مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال هجدهم شماره 3 (پاییز 1402)

Nursing grand rounds are one of the potential factors for providing up-to-date evidence to nurses and nursing students and their use at the patient's bedside. Identifying the visible and hidden angles of this experience can help to improve this approach.  Based on this, this study was exploring the experience of undergraduate nursing students from Grand Round.

This study is part of a qualitative study with an exploratory sequential interventional combined approach that was conducted with the help of conventional content analysis. For this purpose, 25 undergraduate nursing students of the 7th semester, who had internship experience in intensive care units in the Grand Round method, were purposefully included in the study. Then, with the help of semi-structured, in-depth, and face-to-face interviews with an average of 40 to 60 minutes, the experiences of these participants were extracted and after recording and implementation, they were analyzed with the help of Granheim and Lundman's approach.

The mean± SD age of these students was 21.3 ± 10.8 years. From a total of 25 interviews conducted with the participants, 423 primary codes were extracted. After merging the codes that had similar content and meaning, three main categories of internship purposefulness, withdrawal from island education and perceived challenges appeared with 9 subcategories.

Since the participants in the study claimed that with the help of this approach, education at the bedside is targeted and in fact, they are faced with a new approach in education, it is necessary to take steps to identify this approach and try to solve the challenge of this approach.

Clinical education is the most important part of medical education that provides a golden opportunity for medical students to combine their theoretical mix with the clinical environment, and this is important in the countries of the style of the arena of medicine Special attention is paid. Therefore, this study was conducted to examine the views and experiences of medical students as facilitators and inhibitors of clinical education quality.

This is qualitative research and a phenomenological approach was used. The study population consisted of medical students of Kerman University of Medical Sciences. Target-based sampling was performed on 40 medical students. The method for collecting information was a deep interview with the participants. The data were analyzed by the Colaizzi method.

Two initial codes were extracted in the form of two main themes (facilitating and inhibiting factors) and 10 sub-themes including providing motivational patterns and creating interest in interns, the high scientific and educational level of attending professors, use of technology, authorizing more responsibility, inappropriate treatment, inappropriate educational planning, inappropriate evaluation method, low-quality mornings, lack of facilities, and overwhelming of some wards were classified.

Considering these factors, it is possible to raise the quality of clinical education to the highest possible level and educate responsible and responsible physicians for generations.

Establishing effective communication between professors and students is very important in the university environment and it can have a significant impact on the academic and professional success of students. This study aimed to to identify the factors affecting the relationship between students and professors at Mashhad University of Medical Sciences.

This descriptive cross-sectional study was conducted in 2022 on medical basic sciences students an data were gathered through a standard questionnaire containing demographic information and 35 questions about the factors affecting the relationship between students and professors. The data were analyzed using SPSS software and an independent t-test.

In this study, 69% of the students were male and 73% were single. According to the students' opinions, the speaking skills (77%), physical appearance (33%), rank (31.5%), maintaining the dignity and respect of students (25%), empathy and mutual understanding (19%) had the most significant impact on establishing a relationship between them and professors. However, the professor's age proximity to the student (15%), good listening skills and appropriate response to questions (15%), receptivity to criticism (13%), use of communication techniques (10%), and adherence to ethical principles (9%) had the least impact. Among all demographic variables, only sex had a signifant relationship with personal abilities dimension.

Based on the results, it seems that most communication factors are important. Improving these relationships and focusing on effective factors can help improve students' academic status and organizationally lead to better efficiency and performance of the university.

Due to the high prevalence of adverse events during pregnancy and childbirth, the present study was conducted as a narrative review study investigating the challenges of disclosing bad news in the midwifery field and various intervention approaches for teaching bad news.

This study is in the form of a narrative review and by searching Persian and English databases including Medline, PubMed, Embase, Web of Science, Scopus, CINAHL, IRANDOC, Google Scholar, Iranmedex, medlib, Sid, and Mag-Iran with key Words including bad news, midwifery, childbirth, pregnancy, spikes (S-P-I-K-E-S), midwifery education were conducted in the time range of 1990-2022. Finally, 20 quantitative and qualitative articles were included in the research.

These articles were examined in two areas: the challenges of health personnel in conveying bad news and different strategies for teaching how to convey bad news. In studies, various techniques have been used to teach the delivery of bad news, such as Spikes protocol, ABCDE method, simulated patient or Mini-CEX, in the teaching of delivery of bad news in various fields of obstetrics, such as IVF failure, intrauterine death, etc. have been. The use of clinical encounter cards or CECs, Asci tests and Mini-CEX are techniques that were used to evaluate students.

Proper transmission of bad news is one of the challenges of healthcare personnel. Using appropriate educational techniques for students and medical personnel can reduce the negative consequences of inappropriate transmission of bad news.

Tests are one of the methods used in universities to measure and evaluate students' learning. Electronic and traditional tests have their unique strengths and weaknesses. Therefore, the purpose of this research is to compare two methods of holding electronic and conventional tests from the perspective of students in the Ferdows Health and Para Medical School.

The current research was carried out in a cross-sectional-analytical way. 201 students were questioned for this research. In order to collect information, a researcher-made questionnaire was used. Its reliability is approved by experts and validity is measured by Kronbakh Alpha74%. Data were analyzed using STATA version 13 software and using descriptive and analytical methods.

The results showed that there was a significant difference between students' satisfaction with traditional and electronic tests (P < 0.05). And traditional tests satisfaction was more than electronic ones. Also, there was a significant relationship between students' satisfaction level and the academic semester in traditional exams (P < 0.05) so the average level of satisfaction of students in higher semesters is higher.

Based on the study findings, students' satisfaction with the traditional test is more than the electronic test, so it is suggested that educational institutions take the necessary measures and plans in order to obtain satisfaction from students with the electronic tests and solve the problems of these tests.
 satisfaction, electronic exam, traditional exam, students' point of view, Remote E-exams

Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA.

The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison.

The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses.

this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.

Although in recent years we have seen an increasing number of dentists in the country, unfortunately, the quality of education of students has not changed much during these years. The final goal of the dental education system is to prepare and create the necessary skills in students to provide the most appropriate and excellent dental treatment to society. One of the major problems is the inconsistency of the capacity of accepting students with the capacities of universities (facilities, equipment, professors, educational space, and the number of patients). Being apart from the size of the treatment departments and the presentation of the treatment plan by the university professors without defining any role for the students is one of the main reasons that cause the students to lack a comprehensive view and the ability to make decisions regarding the treatment of patients. The excessive separation of the departments takes away the opportunity for comprehensive education from the students so that they are not familiar with inter-departmental consultations, which ultimately affects their capabilities. The need to change the attitude of professors and students toward education and guidance towards providing a health-oriented treatment plan can cause many reforms in the educational system. One of the most important solutions is creating motivation and empowering students with new educational methods and involving students in the entire patient treatment process. It is easy to increase the educational quality of universities by considering simple solutions even despite many structural problems and at the same time provide better quality medical services to the people. The more attention we pay to educating students and solving the problems of the dental education system, in the not-too-distant future we will have a society with higher oral health and better quality dental services.

Undoubtedly, Rousseau's ideas in the field of application and practice can be given a prominent role in education. As in France itself, they recognized him late and understood his thoughts, and 16 years after Rousseau's death, his body was transferred to the Pantheon (the mausoleum of great men of that country) by the decision of the French Revolutionary Assembly and was buried here, perhaps for a period of time. It takes a lot to put his ideas into practice. But what is clear is that in the matter of teaching and learning, this theory can be greatly benefited in the following dimensions:1- Learner: Rousseau's emphasis on knowing the student is comprehensive and he believes that one should have the necessary and sufficient information about the student before any effective action. Modern psychological theories also emphasize the importance of knowing the student in the medical education group or other similar groups, the first step for teaching and learning should be the foundation of knowing the students. The teacher must know the learner in terms of cognitive processes, previous experiences, intelligence and talent, background, motivation, emotional maturity, etc. because all these things will be effective in his teaching and communication methods, and without the knowledge of these processes, he will build an intellectual scaffolding. And the pre-organizers cannot have high hopes for the results of their work. The teacher should know the needs of the learner and guide the curriculum in that direction, and the most important thing is to take into account the individual differences of the learners. It is also important to pay attention to the cognitive development stages of learners and what should be provided to Anna at each stage. 2- Instructor: The role of the instructor should be a facilitator and guide. The teacher should be a complete practical model for the learners. Even in theories of social-cognitive psychology such as Bandura, the role of the model and the fact that the giver must perform well in his position are mentioned. The teacher should motivate the students and according to Rousseau, the art of a teacher is to make his student enjoy the lesson. If a school is chosen for teaching a subject, it must have the necessary expertise in that subject and discipline and start it with sufficient motivation. The teacher should be able to establish a good relationship with the learner or learners and play the role of a friend and helper, and the learner should be able to learn by his side. 3- Environment: The environment is something that Rousseau is very sensitive about and he is forced to grow and cultivate his desire even in solitude. Rousseau does not accept an educational environment that imposes negative training on the individual or is not stimulating enough. Today, new theories of psychology have confirmed the correctness of Rousseau's theory. In the matter of teaching and learning, creating suitable, creative, and stimulating environments, suitable emotional atmosphere, suitable physical environment, sufficient facilities, and tools, etc., have a great impact on the amount and desirability of students' learning and it is necessary to create a dynamic environment. 4- Curriculum: the content presented to the learners should be consistent with their natural needs. Using learning with the help of the senses and applying the experimental method in teaching and learning was one of Rousseau's philosophical principles, which later became the basis of Dewey's theory of pragmatism. Curriculums should be comprehensive and should allow learners as much freedom in learning as possible. Also, curricula should be flexible and far from monotony and dryness. Emphasizing new teaching methods is one of the principles of this philosophical theory and teachers should not insist on traditional teaching. Curricula should be problem-oriented and make the learner think and reflect. Provide him with an objective and first-hand experiences. It is very important to include moral content in lessons and one should not ignore its hidden effects. Learning how to think should be included in the curriculum. Giving learners independence and freedom of action to touch and experience what they like to learn should be done with teacher facilitation.