Journal of Medical Education Development
Volume:11 Issue: 31, 2018

  Nursing education requires the use of student-oriented learning techniques, such as flipped classes, to foster creative students with the ability to think critically. Given the new emergence of the educational method of the flipped classroom in the education of medical sciences, there is inadequate information about the nursing students’ experiences of learning in a flipped classroom in the world, especially in Iran. This study aimed to explain the nursing students’ experiences of a flipped classroom in order to provide proper strategies for nursing instructors. This qualitative study had a conventional content analysis and was conducted on 18 second-semester nursing students, who passed the nursing unit of orthopedic diseases by attending a flipped classroom. Data were collected via semi-structured in-depth interviews, and data analysis was performed using conventional content analysis method by Graneheim and Lundman. The main theme of the study was "the effectiveness of theory teaching”, which encompassed three classes of “experience of a new approach in education”, “control over learning” and “interactive participation: a different experience”. According to the results of the study, electronic contents help students learn theoretical knowledge to solve the problems of hypothetical patients. Therefore, our findings can be used by nursing instructors to obtain positive consequences by applying the flipped classroom method

The use of nanotechnology in neuroscience research is considered as an essential requirement while neuroscience students have little information in this regard and their educational program less addressed the applications of new technologies in research. Considering this need and by relying on the development of new educational methods, we aimed to design and implement an elective and integrated educational course for neuroscience students in Tehran University of Medical Sciences and then, assessed the level of satisfaction of learners with the course. In order to design the curriculum, the Kern's six-step model was applied for curriculum development. In total, 15 neuroscience PhD students were entered into the research, educational needs of whom were determined. After determining the learning goals and outcomes, the educational contents were established and presented in the form of a workshop. In addition, the degree of satisfaction with the method was evaluated by a structured questionnaire designed by the team of lecturers using the Likert scale. Analysis of the results obtained from the questionnaires showed that more than 80% of the learners were satisfied with the course and recommended it to other students in the field. Furthermore, the professors emphasized the unique experience of individuals and superiority of the method to traditional teaching techniques in discussions. The results of the program indicated that the module was successful in attracting the student satisfaction, and can encourage educators to use new educational strategies in neuroscience curriculum to help the researchers of the field. The continuation of implementation of this module is suggested for the target group in various educational years

  Efficiency and productivity are considered as the most important performance indicators of an educational organization. This study aimed to estimate the efficiency and productivity of schools in Ahvaz University of Medical Sciences, Ahvaz, Iran. This descriptive study was based on panel and time series data. In total, seven schools of Ahvaz Jundishapur University of Medical Sciences were assessed during 2011-2015 in terms of efficiency and productivity. The input and output indexes were determined based on research and educational performance of schools. In this research, data envelopment analysis method and the Malmquist productivity index (MPI) were used to analyze the efficiency and productivity of schools, respectively. Data analysis was performed in Deap.2 software. In this study, mean index of changes in management, scale, technical and technological efficiency over five years were 1 (constant), 0.991 (decreased), 0.991 (decreased), and 0.862 (decreased), respectively. In addition, all efficiency and productivity indexes grew in 2014, compared to the other years. Moreover, the mean total productivity of schools evaluated in the research was reported to be 0.855. Therefore, the schools had a relative decline in productivity (15.5%) during 2011-2015. Furthermore, the total productivity index increased in 2012 (+19.8%) and 2014 (+73.4%). Among the schools assessed, the schools of medicine (47%), health (43%), pharmacy (32%), nursing (14%), and dentistry (13%) had a reduction in productivity, respectively. On the other hand, the schools of paramedical (80.1%) and rehabilitation (18.4%) had the highest rate of productivity growth among the schools of Ahvaz University. According to the results of this study, efficiency and productivity of evaluated schools required improvement. In this regard, the most important factor for the increase and decrease of total productivity index of the schools was technological efficiency

  The Scorecard model, as one of the new management tools, is increasingly being used in business organizations and higher education institutions. With its appropriate application for pathology and performance evaluation, this model adopts a comprehensive and thorough viewpoint toward the organizations. This pilot study was conducted to evaluate the educational performance of Zanjan Faculties of Paramedical and Health Sciences. This study was carried out in 2014 using a fuzzy hybrid multi-criteria decision making and balanced scorecard model at Zanjan University of Medical Sciences. To this end, the educational benchmarks were adapted according to the existing indicators of the educational deputy and experts’ brainstorms with regard to each of the four perspectives of the balanced scorecard to be used in educational units. The questionnaires were submitted to the faculty members at the faculties of Health and Paramedical Sciences. The collected data was analyzed using a balanced scorecard model, fuzzy network analysis, and fuzzy TOPSIS method. The Faculties of Environmental Health Engineering and Radiology, compared to the other faculties, were ranked first and last in terms of the performance, respectively. The Balanced scorecard model was revealed to be effective in evaluating educational performance. The balanced scorecard tool developed in this study was of an acceptable validity; thus, it can be suggested to be used for the evaluation of the educational performance of educational faculties at universities of medical sciences.

  Plagiarism has been turned into a major concern for universities. The theory of planned behavior (TPB) is probably one of the most important predictive patterns for plagiarism in students. This cross-sectional study was performed to determine the use of TPB in the prediction of factors affecting plagiarism in 2016. In total, 200 MSc students at the stage of writing a dissertation were selected from Iran University of Medical Sciences, Tehran, Iran through convenience sampling. Age of students was 29.25±13.4 years. Moreover, 75.5% of the subjects were married, and 45.5% of the students were male. Data were collected using a self-administered questionnaire divided into three sections of demographic characteristics, planed behavior model constructs, and intent of plagiarism. In addition, data analysis was performed in SPSS version 19 using descriptive and analytical statistics (t-test, ANOVA, and multivariate regression). A significant positive relationship was observed between positive attitude and intent of plagiarism. In other words, positive attitude significantly predicted the intent of plagiarism (P=0.007). On the other hand, a reverse and significant association was found between negative attitude and intent of plagiarism. Furthermore, there was a direct and significant correlation among subjective norms, perceived behavioral control, and intention. According to the results of this study, a direct and significant relationship exists between positive attitude toward and intent of plagiarism. In this regard, proper educational programs can be designed to correct this attitude

  Motivation and interest play a major role in the learning process, and the student's academic motivation depends on teaching style to some extent. In fact, a student-oriented and flexible learning method can increase the activities of learners. This study aimed to describe the effects of education management on the academic motivation of medical students in education management pattern, compared to the traditional method in the morning report topic. This quasi-experimental study had a pretest-posttest design and was conducted on 30 medical students of Baqiyatallah University of Medical Sciences, Tehran, Iran, randomly divided into two test and control groups. Data were collected using Harter's Holding School questionnaire. Data analysis was performed using descriptive (mean and standard deviation) and inferential (independent t-test and univariate intergroup covariance) statistics. In this study, the mean and standard deviation of academic motivation in the two groups of education management and traditional method were 92.53±10.126 and 12.68±116.66, respectively. Comparison of d mean score of satisfaction of students in two groups and univariate intergroup covariance (F=6.816 and P=0.015) showed a significant difference between the satisfaction scores of students in the two research groups (ɑ<0.05). According to the results of the study, the academic motivation of medical students was higher with the education management method, compared to traditional education. The model of education management led to better education and increased the academic motivation of students in the field of medicine by increasing motivation and reinforcing participatory spirit in these individuals.

  With regard to the quantitative expansion of virtual education in universities of medical sciences, the quality and coordination of curriculum with features of virtual education environment must be considered. Therefore, this study aimed to evaluate the application of features of virtual curriculum components in virtual education courses in medical sciences. This descriptive and cross sectional study was conducted on all virtual MSc students of Tehran and Shahid Beheshti Universities of Medical Sciences, Iran. Sample size was estimated at 140 using Cochran sample size formula, and subjects were selected by stratified random sampling. Data were collected using a researcher-made questionnaire, the validity of which was evaluated and confirmed using CVA and CVR indexes. In addition, the reliability of the research tool was estimated at the Cronbach’s alpha of 0.77. Moreover, data analysis was performed in SPSS version 19 using one sample t-test. In this study, the mean features of objective, content, role of e-instructor and assessment components in the virtual courses in medical sciences was at a relatively realized level (2.33-3.66). Curriculum designers and specialists can review the curriculum design of virtual courses in medical sciences based on the features of the virtual curriculum components

  Identifying the curriculum ideology of professors can serve as a tool and a roadmap for education and curriculum planners. This study aimed to recognize and prioritize the ideology of medical science professors regarding the six curriculum components. This descriptive and analytical research was conducted on all professors (N=94) of Baqiyatallah University of Medical Sciences in Tehran, Iran. Data were collected using the questionnaire of curriculum ideology of Schiro. In addition, data analysis was performed in SPSS version 16. In this study, the main priorities of medical science professors regarding curriculum ideology in the six components included the ideology of social construction in goal component, social efficiency ideology in components of teaching, knowledge, and student, and student-centered ideology in learning and evaluation components. While professors considered all curriculum ideologies, they mainly prioritized the social efficiency ideology in all curriculum components. In other words, they mostly emphasized the empowering of students for effective performance.

The healthcare system seeks responsible nurses, who are committed to professional ethics, which is a vital requirement in this area. Therefore, this study aimed to determine the role of in-service training courses in the attitude of nurses toward professional ethics and their performance in three educational healthcare centers of Zanjan, Iran. This descriptive and cross-sectional research was performed on 400 nurses in educational healthcare centers of Zanjan, including 362 female (90.5%) and 38 male (99.5%) individuals, who were selected via convenience sampling. Data collection was carried out using the standardized questionnaire of ethics in nursing profession by Eun-Ja Yeun (2004) in the spring of 2018. Reliability of the mentioned survey was estimated at the Cronbach’s alpha of 0.76. Data analysis was performed in SPSS version 21 at two descriptive and inferential levels. From 400 nurses assessed, 53.5% attended the educational courses on professional ethics. According to our findings, no significant difference was observed between the subjects who attended the courses and those who did not participate in the educational classes in terms of attitude toward professional ethics. Moreover, no significant association was found in the performance of participants who attended the mentioned classes before and after the intervention. According to the results of the study, participation in educational courses on professional ethics failed to make a significant difference in the attitude and performance of nurses. Therefore, more attention must be paid to the implementation of educations and place of work of nurses.