Journal of Medical Education Development
Year:2016 | Volume:9 | Issue:23|Papers Count:13

Background and objective: Periodical evaluation of educational curriculum is of great importance to know the strength and weakness, and thus success in education. Therefore, the aim of this study was to evaluate the accomplishment of educational objective and related factors in senior students of the periodontology department of dental school of Hamedan University of Medical Sciences in the year 2011-12.Materials and Methods: In this cross-sectional study 28 senior students attending the periodontology department participated in the study and their theoretical and practical knowledge were evaluated based on a prepared checklist and questionnaire. Data were collected and analyzed using Fisher’s exact test.Results: According to the results, the educational objectives accomplished by senior students of the periodontology ward were desirable by %3.6, almost desirable by %60.7 and not desirable by %35.7. Achievement of educational objectives showed a correlation between sex and admission allotment (P<0.05). Conclusion: This study showed that the educational objective achievement by senior students of the periodontology department adding up desirable and almost desirable values was good by %64.3. Knowing the strength and weakness of the educational curriculum could be very useful to achieve educational goals.

Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan.Materials and Methods: This study is descriptive-correlational (regression). The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used.Results: Mean scores were as follows: designing and organizing (3.49±0.452), leadership (3.58±0.422), monitoring and control (3.42±0.48), evaluation (2.92±0.708), classroom management (3.35±0.346), academic procrastination (2.05±1.169). Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391, -0.414, -0.544 and -0.637 (p<0.01) respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01).Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination.

Background and objective: The most important factor for success in every organization, s its human resources. Human resources with the power of creativity, imagination, faith and commitment, have a great impact on the performance of the organization. University faculty members are the main pillars of human resources and affect the development of universities to promote academic standing in their communities. In this regard, the role of job motivation of faculty members to further efficiency helps universities.Materials and Methods: To determine the effective factors in job motivation of Shaheed Beheshti University of Medical Sciences’ faculty members, we conducted the study based on Herzberg's two factor motivation theory. In this across-sectional study, a sample of 137, (10% of the population) in 12 faculties were selected by random and proportional sampling based on size and gender of faculty members. The instrument used was a questionnaire containing 40 of the 11 areas of external factors and an effective twofactor theory of Herzberg's motivation-based job. The reliability of the questionnaire was calculated using Cronbach's alpha (%86). After collecting data gamma and correlation multipliers Ki-test and logistic regression analysis was carried was with software SPSS16.Results: The internal factors were more important than external factors. Internal factors were more important in younger people. External factors, however, were more important in older people. Three areas, nature of work, professional development and career is also the most importance among the areas of internal factors, respectively. Two areas of occupational safety and connection are the most importance among the external factors.Conclusion: Providing the perfect environment, according to members of academic faculty, job security, moral values, decreasing problems of employment due to age and work experience, training individuals and providing a salary based on ability and performance, justice, good communication, regulation of career paths lead to job motivation of faculty.

Background and Objective: Dental students should learn how to deal with dental treatment of patients with systemic diseases and it is one of the most important issues in their curriculum. Accordingly, this study aimed to gauge the impact of application of researcher-made Mobile Educational Software (DMOTMC) on promoting students’ awareness of dental treatment of patients with systemic diseases.Materials and Methods: In this (pre-test and post-test) semi-experimental study, 60 people were selected from the last two years of dentistry students with simple random method in the academic year 2015-2016 of AJUMS, and were divided into two intervention and control groups randomly. Then a mobile educational software was offered to the intervention group, and 30 days later separate tests were conducted, and their scores were compared with the students’ scores of control group who did not use the software. Finally, the data were analyzed using regression test and SPSS 21.Results: Average test scores of students in the study group before and after the using of application categorized as significant which shows the increase of their scores(P<0.05). Besides, this analysis showed a significant difference between average score of the main group and control group in the second assessment (P<0.05). Based on regression analysis, age, gender and educational semester before and after the intervention had no effect on the score.Conclusion: The smart-phones can be used for educational purposes. Although this technology has not been formally included in educational curriculum yet. It represents an opportunity to provide students the possibility of using various methods of learning.

Background and objective: Studies have indicated that metacognitive strategies control and direct cognitive strategies. Thus, application of metacognitive and cognitive strategies together is essential for successful learning to happen. The present study was conducted to examine the effect of metacognitive-oriented instruction on development of problem solving skills in students of Kermanshah University of Medical Sciences.Materials and Methods: This study was a quasi-experimental research with pretest/posttest and control group design. The study sample included the students of Kermanshah University of Medical Sciences (n=4283) in the academic year of 2013-2014. A total number of 40 students were selected through convenient sampling method as the study sample. The samples were randomly placed in experimental and control groups. For the experimental group, problem solving skills were taught based on metacognitive strategies in 8 sessions, each session for 1 and half hours. For the control group, however, problem solving skills were taught through conventional teaching method. The instrument for data collection was Heppner’s problem solving inventory (1988) whose validity and reliability were confirmed previously. Data were analyzed by descriptive statistics, mean and standard deviation, and the hypotheses were tested through ttest.Results: The results of the posttest showed that the total mean of scores for problem solving skills in the experimental group (99.75) was higher than that of the control group (26.800) (p<0.0001). This difference was significant in the case of confidence, approach/avoidance and personal control components (p<0.0001). Moreover, the mean of students’ scores was not significant in terms of gender and major. Conclusion: Given the positive effect of metacognitive strategies on the students’ performance and the necessity of teaching metacognition for the sake of academic achievement, these strategies are recommended to be taught to students.

Background and Objective: Taking back to many years ago, there are still some deficit in higher educational programs. One of the goals in every training system is to determine baseline and updated information regarding demands and attitudes of post-graduate students to predict the probable shortcomings. This study was performed to evaluate the attitude of post-graduate dental students to their position and future.Materials and Methods: This cross - sectional study was done on some postgraduate students of Shahid Beheshti dental school. Data was collected through a questionnaire whose reliability and validity had already been calculated. The questionnaire included different questions about their attitude toward the major courses, school, and the social status of dentists, etc. Mean scores of selected answers to specific 21 questions determined the final score via a range of 1-4 for each answers. The data was analyzed with SPSS version 16 and descriptive statistics were used for analysis.Results: The mean and SD score of the attitude of postgraduate students was 2.62±0.3 (partly satisfied) that was more than the half of the total points score (2.5).Conclusion: Post-graduate students are seriously concerned about their job future. This requires special attention considering cultural and financial factors.

Background and Objective: The rapid expansion of knowledge and information, fragmentation and dispersion of various sectors of traditional curricula, and little connection with the real world have made learners pay more attention to the issue of integration in curricula. The aim of this study was to compare the viewpoints of academic staff of Tabriz University of Medical Sciences with the University of Tabriz about integration steps.Materials and Methods: This study is descriptive -survey. The population of study were 650 academic staff employed at University of Tabriz and 324 members of the academic staff at the Tabriz University of Medical Sciences. The sample for the study was randomly selected, 242 academic staff from Tabriz University and 177 from Tabriz University of Medical Sciences based on Morag sampling Table. Data were collected using a researcher- made questionnaire. Data were analyzed by descriptive statistics (Mean and Standard deviation indicators) and inferential statistics (MANOVA) through SPSS 22.Results: MANOVA test Results showed that there was a big gap between the opinion of the academic staff of Tabriz University of Medical Sciences and the University of Tabriz on the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary are a significant difference. The mean of academic staff of Tabriz University of Medical Sciences in the mentioned steps was greater than the mean of the University of Tabriz academic staff. Results, on the other hand, showed that the gap was not significant between the two regarding steps of isolation, temporal co-ordination, sharing, correlation, complementary program and trans-disciplinary.Conclusion: The results showed that the academic staff of Tabriz University of Medical Sciences paid more attention to the steps of awareness, harmonization, nesting, multi-disciplinary and inter- disciplinary than those of Tabriz University. Therefore, more attention should be paid to integration in medical curricula.

Background and Objective: The aim of present study was to examine the applicability of Russell and Petrie theory in prediction of academic achievement by college learning effectiveness inventory (CLEI).Materials and Methods: This correlational study was performed at Dezful University of Medical Sciences, on 245 students (136 men and 109 women), who were selected by random sampling method. Data was collected using the third version of CLEI. The mean scores of students were used as an index for academic achievement. Data were analyzed by descriptive statistics, Pearson correlation coefficient, multiple regression using SPSS 18 software.Results: The results indicated that six factors of college learning effectiveness correlated positively with students' academic achievement. In addition, the factors assessed, according to the study of academic self-efficacy and organization and attention to study factors were strongest predictors of academic achievement.Conclusion: Findings of the study emphasized the importance of investigating different factors based on Russell and Petrie model, and their influence on academic variables.

Background of Objective: Nursing is one of the health care jobs. In addition to health care, they need to continue education for individual development and be aware of the latest medical science achievements. The main purpose of this study was an evaluation of effective factors in learning transfer of nursing on the job training courses in work environment based on Holton’s transfer model.Materials and Methods: This was a descriptive, cross-sectional study in which the population was all of Jahrom University of Medical Sciences nurses. Passing on-the-job training courses in 2015 was inclusion criterion. Using random sampling method and Cocran formula, 95 nurses were selected. Research instrument was learning transfer system inventory that was distributed after its validity and reliability were calculated. Data was analyzed by inferential statistical methods and SPSS21.Results: The results showed that effective individual, organizational and educational factors in learning transfer of on-the-job training courses in work environment are important. Also, they showed that individual was the most dominant effective factor (P< 0.05).Conclusion: With special attention to the nurse's on- the -job training courses, it is possible to transfer learning to work environment.

Background and Objective: Critical thinking is one of the goals in higher education and a key element in students' mental health. This study aims to investigate the relationship between critical thinking skills with mental health and academic achievement of Qom University of Medical Sciences students.Materials and Methods: In this descriptive-correlation study in 1394,a sample of 303students at Qom University of Medical Sciences were selected through stratified random sampling method with a view to gender. The data were collected through two standard questionnaires on critical thinking skills CCTST form (B) and mental health questionnaire of GHQ-28. Then the data were analyzed simultaneously using descriptive statistics methods, Pearson correlation and independent t-test, and multiple regression analysis.Results: Students’ mean score of critical thinking skills was (9.16±3.15) which was interpreted as under average. The results of Pearson correlation test showed that there was no significant relationship between critical thinking skills and mental health (P=0.702, r=0.039) and academic achievement (P=0.284, r=0.081).There was also no significant relationship between mental health and academic achievement (P=0.141, r=-0.150). According to independent t-test results, there was no significant difference between male and female students’ average scores in critical thinking skills and mental health. But there was a significant difference between male and female students in academic achievement. Finally multiple regression analysis revealed that mental health and academic achievement did not predict any critical thinking skills.Conclusion: Considering that strengthening critical thinking in students and enhancing learning methods can improve learning skills and factors affecting their learning Therefore, by modifying and providing appropriate educational practices, critical thinking of students can be enhanced.

Background and objective: Extension of knowledge and information is given a new meaning to the concept of education. One of The most important reasons for the use of e-learning in medical education is that learning is learned by the learners themselves. This method facilitates their individualized education programs. This study introduced the challenges and solutions for the achievement of e-learning in medical education.Materials and Methods: This is a review article that was implemented a comprehensive review using the World Wide Web. The databases such as Medline, Ovid, ProQuest, and PubMed as well as key words “elearning, educational challenges and medical education” in Persian and English languages were used. Of the 80 articles fund, 30 articles which were related to the research objective were chosen.Results: The research showed that e-learning, despite its advantages and wide applications, has drawbacks including the lack of implementation by lecturer due to lack of knowledge of its functioning, the fading role of lecturer, lack of expertise in its application, fear of its application, special cultural beliefs and insufficient resources.Conclusion: It is necessary to consider establishing standards and substructures for achieving the implementation of e-learning in medical education. Because of inexperience of universities of medical sciences in Iran compared with other universities around the world, we suggest using the experience of universities in other countries. Also holding workshops based on e-learning can be effective.

Background and objective: Due to the unpredictability of events in routine clinical psychiatry and replacing experience with assignments including therapeutic relationship with patients, using modern methods of measurement in this environment without students' acceptance and satisfaction is not possible. To determine the effect of portfolio application on satisfaction and educational achievement of nursing students in psychiatry clerkship, we conducted the present study.Materials and Methods: In this quasi-experimental study, 60 nursing students who were spending psychiatry clerkship in Ebn-Sina psychiatry hospital in Mashhad (Summer of 2015) were studied. They were allocated to two portfolio and educational goals (The usual method of evaluation) group non-randomly. Before the intervention, educational objective was the same for both groups. Data collection tools included a questionnaire of nursing students satisfaction and a written functional (educational achievement) test. Data analysis was performed by SPSS (11.5 version) software and the independent t-test, Fisher's exact test and chi-square tests.Results: In this research, 51.7% (n=31) participating nursing students were male and were 48.3% (n=29) female. The independent t-test results showed a significant difference between the mean of the nursing student satisfaction in the Portfolio (34.3±2.5) and educational goals (30.5±4.2) groups (p<0.001). Also, there was a difference between the mean of educational achievement in the Portfolio (61.8±14.7) and educational goals (53.0±14.2) group (p<0.02).Conclusion: Using Portfolio in training can increase nursing student satisfaction and educational achievement. Therefore, it is recommended that nursing teachers use it to assess clinical education.

Background and Objective: A growing concern has emerged that all is not completely well with undergraduate medical education in some parts of the world. An important neglected issue is about the basic science educators. We aimed to investigate the medical and dentistry students' viewpoints on basic science education by instructors with a background of medicine.Materials and Methods: This cross-sectional study was performed on 205 medical and dentistry students studying in basic science stage (microbiology or biochemistry courses) in Mashhad, in 2014. Data was gathered with a questionnaire and was analyzed by SPSS 11.5. P<0.05 was considered as statistically significant.Results: A total of 120 (71.4%) medical students and 48 (28.6%) dentistry students returned the questionnaires. MD-PhD educators are needed in educational programs and their emphasis on important issues got the highest scores with no gender nor major difference (4.2±0.7 and 4.1±0.7, respectively). Total teaching and clinical based teaching scores were not different in two majors. However, more preference for clinically oriented teaching was found in females (p=0.02).Conclusion: This study highlights the medical students' preference for MD-PhD lecturers. This mainly stems from considering clinical aspects of the teaching topics.