Strides in Development of Medical Education
Volume:11 Issue: 2, 2014

One of the tasks of university is the empowerment of students in various areas such as recognizing the future that be affected by the quality of their learning experiences. Thus, the aim of present study was considering the association between qualities of learning experiences and development of student's futures research ability. This was a cross-sectional descriptive–analytical study. The sample size included 223 student of social welfare and rehabilitation sciences in University of Tehran who were selected by non-probability quota sampling. Research instruments included quality of learning experiences questionnaires (Newman, 1999) and ability of future research questionnaire (Parsa et al., 2011). Both questionnaires have desirable reliability and validity. The results showed that that the qualities of learning experience and the ability of future research of most students is moderate. In addition, from dimensions of the quality of learning experiences, flexibility of learning content and student teacher relationships have the significant positive correlation with the ability of futures research students. Based on the results, the quality of learning experiences has correlation with student's futures research. Thus, improve the quality of student learning experience and develop capabilities future studies should be considered by the university.

Recently, a new technology, i.e. Web 2.0, has emerged and it is increasingly used in education. Wiki is one of the web 2.0 application which is used in E-learning. Wiki is a simple, easy editable, interactive application that enhances learning, so this study was conducted to investigate the effect of using wiki on learning information searching skills on medical students in Kerman University of Medical Sciences, Iran. The study population included the medical students who have chosen the information technology (IT) course in the second semester in 2013. The course was held in four groups, two groups were selected randomly. One group was considered as test group, teaching through wiki (wikispaces). The second one was the control group, traditional teaching (lecture). We asked about students’ attitudes toward learning through a researcher-made questionnaire. The most of the students (71.9%) have used at least one of the web 2.0 technologies and 21.9% used Wikis. The mean scores of two groups increased and the difference between the mean scores was significant. The mean and standard deviation of the students’ scores before and after training through Wiki enhanced from 2.80 ± 1.85 to 12.85 ± 4.26, whereas it was 3.83 ± 4.30 to 13.75 ± 3.25 in the traditional group (P < 0.001). There was no significant association between two teaching methods (wiki and traditional) (P = 0.560) and the improvement of both groups was almost equivalent but most of students (55%) preferred training by wiki. Teaching through Wiki had a positive effect on learning. Regarding Wiki capabilities, it can be used as a supplement method for teaching.

Leadership talent is the rarest resource in today's world that will have continuous conductivity the organizations to be successful in tomorrow's world. Considering the importance of curriculum leadership in educational department, this study was designed to answer the question "how do faculty members see curriculum leadership in the post graduate?" In a qualitative study with purposive sampling of desirable cases type, faculty members with management experience and expert in the post graduate were selected and interviewed using semi-structured method. Data were analyzed using thematic content analysis including: data collection, data reduction, deduction, and analysis in the MAX.QDA software version 2007. After interviewing 18 faculty members with sufficient experience and management experience in the postgraduate courses, we achieved a richness of information, saturation, and data replicate. 500 codes were extracted from research data under five main categories and were classified. These categories included: "educational atmosphere improvement", curriculum development", "curriculum implementation", "curriculum evaluation and supervision", "innovation and facilitate change and adaptation". Participants in this study suggested five main categories and 18 sub-categories that represented curriculum leadership roles. These roles are in the applicable and comparable area with curriculum cycle, including: the planning, implementation, supervision, evaluation and change. In addition, these roles were also emphasized on educational atmosphere improvement that is platform, background, supplier infrastructure and prerequisites for the curriculum cycle.

Given the importance of academic achievement in medical students and an effective role of motivational different variables in student's academic achievement, including worth giving to task and learning strategies; this research investigated the association between learning strategies, task value and academic achievement of medical students. This was a descriptive study and the sample size included all students in Isfahan University of Medical Sciences. The statistical sample i.e. 251 of whom were selected by proportional sampling. Method of data collection was using a standard questionnaire, valid and reliable. Data were analyzed using descriptive statistics, independent sample t-test and regression. Deployment replication strategies and mental rehearsal and organizational in students error level of error 0.05 was less than the average level. But the uses of semantic expansion strategy and task value, the students were more than the average, weighted average (3), respectively. On the one hand, between the use of replication strategies and mental rehearsal, and semantic expansion strategy task value there was a significant association with academic achievement in students. Teaching learning strategies, preparing brochures and/or even deliver credit courses, the use of learning strategies and study can be useful measures of student's familiarity with the appropriate learning strategies. On the other hand, due to the effect levels task value on academic achievement, attention should be given to the developing courses interests and educational needs of students to provide more attention.

The lack of critical thinking among students indicate that nursing education in achieving professional did not success and nurses foster thoughtful and it still remains a challenge in the world. Accordingly, in recent years, learning styles, new and creative methods of facilitating critical thinking such as student-center teaching methods, have been given more attention. The association between learning styles of postgraduate students with critical thinking in School of Nursing and Midwifery, Kerman University of Medical Sciences was designed. This was a descriptive-analytical correlation, with the study of 90 nursing students at the graduate level (Masters and PhD) university in 2011 and 2012. Instruments were two questionnaires, California critical thinking form B, and Kolb learning styles. There was a significant correlation between the critical thinking and teaching approaches (P < 0.001) so that active teaching approaches students (student-centered) were better trained in critical thinking. Between learning styles and critical thinking were also correlated so that the converging style (13.04 ± 2.67) and most accommodating style (3.82 ± 1.33) have the lowest average critical thinking. The results of the studies, one on revising instructional strategies current use of active teaching strategies to improve critical thinking and attention to individual learning styles are emphasized.

The present study aimed to compare the students’ ability in answering to patient management problem (PMP) and modified essay question (MEQ) examination with multiple-choice question (MCQ) examination and its association with educational promotion. This research carried out in two sections descriptive-analytic and qualitative on 76 nutrition students of Kerman University of Medical Sciences, Iran, who were selected by census. The first and second examinations were PMP-MEQ and MCQ, respectively. Educational promotion variables were grade point average (GPA) in 5 sequence semesters and GPA in current semester. The other variables were the grade in food toxicology course, the scores in PMP-MEQ, PMP and MEQ exams and MCQ exam. The second section was designed with the aim of comparing the overview of students in regard to PMP-MEQ and MCQ exams. Data were analyzed by descriptive and analytic statistics. The association between educational promotion variables and mark of food toxicology course and MCQ exam were statistically significant (P < 0.001); however, there was not a statistically significant association between these variables and the other variables. Mean differences scores of MCQ and food toxicology course were significant (P < 0.001); however, scores of PMP-MEQ test and PMP and MEQ sections in two students groups based on categorized GPA were not statistically significant. Therefore, the students’ inability in answering to PMP and MEQ examination in comparing to the MCQ examination format was showed students’ incapability in evaluation of clinical competence even with regard to their high GPA and scientific knowledge.

Improving the quality of education is the most central values of academic institutions and higher education. Given professors have played a decisive role in this context, -for assessing the quality of education- we need to evaluate the quality of instruction. One of the common methods for professors’ evaluation is evaluation by students, that it usually takes place at the end of each semester. With regard to the professors’ evaluation, data are of various types: the longitudinal data or repeated measurements over time, therefore to evaluate it; the quality of instruction should be used with longitudinal data analysis. However, such methods often are explained by complex methodology. This article introduces multilevel linear model and generalized estimating equations approach and value-added models by simple and applied expression as appropriate models for analysis of longitudinal data such as professors’ evaluation data.

In addition to teaching pre-designed courses, physicians are usually expected to participate directly in designing curriculum during their professional life. Today, traditional education systems are not sufficient for developing the expected competencies in physicians. One of the applications of new advancements by cognitive sciences in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum. Educational strategies are “fundamental-oriented decisions in teaching which are aimed to achieve educational goals.” This was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum, through surveying valid electronic and library resources. Now, the most important educational strategies in undergraduate medical curriculum are: a series of student-centered, problem-based learning, integrated or inter-professional teaching, community-based, elective-driven and systematic strategies (SPICES), and also a set of strategies that are product-focused, relevant, inter-professional, short courses, multisite locations and symbiotic (PRISMS); and a group of realistic, integrated, feedback, learning and evaluation strategies (RIFLE), as well. Each strategy is represented as a spectrum. In each spectrum, the educational planner must define the position of every component of the curriculum. In order to apply these strategies, the curriculum must be intervened according to the selected strategy; so that the results of the evaluations and evidence of interventions ensure the planners that the quality of the curriculum is improved.

Since fewer educational problems lead to improvement in educational quality and eventually student performance in the delivery of emergency medical services at the client's bedside; this study was conducted to evaluate the educational problems of emergency medical students. This study used qualitative conventional content analysis. Data were collected by semi-structured interviews. Sixteen participants including 12 new graduate paramedic in associate degree and 4 instructors by purposeful sampling in Khorasan province, Iran, were selected. Data analysis was conducted by content analysis. After data analysis, three themes have emerged including the lack of appropriate teaching methods, theory and practice gaps, and curriculum reform. According to the results, educational problems in paramedic education were inappropriate teaching approaches, not applying classroom content in practice scene and incomplete curriculum. Therefore, paramedic educational leadership must try to solve these problems until paramedics can provide high quality services to community.

Public speaking is a common academic activity. Social phobia is associated with fear of public speaking which affects educational achievement. However, few researches have examined the prevalence of social phobia among university students in Iran. The aim of this study was to evaluate the prevalence of social phobia among students of Kerman University of Medical Sciences, Iran, and its impact on their academic performance. Social Phobia Inventory (SPIN), Brief Version of Negative Evaluation Scale, and a questionnaire assessing demographic characteristics and academic performance were applied to 700 randomly selected students from Kerman University of Medical Sciences. The prevalence of social phobia among the university students was 40.6%. Grade Point Average (GPA) was not significantly different between the students with social phobia comparing to students without social phobia. Yet, students with social phobia believed that fear of speaking in public had negative effects on their academic performance. In this study, only 4.1% of students with social phobia have been visited by psychiatrists. Preventive strategies are recommended to reduce the under-recognition and the adverse impact of social phobia on academic performance of university students.

Considering student input is a key component of dental education process. The objective of this study was to evaluate the last two years students’ perspectives about practical training at Zahedan Dental School, Iran, and related factors in the academic year 2011-12. In this descriptive analytical study, 108 fifth and sixth semester students of Zahedan Dental School participated who were selected by census method. The modified clinical education instructional quality questionnaire (with confirmed validity and reliability) was distributed among students at the second half of all courses in first semester of 2011-12 academic year and each of students recorded his or her own perspective about the presented educational department. The questionnaire consisted of clinical learning opportunities, learned practical activities and interaction with clinical instructors. The minimum and maximum scores of each part and the total questionnaire were 1 and 5 respectively. Mean scores were calculated based on the Likert scale rating. The data were analyzed using one-way ANOVA and independent samples test at the significant level 0.05. The mean total students’ perspective score was 3.48 ± 0.87 of the maximum of 5. The highest mean perspective scores belonged to interaction with clinical instructors and clinical learning opportunities respectively. The mean of total perspective score of fifth-year students was significantly higher than that of the sixth-year students (P = 0.032). There was also significant differences in mean total score of students’ perspective in respect to age, gender and grade point average (GPA) (P = 0.048, P = 0.040 and P =0.037, respectively). Students reported practical training as relatively favorable. Students’ perspectives also determined the weakness and strength points of practical training.

Adequate time and an organized plan to study have an efficient role in improvement educational performance. This study was performed to determine the dental students’ skills and habits in Kerman dental students. This cross-sectional study was conducted on Kerman dental students in 2013. Data were collected by questionnaire in 2 parts, demographic characteristics and study skill and habits consist of 24 questions in 6 domains. Higher scores indicated more appropriate study skills and habits. 48.1% were males and 51.9% were females, with mean age of 23.46 ± 6.09 years. The mean score was 71.32 ± 10.65 out of 120. There was a significant correlation between the students’ total mean score (P = 0.049), mean of study hours (P = 0.033) and studying before class (P = 0.050) with the mean score of questionnaire. 7.7%, 85.9%, and 6.4% had good study skills, moderate and poor study skills and habits, respectively. 51.9% had 2-4 hours daily study, and 46.8% had 6-8 hours daily in exams interval. Study skills and habits in this study were moderate. Teaching study skills can help dental students in better learning and understanding.

The aim of this study was to compare the condition in the Department of Environmental Health Engineering from different viewpoints and determining its changes during the period under study, as well as reviewing their strengths and weaknesses, opportunities and threats to enhance the level of quality. This was a descriptive study that was done for six years from 2008 untill 2013 by Environmental Health Department. Goals, faculty members, students, courses and curriculum, the teaching, learning and graduates groups were evaluated. Then criteria and indicators were developed. Interviews, observation, questionnaires and check list for each evaluation criteria according to their importance in comparison with other markers were weighted. Finally, the overall results obtained at the minimum and maximum weight of each criterion was determined, based on scores according to Likert scale. Environmental Health Department has been earned 302 out of the total 361 points. State of Department of Environmental Health, a total of six years was satisfactory and has been growing. The only unfavorable case was the lack of credit given to groups that operate in the area of group decision making is not straight. Identifying the bottlenecks recommended to be taken in order to focus on improving the challenging situations.

In addition to teaching pre-designed courses, physicians are usually expected to participate directly in designing curriculum during their professional life. Today, traditional education systems are not sufficient for developing the expected competencies in physicians. One of the applications of new advancements by cognitive science in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum. Educational strategies are “fundamental, oriented decisions in teaching that are aimed to achieve educational goals.” This article was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum, through surveying valid electronic and library resources. Now, the most important educational strategies in undergraduate medical curriculum are a series of student-centered, problem-based learning, integrated or inter-professional teaching, community-based, elective-driven and systematic strategies (SPICES), and also a set of strategies that are product-focused, relevant, inter-professional, short courses, multisite locations and symbiotic (PRISMS); and a group of realistic, integrated, feedback, learning and evaluation strategies (RIFLE), as well. Each strategy is represented as a spectrum. In each spectrum, the educational planner must define the position of every component of the curriculum. In order to apply these strategies, the curriculum must be intervened according to the selected strategy; so that the results of the evaluations and the evidence of interventions ensure the planners that the quality of the curriculum is improved.

Simulation is an educational technique which through providing whole or part of a clinical experience helps students to learn without being afraid of either their personal weaknesses or hurting the patient during interaction. Manipulation of medical education is widely being spread all over the world and this can be due to various factors such as technological improvements, ethical issues relating to practicing clinical skills, crowdedness of clinical environments for educational purposes, illness severity in most patients, drop in the length of patient’s stay in the hospitals, shortage of specialized staff in hospitals to facilitate educational process and so on. The current study has reviewed existing books, library references, papers and essays available in different scientific databases using keywords of “simulation”, “medical education” and “clinical skills”. Simulation offers several advantages including increase in patient’s safety, reinforcement of interactive learning and student-centered, improvement in problem-solving abilities and critical thinking skills, and self-paced learning. Despite all the above-mentioned benefits, the point is that due to the high costs of simulation equipment as well as improper cost management policies particularly in educational centers, several studies should be run to analyze outcomes of manipulation of different simulators on students’ learning and then based on the efficiency of the simulators, the proper ones be used for educational purposes in clinical environments.

Positive attitude towards the field of study and future career in students can be an important factor in success and harmony with the surrounding environment changes. The aim of this study was to determine the health student attitude towards their field of study and future career. In this cross-sectional and analytical study that was carried out on 220 students from the School of Health. Data were collected with a questionnaire including demographic characteristics, attitude towards their field of study, motivation, academic and family-person of problems and attitude towards their future career. The mean scores of attitude toward students in their future career was 20.07 ± 4.74, which 75.4% of the students had a positive attitude towards their future career. The mean score of attitude toward student in field of study was 17.92 ± 4.66 which 87.4% of the students had positive attitude toward their field of study. In this study, a significant association was observed between attitudes toward future career and attitude toward students’ field of study (P < 0.05). Based on the results of this study, the students had a positive attitude towards their field of study and future career. Strengthening of training programs, providing advice and support for students in career can justify a useful role attitudes are reinforced.