Hormozgan Medical Journal
Year:2010 | Volume:14 | Issue:3|Papers Count:19

In order to achieve educational purposes and having better spiritual power in an education institute, the authorities must try to keep and support their human recourses. This study is conducted to determine the affective motivation factors on retension of faculty members at Hormozgan University of Medical Sciences (HUMS).For this purpose, the view points of 71 faculty member's (HUMS) through a self administrated questionnaire were collected. The validity and reliability of the questionnaire was approved. Data was analyzed by using SPSS16 Software.The findings indicated that %64.8 of the faculty members were male and 35.2% were female. 84.5% of the cases were married and their average age was 40±7.3. Based on the results, 53.5% of the cases were Hormozgan province natives. There was no significant association between academic degree, age, sex, being native and external and internal motivation factors. Climate situation, bank loan facilities, existence of sport clubs, entertainment centers. Environmental sanitation, possibility of working in private sector, and having good financial condition were the most important priorities of faculty members.The results suggest that the institute authorities must pay more attention in welfare and living standards of their human recourses.

Introduction: Faculty's theoretical teaching quality is one of the main affecting factors in their academic performance evaluation and it is very important to evaluate it by an appropriate tool. Therefore, we decided to identify the best criteria (evaluation items) for designing a new improved tool by considering the viewpoints of all stakeholders based on E. Glassick's principles of scholarship.Methods: This research was a cross-sectional study which included all teachers, 420 students and 3 managerial staff of educational system of Lorestan university of medical sciences. Data collection tool was a two-part questionnaire for gathering demographic characteristics and included 22 items of the previously used evaluation form A. The attitude ofstakeholders was assessed in Likert scale. SPSS was used for data analysis.Results: Based on the results, necessity of evaluation of teaching quality of faculty members by students was confirmed by 42% of the participants. Based on the viewpoints of the participants, proficiency on teaching subject, on time attendance at classroom, prograrl) lI1ed usage ofclass time and exemplification of teaching subject by applied examples are the most important items in assessment of teaching quality.Conclusion: Majority of stakeholders were agreed with the appropriateness of faculties' teaching quality evaluation by students, but they agreed with the weakness and omission of some items of evaluation sheet. By choosing the best items of the current evaluation sheet and modifying them based on Glassick's principles of scholarship, a new questionnaire including 16 items was designed to evaluate the theoretical teaching quality of faculties.

Introduction: There are Different methods for evaluating student stuff. One of the most commons is multiple choice questions (MCQs). If properly designed, it is a good way to measure student knowledge. Due to expansion using MCQs, This study was designed in order to review the quality of multiple choice question exam types of medical records students of Hormozgan University of Medical Sciences.Methods: In a descriptive and analytical study, all end of semester MCQ type examinations related to undergraduate degree of medical records course of Hormozgan University of Medical Sciences, including computer applications, English language, common classification systems, medical terminology 3, research methodology and data analysis of health indicators were selected. Then difficulty and discrimination index of all questions were calculated. For statistical analysis of the data, by taking advantage of Excel and SPSS software's, descriptive statistics, analysis of variance and regression methods were used.Results: The results showed that, from 128 questions, 105 questions (57.7%) had a suitable difficulty index, which the lowest rate was related to the research methods course (0.59) and the highest rate was related to the medical terminology 3 (0.78). 133 questions (73.1 %) were in weak and very weak discrimination index category, so that the lowest rate was related to English language (-0.05) and common systems (-0.03) and the most rate was related to the research methodology (0.23) and use of computer application (0.18). Results of analysis of variance showed a significant difference, between difficulty and discrimination index of six exams (P<0.05). There was no significant correlation between difficulty and discrimination indexes.Conclusion: Although, the difficulty index for all examinations were acceptable and appropriate but the results of discrimination index showed that, almost for all questions, the quality level is poor to very poor. So, it is better to remove these questions from the bank: of questions or basically revise all the questions.

Introduction: Accompanied by the rapid development of computer multimedia and network technology, the internet based teaching and learning has developed and the traditional classrooms has changed to virtual network learning environments. The purpose of this study was to determine the effectiveness of two method of virtual and traditional methods on competency-based skills of first-year nursing students.Methods: In this quasi-experimental study 86 first-year baccalaureate nursing students from Jahrom Medical University that have begun their fundamental skills training were selected. This course concludes theory and practical skills. The students were divided into two equal groups. For the first group, traditional method and for the second group virtual methods of teaching were performed. The students' performance skills were evaluated by means of theory exam as well as OSCE test. Data were analyzed using descriptive and analytical statistics by SPSS software.Results: Results showed that there was significant difference between mean score of students in two method of teaching (P<0.0001). The students score in experimental group was higher than control group (P<0.001). Also, there was no significant difference between two groups in performance skills by OSCE test. Both groups were similar in their ability to correctly demonstrate the skills.Conclusion: In attention to active learning and interactive teaching in virtual learning method, we suggest using virtual education for teaching contents in medical education. As the new technology is not a solution for promoting clinical skills, combination of two methods enhance student competency-based skills and trainees satisfaction as well as skill acquisition level.

Introduction: Teaching comes true at the presence of learner and learning. Teaching is not only transfer of information but also, it is an interaction between learner and teacher. Thus learner participation in teaching- learning process can be important and effective in learning. This study was performed to survey the effect of learner participation in teaching.Methods: This semi-experimental study was conducted on two groups of medical students enrolled in endocrine pathophysiology course. Teaching process for the first group was based on toutors' lectures and group discussions but this process for the second group was based on an expert student lectures and group discussions. At the end of course, both groups were evaluated by a questioner with 11 questions. Evaluation results of both groups were analysed by descriptive methods and Mann-Whitney test to compare them.Results: The results show that of 11 parts of the questionnaire, in the fields of critical thinking, participation in the discussions, criticizability and good communication with other members of the group were statistically higher in the second group (P<0.05).Conclusion: This study result showed that student participation in teaching - learning process, will increase desirability of study for students.

Introduction: Teaching styles and learning are behaviors that teachers and students show in learning process. Identifying teaching styles and personal charactristics of the academic members can be useful for their instructional patterns and students achivement. So, this study was designed to determine the teaching styles of academic members of Rafsanjan University of Medical Sciences (HUMS) in 2009.Methods: This descriptive study was carried out on 100 academic members of RUMs in faculties and educational and therapeutical centers, by non random sampling method. After evaluation of reliability and validity of translated Grasha's quosionnaire, the main study was carried out. The questionnaires were delivered to the academic members; and the collected data were analysed by the SPSS16 software. Analysing data were performed based on Grasha's scoring key and its norms. Data were analysed with descreptive methods and t-test and Chi- square statistical test.Results: Results showed that primarily preferred teaching styles of academic members are expert, delegator and secondry styles are formal authority, personal model and facilitator style. Primary styles for MSc, PhD staff and medical specialists were expert and for under-graduated staff were delegator and facilitator style. In faculty of medicine, teaching styles were expert and delegator but in faculty of dentistry it was delegator. Expert, formal authority and facilitator and delegator are primary styles in nursing faculty and academic members of educational and therapeutical centers had all teaching styles. The difference between teaching styles and site of employment was statistically significant (P<0.05).Conclusion: According to the preffered teaching styles of the academic members, focus on effective teaching methods such as interactive teaching, classroom symposium, independent study, discussion and small group for facilitating students' learning are suggested.

Introduction: Promoting education quality requires persistent assessment of the current situations in education, identifying the strengths, and improving the weaknesses. The aim of this study was to assess current situation in basic sciences education based on the viewpoints of medical students.Methods: This descriptive cross-sectional study was performed on all medical students. A questionnaire including five domain of educational program, physical facilities, teaching methods and medical ethics, were distributed among medical students. The collected data were analyzed by SPSS software.Results: Although students were satisfied with faculty punctuality, ethics, mastering scientific concept, proper use of time, sequence in contents and ability of leadership, but hours of class, low ability of the faculty members to increase the students motivations, lower activity in allocating enough time to solve students' problems, lack of participation in discussion, lack of effective use of education facilities in teaching were the weaknesses of the system. Our findings showed that passing the basic sciences level, could not change their attitude toward physician's roles and responsibilities, human dignity, justice, bringing benefit to others.Conclusion: Despite the considerable strengths of basic science education, it is essential to have new policies and executive plans for implementation of national standards in medical education program. To achieve the quality improvement in education, supporting the education authorities is highly recommended.

Introduction: Critical thinking is a skill and capability on which learner can achieve teaching goals during an active mental process only after receiving key points from teacher. This capability can enhance subject remembrance by students and deliver them to training targets with clarity. One of the benefits of this skill is that it can widen thinking horizons of students over learned topics, that is reached by their active attendance in training processes. This study was aimed to determine the critical thinking situation of medical students and compare this in different clinical students.Methods: This study was done on 150 Shiraz University of medical students learning and practicing in 3 groups of Interns, externs and students. The subjects were selected with randomized stratified method. Then their critical thinking was investigated using California B questionnaire containing 34 questions.Results: The results showed overall weakness of Shiraz medical students in utilizing critical thinking skills. In this study inference ability of Interns got significantly better scores from others. Inference ability of male students was slightly higher than that in female students.Conclusion: The results showed this important fact that skills and abilities of Shiraz medical students did not improve by going to upper year of education. It is necessary for policymakers, planners and managers to provide appropriate facilities and a suitable education environment, especially in medical students, to strengthen their critical thinking.

Introduction: Learning is relatively a permanent change in potential behavior that happens as the result of exercise. University is the principle seat of learning, and undoubtedly this mission is possible by learning. Therefore, attention to facilitate the learning is necessary. This study aims to determine the main factors that effect on student's learning.Methods: In this descriptive study, the research individuals include all 170 medical students. Data collecting was done by using a researcher-made questionnaire whose content validity and its reliability was approved. The data were analyzed using descriptive methods as well as inferential methods such as t-test and Pearson correlation coefficient.Results: The results show that based on the view points of the students, teaching skill with mean 30.97, scientific aspects with mean 11.92 and behavior aspects with mean 9.58 are the first priorities of the students. In teaching skill aspect, a reasonable proportion between content of the materials, continuity and consistency of materials, a reasonable correlation between new and previous lessons and suitable examples; in scientific aspects, good scientific background of the lecturer, directing learning based on lecturer's command on the concepts; and in behavioral aspect, respect for students, supporting them in asking questions were the main factors which affect the students learning.Conclusion: It seems that with respect to students learning needs in success in a teaching-learning process, the lecturers teaching programming should be based on students learning needs.

Introduction: Faculty members are the most important factors in achieving desired goals of education. Certain features of knowledge and practice followed by them will enhance quality of education. Therefore, this study was designed to determine the characteristics of an expert faculty member based on view points of medical students of Yazd.Methods: The sample size for this analytic - descriptive study was 240 medical students of Yazd University of medical sciences. Cluster sampling technique was used for sampling. The data collection tool was a reliability and relidity approved questionnaire. Data were analyzed using descriptive and inferential statistical methodsResults: The most important characteristics of an expert faculty member were communication ability, teaching experience and general knowledge in teaching, critical ability, creativity and symmetry as well as systematic and logical teaching.Conclusion: Improving English and computer skills is required to enhance the educational strength of the faculty members. Conducting leadership and communication skills for faculty are also recommended.

Introduction: One of the common ways to assess the quality of educational activity of teachers, is assessment of them by students. The main goal of assessment is to inform them about efficiency of their activity in order to reduce their weaknesses and improve the quality of their work. The aim of this study was to find out attitude of academic members of Bandar-Abbas medical university, about their assessment by students, and effect of the results on their educational activity.Methods: In this descriptive cross-sectional study, opinion of 71 faculty members about assessment of themselves by students was investigated. Data collection was by means of a researcher-made questionnaire with acceptable reliability and validity. Data were analyzed using SPSS software.Results: Only 28.2 % of the academic members believed that the students answer correctly, and the validity of the assessment results is intermediate according to 56.3% of opinions. About 66.2% of them believed that the students were not well explained about the assessments. The impact of assessment results on their educational activities was high, intermediate and low in 23.9%, 46.5% and 29.6% of academic members, respectively. Only 8.5% and 47.9% of the faculty members believed that the students answers to the questions is with high and intermediate responsibility, respectively.Conclusion: Based on the results, most of the faculty members believed on weakness of the assessment process by students. However, they believe on necessity of assessment and that it should be revised by experts.

Introduction: Teachers are the basic pillars of educational system and their personal characteristic is one of the factors that affect their scientific ability. Teacher's characteristic, not only could facilitate by education process, but also, it could improve textbook defects and lack of educational facilities. The purpose of this study was to determine characteristics of a good university instructor the student perspectives.Methods: The current descriptive - analytic study was conducted in 2008 in Bandar Abbas. The research population included 336 nursing and health students of Hormozgan University of Medical Sciences. A two - section questionnaire was designed for data collection. Validity and reliability were tested and SPSS was used for data analysis.Results: The findings indicated that, of 336 students, 29.8% were male and 70.2% were female, with average age of 22.69±3.84 (mean ± sd) years. The most important features of the faculty members were eloquence of expression, affability and the dominance in the scientific subjects.Conclusion: according to research results, eloquence of expression, affability and the dominance of subject teaching must be considered in absorbing academic members of the university. On the other hand, to enhance quality education and student learning, conducting effective educational workshops is highly recommended.

Introduction: Teacher appraisal is an issue which is becoming increasingly important in educational system. The results of evaluation of teaching and teacher self- assessment can look for the strength and weakness of teaching and improving the quality of education delivered. This study was aimed to determine the proportion between the student's opinions about teaching performance of teacher self- assessment in Hormozgan University of medical sciences.Methods: 61 members and 30 students per each teacher were participated in this descriptive cross- sectional study. Their opinions were studied by using two questionnaire for students and faculty members self- assessment. Content validity of questionnaire was confirmed after a survey from specialist's and reliability of results were studied by calculating Cronbach's alfa coefficient for internal consistency. Descriptive statistics and t-test were used for statistical analysis.Results: 73.8% of members agreed that their class have been started on time and 63.3% of the students were statistical with it. There was significant difference between viewpoints of academic members and students related to ability to transfer the concepts (P=0.043) and introducing suitable references and educational materials (P=0.048). In general, academic members self-assessment and students' viewpoint were statistically different (p=0.0005).Conclusion: It is necessary that the teachers pay more attention to promote educational level of students in their lectures and describe the main concepts clearly and introduce them related references.

Introduction: Recognizing students' conceptions and feelings regarding class culture and revealing class members' relationship are important for planning and making positive changes. This study was carried out to determine students' views regarding the class culture in Shahrekord University of Medical Sciences.Methods: In this descriptive and analytical study, 330 university senior students in medicine, nursing and midwifery, health and paramedical fields, were investigated. The questionnaire of class culture (Stephen Robins) was used to gather the data. It included demographic information questions and also questions about different aspects of class culture using 5 point Likert scale. For data analysis, we used descriptive statistics, also Chi square test was applied for determining the relationship between the variables.Results: Most of the students (59%) gave a score between 20 to 29 to the current class culture and 27% gave the score 30 and higher. The students believed that their classmates and teachers are not friendly and supportive. They mentioned that the teachers do not state their expectations clearly and do not foster a challenging learning atmosphere to encourage students for making questions. A significant correlation was observed between class culture and year of study. The students of two - year program study, showed positive attitudes to class culture (P<0.001).Conclusion: In the viewpoints of most medical students, class culture was borderline. More interactions between faculty members and students and using student-centered methods are recommended which can lead to more relationship between faculty members and students as well as between students. This will establish a friendly open culture in the class.