فهرست مطالب

مجله ایرانی آموزش در علوم پزشکی
سال چهاردهم شماره 8 (پیاپی 70، آبان 1393)

تاریخ انتشار: 1393/09/07
تعداد عناوین: 10

فارسی
English

انتخاب همه

Assessing the Readability of Patient Education Materials about Diabetes Available in Shiraz Health Centers P

Khadijeh Ahmadzadeh *, Abdolrasoul Khosravi, Sholeh Arastoopoor, Rahim Tahmasebi Pages 661-668

Introduction
Patient education materials are one of the important factors to improve the health literacy of patients with chronic diseases like diabetes and are employed in order to develop self-care skills. These materials will meet such objectives if they are understandable by their audiences. Hence, the aim of present study was to evaluate the readability of educational resources published about diabetes.
Methods
This research was a descriptive study with a content analysis approach. The sample consists of 22 patient education materials about diabetes available in Shiraz health centers in 2012 and their readability was measured by Flesch Dayani index in which readability level is a figure ranging from 0 to 100. The bigger the figure, the higher the readability. The collected data were analyzed using descriptive statistics tests.
Results
22 materials were collected which 7 (32%) of them were electronic and 15 (68%) were printed. The average readability score was 40±22. These materials are appropriate for individuals who have already passed the first and second years of university. Electronic resources were also found to have a higher readability level than printed ones.
Conclusion
Since most of the published materials are suitable for people with higher education and written with a language beyond public’s health literacy, health information providers are strongly advised to prepare simple education materials understandable for all people in the society.
Keywords: Readability, Patient education, Diabetic patients, Health literacy

Abstract View Paper Original: Persian
Needs Assessment of Continuing Medical Education for General Physicians: The Musculoskeletal Signs and Diseases

Atiye Faghihy Maraghi, Payman Motaghi, Zahra Dehghani Pages 669-679

Introduction
Educational needs assessment in continuing medical education programs can provide the opportunity for optimum use of resources. The aim of this study was to determine the viewpoints of general physicians about their educational needs in the continuing education courses about encountering with musculoskeletal signs and diseases.
Methods
This descriptive survey study was performed in 2013 in Isfahan University of Medical Sciences. The participants were a number of 150 general physicians participating in the continuing education courses who were selected through convenient sampling. The data collection tool was a self-tailored questionnaire to perform needs assessment. The validity and reliability of the questionnaire were confirmed. To prioritize the diseases and their symptoms, the frequency of encountering and educational needs were used. The collected data were analyzed through non-parametric statistics and cross tabulation.
Results
In this study 86 questionnaires were analyzed (57 percent response). From the viewpoints of general physicians, the maximum encountering was Joint Pain sign (88.4%). The lowest rates of encountering were Raynaud's Phenomena sign (%66.3) and Scleroderma Disease (%90.7). The Education was claimed to be the most needed for Back Pain (%72.1) and Rheumatoid Arthritis Disease (%69.7), and the least needed for Raynaud's Phenomena (%20.9) and Scleroderma Disease (%30.2).
Conclusion
From the general physicians’ viewpoints, Lower Back Pain and Rheumatoid Arthritis Disease were the most needed for education. This can partly be due to the prevalence of these cases. Therefore, the results of this needs assessment may enable executives to plan appropriate continuing medical education with regard to the participants’ needs.
Keywords: Needs Assessment, continuing medical education, musculoskeletal diseases, General Physicians

Abstract View Paper Original: Persian
Impact of Near-peer teaching on Learning Dressing Skill among Nursing Students

Monireh Motevasseliyan, Khadijehi Nasiriaian * Pages 670-676

Introduction
One of the new methods of teaching is peer teaching. Although it has been applied to various contexts, its efficacy has gained little attention in nursing education especially in clinical skills. Therefore, this study examined the effect of near-peer teaching on learning dressing skills among nursing students.
Methods
In this experimental study, 50 freshmen nursing students studying in Shaheed Sadoughi University were selected and randomly assigned to two groups of instructor teaching and near-peer teaching. The data collection tool was a dressing skill checklist which was completed based on interviews and observations before and after training. The collected data were analyzed using descriptive statistics, chi-square test, and independent and paired samples t-tests.
Results
No significant difference was found between two groups regarding the scores of dressing skills before training (p = 0.08). After training, the score of dressing skills was 322±24.39 in instructor group and 350. 80±14.38 in near-peer group, and there was found a significant difference between groups (p < 0.05). The results of this study showed that students in near-peer teaching group performance better in three sub-domains.
Conclusion
Although the improvement of dressing skills of nursing students was observed in the near-peer group, it is recommended that further studies be conducted in this area.
Keywords: Near, peer teaching, clinical skills, dressing, nursing students

Abstract View Paper Original: Persian
Factors Affecting Student-patient Relationship: The Nursing Student's Viewpoints in Birjand University of Medical Sciences

Samaneh Nakhaee, Ahmad Nasiri *, Mino Alizade, Freshte Javadi, Zahra Ebrahim Abadi Pages 677-686

Introduction
The relationship is a key concept in nursing and an integral part of patient care. Nursing students are one of the most influential individuals who directly communicate with patients for a long period of time, therefore proper relationship with patients is considered one of their important duties and a necessity for effective training and learning clinical cares. This study aimed to identify the factors affecting student-patient relationship from the viewpoints of nursing students.
Methods
This cross-sectional descriptive study was conducted in 2013. Ninety-one nursing students of Birjand university of Medical Sciences were selected through convenient sampling. Data were gathered through a researcher-made questionnaire consisted of six categories including: personal, social, professional, environmental, educational and clinical conditions of patients. The collected data were analyzed through descriptive and analytical statistics (independent t-tests, ANOVA, and Kruskal-Wallis).
Results
The results showed that professional (4.02±0.71) and personal factors (3.45±0.46) were the most and the least important factors from the students’ perspective, respectively. A demographic comparison revealed a significant difference between the viewpoints of male and female students in terms of clinical (t=2.9, p=0.001) and social (t=-2.32, p=0.02) factors.
Conclusion
The Results indicated that professional factors had the greatest effect on student-patient relationship. Thus health providers and educational managers should focus their efforts on modifying professional factors in order to improve student-patient relationship and thereby improve the quality of clinical education.
Keywords: Relationship, patient, nursing student, patient care, student's viewpoints

Abstract View Paper Original: Persian
Study the relationship between emotional intelligence and how to apply the standards of effective teaching by faculty Medical Sciences

Hassan Eslamian *, Hossein Jafari Sani, Zohreh Goodarzi, Zahra Eslamian Pages 687-697

Introduction
The ability to set and manage faculty members’ emotions in classrooms is an important and determinant factor in successful and effective teaching. The main objective of this study was to determine the relationship between emotional intelligence and effectiveness of teaching and implementation of effective teaching components by faculty members of Mazandaran University of Medical Sciences.
Methods
This descriptive study was conducted on 393 faculty members of Mazandaran University of Medical Sciences who were teaching in 2012-2013 academic years. A sample of 191 faculty members was selected according to krejcie and Morgan’s sample size table. Research tools were a research-made effective teaching questionnaire and Bar-Ann emotional intelligence questionnaire. The collected data were analyzed using descriptive statistics, Pearson Correlation and Regression analysis.
Results
The findings showed a significant relationship between faculty members’ emotional intelligence and their effective teaching (p< 0.05). Their emotional intelligence was able to predict the effective teaching with a significant coefficient (ß=0.78, p<0.0005). There was a significant correlation between faculty members’ emotional intelligence and implementation of all the components of effective teaching (teaching design, education, classroom management, human relations, assessment, and desired personality traits) (P<0.05).
Conclusion
The results indicated that by controlling variables such as age, gender, and education of faculty members, emotional intelligence can strongly predict the effectiveness of their teaching. In other words, faculty members` high emotional intelligence could be a determining factor for their effective teaching.
Keywords: emotional intelligence, effective teaching, university professors

Abstract View Paper Original: Persian
Presentation of a Causal Model of Campus Community Quality, Knowledge Sharing and Academic Performance among Students of Shiraz University of Medical Sciences

Rahmatollah Marzooghi *, Mehdi Mohammadi, Fahimeh Keshavarzi Pages 698-710

Introduction
As an intellectual and ethical environment, university campus increases motivation and enhances constructive interactions among students by creating and disseminating knowledge and leads to emergence of talents. The purpose of this study was to examine the relationship among university Campus community quality, knowledge sharing and students’ academic performance.
Methods
This descriptive-correlational study was performed on all students of Shiraz University of Medical Sciences in 2013-14 academic years. 175 students were selected through random sampling method. Research tools were the College and University Community Inventory Ernest Boyer and the knowledge sharing behavior scale derived from the work of Van den Hooff and De Ridder cited in Salimi. The questionnaires were distributed among subjects after calculating the validity and reliability. Data were analyzed through simultaneous multiple regression analysis according to Baron and Kenny’s model.
Results
Results showed that: 1) Campus community quality was a significant positive anticipant of students’ academic performance (p<0.0001T f=50.83). 2) Campus community quality anticipated 61% of students’ total knowledge sharing variance. 3) Campus community quality components had a significant influence on knowledge reception (p<0.0001, f=33.134). 4) Campus community quality anticipated 76% of students’ total knowledge reception variance. 5) Knowledge sharing and Campus community quality components had significant effects on students’ academic performance (p<0.0001, f=76.74). 6) Due to the mediating role of knowledge sharing, Campus community quality also was a significant positive anticipant of students’ academic performance.
Conclusion
According to the results, in order to enhance and promote campus community quality and students’ knowledge sharing, the following are suggested: improving the quality of campus community in line with target-orientation, promoting scientific and ethical relations among the members, maintaining respect for students and enhancing university physical facilities, and encouraging students participation in knowledge sharing.
Keywords: Campus community quality, university, knowledge sharing, academic performance, students

Abstract View Paper Original: Persian
Teaching-Research Nexus in the World's Top Universities: a Review Study with Presenting a Conceptual Model

Nader Gholi Ghourchian, Parivash Jaafari, Mostafa Ganeni, Shahram Shayan * Pages 711-728

Introduction
Teaching-Research Nexus (TRN) is one of the most fundamental issues in higher education management. This issue faces greater challenges in Iranian universities of medical sciences due to their more complex structure and obligations in contrast to universities under the supervision of Ministry of Science. Therefore, this study tried to design an appropriate model of teaching-research nexus for Iranian universities of medical sciences by identifying the determining components involved in the interaction and nexus between teaching and research in the world’s top universities.
Methods
Using a review study, documents available in the university websites of the world’s top 10 countries (according to Shanghai Ranking of 1 to 5 top universities in each country), as well as Times Higher Education Ranking (medical sciences), and the literature on components affecting research-teaching nexus were reviewed and analyzed. The obtained components were classified through the three-dimensional conceptual model into structural, environmental, and behavioral factors.
Results
The results of the review of the world’s top 32 universities and relevant research literature led to the identification of 17 major and 42 minor components which were designed and presented in the three-dimensional conceptual model based on their homogeneity. According to the model, the extracted major and minor components were classified into structural, environmental, and behavioral factors and their interactive relationship was identified.
Conclusion
The components presented in the proposed conceptual model can be employed as the main part of formulating “organizational strategies” in order to align teaching and research and to be able to benefit from such interaction in universities and institutes of higher education.
Keywords: Teaching, Research Nexus, Review Study, Three Dimentional Model, universities of medical sciences

Abstract View Paper Original: Persian
Comparing Academic Achievement in Lecture-based Learning Versus Problem-based Learning among Medical Students: A Systematic Review

Fariba Haghani, Taiebe Shokri *, Athar Omid, Mohammad Ali Boroumand, Ziba Farajzadegan Pages 729-741

Introduction
Nowadays researchers widely believe that there are differences in the effectiveness of problem-based training compared to traditional methods such as lecture. This study was done in order to compare academic achievement in lecture-based learning versus problem-based learning among medical students through a systematic review.
Methods
This study is a secondary research done using a systematic review method. In this study, all published articles related to comparing academic achievement of medical students through lecture and problem-based methods were analyzed. These studies were conducted from 1998 to 2013. At first, the question of study was defined and search strategy was specified. The related articles were searched through international data bases such as, Pubmed, SCOPUS, Wiley, Springer, Ovid, EMBASE and internal resources such as, Iranmedex, Irandoc, SID, Magiran and related journals using the proper keywords and mixing them. Articles that met the inclusion criteria were assessed using the relevant checklists.
Results
Out of the total 95 articles found in the primary search of resources, eight met the inclusion criteria. In most studies comparing these two methods, academic achievement was higher in groups with problem-based learning, and in none of the reviewed studies, academic achievement was found to be less in problem-based group compared with the group receiving traditional or lecture-based methods.
Conclusion
The results of this study showed that using a problem-based learning method can increase cognitive abilities of medical students and can be effective in improving their academic achievement.
Keywords: Systematic Review, problem, based learning, lecture, academic achievement, medical students

Abstract View Paper Original: Persian

علمی مصوب

مجله ایرانی آموزش در علوم پزشکی

Iranian Journal of Medical Education

سالنامه پزشکی به زبان فارسی، انگلیسی

آخرین شماره | آرشیو

ISSN: 1608-9359 eISSN: 1735-8892

صاحب امتیاز:

دانشگاه علوم پزشکی اصفهان

مدیر مسئول:

دکتر علیرضا یوسفی

سردبیر:

دکتر طاهره چنگیز

تلفن نشریه: ۰۳۱-۳۷۹۲۳۳۵۲

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فهرست مطالب

مجله ایرانی آموزش در علوم پزشکی سال چهاردهم شماره 8 (پیاپی 70، آبان 1393)

مجله ایرانی آموزش در علوم پزشکی

Iranian Journal of Medical Education

مجله ایرانی آموزش در علوم پزشکی
سال چهاردهم شماره 8 (پیاپی 70، آبان 1393)