ORIGINAL_ARTICLE
Investigating the Rate of Adaptation between the Courses of Radiation Technology and Job Requirements from the Perspective of Graduates
Introduction: the experts of radiology play a crucial role in the treatment programs of the patients in hospitals. Therefore, in order to recognize the needs, the experts’ opinion should be obtained about whether the educational program meets the job requirements or not. The purpose of the present study is to investigate the rate of adaptation between the courses of radiation technology and job requirements from the perspective of graduates Method: This is a descriptive analytical study, conducted on 59 graduates of radiation technology working in the hospitals affiliated with Birjand University of Medical Sciences, 2016.The data were collected via questionnaire that included two parts: demographic information and the questions about the extent to which basic and specific course content is used. The answers were in three scales (low, medium, high). The validity of the questionnaire was confirmed by experts of medical education. The reliability was assessed byCronbach's alpha (82%).The data were analyzed by SPSS 16 and descriptive data (frequency and percentage) and independent-t were utilized. Findings: in accordance with the results, the perspective of the associate degree graduates about the adaptation of basic courses with job requirements was that the content of the courses of anatomy, bones and joint 1 and 2 was most adapted (87.5%) and the content of general physics course had the last adaptation (17.7%). From the perspective of the experts, the content of the anatomy course (3) (skull, brain, nerves) had the highest level of adaptation (82.9%) and statistics course had the least (13.3%) with the job requirements.Furthermore, associate degree graduates mentioned that among the main courses, the content of radiographic methods course 1 and 2 had the highest adaptation (100%) and the content of Hospital Internship 1 (4.2%) had the least adaptation. From the perspective of the experts the content of radiographic methods course (2 and 3) had the highest adaptation (97.1%) and the content of medical ultrasound course had the least (20%) adaptation to the job requirements.In addition, there was no difference in basic courses from the viewpoints of associate degree graduates and experts, however, there was a significant difference in the specialized courses (p Conclusion: Regarding the results of the present study, the content of educational courses of radiation technology field is not thoroughly adapted to the job requirements of the students. Therefore, it is recommended to review and modify the curriculum in order to provide the job requirements.
https://fmej.mums.ac.ir/article_9511_31258fb097bcc44b8da64bb8e7f7abb7.pdf
2017-12-01
3
8
10.22038/fmej.2017.24430.1153
Key words: adaptation of educational material
radiology technology
job requirements
graduates
Hasan
Zarghani
hmedicalphysics@gmail.com
1
Department of Medical Physics, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Mina
Shahbeiki
2
Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Mohammad reza
Raeisoon
raeisoon49@gmail.com
3
Department of Social Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Zahra
Khoshravan
4
Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
yahya
Mohammadi
y_mohammady_29@yahoo.com
5
Education Development Center, Birjand University of Medical Sciences, Birjand, Iran
LEAD_AUTHOR
Abbasi F, Hajihoseini H. Iranian scientific institutions in firms. Quarterly journal of research and planning in higher education 2009; 15(1): 99-120. [In Persian].
1
Mohebbi Amin S, Rabiei M, Keizoori AH. A review of students’ evaluation of the medical ethics curriculum. Iranian journal of medical education 2015; 8(3): 77-86. [In Persian].
2
Noormohammadian Z, Ghatreh-Samani K, Farrokhi E, Daris F, Akbarian E . A study on the amount of application of laboratory sciences courses in work place. Journal of Shahrekord University of Medical Sciences 2015; 16(6): 139-47. [In Persian].
3
Fadaei A, Ghafari M, Amiri M, Shakeri K. Investigating environmental health engineering in graduates’ viewpoints about the conformity rate of the curriculum with their professional needs in Chaharmahal and Bakhtiari Province]. Iranian journal of medical education 2014; 14: 787-95. [In Persian].
4
Norouzzadeh R, Kossary M. Description of the characteristics of the quadruplet elements undergraduate curriculum with emphasis on training entrepreneurship skills. Quarterly journal of research and planning in higher education 2010; 15(4): 1-18. [In Persian].
5
Maleki H. Curriculum development (Action Guide). 2nd ed. Tehran: Payand Andesh; 2013. [In Persian].
6
Oliva PF. Developing the curriculum. Boston: Pearson; 2008.
7
Kossari M. Explaining the characteristics of the fourth element of the undergraduate curriculum, emphasizing the development of entrepreneurial skills. Quarterly journal of research planning in higher education 2009; 16: 18. [In Persian].
8
Mirmoghtadayi Z, Karamalian H. Comparison of compliance programs specialized courses in midwifery experience with job requirements from the viewpoints of midwives in Isfahan Province]. Iranian journal of medical education 2011; 11(2): 163-4. [In Persian].
9
Hannani M, Khoramabadi H, Rastgar M, Motalebi-Kashani M. The views of occupational health graduates working in Kashan, Iran, on compliance of curriculum content with occupational requirements. Journal of medical education development 2016; 13(1): 84-91. [In Persian].
10
Nejabat M, Hashempour M, Heydari M, Amini M. The compliance training Programs of department of ophthalmology of Shiraz medical college with priority training for general physicians. Journal of medical education development 2012; 9(2): 191-7. [In Persian].
11
Shadfar H, Liaghtdar M, Sharif M. Evaluation of compliance between curriculum management and educational planning with requirements of students. Quarterly journal of research planning in higher education 2011; 18: 123-46. [In Persian].
12
Khoshrang H, Salari A, Dadgaran I, Moaddab F, Rouhi Balasi L, Pourkazemi I. Quality of education provided at the clinical skills lab from medical students’ viewpoints in Guilan University of Medical Sciences. Research in medical education 2016; 8(2): 77-83. [In Persian].
13
Amiri J, Amiri SH, Tork P, Abbasi M, Shirmardi P. Evaluating the implementation of standards for safety and Dosimetry at X-ray imaging centers in hospitals belonging to Ilam University of Medical Sciences. Scientific journal of Ilam University of Medical Sciences 2014; 22(2): 24-31. [In Persian].
14
FatahiAsl J, HeidariMoghadam A, Haghighizadeh M. Assessment of skill of radiographers of specially radiology sciences in educational hospitals of Ahvaz in 2010. Journal of research Jentashapir 2012; 3(3): 437-44. [In Persian].
15
Behroozi A, Piraki M, Ayati P, Falahi M. The effect of education on repetition rate reduction of radiographic images by students at Ahvaz educational hospitals. Journal of research the development of training of Jundishapur 2015; 6(2): 92-8. [In Persian].
16
Shirjang A, Alizadeh Mizani M, Mortazavi F, Asghari M, Jeddi A. Relevance of public health B.Sc. curriculum to job requirements and health system expectations: Views of graduates on courses syllabi and content]. Iranian journal of medical education 2012; 12(10): 768-77. [In Persian].
17
Ghazanfari Z, Forozy M, Khosravi F. The opinions of graduated students of medicine on the amount of compatibility existing between the programs of clinical education and their occupation needs in Kerman. Journal of Babul University of Medical Sciences 2010; 12(1): 52-9. [In Persian].
18
Amini A, Hassanzadeh Salmasi S, Ghaffari R, Sedaghat K, Sarbaze Vatan H. Indication of educational needs of dental students about practical skills in 2004. Proceeding of 7th National Congress of Medical Education, Tabriz, 2005. [In Persian].
19
Ovcaa A, Ferfilaa N, Poljsaka B, Slabea D, Jereb G. Renovation of sanitary engineering study program. Procedia Soc Behav Sci 2011; 15: 838-42.
20
ORIGINAL_ARTICLE
Effective factors on desirable quality of advisory services from perspective of students and academic advisors
Background: Academic consultation will help students in achieving educational goals and success. The aim of this study is to investigate the factors affecting desirable quality of advisory services from the perspective of students and academic advisors. Methods: This study is a cross-sectional study. 25 academic advisors and 318 students were chosen using convenience sampling of Neyshabur University of medical sciences. Data were collected by self-designed questionnaire and analyzed using descriptive and inferential tests including Mann-Whitney, Kruskal, Wallis, Chi-Square tests with SPSS software version 16. Results:In an evaluation of effective factors on quality of advisory services, "mutual respect between advisors and students" was determined as a most important factor from the academic advisor's point of view. However, from the view of the students, "academic advisor's communication skills" had highest priority. Conclusions: It is suggested that academic advising can be improved by holding consultation workshops and training courses, encouraging advisors for cooperating better, student's awareness of academic adviser's duties, and mutual respect.
https://fmej.mums.ac.ir/article_10066_b282dec5086e0e791666c645d8246054.pdf
2017-12-01
9
14
10.22038/fmej.2018.24107.1150
Keywords: Academic advisor
Students
advisory system
Elahe
Ramezanzade Tabriz
e.ramezanzade@gmail.com
1
Nursing Department, Faculty of Medical Sciences, Neyshabur University of Medical Sciences, Neyshabur, Iran.
LEAD_AUTHOR
Aghadas
Saadati
2
Nursing Department, Faculty of Medical Sciences, Neyshabur University of Medical Sciences, Neyshabur, Iran.
AUTHOR
Zahra
Alizade Mehdi-Mahale
3
Students Research Committee, Neyshabur University of Medical Sciences, Neyshabur, Iran
AUTHOR
Arezo
Orooji
4
Department of Basic Medical Sciences, Neyshabur University of Medical Sciences, Neyshabur, Iran
AUTHOR
Jishnu V, Gilhotra R, Mishra D. Pharmacy education in India: Strategies for a better future. J Young Pharm. 2011; 3(4):334-42.
1
Jebreili M, Valizadeh S, Rahmani A, Ebrahimi H. Duties and performance of academic advisors from the view of students of Tabriz School of Nursing and Midwifery in 2010. J Med Educ Dev. 2012; 7(2):3-12. Persian
2
Von der Borch P. A novel large-scale mentoring program for medical students based on a quantitative and qualitative needs analysis. GMS Z Med Ausbild. 2011; 28(2):26.
3
Harrison E. Visiting academic advising. Nurs Educ.2009; 34(2):64-8.
4
Motevallian M. An overview of the principle advisor and consultant. Tehran: Nursing and Midwifery School; 2010. Persian
5
Sanagoo A, Hesam M. Academic under-achievement and some related factors associated with academic satisfaction in Golestan University of Medical Sciences’students. J Gorgan Bouyeh Faculty Nurs Midwifery. 2013; 9(2):90-6. Persian
6
Shakurnia AH, Asadollahi PD, Elhampour H, Khodadadi A. Present and desired status of student counseling in opinions of AJUMS. Jundishapur Sci Med J. 2011; 10(74):469-79. Persian
7
Sum Sh, Tayebi M, Gharakhani M, Moslemi D, Pourghasem M. Role of university advisors in the viewpoint of medical sciences’ students. Iranian Quarterly of Education Strategies .2012; 5(1): 23-29
8
Adhami A, Mohammad Alizadeh S. Educational achievement in medical students entered university between 1995 and 2003. Kerman Univ Med Sci J. 2008; 5(2):94-101. Persian
9
Losser RL. The problem of student attrition: One year study of first time freshmen and transfer students. Diss Abstr Int. 1985; 47(02A):433.
10
Shaseddin A. Student evaluation of faculty quality consultation. Iran J Med Educ. 2005; 14:3-7. Persian
11
Nikzad M. Educational guidance in Iran. 2nd ed. Tehran: Student’s Facilities Office Publication; 2003. Persian
12
Al-Ansari A, El Tantawi M, AbdelSalam M, Al-Harbi F. Academic advising and student support: Help-seeking behaviors among Saudi dental undergraduate students. The Saudi dental journal. 2015; 27(2):57-62.
13
Galehdar N, Birjandi M. Assessment of university students satisfaction from academic counseling of the tutors of Lorestan University of Medical Sciences in the second half of school year 2007-2008. Yafteh. 2010; 11(4):53-63. Persian
14
Griffin M, DiFulvio GT, Gerber DS. Developing leaders: implementation of a peer advising program for a public health sciences undergraduate program. Undergraduate Education for Public Health in the United States. 2015; 5(2):1-7.
15
Rezaee R, Nabeiei P, Sagheb MM. Evaluation of the Consultation Program in Shiraz University of Medical Sciences. J Adv Med Educ Prof. 2014; 2(1): 27-32.
16
Lotfi MH, Zare S, Fazel Pur Sh, Abuyi M, Ghane B, Vatani J. To evaluate the role of Advisor teacher in average score of shahed & Isargar students of shahid sadoughi university of medical science, 2002-2007. J Med Educ Dev J. 2012; 4(7):54-60 Persian
17
Sirous S. The evaluation of an educational tutor scheme for medical students, in medical school of Isfahan university of medical sciences. Iran J Med Sci. 2010; 10(5):11-6. Persian
18
Delaram M, Hosseini S. Comparison of the Students’ Satisfaction about the Performance of Academic Advisors before and after the Advisor Project in Shahrekord University of Medical Sciences. J Adv Med Educ Prof. 2014; 2(1): 6-11.
19
Brear PD, Dorria J. Does Professional Suitability Matter A National Survey of Australian Counselling Educators in Undergraduate and Post-Graduate Training Programs. Int J Adv Counselling. 2010; 32:1–13.
20
Seyedmajidi M, Jahanian I, Moradi N, Bijani A. Students' viewpoints about academic guidance and consultation at Babol University of Medical Sciences. Journal of Medical Education and Development. 2013; 8(2): 2-14
21
Giovazolias T, Leontopoulou S, Triliva S. Assessment of Greek university students’ counselling needs and attitudes: An exploratory study. International Journal for the Advancement of Counselling. 2010; 32(2):101-16.
22
Zare Fazlollahi Z, Jabraeily M, Jabari N, Shikhi N, Sofyan kh. The Viewpoint of Paramedical Students about Advisors’ Performance of Urima University of Medical Science .The Journal of Urmia Nursing and Midwifery Faculty, 2014 12(6):420-6. Persian
23
Aghamolaei T, Fazel I. Medical students' perceptions of the educational environment at an Iranian Medical Sciences University. BMC medical education. 2010; 10(1):87.
24
ORIGINAL_ARTICLE
A Comparison between Knowledge of Medical Students and Graduates at Birjand University of Medical Sciences concerning Zoonoses (Crimean-Congo fever, brucellosis, and rabies)
Abstract Background and Aim: Although it is the twenty-first century, the leading cause of mortality in several countries still resides with infectious diseases. From among the infectious diseases, zoonoses, gain double importance because of their epidemiologic control nature. This study aimed to compare knowledge of medical students and graduates concerning zoonoses diseases. Methodology: In this descriptive-analytic study, 73 medical students and 58 participated who were selected by the census. To assess the participants’ knowledge of zoonoses at the four levels of clinical symptoms, transmission, diagnosis and prevention methods, a researcher-made questionnaire was devised according to Diseases’ Management and Prevention Booklet of the Ministry of Healthcare and Medical Education upon supervision by infectious disease specialists. It had two sections: demographic characteristics and knowledge about the three diseases. The obtained data were analyzed in SPSS using t test. Findings: Students’ mean scores about brucellosis, Crimean Congo, and rabies were 13.88 ± 2.47, 13.2 ± 2.16, and 11.11 ± 2.42 respectively, while those of the graduates were 14.29 ± 2.33, 13.91 ± 2.32, and 11.37 ± 2.33 respectively. The difference between awareness scores of students and graduates was not significant (p > 0.05). However, there was a significant difference in their awareness in terms of prevention of rabies and Crimean Congo (p < 0.05). Conclusion: The findings indicate that there is no difference between the awareness of students and graduates. This highlights the significance of education during academic studies. Thus, there should be further emphasis on educational planning during academic studies and on self-guiding learning.
https://fmej.mums.ac.ir/article_10171_206e825337f8d42d126ea0a561cb3a52.pdf
2017-12-01
15
19
10.22038/fmej.2018.26769.1170
Keywords: brucellosis
Crimean-Congo fever
rabies
students’ awareness
medical graduates’ awareness
Azade
Ebrahimzade
mr14436@yahoo.com
1
Infectious Disease Researches Center, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Khaironnesa
Ramazanzade
kh.ramazanzade@yahoo.com
2
Cardiovascular Diseases Research Center, Birjand University of Medical Sciences,Birjand,Iran
LEAD_AUTHOR
1.Sargolzaie N, DehghanHhaghighiJ , KharazmiF. Crimean Congo Hemorrhagic Fever Surveillance and General Practitioners in Zahedan (Text in Persian). Pages 21-25
1
2.mostafaee g, eskandari e, ghazi zadeh s, nasrollahzadeh z, hissain dist g, gharli pour z, et al. Determining the Students'Knowledge of Kashan University of Medical Sciences about Brucellosis. www sjimu medilam ac ir. 2013;21(4):30-6.
2
3.Tabatabaei S, Zahraei M, Ahmadnia H, Ghotbi M, Rahimi F. Principles of disease prevention and surveillance. Tehran: roohe ghalam. 2007;195.
3
4 . KASSAaian L, Ali SHA. A survey on information of physicians in health center in Shiraz about infectious diseases (Tuberculosis, brucella, typhoid fever, dysentery) (1999). IJME. 2000;1(2):38-42.
4
5. Rahnavardi M, Rajaeinejad M, Pourmalek F, Mardani M, Holakouie-Naieni K, Dowlatshahi S. Knowledge and attitude toward Crimean–Congo haemorrhagic fever in occupationally at-risk Iranian healthcare workers. Journal of Hospital Infection. 2008;69(1):77-85.
5
6. Sheikh NS, Sheikh AS, Sheikh AA. Knowledge, attitude and practices regarding Crimean–Congo haemorrhagic fever among healthcare workers in Balochistan. Headache. 2004;30:20.
6
7. Hurieh Aslani , Shahram Yazdani, Seyyed Mohammad Alavi-Nia, Evidence-Based Medical Educational Needs Assessment of Clinical Faculty Members of Hospitals of Shahid Beheshti University of Medical Sciences Journal of Medical Education Summer 2015; 14(3):87-92.
7
8. amini kh, khanian H, Hashemian A.Impact of Educational Program on Preventive Behavior of Brucellosis. HEALTH EDUCATION AND HEALTH PROMOTION (PERSIAN) FALL 2013 , Volume 1 , Number 3; Page(s) 15 To 22.
8
9. Askarian M, Honarvar B, Tabatabaee H-R, Assadian O. Knowledge, practice and attitude towards standard isolation precautions in Iranian medical students. Journal of Hospital Infection. 2004;58(4):292-6.
9
10. Nguyen A, Nguyen H, Pham T, Hoang T, Olowokure B. Awareness of rabies prevention and control measures among public health workers in Northern Vietnam. Public health. 2015.
10
11. Gönen I, Soysal A, Topuzoğlu A, Bakir M. Clinical knowledge and attitudes of Turkish physicians toward rabies caused by animal bites. Japanese journal of infectious diseases. 2010;64(5):382-90.
11
12. Yilmaz R, Ozcetin M, Erkorkmaz U, Ozer S, Ekici F. Public knowledge and attitude toward Crimean Congo hemorrhagic fever in Tokat Turkey. Iranian journal of arthropod-borne diseases. 2009;3(2):12.
12
13. Moran D, Juliao P, Alvarez D, Lindblade KA, Ellison JA, Gilbert AT, et al. Knowledge, attitudes and practices regarding rabies and exposure to bats in two rural communities in Guatemala. BMC research notes. 2015;8(1):955.
13
14. ADESm Y, FAGBAMI A. BRUCELLOSIS: KNOWLEDGE, ATTITUDE AND PRACTICES AMONG OCCUPATIONALLY EXPOSED INDIVIDUALS IN OSUN STATE. Science Focus. 2005;10(1):38-41.
14
15. Çilingiroğlu N, Temel F, Altıntaş H. Public’s knowledge, opinions and behaviors about Crimean-Congo Hemorrhagic Fever: An example from Turkey. Kafkas Univ Vet Fak Derg. 2010;16:S17-22.
15
16. Tabatabaei SM, Hassanzehi A, Pakzad A, Mohammdi M, Madani A. Factors Influencing Crimean-Congo Hemorrhagic Fever Risk Perceptions in the General Population, Southeast Iran. Int J Infect. 2014;1(1):e18150
16
ORIGINAL_ARTICLE
Attitude of Optometry Students towards Their Field of Study and Job Prospects
Abstract Background and Objective: In general, understanding and willingness to act toward a certain thing is called the attitude toward that thing. Individuals’ attitudes change in different periods of life according to their environment. One of the stages of life that has the most change of attitude and interest is the period of studying. This research was conducted to survey the attitude of optometric students about their field of study. Methods: This cross-sectional descriptive-analytical study was performed on all optometric undergraduate students at Mashhad University of Medical Sciences using a census method in the academic year of 2016-2017. Of the total of 88 students, 2 of them did not respond to the questionnaire. The data on a total of 86 people were gathered. The data gathering method was a questionnaire which had been evaluated for reliability and validity. Questionnaire questions were scored based on three-point Likert scale. Data were analyzed by SPSS version 22 using descriptive statistics (frequency distribution, mean and standard deviation) and analytical test (Kolmogorov-Smirnov). Results: The mean and standard deviation of students' attitude to their academic field was 2.35±0.319. The mean score of students' attitude to the field of study with a probability of 95% was between 2.05 and 2.65 (out of 3); therefore, attitude towards the academic field was statistically positive. Also, the mean and standard deviation of students' attitudes toward job prospects was 2.45±0.319. The mean of the student's attitude towards job prospects with a probability of 95% was between 2.24 and 2.66, indicating a positive attitude of the students towards their job prospects. In a pilot study of the meaning of the student's attitude score, in response to a question surveying their attitude towards their field of study scoring from 1 to 10, a score of 8 was obtained. Conclusion: According to the results of the study, the majority of students had a positive attitude towards their academic field. These results can make the policy makers' attitudes more realistic to develop methods that enhance the professional, scientific and motivation of these students.
https://fmej.mums.ac.ir/article_9968_5de0d94ba477d95972e5eae406227c1f.pdf
2017-12-01
20
25
10.22038/fmej.2017.26301.1168
Keywords: Students
Attitude
Education
optometry
Azar
Moradi
azar.moradi1@yahoo.com
1
Refractive Errors Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Khalil
Kimiafar
kimiafarkh@mums.ac.ir
2
Department of Health Information Technology, School of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Parviz
Marouzi
marouzip@mums.ac.ir
3
Department of Health Information Technology, School of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Shiva
Alizadeh
gelayolalizadeh@yahoo.com
4
Department of Midwifery, School of Nursing & midwifery, ShahidBeheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Javad
Heravian Shandiz
heraviansj@mums.ac.ir
5
Refractive Errors Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Rejali M, Mostajeran M, Lotfi M. Health student attitude towards their field of study and future career in health faculty of Isfahan University of medical sciences– 2008. Scientific research Journal of health system Research 2010; 6 (1):106-115. [Persian]
1
Mohammad Reza Motie; Fateme Moavenian Torbati; Tayebeh Seyfizadeh. Determining Factors Affecting Student- Professor Relationship in Performing Educational and Learning Activities from the Perspective of Male and Female Apprentices, Interns and Assistants Students of Mashhad University of Medical Sciences. Future of Medical Education Jornal 2016: 6(3):16-19. [Persian]
2
Farajikhiyavi F, Valipor A, Khademi M. A Study on Students' Expectations of Academic Field and Their Attitude to Prospecting Job Among School of Health Students at Ahvaz Jundishapur University of Medical Sciences. Educational Development of Jundishapur 2014, 2015: 6(1): 43-51. [Persian]
3
Hakim A. Factors affecting satisfaction of nursing students of nursing major. J NursEduc 2013; 2(4): 10-20.
4
Sadr Arhami N, Kalantari S, AtarodS.Medicalstudents attitude towards their field of study and future Career. Iranian Journal of Medical Education 2004; 1(4): 72-75. [Persian]
5
Ministry of health and medical education. Daftarcherahnemayeazmonesarasari. Tehran: Ministry of Health and Medical Education. 2008
6
Avramova N, Yaneva K, Bonev B. First-year dental students' motivation and attitude for choosing the dental profession. Acta Med Acad 2014; 43(2): 113- 21.
7
Khammarnia M, Shokohian F, Eskandari SH, Kassani A, SetoodezadehF.Students' Attitudes Toward Their Education and Job Prospects in Zahedan Health School in 2015. J RafsanjanUniv Med Sci 2017; 15(10): 1003-14. [Persian]
8
Firouzeh Asadzadeh, FaridehMostafazadeh, SaeidSadeghi.A Survey of the Motivation of Nursing Students toward Their Field of Study Selection.Iranian Journal of Watchful and Health 2017؛12(1,2):2012: 9-15
9
Samadi M, Taghizadeh J, KashitarashEsfahani Z, Mohammadi M.Evaluating Environmental Health Students' Attitudes toward their Discipline and Future Career in Hamedan University of Medical Sciences in 2008.Iranian Journal of Medical Education 2010; 9(4): 331-335
10
Abdollahzade F, Lotfi M, Aghazade M, Etebaryasl Z.Operating room students’ attitudes towardeducation. Nursing care research Center Universityof Medical Science, Iran Journal of nursing 2014; 27: 65-72. [Persian]
11
Alizadeh S, Sigarchian M. The Attitude of Midwifery Students about Their Field of Study.Research in Medical Education.2014 ,6(2):59-65
12
Shakibaie D, Iranfar SH, Montazeri N, Rezaie M, Yari N. Survey on the Motivation Medical Students toward Their Field of Study Selection in Different levels of academic. Journal of Teb&Tazkie. 2005;14(2): 10-15 [Persian]
13
Karaoz S. Change in nursing students’ perceptions of nursing during theireducatio: the role of the introduction to nursing course in this change. Nurse Education Today. 2004; 24(2): 128-135 [Persian].
14
Nazari A, Torabipur A, Javani A, Mousavi H, Nazari H. [Survey on Students' Attitude in Ahvaz Jundishapur University of Medical Sciences Regarding to Educational Principle and Future Career, Educational Developement of Jundishapur 2014; 4 (7): 18-25.[Persian]
15
ORIGINAL_ARTICLE
Assessment of learning style based on VARK model among the students of Qom University of Medical Sciences
Introduction: Learning is a dominant phenomenon in human life. Learners are different from each other in terms of attitudes and cognitive styles which effect on the learning of people. In this connection, VARK learning style assess the students base their individual abilities and method for obtaining much information from environment in dimensions of visual, aural, read/write, and kinesthetic. Since the knowledge of learning style is highly applicable to understand and recognition of the learning concept among students, within higher education.The present study aimed to determine the Assessment of Learning style based on VARK model in the students of Qom University of Medical Sciences. Method: The current study is a cross-sectional design which was performed in 2015 on 279 students of Qom University of Medical Sciences. The students were already selected by a quota sampling and the data was collected via a standard questionnaire of VARK learning styles. The statistical data was analyzed through descriptive and inferential statistics by using SPSS statistical software. Results: The mean age of students was 22.23±4.38 years and the mean of educational score was 16.85±1.65 that most of them were undergraduate and single students. The learning styles were effecitive with15.66%, 14.34%, 13.24%, and 9.07% respectively for aural, read/write, visual and kenesthetic. Also, 146 students (52.1%) preferred the single-modal style while 134 of students (48.8%) chose multi-modal. Conclusion: According to the results which shows that the majority of the students preferred the single-modal style while approximately half of them favored multi-modal, it is suggested to use combined educational methods to achieve effective teaching and educational departments and faculty take all needs and educational styles into consideration when developing lesson plans to improve the educational quality.
https://fmej.mums.ac.ir/article_9970_5e6037f941da539fb049aebddfd4ed2b.pdf
2017-12-01
26
30
10.22038/fmej.2017.26195.1167
Key words: Learning
Visual
Aural
Read/write
Kinesthetic
Elaheh
Rahiminia
rahiminia@sbmu.ac.ir
1
Student Research Committee, School of Medical Education, Shahid Beheshti University of Medical Sciences,Tehran, Iran.
AUTHOR
Hoorieh
Rahiminia
hoorieh777@yahoo.com
2
Student Research Committee, School of Health, Qom University of Medical Sciences, Qom, Iran.
LEAD_AUTHOR
Curry L. An organization of learning styles theory and constructs. Proceeding at the annual meeting of the American Educational Research Association. ERIC document No. ED 1983; 185-235.
1
Sarchami R, Hosseini M. Relationship of learning styles with educational progress ofnursing students in Qazvin. Journal of Qazvin University of Medical Sciences 2004; 30: 64-7. [In Persian].
2
Khank Jan A. Evaluation of cognitive learning styles of students. Dissertation. Shiraz: University of Shiraz; 2007. [In Persian].
3
De Houwer J, Barnes-Holmes D, Moors A. What is learning? On the nature and merits of a functional definition of learning. Psychon Bull Rev 2013; 20(4): 631-42.
4
Cassidy S. Learning styles: an overview of theories, model and measuers. Educ Psychol 2004; 24(4): 399-444.
5
Sternberg RJ, Grigorenko EL.Thinking styles and the gifted. Roepe Rev 1993; 16: 122-30.
6
Van Wynen EA. Information processing styles: One size doesn't fit all. Nurse Educ 1997; 22(5): 44-50.
7
Gurney P. Five factors for effective teaching. J Teachers Work 2007; 4(2): 89-98.
8
Coffield F, Moseley D, Hall E, Ecclestone K. Learning styles and pedagogy in post-16 learning: Systematic and critical review. LSRC 2004; 1: 173-82.
9
Fleming ND, Mills C. Not another inventory, rather acatalyst for reflection. Acad Med 1992; 11: 137-44.
10
Valizadeh L, Fathi azar S, Zamanzadeh V. Nursing and modwifery students learning styles in Tabriz Medical University. Iran J Med Sci 2006; 6(2): 136-9.
11
James WB, Gardner DL. Learning styles: Implications for distance learning. New Dir Adult Contin Educ 1995; 67: 19-31.
12
KhandaqiMaqsood A, Rajai M. The impact of learning styles on their preferred teaching style. J Educ Psychol 2013; 9: 15-39.
13
Lincoln F, Rademacher B. Learning styles of ESL students in community colleges. Commun Coll J Res Pract 2006; 30(6): 485-500.
14
Ghanaei A, Mohammad zadehghasr A, Pakmehr H, Hajjar E. Identification of learning styles: Curriculum planning review of technical and vocational educational system. Research in curriculum planning 2014; 14(41): 1-11. [In Persian].
15
Javadinia SA, Sharifzade G, Abedini M, Khalesi M, Erfanian M. Learning styles of medical students in Birjand University of Medical Sciences according to vark model. Iran J Med Sci 2012; 11(6): 584-9.
16
Hamouzadeh P, Pourreza A, Panahi M, Salimi M. Learning styles of health services management students at Tehran University of medical sciences. Hospital quarterly 2011; 3: 39-43.
17
Baykan Z, Nacar M. Learning styles of first-year medical students attending Erciyes Universityin Kayseri, Turkey. Adv Phys Educ 2007; 31: 158-60.
18
James S, D’Amore A, Thomas T. Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Educ Today 2011; 31(4): 417-23.
19
Jannat Alipour Z, Navvabi N, Jahanshahi M. Evaluation of nursing students' learning styles based on VARK learning pattern in Ramsar School of Nursing and Midwifery, biannual medical education. Babol Univ Med Sci 3013; 1(2): 37-45.
20
French G, Cosgriff T, Brown T. Learning style preferences of Australian occupational therapy students. Aust Occup Ther J 2007; 54(1): 58-65.
21
KarimiMooneghi H, Dabbaghi F, Oskouei F, Vehvilainen-Julkunen K. Learning style in theoretical courses: Nursing students’ perceptions and experiences. Iran J Med Sci 2009; 9 (1): 41-53.
22
Salimi M, Sadeghifar J, Peyman H, Shams L, Jandagheian M, Khosravi A, et al. Visual, aural, read/write, and kinesthetic learning styles preferences in students of Isfahan University of Medical Sciences, Iran. J Health Syst Res 2013; 8(7): 1216-24.
23
Study Skills Guide. Disability Support Service University of Newcastle upon Tyne. Available from: http://www.ncl.ac.uk/students/wellbing/assest/documents/Study Skills Guide. 2007.
24
Nuzhat A. Learning style preferences of medical students: a single-institute experience from Saudi Arabia. Int J Med Educ 2011; 2: 70-3.
25
Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ 2006; 30(1): 13-6.
26
Benzie D. Teaching styles. Fam Med 1998; 30(2): 88-9.
27
Meehan-Andrews TA. Teaching mode efficiency and learning preferences of first year nursing students. Nurse Today 2009; 29(1): 24-32.
28
Lujan HL, DiCarlo SE. Too much teaching, not enough learning: what is the solution? Adv Physiol Educ 2006; 30(1): 17-22.
29
Slater JA, Lujan HL, DiCarlo SE. Does gender influence learning style preferences of first-year medical students. Adv Physiol Educ 2007; 31(4): 336-42.
30
Cortright RN, Collins HL, DiCarlo SE. Peer instruction enhanced meaningful learning: ability to solve novel problems. Adv Physiol Educ 2005; 29(2): 107-11.
31
Wehrwein EA, Lujan HL, DiCarlo SE. Gender differences in learning style preferences among undergraduate physiology students. Adv Physiol Educ 2007; 31(2): 153-7.
32
Baykan Z, Nacar M. Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey. Adv Physiol Educ 2007; 31: 158-60.
33
Murphy RJ, Gray SA, Straja SR, Bogert MC. Student learning preferences and teaching implications. J Dental Educ 2004; 68(8): 59-66.
34
Lujan HL, DiCarlo SE. First-year medical students prefer multiple learning styles. Adv Physiol Educ 2006; 30: 6-13.
35
Dinakar C, Adams C, Brimer A, Silva MD. Learning preferences of caregivers of asthmatic children. J Asthma 2005; 42(8): 683-7.
36
Dobson JL. A comparison between learning style preferences and sex, status, and course performance. Adv Physiol Educ 2010; 34: 197-204.
37
Koch J, Salamonson Y, Rolley JX, Davidson PM. Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: A prospectivefollow-up study. Nurse Educ Today 2011; 31(6): 611-16.
38
ORIGINAL_ARTICLE
Educational Quality Gap from Students' Viewpoints; Results from a Survey in Mashhad University of Medical Sciences
Introduction: Students are the main clients for an educational system. It is believed that using their viewpoints to determine the educational gap is of great value. This can also help to promote educational programs. The aim of this study was to evaluate educational service quality based on students’ points of view in Mashhad University of Medical Sciences (MUMS) in 2016. Method: In a cross-sectional design, 540 students from all seven faculties of MUMS were surveyed. Quota-stratified-cluster sampling method was used to recruit post third-semester students. We used the validated SERVQUAL questionnaire which had 27 paired questions for measuring service quality in 5 domains: Assurance, Responsiveness, Empathy, Confidence and Tangibles. SPSS 16 with p Results: Mean age was 22.7±4.2 years. Sixty-one percent (327) were female. There was a significant negative gap in all domains in all faculties (p<0.001). The highest and lowest gap of MUMS was in responsiveness (-33.8±22.2) and confidence (-26.9±20.9), respectively. Dentistry (-41.4±21.6) and medicine (-30.7±15.7) faculties had the highest and nursing (-25.6±17.2) and health (-25.8±14.9) faculties had the lowest educational quality gap. No gender difference was found. Increasing semester worsened the quality gap in four domains (from r=-0.09, p=0.04 up to r=-0.20, p<0.001). Conclusions: A negative gap in all domains in all faculties shows that students' expectations are not met properly. We believe that some of these gaps can be easily solved by proper management and reconstruction of presenting services.
https://fmej.mums.ac.ir/article_10221_61337da73a2b8d5714ab2b178a84f70e.pdf
2017-12-01
31
35
10.22038/fmej.2018.28836.1184
Keywords: Quality of services
Educational Services
Gap
SERVQUAL Model
Majid
Khadem Rezaiyan
khademrm@mums.ac.ir
1
Department of Community Medicine and Public Health, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mohammad
Etezad Razavi
etezadm@mums.ac.ir
2
Eye Research Center, Khatam-al-Anbia Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Behjat
Javadi
javadib@mums.ac.ir
3
Department of Traditional Pharmacy, Faculty of Pharmacy, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Zohre
Feyzabadi
feyzabadiz@mums.ac.ir
4
Department of Persian Medicine, Faculty of Persian and Complementary Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
maryam
omidkhoda
omidkhodam@mums.ac.ir
5
Department of Orthodontics, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Shahin
Saeedinejat
saeedish1@mums.ac.ir
6
Management & Social Determinants of Health Research Center, Faculty of Health, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Mehri
Yavari
yavarim@mums.ac.ir
7
Department of Health, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Marziyhe
Meraji
merajim1@mums.ac.ir
8
Department of Health Information Technology, Faculty of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Farzad
Akbarzadeh
akbarzadehf@mums.ac.ir
9
Psychiatry and Behavioral Sciences Research Center, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Masoud
Youssefi
youssefim@mums.ac.ir
10
Department of Microbiology and Virology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Abbasian M, Chaman R, Mousavi SA, Amiri M, Gholami Taromsar M, Maleki F, et al. Gap analysis between students' perceptions and expectations of quality of educational services using Servqual model. Qom University of Medical Sciences journal 2013; 7(Suppl 1): 2-9. [In Persian].
1
Sahney SD, Banwet K, Karunes S. An integrated framework for quality in education: Application of quality function deployment, interpretive structural modeling and path analysis. Total Qual Manag 2006; 17(2): 265-85.
2
Shakibaei D, Iranfar SH, Montazeri N, Rezaei M, Yari N. Faculty views on some educational indicators in Kermanshah University of Medical Sciences. Behbood journal 2007; 8(1): 17-27. [In Persian].
3
Tofighi Sh, Sadeghifar J, Hamouzadeh P, Afshari S, Foruzanfar F, Taghavi Shahri SM. Quality of educational services from the viewpoints of students; Servqual model. Educational strategies journal of medical sciences 2011; 4(1): 21-26. [In Persian].
4
Sahney S, Banwet DK, Karnues S. An integrated framework for quality in education: Application of quality function deployment, interpretive structural modeling and path analysis. Total Qual Manag 2006; 17(2): 265-85.
5
Sirvanci MB. Critical issues for TQM implementation in higher education. TQM Magazin 2004; 16(6): 382-6.
6
Zafiropoulos C. Students' attitudes about educational service quality. Cyprus J Sci 2006; 4: 13-23.
7
Arambewela R, Hall J. A comparative analysis of international education satisfaction using SERVQUAL. J Serv Res 2006; 6: 141-63.
8
Parasuraman A, Zeithmal V, Berry LL. SERVQUAL: A multiple-item scale for measuring consumer perception of service quality. J Retail 1988; 64(1): 12-40.
9
Tan KG, Kek SW. Service quality in higher education using an enhanced Servqual approach. Quality High Educ 2004; 10(1): 17-24.
10
Chua C. Perception of quality in higher education. AUQA occasional publication 2006. [cited Apr 10, 2012]. Available from: URL; http://www.auqa.edu.au/auqf/2004/program/papers/Chua.
11
Bradley RB. Analyzing service quality: The case of post-graduate Chinese students 2006. [cited Apr 10, 2012]. Available from: URL; http://www.leeds.ac.uk/researchProgs/fileadmin/user_upload/documents.
12
Richard E, Adams JN. Assessing college student perceptions of instructor customer service to students questionnaire: Assessment in higher education. J Assess Evalu High Educ 2006; 31(5): 535-49.
13
Peter S, Michael H, Debra H. Why do they leave, why do they stay? Perception of service quality at a new university. ANZMAC 2000: 1197-200.
14
Kebriaei A, Roudbari M, Rakhshani Nejad M, Mirlotfi P. Assessing quality of educational services at Zahedan University of Medical Sciences. Tabib-e-Shargh 2005; 7(2): 9-15. [In Persian].
15
Arbooni F, Shoghli A, Badri Poshte S, Mohajeri M. Studying the gap between expectations and educational services provided to students of Zanjan University of Medical Sciences in 2006. Steps in develop of medical education 2009; 5(1): 17-25. [In Persian].
16
Zavvar T, Behrangi MR, Asgarian M, Naderi E. Evaluating service Quality in Educational Centers of University of Payam-e-Noor in east and west. Quarterly journal of research in planning high education 2008; 13(4): 67-90. [In Persian].
17
Sabahi-Bidgoli M, Mousavi GA, Kebriaei A, Seyyedi SH, Shahri S, Atharizadeh M. The quality of hospital services in Kashan educational hospitals during 2008-9: The Patients' Viewpoint. Feyz 2011; 15(2): 146-52. [In Persian].
18
Khadem Rezaiyan M, Mousavi Bazaz SM. Quality gap in educational services based on SERVQUAL model in Mashhad Medical School. Research in medicine 2016; 40(1): 17-23. [In Persian].
19
School of Persian Medicine of Mashhad University of Medical Sciences. Available from http://tim.mums.ac.ir/index.php. Accessed on 1 February 2017.
20
Tradtinal medicine curriculum. [cited 1 February 2017]. Available from: URL; http://traditional.sbmu.ac.ir/?fkeyid=&siteid=251&pageid=40617
21
Aghamolaei T, Zare S. Quality gap of educational services in viewpoints of students in Hormozgan University of medical sciences. BMC Med Educ 2008; 18(8): 34.
22
Bahreini M, Momeni Danaei S, Shahamat S, Khatoni A, Ghodsi S, Hashemi M. The quality of educational services: Gap between optimal and actual status according to dentistry students. Iranian journal of medical education 2012; 11(7): 685-95. [In Persian].
23
Zaker Jafari HR, Hamkar B, Mirfarhadi N. The interval of educational services quality: Distance of current and desirable situation from viewpoints’ of dentistry students of Guilan University of Medical Sciences in 2014. Research in medical education 2014; 7(3): 64-70. [In Persian].
24
Mohebi S, Adeli SH, Arsang Sh. A study of quality of educational services from the viewpoint of students of Qom University of Medical Sciences based on servqual model, 2013, Iran. Qom University of Medical Sciences journal 2015; 9(6): 66-76. [In Persian].
25
Zarei E, Alijanzadeh M, Moosazadeh AR. An evaluation of educational service quality gap in the Faculty of Health at Shahid Beheshti University of Medical Sciences: Using SERVEQUAL techniques. Journal of medical education development 2016; 8: 39-49. [In Persian].
26
Ebrahimipour H, Arazi R, Shadnam Z, Nasrollahi S, Ebrahimipour S, Lael-Monfared E. Duties and performance of academic advisors from the students' perspective. Research in medical education 2015; 7(2): 69-77. [In Persian].
27
Vafaee Najar A, Laelemonfared E, Nasrollahi S, Ebrahimipour H. Content analysis of course plans presented by teachers in the School of Health of Mashhad University of Medical Sciences (2012-2013). Future of medical education journal 2014; 4(4): 3-7.
28
Miry S, Nikban M, Javadi M, Abbaszade A, Borhani F. The survey of Kerman University nursing students' viewpoints about educational services quality provided for them. Journal of qualitative research in health sciences 2010; 9(1-2): 20-27. [In Persian].
29
Jafari Asl M, Chehrzed MM, Shafipour SZ, Ghanbari A. Quality of educational services from viewpoint's of nursing and midwifery students of Guilan University based on Servqual model. Research in medical education 2014; 6(1): 50-58. [In Persian].
30
Beheshtirad R, Ghaleei AR, Ghalavandi H. Educational services quality distance between current and desirable situations. Educational strategy in medical sciences 2013; 6(1): 49-54. [In Persian].
31
Mirzakhani K, Jahani Shorab N, Golmakani N, Tafazoli M, Ebrahimzadeh S. Evaluation of clinical skills in midwives graduated from Mashhad nursing and midwifery faculty and employed in Mashhad health care centers. Journal of Urmia nursing and midwifery faculty 2012; 9(6): 472-80. [In Persian].
32
Khadem-Rezaiyan M, Avval FZ, Youssefi M. Nursing students’ viewpoints about basic sciences. Int J Educ Res 2015; 3(10): 109-16.
33
Sohrabi Z, Majidi Z. Educational services quality gap: Perspectives of educational administrators, faculty members and medical students. Payavard 2014; 7(5): 376-88. [In Persian].
34
Khadem Rezaiyan M, Zahedi Avval F, Ghazvini K, Youssefi M. Medical and dentistry students’ viewpoint about physician-scientists as their basic science educators. Journal of medical education development 2016; 9: 122-9. [In Persian].
35
ORIGINAL_ARTICLE
Increase In Activity And Learning Outcomes In Pharmacy Mathematics With Jigsaw Cooperative Learning Model At Pharmacy Academy Of Dwi Farma
Introduction: In Pharmacy Diploma Program, mathematics is known as pharmaceutical mathematics. Due to the importance of pharmaceutical mathematics in practice, it is important to have a basic mathematical skill as a basis in calculations in pharmaceutical science. Therefore, it is necessary to create a lecturing condition that enables students more active in understanding the lessons. This research aims to describe the use of jigsaw cooperative learning model in the pharmacy mathematics lecture at the Pharmacy Academy of DWI Farma. Method: The learning method an appropriate method for this research's purpose is Classroom Action Research with Jigsaw cooperative learning model. This research consists of 2 cycles with planning, execution, observation and reflection. In this research, researchers directly, become the research’s perpetrators, seeks to improve the learning process with jigsaw cooperative learning model. Result: The Minimum completion criteria for pharmacy mathematics lecture is 75. Average learning outcomes in the cycle I is 70.73, then increase in cycle II in 75,07. Based on Cycle II, The minimum completion criteria for this course has been achieved. The positive effects Jigsaw cooperative learning model include active, creative, confident, enthusiastic, and happy to work together in a group. Conclusion: This research shows that increase in Activity and Learning Outcomes in Pharmacy Mathematics with Jigsaw cooperative learning model at Pharmacy Academy of DWI Farma can increase student learning activity in every cycle. Students become more active, creative, confident, enthusiastic, and happy to work together in a group.
https://fmej.mums.ac.ir/article_10181_5f8953c737cc821f6f7b356885c6bc5c.pdf
2017-12-01
36
46
10.22038/fmej.2018.26430.1173
Keywords: Pharmacy Mathematical
Jigsaw
cooperative learning model
Renatalia
Fika
fikarenatalia@gmail.com
1
Pharmacy Academy of Dwi Farma Bukittinggi, Bukittinggi 26121, West Sumatera, Indonesia
LEAD_AUTHOR
1. Basak SC, Sathyanarayana D. Pharmacy education in India. Am J Pharmaceutic Educ 2010; 74: 68.
1
2. Ansel HC, Popovich NG, Allen L V. Ansel’s Pharmaceutical Dosage Forms and Drug Delivery Systems. J Chem Inf Model 2011; 9: 160.
2
3. Sinko PJ. Martin’s physical pharmacy and pharmaceutical sciences. Physical chemical and biopharmaceutical principles in the pharmaceutical sciences; 2011: 182-96.
3
4. Erbas AK, Kertil M, Çetinkaya B, Çakiroglu E, Alacaci C, Bas S. Mathematical modeling in mathematics education: Basic concepts and approaches. Educ Sci Theory Pract 2014; 14(4): 1621-7.
4
5. Bagnasco A, Galaverna L, Aleo G, Grugnetti AM, Rosa F, Sasso L. Mathematical calculation skills required for drug administration in undergraduate nursing students to ensure patient safety: A descriptive study. Drug calculation skills in nursing students. Nurse Educ Pract 2016; 16(1): 33-9.
5
6. Eastwood K, Boyle M, Kim V, Stam N, Williams B. Mathematical ability of first year undergraduate paramedic students-A before and after study. Nurse Educ Today 2015; 35(11): 1125-9.
6
7. Mesquita AR, Souza WM, Boaventura TC, Barros IMC, Antoniolli AR, Silva WB, et al. The effect of active learning methodologies on the teaching of pharmaceutical care in a Brazilian pharmacy faculty. PLoS One 2015; 10(5): e0123141.
7
8. Chereson RS, Bilger R, Mohr S, Wuller C. Design of a pharmaceutical care laboratory: A survey of practitioners. Am J Pharm Educ 2005; 69(1): 19-24.
8
9. Fernández-Santander A. Cooperative learning combined with short periods of lecturing: A good alternative in teaching biochemistry. Biochem Mol Biol Educ 2008; 36(1): 34-8.
9
10. Kassab S, Hassan N, Abu-Hijleh M, Sequeira R. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum. Adv Med Educ Pract 2016; 7: 1-6.
10
11. Bourne DWA, Davison AM. A self-paced course in pharmaceutical mathematics using web-based databases. Am J Pharm Educ 2006; 70(5): 116.
11
12. Croft T, Duah F, Loch B. “I”m worried about the correctness’: undergraduate students as producers of screencasts of mathematical explanations for their peers – lecturer and student perceptions. Int J Math Educ Sci Technol 2013; 44(7): 1045-55.
12
13. Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: A model linking the processes and outcomes of medical students’ workplace learning. Med Educ 2007; 41(1): 84-91.
13
14. Wood WB, Tanner KD. The role of the lecturer as tutor: Doing what effective tutors do in a large lecture class. CBE Life Sci Educ 2012; 11(1): 3-9.
14
15. Bos N, Groeneveld C, van Bruggen J, Brand-Gruwel S. The use of recorded lectures in education and the impact on lecture attendance and exam performance. Br J Educ Technol 2016; 47(5): 906-17.
15
16. Taylor DCM, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach 2013; 35(11): e1561-72.
16
17. Slavin RE. Cooperative learning in schools. In: International Encyclopedia of the Social and Behavioral Sciences. [cited 2016]. Available from: URL; http://linkinghub.elsevier.com/retrieve/pii/B9780080970868920282
17
18. Rodríguez Montequín V, Mesa Fernández JM, Balsera JV, García Nieto A. Using MBTI for the success assessment of engineering teams in project-based learning. Int J Technol Des Educ 2013; 23(4): 1127-46.
18
19. Berger R, Hänze M. Impact of expert teaching quality on novice academic performance in the Jigsaw Cooperative Learning Method. Int J Sci Educ 2015; 37(2): 294-320.
19
20. Kemmis S, McTaggart R, Nixon R. The action research planner. Doing critical participatory action research. USA: Springer; 2014: 154.
20
21. Cain T. Teachers’ classroom-based action research. Int J Res Method Educ 2011; 34(1): 3-16.
21
22. Norton LS. Action Research in Teaching and Learning. A practical guide to conducting pedagogical research in universities. [cited 2009]. Available from: URL; http://www.amazon.com/Action-Research-Teaching- LearningUniversities/dp/0415468469
22
23. Xie T, Zheng Q, Zhang W. A behavioral sequence analyzing framework for grouping students in an e-learning system. Knowledge-Based Syst 2016; 111: 36-50.
23
24. Doymus K. Teaching chemical equilibrium with the Jigsaw technique. Res Sci Educ 2008; 38(2): 249-60.
24
25. Tarhan L, Ayyıldız Y, Ogunc A, Sesen BA. A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes. Res Sci Technol Educ 2013; 31(2): 184-203.
25
26. Reime MH, Harris A, Aksnes J, Mikkelsen J. The most successful method in teaching nursing students infection control-E-learning or lecture? Nurse Educ Today 2008; 28(7): 798-806.
26
27. Şahin A. Effects of Jigsaw III technique on achievement in written expression. Asia Pacific Educ Rev 2011; 12(3): 427-35.
27
28. Leyva-Moral JM, Riu Camps M. Teaching research methods in nursing using Aronson’s Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today 2016; 40: 78-83.
28
29. Fagan MJ, Griffith RA, Obbard L, O’Connor CJ. Improving the physical diagnosis skills of third-year medical students: A controlled trial of a literature-based curriculum. J Gen Intern Med 2003; 18(8): 652-5.
29
30. Chin C, Chia LG. Problem-based learning: Using students’ questions to drive knowledge construction. Sci Educ 2004; 88: 707-27.
30
31. Buring SM, Kirby J, Conrad WF. A structured approach for teaching students to counsel self-care patients. Am J Pharm Educ 2007; 71(1): 08.
31
32. Tiantong M, Teemuangsai S. Student team achievement divisions (STAD) technique through the moodle to enhance learning achievement. Int Educ Stud 2013; 6(4): 85-92.
32
33. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci 2014; 111(23): 8410-5.
33
34. Abedin NFZ, Taib JM, Jamil HMT. Comparative study on course evaluation process: Students’ and lecturers’ perceptions. Procedia-Soc Behav Sci 2014; 123: 380-8.
34
35. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci 2014; 111(23): 8410-5.
35
36. Steinert Y, Snell LS. Interactive lecturing: Strategies for increasing participation in large group presentations. Med Teach 1999; 21(1): 37-42.
36
37. Haraldseid C, Friberg F, Aase K. Nursing students’ perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study. Nurse Educ Today 2015; 35(9): e1-6.
37
38. White C, Bradley E, Martindale J, Roy P, Patel K, Yoon M, et al. Why are medical students “checking out” of active learning in a new curriculum? Med Educ 2014; 48(3): 315-24.
38
39. Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted learning in cardiopulmonary resuscitation: The Jigsaw model. J Emerg Med 2016; 50(1): 67-73.
39
40. Şengül S, Katranci Y. Effects of Jigsaw technique on mathematics self-efficacy perceptions of seventh grade primary school students. Procedia-Soc Behav Sci 2014; 116: 333-8.
40
41. Smith MK, Wood WB, Krauter K, Knight JK. Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE Life Sci Educ 2011; 10(1): 55-63.
41
42. Saltarelli W, Lee YK, Roseth C. Implementing a cooperative learning model in a cadaver anatomy laboratory. FASEB Journal Conf Exp Biol 2015; 29(1 Meeting Abstracts). Available from: http://www.fasebj.org/content/29/1_Supplement/205.3.abstract?sid=6e2447a4-6c10-4f66-8c1e-40ab50b4e2c8
42
43. Cooper MM, Cox CT, Nammouz M, Case E, Stevens R. An assessment of the effect of collaborative groups on students ’ problem-solving strategies and abilities. J Chem Educ 2008; 85(6): 866-72.
43
44. Zakaria E, Chin L, Daud Y. The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. J Soc Sci 2010; 6(2): 272-5.
44
45.Krych AJ, March CN, Bryan RE, Peake BJ, Pawlina W, Carmichael SW. Reciprocal peer teaching: Students teaching students in the gross anatomy laboratory. Clin Anat 2005; 18(4): 296-301.
45
46. Rees C, Shepherd M. Students’ and assessors’ attitudes towards students’ self-assessment of their personal and professional behaviours. Med Educ 2005; 39(1): 30-9.
46
ORIGINAL_ARTICLE
Relationship between Organizational Culture and Knowledge Management from the Perspective of Faculty Members
Introduction: Organizational culture and knowledge management will affect all aspects of the organization. Successful knowledge management is required to improve of organizational culture. In fact the organizational culture is the base of knowledge management. The context of appropriate organizational culture provides more effective application of knowledge or knowledge management and case the promotion and development of organization. So in this study investigated between two components of organizational culture and knowledge. Methods: Organizational culture and knowledge management were evaluated by pre-approved questionnaire. This study was examined on all faculty members of Research Centers Affiliate to University of Medical Sciences. After using Smirnoph Colomogroph test to determine data normality, Descriptive and analytical statistics was performed by SPSS software (version 21). Results: Current situation review of organizational culture and knowledge management of considrered centers were assessed as average (range, 3 to 4). Pearson correlation coefficient results was also showed a significant correlation between organizational culture and knowledge management (P= 0.926). Organizational collaboration and knowledge management relationship was not significant (P <0.001); also a significant relationship was found between organizational involvement, adaptability, consistency and Mission with Knowledge management (P <0.001). Conclusion: In order to achieve the goals of proper management of knowledge in promoting organizational culture in research centers it is essential to provide the necessary training and skills because there was a direct link between knowledge management and organizational culture.
https://fmej.mums.ac.ir/article_10344_2a75104f0320055b54aada2324112ff7.pdf
2017-12-01
47
52
10.22038/fmej.2018.26980.1175
Introduction: Organizational culture and knowledge management will affect all aspects of the organization. Successful knowledge management is required to improve of organizational culture. In fact the organizational culture is the base of knowledge m
also a significant relationship was found between organizational involvement, adaptability, consistency and Mission with Knowledge management (P <0.001). Conclusion: In order to achieve the goals of proper management of knowledge in promoting organiz
Zohreh
Sohrabi
hdhadizade@yahoo.com
1
Center for Educational Research in Medical Science. Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Fatemeh
Behbouyeh Jozam
behbooyehf@gmail.com
2
Department of Medical Education, Iran University of Medical Sciences, Tehran, Iran.
AUTHOR
Javad
Rafinejad
jrafinejad@sina.tums.ac.ir
3
Department of Medical Entomology and Vector Control, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
AUTHOR
Akbar
Biglarian
abiglarian@uswr.ac.ir
4
Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
AUTHOR
Hadi
Tehrani
tehranih@mums.ac.ir
5
Social Determinants of Health research center, Mashhad University of Medical Sciences, Mashhad, Iran.
LEAD_AUTHOR
Saediannejad S. The relationship between information technology in education office university. 2006. [In Persian].
1
Gupta B et al, knowledge management: a taxonomy, practices and chalenges, industrial management and data systems, 2000,page 100
2
Islamic republic of iran, 20- year outlook, available at: http://www,dolat,ir/PDF/20years,pdf ، 2014/3/2
3
Robbins PE. Fundamental of organizational behavior. Parsaian A, Arabi M. (translators). Cultural Researches: Tehran; 2004. [In Persian].
4
Denison DR, Neale WS. Denison Organizational Culture Survey Facilitator Guide. Denison Consulting; 2000.
5
Pauleen D, Mason D. Newzealand knowledge management: barriers and drivers of knowledge management uptake. J Knowledge Manag 2002: 23-54.
6
. Debut G. Knowledge management in organizations. Iranshahi M. (translator). Tehran: Journal of sciences and information; 1998. [In Persian].
7
Amin Bidokhti A, Hoseini S, Ehsani Z. Survey of relationship between organizational culture and knowledge management education and training ministry. Journal of Rahbord 2012; 59: 191-216. [In Persian].
8
Karami M. Relationship between organizational culture and knowledge management in Bahman Industrial Group. MS. Dissertation. Tehran University; 2005. [In Persian].
9
Asgari N. The relationship between organizational factors and knowledge management. MS. Dissertation. Tehran: Tehran University, 2005. [In Persian].
10
Sadeghi A, Jafari H. Relationship between organizational culture and knowledge management studied in Hasheminejad hospital, Tehran. Journal of hospital 2011; 2: 1-10. [In Persian].
11
Leidner D, Alavi M, Kayworth T. The role of culture in knowledge management: A case study of two Global firms. Int J e-Collaboration 2006; 2(1): 17-40.
12
Hosseini Y. The Relationship between organizational culture and Knowledge management in Tarbiat Modarres University. MS. Dissertation. Tarbiat Modarres University, 2005. [In Persian].
13
Maleki H, Monavarian A, Rafinejad J, Biglarian A, Sadeghi MR, Olia P. The organizational culture profile based on Denison model, a case study: Medical research centers. The Advances in Business-Related Scientific Research Conference (ABSRC), March 28-30, 2012. Venice, Italy.
14
Takavar F.«Evaluation of relationship among organizational culture and knowledge management implementation«.Master's thesis of executive management, Farabi Higher Education Institution, 2012; [In Persian].
15
Haghighat Monfared J, Hushyar A. Evaluation of relationship between organizational culture and knowledge management. National Oil Industry 2012; 11: 65. [In Persian].
16
Keshavrzi A H, Ramezani Y. Survey of relationship between knowledge management process and organizational culture indices in view point of Robbins. Governmental management landscape 2012; 3: 25-46. [In Persian].
17
Nikpoor A, Salajaghe S. Survey of relationship between organizational culture and knowledge management from standview of faculti memberes of Kerman University of Medical Sciences. journal of beyond of management 2011; 14: 18 . [In Persian].
18
ORIGINAL_ARTICLE
The social presence theory in distance education; the role of social presence in web-based educational environment
Dear editor-in-chief, The Future of Medical Education Journal The emergence of new theories of learning and education and a paradigm shift from being teacher-centered to student-centered alongside with advancement of novel communication technologies have set the grounds for modern human to use new methods of teaching-learning and free himself of the chains of time and place and keep on learning everywhere in accordance with his needs [1].The use of technology in education would reduce training costs, save time, increase opportunities for teaching-learning, increase academic success, and offer quick access to information. Therefore, in recent years, education policy makers in many developing countries including Iran, have paid a particular attention to e-learning. [2] Nowadays, the traditional methods are not enough for effective education of students. Internet and other electronic technologies have had a deep impact on traditional methods of education and brought forth new methods for effective education [1[. Distance education by changing education paves the way toward learner-centered education by the simultaneous access of the teacher and student to information and mutual relationship between the students and teachers, the quality of the course can be enhanced. Using new paradigms of educational services and access to IT can pave the ground for the increased autonomy and exchange of the teacher, learner and enhancement of participative learning [3[ IT progress with social changes has created new paradigms for organizational education. The considerable changes have great impact on educational systems. In this educational paradigm, the participants need suitable learning environment [4[. In recent decades, the change of educational behavior and the image of educational system are with the use of education content without any dependency on time and place and the access to information in different networks is with the less limitation and rapid learning [3]. Beriwills (2007) believes that distance education is performed when the teacher and the learner are encountered with physical distance and their relationship is performed by different technologies (press, telephone, Radio, TV, computer) to close the gap between them. These plans can create an opportunity for the adults in academic education to eliminate the barriers as the limitation of time, distance and disability. This type of education is useful to update the required knowledge of employees at their work place [5]. In comparison to traditional education system, distance education system has some features as centrality, learner-centered, time and place distance, individual learning and continuance. Distance education is based on new learning styles of students, planning and assessment. By this education, many people who cannot be present in traditional classes for different reasons or they attempt to go to their living place, can have flexible learning opportunities ignoring the geographical distance. This education method based on the present higher education requirements can be consistent with the needs of learners [3]. Distance education has three stages in terms of historical trend and the following features are considered for each of stages: The first generation is based on published texts and corresponding learning: the required institutes present distance education by post. One of the most important features of this generation of e-learning education is maximizing freedom and autonomy of learners and this educational system is called “Independent study system”. The second generation, the second generation was emerged with the invention of Radio in the first world war and TV in 1950s and the progress of audio-visual media and the global nature of these two medias. In this stage, besides the protection of the autonomy of learners, the cognitive learning theories were emerged to help the educational content designers to provide effective education. Third generation; this generation of distance education was emerged using computer in the curriculums. In this generation, human interaction is possible as simultaneous and non-simultaneous by computer and web-based networks and different learning theories are raised. In this generation, effective theories as the Industrial Model of Distance Education, Guided Didactic Conversation, Independence Autonomy, Transactional Distance, Control theory, Interaction theory, Sociocultural Context and Social Presence were emerged [3]. Most of distance education experts believe that distance education needs a new educational technique. This method is different qualitatively and it is formed based on the unique relationship between the teacher and student. Thus, the current distance education is not a good method and the learners don’t have any presence. This study aims to evaluate the role of social presence as an effective theory on distance education. Thus, in this study, social presence theory is evaluated. The e-learning users have found that this technology has potential capacities to support the participative learning experiences. This has caused that new challenges are created to create learning environments to meet the educational demands of technology. One of the challenges is the issue regarding similar experience of classroom. Also, the explorative social learning is evaluated [6]. The researches have shown that e-learning has not been more than words and image as learning in its best form is learning in explorative and social form. Thus, social presence theory is raised. Social presence is a concept that has its base in the telecommunications literature. Short, Williams, and Christie (7) developed social presence theory as a model for analyzing the social - psychological dimensions of mediated communication from a “social cues perspective” [8[. They defined social presence as “the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships”. Short et al. [7[described social presence as a construct comprised of two concepts: intimacy [9[and immediacy [10[. Argyle and Dean asserted that intimacy in a communication medium is influenced by the factors of physical distance, eye contact, smiling, and personal topics of conversation. Short, et al. [7[, suggested that social presence should be added to the list of factors that contribute to intimacy of a communication medium. [11] Social presence is a complex structure. This complex structure includes privacy, social relationship, communication style, work nature, feedback and no medium [12]. Grison, Anderson and Archera (2000) defined social presence as the participation of learners in an explorative society as real people in emotional and social self-expression via communicative media [13]. The researches on higher education regarding social presence showed that social presence had significant impact on interaction, enhanced learning and motivation of students [8]. Tu et al., (2002) believe that social presence can increase interaction in online classes and has positive impact on learning levels [12]. Richardson and Saven (2003) in a study evaluated the relationship between social presence and performance of students. The results of study showed that social presence could predict the performance of students [14]. Three categories of social presence are identified in the model: expression of emotion, open communication, and group cohesion. Emotional expression includes humor and self-disclosure. Open communication consists of reciprocal and respectful exchanges. Examples of open communication are mutual awareness and recognition of each other’s contributions. Group cohesion refers to activities that foster a sense of group commitment and a sense of belonging [11[ Social presence is the learners’ participation in an explorative society as real people in emotional and social expression via communication media. Indeed, social presence is defined as belonging and acceptance in the group and by creating intimacy among the learners. Social presence can create education, participation, interaction, activity, motivation, increased learning, presence feeling and critical thinking effectiveness.Social presence is an important part of communication, whether at the bedside, in the community or even in the classroom. Instructors manifest their presence in a number of ways: in person, by telephone, or via the Internet. Although there are limitations and constraints in projecting social presence through technology, it can be done successfully. Social presence, which can promote learning interaction in online learning environments, is considered as an essential element for social learning. When learners perceive a high degree of social cues from other people, they will get a better perception of social presence. In order to facilitate learning interaction in online classrooms Based on the result of this study, it is recommended to the authorities of e-learning and distance education to be familiar with social presence in design of courses and apply the principles and by creating friendly learning environment can increase presence.
https://fmej.mums.ac.ir/article_10609_8a35fed4ecf6e344b39c545da8fcb4c7.pdf
2017-12-01
53
54
10.22038/fmej.2018.21189.1126
Distance education
Social presence
web-based education
khadijh
aliabadi
aliabadi@atu.ac.ir
1
Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, IR Iran
AUTHOR
Mohammad
Zare
zareeducation@gmail.com
2
Young Researchers and Elite Club, Islamic Azad University, Malayer Branch, Malayer, Iran.
LEAD_AUTHOR
Malmir M, Zare M, Sarikhani R, Mansouri V, Salari M. The impact of using E-Portfolio on nursing students' learning in physiology course. Future of medical education journal 2016; 6(2): 9-12.
1
Zare M, Sarikhani R. From E-learning to ubiquitous learning; Theoretical principles. Future of medical education journal 2016; 6(3): 12-15.
2
Farajolahi M, Dehbashisharif F. [Development distance learning in Iran and world]. Tehran: Payam-e-Noor; 2010. [In Persian].
3
Badrul Huda Kh. Design, delivery, implementation and managing e-learning education. USA: IGI publisher; 2005.
4
Willis B. Distance education: A practical guide. Englewood Cliffs, NJ: Educational Technology Publications; 1993.
5
Garrison DR. E–learning in the 21st century: A framework for research and practice. 2nd ed. London: Routledge/Falmer; 2011.
6
Short J, Williams E, Christie B. The social psychology of telecommunications. London: John Wiley and sons; 1976.
7
Gunawardena CN, Zittle FJ. Social presence as a predictor of satisfaction with a computer-mediated conferencing environment. Am J Dist Educ1997; 11: 8-26.
8
Argyle M, Dean J. Eye contact and distance affiliation. Sociometry 1965; 28(3): 289-304.
9
Wiener M, Mehrabian A. Language within language: Immediacy, a channel in
10
verbal communication. New York: Appleton-Century-Crofts; 1968.
11
Copley Cobb S. Social presence and online learning: A current view from a research perspective. J Interact Online Learn 2009; 8(3): 241-54.
12
Tu CH. The measurement of social presence in an online learning environment. Int J E-Learn 2002; 1(2): 34-35.
13
Garrison DR, Anderson T, Archer W. Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet Higher
14
Educ 2000; 2(2-3): 87-105.14.
15
Richardson J, Swan K. Examining social presence in online courses in relation to students’ perceived learning and satisfaction. J Asynchronous Learn Networks 2003; 7(1): 68-88.
16