2024-03-29T08:45:35Z
https://fmej.mums.ac.ir/?_action=export&rf=summon&issue=1279
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Critical Success Factors for Electronic Learning from the Perspectives of Faculty Members and Experts of Tehran University of Medical Sciences, Tehran, Iran, Using Delphi Method and Analytic Hierarchy Process
Nooshin
Mohammadzadeh
Hasan
Ghalavandi
Mir Mohammad
Seyed Abbaszadeh
Background: The present study aimed to investigate and rank the effective success factors for e-learning based on the perspectives of the faculty members, students, and technical specialists of Tehran University of Medical Sciences, Tehran, Iran. Methods: This descriptive survey was conducted using the qualitative-quantitative method. At the first stage of the qualitative approach, 15 specialists in e-learning were selected from the Tehran University of Medical Sciences through the purposive sampling technique to discuss and confirm the effective factors in the e-learning success using the Delphi method and a questionnaire. Subsequently, these students categorized the effective factors in the success of e-learning based on their level of importance using a researcher-made paired comparison questionnaire and analytical hierarchy process. The reliability of the study tools was confirmed by showing a Cronbach’s alpha coefficient of higher than 0.7, and their structural validity was confirmed using the confirmatory factor analysis. Results: According to the results of the study, the management with the relative weight of 0.311 was found to be the most effective factor in determining the success of e-learning. This factor was followed by support services, teaching strategies, financial sources, technology infrastructure, and teacher-learner with relative weights of 0.236, 0.197, 0.124, 0.094, and 0.038, respectively. Conclusion: As the findings of the current study indicated, the factors of management, support services, education strategies, financial sources, and technology infrastructure had the highest significance in e-learning, respectively, whereas the factor of teacher-learner had the lowest importance in this regard.
Keywords: Delphi method
E-learning
Analytic hierarchy process
Critical success factors
2017
09
01
3
8
https://fmej.mums.ac.ir/article_9389_9852fd8e94bff412a331500f7e523b8d.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
The Relationship of Parenting Styles, Self-confidence and Students’ Academic Achievement
Yahya
Mohammadi
Khadije
Alipour Moqaddam
Mahmoud
Ganjifard
Sima
Kazemi
Background and Purpose: The family is the first founder of personality and intellectual values that plays a crucial role in determining the individual’s destiny and future lifestyle. Meanwhile, developing positive relationship between parents and children, results in motivation to obtain academic achievements. Therefore, the purpose of the present study was to determine the relationship of parenting styles, self-confidence and students’ academic achievement. Method: This is a descriptive-analytical research. The population study was all of the students of Birjand University of Medical Sciences. The sample was 364 students selected randomly based on Krejcie and Morgan table. The data were gathered via two questionnaires including the questionnaire of parenting style of Loft Abadi (2006) and Cooper Smith self-esteem inventory (1967). In addition, the total average of the students was used. The data were analyzed via independent t-test and Pearson correlation was significant at 0.05. Findings: Among the 364 participants, 200 students (54.9%) were female and 164 of them (45.1%) were male. The findings showed that most of the parents have coherence, intimate and responsive parenting styles. Furthermore, there was a positive relationship between coherence and intimate parenting styles, self-confidence and academic achievement. Moreover, there was a negative relationship between permissive, authoritarian, disorganized and rejecting-neglecting parenting styles, self-confidence and academic achievement (P<0.05). In addition, there was a significant difference between the level of self-confidence and academic achievement of male and female students (P<0.05). Conclusion: Consequently, since parenting styles play a crucial role in the enhancement of students’ self-confidence and academic achievement, teaching parenting styles to parents could result in students’ academic achievement.
Key words: parenting styles
self-confidence
Academic achievement
2017
09
01
9
13
https://fmej.mums.ac.ir/article_9388_a13e67587f302db622a85bfa6fa042fc.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Assessing the clinical skills of interns and stagers in the department of obstetrics and gynecology using Direct Observation of Procedural Skills (DOPS) method and satisfaction level of learners and examiners
Mohammad
Nadjafi-Semnani
Ali
Nadjafi-Semnani
Fatemeh
Nadjafi-Semnani
Bita
Bijari
Yahya
Mohammadi
Nahid
Ghanbarzadeh
Background and Objectives: Evaluation of clinical skills of intern and stager students is one of the most important tasks of clinical faculty members. One of the methods of assessment is direct observation of procedural skills. Therefore, the aim of this study was to evaluate the clinical skills of interns and stagers in department of obstetrics and gynecology using the Direct Observation of Procedural Skills (DOPS) method. Methods: This is a cross-sectional descriptive-analytical study. 60 interns and stagers of the department of obstetrics and gynecology were selected by census method. According to the opinions of faculty members of medical universities, among the main procedures of women's departments, 11 procedures were selected for testing materials and a checklist for their evaluation was prepared. The student was observed by the examiner during the procedure in the actual work environment and the results were recorded according to a structured checklist and presented in an objective setting environment. The content validity of the checklist was approved by faculty members of obstetrics and gynecology. Reliability was calculated as 85% based on Cronbach's alpha. Data were analyzed using SPSS version 18 and Chi-square and independent t-test were used at a significance level of 0.05. Results: A total of 60 students in the department of obstetrics and gynecology were evaluated by this method. The evaluation indicators were as expected in most cases at all stations. The highest expected and above expected cases were related to communication skills and requesting assistance if needed; while most below expected cases were related to knowledge of the indications, anatomy, and procedure’s techniques. The most disadvantage mentioned by the students was the technical ability and the most advantage was requesting help if needed. There was a significant difference between the mean score of satisfaction in learners (5.3 ± 2.92) and the mean score of satisfaction in the examiners (8.85 ± 0.93) (p> 0.05). Conclusion: Due to the higher than expected value of students' clinical skills, the use of this method is not only an incentive for learning but also because the method and content of the test are directly related to clinical performance, it can direct efforts to learning.
Keywords: evaluation
clinical skills
Direct Observation of Procedural Skills (DOPS)
interns and stagers
2017
09
01
14
17
https://fmej.mums.ac.ir/article_9411_6a0c91bbd4bd47078268d7b1343c5049.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Evaluation of Skill Assessment After Hysteroscopy Training Curriculum a designed
Zahra
Asghari
Rayhaneh
Hosseini
Hosein
Ashegh
Safoura
Rouholamin
Leyli
Hafizi
Background: To evaluate a standard latex hysteroscopy model training course on gynecologists’ surgical skills. Methods: 74 gynecologists who attended to hysteroscopy training courses of Training Centre, Tehran University, 2013 to 2015 were investigated. Theoretical information of trainees were obtained at the beginning, at the end and 6 months after the course by filling up a reliabile and valid questionnaire. and its subjective and objective impact on their surgical skills and satisfaction were evaluated. Results: 87.84% of participants were satisfied by the curriculum and for most of them, virtual uteruses were felt realistic. After 6 months, subject impact of curriculum was 77.03%. But, 60.81% of gynecologists hardly could perform hysteroscopy, which was mostly due to lack of technology (53.22%)(Harders, 2006 #11). Objective assessment of surgical skills was done for those who could perform hysteroscopy. Of them 58.7% had experienced a significant increase in their surgical skills (p=0.004). Correlation of subjective and objective impact of curriculum was low (r=0.43), (p=0.003). Conclusion: Hysteroscopy training program can improve gynecologists’ hysteroscopic skills. The only index which is significantly correlated with the subjective impact of these courses is the number of previous operations. Also in Iran, because of lacking hysteroscopy equipment in most hospitals, the effect of training courses decreases after a while. So we recommend to train hysteroscopy in all medical universities and equip all hospitals with hysteroscope. Also we suggest training courses for all gynecologists and repeted it every some years.
Keywords: hysteroscopy
Education
hystero- trainer
gynecologist
surgical skill
2017
09
01
18
23
https://fmej.mums.ac.ir/article_9414_f28bb9f5930f1a9c3bc9cdb0e151c74f.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Internal Medicine Residency Program in Iran: Exclusive Features and an International Comparison
Seyed Mostafa
Monzavi
Bita
Dadpour
Kianoush
Shahraki
Maryam
Nemati
Background: Internal Medicine (IM) is one of the main medical specialties. In this paper, the features of the Iranian IM residency training program, duties and salary were evaluated and compared with some countries. Methods: Using the Iranian Ministry of Health and Medical Education (IMHME) directive, the features of educational curriculum, compulsory working hours, duties and salary were extracted and compared with some countries whose full details were available. Results: The annual capacity of IM residency admission in Iran is about 280 residents in 34 countrywide medical universities. The training curriculum of IM is designed uniformly for all universities by IMHME and is consisted of a 4-year training of gastroenterology, endocrinology, nephrology, pulmonary, hematology and rheumatology plus cardiology, neurology, intensive care, emergency medicine, radiology and dermatology in hospital departments and continuity clinics. Residency training period in Iran is similar to Turkey and Canada and is shorter than most European countries. Average weekly working hours for IM residents is 84 hours in Iran, which is higher than Turkey European countries, Canada and the USA. Two to eight years of medical service in underserved areas have been assigned for Iranian graduates of IM residency before receiving certification for working in larger cities. Conclusion: Residency training in each country is affected by different factors such as economic status, work force, national health priorities and available facilities. Training of residents with more knowledge and skills that did not bear remarkable job burnout during their training period is a challenging goal for medical education policymakers
Education
Internal medicine
Iran
Residency
2017
09
01
24
28
https://fmej.mums.ac.ir/article_9489_02a4cf8f5da720177385e33a9b120568.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Gardner’s Multiple-Intelligences Profile and Its Relationship with Academic Performance (Students of Tabriz University of Medical Sciences/Academic Year 2014-2015)
Roghayeh
Poursaberi
Mohammad Mehdi
Mohammadi
Background: Gardner’s Multiple-Intelligences profile can serve as a powerful instrument for assessment of learners' abilities and aptitudes. The present study aimed to obtain the Gardner’s Multiple Intelligences profile of students of Tabriz University of Medical Sciences (TUOMS) in the academic year 2014-2015 and examine its relationship with their academic performance. Methods: This cross-sectional descriptive-correlational study was conducted on medical, nursing and midwifery students of TUOMS in the academic year 2014-2015. Data was collected by administering Gardner’s Multiple Intelligences Developmental Assessment Scales to 150 subjects selected by non-probability convenience sampling. Academic performance of students was evaluated by their average grades. Data was analyzed by SPSS19 using multiple regression. Results: Medical students scored highest in existential intelligence (18.42 ± 4.67) and intrapersonal intelligence (16.74 ± 4.15) and scored lowest in musical intelligence (12.54 ± 3.99) and bodily intelligence (13.66 ± 4.46). Regression analysis showed that verbal intelligence (P= 0.004, β = 0.392) and existential intelligence (P= 0.014, β = -0.327) were the only Gardner intelligence components that can explain the students' academic performance with statistical significance. Conclusion: The results showed that among Gardner’s Multiple-Intelligences, existential, intrapersonal, interpersonal, and verbal intelligence contribute the most to the selection of medical sciences as the path of education, and that verbal intelligence is associated with academic success. The results of this study can be employed as an applied knowledge to improve the quality of education counseling to be provided for future medical students.
Keywords: Gardner Intelligences
Academic performance
medical students
2017
09
01
29
33
https://fmej.mums.ac.ir/article_9535_85b67c87539d32ee4676e3b7baf1ae48.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Relationship between Cultural Intelligence and Mental Health in Students of the Medical University of Mazandaran in 2017
Forouzan
Elyasi
Maryam
Ahmadi
Najibeh
Mohseni Moalemkoale
Seyyed Negin
Jafari
Seyyed Mostafa
Hoseini
Seyyed Habib
Hoseini
Abstract Introduction: Cultural intelligence is a modern domain of intelligence that addresses the possibility of mediation in diverse and variable work spaces. Cultural intelligence and mental health have a significant influence on interactions and mutual compatibilities in academic settings that are diverse in terms of cultural, ethnic, and religious backgrounds; and it leads to increased productivity and health service reinforcement, especially in medical science universities. This study aimed at investigating cultural intelligence and its relationship to mental health in the university student population. Methods: The present cross-sectional study was carried out on 385 university students via random sampling method with the proportional allocation of the desired fields of study. The tools for data collection were Ang's Cultural Intelligence Questionnaire and the 28-item Mental Health Questionnaire. Data analysis was performed using ANOVA, independent t-test, Chi-square, and Pearson correlation coefficient in SPSS v.18. Results: The mean and standard deviation of cultural intelligence were 95.2 ± 12.8. The lowest score (18.55 ± 2.9) and the highest score (29 ± 3.46) belonged to the meta-motivation and cognitive subscales, respectively. The mean and standard deviation of total mental health equaled 23.37 ± 7.34, where the mean and standard deviation of social performance subscale (6.08 ± 3.5) were higher than those of the other domains. There was a significant positive correlation between the students' cultural intelligence and mental health (P <0.05). In the same way, cultural intelligence and mental health held a significant relationship with some demographic characteristics (P <0.05). Conclusion: Considering the significant positive correlation between cultural intelligence and mental health, the provision of specific education for the improvement of the both variables can be effective in increasing the vitality and social interactions on the one hand, and can lead to an increase in clinical productivity and to the improvement of the status of health care services on the other hand.
Keywords: Cultural Intelligence
Mental health
Students
2017
09
01
34
39
https://fmej.mums.ac.ir/article_9651_c1383da5361f3e76545b86df44c1fb41.pdf
Future of Medical Education Journal
FUTURE MED EDUC J
2251-8347
2251-8347
2017
7
3
Critical Thinking Position in Clinical Students of Zahedan University of Medical Sciences, 2015
Javid
Dehghan Haghighi
soleyman
saravani
Meysam
Ganjali
Introduction: thinking method is considered as a basic requirement in clinical decisions and professional competency in healthcare services. Therefore, the extant study was conducted to discover talented students and identify the role of each of the factors affecting the position of critical thinking among students of Zahedan University of Medical Sciences during 2015. Methodology: 280 students from 7different groups participated in this descriptive-sectional study; 40 students were selected from each group entered into the study. In this research, a questionnaire was used that its first part consisted of demographic information of students such as age, gender, etc. and the second part consisted of California Critical Thinking Skills Test (version B) including 34 point items that was designed in 5 scopes of cognitive skills of critical thinking including analysis, inference, induction, deduction, and evaluation. Collected data were analyzed through SPSS Software using independent t test. Findings The highest mean score of critical thinking skill obtained to 11.28±69.3 in Dentistry, University and lowest mean score obtained to 10.06±35.3 in Nursing and Midwifery University. There was a significant difference between clerkships and interns in terms of mean score of critical thinking skill in scope of evaluation (P=0.001) and induction (P=0.019); in this case, medical interns had higher scores compared to clerkships. Conclusion: results showed low critical thinking skill among medical students. According to the importance of critical thinking in clinical reasoning, educational policy-makers, planners, and managers should reform educational programs, prepare the proper educational environment and facilities at medical level to strengthen critical thinking among students of medicine.
Keywords: Critical Thinking
Clinical Students
Medical Science
2017
09
01
40
45
https://fmej.mums.ac.ir/article_9626_7d0516afd2a6a5855da65d6ec7c1f768.pdf