نشریه راهبردهای توسعه در آموزش پزشکی
سال هشتم شماره 4 (پیاپی 18، زمستان 1400)

Clinical education is specifically significant in nursing and midwifery schools. For optimal education, it is essential that students receive feedback from instructors before encountering patients to prevent harm in actual settings. This study aimed to determine midwifery students' viewpoint about feedback and its impact on learning in Clinical Skills Centers (CSCs).

This was a descriptive study whose participants took part through census sampling (n=32). Considering the inclusion criteria, 27 students were eligible, who participated after filling out written informed consents. The first phase of the study was qualitative, using content analysis approach to explain midwifery students' viewpoints in CSCs. Using elicitation method, and considering CVR and CVI, a questionnaire was prepared containing 22 items in four sections.

The majority of the students (69.8%) had a positive view about learning in CSCs, 77.8% felt they had a moderate to high level of knowledge about CSC, and 88.9% believed that they should review their learnings before starting a new session in CSC. They mostly believed that the old and poor quality models are the most important problems they encountered (66.7%.). Students alleged that getting feedback from lecturers improves learning, but they preferred to receive it privately.

Although satisfied with clinical skills centers, shortcomings and inappropriate behaviors can affect students’ interest and motivation. Students feel positive about receiving feedback in CSC, since receiving productive feedback enhances motivation and optimizes learning.

Outcome-based education has a key role in the development of medical education and emphasizes on empowering students according to the needs of society. The purpose of this study is to determine the components and implementation methods of educational needs assessment based on outcome.

The present article is a review study through systematic search in valid domestic and foreign scientific databases with keywords, Assessment models, Needs assessment, needs assessment techniques, Competency Based Education, Competency based curriculum alone or in combination with the words Curriculum, Education and Development has been written.

170 documentary contents up to 2021, including articles, books and web pages, were selected and reviewed, of which 11 related articles were used. Using the studied resources, the components of needs assessment in medical education with emphasis on outcome-based education were determined. In the next step, the educational methods of educational needs assessment in medical education were extracted from the mentioned texts and presented in the form of two main tables.

For any needs assessment project, it is necessary to follow a specific model. Extracting the main components of educational needs assessment in accordance with the needs of the covered community as an important and helpful step in designing needs assessment models, leads to achieving more and more professional competencies and competencies desired by the community.

Nowadays applying virtual education has become a main necessity during the Corona pandemic. For this reason, a large part of the medical community, especially medical universities, is using virtual education to continue their educational process during this crisis. Thus, the main purpose of this study is to identify the challenges and opportunities of virtual education based on the lived experience of faculty members and students of Dezful University of Medical Sciences during the Corona pandemic.

The study was conducted using a qualitative approach by descriptive phenomenology. So, using the purposive sampling method by criterion method, 20 students and 15 faculty members of Dezful University of Medical Sciences were selected by considering the saturation of the findings. The tool used for data collection was a semi-structured interview. To analyze the interviews, the Colaizzi seven-step content analysis method was used, and to evaluate the credibility of the findings, two methods by member checking and peer checking were used.

The analysis of the interviews showed that from the perspective of students and faculty members participating in the study, virtual education challenges were classified into three main categories; technical challenges, communication challenges, and content challenges. As well, from the perspective of two groups, the virtual education opportunities were classified into one main category including facilitation in education.

Holding to better virtual education requires the serious attention of managers and directors of the Dezful University of Medical Sciences to address the challenges of virtual education and provide the needed technology infrastructure

The mismatch between theoretical training and clinical practice leads to a decline in the quality of clinical service. This study aimed to investigate the strategies which reduce the gap between theoretical knowledge and clinical practice from the viewpoint of students.

This Descriptive - cross - sectional study was performed in winter 2021 on 330 medical, nursing, midwifery, operating room and anesthesia students of Jiroft University of Medical Sciences. The participants were selected through census sampling and the data were collected using a questionnaire with the focus on the gap between theoretical knowledge and clinical practice. The data were analyzed using statistical measures such as mean and standard deviation, along with t-tests and Pearson correlation coefficient at the inferential level.

In the areas under study, factors related to the students, educational planning and the instructors were ranked first to third respectively. Among the factors related to professors and instructors, “clinical experience of professors and instructors” (mean 2.50± 0.90), among the factors related to the students, “interest in the field of study” (mean 2.87 ± 0.88) and among the factors related to planning, “the specificity of the clinical curriculum” (mean 2.47± 0.92), were introduced as the most significant factors affecting the reduction of theoretical and practical knowledge of students.

Numerous factors are effective in reducing the gap between theoretical and practical knowledge in medical education. Therefore, it is recommended that these factors be considered by education officials to educate medical students in the most optimal way.

Higher education has a valuable role to play in the development of societies, and students are the most important audience in higher education. The aim of this study was to determine the level of satisfaction of nursing students with the inverted class teaching method in internships.

This cross-sectional study was conducted in 2017 with the participation of 40 nursing students with available sampling and census in Hamedan Midwifery Nursing School. The instrument of study was the demographic information form and the researcher-made questionnaire of satisfaction with the internship teaching method. The implementation of the Flipped class in the internship included the preparation of educational materials by the teacher and the creation of an opportunity to study at home and questions and answers in class. Data were analyzed using SPSS software version 16 and descriptive statistical tests.

The means student satisfaction with the Flipped class teaching method (35.1 ± 5.61 Min. SD) was with a minimum score of 30 and a maximum score of 38. 100% of students reported experiencing less anxiety in the Flipped class than the usual internship teaching method.100% of students preferred the Flipped class teaching method to the usual teaching method.

Student participation in learning increases satisfaction with the teaching method. It is suggested that the inverted class method be used more in internship.

Timely donation of transplantable organs of brain dead patients is the main source for supplying organs needed by patients waiting for a transplant. Training healthcare staff involved in managing brain dead patients is a major priority of the Iranian Society of Organ Donation. This study determined the effectiveness of the training course of organ donation following brain death on the Knowledge, Attitude, and Practice (KAP) of healthcare staff in Hormozgan.

This quasi-experimental (single group pre-post test) study was conducted in Bandar Abbas in autumn of 2018. Totally, 117 staff involved in managing brain dead patients participated in the study. KAP was assessed by a researcher-made questionnaire in three stages: before and after training, and 2 months later. We used t-independent parametric tests for two-group comparison, repeated measurement for a three-step comparison of KAP, and post-hoc analysis for pairwise comparison of the stages

Eighty-five participants (72.6%) returned the questionnaires in all the stages. They included 67% female, 75.3% married, and 88.2% with bachelor degrees. The mean age was 36.95±7.71 years old. KAP assessed in the 2nd and 3rd stages were significantly higher than the 1st stage. The KAP of men and women improved but not significantly. KAP of participants with bachelor degrees improved significantly, but not for those with higher degrees.

The assessment in the three stages proved that the training course effectively improved KAP of the participants

Mental health is one of the important dimensions of health and it is considered as one of the areas of health assessment in different societies. For any effective action in the first step, properly monitor the current situation. Therefore, the present study was conducted to Study and compare the stress, depression and emotional intelligence between students Birjand University of Medical Sciences.

In this descriptive-analytical study, the population of our study was all students of different degrees of doctoral and undergraduate students at Birjand University of Medical Sciences. The school year was 1396-97. Sampling was done randomly. In this study, Beck depression questionnaire was used to assess the emotional intelligence. The standard questionnaire for SSEIT-33 was used to assess depression. The Dass 21 questionnaire was used to assess the stress. Data analysis was done using SPSS 18 software.

In the current study, the incidence of depression was 49.4% of which 21.9% had a mild depression, 9.8% had a moderate level of depression, and 17.7% of students had severe depression. In the present study, there was no significant difference between mean score of stress and depression with the students' level (P> 0.05). There was a significant difference between the mean score of intelligence and the students' level (P <0.05).

Regarding the prevalence of depression among students of Birjand University of Medical Sciences, this rate is very high, which should be worried about the future of young people, especially medical students, and appropriate decisions and facilities to reduce the incidence of depression by relevant authorities.