Journal of Medical Education
Volume:15 Issue: 1, Feb 2016

Background and As the leaders of educational organizations, universities use various models and approaches in evaluating their activities. However, excellence model for evaluation of educational services can demonstrate the distinction of this evaluation procedure. The aim of this study is to investigate the status of training quality of ophthalmologic residents in Khatam-Ol-Anbia Hospital in Mashhad based on the standards of organizational excellence model EFQM in the educational year of 2012-2013.
This descriptive cross-sectional study has been conducted in the second half of 2013 in the educational, research, and therapeutic hospital of Khatam-Ol-Anbia, among the hospitals affiliated with Mashhad University of Medical Sciences. All students in the stage of residency in Ophthalmology entered this study. In this research, 18 men and 6 women participated. Moreover, in the statistical population of this research, 14 of the residents were non-native and 10 were native. Using standardized questionnaire of organizational excellence model in higher education sector and the degree of achievement of the educational services outcomes presented to learners was investigated. This questionnaire was first adapted from the main booklet published by Sheffield University, England. Following the extraction of the preliminary questionnaire, normalization of the instrument for validity was done by expert judgment, to examine the internal consistency of the various sections of the instrument and the reliability, Cronbach’s alpha coefficient of 0.96 was obtained. The questionnaire consists of 4 main sections, each of which questions contain certain indices of educational services. Using SPSS 16 and congruent with the background and research questions, the results were obtained.
The mean value of general status of the training quality of Ophthalmology residents has been obtained as 6.66 (of a max of 10). The mean value for the indices of general perception; educational, research, and pedagogy; support and guidance; and for loyalty, honesty, and values; were obtained as 6.19, 6.39, 6.61, and 7.44, respectively. The total score was obtained to be 129.32 (out of the standard 200 according to the criterion of customer results in EFQM model). Moreover, the status of training quality of learners in Ophthalmology residency in terms of gender and academic years did not show a significant difference. However, the mean value of indices in native residents showed a higher number in comparison with the students who declared themselves as non-native, indicating a significant difference (P=0.01).
In this research, the general status of training quality of Ophthalmology residents, based on the required mean value and extraction of the total score obtained, reveals a higher than average level. These results, together with the difference in the mean value of indices in the native and non-native residents can act as a guide for decision-making and managerial policymaking in this subspecialty therapeutic, educational, and research hospital.

Background and Students in medical schools are under the great personal distress during their education. Likewise, medical or surgical residency can be a stressful and overwhelming period during which residents work long hours. The aim of the study was to determine the level of hopelessness in the medical students and residents and to examine its relations with socio-demographic features and working conditions.
A cross-sectional survey was conducted among 203 medical students and 132 medical residents in Pamukkale University, Turkey. Beck Hopelessness Scale (BHS) was used to measure the level of hopelessness.
Women constituted 49.3% of the participants. 20.3% of the participants were younger than 20. 35.2% of the participants were in the lowest SES. The mean BHS score was 5.76±4.5. The score in medical residents (7.29±5.1) was higher than in the 1st (4.48±3.6), 3rd (4.13±3.4) and 6th grade medical students (5.4±4.1), (p40-≤60 hours’, 6.1±4.4; ‘between >60-≤100 hours’, 7.97±5.6; and ‘over 100 hours’, 9.67±5.6, (p=0.028). Multivariate analysis showed that weekly working hours of the residents was the most important factor affecting the score (p The hopelessness level of the medical residents was the highest and weekly working hours was the main factor affecting the hopelessness levels in the medical residents.

Background and There is much evidence that the prevalence of academic misbehaviors is increasing in universities. This study examined the motivation and attitudes of medical students of Shahid Beheshti University of Medical Sciences on cheating and its frequency.
The study is a survey of medical students’ of Shahid Beheshti University of Medical Sciences attitudes on cheating and Data was analyzed using Chi-square and McNemar's test.
One hundred and sixty medical students participated in this study. The mean and standard deviation of students’ age was 22.69±2.29 years. Basic Sciences and internship students’ attitudes on three cheating behaviors, including cheating from others (P=0.028), helping other students to copy answers during exams (P=0.001), and recording false reports deliberately to facilitate assignments were significantly different (P=0.0001). The student's highest motivation for cheating was fear of failing in the exam (79.3%) and difficulty of the course (77.5%).
The results showed that there were a higher number of interns than basic sciences students considered two behaviors of helping others to cheat and copying from one’s hand as cheating. It seems that policy-making in universities must be in a way that the problems of educational program, attitude and environment get more attention. In this regard, medical ethics education, reduced stress and pressure associated with medical education, fair and decisive punishment for dishonest people and appropriate resource allocation should be carried out for exam’s environment control.

Background and Educational development center (EDC) at Shahid Beheshti University of Medical Sciences began general medical degree program reform from early 2000 and it was implemented since October 2004 with the admission of the first group of medical students. The study objective is to investigate faculty members and medical student's viewpoints on the achievement of the objectives of the reform of general medical degree program at the level of basic sciences.
The study is cross-sectional and its field is "Medical Education". Studied population is all faculty members employed to teach and medical students in the fourth and fifth semesters in pre-clinical phase. Sampling method was census and data collection tools were two researcher-made questionnaires. Data analysis was performed using SPSS software.
The overall average response to the questionnaire questions was 2.98 for students (n=116, SD=0.646) and for faculty members was 3.36 (n=31; SD=0.551). 84 students (72.4%) and 21 faculty members (67.7%) announced the achievement of the objectives of the program. No correlation is observed between the response of faculty members and students (Spearman's Coefficient=0.1, P=0.873). In student-centered strategies (Spearman's Coefficient=0.975, P=0.005) and electives (Spearman's Coefficient=0.943, P=0.005) there is a correlation between students in the fourth and fifth semesters.
Insufficient number of similar previous studies and lack of faculty member's willingness to participate in the study make it difficult to generalize the results to other departments. However, as the first study, the results of this study can be effective on future revisions of the program.

The aim of this paper is to illustrate the role of metaphor in education. The main thesis is that the metaphors shape our attitude towards education implicitly. With this aim in mind, first, the concept of metaphor is briefly introduced, and then three of the most famous metaphors that have been used in education (factories, gardening and travel), and their differences are discussed. Medical education is a long period that in different levels different purposes should be achieved. For instance, while in basic science level teaching in classrooms and labs is prominent, this will switch to bedside teaching in clinical years. It seems that none of the above mentioned metaphors is adequate for designing a curriculum in medical education and we need a combination of these three for a more comprehensive curriculum planning.

Background and Problem based medical education had been useful in education of medical sciences students. The objective is the determination of effects of problem based medical education on occupational health student's learning.
This study was a semi-experimental study. By using the curriculum of Ministry of Health, occupational toxicology course had been taught based on a problem based plan for group A, then student's grades or data had been analyzed by SPSS 16, mean, standard deviation, t-test with P The total grade of occupational toxicology in group A (with problem based medical education) was 18.03±1.84 and in group B (regular education), it was 17.60±1.72 with t=0.852 and P=0.398 had not significant differences. The specific lessons such as cadmium and allergic disorders were promoted and its mean grades were more in group A than B.
Problem based medical education was helpful in learning of some chapters of occupational toxicology.