مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال چهاردهم شماره 3 (پاییز 1398)

Educational system of any country should establish the appropriate status for the development of learners and flourish all attitudes of people to learn and educated. Therefore, this research was aimed to compare role playing and lecturing teaching styles through organizational behaviour among health care management students.

This was a interventional-analytical research. The research population was all third year students of health care management in school of Allied Medical Sciences, Tehran University of Medical Sciences in 150 persons who were conducted organizational behaviour lesson while doing this research, divided into 25 students in each test and control groups. The required data collected using active learning, Students satisfaction questionnaires of lecturing and role playing teaching styles, and two types of checklists including standard manager and scenarios assessment and analysed by SPSS software for presentation of percent, average, and standard deviation as descriptive results, and Kolmogrov-Smirnov to determine data normalization, two sample T-Test and Mann-Whitney as analytical results.

There were significant correlation between role playing teaching style and active learning (P<0.001), rate of students’ satisfaction (P<0.001), and the average grade of students’ course (P<0.001). Thus, the average grade of role playing students group was more than lecturing group at the final exam of organizational behaviour course. Also, the satisfaction rate of role playing students group and their rate of active learning were more than lecturing group.

Considering with increased average of course score, students’ satisfaction and rate of active learning, it is recommended to use this teaching style for medical sciences different courses.

The SERVQUAL model is one of the most common models used for assessing the quality of educational services. The purpose of this study was to investigate the quality of educational services based on SERVQUAL model in viewpoint of medical students of Alborz University of Medical Sciences in three stages: basic sciences, externship and internship.

The present study was a cross-sectional descriptive analytical study in which 332 medical students were enrolled in three stages: basic sciences, externship and internship randomly. The data gathered using a questionnaire of 25 questions which was designed based on the standardized SERVQUAL questionnaire. Data were analyzed using descriptive statistics, paired t-test, independent t-test and one way ANOVA with Spss V.24.0.

The results showed that there was a significant difference between the expectations and perceptions of medic al students in all aspects and in total score and their expectations had not been met. The maximum gap was related to the assurance dimension and the lowest gap was related to the reliability dimension. The overall gap was also 1.50. In addition, students' expectations at different stages were different in all aspects except "tangible dimensions" and "total quality of services". But their perception was different in two dimensions of tangible and reliable.

According to the results of this study, the students are dissatisfied with the current condition in the university and there is a long way to accomplish the desired status and satisfaction of the students as the main customers of the university’s educational services, and in many cases there is a need to evaluate and improve the conditions.

The purpose of this study was to investigate the role of virtual social networks and their attitude towards the students' academic buoyancy of Birjand University of Medical Sciences.

This was a descriptive-correlational study. The population consisted of students of the Faculty of Paramedical Sciences of the Birjand University of Medical Sciences in the academic year of 2011-2012. According to stratified random sampling, 201 students (71 males and 130 females) were selected. Questionnaires were used to collect data using Khodayari et al.'s (2014) virtual social networks, Hosseinchari and Dehqanizadeh's (2012) academic buoyancy. Data were analyzed using independent t-test, Pearson correlation coefficient, one way ANOVA and SPSS software version 22.

There was no significant relationship between the duration of membership in social networks and the time allocated to virtual social networks with students' academic buoyancy (P >0/01). The use of virtual social networks was significantly different between male and female students (T= -2/11, p< 0/03). There was no significant difference between the male and female students' buoyancy (T= 0/48, p> 0/05). There was a positive and significant relationship between the components of communication and easy communication with academic buoyancy (P <0/176).

It is suggested that through the holding workshops and training courses at universities, efforts were made to raise awareness about the scientific use of virtual networks and familiarity of students (especially new students) with a variety of virtual networks to improve and enhance the students' learning and buoyancy.

The present study aimed to develop an empowerment course based on project-based learning to enhance scholar skills of faculty members.

The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. Scholar competencies were developed through modified Delphi technique. The faculty development program finalized based on project-based learning approach by consensus of the participants.

In the present study, 13 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking.

The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems.

Clinical education is an essential element in the education of medical students. One of the problems students face in clinical education is stress. Students choose a variety of strategies to overcome clinical stresses. The aim of this study was to determine the relationship between stressors of clinical education and coping strategies.

In this descriptive study, the population of the study was Hamedan Paramedical Students in 1396 who were studied by census method. The information was evaluated using the Stress Factor Questionnaires of Clinical Education and coping strategies for stressful endlerparer. Data were analyzed using Chi-square test, correlation analysis and nonparametric equilibrium analysis of variance.

In this study, students' stress was higher than average in all stressful areas except educational environment. The problem-oriented strategy had the highest score among the coping strategies. Among the domains of stressors among paramedical students, interpersonal communication had a direct and significant relationship with all three coping strategies (p <0.05). In addition, there was no significant relationship between students' major and coping strategies (p = 0.083), while there was a significant relationship between students' interest in their field of study and problem-oriented strategy (p-value <0.001).

The clinical education environment is a stressful environment for the paramedical students of Hamadan University of Medical Sciences. Students usually use problem-oriented strategies to cope with the stresses of interpersonal communication, unpleasant emotions, and clinical experiences, while choosing avoidant strategies to reduce stress from the educational environment.

The aim of the current study was the evaluation of the viewpoints of basic science students about the affecting factors on class attendance and its correlation with their academic performance, and investigating the motivation and attendance rate of the students in different basic sciences classes in Kermanshah University of Medical Sciences.

This descriptive-analytical study was conducted on 247 basic sciences students. Cronbach's alpha coefficient was used for evaluation of reliability and internal consistency of the questionnaire, which showed a high level of internal consistency (0.83). Descriptive statistics, Pearson correlation coefficient test, and regression analysis were used for statistical analysis of data.

According to the students' viewpoints, class attendance had a positive effect on learning, and “teacher’s related factors” and “the students' attitude toward the course's subject” had the most important role in their attendance. Furthermore, there was a significant positive correlation between the students' grades and "learning of lesson's contents", and “taking higher scores" (r=0.273 and r=0.207, respectively). According to the student’s announcement, the most common classes, which they participate in, were physiology, anatomy, embryology, epidemiology and bacteriology.

The students with higher grades mostly attended in classes with the motivation of learning and taking higher grades, and they prioritize attending in specific classes. Due to the teachers' determinant role in students’ class attendance, the using of this information is suggested for the evaluation of teachers and the success rate of the educational system.