Journal of Medical Education and Development
Year:2018 | Volume:12 | Issue:4 |Papers Count:11

Introduction: Information and communication technology has led to emergence of new ways of teaching and learning. E-learning is one of the new ways of learning in the present era. For the e-learning system to be effective, the current e-learning system should be assessed and. The aim of the present study was to investigate the pathology of e-Learning system in Tehran University of Medical Sciences based on Khan Model. Methods: This is a qualitative research with a content analysis approach. The population of the study was the e-learning experts and professors of Tehran Universities of Medical Sciences who sampled purposefully, after eight interviews, saturation was achieved. A semi-structured questionnaire was used to interview. To analyze the interviews and field notes, content analysis by means of codification was used. Results: According to the Khan model, the damage to the electronic learning system of universities was categorized in the following dimensions, including: "Educational dimension" including components of educational planning, human resources, organizational structure, teaching method, and educational content; The "technical dimension" includes the components of the infrastructure, quality, and security; the "dimensional design interface" includes basic knowledge components, transparency, content reorganization; the "evaluation dimension" including the standard components of the evaluation, and the implementation of the evaluation; The "dimension of management" includes planning components, organizational structure, and managers' view; the "ethical dimension" includes the components of Amo According to the Khan model, the damage to the electronic learning system of universities was categorized in the following dimensions, including: "Educational dimension" including components of educational planning, human resources, organizational structure, teaching method, and educational content; The "technical dimension" includes the components of the infrastructure, quality, and security; the "dimensional design interface" includes basic knowledge components, transparency, content reorganization; the "evaluation dimension" including the standard components of the evaluation, and the implementation of the evaluation; The "dimension of management" includes planning components, organizational structure, and managers' view; the "ethical dimension" includes the components of Amon’ s position Electronic ethics, professional ethics, and law and regulation; from the "organizational dimension" includes components of change, policy, attitude, and targeting, and from the support dimension, including investment components, and scientific resources’ position Electronic ethics, professional ethics, and law and regulation; from the "organizational dimension" includes components of change, policy, attitude, and targeting, and from the support dimension, including investment components, and scientific resources. Conclusion: According to the findings, the electronic learning system of medical universities has been affected by. Decision makers should identify each affected sections of the electronic learning system in order to eliminate the pitfalls and provide the ground for advancement of this type of education in medical sciences.

Introduction: Critical thinking is an essential skill and the ultimate goal for medical education. This study aimed to compare the critical thinking skills among medical and paramedical students who studied at the Fasa University of Medical Science. Method: A cross-sectional analytical study was conducted on 231 medical and paramedical students in 2015. The subjects were selected using a randomized stratified method. The critical thinking of students was investigated using California B questionnaire. Data were analyzed using descriptive statistics by SPSS v. 22. 0. Results: The mean score of students' critical thinking was (2. 3 ± 7. 11). The results showed an overall weakness in utilizing critical thinking skills in Fasa medical students. Also, the overall mean scores of critical thinking skill and different aspects of the skill were compared across the two groups. A significant difference was found between the two groups. Conclusion: University education should address the critical thinking skills more. To achieve this, universities should train their students accordingly.

Introduction: Medical ethics and professionalism is not limited to clinical course. With theimplementation of vertical integration strategy in medical education in the 21st century, conceptssuch as professionalism, critical thinking, effective communication, collaboration and self-directedlearning can be educated in basic sciences too. Methods: In this review article, the key words "cadaveric oath", "professionalism", "cadavericdissection", "ethical considerations" were searched in the google scholar, SID, Pub med databasesin Persian and English and from 2002 to 2017. The 26 accessible full articles in this regard werestudied. Results: Dissection hall is the entry to medical profession for new medical students Thus, nurturing them with professionalism aspects must be considered. Typically, cadaveric dissectionlead to direct perception and deep learning of structure of the human body that itself is afundamental for disease understanding and physical exams but attention to the ethical, human andemotional aspects of it often to be missed. Dignity and respect to cadavers Emphasizes humanaspects and therefore, this opportunity should be used to develop ethical attitudes, empathy, compassion and philanthropy benefited. A cadaver belongs to person that donated it to improve medical education and community health so students must respect the generosity and mercy andHonor the cadavers as the first patient and silent teachers. Conclusion: Holding formal ceremony such as cadaveric oath at the beginning of course ormemorial celebrating and commemorating at the end of the academic year in addition to useteaching and evaluation methods of professionalism during course is recommended to promoteprofessionalism and medical ethics.

Introduction: Several current academic policies are being developed without participation of academics and relevantscientific associations in Iran. This study was conducted to explain the views of academics of nursing and midwifery on the development of current educational and research policies. Method: This qualitative study was conducted on 12 academic members of the Faculty of Nursing and Midwifery. Semi-structured interviews were conducted and continued until data saturation was achieved. Purposive sampling was used to recruit the participants. All interviews were tape recorded and transcribed verbatim. A content analysis approach was used to explore the data. Results: Overall, 321 codes were found, and then these codes were summarized and categorized based on conceptual similarities and differences and ultimately described in three main categories and six sub categories. "Ignoring the nature of different disciplines in policy making" and, "lack of policymakers' awareness of working conditions" was the main factors identified by the faculty members. "Lack of recognition of college administrators from higher education management" and "the existence of a centralized policy system in the higher education system" were identified as barriers to contribution to policy development by the academic staffs. Conclusion: It is recommended that policy-makers in the field of higher education in nursing and midwifery consider revision of existing policies and pay special attention to the requirements of these disciplines. We also suggest involving more nursing faculties in the future policy making endevours.

Introduction: Academic procrastination is one of the most common problems among students and is one of the main barriers for learning. This study aimed to investigate academic procrastination and its relation with the components of 'social cognitive theory" in students of Alborz University of Medical Sciences in 2017. Method: This cross-sectional study was conducted on 300 students who selected according to stratified random sampling. The data gathering tool included demographic characteristics, academic procrastination questionnaire and 'Social Cognitive Theory' constructs. The results of this study were analyzed using SPSS software and taking into account the significance level of 0. 0. Results: The mean age of participants was 22. 0 ± 8. 8, of which 59% were female and 80% were single. The average score of academic procrastination was 12. 41 ± 4. 14. The difference between females and males, married and singles, different age groups was statistically significant in relation to procrastination. There was a linear, negative and significant correlation between academic procrastination, self-efficacy and self-control. Conclusion: Self-efficacy and self-control are two predictors of academic procrastination. By implementing appropriate strategies in this field, we may expect a decrease in academic procrastination.

Introduction: Evaluating the quality of educational services is one of the most important jobs of the higher education. The SERVQUAL model for gap analysis evaluates the quality of services based on customer’ s viewpoint. A good plan for increasing educational services quality can be achieved by SERVQUAL model. This study aims to evaluate the quality of educational services at Faculty of Mathematical, Statistics and Computer Sciences of Tehran University based on SERVQUAL model. Methods: This cross-sectional analytic study undertook on 220 randomly selected enrolled students of the faculty using SERVQUAL questionnaire. Descriptive statistics and Kolmogorov-Smirov, t-test, one way ANOVA and logistic regression were administered by SPSS V. 22. 0 for data analysis. Result: Negative gap existed in all dimensions. The maximum gap was identified for Responsiveness dimension (-1. 680) and the minimum gap was observed for Empathy dimension (-0. 890). Males and females were different in Responsiveness and Physical dimensions. Gender and field of study variables were appropriate predictors for quality gap based on logistic regression modeling. Conclusion: Students’ expectations are greater than their perceptions. In order to increase educational services quality, priority must be given to Responsiveness and Empathy dimensions.