نشریه آموزش پزشکی
سال نهم شماره 1 (پاییز و زمستان 1399)

Peer evaluation has been introduced as a control method and part of nursing quality assurance programs. Peer evaluation is the process by which nurses systematically review, control, and judge the quality of nursing care relative to occupational standards. The aim of this study was to determine the effect of peer evaluation on the quality of nursing reports of evaluated nurses in the surgical wards of Kamali Educational and Medical Center in 2019.

This study is a quasi-experimental interventional study before and after. The research tool is a standard checklist for examining the quality of nursing reports and the study population includes all nurses working in a surgery ward of Kamali Hospital in Karaj with at least two months of experience in this ward. To evaluate the effect of the intervention, the method of registering the evaluated nurses before and after the intervention is evaluated by the researcher.

In this study, 30 nurses (women) participated and 60 checklists were completed by the researcher to review the files registered by the evaluating nurses in surgery ward one, before and after the intervention, and a total of 180 files with standard checklists. The quality of registration in the Cardex and reporting was checked. The results showed that the status of compliance with the principles of reporting (Z = -4.838 Asymp. Sig. (2-tailed): <0.001) as well as the status of compliance with the principles of registration in Cardex and Pharmacy Card (Z = -4.253 Asymp. Sig. (2-tailed)) : <0.001) Improved.

Peer evaluation can be used as an effective training method along with other continuing staff training programs to improve the nursing registration and reporting process.

Creating and developing self-directed learning skills has become one of the goals of education in recent decades, and todaychr('39')s students need to learn and acquire comprehensive information in this regard, or better to say, learn information and communication technology skills, to Be able to use electronic services. The purpose of this study was to investigate the relationship between electronic citizenship knowledge and self-directed learning of students of University of Mazandaran and Babol University of medical sciences.  

This study is descriptive-analytical in terms of research method. The statistical population of the study consisted of two categories: Students of Mazandaran University in summer 1397, 11960 (in 13 colleges of this university) and Students of Babol University of Medical Sciences in summer 1397, 3410 (in 8 faculties the sampling method was a multi-stage comparative class. Using Krejcy-Morgan table, the sample size was 372 for Mazandaran University and 345 for Babol University of Medical Sciences. Chow test and Z-Fisher test were used to analyze the data. Standard questionnaires of electronic citizenship knowledge of Manson Choi et al. (2017) and self-directed learning of Darlene and Peder (2010) and SPSS statistical analysis software were used. Chow test and Z - Fisher test was used to analyze the data.

The students were selected from Mazandaran University and Babol University of Medical Sciences in different ages, genders and faculties. But no significant difference was observed between students of two universities in different classes (value F = 1.22).

The existence of a significant positive relationship between self-directed learning and e-citizenship knowledge shows the need to combine these two areas and provide a greater role for citizenship knowledge in studentschr('39') self-directed learning.

Physician have a fundamental role in keeping and improving societychr('39')s health and are responsible for all services needed to their proficiency. So as to boosting skills and acquiring clinical competence in line with responsive medical purposes, clinical competence training course (a one- month course) is held in emergency sections. This study with the purpose of evaluating view of medical intern students in achievement clinical competency with Learning Mastery approach in Golestan University of medical sciences.

A qualitative study physician student members Case School of Medicine aimed of situations based on the volume of data the study was collected through in-depth interviews. Transcript extracted van Manen method conceptual thematic content (theme) were extracted from it.

Data analysis necessity of such themes all you need to plan the perfect law and access to social all medical services that include availability of benefits associated with the theme of the research training primarily training time Research Services patients day, increasing hospital patients, reduce health care costs for these costs towards the insurance, including the challenge of responding to the needs of society infrastructure financing and supplying hardware explain the lack of adequate supervision, not real tariffs, the imposition of additional costs, inadequate attention to the organizational status of occupational identity, increasing the quality of education and implementation of occupational possible may prepare the groundwork for the government in improving various aspects of quality of service establishment of a competitive environment, health and educational more active use of full-time faculty members, the actual timely commissioning special clinic is a clinic.

The development of efficient staff in the health system in order to respond to the needs of society, by creating training opportunities and skills training to achieve clinical competencies possible.Therefore, by clarifying the educational environment and planning the course, and by systematically monitoring and evaluating, it promotes the training and acquisition of clinical competency of interns.

Although the clinical training is a major part of medical education treatment -related forms, There are several problems is difficult achieving educational goals in the clinical setting. This study was conducted to evaluate the status of educational facilities in Azahra hospital.

This cross-sectional study. 430 people between 2017 and 2018 interns and externs student of Isfahan University of Medical Sciences were included in the fields of general medicine, nursing, midwifery, radiology, anesthesia and operating room. Data checklists were designed self-observation and study documents. For questionnaire data analysis was used indices of descriptive and inferential statistics in SPSS software.

Total studentschr('39') satisfaction of Azahra hospital training facilities (Educational and Research Services, 44 %, diagnostic and therapeutic services 43.5 % and support Services 37.5 %). Satisfaction educational group, library, hospitals extent of disease, collaboration of diagnostic departments, classrooms, medical records and audio visual service was good (50-70%). In contrast, satisfaction of research services, equipment clinical education, clinical departments, organization of training rooms, locker pavilion and reception, parking and security was very poor (less than 20%).

View of today in the world perspectivechr('39') college students is essential quality monitoring. Given the extent of the teaching hospital and many students are learning in more than 35 academic and professional degree, in this regard attention training is very essential.

Therefore, having the knowledge of using medical equipment for nursing is necessary, which requires learning by using the appropriate teaching method during the student period. The aim of this study was to determine the effect of flipped classroom in comparison with the traditional method on the knowledge of using medical equipment in nursing students.

This study is a quasi-experimental study. The sample consisted of 60 nursing students. The data collection tool was a questionnaire to assess studentschr('39') knowledge in the field of medical equipment. Equipment-related educational content for one group was delivered in the form of lectures and the other group was performed upside down according to the flipped classroom. Data were analyzed using SPSS software version 16.

: Findings showed that the mean score of knowledge of using selected medical equipment in the lecture classroom (18/33±10/39) and the flipped classroom (18/45±7/76) before the class was not significantly different. (p>0.0) The mean score of knowledge of using selected medical equipment was in the lecture classroom (33/75 ±9/51) and the flipped classroom (42/79 ± 6/91) after the class, which was a significant difference. (P<0.05) Also, the mean score of knowledge of using selected medical equipment in the lecture group and flipped classroom before and after of the class was significantly different (P <0.05).

Based on the findings, both teaching methods increased the knowledge of using selected medical equipment .But the effect of training on the knowledge of using selected equipment in the flipped class has been greater. The use of this method in teaching medical equipment in nursing schools and other fields is recommended.

 Laboratory-based education is one of the basic pillars of change in the management of teaching and learning of students of basic medical sciences. In this study, we designed a workshop with a new approach to teach Real time –PCR technique to postgraduate students of basic medical sciences and to evaluate the practical skills learned in the workshop, we used the standard OSPE assessment.

 In this study, 18 graduate students of Babol university of medical sciences were included and they were divided into two groups of intervention and control. Pre-test was performed in both groups. The intervention group was provided with an electronic content (including theoretical and practical outlines of the workshop) before participating in the workshop. At the end of the workshop and before the OSPE assessment, a post-test was taken from all participants. On the third day of the workshop, the performance of students in practical and laboratory skills of Real time-PCR technique was evaluated using OSPE examination.

 Pre-test and post-test scores of the intervention group in both cognitive and skill domains were higher than the control group. High satisfaction of students in each of OSPE stations in both groups indicates their acceptance of this approach.

 Using the OSPE examination in practical and laboratory courses is a good way to both assess and learn skills.