Strides in Development of Medical Education
Volume:1 Issue: 1, 2004

The necessity of improving academic and higher education quality, particularly in Medical Sciences Universities and increasing the efficiency of Health care and Remedy programs are obvious. Medical Educational Development Centers try to achieve their goals in the areas of curriculum planning, teacher training, continuing education, evaluation and research in education. The aim of this study was to investigate the views of the faculty members of Kerman Medical Sciences University about the activities of Medical Educational development center. This cross-sectional study carried out in 2003. The sample consisted of the faculty members of Kerman Medical Sciences University (N=307) of which about half (n=145) were selected by simple random sampling. Data were gathered through a researcher – made questionnaire that rated by experts for validity and computed internal consistency reliability with cronbach’ alpha coefficient of (r=0.79). According to the results, the most accepted activities of the center were “Designing and carrying out clinical skills educational programs for medical students” (96.6%), “active participation in the revision of medical educational programs” (93.1%), “cooperation with educational departments in designing lesson plans based on new materials and resources” and “Holding educational workshops for the familiarization of the faculty members with new medical softwares and their applications” (each 92.4%). While the least accepted activities were providing “facility for lectures”, “access to resources, gathering and symposiums on medical education” and “taking advantage of the experienced instructors in designing programs for the center” (each 61.4%), “participation in the evaluation of research projects and dissertations” and “helping the medical society to have a better understanding of the changing medical needs of the community” (each 67%). In whole by obtaining 78.7% of the total score, the faculty members showed a relatively positive view towards current activities of the center. From all subjects, 87.5% showed tendency for participating in the activities of the center. The positive view of the faculty members towards current activities of the center is a turning point in further expansion of the center and establishing the same units in all colleges to improve medical education goals.

Learning needs assessment is the first step in educational program development. The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical Educational development center from the point of view participating physicians. This cross-sectional study was carried out on 100 physicians (50 pediatricians & 50 psychiatrists) participating in psychiatry and pediatric retraining programs. Subjects were asked about their learning needs on more than 20 clinical topics and the correspondence between learning needs and retraining program content before and after the program respectively. In both groups 22% were female and 78% were male. Mean age and work experience were 34 and 7 years respectively. In psychiatrists group, the maximum mean scores were attained for “substance abuse related disorders” (4.43) in learning needs and “addiction definitions, factors and prevention” (4.36) in correspondence between needs and program content. The minimum mean scores were related to “stress disorders” (3.48) in learning needs and “etiology” (3.07) in correspondence between needs and program content. In pediatricians group, the maximum mean score was attained for “acute respiratory infection” in both learning needs (4.32) and correspondence between needs and program content (4.43). The minimum mean scores were related to “leishmaniosis” (3.16) in learning needs and “metabolic disorders” (3.24) in correspondence between needs and program content. In both groups, there was a significant correlation between learning needs and correspondence of needs and program content (P<0.001). There were also significant correlations between age and learning needs in pediatricians (r=0.42, P<0.05) and between work experience and correspondence of needs and program content in psychiatrists (r=-0.43) Positive correlation between learning needs and program content in both held programs is evident of managers’ attention to the learning needs and their attempt for planning retraining programs with higher rate of correspondence between learning needs and program content. Evaluation of the present retraining programs for planning more efficient programs is recommended.

Continuous medical education has been accepted throughout the world as one of the most efficient strategies for up-to dating physicians’ knowledge and information. The aim of the present study was to evaluate the efficacy of three held workshops on “The best prescription”. Sample consisted of 82 general physicians participating in three held workshops on “The best prescription”. Data collection was done by a questionnaire consisting of two parts of “demographic features” and “the assessment of prescription”. The questionnaire administered before and after the workshops. From all participants, 49% were female and 44% of subjects had been graduated from Kerman and 9.7% from Rafsanjan Medical Schools. Mean score before workshop was 5.95±1.4 with the minimum of zero and maximum of 9 and it increased to 7.62±1.95 with the minimum of zero and maximum of 10 after workshop. In whole there was a significant difference between the mean scores before and after the workshop (P<0.001), but in some respects there was no significant difference (P>0.05). According to the findings, the held workshops on “the best prescription” have been efficient in increasing participants’ level of information. Therefore continuous medical educational programs along with improving their quality is highly necessary.

Nursing is a stressful profession and nursing students are exposed to high levels of stress in both theoretical and clinical components of their educational programme. This fact not only affects their academic performance, but also may lead to various physical and psychological disorders. The purpose of this study was to investigate the level and sources of stress in nursing students of Kerman, Zarand, Bam and Jiroft nursing schools. It was a descriptive study on 274 volunteer baccalaureate-nursing students selected by randomized clustering method. Data were collected by questionnaire and analyzed by using parametric statistics. Mean score of students’ stress level was 2.96 at the range of 1-5. The highest stress levels were related to copying with personal problems (X =3.40), feeling anxious (X =3.34) and experiencing anger in facing every problem (X=3.31). Among sources of stress, lack of agreement between theoretical and clinical trainings (X =3.50), educational achievements and qualification for the job (X =3.40), and attitude and expectations of others toward nursing profession (X =3.30) have the most important roles. There was a significant relationship between the stress level and having living mother, and father’s educational level (P<0.05). There were also significant relationships between sources of stress and factors of city, sex, living mother, age and residency statue (P<0.05). There was a reverse relationship between age and stress level. In order to reduce stress level and provide educational improvement in nursing students, decreasing sources of stress and introducing coping strategies are highly recommended.

Dental and oral diseases are among the most important health problems of the country. Therefore, the training of dutiful, interested and skilled dentists is one of the educational priorities of Ministry of Health, Treatment and Medical Education. Attention to the quality of training programs related to the community health services is of a great importance. To evaluate Kerman dentistry students’ satisfaction with their discipline. This descriptive – cross sectional study was performed on dentistry students of Kerman Dentistry School. In order to gather data a researcher – made questionnaire was used. Data analysis was done through Mann.Whitney U test and Spearman’s correlation coefficient. In this study, 55.7% of subjects were male and the rest were female. From all subjects, 74.3% showed a great interest, 17.1 a moderate interest and the rest little interest in their field of study. In regard to discipline satisfaction, 8.6% intended to quit their study while 75.7% showed complete satisfaction. The most effective reasons of discipline satisfaction were “the possibility of giving service to people” (76%), “good social statue” (65.7%) and “being interested in discipline” (65.6%). The majority of subjects were satisfied with their discipline and showed an increasing interest. As one of the important educational factors is being interested and satisfied with disciplin, this point should be considered as a priority in the planning of educational programs.

Adolescence is accompanied with deep psychological, physiological and social changes. Girl’s lack of awareness about this period, could form the basis of many physical and behavioral problems. Planned health education programs, carried out to develop required skills and abilities leave clear impression on the manner the youth handles these changes. The aim of this study was determining the impact of health education on the knowledge and practice of 3rd grade guidance school girls of Shahrbabak city (Kerman/Iran) in relation to the health of menstruation. The present study is a quasi experimental (before-after) in which 200 Subjects were chosen by multi-stage random sampling method. Data collection was carried out through a questionnaire containing 23 questions divided into two parts of knowledge and practice. After determining the validity and reliability, questionnaires were distributed among subjects (pre-test). Final testing (post-test) was administered after training courses. Findings of the pre test stage represented weak knowledge and practice of the students concerning health of menstruation and there was significant increase in mean scores of knowledge [from 5.8 (41.4%) to 12.7 (90.7%)] and practice [from 23.7 (65.8%) to 28.3 (78.6%)] after training program (P<0.0001). Mean scores of practice before and after training course showed significant difference based on family size and source of information (P<0.05). The least difference of mean score (2.17) was related to students with the greatest family size (>8). In regard to the source of information the highest difference between mean scores of before and after training (6) was related to the students who reported their friends and teachers as their source of information. According to the findings showing significant increase in knowledge and practice mean scores in post-test stage, designing regular and continuous educational programs concerning the problems of girls maturity period, specially health of menstruation is recommended. It is obvious that girls’ knowledge in this respect is not only their natural right but also one of the health program priorities.

Teaching is an interpersonal activity, an interaction based on the verbal communication which is inclined to learning or change of behavioral methods in one or more students and it is considered as a Process.Although, some essential specifications such as process, interaction, intention are involved, answering to the following three essential questions seems not to be easy:1. What is Teaching?2. Who are Participating in a Teaching Activity?3. What is the role of each person in a Teaching Activity?These questions have different answers though they would provide a base for gathering and inclining of researches and theories. The first question reveals the type of activity as either a Science or an Art. The second question is a discussion about teacher and student and description of both. Answering to the third question is pointing to the role of the Teacher and Student who are active or non active and different methods of teaching are based on it.