ORIGINAL_ARTICLE
Investigating students’ opinions about Oral and Maxillofacial Pathology course in Mashhad School of Dentistry (2009-2010)
Background: oral and maxillofacial pathology is one of the major courses in basic sciences relating dentistry to medicine and is the basis of learning many clinical sciences. Since the periodic evaluation is important in identifying issues and solving them, in this study, students’ opinions were used to gather useful information for better planning in this course. The purpose of this study is to investigate students’ opinions about oral and maxillofacial pathology course in Mashhad School of Dentistry. Methods: This is a cross-sectional study conducted in Mashhad School of Dentistry in 2009-2010 academic year. All students attending their third years of study or more, who had taken oral and maxillofacial pathology course and were willing to answer the questions participated the study. The study was done on 250 students, field method was used for data gathering and the data gathering tool was a researcher made questionnaire, and census was used for sampling. After collecting data, they were coded and analyzed by SPSS 13. Results: According to the results of this study, 63.2% of students had complete to relative satisfaction with the theoretical pathology course, and 81.6% had complete to relative satisfaction with the practical pathology course. Students mentioned the diagnosis of oral diseases as the main application of this course. Conclusion: By using students’ opinions about Oral and Maxillofacial Pathology course in this study, in addition to improving students’ satisfaction by increasing participation and minor modifications in examination methods, we can hope an improvement in teaching quality.
https://fmej.mums.ac.ir/article_2596_40e1fb1b9cbdf2fea3ab4d0737b2e767.pdf
2014-06-01
3
8
10.22038/fmej.2014.2596
student dentistry
oral maxillofacial pathology
Nasrollah
Saghravanian
1
Maxillofacial Diseases Research Center, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Shadi
Saghafi
saghafis@mums.ac.ir
2
Maxillofacial Diseases Research Center, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
Monavar
Afzal Aghai
3
Biostatistics and Epidemiology group, Health Faculty, Mashhad University Of Medical Sciences, Mashhad, IRAN
AUTHOR
Masoud
Hoseini
4
Mashhad University Of Medical Sciences, Mashhad, IRAN
AUTHOR
Mohammad
Aliabadi
5
Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Special committee. Curriculum of general dentistry. Secretariat of dentistry educational council: 1-2.
1
Jahantigh M. Need assessment of dentists about restorative dentistry education. Dentistry Dissertation. Mashhad: Dental School of Mashhad University of Medical Sciences, 2009-2010. (Persian).
2
Abbaszadega M, Torkzadeh J. Training needs assessment in organization. 1st ed. Tehran; 2000: 45-50. (Persian).
3
Azizi F. Medical sciences education: Challenges and futures. Tehran; 2003. (In Persian).
4
Neville B, Damm D, Allen C, Bouquot J. Preface. In: Oral and maxillofacial pathology. 3rd ed. Missouri: Saunders Elsevier; 2009: І.
5
Murrah VA. Oral and maxillofacial pathology: Quality diagnostics for the present and the future. J Am Coll Dent 2009; 76(1): 14-7.
6
Grogorian AS. [Pathology and problem in the theoretical and practical dentistry]. Stomatologia (Mosk) 2002; 81(5): 7-10. ( Russian).
7
Sanatkhani M, Molla Z, Akbari M. Evaluation of the student’s perception about clinical education and examination in Mashhad School of Dentistry (Iran) in 2009. Journal of Mashhad Dental School 2012; 36(3): 211-22.
8
Henzi D, Davis E, Jasinevicius R, Hendricson W. In the students’ own words: What are the strengths and weaknesses of the dental school curriculum. J Dent Educ 2007; 71(5): 632-45.
9
Moezi M, Shirzad HA, Zamanzad B, Roohi H. Evaluation process in viewpoints of academic staff and students in Shahrekord University of Medical Sciences. Journal of Shahrekord University of Medical Sciences 2010; 11(4): 63-76. (Persian).
10
Yazdankhahfard M, Pouladi S, Kamali F, Zahmatkeshan N, Mirzaei K, Akberian S, et al. The stressor factors in clinical education: Viewpoints of students. Iranian journal of medical education 2009; 8(2): 341-50. (Persian).
11
Stewardson DA, Shortall AC, Lumley PJ. Endodontics and new graduates, Part 2: Undergraduate experience and course evaluation. Eur J Prosthodont Restor Dent 2003; 11(1): 15-21.
12
Sivamalai S, Murthy SV, Gupta TS, Woolley T. Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students. Aust J Rural Health 2011; 19(1): 45-51.
13
Semyari H, Kamani GhR, Zavieh D. Rate of achieving educational aims in periodontics and operative departments of Shahed and Tehran University, 2001.
14
Journal of Babul University of Medical Sciences 2003; 5(2): 29-32. (Persian).
15
Henzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students' view. J Dent Educ 2005; 69(10): 1137-47.
16
Mojabi KB. Evaluation of clinical skills in Qazvin faculty of dentistry through the students and teachers’ points of views. Journal of Qazvin University of Medical Sciences 2002; 22: 48-55. (Persian).
17
Talebi A, Mottaghi P, Dadgostarnia M, Noorbakhsh N. Clinical pathology teaching in laboratory by Socratic method. Iranian journal of medical education 2011; 5(10(: 937-42. (Persian).
18
Delaram M, Forouzandeh N. Students’ evaluation methods by academic staff in Shahrekord University of Medical Sciences. Strides In Development of Medical Education, Journal of Medical Education Development Center of Kerman University of Medical Sciences 2010; 7(1): 51-6. (Persian).
19
Noohi E, Motesadi M, Haghdoost A. Clinical teachers' viewpoints towards objective structured clinical examination in Kerman University of Medical Science. Iranian journal of medical education 2008 ; 8(1): 113-19. (Persian).
20
ORIGINAL_ARTICLE
Prioritizing Factors Affecting Students' Satisfaction with Educational Quality in Kermanshah University of Medical Sciences (2011-2012)
Background: Determining satisfaction level helps the development and improvement of universities. This study was designed to investigate satisfaction level and prioritize factors affecting students' satisfaction with educational quality in Kermanshah University of Medical Sciences. Methods: This is a descriptive-analytical study. The data gathering tool was a researcher made questionnaire consisted of 54 questions covering different fields regarding students’ satisfaction. Subjects were 400 intern students of Kermanshah University of Medical Sciences. Sampling was performed by stratified random method. Significance level was 0.05. Results: Students' satisfaction with classroom physical conditions and educational aids was moderate to good (3.11±1.71), while laboratory and practice rooms was moderate to low (2.91±1.07). Also, satisfaction with the educational services was moderate (3.02±1.11), with field training and internship, was moderate to low (2.94±1.21), and with teaching methods it was moderate to low (3.12±1.11). According to the results of this study, the first priority is library resources and internet access. Results showed that there is a significant difference in most criteria (p<0.05), but no significant difference was observed in satisfaction level with internship among different degrees. Also, there was no significant difference between females and males regarding satisfaction level with classroom physical conditions, internship and library resources. Also, results showed that there is a significant difference in satisfaction level between students of different faculties (p=0.001) and different degrees (p=0.001). Conclusion: To improve students' satisfaction level, more emphasis must be put on library resources and internet, laboratory and practice rooms, field training and internship, educational services, classroom physical conditions and educational aids, and teaching methods, respectively.
https://fmej.mums.ac.ir/article_2595_277ac69b5a7b12ec608da8d9bf1f998b.pdf
2014-06-01
9
14
10.22038/fmej.2014.2595
Students satisfaction
Educational quality
Educational Status
Kermanshah University of Medical Sciences
Kiomars
sharafi
1
Environmental health department, Faculty of health, Kermanshah University of medical Sciences, Kermanshah, IRAN
AUTHOR
Yahya
Safari
2
Faculty of paramedical sciences, Kermanshah University of medical Sciences, IRAN
LEAD_AUTHOR
Mansour
Ziaei
3
3- Occupational health department, Faculty of health, Kermanshah University of medical Sciences, Kermanshah, IRAN
AUTHOR
Hemmati F, Kakooye H, Agha bakhshi H, Biglarian A. Measure satisfaction of service recipients of rehabilitation center daily in Tehran with customer-oriented approach. Journal of rehabilitation 2000; 6(7): 14-21. (Persian).
1
Shafia MA. Customer satisfaction efficiency complementary activities. Singapore National Productivity Organization (The author). Tehran: Iranian Productivity Organization; 2000: 17. (Persian).
2
Beth KKR. Beyond customer satisfaction, customer loyalty towards. Mahdavi SS. (translator). 1st ed. Tehran: Management and Planning Organization; 2003: 45. (Persian).
3
Hayes B. Measuring of consumer satisfaction. Jazni N. (translator). Tehran: Industrial Management Institute; 2003: 17. (Persian).
4
Amannat D, Momeni DSH. Assessment of student learning and satisfaction in view of Dental School Shiraz University of Medical Sciences. JOURNAL NAME? 2008; 10(4): 356-60.
5
Haidari AA, Khalaj A, Jaafarian N. Attitude’s evaluation of medical students on factors associated with academic study (2000). Journal of Hamadan University of Medical Sciences 2002; 7: 31. (Persian).
6
Nehring V. Nursing clinical effectiveness investigation. Journal of ACL advanced nursing 1990; 15: 934-40.
7
Shabani H. Skills education and training, methods and techniques taught in Tehran. Tehran: Semat; 1992: 19. (Persian).
8
Hassanzadeh Salmasi S, Amini A, Shaghaghi A. Medical student satisfaction
9
survey results clinical skills parts of Tabriz. Journal of medical education 2001; 7: 46. (Persian).
10
Pezhhan A, Sabaghzadeh M, Yaghoobi MA. Students' satisfaction of medical services and educational facilities Sabzevar in 2007. Journal of Sabzevar University of Medical Sciences 2007; 17(2): 131-7. (Persian).
11
Douglas J, Douglas A, Barnes B. Measuring student satisfaction at a UK university. Journal of quality assurance in education 2006; 14(3): 251-67.
12
Hasson C. Student satisfaction survey. Office of Research, Planning and Grants Saddleback College. Available from: URL; https: //www .saddleback.edu/gov/senate/PDF/student_satisfaction _survey_ 2003.pdf
13
Izadi S, Salehi A, Gharabaghi MM. Mazandaran University of customer satisfaction evaluation criteria of EFQM model. Journal of higher education association 2007; 3: 1-34. (Persian).
14
Mohamadian A, Khanbabazadeh M. The survey of students' satisfaction of performance of different part of Ardabil University of Medical Sciences. Journal of Kermanshah University of Medical Sciences 2008; 9(1): 55-61. (Persian).
15
Siadat A, Shams B, Homai R, Gharibi L. Students and Instructors post graduate satisfaction of the performance of management education of Isfahan University of Medical Sciences. Journal of medical education 2004; 5: 93-100. (Persian)
16
Sandow PL, Jones AC, Peek CW,
17
Courts FJ, Watson RE. Correlation of admission criteria with dental school performance and attrition. J Dent Educ 2002; 66: 388-92.
18
Mansoorian MR. Total Quality Management (TQM) training services and medical students of Gonabad and it’s adapting to students' satisfaction. Ofoq-e-Danesh 2003; 9: 55-61. (In Persian).
19
Rostaminejad A, Karimi Z. Evaluation of field training for final semester students’ perspective fields of anesthesia and operating room. Journal of medical education 2003; 7: 8-11. (In Persian).
20
Mehdizadeh Ghalehjoogh L. Student satisfaction survey of public library services in Tabriz. Journal of book 2003; 15(1): 123-35. (Persian).
21
Niaie AM. Translation: International standards in basic medical education WFME and accreditation standards LCME( in America). Ministry of Health and Medical Education, Monitoring and Evaluation and Development Council State Universities of Medical Sciences; 1999.
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Shahsavari V. The survey of the knowledge and consent of graduate students of use centeral Library Computer Services in Isfahan University Industrial. MS. Dissertation. Isfahan: Isfahan University, 2000: 83. (Persian).
23
Jalilian N, Razai M, Ravshapoor F, Haidari Y, Bavandpoor K. Evaluation of student satisfaction towards Kermanshah University of Medical Sciences faculty training in clinical skills center in 2007. Quarterly specialized medical education 2008; 6: 40. (Persian).
24
ORIGINAL_ARTICLE
A Comparison of Students, Scores in Multiple- Choice and Essay Questions in Mother and Child Health Examination
Background: The method of evaluation in students’ learning affects their studying mode. The aim of this study was to compare nursing students’ scores in essay and multiple-choice questions in Mother and Child Health examination in Shahrekord University of Medical Sciences. Methods: In this study, the final scores of 121 of nursing students in a multiple-choice questionnaire consisting of 40 questions, during four semesters were compared with the scores obtained from an essay questionnaire composed of 40 questions. Difficulty and Discrimination Index of questions were similar in both kinds of questions. Data was analyzed employing paired t-test and Pearson correlation test and PResults: Mean and standard deviation of students’ scores were reported 14.72±3.7 in essay questions and 16.53±2.4 in multiple-choice questions and showed a significant difference (P<0.001). A positive correlation was reported between the essay and multiple-choice questions (r=0.93). Students’ scores were higher in multiple-choice questionnaire compared to the essay one. Using multiple-choice questionnaire on its own may lead to the success of those students who do not have the ability of perceive, resolve and apply.
https://fmej.mums.ac.ir/article_2598_09a5f56e8ba48d945549fb234fc6ab9b.pdf
2014-06-01
15
18
10.22038/fmej.2014.2598
Essay Questionnaire
Multiple-Choice Questionnaire (MCQ)
Students’ Scores
Mother and Child Health
Masoumeh
Delaram
masoumehdelaram@yahoo.com
1
Department of Midwifery, School of Nursing and Midwifery, Shahrekord University of Medical sicenses, Shahrekord, IRAN
LEAD_AUTHOR
Abolghasem
Sharifi
2
Shahrekord University of Medical Sciences, Shahrekord, IRAN
AUTHOR
Moeen-Uz-Zafar, Badr-Aljarallah. Evaluation of mini-essay questions (MEQ) and multiple choice questions (MCQ) as a tool for assessing the cognitive skills of undergraduate students at the Department of Medicine.Int J Health Sci (Qassim). 2011 Jul;5(2 Suppl 1):43-4.
1
Pepple DJ, Young LE, Carroll RG. A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus). AdvPhysiol Educ. 2010 Jun; 34(2):86-9.
2
van Bruggen L, Manrique-van Woudenbergh M, Spierenburg E, Vos J.Preferred question types for computer-based assessment of clinical reasoning: a literature study. Perspect Med Educ. 2012 Nov;1(4):162-71. doi: 10.1007/s40037-012-0024-1. Epub 2012 Oct 2.
3
Nnodim JO.Multiple-choice testing in anatomy.Med Educ. 1992 Jul; 26(4):301-9
4
Bauer D, Kopp V, Fischer MR. Answer changing in multiple choice assessment change that answer when in doubt--and spread the word!BMC Med Educ. 2007 Aug 24; 7:28
5
Karl M, Graef F, Eitner S, Beck N, Wichmann M, Holst S. Comparison between computer-aided testing and traditional multiple choice: and equivalence study. Eur J Dent Educ. 2007 Feb;11(1):38-41.
6
Tractenberg RE, Gushta MM, Mulroney SE, Weissinger PA.Multiple choice questions can be designed or revised to challenge learners' critical
7
thinking.Adv Health Sci Educ Theory Pract. 2013 Jan 4. [Epub ahead of print]
8
Bandaranayake RC. Setting and maintaining standards in multiple choice examinations: AMEE Guide no. 37. Med Teach. 2008;30(9-10):836-45. doi: 10.1080/01421590802402247.
9
Beirer, SB, Dannefer, EF, Taylor, C, Hall, P Hull, A. Methods to assess students’ acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum. Med Teach 2008; 30: e171–e177.
10
Malone S, Brünken R. Assessment of driving expertise using multiple choice questions including static vs. animated presentation of driving scenarios. Accid Anal Prev. 2012 Nov 30; 51:112-119. doi: 10.1016
11
Haddad M, Tylee A. The Development and First Use of the QUEST Measures to Evaluate School Nurses' Knowledge and Skills for Depression Recognition and Management. Sch Health. 2013 Jan;83(1):36-44. doi: 10.1111/j.1746-1561.2012.00745.x.
12
Freestone, N. Drafting and acting on feedback supports student learning when writing essay assignments. AdvPhysiolEduc 2008; 33: 98–102.
13
Rassaian N, Nakhaei S, Sadeghi GhandehariN. Comparison of three exam techniques in medical students:Multiple-choice, true-false and short answer questions. Hakim Research Journal 2003;5(4):271-278(Persian).
14
Moqattash, S, Harris, PF, Gumaa, KA Abu-Hijleh, MF. Assessment of basic
15
medical sciences in an integrated systems-based curriculum.Clin Anat1995; 8: 139–147.
16
Oyebola, DDO, Adewoye, OE, Iyaniwura, JO, Alada, ARA, Fasanmade, AA Raji, Y. A comparative study of students’ performance in preclinical physiology assessed by multiple choice and short essay questions.Afr J Med MedSci 2000; 29: 201–205 .
17
HaghShenas MR, VahidShahi K, Mahmoodi M, ShahbazNejad L, ParvinNejad N, Emadi A .Evaluation of multiple choice questions in the school of medicine, Mazandaran University of Medical Sciences, the first semester of 2007.Journal of Mazendaran University of Medical Sciences 2007;16(56): 126- 135(Persian).
18
Rasolinejad SA, Vakihi Z, Fakharion E, Fakharian E, Mosayebi Z, Moniri R . Comparative survey of taxonomies of residents.Promotion examination, kashan Medical University 2006.The 8th National Congress of Medical Education.kerman: kermanUniverity of Medical Sciences; 2007: 68. (Persian).
19
Collins J. Education techniques for long learning: Writing multiple choice question for continuing medical education activities and self assessment modules. Radio Graphics 2006: 26(2): 543-51.
20
Sim kin MG, Kuechler WL. Multiple choice test and student understanding: What is the connection? Decision Scie J InnovatEduc 2005; 3(1): 73-98.
21
Bush ME. Quality assurance of multiple choice tests.QualAssurEduc 2006; 14(4): 398-404.
22
ORIGINAL_ARTICLE
Assessing Medical Students Depressive Symptoms by Use of University Student Depression Inventory (USDI) in Sabzevar, Iran.
Background: Many studies suggest depression rate in medical students is higher in comparison to others. Such disorder can cause motivation loss and hopelessness. Therefore, the aim of this study was to evaluate the depression symptoms and their contributors amongst medical students who were studying the Early Clinical Exposure (ECE) in Sabzevar, Iran. Methods: This cross-sectional study evaluated the students of Sabzevar University of Medical Science by applying University Student Depression Inventory (USDI) questionnaire, which was comprised of categories including lethargy, cognitive/environmental and academic motivation groups. Results: Out of 75 students, 31 voluntarily completed the questionnaire. The mean total USDI score of participants was 60.71 ± 22.55. Although female students got higher USDI scores, data analysis did not show any significant association between USDI results and gender (p>0.05). Lethargy and academic motivation were significantly higher in 4th-semester students (p=0.04 and p=0.001 respectively) and Cognitive/emotional results were significantly higher in 7th semester (p=0.001). Conclusion: Based on the results, 4th-semester students were experiencing more lethargy and showed less motivation for their courses. Reprogramming the ECE courses and providing medical students with more clinical exposure may reduce their depressive symptoms. In addition, 7th-semester students seem to experience more emotional problems which could be due to their upcoming clinical courses in few weeks.
https://fmej.mums.ac.ir/article_2597_b412334f427bd7b5a5959a9cceb87983.pdf
2014-06-01
19
23
10.22038/fmej.2014.2597
Depression Medical student Psychiatry
Reza
Jafarzadeh Esfehani
1
Sabzevar University of Medical Science, Sabzevar, IRAN.
AUTHOR
Afsaneh
Rezaei Kalat
2
Sabzevar University of Medical Science, Sabzevar, IRAN
AUTHOR
Ali
Jafarzadeh Esfehani
3
Mashhad University of medical science, Mashhad, IRAN.
AUTHOR
Homan
Kamranian
drkamranian@yahoo.com
4
Department of Medical Education, Sabzevar University of medical science, Sabzevar, Iran.
LEAD_AUTHOR
Mergen H, Erdogmusmergen B, Tan Ş, Öngel K. Evaluating The Depression and Related Factors Among the Students of the Faculty of Education at Celal Bayar University. The New Journal of Medicine 2008;25: 169-174.
1
Helmers KF, Danoff D, Steinert Y, Leyton M, Young SN. Stress and depressed mood in medical students, law students, and graduate students at McGill University. Acad Med. 1997 Aug;72(8):708-14.
2
Psychiatr Epidemiol. 2008 Aug;43(8):667-72.
3
Mosley TH Jr, Perrin SG, Neral SM, Dubber PM, Grothues CA, Pinto BM. Stress, coping, and well-being among third-year medical students. Acad Med. 1994;69: 765-7.
4
Dyrbye LN, Thomas MR, Power DV, Durning S, Moutier C, Massie FS Jr, et al. Burn-out and serious thoughts of dropping out of medical school: a multi-institutional study. Acad Med. 2010; 85(1):94-102.
5
Givens JL, Tjia J. Depressed medical students’ use of mental health services and barriers to use. Acad Med. 2002;77(9):918-921.
6
Goebert D, Thompson D, Takeshita J, Beach C, Bryson P, Ephgrave K, et al. Depressive symptoms in medical students and residents:a multischool study. Acad Med. 2009;84(2):236-24
7
Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 2006 Apr;81(4):354-73.
8
Shaikh BT, Kahloon A, Kazim M, Khalid H, Nawaz K, Khan N, et al. Students, stress and coping strategies: a case of Pakistani medical school. Educ Health (Abingdon) 2004; 17: 346-53.
9
Srivastava K, Raju B MSVK, Saldanha CD, Chaudhury CS, Basannar D, Pawar SC AA. Psychological Well-being of Medical Students. MJAFI 2007; 63 : 137-140
10
Rafati F, Ahmadi J. Depression in Nursing Students of Shiraz University of Medical Sciences. JRMS 2004 Jan - Feb; 9(1):39-41.
11
Miller P, Surtees P. Psychological symptoms and their course in first-year medical students as as-sessed by the Interval General Health Questionnaire(I-GHQ). Br J Psychiatry 1991;159:199-207.
12
Amini M. Quality of life of medical students in different stages–A multi center study. J Med Educ 2009;11:13-9.
13
Jafarzadeh Esfehani R, Kamranian H, Jafarzadeh Esfehani A, Rezaei Kalat A, Mahmudi Gharai A, Jalal Yazdi M. Effect of Early Clinical Exposure on Learning Motivation of Medical Students. FMEJ 2012; 2(2).
14
Bitsika V, Sharpley C F, MelhemGender T C. Differences in Factor Scores of Anxiety and Depression among Australian University Students: Implications for Counselling Interventions. Canadian Journal of Counselling. 2010; 44(1): 51–64Lotfi MH, Aminian AH, Ghomizade A, Zarea S. Prevalence of Depression amongst Students of Shaheed Sadoughi University of Medical Sciences, Yazd, Iran. IRANIAN JOURNAL OF PSYCHIATRY AND BEHAVIORAL SCIENCES (IJPBS) Autumn and Winter 2010; 4(2):51-55.
15
Shalini S, Geap OK., Harveen K O I S, Bakri S H S I, Baig M R, Dhanaraj S A. Study On The Prevalence Of Depression And The Impact Of Psychosocial Factors In Undergraduate Students At A Private University In Kedah, Malaysia. International Journal of Pharmaceutical Sciences and nanotechnology. 2011; 4(1): 1338-1346.
16
Hejazi E,Sharifi A R,Shalchi B. Investigation of psychometric properties of university student depression inventory (USDI). PSYCHOLOGICAL STUDIES; Summer 2008; 4(2);125-149.
17
Rab F, Mamdou R, Nasir S.Rates of depression and anxiety among female medical students in Pakistan. Eastern Mediterranean Health Journal. 2008; 14(1): 126-133. Schwenk TL, Davis L, Wimsatt LA.
18
Depression, stigma, and suicidal ideation in medical students. JAMA. 2010 Sep 15; 304(11):1181-90.
19
Jadoon NA, Yaqoob R, Raza A, Shehzad MA, Zeshan SC. Anxiety and depression among medical students: a cross-sectional study. J Pak Med Assoc. 2010 Aug;60(8):699-702.
20
Assadi SM, Nakhaei MR, Najafi F, Fazel S. Mental health in three generations of Iranian medical students and doctors. A cross-sectional study. Soc Psychiatry Psychiatr Epidemiol. 2007 Jan;42(1):57-60.
21
Mahajan AS. Stress in Medical Education: a global issue or Much Ado About Nothing specific? South‐East Asian Journal of Medical Education. 2010; 4(2): 9-13.
22
. Rostami Z, Abedi MR. Standardization of student depression inventory in female university students in Isfahan. 2012 Fall; 13(4): 115-126.25. Lee RB, Maria MS, Estanislao S, Rodriguez C. Factors Associated with Depressive Symptoms among Filipino University Students. PLoS One. 2013 Nov 6;8(11):e7982
23
ORIGINAL_ARTICLE
Importance of Infrastructure and Learners Readiness for Administration of E-Learning in Undergraduate Medical Education
BACKGROUND: A combination of teaching modalities instead of a single method may enhance learning. The purpose of the current study was to evaluate the effectiveness of integrating e-learning modules into the syllabi of clinical contents from different clinical majors at different levels. METHODS: A total of 108 undergraduate students enrolled from various clinical majors, and participated via using sub-syllabi from gynaecology courses in classroom-based sessions and e-learning modules. All students were proposed to attend pre- and post-test sessions in addition to training. Prior to being admitted to the study, all participants filled out a questionnaire regarding their attitude toward, and desire to participate in, e-learning. RESULTS: Mean exam grades increased significantly in 3 items including Abnormal uterine bleeding (from 1.28± 1.11 pretest to 2.3± 1.11 post-test), Breast masses and malignancies (from 2.61± 1.3 pretest to 3.9± 1.11 post-test) and Gestational trophoblastic Neoplasia (from 1.12± 1.04 pre-test to 3.58± 0.76 post-test). DISCUSSION: The Results dramatically demonstrated that access to suitable infrastructure and students’ readiness are crucial perquisites for e-learning and without them, lack of collaboration and engagement of the learners significantly diminish effectiveness and usability of the learning material, despite high quality content provided within suitable environment.
https://fmej.mums.ac.ir/article_2599_8202c4d3f5fc0e539a3f5dbf43c4e36e.pdf
2014-06-01
24
29
10.22038/fmej.2014.2599
Electronic Enhanced Learning
Gynecology Training
Interactive Learning
Educational interventions
Maliheh
Hasanzadeh
1
Department of Gynecology and oncology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Parviz
Maroozi
2
Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Reza
Asadi
asadir1@mums.ac.ir
3
Addiction Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
F
Zoobin
4
Department of nursing education, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Mohamad Naser
Shafiee- Jafarabadi
5
Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Choules AP. The use of elearning in medical education: A review of the current situation. Postgrad Med J 2007; 83(978): 212-16.
1
Andrews PV, Schwarz J, Helme RD. Students can learn medicine with computers: Evaluation of an interactive computer learning package in geriatric medicine. Med J Australia 1992; 157: 693–5.
2
Hadley J, Kulier R, Zamora J, Coppus SF, Weinbrenner S. Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training. J R Soc Med 2010; 103(7): 288-94.
3
Adanu R, Adu-Sarkodie Y, Opare-Sem O, Nkyekyer K, Donkor P, Lawson A, et al. Electronic learning and open educational resources in the health sciences in Ghana. Ghana Med J 2010; 44(4): 159-62.
4
Assadi R, Mirkhani A. Atutor software and medical education: Experience of using an open source learning software. International journal on new trends in education and their implications 2011; 2(1): 15-20.
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Atutor official website. [cited 2011]. Available from: URL; http://www.Atutor.ca.
6
TechSmith Camtasia Screen Recorder Software. [cited 2011]. Available from: URL; http://www.techsmith.com/download/ camtasia
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Mashhad University of Medical Sciences virtual learning environment. [cited 2011]. Available from: URL; http://lms.mums.ac.ir
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Al-Shehri AM. E-learning in Saudi Arabia: To E or not to E, that is the question. J Fam Commun Med 2010; 17(3): 147-50.
9
Walsh K, Rutherford A, Richardson J. E-learning: Are learners improving their practice as a result of their learning? Educ Prim Care 2011; 22(1): 40-2.
10
Smeekens AE, Broekhuijsen-van Henten DM, Sittig JS, Russel IM, Ten Cate OT. Successful e-learning program on the detection of child abuse in emergency departments: A randomized controlled trial. Arch Dis Child 2011; 96(4): 330-4.
11
Diessl S, Verburg FA, Hoernlein A, Schumann M, Luster M, Reiners C, et al. Evaluation of an internet-based e-learning module to introduce nuclear medicine to medical students: A feasibility study. Nucl Med Commun 2010; 31(12): 1063-7.
12
Eslaminejad T, Masood M, Ngah NA. Assessment of instructors' readiness for implementing e-learning in continuing
13
medical education in Iran. Med Teach 2010; 32(10): e407-12Gormley GJ, Collins K, Boohan M, Bickle IC, Stevenson M. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes. Med Teach 2009; 31(1): e6-12Hurmusiadis V, Rhode K, Schaeffter T, Sherman K. Virtual arthroscopy trainer for minimally invasive surgery. Stud Health Technol Inform 2011; 163: 236-8.
14
Bogdan CM, Popovici DM. Information system analysis of an e-learning system used for dental restorations simulation. Comput Methods Programs Biomed 2012; 107(3): 357-66.
15
Wildhaber RA, Verrey F, Wenger RH. A graphical simulation software for instruction in cardiovascular mechanics physiology. Biomed Eng Online 2011; 10(1): 8.
16
Jimenez A. E-learning supports EHR implementations. In addition to meaningful use, we need to define meaningful training.Health Manag Technol 2010; 31(11): 22-3.
17
Hoffman K, Dempsey J, Levett-Jones T, Noble D, Hickey N, Jeong S, et al. The design and implementation of an Interactive Computerized Decision Support Framework (ICDSF) as a strategy to improve nursing students. Nurse Educ Today 2010; 31(6): 587-94.
18
Sandars J, Lafferty N. Twelve tips on usability testing to develop effective e-learning in medical education. Med Teach 2010; 32(12): 956-60.
19
ORIGINAL_ARTICLE
Evaluation of the Software to Help Advising Professors in Isfahan University of Medical Sciences
Background: One of the essential and inevitable principles in improving the education quality, particularly in universities, is the continuous assessment of students’ educational progress at different education levels. The role of advisors and consulting tutors at universities are considered as one of the important interventions of the Ministry of Health for the purpose of guiding students' studying affairs. This article studied the design, implementation and evaluation of the software used in aiding the advising professors of Isfahan University of Medical Sciences. Methods: The present study is a descriptive-analytical one. This investigation was done in pursuit of designing and implementing software procedures, helping the advising professors to instruct students to evaluate their results through its implementation. The researchers considered the software through analyzing the average grades of students and the circumstances before and after implementing the software (i.e. intervention). The statistical population included all of the Isfahan University of Medical Sciences students between 2009 and 2011, being the total of 11813 persons. Student workbook records were included in the study. The data was analyzed by the software SPSS 16, descriptive statistics and proper statistical tests. Results: The process evaluation showed both conditional probation situations (0.12 percent) and decreasing the average grades (0.11 percent) decreased as compared to the past, whereas students’ GPA increased significantly after the intervention (P<0.05) Conclusion: Implementing the instructional software for the advising professors, regarding the education of the students on the verge of academic failures in 2009, has significantly increased their capability in supervision and educational instructions, and reduced the number of students at risk of academic failures.
https://fmej.mums.ac.ir/article_2917_03a5288492ae66f87cde4860d9c1f0b7.pdf
2014-06-01
30
34
10.22038/fmej.2014.2917
Advising Professor Education Trend Online Control
Probation
Fariborz
Khorvash
1
Isfahan Neurosciences Research Center, Neurology Department, Isfahan University of Medical Sciences, Isfahan, IRAN
AUTHOR
Gholamreza
Askari
2
Food Security Research Center, Department of Community Nutrition, School of Nutrition & Food Science, Isfahan University of Medical Sciences, Isfahan, IRAN
AUTHOR
Sonia
Bahrani
3
Educational Deputy, Isfahan University of Medical Sciences, Isfahan, IRAN
AUTHOR
Saeed
Saeedbakhsh
4
4Department of Speech Therapy ,Faculty of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, IRAN
AUTHOR
Meisam
Shafiei
5
Department of Speech Therapy ,Faculty of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, IRAN
AUTHOR
Sahar
Vesal
6
Isfahan Neurosciences Research Center, Neurology Department, Isfahan University of Medical Sciences, Isfahan, IRAN
LEAD_AUTHOR
Gorden VN, Habley WR, Grities GR. Academic Advising. Second edition. San Francisco: Jossey-Bass; 2008.
1
Ferris S, Johnson G, Lovitz A, Stroud S, Rudisille J. Assuming the Role: The successful advisor-student relationship. Association of College Unions International. 2011. [Updated 2012 Nov 20; Cited 2012 Nov 27]. Available from: http://www.acui.org/publications/bulletin/article.aspx?issue=28137&id=15676
2
Yousefi Mashoof R, Saeidi Jam M. [Study of educational trend of basic sciences degree students of Hamedan university of medical sciences during to 5 academic years]. Teb & Tazkye 2002; (45): 16-20. [Persian]
3
Alle Yasin S, Seghatol Islam A. [Implementation consultant professor and evaluate the performance advisors in school of medicine]. Shiraz University of Medical Sciences. 2011. [Updated 2012 Nov 20; Cited 2012 Nov 27]. Available from: http://edc.sums.ac.ir/icarusplus/export/sites/ edc/jashnvare-shahidmotahari/farayandhaye 90/drallyasin90.pdf [Persian]
4
Ministry of Health, Treatment and Medical Education. [The bylaws Advisor Professor]. [Updated 2012 Nov 20; Cited 2012 Nov 27]. Available from: http://education.sums.ac.ir/icarusplus/export/sites/education/rules/x_x_x_x_x.pdf [Persian]
5
about the effective factors in academic improvement of students]. 2004. Journal of Shahrekord University of Medical Sciences 2007; 9(3): 71-7. [Persian]
6
Barani Sh, Zarafshani K. [Assessment of Affecting Factors and Progression Trends among the Students of College of Agriculture: A Case of Razi University, Kermanshah]. Abstract of Third National Conference in Agricultural & Envierment Extension and Education, Ferdowsi University of Mashhad; 2009. [Persian]
7
Lotfi MH, Zare S, Fazelpoor Sh, Abooei M, Ghanea B, Vatani J. [The role of project advisor the average progress Martyr and selfless students of shaheed Sadughi university of medical sciences during to 2002-2007 years]. Stride in Development of Medical Education 2012; 4(7): 54-60. [Persian]
8
ORIGINAL_ARTICLE
Influence of Assessment Method Selection in Studying and Learning Approaches: Is It Necessary to Change Assessment Style?
Background: It is important to learn how to study for different examinations. The objective of the current study is to explore whether the assessment method selection would significantly affect the studying and learning approaches of students. Methods: This descriptive-analytical research consisted of 191 first-year undergraduate nursing students from three nursing schools and was conducted during two interval semesters. All of students were given examinations with half of multiple-choice questions (MCQs) and half of short-answer questions (SAQs) in mid and final term examinations. A structured 12-item questionnaire was designed based on a modified 5-point Likert scale in outline of visual analogue scale. The questionnaire with Cronbach’s alpha of at 0.814 sought information on student’s studying and learning approaches. Results: The students significantly rated agreement with queries of short-answer assessment part of questionnaire higher than in multiple-choice assessment part. Female students performed significantly better in the learning outcomes in SAQ and MCQ examinations grades and total grade of both examinations than male students who participated in the study (p= 0.001, 0.001 and 0.030, respectively). Neither lower-quartile nor higher-quartile of education promotion exposed significance difference on total score of studying and learning approaches questionnaires. Responses frequency to studying and learning approaches questionnaire revealed that most students selected short-answer assessment method. Conclusion: Therefore, the findings revealed that assessment method may shape and improve students’ studying and learning approaches. Short answer question is hypothesized to enhance the development of deep learning.
https://fmej.mums.ac.ir/article_2919_ededea697785442d9e33e6d8d3a75c0c.pdf
2014-06-01
35
40
10.22038/fmej.2014.2919
Assessment
Studying and learning approach
Multiple-choice Question
Short-Answer Question
Mohammad Reza
Mahmoodi
1
Physiology Research Center, School of Health, Kerman University of Medical Sciences. Kerman, IRAN
Department of Nutrition, School of Health, Kerman University of Medical Sciences. Kerman, IRAN
LEAD_AUTHOR
Mohammad Reza
Baneshi
2
Research Center for modeling in health, Institute Futures Studies in Health and Biostatistic and epidemiology Department, School of Health, Kerman University of Medical Sciences. Kerman, IRAN
AUTHOR
Sakineh
Mohammad Alizadeh
3
Physiology Research Center, School of Health, Kerman University of Medical Sciences. Kerman, IRAN
AUTHOR
Benson N, Hulac DM, Kranzler JH. Independent examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): What does the WAIS-IV measure? Psychol Assess 2004; 22(1): 121-30.
1
McKendree J, Snowling MJ. Examination results of medical students with dyslexia. Med Educ 2011; 45(2): 176-82.
2
Abdel-Hameed AA, Al-Faris EA, Alorainy IA, Al-Rukban MO. The criteria and analysis of good multiple choice questions in a health professional setting. Saudi Med J 2005; 26(10): 1505-10.
3
Brady AM. Assessment of learning with multiple-choice questions. Nurse Educ Pract 2005; 5(4): 238-42.
4
Hammond EJ, McIndoe AK, Sansome AJ, Spargo PM. Multiple-choice examinations: adopting an evidence-based approach to exam technique. Anaesthesia 1998; 53(11): 1105-8.
5
Abraham RR, Upadhya S, Torke S. Student perspectives of assessment by TEMM model in physiology. Adv Physiol Educ 2005; 29(2): 94-7.
6
Rassaian N. A new methodology for comparison of three-test exam techniques in medical students. J Med Educ 2004, 5(1): 3-10.
7
McDaniel MA, Roediger HL Iii,
8
McDermott KB. Generalizing test-enhanced learning from the laboratory to the classroom. Psychol Bull Rev 2007; 14(2): 200-6.
9
Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Med Educ 2008; 42(10): 959-66.
10
Butler AC, Roediger HL. Testing improves long-term retention in a simulated classroom setting. Eur J Cogn Psychol 2007; 19(4-5): 514-27.
11
Southwick F, Katona P, Kauffman C, Monroe S, Pirofski LA, del Rio C, et al. Commentary: IDSA guidelines for improving the teaching of preclinical medical microbiology and infectious diseases. Acad Med 2010; 85(1): 19-22.
12
Gloe D. Study habits and test-taking tips. Dermatol Nurs 1999; 11(6): 439-49.
13
Mahmoodi MR. Validation of studying and learning approaches questionnaire to identify students' studying and learning methods. Stride Dev Med Educ 2014; 10(4): 303-12.
14
Noble C, O'Brien M, Coombes I, Shaw PN, Nissen L. Concept mapping to evaluate an undergraduate pharmacy curriculum. Am J Pharm Educ 2011; 75(3): 55.
15
Hill DA, Guinea AI, McCarthy WH. Formative assessment: A student perspective. Med Educ 1994; 28(5): 394-9.
16
Schubert S, Schnabel KP, Winkelmann A . Assessment of spatial anatomical knowledge with a 'three-dimensional multiple choice test (3D-MC). Med Teach 2009; 31(1): e13-7.
17
McConnell MM, Regehr G, Wood TJ, Eva KW. Self-monitoring and its relationship to medical knowledge. Adv Health Sci Educ Theory Pract 2011; 17(3): 311-23.
18
Pinckard RN, McMahan CA, Prihoda TJ, Littlefield JH, Jones AC. Short-answer examinations improve student performance in an oral and maxillofacial pathology course. J Dent Educ 2009; 73(8): 950-61.
19
Southwick FS. Theodore E. Woodward Award: Spare me the PowerPoint and bring back the medical textbook. Trans Am Clin Climatol Assoc 2007; 118: 115-22.
20
Walubo AV, Burch V, Parmar P, Raidoo D, Cassimjee M, Onia R, Ofei F. A model for selecting assessment methods for evaluating medical students in African medical schools. Acad Med 2003; 78(9): 899-906.
21
Lea SF, Anema MG, Brisco VJ, Allie H. The nursing process: What do students know? Abnf J 2001; 12(1): 3-8.
22
Traub RE, McRury KA. Multiple-choice vs. free-response in the testing of scholastic achievement, Ontario Institute for Studies in Education; 1990.
23
ORIGINAL_ARTICLE
How Does the Entrance Exam Have Influence on Educational Success of Doctoral Medical Students in Basic Science Grade?
Background: Considering the importance of entering doctoral students to universities with hard competition, in order to detect the predictive power of entrance exam grade in educational achievement in early years, we attempted to investigate the efficacy of entrance exam with basic scientific test. Methods: The existing data from national organization for education testing and education center of Kerman University of medical sciences were collected in 300 students (medical, dental, pharmacology) in consecutive years (2005-6). Pearson correlation and linear regression analysis were used. Results: In multivariate regression model, the only two predictive lessons for success in basic scientific test in medical students were biology and Arabic language with determine coefficient (DC) 0.44, in dental students was chemistry (DC=0.48) and in pharmacology students were biology and physics (DC=0.46).In addition, there was no correlation between ranking in entrance exam and basic scientific test grade in all groups. Conclusion: As we did not predict, there was no strong relationship between entrance exam grades and basic scientific test. This is the important point that we must know about this weak relationship. These issues could show the low validity of entrance exam, basic scientific tests or remarkable changes in educational level of students before entering university and early years of entering universities.
https://fmej.mums.ac.ir/article_2920_df1b160c37e5744eff461ba803d27226.pdf
2014-06-01
41
45
10.22038/fmej.2014.2920
Entrance Exam
Comprehensive Basic Science Test
Educational achievement
medical students
Shahla
kakoei
1
Oral and Dental Diseases Research Center, School of Dentistry, Kerman Medical Science University, Kerman, IRAN
AUTHOR
Ali-Akbar
Haghdoost
2
2Modeling in Health Research Center, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, IRAN
AUTHOR
Nasim
pourdamghani
3
Kerman University of Medical Sciences, Kerman, IRAN
AUTHOR
Sina
Kakooei
4
1Oral and Dental Diseases Research Center, School of Dentistry, Kerman Medical Science University, Kerman, IRAN
LEAD_AUTHOR
Mahshid sadat
mostafavi
5
Leishmaniasis Research Center, Kerman University of Medical Sciences, Kerman, IRAN
AUTHOR
Behrouz
kavei
6
National organization for Educational Testing, IRAN
AUTHOR
Fatehi F, Hadadgar A, Changiz T, Shahkarami M A, Kianimehr G, Haq Jooy Javavnmard Sh, et al. Determining and Prioritizing Admission Criteria for Talented Students Office in Isfahan University of Medical Sciences Using Analytical Hierarchy Process Model. Iranian Journal of Medical Education. 2007;1(7):101-108.
1
McManus IC, Smithers E, Partridge Ph, Keeling A, Fleming P. A levels and intelligence as predictors of medical careers in UK doctors: 20 year prospective study. BMJ 2003; 327(7407):139-42.
2
Roudbari M, Dadgar F. Effective factors on the results of the basic sciences examinations at Zahedan University of Medical Sciences. The Journal of Qazvin University of Medical Sciences & Health Services. 2004; 30: 39-32.
3
Ferguson E, James D, Madeley L.
4
Factors associated with success in medical school: systematic review of the literature. BMJ 2002;324(7343):952-7.
5
Hajian K. The predictive validity of specific admission tests in success of medical students in the basic science comprehensive exam. The Journal of Qazvin Univ. of Med Sc. 2000;13:3-7.
6
Ahmed B, Ahmed LB, al-Jouhari MM.Factors determining the performance of medical students of the Faculty of Medicine, University of Kuwait.Med Educ 1988;22(6):506-8.
7
Kreiter CD, Kreiter YA validity generalization perspective on the ability of undergraduate GPA and the medical college admission test to predict important outcomes. Teach Learn Med. 2007; 19 (2):95-100.
8
Shahidi M, Ghasri S .Evaluation the educational progress of medical students in
9
various sharing in Kurdistan University of Medical Sciences. Scientific Journal of Kurdistan University of Medical Sciences. 1999; 13(4): 44-38.
10
Irfan A, Yusufi A, Mousavi SA, Rostami A. The predctive validity of specialized courses in the university entrance exam of medical students. Iranian Journal of Medical Education.1389,10(5)(special issue on educational development)
11
Panahandeh Z, Behboudi F. Predictive validity of the comprehensive basic science examination mean score for assessment of medical students’ performance . IJME. 2002; 2 (0) :44-44.
12
Mohammadi M, Ahmadi J. Predictive validity of the comprehensive basic science examination (CBSE) for success assessment of comprehensive preintership examination (CPIE) in medical students. IJME.2002; 2 (0) :40-40.
13
ORIGINAL_ARTICLE
Gender: An Emotional Intelligence Perspective
Dear Editor: The rising importance of emotional intelligence gives a clear idea of the significant differences between men and women, since men and women are emotionally intelligent in different ways. Understanding and appreciating such differences leads to the improvement of the existing relationships and to the establishment of new relationships in a satisfying manner. One of the principal reasons for the above-mentioned differences is attributed to the different kinds of brain functions of men compared with woman. As emotional intelligence is acquisitive and of social origin, parents and children, thus, expose their emotions in an expressive way to one another, either consciously or unconsciously in their interactions. Another explanation of this difference would be a distinction in educational level of boys compared with the education received by girls. A suitable education ensures a high level of emotional intelligence, which contributes to the success in all life areas. Emotional intelligence is described as the capability to recognize one’s own emotions and to perceive those of others, applying this knowledge to direct one’s decision making and action in a skillful and intelligent manner. The four cornerstones of emotional intelligence are the concepts of self-awareness, self-management, social awareness, and social skills. The model by Dulewicz and Higgs (1999) has seven components (self-awareness, emotional resilience, motivation, interpersonal sensitivity, influence, intuitiveness, and conscientiousness and integrity). In contrast to cognitive intelligence, which stays relatively stable throughout an individual’s lifetime, emotional intelligence can be improved as a result of learning and engaging in new skills (Posten, 2009). Both biological and social explanations have received support from a diverse range of empirical studies on emotion which show greater emotional abilities in women. Some studies have reported gender differences fundamentally in experiential aspects of emotional intelligence, such as perception and emotional facilitation. Other set of studies have found gender differences in strategic aspects of emotional intelligence, such as understanding and emotional managing. Studies of perception, cognition, memory and neural functions have found apparent gender differences. These differences may be attributed to various genetic, hormonal, and environmental factors and do not reflect any overall superior advantage to either sex. Dr. John Grey explained that men and women communicate, think, feel, react, answer, love and appreciate in a different manner. The deep knowledge about these differences helps to eliminate the frustrations from humane relationships. The self-awareness of men is defined by their ability to obtain the results. The self-awareness of women is defined by their feelings and the quality of her relations. A woman’s brain is predominantly structured to feel empathy, while a man’s brain predominantly seeks to understand and construct system. Maybe that`s why in the medical and educational area more women work than men, while in the engineering and transporting area, for instance, men are more involved than women. A woman has the ability to see all the details and a man to see the whole situation. Male brain separates language in the left and emotions in the right, while the female`s emotions are in both hemispheres. Women are better than men in human relations, in language, emotional and artistic expressiveness, aesthetic appreciation, verbal language and pre-planned tasks. Men are better in performing activities that require spatial skills or in the ability to mentally rotate the image in order to solve a problem. The improvement of the emotional intelligence should start in the childhood by education given by the adults to the children. The emotional knowledge should be used as a guide in the social world for the children and the teenagers. It is known that parents talk to their daughters rather than sons about emotions. And many adults make the mistake to tell a little boy, for instance, “don’t cry, you are not a girl.” What message will the little boy get? He will assume that it is not allowed for a boy/man to show his emotions. And he will grow up with this misconception, he will try hard to hide his emotions in the future and this will further aggravate his way in life. The emotional intelligence can be developed successfully during childhood through good education given by the adults to children, as well as during life through self-education, for both genders. Keeping a balance between emotions and judgments ensures unbiased judgments and avoid errors and prejudice.
https://fmej.mums.ac.ir/article_2600_8fc4be4213c1eb42b6410d5143f8497e.pdf
2014-06-01
46
46
10.22038/fmej.2014.2600
Emotional intelligence
Vaibhav
Birwatkar
1
YCMOU, India
LEAD_AUTHOR
1. Dulewicz, V., and Higgs, M. (1999). Can emotional intelligence be measured and developed? Leadership & Organization Development Journal, 20(5), 242-252.
1
2. Posten, B. R. (2009). The power of EQ: A local psychologist says emotional intelligence, not just intellectual ability, can make a big difference in a president's ultimate success. McClatchy - Tribune Business News. Retrieved March 4, 2010, from ProQuest Newspapers.
2
3. Nemati S., 2013. Survey of the Attitudes of Residents of Guilan University of Medical Sciences toward Medical Professionalism, and Their Professional Behaviours. Future of Medical Education Journal, 3(2), 18-23.
3