Research and Development in Medical Education
Volume:5 Issue: 1, 2016

Self-esteem among nursing students is important in providing high-quality serviceto clients, yet each study in this field has described only a portion of existing relevant knowledge.Integrative review studies are the best practice for identification of existing nursing knowledge.The purpose of this study was to determine self-esteem challenges among nursing students.
An integrative review was conducted in this study. The databases ProQuest, Medlineon PubMed, Science Direct, Google Scholar and Iran Medix were used for the review. The articleswere retrieved in three steps, including searching by search terms, reviewing the proceedingsbased on inclusion criteria and final retrieval and assessment of the available full texts. We used alist of keywords, including nursing, self-esteem and challenges and mixed them with "AND" and"OR" as a search strategy. Papers were included and eligible if they were associated with problemsrelated to nursing students’ self-esteem. Those studies that focused only on the self-esteem ofregistered nurses or patients were excluded. Search results were limited to the years 1960-2014.
Our findings showed three major challenges, including challenges associated withinconsistency in determining the level of students’ self-esteem, self-esteem associated challengesin professionalism of students, and the psychosocial challenges pertaining to the consequences oflow self-esteem.
The findings suggest there is a need for more qualitative research to explore thefactors that contribute to self-esteem in nursing students with a particular focus on the factorsthat increase or decrease self-esteem. In addition, strategies to maintain and increase self-esteemneed to be designed, implemented and evaluated.

Motivational climate is the situational structure of goals through which success or failure is judged in the social environment. This study aimed at examining the relationship between perceived motivational climate and intrinsic motivation of medical students. It was hypothesized that perceived mastery climate predicted medical students’ intrinsic motivation positively and perceived performance climate predicted it negatively.
The design was a cross-sectional study. The Iranian version of two instruments for measuring intrinsic motivation and perceived motivational climate were completed by 232 medical students. In order to identify the predictability relationship between the research variables, structure equation modeling was adopted.
Investigations revealed that perceived mastery climate positively and meaningfully predicted medical students’ intrinsic motivation (0/85). Perceived performance climate negatively predicted medical students’ intrinsic motivation (-0/47).
Building mastery climate in a learning environment promotes medicine students’ intrinsic motivation.

Explicit teaching of generic conventions of a text genre, usually extracted from native-speaker (NS) manuscripts, has long been emphasized in the teaching of Academic Writing inEnglish for Specific Purposes (henceforthESP) classes, both in theory and practice. While consciousness-raising about rhetorical structure can be instrumental to non-native speakers(NNS), it has to be admitted that most works done in the field of ESP have tended to focus almost exclusively on native-speaker (NS) productions, giving scant attention to non-native speaker (NNS) manuscripts. That is, having outlined established norms for good writing on the basis of NS productions, few have been inclined to provide a descriptive account of NNS attempts at trying to produce a research article (RA) in English. That is what we have tried to do in the present research.
We randomly selected 20 RAs in dentistry and used two well-established models for results and discussion sections to try to describe the move structure of these articles and show the points of divergence from the established norms.
The results pointed to significant divergences that could seriously compromise the quality of an RA.
It is believed that the insights gained on the deviations in NNS manuscripts could prove very useful in designing syllabi for ESP classes.

Evidence-based dentistry is the combination of individual clinical experiences withthe highest-quality evidence available as the result of systematic studies.Evidence-based dentistryis an approach in which the clinician uses the best evidence available to make the most appropriatedecision for the patient. In this descriptive study, the knowledge, attitude and self-assessment ofTabriz dental school residents were examined on evidence-based dentistry in the academic year2014-2015.
All residents of Tabriz Dentistry Faculty (100 in total) were enrolled in the study.Thedata collection tool was a questionnaire, and the validity of the questionnaire was determined inprevious studies. To determine the reliability of the questionnaire, it was distributed among the20 residents ina pilot study. Descriptive statistical methods were used to study the data obtained.Chi-square, t-test, and Kruskal-Wallis tests were used to assess the relationship between variablesusing SPSS 20.
The results showed that the level of residents’ knowledge on evidence-based dentistrywas moderate and 94.4% of residents had a positive attitude toward EBD. The highest and lowestself-assessments were related to the terms PubMed and Cochrane Collaboration (CI=29.27-30.73,CI=42.06-43.32 CI=28.69-31.09with 95%confidence interval), respectively.
Given the increasing importance of evidence-based dentistry and considering themoderate knowledge of the residents on the topic, a need is felt for proper planning to teach itat Tabriz University of Medical Sciences. Considering dentists’ positive attitude toward EBD, Itseems that there is an appropriate background for EBD education in the country.

Multiple-choice question tests are considered as one of the most common assessment methods, frequently used in university tests. This study examined the relationship between question taxonomy and negative stem questions in university pre-board tests in Tabriz University of Medical Sciences and national boards tests in internal medicine, general surgery, pediatrics and obstetrics and gynecology residency examination from 2010-2011.
In this cross-sectional study, 2400 written multiple-choice questions related to the mentioned fields were studied in terms of the relationship between taxonomy levels of the questions and their stems. If there were a negative word or negative concept in the question body, it was considered a negative stem. Taxonomy was graded: taxonomy I, ability to remember facts, Taxonomy II, ability to interpret data and taxonomy III ability to solve a new problem. The data collected were analyzed by SPSS18. P-value A total of 2400 questions from 8 tests (board, pre-board) in 4 fields were studied. In total, 23.1% of pre-board tests and 16.6% of national board tests had negative stems and the difference was statistically significant (P=0.0001). In this study 31.1% of questions were designed with positive stems and 63.9% with negative stems in taxonomy level I(P=0.0001). There is a correlation between negative stem questions and their taxonomy. This means that 63.9% of negative stem and 31.1% of positive stem questions have been designed in taxonomy level I(P=0.0001).
The use of negative stem questions considerably resulted in the design of low-level cognitive questions.

Competency-based education has been recommended in training and education of public health to reduce the gap between traditional teaching and the competencies required in practice. Epidemiology as a fundamental of public health science has come to attention. The aim of this study was to introduce a complementary core competency program for Master of Science (MSc) in epidemiology students in Iran.
A workgroup in the department of statistics and epidemiology of Tabriz University of Medical Sciences including five epidemiologists and three biostatisticians prepared an outline of complementary core competencies for epidemiology MSc students. In the first step several discussion rounds were done to review the current curriculum, then the workgroup sought students’ opinions to find out about their needs. In addition, a review of the current literature around the topic was done. In the final step the program components were developed by the workgroup and initially implemented.
A complementary program consists of eight domains: general knowledge, problem finding, data analysis and interpretation, communications, management, consultation, leadership skills and professionalism. This program focused on basic competencies and those competencies outside the major field for a graduate of epidemiology to enhance their knowledge, attitude and skills. The program was scheduled to run in the third semester and approximate time for completion was three months.
The development and initial implementation of the complementary core competency program was successful and the authors will attempt to extend the program and evaluate the implementation phase.

This study aims to design and produce electronic content of a microbiology course for students in AJA (Islamic Republic of Iran Army) University of Medical Sciences based on Gagne's instructional design model and determine its effectiveness.
This is a quasi-experimental study. All medical students studying in the 2014-2015 academic year in AJA University of Medical Sciences who had taken the microbiology course were entered in the study. Students were divided randomly into two groups, control and trial (16 subjects in each). After designing and producing the educational multimedia, the trial group was trained in concepts of the microbiology course using multimedia educational software during 6 sessions over 6 continuous weeks. Finally, they were given post-test questions to determine the educational progress level among the students.
The mean ± standard deviation for pre-test and post-test in the trial group were 4.44 ± 1.99 and 12.75 ± 1.06, respectively, and in the control group they were 3.75 ± 2.32 and 9.31 ± 1.25, respectively. The results of the analysis of covariance between adjusted means of both groups for variable of learning show a significant difference between the two groups (F(29,1)= 65.69; P=0.001). The effect size was 0.69.
The multimedia software produced in AJA University of Medical Sciences can be used as a proper educational instrument for teaching the microbiology courses. So, it is better to incorporate the multimedia method as a part of education into curriculum of universities, especially medical sciences universities. Keywords: e-learning, Gagne's instructional design, model, Education, Army, microbiology course.

There are various methods of training for medical students in different colleges. Fast knowledge transfer and maximum learning are the main goals of education. Due to the limited time and also high volume of content knowledge during residency, using the best methods of training can play an important role in enhancing the skills of residents. In the current study, small group discussion as a teaching method was compared with the traditional method.
In this cohort study, two groups of residents that had finished a 4-year course of orthopedic residency training programs in Tabriz and Urmia universities of medical sciences was being examined. They were divided in two groups. In order to compare the impact of the training on residents, it was compared with the result of the State Board standardized exam. The number of residents passing the written test and the Objective Structural Clinical Examination (OSCE) per year have been identified and compared with the groups under investigation.
Fifty-one residents, including 4 women (7.8%) and 47 men (92.2%), were studied for this purpose. Success rate for the small group discussion in the written exam was 59.2% and in the OSCE was 24% (95% CI). On the other hand, the success rates for the group who were trained in the traditional way were 37% and 16.6% in the written exam and OSCE, respectively. In both cases the differences were significant.
The small group discussion method is an effective method in residency training in surgical fields that increases medical students’ learning abilities compared to traditional methods of education.