فصلنامه توسعه ی آموزش جندی شاپور
سال پنجم شماره 4 (پیاپی 11، زمستان 1393)

Student’s perception of many physiological phenomena is often seriously flawed. This means that students have faulty mental models of many things that we ask them to learn، andsuch conceptual difficulties are often referred to as misconceptions. Hence، the propose of present study was to identify the prevalence of misconception in left and right ventricular output and its stability of misconception in students’ mind. To achieve this، the 254 undergraduates in three different levels in medical education were asked to answer the question about the equality of the right and left ventricular output، and prevalence of misconception among each group of students was calculated; the percentage of incorrect answers among the students was also assessed by using a two-tailed comparison of the proportions. The results showed that the prevalence of misconception about comparison of left and right ventricular output ranged from 21 to 38%; the most prevalence of misconception were among emergency medical technicianstudents، and the least in anesthesiology students; consequently، the most common misconception was that right ventricular output would be 75% rather than left ventricle. Accordingly، results indicated that even after studying the cardiophysiology curse and circulatory system، about 28% of students failed to correct this concept in their mind، hencethe need to change teaching strategies to prevent sustainability of misconceptions in students’ minds has been increasingly felt.

Lesson plan is one of the most effective means of teaching - learning process، and it''s also one of the undeniable ways to improve the quality of education. Through lesson plan، teachers correctly present concepts and materials in the class; and students، subsequently، would better understand these concepts. This study aimed to assess the quality of lesson plan among faculty members at Ahvaz Jundishapur University of Medical sciences in 2013. In this cross-sectional study، 81 lesson plans provided on the college website were evaluated. The data was collected using self-made checklist used in previous research، and was analyzed in descriptive statistics level with SPSS software version 13; in general، 19. 8% of lesson plans were ranked in weak، 8. 77% in average، and 5. 2% in good conditions، respectively; the most components have been considered in the lesson plan were in order the method of teaching، timing of content presentation، assessment method، student''s tasks and assignments، outline and resources. Moreover، most defects were related to behavioral purpose، behavioral purposes scope، teaching aid، adequate preparing for students، partial purpose، and class management policy by the teacher. As far the importance of lesson plans، holding workshops for education، promotion the codification level، and adequate supervision on teachers، therefore، can provide in order their knowledge for codification and qualification of lesson plans.

Due to largely considerable role of basic sciences curriculum as a primary phase on academic education، facing challenges during education may have adverse impacts on their future medical education or their professional career. In addition، a curriculum evaluation based on long term periods may provide a better and broader vision for educational planning. In current cohort study، all of medical students from Semnan University of Medical Sciences enrolled in comprehensive basic science exam during 2001-2010 were randomly selected. Data collection was permitted and approved by the institutional review board of medical faculty and processed descriptively. The participants of this study consisted of 316 students; the highest (32) and the least (3) amount of members enrolled in pre-internship exams were related to Feb 2001 and Feb 2009، respectively. The highest educational score average was 145 that obtained in Feb 2001 and the lowest educational score average e was calculated 100 and obtained in Feb 2009; furthermore، that group whose educational scores related to February exam with a mean score of 128. 8 revealed better educational performances in comparison to September exam groups with a mean score of 114. 2; scores obtained in the first-five-year period with a mean score of 125. 7 indicated better educational performance when it compared to the second-fiveyear period with a mean score of 117. 1. While the highest educational performance was observed in pathology، microbiology، physiology، and immunology courses، the lowest educational performance were obtained in biophysics، embryology and public health courses. Hence، further research seems required to have a better understanding of the underlying factors in educational performance and thus institutional research is recommended to conduct long term assessment of educational performance.

Electroconvulsive therapy is one of the treatment methods، and knowledge and attitude toward it، despite of its useful effects on treatment of mental disorders، is flawed even among medicine and nursing staffs. Since the main aim of each teaching approach is to increase the level of learner''s knowledge and attitude، and a well as traditional teaching methods like giving lecture those are common nowadays، can''t alone fulfill student’s need، hence this study aimed to compare the effect of electroconvulsive therapy education through lecture and electronic methods on nursing students’ knowledge and attitude. This quasi-experimental study was conducted among 40 nursing students at Busheher University of Medical Sciences in 2013. In addition، students were selected with census method and randomly divided into control and intervention groups. Control group was trained by lecture method while intervention group was taught by electronic method with compact disk (CD). Before and 2 weeks after the intervention، related information was collected by researcher-made questionnaire، and then data was analyzed by SPSS19 software through calculation of frequency، mean، standard deviation، t-test، and X2 tests. According to the results، knowledge and attitude were promoted significantly in both groups (P<0. 05). In the experimental group، the mean score for knowledge increasing was 10. 55±3. 97، and it was 7. 55±4. 40 in the lecture group; that showed a significant difference (P=0. 03). Moreover، the mean score for attitude increasing was 2. 05±4. 96 and 1. 95±5. 82 in both control and experimental groups، respectively;، that showed no significant difference. Based on research results، electronic education seems more effective than lecture on students’ knowledge، therefore، according to the benefits of electronic education، using and planning of this method should be recommended.

Due to post graduate students’ theses make a major part of research projects in our country، attention to students’ research can be effective in solving the present problems. The aim of this study was to investigate the methodology of the post graduate students’ dissertations at University of Social Welfare and Rehabilitation Sciences (USWR). In this descriptive crosssectional survey، the methods of all post graduate students’ theses in USWR that were defended from 2011 October to 2012 June were evaluated by using questionnaire. Fisher exact test was used; the data was analyzed by SPSS software using descriptive statistics. After، it revealed that 45% and 35% of students used descriptive- analytic and interventional methods، respectively. Consequently، descriptive، creative and providing valid and reliable questionnaire methods were obtained as 13. 2%، 1. 9% and 4. 7% of thesis methodology. 40% of girls used interventional methodwhereas 58% of boys chose descriptive- analytic methodology. Moreover، interventional method was used more than other groups by younger students as well as students of faculty of Behavioral sciences in comparison to Rehabilitation and also Social welfare faculty. Fisher exact test showed a statistically significant relationship between type of faculty and thesis methodology (P=0. 003). By considering the weight of students’ theses in researches، it is recommended that universities provide more educational، financial and supportive facilities for their students.

For years، theoreticians and educators of nursing believe that clinical judgments by nurses should be based on accurate information and scientific manner، so the great effort has been done to improve the structure of nursing work، and Hall for the first time used the term nursing process. With considering the importance of assessment skills of nurses and nursing students in the implementing nursing process، various ways can be used; one of these methods is the OSCE test، and the present study evaluated the performance and opinion of nursing students and their comments about evaluation the nursing process by OSCE style. This survey was descriptive - correlation study that was conducted in 2010 at nursing & midwifery school of Ahvaz jundishapur university of medical sciences، and assessed functions of 35 students in the implementation of nursing process whom were entered in this study by random sampling. In addition، data gathering tool was a check list of Nursing Process Evaluation and a questionnaire made by researcher about opinions of students. After data collection، data were analyzed by the statistical software SPSS version 18، using descriptive statistics (mean &standard deviation)، and also analytic statistics chi-square. Consequently، Student Performance scores in most parts of the nursing process werw above average as well as the satisfaction of the assessment method was high. According to students’ satisfaction of this approach for the assessment and also with regard to the benefits of this method، utilizing this approach، therefore، recommended for evaluating nursing students within performance nursing process.

Nowadays، We need graduate student who can utilize critical thinking and implement problem-solving skills at Clinical environment. Educational experts of new teaching methods believe that concept map could be an effective method among nursing students. Therefore، this study aimed to assess the effect of teaching clinical caring plan through the concept mapping on nursing students’ critical Thinking. It was a Randomized Controlled Trial research with control group; thus research sample included 34 senior nursing students at Abadan Medical Sciences College who were randomly divided into two equal groups whom were taught with clinical concept map drawing. Before vocational training، California-B critical Thinking questionnaire was handed out between two groups. Then a one-day workshop was hold to teach them، students were selected for concept mapping، how to be trained through the use of concept map using in caring plan. Both groups wrote and performed the caring plan in the neurology ward for the patients with CVA in 10 days in summer 2013. After vocational training، both groups were evaluated to assess the rate of their critical thinking. Findings showed that both groups’ performances were not significantly different in terms of gender، age، average scores and critical thinking at the beginning of the treatment. However، after intervening، the rate of students critical thinking in experimental group was significantly increase (Mean Rank = 24. 88، p<0. 001). The outcomes also indicated that the use of concept map as an Effective Intervention in clinical environment، therefore، could increase the nursing students’ critical thinking.

The aim of the current study was to examine the effect of applying direct instruction program on reading skill in children with learning disabilities in 2012-2013 school years. The research method was an Experimental Single Case with multiple baseline design. The study population consisted of four participants were selected among Second-grade elementary school students who were referred to specific-Learning-Problems Centers in order to remove specific learning difficulties، especially diagnosed with reading disorder (learning to read)، in two regions of city of Yazd، and they completed the evaluation. In addition، Research tools included revised scale Wechsler Intelligence Test، facade Reading & dyslexia insufficient reading، word reading test (subtest of the facade) and health education students. In order to differential diagnosis of reading disorders of mental disorder، the Intelligence Scale Revised was performed; Moreover، NAMA reading test to detect reading disorder & dyslexia from sub-tests of reading words to draw a base line level of participants'' development was employed. Programs directly designed on all four tests were conducted، and following performance training، 3 weeks tracking implemented that all 4 subjects after a performance training program were able to achieve the behavior goals; therefore، it was shown that this effect was constant and the target behavior was not decreased. Consequently، researcher concluded that direct instruction program was a remedial effective program on reading skill in children with learning disabilities.

The main purpose of the present study was to investigate the relationship between quality of work life and organizational commitment of faculty members at Mashhad School of medicine during summer time of in 2012. This was a descriptive-integrative study done to an applied purpose. The statistical population of this research consisted of all the 300faculty members at Mashhad University of Medical Sciences; using Morgan Method، a sample size of 170 subjects based on the multi-stage cluster sampling was selected، and two standardized questionnaires of quality of work life by Walton and organizational commitment (1990) by Mayer''s were used to study the selected members. In order to test the research hypotheses and for data analysis، Spearman''s correlation coefficient، multiple correlation method، LISREL، Friedman Test were also used. The t statistic and Fisher statistic، moreover، were applied to measure the demographic variables، and SPSS statistical software was used to evaluate the research data. The results not only indicated that there was a significant and positive relationship between the quality of work life and organizational commitment، but also showed that the Affective commitment than career growth opportunity and space with other components of QWL variables were correlated; Normative commitment correlation to the growth and developmental opportunities components of social competence was correlated with other components. However، there was not significantly relation to each component of quality of work life and the continuous commitment component among any of organizational commitment components.

Clinical support and supervision is one of the fundamental pillars of clinical education of midwifery students، hence the absent of clinical support and supervision may affect the students’ clinical learning outcomes. In wide review of the literatures there did not found any study that investigated the clinical support and supervision from the viewpoint of Iranian midwifery students. Therefore، this descriptive cross-sectional study was conducted in the first semester within educational years 2011-2012. The sample of study were 74 baccalaureate midwifery students with the experiences at least two semesters in clinical learning in Zanjan University of Medical Sciences that participated by census sampling method. Furthermore، «Perception of Extent of Support and Supervision Survey» was used for data gathering which investigated the support (17 items) and supervision (12 items) in clinical learning; accordingly، the final scores for support subscale were from 17 to 85، and for the supervision subscale was from 12 to 60. Some demographic and educational characters of students were gathered by checklist. Then data analysis was also calculated by SPSS software using descriptive and inferential statistic. Findings showed that the average score of students in support subscale was 58; the highest score was for “providing assistance” area and the least score were for “understanding learner needs” area. Although، the average score of students in supervision subscale was 43; according to the viewpoint of midwifery students، the support and supervision in clinical setting seems suitable، but necessary changing is needed for achieving ideal situation.

Present study was conducted to determine the effectiveness of psychological interventions to improve students’ academic failure at Ahvaz University. The population of this study consisted of college students with academic failure of seven-medical faculties who were referred to counseling centers in order to psychological interventions at Ahvaz Jundishapour University during the year 1390-139. Sampling technique was used and then only 3 members among students with academic failure were invited to their own core counseling faculty. The instrument in this study included their academic performance through Consecutive Two semesters average as well as Cognitive Behavioral Therapy techniques (C. B. T) was used. According to the outcomes obtained among the whole 33 persons with academic failure data was arranged as 36/4% male، and 63/6% female، 81/8% single، 18/2% married and 27/3% native and 27/7% were not native; the most academic failure observed in medicine and nursing schools (13. 2%) whereas the lowest academic failure were in School of paramedical sciences; the finding alsorevealed that the most frequent cause related to family problems and academic failure (13/2%)، employment (11/3%)، lack of interest to field (3/11%)، and found the lowest score related to the lack of confidence، hard lessons، mental disorders، disagreement according to the study resultss. Therefore، it is essential that college counseling centers should plan to more careful and regular planning not only for detection the effective ways on improvement and prevention of academic failure but also try to implement these ways.