Educational Research in Medical Sciences
Year:2018 | Volume:7 | Issue:1|Papers Count:9

Clinical teaching quality assurance is determined by continuous evaluation. The purpose of this study was to evaluate the satisfaction rate of clinical dentistry students with clinical teaching in Kermanshah University of Medical Sciences between 2015 and 2016. In this descriptive-analytical study, 90 students (56. 7% female) with an average age of 25. 17  3. 15 years participated. The data collection tool was a satisfaction evaluation questionnaire. To compare satisfaction levels between different parts, repeated measures test and Bonferroni post hoc test were used. SPSS version 18 software was used to analyse data. The results showed that there was a significant difference in satisfaction rate of fourth year students with teaching among sections of the faculty (P = 0. 016). In general, the students satisfaction rate with the clinical departments can be evaluated as moderate. Maximum cooperation of the professors and accurate implementation of the educational curriculum can have a significant effect on increasing student satisfaction.

Dear Editor, An educational institution mainly deals with three concepts: relevance (adjusting instructors’ knowledge, attitude, and skill according to the community needs), equity (the equal distribution of educational services to all community groups), and quality (professionally acceptable level quantitatively and qualitatively). Analyzing the views of the students and providing feedback to the institution have an important role in improving the quality of education. Curriculum planning and instructional design in a regular manner in medical universities are also no exceptions to this rule (1). . .

The paper evaluates students’ perspectives on, and their future needs for, English courses offered at Kermanshah University of Medical Sciences to find any matches or mismatches. A survey study was carried out to evaluate the efficiency of two courses: General English and English for Specific Purpose. Attitudinal questionnaires were administered and three groups of participants-160 students, 5 teachers and 10 graduates-were interviewed. Descriptive and inferential statistics were used to analyze the data. For all questions, descriptive statistics displaying frequencies and percentages were employed. The priority order of some Likert-scale items was analyzed with calculating mean rank through Friedman test. t-test was used to compare the calculated mean of some items with a specified value. Results showed that most students consider all the skills and sub-skills of utmost significance for their success in their current and future careers. Overall, teachers and students as well as employed graduate students complained about the English courses offered at Kermanshah University of Medical Sciences and see no or very few matches between the English courses offered and students’ future needs. Finally, we conclude that administrators, teachers, and curriculum designers should revise both General English and English for Specific Purpose courses based on required and specified needs of the students, and that pedagogical materials be selected accordingly.

Background: No one can deny the importance of educational services and the role it plays in attaining social goals. Proper training and students’ satisfaction leads to system promotion and finally social development. This study aimed to evaluate the educational service quality in Qazvin University of Medical Sciences (QUMS). Methods: This cross-sectional studywasconducted in 2014among327 students of QUMSwhowereselected through simplerandom sampling. The most significant variables were tangibility, assurance, empathy, reliability, and accountability of the educational service quality. The data were collected using the 27-item SERVQUAL questionnaire. Cronbach’ s alpha score ( = 0. 88) and test-retest (R = 0. 83) method were used to determine the reliability of the questionnaire. Results: The average age of the students was 22. 2 3. 1 years. The quality gap of the educational services was-1. 62,-1. 70,-1. 52,-1. 31, and-1. 15 for assurance, accountability, empathy, reliability, and tangibility, respectively, which was statistically significant (P< 0. 001). The mean educational service quality gap was-1. 38 based on the students’ perceptions (P < 0. 001). There was no significant relationship between the students’ perceptions and expectations and their gender (P > 0. 05). Conclusions: There are significant gaps in the educational service quality regarding accountability and assurance. More attention from policymakers seems to improve the educational service quality.

Background and Objectives: Assessment is one of the most important factors involved in effective medical education. Direct observation of procedural skills (DOPS) assessment method requires direct observation of learners during the performance of clinical procedures on patients and providing appropriate feedback to learners. This research was carried out to evaluate the effect of DOPS assessment method on the clinical performance of radiology students at Kermanshah University of Medical Sciences. Methods: This study was performed on 30 undergraduate radiology students at the teaching hospitals of Kermanshah University of Medical Sciences in 2017. The participants were randomly divided into intervention and control groups. Data were collected via observation and completion of a researcher-made checklist before and after the apprenticeship course. The data were analyzed using independent t-test and paired t-test. Results: There was no significant difference between the groups regarding the demographic variables. There was no significant difference between the intervention and control groups in the mean score of students’ clinical skills in pretest (P = 0. 911), but the mean score in the intervention group with DOPS assessment method significantly increased in comparison with that of the control group at the end of the apprenticeship course (P = 0. 001). Conclusions: The DOPS clinical assessment method significantly improves the practical and clinical skills and self-confidence of radiology students at clinical education centers and can be used as a more effective method than conventional clinical assessment methods.

Background: Basic Medical Sciences courses are theoretical and applied courses given in health sciences usually in the first or second year. This study determined the views of nursing students on basic medical sciences courses. Methods: 332 students in their 2nd, 3rd, and 4th years between 6 and 26 February 2017 participated in this cross-sectional descriptive-analytic study. Data was collected using a form prepared by the researchers according to literature, questioning their socio-demographic characteristics and views on basic medical sciences courses. In statistical evaluation percentages, mean values, standard deviation, and one-way ANOVA test were used. In statistical evaluation, the level of statistical significance was accepted to be P < 0. 05. Results: The students stated that the courses on pharmacology and anatomy contributed to nursing education most. The students felt most sufficient in the anatomy and physiology courses. 53. 6% of the students stated that basic medical sciences courses should be given by academicians in the field of nursing, 59. 6% stated that these courses should be given with the help of mannequins or models. 51. 5% of the students suggested that these courses should be evaluated through tests while 26. 8% suggested that evaluation should be done through laboratory application. Conclusion: The students’ viewsonthe necessity of basic medical sciences courses were insufficientandthat the students didn’ t see themselves as proficient in those courses. It is suggested that the importance of basic medical sciences courses should be stressed starting from the first year, that these courses should be applied courses, and students should be asked for feedback on the effectiveness of these courses.

Self-esteem is one of the most important psychological determinants. This study aimed to determine the level of self-esteem and its association with academic achievement among students of Kermanshah University of Medical Sciences (KUMS). This cross-sectional study was carried out among 300 students in KUMS in 2016. The sample population was selected using probability proportionalto-size method in all faculties. Participants filled out a self-reporting questionnaire. Data were analyzed using SPSS version 20 with t-test, one-way ANOVA and Pearson correlation statistical tests at 95% significant level. We found that MD students had higher selfesteem (P < 0. 017). There was a significant relationship between mother’ s education level and self-esteem (P < 0. 001). In addition, self-esteem was significantly correlated with academic achievement (r = 0. 292). From our results, it appears that planning psychological interventions to increase levels of self-esteem may be useful in promoting academic achievement.

Background: To evaluate teaching quality, the tool used should have validity and reliability, and should distinguish ability of teaching quality dimensions. Objectives: The aim of study was to identify factors effective in educational quality using exploratory factor analysis of “ students’ opinion questionnaire” (SOQ) and “ student’ s evaluation of educational quality questionnaire” (SEEQ) in distinguishing dimensions of teaching quality. Methods: This cross-sectional study was carried out in the second educational semester of 2011-2012. The data were collected using SEEQ and SOQ, which were used to evaluate teachers’ teaching methods in Kermanshah University of Medical Sciences (KUMS). All studentswhohadnotbeenin the internship semester participated in the study. Thedatawereanalyzed using PearsonandSpearman correlation coefficients and Cranach’ s alpha coefficient. Results: The reliability and internal consistency of each SEEQ and each SOQ in relation to evaluating teaching of members of public health faculty in KUMS were calculated with Cranach’ s alpha coefficient; in all aspects, both questionnaires had the acceptable reliability coefficient. The results of the exploratory factor analysis in this study in relation to the SEEQ questionnaire showed a four-factor structure in teaching quality. Conclusions: The results of this research showed that although both questionnaires had acceptable reliability, the SEEQ revealed teaching’ s multi-dimension better and also confirmed the Marsh opinion that believed that the structure of teaching quality is multi-dimensional.

Background: Today, in the field of Medical Science, ethics, especially education ethics, is of great importance in the face of human life. This research aimed to conduct a comparative study of the ethical components of education in the medical universities of Iran and the world (universities in America, Europe, Asia, and Australia) and provide solutions to improve it. Methods: The research method consisted of a documentary, library, and comparative study using benchmarking and best practice. The statistical population of this study was 110 universities which were the world’ s top medical universities (based on Shanghai rankings) and 65 universities of medical sciences in Iran that were selected using a whole sampling method. Data analysis was done using qualitative and descriptive statistics. Results: The findings of the research showed that there was currently no specific unity in the formulation of the content of educational ethics documents in the medical universities. The results also indicated that Iran and even Asia had provided less attention to education ethics than the top medical universities of the world. Conclusions: Since education ethics and ethics document are associated with the success of the world’ s top medical universities, it is important that the medical universities in Iran pay more attention to this. In this regard, the identified strategies resulting from benchmarking and best practice of the medical universities in this field can be taken advantage of.