Iranian Journal of Medical Education
Year:2014 | Volume:14 | Issue:3|Papers Count:11

Introduction: Classroom participation is known as an opportunity to learn lessons and absence in these sessions can deteriorate learning objectives which are pretty important. Therefore, this study aimed to determine the factors influencing students’ classroom participation in Shahrekord University of Medical Sciences.Methods: This descriptive cross-sectional study was performed on 120 students of Shahrekord University of Medical Sciences selected using systematic random sampling. A researcher-made questionnaire was completed by students. The collected data were analyzed using descriptive statistics.Results: According to the viewpoints of 64.2% (n=77) students participating in the research, motivation by teacher plays the most important role for classroom participation. From the viewpoints of 35.8% (n=43) students, the use of audiovisual aids do not contribute to their classroom participation.15.8% (n=19) students having grade point averages higher than 17 believed that motivation by teacher is the factor for their eagerness to participate in classroom. Twelve male students (10%) mentioned roll call as the most important factor for their attendance in classroom.Conclusion: Considering the fact that motivation by teachers has the greatest role for students’ classroom participation, therefore teachers should make use of creative teaching techniques and equip classrooms with facilities in order to increase students’ participation in classroom.

Introduction: Regarding the significance of statistics in policy and decision making in health care system, the capability to read, understand, and interpret statistics and data is considered very important. Hence, this investigation aims at determining the statistical literacy of staff working in health deputy of Shiraz University of Medical Sciences.Methods: This descriptive cross-sectional study was performed on 545 employees of health deputy in year 2012 using census. Data were collected via a researcher made questionnaire in which some part of Shield’s questionnaire (different aspects of statistical literacy such as reading, interpreting graphs and understanding tables) were utilized after confirmation of reliability and validity. Data were analyzed using descriptive and inferential statistics.Results: The mean age of respondents was 36.2±7.2 years old. The statistical literacy scores were 41.6±19.08 for female staff and 46.3±16.4 for male staff out of a hundred. There were significant relationships between scores of statistical literacy and gender of respondents, English language skills, level of education, field of study, credits of statistics courses passed in university, study hours, and the extent of interest in job field (P<0.05).Conclusion: Participants’ mean score indicates low level of statistical literacy among staff. As a result, the organization should execute effective workshops to promote statistical literacy and compensate for the gap between statistical topics and techniques that are previously taught through education years and what is currently necessary to know at work.

Introduction: With regard to an increase in use of modern communication technologies including mobile facilities and their application in learning and training, taking quality and users’ needs into account is a fundamental matter. In this article, an attempt has been made to investigate the factors influencing mobile learning from the perspective of M.S. and Ph.D. medical sciences students studying at Isfahan University of Medical Sciences based on FRAME model.Methods: In this descriptive study, the sample included 150 graduates M.Sc. and Ph.D. students of allied health medicine (Nursing, Midwifery and Hygiene fields) in Esfahan University of Medical Sciences in 2013 that were selected through stratified random sampling. Data gathering tool was researcher-made questionnaire including 29 questions based on FRAME model. Face and content validity of the tool was confirmed and the reliability of internal consistency index (Cronbach’s Alpha) was 0.84 and finally we used descriptive statistics for data analysis.Results: The results showed that in learner component, the highest mean (3.85±1.08) related to learner' attitude towards mobile phone as a learning tool. In social component, the highest mean (3.24±1.04) belonged to the use of mobile phones for interaction with classmates. In interaction learning component, the highest mean (2.48±0.97) related to use of this device for transfer of ideas and information with other learners. In the usability of the device component, the highest mean (3.37±1.46) related to the use of cell phones for educational and research activities throughout the day. In social technology component, the highest mean (3.90±0.92) related to the use of electronic books in education. Finally in tool component, the results showed that learners prefer a flat touch screen mobile phone with high processing speed and having more than 3 GB memory in average size.Conclusion: With regard to the obtained results, designers of M-learning tools should take the users’ preferences into account and produce those tools, maximizing the efficacy of such learning type.

Introduction: Belongingness is one of the most important needs among students in order to have proper performance in clinical setting. If basic needs of students to security and belonging are not met, higher level needs will be of less importance and there will not be an opportunity to consider them. The purpose of this study is to present a set of findings by studies exploring nursing students’ experiences of belongingness in clinical settings. We present the findings related to the theme of conformity to clinical settings in this paper.Methods: In this phenomenological study, 10 undergraduate students from Schools of Nursing and Midwifery affiliated to Lorestan University of Medical Sciences were selected using purposive sampling and semi-structured interviews were done. All interviews were recorded and then transcribed verbatim. Data was analyzed by Giogi’s method.Results: In relation to the theme of "conformity with the clinical setting" as one of the main themes of the study, a total of 3 categories and 11 subcategories were deriviated. Compliance with clinical environments (subcategories included observing the rules, familiarity with clinical environment, and trying to adapt with environment), establishing a safe atmosphere (subcategories consisted of safe physical environment, psychologically safe environment, socially safe environment, and improvement of interpersonal interactions) and the impact of community networks of nursing (subcategories consisted of peers and nursing staff, nurses as role models, the key role of head nurses and clinical instructors).Conclusion: In order to achieve belongingness in clinical setting, there is an urgent need for reinforcement of compliance and adaptation of nursing students with clinical environments and information about the settings and it’s policies, relevant agency personnel, clinical atmosphere with trust, security and improvement, interpersonal interaction considering the impact of social networks, including peers, clinical instructors, and nursing staff.

Introduction: Due to the nature of the work in hospitals and direct communication with patients, medical and nursing students are faced with the danger of general health loss. This study aimed to assess general health among junior and senior students of nursing and medicine in Semnan University of Medical Sciences considering some demographic characteristics.Methods: This cross sectional study included a study population of first-year and senior nursing and medical students in Semnan University of Medical Sciences during 2011-12 academic years who were selected through census (n=137). Data collection tool was a 28-item questionnaire on general health (GHQ-28). Scoring method was a 5-point Likert Scale and lower scores showed higher levels of general health. Data were analyzed using descriptive statistics and t-test and significance level lower than 0.05 points.Results: The highest and the lowest mean scores of general health in first and last years of medicine were respectively observed in physical symptoms (1.42±7.9) and symptoms of depression (0.87±4.41). Besides, the highest and the lowest mean scores of general health in first and last years of nursing were respectively observed in somatic symptoms (1.38±5.34) and social function (1.30±9). Mean and standard deviation of total scores of general health among first-year and last-year medical students were respectively 2.29±6.39 and 2.18±7.6 that showed a statistically significant difference (p=0.029).Conclusion: With regard to the low health scores of general health among final year medical students, studying the causes for this phenomenon and identifying the factors can lead to elimination of these probable disorders.

Introduction: Application of appropriate teaching techniques can increase decision-making skills in emergency settings. Considering the importance of decision-making for rescuers in prevention of deteriorating problems and maintaining patient’s safety in the first level of care, the aim of this study was to compare the effect of two educational methods (concept mapping and clinical simulation) on emergency medical student`s clinical decision making.Methods: In a quasi- experimental study, 44 emergency medical students in Birjand University of Medical Sciences were selected through census method and randomly divided into two groups (simulation and concept map). After pre-test, stages of decision making were taught during 3 educational workshops in the simulation group using mannequin and in the concept map group by concept mapping. Then, they took the post-test and after 1 month the retention test was performed. To gather data, clinical decision making cards and Q-Sort method by planning three trauma scenarios were used. Data were analyzed using repeated measure ANOVA and independent T tests at a significance level of (P<0.05).Results: The mean of pre-test scores in two groups did not differ significantly. Changes in mean and standard deviation scores of clinical decision making for simulation group in pre-test 34.95±3.68, post-test 44.59±3.04 and retention test 41.54±2.98 and also in concept map group 34.18±4.55, 42.50±3.46 and 39.50±3.63 were different significantly. The mean difference of pre- and post-tests in concept map group (8.31±3.99) and simulation group (9.63±4.38) did not differ significantly.Conclusion: Both concept map and clinical simulation methods are effective ways to improve clinical decision making of emergency medical students.

Introduction: An appropriate and accurate tool is one of the most important factors of a valid evaluation.The purpose of this study was to construct a valid and reliable instrument to evaluate reproductive health PhD program in Iran based on the CIPP Evaluation Model.Methods: This study was conducted in Isfahan University of Medical Sciences in year two thousand thirteen. The questionnaire designing and validating was conducted in four phases; at first the main questions in four domains of context, input, process, and product were designed according to literature and various library and internet sources related to CIPP evaluation model review. Then the indicators were extracted for each domain using available resources in Iran and other countries and then the researcher made questionnaires were constructed based on these indicators. In the next phase, content and face validity were assessed to determine the validity of the questionnaires. Content validity was evaluated by the opinions of the experts and content validity index. Finally, The Cronbach’s alpha coefficient and the Guttman’s Lambda coefficient were calculated.Results: At first and second phases, four questionnaires based on 156 indicators extracted in four domains (context, input, process and output) by researchers were designed for four groups; head of department (responsible for Reproductive Health PhD program), faculty members (faculties of Ph.D. in Reproductive Health), graduates and students of this field. In the third phase, the questionnaires were validated by the opinions of the experts, the elimination of 8 questions, adding 3-15 questions depending on the domain and the group and then questions having CVI from 0.70 to 0.79 were modified. The average of scale-level content validity index was 0.90 and the reliability of the questionnaires of the head of department, faculty members, students and graduates were determined through Cronbach’s alpha coefficient which were 0.98, 0.96, 0.98, and 0.98 respectively. Guttman's Lambda coefficient was 0.98, 0.68, 0.89 and 0.91, respectively.Conclusion: The designed tool for evaluating Reproductive Health Ph.D. Program was valid and reliable and can be used for evaluating different educational programs under the consideration of program objectives and characteristics.

Introduction: Learning outcomes are defined as what students get at the end of the training period.Outcome-based education approach focusing on determining, defining and assessing learning outcomes is one important tool in the improvement of the quality of learning in medical education in the most developed countries. According to importance of this approach, this study intends to introduce that in medical education in Iran.Methods: whit study of library electronic resources including books, articles, reports and studies published in medical education were collected information and documentation about the Outcome-based approach to learning.Results: The original concept of the learning outcomes learning and put it into practice and the professional development and continuous learning and academic and personal success in life is connected.Outcomebased learning approach, an important difference with traditional approaches to teaching and learning. In this approach, students are actively involved in the learning process and are focused on the achievement of pre-determined.Conclusions: With better understanding and application of learning outcomes in education, curriculum and quality of all learning and assessment capabilities graduation can be a great step in improving medical education and quality assurance harvest.