نشریه آموزش پزشکی
سال هفتم شماره 2 (بهار و تابستان 1398)

The quality of teaching is one of the most important indicators of decision-making regarding promotion of academic rank, basic promotion, extension of contract, conversion of faculty members' employment status in different medical schools. Appropriate evaluation of teaching quality can be an effective step in making the right decisions about the mention processes. This study aimed to compare the undergraduate and post graduate points of view about the teaching quality of staffs they were exposed to them and also evaluate the effect of factors such as academic ranking, teaching experience and full timing on teaching quality.

In this analytical cross sectional study all faculty members were considered as the target population. Stratified sampling based on academic groups was done. Teaching quality survey questionnaire was used to measure the staff´s teaching quality. Data were analyzed using paired t-test and multivariate analysis variance using SPSS software (11.5).

The mean+SD of quality of teaching in undergraduate and postgraduate points of view were 81.90+9.24 and 74.10+9.32 respectively and the difference was statistically significant (P=0.01). Full-timing (P=0.01) and the staffs gender (P=0.01) were two effective factors on teaching quality. Bonferoni test showed that in postgraduate students there was no significant difference in the mean of comments in any of the factors but at the undergraduate level, there was a significant difference in teaching quality based on teaching experience (P=0.03).

Teaching experience is an influential factor on teaching quality, especially in general education. This important issue should be considered in educational planning.

One of the most important components of the educational system is the professors who have a decisive role in achieving educational goals. Evaluation is one of the most important bases for improving the quality of education. The purpose of this study was to evaluate the evaluation priorities of professors from the perspective of students of Neyshabur University of Medical Sciences.

This cross-sectional descriptive and analytical study was conducted at Neyshabur University of Medical Sciences in 2013. All students of Neyshabur School of Medical Sciences (140) were enrolled in the census. Data were collected using a questionnaire whose reliability was 0.83. Data were then analyzed by SPSS20 software. Significance level was set at 0.05.

The study population was 59 females and 60 males with a mean age of 20.58 ± 1.13 years. According to the students, the most important factors of a good teacher are mastery of the subject (84.2%) in teaching skills, expressing and conveying concepts (70%) in personal characteristics, respect for students (71.7%). In the communication skills section, the precise start and end times of the class (51.7%) were in the area of ​​observing the rules and regulations and a comprehensive and precise exam at the end of the semester (37.5%) in the assessment skills section. There was no significant difference between the 5 areas of study. There was no significant relationship between GPA and none of the evaluation domains. There was a significant difference between gender and the two domains of observance of rules and teaching skills.

The results of the present study showed two areas: teaching skills and evaluation skills are more important for students. Therefore, university professors and faculty and universities should plan and strive to improve the quality of these two areas

Preeclampsia is a special syndrome of pregnancy and common cause of mothersﹸdeath associated with delay in diagnosis and nursing staff’s inappropriate control. The current study was carried out to compare the effect of training on method based on critical thinking and traditional education on maintenance of knowledge level and clinical skill of controlling preeclampsia in midwifery students.

The study was a clinical trial performed on 60 midwifery students at nursing and midwifery college of Mashhad in 1395. The participants were randomly divided in to two groups of training based on critical thinking and traditional education. The clinical skill of preeclampsia control in students of both groups were measured by an identical constructive test (six stations) before and a week after intervention. The data were analyzed by SPSS software and descriptive statistics such as Mann-Whitney, Fried man, and Wilcoxon tests.

The findings indicated that the mean scores of notice of preeclampsia control of both critical thinking and traditional education groups a week and a month after intervention showed a significant increase compared to before intervention (p<0.05 ). The scores of clinical skill of controlling preeclampsia in both groups of critical thinking and traditional education a week after intervention revealed a significant increase compared to before intervention (p<0.05).

Clinical skill training based on the approach of reinforcement of critical thinking skill leads to better performance of midwifery students in nursing care process and can be used to improve the quality of midwifery studentsﹸclinical skills.

Nuclear medicine specialty based on the imaging of various organ functions has progressed in recent years with the improvement of imaging techniques towards hybrid imaging requiring knowledge of cross sectional anatomy. On the other hand, with the passing of time, most of knowledge of anatomy has been forgotten.

This study was conducted in an experimental study. Anatomy was first taught by the faculty members of the Anatomy School of Medicine, with an emphasis on cross sectional anatomy, followed by teaching of cross-sectional anatomy of CT scan by nuclear medicine assistant professors. At the end of the year, a questionnaire evaluated the level of satisfaction of the assistants from different methods (including rotational radiology course, anatomical classes and CT classes), the viewpoints of the professors regarding the change of attitude and promotion of the assistants, and finally the results of the assistants in the recent courses of the board.

Of the 16 nuclear medicine assistants, 15 (93.75%) were satisfied with the method. 14 (87.5%) believed that conducting anatomical classes would help to better understanding of CT scan sections. Also, 100% of the assistants stated that they had more confidence in the interpretation of CT stereotypes after the introduction of new CT courses. The survey of faculty members and the positive results of the test board emphasized the positive effect of the training.

Simultaneous training of anatomy and cross sectional anatomy can improve the learning of cross-sectional anatomy of CT scan.

Faculty members are an important member of higher education and have an important role to play in achieving educational goals. Therefore, their interaction with learners is important, such as dental training clinics. The purpose of this study was to evaluate the responsiveness of faculty members of dental school in Babol University of Medical Sciences.

This study was performed on 89 dental students trained in the clinics of Babol University of Medical Sciences in 2019. Data collection tool was a researcher-made questionnaire using valid scientific sources, including demographic characteristics, and 18 questions about how teachers and students responded on Likert 5 (i.e. excellent to very poor). The content validity index and reliability coefficient were 89.2 and 0.85. Data analyzed by SPSS21 software applying T-test and One-way ANOVA less than 0.05 Significance level.

The highest and the lowest accountability percentages in the excellent category were respectively related to the importance of time in the clinic (38.2%) and attention to student activity during the course (10.1%). These percentages in the good category were related to the response to students' questions (43.8%) And trying to teach poor students in clinical work (23.6%). Also, in the moderate class considering students' performance during the course (37.1%) and the importance of proper student dressing (13.5%). There was no significant difference between gender and place of study (P=0.91). The final year students had a lower score for the teachers (P=0.003). Students were more satisfied with oral, maxillofacial radiology teachers (P <0.001).

Based on the results, it is suggested that the university of medical sciences, authorities implement educational and cultural correspondence for teaching accountability to professors.