Iranian Journal of Medical Education
Year:2011 | Volume:11 | Issue:4 (33)|Papers Count:15

Introduction: Using computerized simulation is one of the new methods in medical education. However, there is no report on applying this technique for teaching pharmacology in Iran. This study was conducted to assess the attitude of pharmacy students toward using this method in the teaching of practical pharmacology.Methods: This descriptive–cross sectional study was performed on pharmacy students (n=30) selecting practical pharmacology course in Tabriz University of Medical Sciences in 2008. A part of practical pharmacology was taught by computer simulation soft ware. Finally, students’ viewpoints were collected by a researcher made questionnaire. Data were analyzed by descriptive statistics through SPSS software.Results: The score of students' satisfaction with teaching practical pharmacology by computer simulation was 3.51±0.21. Effect of the simulation on better understanding of theoretical aspects of pharmacology was assessed more than 75% .Students’ learning and active participation were 76% and 82% more than the sessions held in laboratory respectively. About 80% of pharmacology students, attended in the research, asked for teaching 25-50% of the practical pharmacology course through computer simulation. The students' satisfaction means score with final exam assessment was 3.54±0.24.Conclusion: The results of the present study demonstrated that application of computer simulation was effective on improvement of deep and active learning of pharmacology in students of pharmacy. It seems that teaching methods of this course can be revised so that some parts of practical pharmacology can be taught by such computer simulation.

Introduction: In order to equip health system administrators with further education, for the first time in Iran, Kerman Medical University enrolled 30 of them as MPH (Master of Public Health) distance learning students in 2008. It seemed necessary to document the experiences of this course to design better programs in the future.Methods: This study was a qualitative descriptive study. All third semester distance MPH students were invited to participate in two focus groups. The total participants were 19 students. Open-unstructured questions were asked. Each focus group lasted for about 1.5 hours. The discussions were recorded and transcribed verbatim. The data analysis was done by thematic analysis.Results: Students commented on two main themes: benefits and shortcomings. The data was categorized in several subthemes. Among the benefits, they mentioned saving time and money, not commuting, active participation in learning, students’ interaction, and the benefits of cuncurrent study and work. In the shortcomings they spoke about the weak infrastructure, limited access to teachers, learning less, the difficulties of scuncurrent study and work, inappropriateness of the learning material, pile up of undone assignment and absence from educational environment.Conclusion: In this study the benefits and shortcomings of the distance learning program were discussed. Comments such as embarkment on distance learning only after a successful experience of running the same degree program in attended format, providing high speed internet and proper software infra-structure, familiarizing teachers about distance teaching, constant quality surveillance and conducting workshops for some topics were made for the improvementof the course.

Introduction: With regard to the importance of students’ curricular guiding and its effect on their educational process and the quality of university, the prophecy of supervisor professor is very important in students’ professional growth. Thus, this study was accomplished with the purpose of assigning the competency dimensions of supervisor professors from the nursing students’ viewpoints in 2009.Methods: In this qualitative study, the data were gathered through focus group discussion. Fifteen nursing students were selected by purposive sampling and their experiences and viewpoints were surveyed for assigning the competencies of supervisor professors until achieving data saturation. After that, the interviews content was recorded with the participants’ permission. Thematic analysis was performed to identify the categories and subcategories found in the nursing students’ descriptions.Results: According to the analysis of the recorded interviews, 2 major categories were emerged: 1) Competency dimensions and roles of supervisor professor including personal and ethical competency, education and research management competency, and leadership and motivating competency and 2) Barriers of effectiveness of supervisor professor performance were determined.Conclusion: According to the results, being supportive, a good listener, and professional commitment were introduced as personal and ethical competencies of supervisor professor and facilitating the professionalism of nursing students is the important role in this dimension. Supervising on the students’ educational situation, making them familiar with research, and motivating them were discussed as management and leadership competencies. The participants emphasized on the continuous performance appraisal of supervisor professor, determining students’ special empowerments and introducing their responsibility domains in the beginning of entrance to a college, as well as establishing in–service education in order to enhance performance quality of supervisor professor.

Introduction: Community-Based Medical Education (CBE) is considered as a new educational approach in the school of medicine. This study was designed to determine the quality of education during the internship in community medicine course in medical universities in Tehran.Methods: This is a descriptive cross-sectional study conducted on community medicine internship in medical schools of Tehran during 2008-2009. A nonrandom sample of 180 interns was selected by convenience. The data, collected by a researcher made questionnaire whose validity and reliability had been confirmed, were analyzed by x2, Mann-Whitney and Spearman coefficient tests.Results: Over 75% of interns were satisfied with the course planning, the applied content of the workshop, the presence of faculty members and their responsiveness to the students’ questions. In addition, 78% the students were satisfied with teaching on health care system. There was a significant correlation between students, satisfaction with internship and the university they were studying in (p<0.002).Conclusion: It seems that medical schools in Tehran follow the educational out lines well, and community medicine interns are relatively satisfied with the course.

Introduction: Designing e-learning systems based on the principles and prerequisites of teaching and learning theories requires a comprehensive and systematic approach to instructional design procedure. An experience of instructional design, implementation and evaluation of an e-learning system is represented in this study.Methods: In the present action research study, five steps of systematic instructional design, including analysis, design, development, implementation and evaluation, were performed in Tehran University of Medical Sciences for developing an e-learning system. The principles and prerequisites of teaching and learning procedure were identified. Then the supportive learning management system was designed and related regulations which were approved in associated university councils were developed. Faculty development workshops were held for e-teachers. This procedure was completed during 2007-2009.Results: Master degree program on medical education was chosen as the first discipline and 25 students enrolled in two academic years. The application of system as a supportive pedagogical instrument began by 44 faculty members who used the system for 450 students. Students' and teachers' evaluation of system showed their high satisfaction (88%). None of the students dismissed the course.Conclusion: A systematic instructional design before launching e-learning systems or purchasing softwares may guarantee its success. University's used the evaluation results for further revisions and updates of the system.

Introduction: Critical thinking is an essential part of nursing care, and developing critical thinking skills in nursing education is a priority. So, this research is to assess the effect of clinical evaluation with portfolio method on critical thinking skills of nursing students.Methods: Fifth semester nursing students of Nursing and Midwifery school in Tehran University of Medical Sciences midwifery participated in this quasi experimental research. These students were divided into two groups of clinical evaluation through portfolio and routine methods. Both groups filled the Watson-Glaser critical thinking Appraisal Questionnaire at the beginning and end of internship period. Data were analyzed by Fisher, Mann whitney, Wilcoxon and spearman tests through SPSS.Results: Results showed that all aspects of critical thinking skills had been improved in both groups. Statistically, skills promotion just in total score of the test (p=0.005), diagnosing presuppositions (p=0.002) and evaluation of reasons (p=0.015) in routine group were significant. Wilcoxon test results showed that total scores of critical thinking before and after intervention for each student in routine group were significantly different (p=0.005). But, the total score of critical thinking test in portfolio group showed no significant difference before and after intervention (p=0.303) .Although, total score of the test was more in portfolio group compared to routine group after intervention, Mann whitney test showed no significant difference (p=0.628).Conclusion: With regard to the findings, it can be concluded that although critical thinking scores increased in both groups after intervention, promotion of critical thinking was less in portfolio group compared to routine group. Since previous researches have shown portfolios to improve critical thinking, more researches are recommended to be conducted to evaluate their clinical function in nursing education.

Introduction: As there are different content formats for electronic Continuous Medical Education (e-CME) we need documented evidence for comparing them. In this study, we determined the proper e-content format for CME activities in Iran.Methods: We devised a questionnaire to gather the opinion of the faculty members who had the experience of e-CME content development about the proper e-CME content for Iranian medical society. Based on their opinion, we developed 20 e-CME contents and delivered them to the medical society. Learners’ evaluation of the contents provided us with the evidence for assessing the experts’ opinion.Results: There was a significant difference among scores that faculty members had given to different types of contents (P<0.001). They believed that case-based interactive e-contents would improve learners’ performance and increase their interest more than other formats. But they declared that this kind of econtent development is more difficult and time-consuming than developing other types. Learners rated the programs as 4.56 (SD= 0.65) on the 1–5 Likert-type scale, which shows that they are satisfied with this econtent format.Conclusion: Considering the need for comparing different e-learning strategies and developing national models, the results would help designers and providers of e-CME programs in decision making. But more studies should be performed to determine these programs’ learning outcomes.

Introduction: Nowadays all educational institutes are trying to use technology in their structure. This effort has been faced with different barriers, including cost, time, and support. Therefore, using open source softwares can partially help us in using technology. In this article, we review main features of several open source learning management softwares, while presenting a tool which includes all the necessary features of a Learning Management System (LMS).Methods: An evaluation tool with 118 operational features for LMS softwares was developed. Five famous open source softwares of learning management system were compared based on its variables. These sofwares were: Moodle, Olat, Dokeos, ILIAS, and Docebo.Results: Most of the open source LMS softwares have operational characteristics such as mass media, curriculum and student management, personalization, and financial management. However, they are different in details.Conclusion: There are quite a number of similarities and some differences between open source LMS softwares. Generally, choosing an open source LMS would be based on the demands of any educational organization. In this article, necessary characteristics of a suitable open source learning management computer program are presented.

Introduction: Peer education can be a useful adjunctive method for clinical skills training. This study was performed to evaluate the effect of peer education on practical skill training of dental students in restorative preclinic.Methods: In this quasi-experimental study which was performed in years 2009-10, all 34 dental students of Tabriz School of Dentistry (admission year:2006), who enrolled in practical restorative I course and met inclusion criteria were randomly divided into two groups as intervention and control. Peer education method was used for intervention group besides the conventional method for running practical restorative I course, while in control group, the course ran conventionally. At the end of the semester, the mean rank of students’ scores in the course in the two groups were compared. For this purpose, SPSS software and Mann-Whitney U test were used at a significance level of P<0.05.Results: The mean scores in practical restorative I was 15.73±1.69 in the intervention group and 14.69±2.67 in the control group. There was no significant difference in the mean rank of scores between the two groups.Conclusion: Practical skill of students who had used peer education method was the same as the students in the control group. It is suggested that peer education method be considered as a supplementary educational method in education of restorative dentistry preclinical course.

Introduction: The cases of misconceptions are intellectual models of phenomena that are different from accepted scientific models of the same phenomena. The purpose of this study was to investigate the prevalence of cardiovascular misconceptions among students, and evaluate the role of cardiovascular physiology courses in eliminating them.Methods: This descriptive study was performed on 348 undergraduates in three faculties of medicine, nursing, and biology of Arak University of Medical Sciences and Arak University (year 2009). Students were asked to answer four cardiovascular questions through a questionnaire. The answers of students were analyzed by SPSS software using descriptive statistic and two tailed comparison of proportions to reveal any difference between groups.Results: The prevalence of misconception about comparison of left and right ventricular output ranged from 80 to 98 percents. The misconception was prevalent among 79 to 84 percent of students considering pulse velocity comparison to blood velocity in vessel. Between 95 to 99 percent of them had this problem about the effect of resistance increase on blood flow. Sixty Nine to 73 percent of students had trouble with parallel resistance and effect of removal of one limb on total peripheral resistance. Overall, passing cardiovascular physiology courses was not accompanied with significantly different rate of misconceptions.Conclusion: There is a wide prevalence of misconception about at least 4 cardiovascular concepts among students, and passing the courses of cardiovascular physiology has significant effect in reducing this prevalence.