Horizon of Medical Science Education Development
Year:2022 | Volume:12 | Issue:4|Papers Count:8

Advances in technology and discoveries lead to promoting health services and, consequently, improving the quality of patient care services. In the meantime, educational programs and teaching methods play an important role in achieving the goals, and it is necessary to change and update the necessary information in them as technology advances and Crisis times that will take society into coma; Such as infectious diseases like Covid-19; To be able to meet the needs of the human day and health care system maintains its efficiency. Changing curricula to keep pace with existing technologies and innovations is a challenge, even for the best professors at medical universities. "Change" has a protocol of "best principles" developed by "change managers" and must be applied when developing medical education programs. Although different curricula have different outcomes and learning objectives; But the basic principles of change management theory apply to all aspects of change in curricula and include six steps: driving change and setting goals, communicating with stakeholders, planning, monitoring, and evaluation.

Introduction: Test anxiety is an important factor that negatively affects nursing student's success during the education process. Concerning the prevalence of test anxiety among students, this study was conducted to determine the effect of aromatherapy on test anxiety among nursing student in Islamic Azad University, Karaj branch 2019. Materials & Methods: This single blinded randomized clinical trial consisted of last year nursing students (n=60) at faculty of nursing and midwifery, Islamic Azad University Karaj Branch. Participant randomly divided into the experimental and control groups. In pre-test, demographic data and Sarason anxiety questionnaires were filled by all students. Then inhalation aromatherapy was performed for students in the experimental group. The control group received no intervention. After 15 minutes, sarason test anxiety questionnaire was filled by two groups again. The collected data were analyzed by the statistical tests (i. e. χ 2, paired t-test, independent sample t-test and analysis of covariance) using SPSS 18. Results: The results showed a statistically significant reduction in the anxiety score in the both group. The rate of decrease in anxiety score in the control and treatment group was 1. 13 and 3. 8 respectively (p-value=0. 029 and p-value<0. 001). Furthermore the results of analysis of covariance showed, the amount of anxiety score before treatment have great effect on the anxiety score after treatment (p-value<0. 001) also the treatment have little effect on the anxiety score (p-value=0. 049). Conclusion: The result showed, aromatherapy may be an effective method to reduce test among nursing students. Using aromatherapy in testing environments for students who have test-related anxiety may be a good option to help students. Further evaluation is needed to correlate the impact of aromatherapy on anxiety before a definitive conclusion can be drawn.

Introduction: Several investigation have shown that endodontic assistants had problems in performing apical surgeries and without any practical training and only based on theoretical reserves, they started apical surgery in the third year, which caused reduction of the quality of surgeries, high treatment failures, high stress and reduced motivation and self-confidence of residents, prolongation of surgeries, patient harassment and sometimes irreparable mistakes were made on the patient. Therefore, it was decided that continuous steps to solve these problems should start from the pre-clinic and continue until the clinical stage. The aim of the present study was to investigate the improvement of skills, competence and motivation of endodontic assistants in performing periapical surgeries after changes in the pre-clinic of endodontic treatment. Materials & Methods: Since 2016, changes have been made in the model and method of teaching in apical surgery in the endodontic department of Mashhad Dental School. Based on surveys of endodonticprofessors and assistants, as well as reviewing the quality of treatments, the effectiveness of this new system was evaluated. Therefore, a descriptive cross-sectional study was designed. To assess the satisfaction of residents, questionnaires were distributed among the endodontic residents of Mashhad Dental School from the entrance of 2016 to 2020, and another questionnaires were given to 13 faculty members of the endodontics department. Before distributing the questionnaires, their validity and reliability were checked. Results: The results of a survey from residents showed 78. 3% increase the quality of treatments, 65% speed of operation and confidence and motivation to perform periapical surgeries independently. According to the professors, the speed of action, mastery and skills of the assistants as well as the patients' satisfaction have increased. Conclusion: Providing this educational model of periapical surgery has an important role in promoting the training of endodontic assistants and can be included in the educational curriculum.

Introduction: Education is the vital and economic engine of any society that changed from traditional to electronic mode following the Covid-19 epidemic and provided the necessary context for self-teaching thinking. In the field of education, there is a concept called self-directed learning, which consists of three separate parts: self means personal, directed means guidance and learning means learning. In fact, self-directed learning includes all cognitive and motivational processes which the learner determines goals accordingly and plans in that direction. Materials & Methods: This research is a narrative review study of some articles and books published in the field of self-directed learning from 1975 to 2020. Results: To achieve self-direction in learning, it is necessary to strengthen skills and characteristics. In fact, both learner and teacher have roles that the learner can contribute to the effectiveness of their learning. Conclusion: One of the effective ways to be self-directed in learning, motivation and commitment. In fact, self-directed learning will be effective when the person first feels the need to learn, then determines goals for successful learning, and finally, to achieve the goals from communication tools, participation and teacher monitoring get help.

Background: One of the effective factors in research quality and training of efficient human resources in this field is the beliefs and individual attitudes in relation to research. The purpose of this study was to determine the level of research self-efficacy and its relationship with research performance in postgraduate students of Ahvaz rehabilitation school. Methods: Fourty-six postgraduate students of Ahvaz Rehabilitation school participated in this cross-sectional study in census manner. Research self-efficacy Scale and research performance scale questionnaires were used for data collection. Data were analyzed by SPSS software using descriptive and analytic statistics. Results: Of the total of 46 participants, 37 (80. 4%) were women and 9 (19. 6%) were men with total mean age of 30 (± 5. 9%) years. Mean score of research self-efficacy scale was 178. 88 (± 28. 42%) from maximum score of 275 and the mean score of research performance was 9. 78 (± 13. 57%). The Spearman’ s correlation test indicated a significant positive weak to moderate correlation (r = 0. 99 and p = 0. 006) between research performance and research self-efficacy. Conclusions: With regard to the average level of research self-efficacy in postgraduate students of Ahvaz rehabilitation school and the existence of a weak to moderate positive significant relationship between this index and research performance, it is suggested that educational administrators should hold empowerment workshops for students, especially workshops on qualitative studies, basic and advanced statistical tests, and Persian and English academic paper writing.

Introduction: The aim of this study was to design and implement case-based discussion method as a formative assessment in gynecology internship among midwifery students of Jiroft University of Medical Sciences. Materials & Methods: The present study is an interventional study. The midwifery students in Jiroft University of Medical Sciences were entered by census (n = 30). In this study, case-based discussion method was used in gynecology diseases internship. The purpose of the formative evaluation was to assess the skills of patient management in nine main gynecologydisease. . The content of the assessment included history taking and inquiry of patient complaints and symptoms, differential diagnoses, diagnostic and therapeutic plan. After the evaluation, the feedback was provided to the student. The final evaluation of students was done by direct observation of students’ performances. The learners' satisfaction was assessed by Olson’ s questionnaire. Data analysis was performed using SPSS16 software and descriptive tests (mean, SD). Results: 30 midwifery students participated in this study. Their mean age was 22± 1 years. The mean score of students in relation to patient management evaluation was 86± 12. 72. Students were satisfied with this method. 77/8 % of the students believed that this method helped them during theircareer. Conclusion: Our results showed that case-based discussion method for midwifery students can be used as an appropriate tool for formative assessment. The method can be used as a suitable method in clinical internships and provide an opportunity to transfer "evaluation from learning" to "evaluation for learning".

Introduction: In today's world, with the expansion of universities and higher education institutions, the discussion about the quality of education is of special importance, so that students ’ issues and problems are considered to be very vital. Therefore, this study was conducted to investigate the views of instructors and students of Qaen School of Nursing and Midwifery about the inhibitory and facilitating factors affecting the learning of clinical skills in 2016. Materials & Methods: This descriptive-analytical study was conducted on all clinical instructors (22 people) and students of Qaen School of Nursing and Midwifery who have an internship program (280 people) by census. Darta collection was made possible through 3 ways including personal information, 38 questions were related to facilitating factors and 27 questions were about inhibitory factors affecting clinical skills learning. Data were analyzed by SPSS version 22. Results: The results showed that the mean age in instructors was 32. 13± 4. 54 and in students was 22. 4± 3. 24 years. In the frequency distribution of inhibitory factors from the viewpoints of instructors, the relationship between instructor and student was 46. 7% and from the students' point of view, the student's satisfaction with the way of presenting practical and theoretical courses was 88. 4%. And in examining the facilitating factors from the viewpoints of instructors, students' satisfaction with the way of presenting practical and theoretical courses 46. 7% had the highest frequency. Conclusion: According to the results obtained; to facilitate the presentation of the oretical courses and improve communication between students and instructors, as well as motivation and responsibility in other members of the health care team, review and appropriate measures by educational officials for a Clinical educational environment is recommended.

Introduction: The cut-off point in a test is the score that divides test takers into different classes (such as rejection-acceptance). The process of determining the cut-off point is frequently used in educational tests. The cut-off point should be based on a generally accepted methodology and reflect the judgment of competent and qualified individuals. The aim of this study was to determine the basics of determining the cut of point in academic achievement tests. Materials & Methods: The present study is a review study in which all articles related to the purpose, using keywords of standardization of the test and determination of the cutting point in reputable Persian and English scientific sites were searched. . Results: In the search, it was found that there was no reliable Persian scientific source in determining the cutting point. However, English articles and books in this field were carefully studied. Conclusion: Despite the importance of determining the correct cut point, especially in academic achievement tests, but Persian texts contain few resources in the field of principles and foundations for doing this and probably the lack of these resources makes researchers less familiar with the correct process of determining the point. Their inclination and tendency to use unscientific methods to do it in their studies. This article can be a useful tool as a guide to the basic principles of determining the cut-off point in academic achievement tests, which puts more emphasis on using the cut-off point for important decisions.