regarding structural principles and taxonomy were different in exams of different levels which necessitate further revisions.

Background & Objective: Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes. This study was aimed to assess critical thinking in students of virtual and traditional education.Methods: In this cross-sectional study, two groups including 40 senior computer students from Shiraz University (virtual education) and 40 ones from Islamic Azad University (traditional education) participated. Data was collected using Watson Glaser Critical Thinking Test including 80 questions in five subscales including inference, recognition of assumptions, deduction, interpretation and evaluation of arguments.Results: The mean score (± SD) of critical thinking which was 36.77(± 3.59) in virtual education happened to be higher than traditional education's mean score which was 35.15(±6.94) while there was no significant difference. In all five subscales of critical thinking, the mean score of interpretation skill was significantly higher in virtual education (7.9) compared to 6.95 for traditional education (p=0.0001).Conclusion: Considering improvements of critical thinking in virtual education and according to its multiple advantages like adding to one's self confidence, self esteem and independent learning, it is suggested to use this type of education alongside the traditional method or as a replacement for teaching theoretical lessons in university courses.

Background & Objective: Internal evaluation is a process concerning information collection and judgment in order to improve educational activities. Considering some facts related to educational measurement and collecting information will lead to a better understanding of the mentioned process.  In this study, we conducted the internal evaluation of the endodontics department in Tehran University of Medical Sciences, which is responsible for training dentistry students and residents.Methods: In this descriptive study, internal evaluation was conducted using 10 steps in 9 fields including management and organization, faculty members, learners, human resources and support, educational, research, and other atmospheres, facilities regarding education, research, etc., courses, educational programs, teaching and learning process, patients and finally graduates' satisfaction. Data was collected using observation, interview, questionnaire, and checklist.Results: According to the definition of satisfactory, results of this study were mostly qualitative and in some cases they were quantitative. The average result of the internal evaluation of the endodontics department in the school of dentistry, considering 9 fields, was 73.7% which was considered as approximately satisfactory. The results for fields like faculty members and learners were satisfactory (100% and 77.8% respectively). Atmospheres and educational facilities were unsatisfactory (both were 46%).Conclusion: According to the results, atmospheres and educational facilities which were identified as the weakest fields need more consideration and investigation.

Background & Objective: Identifying faculty members' educational needs and level of their skills in teaching affairs would improve planning for faculty members' development and sublimity. This study was performed to assess attitude of faculty members who are teaching practical courses towards their educational needs and level of skills in teaching methods of practical courses. Methods: In this descriptive study, 83 faculty members teaching practical courses in Isfahan University of Medical Sciences were selected by stratified random sampling and completed a reliable and valid questionnaire consisted of 14 items about educational needs and skill level of teaching methods in practical courses. Results: The mean (±SD) score of faculty members' skill level was 2.71(±0.4) out of four. Faculty members' skill level was low (mean score less than 2.5) in analysis and interpretation of the test questions (38.9%), evaluation methods of practical skills (53.5%), designing performance tests (52.8%) and making educational films (47.9%). Mean (±SD) total score of educational needs was 3A5(±0.89) out of five. According to these results, faculty members were in need of all 14 aforementioned items. Educational needs included critical thinking, motivating methods and information resources in order of priority. Conclusion: Faculty members expressed need for education and improving their skills in teaching practical courses. Considering mentioned educational needs and skills, it seems that teaching method and student assessment workshops need to be revised and the content of the workshops should be designed according to faculty members' educational needs together with implementing different educational methods.

Background & Objective: By using internal and external evaluation of educational status, universities can define their strengths and weaknesses; meanwhile they can select appropriate strategies to improve quality of education. This study was conducted to determine effective educational and demographic factors in Birjand medical students’ success and failure in basic sciences comprehensive exams.Methods: In this descriptive-analytical study, ranks and grades of the exams of all courses and the mean score of basic sciences comprehensive exam of 150 students were extracted from their educational files. Their opinions about effective factors in achieving success in exams were collected using a questionnaire.Results: According to our findings, unmarried, young students, with regional quota and length of basic science duration less than 2.5 years, having a Grade Point Average equal or more than their total average were more successful in comprehensive exams. The ranking of the university changed from acceptable and moderate to very good in courses of insectology and histology while in anatomy, public health, parasitology, theology, and virology it changed from moderate to very good. The acceptance rate in this university was 93 to 100%.Conclusion: The educational policies of the university have motivated a forward growth in the students' academic achievement. According to the students’ point of view, certain factors such as better and more serious planning, following educational discipline, using references introduced by the ministry, and urging students to use books rather than simple notes are effective on students' success.

A new world of distance education demands new thinking. Key components to complete the distance educational system require that institutions determine how the process is designed, delivered, integrated and supported.To have a better chance to develop online education in Iran, the academic staff should mention a lot of punctual notes in order to prepare the material which is going to be published as the online course. As a rule, teachers must pay careful attention to the common principles and standards in virtual education. Moreover, they must improve their skills in designing and editing course contents. In the process of virtual education, taking five exact steps can lead us to achieve the main educational goal that is effective learning. These five steps include analysis, instructional design, interface design, development, online testing and evaluation.The key to success in virtual education concerns serious attention to the quality of educational content and the capability to reuse learning objects. It is definitely necessary for the country's higher educational system to consider this fact having a specialized and scientific view.