Journal of Medical Education and Development
Year:2015 | Volume:10 | Issue:3|Papers Count:9

Introduction: The aim of the study was to determine the effective factors on choosing universities and countries abroad for studying by graduated students.Method: It was a descriptive-analytical study. This study was performed on 160 graduates who referred to the Center for Educational Services, Ministry of Health and Medical Education and International Conference Center of Iran during the year 2013. The data were gathered through the questionnaire prepared by the researcher. The internal consistency of the questionnaire in all of the subscales was confirmed using Cronbach alpha and it was more than 7%. To determine the main factors affecting on preferences in studying abroad, single-sample T-test and to determine the priority of each factor Friedman test was used.Results: Most of the participants (%64.3) were males. The average impact of science and technology factors was 2.91 and the average impact of factors related to admitting students was 1.83. The impact of factors related to student admission, social and cultural factors, science and technology and economic factors on the preference of studying in universities abroad on the perspective of graduates were meaningful (Pvalue 0.001).Conclusion: The findings of this study revealed that among main factors of preferences of graduates about studying abroad, science and technology factors had the highest impact and the student admission factor had the lowest impact. Among the science and technology factors, the factors related to more facilities on the Internet access and lack of restriction on accessing to sites were the most important factors for studying abroad.

Introduction: Awareness of faculty members towards the preparation of multiple-choice questions (MCQ) tests could help the educational staffs in improving and enhancing the quality exam questions at the university. The present study was performed with the aim of evaluating the awareness of faculty members about preparation of MCQ tests in Jundishapur University was evaluated in 2014.Methods: In this descriptive cross-sectional study, the familiarity rate of 200 faculty members about preparation of MCQ tests were evaluated. Data were gathered using a questionnaire that its validity was confirmed by experts and its reliability was determined by Cronbach's alpha (0.725). The data were analyzed by descriptive and analytical statistics and using SPSS software.Results: The mean score of “familiarity rate” with preparation of MCQ tests was 17.62 (from 24); and mean score of "knowledge rate" was 4.02 (from 9). The t-test indicated that the significant differences existed between the “familiarity rate” of faculty members according to sex and grade (p<0.05). However, no significant difference was observed between the “knowledge rate” of faculty members in terms of sex and grade (p>0.05).Conclusion: The results showed that the “familiarity and knowledge rate" of faculty members about preparation of MCQ tests at the University was not desirable. Given the importance of MCQ tests in the evaluation of students and the effectiveness of the quality of exam raining courses offered at the faculty members.

Introduction: Among the factors that are involved in medical education, undoubtedly feedback is a special place. Feedback is a link between assessment and learning. Student satisfaction has an important indicator in the quality of learning and teaching. Learning is also associated with the satisfaction of students from the courses. The present study aimed to investigate the effect of feedback in clinical education.Methods: This quasi-experimental study was performed on all of the seventh term nursing students in the faculty of Nursing and Midwifery in Arak and shazand cities. In the first semester in 93-94, they were trained post-CCU ward. The participants were selected through the census procedure. The students in both groups (intervention and control) were selected randomly in subgroups of 7 and 8 participants. In each group, the students were trained for 4 weeks in the morning shift. To determine the effects of these two methods, after completion of each of the training courses, all of the students completed the questionnaires and the results were compared.Results: The results showed that the intervention and the control groups were similar in terms of demographic characteristics (gender, indigenous and student work experience) and there was no statistically significant difference. Therefore, the mean of overall student satisfaction scores in the intervention group was higher than the control group. In all of the levels, the intervention group had more satisfaction compared to the control one. Statistical test showed a significant difference between the two groups (P<0.003).Conclusion: Generally, it can be said that the immediate and planned feedbacks during the training were offered to students and it could lead the way clinical training in the correct direction. So, the student satisfaction was increased with this process.

Introduction: The use of modern educational technologies is useful for learning, durability, sociability, and upgrading professionalism. The aim of this study was evaluating the effect of reusable learning objects on improving learning of anatomy.Methods: This was a quasi-experimental study. Fourteen (reusable learning objects) RLO from different parts of anatomy of human body including thorax, abdomen, and pelvis were prepared for medical student in Yasuj University of Medical Sciences in 2009. The length of the time for RLO was between 11-22 min.Because their capacities were low, so they were easy to use with cell phone or MP4. These materials were available to the students before the classes. The mean scores of students in anatomy of human body group were compared to the medical students who were not used this method and entered the university in 2008. A questionnaire was designed by the researcher to evaluate the effect of RLO and on, content, interest and motivation, participation, preparation and attitude.Result: The mean scores of anatomy of human body of medical student who were entered the university in 2009 have been increased compare to the students in 2008, but this difference was not significant. Based on the questionnaire data, it was shown that the RLO had a positive effect on improving learning anatomy of human body (75.5%) and the effective relationship (60.6%). The students were interested in using RLO (74.6%), some students (54.2%) believed that this method should be replaced by lecture.Conclusion: The use of RLO could promote interests and effective communication among the students and led to increasing self-learning motivation.

Introduction: The rapid socio-cultural changes, i.e. changing the structure of the family and human lifestyle can change the humans with various issues. The deals with these changes require psycho-social abilities. In the present paper it had been reviewed the effect of educating life skills on the mental health of students of Ilam University of medical sciences.Methods: This is a quasi-experimental research using post and pre tests. In this study, 61 freshmen were selected through stratified random sampling method in 2013. From this population, 34 ones were in the experimental group and 27 in the control group. For data collection, the general health questionnaire of Goldberg was used. The data were analyzed using SPSS20 software. The univariate analysis of covariance and multivariate analysis of covariance and paired T-test were analyzed.Results: The results showed that based on univariate analysis there was a significant correlation between the experimental and control groups in the scales of physical symptoms (p=0.002), social dysfunction symptoms (p=0.001) and depression symptoms (p=0.048), but there was not a significant relationship in the scale of anxiety symptoms (p=0.174). Multivariate analysis of covariance showed that there are significance deference between the subscales of mental health in experimental and control groups (P=.002).According to the analysis of paired t-test in the experimental group, life skill decreased the mean of scores in posttest compared to the pretest in the scales of the physical (p=0.001), anxiety (p=0.006), social dysfunction (0.017) and depression (p=0.001).Conclusion: Life skills training had an effect on reducing the impact of students' mental health scores.Training of these kinds of skills causes the progress among the freshmen.

Introduction: The effect of teaching methods on learning process of students will help teachers to improve the quality of teaching by selecting an appropriate method. This study aimed to compare the team- based learning and lecture teaching method on learning-teaching process of nursing students in surgical and internal diseases courses.Method: This quasi-experimental study was carried on the nursing students in the School of Nursing and Midwifery in Yazd and Meybod cities. Studied sample was all of the students in the sixth term in the Faculty of Nursing in Yazd (48 persons) and the Faculty of Nursing in Meybod (28 persons). The rate of students' learning through lecture was measured using MCQ tests and teaching based on team-based learning (TBL) method was run using MCQ tests (IRAT, GRAT, Appeals and Task group). Therefore, in order to examine the students' satisfaction about the TBL method, a 5-point Likert scale (translated questionnaire) (1=completely disagree, 2=disagree, 3=not effective, 4=agree, and 5=completely agree) consisted of 22 items was utilized. The reliability and validity of this translated questionnaire was measured. The collected data were analyzed through SPSS 17.0 using descriptive and analytical statistic.Result: The results showed that the mean scores in team-based learning were meaningful in individual assessment (17±84) and assessment group (17.2±1.17). The mean of overall scores in TBL method (17.84±0.98%) was higher compared with the lecture teaching method (16±2.31). Most of the students believed that TBL method has improved their interpersonal and group interaction skills (100%). Among them, 97.7% of students mentioned that this method (TBL) helped them to understand the course content better. The lowest levels of the satisfaction have related to the continuous learning during lifelong (51.2%).Conclusion: The results of the present study showed that the TBL method led to improving the communication skills, understanding the concepts and facilitate the learning process among students.

Introduction: Improvement of students’ clinical decision making is one of the main challenges in medical education. There are numerous ways to improve these skills. The aim of this study was to examine the effect of algorithm-based learning on clinical decision making abilities of medical emergency students.Method: in this experimental study, twenty five medical emergency students were randomly assigned to algorithm based learning group (n=13) and control group (n=12). Student in algorithm-based learning group were educated the diagnosis and treatment of selected medical emergency situation with algorithmic approach. Education in the control group was conducted by a routine lecture, along with copies of educational content. Three-hour training period was held for both groups (two separate sessions with an interval day). After intervention, clinical decision making of the students in both group were measured by clinical scenarios and clinical decision making self-efficacy scale.Results: The mean of acquired scores from clinical scenarios among students in algorithm-based learning group was 17.50 (±1.67) and in the control group was 14.50 (±2.63). The differences was statistically significant (t=0.006, P=0.006). The students in algorithm-based learning group had better scores in the clinical decision making in terms of self-efficacy scale and it was 13.30 (1.57) and in the control group this mean was 10.32 (3.05). In this case, the differences was statistically significant (t=3.01, P=0.009).Conclusion: algorithm-based learning is effective in improvement of clinical decision making and applying of this method along with other educational methods could promote students’ clinical decision making especially in medical emergency situations.