Journal of Medical Education and Development
Year:2016 | Volume:11 | Issue:3 |Papers Count:10

Introduction: Team-based learning (TBL), is a form of cooperative learning which aims to create an activelearning environment. It enhances the skills of individual accountability and teamwork, group interaction andmotivation of those participating in group discussions. This study aimed to investigate the effect of team-basedlearning (TBL) on nursing students' critical thinking. Methods: This study is a quasi-experimental in which the effect TBL on undergraduate nursing students'critical thinking skills. Nursing students who enrolled in 2013-2014 at Iran University of Medical Scienceswere randomly assigned to two experimental and control groups. Watson-Glaser critical thinkingquestionnaire was used in this study. In both groups before and after intervention, 40 cases and 40 controls, were studied. Multiple choice and short-answer questionnaire were used to assess students' learning. T-test, ANOVA, were used to analyse the data. Result: Average age of the participnants was 21. 7and 56% of the participants were female. TBLsignificant affect on critical thinking of the participnats (P>0. 05). TBL improved critical thinking, understanding, identifying assumptions, inferences, interpretation, and evaluation of logical reasoning hadbeen (P<0. 001). The difference between the two educational practices affecting critical thinking (P<0. 001)and related dimensions were all statistically significant. Conclusion: TBL learning compared to traditional teaching methods (lectures) has a significant effect onimproving students' critical thinking.

Introduction: Using case based learning (CBL) provides various experiences for students includingimprovement of problem solving skills, construction of knowledge, and enhancement of communication andcooperation skills. The main challenge here is that faculty members are not aware of case based discussionmodels as well as its effectiveness. The aim of this study is reviewing the related evidence on the models, applications, effectiveness and challenges of cased based teaching method. Method: In this review article, Google Scholar, PubMed, ERIC, Willy and ProQuest were searched. Thesearch period was limited from October 2005 to 2015. Case based learning, case based teaching, case methodteaching, and case based discussion were chosen as keywords. Result: Eighty papers and two dissertations were retrieved. Duplicates were eliminated and 64 articleswere reviewed and categorized. Finally 20 articles that wereentered to the review. The definition of casebasedlearning as a way to an authentic education, models and applications of case based learning based onanalyzing the learning environment, scenario writing and also the effectiveness of CBLwere considered inthis article. Conclusion: Although there was no consensus on the definition of case-based learning, paying attention tothe underlying principles of CBL such as the quality of scenarios and choosing a right type of the modelsbased on level of students’ knowledge, could lead to provide a rich learning experience for students.

Introduction: Educational counseling is the part of faculties’ essential duties. It has so manypositive effects on educational process. Therefore, this study was designed to examine the attitudeof medical bachelor students toward the faculty’ s educational counseling duties. Methods: In this descriptive, cross-sectional study, in 1391-92, 280 undergraduate students ofGuilan University of Medical Sciences were randomly selected. Information collected through theself-report questionnaire that was designed according the last version of health ministry consultantregulation. The overall reliability of questionnaire was calculated 0/7 in a pilot study. Thisquestionnaire has 40 attitude statements regarding faculty’ s educational counseling duties in fiveareas; Educational-Research – Facilities-Cultural – and other roles. The gathered data wasanalyzed by SPSS software 16, using t-test and one way ANOVA. Result: The mean age of subjects was 22/1 ± 3/4, 220were women (78/6%). Among all tasks ofacademic counseling, most of students (95%) had agreed and extremely agreed with educationaland research duties of faculty members. There was a significant difference between the attitude ofsubjects regarding faculties’ consulting duties (P<0. 05). Students had the lowest agreement with theCultural duties of advisors. Conclusion: Education of counseling content, best manner implementation and emphasis onimportance of educational counseling in professional development are recommended.

Introduction: Continuous assessment of clinical education and learning in nursing students requires valid andreliable tools. This study aimed to assess psychometrics of "the Clinical Learning Factors Questionnaire forNursing Students". Methods: In the present descriptive study simple random sampling was used to recruit nursing students andeducators at Sadoughi University of Medical Sciences and Islamic Azad University-Yazd branch. Face validitywas assessed using interviews and quantitative face validity by calculating impact score (IS) in ten nursingstudents. Content validity index (CVI) was determined using Waltz and Basel method by ten Nursing Facultyacademics. The internal consistency according to Cronbach's alpha coefficient for calculating internal consistencyand test-retest for determination of stability was tested on 20 nursing students. Data were analyzed usingdescriptive and analytical statistics by SPSS V. 16. Results: The Clinical Learning Factors Questionnaire for Nursing Students included 89 items in seven subscales. The qualitative and quantitative face validity were assessed and determined acceptable. The IS of all itemsof the questionnaire was greater than 1. 5, CVI of all items was more than 0. 7 and CVI of the whole questionnaire(CVI-S) was determined 0. 88. The Cronbach's α coefficient of the seven subscales was 0. 81-0. 91 and for thewhole questionnaire was 0. 96. The Pearson correlation coefficient of the subscale was calculated 0. 80-0. 94 andfor whole questionnaire it was 0. 96. Conclusion: Based on the findings of this study, the Clinical Learning Factors Questionnaire for NursingStudents has appropriate validity and reliability. This questionnaire can be used for education assessment and inevaluating clinical learning of nursing students.

Introduction: Evaluation of the educational system and awareness of strengths, weaknesses andshortcomings in the educational process is important for deputies for research. Martyrs’ and Veterans’ family members are entitled to continue ther education in Iranian universities using their own quota. This study aims to evaluate educational status of martyr and veteran students (MVS) enrold in ShahidSadoughi University of Medical Sciences from 2005-2010. Methods: This study undertook on 959 students who enrolled using the veteran and martyr quota. 770 non-martyr students who enroled in Yazd Shahid Sadoughi University of Medical Sciences werecompared to them. A Cross-sectional study compared the two groups. They were matched for genderand field of study. Demographics and information of students, were extracted from the registerardatabase (SAMA) and student records from martyr and veteran students database. . Result: Over the period of five years, the students progressed significantly, of their GPA raisedfrom 14. 7/20 in 2005 to 15. 4/20 in year 2010. The average GPA of non-martyr students 15. 9 ± 2/7. significantly more than MVS 0. 2± 1/86. p<0. 05). However compariing the point-to-point GPA in thetwo groups revealed that In the fifth semester, there was only 0. 5/20 marks difference between theirmean average (p<0. 05). The same difference was observed in both sexes. Conclusion: On average, GPA of MVS are 0. 5/20 grade less than other students. With furthersupport and coaching this difference may disappear soon.

Introduction: By studying the gap between expectations and perceptions of students from educational services, we can provide the base for developing appropriate programs for the improvement of educational services. Thisstudy was performed to assess the quality of educational services from the viewpoint of students in the School ofPublic Health at Mashhad University of Medical Sciences. Methods: In this descriptive cross-sectional study, 86 students were selected by stratified samplingmethod in 2014. The standard SERVQUAL questionnaire with three main domains were including; a(demographics; b) individuals' perception and c) individuals' expectation level in five educational servicequality dimensions. Data were analyzed by SPSS 18 using descriptive statistics and correlation and pairedsamples T-tests at 0. 05 significance level. Result: There was a quality gap in all educational service quality dimensions. The highest average ofquality gap was observed in the reliability (-2. 14± 1. 26) and then in responsiveness (-1. 99± 1. 48), tangibles (-1. 72± 1. 41) and empathy (-1. 64± 1. 28) domains respectively. The lowest average belonged to assurance (-1. 38± 1. 11). There was a statistically significant relationship between the quality gap in different dimensionsof educational service quality and its related phrases (p<0. 001). Conclusion: Expectations of students are beyond their perception from current situation and theirexpectations are not met in any of service dimensions. In attempts to improve the quality of educationalservices, improving each one of quality dimensions may improveother quality dimensions.

Introduction: Evaluation of mentoring program is essential. This study aimed to assess defects andweaknesses of Tehran University of Medical Sciences mentoring program from the perspective of menteesMethods: This study is a qualitative study with target group of 15 first year medical students who werementees in the program. We did semi-structured interviews and extracted primary codes and then classifiedthe codes according to the grunded theory methos. Result: We found some points like inappropriate times for call to mentee, consumedly follow up ofmentor, inadequate answers of mentors about educational problems, explaining nothing about futureproblems before facing these problems, barriers about considering non-educational problems in relationship, negative effect of high-grade educational status of mentors, mentors with high age differences, programdependence on mentors’ commitment, personalization of mentor guidance, mis-match of mentors andmentees, unavailability of mentors and period of time with low frequency of relationship of mentor andmentee, as weaknesses of program from the mentees point of view. Conclusion: Paying attention to mentor-mentee age difference, selection of available and responsiblementors, appropriate matching, enough education of mentors, definition of proper expectations betweenmentor and mentee and proper training is critical to improve quality of mentoring programs in future.

Introduction: Enabling subspecialty graduates to provide optimized services necessary for diseaseprevention and health promotion, are important. The aim of this study was to determine the neonatalsubspecialty graduates ‘ perceived experiences of developmental care in the field. Methods: This qualitative study was carried out on the graduates of neonatal subspecialty in TehranUniversity of Medical Sciences. The data was gathered through semi-structured interviews. After writtenconsents, the interviews were recorded and transcribed. Data was analyzed according to inductive approachof content analysis. The strategies for validation of results included continuous observations in the field, andsupervision and review of the analysis process by the research team. Result: The main identified themes were ” inadequacy of graduates knowledge” , “ attitudes and skills ondevelopmental care” , “ lack of educational programs in their course” and “ non-responsive health system” . Conclusion: Challenges of developmental care in the health system should be addressed in the future nationalhealth policies.