مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال پانزدهم شماره 3 (پاییز 1399)

Since professionalism is one of the most essential competencies for all physician, we launched this project between October 2017 and May 2019 with the aim of developing a professionalism curriculum for obstetrics and gynaecologic assistants.

The course was designed based on the Kern’s model.  To implement this project, both independent methods  such as Professional Commitment Workshop and Integration strategy such as dedicating two Morning Report Sessions monthly to professionalismwere used.

For evaluating the course, we used Kirk Patrick model. According to the first level of the pyramid, based on a survey, some changes were made in programs.In the second level of the pyramid, according to the predetermined goals,  pre and post-coarse test was held andthe average score of the residents increased from 13.16 to 17.47.At the third level of the pyramid: based on the questions asked from hospitalized patients, According to the third level of the pyramid, at the beginning and end of the course,the opinions of hospitalized patients, hospital staff, senior and lower year residents towards each other and professors towards residents were measured using a questionnaire that showed improvement of residentschr('39') behavior occurred in all indicators. At the fourth level of the pyramid, patientschr('39') complaints were relatively decreased.

The project was launched to design, implement and evaluate professional commitment courses. The positive effects of this course on the professional behavior of residents were observed at all levels of the Kirk Patrick pyramid.

Proper counseling are very important to improve the quality of life and progress in society, especially in educational centers. The present qualitative study was designed and implemented according to the importance of deep studentschr('39') opinions to improve the counseling process.

This present study was a qualitative study which was conducted using Content analysis. Participants in this study were 30 students who were selected through purposive sampling, with maximum diversity. In this study, data were obtained using semi-structured interviews and were analyzed using Conventional content analysis.

From the studentschr('39') point of view, the challenges facing academic counseling included two main themes, four main categories and seven sub-categories. Main themes included “need to improve the organizational factors related to consulling process” and “need to improve the individual factorsamong faculty members and student” and the main categories included lack of proper information to the student, unavailability of consultant faculty members, to select consultant faculty members without considering a student opinion and to be improper the communication between consultant faculty members  and student. Regarding the facilitators of the counseling process, one main theme (strengthening the organizational factors related to consulling process), three main categories and four sub-categories were obtained. The main categories included the separation of the counselor from the faculty members, empowerment of the counselors and student’s freedom to choose a counselor.

The results of the present study show that the process of academic counseling in the university faces organizational and individual challenges such as lack of proper information to the student, unavailability of consultant faculty members, to select consultant faculty members without considering the students opinion, and to be improper the communication between consultant faculty members  and students. Based on the studentschr('39') views, it seems that by separation of the counselor from the faculty members, empowerment of the counselors and student’s freedom to choose a counselor, the academic counseling process in the university can be improved.

Professional belongingness is one of the most important aspects of studentschr('39') clinical work experience. An understanding of the relation between students’ belongingness on clinical setting and their professional behavior can significantly aid in promoting their professional behavior. This study determined the correlation between nursing students’ dependence on the clinical setting and their professional behavior.

This research is a descriptive analytical study in which 110 third and fourth year nursing students  at Islamic Azad University, Yazd Branch, were included in the study as a sample. Sampling was done by census method. Data were collected using questionnaires of demographic with 9 items, Levett-Jones clinical belongingness with 34 items and Goze professional behavior with 27 items. These questionnaires have been used in several studies and their validity has been assessed using content validity and reliability using Cronbachchr('39')s alpha coefficient. After completion, the data were analyzed by descriptive and inferential statistics (Pearson, t-test) by SPSS software version 16.

The total score of professional behavior and clinical belongingness on clinical setting were 111.06 ± 16.38 and 118.69 ± 16.38, respectively. The subscales of efficiency (71.98 ±13.19), self-esteem (61/99 ± 11.56), and connectivity (42.62 ± 17.00) had the highest weight in the scores of clinical belongingness, respectively. Besides, there was a direct significant correlation between “belongingness on clinical setting and its dimensions” and “professional behavior”, based on Pearson correlation test (r = 548 and P = 0.000).

The results showed that there is a positive and significant relationship between belonging and professional behavior. This means that with increasing belonging, professional behavior improves. Thus, educational decision-makers and instructors/educators can enhance nursing students’ professional behavior through using appropriate educational strategies and creating a supportive environment to increase feelings of belongingness clinical setting.

Assessing e-learning readiness is one of the prerequisites for e-learning development. The aim of this study was to assess the readiness of e-learning in Shahid Sadoughi University of Medical Sciences, Yazd International Campus.

This study is conducted by descriptive-survey-cross-sectional method. A sample group of 437 individuals consisting administrators, professors, and staff were selected by simple random sampling, and students were selected by stratified random sampling. For data collection, a researcher-made questionnaire adapted from Khan frame work with three dimensions of organization, technology and audience analysis with validity approved by professors and reliability by internal consistency method and Cronbachchr('39')s alpha coefficient equal to 0.7 was used. Descriptive statistics (mean, standard deviation, standard deviation) and inferential statistics (one-group t-test) were used to analyze the data with a significant level of 0.05.

By summing up the total sample group and the value of t-statistic, the difference in weighted average of the group responses with a 50% point in the organizational, technology and audience analysis dimensions were equal to 4.07, 2.21 and 2.98, respectively, and in total equal is 2/85 Larger than the critical value of the table with a degree of freedom of 436 with an error probability of less than 0.05. Hence, there was a significant difference between the weighted average of the whole sample group and a score of 50 which means the university is more than 50% ready to implement learning Electronically.

the International Campus of Shahid Sadooghi Medical Sciences University of Yazd is prepared for e-learning project.

Continuing education is a necessity in the world. To develop educational programs in the first step, educational needs must be properly identified. To train general practitioners (GPs), the present study was conducted at Golestan University of Medical Sciences in order to assess the needs of continuing education programs in view of general practitioners participating in the programs as well as the clinical faculty members’ instructor of these programs. 

The present study is a descriptive study. To achieve the objectives of the study and considering the necessity of these groups of educational programs and work experience of the subjects, the opinions were examined based on a 4-part questionnaire consists of “clinical examinations”, “paraclinical measures”, ”therapeutic measures”, “emergency measures in treating patients” topics. The results were evaluated by SPSS-18 software.

According to the results, general practitioners (n=410) and faculty members’ instructors of workshops (n=204) had the same oponion on 2 topics: “therapeutic measures” and “emergency measures in treating patients”. The common issues related to the mentioned topics are included “logical prescribing of antibiotics” and “cardiopulmonary resuscitation”, respectively. Based on Spearmanchr('39')s test, it was shown that there was a significant positive correlation between the opinions of these two groups only in the following issues: “interpretation of radiological stereotypes”, “emergency measures in ear, nose and throat diseases” and “emergency measures in burns”.

Based on the results, in order to determine the actual educational needs, continuing education planners should consider the opinions of the GPs in addition to the opinions of experts.