Iranian Journal of Medical Education
Year:2004 | Volume:4 | Issue:1 (11)|Papers Count:10

Introduction. Iran's universities don't have a compiled, scientific and internalized evaluation system to evaluate their quality and make their goals and performances recognized. Being accountable to items such as, drop out rate, waste rate, survival rate, average study rate and rejection rate is possible by assessment of internal efficiency of educational system. This study tried to determine some of the internal efficiency indicators for medical education system in Kerman University of Medical Sciences Methods. Through a cross-sectional descriptive study, in order to identify internal efficiency indicators, 101 medical students (accepted in 1993) were investigated from their registration up to their graduation time in the year 1993. The needed information was collected from their educational files, then the data were analyzed by SPSS software. Results. The waste rate of students was 4.4%, 0.7%, 2.2% and 6.5% for male, female, non-quota and quota students, respectively. On average, male, female, non-quota and quota students had been studying for 17.63, 17.56, 17.31, and 18.41 semesters, respectively. The maximum rejection rate was in the first semester of 1993 and the maximum failure rate was for basic sciences and specialized courses with 5.6% of rate.Conclusion. The significant difference in efficiency between quota students and non-quota students shows that, giving just some quota to organizations is not enough and some measures must also be taken. It is recommended to provide them with some programs and facilities such as, orientation sessions, educational counseling and complementary educational programs.

Introduction. The quality of doctor-patient relationship has a significant impact on patient satisfaction and medical outcomes. Communication skills training are not formally included in medical education curriculum in Iran and as a result physicians can not communicate properly with their patients and need to receive training in this regard. In this study a communication skills training program for general practitioners was designed and its effect on their patients' satisfaction was evaluated.Methods. In a quasi- experimental two group post-test design study, a communication skills training program was designed and implemented as a three days workshop. The study sample included 32 employed physicians (16 physicians in each experimental and control groups) and 153 patients (72 patients in experimental group and 81 in control group). The physicians in the experimental group participated in the workshop and received training using new instructional methods combined with routine communication skills teaching methods. A valid and reliable questionnaire was used to measure patients' satisfaction. Then, patients' satisfaction from trained physicians was compared with the satisfaction in the control group by t-test using SPSS software.Results. The mean score of patients' satisfaction from trained physicians was 86.2 with the standard deviation of 10.3 which was significantly higher than the mean score for control group (81.5±9.58). Patients' satisfaction from their physicians' general communication skills, at the beginning and end of session was greater for trained physicians compared with the ones who didn't receive any training.Conclusion. Since, communication skills training for general practitioners increased patients' satisfaction, and considering the fact that this kind of training is not included in medical education curriculum, it is recommended to consider it as an efficient and useful component in continuing medical education programs as well as undergraduate medical education.

Introduction. Programmed instruction (PI) and lecture based learning have been compared in previous studies in the world, but due to special condition of education in nursing, the effects of these two methods have been less investigated in Iranian universities. This study attempts to compare the effect of these two educational methods on nursing students' learning about the basic principles of infection control. Methods. In this quasi-experimental study, 103 second-year baccalaureate (B.S) nursing students were selected by purposive sampling and then were randomly assigned to two groups (52 in experimental using self-learning method and 51 in control group taught by lecture method). Both groups were tested by similar pre and post tests and the content of teaching was the same for both of them but with different teaching methods. The experimental group was also given an opinionnaire about the programmed instruction at the end. Two weeks after the post-test, an unannounced test (delay test) was administered to both groups. The data were analyzed by SPSS software using frequency distribution, mean and standard deviation, t-test and paired t-test. Results. There was a significant difference between the pretest and posttest scores in both groups. Also, nursing students who completed an infection control programmed instruction, scored higher on post-test than those who attended the lecture method class. The difference between the mean scores of post and delay tests was significant in experimental group but it didn't show a significant difference in the control group. The mean of the necessary time for studying modules was 35.6 minutes less than lecture presentation, and 85.4% of students preferred PI method and found the content meaningful.Conclusion. This study showed that self-managed learning in the form of PI is an acceptable method for teaching the basic principles of infection control to nursing students. It is recommended to use this method more in education.

Introduction. In the current educational system, considering the economic aspects and rational utilization of manpower is essential. In this respect, identifying educational needs, determining priorities and latest educational methods in Continuing Medical Education (CME) programs can provide the opportunity for optimum use of limited available resources. The aim of this study was to determine the educational priorities, effective educational methods and appropriate type of CME activities for general surgeons with respect to their viewpoints in Tehran University of Medical Sciences in the year 2002. Methods. A cross-sectional survey was carried out. The data collection tool was a self administered questionnaire whose validity was confirmed through content validity and its reliability by test-retest. Using census sampling method, 143 surgeons who had participated in CME Programs and received the final certificate, filled the questionnaires. The data analysis was performed by SPSS-9 software using frequency distribution. Results. The most important educational priority was new methods of surgery (25.4%), and the most preferred educational method was lecture accompanied by question and answer (57.3%). Most surgeons preferred the length of the program to be less than three days (61.5%). Conclusion. The new methods of surgery which was mentioned as the first educational priority, is related to their job requirement. Lecture accompanied with question and answer was determined as their preferred educational method which could be due to insufficient knowledge about other educational methods. Therefore, it is recommended to use other educational methods in future CME programs and perform more composed programs compared to other educational programs.

Introduction. Since the major part of professional nursing education takes place in clinics, clinical teaching is considered one of the most important parts of nursing education process. Accordingly, clinical teaching effectiveness and the characteristics of an effective teaching have overshadowed a good number of nursing and midwifery research studies. This study was performed to determine and compare the teachers' and students' perspectives regarding the characteristics of effective clinical teachers in Isfahan University of Medical Sciences in the year 2002.Methods. In a triangulation study using both qualitative and quantitative methods, 93 teachers and 475 students in the school of nursing and midwifery were investigated. During the first stage, the Delphi method was used and the teachers and students were interviewed regarding the characteristics of effective clinical teacher. Then a 56- item questionnaire was designed with the five domains of "professional", "personal", "communicative", "teaching methods" and "evaluation" using 1 to 7 Likert scale. In the second stage, through survey method and using the designed questionnaire, the students and teachers' perspectives were determined. The data were analyzed by SPSS software using mean, standard deviation and t-test. Results. The mean of Students' and teachers' scores for effective clinical teachers characteristics were 6.15±0.98 and 6.19 ± 0.48, respectively which showed a statistically significant difference between them. Based on the viewpoints of students and teachers, the most important characteristic of effective clinical teachers was responsibility for one's own action and the lowest score belonged to educating clinical ward's staff.Conclusion. All the characteristics mentioned in the questionnaire were approved by the teachers and students. Moreover, the mean of the scores given by teachers was higher than the one given by the students. It is recommended that teacher evaluation be performed using these characteristics and teachers pay more attention to them.

Introduction. Patient's satisfaction is considered as one of the hospital effectiveness indicators which has an important role in hospital productivity. Respecting patients' rights is necessary for gaining their satisfaction. The objective of this survey was to investigate the patients and physicians' awareness about patients' rights and its implementation in Beheshti hospital in 2003. Methods. This cross-sectional survey was carried out using a questionnaire whose face and content validity was confirmed by experts and its reliability by test-retest, as the data collection tool. All physicians employed in Beheshti hospital (n=30) and 160 patients, selected through systematic random sampling, filled the questionnaires. The data analysis was done using t-test, frequency distribution, mean, standard deviation and Pearson Correlation Coefficient by SPSS 11 software.Results. Physicians and patients' knowledge about patients' rights was 0.90±0.12 (excellent) and 0.32±0.17 (weak), out of 1, respectively. They scored implementation of patients' rights in the hospital as 0.33±0.1 (weak) out of 1.Conclusion. Patients are not aware of their own rights and need education in this regard. Although, physicians' information about patients' rights was in excellent level, the patients' rights was respected very little at the hospital. It is necessary to inform patients about their rights which in turn can improve hospital effectiveness and productivity.

Introduction. New methods of teaching in nursing education have not been extensively investigated in Iran. Considering the importance of nursing education promotion and successful application of new methods of teaching, especially focus group method, this study was conducted to determine and compare the effect of lecture, and focus group teaching methods on nursing students' learning in community health course (1) at Shahed University in the year 2002-2003.Methods. A semi-experimental study was conducted on 49 nursing students who had community health course (through census sampling method). After matching the variables of sex, gender, mean grade of previous semester and the use of students' dormitory, 24 students were selected for focus group and 25 students for lecture group, randomly. A teacher taught them using the two methods, during the morning for one hour, 45 minutes, and for 16 sessions. The data colleting tool was a demographic data sheet and community health test in the form of multiple choice questions. Both groups took the pretest and demographic data sheet at the first day of the course and post-test at the last day. The data were analyzed by SPSS 9.5 using frequency distribution, mean, standard deviation, Mann Whitney and Sign test. Results. The learning rate increased significantly in both focus group method and lecture method groups. But, in the group taught by focus group method, the learning rate was significantly higher than lecture group method. The mean grade of previous semester in lecture method group showed a positive moderate correlation with their learning rate. Conclusion. Considering the role of focus group method in making the students active in learning, developing their social skills and improving their communication skills, it can replace lecture teaching method. It is suggested that teachers and educational planners apply this method in students' education. More studies are recommended to investigate the weaknesses and strengths of this method.

Increasing access to the softwares and hardwares for electronic learning (e-learning), especially World Wide Web (WWW), has opened a new horizon to educational institutions. It seems that using these facilities helps to attain several goals as educational quality indicators, including student-centeredness, life-long learning, active and interactive learning, and using multimedia in learning. Although some educational institutions have provided all their courses electronically, only little evidence has been published indicating the evaluation results of such programs. Considering the general advantages of e-learning and its specific potentials in medical education, its integration into current university curricula seems to be inevitable, in a way that current curricula contain a blend of traditional and electronic learning situations. This is more demanding for continuing medical education programs, which face a huge number of learners with a vast diversity in learning needs, expertise, and interests. The importance of change in university programs, as well as high expenses for preparing e-learning infrastructures, especially soft wares, necessitates a long term programmed approach to the integration of e-learning in traditional curricula. To do this, using the experiences of other universities, organizing resources and activities, and using the existing capabilities in the public and private sectors is essential. This approach requires a scientific insight about different aspects of e-learning as well as a change plan according to the present situation and justified goals in medical education. If it is complemented with a serious intention on the policymakers' side, it will be expected to accomplish valuable steps towards quality improvement and efficiency of medical education in the near future.

Introduction. One of the important economical and social problems of our society is employment situation of higher education graduates which is necessary to consider for the development of future plans. This study aims to determine the employment situation of midwifery graduates in Babol University of Medical Sciences.Methods. In this cross-sectional survey, a questionnaire was sent to all midwifery graduates who had entered the university between 1992-1997 (n=120). A total number of 82 filled questionnaires were returned. The data analysis was done with SPSS-10 software using frequency distribution and Chi2 test.Results. Based on the results, 51.3% of subjects were employed which nearly half of them were spending their mandatory services. Statistical data revealed a significant relationship between the year of graduation and being employed. Twenty two point five percent of employed graduates worked in jobs other than midwifery. Eighty two point nine percent of them were employed at government section, 17.1% at private section and 75.9% of them did not have any office. There was a significant relationship between quota of acceptance to the university and the desire to work in deprived areas. Most midwives did not have any desire to work in the deprived areas, and in the case of having the opportunity to choose again, they would not choose midwifery as their future career. Conclusion. The unemployment rate between midwifery graduates of Babol medical university is high. So, it is recommended to provide them with appropriate job opportunities, and employ young graduates in counseling clinics for maternity care.

Introduction. The inappropriate increase in the number of general physicians in Iran is one of the critical and problematic issues of our society which leads to a big concern for medical students regarding their field of study and future career. This research aims to determine the attitude of medical students towards their own future career and field of study in Isfahan University of Medical Sciences in the year 2003 in order to inform educational planners about this issue. Methods. In a cross sectional survey, medical students in four levels of study including basic sciences, physiopathology, clerkship and internship were studied in the year 2002 - 2003. 321 students were selected by simple random sampling. The data gathering tool was a valid and reliable questionnaire including 42 attitude questions based on Likert scale. The data were analyzed by SPSS software using frequency distribution, mean and standard deviation, t-test and Pearson Correlation Coefficient. Results. The mean score of the medical students' attitude towards their future career was 65.2±6.1. Also, 80.9 percent of the students recommended studying medicine to others, 74.2 percent of them did not intend to quit their study, 78.8 percent chose medicine as their first selection in the national entrance examination for the universities, and 71 percent of the students would choose medicine as their first selection if they took the entrance examination again.Conclusion. The results showed the negative attitude of medical students towards their own future career, while the attitude of the majority of them towards their field of study was at an optimal level. Adjusting the number of students accepted for medicine, proper distribution of human resources, informing students about university disciplines before they take the entrance examination, providing financial support for young physicians, and establishing counseling and supporting centers for students is recommended to improve their attitudes.