ORIGINAL_ARTICLE
The Effective Factors on the Postgraduate Students’ Interest and Participation in Performing Research Activities - Case Study: Kermanshah University of Medical Science
Background: Over the past decade, new dynamics have emerged in each of the key domains of higher education, research and innovation; therefore, considering effective factors on performing research activities is so necessary. The aim of the present study was to determine the factors influencing on postgraduate students’ interest and participation in research activities. Methods: This cross-sectional and descriptive–analytical study was performed in all postgraduate students of Kermanshah University of Medical Sciences (75 people). The researchers-made questionnaire has been used for identification the effective factors on performing research activities among the postgraduate students. In this study we used a Likert Scale based questionnaire (Very Low=1, Low=2, Average=3, High=4 and Very High=5). The Cronbach's alpha coefficient of 0.85 was obtained. Data analysis was done Kruskal-Wallis and Mann-Whitney U tests for variables for 2 or three groups, respectively. Also One-Sample T-test and Friedman test have been used for identification of effective factors and priority order of these factors. Results: The results show that the viewpoint of students in different schools, different age groups and between students with and without research experience has significant difference in relation to the role of effective factors on research activities (p<0.05). The efficiency level of these factors was related to: educational and research facilities, organization support (university), research and scientific experiences, other factors and finally the role of professors (p<0.05), respectively. Conclusions: Based on students' viewpoint, educational-research facilities and organizational support play an important role in conducting research activities. Therefore access to internet with appropriate speed, different databases, equipping the research labs for scientific research and providing the advanced laboratory devices, financial support of university research unit and encouraging the postgraduate students in different ways, can strengthen the participation of students in conducting research activities.
https://fmej.mums.ac.ir/article_4454_03cc694bc0972aa8b3a54664b3d85835.pdf
2015-06-01
3
9
10.22038/fmej.2015.4454
Research Activities
Participation
Postgraduate Students
Kermanshah University of Medical Sciences
Yahya
Safari
1
Faculty of Paramedical Sciences, Research Center for Environmental Determinants of Health (RCEDH), Kermanshah University of Medical Sciences, Kermanshah, IRAN
AUTHOR
Fatemeh
Navazeshkhah
2
Department of Environmental Health, Faculty of Health, Kermanshah University of Medical Sciences, Kermanshah, IRAN
AUTHOR
Mahtab
Azizi
3
Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, IRAN
AUTHOR
Mansour
Ziaei
4
Department of Occupational Health, Faculty of Health, Kermanshah University of Medical Sciences, Kermanshah, IRAN
AUTHOR
Kiomars
Sharafi
kio.sharafi@gmail.com
5
Department of Environmental Health, Faculty of Health, Kermanshah University of Medical Sciences, Kermanshah, IRAN
LEAD_AUTHOR
1. Behzad H, Davar Panah M. Evaluation affecting factors on research experience of graduate students at Mashhad Ferdowsi University. Journal of educational sciences and psychology 2008; 36: 227-50. [In Persian].
1
2. Park H, Leydesdorff L. Longitudinal trends in networks of university–industry–government relations in South Korea: The role of programmatic incentives. Research policy 2010; 39: 640-9.
2
3. Maki al-Agha B. Barriers and facilitators of research in Islamic Azad University in order to provide scientific solutions to promote research at the university. Journal of new idea in of educational sciences 2007; 3: 101-10. [In Persian].
3
4. Hosseinpour M. Inhibiting factors of research activity of member's faculty of humanities field. Journal of new findings in psychology 2011; 9: 79-95. [In Persian].
4
5. Entwistle N. Research-based university teaching. What is it and could there be an agreed basis for it? Psychol Educ Rev 2002; 26(2): 3-9.
5
6. Kamali MB. Participatory research: approaches, experiences and suggestions. Journal of rural and development 2006; 4: 217-47. [In Persian].
6
7. Hosienpor M. Pathology research of faculty of humanities felids. Journal of research in Islamic University 2012; 50: 46-64. [In Persian].
7
8. Kotrlik J, Bartlett J, Higgins C, Williams H. Factors associated with research productivity of Agricultural Education Faculty. Proceeding of the 28th Annual National Agricultural Education Research Conference, December, 2002, 195-206.
8
9. Sharafi K, Safari y, Ziaei m. Prioritizing factors affecting students' satisfaction with educational quality in Kermanshah University of Medical Sciences. Future of medical education journal 2014; 4(2): 9-14.
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10. Mehralizadeh S, Vakili A, Hosseini M. View of Semnan University of Medical Sciences faculty of research and student research. Journal of Yazd medical education of development and research center 2011; 1: 11-16. [In Persian].
10
11. Feaali S, Pezeshkirad GR, Chizari M. Affecting factors evaluation of student participation in research activities and knowledge production. Journal of research and planning in higher education 2008; 4: 94-107. [In Persian].
11
12. Murdoch-Eaton D, Drewery S, Elton S, Emmerson C, Marshall M, Smith JA, et al. What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects. Med Teach 2010; 32(3): e152-60.
12
13. Aggarwal S, Chadha, P, Kalia S, Richardson S, Winterbottom L, Shields L. Teaching research in pediatrics: A "hands on" experience for medical students. Focus on health professional education: A multidisciplinary journal 2009; 10(3): 70-7.
13
14. Ramezani AA, Faraji A, Aliabadi A, Noormohammadian A. The students’ view of Birjand University of Medical Sciences related to affecting factors on research in education. Iranian journal of education in medical sciences 2011; 11: 453-4. [In Persian].
14
15. Marsh HW, Rowe KJ, Martin A. PhD students’ evaluations of research supervision: Issues, complexities and challenges in a nationwide Australian experiment in Benchmarking Universities. J High Educ 2002; 73(3): 313-48.
15
16. Hafferin EA, Horsley AV. Promoting research based nursing: The nurse dominator’s role. J Nurs Adm 1982; 12: 34-41.
16
17. Youssefi M, Ghazvini K. Evaluation of educational and research status in microbiology department, Mashhad University of Medical Sciences. Future of medical education journal 2012; 2(4): 19-23.
17
18. Pirmuezzin N, Piravy H, Yadegari D. New horizons in medical education. Tehran: Beheshti University of Medical Sciences; 2001. [In Persian].
18
19. Kafashi M. Affecting factors on the attitudes of Azad Islamic of University to conduct research activities. Journal of new idea in of educational sciences 2008; 4: 87-111. [In Persian].
19
20. Majdzadeh SR, Nejat S, Gholami J, Ghorbani M, Nejat S, Shokouhi M, et al. Participation in the research of Tehran University of Medical Sciences. Journal of School of Public Health and Institute of Health Research 2007; 4: 11-20. [In Persian].
20
21. Corki M, Mahjoub H, Sheikh N. Affecting factors on reluctance to writing of scientific articles from the faculty perspective of Hamadan University of Medical Sciences. Journal of Medical Sciences 2007; 4: 59-63. [In Persian].
21
22. Kazemi Y, Aligholi R, Baniasadi N. Affecting psychological factors on faculty research activities. Journal of educational science and psychology, University of Sistan and Baluchestan 2008, 4: 67-78. [In Persian].
22
23. Mohammadi M, Fazlalahi S. Inhibiting affecting factors on academic-research activities Faculty member of Qom Islamic Azad University. Journal of information, communication and knowledge sciences 2010; 5: 54-64. [In Persian].
23
24. Javadian Y. The attitudes of medical students about the importance of research. Journal of Qazvin University of Medical Sciences 2001, 2: 64-8. [In Persian].
24
ORIGINAL_ARTICLE
Evaluating Educational Needs of Shiraz Pediatric Dentistry Department from Graduated Dentists’ Viewpoint, Shiraz Dental Faculty, 2009-2010
Background: The graduated dentists who are working for the community health services are considered to be better judges to comment on the educational needs in accordance with the society prerequisites. The aim of this study was to investigate the educational provisions of the department of pediatric dentistry from the viewpoints of the graduated dentists of Shiraz dental school. Methods: A total of 100 questionnaires, were distributed among 100 graduates composed of three sections. The main part assessed the quality of the proposed process (clinical, theoretical or none) that they had learnt in their study years. In the final part they were posed a key question to evaluated their ability to perform pediatric treatments in the current practice Results: A small percentage of them (%31.7) were able to perform pediatric treatments in their current practice despite the high score they have reported for their skills in routine dental procedure in their study years. There was no significant difference between acquired skill of students and their ability to perform pediatric treatments after graduation. Conclusions: Since performing pediatric treatment is somewhat obstinate, student tends to treat adult patients with more enthusiasm. Therefore, they gradually forget their skills in pediatric dentistry “Slippery slope of clinical competence”, it is named. Recommend the ministry of health and human resources to give exclusive bonus, such as increasing salary and better facilities to the dentists practicing pediatrics.
https://fmej.mums.ac.ir/article_4457_da4a94b86a475131081a72ba0412b87e.pdf
2015-06-01
10
13
10.22038/fmej.2015.4457
Dental Student
Educational needs
Pediatric Department
Faezeh
Ghaderi
1
Department of Pediatric Dentistry, School of Detistry, Shiraz University of Medical Sciences, Shiraz, IRAN
AUTHOR
Zahra
Karim
2
Student of Committee Research, Shiraz, IRAN
AUTHOR
Reza
Ghaderi
ghaderi@bums.ac.ir
3
Department of Dermatology, Birjand University of Medical Sciences, Birjand, IRAN
LEAD_AUTHOR
1. Brown G, Manogue M, Rohlin M. Assessing attitudes in dental education: is it worthwhile?
1
Br Dent J 2002; 193(12): 703-7.
2
2. Ericson D, Christersson C, Manogue M, Rohlin M. Clinical guidelines and self-assessment in dental education. Eur J Dent Educ 1997; 1(3): 123-8.
3
3. Kossioni AE. Is Europe prepared to meet the oral health needs of older people? Gerodontolog 2012; 29(2): e1230-40.
4
4. McHarg J, Kay EJ. Designing a dental curriculum for the twenty-first century. Br Dent J 2009; 207(10): 493-7.
5
5. Tan GM. A medical crisis management simulation activity for pediatric dental residents and assistants. J Dent Educ 2011; 75(6): 782-90.
6
6. Henzi D, Davis E, Jasinevicius R, Hendricson W. North American dental students' perspectives about their clinical education . J Dent Educ 2006; 70(4): 361-77.
7
7. Marsh HW, Dukin MJ. Students’ evaluations of university teaching: A multidimensional perspective. Handbook of theory and research in higher education. 3rd ed. New York: Agaton Press
8
8. Seale NS, Casamassimo PS. predoctoral education in pediatric dentistry: its impact on access to dental care. J Dent Educ 2003; 67(1): 23-9.
9
9. Henzi D, Jasinevicius R, Davis E, Hendricson WD. What are the strength and weaknesses of the dental school curriculum. Dent Educ 2007; 71(5): 632-48.
10
10. 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.
11
11. Borhan Majab K. Evaluation of clinical skill in Qazvin Faculty of Dentistry through the students and teacher's points of view. Journal of Qazvin University of Medical Sciences 2002; 6(2): 48-55. [In Persian].
12
12. Brondani MA. Teaching social responsibility through community service-learning in predoctoral dental education. J Dent Educ 2012; 76(5): 609-19.
13
13. Fulda KG, Johnson KL, Hahn K, Lykens K. Do unmet needs differ geographically for children with special health care needs. Display Settings: Matern Child Health J 2012: 1-73.
14
14.Movahhed T, Ajami B, Ghasemi H, Dehghani M, Naghizadeh B, Shakeri MT, et al.
15
The attitude toward community-based education among dental students at an Iranian dental school. Future of medical education journal 2013; 3(2): 24-8.
16
15. Saghravanian N, Saghafi Sh, Afzal Aghai M, Hoseini M, Aliabadi M. Investigating students’ opinions about oral and maxillofacial pathology course in Mashhad School of Dentistry (2009-2010). Future of medical education journal 2014; 4(2): 3-8.
17
16. Eldridge B. The slippery slope of professional education. Midwifery Today Int Midwife 2001; 60: 16-7.
18
ORIGINAL_ARTICLE
Improving Medical Student Knowledge of Serous Membrane Anatomy by Animal Dissection
Background: Understanding some part of the human body such as serous membrane, peritoneal cavity, lesser sac and proper mesentery is difficult for medical students. The objective of this study was to determine the effect of animal dissection on improving medical student knowledge and view related viscera and serous membrane anatomy. Methods: In YUMS in 2011, sixty eight medical students were randomized to the animal dissection and usual teaching (group I) vs usual teaching alone (Group II) in thoracic anatomy. In abdominal part the position changed for both groups and in pelvis anatomy all student access to the both usual teaching and animal dissection. Post intervention knowledge and attitude questionnaires were completed. Independent t-test was used to analysis the data. Results: The group I had significant increase and decreased knowledge in thoracic and abdominal anatomy, respectively (15.8±3.1 and 15.1±1.4) in compare with the group II (14.1±1.1 and 16.1±1.4) (P<0.01). The result of exam in pelvic anatomy for group I (17.7±1.2) comparing to the group II (17.4± 1.8) was not significant (P=0.43). The result of the questionnaire demonstrated, 82% of the students believed that these methods could cover enough of serous anatomy knowledge and 96% stated that they understood the anatomy of the serous membrane and viscera. Also, 90% perceived that this method can create better situation for communication and help to the other medical students. Conclusions: It seems that the dissection of animal is very important in the education of anatomy practical course and could improve medical student knowledge and attitudes.
https://fmej.mums.ac.ir/article_4458_3863d0a2dc1659466859012805ccd9e4.pdf
2015-06-01
14
17
10.22038/fmej.2015.4458
Anatomy
Animal
Attitude
Dissection
Education
Serous Membrane
Amrollah
Roozbehi
aroozbehi@yahoo.com
1
Department of Anatomy, Faculty of Medicine, Yasuj University of Medical Sciences, Yasuj, IRAN
AUTHOR
Hamdollah
Delaviz
hamdidelaviz@yahoo.com
2
Department of Anatomy, Faculty of Medicine, Yasuj University of Medical Sciences, Yasuj, IRAN
LEAD_AUTHOR
Parastou
Rad
parastou.rad@gmail.com
3
Department of Midwifery, Yasuj University of Medical Sciences, Yasuj, IRAN
AUTHOR
1. Granger NA. Dissection laboratory is vital to medical gross anatomy education. Anat Rec 2004; 281: 6-8.
1
2. Corton MM, McIntire DD, Wai CY, Ling FW, Wendel Jr GD. A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy. Am J Obstet Gynecol 2006; 195: 1438-43.
2
3. Gordinier ME, Granai CO, Jackson ND, Metheny WP. The effects of a course in cadaver dissection on resident knowledge of pelvic anatomy: an experimental study. Obstet Gynecol 1995; 85: 137-9.
3
4. Cahill D, Leonard R, Weiglein A, Ludinghausen M. Viewpoint: Unrecognized values of dissection considered. Surg Radiol Anat 2002; 24: 137-9.
4
5. Chung MS, Kim SY. Three-dimensional image and virtual dissection program of the brain made of Korean cadaver. Yonsei Med J 2000; 41(3): 299-303.
5
6. Dyer GSM, Thorndike MEL. Quidne mortui vivos docent? the evolving purpose
6
of human dissection in medical education. Acad Med 2000; 75: 969-79.
7
7. Gregory SR, Cole TR. The changing role of dissection in medical education.
8
JAMA 2002; 287: 1180-1.
9
8. Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. Anat Rec (New Anat) 2002; 269: 242-8.
10
9. Böckers A, Jerg-Bretzke L, Lamp C, Brinkmann A, Traue HC, Böckres TM. The gross anatomy course: an analysis of its importance. Anat Sci 2010; 3: 3-11.
11
10. Willan PLT, Humpherson JR. Concepts of variation and normality in morphology: important issues at risk of neglect in modern undergraduate medical courses. Clin Anat 1999; 12: 186-90.
12
11. Korf HW, Wicht H, Snipes RL, Timmermans JP, Paulsen F, Rune G, et al. The dissection course–necessary and indispensable for teaching anatomy to medical students. Ann Anat 2008; 190: 16-22.
13
12. Bajracharya S, Magar A. Embalming: An art of preserving human body. Kathmandu University Medical Journal 2006; 4(4): 554-7.
14
13. McLachlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ 2006; 40:243-53.
15
14. Bekele A, Reissig D, Löffler S, Hinz A. Experiences with dissection courses in human anatomy: A comparison between Germany and Ethiopia. Ann Anat 2011; 193: 163-7.
16
15. Jarahi L, Najafi M. Evaluation of teaching through lecture with new methods of student-centered teaching in medical students. Future of medical education journal 2013; 3(4): 6-9.
17
16. Assadi NS. The effects of educational planning on learning of occupational health students. Future of medical education journal 2014; 4(4): 32-5.
18
17. Aziz M, McKenzie J, Wilson J, Cowie R, Ayeni S, Dunn B. The human cadaver in the age of biomedical informatics. Anat Rec 2002; 269: 20-32.
19
18. Palmer P J. The courage to teach. 10th ed. San Francisco: Jossey-Bass; 1998.
20
19. Granger NA. Dissection laboratory is vital to medical gross anatomy education. The Anatomical Record (New Anat) 2004; 281B: 6-8.
21
20. Smith CF, Mathias HS. Medical students’ approaches to learning anatomy: students’ experiences and relations to the learning environment. Clin Anat 2010; 23:106-14.
22
21. Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy. A qualitative study. Med Educ 2005; 39: 318-325.
23
22. Talarico EF Jr. A human dissection training program at Indiana University School of Medicine-Northwest. Anat Sci Educ 2010; 3(2): 77-82.
24
23. Mutyala S, Cahill DR. Catching up. Clin Anat 1996; 9: 53-56.
25
ORIGINAL_ARTICLE
The Role of Health Care Apprentice Program on the Level of Medical Students’ Knowledge and Skills
Background: According to the important role of Health Care Apprentice Program on medical students’ performance, especially in relation with Social Accountability of Medical Education, it is attempted to assess efficacy of Health Care Apprentice Program on the level of medical students’ knowledge and skills in the context of Primary Health Care at Babol University of Medial Sciences Methods: In this interventional study, the level of medical students’ theoretical and practical knowledge was evaluated in the context of primary health care before and after Health Care Apprentice Program. The study population includes 80 medical students attending two consecutive semesters that were introduced to Department of Social Medicine. The data were collected via a questionnaire designed by the researcher including 38 questions in the following fields: health education, controlling communicable and indigenous diseases, vaccination, maternal and child health, health food, environmental sanitation, safe drinking water supply, and occupational health. Results: students’ mean score was 2.1 ± 2.4 and 26.7 ± 5.3 in pre-test and post-test, respectively (p>0.01). In post-test, the female students’ mean score was 27.5 ± 5.3, and the male students was 25.7 ± 5.2. Among male students, average rating of practical skills in sound level measurement and measuring chlorine in water was 86.3 & 81.3% which was higher than female students (64.3 & 75.7%). However, the female students’ skills in communication and health systems management were slightly higher than male students. Conclusions: The influence of Health Care Apprentice Program on increasing the level of medical students’ knowledge and skill in the context of primary health care was noteworthy. However, it appears that emphasis on increasing practical skills is essential due to future professional needs of medical graduates.
https://fmej.mums.ac.ir/article_4461_698b63b7751bb6b0ada9cce7d184a059.pdf
2015-06-01
18
21
10.22038/fmej.2015.4461
Medical education
Health Care Apprentice Program
Knowledge
skill
Primary Health Care
Abdoliman
Amouei
iamoue1966@gmail.com
1
Department of Environmental Health Engineering, Social Determinants of Health (SDH) Research Center, Babol University of Medical Sciences, Babol, IRAN
AUTHOR
Aram
Tirgar
aramtirgar@yahoo.com
2
Department of Social Medicine, Social Determinants of Health (SDH) Research Center, Babol University of Medical Sciences, Babol, IRAN
LEAD_AUTHOR
Mahmood
Haji Ahmadi
3
Department of Biostatistics and Epidemiology, Faculty of Medicine, Babol University of Medical Sciences, Babol, IRAN
AUTHOR
Reza
Ghadimi
4
Department of Social Medicine, Social Determinants of Health (SDH) Research Center, Babol University of Medical Sciences, Babol, IRAN
AUTHOR
Seyd Reza
Hosseini
5
Department of Social Medicine, Social Determinants of Health (SDH) Research Center, Babol University of Medical Sciences, Babol, IRAN
AUTHOR
Parvin
Sajadi
6
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, IRAN
AUTHOR
Atefeh
Nasr-o-Allah Tabar
7
Babol University of Medical Sciences, Babol, IRAN
AUTHOR
Mehran
Dadashpoor
8
Department of Social Medicine, School of Medicine, Babol University of Medical Sciences, Babol, IRAN
AUTHOR
1. Boelen C. Social accountability: Medical education’s boldest challenge. MEDICC Rev 2008; 10(4): 52.
1
2. Hennen B. Demonstrating social accountability in medical education. Can Med Assoc J 1997; 156(3): 365-7.
2
3. Woollard B.; Boelen C. Seeking impact of medical schools on health: Meeting the challenges of social accountability. Med Educ 2012: 46: 21-7.
3
4. Entezari A, Jalili Z. Community orientated medical education problems in Iran. Teb va Tazkieh 2010; 77: 52-64. [In Persian].
4
5. Khayati F, Saberi M. Primary Health Care (PHC) an ever strategy for health equity extension. The scientific journal of health management 2009; 12: 33-40. [In Persian].
5
6. Malekafzali H. Primary health care in Islamic Republic of Iran. Scientific journal of School of Public Health and Institute of Public Health Research 2014; 12(2): 1-11. [In Persian].
6
7. Sohrabi Z. Quality management methods in some medical universities in the world. Proceeding of 7th national seminar of medical education, 2005: 35.
7
8. Zahedi MI, Amirmaleki Tabrizi H. Medical education effectiveness from the viewpoints of medical students of Tehran University of Medical Sciences. Iranian journal of medical education 2008; 7(2): 289-98. [In Persian].
8
9. Ahmadipour H, Mozafari A. The Viewpoints of medical graduates toward their achievement to expected competencies, Kerman-2013. Future of medical education journal 2015; 5(1): 57-62.
9
10. Shahini N, Sanagoo A, Mahasti Jouybari L. Communication skills and professionalism: The self-assessment of Golestan University of Medical Sciences Students. Future of medical education journal 2012; 2(3): 3-6.
10
11. Ghadimi R, Hajiahmadi M, Tirgar A, Rashvand H, Amouei A, Sajadi P, et al . The evaluation of social medicine training programs from point of view of general practitioners. Steps of development in medical education 2013; 10(2): 39-46. [In Persian].
11
12. Khadivi R, Khosravi ShA. The viewpoints of interns and clerkship students about community medicine course. Iranian journal of medical education 2004; 4(2): 123-8.
12
13. Davati A, Aghaee M, Kamali M, Gitinavard F, Ramezani F, Andalibi N. Students view points on internship community medicine course in Tehran medical universities. Iranian journal of medical education 2011; 11(4): 347-55.
13
14. Rahmani R, Mehrvarz Sh. General physician curriculum reviewing with military medicine approach. Bimonthly journal of education strategies in medical sciences 2014; 7(2): 99-105. [In Persian].
14
15. Abbaszadeh N, Yourdkhani F. Study and comparison of life skill among high school boys and girls according to Williams and Bandy pattern in Garmsar. Quarterly journal of new approaches in educational administration 2009; 2(3): 1-18. [In Persian].
15
16. Jafari Z. Effect of gender on students learning in neurology lesson by lecture and team based learning (TBL). Journal of research in hearing, speech and language 2014; 2(1): 31-8. [In Persian].
16
17. Asadi F, Hosseini A, Moghaddasi H, Nasr Haydarabadi N. Primary health care information systems in health centers of Tehran, Iran. Health information management journal 2012; 9(1): 1-10. [In Persian].
17
ORIGINAL_ARTICLE
Evaluation of the Effect of Short Message Service on Teaching Key Points in Pediatrics
Background: Nowadays, due to the emergence of new and advanced technologies, methods of medical education have undergone several changes. Because students often spend many minutes per day using mobile phone and its features, and this is a great attraction for them. This study was an attempt to assess the capabilities of the mobile phone technology to be used for teaching the key points of pediatrics. Methods: this study is a survey research. The population of this study includes medical students in the 93-92 school year who were selected in three different course of pediatrics. Available samples were selected from extern students (n = 85) and interns of pediatrics department (n=37). In this study multiple-choice questions were designed according to selected topics of courses which were taught during the period of externship and internship. Every day for 30 days one question was send via short message service (SMS) to students of pediatrics department. Students read the question and sent back the correct answers by text message as soon as possible. At the end of the course, also a researcher-designed questionnaire was used to assess the students' attitudes toward the usefulness of this method. To assess the validity of the questionnaire, content validity was used and the reliability was assessed with Cronbach alpha coefficient of 0.80. Data were analyzed using SPSS16. Data analysis was performed in two levels of descriptive statistics (mean and standard deviation (SD)) and inferential statistics (One-Sample and independent t-test). Results: Mean (± SD) score of the questionnaire for extern students and interns were 4.44±0.56 and 4.45± 0.59 respectively, and given that these means were significantly higher than 3 (cut-off point), this shows a desirability of the project of sending short messages from the perspective of medical students of pediatrics department. The difference between the average scores of extern students and interns in level of α=0.5 was not statistically significant (p= 0.92, t=0.08). Conclusions: This study showed that the usage of short message service in the educational system has a positive effect on medical students learning, furthermore, students and interns believed that continuing this educational program has a good efficiency for their future career.
https://fmej.mums.ac.ir/article_4466_1083610c3e37cf1df9fcaa4ef4ecf912.pdf
2015-06-01
22
25
10.22038/fmej.2015.4466
Modern Education
Pediatric Interns
Short message service
Cell phone
Anush
Azarfar
1
Department of Pediatric Nephrology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Rahim
Vakili
2
Department of Pediatric Endocrinology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Yalda
Ravanshad
3
Education Development Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Mahdi
Rabiee
4
Mazandaran University, Mazandaran, IRAN
AUTHOR
Sakineh
Mohebi Amin
5
Hakim Sabzevari University, Sabzevar, IRAN
AUTHOR
Samaneh
Kouzegaran
kouzegarans@mums.ac.ir
6
Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
1. Feizi K, Rahmani M. Electronic learning in Iran, problems and solutions “with emphasis on higher education”. Journal of research and planning in higher education 2004; 10(3): 99-120. [In Persian].
1
2. Jerry B. The E-learning potential. [cited 2000]. Available from: http://www.kdgonline.com/webpages/whitepapercontent2.html.
2
3. Zare Bidaki M, Naderi F, Ayati M. Effects of mobile learning on paramedical students academic achievement and self-regulation. Future of medical education journal 2013; 3(3): 24-8.
3
4. Fakhraie H. Mobile training. [cited 2009]. Available from: http://www.m-learning.ir [In Persian].
4
5. Ayati M, Sarani H. The impact of teaching students through mobile phone on students’’ motivation and their attitudes towards English learning. Journal of technology education 2012; 3(2): 48-60. [In Persian].
5
6. Bottentuit Junior JB, Coutinho CP. The use of mobile technologies in higher education. University of Minho, Brage, Portugal; 2008.
6
7. Shahmohammadi M, Torabi MH. The role of mobile phone technology role in promoting educational system and its related services. Journal of educational psychology 2010; 6(19): 1-11. [In Persian].
7
8. Shohel M, Power T. Introducing mobile technology for enhancing teaching and learning in Bangladesh: Teacher perspectives. Open learning: The journal of open and distance learning 2010; 25(3): 201-15.
8
9. Hartnell-Young E, Heym N. How mobile phones help learning in secondary schools. Learning Sciences Research Institute University of Nottingham. 2008. Available from: http://www.lsri.nottingham.ac.uk/ehy/ LSRIfinalreport.pdf
9
10. McConatha D, Matt P, Michael JL. Mobile learning in the classroom: An Empirical Assessment of a New Educational Tool. The Turkish online journal of educational technology. TOJET v7 n3 article 2 Jul 2008; 7(3): 2.
10
11. Jen-hwang G, Hsun-fang CH. A formative assessment-based mobile learning approach to improving the learning attitudes and achievement of students. The journal of computer and education 2011; 56(10): 1023-31.
11
12. Kato K. Mobile learning in Japan. [cited 2007]. Available from: http://www.elearninggurld.com
12
13. Lu M. effectiveness of vocabulary learning via mobile phone. Journal of assisted learning 2008; 24: 515-25.
13
14. Kumar B. The international review of research in open distance learning, India, Open University. [cited 2007]. Available from: http://www.irrodl.org
14
15. Vavoula G. A study of mobile learning practices: Report of mobile learn project. [cited 2005]. Available from: http://www.mobilearn.org/download/results
15
16. Power T, Shrestha P. Mobile technologies for English language earning: An exploration in the context of Bangladesh. In iadis international conference: Mobile learning. Porto, Portugal; 2010.
16
ORIGINAL_ARTICLE
Studying Nursing Students’ Tension and Its Relationship to Perception of Nurse Educators’ Effectiveness in Clinical Setting – Tabriz University of Medical Sciences, 2010
Background: Nurse Educators have an important role in clinical learning that can reduce nursing students' stress. However, a few studies have been conducted on the relationship between nursing students’ tension and clinical educators 'role in such situations, in Iran. The aim of this study is to determine the relationship between nursing students’ stress and perception of nurse educator’s effectiveness in clinical settings in Tabriz University of Medical Sciences- 2010. Methods: This is a descriptive and correlational study. All of the 181 students who had to pass clinical subject in Tabriz Nursing & Midwifery faculty were selected. Data collection instruments were demographic questionnaire; scale subset nursing clinical experience, and The Nurse Educator Effectiveness Questionnaire scale. Then, they were measured by Likert scale. Results: Results showed that the mean of students' stress and nurse educators’ effectiveness were (M=57.09±16.97) and (M=71.62±11.56), respectively. There was negative significant correlation between them in clinical setting. Conclusions: The results of the study presented that the students’ tension decreases when their perception of nurse educators’ effectiveness increase It is suggested that all nursing faculties provide an applicable educational plan in order to resolve all problems and educational difficulties in clinical settings, specially they should identify and provide solutions for stress makers in clinical settings.
https://fmej.mums.ac.ir/article_4467_c4d5073bf8d37984c773d0e66c91449a.pdf
2015-06-01
26
32
10.22038/fmej.2015.4467
stress
Nursing Student
Clinical Setting
Nurse Educator
Kobra
Parvan
1
Tabriz University of Medical Sciences, Tabriz, IRAN
AUTHOR
Hossein
Ebrahimi
2
Tabriz University of Medical Sciences, Tabriz, IRAN
AUTHOR
Morteza
Ghoja Zadeh
3
Tabriz University of Medical Sciences, Tabriz, IRAN
AUTHOR
Azar
Hoseinpour
azar.hoseinpour@gmail.com
4
Hamadan University of Medical Sciences, Nahavand, Hamadan, IRAN
LEAD_AUTHOR
1. Kang Y.S, Choi S.Y, Ryn E. (2009). The effectiveness of a steress coping program based on mindfulness meditation on the stress, anxiety and deperinced by nursing students in korea,.Nurse Educatoin today, 29, 538-543.
1
2. Oahan N.E, Bulut H, Demir S.G, Yuceer S. (2010). Nursing students, opinions regarding the clinical practice guide. Procedia social and behavioral sciences, 2, 2162-2165.
2
3. Perri J. Bomar. (2004). promoting Health in families. Professor Associate Dean, Research and community partnerships school of nursing university of North Carolina at Wilmington. An Imprint of Elsevier.
3
4. Kushan M,VagheeS. (1383). mental health nursing, psychiatric nursing respect to the topics set for the course, Tehran, lofty thoughts.
4
5. Abazari F, AbaszadehA, Arab M. (2004). (Investigate level and sourse of stress in nursing student).Kerman Uni Med Sc J, 3(9), 23-31. (Persian)
5
6. Newsome S. (2010). Effect of mindfulness course on helping professionals in training: Examining levels of perceived stress, mind fullness, and self-compassion. Unpublished Degree of Doctor of Philosophys´thesis, University of new Mexico state, loscruces,new Mexico.
6
7. Jafarzadeh Esfehani R, Jalal Yazdi M, Kamranian H, Jafarzadeh Esfehani A, Rezaei Kalat A, Mahmudi A. (2012). Effect of Early Clinical Exposure on Learning Motivation of Medical Students. Mashhad, Future of Medical Education Journal, Article 2, Volume 2, Issue 2, Page 3-7.
7
8. Jafarzadeh Esfehani R, Rezaei Kalat A, Jafarzadeh Esfahan A, Jalal Yazdi M, Kamranian H. (2014). Assessing Medical Students’ Depressive symptoms by Use of University student depression inventory (USDI) in Sabzevar, Iran. Future of Medical Education Journal, Article 4, Volume 4, Issue 2, Page 11-15.
8
9. Carlson, H.M. (2010). Role transition courses in nursing education: Novice nurse perceptions. Unpublished Degree of Master s´ thesis, University of NorthernKentucky.
9
10. Myers S, Reidy P, French B, Hale J, Chisholm M, Griffin M.( 2010). Safety concerns of Hospital- Based New-to-Practice Registered Nurses and their Preceptors. The Journal of Continuing Education in Nursing, 41(4), 163-171.
10
11. CookL.J. (2005). Inviting teaching behaviors of clinical faculty and nursing student, anxiety. Journal of nursing Education, 44, 156-162
11
12. Clawson, R.D. (2009). The relationship between pre licensure bacca laureate nursing student's stress and their perceptions of clinical nurse educator caring. Unpublished Degree of Doctor of Philosophy’s´ thesis, University of Louisiana Health Sciences Center School of nursing, New Orleans, Louisiana.
12
13. Mckenna L. (2009). Sally Wellard. Mothering: an unacknowledged aspect of under graduate clinical teachers’ work in nursing. Adv in Health SciEduc, 14, 275-285.
13
14. Chan Ch, Mha W, Fong D. (2009). Hong Kong Bacca Laureate Nursing student's stress and their coping strategies in clinical practice.Journal of professional Nursing, 25(5), 307-313.
14
15. Emerson, Roberta J. (2007). Nursing education in the clinical.St.Louis: Mosby elsevier. Xll, 384P.Ills.
15
16. Shahini N, Sanagoo A, Jouybari L. (2012) Communication Skills and Professionalism: The Self-Assessment of Golestan University of Medical Sciences' Students. Future of Medical Education Journal, Vol. 2 Issue 3, p3.
16
17. Tracey S. (1996) .The relationship between student nurses, stress levels and the perceived effectiveness of nurse educators in the clinical setting. Unpublished masters´ thesis, University of Nursing health nursing buffalo, Canada.
17
18. Melo K, Williams B, Ross C. (2010). The impact of nursing curicale on clinical practice anxiety.Nurse Educatoin today, 30, 1-6.
18
19. SheuSh, Lin H.Sh, Li Hwang Sh. (2002). Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: The effect of coping behaviors. International journal of Nursing Studies, 39,165-175.
19
20. ElcigilA, yildirm H. (2007). Determining problems Experienced by student nurses in their work with clinical educators in Turkey. Nurse Education Today. 27, 491-498.
20
21. Timmins F, kaliszer M. (2002). Aspects of nurse education programmes that frequently
21
Cause stress to nursing students - fact- finding sample surrey. Nurse Educatoin today, 22, 203-211.
22
22. Hilbun A.E. (1992). Coping resources for stress and assertiveness training, previous nursing experience, race and gender among traditional and nontraditional associate degree nursing student. Unpublished Degree of Doctor of Philosophys´thesis, university of Southern Mississippi.
23
23. Yucha C.B, Kowalski S, Cross Ch. (2009). Student stress and academic performance home hospital program. Journal of Nursing Education, 48(11), 631-638.
24
ORIGINAL_ARTICLE
Effect of Integrated Management of Childhood Illness Training on Medical Student’s Knowledge and Clinical Skills
Background:Child health improvement is one of the most important indexes in health programs among all countries. One of the eight millennium development goals for 2015 is reduction of child mortality. Based on WHO recommendation Integrated Management of Childhood Illness (IMCI) is one of the most effective strategies to reduce under five mortality rates. In this study, we tried to compare knowledge and clinical skills about most common childhood illnesses among medical students after IMCI training with control group. Methods: We performed a control trial on two medical intern student groups who were training in pediatric department. Our study was done in Zahedan University of Medical sciences in 2014.We evaluated 18 students in first group (control) and 19 students in second group (intervention). Control group was trained based on routine program education and intervention group educated both routine program and IMCI guideline. Results: We observed significant differences in knowledge score between control and intervention group (P<0.001). Also skill score about management of danger signs in intervention group was significantly higher than control group (P<0.001). Conclusions:IMCI training can be a logical way to improve education quality in pediatric department. Medical students can improve their knowledge and skills effectively through this training.
https://fmej.mums.ac.ir/article_4480_20ab377a7469877c2b04451f1015fd94.pdf
2015-06-01
33
37
10.22038/fmej.2015.4480
Childhood Illness
Knowledge
Clinical Skill
Medical student
Narjes
Sargolzaie
n_sargol@yahoo.com
1
Department of Community Medicine, Medical School, Zahedan University of Medical Sciences, Zahedan, IRAN
LEAD_AUTHOR
Manijheh
Khalili
dr_khalili2000@yahoo.com
2
Department of Pediatric, Medical School, Zahedan University of Medical Sciences, Zahedan, IRAN
AUTHOR
Mojhgan
Jahantigh
jahanmed@gmail.com
3
Department of Nursing, Nursing and Midwifery School, Zahedan University of Medical Sciences, Zahedan, IRAN
AUTHOR
Fatemeh
Kiani
fkiani2011@yahoo.com
4
Department of Nursing, Nursing and Midwifery School, Zahedan University of Medical Sciences, Zahedan, IRAN
AUTHOR
Atefeh
Naderi
atf_nad@yahoo.com
5
Clinical Skill Laboratory, Zahedan University of Medical Sciences, Zahedan, IRAN
AUTHOR
1. World Health Organization. Integrated management of childhood illness: Caring for newborns and children in the community. Geneva: World Health Organization; 2011.
1
2. World Health Organization. Department of Child and Adolescent Health and Development. WHO recommendations on the management of diarrhoea and pneumonia in HIV-infected infants and children: integrated management of childhood illness (IMCI). Geneva: World Health Organization; 2010.
2
3. World Health Organization. Regional Office for Europe. Survey report to identify barriers impeding the implementation of the strategy on integrated management of childhood illness in the Republic of Tajikistan: Dushanbe, 2009. Copenhagen: WHO Regional Office for Europe; 2010.
3
4. World Health Organization, Rowe AK, Rowe RD, Holloway K, Ivanovska V, Muhe L, et al. Does shortening the training on integrated management of childhood illness guidelines reduce effectiveness?: results of a systematic review: Final report. Geneva: World Health Organization; 2008.
4
5. Jolaei H, Alizadeh M, Falahzadeh M. Evaluation of family physisian's clinical skills based on objective structured clinical examination in Fars province. Strides in development of medical education 2000; 2(7): 92-8. [In Persian].
5
6. Kebriaei A, Roodbari M. Quality gap in educational services at Zahedan University of Medical Sciences: Students viewpoints about current and optimal condition. Iranian journal of medical education 2005; 5(1): 53-61. [In Persian].
6
7. Yazdi Feyzabadi V, Komsari S, Nakhaee N, Amiresmaili M, Mohammadtaghizadeh S. Analyzing the quality gap of clinical educational services in hospitals affiliated with Kerman University of Medical Sciences using SERVQUAL method. Future of medical education journal 2014; 4(3): 13-17.
7
8. Ahmadipour H, Mozafari A. The viewpoints of medical graduates toward their achievement to expected competencies, Kerman, 2013. Future of medical education journal 2015; 5(1): 58-62.
8
9. Aghamolaei T, Zare S, Abedini S. Students view about quality gap in educational services at Hormozgan University of Medical Sciences. Strides in development of medical education 2006; 3(2): 78-85. [In Persian].
9
10. Shirazi M, Zeynalou A, Alaedini F. Training needs based on general practitioners view in Tehran University of Medical Sciences. Iranian journal of medical education 2002; 3(7): 78. [In Persian].
10
11. Karimi M, Mirzaei H, Zoheh R. Raining need assessment for general practitioners in Yazd province. The journal of medical education and development 2011; 6(1): 39-46. [In Persian].
11
12. Armstrong Schellenberg J, Bryce J, de Savigny D, Lambrechts T, Mbuya C, Mgalula L, et al. The effect of integrated management of childhood illness on observed quality of care of under-fives in rural Tanzania. Health Policy Plan 2004; 19(1): 1-10.
12
13. Armstrong Schellenberg JR, Adam T, Mshinda H, Masanja H, Kabadi G, Mukasa O, et al. Effectiveness and cost of facility-based Integrated Management of Childhood Illness (IMCI) in Tanzania. Lancet 2004; 364(9445): 1583-94.
13
14. El Afreen S, Blum LS, Hoque DM, Chowdhury EK, Khan R, Black RE, et al. Integrated Management of Childhood Illness (IMCI) in Bangladesh: Early findings from a cluster-randomised study. Lancet 2004; 364(9445): 1595-602.
14
15. Amaral J, Gouws E, Bryce J, Leite AJ, Cunha AL, Victora CG. Effect of Integrated Management of Childhood Illness (IMCI) on health worker performance in Northeast-Brazil. Cad Saude Publica 2004; 20(Suppl 2): S209-19.
15
16. Chopra M, Patel S, Cloete K, Sanders D, Peterson S. Effect of an IMCI intervention on quality of care across four districts in Cape Town, South Africa. Arch Dis Child 2005; 90(4): 397-401.
16
ORIGINAL_ARTICLE
Evaluation of E-learning System to the Performance of Family Medicine MPH (Master of Public Health) Students
Background:Electronically -Learning has created a new horizon in the world of education. The purpose of this is improving the quality of education and conserving (saving) time for teachers and students; this training can facilitate and strengthen the process of review. Since Mashhad University of Medical Sciences trains the applicants for family medicine as MPH virtually, we decided to study the efficiency of this method of trained students in this study. Methods: This is a cross-sectional study on primary and secondary students of MPH family medicine in Mashhad University of Medical Sciences in 2013. The questionnaire contains personal information and factors related to the structure and content of education, training method and references page design, was set up. Then, validity of questioner using content validity method and its reliability using test to test were calculated. After collecting all the questionnaires, statistical analysis was performed by using SPSS-16 software. Results: A total of 53 students were enrolled MPH family medicine. 68% (36 people) of students had a record of participation in virtual learning courses. 45% (25 people) considered taking courses virtually has influenced choosing this major. 89% (47 people) out of all certifies the course content provides their expectations. Besides, 77.5% (41 people) confirms the course material covers the expected goals. 74.0% (39 people) considered the course structure desirable and 57% (31 people) wanted to have similar virtual educational materials. Conclusions: There wasn’t any meaningful difference effect of virtual presentation between male and female students in their chosen field (p = 0/58). There wasn’t any meaningful relationship between having the ICDL skills and choosing this major (p = 0.09, r = 0.07).
https://fmej.mums.ac.ir/article_4483_9263fc3a5815e3aebeca0c3dc5ee9958.pdf
2015-06-01
38
41
10.22038/fmej.2015.4483
Electronically-learning
Family Medicine
Students
Farshid
Abedi
abedif@mums.ac.ir
1
Birjand Hepatitis Research Center, School of Medicine, Birjand University of Medical Sciences, Birjand, IRAN ; Family Medicine Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Shahrzad
M.Lari
2
Lung Disease Research Center, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Reza
Afshari
afsharir@mums.ac.ir
3
Addiction Research Center, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Shahrbanou
Nouri Tarazkhaki
4
Family Medicine Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Maryam
Nemati Karimoi
5
Addiction Research Center, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Mahdi
Talebi
talebimh@mums.ac.ir
6
Family Medicine Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
1. Feng JY, Chang YT, Chang HY, Erdley WS, Lin CH, Ju Y. Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews Evid Based Nurs 2013; 10(3): 174-83.
1
2. Fathnejad F, Mokhtari A. Cyber education: View of third scientific revolution. Tadbir 2007; 18: 49-53. [In Persian].
2
3. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Acad Med 2006; 81(3): 207-12.
3
4. Alami MH. Considering knowledge and method in education (cognitive models and structure in designing education). Development of technological education 2001; 2: 13-16. [In Persian].
4
5. Sensiper S. Making the case online Harvard Business School multimedia. Information communication society 2008; 3(4): 616-21.
5
6. Khan BH. People, process and product continuum in e-learning: The e-learning P3 model. Educ Technol 2004; 44: 33-40.
6
7. Beiter N. Synthesis of technology and teaching in class. Adaran M. (translator). Development of educational technology 2006; 1780: 17-22. [In Persian].
7
8. Stacey E. Success factor for blended learning. Auckland University of Technology, Faculty of Education, 2008.
8
9. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Acad Med 2006; 81: 207-12.
9
10. Teo T, Noyes J. Development and validation of a computer attitude measure for young students (CAMYS). Comput Hum Behav 2008; 24(6): 2659-67.
10
11. Sedghpoor S, Mirzaee S. Attitude challenges in faculty members about e-learning. Journal of technology of education 2008; 3(1): 77-87. [In Persian].
11
12. Teo TK. Assessing the computer attitudes of students: An Asian perspective. Comput Hum Behav 2008; 24(4): 1634-42.
12
13. Zare Bidaki M. E-learning development in academic classrooms: Resistance and willingness. Future of medical education journal 2013; 3(4): 39-40.
13
14. Nematy M, Talebi M, Abedi F, Mardani A. Family medicine specialty: A necessity in today's Iranian society. Journal of Mashhad Medical Council 2014; 18(2): 79-83. [In Persian].
14
15. Zolfaghari M, Negarandeh R, Ahmadi F. Efficiency of blending learning system on education of nursing and midwifery students of Tehran University of Medical Sciences. Iranian magazine of education in medical sciences 2010; 10: 398-409. [In Persian].
15
16. Clarebout G, Elen J, Horz H, Schnotz W. Learner control and support devices in an electronic learning environment. Proceeding of the 17th International Conference on Computers in Education [CDROM]. 2009; Hong Kong: Asia-Pacific Society for Computers in Education.
16
17. Asghari M, Kazemi A, Alizadeh M, Heidarzadeh S, Asghari F, Safari H, et al. The challenges of E-learning faces in medical sciences education from the viewpoints of the academic staff. Future of medical education journal 2012; 2(2): 8-12.
17
18. Atashak M. Theoretical and practical principles of e-learning. Quarterly journal of research and programming in higher education 2007; 13(1): 135-56. [In Persian].
18
19. Sun PC, Tsai R, Finger G, Chen YY, Yeh D. What drives a successful E-learning? An empirical investigation of the critical factors influencing learner satisfaction. Comput Educ 2008; 50: 1183-1202.
19
20. Yaghoubi J, Malek Mohammadi I, Iravani H, Attaran M. Desired characteristics of faculty members
20
and students in E-learning in higher education of Iran: Virtual students’ viewpoint]. Quarterly journal of research and programming in higher education 2008; 47: 159-73. [In Persian].
21
21. Liaw S, Huang H. An investigation of user attitudes toward search engines as an information retrieval tool. Comput Hum Behav 2003; 19(6): 751-65.
22
22. Karami M, Ahanchian M, Kooshk Mahdi S. Barriers to use electronic courses of continuing medical education: A survey in Mashhad University of Medical Sciences. Iranian journal of medical education 2012: 12(5): 377-86. [In Persian].
23
23. Thiele JE. Learning patterns of online students. J Nurs Educ 2003; 42(8): 364-6.
24