Journal of Research in Medical Education
Year:2021 | Volume:12 | Issue:4|Papers Count:9

Introduction: Self-directed learning is one of the issues that play an important role in students' academic performance. Therefore, the present study aimed to investigate the effect of brain quadrants dominance on academic performance with the mediating role of self-directed learning of the students of Zahedan University of Medical Sciences. Method: This is a descriptive-correlational study with Structural Equation Modeling approach. The statistical population consisted of 5120 students of Zahedan University of Medical Sciences. Based on Karajsi and Morgan table, 357 individuals were selected by simple random sampling method. Herrmann Brain Dominance Instrument Questionnaire (1980), Fam and Taylor's Students' academic performance Questionnaire (2004) and Williams Self-directed learning Questionnaire (2004) were used for data collection. To measure validity of the questionnaire, content validity index& Ratio (CVI, CVR) was used. Based on Cronbach's alpha coefficient, the reliability of the questionnaires was estimated to be 0. 91, 0. 73 and 0. 94, respectively. Data analysis was performed by Pearson correlation test and Structural Equation Modeling via SPSS and LISREL. Results: Results show that the four-quadrant brain dominance had a direct effect on academic performance (B=0. 73, t=9. 25). The dominance had a direct effect on selfdirected learning (SDL) (B=0. 66, t=8. 31), and both direct (B=0. 439, t=8. 94) and indirect (B=0. 39) effects on the academic performance with a mediating role of selfdirected learning. Since it affected the academic performance through self-directed learning, therefore the mediating role of the variable in the four-quadrant brain dominance on academic performance was confirmed. The findings also indicated that the proposed model had a good fit (GFI=0. 95, RAMSEA=0. 07). Conclusion: Based on findings, the four-quadrant brain dominance had direct and indirect effects on the students' academic performance. Furthermore, the mediating role of self-directed learning on the students' academic performance was confirmed. Since the students' academic performance changed under the influence of education So, It is Suggested conduct programs to familiarize students with the brain quadrants, functions of brain quadrants, and the context of self-directed learning at the university.

Due to the Coved 19 pandemic and the need to use different e-learning methods for clinical teaching, this letter was sent to the editor with the aim of introducing the SAID model for clinical teaching using webside teaching method.

Introduction: Today student-centered teaching has been emphasized by educational experts. Learning through feedback and jigsaw are two student-centered teaching methods of interactive-reflective approaches in which students are active in the classroom. This study compared students' satisfaction with two methods of teaching feedback and jigsaw. Methods: This experimental study was performed on 65 nursing and anesthesiology students of Mashhad University of Medical Sciences. Six Common theoretical sessions related fundamental of nursing care were selected to perform the intervention. Students' satisfaction was assessed through a researcher-made survey form included three domains and 24 items. For analyzing data, SPSS and Descriptive statistics, Mann-Whitney statistical test were used. Results: A comparison of the satisfaction score between Jigsaw teaching method and feedback showed a statistically significant difference(p=0. 001) and it was found that the satisfaction with the Jigsaw method in all three areas studied included: time, skills development and interest in motivation, significantly more than feedback method (p=0. 002) Conclusion: The results of this study showed that the dynamic and passive teaching method of jigsaw and the involvement of more students in the teaching-learning process, makes students more interested in relevant topics and the use of these teaching methods, while familiarizing students. With new educational methods, it can lead students to self-learning

Introduction: Considering the importance and necessity of conducting valid exam to evaluate the practical skills of nursing also advantages of the nursing process but no reviewing this process in clinical evaluation this study has been done to investigate the feedback and performance of nursing students in the evaluation of Objective structured clinical examination (OSCE) based on the nursing process in 2019. Method: This study was conducted on 35 nursing students in their sixth semester which were selected by consensus method in Neyshabour university of medical sciences. Design of the OSCE stations was based on nursing processes. Data collection tools were a questionnaire of students’ feedback to the OSCE test and a researchermade checklist for reviewing performance. Data were analyzed using descriptive statistics, T-test and Pearson correlation through SPSS. Results: % 68. 6 of students received the overall score of the OSCE test at a good level. The lowest mean score (7. 39± 3. 41) was related to the nursing diagnosis station and the highest mean (19. 21± 0. 97) was related to the vital signs station. The minimum overall score of the test was 10. 70 and the maximum total score was 17. 75. Most students (58. 6%) find this test a useful practical experience, It is a good measuring clinical skills scale for 61. 5%, 60% of students considered this a better diagnostic method to find out their weaknesses in clinical, 62. 9% consider it an opportunity to learn more, 54. 3% considered participating in this test as strengthening their selfconfidence. While this test was a stressful experience for 77% of students Conclusion: The findings of this study show the positive feedback of most students on this test and the importance of nursing processes in increasing the quality of nursing care. Therefore, it is recommended to use this method in evaluating the clinical skills of nursing students.

Introduction: due to increasing changes and human knowledge development, one of the responsibilities of the universties is developing self-learning skills throughout the life and ability to produce knowledge that it needs to research methodology course. Considering that the mentioned course has not been seen in the curriculum of undergraduate students in the field of laboratory sciences, we decided to hold a training course on research methods in Hamadan University of Medical Sciences and then make an outstanding evaluation of that. Methods: This quasi-experimental study was conducted on all of 35 Laboratory Students at third educational term in the first semester of the 2019-2020 academic years. The educational program was evaluated based on Kirkpatrick model used by a self-structured questionnaire which concerns reactions learning level after confirming its validity and reliability. Data was analyzed by one-sample t-test and paired t-test through SPSS. Results: 80% of the learners were satisfied by presenting course through new method. The knowledge score was significantly increased after study (p<0. 001). But the attitude mean score was not significantly changed (p=0. 598). Conclusion: The results of this study indicate that research methodology program was successful in attracting students’ satisfaction and increasing their knowledge. So, the implementation of this course would be suggested in laboratory sciences curriculum.

Introduction: Manpower consider as the most valuable asset and resource organization in the world today. Job satisfaction is the main factor of employees’ job performance and it leads to increase productivity and satisfaction in individuals. Organizational managers in order to achieving ideal goal should present more comprehensive image of the jobs’ satisfaction employees. This study has been done to investigate Faculty members’ job satisfaction in GUMS. Methods: This descriptive-cross sectional study has been done on 186 basic sciences and clinical faculty members of medicine, dentistry, pharmacy, nursing& midwifery, paramedical and health school in Guilan university of medical sciences in the years 2018 to 2019. Reaserch tool was standard job satisfaction questionnaire of smith, kendall & Hulin in two parts including: personal information and questionnaire with 45 questions in 6 domains: salary &benefits, upgrade opportunities and personal growth, how to supervise and connections, psychological conditions and job security, physical conditions and the nature of work. Data were analyzed by statistical indicators frequency (percent), Mean (standard deviation) and kruskal-wallis, pearson correlation coefficient and linear regression tests through SPSS. Results: Findings show that the Mean score of different domains of job satisfaction was between 1 to 5 as follow: the nature of work (3. 9± 0. 8), management, how to supervise and connections (3. 3± 0. 7), physical conditions and the nature of work (3. 1± 0. 8) psychological conditions and job security (3. 1± 0. 9), upgrade opportunities and personal growth (3. 0± 0. 7) and salary &benefits (2. 8± 0. 8). Satisfaction in all domains was on average Mean except nature of work domain was desirable. Results of Pearson correlation test show that among satisfaction level and different domains, the most positive correlation respectively related to psychological conditions and job security, job management aspect(how to supervise and connections), upgrade opportunities and personal growth, physical conditions and the workplace, nature of work, salary &benefits (correlation coefficient between 0. 705 to 0. 905). Totally age, total years of service, type of employment and educational groups of faculty members, explain satisfaction variance score (3 to 18) in different domains. Conclusion: Satisfaction in all domains was moderate only in jobs’ nature was desirable. It is suggested in subsequent study the reasons of less satisfaction in young and junior faculties also in clinical faculties considered.

Introduction: Today, training and improvement of human resources is one of the main strategies to achieve human capital and positive adaptation to changing conditions as two competitive advantages of organizations. In recent years, there have been significant and extensive changes in the field of education, which is called the change in the teaching-learning paradigm. One of the emphases of this paradigm shift is the use of different and combined methods in training and improving human resources. Therefore, this study was conducted to explain the paradigm shift in human resource training and improvement: focusing on the Individual Development Planning (IDP). Methods: This is a review-analytical research method with a review of theoretical literature in books written in the field of training and improvement of human resources and the use of published articles in the field of education and curriculum of personalized development, human resources and improvement was done in domestic and foreign magazines in the years 2010-2019, after explaining the importance and necessity of improving human resources to change the paradigm of training to learning in improving human resources, and emphasizing this paradigm to use combined methods and characteristics of new paradigms in human resource training and improvement and theoretical foundations were discussed; Among the most important models of human resource development, the Individualized Development Planning model (IDP) is extensively studied, including the definition, goals and characteristics of the individual development plan, the six-stage process of individual development planning, and finally summarizing and concluding. Results: The Individual Development Planning (IDP) is a model for human resource training and improvement that focuses on identifying the necessary experiences for the growth and improvement of each individual in order to achieve the common goals of professional development in organizational improvement and promotion. Conclusion: One of the manifestations of employee empowerment is training. The Individual Development Planning (IDP) is a model for human resource improvement planning; The present results of the study showed that this model of planning can be considered in the form of a continuous and dynamic process for employee excellence and achieving organizational goals.

Introduction: Students’ academic burnout has always been important. Not only it can affect students’ scientific destiny, but also it damages students’ mental health and leads to various failures. Due to important of academic burnout it students’ academic achievement, this study was designed to determine the relationship between academic burnout and academic achievement of Guilan dental students. Methods: In this descriptive – analytical study, the study population consisted of 173 dental students in Guilan University of medical sciences in the academic year 97-98. Sampling has been done through simple random method. Data were collected using Bersu questionnaire, the average of the two semesters and total average of students. Data were analyzed using descriptive statistic indicator (mean and standard deviation) and inferential statistics tests including one sample t-tests, independent t-test, one-way analysis of variance, correlation coefficients, Pearson’ s, and to test the normality of the data Stem and Leaf charts were used through SPSS. Results: Findings show that the average score of academic burnout of Dental Students of Guilan University of Medical Sciences was 46/62 ± 8/62. The results also showed that among the components of academic burnout, the highest mean was related to academic inadequacy (19. 72 ± 4. 27) and the lowest mean was related to inattention (11. 2 ± 3. 92). Also, the mean score of academic burnout of dental students of Guilan University of Medical Sciences was 46. 6 ± 8. 62. 83. 8% of students had a moderate level of burnout. The results showed that there is a significant negative relationship between academic burnout (r=-0. 25, p<0. 001), emotional exhaustion (r=-0. 28, p<0. 001), academic inattention (r=-0. 24, p<0. 001) with academic achievement. But there was no significant relationship between academic inadequacy and academic achievement (r=0. 06, p=0. 409). The results also showed a significant difference between gender and students' academic achievement (t=3. 52, p=0. 001). Conclusion: The result of this study showed that a significant percentage of student’ s experience academic burnout. According to our results, academic burnout, emotional exhaustion, inattention, and academic inefficiency decrease academic achievement. But age had nothing to do with academic achievement. It was also found that burnout increase with age.