Iranian Journal of Medical Education
Year:2014 | Volume:14 | Issue:5|Papers Count:15

Introduction: Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. The purpose of this study was to determine the relationship between meta-cognitive awareness of faculty members, and higher order thinking instruction to students in Isfahan University of Medical Science within 2009- 2010 academic years.Methods: This descriptive- correlation study included two study populations. The first one was full-time faculty members of Isfahan University of Medical Science out of which 36 were selected using proportional stratified sampling. The other population was second and third year undergraduate students of Isfahan University of Medical Sciences out of whom 360 were selected by simple random sampling. The data gathering instruments were Met-cognitive Awareness Inventory (MAI) distributed among faculty members, and Higher Order Thinking Instruction Questionnaire (HOTIQ) developed by the authors of this study and completed by students under investigation. For data analysis, descriptive and inferential statistics (correlation coefficients and linear regression analysis) were used.Results: The findings showed that there was a significant correlation between faculties’ meta-cognitive awareness and the higher order thinking instruction to students (P<0.01, r=0.81). But this feature does not increase with age and teaching experience. The findings of regression analysis also showed that metacognitive awareness along with its two components (metacognitive knowledge and cognitive regulation) can explain 0.85 percent of variance in higher order thinking instruction (P<0.01).Conclusion: The results indicate that the metacognitive awareness of faculty members is related to higher order thinking instruction to students. Accordingly, teaching metacognitive shills and awareness to faculty members must be placed in the plans of higher education institutions.

Introduction: Evidence based practice (EBP) is an essential in nursing education. Several factors affect the adoption of education and practice that Rogers's Diffusion of Innovation explains them. This study aimed to investigate the correlation between perceived attributes of EBP and its adoption in baccalaureate nursing students based on Rogers's Diffusion of Innovation.Methods: A this descriptive correlational study was conducted on all senior nursing students of faculty of nursing and midwifery Tehran University of Medical Sciences in Tehran (n=170). Students completed the questionnaires of EBP adoption and its perceived attributes through self report method. Data was analyzed using Pearson correlation coefficient and linear regression.Results: The results showed that there was significant positive relationship between adoption of EBP and its attributes (P<0.01). Liner regression showed that perceiving relative advantages, being observable, and being practicable features of EBP are all predictors for adoption of EBP (P<0.05) and 40% of the variance in adoption of EBP could be predicted by the variables.Conclusion: According to the findings, we recommend pay attention to Rogers's Diffusion of Innovation in EBP education and in order to enhance the adoption by students, it is necessary to regard the attributes being deeply perceived.

Introduction: Self-regulating learning is an important educational and research process which is influenced by the motivational beliefs. Some of the educational methods are more effective on the motivational beliefs and self-regulating. This work was accomplished for comparing the effects of cooperative learning method to lecture method on the motivational beliefs and self-regulating learning strategies among students.Methods: This quasi-experimental research was accomplished on BA students of nursing and midwifery passing their management course in 6th semester in Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences (n=50) during the second semester of 2009-2010 academic years. This course was held for 6 sessions and each session took 2 hours. Students were placed into cooperative learning and lecturing training groups based on random block plan. The measuring tools of the study were the demographic information and Pinterich and Degrout’s (1990) reliable and valid questionnaires for motivational beliefs and self-regulating learning strategies (MSLQ). Data was analyzed using t-tests, Mann- Whitney test, K-Square, variance analyzing and covariance analyzing.Results: The average of the subscales of motivational beliefs and self-regulating strategies in the cooperative learning group was significantly more than that of lecture group (p<0.05) and the mean of test anxiety in the cooperative learning group was significantly lower than that of lecture group (p<0.05).Conclusion: With regard to the results of the study, it is suggested apply the active training methods that can ground for more cooperation by students with the educational topics in order to be prepared for increasing motivated beliefs and self-regulating strategies.

Introduction: One of the most important and basic goals of nursing education is the development of critical thinking. Critical thinking is known as an integral component of nursing. This study investigated the effect of an active educational method on nursing students’ critical thinking capability.Methods: This is a quasi-experimental interventional study performed on 60 nursing students (30 in each group). First, California Critical Thinking test questionnaire were filled by the participants. The intervention group was trained using an active method based on critical thinking questions at a period of 9 clinical sessions. In the last session, California Critical Thinking test questionnaire was again refilled by the participants. Data was analyzed using descriptive statistics, independent t, and paired t tests.Results: There were no significant differences between two groups in terms of background variables before the study. In test of critical thinking, no significant differences were observed in the control group before and after intervention. But there was statistically significant difference in the intervention group (p<0.001) and this active educational method could elevate critical thinking ability in intervention group. The normal clinical education program in control group was not successful in improving students’ critical thinking skills.Conclusion: The increase in students’ total score of critical thinking, analytical skills, and deductive reasoning reflects the valuable effect of this active educational method on students.

Introduction: Iranian researchers have increasingly been interested in conducting qualitative research studies in health system and publishing related articles. However, no research study was found to critically analyze qualitative articles in the review process of Iranian journals. The aim of this study has been to critically review qualitative articles in the review process of journals.Methods: This descriptive exploratory qualitative study was conducted from 2007 to 2014 and more than 110 articles that were sent by some Iranian journals to the author of this article for a blind review were qualitatively analyzed. The subject of these articles was mainly related to nursing, midwifery and medical education. Data was analyzed through two phases of open coding and axial coding of Strauss and Corbin.Results: Some problems in reviewed articles included lack of a clear statement about the challenge (gap) in previous research studies, not mentioning researchers’ experiences or interests and having no new or attractive message for which the research was actually conducted. Others problems included irrelative methodology, not detailed description of used methods, and not enough saturation of main categories.Conclusion: Results indicated that problems categorized in reviewed articles were completely interrelated in a way that one problem has led to development of another one. In addition to issues related to article writing, many problems turned back to the conducting phase of the research project. Findings of this study might be used as an instruction for researchers to better conduct qualitative research studies and publish related findings.

Introduction: Critical thinking training is one of the most important missions of educational institutes.Hence, academic libraries as an inseparable operational unit of higher education must help their users to benefit from information resources and facilities providing them with the chance to develop and improve critical thinking capability. This study aimed to investigate significant barriers to and inhibitive factors on providing suitable environment for developing and improving critical thinking in university libraries from the viewpoints ofstudents in Boushehr Univeristy of Medical Sciences and Persian Gulf Univeristy.Methods: In this descriptive survey, the barriers to critical thinking development in academic libraries was investigated according to the viewpoint of 793 students from Bushehr University of Medical Sciences and Persian Gulf University in 2013-14 academic years. Students were selected by stratified proportional sampling. Data was collected through a valid and reliable researcher-made questionnaire categorized using 5-point Likert scale. The questionnaire was validated using experts’ viewpoints and its reliability was approved through estimation of Chronbach’s Alpha (0.84). Data were analyzed using descriptive statistics, one-sample t-test, Mann Whitney Test, and Kruskal-Wallis.Results: Mean scores in areas of linguistic barriers (weighted mean: 3.59), users’ inherent barriers (weighted mean: 3.49), users’ social and psychological barriers (weighted mean: 3.38), and logical barriers (weighted mean: 3.34) were higher than cut-off point of 3 and placed in significancy level of (p=0.0001).These barriers were identified as most important ones from the viewpoints of students.Conclusion: By encouraging students to ask and seek and creating a suitable environment for sharing ideas, university libraries and librarians can help their users in improving their linguistic communication. Holding educational workshops to promote information literacy skills, ability to seek, analyze, evaluate and judge the value and validity of information, as well as conducting educational tours on how to use library facilities could eliminate major factors in developing critical thinking that are lack of ability in determining informational needs and different levels of identification and utilization of retrieved information.

Introduction: E-learning is an individualized education and due to its low costs, Iranian universities have suggested the use of this method. In this context, recognizing the factors affecting the adoption and use of elearning is important. The study was performed to determine the usefulness, ease of use and perceived barriers to E-learning considering the viewpoints of faculty members of Kermanshah University of Medical Sciences.Methods: This descriptive cross-sectional study was conducted in year 2013 among faculty members of Kermanshah University of Medical Sciences. Participants were selected through simple random sampling with probability proportional to size. Data were collected using questionnaire through self-report. Data were analyzed using independent t-test and one-way ANOVA statistical tests at 95% significant level.Results: The highest scores were respectively related to the domains of barriers (70.5 %) ease of use (68.4 %) and perceived usefulness (67.2 %). Highest scores in the three domains of usefulness, ease of use and barriers related to the items, were respectively related to the items of “more access to other experienced teachers in distance”, “ease of using computer software related to E-learning” and “low speed internet service” that achieved the mean scores 3.82±0.76, 3.6±0.95, 4.14±0.83 respectively out of 5 as a total score.Conclusion: Considering the fact that perceived barriers had a greater proportion in E-learning among faculty members, therefore, it seems emphasis on perceived barriers can lead to beneficial results in Elearning.

Introduction: Having trained and experienced personnel is an essential in an emergency ward. Nowadays, nursing knowledge is constantly developing and four year undergraduate nursing course cannot meet these growing needs, therefore, it is necessary that nurses receive professional education according the ward they are working in. The first step in any curriculum planning is to assess educational needs. The purpose of this study is to determine the emergency nurses’ educational needs in educational hospitals of Tehran, Iran and Shahid Beheshti universities of medical sciences.Methods: This need assessment study was conducted using Delphi technique. Study population included faculty members of three schools of nursing and midwifery of 3 medical universities, educational supervisors, head nurses, and emergency ward managers.40 volunteer experts were selected through purposeful sampling, and participated in three Delphi rounds.Results: 109 educational needs in four domains of care, education and counseling, research, and management had been determined during three Delphi rounds. The highest educational needs were related to care domain (78 items). Other needs were in domains of education (10 items), research (11 items), and management (10 items).Conclusion: Applying the results of needs assessment performed locally and considering basic needs of our country in future planning for training professionals, can lead to the training of nurses who will be successful in long term and this will be associated with health, economic, cultural and social benefits.