Journal of Research in Medical Education
Year:2019 | Volume:11 | Issue:3|Papers Count:8

Introduction: Clinical education is the foundation of nursing education. Students in clinical setting obtain their professional competency and identity and Clinical instructors play a key role in the clinical education of students. Therefore, characteristics and skills of instructors have important role in how students gain clinical experiences. This study aimed to investigate the role of instructors' communication skills on clinical education of nursing students. Method: This qualitative study using content analysis has been done in 2017-2018. The study population was nursing students of Tabriz School of Nursing and Midwifery. Purposeful sampling consisted of 20 forth and higher semester nursing students. Data was collected through semistructured interviews. For analyzing data, Conventional content analysis method was used through Maxqda. Results: Four categories are emerged from data analysis include instructor´ s Communication facilitating, Facilitate assignment of work to student by a nurse, attracting patient and companion collaboration, and increasing student self-esteem. Clinical instructor´ s communication skills create a constructive learning environment in the clinical setting and enable the student to gain positive clinical experiences from this environment. Discussion: The results showed that instructor´ s communication skills sometimes play a more important role than the practical skills and theoretical knowledge of instructor in students' clinical learning. Clinical instructors play a key role in attracting the collaboration of those involved in student clinical education. If clinical instructors have high communication skills, students' clinical experiences will be more useful and students will be able to experience easier and more effective learning in clinical settings.

Introduction: Nowadays, medical sciences universities in the country try to improve the academic performance and their compatibility with the university environment by promoting the quality of the support systems provided to the students. In this regards, Students' satisfaction with these systems is of great importance. The aim of this study was to determine the relationship among pharmacy students' viewpoints on learning support systems quality and academic performance and academic adjustment in Zanjan University of Medical Sciences in 2018-2019. Methods: This is a descriptive correlational study. The study population consisted of all pharmacy students of Zanjan University of Medical Sciences in the academic year 97-98, 420 of whom were reported by the Department of Education. Sample size was calculated by Cochran method and 200 students were selected using stratified random sampling. Data were collected using the combined learning support systems questionnaire and the Baker and Serial Academic Adjustment Questionnaire (SACQ). Data were analyzed using Pearson correlation and multiple regression in SPSS. Results: Between students' perceptions about the quality of support systems in all three dimensions of cognitive (r=0. 313 and P=0. 001), emotional (r=0. 226 and P=0. 029) and organizational (r=0. 182 and P=0. 036) There was a significant positive and direct relationship with academic performance. Also between students' views about systems quality in cognitive dimension (r=0. 323, P= 0. 001), emotional (r=0. 270, P=0. 019) and organizational (r=0. 389, P=0. 001) with compatibility there was a significant and positive relationship. The results of multiple regression test also showed that cognitive dimension (P= 0. 001 and β =0. 303) and emotional (p=0. 001 and β =0. 201) were able to significantly explain academic performance. Also, cognitive dimension (P=0. 001 and β = 0. 274), emotional dimension (P=0. 001 and β =0. 251) and organizational dimension (P= 0. 001 and β = 0. 368) were able to predict academic adjustment significantly. Conclusion: Pharmacy students' views on the quality of supportive learning systems were favorable and had a direct and positive relationship with their academic performance and academic adjustment.

Introduction: Team-based learning (TBL) is a new teaching strategy in participatory and active learning that uses in individual or groups of students in problem-solving method. This study aimed to compare the effect of two methods of teaching classical lecture and TBL method on midwifery students´ knowledge and attitude in midwifery emergencies course. Method: In this clinical trial, post-test evaluation was conducted on 30 undergraduate midwifery students of Zahedan University of Medical Sciences. The students were divided into two groups according to grade point average and then were randomly assigned to the groups of teaching, classical lecture (15 students) and the other group teaching to TBL (15 students). Educational intervention for each group was done separately for 2 hours in 5 sessions. The effect of methods assessed on the attitude by a 20-item questionnaire and on the knowledge by the final exam which was completed in 5 sessions in both methods. Data were analyzed using independent t-test by SPSS. Results: Results showed a significant difference between the mean scores of knowledge in lecture group (16/95) and TBL group (22. 53) (t = 6. 07, P <0. 001). Same trends occurred between the mean scores of individual assessment in TBL group (23. 60) and group evaluation (25. 80) (t = 7. 35, P <0. 001). There was a significant difference between the mean scores of students' attitudes in lecture group (34. 53) and TBL group (78) in favor of TBL (P <0. 001, t = 15. 749). Conclusion: Based on findings, TBL enhanced the knowledge and the positive attitude of the students. Therefore, teachers should be encouraged to use this method especially for the midwifery student for particular lessons.

Introduction: Clinical education is the most fundamental part of nursing training, so appropriate evaluation methods should be used. Although various evaluation methods such as case based discussion and logbooks, each one has its own advantages and limitations, this study had designed aimed to comparison of the effect of clinical evaluation method with case based discussion and logbooks On satisfaction of nursing students. Methods: This experimental study with two groups after the intervention was conducted in 2017. Participants were 58 nursing students of Mashhad nursing and midwifery school that draw on both the patient discussion and log books by random assignment. Students' satisfaction was measured by researcher-made questionnaire that its´ reliability and content validity was confirmed by Cronbach's alpha and using expert opinion, respectively. Data were analyzed using independent and paired T-tests and Mann-Whitney through SPSS. Results: The results showed that the mean and standard deviation of students' satisfaction of case based discussion group was 69. 06 ± 22. 7 (of 100) and logbook 67. 8 ± 21. 8 (of 100). Results of Independent T test showed no significant differences between the two groups in satisfaction score (p =0. 757). Although students' satisfaction of case based discussion group in suitability field was statistical significant higher than the other group (p= 0. 018) Conclusion: Considering the students higher satisfaction of case based discussion method, it seems this method has somehow achieved the expectations of students compared to the logbook method. However, due to insignificant results, studies with a larger sample size and devoting more time to implement this method is necessary.

Introduction: The importance of understanding and recognition of Medical Education Development Center’ s activities and agreement on its´ domain of operation in order to achieving the objectives and policy implementation of improving quality of education in universities is inevitable. Since Facultymembers are clients of EDC and the main recipients of their services, this study aimed to explain the faculties´ expectations of providing services by medical education development centers in universities. Methods: This is a qualitative study carried out at the Medical Education Development and Study Centers of Iran in 2016. Data were collected by semi-structured interviews with faculty members through purposeful sampling and data gathering was done until data saturation of 16 individuals. The validity and reliability of the study were confirmed by examining the roots in the four axes of acceptability, transferability, suitability, consistency and variability. Content analysis has been done by thematic analysis. Results: The results of content analysis in six main themes (13 floors or sub themes and 11 subcategories) including: the role playing in Education, evaluation process, relationship with faculty, production of science, support for promotion of development offices and return to existential philosophy of centers was categorized. Conclusion: The findings of this study indicate the importance of medical education research and development centers from the viewpoints of faculty members and their expectations of their functioning, therefore it is recommended to use findings of this study to review their performance by education development centers.

Introduction: Today, due to the dynamic environmental changes, higher education system, like other systems, requires change. Given the role of faculty members in the quality development of provided services by the university, identification the required capabilities can play a significant role in improving these services. The main purpose of this research is to developing a professional Capabilities Model to Talented Faculty Members at Comprehensive Universities with Regional Performance level. Methods: This is an applied & explanatory mixed method research. To this purpose, 19 knowledgeable academic and executive experts were selected purposefully and with a theoretical sampling strategy and interviewed in a semi-structured way. In the quantitative section, 13 interviewees answered the questionnaire. To analyze the data, the thematic analysis technique was used for qualitative section and one sample t-test in quantitative section as well. To ensure the validity of the research, reviewed by members (interviewees) and the triangulation of the data sources methods were used. Also, to calculate coding reliability, retest and the inter coder agreement reliability were used. Results: Scientific capability, research capability, The power of expression and content transmissions, The ability to provide an idea, class management, Ability to use the theory and practice, and professional consultation are important capabilities that comprehensive regional universities should pay attention to when selecting faculty members. Also, the results of t test (18. 66) indicated that the model had sufficient and appropriate reliability to predict faculty members' professional Capabilities (p<0. 01). Discussion: The results showed for selecting faculty members, Comprehensive universities with regional performance levels should pay particular attention to scientific, research, consulting, the power of expression, ideation, class management and applied theory in practice. The model was designed in this study can help to achieve this mission in these universities.

Introduction: One of the most controversial issues in educational measurement is to determine the cut score during the development and administration of a test. This paper aimed at using the Rasch model (item mapping) in determining cut score of the comprehensive pre internship exam in medical education. Methods: This is a descriptive cross-sectional study. in doing so 13 faculty members of Tehran University of Medical Sciences were selected as the panelists Data collection instrument was the 200-item pre intership exam which administered in the Region 10 of the national medical science system between August 22 and September 21, 2016, that were responded by 274 students of university of medical sciences A cut score was set to identify pass/fail score for performance assessment. Data were analyzed by Winstep. Result: According to the findings, the item reliability of this exam was 0. 98 (PR= 0. 98) and person reliability of 0. 93 (IP= 0. 93), that indicate the sample variance and test length were suitable and the items were selected from the nine regions proportionally. Examining items by panelists using the item map method showed three judgment stages included the item difficulty of (-0. 46), raw score of 103, and ability parameter equivalent of (0. 58). Conclusion: Procedural validity of the cut score showed that the use of item map method resulted in greater agreement between the panelists on this score. Results indicated high satisfaction of the panelists because of feasibility of this process and implementation stag.

Introduction: Today, due to the complexities created in the external environment of universities and medical education institutions, the need to change the structure, processes and organizational systems to adjust with external environment is inevitable. Therefore, the purpose of present study was to evaluate the issue of organizational environment management in higher education institutions with the approach of a self-organization complex system in medical education institutions. Methods: This is a qualitative research based on case study. In this regard, using a targeted sampling approach based on the criteria (based on the discipline, expertise, and related performance history) and theoretical saturation techniques, deep interviews were conducted with twelve managers and faculty members in relation to the phenomenon under investigation. Then, the data was analyzed using the Nvivo software through the method of thematic analysis and was categorized in the form of basic, organizing, and inclusive themes and was organized content network. Result: Based on the results, environmental management with self-organization complex system approach including infrastructure dimensions, develop organizational capacities, network change management, resources management, environment dynamics, interactive environment management, self-organization performance management and strategic management, each of which in turn has several components. Conclusion: Results showed that by considering current situation of external environment of universities, necessity of using strategic approaches, key capacities of university, understanding interactive methods with external environment and improving performance in order to increasing effective response to environment is inevitable. Also, attention and continuous evaluation of environmental changes reticulated and using internal resources to meet these needs with systematic views and strategic based on sufficient response to social needs is necessary. Awareness of policy makers and managers of higher education institutions about the importance of the dimensions mentioned in this framework can continuously improve the performance of medical universities in responding to the needs of society and the external environment.