Strides in Development of Medical Education
Volume:13 Issue: 3, 2016

Social networks are new technologies that have emerged in the past decade and are dramatically used in various areas such as education. This new social media has changed the lifestyle of individuals and their communication. Due to this fact and the increasing trend towards using social networks in universities, the present study was conducted with the purpose to explore graduate student's perspectives regarding the use of social networks in education.
This study was conducted using qualitative content analysis method. The participants were selected using purposive sampling (n = 13). Data were gathered through semi-structured interviews, recorded on audiotapes, transcribed, and then, analyzed. MaxQdata software was used for data analysis.
Data analysis led to the extraction of 476 codes, 59 sub-codes, 11 subcategories, and 4 main categories. The main categories included the advantages of social networks (3 subcategories), disadvantages of social networks (2 subcategories), required infrastructures for using social networks in education (3 subcategories), and the capabilities of social networks in education (3 subcategories).
This study revealed the advantages, disadvantages, and the applications of social networks in education. Due to the importance of social networks in education, we suggest that by providing the required infrastructures, such as high speed internet, educational protocols, and etcetera, the uses of social networks in education be improved so that students can better use these networks in education.

In recent years, evidence-based care has been recognized as one of the essential competencies of nursing graduates. Since senior nursing students are on the verge of graduating, studying factors affective on the use of evidence-based care in their professional future and emphasis on educational programming to strengthen this competency are necessary. This study aimed to evaluate the knowledge and performance of senior nursing students regarding evidence-based care.
The present descriptive-analytical study was conducted on 43 senior nursing students of Kerman University of Medical Sciences, Iran, in 2015. Data were collected using the Persian version of the Nursing Student's Knowledge and Performance about Evidence-Based Practice Questionnaire. Data were analyzed using descriptive statistics (percentage, mean, and standard deviation) and analytical statistics (Pearson correlation coefficient, ANOVA) in SPSS software.
The results indicated that the majority of students (53.5%) had sufficient knowledge of evidence-based care. The total mean score of knowledge of the students was 12.25 ± 3.34, while the majority of students (51.2%) showed poor performance. The total mean score of performance of the students was 17.28 ± 7.85. There was a direct correlation between knowledge and performance of the students (r There is gap between the knowledge and performance of students regarding evidence-based care; despite their sufficient knowledge on evidence-based care, their performance was poor. It is suggested that a suitable milieu for promoting evidence-based care is provided and theory and practice are linked through suitable planning, a review of the curriculum, and creating an appropriate educational environment for nursing students as future nurses.

The main prospect of medical education is improving the quality of health care provided by clinicians. The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society. Problem-based learning (PBL), as a student-centered learning approach, can provide the context for such medical education. The aim of present study was to obtain appropriate information about the effective use of PBL in Iranian medical education from available studies through a systematic review.
In the present study, 16 studies on the effect of PBL on learning, satisfaction, and efficacy ýof medical education were reviewed. This systematic review was performed by searching the Google Scholar, PubMed, Magiran, Iran Medex, and SID databases using the keywords problem-based learning, medical education, and Iran. We included studies that were published from 2003 to 2015 in Iran. The results of all studies were reviewed by two researchers using the Critical Appraisal Skills Programme (CASP) and the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklists.
From among the 130 selected articles, 16 studies were included in the study. The level of satisfaction with this type of training was reported as high. The student's performance was satisfactory with this educational method. This method of training had a significant effect on the increasing of student learning, particularly in the clinical and practical fields, and strengthening of active learning, self-direction, motivation, and critical thinking.
According to the results of this study, PBL can be used as an effective educational method for medical education in Iran.

Anatomy is the basis of medical education and is conducted by the dissection of the cadaver. The cadaver is a book which can provide great educational grounds for medical and paramedical students. However, cadaver shortage is one of the most important problems of medical schools in Iran; a subject that, despite high levels of theoretical training of the anatomy, has created problems for the practical training of this science.
In this study, scientific references, articles, and reports have been analyzed to determine the role of cadaver donation and its obstacles and the effect of bequeathment in the elimination of these obstacles.
Findings have shown that experiences gained through dissecting cadaver are better and more effective than knowledge obtained from books or models. For more effective education, cadavers are constantly required. Cadaver shortage has been the topic of discussions and complaints of anatomy professors and medical students for consecutive years. Providing cadavers or dissection is a complicated subject which requires cultural training. The provision of unidentified cadavers by morgues can result in both remuneration for the deceased and steps towards the acquiring of knowledge.
The field of anatomy can only survive through cadaver donation. Cadaver donation is an actual and effective way to support medical development and facilitate life of future generations. Legal, religious, and cultural obstacles impede cadaver bequest. The elimination of these obstacles is possible through the establishment of cadaver donation institutes, cultural promotion, and creation of motive and awareness in the society.

Achievement motivation and self-directed learning can be affected by various factors, including classroom management styles. This study aimed to investigate the relationship between classroom management styles and achievement motivation and self-directed learning in graduate students of the University of Sistan and Baluchistan, Iran.
This descriptive-correlation study was conducted through regression analysis. From among all graduate students of the University of Sistan and Baluchestan, 323 students were selected and studied in October 2015. The study tools consisted of Martin and Baldwin’s Class Management Styles Questionnaire (1998), Fisher’s Self-directed Learning Readiness Scale (SDLRS) (2001), and Hermans’ Achievement Motivation Scale (1977). To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software.
Mean score of the non-interventionist, interactionist, interventionist, achievement motivation, and self-directed learning styles were 2.73 ± 0.517, 2.77 ± 0.527, 2.86 ± 0.435, 2.74 ± 0.406, and 3.28 ± 0.311, respectively. The correlation coefficients of the non-interventionist style with achievement motivation and self-directed learning were, respectively, 0.077 and 0.035 (P > 0.05). The correlation coefficients of the interactionist style with achievement motivation and self-directed learning were, respectively, 0.644 and 0.591 (P Achievement motivation and self-directed learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style.

According to the regulations for residents’ promotion exam, fifty percent of score (150 scores) is measured via internal academic evaluation; from which, thirty scores are measured using logbook software. Considering the importance of this method in the evaluation of residents, this research investigated the relationship between the residents’ educational and practical activities measured via logbook method and their success in promotion exam.
In this descriptive-analytical research, the study population consisted of 730 residents who participated in the promotion exam. Using the stratified sampling method and according to Krejcie and Morgan table, 244 residents were selected. Then, the score of each divided educational activity (theoretical class, morning report, practical skills, infirmary, clinical rounds, journal club, and educational conference) was measured separately for each resident and its relationship with the promotion exam score was investigated. The data were analyzed using SPSS Software.
The correlation coefficients of the score of promotion exam and educational activities were calculated for theoretical class (r = 0.52; P = 0.049), morning report (r = -0.20; P = 0.719), practical skills (r = -0.28; P = 0.060), infirmary (r = -0.09; P = 0.144), clinical rounds (r = 0.04; P > 0.999), journal club (r = -0.047; P = 0.460), and educational conference (r = -0.19; P = 0.100). The used method only described 28 percent of the promotion exam scores.
Only the theoretical class had significant relationship with residents’ success in promotion exam. It seems that either the promotion exam is not based on the educational activities or the educational activities are only theoretical and far of the clinical skills.

Focus group discussions are a way to solve problems in nursing. A great extent of information on the specific issues and problems of nursing can be obtained through the activity of members in this method. The aim of this study was to review studies conducted using this method as a problem solving method in nursing.
This study was a descriptive review on the objectives, processes, and applications of focus group discussion regarding problem solving in nursing. The databases of Iranmedex, Magiran, SID, Scopus, ScienceDirect, Elsevier, Google Scholar, and PubMed were searched using the keyword of focus group, group interviews, nursing, and focus group discussion for publication in the years 1998-2015.
A focus group is a semi-structured group session which is moderated by a group leader and held in an informal setting to collect information about a designated topic. A focus group discussion is an interview with emphasis on interaction between the participants, and the data generated is very difficult to achieve through individual interviews or participant observation. The main components of a focus group include a skilled moderator, appropriately selected participants, appropriate place and time, and correct implementation of the process. Tape recording and verbatim transcription along with field notes are the usual methods of documenting data in focus groups.
Focus group discussion consists of a series of carefully planned discussions designed to obtain perceptions on a defined area of interest in a permissive, non-threatening environment. Cost-effectiveness, flexibility, and stimulating are some of the features of focus group discussions which can generate very useful information.

Nursing care in terms of cardiopulmonary resuscitation (CPR) requires education that causes a better and deep learning of the science and practical skills. The current study was conducted with the aim of comparing the effect of traditional and mannequin-based simulation teaching of CPR on knowledge and practice of emergency medicine students.
This experimental study was conducted using intervention and control groups and pre-test and post-test. The students were randomly divided into two groups of 15 individuals. In the experimental group, the students were trained through mannequin-based stimulation. In the control group, traditional CPR training method was used. The scientific knowledge and skills of the participants were assessed in three stages of before the study, at the end of the semester, and 4 months after the intervention using a researcher-made questionnaire and checklist. The collected data were analyzed using t-test and repeated measurement test.
The results showed no significant difference between the mean and standard deviation of the theory test and practical skill assessment in the control and intervention group before the study (P > 0.05). At the end of the semester, the scores of the control group were, respectively,14.86 ± 1.92 and 22.53 ± 1.84, and of the intervention group were, respectively, 14.80 ± 1.69 and 34.80 ± 5.05. There was only a significant difference between the two groups in the practical test score (P = 0.001). Four months after the intervention, scores of the control group were 10.33 ± 3.26 and 19.4 ± 2.13 and of the intervention group were 11.86 ± 1.88 and 34.80 ± 5.05, respectively. Yet again, only the practical test score showed significant difference between two groups (P = 0.001).
Based on the results of the study, it is suggested that the mannequin-based stimulation method of teaching be used for training emergency medicine students.

Due to the disadvantages of teaching through lectures, the need for their replacement with active and collaborative learning methods is strongly felt. Students of public health, due to employment in the health network, have an important role in screening for genetic disorders. This study aimed to change teaching methods to increase retention of practical contents in the minds of undergraduate students of public health after graduation.
This quasi-experimental study was conducted on 20 public health students of Zanjan University of Medical Sciences, Iran. The course of hereditary diseases and genetic counseling was taught with a new method that combines traditional and modern (the use of blogs, PowerPoint, discussion in small groups on clinical issues, and developmental quizzes) teaching methods. A year after the final exam, an exam and survey were held. The results of the survey and student’s grades were analyzed using paired t-test in SPSS software.
Average scores of the final exam and 1-year reexamination were 17.25 and 11.10, respectively and the difference was statistically significant (P = 0.004). However, the students stated that they remembered more than 86% of the topics covered in class to some extent. Among the students, 45% and 14% believed this to be due to developmental quizzes and problem-based learning, respectively. No significant difference was observed in the components of students’ satisfaction from teaching between the two mentioned time periods (P = 0.196).
Continuous developmental quizzes, due to repetition of course content at short intervals, and problem-based learning in small groups, due to promoting dynamism of mind and increasing motivation to remember because of participation in debates, cause the students to remember more and for a longer period.