Journal of Research in Medical Education
Year:2019 | Volume:11 | Issue:2|Papers Count:8

Introduction: Acquiring clinical skills in medical internship needs to design appropriate educational planning. The aim of this study was to evaluate the psychometric adequacy of the preparedness for Internship Questionnaire in 2016. Methods: This cross-sectional study has been done on medical interns through sampling method in Shiraz university of medical sciences. The Initial instrument was 48-item questionnaire with Rubric score adopted from previous studies and translated to Persian after developer’ s permit. Face and content validity of the instrument were assessed by 10 students and specialists. Construct validity was assessed by Explanatory factor analysis and Reliability of the scale was determined by alpha cronbach coefficient and with the test-retest method. Data were analyzed by AMOS and SPSS. Results: By using explanatory factor analysis, 47 questions retained in the questionnaire and classified into seven factors. These factors capable to predict 65% of the properties of the total questionnaire. The factors based on their concepts including: Practical tasks, clinical skills and stress control, communication skills, carry out basic procedures, Self-learning and task management. Spearman correlation coefficient for this study was (ρ =. 875), and the alpha Cronbach was (α =. 935). Results of the study approved based on the results of confirmatory factor analysis. Conclusion: The results of this study indicated the strength of the factor structure and reliability of the instrument of preparedness for internship and can assesses the preparedness for internship in universities and other educational institutes.

Introduction: The importance of promoting quality and improving performance at higher education levels leads to using educational evaluation methods such as auditing by universities. This study was conducted for educational auditing of Tabriz School of Health Management and Medical Information at undergraduate level based on the Tennessee Educational Audit Model. Methods: This descriptive-analytic and cross-sectional study has been done with participating educational managers and faculty members of Tabriz School of Health Management and Medical Information in two stages of self and external assessment in 2018. Tool for gathering data was a checklist of the Tennessee Higher Education Comprehensive Education Audit that its validity and reliability was assessed and approved by the medical education experts. Collected data were analyzed by using descriptive statistics (frequency, mean) and Tests such as ANOVA, Tukey, TTest through SPSS. Results: The study results showed that the performance of this faculty in the self-assessment phase with a score of 4. 98 is moderate and in the external assessment phase with a score of 2. 80 is weak. The results also showed that the "teaching and learning processes" and "follow-up of pervious academic audit" have the best and worst domains in self-assessment respectively, while in the external assessment the dimensions of "support" and "follow up of previous academic audits" were recognized as the best and worst performance respectively. Also, comparing the results in the self and external assessment phases indicates that in the whole survey and in all aspects of the audit, except for the "quality assurance" and "support" domains, the earned scores at the external assessment phase were lower than self-assessment scores significantly (P <0. 05). Conclusion: This study indicated that the Tabriz School of Health Management and Medical Information has significant shortcomings based on international standards and needs improvement through implementing effective and efficient interventions.

Introduction: The leadership style used by university professors in the classroom has a profound impact on students' intellectual, behavioral, and academic development. Transformational teaching has provided a new horizon for educational researchers by providing new insights into classroom management. The aim of this study is to examine the role of transformational teaching in academic enthusiasm and knowledge sharing behavior among medical students. Methods: This is a descriptive-correlation study. The statistical population consisted of all students of Hamadan University of Medical Sciences in the 2017-2018 academic year. 384 students by using Morgan sampling table calculated as sample size and selected in random sampling method. Data gathering tools are Transformational Teaching, Academic engagements and Maturity of Knowledge Sharing questionnaires. Collected data were analyzed by Pearson correlation coefficient and structural equation model through Amos and SPSS. Results: The findings of the research show that there is a positive and significant relationship among the transformational teaching variables and the variables of academic engagements and knowledge sharing (p=0. 001). Also, there is a positive and significant relationship between academic engagements and knowledge sharing (p=0. 001). The results from the structural equation model show that transformational teaching has direct effect on the academic engagements and knowledge sharing (p=0. 001). Also, the research results indicate that academic engagements has a direct impact on the knowledge sharing variables among students (p=0. 001). Conclusion: Based on the findings of the research, transformative teaching has a direct and indirect effect on academic eagerness. On the other hand, the role of academic engagement in the academic achievement of students in various researches has been confirmed, therefore, universities should design and implement programs for the improvement of faculty members’ performance in using modern teaching methods also, provide stimulant for using transformative teaching.

Introduction: Academic satisfaction is one of the factors that can affect the whole life and fate of students. The purpose of this study was to investigate mediating effect of Academic Emotion on the relationship between basic psychological needs and academic satisfaction of students. Methods: This is a descriptive-analytic study of correlation type on all students of Yazd Shahid Sadoughi University of Medical Sciences (n=5363) during the academic year of 2018-19. The sample size was 358 (58. 96% female and 41. 03% male) according to Morgan table and they were selected by cluster random sampling. Research instruments were Deci and Ryan’ s Basic Psychological Needs, Pekrun and et al Academic Emotion scale, Lent and et al Academic Satisfaction. Data were analyzed using Pearson correlation coefficient and path analysis through AMOS and SPSS. Results: There was a positive significant relationship among basic psychological needs, positive academic emotions and academic satisfaction (P<0. 01). There was a Negative significant relationship between negative academic emotions and academic satisfaction (P<0. 01). The results showed that the proposed model has good fit (GFI=0. 99 & RAMSEA=0. 043). Path analysis results indicated that autonomy, competence and positive & negative academic emotions was significantly related to Academic satisfaction. Furthermore, the results showed that academic Emotion mediated the relationship between basic psychological needs and Academic satisfaction. Conclusion: These results show the importance of basic psychological needs, therefore to improve Academic satisfaction students must feel autonomous, competent, and experience a genuine connection with their college, lecturers and fellow students.

Introduction: Academic Adjustment is one of the important also, effective factors on academic performance, and in this regards, studies have been conducted in schools and universities. The present research has been done to investigate The Role of Self-Construal and Academic emotions in predicting Academic Adjustment of medical student's. Methods: This is a descriptive/correlation research. Population of this study included all students who were studying in Alborz University of Medical Sciences in academic year of 2017-2018 that 395 students were selected by multi-stage random sampling method. For gathering data, Selfconstrual questionnaire of Hardin, Leong & Bhagwat, and Academic Emotions Questionnaire of Pekrun, Goetz & Frenzel, adjustment questionnaire of Baker and Siryk were used. Collected data were analyzed by using Pearson correlation test and step-by-step multiple regression method in SPSS. Results: Results suggested that there is positive and significant relationship between dependent Self-Construal (P<0. 01, r=0. 20) and positive Academic emotion with academic adjustment (P<0. 01, r=0. 16). also, negative and significant relationship between Independent self construal (P<0. 05, r=-0. 11) and negative Academic emotion with academic adjustment (P<0. 05, r=-0. 13). Results of step-by-step multiple regressions indicated that dependent Self-Construal and positive Academic emotion could positively and significantly predict students' academic adjustment. Conclusion: According to the results of this study, dependent Self-Construal and positive Academic emotion play a significant role in the prediction of students' academic adjustment. So, it is recommended that students’ counseling centers in universities holding educational workshops which focus on Self-Construal and Academic emotion by the aim of increasing academic adjustment in students.

Introduction: Since blended learning is a combination of the strengths of both traditional and electronic teaching methods, so the main purpose of this research is to compare the effect of blended and traditional teaching on students´ learning at Master´ s degree in Payame Noor university. Methods: This is an experimental research, by using pretest-posttest and control group based on LMS classroom. The population consisted of all the masters´ students of Shiraz Payame Noor University (PNU) in the first academic year of 2018-2019 (N=30) that were divided into experimental and control group via census sampling method (15 students in each group). Data were analyzed by T-test and covariance (ANCOVA) through SPSS. Results: Results indicated a significant difference between the experimental and control groups in pretest and posttest scores at the 0. 05 level (F=7. 756). In the final evaluation, the results indicated the superiority of the mean score of experimental group (14. 0987) in blended teaching to control group in traditional instruction (12. 9361). Conclusion: Blended teaching because of combining the strengths of the two methods of traditional and e-learning, mental imagery, self-regulation and self-motivating learning in students can be more effective on the quality of learning in terms of maintaining and maintaining grades compared to traditional education.

Introduction: Effective using of information and communication technology (ICT) by considering the globalization process and information revolution is the most important priorities in higher education. This research was conducted to investigate the Status of the using Information and Communication Technology (ICT) and Its Effect on Faculty Members´ Performance. Methodsthis descriptive-survey study was done (1395-1396) on 52 faculty members of Mazandaran University of Medical Sciences participated in the study by census method. Data were collected using an IT standardized and researcher-made questionnaires for evaluating educational and research performance. Validity of the questionnaires was calculated using content validity and reliability through Cronbach's alpha of 0. 89, 0. 82, respectively. In order to analyzing data, regression analysis test, T-test, One-Way ANOVA and SPSS were used. Result: The results of this study showed that the average use of information technology and research performance was relatively favorable, (3. 19 ± 0. 028; 2. 58 ± 0. 042), respectively and the mean of educational performance was favorable (3. 95 ± 0. 048). From information technology components, only Internet usage component was able to predict 6. 1% of the educational performance of faculty members. None of the components was able to predict the scientific function of faculty members. There was a significant difference in using of information technology by faculty members according to rank, age, teaching experience. Conclusion: The existence of a suitable IT software and hardware, including virtual training developmental package to apply effective IT, requires fundamental steps in ICT using in educational and research activities by faculty members at this university.