ORIGINAL_ARTICLE
Research Trend, Career Preferences and its Effective Factors among Undergraduate Medical Students in Jinnah Sind Medical University, Pakistan
Background: Research at undergraduate and graduate level is important in deciding career fields and future profession. The undergraduate studies are greatly enriched by doing research work. This study assess research trends among medical students by evaluating their research career choices, factors influencing their research career preferences and future plans at Jinnah Sind Medical University (JSMU) in Pakistan . Methods: This study was based on cross-sectional survey in which 256 students were enrolled from 1st to 5th year of medical education. Results: The study showed that there was a drastic change in approach to research from higher to lower grades as junior medical students were more interested in research work compared to seniors. It was found that most of the students planned to do both research and clinical practices and least number of students were interested only in biomedical and clinical research as a career choice. Surgery was ranked as the first choice by the students for research followed by internal medicine and gynecology. Conclusions: According to this study, Student’s career decision was mainly influenced by the desire of their family. There should be an official research division in every medical college and university to encourage students towards research. It can be concluded that there is yet less inclination of medical students towards research so there is need to facilitate students towards research in medical sciences by mentorship and developing better research infrastructure in medical universities.
https://fmej.mums.ac.ir/article_4946_45ec472edeb7205d0472e6bdde71fbc8.pdf
2015-09-01
3
7
10.22038/fmej.2015.4946
Research
medical students
Career Choices
Specialty Preferences
Clinical Research
Mariam
Asif
1
Dow University of Health and Sciences, Karachi, Pakistan
AUTHOR
Syed Mohsin Raza
Bukhari
2
Department of Biochemistry and Molecular Biology, University of Gujrat, Gujrat, Pakistan
AUTHOR
Aftab
Ahmad
aftabac@yahoo.com
3
School of Biological Sciences, University of the Punjab, New Campus Lahore, Pakistan
LEAD_AUTHOR
1. Lippard VW. The role of research in the medical curriculum. Acad Med 1958; 33(3): 201-6.
1
2. Russell SH, Hancock MP, McCullough J. Benefits of undergraduate research experiences. Science (Washington) 2007; 316(5824): 548-9.
2
3. Tan S-B, Koh GC, Ding Y-W, Malhotra R, Ha TC, Pietrobon R, et al. Inclination towards a research career among first year medical students: an international study. South-East Asian J Med Educ 2011; 5(2): 49.
3
4. Evered DC, Anderson J, Griggs P, Wakeford R. The correlates of research success. British Med J 1987; 295(6592): 241.
4
5. Kassebaum DG, Szenas PL, Ruffin AL, Masters DR. The research career interests of graduating medical students. Acad Med 1995; 70(9): 847-52.
5
6. Paiva R, Donnelly C, Haley HB, Huynh H. Factors related to medical students' research activities. Acad Med 1975; 50(4): 339-45.
6
7. Levine DM, Barsky A, Fox RC, Freidin RB, Williams SR, Wysong JA. Trends in medical education research: Past, present, and future. Acad Med 1974; 49(2): 129-36.
7
8. Kolèiæ I, Polašek O, Mihalj H, Gombaè E, Kraljeviæ V, Kraljeviæ I, et al. Research involvement, specialty choice, and emigration preferences of final year medical students in Croatia. Croat Med J 2005; 46(1): 88-95.
8
9. Carline JD, Cullen TJ, Dohner CW, Schwarz MR, Zinser EA. Career preferences of first-and second-year medical students: The WAMI experience. Acad Med 1980; 55(8): 682-91.
9
10. Huda N, Yousuf S. Career preference of final year medical students of Ziauddin Medical University. Educ Health (Abingdon) 2006; 19(3): 345-53.
10
11. Mehmood SI, Kumar A, Al-Binali A, Borleffs JC. Specialty preferences: Trends and perceptions among Saudi undergraduate medical students. Med Teach 2012; 34(s1): S51-S60.
11
12. Godin B. The rise of innovation surveys: Measuring a fuzzy concept. Canadian Science and Innovation Indicators Consortium, Project on the History and Sociology of S&T Statistics, Paper; 2002(16).
12
13. Zier K, Stagnaro-Green A. A multifaceted program to encourage medical students' research. Acad Med 2001; 76(7): 743-7.
13
14. McPherson JR, Mitchell MM. Experience with providing research opportunities for medical students. Acad Med 1984; 59(11): 865-8.
14
15. Mumtaz Y, Habib F, Jahangeer A. Evaluation of undergraduate curriculum and future career choices of medical students at Dow University of Health Sciences, Karachi. Biomedica 2008; 24(2): 134-8.
15
ORIGINAL_ARTICLE
Medical Undergraduate Perception on the Knowledge of Autism Spectrum Disorder (ASD): Survey Based Study at Different Levels of Curriculum
Background: Sufficient and thorough knowledge in early recognition of symptoms and proper management of ASD is of utmost importance to medical graduates in the initial years of their learning in medical school. Their knowledge regarding ASD will be helpful when they become health care professionals as it will be easy for proper management of ASD. Our aim is to evaluate and analyze medical undergraduate student Method: Total of 221 undergraduate medical students studying in Preclinical, para clinical and early clinical phase of MMMC, participated in this questionnaire based survey study. Close ended questionnaire which was validated and proved to be reliable was given to students to assess their level of knowledge about ASD. Results of data were analyzed using SPSS software Results: Total mean score for the preclinical students was 5.91±2.90, for para-clinical it was 7.30±3.00 and that for clinical year students (students in 3rd year of medical school) it was 9.42±2.20 out of 14. The knowledge about ASD among the students significantly increased alongside their curricular levels (p<0.05). Conclusions: Overall knowledge of medical undergraduate students about the ASD at their preliminary curricular stages is inadequate. But, there was a significant improvement as their curriculum progresses which reflect the academic up gradation among the medical students and their positive attitude towards ASD.
https://fmej.mums.ac.ir/article_4947_5d0ae0e4aa41203b7d9b808f2befa047.pdf
2015-09-01
8
11
10.22038/fmej.2015.4947
Autism spectrum disorder
Student Perception
Knowledge
Naveen
Kumar
naveentonse@gmail.com
1
Department of Anatomy, Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
AUTHOR
Ashwini
Aithal P
ashwini.anat@gmail.com
2
Department of Anatomy, Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
LEAD_AUTHOR
Mohamad Nur Faiz bin Mohd
Nazri
3
MBBS students of Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
AUTHOR
Muhammad Syafiq bin
Habibullah
4
MBBS students of Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
AUTHOR
Nadia Nurulain binti
Abd Karim
5
MBBS students of Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
AUTHOR
Amirah Husna binti
Norani
6
MBBS students of Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
AUTHOR
Nur Nazatul Amira binti
Noorha Wasma Putra
7
MBBS students of Melaka Manipal Medical College (Manipal campus), Manipal University, Karnataka, India
AUTHOR
1. Rhoades RA, Scarpa A, Salley B. The importance of physician knowledge of autism spectrum disorder: results of a parent survey. BMC Pediatrics. 2007; 7:37.
1
2. De Giacorno A, Fombonne E. Parental recognition of developmental abnormalities in autism. European Child & Adolescent Psychiatry. 1998; 7:131-136.
2
3. Warner E. Dowson G. Validation of the phenomenon of autistic regression using home video tapes. Archives of General Psychiatry. 2005:62:889-895.
3
4. Ospina MB, Krebs Seida J, Clark B, Karkhaneh M, Hartling L, et al. Behavioral and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS One.2008; 3(11): e3755.
4
5. Sigman, Marian, Lisa Caps. Children with Autism: A Developmental Perspective. The Developing Child. Cambridge: Harvard UP, 1997. ISBN 0-674-05313-3.
5
6. Njengal F: Perspectives of intellectual disability in Africa; epidemiology and policy services for children and adults. Current Opinion in Psychiatry. 2009, 22(5):457-461.
6
7. Bakare MO, Ebigbo PO, Agomoh AO, Menkiti NC: Knowledge about childhood autism among health workers (KCAHW) questionnaire: description, reliability and internal consistency. Clinical Practice and Epidemiology in Mental Health. 2008; 4:17.
7
8. Zwaigerbaum L, Bryson S, Lord C, Rogers S, Carter A, Carver L et al., Clinical assessment and management of toddlers with suspected autism spectrum disorder: Insights from studies of high – risk infants. Pediatrics. 2009; 123(5):1383-1391.
8
9. Monday N Igwe, Muideen O Bakare , Ahamefule O Agomoh , Gabriel M Onyeama and Kevin O Okonkwo. Factors Influencing Knowledge About Childhood Autism Among Final Year Undergraduate Medical, Nursing And Psychology Students Of University Of Nigeria , Enugu State , Nigeria. Italian Journal of Pediatrics. 2010; 36:44.
9
10. Bakare MO, Ebigbo PO, Agomoh AO, Eaton J, Onyeama GM, Okonkwo KO, Onwukwe JU, Igwe MN, Orovwigho AO, Aguocha CM: Knowledge about childhood autism and opinion among healthcare workers on availability of facilities and law caring for the needs and rights of children with childhood autism and other developmental disorders in Nigeria. BMC pediatrics. 2009; 9:12.
10
11. Muideen Owolabi Bakare . Etiological Explanation, Treatability and Preventability of Childhood Autism: A Survey of Nigerian Healthcare Workers' Opinion. Annals of General Psychiatry. 2009, 8:6. doi:10.1186/1744-859X-8-6
11
ORIGINAL_ARTICLE
The Goal-Oriented Evaluation of Medical Students during Internship Based on Performance Rating Tables
Background: development in students' training management that emphasizes on using objective methods and more faculties' engagement in students evaluation, were motivation for application tools such as flowchart, checklists and rating scales. This study examined the effectiveness of Performance Rating Tables (PRTs) in evaluation of medical interns in Mashhad, Iran. Methods: Internship Performance Rating Scales were developed based on the curriculum objectives of community medicine internship and implemented within 12 months (2012-2013). At the end of each month student performance assessed based on scores of their PRTs and portfolios. Students filled out a questionnaire about how much PRTs can become familiar with their tasks, changing their knowledge, attitudes, skills and competency in scale score 0-20. Field performance, Engagement, interest and creativity of students were assessed in Likert scale. Results: The mean score of Interns' performance evaluation were 6/7±0/9 from totally 8. In students opinion the mean score of the effectiveness of PRTs was 18±1/8 and their competency was 17/4±0/9. Females compared with male got higher score to the effectiveness of the PRTs and own competency, (P =0/005, 0/04). There were significant correlation between PRTs and students' performance in view of health center supervisors and Interns' self-evaluation scores (P <0/05). Conclusions: This study showed that PRTs are effective tools for the field training management and targeted evaluation of medical interns in the department of community medicine.
https://fmej.mums.ac.ir/article_4950_7e6a2c7a2868c3cd43151484a254e115.pdf
2015-09-01
12
15
10.22038/fmej.2015.4950
Evaluation
Medical Intern
Checklist
Performance Rating Table
Engagement
Lida
Jarahi
jarahil@mums.ac.ir
1
Addiction Research Center, Mashhad University of Medical Sciences, Faculty of Medicine, Mashhad, IRAN
AUTHOR
Seyed Mojtaba
Mousavi Bazaz
mousavim@mums.ac.ir
2
Department of Community Medicine, Mashhad University of Medical Sciences, Faculty of Medicine, Mashhad, IRAN
LEAD_AUTHOR
Majid Reza
Erfanian
3
Department of Community Medicine, Mashhad University of Medical Sciences, Faculty of Medicine, Mashhad, IRAN
AUTHOR
Mohammad
Khajedalouee
4
Department of Community Medicine, Mashhad University of Medical Sciences, Faculty of Medicine, Mashhad, IRAN
AUTHOR
1. Hoseini B, Jafarnejad F, Mazlom S, Foroghipour M, Karimi Mouneghi H. Midwifery students' satisfaction with logbook as a clinical assessment means in Mashhad University of Medical Sciences, 2010. Iranian journal of medical education 2012; (8): 933-41. [In Persian].
1
2. Khosravi S, Pazargadi M, Ashktorab T. Nursing students' viewpoints on challenges of student assessment in clinical settings: A qualitative study. Iranian journal of medical education 2012; 11(7): 735-49.
2
3. Sanatkhani M, Molla Z, Akbari M. Evaluation of the students’ perception about clinical education and examination in Mashhad School of Dentistry (Iran) in 2009. Journal of Mashhad Dental School 2012; 36: 211-22.
3
4. Shahbazi L, Salimi T. Clinical education from the viewpoints of nursing and midwifery students. Journal of Yazd University of Medical Sciences 2001; 8(2): 97-103. [In Persian].
4
5. Jarahi; Mousavi Bazaz S.M; Erfanian M.R; Shoja Ghaleh Dokhtar L. Satisfaction and Practice Assessment of Medical Interns in Application of New Methods of Evaluation. Future Med Educ J 2015; 5 (1): 72-74
5
6. Amouei A; Tirgar A; Haji Ahmadi M; Ghadimi R; Hosseini S.R; Sajadi P, et al. The Role of Health Care Apprentice Program on the Level of Medical Students’ Knowledge and Skills. Future Med Educ J 2015; 5 (2): 18-21
6
7. Bazarghan A. Beginning on the quality of higher education in Iran, challenges and prospects. Quarterly journal of research and planning in higher education 1999; 15: 125-36. [In Persian].
7
8. Ajh N. Evaluation of midwifery students in labor and delivery training: Comparing two methods of logbook and checklist. Iranian journal of medical education 2006; 6 (2): 123-8. [In Persian].
8
9. Bazrafkan L, Dehghani M, Dehbozorgian M. A comparison of academic staff and students opinions toward medical education process. Iranian journal of medical education 2002; 2: 17. [In Persian].
9
10. Hemmati Maslakpak M, Khalilzadeh H. Nursing students’ perspectives on effective clinical education: A qualitative study. Iranian journal of medical education 2012; 11(7): 718-27. [In Persian].
10
11. Reed S. Designing a simulation for student evaluation using Scriven’s Key Evaluation Checklist. Clin Simulat Nurs 2010; 6: e41-e4.
11
12. Stufflebeam D. L. Evaluation checklists: practical tools for guiding and judging evaluations. The American Journal of Evaluation 2001; 22: 71-79
12
13. Koeckeritz JL, Hopkins KV, Merrill AS. ILEUM: interactive learning can be effective using mnemonics. Nurse Educ 2004; 29: 75–9.
13
14. Hales B, Terblanche M, Fowler R, Sibbald W. Development of medical checklists for improved quality of patient. care International Journal for Quality in Health Care 2008; 20(1): 22–30
14
ORIGINAL_ARTICLE
Continuing Medical Education in the Field of Psychiatric Disorders Affects General Practitioner`s Knowledge, in Dezful University of Medical Sciences, as a Newly Established University
Background: Continuing Medical Education (CME) of general practitioners (GPs) regarding most of the diseases, especially psychiatric disorders, is implementing worldwide to maintain and develop their knowledge, skills, and professional performance. We investigated the effects of CME on GPs knowledge in the field of psychiatric disorders in Dezful University of medical sciences (DUMS) as a Newly Established University. Methods: Among the 300 volunteers of GPs affiliated to DUMS in autumn 2013, 86 of them were randomly selected to attend in continuing psychiatric education schedule. A self-administered questionnaire was prepared by consultation of six psychiatrists and its validity and reliability was assessed. GPs knowledge before and after CME training session were evaluated by this questionnaire. Data analysis was performed using, inferential tests such as Pearson and Spearman correlation coefficient test and also, ANCOVA and paired t-test were used. Data were analyzed with using statistical software SPSS 18. Results: The results showed that there is a significant difference (P < 0.01) at the mean scores of GPs knowledge before and after training in the fields of psychiatry. Moreover, it was indicated that although subject`s knowledge is acceptable about psychiatry, but precise continuing education courses could improve their knowledge significantly (P< 0.01). Conclusions: CME significantly improves GPs knowledge in psychiatric disorders area especially in less developed regions and medical center with limited scientific resources. Therefore, implementing this type of trainings in regions which are potentially similar to our study area could be very useful.
https://fmej.mums.ac.ir/article_4960_0e8439b812bfec993186055aad532578.pdf
2015-09-01
16
19
10.22038/fmej.2015.4960
Continuing Medical Education (CME)
General Practitioners (GPs)
Psychiatry
GP’s Knowledge
Mohamad Ali
Tosang
toosang.m20@gmail.com
1
Dezful University of Medical Sciences, Dezful,IRAN; 2 Islamic Azad University of Dezful, Kuy-e-Azadegan, Dezful, IRAN
LEAD_AUTHOR
Naser
Sarraj Khorramy
maysam_mardsoltani@yahoo.com
2
Islamic Azad University of Dezful, Kuy-e-Azadegan, Dezful, IRAN
AUTHOR
Masoud Boroumand
Nasab
3
Islamic Azad University of Dezful, Kuy-e-Azadegan, Dezful, IRAN
AUTHOR
Maysam
Mard-Soltani
maysam.mardsoltani@modares.ac.ir
4
Dezful University of Medical Sciences, Dezful, IRAN
AUTHOR
1. Lewis C. Continuing medical education: Past, present, future. West J Med 1998;168(5): 334-40.
1
2. Davis DA, Thomson MA, OxmanAD, Haynes B. Changing physician performance: A systematic review of the effect of continuing medical education strategies. JAMA1995; 274: 700-5.
2
3. Loevinsohn BP. Health education interventions in developing countries: A methodological review of published articles. Int J Epidemiol1990; 19: 788-94.
3
4. HERDS. A guide on course revision. HEDSA: Australia; 2007.
4
5. Vakil H. Problems and challenges of programming in medical in country. Journal ofcontinuousmedicaleducation 1992; 2: 5-9.[In Persian].
5
6. Gibberson, R. A. D. M., C. D. R. Yoder, and C. D. R. Lee. "Improving Patient and Health System Outcomes through Advanced Pharmacy Practice. A Report to the US Surgeon General." University of the Incarnate Word Pharmacy Review 1.2 (2012).
6
7. Wentling TL. Planning for effective training: A guide to curriculum development.Chizari M. (translator).Tehran: TarbiatModarres University; 1996. [In Persian].
7
8. YazdaniSh, Hatami S. General practitioner in Iran Tasks and educational needs: Methods and result application. Tehran: ShaheedBeheshti University of Medical Sciences; 2004. [In Persian].
8
9. Rutz W, Walinder J, von Knorring L, Rihmer Z, Pihlgren H. An educational program on depressive disorders for general practitioners on Gotland: background and evaluation. ActaPsychiatrScand1989; 79(1): 19-26.
9
10. Rutz W, von Knorring L, Walinder J. Long‐term effects of an educational program for general practitioners given by the Swedish Committee for the Prevention and Treatment of Depression. ActaPsychiatrScand1992; 85(1): 83-8.
10
11. Mamede S, Loyens S, Ezequiel O, Tibirica S, Penaforte J, Schmidt H. Effects of reviewing routine practices on learning outcomes in continuing education.Med Educ2013; 47(7): 701-10.
11
12. Mazmanian PE, Davis DA. Continuing medical education and the physician as a learner. JAMA2002; 288(9): 1057-60.
12
13. Coco-Martin RM, Sanabria MR, Fernandez I, Sala A, Valverde C, Perez R. General practitioners´ knowledge gaps regarding age related macular degeneration and effectiveness of their e-learning training. J HospAdministr2013; 2(4): 37.
13
14. Seyedmajidi M, Haghanifar S, Motallebnejad M, Zahedpasha Y, Bijani A. General dentists’ perspective in teaching methods of continuing educational programs in Mazandaran Province (2010-2011). Future of medical education journal 2013; 3(4):29-34.
14
15. Zarghi N, AkbariLakeh M, Lookian F, Baradaran A, Baghestani Z, Jomezadeh MR, et al. Audiences’ feedback of problem based learning workshops as a new experience in Mashhad University of Medical Sciences. Future of medical education journal 2011; 1(1):21-5.
15
16. Wright JM. Continuing medical education in psychiatry. Aust NZ JPsychiatry1991; 25(1): 111-18.
16
17. Zavar A, KhadiviZand S, Kabiri F. Assessment of educational needs for retraining physicians working at addiction treatment and rehabilitation centers. Future of medical education journal 2013; 3(3):46-7.
17
18. Brondt A, Sokolowski I, Olesen F, Vedsted P. Continuing medical education and burnout among Danish GPs. Br J Gen Pract2008; 58(546): 15.
18
ORIGINAL_ARTICLE
The Effect of Basic Life Support Workshop on Performance Skills of Iranian Undergraduate Dental Students
Background: Considering the occurrence of medical emergencies in dental practice, and the essential need of acquiring competency in Basic life support (BLS), the aim of the present study was to evaluate the effect of BLS workshop on the skills of dental students in the cardiopulmonary resuscitation. Methods: In this switching replication experimental study, students in the 5th year of Mashhad dental school (Iran) in 2013 participated in the study. All participants completed a baseline assessment at the skill lab (pre-test). To evaluate the practical skills of students in the cardiopulmonary resuscitation, a scenario was presented, and the students were asked to demonstrate all the actions that are necessary to rescue the patient on a manikin. A trained instructor scored their skills according to a standard checklist. Then; the participants were randomly divided into two groups. The first group took BLS workshop and was assessed immediately after the workshop (immediate post-test), while final examination was conducted one month after the course. The same scenario was used for all participants at each testing point. In the second group, the second pretest was taken within one month of the first pretest. Immediately after taking the second pretest, the students participated in workshop, and were assessed immediately after the course. To compare the score of competency in BLS in the two groups, t-test or Mann-Whitney U-test was used. Results: Primary skills of the two groups were almost similar (P= 0.77). Considerable increase in the skills of the two groups was observed after taking the workshop. One month interval between the two pretests in the second group did not cause any significant difference in the students' skills (P = 0.12). A decrease was observed in the skills of first group one month after the first exam (P = 0.003). Conclusions: BLS workshops can significantly increase dental students’ competency in life support. However, considering the retention time of skills, refreshing courses are strictly recommended.
https://fmej.mums.ac.ir/article_5017_93b0d7c5b68c6fe0a441f591a2f1119f.pdf
2015-09-01
20
23
10.22038/fmej.2015.5017
Cardiopulmonary Resuscitation
Education
Skills
Students
Elham
Pishbin
1
Department of Emergency Medicine, Imam Reza Hospital, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Maryam
Bidar
bidarm@mums.ac.ir
2
Department of Endodontics, Dental Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Neda
Eslami
islamin @mums.ac.ir
3
Department of Orthodontics, Dental Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
Majid
Akbari
4
Department of Restorative Dentistry, Dental Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Mohsen
Ebrahimi
5
Department of Emergency Medicine, Imam Reza Hospital, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Morteza
Talebi Dalui
talebidalui@mums.ac.ir
6
Department of Emergency Medicine, Imam Reza Hospital, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Khatere
Nemati
7
Dentist (Private Practice), Mashhad, IRAN
AUTHOR
1- Smith KK, Gilcreast D, Pierce K. Evaluation of staff's retention of ACLS and BLS skills. Resuscitation 2008; 78(1):59-65.
1
2- Atherton GJ, McCaul JA, Williams SA. Medical emergencies in general dental practice in Great Britain. Part 1: their prevalence over a 10-year period. Br Dent J 1999;186(2):72-9.
2
3- Jensen ML, Lippert F, Hesselfeldt R, Rasmussen MB, et al. The significance of clinical experience onlearning outcome from resuscitation training-a randomised controlled study. Resuscitation 2009 ;80(2):238-43.
3
4- Patrick J. Training design: introduction andtheories.Training: research and practice. Academic Press; 1992.
4
5- Cooper S, Johnston E, Priscott D. Immediate life support (ILS) training Impact in a primary care setting? Resuscitation 2007; 72(1):92-9.
5
6- Boonmak P, Boonmak S, Srichaipanha S, Poomsawat S. Knowledge and skill after brief ACLS training. J Med Assoc Thai 2004 ; 87(11):1311-4.
6
7- Su E, Schmidt TA, Mann NC, Zechnich AD.A randomized controlled trial to assess decay in acquired knowledge among paramedics completing a pediatric resuscitation course. AcadEmerg Med2000; 7 (7):779-86.
7
8- Ringsted C, Lippert F, Hesselfeldt R, Rasmussen MB, et al. Assessment of Advanced Life Support competence when combining different test methods--reliability and validity. Resuscitation 2007; 75 (1):153-60.
8
9- Broadbent JM, Thomson WM. The readiness of New Zealand general dental practitioners for medical emergencies. N Z Dent J 2001;97(429):82-6.
9
10- Atherton GJ, McCaul JA, Williams SA. Medical emergencies in general dental practice in Great Britain. Part 2: drugs and equipment possessed by GDPs and used in the management of emergencies. Br Dent J 1999; 186 (3):125-30.
10
11- Arsati F, Montalli VA, Flório FM, Ramacciato JC, et al. Brazilian dentists' attitudes about medical emergencies during dental treatment.J Dent Educ 2010; 74(6):661-6.
11
12- Kavari SH, Chohedri AH. Cardiopulmonary resuscitation: knowledge and personal experience in Iranian dentists. Pak J Med Sci 2007; 23(2):296-297.
12
13- Trochim W. The research methods knowledge base.2. Thamson learning. 2007:363.
13
14- Komelasky AL, Bond BS. The effect of two forms of learning reinforcement upon parental retention of CPR skills. PediatrNurs 1993; 19(1):96-8, 77.
14
15- Webb DD, Lambrew CT. Evaluation of physician skills in cardiopulmonary resuscitation. JACEP 1978 ;7(11):387-9.
15
16- Nyman J, Sihvonen M. Cardiopulmonary resuscitation skills in nurses and nursing students.Resuscitation 2000; 47(2):179-84.
16
17- Devlin M. An evaluative study of the basic life support skills of nurses in an independent hospital.J ClinNurs 1999;8(2):201-5.
17
18- Chapman PJ. Medical emergencies in dental practice and choice of emergency drugs and equipment: a survey of Australian dentists. Aust Dent J 1997;42(2):103-8.
18
19- Jensen ML, Hesselfeldt R, Rasmussen MB, Mogensen SS, et al. Newly graduated doctors' competence in managing cardiopulmonary arrests assessed using a standardized Advanced Life Support (ALS) assessment.Resuscitation 2008; 77(1):63-8.
19
ORIGINAL_ARTICLE
Analyzing the Influence of Medical Stager and Intern Presentation in Simultaneous Seminars with Pre-Organizer Strategy on the Quality of Education From the Students' Perspective in Infectious Disease Ward (2012-2013)
Background: clinical education with patient-focused learning is very important in medical education. Therefore, it is very essential to select an appropriate education method. The current study was conducted to analyze the impact of simultaneous presentation of medical stager and inter in seminars provided with a pre-organizer strategy and from the students' perspective (2012-2013). Methods: this is a semi-experimental study with post-test method for a group of students. The students' perspective was evaluated via a questionnaire (including four arenas) designed by the researcher, after educating with seminar method and in the end of four semesters. The study population included stagers and interns studying during the four semesters. 33% of the students (36 people) were female and 70 students were male (66%). Results: the results presented that 57.7% of the students believed this method enhanced team-working, and 67.9 % believed it activated the students. 89.6% declared this method upgrades learning and 50.9% mentioned that it organized and categorized the information in students' mind. In total, 70.8% of the students preferred this method to other methods. There was no significant relationship between average, age, gender and grade with students' perspective in relation with the influence of this method in organizing information, increasing learning, activating students, and enhancing team-working. (P>0.05) Conclusions: according to the results, this method in recommended and it upgrades the quality of clinical education.
https://fmej.mums.ac.ir/article_5070_196792ddf083d08ae208af83a207af59.pdf
2015-09-01
24
28
10.22038/fmej.2015.5070
Education Quality
Seminar
Pre-organizer
Infectious Disease Ward
Khaironnesa
Ramezanzade
1
Social Determinants of Health Research Center, EDC, Birjand University of Medical Sciences, Birjand, IRAN
AUTHOR
Azadeh
Ebrahimzadeh
mr14436@yahoo.com
2
Hepatitis Research Center, Department of Internal Medicine, Birjand University of Medical Sciences, Birjand, IRAN
LEAD_AUTHOR
1. Kang SH. The effect of using an advance organizer on student learning in a computer simulation. J Educ Tech Syst 1997; 25: 57-65.
1
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15
ORIGINAL_ARTICLE
Comparison the Effect of Two Education Method “Electronic and Lecture Education of Pain Management” on Knowledge and Attitude Regarding Pain in Nursing Student at Zabol and Zahedan Medical University in 2014
Background: Pain alleviation and its prevention is one of the nursing priorities. Morbidity and mortality, time of hospitalization and its cost diminished by adequate pain management .according to the importance of innovative educational method, the current study conducted. Methods: This quasi-experimental study conducted on under-teaching nursing students at Zabol and Zahedan College. 60 students were divided in two groups that include 30 persons in each. Data of knowledge and attitude was collected by a reliable questionnaire in two stages, before and after training. Data was analyzed with SPSS software. Results: In total, average ages of students were 21.48 ±1.74 years, 24 males and 36 females. As sequent, Knowledge and attitude average score in two group before intervention were 18.33 ±3.47 and 83.98 ±5.63, respectively. This score changed to 28.27 ±2.67 and 99.25 ±5.39 after training. Independent sample T-test showed no significant difference between average score between two groups (P>0.05). Paired T-test showed significant difference between average score in knowledge and attitude before and after intervention (p<0.001) Conclusions: There was no difference between the web-based group and the lecture group in knowledge and attitude scores regarding pain management. It is shown that this approach was not dominant to others. In addition, our finding showed scores of knowledge and attitude in post training were more before intervention that emphasized both training approach were effective for enhancing pain management.
https://fmej.mums.ac.ir/article_5073_69670ce17819729f497fa61af07bdecc.pdf
2015-09-01
29
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10.22038/fmej.2015.5073
Lecture and Electronic Educational Approach
Pain management
Nursing Student
Attitude
Knowledge
Alireza
Piri
alipiri62@gmail.com
1
Razi Nursing and Midwifery School, Medical University of Kerman, Kerman, IRAN
AUTHOR
Sakine
Sabzevari
s_sabzevari@kmu.ac.ir
2
Razi Nursing and Midwifery School, Medical University of Kerman, Kerman, IRAN
LEAD_AUTHOR
Fariba
Borhani
3
Medical Ethics Research Center, Shahid Beheshti Medical University, Tehran, IRAN
AUTHOR
1. Safavi A. General methods and techniques of teaching. Tehran: Nashre Moaser; 2006. [In Persian].
1
2. Salimi T, Shahbazi L, Mojahed S, Ahmadieh M, Dehghanpour M. Comparing the effects of lecture and work in small groups on nursing students' skills in calculating medication dosage. Iranian journal of medical education 2007; 7(1): 79-84. [In Persian].
2
3. Majidi N, Sabzevari S, Safizade H. Comparing the efficiency of Electronic Learning and workshop learning on knowledge and performance of nursing students in controlling nosocomial infectious. Future of medical education journal 2014; 4(3): 8-12.
3
4. Abedi L, Lari Sh, Nouri Tarazkhaki Sh, Nemati M, Talebi M. Evaluation of E learning system to the performance of family medicine MPH students. Future of medical education journal 2015; 5(2): 38-41.
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5. Bradshaw J, Lowenstein A. Innovative teaching strategies in nursing and related health professions. 5th ed. Jones and Bartlett Learning; 2010: 609.
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6. Keengwe J, Onchwari G, Onchwari J. Technology and student learning: Towards a Learner-Centered Teaching Model. AACE Journal 2009; 17(1): 11-22.
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7. Biati A. Computer in medical education. Rahavard-e-Danesh Arak 1987; 1(3): 43-5. [In Persian].
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8. Zhu C. Student satisfaction, performance, and knowledge construction in online collaborative-learning. J Educ Technol Soc 2012; 15(1): 127-36.
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9. Al-Khaladeh OA, Al-Hussami M, Darawad M. Knowledge and attitudes regarding pain management among Jordanian nursing students. Nurs Educ Today 2013; 33(4): 339-45.
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10. Grinstein-Cohen O, Sarid O, Attar D, Pilpel D, Elhayany A. Improvements and difficulties in postoperative pain management. Orthop Nurs 2009; 28(5): 232-9.
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11. Donaldson L. 150 years of the Annual Report of the Chief Medical Officer: On the state of public health. London: Department of Health, 2009: 32-9. [cited 2009]. Available from: URL; http://webarchive.nationalarchives.gov.uk/
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12. Zhang CH, Hsu L, Zou BR, Li JF, Wang HY, Huang J. Effects of a pain education program on nurses' pain knowledge, attitudes and pain assessment practices in China. J Pain Symptom Manage 2009; 36(6): 616-27.
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13. Keefe G, Wharrad HJ. Using e-learning to enhance nursing students' pain management education. Nurs Educ Today 2012; 32(8): e66-e72.
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17. Mata CAS, Ota LH, Suzuki L, Telles A, Miotto A, Vilaça Leão LE. Web-based versus traditional lecture: Are they equally effective as a flexible bronchoscopy teaching method? Interact Cardiovasc Thorac Surg 2012; 14(1): 38-40.
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18. Campbell M, Gibson W, Hall A, Callery RN. Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: A quasi-experimental study. Int J Nurs Stud 2009; 45(5): 750-9.
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19. Ferrell BR, McCaffery M. We hope that our tool will be a useful aid in your efforts to improve pain management in your setting. Available from: URL; http://www.midss.org/sites/www.midss.ie/files/knowldege__attitude_survey_10-12.pdf, 2012.
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20. Saadati A, Forutan R, Mirsltahi F, Hosseini Shahidi L. A survey of education effects on improving skills of nurses about knowledge, assessment and management of pain. Journal of Urmia Nursing and Midwifery Faculty 2007; 1: 28-34. [In Persian].
20
21. Voshall B, Dunn KS, Shelestak D. Knowledge and attitudes of pain management among nursing faculty. Pain Manag Nurs 2013; 14(4): e226-e35.
21
22. Zolfaghari M, Mehrdad N, Parsa Yekta Z, Salmani Barugh N, Bahrani N. The effect of lecture and e-learning methods on learning mother and child health course in nursing students. Iranian journal of medical education 2007; 7(1): 31-9. [In Persian].
22
23. Khatoni A, Dehghan Nayery N, Ahmady F, Haghani H. The effect of web-based and traditional instructions on nurses' knowledge about AIDS. Iranian journal of medical education 2011; 11(2): 140-8. [In Persian].
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24. Shahsavari Isfahani S, Mosallanejad L, Sobhanian S. The effect of virtual and traditional methods on students learning and- based skills. Hormozgan medical journal 2010; 14(3): 184-90.
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26. Schreiber JA, Cantrell D, Moe KA, Hench J, McKinney E, Preston Lewis C, et al. Improving knowledge, assessment, and attitudes related to pain management: Evaluation of an intervention. Pain Manag Nurs 2014; 15(2): 474-81.
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30
ORIGINAL_ARTICLE
Use of Adoption Technology Model to Predicting E-Learning Intention Perform among Faculty Members
Background: E-Learning could increase efficiency teaching process and higher quality of education. The aim of this study was to determine the factors related to eLearning intention based on the Adoption Technology Model (ATM). Methods: This cross-sectional study, conducted among 150 faculty members of Kermanshah University of medical science. Participants were randomly selected to participate voluntarily in the study and filled out a self-administered questionnaire. Data were analyzed by SPSS-21 using appropriate statistical tests including t-test, ANOVA, Pearson correlation and linear regression at 95% significant level. Results: The ATM predictor variables, accounted for 46% of the variation in the outcome measure of the eLearning intention. Furthermore, eLearning intention have a correlation with attitude (r=0.464), perceived ease of use (r=0.353) and external variables (r=0.308). Conclusions: Based on our findings, it seems that in designing intervention for encouraging faculty members to E- Learning teaching should be more attention to attitude, perceived ease of use, and external variables.
https://fmej.mums.ac.ir/article_5455_6b79a2235761976e8b2c08662a683456.pdf
2015-09-01
34
40
10.22038/fmej.2015.5455
Adoption Technology Model
E- Learning Intention
Faculty Member
Behzad
Karami Matin
bkm_1344@kums.ac.ir
1
Department of Public Health, Faculty of Health, Kermanshah University of Medical Sciences, Kermanshah, IRAN
AUTHOR
Mehdi
Mirzaei Alavijeh
mehdimirzaiea@yahoo.com
2
Social Determinants of Health Research Center, Yasuj University of Medical Sciences, Yasuj, IRAN
AUTHOR
Farzad
Jalilian
f_jalilian@yahoo.com
3
Department of Public Health, Faculty of Health, Kermanshah University of Medical Sciences, Kermanshah, IRAN
AUTHOR
Seyyed Nasrollah
Hosseini
hoseyniseyyed@yahoo.com
4
Ministry of Health and Medical Education, Tehran, IRAN
LEAD_AUTHOR
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1
2. Naghavi M. Study of teachers and students attitude toward E-learning: Surveying in Iran’s E-learning universities. Quarterly journal of research and planning in higher education 2007; 13(1): 157-76. [In Persian].
2
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3
4. Zolfaghari M, Negarandeh R, Ahmadi F. The evaluation of a blended E-learning program for nursing and midwifery students in Tehran University of Medical Sciences. Iranian journal of medical education 2011; 10(4): 398-409. [In Persian].
4
5. Govindasamy T. Successful implementation of E-learning pedagogical considerations. The internet and higher education 2001; 4(3): 287-99.
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8. Liaw SS. Considerations for Developing Constructivist Web-based Learning. Int J Instruct Media 2004; 31: 309-19.
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17
18. Naghavi M. Study of teachers and students attitude toward E-learning: Surveying in Iran’s E-learning universities. Quarterly journal of research and planning in higher education 2007; 13(1): 157-76. [In Persian].
18
19. Mirzaei M, Ahmadipour F, Azizian F. Viewpoints of students of Shahid Sadoughi University of Medical Sciences towards E-Learning in teaching clinical biochemistry. Journal of medical education and development 2012; 7(2): 67-74. [In Persian].
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20. Khandaghi A, Hosseinzadeh M, Pour Smaeil F. Evaluation of students attitudes of Mashhad University of Medical Sciences about virtual education of organization that conducted the study in its: Educational Development Center Mashhad University of Medical Sciences. Green journal: Special journal of education in medical science 2009; 6: 283. [In Persian].
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23. Bahadorani M, Yamani N. Assessment of knowledge, attitude and computer skills of the faculty members of Isfahan University of Medical Sciences in regard to the application of computer and information technology. Iranian journal of medical education 2002; 2(1): 11-18. [In Persian].
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