ORIGINAL_ARTICLE
A report on “the first Concept Map Design Contest on Infection Prevention and Control”
Background Concept maps are considered not only as a powerful method of meaningful learning, but also as an instrument for evaluating the efficiency of learning. Different inquiries suggest that concept maps by promoting critical thinking and clinical reasoning may play a significant role in increasing adherence to infection prevention methods and therefore reduce healthcare-associated infections. Methods In January 2015, Mashhad Medical Microbiology Student Research Group (MMMSRG) invited all academics from all over Iran to design concept maps trying to answer this focus question: “How can we reduce the Healthcare-associated Infections?” We received about 40 concept maps, from which 29 met our inclusion criteria. All the C-maps were judged based on the designed rubrics, adapted from Novak and Cronin’s scoring criteria with some modifications. Results Among the accepted concept maps, four, which had achieved the most scores and proposed some new ideas in infection prevention and control were chosen as the best concept maps. All the C-maps are available from https://goo.gl/8IEA7i. Conclusion In conclusion, our experience indicates a promising role for concept mapping in IPC. We suggest using C-maps as a method for faster and easier learning of infection prevention and control.
https://fmej.mums.ac.ir/article_10516_e805baace8b0fc0943e26a25c8c9eac7.pdf
2018-06-01
3
10
10.22038/fmej.2018.27596.1181
Concept Map
Infection Prevention and Control
Medical education
Iran
Arash
Arianpoor
arianpoura8@mums.ac.ir
1
Surgical Oncology Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Emran
Askari
askarie951@mums.ac.ir
2
Nuclear Medicine Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
LEAD_AUTHOR
Ahmadreza
Zarifian
zarifianar891@mums.ac.ir
3
Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Gol Naz
Bayat
bayatg881@mums.ac.ir
4
Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mojtaba
Dayyani
m.dayyani@gmail.com
5
Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Somayeh
Mahdipour
mahdipours881@mums.ac.ir
6
Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Elahe
Amini
elahe.amini_71@yahoo.com
7
Student Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Mohammad Hasan
Aelami
aelamimh@mums.ac.ir
8
Department of Pediatrics and the Infection Control and Hand Hygiene Research Center, Imam Reza Hospital, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
1. Seel NM. Assimilation theory of learning. Encyclopedia of the Sciences of Learning. Springer. 2012: 324-6.
1
2. Novak JD, Cañas AJ. The theory underlying concept maps and how to construct and use them. Florida Institute for Human and Machine Cognition Pensacola Fl. [cited 2008]. Available from; http://cmapihmc us/Publications/ResearchPapers/T heoryCmaps/TheoryUnderlyingConceptMaps htm.
2
3. Siegel JD, Rhinehart E, Jackson M, Chiarello L, Committee HCICPA. 2007 guideline for isolation precautions: preventing transmission of infectious agents in health care settings. Am J Infect Control 2007; 35(10): S65-S164.
3
4. Anderson PH, Johnson C, Singson K. Teaching Infection Prevention Using Concept Mapping Learning Strategies. Am J Infect Control 2013; 41(6): S58.
4
5. Novak JD. Learning how to learn. Cambridge: Cambridge University; 1984.
5
6. Cronin PJ, Dekhers J, Dunn JG. A procedure for using and evaluating concept maps. Res Sci Educ 1982; 12(1): 17-24. 7. Martinez IL, Artze-Vega I, Wells AL, Mora JC, Gillis M. Twelve tips for teaching social determinants of health in medicine. Med 2014 Nov 6: 1-6. [Epub ahead of print] 8. Clayton LH. Concept mapping: an effective, active teaching-learning method. Nurs Educ Perspect 2006; 27(4): 197-203.
6
9. Novak JD. Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instruct Sci 1990; 19(1): 29-52.
7
10. Stoica I, Moraru S, Miron C. Concept maps, a must for the modern teaching-learning process. Roman Reports Physics 2011; 63(2): 567-76.
8
11. Novak JD, Cañas AJ. The origins of the concept mapping tool and the continuing evolution of the tool. Inform Visual 2006; 5(3): 175-84.
9
12. Novak JD, Bob Gowin D, Johansen GT. The use of concept mapping and knowledge vee mapping with junior high school science students. Sci Educ 1983; 67(5): 625-45.
10
ORIGINAL_ARTICLE
The effect of three methods of follow-up (Short Message Service SMS , telephone and regular) on the quality of life in heart failure patients
Introduction Modern methods and telemonitoring manage care and control of chronic diseases has improved, meanwhile, the hospital use traditional methods to teach their patients. Aim: to compare the effectiveness of three methods of follow-up (SMS, telephone and regular follow up) on the quality of life in heart failure patients. methods In the randomized clinical trial, , patients with heart failure admitted to Emam Ali and Emam Reza hospitals were selected. The patients or dependent relatives of the patients had used mobile phones and text messages with a written consent participated in the study. With a convenience sampling the patients selected and patients randomly assigned to three groups of SMS, telephone and regular follow-up, respectively. Each patient was assessed before and 1, 2, 3 months after discharge respectively. To collect data, the Minnesota Living With Heart Failure Questionnaire was used. The data analyezed with software SPSS VER19 by paired t test, repeated measure ANOVA and curves. Finding Twenty five patients assigned to each group. there wasn’t statistically significant differences between the quality of life in the telephone follow up before and the first, second and third months, as well as in the regular follow-up (36±12.6, 41.7±14.4, 36.5±13.5 and 36±13.2 respectively) and also there wasn’t significant difference between before discharge and after 3 months in regular follow up (38±17 vs 39.7±17.7). in the follow up via SMS there was a significant difference between the quality of life before and the first, second and third months (49.6±21.5, 43.9±16.6, 39.1±13.8 and 38.4±12.6 respectively). Conclusion Because the heart failure patients need different education and follow up, the result of this study showed that SMS follow up can promote the patients’ quality of life, but telephone and usual follow up didn’t change the quality of change in heart failure patients. Hence, follow up by SMS may be considerd in these patients.
https://fmej.mums.ac.ir/article_10606_1bb3a3ff89b2272b88b7467e3258f002.pdf
2018-06-01
11
16
10.22038/fmej.2018.17271.1101
heart failure
Short message service
Quality of life
telephone follow-up
Rostam
Jalali
ks_jalali@yahoo.com
1
Department of Nursing, Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran
AUTHOR
Azar
Hoseinpour
azar.hoseinpour@gmail.com
2
Department of Nursing, Faculty of Nahavand Paramedical Sciences,Hamadan University of Medical Sciences, Hamadan, Iran
LEAD_AUTHOR
Lida
Menati
lida.menati@yahoo.com
3
Department of Midwifery, Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran.
AUTHOR
Mehdi
Amini
psy.mehdiamini@gmail.com
4
Department of psychology, Faculty of psychology and education science, Porto University of psychology and education science, Porto, Portugal
AUTHOR
References
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3. Chiang LC, Chen WC, Dai YT, Ho YL. The effectiveness of telehealth care on caregiver burden, mastery of stress, and family function among family caregivers of heart failure patients: a quasi-experimental study. International Journal of Nursing Studies. 2012;49(10):1230-42.
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6. Graven LJ, Grant JS. Social support and self-care behaviors in individuals with heart failure: an integrative review. International Journal of Nursing Studies. 2014;51(2):320-33.
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7. F Shojaei . Quality of life in patients with heart failure. Journal of Faculty of Nursing and Midwifery, Tehran University of Medical Sciences. 2008;14(2):72-8.
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8. Dunlay SM, Red field M, Weston SA, Therneau TM, Long K, Shah ND, Roger V. Hospitalizations after heart failure diagnosis a community perspectiv. Journal of the American College of Cardiology. 2009;54(18):1695-702.
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24. Zeighami Mohammadi S,Shahparian M. Quality of Life(Qol) and Some Factors Related in Males with Heart Failure in Karaj and Shahriar Social Security Hospitals.(2010). Journal Of Research Development in Nursing & Midwifery. 2012;8(2):1-13.
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26. Scherr D, Kastner P, Kollmann A, Hallas A, Auer J, Krappinger H, et al. Effect of home-based telemonitoring using mobile phone technology on the outcome of heart failure patients after an episode of acute decompensation: randomized controlled trial. Journal of Medical Internet Research. 2009;11(3):e34.
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27. Wong CK, Fung CS, Siu SC, Lo YY, Wong KW, Fong DY, et al. A short message service (SMS) intervention to prevent diabetes in Chinese professional drivers with pre-diabetes: a pilot single-blinded randomized controlled trial. Diabetes Research and Clinical Practice. 2013;102(3):158-66.
28
ORIGINAL_ARTICLE
Motives for Choosing Medicine as a University Major: A Cross-Sectional Study
Background: Awareness of the motives of the students for choosing to study medicine demonstrates their understanding of the nature of this major and their expectations from their future profession. The evaluation of the volume of students who choose this major with wrong motives is necessary for educational planning of professional commitment. This study was conducted to evaluate the motives of choosing to study medicine in the first-year medical students of Tehran University of Medical Sciences. Methods:This descriptive analytical study was conducted on first-semester medical students of Tehran University of Medical Sciences in the 2014-15 academic year who were selected through census sampling. The data collection tool was a self-administered questionnaire, which included questions on 17 different motives in a Likert scale in addition to demographic characteristics. Results: Of 131 distributed questionnaires, 124 (93%) were completed and returned. Eighty-six participants (65.61%) mentioned helping others as their main motive for choosing medicine followed by interest in the human body, interaction with people, professional prestige, and starting a good profession after graduation. On the other hand, unfamiliarity with other majors, competition with others, and teamwork were the least important motives. Conclusions: The students’ motives are mostly altruistic and in accordance with medical professionalism. These motives should be reinforced to enhance professional performance. Moreover, the faculty of medicine should recognize and offer counseling services to students with undesirable motives.
https://fmej.mums.ac.ir/article_11025_22b1463ef0d1e53e2a2d02237687166d.pdf
2018-06-01
17
21
10.22038/fmej.2018.29766.1187
Medical education
Motive
Student
Professionalism
Saeedeh
Saeedi Tehrani
s.saeeditehrani@yahoo.com
1
PhD candidate of Medical ethics, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Fariba
Asghari
fasghari@tums.ac.ir
2
Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
1.Seif AA. learning Psychology. 2010; 10th Edition. Tehran, Doran Publication:120-125.( in Persian)
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2.Sorori-Zanjani R, Tajkey J, Mazloomzade S, Jafari MR. University Entrance Motivations of Pharmacy Students of Zanjan Pharmacy School. Journal of Medical Education Development. 2009 Feb 1;1(1):29-35.
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3.Rice CD, Hayden WJ, Glaros AG, Thein DJ. Career changers: dentists who choose to leave private practice. The Journal of the American College of Dentists. 1996 Dec;64(1):20-6.
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4.Rice CD, Glaros AG, Shouman R, Hlavacek M. Career choice and occupational perception in accelerated option and traditional dental students. Journal of dental education. 1999;63(4):354-58.
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5.Perrot LJ, Deloney LA, Hastings JK, Savell S, Savidge M. Measuring student motivation in health professions' colleges. Advances in health sciences education. 2001 Nov 1;6(3):193-203.
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6.Story M, Mercer A. Selection of medical students: an Australian perspective. Internal medicine journal. 2005 Nov 1;35(11):647-9.
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7.Lloyd-Jones G. Beyond 'tomorrow's doctors': a review of basic medical education in the UK. Ann Trop Paediatr. 2005; 25(2):71-8.
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9.Sulong S, McGrath D, Finucane P, Horgan M, O’Flynn S, O’Tuathaigh C. Studying medicine–a cross-sectional questionnaire-based analysis of the motivational factors which influence graduate and undergraduate entrants in Ireland. JRSM open. 2014 Apr 1;5(4):2042533313510157.
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10.Wierenga AR, Branday JM, Simeon DT, Pottinger A, Brathwaite B. Motivation for and concerns about entering a medical programme. The West Indian medical journal. 2003 Dec;52(4):304-10.
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12.Kusurkar R, Kruitwagen C, ten Cate O, Croiset G. Effects of age, gender and educational background on strength of motivation for medical school. Advances in health sciences education. 2010 Aug 1;15(3):303-13.
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13.Lumsden MA, Bore M, Millar K, Jack R, Powis D. Assessment of personal qualities in relation to admission to medical school. Medical education. 2005 Mar 1;39(3):258-65.
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14.Röding K. Perceptions of admission committee members: some aspects on individual admission to dental education at Karolinska Institutet. European Journal of Dental Education. 2005 Aug 1;9(3):115-22.
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18.McManus IC, Livingston G, Katona C. The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement. BMC Medical Education. 2006 Feb 21;6(1):1.
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22. AmirAliAkbari S, Arfaeei K, Fardanesh H, AlaviMajd H. Student motivation in choosing midwifery in Tehran university of medical sciences from 1384 to-1385. Iran J Med Educ. 2008;7(2):451-3. [in Persian]
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23. Hashemipour M. Dental students' motivation for entering dentistry in Kerman school of dentistry. Iran J Med Educ. 2006 Jun 15;6(1):109-15. [in Persian]
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24. Lynch DJ, McGrady AV, Nagel RW, Wahl EF. The patient-physician relationship and medical utilization. Primary care companion to the Journal of clinical psychiatry. 2007;9(4):266.
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27. Shafiabadi A. Career advice and professional tips and job-selection theories. 21st ed. Tehran: Nashre Rosd. 2012. P. 15, 46-8, 54-5, 209-24. [in Persian]
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28. Crossley ML, Mubarik A. A comparative investigation of dental and medical student's motivation towards career choice. British Dental Journal. 2002 Oct 26;193(8):471-3.
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29.Neamatollahi H, Mehrabkhani M, Ghafarpour S, Ghasemi A. Evaluation of mashhad dental school students’ motives and viewpoints on their career choices in 2010. Journal of Mashhad Dental School. 2014 Jan 1;38:71-84. [in Persian]
29
30. Zadik D, Gilad R, Peretz B. Choice of dentistry as a career and perception of the profession. Journal of Dental Education. 1997 Oct;61(10):813-6.
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31. Gilavand A, barekat GH, Hosseinpour M. The Incentives of Choosing the Field of Study by Dental Students at Autonomous Campus in Ahvaz Jundishapur University of Medical Science in 2015.Faslnameh Toseh Amozesh Jundishapur.2016;7(16):64. [in Percian]
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32. Kazemizadeh Z, Rezaeian M, Farnoodi M. Evaluation of motivations for choosing field of study among medical and dental students of Rafsanjan University of Medical sciences. Journal of Rafsanjan University of Medical Sciences. 2011 Dec 15;10(4):279-88. [in Percian]
32
ORIGINAL_ARTICLE
An Investigation of the Application of Different Methods of Student evaluation by clinical education groups of Birjand University of Medical Sciences
Introduction: Evaluation is an effective factor to assure the quality of education. Evaluation of clinical education assessment methods, as the most important step in educating certified physicians, is essential in order to determine the strengths and eliminate the defects. Therefore, this study was conducted to assess the evaluation methods of students by clinical education groups of Birjand University of Medical Sciences. Method: This is a descriptive-cross sectional study conducted in the academic year of 2016-2017. The statistical population consisted of interns in clinical departments of Birjand University of Medical Sciences who were selected by purposeful sampling. The tool for evaluating the researcher-made checklist was based on the ACGME model, whose content and formal validity were confirmed by experts. After collecting data, data were recorded and analyzed in Excel software. Results: The results of this study showed that most of the tests conducted in internship courses were in the fields of written method, key points and history (76.66% of the clinical groups); in the evaluation by the supervisor, oral exam (40 percent), and in the multi-source evaluation or 360-degree area, only from the work folder (0.33 percent), and in the field of clinical simulation, none of the tests have been used for evaluation. Conclusion: Considering that the tests evaluated only the knowledge and also evaluated the skills in limited cases, it is suggested that, while creating the ground for increasing the awareness of the professors about other tests, an instruction to necessitate the evaluation of all areas of learning in all clinical sections should be developed.
https://fmej.mums.ac.ir/article_11024_54e713ee1ff4c713661a1697bb1f71f0.pdf
2018-06-01
22
26
10.22038/fmej.2018.27269.1178
Key Words: Clinical Evaluation Methods
Medical education
Clinical Groups
Farshid
Abedi
abedif@mums.ac.ir
1
Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Atefeh
Sahebkari
kh.ramazanzade@bums.ac.ir
2
Department of Medical Education, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Khaironnesa
Ramazanzade
kh.ramazanzade@yahoo.com
3
Medical of Education Research Center, Birjand University of Medical Sciences, Birjand, Iran
LEAD_AUTHOR
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25.Shakoornia A, Khosravi A, Shariati A, Zarei A. Survey on multiple choice questions of faculty members of Jondi Shapor Medical University of Ahwaz. The 8th National Congress of Medical Education. kerman: kerman University of Medical Sciences; 2007: 44. [Persian]
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26.Du Y, Yu K, Li X, Wang F, Wang T. Brief analysis of application of objective structured clinical examination (OSCE) in graduation exams of clinical medical students. Higher Education Studies. 2016;1(2):92.
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27.Howley LD. Performance assessment in medical education: where we’ve been and where we’re going. Evaluation & the health professions. 2004;27(3):285-303.
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28.Newble DI, Jaeger K. The effect of assessments and examinations on the learning of medical students. Medical education. 1983;17(3):165-71.
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29.Jarahi L, Shojaghalehdokhtar L , Mousavibazaz M, Erfanian M. Educational Evaluation of Medical Student in Health Centers Using Portfolios: A Pilot Study. Strides in Development of Medical Education. 2015; 12(1): 277-280[Persian]
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30.Hekmatpou D. Effect of Portfolio Based Evaluation on Accuracy of Clinical Evaluation of Nursing Students during Internship in Arak University of Medical Sciences, Iran. Strides Dev Med Educ. 2013; 10(1):60-69[Persian].
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31.Bahreini M, Shahamat S, Moattari M, Akaberian S, Sharifi S, Yazdankhah Fard M. Development of Reflective Skills among Nurses through Portfolio: A Qualitative Study. Iranian Journal of Medical Education. 2012; 12(2) :120-130[Persian]
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32.Ahmadi A, Alian negad MR. The effect of e-portfolio on learning of emergency medical students in pharmacology courses. Bimonthly of Education Strategies in Medical Sciences. 2017;10(1):15-22.
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33.kamali f, shakour m, Yousefy A. Peer Assessment in evaluation of Medical sciences students. Iranian Journal of Medical Education. 2012;11(9):1443-52.
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34.Kokeyo CA, Oluoch J. Self Evaluation: A Case Study of a School in Dar Es Salaam, Tanzania. Journal of Education and Practice. 2015;6(21):50-4.
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35.Sahebalzamani M, Farahani H, Mehrabani E, Shahbazi M. Validity and reliability of 360-degree evaluation in the assessment of clinical nursing students. Medical Sciences Journal. 2016;26(4):264-70.
36
ORIGINAL_ARTICLE
The Relationship between Cognitive and Metacognitive Strategies and Academic Achievement of Students of Birjand University of Medical Sciences
Background and objectives: Nowadays, the educational system is considered as the basis and infrastructure of socio-economic, political, and cultural development of the society. Educational progress is one of the important indicators in educational system evaluation. The aim of this study was to determine the relationship between cognitive and meta-cognitive strategies with academic achievement of students of Birjand University of Medical Sciences. Method: The present correlation study was conducted on 342 students of Birjand University of Medical Sciences during the 2016 – 2017 academic year that were selected randomly. The data collection tool included a standard questionnaire for cognitive and meta-cognitive strategies and also the average score of the students in order to study academic achievement. Data were analyzed using SPSS (ver.18) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), multiple regression tests, independent t-test and analysis of variance. Results: 58.5% (200 students) of the participants were female. The result of multiple regression showed a significant difference between cognitive and metacognitive strategies with academic achievement (p <0.001). There was a statistically significant relationship between gender and academic achievement of the students (p <0.001) and between the faculty that they belonged to with meta-cognitive strategies (P = 0.40) and academic achievement (P = 0.005). Conclusion: Considering the relationship between cognitive and meta-cognitive strategies and the academic achievement of the students, it is recommended to improve the academic achievement of the students via designing suitable curriculum assignments, teaching learning strategies, and using new educational methods.
https://fmej.mums.ac.ir/article_10568_87f7fc12fc438e52cab523947b4fa50e.pdf
2018-06-01
27
30
10.22038/fmej.2018.27081.1176
Key words: cognitive strategies
metacognition
Academic achievement
Mohammad
Saeedzadeh
mohammad.saeedzadeh@bums.ac.ir
1
MSc Student, Department of educational sciences, Islamic Azad University of Ferdows, Ferdows, Iran
AUTHOR
Mohammad reza
Raeisoon
raeisoon49@gmail.com
2
Department of Social Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
LEAD_AUTHOR
yahya
mohammadi
y_mohammady_29@yahoo.com
3
Medical Education Development Center, Faculty of Medicine,Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
References
1
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2
2. Fayaz I, Kazemi S, Raeisoon M R, Mohammadi Y. The Relationship Between Learning Motivational Beliefs and Control Source Dimensions with Academic Achievement of Students in Birjand University of Medical Sciences. Research in Medical Education. 2016; 8(2): 69-76.
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5. Beck BL, Koons SR, Milgrim DL. Correlates and consequences of behavioral procrastination. the effects of academic procrastination, self-consciousness, self-esteem. and self-handicapping. Journal of social behavior and personality2012; 15:3-13.
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7. Abdolmalki J. The Relationship between Emotional Intelligence and Creativity with Academic Achievement in Shahied University Students. New Educational Thoughts 2012; 5(2):9-22.
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9. Dignath C, Buttner G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning 2008; 3: 231-64.
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12. Parviz K, Sharifi M. Relationship between cognitive and metacognitive strategies and educational success in urban and rural high school students. Educ Strategy Med Sci 2011; 4(1):1-6.
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13. Mohammadi D, Moslemi Z, Ghomi M. The relationship between critical thinking skills with creativity and academic achievement in students Qom University of Medical Sciences. Educ Strategy Med Sci. 2016; 9(1):79-89.
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14. Janaabadi H. The Relationship of Metacognitive Strategies and Learning Styles of Students Who Have Siblings with Internalizing, Externalizing, and Emotional Disorders. Biquarterly Journal of Cognitive Strategies in Learning 2016;4(6):2-15.
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15. Babai Amiri N, Ashouri J. The relationship between cognitive and metacognitive learning strategies, self-efficacy, creativity and emotional intelligence with academic achievement. Quarterly Journal of Cognitive Strategies in Learning 2014; 2(3):93-108.
16
ORIGINAL_ARTICLE
The Experience of Integration in the Dental Curriculum of the World’s Accredited Universities and How to Apply it in Iran
Introduction: The aim of this paper is to review integration experience in general dentistry curriculum in the world universities in the twenty-first century and advantage of it to review the same curriculum in Iran. Method: In this study, a qualitative method is used. First, by library research and the analysis and interpretation of data, integration of the dental curriculum were some prestigious universities in the world. Then an image of the situation of Iran was presented. Finally, the ways of using international experience to improve the curricula of dental in Iran were examined. Findings: Findings show that two types of dental curriculum integration in the first decade of the twenty-first century have been used: horizontal and vertical integration. In terms of numbers vertical integration has more used. Two horizontal and forty cases of vertical integration were identified. Conclusion: The benefits of integration in a long period of six years in dentistry are very significant. These benefits are related to ease of learning, continuity of retention, reminder speed and precision to use from an educational perspective that each of them is sufficient to review the curriculum of the field. In addition, these empirical grounds, as well as alignment with international pressure and respond to social needs and adapt to labor market conditions, due to the revised curriculum is based on a combination of criteria, necessary and inevitable effects, and of course use more brought to universities based on their global experience and it's timely.
https://fmej.mums.ac.ir/article_10621_8d1770c13160e856642cdf2272968cc6.pdf
1999-11-30
10.22038/fmej.2018.30484.1192
Medical education
Curriculum
Integrated Curriculum
Integration
General dentistry course
Maryam
Safarnavadeh
dr.safarnavadeh@gmail.com
1
Educational Deputy of Ministry of Health and Medical education, Tehran, Iran
AUTHOR
Samira
Ebrahimpour Koumleh
samiraebrahimpour@yahoo.com
2
Department of Educational Science, Science and Research Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Nematollah
Mousapur
m_mousapur@yahoo.com
3
Elementary Education Department, Nasibeh Teacher Education College, Farhangian University, Tehran, Iran
LEAD_AUTHOR
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15. Abbott D. Development and presentation of the interdisciplinary course Petroleum project Evaluation, Chicago IL: American Society for Engineering Education; 2006.
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19. Faculty of Dentistry, University of Toronto. [cited 12 April 2017]. Available from: URL; https://www.dentistry.utoronto.ca/
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54
ORIGINAL_ARTICLE
Real Time Electronic Formative Assessment in Medical Education and Its Impact on Motivational Beliefs and Self-regulation Strategies
Background and Objectives: The aim of this study was to investigate the effect of real-time electronic formative assessment-based medical education on learners’ motivational beliefs and self-regulation strategies. Methods: This randomized clinical trial was conducted on 323 students studying at the Medical School of Mashhad University of Medical Sciences, Mashhad, Iran, during the first semester of the academic year of 2017-2018 using a posttest control group design. The investigation of motivational beliefs and self-regulation strategies was accomplished using the Motivated Strategies for Learning Questionnaire. The research hypotheses were studied by means of independent t-test and multivariate analysis of variance. Results: According to the results, there was a significant difference between the control and intervention groups in terms of motivational strategy subscales, namely self-efficacy, intrinsic value, test anxiety, and self-regulation (P0.05). Conclusion: As the findings indicated, the use of real-time electronic formative assessment in the educational environment can enhance students’ motivational beliefs and self-regulation strategies in medical education.
https://fmej.mums.ac.ir/article_11193_a918cbd3dacb9491b4b0dd81bf2a1959.pdf
2018-06-01
42
46
10.22038/fmej.2018.32080.1204
Formative Assessment
Electronic Assessment
Real-Time Electronic Formative Assessment
Motivated Strategies for Learning
Medical education
Haniye
Mastour
mastourh@mums.ac.ir
1
Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
Saeed
Eslami Hasan Abadi
eslamis@mums.ac.ir
2
Department of Medical Informatics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Mohammad Reza
Nili
nili1339@gmail.com
3
Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
Ali
Delavar
delavarali@yahoo.com
4
Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
Esmaeil
zarei
ezaraii@yahoo.com
5
Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
References
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ORIGINAL_ARTICLE
Just Trust Me: The Essential Demand of Operating Room Students
Clinical education is the central part of medical education (1). The importance of learning atmosphere in fostering professional development and role socialization have been well documented (2, 3) The operating room (OR) is a complicated system, which coordinates the person, technology, and patient in a physical environment for achieving optimal outcomes (4). According to Sigurdsson, "OR as a functional context relies on effective multidisciplinary teamwork which makes the OR such a dynamic and challenging area in which to work" (5). The OR is a stressful learning context setting, where mistakes were not allowed. The conflict between emotion and technical responsibilities could constricts the teaching and learning process. This stressful setting has a great impact on students' self-image and their professional growth (6). In addition, the process of transforming information into action, knowledge management does not work properly in the operating room (7). Which can lead to reduced learning opportunities. An educational environment of OR influences the teaching and learning process
https://fmej.mums.ac.ir/article_10170_b2742f3f2d30e714a5d732f9f9261c00.pdf
2018-06-01
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48
10.22038/fmej.2018.28716.1183
operation room student
Clinical education
trust
Roghayeh
Zardosht
zardoshtr911@muma.ac.ir
1
Ph.D candidate Nursing, Student Research Committee, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Hossein
Karimi Moonaghi
karimih@mums.ac.ir
2
Evidence- Based Caring Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Reference:
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