Introduction: Traditional methods are generally used for teaching Basic science courses at Shiraz Medical School. Such courses are taught during the first and second years of a seven-year Medical program. The goal of this study was to analyze teachers and students’ perceptions of Basic science teaching in Medical education.Methods: A descriptive cross-sectional study was conducted at the college of medicine of Shiraz University of Medical Sciences.Results: Regarding the students’ viewpoints, 71.4% reported that curriculum content in Basic Sciences was enough and had good relevance.59.2% of students believed the objectives of Basic Sciences curriculum were clear.Conclusion: The burden of teaching Basic Sciences ranges from sustaining interest to clinical relevance. It is expected that Medical schools will continuously monitor what works and what does not work with their curricula and make the necessary adaptations as required.

Background & Objective: By using internal and external evaluation of educational status, universities can define their strengths and weaknesses; meanwhile they can select appropriate strategies to improve quality of education. This study was conducted to determine effective educational and demographic factors in Birjand Medical students’ success and failure in Basic Sciences comprehensive exams.Methods: In this descriptive-analytical study, ranks and grades of the exams of all courses and the mean score of Basic Sciences comprehensive exam of 150 students were extracted from their educational files. Their opinions about effective factors in achieving success in exams were collected using a questionnaire.Results: According to our findings, unmarried, young students, with regional quota and length of Basic science duration less than 2.5 years, having a Grade Point Average equal or more than their total average were more successful in comprehensive exams. The ranking of the university changed from acceptable and moderate to very good in courses of insectology and histology while in anatomy, public health, parasitology, theology, and virology it changed from moderate to very good. The acceptance rate in this university was 93 to 100%.Conclusion: The educational policies of the university have motivated a forward growth in the students' academic achievement. According to the students’ point of view, certain factors such as better and more serious planning, following educational discipline, using references introduced by the ministry, and urging students to use books rather than simple notes are effective on students' success.

Background: Basic Medical Sciences courses are theoretical and applied courses given in health Sciences usually in the first or second year. This study determined the views of nursing students on Basic Medical Sciences courses. Methods: 332 students in their 2nd, 3rd, and 4th years between 6 and 26 February 2017 participated in this cross-sectional descriptive-analytic study. Data was collected using a form prepared by the researchers according to literature, questioning their socio-demographic characteristics and views on Basic Medical Sciences courses. In statistical evaluation percentages, mean values, standard deviation, and one-way ANOVA test were used. In statistical evaluation, the level of statistical significance was accepted to be P < 0. 05. Results: The students stated that the courses on pharmacology and anatomy contributed to nursing education most. The students felt most sufficient in the anatomy and physiology courses. 53. 6% of the students stated that Basic Medical Sciences courses should be given by academicians in the field of nursing, 59. 6% stated that these courses should be given with the help of mannequins or models. 51. 5% of the students suggested that these courses should be evaluated through tests while 26. 8% suggested that evaluation should be done through laboratory application. Conclusion: The students’ viewsonthe necessity of Basic Medical Sciences courses were insufficientandthat the students didn’ t see themselves as proficient in those courses. It is suggested that the importance of Basic Medical Sciences courses should be stressed starting from the first year, that these courses should be applied courses, and students should be asked for feedback on the effectiveness of these courses.

Scientific publishing in the modern era, has been exclusively the domain of research giants of the West. Iran as an emerging Middle Eastern research hotspot has managed to gain a foothold in this area. Years of perseverance are starting to pay off; Iranian publications are currently enjoying better visibility and more credibility than ever before. Iranian Journal of Basic Medical Sciences (IJBMS) as one of the foremost regional publications in its field has contributed significantly to this national effort.

Introduction: Different viewpoints have been presented concerning the impressions left by preinternship and Basic Sciences exams on students' education and quality of life. This study was performed in order to investigate Medical students' viewpoints toward evaluation aptitude as well as advantages and disadvantages of these exams.Methods: Ninety one students based on census method were studied in this descriptive cross-sectional study Data gathering instrument was a researcher-made questionnaire. Following designing a tree diagram, scoring, and developing a question bank, the pilot study was performed. Then, based on the face and content validity, final questions were selected. Data was analyzed by SPSS software.Results: Nineteen physiopathology students, 44 clerks, and 28 interns participated in this study. Students considered preinternship examination as necessary for evaluation of students' knowledge, but the same was not true about Basic Sciences examination. Both groups believed that examinations were not capable of assessing the students' endeavors during several years as well as their skills and attitude. Also, memorizing information for passing these exams would not prove helpful in dealing with patients. These exams exerting too much stress on students affect their life while the achieved results are provisional having no applicability.Conclusion: Most students do not believe in comprehensive exams as an appropriate method for assessing practical competencies while failing these examinations leads to a 6 month delay in their education. It is suggested to assess students using OSCE method in short intervals rather than these two comprehensive exams. It is also recommended to put more emphasis on final examinations of each ward.

Background and purpose: Basic Medical Sciences, not only in its traditional form as Basic Sciences, but also in its modern forms like Biotechnology and Genetics has indicated a highly applicable potential in the prevention, diagnosis, and treatment of illnesses. Therefore it is essential to improve Basic Sciences education quality, and because clinical students are in direct contact with Medical issues, their judgment towards the clinical application of these lessons is crucial. This study was to analyze the clinical students’ attitude towards the Basic Sciences and their general questions in Birjand University of Medical Sciences.Methods: This descriptive-analytical study was conducted in 2006. All the Medical students at the levels of Trainee I and II, and interns in Birjand University of Medical Sciences took part in this study. Data collection tool was a self-administered questionnaire. In this study, the questions from three periods of comprehensive exam from September 1380-1382(2001-2003) were used, then 60 questions were chosen via the random sampling and given to all clinical students and for each scientific question, one attitude assessment question was given so that the responder could represent his attitude on the Likert scale. The Basic Sciences courses and the necessity of specific courses in the Basic level were analyzed in the further questionnaires. Then the SPSS software and the Chi-Square exam were used in order to analyze the data, and a P value of <0.05 was considered significant.Results: The number of participants in this study was 95 students, from which 27 (28.4%) were men and 68 (71.6%) were women. According to most students (75.8%) there was no significant relationship between the questions of comprehensive exam of Basic Sciences and the studied courses in the Basic Sciences' period, and the questions were not so applicable. There was no significant difference between the male and female ideas and students at various levels on the matter (p>0.05). From the viewpoint of the questions being applicable, the physiology (74.8%) and microbiology (74.8%) had the highest percentage of responses, and Biochemistry (69.5%) had the lowest. The necessity of specific courses was analyzed; anatomy (88.4%) and ESP (77.9%) were on top, and the Histology lab (14.7%) and Biochemistry lab (9.5%) were placed last. Among all the students, 61.1% had an opposing attitude towards the relation of Basic Sciences’ courses with the clinical application (clinical application in practice). 49.5% of the students did not even remember the Basic Sciences’ material. 60% evaluated the Basic Sciences' period to be weak, and 73.7% believed that the courses' duration to be inappropriate. Interns had a more positive feedback towards the application of the Basic Sciences exams than the trainees, and 61.1% had an opposing attitude towards the relation of Basic Sciences and their clinical application, and 71.6% of them were agree to the simultaneous study on the Basic and clinical courses. There was no significant difference between the male and female students, or the students from various levels on the matter (p>0.05).Conclusions: The innovation of new teaching methods in Basic Sciences, along with its applicable examples could partially change the students' attitude. The questions of the exam should be as applicable as possible, and therefore reduce the gap between clinical and Basic Sciences.

Introduction: Medical education in Iran has four stages: Basic Medical Science (BMS), Pathophysiology, Clinical Clerkship, and Internship. The relevance of Basic Medical course contents to professional practice needs is considered to be a problem in such traditional curriculum. Also, diminished retention of the content is another problem. These two problems are explored in this study. Methods: One of the national comprehensive BMS exams was given to interns. The, participants previous score in a similar (but not identical) exam was assumed as the previous knowledge state. Their attitude toward clinical relevance of each question and different BMS courses were assessed using statements with five point Likert scale.Results: 70% of participants claimed that they filled questionnaires precisely. Mean of scores in the present exam was 25% less than the previous one (four year interval). Mean scores for clinical relevance of exam items was 3.7 out of 5.Knowledge scores didn't correlate with demographic variables. Present knowledge scores were directly correlated to the previous exam score and interns average. Score for clinical relevance of a given exam item did not correlate with the knowledge score about it. Maximum knowledge scores were for questions of Health, Histology, and Pathology. The highest scores of clinical relevance were for questions of Nutrition, Health, Physiology, Pathology, Bacteriology, Parasitology, and English language. The highest scores of clinical application were for Nutrition, Health and Physiology. There was a miss-match between interns view about clinical relevance of some BMS courses (Genetics and Medical Physics) and clinical application of their exam items.Conclusions: The causes of 25% decline in knowledge retention should be explored more. The observed miss-match between clinical relevance of some BMS courses and clinical application of exam items as well as knowledge scores suggests that BMS course contents and exams should be revised according to professional practice needs.

Background and Objective: Bioethics is a multidisciplinary subject which has been of major significance to biotechnology researchers and related fields. The aim of this survey was to assess knowledge and attitudes of postgraduate students of Medical Faculty regarding bioethical issues.Materials and Methods: This cross-sectional study was carried out among the postgraduate Basic Medical Sciences students of Faculty of Medicine in Mashhad University of Medical Sciences, Mashhad, Iran. A selfadministered questionnaire consisted of 42 questions was designed to assess knowledge and attitudes of postgraduate students on bioethical issues.Results: A total of 107 postgraduate students (out of 114), including 73 Master (MSc) and 34 Doctoral (PhD) students filled out the survey (93.8%). Only 17.6% of PhD students had a good knowledge of bioethics whereas none of the MSc students fell within this category. On average almost 68.5%of the respondents were familiar with the term "Bioethics". About 95.7% of MSc students reported that no academic courses were offered in bioethics whereas 54.5% of PhD students were able to take academic courses in the field. The results also showed that about 85 % of the respondents generally believed that it was necessary to increase their knowledge of bioethics.Conclusion: Although the postgraduate students were familiar with the term “Bioethics”, their awareness about bioethical issues was not very desirable. Results showed that the students had a high level of motivation for increasing their general knowledge in the field, so the necessity of designing appropriate courses on bioethics in university curricula should be reinforced.

Introduction: Teachers’ teaching style is effective on promotion of learning. To achieve this goal, teachers should use different teaching styles. This study has tried to determine teaching styles applied in Basic Sciences classes in Medical school of Isfahan University of Medical Sciences.Methods: In a descriptive study in 2008, 74 teachers of Basic Sciences in Medical School of Isfahan University of Medical Sciences were selected through census sampling. The data collecting tool was TSA standard teaching style questionnaire including 61 items. The data were analyzed in form of mean and SD through SPSS.Results: Based on the findings, %93.2 of teachers used flexible style in domain of teaching methods, %97.3 in classroom management, %71.6 in classroom design and %98.6 in lesson planning skills.Conclusion: It is recommended that teachers’ teaching styles be selected based on students’ preference. Educational workshops should also be held for teachers to make them familiar with students’ learning styles.

The Iranian Journal of Basic Medical Sciences (IJBMS), as one of the 24 scientific journals of Mashhad University of Medical Sciences (MUMS) (1), is an internationally prestigious journal and proudly the leading Iranian multidisciplinary journal in the Medical field. IJBMS is encouraging and exploring new ideas of current trends in various fields, including anatomical Sciences, biochemistry, genetics, immunology, microbiology, pathology, pharmacology, pharmaceutical Sciences, and physiology, by publishing papers containing pure knowledge....