Journal of Medical Education Development
Year:2017 | Volume:9 | Issue:24|Papers Count:12

Background and Objective: Organizational silence, f aculty members' passive presence and their reluctance to interfere in public affairs is a common phenomenon in universities and higher education institutions that seemsto be influenced by several factors including ethical climate. Thus the goal of this research was to study the relationship between ethical climate withorganizational silence among faculty members.Materials and Methods: Research method was descriptive-correlational and the data was collected through a survey. A sample of 183 faculty members were randomly selected out of the population of all faculty members of University of Sistana and Baluchestan. Research instruments included standard questionnaires ethical climate andorganizational silence. To analyze the obtained data, Pearson correlation coefficient and simultaneous regression analysis were used via SPSS21.Results: The mean scores were: caring climate (3.99 ± 0.71), rules climate (3.65 ± 0.91) law and code climate (3.98 ± 0.62), instrumental climate (3.14 ± 1.08), independence climate (4.31 ± 0.48), organizational silence (3.19 ± 0.33) was. The correlation coefficients between ethical climate and its components: caring, rules, law and code, instrumental and independence with organizational silence were respectively -0.565, -0.334, -0.424, -0.516, 0.39 and -0.505. The results of multiple regression analysis revealed that ethical climate can predict %40.1 of the variance organizational silence. Among the ethical climates: independence climate withβ(-0.268), instrumental climate with β (0.266), law and code climate with β (-0.243) and caring climate withβ(-0.14) predicted organizational silence.Conclusion: Organizational silence of faculty members can be influenced by ethical climateso that caring, rules, law and code, independence climates reducefaculty members' organizational silence and authority, but instrumental climate increases it.

Background and Objective: Understanding the factors that create job satisfaction can increase it and motivate faculty to engage in research. This study aims to research into these factors.Materials and Methods: 214 faculty members working at SUMS were selected randomly. Data was collected and analyzed.Results: A meaningful relationship between the predictor variables (management support, subjective norm and job security) and job satisfaction was found. The mediator (self efficacy) also showed a significant correlation with the criterion variable (job satisfaction). The results showed that the predictive path analysis (management support, subjective norm and job security) and significant indirect effect through the mediator (self efficacy) with job satisfaction.Conclusion: Too many variables affect job satisfaction of faculty members, some of which were examined.The results of the analysis show that occupational safety and efficacy to the most effective use of the criterion variable of job satisfaction are significant.

Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the assessment of stages and learning styles based on the Kolb theory among students of Qom University of Medical Sciences.Materials and Methods: This cross-sectional study was performed on 279 students of the Qom University of Medical Sciences, Iran in October 2015. The participants were selected using a quota sampling method. The assessment instrument was the Kolb learning style inventory (KLSI V.3.1). Data analysis was performed by SPSS using descriptive statistics and Chi square test.Results: The mean age of students was 22.23±4.38 years, and the average grade was 16.85±1.65. Generally, the learning styles of students were convergent (% 38.9), assimilative (% 37.5), divergent (%13.2) and accommodative (%10.4). There was a significant relationship between learning styles with gender (P=0.01).Conclusion: Considering the predominance of convergent and assimilative learning styles in these students, it is recommended that faculty members use visual methods such as diagrams, self learning, individualized instruction and emphasize on practical methods in teaching.

Background and Objective: This study aimed to investigate the relationship between the use of mobile based virtual social networks with academic achievement and trust in interpersonal relations of university students Of Medical Sciences was conducted.Materials and Methods: This study was descriptive correlational. The study population included college of Public Health students and students of medicine at Birjand University of Medical Sciences. Based on purposive sampling method, 150 students were selected. For data collection Scale of trust in interpersonal relations of Rempel & Holmes was used. The researchers made use of social networks and academic achievement. Data were analyzed by SPSS software version 20.Result: There was a significant negative relationship between the time allotted to the network and the number of virtual memberships in social groups and academic achievement of students (P<0.01). Academic achievement of students who used virtual social networks for scientific purposes was higher than those who used it for non-scientific purposes. There was a significant negative correlation between the time allocated to social networks and factors such as capability of trust, predictability and loyalty (P<0.05).Conclusion: It is recommended that workshops and training courses be held for practical learning of virtual networks.

Background and Objective: Development of critical thinking and practical skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lectures as the dominant method used in higher education system is a passive style which ignores critical thinking.Therefore, the aim of this study was to compare the effect of instruction by Concept-Mapping and conventional Method on critical thinking skills of nursing students.Materials and Methods: This quasi-experimental study was carried out on 70 nursing students of Tehran Nursing and Midwifery schoolwho were selected through convenient sampling method, then were divided randomly into the two equal Experimental and Control groups. Educational content was presented in the form of Concept-Mapping in the Experimental group and Lecture, Demonstration and Practicalexercises in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B) questionnairewhich was completed at the beginning and at the end of the fourth week of Instructional period. Data were analyzed using SPSS software (V: 21), descriptive and analytical Statistics; at the significant level P<0.05.Results: Before the intervention, the mean of critical thinking skill score was 9.71±2.66 in concept mapping group and 9.64 ± 2.14 in conventional group and the difference was not significant (P=0.121), but after the intervention, a significant difference was found between the intervention and conventionalgroup (15.20±2.71 vs 10.25±2.06, P=0.003).Conclusion: Using Concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. So it is recommended to usethis method in clinical nursing education.

Background and objective: Blogging is a method of sharing and reflecting on experiences of students in the World Wide Web with potentially global learning. The aim of this study was to determine the effects of Blogging on learning and persistence in nursing students taking heart disease course.Materials and Methods: This is a semi-experimental study in which 28 fourth semester undergraduate nursing students participated. They were divided randomly into two control and experiment groups and heart disease nursing course was taught to both groups. In intervention group, in addition to the usual method of teaching, students created an educational blog butthe control group was taught by the traditional method. The students’ learning was examined before, and immediately after the intervention, and three months after it via a researcher-made test. The validity of the questionnaire was confirmed by content validity and its reliability was evaluated by Cronbach’s alpha (r=0.76).Results: Mean of pre-test and post-tests 1 and 2 scores of learning were 6.26±1.65, 16.01±2.48, 14.66 ± 1.77 in control group and 6.75±1.55, 16.29±2.17, 16.18±1.88in experiment group respectively. The mean scores of learning in the both groups increased significantly after the education. The results showed that no significant difference between the two groups in pre-test and post-test 1 scores, but did show a significant difference between the two groups in post-test 2 scores (p=0.03).Conclusion: This study showed that immediate post training intervention learning was more effective in both groups, but in intervention group performed much better.

Background and Objective: One of the main challenges facing medical education is effective and efficient clinical training that can institutionalize logical thinking, and enhance the ability to make decisions in sensitive positions in students. So the current study was performed with the aim of application of basic science knowledge in medical clinical stage by Akam law approach at Golestan University of medical sciences.Materials and Methods: The study was descriptive – analytic and performed using census by 86 trainees and interns in infectious ward of Sayyad hospital in one year by a valid and reliable self-made questionnaire on a 5 degrees Likert scale with 85 Cronbach's alpha using Akam law. Data were collected after questionnaire completion and then were described using spss software version 16 and were analyzed with chi-square test.Results: Research findings showed that 79 percent of participants reasoning power.60.5 percent team collaboration, 79.1 percent upgrade capabilities were completely agreed.7 percent of the participants regard to field time the speed of diagnosis make a comment disagree and completely disagree. in this study genus had a significant effect on time speed of diagnosis at 5 % and had no significant effects on other issues.Grade had a significant effect on reasoning power and upgrade capabilities at 5 % and had no significant effect on the time speed of diagnosis and team collaboration at this level.Conclusion: it's too important for educators that developing thinking skills and judgment in students in Educational complex environment. Applying Akam law on conceptual map can be fill the gap between theory and practice and give basic concepts at the clinical stage.

Background and Objective: One of the skills needed for social life is interpersonal communication skills.Assessing the Interpersonal communication skills due to the growth and development of social networks is very important. This study aimed to validate the Fetro's (2000) interpersonal communication skills questionnaire among students of Tabriz University and Tabriz University of Medical Sciences.Materials and Methods: In this descriptivestudy, 750 students of Tabriz University and Tabriz University of Medical Sciences were selected by simple random sampling. Data collected by Fetro (2000) interpersonal communication skills questionnaire. This questionnaire has 65 items with five degrees based on Likert scale.Data were analyzed using Exploratory Factor Analysis through SPSS 23.Results: In total 750 Students filled questionnaires.423 from University of Tabriz and 327 from of Tabriz University of Medical Sciences. Based on the results of exploratory factor analysis on original 65 items, 6 factors extracted and54 items remained. Based on original questionnaire factors and literature extracted factors were labeled. So 45.26% of total variance were explained by these six factors (empathy and intimacy, communication skills, ability to maintain communication, assertiveness, listening and conflict resolution skills).Conclusion: According to the result of factor analysis, new validated questionnaire has less items and more components than the original questionnaire. So it is a suitable instrument for measuring interpersonal communication skills by researchers.

Background and Objective: Among the human sciences, medicine is superior to all other sciences. One of the effective factors in education, especially in medical education is using appropriate textbooks. This study aims to consider a classic book of medical education and find its relevance to modern medicine.Materials and Methods: Reviewing and analyzing parts of Kamel Al-Senaat Al-Tebieh medical textbook.Results: This book has about four hundred thousand words and it was divided into twenty articles, each consisting of several chapters, first ten topics of which are about theoretical medicine, and others are information related to practical medicine.Conclusion: One of the most important obligations of every nation is to protect and preserve written and unwritten cultural and scientific resourcesKamel Al-Senaat Al-Tebieh was written in one of the glorious periods of Iranian Medical History by Ali Ibn Abbas. It has a dignified position because of its recording method. This method is one of the best methods that is used after Ahvazi. Even today it is a valuable source of medical education.

Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements.Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352). The research tool was the college students’experiences questionnaire (CSEQ). Data was analyzed using descriptive statistics and multiple regression.Results: All three dimensions of college students’ experiences, including perceptions of quality of environment, quality of effort, and social integration are significant anticipators of their academic achievements respectively and predict 0.415 of achievements variances.Conclusion: Taking into account the personal characteristics and educational experiences of college students for their academic achievements in medical universities is essential. In spite of the impact of academic environments ranging from individuals and facilities for college students, improving these factors contribute to better communication between students and faculty members and.

Background and Objective: Communication skills are behaviors that help the individual to properly express emotions and their needs and achieve the goals of interpersonal relations. The study was carried out to determine interpersonal communication skills and its associated factors among students of Kurdistan University of Medical Sciences.Materials and Methods: The study was a cross-sectional. The study population were students of Kurdistan University of Medical Sciences that 720 of them were selected and studied. A two-part questionnaire including demographic characteristics and 34questions about interpersonal communication skills was used.The data were analyzed using SPSS 20.Results: The mean score of the students' communication skills was 102.49±9.74. There was no statistically significant difference between the mean communication skills of the students and academic semester (p=0.62).The lowest (99.33±9.5) and the highest (104.25±10.18) mean score of communication skills were related to operating room and radiotherapy students.Conclusion: Capabilities of the Kurdistan University of Medical Sciences in the field of interpersonal communication skills is not good. Intervention studies to enhance communication skills are recommended.