نشریه آموزش پزشکی
سال یکم شماره 1 (پاییز و زمستان 1391)

In attention to teachers’ motivation, knowledge and confidence, facilitated learning, using of appropriate teaching method has most effectiveness on teaching and learning. The aim of this study was to compare modified Team Effect of Design (m-TED) teaching method and lecture method on students’ performance and their satisfaction in nutrition students of Lorestan University of Medical Sciences. In this quasi experimental study, students in diet therapy 1(first course 2010-11) and 2 (second course 2010-11) were evaluated.In first course, diet therapy (1) was taught by m-TED for 8 sessions and else 8 sessions was taught by lecture method. This process was reverseD for diet therapy (2) in second course.For measuring satisfaction, satisfaction questionnaire was used. The questionnaire was completed after each 4 sessionS by students. Multiple choice question (MCQ) was carried out as midterm exam and final exam for both two courseS. Mann-Whitney U and repeated measure test were included for data analyses. Mean scores for m-TED teaching method and lecture method did not show significant difference (t=-0.61, p=0.54). Mean of score for m-TED teaching method was 6.14±0.98 and for lecture method was 6.32±0.6. The mean score of the m-TED method students’ satisfaction (45.30±3.98) was higher than lecture method(32.6±6.54) (p=0.0001). The study showed that m-TED teaching method could be useful in teaching nutrition students and could enhance their intrinsic motivation, which in turn could improve learning quality.

Peer education is a useful method for clinical skill learning. Students play as instructor and learner roles simultaneously and help each other in learning process. This is an effective method in providing students for their future roles. This study was performed to evaluate the effect of peer education on practical skills learning of nursing students in clinical skill lab (CSL). In this quasi-experimental study 73 nursing students were randomly allocated to intervention (37 students) and control (36 students) groups, for different entrance years. Students who educated in 5 and 6 semester (mentors) performed peer education. All of two groups were educated by one faculty member. Intervention group and control group were practiced by mentors and academic member, respectively. Evaluation was done by one faculty member who had no information about students groups through the same checklist. This checklist had 20 scores. Validity and reliability were obtained by content validity and observer agreement (r=0.79) methods, respectively. The mean age of 73 female students was 18.28 years. Mean age in control group was 18.2 years and in intervention group was 18.27. There was no significant difference in the mean age between the two groups. The mean scores were 15.78±2.91 in the intervention group and 15.37±3.48 in the control group. There was no significant difference in the mean scores between the two groups (p=0.59). There was no significant difference in the mean scores between the two groups, this indicates that peer education is effective like instructor education.Therefore, it is suggested to use junior students as mentors in clinical skill labs in nursing education.

Evaluation is one of the inseparable parts of educational programs of an academy and a well-organized evaluation can promote the quality of education doubtlessly. The purpose of this study was to investigate the evaluation status of theoretical & practical units from students, point of view.This descriptive-analytic study was conducted cross-sectionally on 56 dental students of Babol University of Medical Sciences (entrance 2003, 2004). Questionnaire was designed in two parts, part I contained 5 multiple choice questions and part II contained a table on students evaluation (11 items for theoretical units and 4 items for practical units), each item was scored 0-4 according to the student's idea. The overall status of evaluation was determined and separated for each department.Finally all data were analyzed with SPSS and statistic test of Mann-Whiteney. According to our findings, overall status of evaluation in school was assessed to be fair to undesirable which was not related to age, gender, year of entrance,academic average and entrance quota (p=0.086). According to the total score of each department, all departments ranked in moderate score except for prosthesis department which ranked in undesirable range (p=0.343). In evaluation of theoretical units, all departments ranked in moderate score and in evaluation of practical units, community-oriented dentistry department ranked in optimal score (p=0.001), prosthesis department (p=0.987), periodontology department (p=0.058) and surgery department (p=0.492) ranked in undesirable and other departments ranked in moderate scores. According to the results,all of the students in this study, represented the theoretical and practical evaluation status of Dental School of Babol,in undesirable range. Students with different ages, different genders, different entrance year, entrance quota and different academic averages all agreed on this opinion,therefore we can conclude that revision in theoretical and practical evaluation of school is inevitable.

Nursing education planners know that clinical education has the most important role in nursing education and nursing students can develop their theoretical knowledge with practicing in field.This study was done for determining of clinical education status from viewpoint of nursing students in nursing schools of Babol University of Medical Sciences. This study is cross-sectional, descriptive that was done on 150 nursing students in the terms7&8 in Babol, Amol and Ramsar Nursing Schools. After sampling, the clinical education questionaaires were filled by nursing students. Then, data was analyzed with SPSS (version 16). In general, education goals (25.94±4.61), tutorial performance (21.62±3.63) and clinical practice were evaluated well and communication with students, evaluation and global clinical education status were reported moderate by nursing students. Results don’t show meaningful correlation between age, city, course, and viewpoint of nursing students about clinical education status. Generally, viewpoint of nursing students about educational goals and tutorial performance was reported positive and student interaction, was moderate. Therefore, sufficient facilities in clinical education of nursing schools must be supplied. Effective education, specially in clinical practice needs different parameters that cause to develop easy learning, motivation and interest in work in clinical practice.

The aim of this study was to compare lecture and learning of concepts and terminology in teaching of anatomy in the students of radiology. Fifty freshmen students were divided into two groups randomly: control and experimental. The control group was taught through traditional method and the experimental group was taught the concepts and terminology in anatomy. Students were evaluated through midterm and final exams and results were compared. Final exam scores in the experimental group were higher than the control group significantly. This study shows teaching about concepts and terminology in anatomy, motivates students to study more and avoid memorizing the materials.

Having student's opinions is an appropriate method for teacher's educational development. Accomplishment of evaluation and acquired scores always have been challenged, so the aim of the present study was to compare two stages of teacher evaluation from student's opinion. In this cross-sectional study, 110 students during the second term of educational year 2010-2011 to 2011-2012 participated. Evaluation was done by form No.3 of Educational Development Center (EDC) which contained 13 questions. First evaluation was done by EDC. The second evaluation was done in the last session by the teacher. Data were analyzed by paired t-test and Wilcoxon with SPSS version 15. Results of paired t-test showed that there was no significant difference between two evaluations (p=0.46). Wilcoxon test was used to compare each question of questionnaire for lack of normal distribution and results did not show significant differences for all the 13 questions. The present study demonstrated no differences according to the time of evaluation. Besides, no differences were seen between evaluations done by the teacher and another evaluator. If results are going to be used for any decision making about the teacher, it is recommended to perform evaluation in several terms, so, the teachers can be informed about their ranking in comparison with other colleagues.

The main purpose of training is conveying knowledge from one generation to next one. This may lead to appropriate changes in human behavior. Students undergoing regular consults by their professor advisors can assist to their educational development and this process can improve their quality of life in the future. This study aimed to evaluate the rate of satisfaction in paramedical students about the activities of their professor advisors. This study was performed on all students at Paramedical Faculty in Babol University of Medical Sciences, during the first semester of academic year, 2011. In addition to demographic data, participants were interviewed on different aspects of professor advisors activities via a questionnaire. Data were analyzed using the SPSS software version 18. Overall, 424 students participated in the current study. The mean age was 21±2.7 years. 212 out of 424 (50%) students were alert about the various activities of their professor advisors. The most reasons for referring the students were to get scientific and educational resources and academic problems with 49.3% and 47.6% satisfaction rates, respectively, also, 32.2% of participants were very satisfied from their professor advisors activities and 70.2% of them believed that professor advisors program is a necessity. Although about 1/3 of students were very satisfied from their professor advisors activities but there is a major gap to desired goals of the professor advisors program. This study suggested that workshops on "different aspects of advisors activities" should be planned for professor advisors and students, also, furher studies on this field should be performed to provide better consulting services.

Nowadays, the question of how the moral aspects of health can be put into the framework of patient-physician relationship has turned into a serious debate in the field of medicine and patients’ rights. This study was conducted to examine the effect of application the ethical codes of Quran and Hadith on the ethical aspects and behavior of medical students through sending emails. In this interventional study, 75 medical students in Babol University of Medical Sciences were selected through non-randomized simple sampling method. The means of data collection were student's ethical conduct checklist and a questionnaire which were prepared by the researcher according to the ethical traits extracted from Quran and Hadith. Concepts extracted from Islamic resources were sent to the email addresses of medical students 3 times a week. Data were analyzed through dependent t-test using SPSS software version19. The major findings of the study indicated the positive effects of Quran teaching on enhancing the application of the ethical codes of conduct and stabilizing the professional codes of ethics. Although improving professional ethical conduct requires long-term training programs, the findings of this study indicated that religious education can be effective in using the general codes of ethics.

The 360-degree evaluation is a method that is used to assess the performance of medical students. This study has been designed to assess medical student's performance in behavioral and professional competence. We used the questionnaires that were designed earlier and their validity and reliability had been confirmed.These questionnaires were distributed among evaluators to assess medical students.Collected data were analysed with SPSS15 software. Mean scores of respondents in each category were calculated. Intraclass correlation coefficients measured the reliability of ratings within each group of evaluators. Pearson,s correlation coefficient was computed to examine the correlation between the evaluators. Ranking of the medical students was performed by calculation the mean of total scores given by each category of evaluator(s). Intraclass correlation coefficients showed a narrow range, from 0.61 to 0.83. Analysis of data showed an excellent correlation among the different evaluators in each category among medical students, patients and physicians. Intraclass correlation coefficients showed a range, from 0.41 to 0.82. Correlation between the score of nurses versus other categories is not significant. Nurses rated studens lower than other evaluators. The mean of the scale calculated for each student showed that the highest ranked medical student had high scores in different groups and the lowest student was low in different groups. Based on this study, the 360-degree instrument appears to be a useful way to evaluate students’ behavioral and professional competency.