Journal of Medical Education and Development
Year:2017 | Volume:11 | Issue:4 |Papers Count:12

Introduction: Universities and educational institutes provide a great variety of e-learning programs toaccommodate the increasing demands for higher education. However, some specialists believe that many ofthese courses fail to meet the required standards of e-learning, thus cannot achieve the goals of implementedprograms. Therefore, regular quality assessment of e-learning programs should be carried out by educationproviders. This study aimed to assess the quality of medical education e-learning course at Mashhad Universityof Medical Science. Methods: In the first step, most important components of e-learning standards were extracted through acomprehensive literature review of previous studies and a rating scale consisting of nine elements and 173items were designed. Content validity of the scale was assured by consulting with ten different instructionaldesign experts using Lawshe's Content Validity Ratio. Reliability of this scale is also investigated by inter-raterreliability coefficient which was 88%. In the next step we provided three instructional design experts with theabove mentioned scale to collect required information for each sample lesson. Data was analyzed throughSPSS Ver 16. 0 software. Result: The elements associated with ‘ quality of contents’ and ‘ accessibility’ were satisfactory, elementsrelated to ‘ instructional design’ , ’ learning management system’ , ’ multimedia’ and ‘ student assessment’ wererelatively satisfactory, and elements associated with ‘ interaction’ , ‘ feedback’ and ‘ student support’ wereunsatisfactory. Overall, we evaluated the quality of the medical education e-learning course as relativelysatisfactory. Conclusion: Although the quality of the assessed e-learning course was relatively satisfactory, it is stillnecessary for corresponding administrators to reassess those items with an average of less than 1. 66(satisfactory level) and pay their special attentions to improvement of those items, in order to achieve betterquality of the program.

Introduction: Monitoring and evaluation are an integral parts of any education system. The aim of this studywas to evaluate the achievements of Department of Endodontic's educational objectives in graduate dentists ofYazd Faculty of Dentistry of Shahid Sadoughi University of Medical SciencesMethods: In this cross-sectional study, 45 graduates from 2006 to 2011 who practiced in Yazdprovince without attending any specialized training were evaluated. Root canal treatment quality forcentral incisors and first maxillary molar, in terms of length, taper and density were radiographicalyevaluated. Data were analyzed by Chi-square test and Fisher exact test. Results: The mean value of practice was 40. 24 out of 45 in the studied population (89. 4% of thetotal score). No significant association between the educational objectives' achivement and time (Pvalue= 0. 314), age (P-value = 0. 532), gender (P-value = 0. 465) and marital status (P-value = 0. 294)were observed. Conclusion: The results of this study indicated the desired goals of practical training at EndodonticDepartment of Shahid Sadoughi University of Medical Science.

Introduction: Digital gap may exist in national scale, among organizations and other groups of society, since it is an indicative of inequality in information technology ground and communication. This study aimsto investigate the attitude towards digital gap among students, and its relationship with educational progressand socio-economic status (SES) of university students at Alborz University of Medical Sciences. Methods: This was a cross sectional analytic study. students were randomly selected according tomultistage cluster method. The tools for collecting data were Davis (1989) questionnaire on attitude towardsinternet, and a researcher made questionnaire. The formal validity of the questionnaires is confirmed by apanel of experts, Cronbach's alpha's coefficient was also calculated. Pearson coefficient were calculatedandindependent T-test was used for analyzing the data. Result: The analysis of data indicates that there is a meaningful relationship between the attitude towardsdigital gap and educational progress, and also SES of the students. Furthermore, there was adifferencesbetween the attitudes of males (48. 7) and felames (46. 5) toward digital gap (p=0. 01). Conclusion: There is an attitude towards digital gap in university students. Interventions are needed toclose the digital gaps in studnets.

Introduction: Creativity is an essential component of nursing practice. Failure to encourage nurses intocreativity may hinder innovations in nursing practice and science. Thus, it is important to explore methodsfor developing it in nursing education. This study aimedto compare creativity in undergraduate and graduatenursing students of Shahid Sadoughi University of Medical Sciences in 2014. Methods: This cross-sectional study was done on the undergraduate (n=172) and master students of criticalcare nursing (n=42) according to convenience sampling. The Abedi′ s Creativity Tool including 60 questionsin four sub-scales (fluency, elaboration, originality, and flexibility) was completed by students. Internalconsistency for Creativity Test was assured by Cronbach's alpha =0. 83. Result: The results showed that 64. 5% of the students were female (n=91) and 35. 5% of them were male(n=50). Creativity mean score was 129. 5± 13. 74 and 134. 9± 15. 1 in undergraduate and master of sciencestudents, respectively. 77. 3% of students reported their creativity moderate and the rest (22. 7%) high. Therewas not any significant difference between the two groups in total score of the creativity, but there weresignificant differences in the flexibility subscale in master students (p<0. 05). Conclusion: Since creative thought is simulated interaction with environment, in order to minimizingdistance from appropriate level of creativity at universities, it is necessary to create a supportive educationalenvironment. It is suggested that teachers use specific methods such as brain storming, research skills, exploratory learning, creative study method to enhance creativity level of their students.

Introduction: Given the importance of using e-learning in medical education, this study aimed toAnticipate the e-learning acceptance according to nursing students enthusiasm scale at GonabadUniversity of Medical Sciences. Methods: This cross sectional study conducted on all undergraduate students of nursing andmidwifery who were enrolled at Gonabad University of Medical Sciences in 2015. 172 studentswere recruited and enthusiasm and e-learning questionnaire were filled for them. SPSS V. 16package and the independent t-test, Pearson correlation and multiple regression model were used toanalyse data. Results: The results showed there is no significant difference  هthe relation between male andfemale students' enthusiasm(P>0. 05). There is a significant relationship between academicenthusiasm component with e-learning acceptance (p<0. 01), and components of the behavioral, emotional and cognitive enthusiasm, with acceptance of e-learning. Conclusion: The findings showed that the components of academic enthusiasm is predictingacceptance of e-learning by students. Workshops and training courses may enhance students'enthusiasm. Stakeholders should also be organized by universities to enhance acceptance of elearning.

Introduction: This study was designed and conducted to investigate the perceptions of learning environmentaccording tomedical sciences studentsin terms of the role of gender, place of residence and residing indormitory in Birjand University of Medical Sciences during 2014 – 2015. Methods: 269 students of medical sciences were recruited for this cross sectional study. A questionnaireson the perception of the learning environment was administered and independent T-test was used to analyzethe data. Result: The results showed that students' perceptions of their academic ability and educational atmospherein terms of their gender are different (p<0. 05). However, significant difference was not observed in terms ofplace of residence. The results showed that the perceptions of learning environment in – residents ofdormitory are different (p < 0. 01) from the rest. Conclusion: More training is necessary to improve the preparation for positive environments particularlyfor female students.

Introduction: One of challenges that students faced on their academic years is academic procrastination. It means “ delayperforming a task” . Since academic procrastination could effect on various aspects of students' personal and social life, byidentifying related factors can be taken a step towards reducing or eliminating it. This study aimed to determined academicprocrastination and related factors in Students of Guilan University of Medical Sciences in 2015. Methods: In this cross-sectional study, 459 students of all major of Guilan University of Medical Sciences were selected bystratified random sampling method. Data collection scales were three parts of demographic information, academic informationand Procrastination Assessment Scale for Students (PASS) by Solomon and Rothblum. Data was analyzed with T Test, ANOVA, multiple regressions by SPSS v. 20. Result: Most of students were female (72. 7%), single (86%) and undergraduat (66. 6%). Mean score of academicprocrastination was 63. 3± 9. 1 and most students (69. 5%) had moderate procrastination. academic procrastination hadsignificant difference with gender (p=0. 002) and academic level (p=0. 03). Also in multiple regression models, gender, program of study and academic level were main predictors of procrastination. Females, dental students and postgraduatestudents had higher level of academic procrastination. Conclusion: There is a moderate academic procrastination in students of Guilan University of Medical Sciences and itsrelationship with gender, program of study and academic level was observed. Investigation on causes and appropriatestrategies to reduce this behavior is recommended.

Introduction: Assessment is an integral part of the management of medical universities. Thismanuscript is a report of performance assessment of faculties of Shahid Sadoughi University ofMedical Sciences. Method: Performance assessment process was started from 2013. A team of experts was formedin order to evaluate performance of various schools across the university. After determining indicesof performance assessment by the team of experts, and obtatining approval from the Board ofDirectors of university; Field phase of assessment was conducted from 2013-2014. Results: The highest final score in the evaluation of the implementation process was gained bythe School of Public Health (67. 5 and 72), in 2013 and 2014 respectively, and the lowest by Schoolof Pharmacy 28. 60 and 29. 25). School of Paramedical Science had the best progress (21. 55) overthe two years and School of Pharmacy had the lowest progress (0. 65) over the same period. Generally, the final score of all schools improved. Conclusion: Faculties officials were informed about the results and were encouraged to improvetheir position in the future ranking.