جستجوی مقالات مرتبط با کلیدواژه "Assessment" در نشریات گروه "پزشکی"
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Currently in Nigeria, a large number of edible insects are known, and they are globally consumed.The aim of this research was to investigate the microbial load and aflatoxin levels in palm weevil,cricket, and shea butter caterpillars. Six different dried edible insect samples were obtained from different States in the country, (5 palm weevils from Ibadan and Owerri State, 5 shea tree caterpillars from Owerri, 10 palm weevils from Ogun, and 10 crickets from Ibadan and Ondo state). All the samples were packaged in sterile zip lock bags, microbial load analysis was carried out using Standard Microbial Technique, and aflatoxin quantification was done using High-Performance Liquid Chromatography (HPLC). Statistical analysis was carried out using the Statistical Package for Social Sciences (SPSS) version. Microbial analysis of cricket from Ibadan and Ondo showed high counts of total aerobic bacterial load (104.0 ×107 cfu/g and 91.0 ×10 7 cfu/g respectively), the highest aflatoxin quantification of fungi present had values of (17.00 μg/kg and 12.00 μg/kg) in cricket from Ondo and Ibadan respectively. The aflatoxin level was above the permissible limits for ready-to-eat edible dried insects (AFB1; 2μg/kg, Total aflatoxins; 4 μg/kg). Microbial Identification of bacteria and fungi colonies isolated from the palm weevils, crickets, and shea tree caterpillar revealed 3 dominant species of bacteria (Staphylococcus aureus, Escherichia coli, and Proteus mirabilis), three mycotoxin-producing fungi were isolated which includes; Aspergillus niger, Aspergillus terreus, and Aspergillus flavus. The presence of E. coli signifies a potential risk to food safety. Also, the presence of Aspergillus flavus in most of the edible insect sample suggests a potential risk for aflatoxin production. The findings of this study indicate an urgent need for strict quality control measures to ensure the safety of edible insects consumed in Nigeria. Additionally, research into effective processing methods to reduce contamination is recommended.
Keywords: Assessment, Insects, Microbial Load, Edible, Pathogenic -
Background
The assessment of learners is a fundamental element in medical science curricula. The Direct Observation of Procedural Skills (DOPS) exam is a valuable way to assess clinical skills. The present study aimed to assess the clinical skills of operating room students of Neyshabur University of Medical Sciences, Iran, using the DOPS exam, and determine the effect of the exam on the learning and satisfaction of the learners.
Materials and MethodsThe current study was a semi‑experimental study that used a single‑group posttest study design. The statistical sample included 30 operating room students. The 5 skills were selected for assessment and the assessment checklist was designed by the researcher and approved by the expert panel. Moreover, 3 researcher‑made questionnaires were used to examine the students’ skills and opinions regarding facilitating learning and their satisfaction with the DOPS examination. Mann‑Whitney, Kruskal‑Wallis, and Wilcoxon tests were used to analyze the data.
ResultsThe results showed that there was a significant difference between the scores of the students in the first and second examinations (z = ‑4.243, p < 0.001), and the students› scores increased significantly on the second examination. The learners were satisfied with the way the DOPS exam was conducted, and their satisfaction score of this exam was 90.7 out of 120. Furthermore, students agreed that this exam affected learning facilitation. Their score on the effectiveness of this exam was 93.9/120.
ConclusionsAlthough the DOPS examination is one of the clinical assessment methods for learners, it can be used as an instructional tool in the learning process.
Keywords: Assessment, Direct Observation Of Procedural Skills, Learning, Satisfaction -
Background
Pre-anesthetic evaluation is the initial stage of anesthesia procedures for patients. This evaluation involves elucidating the patient's medical history, determining patient readiness, screening for undisclosed disorders, and identifying risk factors. Safety measures help mitigate patient-related risks within medical environments. The aim of this study is to investigate the role of Pre-anesthetic evaluation in patient safety.
MethodsThe present study was a review conducted in the year 2024. Databases including PubMed, Direct Science, MEDLINE, Proquest, SID, Scopus, Google Scholar, Magiran, and library resources were searched using keywords such as Pre-anesthetic evaluation, pre-anesthetic visit, anesthesia clinic, patient safety, and their English equivalents. A logical combination of these keywords was performed using "OR," "AND," and "NOT" operators. The search was conducted in relevant articles from the year 2000 to January 2024.
ResultsInitially, 22,000 articles were screened, and ultimately, 16 relevant articles were used for preparing this paper. In all the reviewed articles, pre-anesthetic evaluation played a key role in patient safety.
ConclusionsStudies indicate that pre-anesthetic evaluation is a key improver of surgical outcomes. These measures not only mitigate potential risks but also enhance surgical outcomes. Overall, pre-anesthetic evaluation has a direct correlation with patient safety, playing a significant role in postoperative improvement and elevating the quality of medical care.
Keywords: Evaluation, Assessment, Anesthetic Clinic, Pre-Anesthetic Visit, Patient Safety, Systematic Review -
Introduction
The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and challenges of electronic exams based on Iranian and international studies.
MethodsThe present qualitative study used meta-synthesis in the first phase. Thus, keywords such as electronic exams, online exams, electronic assessment, and online assessment in Iranianand international databases for 2005-2021 were searched. In the second phase, using the Shannon entropy technique, the advantages and challenges of electronic exams were weighted.
ResultsChallenges of e-exams were classified into seven subcategories (poor technical knowledge, security challenges, complexity and challenges in designing examination, complexityand challenges during examination, complexity and challenges after examination, lack of infrastructure, socio-cultural challenges). The advantages of e-exams were also classified into five sub-categories, including improvement of teaching and learning process, effectiveness of student performance assessment, advantages in designing exams, advantages during examinations, and advantages after examinations. In Shannon’s entropy findings, challenges (complexity and challenges after examination and poor infrastructure) and advantages (advantage after exams implementation) had the largest weight.
ConclusionConsidering the importance of electronic exams, especially with the outbreak of the COVID-19 epidemic, the inevitable movement of university systems, increasing concerns about student performance assessment, and improving educational performance in the current situation, decision-makers are expected to emphasize the advantages of this kind of exam and address its challenges to help improve the student assessment mechanisms.
Keywords: Exam, Assessment, Education, Evaluation, Qualitative Research -
Interdisciplinary Journal of Virtual Learning in Medical Sciences, Volume:15 Issue: 4, Dec 2024, PP 343 -354BackgroundFairness in online assessment encompasses the equitable and unbiased evaluation of students' knowledge and skills within a digital learning environment, and it is one of the most critical aspects of assessment. This study examined the perceptions of nursing professors and students regarding the fairness of online exams at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran.MethodsThis qualitative study was conducted using content thematic analysis. The participants were seven nursing professors and 21 nursing students selected from the school of nursing at SUMS, Iran, using purposive sampling from June 2021 to September 2022. To collect data, semi-structured interviews were conducted individually and online across various platforms until data saturation was reached. The study incorporated researcher reviews, peer evaluations, and oversight by an external observer to ensure data accuracy. Four criteria of Lincoln and Guba were considered to evaluate scientific accuracy and strength.ResultsThe research revealed three primary themes: fairness, challenges, and strategies for practical online nursing assessments. These themes encompassed 10 categories and 33 subcategories. Both participant groups highlighted the significance of content validity and assessing diverse cognitive skills. However, potential nursing faculty bias and constraints of online testing formats were identified as challenges to achieving fair evaluation.ConclusionThe study highlighted the necessity for ongoing enhancements in the design and execution of online nursing examinations to achieve increased fairness and effectiveness. Established procedures ensured data accuracy and research strength.Keywords: Fairness, Online Exam, Perception, Nursing, Students, Assessment, Professors
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مقدمه
آموزش بالینی در شکل دهی توانمندی ها و مهارت های حرفه ای فراگیران نقش مهمی دارد و قسمت حساس و اساسی آموزش علوم پزشکی است. آموزش بالینی اطلاعات و مهارت های مربوط به مراقبت از بیمار را برای دانشجویان ارائه می دهد و هم چنین سبب افزایش مهارت های تصمیم گیری، بهبود تفکر انتقادی و افزایش اعتمادبه نفس دانشجویان می شود. آموزش بالینی فرصت مناسبی را برای تبدیل دانش نظری به مهارت های روانی حرکتی برای دانشجویان در فرآیند مراقبت فراهم می کند به طوری که هرچه آموزش به دانشجویان بهتر باشد کیفیت مراقبت مطلوب تر می شود، بنابراین توجه به آموزش بالینی و عوامل موثر بر آن مهم است. با توجه به اهمیت ارزیابی مستمر وضعیت موجود آموزش بالینی، پیشنهاد می گردد با بازنگری محتوای دروس و ارائه درس هایی با اهداف روشن، داشتن طرح درس، برنامه آموزش بالینی و توجیه کامل و دقیق دانشجویان، استفاده از وسایل کمک آموزشی جدید، برنامه ریزی مناسب جهت تقسیم تعداد دانشجویان در بخش ها، تجهیز بخش ها به امکانات رفاهی بیشتر مشکلات حوزه آموزش بالینی کاهش یابد، علاوه بر این مسئولین با ارزیابی مستمر وضع موجود و استفاده از نظرات دانشجویان و آموزش دهندگان، تحلیل مسائل و شناسایی مشکلات و چالش های موجود سبب ارتقاء کیفیت آموزش شوند.
کلید واژگان: ارزیابی, آموزش بالینی, چالشJournal of Shaeed Sdoughi University of Medical Sciences Yazd, Volume:32 Issue: 9, 2024, PP 8187 -8190IntroductionClinical education plays a crucial role in shaping the capabilities and professional skills of learners, and it is an essential and sensitive part of medical education. Clinical education provides students with information and skills related to patient care, as well as improving decision-making skills, critical thinking, and increasing students' self-confidence. Clinical education provides an opportunity for transforming theoretical knowledge into practical skills in caregiving, meaning that enhanced education leads to improved quality of care. Therefore, attention to clinical education and its influencing factors is important. With the importance of continuous assessment of the current status of clinical education, it is proposed to review the content of courses and provide clear objectives, lesson plans, clinical education programs, and thorough justification for students. The use of new educational aids, appropriate planning for dividing students into sections, and equipping departments with more facilities can reduce the problems in clinical education. Furthermore, authorities ought to enhance educational quality by regularly evaluating the current landscape and employing feedback from learners and teachers to examine issues and pinpoint existing obstacles and difficulties.
Keywords: Assessment, Clinical Training, Challenge -
مقدمه
برای اطمینان از موثر بودن آموزش عوامل تاثیرگذار بر آن باید مشخص شود و مورد ارزشیابی قرار گیرند. اعتبارسنجی یکی از سیستم های ارزشیابی است که با استفاده از سازوکار آن وضعیت دانشگاه های علوم پزشکی از نظر آموزشی، پژوهشی و خدماتی مشخص می شود. بنابراین تحقیق حاضر با هدف ارزیابی درونی گروه های آموزشی دانشکده دندانپزشکی رفسنجان بر اساس الگوی اعتبارسنجی انجام گرفت.
روش هااین مطالعه توصیفی تحلیلی در سال 1400 در دانشکده دندانپزشکی رفسنجان انجام گرفت. جمع آوری اطلاعات از مدیران گروه و اعضای هیئت علمی با مصاحبه و از دانشجویان با پرسش نامه صنعت خانی و بیماران از طریق پرسش نامه تهیه شده در دانشکده دندانپزشکی اصفهان صورت گرفت. داده ها پس از جمع آوری توسط نرم افزار SPSS نسخه 22 آنالیز و با آمار توصیفی و آزمون های آنووا و تی تجزیه وتحلیل شدند (0/5=α).
یافته هامیانگین نمرات 27 نفر عضو هیئت علمی نشان داد بیشترین میانگین در ابعاد مدیریت و سازماندهی، آموزشی، رشد حرفه ای و پژوهشی را به ترتیب بخش های جراحی، ارتودنسی، رادیولوژی و بیماری های دهان کردند و کمترین میانگین را بخش پریودانتیکس و در بعد پژوهشی بخش پروتز کسب کرد. به ترتیب بیشترین و کمترین رضایت 97 دانشجو با میانگین سنی 1/56± 23/84 از بخش های پروتز و اندودنتیکس و بیشترین و کمترین رضایت 355 بیمار با میانگین سنی 10/11±33/18 از بخش های اندودنتیکس و جراحی بود (0/5=α).
نتیجه گیریبرخی گروه های آموزشی در حوزه های گوناگون وضعیت نسبتا مطلوب و نامطلوب داشتند که برای رسیدن به شرایط استاندارد و تحقق اهداف تعیین شده، پیشنهاد می شود برنامه ریزی و استراتژی مناسب طراحی شود و با شناخت نقاط قوت برای بهینه سازی و ارتقای کیفیت آموزشی اقدام شود.
کلید واژگان: مطالعه ارزیابی, آموزش, دندانپزشکی, اعتبارسنجیBackgroundTo ensure the effectiveness of education, the related factors should be identified and evaluated. Accreditation is one of the evaluation systems to determine the status of medical universities in terms of education, research, and services. The present study aims to conduct an internal evaluation of the departments of the Dental School at Rafsanjan University of Medical Sciences (RUMS), Iran.
MethodsThis is a descriptive-analytical study that was conducted in 2021 at the Dental Scool of RUMS. Information was collected from 27 department managers and faculty members using interviews, from 97 students (Mean age= 23.84±1.56 years) using Sanatkhani’s questionnaire, and from 355 patients (Mean age= 33.18±10.11) using a questionnaire prepared by the Dentistry Scool Isfahan University of Medical Sciences. The collected data were analyzed in SPSS software version 22 using descriptive statistics, ANOVA, and t-test. The significance level was set at α<0.05.
ResultsAccording to experts, the highest mean scores in management/organization, education, professional growth, and research domains were obtained in the departments of surgery, orthodontics, radiology, and oral diseases, respectively. The lowest scores in the domains of management/organization, education, and professional growth were related to the department of periodontics; in the research domain, the lowest score was for the department of prosthetics. The highest and lowest satisfaction levels of students were with the departments of prosthetics and endodontics, respectively. The highest and lowest satisfaction levels of patients were with the departments of endodontics and surgery, respectively.
ConclusionSome departments of the Dental School at RUMS have relatively favorable or unfavorable conditions in various fields. Therefore, in order to reach the standard conditions and fulfill the set goals, it is recommended to develop suitable strategies and plans and take actions to improve their performance by recognizing their strengths and weaknesses.
Keywords: Assessment, Education, Dentistry, Accreditation -
Background & Objective
Objective Structured Practical Examination (OSPE) has gained popularity as an objective assessment tool. Traditional assessment methods such as video and semester practical examinations are better suited to assessing the cognitive domain in pharmacology. The competency-based medical education curriculum has shifted to the psychomotor and attitude communication domains (hands-on demonstration on manikins, criticism of prescription and medical literature, hands-on demonstration on manikins, computer-assisted learning), and assessing these domains calls for more objective methods of assessment, such as the OSPE. This study aimed to design and implement the OSPE as an assessment tool for practical pharmacology for Phase II MBBS students. We also evaluated the perception, acceptability, and usefulness of OSPE for the students and the faculty.
Material & MethodsThe faculty was sensitized. Group discussions with the head of the department and faculty were held regarding the content of the OSPE stations and the design, planning, implementation, and feasibility checks. The OSPE was scheduled to be held at the upcoming formative examination with a set of 8 OSPE stations and 2 rest stations. The OSPE stations were set up in the department and were initially piloted by faculty. The OSPE was carried out in the formative examination of Phase II students. Feedback questionnaires for both students and faculty members were prepared and validated prior to administration.
ResultsOf the ninety-eight students in the batch, 96 participated. The average OSPE score obtained by the students was 22.23 ± 5.74 (the total OSPE score was 35). Ninety-six percent of the students enjoyed the OSPE, 99% of whom were satisfied (Likert scale 3-5). All the faculty agreed that the OSPE was unbiased and structured, although it required more effort, and manpower and preparation were time consuming.
ConclusionThe key to a successful OSPE is careful planning. A well-designed OSPE can drive learning and have a positive impact on education.
Keywords: Objective Structured Practical Examinations, Pharmacology, Assessment, Design, Implementation, Feedback -
Journal of Advances in Medical Education & Professionalism, Volume:12 Issue: 4, Oct 2024, PP 215 -225Introduction
The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance.
MethodsAn integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including “medicine,” “assessment,” “open book examination,” “open book exam,” and “open book assessment,” combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist.
ResultsThe analysis identified three primary thematic categories: “Teaching Strategy for Pandemic and Challenging Conditions,” “Tool of Learning & Educational Impact”, and “Operational Challenges & Future Directions”. These themes were explored to understand the role and impact of open-book examinations in medical education.
ConclusionThe findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-bookexaminations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals’ adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.
Keywords: Medical Education, Assessment, Educational Assessment -
مقدمه
امروزه آمار ساخت و ساز پروژه های زیر زمینی در کشور رو به افزایش است، به دنبال آن نیز آمار حوادث ناشی از کار این پروژه ها رو به فزونی است. لذا بکارگیری سیستم های نظارتی اثر بخش جهت کنترل و پایش مخاطرات ایمنی و بهداشت محیط کار می تواند در کاهش حوادث و بیماریهای شغلی نقش بسزایی داشته باشد. بکارگیری ترکیبی تکنولوژی های نوین از قبیل فناوری اطلاعات، اینترنت اشیاء، هوش مصنوعی و... می تواند در تشخیص سریع و دقیق مخاطرات محیط کار قابل توجه باشد.
روش کاررویکرد اصلی مدل پیشنهادی در این مطالعه استفاده از فناوری IOT در چارچوب مدیریت ریسک شامل شناسایی ، ارزیابی، کنترل سطح ریسک مخاطرات در فاز ساخت تونل مترو بود که خط 7 مترو تهران بعنوان محیط مورد مطالعه انتخاب گردید. روش تحقیق این مطالعه در 4 مرحله طراحی گردید. در مرحله اول قوانین، الزامات و استاندارد های ایمنی و بهداشت مرتبط با مخاطرات مذکور در سطح ملی گردآوری شد. در مرحله دوم معیار ها و حدود مجاز مواجهه شغلی مخاطرات شناسایی شده تعیین گردید و در مرحله سوم حسگر های نوری، صوتی، گاز سنج و بینایی با قابلیت اتصال به شبکه مورد بررسی قرار گرفت. برنامه نویسی کامپیوتری، نحوه دریافت، پردازش و مقایسه اطلاعات حسگرها با استانداردهای تعیین شده در مرحله چهارم انجام و سیستم های هشدار و کنترل هوشمند مربوط به مخاطرات مورد نظر پیشنهاد شد.
یافته هابراساس مراحل تحقیق مخاطرات مهم کارگاه از قبیل صدا، کمبود روشنایی و مواجهه با گازهای Co ، متان و کمبود اکسیژن تعیین گردید و یک مدل تلفیقی با استفاده از استفاده از IOT جهت کنترل و پایش این این مخاطرات استخراج و براساس مدل موجود سنسورهای تشخیص میزان صدا، روشنایی، گاز متان و اکسیژن تعیین و کد نویسی آن بر اساس حد مجاز شغلی (OEL) تعیین گردید.
نتیجه گیریاین مطالعه نشان داد، با بکارگیری دانش تخصصی IT و استفاده از نرم افزار و سخت افزارهای مرتبط، با ایجاد یک دانش مشترک در حوزه های IT و ایمنی و بهداشت میتوان مفهوم اینترنت اشیاء را در بکارگیری نظارت دقیق بر کنترل میزان غلظت گازهای گازهای متان و منواکسید کربن و همچنین پایش عوامل زیان آوری فیزیکی از قبیل صدا و روشنایی در محیط های کاری مختلف از قبیل فاز ساخت تونل مترو توسعه داد.
کلید واژگان: گاز متان, صدا, ارزیابی, اینترنت اشیاء, تونل متروIntroductionNowadays, the statistics prove that the underground construction projects in the country are increasing, as well as the number of accidents arising from the unsafe condition of these projects. The purpose of this study was to create a framework of safety and health risk management in the construction phase of the Tehran Metro Line 7 tunnel, using IoT technology.
Material and MethodsIn the first stage, the national safety and health standards, laws and requirements related to the mentioned hazards were collected. In the second stage, the criteria and permissible limits of exposure to occupational hazards were determined. Next, sensors with optical, auditory, gas detection, and visual capabilities connected to the network were examined, and computer programming and comparing sensor information with the specified standards were carried out. Finally, intelligent warning and control systems related to the determined hazards were proposed.
ResultsIn this study, a combined model of risk management utilizing IoT for controlling and monitoring safety and health hazards such as sound, light, explosive and toxic gases was proposed. According to the model, sensors for detecting the mentioned hazards were determined and coded based on the permissible limit of each of the harmful factors.
ConclusionThis study has shown that by employing specialized IT and safety knowledge and utilizing relevant software and hardware, the concept of the Internet of Things can be utilized in precise monitoring of the concentration levels of flammable and toxic gases, as well as monitoring of physical agents such as noise and light in various workplace, such as metro tunnel construction sites.
Keywords: Noise, Methan, Carbon Monoxide, Assessment, IOT, Metro Tunnel -
Safe transfer of patients who have undergone anesthesia and surgery is a basic principle to maintain stability, and avoid side effects and preventable errors. Specific scoring systems or criteria may be used to assess and decide whether patients are sufficiently recovered to be safely transferred to another ward or discharged home. This study aims to answer the question, what criteria are appropriate for patient evaluation and discharge in the post-anesthesia care unit? designed. To find documents related to writing a review article on various scoring systems for patients after anesthesia in Google Scholar, PubMed, Scopus, and ScienceDirect databases and using English keywords post-anesthesia care unit, PACU, recovery room, discharge, scoring system, Assessment was searched. A total of 168 articles were found by searching the databases. After removing duplicates, 77 articles were evaluated. Finally, 17 articles were selected and included in the study. The included studies included a variety of tools and criteria for evaluating and discharging patients in the post-anesthesia care unit. This article separately describes each of the tools and criteria for the evaluation and discharge of patients in the post-anesthesia care unit along with the method of scoring, advantages and disadvantages of each. A safe scoring system for discharge from PACU should evaluate important parameters after anesthesia, including alertness, blood pressure, heart rate, ventilation, oxygen saturation, and surgical site bleeding, which can cause serious complications. Considering that one of the goals of PACU is to relieve patients’ pain in the post-surgery phase, the evaluation and control of pain and postoperative nausea and vomiting is effective in the satisfaction and safety of patients.
Keywords: Post-Anesthesia Care Unit, PACU, Recovery Room, Patient Discharge, Scoring System, Assessment -
هدفهدف پژوهش حاضر مقایسه تجربی ارزشیابی مبتنی بر فناوری و سنتی در سازگاری با برنامه درسی مبتنی بر مغز دانشجویان دانشگاه فرهنگیان است.روش هااین تحقیق از نظر ماهیت کمی و از لحاظ هدف کاربردی و از نظر روش نیمه آزمایشی از نوع پیش آزمون- پس آزمون است. جامعه آماری این پژوهش شامل همه دانشجومعلمان دانشگاه فرهنگیان پردیس شیخ مرتضی انصاری دزفول در سال 1401 در مقطع کارشناسی است. نمونه آماری این پژوهش شامل 30 نفر از دانشجو معلمان پسر رشته آموزش ابتدایی در درس روش تحقیق و آمار در یک کلاس بود، که به روش تصادفی ساده به دو گروه 15 نفره تقسیم شدند. ابزار جمع آوری اطلاعات بعد از 12 جلسه آموزش، برگه سیاهه امتحانی دانشجو معلمان به شکل محقق ساخته شامل 10 سوال مرتبط با درس روش تحقیق و آمار در علوم تربیتی بود.یافته هانتایج نشان داد که بین میانگین دو گروه پیش آزمون و پس آزمون که از روش تایپ (ارزشیابی مبتنی بر فناوری آموزشس) برای پاسخ به سوالات استفاده کرده بودند، تفاوت وجود داشت، بدین صورت که گروه پس آزمون میانگین کمتری نسبت به گروه پیش آزمون کسب کرد. ولی بین دو گروه پیش آزمون و پس آزمون که از روش دستنویس (ارزشیابی سنتی) برای پاسخ به سوالات استفاده کرده بودند تفاوت وجود نداشت. بدین صورت که میانگین گروه پس آزمون نزدیک به گروه پیش آزمون بود.کلید واژگان: ارزشیابی, فناوری, یادگیری, برنامه درسی مبتنی بر مغزIntroductionThis study is conducted to experimentally compare the compatibility of technology-based and traditional assessment approaches with the brain-based curriculum of students at Farhangian University.MethodsThis is a quantitative study in terms of nature, applied in terms of objectives, and quasi-experimental with a pre-test-post-test design in terms of method. The statistical population includes all undergraduate student teachers at Sheikh Morteza Ansari Campis of Farhangian University, Dezful in 2022.The statistical sample consists of 30 male student teachers studying Elementary Education in the course Research Methods and Statistics in one class, who are assigned to two groups of 15 by simple random sampling. The data collection tool after 12 training sessions is the researcher-made student teacher exam sheet, which includes 10 questions concerning the course Research Methods and Statistics in Educational Sciences.FindingsAccording to the results, there is a difference between the average of the pre-test and post-test groups who used the typing method (educational technology-based assessment) to answer the questions, with the post-test group having a lower average than the pre-test group. However, there is no difference between the average of the pre-test and post-test groups that used the handwritten method (traditional assessment) to answer the questions, with the average of the post-test group being close to the pre-test group.ConclusionSince the handwritten approach of writing questions (traditional assessment) is more compatible with the brain-based curriculum, teachers of Farhangian University should ask student teachers to use the handwritten method instead of typing method to answer questions.Keywords: Assessment, Technology, Learning, Brain-Based Curriculum
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چگونه دانشگاه ها می توانند، توانایی خود را برای پرورش استعدادهای پزشکی با کیفیت، بالا و نوآورانه بهبود بخشند؟ همیشه یک سوال مهم و اساسی می باشد. هدف اولیه، توسعه یک نظام آموزشی کشف و ارتقای استعدادهای برتر در علوم پزشکی است. استعدادهایی که نیازهای آینده را با تاکید بر نوآوری و رویکردهای بین رشته ای، پیش بینی و برطرف کند(1). معاونت آموزشی وزارت بهداشت درمان و آموزش پزشکی در ایران، سال ها می گذرد که در زمینه نوآوری در آموزش پزشکی، به صورت عملیاتی تلاش می کند و طرح های مختلفی را به اجرا درآورد؛ اما نباید، این اصل را فرموش کرد که نوآوری هیچ فایده ای ندارد، مگر اینکه شرایط نسبت به قبل بهبود یابد(2)؛ البته سایر کشورهای جهان، ازجمله انگلستان، با هدف بازنگری اساسی در آموزش پزشکی اقداماتی انجام دادند. آموزش پزشکی در انگلستان، جزء بهترین ها در جهان است. چهار دانشکده(دانشگاه کمبریج، دانشگاه آکسفورد، امپریال کالج لندن و دانشگاه کالج لندن) از 10 دانشکده پزشکی برتر جهان، در انگلستان هستند(3). در این نوشتار محقق، به طور خلاصه نظام های آموزشی که در دانشکده های پزشکی انگلستان، به کار گرفته می شود را مورد بحث قرار داده است تا سوالات چالشی علمی برای اصلاح نظام آموزش پزشکی در ایران ارائه دهد؛ زیرا دوره جدید آموزش پزشکی فرا رسیده و هوش مصنوعی توانسته، آموزش پزشکی و کار پزشکان را تغییر داد.در انگلستان مانند بسیاری از کشورهای دیگر، بیماران نگران آن هستند که در زمان مناسب، به پزشک دسترسی داشته باشند؛ از سوی دیگر این احساس عمومی وجود دارد که خدمات بهداشتی، با کمبود بودجه و نیرو روبه رو است. در سال 2023، پزشکان جوان (کارورزان و دستیاران) و پزشکان ارشد، دست به اعتصاب زدند(4). مراقبت های بهداشتی در انگلستان، توسط دو نظام موازی از جمله: خدمات بهداشت ملی (NHS) و مراقبت های بهداشتی خصوصی ارائه می شود. 35تا50درصد پزشکان، در هر دو نظام فعالیت دارند؛ اما بیشتر وقت خود را در بیمارستان های دولتی می گذرانند؛ چنانچه تا سال 2024، 45 دانشکده پزشکی در بریتانیا وجود دارد که حدود 9500 دانشجوی جدید در پزشکی ثبت نام می کنند و نسبت به ده سال قبل، 2000 نفر متقاضی بیشتر است؛ با این حال تعداد فارغ التحصیلان پزشکی برای نیازهای نظام دولتی،کافی نیست(5). با توجه به اینکه تعداد پزشک، به ازای هر هزار نفر جمعیت در جهان متفاوت است (سوئد 7/، آلمان5/4، آمریکا 6/3، انگلستان1/3، چین4/2 و هند 7/) (6) شورای دانشکده های پزشکی انگلستان، برنامه ریزی کردند که تا تعداد دانشجویان پزشکی را به 14000 نفر در سال افزایش دهند (7).
کلید واژگان: آموزش پزشکی, مراقبت های بهداشتی, تدریس, اهداف آموزشی, ارزیابیIntroductionHow can universities improve their ability to cultivate high-quality and innovative medical talent? It is always an important and fundamental question. The primary goal is to develop an educational system to discover and promote superior talents in medical sciences. Talents that anticipate and solve future needs by emphasizing on innovation and interdisciplinary approaches(1). Deputy Education of Health and Medical Education Ministry in Iran has been actively trying to innovate in medical education for many years and has implemented various plans. But we should not forget the principle that innovation is of no use unless the conditions improve compared to what they were before (2). Of course, other countries in the world, such as England, have taken measures to fundamentally revise medical education. Medical education in England is among the best in the world. Four faculties (Cambridge University, Oxford University, Imperial College London and University College London) in England, are among the top 10 medical schools in the world (3). In this article, the researcher has briefly discussed the educational systems used in medical schools in England, in order to present challenging scientific questions for the reform of the medical education system in Iran. Because the new era of medical education has arrived and artificial intelligence has been able to change medical education and the work of doctors.
Keywords: Medical Education, Health Care, Teaching, Educational Goals, Assessment -
Aims
This study aimed to fire risk assessment and prioritize the preventive measures using a FRAME‑TOPSIS method in the Isfahan School of Health Library.
MethodsThis descriptive‑analytical study was conducted in 2023. First, the FRAME method was used to calculate this risk score in three areas: individuals, buildings and their contents, and activities. Second, the Fuzzy Delphi method was used to identify the preventive measures. Finally, the TOPSIS method was applied to prioritize preventive measures. Excel 2019 was used for TOPSIS and Fuzzy Delphi, and FRAME was calculated by FRAME software.
ResultsThe results of the FRAME method showed the risk levels of fire for the Isfahan School of Health Library were unacceptable in individuals (R = 1.04) and activities (R = 1.32). The TOPSIS method revealed that the most important control measures for reducing fire risk levels in the library are installing an automatic fire alarm (0.732), improving electrical safety (0.694), and use of fireproof partitions (0.660).
ConclusionThe study library has identified a high level of risk, necessitating the thorough implementation of control measures. Moreover, the methodology presented in this study can be applied to other locations where fire safety is of paramount importance, including hospitals, buildings, and industries.
Keywords: Assessment, Delphi Methods, Fires, FRAME, Libraries, Risk, TOPSIS -
Aim
The effluent generated from wastewater treatment plant (WWTP) is a mixture of several chemicals, including, salts, chemical solvents, strong acidic, and alkaline so the study aimed to investigate the performance and characterization of the WWTP in a residential community to evaluate within the limits of the design of the plant.
MethodsFor the studying performance of (WWTP), the samples were collected before interred the treatment unit (influent) and after exiting from the treatment unit (effluent) in 24 plastic bottles for each time during 1 year, and used for analysis as chemical oxygen demand (COD), biochemical oxygen demand (BOD), total suspended solid (TSS), PO4 , nitrate, chlorine, hydrogen sulfide, and oil, and grease (O and G) parameters and investigated the efficiency of remove to BOD, COD, TSS, and O and G.
ResultsResults showed the removal efficiency of BOD, COD, TSS, O and G and PO4 in the WWTP as 91%, 82.8%, 83.5%, 67.4%, and 64.7%, respectively, from June 7, 2018, to December 16, 2018. The experimental results indicated that the period from January to March demonstrates the best removal efficiency of COD. Furthermroe, it indicated that suddenly changing amounts in influent had an adverse decrease in the efficiency of biological systems.
ConclusionsThe performance of SBR was good which was reflected in the final effluent. The finding may back to cumulating high parameter amounts that inhibit microorganism activities when all nutrients were low in the wastewater that wanted to microorganism’s growth. The results proved the solubility of effluent to be discharged on the sewer system and used for irrigation purposes (based on its characteristics).
Keywords: Assessment, Biochemical Oxygen Demand, Chemical Oxygen Demand, Domestic Wastewater, Sequence Batch Reactor -
Objectives
People who stutter (PWS) experience many problems in their lives in addition to speech fluency disorder. Meanwhile, stuttering reduces their quality of life (QoL). QoL depends on different social, economic, and cultural conditions of societies. Considering that there is no specific questionnaire to investigate the QoL in Iranian PWS; this study develops and evaluates the psychometric properties of a stuttering related QoL questionnaire (SRQoLQ).
MethodsFirst, by interviewing 11 PWS, with the help of 10 speech-language pathologists in the stuttering field, in addition to reviewing the literature, initial items were developed and a preliminary version of the SRQoLQ was designed. The content validity of the SRQoLQ was evaluated using two qualitative and quantitative methods (determining content validity ratio and content validity index) using the opinions of 12 experts. The qualitative method was also used to determine the face validity and interviews were conducted with 10 PWS. Finally, the reliability of the SRQoLQ was investigated through internal consistency and test re-test reliability with the participation of 83 and 30 PWS, respectively.
ResultsInterviews with PWS and experts in addition to literature review led to the development of a questionnaire with 40 items. After determining content and face validity, the number of items in the SRQoLQ was reduced to 32. The results of calculating the Cronbach α coefficient showed the appropriate reliability of the SRQoLQ (0.96). The intraclass correlation coefficient of the SRQoLQ items in the test re-test phase ranged from 0.6 to 0.95. Moreover, the intraclass correlation coefficient value of the SRQoLQ was 0.95.
DiscussionA suitable tool was developed to evaluate the QoL of PWS, and its psychometric properties were investigated. Based on the results, the SRQoLQ for PWS is a valid and reliable tool with 32 items that can be used for clinical or research purposes in the field of stuttering.
Keywords: Stuttering, Quality Of Life (Qol), Adults, Assessment, Validity, Reliability -
IntroductionHL7 standards of EHR performance model provides a standardized framework that can help evaluate, design, and improve hospital information system. This study examines hospital information systems in terms of their compliance with HL7 standards in the EHR functional model at teaching hospitals affiliated with Shiraz University of Medical SciencesMethodsThis is an applied descriptive-cross sectional study. The research population includes 11 hospital information system officials of hospitals affiliated with Shiraz University of Medical Sciences. The data collection tool was a questionnaire that has been prepared, and translated based on the HL7 standards of EHR performance model. The validity and reliability of the tool have been confirmed by the agreement of information technology experts. The data collection method consists of a questionnaire prepared by the researcher and completed by interviewing hospital IT officials and direct observation. Data analysis was performed using the SPSS16, and a one-sample T-test was used to compare the sample mean with the population mean.ResultsThe results of study showed The comparison between the average scores of variables and the community average revealed that there is a significant difference between the community average and the security mean in the examined sample (p<0.001). Furthermore, there are significant differences between the community average and the means of health records management and information (p=0.03), terminology services and standard terminology (p<0.001), and workflow (p=0.03).ConclusionThe evaluation of Healthcare Information Systems (HIS) performance is crucial to ensure that they effectively meet the needs healthcare organizations and support their missions.Keywords: Assessment, HIS, HL7 Standard, Functional Model
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Journal of Advances in Medical Education & Professionalism, Volume:12 Issue: 3, Jul 2024, PP 208 -210This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, subtly measures students’ learning progress while the students interact with rich and engaging environments, seamlessly integrating assessment within authentic learning activities. By mirroring the testing scenario with the learning format, stealth assessment mitigates test-related anxiety and promotes continuous engagement in training. It also plays a pivotal role in evaluating non-cognitive skills and attributes, such as empathy and ethical decision-making, which are often overlooked by traditional testing methods. Stealth assessment offers advantages in scalability andefficiency, leveraging technology and automation to streamline data analysis and feedback generation. The adoption of stealth assessment in medical education holds the promise of nurturing self-directed learning, reflective practices, and the development of nuanced skills necessary for medical practice, ultimately producing competent and well-rounded healthcare professionals.Keywords: Evaluation, Cognitive Skills, Learning, Artificial Intelligence, Assessment
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مقدمه
به رغم اهمیت کسب شایستگی ها و صلاحیت های بالینی برای دانشجویان پزشکی، بررسی ها نشان می دهد که دانشجویان مهارت های بالینی لازم را کسب نکرده اند؛ لذا این مطالعه با هدف ارزیابی وضعیت مهارت های بالینی عملی کارورزان دانشگاه علوم پزشکی قزوین انجام شد.
روش کاردر این مطالعه ی مقطعی که در سال 1401 انجام شد، تمام کارورزان ورودی سال های 94 و 95 وارد مطالعه شدند. شرکت کنندگان به دو گروه تقسیم شدند. گروه اول کارورزانی که در حال گذراندن 3 تا 4 ماه ابتدای دوره کارورزی بودند . گروه دوم کارورزانی که در حال گذراندن 2 تا 3 ماه آخر دوره بودند. وضعیت آموزش مهارت های بالینی عملی آن ها به صورت خود ارزیابی با استفاده از پرسش نامه ی استانداردشده با ضریب پایایی 87/0 جمع آوری و با استفاده از نرم افزار آماری نسخه 22 تجزیه و تحلیل شد.
یافته هادر خود ارزیابی انجام شده، مهارت های اندازه گیری تعداد نبض، تعداد تنفس، سوند مثانه، اندازه گیری فشار خون و سوند معده از دسته مهارت های اول و مهارت بخیه زدن از دسته مهارت های دوم بالاترین میانگین نمره را داشتند. اختلاف میانگین مهارت های دسته ی دوم در بین دو گروه معنادار بود. این اختلاف در دو دسته ی دیگر معنادار نبود.
نتایجبا توجه به پایین بودن نمره ی خودارزیابی بعضی از مهارت ها و نیز نقش مرکزی مهارت های بالینی به عنوان مهم ترین منبع کسب مهارت ها، ارتقای کیفیت آموزش در این مرکز و گسترش فعالیت های آن می تواند راهکار مناسبی برای حل این مشکل باشد.
کلید واژگان: کارورزان, دانشجویان پزشکی, ارزیابی, مهارت های بالینی, آموزش پزشکیBackground and purposeDespite the importance of acquiring clinical skills and competencies in medical students, the studies demonstrated that students do not develop the necessary clinical skills. Therefore, the present study aimed to assess the clinical-practical skills training status of medical interns at Qazvin University of Medical Sciences.
Materials and MethodsThis cross-sectional study was conducted on all incoming 2015 and 2016 interns in 2022. The participants were divided into two groups. The first group of interns who were at their first of 3-4 months of internship. The second group of interns who were at their end of 2-3 months of the internship period. The training status of their clinical-practical skills was collected in the form of self-assessment using a standardized questionnaire with a reliability coefficient of 0.87 and analyzed using SPSS 20 software.
ResultsIn the self-assessment, The skills of measuring pulse rate, respiratory rate, bladder catheter, blood pressure, and gastric catheter from the first skill category and suturing skills from the second category had the highest mean scores. The difference in the mean skill scores of the second category was significant between the two groups (P<0.05); nonetheless, this difference was not significant in the other two categories (P>0.05).
ConclusionConsidering the low self-assessment score of some clinical skills and the crucial role of clinical skills as the most critical source of skill acquisition, improving the quality of education in this center and expanding its activities can be a suitable solution to solve this problem.
Keywords: Assessment, Clinical Skills, Medical Education, Interns, Medical Students
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