ORIGINAL_ARTICLE
Effect of Early Clinical Exposure on Learning Motivation
of Medical Students
Background:
Facing an unfamiliar environment is always one of the biggest concerns for medical students who are going to have clinical educations in medical fields. Recently early clinical exposure (ECE) for medical students has been proposed as an effective factor in reducing stress and motivating toward the rest of their education as a clinical student. This study aimed at evaluation of ECE effects on motivating Sabzevar University of Medical Sciences students. Methods: In a cross sectional survey, medical students in 2nd and 4th semesters were studied in the year 2012. 45 students filled the questionnaire and the results were analyzed by SPSS 19 . Results: Amongst 45 students, 25 persons (55.6%) were in 2nd semester while other 20(44.4%) were in the 4th. Most of the students (68.9%) believed that ECE improved their interest on continuation of their field of study. Women believed that ECE helped them in visualizing concepts (p=0.02) and remembering facts (p=0.03) about their medical lessons more than men. 2nd semester students believed more in the helpfulness of ECE in approving their visual concepts (p=0.02). Other important effects of ECE were stress reduction (42%), self steam increase and gaining better attitude about further clinical activities (each by 40%). Most of the students (77.8%) didn’t like to change their field. Conclusions: According to the questionnaire analysis, the results showed that ECE can be an important and efficient factor in improving the motivation and can be a great help in the recall of knowledge in medical students.
https://fmej.mums.ac.ir/article_386_fc4f43e74a20039bca351a893378a19f.pdf
2012-06-01
3
7
10.22038/fmej.2012.386
Medical student
Attitude
Motivation
Reza
Jafarzadeh Esfehani
1
Sabzevar University of
Medical Sciences
AUTHOR
Majid
Jalal Yazdi
jalalyazdi@yahoo.com
2
Sabzevar University of
Medical Sciences
LEAD_AUTHOR
Homan
Kamranian
3
Sabzevar University of
Medical Sciences
AUTHOR
Ali
Jafarzadeh
4
Sabzevar University of
Medical Sciences
AUTHOR
Afsaneh
Rezaei Kalat
5
Sabzevar University of
Medical Sciences
AUTHOR
Azade
Mahmudi Gharai
6
Sabzevar University of
Medical Sciences
AUTHOR
1. Vahidshahi K, Mahmoudi M, Ranjbar M, Shahbaznejad L, Ehteshami S, Shafiee S. Clinical effects of early experience on the attitudes of medical students on basic science courses. Journal of medical education development center 2011; 8(1): 94-100. [In Persian].
1
2. McLearn M. Sometimes we do get it right! Early clinical contact is a rewarding experience. Educ Health 2004; 17(1): 42-52.
2
3. Adib F, Abedi Z, Memarzadeh M, Adibi P. Early exposure to clinical environment:
3
An experimental study. Iranian journal of medical education 2001; 5: 5-11. [In Persian].
4
4. Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornan T. Early practical exposure and the clinical education: Systematic review of social responsiveness. Br Med J 2005; 331(7513):387-91.
5
5. Hogg MA, Vaughan GM. Social psychology. An introduction. Englewood Cliffs, NJ: Prentice-Hall; 1995.
6
6. Ghaderi R, Dastjerdi R, Soroush Z, Gift M. Review of factors affecting students of Birjand University of Medical Sciences to medical studies in 2003. Iranian journal of medical education 2002; 10: 45. [In Persian].
7
7. Ahmadipour H, Zahedi MJ, Arabzadeh AM. The effect of early clinical exposure on the second-semester medical students` attitude toward medical profession. Strides in development of medical education 2011;8(2): 182-8. [In Persian].
8
8. Shirzad H, Moezzi M, Khadivi R, Sadeghi B, Madhkhan A. Effect of early clinical exposure on attitude and performance of first year medical students. Journal of Shahrekord University of Medical Sciences 2011; 13(1): 69-78. [In Persian].
9
9. Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R. Attitude of medical students towards early clinical exposure in learning endocrine physiology. BMC Med Educ 2007; 7: 30.
10
10. Johnson AK, Scott CS. Relationship between early clinical exposure and firstyear students' attitudes toward medical education. Acad Med 1998; 73(4): 430-2.
11
ORIGINAL_ARTICLE
The Challenges of E-Learning Faces in Medical Sciences
Education from the Viewpoints of the Academic Staff
Background:
By the development of E-learning in the world and also in Iran, Tabriz University of Medical Science has been implementing and expanding E-learning. The investigation of its problems from the academic staffs’ viewpoints, and proposing solutions in order to solve or eliminate the problem effects add to its advantages and provide sustainable basis according to the necessity of changing traditional education toward E-learning. Methods: The present research is a descriptive study and the population under investigation involves the academic staff of Tabriz University of Medical Sciences who were selected randomly. The Validity and reliability of the questionnaires were evaluated and SPSS.15 software was used in order to analyze the data. Results: Problems were classified into six approaches and twenty-four cases. The average of the administrative approach scores was 13.18±1.96, electronic approach 11.66±2.32, educational approach 13.39±2.22, economical approach 9.62±2.09, cultural and psychological approaches 20.43±2.53 and finally social and cooperative approaches were calculated to be 10.09±1.97. Conclusions:
The teaching board members believe that they do not have enough time or skills for compiling and evaluating E-learning materials and there is no proper culture for this, the attitude should be changed. Finally not only should the professors learn how to compile, use and to take rapid feedback, but it is also essential that they recognize their new roles (as learning facilitators) in realizing and expanding their mode of education, by their imaginative creations. Of course attendance of the professors without support of the universities and proper planning for enhancing the relationship between the professors and staff of information technology are not logical.
https://fmej.mums.ac.ir/article_417_34aea4e340ac168fed4f212befc1f72d.pdf
2012-06-01
8
12
10.22038/fmej.2012.417
E-learning
Learning problems
Medical education
Academic Staff
Mehrdad
Asghari
Asghari_ms@yahoo.com
1
Students’ Research
Committee, Tabriz
University of Medical
Sciences, Tabriz, Iran
LEAD_AUTHOR
Abdolhassan
Kazemi
2
Biotechnology Research
Center, Tabriz University of
Medical Sciences, Tabriz,
Iran
AUTHOR
Mahasti
Alizadeh
3
Education Development
Center, Tabriz University of
Medical Sciences, Tabriz,
Iran
AUTHOR
Siamak
Heidarzadeh
4
Faculty of Health, Tehran
University of Medical
Sciences, Tehran, Iran
AUTHOR
Farhad
Asghari
5
Mobile Company of Iran,
Tehran, Iran
AUTHOR
Hossein
Safari
6
Department of Health
Management and
Economics, Faculty of
Health, Tehran University of
Medical Sciences, Tehran,
Iran
AUTHOR
Mohammad Mahdi
BagheriAsl
7
Faculty of Medicine, Tabriz
University of Medical
Sciences, Tabriz, Iran
AUTHOR
Morteza
Ghojazadeh
8
Research Development &
Coordination Center, Tabriz
University of Medical
Sciences, Tabriz, Iran
AUTHOR
1- Rahimi Dust Gh. [What is the experience of E-learning?]. Journal of information 2007; 10(2): 337-55. [In Persian].
1
2- Alavi Sh. [Rapid E-learning in medical sciences]. Journal of educational strategies 2009; 2(1): 27-33. [In Persian].
2
3- Sedgi Pour B, Mirzayi Sh. [Attitudinal challenges of academic members, about Elearning]. Journal of technology and education 2008; 1. 19-26. [In Persian].
3
4- Emami H, Aghdasi M, Asushe A. [Elearning in medical sciences]. Journal of the Faculty of Medicine of Shaheed Beheshti University of Medical Sciences and Health Services 2009; 23(2): 102-11 [In Persian].
4
5- Shaeedi A. The investigation about future challenges in organizations and performing the E-learning projects 2009. Available from: URL; http://www.pnu.ac.ir/ Portal/Home/Default.aspx?CategoryID=4156 0b73-ac69-479a-8312-7b09e42ba1de [In Persian].
5
6- Kazemi A. [Usage of computer in medical sciences]. Physician and laboratory 2007; 25: 10-14.
6
7- Quinn LO, Corry M. Factors that deter faculty from participating in distance education. Journal of distance learning administrators 2002; 4(5). 112-18
7
8- Lee J. Faculty and administrator perceptions of instructional support for distance education. Int J Instr Media 2002; 29(1): 27-45.
8
9- Karimzadegan D, Mojtahedzadeh R, Mohammadi A. E-Learning in medical education in the world and Iran. Journal of Medical Education 2007; 11(1-2): 9-37.
9
10- Hosseini H. An investigation on the role and importance of E-learning in solving the problems of traditional educational system and using of it for making education more public. [Cited 2010]. Available from: URL; http://taalim.ir/Default.aspx?page=showartic le&articleid=37 [In Persian].
10
11- Semnan University of Medical Sciences (EDC). Role and importance of information technology on improving the professors and requirements of virtual teaching [cited 2009]. Available from: URL; http://rds.sem-ums.ac.ir/edc/downloads/%25 D9 [In Persian].
11
12- Rahimi Dust Gh, Razavi A. [Publicizing the innovation and phenomenon of Elearning]. Journal of psychology and education 2007; 13(4): 127-42. [In Persian].
12
13- Rudowski P, Rudowski R. E-Learning in medicine- myth or reality. Medical University of Warsaw, the department of medical informatics and telemedicine, Poland. Available from: URL; http://www.medetel.eu/download/2005/paral lel_sessions/abstract/0407/Elearning_ in_medicine.doc
13
14- Maguire LL. Literature review- faculty participation in online distance education: Barriers and motivators. Online journal of distance learning administration; 8(1). Retrieved September 3/2007. Available from: URL; http://www.westga.edu/%7Edistance/ ojdla/spring81/maguire81.htm
14
ORIGINAL_ARTICLE
A Study of relationship between emotional intelligence
and clinical performance in training field in Midwifery
students of Nursing and Midwifery School
Background:
In the last decade, researchers have found that, each person’s success in education, either in school or in university, is not only related with his/her intelligence quotient, but today Emotional Intelligence is considered as another forecaster of people prosperities in their lives .The aim of this study is to determine the relationship between emotional intelligence and clinical performance of midwifery students in clinical unit. Methods: This investigation is a descriptive- correlation study, which is carried out on 19 eighth-semester midwifery students. The evaluation of clinical performance in this study was performed in training unit in the hospital. Bar- on Emotional Intelligence Questionnaire was given to students at the end of the term in order to answer and then deliver it to researcher. Results: There is a significant and direct relationship between total grade of students’ emotional intelligence and clinical performance in training field (p=0.003). Conclusion:
Students who have higher emotional intelligence could have better clinical performance and as a result improvement of academic performance. So, if they are trained in a manner to acquire higher level of EI we can hope for showing their maximum potential.
https://fmej.mums.ac.ir/article_420_a38af3a7ace3084375929ec357566e92.pdf
2012-06-01
13
18
10.22038/fmej.2012.420
Emotional intelligence
Clinical performance
Midwifery students
Mahin
Tafazoli
1
Department of Midwifery,
Faculty of Nursing and
Midwifery, Mashhad
University of Medical
Sciences, Mashhad, Iran
AUTHOR
Sara
Hosseini
Sara.h2363@gmail.com
2
Department of Midwifery,
Faculty of Nursing and
Midwifery, Mashhad
University of Medical
Sciences, Mashhad, Iran.
LEAD_AUTHOR
Hamidreza
Aghamohammadian Sharbaf
3
Departmen of Psychology,
Faculty of Education &
Psychology, Ferdowsi
University of Mashhad,
Mashhad, Iran
AUTHOR
Abbas
Makarem
4
Department of Medical
Education, Faculty of
Medicine, Mashhad
University of Medical
Science, Mashhad, Iran
AUTHOR
Saeid
Ebrahim Zadeh
5
Department of biostatistics,
Faculty of Health Sciences,
Mashhad, Iran
AUTHOR
1.Bagherzade Golmakani Z. A Study of correlation between emotional intelligence with stress resources and effect of it on educational achievement in the last year students of the state universities of Tehran. MS. Dissertation. Faculty of educational psychology, 2005. [In Persian].
1
2. Malekan Rad E, Einolahi B, Hosseini SJ. Education and clinical evaluation: Everything which every clinical teachers have to know. Tehran: Tohfeh; 2006. [In Persian].
2
3. Rahimikian F, Mirmolaei T, Samizadeh Z, Shirazi M, Mehran A. Evaluation of knowledge and practice of newly graduated midwives in normal vaginal delivery in hospitals affiliated to Tehran University of Medical Sciences. Iranian journal of medical education 2007; 7(1): 51-7. [In Persian].
3
4. Delaram M. Clinical education from the viewpoints of nursing and midwifery students in Shahrekord University of Medical Sciences. Iranian journal of medical education 2006; 6(2): 129-32. [In Persian].
4
5. Nekuei N, Pakgohar M, Khakbazan Z, Mahmudi M. Evaluation of midwifery students' clinical decision making. Iranian journal of medical education 2002; 6: 49-54.[In Persian].
5
6. Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students' perspective on clinical education in Gonabad University of Medical Sciences. Journal of education in medical sciences 2007; 5(1): 70-8. [In Persian].
6
7. Nazari R, Beheshti Z, Arzani A, Halaji Hosseini F, Saatsaz S, Bijani A. Stressor factors in clinical education of nursing and midwifery students of Amol University. Journal of Babul University of Medical Sciences 2007; 9(2): 45-50. [In Persian].
7
8. Van Der Vleuten C, Dolmans D, Scherpbier A. The need for evidence in education. Med Teach 2000; 22(3): 246-50.
8
9. Recker NK. Emotional intelligence. What is it? Family and consumer sciences. Available from: URL; http://www.hec.ohiostate. edu/familife.2001
9
10. Mayer JD, Salovey P, Caruso D. Models of emotional intelligence. In: Handbook of intelligence. England: Cambridge University; 2000: 369-420.
10
11. Goleman D. Emotional intelligence: Why it can matter more than IQ. New York: Bantam; 1995
11
12. Samari AA, Tahmasbi F. The study of correlation between emotional intelligence and academic achievement among university students. Journal of fundamentals of mental health 2007; 9: 121-8. [In Persian].
12
13. Bar-on R .The emotional quotient inventory (EQ-i): A measure of emotional intelligence. Toronto, Canada: Multi-health system; 1997.
13
14. Augusto Landa JA, Lo´pez-Zafra E, Pilar Berrios Martos M, del Carmen Aguilar-Luzon M. The relationship between emotional intelligence, occupational stress and health in nurses: A questionnaire survey. Int J Nurs Stud 2008; 45: 888-901.
14
15. Talarico J, Metro D, Patel R, Carney P. Emotional intelligence and its correlation to performance as a resident: A preliminary study. J Clin Anesth 2008; 20: 84-9.
15
16. Satterfield J, Swenson S, Rabow M. Emotional intelligence in internal medicine residents: Educational implications for clinical performance and burnout. Ann Behav Sci Med Educ 2009; 14(2): 65-8.
16
17. Dehshiri GH. Standardizing of Baron emotional intelligence questionnaire among university student in Tehran and it's factor structure. MS. Dissertation. Allemeh Tabatabai University, 2003. [In Persian].
17
18. Zare M. A study of emotional intelligence' share in academic achievement. MS. Dissertation. Tehran: Psychology Institute, 2001. [In Persian].
18
19. Aghayar S, Sharifi Daramadi P. Emotional intelligence. 2nd ed. Isfahan: Sepahan; 2007. [In Persian].
19
20. Stratton TD, Elam CL, Murphy-Spencer AE, Quinlivan SL. Emotional intelligence and clinical skills: Preliminary results from a comprehensive clinical performance examination. Acad Med 2005; 80(10): 34-7.
20
21. Namdar H, Sahebihagh M, Ebrahimi H, Rahmani A. Assessing emotional intelligence and its relationship with demographic factors of nursing students. IJNMR 2008; 13(4): 145-9.
21
ORIGINAL_ARTICLE
A Comparative Study of Knowledge and Satisfaction of
Faculty Members and Students with Education
Development Center Activities (Babol-2010)
Background:
Educational Development Center (EDC) establishment is one of the procedures to improve quality of medical education. As positive knowledge and attitude of lecturers and students are essential factors to gain access to goals of these centers, the aim of this project was to assess knowledge and satisfaction of faculty members and students about EDC activities, Babol-2010.
Methods: This project is a descriptive-analytical and crosssectional study which was done using questionnaire among 147 faculty members, 75 residents and 80 interns. Samples were collected using randomized, census and simple sampling methods, respectively. Data were analyzed using Chi square, ANOVA and T-tests.
Results: According our results, mean of the knowledge score (in a scale of 0-15) among faculty members was higher than residents and interns (9.48 compare with 4.36 and 7.67). ANOVA test results showed that there was a significant difference between them (P<0.05). Also, Pearson correlation calculation revealed that there were positive and significant correlations between years of experience and teaching experience among faculty members and the knowledge score. Our results regarding satisfaction of EDC activities (in a scale of 0-5) demonstrated that faculty members had the highest mean score in comparison with residents and interns (2.86, 2 and 1.83, respectively).
Conclusions: Although faculty members had a better knowledge and attitude regarding EDC activities compare with residents and interns, but continuous education, discussion session and rewarding measures are necessary in order to improve condition
https://fmej.mums.ac.ir/article_421_c02fba665e22019780a476de6a552723.pdf
2012-06-01
19
24
10.22038/fmej.2012.421
Knowledge
Medical education
Faculty members
Interns
Residents
Education
Satisfaction
Aram
Tirgar
a_tirgar@yahoo.com
1
Department of Social
Medicine, School of
Medicine, Babol University
of Medical Sciences, Babol,
Iran.
School of Medicine, Babol
University of Medical
Sciences, Babol, Iran.
AUTHOR
Mahmoud
Hajiahmadi
Hajiahmadi@yahoo.com
2
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran. School of Medicine, Babol University of Medical Sciences, Babol, Iran.
LEAD_AUTHOR
Rahmat-o-lah
Abbasi
3
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran. School of Medicine, Babol University of Medical Sciences, Babol, Iran.
AUTHOR
Reza
Ghadimi
4
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran. School of Medicine, Babol University of Medical Sciences, Babol, Iran.
AUTHOR
Seyed Reza
Hosseini
5
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran. School of Medicine, Babol University of Medical Sciences, Babol, Iran.
AUTHOR
Abdol Iman
Amoui
6
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, Iran. School of Medicine, Babol University of Medical Sciences, Babol, Iran.
AUTHOR
1. Khajehazad M, Yamani Douzi Sorkhabi M, Zarei Mahmood Abadi A, Naghizadeh J. Assessing the quality of general medicine curriculum in Baqiyatallah University based on Iranian national and WFME global standard. Iranian journal of medical education 2010; 10(4): 417-29. [In Persian].
1
2. Hoveida R, Molavi H. Academic quality improvment process from the viewpoints of faculty members of universities in Isfahan province: A comparison based on academic quality iprovment program AQIP). Iranian journal of medical education 2008; 8(1): 132-40. [In Persian].
2
3. Taheri M, Habibi M, Momenzadeh SA, Alizadeh A. Knowledge of faculty members, specialists, residents and interns of Qazvin University of Medical Sciences about job description of educational development center in 2006. The journal of medical education and development 2006; 2(2): 43-9. [In Persian].
3
4. Jalily Z, Nouhi A, Malekzadeh A. Activities of medical education development center in viewpoints of editorial board of Kerman University of Medical Sciences. Strides in development of medical education 2004; 1(1): 1-9. [In Persian].
4
5. Esteghamati A, Shoghi Shafagh Aria F.[Center of medical education and development, Universities of Medical Sciences, past to present]. Iranian journal of medical education, 2002; 7: 13. [In Persian].
5
6. Ziyaei M, Miri MR, Hajiabadi MR, Azarkar Gh, Kaheni M, Oveisi M. Student attitude about Teacher evaluation by student in Birjand University of Medical Sciences and Health Services. Scientific journal of nursing and midwifery of Birjand University of Medical Sceinces 2009; 5(4):4-14. [In Persian].
6
7. Mansorian M, Behnampour N, Padash L, Cherkazi A, Ghorbani M. Curriculum of lessons, members of editorial board of Gorgan University of Medical Sciences. Journal of Gorgan Bouyeh Faculty of Nursing and Midwifery 2008; 5(1); 13-18. [In Persian].
7
8. Torabian S, Shoghi Shafagh Aria F,Vosogh Moghadam A, Esteghamati A. First report on structure and function of educational research and development centers in Iranian medical universities. Iranian journal of medical education 2002; 8: 55. [In Persian].
8
9. Shoghi Shafagh Aria F, Dorrani K, Lameei A, Labbaf Ghasemi R. Approaches of Iranian medical university to quality management in education. Iranian journal of medical education 2010; 4(2): 350-6. [In Persian].
9
10. Adib Hajbagheri M. Evaluation of an evaluation. Iranian journal of medical education 2002; 2(0): 7-8. [In Persian].
10
ORIGINAL_ARTICLE
Internal Assessment of Nursing and Midwifery School of Amol (solar year 1390)
Educational assessment is an official activity that is done for determining quality, effect or value of a program, process, or goal (1). The major purpose of educational assessment is to determine the value of the underassessment phenomenon so that it can help the interested and responsible people to make correct decisions about that phenomenon. Educational assessment is the best criteria of accessibility of educational goals which analyzes the educational activities of university and logical results could be achieved based on it (2). Assessment patterns of educational system are a lot with different viewpoints among which the credit of the part which is used as a known tool in famous universities is of prime importance and the usage of this pattern in various countries are classified to two which are 1-external assessment and 2- internal assessment. In external assessment usually people outside the organization are used and in internal assessment which is considered as the first step of using accreditation pattern (3) employees in the same group determine the deficiencies and lacks of the group by getting essential documents and information and analyzing them. One of the important developments in assessment in the two previous decades especially in universities has been moving from external assessment toward internal; assessment (4). Internal assessment provides a condition which pictures the educational quality and enables the organization to try to reach long term goals and facilititated the way to plan a development schedule in the organization (5). The main pre-requisite of internal assessment is the tendency of the university system toward this issue (3). The usage of internal assessment in medical education system is especially important as this system has to train efficient and qualified workforce for treatment health care field, therefore research and educational quality specially in this system which deals with human’s health directly have to be assessed. Shortcomings can be discovered in different stages by assessment and changes can be applied for reaching the goals (6). A lot of countries have conducted studies for improving the quality of higher education and studying the accessibility of purposes of university systems. These universities include State University of New York (5), New Castle University (7) and Beirut American University (8). Such a need has been felt in Iran since the previous decade and universities and various researchers have started assessment in different education departments (2,3,9,10). In this manner departments of nursing (11), gynecology (12), microbes, parasites, and immunology (13), environmental health (14), and speech therapy of Semnan Univerisity of Medical sciences have got their strengths and weaknesses by internal assessment and besides determining the quality of research and education have submitted some solutions for improvement. Also internal surgery department of Rafsanjan university of medical sciences (3) psycho and societal health nursing of Gonabad university of medical sciences (4) and nursing and midwifery school of Tehran university of medical sciences (11) and a lot more other educational departments of different universities of the country while doing internal assessment valued the quality of assessment factors and identified the condition of different aspects
Internal assessment is one of the first steps of educational assessment. According to the importance of quality in educational programs, this study was conducted for internal assessment of Hazrat Zeinab Nursing and Midwifery School of Amol. Methods: In this descriptive study, Nursing and Midwifery School of Amol was assessed internally. Participants included faculty members, managers, nursing students, supportive forces, documents and sources related to this school which were selected consecutively and based on purpose. Data collection was done by questionnaire and checklist through observance, question plan and vote accumulation through group discussion. Collected data was analyzed by descriptive statistics. Results: Results of this study showed that 86.44% of learning/ teaching strategies, 77.26% of educational equipment and facilities, and 72.61% of educational courses and course related or non-course related curricula were in a favorable condition and 64.32% of faculty member factors, 64.69% of tasks, purposes and organization rank, 59.76% of students, 41.55% of theses, sabbatical courses and seminars and 39.28% of the learners were in a rather favorable condition. Conclusions: Based on the achieved results this school is totally in rather favorable condition from the point of studied factors therefore officials, people in charge, and principals of university have to improve the strong points by accurate planning, and allocation of the resources to day by day increasing improvement and they have to remove the shortcoming so that they will reach their main purpose which is developing the quality of education.
https://fmej.mums.ac.ir/article_513_2b5236583e97a673e448687d85b88a38.pdf
2012-06-01
25
30
10.22038/fmej.2012.513
Internal Assessment
Amol School of Nursing
Educational Group
ORIGINAL_ARTICLE
Curriculum Development in regard to Illicit Drug Abuse
0
https://fmej.mums.ac.ir/article_522_633af392170fc612fffd1dc347de82b2.pdf
2012-06-01
31
36
10.22038/fmej.2012.522
0
Abbas
Zavar
zavara1@mums.ac.ir
1
Addiction Research Centre,
Mashhad University of
Medical Sciences, Mashhad,
Iran.
AUTHOR
Reza
Afshari
Afsharir@mums.ac.ir
2
Addiction Research Centre, Mashhad University of Medical Sciences, Mashhad, Iran.
LEAD_AUTHOR
Mahbobeh
Alidoust
3
Sarakhs Health Network,
Mashhad University of
Medical Sciences, Mashhad,
Iran
AUTHOR
Razieh
Pourandi
4
Sarakhs Health Network,
Mashhad University of
Medical Sciences, Mashhad,
Iran
AUTHOR
Bita
Dadpour
dadpourb@mums.ac.ir
5
Medical Toxicology Centre,
Mashhad University of
Medical Sciences, Mashhad,
Iran.
AUTHOR
ORIGINAL_ARTICLE
The Effect of Indigenous Selection on Educational Status of the Students of Zahedan University of Medical Sciences
Background: Each year many universities are admitting and graduating students, and in this perpetual cycle, paying attention to the quality of education and the environmental conditionsare of prime importance. Lack of academic success not only leads to waste of time and cost of training centers, but also causes psychological , familial, and community problems for students and their families. In this study, the effect ofswitching indigenous status scheme on students’ academic career was studied.Methods: In this cross-sectional study all the students enrolled in 86-87 and 87-88 input fields were covered by local switching scheme. Data collection was done through the registered file content and studentacademic records and information from ministries and judiciousorganization.Results: Academic status of undergraduate students of Nursing, Midwifery and Family Health Technicians, who have been admitted based on indigenous status method was better than comparison group(P<0.05) and in academic achievements of Associate Degree Students of Environmental and Disease Prevention Sciences no significant difference was seen in both the groups(p>0.05).Conclusions: Considering the academic progress of majority of students admitted with this method, and other influences associated with this admission of students, such as social, cultural, and community economic issues can be improved. This kind of admission can be an appropriate method in admitting students.0
https://fmej.mums.ac.ir/article_523_4f63bc8f70daa5a44366b3942cb65938.pdf
2012-06-01
37
40
10.22038/fmej.2012.523
Keywords: Indigenous
Selection
Student
Educational Status
Javid
Dehghan Haghighi
1
Department of Community
Medicine, School of
Medicine, Zahedan University
of Medical Sciences,
Zahedan, Iran
AUTHOR
Maryam
Hormozi
Hormozym@yahoo.com
2
Department of Community
Medicine, School of
Medicine, Zahedan University
of Medical Sciences,
Zahedan, Iran
LEAD_AUTHOR
Tahereh
Nakhaei Moghadam
3
Zahedan University of
Medical Sciences, Zahedan,
Iran.
AUTHOR
Narges
Dori
4
Zahedan University of
Medical Sciences, Zahedan,
Iran.
AUTHOR
ORIGINAL_ARTICLE
Assessment of the Effect of Educational Animations in
Physiology and Anatomy Teaching on Occupational Health
Students’ Learning
0
https://fmej.mums.ac.ir/article_524_1b1912a06a1de47c5d28a9c6a5519f8b.pdf
2012-06-01
41
44
10.22038/fmej.2012.524
0
Seyedeh Negar
Assadi
assadin@mums.ac.ir
1
Department of
Environmental Health,
School of Health, Mashhad
University of Medical
Sciences, Mashhad, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
Comments in; Afshari R. Integration of Medical Education and
Health Services Meets Accountability Challenges and
Excellence of Education? FMEJ 2012: 2 (1): 2 [editorial].
0
https://fmej.mums.ac.ir/article_525_25cc36873bda4e8daf0fb2b134ea429a.pdf
2012-06-01
45
47
10.22038/fmej.2012.525
0