Research and Development in Medical Education
Volume:3 Issue: 1, 2014

Globally, patient safety and quality of health care services are the predominant challenges faced by the health care industry. To produce competent doctors it is essential to inculcate skills such as clinical reasoning, critical thinking, and self-directed learning among the medical students. Bedside teaching is a common teaching format in medical education where students are taught in an interactive manner with real patients in hospital wards which help them in acquiring the medical skills and interpersonal behavior necessary for their daily practice as doctors.

Tuberculosis (TB) is the foremost cause of mortality attributed to a curable infectious disease globally, accounting for 8.6 million new cases in the year 2012, of which, India alone has a share of almost 25% of cases. Medical colleges have been acknowledged as the tertiary level health care centers and have a key role in the diagnosis and management of different types of TB cases. However, a wide range of barriers and deficiencies have been acknowledged in the medical education curriculum over a period of time with regard to teaching of TB control. To combat the enormous magnitude of TB on health sector in Indian set-up, there is a crucial need for establishing a mutual and complementary partnership between policy makers, delegates from the medical colleges and the regulatory body for medical education. Altogether, medical students are the future health care providers for the general population and thus well organized medical education curriculum can play a significant role in reducing the magnitude of tuberculosis in the coming decade.

This study is focused on common theories that influenced the history of program evaluation and introduce the educational program evaluation proposal format based on the updated theory. Literature searches were carried out in March-December 2010 with a combination of key words, MeSH terms and other free text terms as suitable for the purpose. A comprehensive search strategy was developed to search Medline by the PubMed interface, ERIC (Education Resources Information Center) and the main journal of medical education regarding current evaluation models and theories. We included all study designs in our study. We found 810 articles related to our topic, and finally 63 with the full text article included. We compared documents and used expert consensus for selection the best model. We found that the complexity theory using logic model suggests compatible evaluation proposal formats, especially with new medical education programs. Common components of a logic model are: situation, inputs, outputs, and outcomes that our proposal format is based on. Its contents are: title page, cover letter, situation and background, introduction and rationale, project description, evaluation design, evaluation methodology, reporting, program evaluation management, timeline, evaluation budget based on the best evidences, and supporting documents. We found that the logic model is used for evaluation program planning in many places, but more research is needed to see if it is suitable for our context.

The present article determines whether or not the undergraduate paramedical students of Tabriz University of Medical Sciences of Iran are motivated to learn English; to which orientation of motivation, integrative or instrumental motivation, they incline; and how much their field of study affects increased motivation to learn English. This study was carried out with the participation of 141 undergraduate paramedical students including four fields of study: Laboratory Sciences, Technology of Radiology, Anesthesia, And Health Information Technology (HIT). The participants were asked to fill two questionnaires to determine their attitude toward learning English. Each questionnaire contained 15 items to estimate the degree of their integrative and instrumental motivation for learning English. The theoretical framework applied was based on Gardner’s socio-educational model of second language acquisition. The undergraduate paramedical students of Tabriz University of Medical Sciences of Iran were motivated to learn English. The comparison between integrative and instrumental motivation showed a mean value for integrative motivation as 4.02, and for instrumental motivation as 4.32 with a meaningful difference. Students in the laboratory sciences field showed the highest degree of both types of motivation. Iranian paramedical students are highly motivated in learning English in general; however, there was a difference in the degree of motivation according to the student’s field of study. In general, instrumental motivation was higher than integrative motivation in this study.

The present study aimed to determine the educational and research needs of faculty members of Tabriz University of Medical Sciences, Tabriz, Iran so that educational priorities can be found and presented to the authorities for the purpose of educational planning. This cross-sectional descriptive study was conducted in 2013 at aforementioned University. Overall, 250 faculty members were randomly selected from 10 faculties and recruited. Research tool, a researcher-made questionnaire whose validity had been confirmed by a number of experts, was distributed in person, and eventually 230 were completed. Data were analyzed in SPSS-21 software using descriptive statistical tests. Faculty members of the University declared student assessment as their first educational priority. They also considered the following as their educational needs: teaching and learning, writing scientific articles, educational needs assessment, research in education and health systems, teaching methods and techniques, educational planning, program evaluation, educational guidance and counseling, professional ethics, and computer application in education, respectively. This study investigated the educational needs of faculty members in three areas and 50 subjects and prioritized these needs according to each area. Based on these needs, educational planning authorities of faculty members, by appropriate educational planning, can take an effective step in improving scientific knowledge of professors and play an important role in enhancing the overall quality of education.

The basic medical sciences section requires 2.5 years in the medical education curriculum. Practical courses complement theoretical knowledge in this period to improve their appreciation. Despite spending lots of disbursement and time, this period’s efficacy is not clearly known. One hundred thirty-three General Practitioner (GP) students have been included in this descriptive cross-sectional study and were asked by questionnaire about the positive impact of practical courses on learning theoretical knowledge. Data were analyzed by descriptive statistics. The agreement in “Practical Head and Neck Anatomy” was 40.91% ± 29.45, in “Practical Trunk Anatomy” was 63.62% ± 2.32 and in “Practical Anatomy of Extremities” was 56.16% ± 2.57. In “Practical Histology”, agreement was 69.50%±2.19; “Practical Biophysics” was 45.97%±2.25, “Practical Physiology” 61.75%±2.17; “Practical Biochemistry” 36.28%±2.42; “Practical Pathology” 59.80%±2.53; “Practical Immunology” 56.25%±26.40; “Practical Microbiology and Virology” 60.39%±2.27 and “Practical Mycology and Parasitology” 68.2%± 2.16. GP students in Tabriz University of Medical Sciences are not optimistic about the applicability of practical courses of basic medical sciences lessons.

Our aim was to evaluate factors affecting the choices made by first-year dental and medical students in Tabriz University of Medical Sciences, Iran. The subjects in the present descriptive cross-sectional study consisted of 104 first-year dental and medical students in the University in 2012‒2013. A questionnaire was given to the students, which included demographic data and prioritization of motives. In designing the questionnaire, nine items were taken into account including income, social status, owning a private office, serving the community, feasibility of working with the hands, self-regulation of working hours, an interest in the field, recommendation by the family and communication, and contact with community members. Data were analyzed with the Mann-Whitney U test using SPSS. Enjoying a high social status was the most important factor (94.2%) in choosing dentistry as a major by dental students. An interest in the field (88.2%) was the second factor in their selection of dentistry. Recommendation by the family and serving the community with a frequency of 50% and contact with community members with a frequency of 51% were the least important in choosing dentistry. A high social status (75%) was the most important factor in choosing medicine as a major by medical students. A high income (73.1%) was the second factor in choosing medicine for them. Serving the community with 43.1% and the feasibility of working with the hands with 28.9% were the least important factors in choosing medicine. Dentistry and medicine are professions that still enjoy a high social status and most students choose these majors in order to attain such status. Differences in motives behind choosing a major by students of these two fields are related to the nature of the professions.

The objective of this study was to compare Multiple-Choice Questions (MCQs) quality parameters of pediatric residency tests between the pre-board examinations of Tabriz University of Medical Science (TUMS), Tabriz, Iran and the national board examination in 2007 and 2011. In this cross-sectional study, we evaluated the format of 300 MCQs in the pre-board examination of TUMS and the format of 300 MCQs of the national board examination in pediatric residency. Individual MCQs were evaluated for content budgeting according to the Nelson pediatric residency reference textbook, taxonomy levels (Bloom’s levels I, II and III) and following structural principles (based on Millman checklist). Data were analyzed by SPSS (version 18) software. We find more consistent content budgeting in the national board MCQ examinations. Forty one percent of pre-board MCQ examinations and 72% of national board MCQ examinations were Bloom’s taxonomy levels II -III (P=0.000). We found correct structural principles in 69.2% and 76.2% of pre-board and national board MCQs examinations, respectively (P=0.05). 30.7% and 22.5% of pre-board and national board MCQs examinations were negative stem, respectively (P=0.025). Most of the negative stem MCQs were Bloom’s taxonomy level I questions. Pediatric residency pre-board MCQ examinations of TUMS were of a significantly lower level of learning (taxonomy level I) compared to the national board MCQ examinations. To prevent low quality development of internal university examinations, monitoring of these exams is recommended.

Professional identity development is one of the main concerns of nursing education. This study aimed to evaluate effective educational components on nursing students’ professional identity using Eisner’s model of criticism and connoisseurship. Eisner’s Criticism and Connoisseurship Model were used for a qualitative evaluation of the nursing education system. This model includes four steps of descriptive, interpretative, evaluative and thematic evaluation. Data were collected by semi-structured interview and observation. Participants were 15 students and faculty members of Mashhad University of Medical Sciences, Iran, who were selected by purposive sampling. Data were analyzed by Eisner’s model. Four major themes included student admission, educational system defects, reality shock, and self-esteem. These themes that emerged from educational evaluation are effective in developing the professional identity of Iranian nursing students. It seems that changing the admission process, presenting the nursing discipline to students as much as possible, creating a more realistic education, making an exclusive body of knowledge, and following successful role models are helpful in students’ professional identity development.

The aim of this study was to assess the knowledge and skill of clinical residents in Tabriz University of Medical Sciences, northwestern Iran, (as the future specialists), as well as their attitudes on the necessity of patient education, and the practice and responsibility of the residents in this field. Knowledge, attitudes, and practices of a random selection of 380 clinical residents at Tabriz University of Medical Sciences were assessed in 2011 through a comprehensive questionnaire about education. The data were analyzed using SPSS software. There was no significant relationship between the two variables of sex and study period and the knowledge variable during the residency. However, there was a significant positive correlation between knowledge and age variables (P<0.05). The level of knowledge rose with aging because the amount of the model significance was less than0.05. Besides, the coefficient of sex was positive by regression analysis. There was no significant relationship between the previous variables and attitude variable. No significant relationship was seen between the previ ous variables and practice variable. The influence of age, sex, and year of study was apparent in the knowledge of the residents, but no considerable influence was shown in their practices and attitudes. Some educational strategies are needed to improve the practices and attitudes of the training group.

Information literacy (IL) is a set of abilities requiring individuals to identify when information is needed and have the competency to retrieve, evaluate, and efficiently use the required information. The aim of this study was to recognize to what extent faculty members are able to use the variety of information resources. The study was done in Tabriz University of Medical Sciences (Iran) from October to December 2012. This study used the cross sectional method. The participants of this study were 80 faculty members who referred to the central university library within the first two weeks of October (beginning of school year) for information seeking. All of the participants in the study were selected. Data were gathered through distribution of a standard questionnaire of information literacy. Data were analyzed through SPSS/16 and one-way ANOVA Independent t-test was applied, too. Information literacy competency was classified in three levels: low, moderate, and high. The majority of faculty members had moderate information literacy level and a minority of them had a high information literacy level. Information literacy competency of faculty members was moderate to low. Academia had higher level of retrieving information and evaluating than ethics and rights of information resource and abilities in knowledge. There was a statically significant relationship between ageand level of academia with information literacy level.

Quality assessment of conferences and congresses and their performance seems inevitable due to the status and problems of holding them. Therefore, the aim of this study was the situational analysisof conferences and congresses held in Tabriz University of Medical Sciences during the years 2005-2010. In this descriptive study, five checklists were designed through literature review and panel meetings of experts to assess the quality and performance of conferences and congresses held in the University during the years 2005-2010. There were a total of 40 questions in the checklists extracted from the interviews of the responsible bodies. The data were analyzed using SPSS 19. There were no statutory duties assigned to any of the committees. No indicator was used for selecting committee members. None of the conferences had been recalled at least a year prior. The university priorities had no role in organizing the conferences. Evaluation results were not available, and the conferences had very poor performance. Regarding the results of this study and the importance and costs of the scientific meetings, it is necessary to revise planning, poll-making and regular evaluation of these meetings to overcome weaknesses and improve the quality of the conferences and congress in the Tabriz University of Medical Sciences.

The rapid development in computer technology and the wide availability of personal computers together with the Internet, email, and various medical literature retrieval applications have changed both the study and the practice environments in dentistry, as they have in other fields. Electronic learning allows students to work at their own time and pace. In the field of pathology, this is even more important because by traditional methods, the review of lessons is only possible in labs and with presence of microscopes. This study aimed at evaluating the efficacy of a new educational technique in the field of practical pathology in dentistry. In this quasi experimental, combined with retrospective and prospective study, 82 dentistry students were recruited from Tabriz Faculty of Dentistry. The final scores of the 41 students whose course was based on a traditional method (Traditional Group) in the field of practical pathology were recorded. In the other group, however, a software containing multimedia information with the slides related to pathologic samples was provided along with the traditional educational method and the scores were recorded (New Group). The mean score of practical pathology was 16.23±3.36 (range 8-20) in the new group and it was 15.22±3.52 (range 5-20) in the traditional group. Accordingly, the mean scores of the students in the new group were higher than the traditional group; however, this difference was not statistically significant (P=0.19). The scores of the practical pathology in dentistry may be enhanced if the traditional method is conducted along with supplementary multimedia software.

Considering the importance, complexity, and problems in nursing education, using efficient and new methods in nursing education seems to be necessary. One of the most important of these methods which has received attention in recent years is the use of concept maps. Therefore, the aim of this study was systematic review of studies conducted in this field. Required information for this systematic review study was collected using keywords of concept map, learning, retention, nursing education, critical thinking skill, and Iran and their English synonyms in data bases of Iranmedex, Magiran, Science Direct, PubMed, Google scholar, Medlib, and SID. No time limitation was considered for searching articles. Articles published in Farsi and English have been searched. Results show that concept maps have a significant effect on improving critical thinking of learners. Compared to other educational methods such as lectures; using concept maps show higher efficiency in deep and meaningful learning. Besides, concept maps have a significant effect on learning (relationship of theory and practice, improvement of clinical experiences, organizing concepts, and self-regulation). According to the importance of nursing education and its available problems on one hand, and the use and applicability of concept maps on the other hand (as well as ignorance about this educational method), it seems necessary to plan for the development of using concept maps in educational nursing.