Journal of Medical Education and Development
Year:2016 | Volume:10 | Issue:4|Papers Count:12

Introduction: Feedback is an inseparable and integral part of learning. It promotes students' learning towards achieving goals. In the training of health professions, little feedback or a paucity of feedback can be observed. Giving correct feedback is another important matter that must be taken into account. Therefore, the aim of this study was to present the principles of feedback, its effective characteristics, the strategies, and models of feedback.Methods: In order to identify the relevant articles, online databases as Elsevier, Google Scholar, SID, and Magiran were searched using keywords such as feedback, clinical evaluation, clinical education, and feedback models were used. About Persian articles, the year of 1385, and Latin articles the year of 2000 have been considered as a base year. Totally, 49 articles were met the review potentiality.34 articles were identified as relevant ones and included in the study as well as 15 papers were excluded due to being irrelevant.Results: Feedback must be considered as one of the most important tenets of clinical education like an agent for reflection and improvement. Feedback will be considered effective when it is intended as a certain period in education and its principles and characteristics will be considered and presented with appropriate strategies and models. If feedback is provided in an appropriate manner and with suitable information, the performance of the learner can be improved.Conclusion: Constructive and meaningful feedback is an essential part of teaching and learning for students to get instrumental information. Thus, teachers and clinical instructors must receive adequate training on feedback. Familiarity with models and strategies of feedback can pave the way towards providing effective and constructive feedback.

Introduction: The main mission of the university education is fostering human resources and creating creativity and innovation. Classrooms are suitable places for transferring teachers’ experiences to the students and a better understanding of educational contents. This study aimed to survey the causes of absenteeism in classroom, through the viewpoints of dental students and faculty members of Yazd Dental University in 1393.Methods: This cross-sectional descriptive study was performed on students who were studying clinical dentistry in Shahid Sadoughi University and International Campus and faculty members of Yazd Dental University. They were selected using systematic random sampling. To collect the data, a researcher-made questionnaire containing 20 questions in Likert scale was used.Results: From 115 students were examined in this study, 77 students were female (67.8%) and 38 were male (32.2%). From the viewpoints of teachers about the students absenteeism, the highest mean scores belong to permission to the students to take notes and voice recordings of teacher (4.38), holding classes at the end of time (4.05), being insignificant subject (3.61), distance of university and lack of transportation to the university (2.61), respectively. From the viewpoints of students, the highest mean scores belong to the exam before and after class (3.99), dislikes professor's behavior (3.63), being uninterested to the subject (3.33), distance of university and lack of transportation to the university (3.27).Conclusion: According to the findings of this study, it can be concluded that the presence or absence of students in the classroom, were influenced by factors related to both teachers and students groups. Student interests to the subject, teaching methods and the use of new and creative techniques, teacher characters and behavior and the time of the classes determined the rate of attendance and continued presence of students.

Introduction: Class silence behavior, specialized and public knowledge are effective in the quality of education. The aim of this study was to evaluate the effect of cognitive structure on class silence of university classes.Methods: This study was done on a sample of 382 students from the community of students of Shahid Sadoughi University of Medical Sciences. They were selected by a stratified random sampling in 1393-94.This descriptive study was done with 2 researcher-made questionnaires with 14 and 11 questions for class silence and cognitive structure, respectively. The validity of the questionnaires was confirmed after a psychometric process. Their reliability was calculated with Cronbach's alpha. The Cronbach's alpha was 0.91 for class silence and it was 81% for cognitive construction. Data were analyzed with Structural Equation Modeling by Smart PLS 3.2.1.Results: According to the results of this study, cognitive structure, determined 66% of the changes in class silence.This model had a relatively high predictive power.Conclusion: Learners cognitive structure is effective in their class participation and class silence behavior.To improve the quality of education and class participation of learners in teaching processes it must be more emphasized on general study and quality and the efficient way of specialized study.

Introduction: Basic sciences are an important part of education in medical courses, which without it training the competent and efficient physicians is impossible. Given the complexities of teaching and in particular the teaching of basic sciences and its influence of various factors, comprehensive investigate this phenomenon was felt. This study was aimed to explore the underlying factors affecting the teaching based on experiences of successful faculty members of basic sciences in Isfahan medical school.Methods: This qualitative study was conducted using conventional content analysis. The data was collected using purposive sampling and semi-structured interviews with faculty members of basic sciences and group interviews with the students of basic sciences.Results: After analysis the data, the extracted data were divided into three main categories and seven subclasses, including strengthen the construction of teaching infrastructures (lesson plans, useful and practical educational materials, and continuous curriculum reform), improving the teaching process (facilitating learning and appropriate transfering of content) and completing the teaching process (appropriate evaluation tool and continuity assessment).Conclusion: Some positive experiences, such as reducing volume of materials, teaching useful and practical materials, attractive teaching, early clinical exsposure and provide the appropriate educational materials should be considered as a model and to eliminate negative experiences such as teaching of pure basic sciences, drowning in detail, the emphass on memorization, indulge in speech, the multiple choice tests systems and some faculty members were not ready for some of teaching methods should be taken account some items.

Introduction: The aim of this study was to investigate the effect of Medical Student Training on patients satisfaction referred to the internal medicine clinics.Methods: This is a cross sectional descriptive study.200 outpatients referred to the internal medicine clinic Imam Khomeini Hospital were selected by convenient sampling. The participants were divided into two groups. The group which firstly visited by a specialist and the group which firstly visited by intern and then a specialist. In this study, researcher made questionnaire was used for measuring the patient satisfaction. Data were analyzed by using one-sample t-test, independent t-test and pair-t test.Results: The finding showed that patients are satisfied of the presence and performance of medical interns in clinics and they preferred to be visited by intern and a specialist rather than only by a specialist (p<0.001, t=13.55). The satisfaction scores of the patients in the areas of description of personal issues, a doctor knowledge, involvement in treatment decisions, feeling of visitor comfort and understand the patient' s feeling visited by an intern were higher than those who were visited by only a doctor. Also, the mean scores of the patient satisfaction in the dimensions of asking questions, understandable given information, complete treatment, compliance of respectable and understand competence of given information in patients who were visited by only a doctor were more than the patients who were visited by an intern (p<0.05, t=1.99).Conclusion: It can be concluded that the training medical students in internal medicine clinic of hospitals can be an effective strategy for the rate of satisfaction level of patients from their treatment.

Introduction: Identifying affecting factors on academic procrastination is considered as a common psychological trauma in academic environments. Thus, this study aimed to provide a model predicts academic procrastination on the basis of personality traits and achievement goals.Methods: This cross sectional analytic study consisted of 258 students of faculty of nursing, Shiraz University of Medical Sciences who were chosen via randomized stratified ratio sampling and answered to a self-report questionnaire consisted of achievement goals, personality traits, and academic procrastination.Results: Analyzing the data showed that a neurosis personality trait had an indirect and positive effect on students’ academic procrastination. Also, the personality traits such as extraversion, consciousness, agreeableness and openness to experience had an indirect and negative effect on students’ academic procrastination.Conclusion: According to the findings, planners of nursing courses should provide a fresh scientific environment to create a bed for formation of positive personality traits in students so that they can provide a context for adopting an appropriate goal-setting pattern, and in turn, reducing academic procrastination. As well, with the implementation of personality measures and deeper understanding of the inner characteristics of learners’ personality, they can be kept safe from exposure to psychological traumas such as academic procrastination.

Introduction: Evaluation assists to make changes, modifications, improvement and enhancement of teaching and learning quality. The objective of this study was to determine the formative assessment of internal and surgical residents and compare them with each other.Methods: This was a cross-sectional study. By using random cluster sampling, seven universities were selected. By using simple random sampling, 98 residents participated in this study. A questionnaire which was made by the researcher was used to collect the data. The reliability of this questionnaire using Cronbach's alpha was 82%. The data were analyzed by using descriptive, inferential statistics, and SPSS 16.Results: From the perspective of internal residents, about the six key elements of formative assessment, the physical presence of residents in time shift, on time at presence patient’s bedside and clinical analysis were, respectively, the most evaluated items. From the point of view of surgery residents, the physical presence of residents in time shift, on time presence at patient’s bedside and teaching junior residents were respectively, the most evaluated items. There was a significant difference about the on time presence at the patients' bedside and the patient care domain between internal and surgical residents.Conclusion: It is suggested that the Ministry of Health and Medical Education managers pay more attention to formative assessment, and do the best to strive for improving the program's condition. They should not consider to some items such as just physical presence of residents and they should consider respect for patient privacy, moral obligations of patients, and clinical analysis more than before.

Introduction: Educational Development Centers (EDCs), as the coordinator in education development in Medical Sciences universities, in order to improve their quality should evaluate their activities. In spite of remarkable performance of Tehran University of Medical Sciences (TUMS) EDC in previous national rankings, but it faces many challenges and problems. This paper provided the process, results and lessons learned from a self-evaluation experience conducted at TUMS EDC based on accreditation standards.Method: The present study is an Institutional self-evaluation study based on the national accreditation standards of EDCs (2012). Data were gathered using an open-ended questionnaire developed on the basis of the SWOT format. A directional content analysis applied to analyze the data.Results: In total, 84 point of strengths, 87 weaknesses, 15 opportunities, 24 threats and also 99 recommendations for quality improvement were reported. The most important strengths of the center were the existence of an established mechanism regarding research process in education and scholarship of education, holding various faculty development courses and training standardized patient. The most important weaknesses were the lack of specified procedures in some areas such as monitoring the planning and reviewing of educational programs in the field of educational programs and evaluation of empowerment courses.Conclusion: The present evaluation results will be useful in directing future policies of TUMS EDC such as revising its strategic planning. We hope that the current experience can be helpful for administrators in EDCs in the Ministry of Health and Medical Education and also other Medical Sciences Universities.

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