ORIGINAL_ARTICLE
Students' Attitude towards Note-taking and Reading Pamphlets/handouts in Courses
Background: the inappropriate use of handouts and notes is a common academic problem among students. Students' notes are too brief and incomplete in compare with references; hence they may not cover the required content for the courses. The aim of this paper is to analyze students' attitude toward reading handouts and notes instead of references. Methods: In this analytical and descriptive study a representative sample of 201participants, including medical, paramedical, nursing and midwifery students of Golestan University of Medical Sciences, has been drawn. The data derived from this research has been collected by a valid and reliable questionnaire. There have been 39 questions in the questionnaire ranging from 1 to 5, based on Likert scale; five represents that students are proponent of reading notes. The sum of scores was 20; the 16th version of SPSS, T-test, one-way and two-way variance analysis at significance level pFindings: 66.7% of participants were female. ANOVA test showed that there were significant differences among the mean of attitudes of medical students (18.15±1.37), nursing (17.15±1.46), and paramedical (17.67±1.35) (P=0.008). The overall results revealed that the huge amount of content of references is the main factor for students' tendency to use notes instead of references. Conclusion: the final result was that students have got positive attitude to note-taking during courses and use their notes as their direct reference material, while the class notes are not reasonably efficient, particularly when used as the main learning strategy.
https://fmej.mums.ac.ir/article_1520_07322d79a917fd160837082dac2a98e3.pdf
2013-09-01
3
6
10.22038/fmej.2013.1520
Attitude
university Students
Note-taking
Akram
Sanagoo
a_sanagu@yahoo.com
1
1Nursing Research Center, Golestan University of Medical Sciences, Gorgan, IRAN
AUTHOR
Leila M
Jouybari
jouybari@goums.ac.ir
2
Education Development Center, Golestan University Of Medical Sciences, Gorgan, IRAN
LEAD_AUTHOR
Samieh
Ghana
3
Student Research Committee, Golestan University of Medical Sciences, Gorgan, Iran
AUTHOR
Javad
Sadeghi AlhaAbadi
4
Student Research Committee, Golestan University of Medical Sciences, Gorgan, IRAN
AUTHOR
Masood
Rahimi
5
Student Research Committee, Golestan University of Medical Sciences, Gorgan, IRAN
AUTHOR
Sadegh
Sedghi
6
Student Research Committee, Golestan University of Medical Sciences, Gorgan, IRAN
AUTHOR
Seyyed Hamid
Sharifnia
7
Faculty of Nursing and
Midwifery of Amol, Mazandaran University of Medical Sciences,
Sari, Iran
AUTHOR
1. Salem Safi R, AshrefRazaee N, Sheikhi N, Khosh klam M, Makhdoomi K, Nabilo B, et al. Investigation of studying styles of Urmia medical science university’s students. Journal of Urmia Nursing and Midwifery Faculty 2010; 8(2): 76-82 (Persian)
1
2. Gupta B, White DA, Walmsley AD. The attitudes of undergraduate students and staff to the use of electronic learning. British Dental Journal 2004; 196(8): 487 - 492.
2
3.Shariati B, Javadi H, Habibi GR, Soleymani F. Attitudes and Practice medical students about lesson resources, Tehran, Iran. Tehran University of Medical Sciences Publications 1996 (Persian).
3
4. Hull C, Rawlins K. Effective note-taking. NT Learn Curve 1997; 1(3):14-5.
4
5. Rashidian M. Effectiveness of different types of learning materials used by students in courses of basic medical sciences. Abstracts of 5th National Congress on Medical Education. Iranian Journal of Medical Education 2002; 2(8):45 (Persian).
5
6. Ghazavi A, Rafiei A, Mosayebi G, Abtahi H. The attitude of Arak Medical University student’s about reasons of tendency to use the lecture notes instead of textbooks 2008. Arak Medical University Journal 2010; 12(4, Supp 1): 73-80 (Persian).
6
6. Southwick FS. Theodore E. Woodward Award: spare me the PowerPoint and bring back the medical textbook. Transactions of the American Clinical and Climatological Association 2007;118:115-122.
7
7. Sadjadi SM, Saba MS, Ameri E. Evaluation of the results of two successive comprehensive examinations of basic sciences of the medical students of Hamadan University of Medical Sciences and survey of qualitative changes. Scientific Journal of Hamadan University of Medical Sciences & Health Services 1993; 1(1): 76-63 (Persian).
8
8. Shams B, Farshidfar M, Sanzade A. Effects of counseling on improvement of students. Iranian Journal of Medical Education 2000; 1(1):35-39 (Persian).
9
9. Mardanian F, Kazerouni zadeh M. Study Styles of Students, Interns and Residents of Obstetrics and Gynecology in Shahid Beheshti Hospital in Isfahan Iranian Journal of Medical Education 2003; 3 (2) :73-77(Persian)
10
10 . Amini M; Tajamul S; Lotfi F; karimia Z. A Survey on Study Habits of Medical Students in Shiraz Medical School. Future Of Medical Education Journal 2012; 2(3): 28-34
11
11. Tidwell DL, Heston ML, Fitzgerald LM. Self-Study of Teaching and Teacher Education Practices: New York, US; Springer 2009.
12
12. Watkins C, Carnell E, Lodge C. Effective Learning in classrooms. London, UK: Paul Chapman Publishing 2007.
13
13. Nourian A, Shah Mohammadi F, Mousavi Nasab SN, Nourian A. Study Skills and Habits of the Students in Tehran Islamic Azad University of Medical Sciences in the Academic Year 2008-2009. Strides in Development of Medical Education 2010; 7(2): 101-111(Persian).
14
ORIGINAL_ARTICLE
Strengths and Weaknesses of Clinical Education Settings from the Viewpoint of Midwifery Students and Educators of Tabriz University of Medical Sciences
Background: Achieving a desirable clinical education requires continuous assessment of the current situations in clinical education and identifying the strengths and weaknesses. This study aimed to assess the strengths and weaknesses of the clinical education fields. Methods: This is a cross-sectional and descriptive study in which the strengths and weaknesses of clinical education settings were investigated from the viewpoints of all students and educators of Tabriz faculty of nursing and midwifery in 2010. Data collecting tool was based on Weldner and Laurent questionnaire. Research sample, equal to research community, was 156 midwifery students and 13 midwifery educators selected through census method. Collected data were analyzed by descriptive and analytic (Chi square) statistics through SPSS (ver.13) software. Findings: The major weaknesses of clinical education settings were inaccessibility to necessary information prior to clinical education, lack of study rooms and conference spaces for students, and opportunities to interact with some faculty and university headquarters. The major strengths were considering students’ educational needs, providing adequate clinical wards and equipment, and various cases. There were significant difference between views of students in various educational sections toward evaluation of clinical education in half of items (p<0.05). Conclusions: Providing necessary information prior to clinical education, introducing written learning objectives, revising the method of students' assessment and removing physical deficiencies in clinical settings can be an effective step towards improving the quality of clinical training.
https://fmej.mums.ac.ir/article_1521_e2bb778f1482a14d718987869034d7ff.pdf
2013-09-01
7
14
10.22038/fmej.2013.1521
Clinical education
Midwifery students
Educators
Strengths and Weaknesses
Azizeh
Farshbaf Khalili
1
Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IRAN.
AUTHOR
Mahnaz
Shahnazi
mshahnazi@tbzmed.ac.ir
2
Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IRAN.
LEAD_AUTHOR
khadijeh
Hajizadeh
3
Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IRAN
AUTHOR
Maryam
Abaszadeh
4
Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IRAN.
AUTHOR
Mohamadi B. The effect of training on knowledge, attitudes and practice of nursing and midwifery educators of Tabriz University of Medical Sciences. MS. Dissertation. Tabriz University of Medical Sciences, Nursing and Midwifery Faculty; 2002: 1. [Persian].
1
2. Hassan Zahraei R, Atash Sokhan G, Salehi S, Ehsanpour S, Hassanzadeh A. Comparing the factors related to the effective clinical teaching from faculty members' and students' points of view. Iranian journal of medical education 2007; 7(2): 249. [Persian]
2
3. Dehghani H, Dehghani Kh, Fallahzadeh H. The educational problems of clinical field training based on nursing teachers and last year nursing students view points. Iranian journal of medical education 2005; 5(1): 24-33. [Persian].
3
4. Lucas J, Wilson-Witherspoon P, Baxley FG. Walking the balance BEAM: The art and science of becoming a successful clinical teacher. Fam Med 2002; 34(7): 498-9.
4
5. Niknam F, Abdollahzadeh F, Lotfi M, Aghazadeh A. Problems of clinical education in viewpoints of instructors and nursing students in faculty of nursing and midwifery in Tabriz University of Medical Sciences and Health Services. Nursing and Midwifery journal of Tabriz 2006; 2: 20-6. [Persian].
5
6. Eaton E, Henderson A, Winch S. Enhancing nurses capacity to facilitate learning in students: Effective dissemination and uptake of best practice guidelines. Int J Nurs Pract 2007; 13(5): 316-20.
6
7. Daneshkhah N. Evaluation of clinical education internship programs in viewpoints of instructors and nursing students in faculty of nursing and midwifery, Tabriz University of Medical Sciences 2002. MS. Dissertation. Tabriz University of Medical Sciences, Nursing and Midwifery Faculty; 2002: 1-5. [Persian].
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8. Weidner TG, Laurent T. Selection and evaluation guidelines for clinical education settings in athletic training. J Athl Train 2001; 36(1): 62-7.
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9. Malik M, Hunt JA. Plugging a hole and lightening the burden: A process evaluation of a practice education team. J Clin Nurs 2007; 16(10): 1848-57.
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10. Chan DS. The relationship between student learning outcomes from their placement and their perceptions of the social climate of the clinical learning environment. Contemp Nurse 2004; 17(1-2): 149-58.
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11. Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students perspective on clinical education in Gonabad University of Medical Sciences. Iranian journal of medical sciences 2005; 5(1): 70-8. [Persian].
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12. Azizi F. Assessing clinical programs. Journal of Shahid Beheshti University of Medical Sciences 1999; 19(3-4): 1-10. [Persian].
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13. Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs 2005; 9(4): 6.
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14. Foroud A, Foroud A. The views of students and faculty members of nursing and midwifery about clinical education problems. Iranian journal of medical sciences 2002; 7: 93. [Persian].
14
15. Salmani N, Amirian H. Comparison between nursing students and trainers viewpoints about clinical education environment in Islamic Azad University of Yazd, in the year. Strides in development of medical education 2006; 3(1): 11-18. [Persian].
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16. Omidvar Sh, Bakouee F, Salmalian H. Clinical education problems: The viewpoints of midwifery students in Babul Medical University. Iranian journal of medical sciences 2005; 5(2): 15-21. [Persian].
16
17. Farshbaf Khalili A, Shahnazi M , Nazari S. Evaluation the some aspects of clinical education settings from the viewpoint of midwifery students of Tabriz Faculty of Nursing and Midwifery. Nursing and Midwifery journal of Tabriz 2008; 9: 18-24. [Persian].
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18. Hasanpour SH, Bani S. The measure of learning midwifery-clinical skills from senior midwifery students' point of view Tabriz Nursing and Midwifery Faculty. Nursing and Midwifery journal of Tabriz 2008; 9: 46-51. [Persian].
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19. Tanner CA. Nursing education: Current themes, puzzles and paradoxes. Commun Nurse Res 2007; 40: 3-14.
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20. Weidner TG, Laurent TG. Evaluation of athletic training clinical education students. Student Assessment Form. Ball State University; 1999.
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21. Bastable Susan B. Nurse as educator, principles of teaching and learning for nursing practice. 3rd ed. Sudbury: Jones and Bartlet; 2008.
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22. Zamanzadeh V, Abdollahzadeh F, Lotfi M, Aghazadeh A. Assessing clinical education fields from the viewpoints of nursing and midwifery instructors in Tabriz University of Medical Sciences. Iranian journal of medical sciences 2007; 7(2): 299-307. [Persian].
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23.Delaram M.Strengths and weaknesses of clinical education from the viewpoints of nursing and midwifery students of Shahrkord University of Medical Sciences 2003. The abstract papers of education in nursing and midwifery seminar at Zanjan; 2005: 24.
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24. Ebrahimi H, Zaroj Hosseini R, Oadi D. Educators problems during clinical evaluation of nursing students in Shahrod Nursing Faculty. The absract of papers in 7th Medical Education Seminar; 2005: 58.
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28. Cook J. The role of the virtual learning environments in UK Medical Education. JTAP Report 2001; 623: 1-10.
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25. Saarikoski M, Leino-Kilip H. The clinical learning and supervision by staff nurse: Developing the instrument. Int J Nure Stud 2002; 39(3): 259-67.
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26. Alavi A. The view point of nursing and midwifery students about characteristics of effective clinical instructors. Scientific journal of Hamadan Nursing and Midwifery Faculty 2007; 15(1): 44-9. [Persian].
27
27. Khorsandi M, Khosravi SH. Clinical education from the viewpoints of nursing and midwifery school students of Arak. Rahavard Danesh journal 2001; 5(1): 29-32. [Persian].
28
28. Cook J. The role of the virtual learning environments in UK Medical Education. JTAP 2001; 623: 1-10.
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29. Shahbazi L, Salimi T. Clinical education from the view point of nursing and midwifery students. Journal of Yazd Shahid Sadooghi University of Medical Sciences 2000; 8(2): 97-103. [Persian].
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30. Ghiasvandian Sh. The effect of employing clinical education associate model (CTA) on clinical education quality of nursing students in selective hospitals of Tehran University of Medical Sciences. Theb and Tazkieh 2004; 52: 10-17. [Persian].
31
31. Peirce AG. Preceptorial students' view of their clinical experience. J Nurs Educ 1991; 30(6): 244-50.
32
ORIGINAL_ARTICLE
Collaborative Learning and Communication Technology in Graduate Students’ Education
Background: Cooperative and Collaborative Learning approach with online programs is useful in response to rising demand for university educational system. This study evaluates the use of internet and computer in collaborative teaching and learning process for post graduate nursing students. Method: This is a correlation descriptive study. The population in the study is based on census sampling of graduate nursing students of Kerman University of Medical Sciences (n =57). The data was collected through questionnaires once, and then it was analyzed by Pearson correlation, i.e. t-test.. The content validity of the questionnaire was determined. The reliability of these tests Cranach’s alpha was calculated for active and Collaborative Learning (ACL) (r = 0.84), as well as electronic communication (r = 0.91). findings: The results indicated a mean score of Collaborative Learning at (76.2±13.3). Between needed and used electronic resources, there was a statistically significant correlation (P <0.001). Conclusion: Students in Collaborative Learning, experience a wide range of information and training skills in various aspects; therefore, it is recommended for dynamic and driven students to develop Electronic Communications and cooperation through regular planning, coordination and preparation.
https://fmej.mums.ac.ir/article_1522_bd2336fe6947684a0c248aadc9c12e94.pdf
2013-09-01
15
19
10.22038/fmej.2013.1522
Communication Technology
Collaborative Learning
Education
graduate students
Esmat
Noohi
e_noohi@kmu.ac.ir
1
Department of Medical Surgical Nursing Education and Medical Education, Kerman University of Medical Sciences, Kerman, IRAN
LEAD_AUTHOR
Abbas
Abbaszadeh
2
Department of Medical Surgical Nursing Education, Shahid Beheshti University of Medical Sciences, Tehran, IRAN
AUTHOR
Maddah Sadat
Sayad Bagher
3
Department of Community Health Nursing Education, University of Social Welfare and Rehabilitation of Sciences, Tehran. IRAN
AUTHOR
1. Hoke MM, Robbins LK. The impact of active learning on nursing students clinical success. Journal of Holistic Nursing. 2005;2 (3):348.
1
2.Dillenbourg P. Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. Elsevier Science, Inc., PO Box 945, Madison Square Station, New York,. Web site: http://www. elsevier. com.; 1999.
2
3.Johnson GM. Perception of classroom climate, use of WebCT, and academic achievement. Journal of Computing in Higher Education. 2006;17(2):25-46.
3
4. Kiteley RJ, Ormrod G. Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes. Nurse Education Today. 2009;29 (Tirgar, et. al., 2013):623-9.
4
5. Kobbe L, Weinberger A, Dillenbourg P, Harrer A, et al. Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning. 2007;2(2):211-24.
5
6. Tirgar A, Abolghasem M.B, Yaminfiroozi M. Citation analysis of graduate Dental thesis references: Before and after an intervention. FMEJMARCH 21, 2013 ;3(1):1-7.
6
7. Fasce E, Ramirez L, Ibanez P. Evaluation of a computer-based independent study program applied to fourth year medical students]. Revista médica de Chile. 1995;123(Tirgar, et. al., 2013):700.
7
8. Findlay M, Souter N, editors. Climate change, collaboration and pre-service teachers' emergent professional identity; 2008.
8
9. Findley, A C. Collaborative Networked Learning: On-line Facilitation and Software Support, Digital. Equipment Corporation Burlington, MA 1988.
9
10. Lewis M, Davies R, Jenkins D, Tait M. A review of evaluative studies of computer- based learning in nursing education. Nurse Education Today. 2005; 25(8):586-97.
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11. Manning ML, Frisby AJ. Multimethod teaching strategies to integrate selected QSEN competencies in a Doctor of Nursing Practice distance education program. Nursing Outlook. 2011.
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12. Scarvell J, Stone J, Interprof J. An Interprofessional Collaborative Practice model for preparation of clinical educators. CARE Journal (in press). 2010 Apr 8 [Epub ahead of print]
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13. Chang LC, Liu CH. Employee empowerment, innovative behavior and job productivity of public health nurses: A cross-sectional questionnaire survey. International journal of nursing studies. 2008;45(10):1442-8.
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14. National League for Nursing.The preparation of nurse educators. [Position Statement]. Retrieved from www.nln.org/aboutnln/ Position Statements/index.htm2002.
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15. McDonald LJ, Walters K. COLLABORATIVE TEACHING in a Virtual Environment to Promote Conceptual Change for NURSE EDUCATOR MASTER'S STUDENTS. Nursing Education Perspectives. 2009;30(Tirgar, et. al., 2013):381-3.
15
16. Akbari Lakeh M, , Karimi Moonaghi H, Makarem A, Esmaily H.A, Ebrahimi M . Ashoori A. Medical Faculty Members’ Teaching Competencies and Factors Affecting It. FMEJ .SEPTEMBER 21, 2012;3(3):7-10.
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17. Chen G, & Chiu, M. M. . Online discussion processes. Computers and Education. 2008;50:678 - 92.
17
18.Mitnik R, Recabarren M, Nussbaum M, Soto A. Collaborative Robotic Instruction: A Graph Teaching Experience. Computers & Education. 2009;53(2):330-42.
18
19. Naone E. Unreal meetings: Second Life's virtual conference rooms might be more useful if they did not resemble their real-world counterparts. Technology Review. 11July 2007.
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20.Dillenbourg P, Järvelä S, Fischer F. The evolution of research on computer-supported Collaborative Learning. Technology-enhanced learning. 2009:3-19.
20
21.Kollar I, Fischer F, Hesse FW. Collaboration scripts–a conceptual analysis. Educational Psychology Review. 2006;18(2):159-85.
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22. Smith P. Overview of Facilitation. Faculty guidebook: A comprehensive tool for improving faculty performance. 2007:343-6.
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23. Zolfaghari M, Mehrdad N, ParsaYekta Z, SalmaniBarugh N, Bahrani N. The effect of lecture and E-learning methods on learning mother and child health course in nursing students
23
Iranian Journal of Medical Education. Spring and Summer2007;7 (1):31-8[Persian]
24
24. Kala S, Isaramalai S, Pohthong A. Electronic learning and constructivism: A model for nursing education. Nurse Education Today. 2010;30(1):61-6.
25
25. Wilkinson A, Forbes A, Bloomfield J, Fincham Gee C. An exploration of four web-based open and flexible learning modules in post-registration nurse education. International journal of nursing studies. 2004;41(4):411-24.
26
26. Jecklin KS. The impact of active/ cooperative instruction on beginning nursing student learning strategy preference. Nurse Education Today. 2007(27):474-80.
27
27. Kenny A. Online learning: enhancing nursing education. Journal of Advanced Nursing. 2002;38(2):127-35.
28
28. Govindasamy T. Successful implementation of e-learning pedagogical considerations Internet and Higher Education. 2002;4(3/4):287-99.
29
29. Gillies RM. The effects of cooperative learning on junior high school students during small group learning. Learning and instruction. 2004;14(2):197-213.
30
30. Volet SM, Thurman J . High level congratulation in Collaborative Learning :How does it emerge and how is it sustained. Learning & Instruction. 2008:1-13.
31
31.Srkararany M, Moghadam A. Web-based learning and innovation in distance education. Journal of educational innovations. 1991(3): 77-108.
32
32. Sitzmann T, Krieger K, Stewart D, Wisher R. The comparative effectiveness of web-based and classroom instruction: a meta-analysis. Personnel psychology. 2006;59(3):623-64.
33
33. Kearns L, Shoaf J, Summey M. Performance and satisfaction of second-degree BSN students in Web-based and traditional course delivery environments. J Nurs Educ. 2004;43(Tirgar, et. al., 2013):280-4.
34
ORIGINAL_ARTICLE
Knowledge of Social Accountability in Medical Education among Faculty Members at Medical Sciences of Mashhad University
Background: Medial educations' models should train physicians with competencies and commitment to meet health needs in the community. This social accountability in medical education is not a new concept but provides equity, quality, relevance and cost-effectiveness in health care system. The aim of this study was to assess the knowledge of faculty members towards the situation and activities in this topic. Methods: 133 university faculty members participated in this research from seven schools (Medical, Dentistry, Pharmacy, Nursing, Paramedical, Health and Complementary Traditional Schools) at Medical Sciences of Mashhad University (MUMS) in Iran during 2012-2013. A questionnaire was distributed to faculties that asked about their knowledge about social accountability in medical education and its position at this university. Findings: The mean knowledge about social accountability was 3.80 ± 0.423 in clinical and 3.81 ± 0.368 in basic science faculty members (p>0.05). The mean knowledge in Professors, associates and assistant professors were 3.79 ± 0.11, 3.79 ± 0.08 and 3.90 ± 0.09, respectively (p>0.05). The faculties at Pharmaceutics School got the lowest level in this research. Conclusion: The level of knowledge among faculties at MUMS on educational accountability is limited, and is lowest at Pharmaceutics School. There is a need for informing the necessity, development of position and concepts about this method among faculties, especially at Pharmaceutics School, to improve health services.
https://fmej.mums.ac.ir/article_1523_71ac4cb2cf3d2ff0568571d6541be3f2.pdf
2013-09-01
20
23
10.22038/fmej.2013.1523
Medical education
Social accountability
health care system
Hasan
ali Zahed moghaddam
zahedmha1@mums.ac.ir
1
Shahid Beheshti University of Medical Sciences, Tehran, IRAN
LEAD_AUTHOR
Reza
labbaf Ghasemi
2
Shahid Beheshti University of Medical Sciences, Tehran, IRAN
AUTHOR
Haleh
Ghoushkhanei
3
Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Reza
Afshari
Afsharir@mums.ac.ir
4
Addiction Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Parviz
Marouzi
5
School of Paramedical Sciences, Mashhad University of Medical Sciences
AUTHOR
Murray E, Jinks V, Modell M. Community-based medical education feasibility and cost. Med Educ. 1995 Jan; 29(1):66-71.
1
Maley M, Worley P, Dent J. Using Rural and Remote Setting in the Undergraduate Medical Curriculum. AMME Guide No 47. Med Teach. 2009 Nov; 31(11):969-83.
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Boelen C. Heck J. Defining and Measuring the Social Accountability of Medical Schools. Geneva: World Health Organization. Division for Development of Human Resources for Health. 1995. Available from: http://whqlibdoc.who.int/hq/1995/WHO_HRH_95.7.pdf.
3
Cappon P, Parboosingh J. Health Canada. Social Accountability: A Vision for Canadian Medical Schools. Ottawa: Health Canada 2001; S1-7.
4
Afshari R. Implementing accountability in medical schools. Future of Medical Education Journal 2012; 2(4): 2.
5
Boelen C, Woollard R. Social accountability: The extra leap to excellence for educational institutions. Med Teach. 2011; 33(8):614-9.
6
Boelen C. Global consensus on social accountability of medical schools. Sante Publique. 2011 May-Jun; 23(3):247-50.
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Talaat W, el-Wazir Y. The El-Tal El-Kebir an example of social accountability from Egypt. Med Teach. 2012; 34(5):354-60.
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Afshari R, Pishbin E, Taghian E. Educational Health Center. Educational Development Center. 1390. P: 8.
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Authors note declared. The Edinburg Deceleration. Medical Education, 1988; 22: S481-2.
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Walton H. Charge to the conference. Medical Education 1995:29 (supplement): S3-6.
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Cappon P, McMurtry R, at al. Social Accountability: A Vision for Canadian Medical Schools. Ottawa, Ontario: Health Canada 2001.
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Muller s. Physicions for 21 century: The GPEP report (Report of the project panel on the general professional education of physicians and college preparation.Association of American medical colleges 1984: Washington DC.
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Waterman RE, Kufman A. A challenge to academic health, Health of the public. Strategies for reorienting academic health centers to ward community: centers. Health of the public program 1993: Sanfrancisco. Health needs.
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Elam LC, Wilson HD, Wilson AE, Schwartz R. Physicians for the 21century. Undergraduate preparation and medical education; Implications for medical practice. J Ky Med Assoc. 1995 Jun; 93(6):247-9, 252.
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Worley P. In the Community. In: Dent. Harden R. Practical Guild for Medical Teachers. 2nd edn. London: Elsevier. 2005: S96-105.
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Afshari R, Pishbin E, Taghian E. Educational Health Center. Educational Development Center. 1390. P: 23-25.
18
Pálsdóttir B, Neusy AJ, Reed G. Building the evidence base: networking innovative socially accountable medical education programs. Educ Health (Abingdon). 2008 Jul; 21(2):177. Epub 2008 Aug 26.
19
ORIGINAL_ARTICLE
Effects of Mobile Learning on Paramedical Students’ Academic Achievement and Self-regulation
Background Mobile learning affects learners through motivation, cooperation, information sharing, and availability. It provides opportunities for learners, learning providers and universities. This study aimed to examine the role of mobile learning on the academic achievement and self-regulation of paramedical sciences in Birjand University of Medical Sciences. Methods This survey is a quasi-experimental study. The research population included operating room technology students in Ghaen and Ferdows faculties as satellite faculties. Samples included 43 persons. Initially a relevant microbiology mobile book was installed on students’ mobile phones in test group (22 students). In this group, during the semester, the microbiology contents delivered through the mobile books and SMS, in addition to face-to-face teaching. The control group received only conventional face-to-face training. The data collection tool included Pintrich’s self-regulation questionnaire and a teacher-made microbiology quiz. Findings The results showed that using this method has quite significant impact on both students' academic achievement and their self-regulation learning (p<0.05). Conclusion With regards to positive effect of mobile learning on academic achievement and self-regulation, it is necessary for curriculum planners to design and implement appropriate mobile learning methods to enhance learning, self-learning and self-regulation.
https://fmej.mums.ac.ir/article_1524_d0108d59d2641d754af38d8b98277fa0.pdf
2013-09-01
24
28
10.22038/fmej.2013.1524
Mobile learning
Academic achievement
Self-regulation
Microbiology
Majid
Zare Bidaki
1
Department of Microbiology, Faculty of Sciences, Birjand University of Medical Sciences, Birjand, IRAN
AUTHOR
Fatemeh
Naderi
fateme_naderi1390@yahoo.com
2
Department of Education, Faculty of Education and Psychology, University of Birjand, Birjand, IRAN
LEAD_AUTHOR
Mohsen
Ayati
3
Department of Educational, Faculty of Education and Psychology, University of Birjand, Birjand, IRAN
AUTHOR
1. Rabiee M, Talebiyan MH. Educational Technology Sciences Experimental primary. Journal of Educational Technology 2011; 1(27): 33-37 [In Persian].
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2. Khaghanizade M, Shokrollahi F. Use Media Tools Education at Teaching. Educational Strategies 2009; 2(3): 127-130 [In Persian].
2
3. Zolfaqari M, Sarmadi MR. Studing the Satisfaction of Nursing and midwifery students and teachers from applying blended learning system. Iranian Journal of Nursing Research 2010; 3(10-11): 99-109 [In Persian].
3
4. Mordali L, Koshki SH. Relationship Self-regulation and Achievement. Thought
4
Behavior 2008; 2(7): 69-78 [In Persian].
5
5. Rahmani J, Movahedinia N, Salimi GH. [Concept pattern Education Roles Cultural Technology Information and communications at Education and training]. Knowledge Research in Education (Planning Curriculum) 2006; 20(11): 49-69 [In Persian].
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6. Prensky M. What can you Learn from a Cell Phone? Almost anything. Journal of online education Available from: URL:http://www. innovateonline. info/pdf/vol1_issue5/What_Can_You_Learn_from_a_Cell_Phone__Almost_Anything!.pdf. 2005; 1(5).
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7. Feizi K, Rahmani M, Sadri Arhami M. E-learning in Iran, Problems and Solutions,
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with an emphasis on higher education. Proceedings of [International Conference on Management]. Tehran Sharif Industrial University [In Persian].
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8. Salari M, Yaghmayee F, Mehdizadehe S, Vafadar Z, Afzali M. Factor related to accept of "e-learning" in nursing students. Educational Strategies 2009; 2(3): 103-108 [In Persian].
10
9. McGill TJ, Bax S. From beliefs to success: Utilizing an expanded TAM to predict web page development success. International Journal of Technology and Human Interaction 2007; 3(3): 36-53.
11
10.Soleimani A, Zarafshani K. Factors determining adoption information technology by vocational agricultural teachers using technology acceptance model (TAM) in Kermanshah province. Iranian Research Institute Science and Technology 2011; 26(4): 885-902. [In Persian].
12
11.Gharibi F, mohammadi A. [Mobile learning and formal and informal training. International conference on e-learning and teaching. Iran]: University of Science and Technology 2009; http: //www.civilica. com /Paper-SELEARNING01-SELEARNING01 _024.html. [In Persian].
13
12.Ajam A, Jafari Sani H, Mahram B, Ahanchian MR. The role of students Self-regulated Learning Sterategies Computer Skills and Academic Achievement in Their Views about Synchronous and Asynchronous Interaction in Blended Combined Learning Approach. Research in Curriculum Planning 2012; 9(34): 1-17.
14
13.Yu P, Li H, Gagnon MP. Health IT Acceptance Factors in Long-Term Care Facilities: A Cross-Sectional Survey. International Journal of Medical Informatics 2008; 78(4): 219-229.
15
14.Brown TH. The role of m-learning in the future of e-learning in Africa. .Presented at the ICDE World Conference. 2003. Available from: URL http://matheasy.webstarts.com/uploads/The_role_of_mlearning_in_the_future_of_elearnigin_Africa.pdf
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15.Marcos D, Hilea J, Barchino R, Jiménez L, Martíne J. An Experiment for Improving Students Performance in secondary and tertiary Education by means of M-Learning auto-assessment. Educational psychology 2010; 55(10): 1069-1079.
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16.Sha L, Chee-Kit L, Chen W. Mobile Learning: Teaching and Learning with Mobile Phones and Peter Seow. Universidade do minho Gualtar2012;28(2): 718-728.
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17.Zare Bidaki M, Rajabpour Sanati A, Rahmanian Sharif Abad A. Designing Mobile electronic Books as a New Model of Providing Learning Contents for Medical Sciences. Strides in Development of medical education 2012; 9(1): 18-24 [In Persian].
19
18.Ayati M, Sarani H. The Effect of mobile phone on learning & achievement motivation in English course student. Journal of Technology Education 2012; 7(1): 14-21.
20
19.Delevar AA, Biology and Science Research Methods in Educational Psychology. Tehran: Posted edit; 2007 [In Persian].
21
20.Keller JM. Motivational Design of Instruction. In C. M. Reigeluth (editor), Instruction Design Theories and Instruction an overview of their current status 1983; 383-429.
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21.Pintrich PR, Smith DA, Garcia T, McKeachie WJ. A manual for the use of the Motivated Strategies for Learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: University of Michigan 1991.
23
22.Kareshki H. [The role of self-regulation in non-formal learning]. Proceedings of the Conference on Formal Learning 2008: 611-627 [In Persian].
24
23.Adelina M, Ana AC. Mobile learning: teaching and learning with mobile phones and Podcasts. Braga– Portugal: Universidade do Minho Gualtar 2008: 4710 -4757 [In Spanish].
25
24. Power T, Shrestha P. Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh. International Language and Development Conference, 23-25 June 2009, Dhaka, Bangladesh.
26
25. Douglas M, Matt P. Mobile learning in the Classroom: An Empirical Assessment of a new Tool for Students and Teachers. West Chester University of Pennsylvania 2007.
27
26.Liaw S, Hatala M, Huang H. Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. J Comput Educ 2010; 54(10): 446- 454.
28
ORIGINAL_ARTICLE
A Study on the Effect of Education by Using Simulation on Post partum Visual Blood Loss Estimation
Background: Post partum hemorrhage is one of the common causes in maternal morbidity and mortality and its outcome depends on accurate estimation of blood loss which needs acquiring skills. In this study, we decided to evaluate the effect of education on visual blood volume estimation by using simulation. Method: This prospective study was done in Mashhad University of Medical Sciences and 40 obstetrics and gynecology residents who had inclusion criteria and signed consent forms participated in it. The study was designed to include three stages; namely, pre-test, education-based simulation, and post-test. At first, six stations were simulated, along with, Post partum hemorrhage in different volumes (500, 1000, 1500, 2000, 2500 and 3000 cc). Then, participants were requested to fill their personal details in forms and view different simulated stations and estimate correct blood volume as pre-test. In the following stage, the researcher educated participants about correct volume in each station. In the final stage, six stations with the same volumes were simulated and the post-test was performed like the pretest. After data collection, it was statistically analyzed by SPSS software (version 11.5) and Chi-Square and McNemar Tests. P value less than 0.05 was considered significant. Results: Participants were 40 people of obstetrics and gynecology residents. The comparison between the results of pre- and post- tests, illustrated that the accuracy visual estimation in different blood volumes (500, 1000,1500,2000,2500, and 3000cc) had significantly differed (P= 0.008, P<0.001, P<0.001, P=0.001, P<0.021, P=0.001, respectively). Conclusion: Education via simulation had a significant effect on the accuracy of visual estimation of blood volume.
https://fmej.mums.ac.ir/article_1525_56e5e70c6a5612a9061df9bdc402eed4.pdf
2013-09-01
29
34
10.22038/fmej.2013.1525
Education
Simulation
Post partum hemorrhage
Visual estimation
Farideh
Akhlaghi
akhlaghif@mums.ac.ir
1
Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN.
LEAD_AUTHOR
Vida
Taghipour Bazargani
2
Mashhad university of Medical Sciences, Mashhad, IRAN
AUTHOR
1. Khan KS, Wojdly D, Say L, Gulmezoglu AM, Van Look PF. WHO analysis of causes of maternal death: A systematic review. Lancet 2006; 367: 1066-74.
1
2. Elbourne DR, Prendiville WJ, Carroli G, Wood J, McDonald S. Prophylactic use of oxytocin in the third stage of labour. Cochrane Database Syst Rev 2001; 4: CD001808.
2
3. Bose P, Regan F, Paterson-Brown S. Improving the accuracy of estimated blood loss at obstetric haemorrhage using clinical reconstructions. BJOG 2006; 113(8): 919-24.
3
4. Larsson C, Saltvedt S, Wilkund I, Pahlen S, Andolf E. Estimation of blood loss after cesarean section and vaginal delivery has low validity with a tendency to exaggerations. Estimation of blood loss after cesarean section and vaginal delivery has low validity with a tendency to exaggerations. Acta Obstet Gynecol Scand 2006; 85(12): 1448-52.
4
5. Stafford I, Dildy GA, Clark SL, Belfort MA. Visually estimated and calculated blood loss in vaginal and cesarean delivery. Am J Obstet Gynecol 2008; 199(5): 519-e1-7.
5
6. Al Kadri HM, Al Anazi BK, Tamim HM. Visual estimation versus gravimetric measurement of postpartum blood loss: a prospective cohort study. Arch Gynecol Obstet 2011; 283(6): 1207-13.
6
7. Schorn MN. Measurement of blood loss: Review of the literature. J Midwifery Womens Health 2010; 55(1): 20-7.
7
8. Lu MC, Fridman M, Korst LM, Gregory KD, Reyes C, Hobel CJ, et al. Variations in the incidence of postpartum hemorrhage across hospitals in California. Matern Child Health J 2005; 9(3): 297-306.
8
9. Razvi K, Chua S, Arulkumaran S, Ratna SS. A comparison between visual estimation and laboratory determination of blood loss during the third stage of labour. Aust N Z J Obstet Gynaecol 1996; 36(2): 152-4.
9
10. Duthie SJ, Ven D, Yung GL, Guang DZG, Chan SY, Ma HK. Discrepancy between laboratory determination and visual estimation of blood loss during normal delivery. Eur J Obstet Gynecol Reprod Biol 1991; 38(2): 119-24.
10
11. Dildy GA, Paine AR, George NC, Velasco C. Estimating blood loss: Can teaching significantly improve visual estimation? Obstet Gynecol 2004; 104(3): 601-6.
11
12. Kavle JA, Khalfan SS, Stoltzfus RJ, Witter F, Tielsch JM, Caulfield LE. Measurement of blood loss at childbirth and postpartum. Int J Gynaecol Obstet 2006; 95(1): 24-8.
12
13. Macedonia CR, Gherman RB, Satin AJ. Simulation laboratories for training in obstetrics and gynecology. Obstet Gynecol 2003; 102(2): 388-92.
13
14. Blum R, Gairing Burglin A, Gisin S. Simulation in obstetrics and gynecology - a new method to improve the management of acute obstetric emergencies. Ther Umsch 2008; 65(11): 687-92. [In German]..
14
15. Luegenbiehl DL. Improving visual estimation of blood volume on peripads. MCN Am J Matern Child Nurs 1997; 22(6): 294-8.
15
16. Abou Zahr C. Global burden of maternal death and disability. Br Med Bull (2003; 67: 1-11.
16
17. Assadi SN. Assessment of the effect of educational animations in physiology and anatomy. Teaching on occupational health students’ learning 2012; 2(2): 41-4.
17
18. Mosalanejad L, Sobhanian S, Javadpour Sh. Nationalization of an educational reform: Evolution of training and development in research. Future of medical education journal 2013; 3(1): 36-7.
18
19. Berg CJ, Harper MA, Atkinson SM, Bell EA, Brown HL, Hage ML, et al. Preventability of pregnancy related deaths: Results of a state-wide review. Obstet Gynecol 2005; 106(6 ): 1228-34.
19
20. Toledo P, McCarthy RJ, Burke CA, Goetz KMAD, Wong CA, Grobman WA. The effect of live and web-based education on the accuracy of blood-loss estimation in simulated obstetric scenarios. Am J Obstet Gynecol 2010; 202(4): 400.e 1-5.
20
21. Al-Kadri HMF, Dahlawi H, Al Airan M, Elsherif E, Tawfeeq N, Mokhele Y, et al. Effect of education on the accuracy of post partum blood loss estimation. Int J Gynecol Obstet 2012; 119(3): S272.
21
22. Buckland SS, Homer CS. Estimating blood loss after birth: Using simulated clinical examples. Women Birth 2007; 20(2): 85-8.
22
23. McConnell JS, Fox TJ, Josson JP, Subramanian A."About a cupful" a prospective study into accuracy of volume estimation by medical and nursing staff. Accid Emerg Nurs 2007; 15(2): 101-5.
23
24. Akhlaghi F, Taghipour Bazargani V, Jamali J. Visual estimation of post partum hemorrahge and its treatment. Tehran University medical journal 2012; 70(4): 257-63. [In Persian].
24
25. Maslovitz S, Barkai G, Lessing JB, Ziv A, Many A. Improved accuracy of postpartum blood loss estimation as assessed by simulation. Acta Obstet Gynecol Scand 2008; 87(9): 929-34.
25
ORIGINAL_ARTICLE
An Examination of Effective Factors on Academic Success of Students of Zahedan Medical University
Academic failure of students is one of the basic problems in higher education centers in Iran that, not only causes to waste time and current charges in educational centers, but also leads to psychical, mental, familial and social problems for students. Therefore, this study has been done in order to determine the value of academic success of students of Zahedan medical university and its effective factors. Methods: The analytical and descriptive study was performed on Zahedan medical students who passed at least one term at university (399 participants), who were studied through random sampling; data were collected by using questionnaires of individual characteristics, their satisfaction of academic major and factors being effective on academic achievement. After collecting information based on class average and terms of failing, students were divided into 2 groups, namely successful and unsuccessful. The effective factors on their academic achievement or lack of achievement were examined in each group and compared with the other. Findings: Findings of this examination showed that 33.8% of students were unsuccessful at the university. There was a significant difference regarding sex, father's job, Diploma average and household economic status between groups (P<0.05), while a significant relation was not observed between variables of age, academic major, parental education and mother's job between groups (P>0.05). Conclusion: In this research, the most important, effective factors on academic achievement were study method, study time, interest in major and attention and concentration during studying. Among these demographic factors, gender was effective on academic achievement of students, and females were more successful than males. Based on the results of this study, holding educational workshops for curriculum, study and learning methods can be suitable for the educational success of students.
https://fmej.mums.ac.ir/article_1633_776be3e4fb7d7ba0253d77aab7b67d36.pdf
2013-09-01
35
40
10.22038/fmej.2013.1633
Academic success
Students
Zahedan
Solyman
Saravani
1
Dept. of Community Medicine, School of Medicine , Zabol University of Medical Sciences, Zabol, IRAN
AUTHOR
Javid
Dehghan Haghighi
javid_dehghan@yahoo.com
2
Dept. of Community Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan, IRAN
LEAD_AUTHOR
Zhila
Abed-Saeedi
3
Dept. of Nursing Education , Shahid Beheshti University of Medical Sciences, Tehran, IRAN
AUTHOR
Ramin
Homayouni Zand
4
4Dept. of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, IRAN
AUTHOR
1. Berk LE. Infants, children and adolescents. 2nd ed. Boston: Allyn and Bacon; 1999 : 211-13
1
2. Karami Matin B. The study of relationship between personal characteristics of nursing students and their educational achievement in Tehran University of Medical Sciences in 1996. Behbood 2000; 7(4): 87-92. [ In Persian ].
2
3. UNESCO . Wastage in the word between 1970-1980 . Paris: UNESCO. 1984.
3
4. Smith G.H. Intervention strategies for children vulnerable for school failure due to exposure to drugs and alcohol .Int J. Addict.1993; 28(13) 1435-70.
4
5. Peterson J. A follow up study of one group a achievers and under achievers four years after high school graduation. Journal of Roeper Review 2002. 22 (44): 217
5
6. Hazavehei MM, Fathei Y, Shamshirei M. Study on the causes of students' academic probation in Hamadan University of Medical Sciences, 2001-2002: strides in development of medical education . Journal of Medical Education Development Center of Kerman University of Medical Sciences 2006; 1(3): 33-42. [ In Persian ].
6
7. Bakohe F, Kherka F, Slmlyan H, Omidvar S. Evaluation of effecting factors on educational status of students in Babul Medical University. Iranian journal of medical education 2010 ;1: 44-50 [ In Persian ].
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8. Tovar E , Simon MA. Academic probation as a dangerious opportunity: Factors influencing divers colleg student success. Community College. Res Pract 2006; 30(7) : 547- 64.
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9. Motlagh M, Elhampour H, Shakurnia A. Factors affecting students' academic failure in Ahvaz Jundishapur University of Medical Sciences in 2005. Iranian journal of medical education 2008; 8(1): 91-9. [ In Persian ].
9
10.Changizi ashtiani S, Shamsi M, Mohammadbeigi A. Survey of factors effect on educational decline of students Medical University of Arak and delivering some methods suitable of view this students university. Journal of Arak University of Medical Sciences 2009;12(4): 24-33. [ In Persian ].
10
11. Tagharrobi Z, Fakharian E, Mirhosseini F, et al . Factors influencing probation in graduated students of Kashan faculty of nursing and midwifery. Iranian journal of medical education 2009; 9(1): 21-9. [In Persian].
11
12.Khazaei M, Rezaei M, Khazaei S. Survey of personal and educational characters in unsuccessful medical students in compare with success students. Koomesh, Journal of Semnan University of Medical Sciences 2008; 9 (2): 87-92. [ In Persian ].
12
13. Alikhani Sh, Markazi Moghaddam N, Zand Begleh M. Evaluation of influencing factors of educational decline of nursing students of Army University of Medical Sciences between 2001 and 2004. Journal of Army University of Medical Sciences 2006; 2(4): 819-24. [ In Persian ].
13
14. Moniri R, Ghalebtarash H, Mussavi G. The reasons of educational failure among paramedical students in Kashan University of Medical Sciences. Iranian journal of medical education 2006; 1(6): 135-40. [ In Persian ].
14
15. Borghei NS, Hosseini SA, Rabii MR. Survey status of trend graduates students in medical sciences of Gorgan Medical University. Journal of Gorgan faculty of medical sciences 2008; 5(2): 36-44. [In Persian].
15
16. Salmela-Aro K, Nurmi JE, Ruotsalainen H. Personal goals of young social dropouts. Percept. Mot Skills .1995. 80(3): 1184-86.
16
17. Stevenson H. Long term prediction of academic achievment. Educ Psychol .1996; 88(4): 750.
17
18. Majdodin A. The survey of educational decline in Ahwaz University. M.Sc. Dissertation . University of Shahid Beheshti , 1995.
18
19. Zappala G. The influence of economic disadvantage in the academic performance. J Soc . 2002; 38(2): 115-25.
19
20.Zahedie-asl M. Effective factors in Shahed students educational development. Scientific journal of Shahed University 1995; 3(9-10): 41-52. [In Persian].
20
21. Dehbozorgi GR, Mooseli HA. A survey on dropout risk factors among medical students, Shiraz Medical University, 1999. Journal of Babul University of Medical Sciences 2003; 2: 74-8. [In Persian].
21
22. Vanhanen L, Janhonen S. Factors associated with students' orientations to nursing. J Adv Nurs . 2000; 31(5): 1054-62.
22
23.Damashek R. Support programs for students on academic probation. Reports , descriptive 2003; 141: 18.
23
24.Jebraeily M,Mosavei vaezi SJ, Mikaeili P. Evaluation the influencing factors of educational underachievement in gifted and talented students of urmia university medical sciences]. HMED . 2011;4(3): 21-25. [In Persian].
24
ORIGINAL_ARTICLE
The viewpoint of paramedical students’ of Urmia University of Medical Sciences about the influential factors on teachers’ evaluation
Teachers are evaluated in different ways. However, the most prevalent and controversial method is teacher evaluation by students. The present study was targeted at the examination of students’ view on the teachers’ evaluation criteria.
Methods: The population of this descriptive cross-sectional study was 107 students of Paramedical Faculty of Urmia University of Medical Sciences that two of them were excluded from the study since their questionnaires were damaged. The collected data obtained from the questionnaires were analyzed using SPSS software.
Results: The current investigation revealed that the majority of students (79%) considered “Respectful treatment of teacher with the students” as the most important criterion of teacher evaluation. The criteria of “Teacher’s mastery of scientific concepts and materials” and “The teacher’s ability to present and convey the course materials” composed, respectively, 77.1% and 73.3% of students’ next preferences. “Paying attention to the class duration by the teacher” was the last criterion that attracted the least amount of students’ attention (24.8%) to itself.
Discussion and Conclusion: According to students’ viewpoint, the criterion of “Respectful treatment of teacher with the students” has a fairly high importance which emphasizes teachers’ responsibility for paying attention to appropriate behavior. The results of this study can be used to achieve educational goals and improve quality of education
https://fmej.mums.ac.ir/article_1822_9b218715058d5b88a0229d2ef759a084.pdf
2013-09-01
41
46
10.22038/fmej.2013.1822
Viewpoint
university Students
university teachers
evaluation priorities
Zakieh
Rostamzadeh
rostamzadehzakieh@yahoo.com
1
Para medical School, Urmia University of Medical Sciences, Uromia, IRAN
LEAD_AUTHOR
Zahra
Zareh
2
Para medical School, Urmia University of Medical Sciences, Uromia, IRAN
AUTHOR
Kaveh
Homan
3
Para medical School, Urmia University of Medical Sciences, Uromia, IRAN
AUTHOR
1. Maroufi Y, Kianmanesh A, Mehr-mohammadi M, Aliasgari M. Evaluation teaching quality in higer education: Assessment of some visions. Journal of curriculum studies 2007; 5: 81-112. [In Persian].
1
2. Bazargan A. Educational evaluation: Concepts, patterns and activity mechanism. 1st ed. Tehran: Samt; 2004: 56-9. [In Persian].
2
3.Hasanzadeh Taheri MM, Riyasi HR, Miri MR, Davari MH, Hajiabadi MR. Survey of observing of educational rules and regulations by educational staffs in different faculties of Birjand University of Medical Sciences. Journal of Birjand University of Medical Sciences 2009; 16 (1): 58-65. [In Persian].
3
4.Bazargan A. Educational evaluation: Concepts, models and operational process. Available from:
4
http://web.cs.toronto.edu/Assets/DCS+Digital+Assets/EllenStudentEvals.pdf
5
5. Khaldi N, Sheikhani A. Comparison of teacher evaluation by students, peer and teacher in Shahed Medical School. Research in medical education 1998; 3(1): 49-51. [In Persian].
6
6. Amini M, Honardar M. The view of faculties and medical students about evaluation of faculty teaching experiences. Koomesh, Journal of Semnan University of Medical Sciences 2008; 9(3): 171-8. [In Persian].
7
7. Thompson Bowles L. The evaluation of teaching. Med Teach 2000; 22(3): 221-4.
8
8. Cahn S. Faculty members should be evaluated by their peers, not by their students. Chron HighEduc 1987; October 14: B2.
9
9. Nikbakht Nasr Abadi A, Parsa Yekta Z. Study on the evaluation of teaching in Tehran University of Medical Sciences. List of dissertations and essay papers and project abstracts of medical education 1979-2008: 139. [In Persian].
10
10. Mateo MA, Fernandez J. Incidence of Class Size on the evaluation of University teaching quality. Educ
11
Psychol Meas 1966; 56: 771-8.
12
11. Mirus R. Some implications of student evaluations of teachers. J Econ Educ 1973; 5: 35-7.
13
12. Kulik JA, McKeachie WJ. The evaluation of teachers in higher education. In: Kerlinger EN. (editor). Review of research in Education, 1975, 3, pp. 210-240. Itasca, NY: Peacock
14
13. Kelley AC. Uses and abuses of course evaluations as measure of educational output. J Econ Educ 1972; 4: 13-18.
15
14. Seiver DA. Evaluations and grades: A simultaneous framework. J Econ Educ 1982; 14: 32-8.
16
15. Crumbley L, Henry BK, Kratchman SH. Students’ perceptions of the evaluation of college teaching. Quality assurance in education 2001; 9(4): 197-207.
17
16. Shakurnia A, Malayeri A, Torabpour M, Elhampour H. Correlation between student evaluation of teaching and students’ grades. Iranian journal of medical education 2006; 6(1): 51-8. [In Persian].
18
17. Aultman LP. An unexpected benefit of formative student evaluation. College Teach 2006; 54(3): 251-8.
19
18. Greenwood GE, Bridges CM, Ware WB, McLean GE. Student evaluation of college teaching behaviors instrument: A factor analysis. High Educ 1973; 44(8): 596-604.
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19. Shakournia AH, Motlagh MA, Malayeri A, Jahanmardi A, Kamili Sani H. The view of Jondishapour Medical University students about faculty evaluation. Iranian journal of educational research 2005; 5: 109-17. [In Persian].
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20. Hake RR. Problems with student evaluation. Is assessment the remedy? [cited April 2002]. Available from: URL; http://www.stu.ca/hunt take. htm.
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22. Seif A. Teacher evaluation using students' view point. is it reliable? Psychol Res 1997; 1: 12-24.
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22. Irby DM, Gillmore GM, Ramsey PG. Factors affecting ratings of clinical teachers by medical students and residents. J Med Educ 1987; 62: 1-7.
24
23. Ghorbani R, Haji-Aghajani S, Heidarifar M, Andade F, Shams-Abadi M. Viewpoints of nursing and para-medical students about the features of a good university lecturer. Koomesh 2008; 10: 77-83. [In Persian].
25
24. Bland CJ, Wersal L, Vanloy W, Jacott W. Evaluating faculty performance: A systematically designed and assessed approach. Acad Med 2002; 77: 15-30.
26
25. Vakili A. An investigation of factors influencing student evaluation of teacher performance: A comprehensive study in Semnan University of Medical Sciences. Koomesh 2011; 12(2): 93– 103.
27
26. Tamizifar B. Is there any correlation between faculty evaluation scores and student grades? Proceeding of 4th National Conference of Medical Education, 1999, Tehran, Iran.
28
ORIGINAL_ARTICLE
Assessment of Educational Needs for Retraining Physicians Working at Addiction Treatment and Rehabilitation Centers
0
https://fmej.mums.ac.ir/article_1546_ffabb6dfbf8c5c4bd43818cb0cc3ec72.pdf
2013-09-01
46
47
10.22038/fmej.2013.1546
Medical education
continuing medical education
Needs Assessment
educational assessment
Physician
CME program
Abbas
Zavar
zavara1@mums.ac.ir
1
Addiction Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Somayyeh
Khadivi Zand
khadivizs2@mums.ac.ir
2
Mental Health & Addiction prevention Department, Vice Chancellor for Health, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Fatemeh
Kabiri
3
Mental Health & Addiction prevention Department, Vice Chancellor for Health, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Rossett A. Training Needs Assessment. th, editor. New Jersy: Educational Technology Publication; 2002: 294.
1
Standards for Commercial Support: Standards to Ensure Independence in CME Activities
2
Norman GR, Shannon SI, Marrin ML. The need for needs assessment in continuing medical education. BMJ. 2004; 328 (7446):999-1001
3