@article { author = {Saghravanian, Nasrollah and Saghafi, Shadi and Afzal Aghai, Monavar and Hoseini, Masoud and Aliabadi, Mohammad}, title = {Investigating students’ opinions about Oral and Maxillofacial Pathology course in Mashhad School of Dentistry (2009-2010)}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {3-8}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2596}, abstract = {Background: oral and maxillofacial pathology is one of the major courses in basic sciences relating dentistry to medicine and is the basis of learning many clinical sciences. Since the periodic evaluation is important in identifying issues and solving them, in this study, students’ opinions were used to gather useful information for better planning in this course. The purpose of this study is to investigate students’ opinions about oral and maxillofacial pathology course in Mashhad School of Dentistry. Methods: This is a cross-sectional study conducted in Mashhad School of Dentistry in 2009-2010 academic year. All students attending their third years of study or more, who had taken oral and maxillofacial pathology course and were willing to answer the questions participated the study. The study was done on 250 students, field method was used for data gathering and the data gathering tool was a researcher made questionnaire, and census was used for sampling. After collecting data, they were coded and analyzed by SPSS 13. Results: According to the results of this study, 63.2% of students had complete to relative satisfaction with the theoretical pathology course, and 81.6% had complete to relative satisfaction with the practical pathology course. Students mentioned the diagnosis of oral diseases as the main application of this course. Conclusion: By using students’ opinions about Oral and Maxillofacial Pathology course in this study, in addition to improving students’ satisfaction by increasing participation and minor modifications in examination methods, we can hope an improvement in teaching quality.}, keywords = {student dentistry oral maxillofacial pathology}, url = {https://fmej.mums.ac.ir/article_2596.html}, eprint = {https://fmej.mums.ac.ir/article_2596_40e1fb1b9cbdf2fea3ab4d0737b2e767.pdf} } @article { author = {sharafi, Kiomars and Safari, Yahya and Ziaei, Mansour}, title = {Prioritizing Factors Affecting Students' Satisfaction with Educational Quality in Kermanshah University of Medical Sciences (2011-2012)}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {9-14}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2595}, abstract = {Background: Determining satisfaction level helps the development and improvement of universities. This study was designed to investigate satisfaction level and prioritize factors affecting students' satisfaction with educational quality in Kermanshah University of Medical Sciences. Methods: This is a descriptive-analytical study. The data gathering tool was a researcher made questionnaire consisted of 54 questions covering different fields regarding students’ satisfaction. Subjects were 400 intern students of Kermanshah University of Medical Sciences. Sampling was performed by stratified random method. Significance level was 0.05.  Results: Students' satisfaction with classroom physical conditions and educational aids was moderate to good (3.11±1.71), while laboratory and practice rooms was moderate to low (2.91±1.07). Also, satisfaction with the educational services was moderate (3.02±1.11), with field training and internship, was moderate to low (2.94±1.21), and with teaching methods it was moderate to low (3.12±1.11). According to the results of this study, the first priority is library resources and internet access. Results showed that there is a significant difference in most criteria (p<0.05), but no significant difference was observed in satisfaction level with internship among different degrees. Also, there was no significant difference between females and males regarding satisfaction level with classroom physical conditions, internship and library resources. Also, results showed that there is a significant difference in satisfaction level between students of different faculties (p=0.001) and different degrees (p=0.001).  Conclusion: To improve students' satisfaction level, more emphasis must be put on library resources and internet,  laboratory and practice rooms, field training and internship, educational services, classroom physical conditions and educational aids, and teaching methods, respectively.}, keywords = {Students satisfaction,Educational quality,Educational Status,Kermanshah University of Medical Sciences}, url = {https://fmej.mums.ac.ir/article_2595.html}, eprint = {https://fmej.mums.ac.ir/article_2595_277ac69b5a7b12ec608da8d9bf1f998b.pdf} } @article { author = {Delaram, Masoumeh and Sharifi, Abolghasem}, title = {A Comparison of Students, Scores in Multiple- Choice and Essay Questions in Mother and Child Health Examination}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {15-18}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2598}, abstract = {  Background: The method of evaluation in students’ learning affects their studying mode. The aim of this study was to compare nursing students’ scores in essay and multiple-choice questions in Mother and Child Health examination in Shahrekord University of Medical Sciences. Methods: In this study, the  final scores of 121 of nursing students in a multiple-choice questionnaire consisting of 40 questions, during four semesters were compared with the scores obtained from an essay questionnaire composed of 40 questions. Difficulty and Discrimination Index of questions were similar in both kinds of questions. Data was analyzed employing paired t-test and Pearson correlation test and PResults:  Mean and standard deviation of students’ scores were reported 14.72±3.7 in essay questions and 16.53±2.4 in multiple-choice questions and showed a significant difference (P<0.001). A positive correlation was reported between the essay and multiple-choice questions (r=0.93). Students’ scores were higher in multiple-choice questionnaire compared to the essay one.  Using multiple-choice questionnaire on its own may lead to the success of those students who do not  have the ability of perceive, resolve and apply.}, keywords = {Essay Questionnaire,Multiple-Choice Questionnaire (MCQ),Students’ Scores,Mother and Child Health}, url = {https://fmej.mums.ac.ir/article_2598.html}, eprint = {https://fmej.mums.ac.ir/article_2598_09a5f56e8ba48d945549fb234fc6ab9b.pdf} } @article { author = {Jafarzadeh Esfehani, Reza and Rezaei Kalat, Afsaneh and Jafarzadeh Esfehani, Ali and Kamranian, Homan}, title = {Assessing Medical Students Depressive Symptoms by Use of University Student Depression Inventory (USDI) in Sabzevar, Iran.}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {19-23}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2597}, abstract = {Background: Many studies suggest depression rate in medical students is higher in comparison to others. Such disorder can cause motivation loss and hopelessness. Therefore, the aim of this study was to evaluate the depression symptoms and their contributors amongst medical students who were studying the Early Clinical Exposure (ECE) in Sabzevar, Iran.   Methods: This cross-sectional study evaluated the students of Sabzevar University of Medical Science by applying University Student Depression Inventory (USDI) questionnaire, which was comprised of categories including lethargy, cognitive/environmental and academic motivation groups. Results: Out of 75 students, 31 voluntarily completed the questionnaire. The mean total USDI score of participants was 60.71 ± 22.55. Although female students got higher USDI scores, data analysis did not show any significant association between USDI results and gender (p>0.05). Lethargy and academic motivation were significantly higher in 4th-semester students (p=0.04 and p=0.001 respectively) and Cognitive/emotional results were significantly higher in 7th semester (p=0.001). Conclusion: Based on the results,  4th-semester students were experiencing more lethargy and showed less motivation for their courses. Reprogramming the ECE courses and providing medical students with more clinical exposure may reduce their depressive symptoms. In addition, 7th-semester students seem to experience more emotional problems which could be due to their upcoming clinical courses in few weeks.}, keywords = {Depression Medical student Psychiatry}, url = {https://fmej.mums.ac.ir/article_2597.html}, eprint = {https://fmej.mums.ac.ir/article_2597_b412334f427bd7b5a5959a9cceb87983.pdf} } @article { author = {Hasanzadeh, Maliheh and Maroozi, Parviz and Asadi, Reza and Zoobin, F and Shafiee- Jafarabadi, Mohamad Naser}, title = {Importance of Infrastructure and Learners Readiness for Administration of E-Learning in Undergraduate Medical Education}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {24-29}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2599}, abstract = {BACKGROUND: A combination of teaching modalities instead of a single method may enhance learning. The purpose of the current study was to evaluate the effectiveness of integrating e-learning modules into the syllabi of clinical contents from different clinical majors at different levels. METHODS: A total of 108 undergraduate students enrolled from various clinical majors, and participated via using sub-syllabi from gynaecology courses in classroom-based sessions and e-learning modules. All students were proposed to attend pre- and post-test sessions in addition to training. Prior to being admitted to the study, all participants filled out a questionnaire regarding their attitude toward, and desire to participate in, e-learning. RESULTS: Mean exam grades increased significantly in 3 items including Abnormal uterine bleeding (from 1.28± 1.11 pretest to 2.3± 1.11 post-test), Breast masses and malignancies (from 2.61± 1.3 pretest to 3.9± 1.11 post-test) and Gestational trophoblastic Neoplasia (from 1.12± 1.04 pre-test to 3.58± 0.76 post-test).  DISCUSSION: The Results dramatically demonstrated that access to suitable infrastructure and students’ readiness are crucial perquisites for e-learning and without them, lack of collaboration and engagement of the learners significantly diminish effectiveness and usability of the learning material, despite high quality content provided within suitable environment.}, keywords = {Electronic Enhanced Learning,Gynecology Training,Interactive Learning,Educational interventions}, url = {https://fmej.mums.ac.ir/article_2599.html}, eprint = {https://fmej.mums.ac.ir/article_2599_8202c4d3f5fc0e539a3f5dbf43c4e36e.pdf} } @article { author = {Khorvash, Fariborz and Askari, Gholamreza and Bahrani, Sonia and Saeedbakhsh, Saeed and Shafiei, Meisam and Vesal, Sahar}, title = {Evaluation of the Software to Help Advising Professors in Isfahan University of Medical Sciences}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {30-34}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2917}, abstract = {Background: One of the essential and inevitable principles in improving the education quality, particularly in universities, is the continuous assessment of students’ educational progress at different education levels. The  role of advisors and consulting tutors at universities are considered as one of the important interventions of the Ministry of Health for the purpose of guiding students' studying affairs. This article studied the design, implementation and evaluation of the software used in aiding the advising professors of Isfahan University of Medical Sciences. Methods: The present study is a descriptive-analytical one. This investigation was done in pursuit of designing and implementing software procedures, helping the advising professors to instruct students to evaluate their results through its implementation. The researchers considered the software through analyzing the average grades of students and the circumstances before and after implementing the software (i.e. intervention). The statistical population included all of the Isfahan University of Medical Sciences students between 2009 and 2011, being the total of 11813 persons. Student workbook records were included in the study. The data was analyzed by the software SPSS 16, descriptive statistics and proper statistical tests. Results: The process evaluation showed both conditional probation situations (0.12 percent) and decreasing the average grades (0.11 percent) decreased as compared to the past, whereas students’ GPA increased significantly after the intervention (P<0.05) Conclusion: Implementing the instructional software for the advising professors, regarding the education of the students on the verge of academic failures in 2009, has significantly increased their capability in supervision and educational instructions, and reduced the number of students at risk of academic failures.}, keywords = {Advising Professor Education Trend Online Control,Probation}, url = {https://fmej.mums.ac.ir/article_2917.html}, eprint = {https://fmej.mums.ac.ir/article_2917_03a5288492ae66f87cde4860d9c1f0b7.pdf} } @article { author = {Mahmoodi, Mohammad Reza and Baneshi, Mohammad Reza and Mohammad Alizadeh, Sakineh}, title = {Influence of Assessment Method Selection in Studying and Learning Approaches: Is It Necessary to Change Assessment Style?}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {35-40}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2919}, abstract = {Background: It is important to learn how to study for different examinations. The objective of the current study is to explore whether the assessment method selection would significantly affect the studying and learning approaches of students. Methods: This descriptive-analytical research consisted of 191 first-year undergraduate nursing students from three nursing schools and was conducted during two interval semesters. All of students were given examinations with half of multiple-choice questions (MCQs) and half of short-answer questions (SAQs) in mid and final term examinations. A structured 12-item questionnaire was designed based on a modified 5-point Likert scale in outline of visual analogue scale. The questionnaire with Cronbach’s alpha of at 0.814 sought information on student’s studying and learning approaches. Results: The students significantly rated agreement with queries of short-answer assessment part of questionnaire higher than in multiple-choice assessment part. Female students performed significantly better in the learning outcomes in SAQ and MCQ examinations grades and total grade of both examinations than male students who participated in the study (p= 0.001, 0.001 and 0.030, respectively). Neither lower-quartile nor higher-quartile of education promotion exposed significance difference on total score of studying and learning approaches questionnaires. Responses frequency to studying and learning approaches questionnaire revealed that most students selected short-answer assessment method.  Conclusion: Therefore, the findings revealed that assessment method may shape and improve students’ studying and learning approaches. Short answer question is hypothesized to enhance the development of deep learning.}, keywords = {Assessment,Studying and learning approach,Multiple-choice Question,Short-Answer Question}, url = {https://fmej.mums.ac.ir/article_2919.html}, eprint = {https://fmej.mums.ac.ir/article_2919_ededea697785442d9e33e6d8d3a75c0c.pdf} } @article { author = {kakoei, Shahla and Haghdoost, Ali-Akbar and pourdamghani, Nasim and Kakooei, Sina and mostafavi, Mahshid sadat and kavei, Behrouz}, title = {How Does the Entrance Exam Have Influence on Educational Success of Doctoral Medical Students in Basic Science Grade?}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {41-45}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2920}, abstract = {Background: Considering the importance of entering doctoral students to universities with hard competition, in order to detect the predictive power of entrance exam grade in educational achievement in early years, we attempted to investigate the efficacy of entrance exam with basic scientific test. Methods: The existing data from national organization for education testing and education center of Kerman University of medical sciences were collected in 300 students (medical, dental, pharmacology) in consecutive years (2005-6). Pearson correlation and linear regression analysis were used. Results: In multivariate regression model, the only two predictive lessons for success in basic scientific test in medical students were biology and Arabic language with determine coefficient (DC) 0.44, in dental students was chemistry (DC=0.48) and in pharmacology students were biology and physics (DC=0.46).In addition, there was no correlation between ranking in entrance exam and basic scientific test grade in all groups. Conclusion: As we did not predict, there was no strong relationship between entrance exam grades and basic scientific test. This is the important point that we must know about this weak relationship. These issues could show the low validity of entrance exam, basic scientific tests or remarkable changes in educational level of students before entering university and early years of entering universities.}, keywords = {Entrance Exam,Comprehensive Basic Science Test,Educational achievement,medical students}, url = {https://fmej.mums.ac.ir/article_2920.html}, eprint = {https://fmej.mums.ac.ir/article_2920_df1b160c37e5744eff461ba803d27226.pdf} } @article { author = {Birwatkar, Vaibhav}, title = {Gender: An Emotional Intelligence Perspective}, journal = {Future of Medical Education Journal}, volume = {4}, number = {2}, pages = {46-46}, year = {2014}, publisher = {Mashhad University of Medical Sciences}, issn = {2251-8347}, eissn = {2251-8355}, doi = {10.22038/fmej.2014.2600}, abstract = {Dear Editor:    The rising importance of emotional intelligence gives a clear idea of the significant differences between men and women, since men and women are emotionally intelligent in different ways. Understanding and appreciating such differences leads to the improvement of the existing relationships and to the establishment of new relationships in a satisfying manner.       One of the principal reasons for the above-mentioned differences is attributed to the different kinds of brain functions of men compared with woman. As emotional intelligence is acquisitive and of social origin, parents and children, thus, expose their emotions in an expressive way to one another, either consciously or unconsciously in their interactions. Another explanation of this difference would be a distinction in educational level of boys compared with the education received by girls. A suitable education ensures a high level of emotional intelligence, which contributes to the success in all life areas.      Emotional intelligence is described as the capability to recognize one’s own emotions and to perceive those of others, applying this knowledge to direct one’s decision making and action in a skillful and intelligent manner. The four cornerstones of emotional intelligence are the concepts of self-awareness, self-management, social awareness, and social skills. The model by Dulewicz and Higgs (1999) has seven components (self-awareness, emotional resilience, motivation, interpersonal sensitivity, influence, intuitiveness, and conscientiousness and integrity). In contrast to cognitive intelligence, which stays relatively stable throughout an individual’s lifetime, emotional intelligence can be improved as a result of learning and engaging in new skills (Posten, 2009).    Both biological and social explanations have received support from a diverse range of empirical studies on emotion which show greater emotional abilities in women. Some studies have reported gender differences fundamentally in experiential aspects of emotional intelligence, such as perception and emotional facilitation. Other set of studies have found gender differences in strategic aspects of emotional intelligence, such as understanding and emotional managing. Studies of perception, cognition, memory and neural functions have found apparent gender differences. These differences may be attributed to various genetic, hormonal, and environmental factors and do not reflect any overall superior advantage to either sex. Dr. John Grey explained that men and women communicate, think, feel, react, answer, love and appreciate in a different manner. The deep knowledge about these differences helps to eliminate the frustrations from humane relationships. The self-awareness of men is defined by their ability to obtain the results. The self-awareness of women is defined by their feelings and the quality of her relations.    A woman’s brain is predominantly structured to feel empathy, while a man’s brain predominantly seeks to understand and construct system. Maybe that`s why in the medical and educational area more women work than men, while in the engineering and transporting area, for instance, men are more involved than women. A woman has the ability to see all the details and a man to see the whole situation. Male brain separates language in the left and emotions in the right, while the female`s emotions are in both hemispheres. Women are better than men in human relations, in language, emotional and artistic expressiveness, aesthetic appreciation, verbal language and pre-planned tasks. Men are better in performing activities that require spatial skills or in the ability to mentally rotate the image in order to solve a problem.      The improvement of the emotional intelligence should start in the childhood by education given by the adults to the children. The emotional knowledge should be used as a guide in the social world for the children and the teenagers. It is known that parents talk to their daughters rather than sons about emotions. And many adults make the mistake to tell a little boy, for instance, “don’t cry, you are not a girl.” What message will the little boy get? He will assume that it is not allowed for a boy/man to show his emotions. And he will grow up with this misconception, he will try hard to hide his emotions in the future and this will further aggravate his way in life.   The emotional intelligence can be developed successfully during childhood through good education given by the adults to children, as well as during life through self-education, for both genders. Keeping a balance between emotions and judgments ensures unbiased judgments and avoid errors and prejudice.    }, keywords = {Emotional intelligence}, url = {https://fmej.mums.ac.ir/article_2600.html}, eprint = {https://fmej.mums.ac.ir/article_2600_8fc4be4213c1eb42b6410d5143f8497e.pdf} }