The Effect of Logbook on the Clinical Training Aspects of Oral Medicine from the Perspective of Students and Faculties of Ahvaz School of Dentistry

Document Type : Original Article

Authors

1 Department of Oral and Maxillofacial Medicine, School of Dentistry, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

2 Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

3 Department of Oral Health and Social Dentistry, Faculty of Dental Medicine, Social Determinant of Health Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

Abstract

Background: Assessment of student clinical performance is one of the most difficult tasks of faculty members. Logbook is one of the most effective methods for educational assessment. The aim of the present study was to assess the efficacy of logbook from the viewpoints of Ahvaz dental students and faculty members of Department of Oral and Maxillofacial medicine.
Methods: The present cross-sectional study was conducted on the 70 students and six faculty members of Department of Oral and Maxillofacial medicine, School of Dental Medicine, Ahvaz Jundishapur University of Medical Sciences. The questionnaire was prepared from previous studies and included four areas of necessity, quality, format, and implementation process and how to complete the logbook. Data were analyzed using descriptive statistical analysis, independent t-test, and SPSS ver.18.
Results: The viewpoint of faculty members regarding the four features of logbook and the overall view of the logbook was more than the students. However, no significant difference was found between the viewpoint of students and faculty members. 50.7% of the students and more than 50% of the faculties considered the use of the logbook necessary to ensure consistent educational standards in clinical training. They also showed that the logbook meets all 50% of the educational standards both in format and implementation process.
Conclusion: Faculty members and students showed a positive view of logbook, but positive overall view of the faculty members was more than the students. Therefore, reviewing the logbook is not necessary, but more familiarity with the logbook content seems necessary.

Keywords

References

1.        Gerzina TM, McLean T, Fairley J. Dental clinical teaching: perceptions of students and teachers. J Dent Educ. 2005;69(12):1377–84.
2.        Wilkinson TJ, Frampton CM. Comprehensive undergraduate medical assessments improve prediction of clinical performance. Med Educ. 2004;38(10):1111–6.
3.        Tabatabaei MK, Toosi MB. Analytical study of the four-choice conjecture of the Faculty of Medicine of Mashhad University of Medical Sciences in the second semester of 1379-80‏. J Med Faculty. 2002;45(76):89-95. Persian.
4.        Yousefzadeh S, Golmakani N. The Midwifery Students’ Perspective about Clinical Evaluation Based on Log book. J Res Dev Nurs Midwifery. 2012;9(1):103–11. Persian.
5.        Mattern WD, Weinholtz D, Friedman CP. The Attending Physician as Teacher. N Engl J Med. 2010;308(19):1129–32.
6.        Khaghanizadeh M, Ebadi A, Mohammadi A, Amiri F, Raeisifar A. Log book ; a method of evaluating education and feedback strategy in nursing archive of SID. Nurses Educ. 2010;3(1):41–5. Persian.
7.        Asadi lari M, Moshfeghy Z, Shahpari M, Mohammad alian F. Midwifery Students’ Satisfaction with Logbook as a Clinical Evaluation Tool in Shiraz University of Medical Sciences. Iran J Med Educ. 2015;15(24):170–80. Persian.
8.        Azh N. Evaluation of midwifery students in labor and delivery training: comparing two methods of logbook and checklist. Iran J Med Educ. 2006;6(2):123–8.Persian.
9.        Azizi M, Barati H, Khamse F, Alizadeh A. The effect of logbook design and implementation on students satisfaction and performance during a nursing internship course in military psychiatric hospital. Ebnesina- IRIAF Heal Adm. 2016;18(2):58–63. Persian.
10.      Mohammadi A, Khaghanizade M, Ebadi A, Mohammadi A, Amiri F RA. Log book; A method of evaluating education and feedback strategy in nursing. Educ Strateg. 2010;3(1):41–5. Persian.
11.      Ghanbari A, Monfared A. Survey of Clinical Evaluation Process Based on Logbook and Cognitive And Psychomotor Learning in Nursing Students. Res Med Educ. 2017;6(2):28–35. Persian.
12.      Yaghobian M, Fakhri M. Assessment of the effect of log book on nursing and midwifery students ’ clinical skills. Middle- East J Sci Res. 2011;7(6):896-902.  
13.      Yousefy A, Shayan S, Mosavi A. Developing a clinical performance logbook for nursing students receiving cardiac care field training. J Educ Health Promot. 2012;1(7):1–5.
14.      Avizhgan M, Omid A, Dehghani M, Esmaeili A, Asilian A, Akhlaghi MR, et al. Determining Minimum Skill Achievements in Advanced Clinical Clerkship (Externship) in School of Medicine Using Logbooks. Iran J Med Educ. 2011;10(5):1–9. Persian.
15.      Dolmans D, Schmidt A, Van Der Beek J, Beintema M, Gerver WJ. Does a student log provide a means to better structure clinical education? Med Educ. 1999;33(2):89–94.
16.      Kelishadi R, Ardalan G, Gheiratmand R, Adeli K, Delavari A, Majdzadeh R. Paediatric metabolic syndrome and associated anthropometric indices: The CASPIAN study. Acta Paediatr Int J Paediatr. 2006;95(12):1625–34.
17.      Mazareie E, Danaei SM, Hosseininezhad S, Nili M. Evaluating the effect of logbook as viewed by the juniors and seniors at Shiraz school of dentistry. Strides Dev Med Educ J Med Educ Dev Cent. 2016;13(4):395–402.
18.      Najafi F, Kermansaravi F, Mirmortazavi M, Gheisaranpour H. The Efficacy of Logbook in Clinical Wards from the Viewpoints of Nursing Faculty Members and Students. Res Med Educ. 2017;9(3):64–55. Persian.
19.      Coates WC, Gill AM. The emergency medicine subinternship - A standard experience for medical students? Acad Emerg Med. 2001;8(3):253–8.
20.      Blake K. The daily grind - Use of log books and portfolios for documenting undergraduate activities. Med Educ. 2001;35(12):1097–8.
21.      Asgari H, Ashoorion V, Ehsanpour S. Teaching and evaluation of field training course for health services management undergraduates: conventional and logbook methods. Iran J Med Educ. 2016;16(61):552–60. Persian.
22.      Cornwall PL, Doubtfire A. The use of the Royal College of Psychiatrists’ trainee’s log book: a cross-sectional survey of trainees and trainers. Psychiatr Bull. 2002;25(6):234–6.
23.      Khorashadizadeh F, Alavinia SM. Students’ perception about logbooks: Advantages, limitation and recommendation- A qualitative study. J Pak Med Assoc. 2012;62(11):1184–6.
24.      Rees CE, Sheard CE. The reliability of assessment criteria for undergraduate medical students’ communication skills portfolios: the Nottingham experience. Med Educ. 2004;38(2):138–44.
25.      Murray E, Alderman P, Coppola W, Grol R, Bouhuijs P, van der Vleuten C. What do students actually do on an internal medicine clerkship? A log diary study. Med Educ. 2001;35(12):1101–7. 
Future of Medical Education Journal
Volume 10, Issue 2
Summer
June 2020
Pages 20-27

Files

Share

How to cite

Statistics