Alteration of Abused Drugs Should be Added to the Medical Curricula
Amir
Ghaderi
Department of Addiction Studies, School of Medicine, Kashan University of Medical Sciences, Kashan, IRAN
author
Reza
Afshari
Addiction Research Centre, Mashhad University of Medical Sciences, Mashhad, IRAN
author
text
article
2016
eng
Drug abuse is prevalent in all countries across the world and induces variety of adverse effects (1). Health problems arising from drug abuse commonly cause significant health challenges in the affected population and deteriorate many aspects of the patients’ performance and quality of life. Comorbidities are discovered in 60 to 75% of addict patients, suffering from various drug-related disorders (2).
Drug dependences and its consequences are of important health problems in Middle Eastern region including Iran(1, 3, 4). Based on a report released in summer 2013 by the Iranian campaign for drug abuse - a national study of prevalence of drug abuse amongst Iranian citizens- the prevalence of the consumption of narcotics and psychotropic substances in the 15-64 year population in Iran is 2.65%. In the studied population, the most commonly abused substances included: opium and its derivatives, crystal meth, crack, heroin, cannabis and ecstasy, respectively. The main consumption routes amongst the users were smoking, eating, snuffing and injection, respectively (5).
Drug suppliers and dealers might add various heavy-weight metals to these substances in their preparation process to increase the weight and potential effects (6). Subsequently, drug dependent subjects complain from clinical manifestations which are not related to the abused substance, and could be explained by the additives, such as stomachache and neuropathy (7-10).
Economic and pharmacologic adulteration of drugs is common and the most prevalent additives include lead (11, 12), thallium (13, 14) and different mediations including steroids (15, 16) and so the consequences might be extensively variant (17, 18).
While controlling or preventing the exposure to intoxication by added impurities to illicit drugs is seemingly impossible, the harms of intoxication by them just can be partially controlled. The timely process of diagnosis of high levels of them in urine and blood, and proper management before is important. Therefore, it is essential for the first-line health respondents and clinicians who manage the admitted poisonous patients to understand the importance of early and accurate diagnosis of these patients.
Training on how to manage substance abuse and its toxicological aspects is an interdisciplinary field; while current course plans are focused on clinical, psychological and social domains (19). It seems that modification of the future medical syllabus is required by adding the current paradigm of economic and pharmacological adulteration of the street drugs.
Current medical curriculum is adopted from developed countries. Pattern of drug abuse is different in the developing countries (20), which are not fully considered (21). Paradoxically, while there is suitable knowledge and attitude for conducting the high-quality research in Asia, applicable research are not funded (22). Research on large populations and substances in Asia needs regional understandings of the issue as well as incorporating international scientific evidence (23-28). Therefore, an effective curriculum that gives appropriate perspective to the future clinicians should be developed (1, 29-31) to be accountable for the target population (32, 33).
Introducing drug adulteration should be added to Iranian medial syllabus. Furthermore, we need to conduct multicenter studies(24) to monitor the current trend to provide the appropriate training contents to the students and medical instructors as well as decision-makers (34). Most updated health technology assessments in regard to the management of these patients are recommended (25, 32, 35, 36).
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
3
4
https://fmej.mums.ac.ir/article_6773_ee02c76a2293ba9f384844119f204367.pdf
dx.doi.org/10.22038/fmej.2016.6773
PhD Curriculum For the Traditional and Complementary Medicine Program: A Qualitative Comparative Study in the Chinese and Iranian Medical Universities
Shapour
Badiee Aval
Department of Complementary and Chinese Medicine, School of Persian and Complementary Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
author
Maryam
Rouhani
School of Persian and Complementary Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
author
text
article
2016
eng
Background: Recently, the traditional and complementary medicine has largely gained interest among scholars across the globe. Keeping pace with the on-going trend, the Iranian academia have provided the PhD course on Traditional Iranian Medicine. In this study, we attempted to perform a qualitative study, comparing the PhD curricula of the Chinese and Iranian traditional medicine in detail. Methods: The PhD curricula of 11 departments of traditional medicine affiliated to the Chinese Ministry of Science and Technology were studied, and qualitatively compared and contrasted with that from the Educational Development Centre, Mashhad University of Medical Sciences (MUMS), Iran. Results: The whole characteristics of the program were delineated in terms of mission, vision, values, aims, and action plan, prior to the courses offered in the program as well as the evaluation methods. Conclusions: To sum up, we pinpointed the strengths and weaknesses of the PhD curriculum for the Traditional Iranian Medicine in comparison with the Chinese one, aiming at improving it nationwide.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
5
8
https://fmej.mums.ac.ir/article_6771_a8d9d556253523ea1d504009dad9ba93.pdf
dx.doi.org/10.22038/fmej.2016.6771
The Effect of Mobile Learning in Clinical Learning in Birjand University of Medical Sciences
Azita
Fesharakinia
Pediatrics Ward, Vali-e-Asr Hospital, Birjand University of Medical Sciences, Birjand, IRAN
author
Majid
Zare Bidaki
Medical Microbiology Department, Paramedical Sciences Faculty, Birjand University of Medical Sciences, Birjand, IRAN
author
Tahere
Khazaii
Paramedical Sciences Faculty, Birjand University of Medical Sciences, Birjand, IRAN
author
Farid Reza
Hanafi
Faculty of Medicine, Birjand University of Medical Sciences, Birjand, IRAN
author
Raheleh
Darafshy
Pediatrics Department, Gonabad University of Medical Sciences, Gonabad, IRAN
author
text
article
2016
eng
Background: Today, mobile phone technology has provided an opportunity for teachers and students to improve their continuous teaching/ learning process. The purpose of this study was to determine the effectiveness of learning via mobile phone in the course of clinical pharmacology of medical students at pediatric ward. Methods: In this semi-experimental study, 40 medical students at their last year of internship were studied with easy census method. Students were divided into two groups, case and control. Training in the case group was based on the e-content in pharmacology software installed on their mobiles and also the usual form of training in clinic and ward. In the control group, the learning was only based on usual form of training in clinic and ward. At the beginning and at the end of each period two groups were assessed by Objective Structured Clinical Examination OSCE. Data entry into SPSS 16.5 software were analyzed using descriptive statistics and independent and paired T-Test test at the level of P Results: Comparing mean scores in both case and control groups of medical students who were learning clinical pharmacology showed no significant difference before intervention (P =0.1), but the progress of case group were significantly higher than the control group after intervention (P = 0.001). The means of detecting use of drugs (P =0.02), calculation of doses (P = 0.001) and cognition of side effects (P =0.04) were significantly higher in case group. Conclusions: Due to the results of this study, educational software installed on mobile phones is potentially capable of learning improving in medical students. It is recommended that officials use the software for the effectiveness of educational programs, and promotion of educational quality in medical science.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
9
12
https://fmej.mums.ac.ir/article_6772_6f2e0e2d4f864beb2befe6e064ab5a4e.pdf
dx.doi.org/10.22038/fmej.2016.6772
To Evaluate of Effective Factors on the Use of Social Network Sites in Health Field by Rehabilitation Students
Mehdi
Kahouei
Social Determinant of Health Research Center, Nursing and Allied Health School, Semnan University of Medical Sciences, Semnan, IRAN
author
Zahra
Gholi Zadeh
Student Research Committee, Semnan University of Medical Sciences, Semnan, IRAN
author
Fatemeh
Behkhooy
Student Research Committee, Semnan University of Medical Sciences, Semnan, IRAN
author
text
article
2016
eng
Background: Students often use Social Network Sites and are willing to share information and communicate with teachers, colleagues and patients. Despite the increase in the application of the Social Network Sites as a tool for obtaining health knowledge, few studies have been conducted to evaluate the production and share of health information by rehabilitation students, especially in Iran. The aim of this study was to evaluate the use of the Social Network Sites for obtaining health related information by rehabilitation students. Methods: This cross sectional study was performed on 268 rehabilitation students of Semnan University of medical sciences in Iran, in 2015. The census method was used and the sampling method was not used in this study. The questionnaire was developed by the researchers that measured the attitudes of the students in relation to accessibility, usefulness and the use of the Social Network Sites. Results: The findings show the study subjects gained a low score (mean<4) in accessibility and usefulness. There were significant relationships between the participations’ demographic characteristics and the use of the Social Network Sites (P<0.001). Results showed that accessibility (B=0.538, P<0.001) and usefulness (B=0.802, P<0.001) of the Social Network Sites had a significant and direct relationship with the use of them. Conclusions: It is concluded that, the Social Network Sites had not been formally introduced to students and the students did not consider the Social Network Sites as an appropriate educational resource. Hence, they cannot be used as a resource of health information through sharing various cases of health information.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
13
18
https://fmej.mums.ac.ir/article_6774_a7579c5ce6c036d2e2435a222f7a71c1.pdf
dx.doi.org/10.22038/fmej.2016.6774
English for Specific Purposes: Proposing an Innovative Approach to Teaching English to Medical Students
Nargess
Hekmati
English Language Department, Birjand University of Medical Sciences, Birjand, IRAN
author
Hossein
Navidinia
Department of English Language, University of Birjand, Birjand, IRAN
author
text
article
2016
eng
Background: English for Specific Purposes (ESP) courses should empower students to satisfy their language needs. However, at many Iranian universities, these courses are mostly taught based on the Grammar Translation Method focusing on teaching grammatical rules and reading comprehension. The present study aims at proposing an innovative approach for teaching English to Medical students that can improve students’ proficiency in different language skills. Methods: The design of this qualitative study was action research. The participants were 53 freshmen medical students studying at the Birjand University of Medical Sciences during the spring semester of 2015. A new syllabus including authentic medical materials (both visual and written) with a focus on all four language skills was designed and implemented to help the students learn English language as a whole and to become capable of producing the language on their own. During the term, learners were given the appropriate instruction on how to read, write, speak, and also watch English programs. Results: The results indicated that by implementing this new approach, the students’ proficiency in all language skills was improved. It was also revealed that they preferred this alternative approach since it was more in line with their language needs. Conclusions: Taking into consideration the benefits of this approach, it seems necessary for English language instructors to teach language as a whole by using authentic materials. Also, for a more effective language instruction, more multimedia devices should be provided and the class size should be reduced.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
19
24
https://fmej.mums.ac.ir/article_6828_c324d37c4cf0e5ba051028102b26aebb.pdf
dx.doi.org/10.22038/fmej.2016.6828
The Effect of Applying Portfolio on the Level of Learning among Nursing Students in Clerkship of Psychiatry Ward
Saeed
Vaghee
Evidence Based Care Research Centre, Nursing and Midwifery School, Mashhad University of Medical Sciences, Mashhad, IRAN
author
Azadeh
Banezhad
School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IRAN
author
Hossein
Karimi Moonaghi
Evidence Based Caring Research Centre, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IRAN
author
Seyed Alireza
Soadatjo
Department of Medical Surgical Nursing, Birjand University of Medical Sciences, Birjand, IRAN
author
Azam
Salarhaji
Department of Health, Neyshabur University of Medical Sciences, Neyshabur, IRAN
author
text
article
2016
eng
Background: Due to unpredictability of events in psychiatry environment and replacement of routine clinical experiences with some assignments such as therapeutic communication with patients, clinical training in such environments has been associated with many problems which require continuous review and evaluation. The purpose of the present research was to determine the effect of applying portfolio on the level of learning among nursing students in internship of psychiatry ward. Methods: It was a semi-experimental study on 60 nursing students of the 4th semester who were passing internship in Ibne-Sina psychiatry hospital of Mashhad (summer, 2014), they have been studied in two groups of Portfolio and Educational purposes (the usual method of evaluation) non-randomly. Before intervention, the educational purposes were matched for both groups. The questionnaire of evaluating the level of learning among nursing students (by teachers and students), and written-functional test were used to obtain data. Data has been analyzed by version 11.5 SPSS software, COSCO statistical tests, Fisher's exact and independent t-test (p<0.05). Results: The participants consisted 48.3% (29 individuals) female and 51.7% (31 individuals) male. The results of independent t-test showed that there was significant difference between the group of Portfolio (81.3±9.3) and Educational purposes (62.4±4.8) in terms of mean score of learning by teachers and also by the students, and there was significant difference between groups of Portfolio (72.7±13.6) and Educational purposes (59.1±16.3) (p<0.001). Conclusions: According to teachers and students,applying portfolio on nursing students may leads to clinical learning improvement. So, it can be recommended to the nursing teachers to use portfolio in their clinical trainings.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
25
30
https://fmej.mums.ac.ir/article_6891_601759863087b1e1b815971076f6aa0d.pdf
dx.doi.org/10.22038/fmej.2016.6891
Role of Simulation based teaching in Management of Postpartum Hemorrhage amongst Postgraduate Students of Department of Obstetrics and Gynecology: A Prospective Study
Naina
Kumar
Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana-133207 Ambala, Haryana, INDIA
author
Namit
Kant Singh
Department of Otorhinolaryngology,
Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana-133207 Ambala, Haryana, INDIA
author
Samar
Rudra
Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana-133207
Ambala, Haryana, INDIA
author
text
article
2016
eng
Background: Simulation teaching means recreating clinical scenario for training / evaluation. Aim: To expose postgraduates to simulation / didactic lecture for postpartum hemorrhage (PPH) management; to assess which method was more effective. Methods: Present prospective study was conducted in Obstetrics Gynecology department of rural tertiary center of Northern India. Twenty postgraduates were randomly divided into two groups for simulation teaching / didactic lecture on PPH management. Analytic Data included pre and post lecture multiple choice questionnaire (MCQ), post-lecture Direct Observation of Procedural Skills (DOPS) assessment. Finally, feedback survey of students was conducted to assess perceptions about two modalities of teaching. Results: Both groups showed no difference in pre-lecture MCQ results. Comparison of DOPS performance showed significant difference (p=0.0026) between two groups with mean marks 5.10 ± 1.10 in Group 1, 3.40 ± 0.84 in Group 2. Significant improvement was observed in post-lecture compared to pre-lecture marks in both groups (mean difference- Group 1: 7.60 ± 1.26, Group 2: 4.20 ±1.01), with greater improvement among simulation group. Students rated simulation better with regard to interest (70%), enjoyment (75%), topic (70%), understanding (80%), posing questions (75%). Conclusions: Simulation teaching was more effective in imparting skills for PPH management compared to didactic lecture.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
31
35
https://fmej.mums.ac.ir/article_6906_491fd920ce12bf7aae448ca0b86797b2.pdf
dx.doi.org/10.22038/fmej.2016.6906
Improved Classification of Medical Universities in Iran, a New Approach
Masoumeh
Nazari Chamak
Student Research Assembly, Kerman University of Medical Science, Kerman, IRAN
author
Khodadad
Sheikhzadeh
Regional Knowledge Hub and WHO Collaborating Centre for HIV Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, IRAN
author
Ali Akbar
Haghdoost
Regional Knowledge HUB for HIV/AIDS Surveillance, Research Centre for Modelling in Health, Institute for Future Studies in Health, Kerman University of Medical Sciences, Kerman, IRAN
author
text
article
2016
eng
Background: In order to check the practicality of classification of Universities of Medical Sciences (UMSs) based on their infrastructures, and scientific contributions, this study explored the most appropriate indicators to measure the size and productivity of UMSs. Methods: In the first phase, we approached a group of experts who had a deep experience in the management of UMSs and in the ministry of health to check their recommendations. In the second phase, we collected the information of all UMSs in Iran in indicators to measure their achievement in education, research, health care services and their infrastructures. Having used factorial and principal component analysis, the most appropriate combination of indicators was formed, and UMSs were grouped and mapped, accordingly. Results: Experts strongly recommended such a classification using the information of UMSs in all aspects of activities. The findings of models also showed an acceptable goodness of fit for the classification of UMSs based on scientific indicators, with and without taking into account of the indicators in related to the health services and infrastructure. Conclusions: Since, the size of UMSs in Iran is extensively diverse, ranges from very small and newly established to old and globally well known ones, a satisfactory classification based on acceptable criteria is highly recommended.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
36
44
https://fmej.mums.ac.ir/article_6921_dd6ad66adf785a122ebdc9ca3acf177d.pdf
dx.doi.org/10.22038/fmej.2016.6921
Academic Excellent Educators: A Student Election or an Administrator Selection?
Majid
Zare Bidaki
Medical Microbiology Department, Faculty of Paramedical Sciences, Birjand University of Medical Sciences, IRAN
author
text
article
2016
eng
Dear Editor in chief
Each year, Iranian university authorities, as a good tradition on Teacher’s Day, choose and introduce their top educators to their academic community. Undoubtedly, this effort is a good action, generally leading to effective promotion of the educational system. However, the criteria for these selections are always a matter of big debate.
In overview, an academic excellent educator is supposed to be at a superior level of educational competency in comparison with his/her colleagues. University administrators and students are two individual references may rate to the criteria. However, many surveys have revealed that students distinctively highlight different criteria for teacher excellence (1, 2).
From the academic authorities’ perspective, faculty members must be excelled in a combination of abilities and activities in three fields: Ability of teaching, quantity of teaching, and scholar engagement (3). In contrast, students commonly believe that an excellent educator is distinct from his/her colleagues by "the quality of his/her course delivery and the type of his/her educational interactions with the learners." (4).
In essence, from learners’ point of view, the quantity of teaching is not generally a privilege for a teacher. Moreover, learners are not concerned about scholarship engagement of their educators. Consequently, neither the quantity of teaching activities, nor the scholar engagement of educators does affect on learners’ assessment of their educational competency.
What the learners notice sharply and consider it well in their teacher evaluation is the quality of teaching and the type of educational communication, behavior and characteristics of an educator.
Despite some disagreement, many educational researchers believe that learner assessment provides a legitimate measurement tool with multi criteria to rate excellent educators. The same researchers have also shown that professional ability of faculty members in course delivery, their personality and type of their communications with the learners both inside and outside the classrooms are of utmost plausible criteria in learner assessments (3-7).
In a student-centered academic system and especially in terms of customer approval, student satisfaction is one of the major evidence of a successful teaching. If learners accept their teacher professionally and emotionally, then they are ready to hear, understand, communicate with, and especially learn from him/her.
We all have heard this Persian old statement: “If an educator teaches with passion and love, then he/ she can make an uninterested learner to take part in the classroom even on weekends willingly”.
The above statement clearly indicates that from the old days, learner’s viewpoint has had a key value in enhancement of educational communication of the learners as well as their enthusiasm to learn. Therefore, it seems that in a student-centered educational system, learner assessment make significant contribution to rate educators and allocates their level of excellence.
The attitude of students towards teachers is highly important in American and Canadian universities. There are many local and national websites where students can vote for choosing the best academic teachers. For example, the site www.ratemyprofessors.com works daily to record university students’ assessments for more than 3.1 million educators. In some modern universities, learner assessments weigh up to 30-40% of a comprehensive assessment (360-Degree Assessment) aiming educator excellence (3، 7 (. This means that the less weight of learner assessment, the more lose of teaching quality - a criterion considered as the focal point for annual teaching excellence and educator promotion. In addition, in a 360-Degree Assessment of educators, any decline the weight of learner assessment, leads to wider gap between the students’ selections and the university administrators’ elections. This may consequently distrust students to the academic educational evaluation system.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
1
no.
2016
45
45
https://fmej.mums.ac.ir/article_6373_52a87bfd1b75f224e592c91a1595f4f8.pdf
dx.doi.org/10.22038/fmej.2016.6373