Strides in Development of Medical Education Journal
Year:2017 | Volume:13 | Issue:6|Papers Count:19

Background & Objective: Clinical teaching in nursing education is of such importance that it is recognized as the heart of professional nursing education. Therefore, this study aimed to determine clinical environment stressors in male and female students of Dezful University of Medical Sciences, Iran, in 2015.Methods: This description-analytical study was conducted on 234 nursing and operation room students who were in their second semester or higher and had passes a minimum of 1 unit of clinical training. The subjects were entered into the study through a census. The data collection tool consisted of a two-part questionnaire including demographic characteristics and the researcher-made Clinical Stressful Factors Questionnaire. Data analysis was performed using descriptive (mean and standard deviation) and inferential (Spearman’s correlation) statistics in SPSS software.Results: The main stressor in students of both sexes was related to unpleasant feelings and the least prevalent stressor was related to the field of interpersonal communication. The questions that obtained the highest and lowest scores, respectively, were inadequate and incomplete treatment of patients due to poverty, and oral medications administration as an area of clinical practice.Conclusion: In order to reduce stress and to create conditions necessary for medical students to learn clinical skills, counseling and educational workshops on adaptive coping strategies are recommended for students and lecturers. It is hoped that through these measures the damaging physical and mental effects of stress can be prevented in medical students and their learning can be increased.

Background & Objective: The majority of surveys have demonstrated the inadequate success rate of continuing education programs in Iran from the viewpoint of participants. However, no studies have been conducted on the viewpoints of lecturers (influential individuals and beneficiaries in this issue) in this regard. Thus, the present study aimed to investigate the problems of continuing education programs and their solutions from the perspective of lecturers.Methods: This qualitative study was conducted in 2015 on 15 university faculty members who had previous experience of lecturing continuing education programs. The participants were selected using purposive sampling (n=15). Data were gathered through focus group discussion. All discussions were recorded on audiotapes, transcribed, and then, analyzed through inductive content analysis.Results: Data analysis led to the extraction of 3 main themes (problems), 12 categories, 42 subcategories, and 68 suggested solutions. The main themes included the reduction of incentive to participate in programs (4 categories), low effectiveness of implemented programs (5 categories), and the ineffective evaluation of programs (3 categories).Conclusion: The main motivation for general practitioners to participate in these programs must be the correction of professional practice. It seems that intervention in the implementation and assessment fields are more likely than participants’ motivation. Providing teaching methods workshops for faculty members, improving awareness of the goals and timetable of workshops, holding workshops rather than lectures, evaluating performance instead of satisfaction, and providing feedback on the assessment results are effective factors in the efficiency of programs.

Background & Objective: Strengthening the teacher identity in physician tutors would result in training efficient physicians and help the students to gain skills and develop positive attitude towards favorable patient care. The present study was conducted to evaluate the validity, reliability and factor structure of the instrument to measure teacher identity in physicians.Methods: In this descriptive-correlation study with cluster sampling method, 156 educator of ten medical schools were selected and responded to the electronic questionnaire. Data was analyzed using partial least square (PLS) algorithm, which included the measurement model (Cronbach’s alpha, loadings, composite reliability, convergent and discriminant validity), structural model (significant factor "T-values" and "R Square", the prediction model " "Stone- Geisser", quality indexes redundancy, goodness of fit"), to evaluate the nine components of the instrument.Results: Fitting both the data algorithm and the results of confirmatory factor analysis indicated the desirability and acceptability of the mentioned structure in terms of components and index.Conclusion: The results of this study suggest that the Persian version of the teacher identity assessment tool for physicians and university professors in the medical community has good reliability and construct validity, and could be used to measure and identify the strengths and weaknesses of teacher identity in physicians and developing medical education.

Background & Objective: Individuals, based on their learning styles, have different interpretation of the environment and issues and choose different problem-solving strategies. The objective of the present research was identifying the relationship between learning methods and problem-solving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences, Iran.Methods: The present study was a correlational research. The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 2013-2014 (n=380). From among them, 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula. The data collection tools included Kolb’s Learning Styles Inventory (LSI) and the Problem-Solving Approaches Questionnaire (Cassidy & Long). The face validity of the questionnaires was accepted due to their high application rate. The reliability of the questionnaires was estimated as more than 0.70. Data were analyzed using stepwise regression and the Pearson correlation coefficient.Results: The results showed an inverse relationship between experiential learning style and constructive problem-solving style. In addition, there was a direct relationship between experiential learning style and non-constructive problem-solving style. There was a reverse relationship between abstract conceptualization and non-constructive problem-solving style. The best predictor of constructive and non-constructive problem-solving styles was experiential learning style.Conclusion: Based on the relationship observed between learning styles and problem-solving styles, it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problem-solving styles based on the identified learning styles. Moreover, the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended.

Background & Objective: The curriculum of the Master of Science in parasitology was initially prepared in 1984 and was reviewed in 2001 and 2010. Considering the development of medical technology, requirement of society, and the necessity of curriculum revision, The present study was conducted with the aim to assess the curriculum contents of the Master of Science of parasitology.Methods: This descriptive study was conducted in two stages. In the first stage, university professors were asked to give their opinions concerning the need for curriculum revision (addition or elimination of courses) in this field. In the second stage, based on the findings of the first stage and the current curriculum, a questionnaire was prepared and was distributed among the professors through email. Then, 30 completed questionnaires were evaluated. Based on the criteria of compulsory courses, prerequisite or compensatory courses, and importance of the courses, data analysis was performed in EXCEL software and the results were reported in the form of descriptive statistics.Results: After summarizing the comments and verifying the compliance of the currently approved curriculum courses with those proposed by participants, the addition of the prerequisite courses of New technologies of parasite detection and Taxonomy, and the compensatory courses of Biotechnology, Technical language, Geography of parasitic diseases in Iran, Bioinformatics, and Teaching methods was proposed. Moreover, the elimination of the courses of Preliminary bacteriology, Histology of the human body, Clinical biochemistry, Basic genetics, Preliminary hematology, and Principles of health services was proposed.Conclusion: Based on the results of this study, among the 10 currently approved prerequisite courses, 8 are necessary and desirable in the view of the participants. However, the compensatory courses require modification.

Background & Objective: Evidence-based care is using evidence obtained from research into clinical practice based on the patient's condition and type of illness. This study aimed to investigate the barriers to implementation of evidence-based nursing care based on instructors and educators’ opinion.Methods: This was a cross-sectional study that was performed with the participation of 70 faculty members and non-faculty members of School of Nursing of Rafsanjan and Kerman, Iran, with different educational levels. Inclusion criteria were having at least bachelor's degree and two-years work experience. Data was analyzed using SPSS and descriptive statistics (frequency and percentage).Results: Women and men instructors comprised 68.6% and 31.4% of respondents, respectively. Most of them (44.3%) were 35 to 44 years of age. In their opinion, the major obstacles to implementation of evidence-based nursing in the education domain was "lack trained staff to use the findings from research in evidence-based care" with 94.3%. In the management domain "lack of knowledge of nursing managers regarding the importance of evidence-based nursing care" with 85.7% and in the individual domain "lack of adequate skills for the implementation of evidence-based practice" and "lack of nurses' knowledge of evidence based practice" with 85.7% were also mentioned by participants as obstacles.Conclusion: The main barriers in the application of evidence-based nursing can be noted in the domains of education and management. Therefore, a big step forward in this regard will be providing access to the resources and facilities, library, and continuing education for nursing staff, and updating their information in the field of evidence-based care, which requires cooperation of the managers at different levels of planning.

Background & Objective: Restorative dentistry is a fundamental field in dentistry and students’ opinions about its education can be helpful in finding its deficiencies and solving them. The aim of this study was to evaluate dentistry students’ attitudes toward restorative dentistry education, and its facilities and physical environment.Methods: This descriptive, cross-sectional study was performed on fourth, fifth, and sixth year students of the School of Dentistry of Kerman University of Medical Sciences, Iran. The data collection tool was a two-part questionnaire consisting of demographic characteristics form and 38 questions about environment, facilities, and educational and exam methods, and 1 open question scored based on a Likert scale (very appropriate to inappropriate). Data were analyzes using t-test, ANOVA, and linear regression in SPSS software. The significant level was considered as 0.05 in all tests.Results: Among the 110 participates, 61.8% were women and 38.2% were men. The average attitude score (from 26 to 130) was 84.86±11.30. Overall attitude score was not significantly different between genders, academic years, and different restorative scores. However, in the education field, the fifth and sixth year students had significantly higher attitude scores than the fourth year students.Conclusion: Satisfaction with the clinical and theoretical education of restorative dentistry in the School of Dentistry of Kerman University of Medical Sciences is acceptable, but its physical environment and facilities must be improved.

Background & Objective: Students’ participation in the classroom is a feature of many educational designs. This can include scholarly and interesting ideas by students and results in the creation of positive energy and enthusiasm in the classroom atmosphere. However, if not managed, students’ participation may cause burnout among teachers and confusion for students. This review study aimed to assess models for students’ participation in the classroom and provide a general guideline to improve it.Methods: To perform this review study, PRISMA flow diagram was used. First, available scientific websites were searched using the related keywords, and 35 articles were retrieved. Due to inappropriate contents or repetition of ideas, 25 articles were excluded. Thus, 10 articles which had discussed the issue and its guidelines more comprehensively were selected. Parts of the contents were selected and combined to provide a brief guideline for university faculties and instructors.Results: The selected studies were review studies conducted in Canada and the United States. The contents of the studies includedadvantages of students’ participation in teaching, strategies to increase participation, reasons for the lack of participation, and classification and evaluation of student participation.Conclusion: Regarding the importance of students’ participation in the overall quality of teaching, faculties are recommended to try to enhance students’ participation in teaching.

Background & Objective: Studying at a university is one of the important stressful situations. Previous studies have shown the adverse effects of stress on students' physical and mental health. The aim of the current study was to determine the sources of academic stress and its relation to demographic variables in students at the School of Medical Management and Information of Shiraz University of Medical Sciences, Iran.Methods: This cross-sectional study was conducted on 95 students (65 women and 30 men) with a mean age of 21.9±18-30 years (age range: 18-30). The subjects were selected using stratified random sampling method. Data were gathered using the Academic Stress Questionnaire (ASQ) and analyzed using descriptive statistical methods, independent t-test, the Pearson correlation coefficient, and ANOVA.Results: The findings indicated that the domain of "difficulty managing work, family, and university" had the highest mean score (4.02±2.31) and the domain of "difficulty with interaction at the university" had the lowest mean score (2.61±1.84). A significant negative association was found between age and the domain of "difficulty managing work, family, and university" (r=-0.026, P=0.01). In addition, the mean score of second year students was significantly higher in the domains of "difficulty with academic performance in class" (P=0.03) and "difficulty with academic performance outside the class" (P=0.04) compared to other domains. The most common stressors were observed in the domain of "difficulty managing work, family, and university". This domain was more important among younger students.Conclusion: It is recommended that more attention be paid to this important issue in student educational and counseling programs.

Background & Objective: Providing a more realistic training environment can help learners to better understand what they were taught. Nursing students can be prepared for real critical scenarios such as cardiopulmonary resuscitation (CPR) by using simulation in training. This study was aimed to evaluate the effect of simulation training on nursing students’ knowledge and skill in CPR.Methods: This was a quasi-experimental study with pre- and post-test on 30 participants. Data was collected using a questionnaire before and after the training. The results were analyzed by ANOVA and paired t-test using SPSS.Results: In the pre-test, knowledge score was 10.50±0.16 while in the post-test it was 17.60±0.18. Also skill score in the pre-test and post-test was 11.50±4.74 and 18.47±2.17, respectively. Comparing the means showed a significant difference between the results of preand post-test (P=0.030).Conclusion: According to the results of this study, simulation method improved nursing students knowledge and skills and should be considered in education planning by authorities.

Background & Objective: Concept mapping is an active, creative, and objective practice which improves the advanced learning process and students’ required skills. The aim of this study was the evaluation of concept mapping method in learning histology lessons from the point of view of midwifery students.Methods: The present research was a descriptive, cross-sectional study. The target population consisted of all first-semester midwifery students of Qazvin University of Medical Sciences, Iran, in 2015. After concept mapping education, the students were asked to make a concept map of the lessons of the same week and to hand it in the following session. At the end of the semester, students' views regarding the effect of concept mapping on learning were collected by completing the researcher-made questionnaire. The collected data were analyzed in SPSS software. Frequency distribution was presented in the form of frequency tables. One-sample ttest was used to compare the mean score of each question with its mean and 3 (the value of the mean).Results: In this study, 68.9% of students confirmed the usefulness of concept mapping during the semester. Among the students, 6.9% believed other methods to be more effective. However, 58.6% of students found it effective in memorizing histological terms and 65.5% emphasized that concept mapping helped them better understand histology lessons. Independent t-test results showed a significant difference between the mean score of each question and 3. This revealed that mapping was useful in better understanding (P=0.003), maintaining terminology (P=0.004), and answering questions (P=0.001). In general, the majority of students approved the use of concept mapping as an effective learning method during the term (P<0.001).Conclusion: This study showed that concept maps are acceptable among students as a means of learning new information. Therefore, in order to facilitate learning for students, the application of different training strategies, like concept mapping, is suggested in basic medical sciences educations.