Iranian Journal of Medical Education
Year:2013 | Volume:13 | Issue:6 (56)|Papers Count:14

Introduction: Team-based learning (TBL) is a structured form of cooperative learning, which aims to increase students’ skill of access to higher-level of cognitive learning using individual knowledge in a team. In this study, rehabilitation students’ learning was compared through the two methods of lecture and TBL for neurology course.Methods: This quasi-experimental study was carried on 70 BS students of rehabilitation aged 19 to 22 years in the school of rehabilitation. Half of 16 held Neurology course sessions, was run through lecture and the other half was instructed through TBL method. Students’ learning in topics instructed through lecture and TBL methods was measured, using MCQ tests. The assessment scores for two teaching methods were compared using independent t and one-way ANOVA. Also students’ view regarding their interest in neurology course and learning through TBL was assessed using three questions.Results: Students’ exam scores were increased during eight training sessions through TBL considering both individual and group evaluation. Significant difference was observed between four scores of lecture (11.99), individual evaluation (14.66) and group evaluation of TBL (16.66) and total score (14.07) (F=99.54, p≤0.015). A significant correlation was found between their interest to learn through TBL in next academic semesters and TBL group exam scores (r=0.374, p=0.0001).Conclusion: The results showed that TBL method was more successful compared to lecture method. The findings of this study may prove helpful to change the opinion of students, lecturers, and educational managers about the effects of choosing appropriate training methods for knowledge transfer and achieving educational objectives.

Introduction: A main purpose of clinical training in nursing education is mastery of clinical skills, which are learnt through repetition. So there is a relation between frequency of skill performance and clinical competency. In this study we used learning curve to set standards for required performance times of two main nursing skills: intramuscular injection and intravenous catheter insertion.Methods: This time series study was conducted on 57 junior nursing students who were selected through a convenience sampling method at Mashhad nursing school during 2011. Competency score of each student for each skill performance episode was evaluated by Competency Evaluation Checklist (CEV) and recorded on learning curve till reaching a plateau. CEV was confirmed by computing content validity index and intrarater reliability coefficients (r=.91).Results: Mean competency score of IM injection was 62.4%±21.5 (out of 100) in first time which increased by 95.1±5.9 in tenth episode. The calculated value for IV catheter insertion was 36.9±10.3 in first time and 94.1±4.3 in the thirteenth. Learning curve was reached a plateau after 7 performances for intramuscular skill and 8 performances for intravenous catheter insertion skill. The number of practice episodes in IM injection and IV Catheter insertion required for acquiring a rate of 75% in competency, by 75% of students were 6 and 7 times, respectively.Conclusion: It seems that at least 7 to 8 performances of IM injection and IV catheter insertion are considered essential to attain students’ mastery. Also designing and application of a clinical logbook is useful for documenting skills performance by nursing students.

Introduction: General practitioners who intend to work as “family physician” in Iranian National Family Physician Program should be ready to provide necessary care and services for the population under their coverage. The aim of this study was to survey and prioritize their educational needs required for the determined tasks in order to design proper educational programs.Methods: This cross-sectional descriptive survey was performed in Isfahan University of Medical Sciences in 2012. A stratified random sample of 507 general practitioners volunteering for “family physician” program was selected. A researcher-made questionnaire including 60 items (each item represented a physician’s task) asked their felt need to training (scored from 1-5, in three main task domains according to the legislated national guideline (02 edition). Data analysis was done using descriptive and inferential statistics.Results: The highest mean scores were in the fields of primary care in respiratory emergencies (3.93±1.01), performing CPR and intubation (3.93±1.08), poisoning care (3.76±0.94), common psychiatric disorders (3.79±0.92), and the portal for Iranian Health Care System (3.77±0.92). But, contraception methods (2.99±1.09), communication skills with patients and in work place (3.06±1.06), principles and skills of family planning and counseling (3.16±1.04), caring of vaccine-preventable diseases (3.24±0.97) and methods of health education (3.24±0.98) had the least mean scores, so could have the lowest learning priorities.Conclusion: Primary care and management of emergencies should be considered the priorities of continuous medical education (CME) for family physicians. The goals of “family physician” program such as management and providing health care services should be emphasized in designing and implementing health service packages as well.

Introduction: Clinical learning environment has an important role in clinical learning of nursing students. Any differences between students’ perspectives in expected and actual environment may result in decreased clinical learning. Therefore, the present study aimed to compare nursing students’ perspectives on actual and ideal support and supervision in clinical setting.Methods: In this descriptive study a census sample of 96 nursing students in Zanjan University of Medical Sciences were chosen. For data gathering, the actual and ideal parallel forms of "Perception of Extent of Support and Supervision Survey" were used. Each form has 29 items in two support and supervision subscales. Data analysis was done using descriptive and inferential statistics.Results: There were statistical differences between actual and ideal perception of nursing students in support and supervision domains, so that in support domain, the expectation of nursing students was not met by clinical instructors and in supervision domain, the actual degree of supervision is greater than the students' expectation (p<.000).Conclusion: There is a gap between actual and ideal perception of nursing students about support and supervision in clinical setting. This gap may have negative effects on clinical learning of students.

Introduction: Attention to students’ major satisfaction and mental health is important in promoting their learning and academic achievement. This study aims to investigate the relationship between satisfaction with major, mental health and academic achievement among students in Arak University of Medical Sciences in 2012.Methods: In this descriptive-correlation study, relationship between satisfaction with major and mental health and academic achievement of 403 students in Arak University of Medical Sciences was assessed. Students were selected through stratified random sampling method from schools of Paramedics, Nursing and Medicine. Data were collected through the standard general health questionnaire (GHQ28) and a researcher-made questionnaire on major satisfaction. Data were analyzed using independent T-test and Spearman test.Results: Students’ mean score of satisfaction with their major was 61.16±12.38 (out of 90) which was interpreted as about average. Their general health score was 26.36±10.65 that showed a mild psychological distress. There was no significant relationship between major satisfaction and mental health and academic improvement (p=.22, r=-.061); but there was a significant negative relationship between academic achievement with satisfaction (p=0.024, r=-0.113) and mental health (p=0.001, r=-0.166).Conclusion: It is important that special attention be paid to the role of supervisors, student counseling centers, students’ academic achievement monitoring, identification and provision of the services needed for students at risk, and participation of their families.

Introduction: Critical Thinking (CT) is an essential component of clinical decision-making and professional competence. Personal characteristics of the students are one of the factors influencing their critical thinking development. The aim of this study was to determine the correlation between Critical Thinking Disposition (CTD) and self-esteem among pre-clinical and clinical medical students in Kermanshah University of Medical Sciences.Methods: In this descriptive-analytic study, 225 pre-clinical and clinical medical students were randomly selected through stratified sampling method in Kermanshah University of Medical Sciences in 2011. The data gathering tool included California Critical Thinking Disposition Inventory (CCTDI), and Cooper-Smith self-esteem inventory. The results were analyzed using descriptive statistics, Spearman correlation coefficient, Chi-Square, and independent sample t-test.Results: Results showed the students' mean scores in critical thinking disposition was 212.99±28.87 (out of 420). Among all, CTD scores of 120 students (53.3%) were in ambivalence range, 102 (45.3%) were strong opposition, and 3 (1.4%) positive inclination. There was a significantly positive correlation between CTD and self-esteem scores (r=0.429, P=0.001). Also, there was a significant correlation between being in high or low self-esteem groups and CTD scores (P=0.0001, X2=25.9).Conclusion: Students with higher self-esteem had a better CTD scores compared with those who had lower self-esteem and there was a direct and positive correlation between these two variables. Thus, faculty members should impart adequate self-esteem to their students for proper clinical judgment and decision making in different clinical circumstances.

Introduction: Creative teaching is one of the most basic requirements in the modern higher education systems. The aim of this study is to investigate the status of creative teaching from the viewpoints of students studying in School of Nursing and Midwifery at Mashhad University of Medical Sciences.Method: This descriptive survey study was performed on a stratified sample of 246 students (nursing, anesthesiology, operation room, and midwifery) of School of Nursing and Midwifery of Mashhad University of Medical Science in year 2012. Data gathering tool was a questionnaire made by researcher including 55 items (with 5 points Likert scale) in 10 domains according to Ekvall’s Organizational Climate for Creativity. Data was analyzed using one sample T-test, ANOVA and MANOVA Test.Results: Mean and standard deviation of questionnaire’s total score (3.11±.52) was significantly (t=9.21, p=0.001) more than that of the scale’s cut point (=3), indicating the desirability of creative teaching from students’ perspective. The total mean score for all factors of creative teaching was 3.36±.47 in nursing, 3.12±.58 in anesthesiology, 3.67±.52 in operation room, and 3.31±.52 in midwifery discipline. The difference between mean scores of different disciplines was statistically significant (F=12.36, p=0.001) Conclusion: This study showed that teachers’ creativity in teaching is desirable from the students' viewpoints in school of nursing and midwifery of Mashhad Medical University. Moreover, midwifery teachers acted more creatively compared to the other disciplines under investigation.

Introduction: There are many situations through which researchers of human sciences particularly in health sciences education attempt to assess relationships of variables. Moreover researchers may be willing to assess overall fit of theoretical models with the data emerged from the study population. This review introduces the structural equation models method and its application in health sciences education.Methods: Purposive library search (for book reviews), electronic resources and data bases including Google search engine (for books and articles) was used to gather information to be organized and presented here.Results: Health sciences education researchers can use statistical techniques known as structural equation models (SEM) that could be performed by software, in order to examine the appropriateness of conceptual models or their application in the population. The researchers should follow the general steps including designing a study, ensuring SEM assumptions to be met, assessing model fit and model modification, and interpreting the study results appropriately.Conclusion: Structural equation modeling has various capabilities and can help overcome limitations of traditional statistical methods. Therefore it has many implications for the studies related to humanities particularly health sciences education.