eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
3
7
10.22038/fmej.2017.8906
8906
Evaluating the effect of the time of holding classes on educational outcome in the theoretical health course
Aram Tirgar
a.tirgar@mubabol.ac.ir
1
Reza Ghadimi
2
Abdoliman Amouei
iamoue1966@gmail.com
3
Parvin Sajadi Kabodi
4
Mahmoud Hajiahmadi
hajiahmadi@yahoo.com
5
Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran
Department of Environmental Health Engineering, Babol University of Medical Sciences, Babol, Iran
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran
Department of Biostatistics, School of Medicine, Babol University of Medical Sciences, Babol, Iran
Background: The quality of an educational program is an important issue in medical educational system. Among the affecting factors, the time of education is the less notified one. In this research, we evaluated the role of time of education on the success rate of theoretical health course. Methods: This cross-sectional study was conducted on medical students at Babol University of Medical Sciences, classified in two different groups: morning class and afternoon class. Three different examination tools, including a) pre and post-test, b) midterm and c) final exam were used to compare the success rate between the two groups. Descriptive parameter and independent T-test were used for data analysis using SPSS-16. Results: Findings of the three examinations of the total 118 students showed that the mean score of pre and post-test in students educated in the afternoon classes were significantly higher than their counterparts, but the mean score of the final exam was not significantly different. Conclusion: As a conclusion no significant differences were observed between the morning and evening medical students in the health course lecture.
https://fmej.mums.ac.ir/article_8906_aa4ba1427f205ff56114c4d85fecc842.pdf
Keywords: Medical education
theoretical course
the time of holding classes
educational outcome
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
8
11
10.22038/fmej.2017.8907
8907
The impact of Bybee (5E) teaching method on learning of physiology textbook among nursing students
Narges Feizabadi
1
narjeskhaton ouveysi
2
Vahideh Saeednia Saeednia
3
Young Researchers and Elite Club Karaj Branch, Islamic Azad University, Karaj, Iran
Instructor of education technology, allamehtabataba'I university.Iran
Master of Curriculum planning , Tabriz university, Tabriz, iran
Background: Using active teachings methods is one of the crucial elements of today’s education. One of the active teachings methods is Bybee method. This study aims to evaluate the impact of Bybee (5E) teaching method on learning of physiology textbook among nursing students. Methods: This study is pre-test and post-test with control group as semi-experimental design. The study population is all B.Sc. students of nursing in Medical Science University of Alborz in academic year 2015-2016. The study sample is 30 students and by convenient sampling method, the students are dedicated to two classes (15 students in each class). The study measure is learning tests with the reliability 0.89 and the face validity is supported by the lecturers (experts). For data analysis, independent t-test is used with SPSS, version 18 software. Results: The results of study show that learning (p=0.001, 0.513) of the students being instructed by Bybee method is higher than those instructed by traditional method. Conclusion: based on the impact of Bybee method on learning of physiology in nursing, using this teaching method is recommended in nursing and medical education.
https://fmej.mums.ac.ir/article_8907_35642e08302d79650c90d68d4f4cf395.pdf
Keywords: Bybee teaching method
Physiology Course
Learning
Education effectiveness
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
12
16
10.22038/fmej.2017.8908
8908
Priorities and Need Assessment Study in Mashhad Medical students
Lida Jarahi
jarahil@mums.ac.ir
1
Shahrzad Sahafian
ssahafian@yahoo.com
2
Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Dr. Shahrzad Sahafian's Dental Office, Mashhad, Iran
Introduction: University students are of those valuable classes of society whom care for their needs on campus is of great importance. This study is aimed to investigate and prioritize several needs of medical students in variety of fields such as education, socio-political, cultural, religious, Literary, artistic and guild.Method: To achieve the goals of the study, a survey was conducted and quantitative approach was used. For this purpose, 394 Medical students of Mashhad University were assessed in 2016. A self-made questionnaire with a five-point Likert scale of 55 questions was prepared and its reliability and validity were assessed and approved.Results: Results showed that among different needs of students, educational needs are on the highest demands. After that, the guild needs of students such as vouchers for buying textbooks were placed second. Literary-artistic needs, socio-political needs and religious needs of students are the next priorities respectively.Conclusion: Educational needs being the top priority in medical students represents a high potential of medical students for scientific development that university officials should seriously consider important. Students also demand fun and pleasant programs such as celebrations, musical performances and ritual ceremonies at the university.
https://fmej.mums.ac.ir/article_8908_c5f7e1f04d38c97196f20751132e0df8.pdf
Keywords: Medical Students
Need Assessment Study
Cultural Needs
Educational needs
Social Needs
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
17
22
10.22038/fmej.2017.8909
8909
Implementing Blended Learning in Health Center of Tabriz, Iran
Aref Shayganmehr
shayganmehraref@yahoo.com
1
Fatemah Hazratian
hazratianf@yahoo.com
2
Department of Adolescents, Youth and Schools’ Health, Faculty of Health Sciences, Tabriz University of Medical Science, Tabriz, Iran
Department of Adolescents, Youth and Schools’ Health, Faculty of Health Sciences, Tabriz University of Medical Science, Tabriz, Iran
Abstract: Background:Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. The aim of this study was to explore the perspectives of Tabriz health center staff on the Establishment status of blended learning system based on ISO 10015 requirements. Methods: The Statistical Society of this descriptive survey included all of the Health staffs of Tabriz Health Center in 2015 and the sample size was set at 285 using Morgan table. Data collection tool was a 63-item researcher-made questionnaire in the five-point Likert scale based on the requirements of ISO10015. It measured feasibility assessment, design, implementation and evaluation of blended learning. The questionnaire’s validity was assessed by experts and its reliability was calculated by Cronbach’s alpha as 0.95. Descriptive statistics and One Sample T test were used to analyze the data. Results: The mean scores were calculated for needs assessment at 2.90±0.44, design at 2.7±0.51, implementation at 2.65±0.59, evaluation at 2.38±0.68 for the implementation of blended learning which all were less the expected mean (3) and this difference was statistically significant. Conclusion: These results could be used as the basis of the establishment and to enable strengthening of needs assessment, design, implementation and evaluation for providing appropriate infrastructure for the establishment of blended learning and will be interesting and useful.
https://fmej.mums.ac.ir/article_8909_dc9cb39a4bd6013cc7cb42df77faea97.pdf
Keywords: Blended learning
Implementing
health center
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
23
28
10.22038/fmej.2017.8910
8910
The Condition of Learning styles, Student Engagement and its Relationship with Academic Progress in Birjand University of Medical Sciences
Abbas Javadi
javadi@bums.ac.ir
1
Yahya Mohammadi
2
Narjes Akbari
3
PhD Candidate in Health Education & Promotion, Birjand University of Medical Sciences, Birjand, Iran
Education Development Center, Birjand University of Medical Sciences, Birjand.Iran
Department of Oral Medicine, Faculty of Dentistry, Birjand University of Medical Sciences, Birjand, Iran
Abstract Introduction and Purpose: Students’ academic progress in the universities of medical sciences and its related factors is one of the priorities of researches in education. Learning styles and students engagement are the influential factors of this variable. Therefore, the purpose of the present study was to investigate the condition of learning styles and student engagement and its relationship with academic progress. Method: This is a descriptive and analytical study. Based on Cochran’s sample size formula, the study population included 292 students of the university that were selected via stratified random sampling method. The Student Engagement in Schools Questionnaire (SESQ) by Fredricks et al. (2004) and The Grasha-Riechmann Student Learning Styles Scale (GRSLSS) (Grasha, 1996) were used to gather the data. SPSS 18 was used to analyze the data; moreover, independent t-test and Spearman’s multiple regression analyzed at a significant level (0.05). Findings: 186 students out of 292 were female and 106963.7%) of them were male (36.3%). The findings indicated that the students preferred the following learning styles: avoiding, competitive, participatory, independent, cooperation and dependent styles, respectively. Furthermore, there is a significant relationship (p<0.05) between learning styles and student engagement with academic achievement. Conclusion: In accordance with the findings of the study, it is suggested that the students become aware of the different learning styles so that they can find their own appropriate learning style. Furthermore, it is recommended that teachers pay attention to learning styles and the enhancement of students’ engagement while teaching.
https://fmej.mums.ac.ir/article_8910_de8a669d5655d23e99961c7b2936b513.pdf
Key words: learning styles
students engagement
academic progress
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
29
36
10.22038/fmej.2017.8911
8911
The effect of instructional multimedia on communicational skills learning of autism students
Azar khazai
1
Rahim Moradi
rahimnor08@gmail.com
2
Soraya Khazai
soraya.khazai@yahoo.com
3
Mojghan Moradi
mojgan.moradi@yahoo.com
4
Department of Educational Technology, Faculty of Education & Psychology Allameh Tabataba'i University, Tehran, Iran
Department of Educational Technology, Faculty of Education & Psychology Allameh Tabataba'i University, Tehran, Iran
Department of Information Technology Higher Education, Faculty of Education & Psychology Shahid Beheshti University, Tehran, Iran
Department of Curriculum, Faculty of Education & Psychology, Allameh Tabataba'i University, Tehran, Iran
Background: This research aimed to estimate the effect of instructional multimedia on communicational skills learning of autism students at 3rd grade elementary school in Tehran. Methods: The method of this research was quasi- experimental and population was all the autism students at 3rd grade elementary school in Tehran.16 students were chosen by accessible sampling and they were randomly divided into control and experimental groups. The communicational skills questionnaires was made by researcher which had 5 components. Experimental group was trained with researcher-made multimedia software and control group was kept away from independent variable. In order to estimate the changes, at first a pre-test was performed on both groups. After pre-test, the experimental group was exposed at independent variable (Instructional multimedia).and post-test was performed on both groups. For analyzing the data, the statistical methods at two levels of descriptive (central and scattering) and inferential (multivariate analysis of covariance) were used.Results: In this study, the analysis of covariance was used to evaluate assumptions and since there were established homogeneity of slope of regression and homogeneity of error variances, the results of the test of univariate and multivariate covariance analysis showed that enriched learning in multimedia environment effected on enhancing student's communicative skills that have. autism disorders (p≥ 0/001). Conclusion: in line with other studies, the results of this study showed positive function of using electronic content of interaction- based and Multimedia Education system on learning communication skills of students with autism disorders'.
https://fmej.mums.ac.ir/article_8911_d659b9c70c2540de5d3ea9c84e5f45b8.pdf
Keywords: Autism Spectrum Disorders
Communication skills
Instructional multimedia
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
37
42
10.22038/fmej.2017.8936
8936
Explaining Faculty Members' Experience about the Process of Attending to an International Conferences: A Mixed Methods Research
Soleiman Ahmady
1
Zohrehsadat Mirmoghtadaie
mirmoghtada@yahoo.com
2
Siamak Zarei-Ghanavati
zareis@mums.ac.ir
3
Saeed Eslami Hasan Abadi
eslamis@mums.ac.ir
4
Shadi Sheibani
5
Hamid Hoseinikhah
6
Maryam Keykhaei
keykhaeim@mums.ac.ir
7
Shima Sheybani
8
Department of Medical Education, Faculty of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Department of E-learning in Medical Education, Virtual School, Center of Excellence for E-learning in Medical Education, Tehran University of Medical Sciences, Tehran, Iran
Department of Ophthalmology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Medical Informatics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Internal Medicine Specialist, Mashhad, Iran
Department of Cardiac Surgery, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Mashhad University of Medical Sciences, Mashhad, Iran
Department of Anesthesiology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Introduction: Attendance at conferences is considered as a professional necessity for most of the researchers and scientists. Currently, no study has been conducted in Iran to evaluate the pros and cons of attending to the medical international conferences. The aim of this study was to determine the problems and consequences of attendance at conference, as well as its academic benefits and scientific-professional promotions. Methods: This mixed-method study was conducted on faculty members' of Mashhad University of Medical Sciences attending to International conferences between January 2014 and 2015 in in two separate and sequential phases. The first phase was a qualitative approach, content thematic analysis, that was conducted through purposeful sampling based on literature review and interview with key informants’ faculty members.The second phase, the quantitative one, was conducted by an electronic questionnaire to collect faculty members’ viewpoints for improving the process. Results: Based on the first phase results, four main themes were indicated to be important in the attendance process: 1 & 2) problems and consequences of the attendance process; 3) scientific and professional promotion due to the attendance; and 4) usefulness and academic benefits. Scientific level of conferences (15.0%) and transport and accommodation (28.0%) were the most prevalent problems and consequences, respectively; whereas familiarity with new topics and ideas (20.0%) was for the promotion one. Conclusions: According to the quantitative phase results, it seems that International conferences were considered very important for professional developments; however, the problems and consequences of attending to these events overcome to its benefits.
https://fmej.mums.ac.ir/article_8936_c9053a6350f32ad7e3ebcbb58759c36d.pdf
Keywords: Professional practice
medial faculty
mixed method
conferences
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
43
50
10.22038/fmej.2017.9049
9049
Academic procrastination and its characteristics: A Narrative Review
Hossein Karimi Moonaghi
karimih@mums.ac.ir
1
Tahereh Baloochi Beydokhti
balouchibt941@mums.ac.ir
2
Evidence- Based Caring Research Center, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
PhD Nursing Student, Student Research Committee, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
Background: Time management, especially at university is an important factor contributing to the academic success of students. However, majority of students relentlessly delay their academic work. Drawing upon the literature, we attempted to identify the characteristics of academic procrastination. Methods: For the review, articles, books and theses in English and Persian were identified with a search of Scopus, Proquest, Pubmed, Magiran, and SID databases using the keywords such as procrastination, academic procrastination, academic cunctation, academic shillyshally, and academic dilatoriness. However our search was not limited by a time frame. Results: We identified 603 articles and theses by searching the databases. Sifting through the information, we consulted only 27 articles and 2 theses which were relevant to our study. After a perusal of literature on academic procrastination, we identified procrastination issues (i.e definition, prevalence, types of procrastination, academic procrastination, features) and its associated factors. Conclusions: Given that procrastination is a disruptive factor in academic achievement, teachers and students can use the results of this study to identify the behavior of procrastination and related factors.
https://fmej.mums.ac.ir/article_9049_7ec086345cc7e2d6699458fbb7e48c48.pdf
Keywords: procrastination
student procrastination
academic procrastination
Student
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-06-01
7
2
51
52
10.22038/fmej.2017.9068
9068
“Rhetoric Teaching” is necessary for all of the university students?
Reza Behnamfar
reza82br@yahoo.com
1
Mehrdad Mostaghaci
dr.mostaghaci@gmail.com
2
Ph.D, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
M.D, Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
A simple search for information sources shows that there are many researches and articles in the field of lecture method and comparison with other types of teaching methods. Interestingly enough, if not with certainty in all of these researches, at least in most of them, the result was in favor of non-lecturing. Previously, the authors emphasized the importance of rhetoric in a Persian letter (1). But given the importance and necessity of it at the international level and opening up a platform for discussion, exchange of ideas and recommendations, this letter is written.
While the way in every method of teaching we use, we must use the lecture method to express our contents. In fact, the "expression" is an integral part of our life and of all teaching methods of course. What is changed is the amount and purpose of its use. Even the use of techniques to engage students in the classroom, the teacher is not needless of lecturing, and this is a whole in the entire world. Another point is that despite the massive amount of articles that illustrate the superiority of non-lectures methods for teaching, it is the lecture method that still widely used, and other methods less used.
Lecture method has a long history in schools, universities and other educational systems (2). Despite the new and different educational methods, lecture method is still the most common method of teaching in most of our universities (3). Learning with lecture is suitable to provide the basic information and even, in sometimes, is the most appropriate teaching method (4).
One of the major issues in the lecture method is paying attention to the "Rhetorical Quality". If a high knowledge lecturer, is unable to transmit the contents appropriately; will not be considered as an effective teacher. With the passage of time and increasing teaching experience, and thus "Unconscious Mastering", the quality of presentation and expression would be improved. But it should be noted that nowadays rhetoric is a science, and just experience is not enough for today’s knowledge.
Sound is an instinctive habit, and speaking is an acquired skill (5). Whatever the speech is more efficient, the speaker's goal is better expressed (6). During speaking, must be careful about grammar (including sentence construction, arrangement of words), syntax, and fluency of the language. Words should be relevant to the topic, and has an appropriate length. Speaking turns and transparency would be respected. Also social rules such as using the appropriate words, avoid multi-laterality and ambiguity, should be considered during speech. When a person talks, explicit and implicit meanings of the words and sentences have to be noticed (7).
It does not seem that the increasing of teaching experience, increase the scientific and practical, expressive skills of the teacher; because the teacher is not initially familiar with the principles of this science. The evidences of this claim can be seen every day in different classes. There are many teachers with high teaching experiences and numerous classes over the years, who still suffered from weakness in expression and so-called "Content Transfer". To identify these teachers in any school, we could ask that faculty students.
But what is the situation of the students in these classes? Should some of these students be "inevitable victims" of this problem? Should we close our eyes on this lack of knowledge as a natural phenomenon? Mention a few pages about the lecture in textbooks, cannot be a perfect solution for effective education.
In our universities, teachers only mention these theories, and eventually at least express some research results, reproaches the lecture method, and encourage students to use other teaching methods in the future…, but in the same classroom, the lecture method is used dominantly. Increasing the quality of presentations in the classroom is not possible only through theory teaching with a few pages in the teaching methods book.
Is it not better that a course entitled "Rhetoric Teaching” be added to all of the curriculums? So the future teachers’ will familiar with the most basic needs of a lecture, which is "Eloquent Expression Techniques".
The "Rhetoric Teaching" has been so much missing or considered unimportant that even short training courses are not intended for it. A series of theoretical and practical rhetoric teaching short courses for postgraduate students, who later have the chance to enter the field of education, will be beneficial.
Recognition of phonemes and syllables and appropriate use of them will help to "be heard of the teacher”. Aberrant expression of a lecturer (teacher) will disconnect the relationship with the audience (students), and the content transfer by this lecture does not form correctly. However, education would be meaningless without any relationships (8), and appropriate expression is one of the factors for favorable relationship in education (9).
So the quality of teaching and learning will be reduced. Our purpose is to emphasize the importance of rhetoric in university education. The teaching of these techniques is required for all of the teachers who are the most speakers in our society.
It must be admitted that such a suggestion is not the definitive healing version, but looks can have an effective role in improving the current situation. The main task of teachers is to transfer the most important concepts of knowledge to the most important listeners of the society (students). Awareness of subjects such as tone, height, and volume of the voice and recognition of phonemes, syllables and their application in teaching will help the teacher act as an actor in the theater. By using of expression techniques, the students will be fascinated, enthused, and get better the contents.
“The teacher is the actor of the teaching scene.”
We declare no conflict of interest.
https://fmej.mums.ac.ir/article_9068_daca7164903ed3dbd3d07377acdb4e24.pdf
Key words: Rhetoric Teaching
university Students
Rhetorical Quality