عطاءالله اسدی

Recognition of faculty members'' educational needs is the major factor to lead the educational system for determining goals and appropriate setting and organizing other important factors for promoting both faculties abilities and educational levels in universities. Scientifically، the first step for designing and educational planning is to determine individual educational needs that lead to optimize using of available sources. The goal of this study was to determine educational needs of Guilan University of medical sciences'' faculty members in 2007. This study was a cross-sectional descriptive in which 74 faculty members in Guilan university of medical sciences were involved. Sampling method was random by standard questionnaire from Michigan University. Reliability and validity was confirmed by experts. The results were analyzed by SPSS software. Results indicated that faculty members'' first preferences including as follow: % 38. 1 writing standard lesson plans; %77. 6 using internet in education، %24. 3 OSCE; %73. 6 acquaintance with e-learning، %21. 4 EBM. It shows that %57. 6 of faculties، (1-3 hr of) free time devoted to study and readiness for presenting in next session. %52. 9 has less tendency to reform in education and %49. 5 believe that students also show less tendency in this regard. %68. 6 of faculties consider economical welfare as the most important motivational factor in individual promotion. The best time for presenting workshops (% 83. 8) were start of courses in fall and on thursday also. Current facilities and educational atmosphere for applying new teaching methods were inappropriate from viewpoints of %56. 7 and %58. 1 respectively. Faculty members believed that participating in workshop and educational courses had important role in promoting educational abilities and quality of education in university. Fields of educational course include teaching planning، methodologies، standard evaluation methods، educational technology and general skills. It is advised that EDC consider faculty members'' educational needs in designing workshops and courses.

The standardized patient is a trained person that acts as a real–patient so that it is not recognizable by a professional expert. In this assimilation، standardized patient must act like a real patient not only in presenting biography، but also body movement، physical finding، feelings and personal characteristic Using of SP has some advantages than real-patient، accessibility in this way، medical students and residents can access to the standardized patient every where and every time and determined the problems on standardized criteria equally، also provide proper opportunity especially for beginner students in learning different clinical skills، at different time، beyond of any stress، as well as it eliminates major testing problem in residents and medical student’s clinical skill. In some cases SP has more educational value than real patient for learners in educational process. However SP prepare students very well to visit patients more effectively and evaluate student’s clinical skill but it doesn’t mean that we can eliminate real patient. SP is very important in medical education as well as lecture، book، video tape and real –patient.

Recognition of faculty members'' educational needs is the major factor to lead the educational system for determining goals and appropriate setting and organization other important factors. Scientifically، the first step for designing and educational planning is to determine individual educational needs that lead to optimize using of available sources. The goal of study was to determine educational needs of Guilan University of medical sciences'' faculty members in 2007. This study was a cross-sectional descriptive in which 74 faculty members in Guilan university of medical sciences were involved. Sampling method was random by standard questionnaire from Michigan University. The results were analyzed by SPSS software. Results indicated that faculty members'' first preferences include: % 38. 5 writing standard lesson plans; %26. 3 student- centered Education; %42. 4 OSCE; %27 providing computerized slides and %24. 3 recognition of using portfolio. They believed that the best time for presenting workshops were end of courses، in spring and on Thursday، also current facilities (%67/6)، and educational spaces (%87/8) for applying new teaching methods was inappropriates. Faculty members believed that participating in workshop and educational courses had important role in promoting educational abilities and quality of education in university. Fields of educational course include teaching planning، methodologies، standard evaluation methods، educational technology and general skills. It is advised that EDC consider faculty members'' educational needs in designing workshops and courses.

Complete knowledge and skills about cardiopulmonary resuscitation are necessary for all medical staff because with increasing number of trained personnel in the field of CPR، survival rate and the number of individuals that will enjoy a better quality of life in the community after being saved from cardiopulmonary arrest، will be increased. This research aims to evaluate the effects of education in clinical skills center on cardiopulmonary resuscitation (CPR) knowledge of physicians and nurses working in Educational Therapeutic Centers of Guilan University in year 2004. The present research is a before-after interventional study of 230 people (115 general physicians and 115 nurses) working in educational therapeutic centers of Guilan university of medical sciences (GUMS) and in clinical skills centers. Knowledge of individuals was evaluated by a questionnaire containing 20 questions about basic CPR (for nurses and physicians) and 10 questions about advanced CPR (only for physician group). Then by organizing a theoretical course for these groups about basic and advanced cardiopulmonary resuscitation and using slides and video-projector، important issues about this material were taught. By using standard manikins practically basic and advanced CPR were taught. At the end of the course، knowledge of participants in the workshop was re-evaluated. The collected data was entered in the computer and the data were evaluated by SPSS software، ANOVA and T-paired test (p<0. 05 was considered significant.) Mean score of nurses'' knowledge about basic cardiopulmonary resuscitation before the intervention was 35% and after intervention reached to 62% (P=0/0001). Mean score of physicians'' knowledge about basic CPR before intervention was 48% and after intervention changed to 63% (P=0/0001). Mean score of physicians'' knowledge about advanced CPR before the intervention was 26% and after the intervention increased to 42% (P=0/0001). Considering the findings of this study the two mentioned groups'' knowledge about CPR has been considerably increased after education. This point supports the necessity for arranging more and more educational CPR classes with higher quality.

Having the ability of making communication is important as much as the physician''s knowledge. This research has studied about the Guilan medical university interns، residents and faculty members'' attitudes toward communication skills considering finding perfect methods to improve the mentioned Skills. In This cross –sectional study 175 cases has been chose by quota and sequential sampling. A multiple choice questionnaire has been used for evaluating the individuals'' attitude toward communication skills. Its face and content validity has been approved and its reliability has been performed by split – halves method (p<. 05). Collected data have been analyzed by the SPSS software. Our samples were included of 64 interns، 26 residents and 85 faculty members. Totally، 65. 5 percent of the individuals'' had a weakly positive attitude toward communication skills. In the disjunctive analysis 56، 76 and 57 percent of respectively faculty members، residents and interns had weakly positive attitudes (P<. 011). The mean scores of knowledge of three mentioned groups respectively have been 8. 24 ± 2. 3، 8. 78 ± 2. 6 and 5. 7 ± 2. 3 (P<. 001). Considering demographic characteristics only history of having a clinic has had a significant and positive relationship with individuals'' scores of knowledge and attitude toward communication skills (P<. 03). Under studied cases little knowledge about communication skills and their positive attitude demonstrate lack of paying attention to the field of communication skills in our country. Therefore teaching these skills is suggested to be inserted in educational content for general practitioners.