Strides in Development of Medical Education
Volume:13 Issue: 1, 2016

In recent decades, medical education has been expanding as part of the higher education system in the world. Due to the complexities of clinical education, the effect of various environmental factors on and changes in clinical environment, the importance of accountability to society and patients, and socially accountable medical education (SAME) challenges, the exploration of faculty members’ perceptions about SAME challenges is necessary.
Thus, the aim of this study was to explore faculty members’ perceptions on the challenges of SAME.
This qualitative study was conducted using qualitative content analysis in Shahid Beheshti University of Medical Sciences, Iran, in 2014. Knowledge obtained through qualitative content analysis is based on the unique views of the participants and actual data of the text. The participants were 8 faculty members who provided the most data on the fundamental factors effective on SAME (purposive sampling). Semi-structured interviews were conducted with the participants and they were asked to describe their experiences of and views on SAME. Data collection was continued until achieving data saturation. Data collection and analysis were carried out simultaneously through consideration of trustworthiness.
The main themes extracted in this study were "defective education which is not community-based", "lack of adequate commitment of teachers as role models", "lack of motivation in students", and "management problems and lack of resources".
The results of the present study illustrate the necessity for fundamental and comprehensive modification of training programs and improvement of their processes, so that they can accommodate the community’s requirements. Moreover, there is need for strategies to increase motivation among teachers and students.

Despite the importance of local educational standards for the correct implementation and evaluation of higher education programs, studies show such standards do not exist for the master’s degree in neonatal intensive care nursing. Therefore, the purpose of the present study was to develop basic educational standards for program evaluation and accreditation of the master of sciences course in neonatal intensive care nursing.
This study was a descriptive survey conducted using the Delphi survey method in 2014. A total of 20 experts, including infants and medical education specialists, administrators of the department of education, faculty members of the department of pediatrics, nursing administrators of neonatal intensive care units, and students and graduates of the neonatal intensive care nursing course were selected through purposive sampling. First, items related to basic educational standards were extracted through an extensive review of databases. Subsequently, 3 sessions in 2 rounds were held with the experts and basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing were developed on the basis of consensus.
This study led to the proposal of 20 items as basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing. In the first round, 25 items, of the total 41 items, were agreed upon by experts. Statistical results showed the content validity index in clear expression, importance, and availability in the second round was 0.94, 0.92, 0.87, respectively.
Considering that the checklist of basic educational standards was developed by experts, it is hoped it will gain high acceptability and be an efficient model for the evaluation of the master’s program in neonatal intensive care nursing.

Foreign students encounter educational problems which make studying in the host country difficult. Given the importance of the educational problems of foreign students, and identifying the factors which alleviate these problems, this study examined the educational problems of international students of Isfahan University of Medical Sciences, Iran.
This was a quantitative-qualitative study with a descriptive-analytical design. In the qualitative section, interviews were conducted with 14 foreign students, and in the quantitative section, 56 students were selected through random sampling proportional to sample size. Semi-structured interviews and a researcher-made questionnaire were used to collect information. Data analysis was conducted using categorization methods, descriptive statistics, univariate t-test, ANOVA, post hoc test, and multiple regression in SPSS software.
In the qualitative section, the foreign students’ educational problems included weakness in understanding Persian, different educational system, the professors’ inappropriate teaching method, and dissatisfaction with textbooks. In the quantitative section, the educational problems were not significant at a 0.05 level. Moreover, the student's problems in terms of culture and the length of stay in Iran showed significant differences.
The results of predictor factors of educational problems revealed that cultural dissimilarity and short presence in Iran are the main predictor factors. Therefore, in order to motivate learning in foreign students, and thereby, decrease their educational problems, it is necessary to familiarize them with Iranian customs and hold classes to introduce them to the Iranian educational system.

Rational prescription of medicine by physicians is one of the most important factors in the correct and complete treatment of patients. The aim of this study was to evaluate prescription writing patterns of graduating interns for common illnesses in Kerman University of Medical Sciences, Iran, in 2013.
In this descriptive, cross-sectional study, the prescription writing pattern of 50 interns of Kerman University of Medical Sciences were evaluated. A written exam assessing prescription writing on 30 common clinical cases was held. Data were analyzed using SPSS software.
The average number of items per each prescription was 2.07. The frequency of medicines prescribed by their generic name and from the World Health Organization (WHO) list of essential medicines was 96.8% and 97.1%, respectively. Drug interaction was observed in 5.6% of prescriptions. The frequency of prescriptions containing antibiotics, injectable medicines, and corticosteroids was 47.2%, 9.3%, and 6.5%, respectively. The most common groups prescribed were antibiotics and analgesics.
Based on the WHO recommended standards, the prescription of antibiotics by interns of Kerman University of Medical Sciences was irrational and inappropriate. Therefore, educational interventions are necessary to improve prescription writing patterns among interns.

The quantitative development of higher education, regardless of quality, will lead to undesirable consequences. The main clients of universities are students. Determination of their perception of educational services’ quality can provide policy maker with valuable information in order to improve educational services quality. This study was conducted in order to investigate educational services quality based on the SERVQUAL model from the perspective of students of Tabriz University of Medical Sciences, Iran.
The statistical population of this study included 3084 students of Tabriz University of Medical Sciences. In order to perform this descriptive-correlational study, 200 students were randomly selected. For data collection the SERVQUAL questionnaire was used. This questionnaire consists of five dimensions (tangibility, reliability, empathy, responsiveness, and assurance) of educational services quality with 27 questions. The validity of the questionnaire was approved through content validity methods and its reliability using Cronbach's alpha coefficient. The data were analyzed using descriptive statistics and one sample t-test.
The study results indicated students’ positive evaluation of tangibility, responsiveness, reliability, and empathy dimensions of educational services quality.
The results showed that, in general, in all dimensions of educational services, quality of service was higher than average. The lowest and highest means were observed in the responsiveness and reliability dimensions, respectively.

The educational environment has a fundamental role in the quality and efficiency of education. The present study was undertaken to identify the perceptions of students on the educational environment in 4 major clinical wards at teaching hospitals affiliated to Hormozgan University of Medical Sciences, Iran, in 2014.
In this descriptive cross-sectional study, educational environment was evaluated using the Dundee Ready Educational Environment Measure (DREEM). Sampling was conducted through census and the study population included all medical students (n = 184) passing their clinical courses in the internal, pediatrics, surgical, obstetrics and gynecology wards in 3 hospitals affiliated to Hormozgan University of Medical Sciences. Data were analyzed using ANOVA and Tukey’s tests.
The mean score achieved from the total 200 scores of the questionnaire was 104.83 (52.4%). Although there was no significant difference between total scores of major clinical wards, the pediatrics and obstetrics and gynecology wards obtained the highest lowest scores, respectively. No significant correlation was found between education and gender, and the subscales of educational environment. A significant difference was observed between major clinical wards in the subscale of teachers (P The educational environment at clinical wards was considered as "good" by students. Nevertheless, problematic areas exist in all subscales of educational environment. The obtained results can be utilized to better understand and resolve educational environment issues in Hormozgan University of Medical Sciences.

Having employees with appropriate environmental behaviors and paying attention to their environmental knowledge and training is an important issue especially for industrial companies. However, the lack of prioritization of this important issue is one of the effective factors in the declining trend ofþ environmental performance improvement of industrial companies. Therefore, the main purpose of the present study was to evaluate the environmental knowledge of physicians and nurses working at Pars-e-Jonoubi Company, Iran, and propose appropriate methods for their environmental training.
This research was a descriptive survey. The statistical population included all physicians and nurses working at Pars-e-Jonoubi Company, from among which 135 individuals were selected through random stratified sampling method and based on the Morgan Table. The data collection tool was a researcher-made environmental knowledge questionnaire based on the view of Frick et al. Data was analyzed using descriptive statistics, t, independent t, Friedman, and chi-square tests.
The knowledge of physicians and nurses, in their own view, regarding environmental systems was near average (3.1 and 3.3, respectively). Physicians’ and nurses’ knowledge on environmental action was near average (3.2), and below average (2.6), respectively. Their knowledge of effectiveness was higher than average (physicians: 3.8, nurses: 4.3). Generally, physicians estimated their environmental knowledge as slightly higher than average (3.6) and nurses as nearly average (3.2). Moreover, there was a significant difference between theþþ average of the three aforementioned dimensions of their environmental knowledge and the criterion average. In addition, there was a significant difference between the average of the three dimensions of environmental knowledge of physicians and nurses. They also ranked environmental training methods differently. Descriptive statistics and chi-squared test showed that 76 subjects (61%) preferred the compulsive environmental training method and 48 subjects (39%) preferred the optional method.
The results of this research indicated that physicians and nurses working at Pars-e-Jonoubi Company felt the need for obtaining, generally, more environmental knowledge, and specifically, more action-related knowledge. Thus, it is suggested that the necessary requirements be provided for the environmental training of physicians and nurses working at this company according to each group’s preferred training method.

Team-based learning (TBL) is an effective method of interpersonal skills training, which results in the higher satisfaction of students with learning. Moreover, cooperative learning results in attainment of problem solving skills, resolving of learning issues, and critical thinking. Therefore, the present study was conducted with the aim of determining the effect of TBL of medical information systems course on academic achievement in postgraduate students of Kerman University of Medical Sciences, Iran.
This quasi-experimental interventional study was conducted using pre-test and post-test method during two semesters. The study population consisted of graduate students of Kerman University of Medical Sciences. The participants (30 subjects in the intervention group and 30 in the control group) were selected through census and purposive sampling. The subjects were randomly allocated to the intervention and control groups. The collected data were analyzed using SPSS software.
All subjects were admitted to the postgraduate program in 2014. The mean age of participants was 29 ± 4.1 years in the range of 23-46. Moreover, 55.0% of the participants were women, and 61.7% were single and living in the dormitory. The mean critical thinking score before and after the intervention was 262 ± 28.76 and 271 ± 24.9; the difference was statistically significant (P The results illustrate that TBL is more effective in the increasing of training skills, communication techniques, critical thinking, and satisfaction among students in comparison to the lecture method. These results illustrate the students’ tendency toward active and cooperative learning in comparison to traditional unilateral and passive teaching methods. TBL is effective in promoting critical thinking and academic achievement among students in comparison with conventional methods.

Evaluation of curriculum content is one of the main responsibilities of universities. The graduates’ occupational competency to provide appropriate services to society depends on the achievement of education goals. This study was carried out to verifying the compliance of curriculum content of the B.Sc. course in occupational health with performance aspects expected of graduates working in Kashan, Iran, in 2013.
This cross-sectional descriptive study was carried out on 56 occupational health course graduates working in Kashan. The subjects were selected randomly. An author-developed questionnaire was used to collect data on the performance aspect of the curriculum content of this course. Data were presented and analyzed using descriptive statistical methods.
The application of the content of specialized courses and foundation courses in the workplace were high and moderate, respectively. The content of 71.1% of foundation courses and 30.0% of specialized courses were scientific knowledge. Moreover, the content of 15.7% of foundation courses and 54.5% of specialized courses were practical skills. Ergonomics course had the highest application in practical skills and the management course had the lowest application in scientific knowledge. The graduates expressed partial satisfaction with the course curriculum.
The curriculum content of the occupational health course is somewhat consistent with occupational requirements of its graduates. However, this does not seem sufficient. Regular revision and modification of the occupational health curriculum in accordance with occupational requirements of its graduates is necessary.