مجله ایرانی آموزش در علوم پزشکی
سال هشتم شماره 1 (پیاپی 19، بهار و تابستان 1387)

Advising and counseling students, a part of faculty member's duties, is a way for overcoming preventable problems and educational failure due to those problems. The aim of this study was to determine the attitude of faculty members of Kerman University of Medical Sciences toward advising and counseling students and their views about the duties of counselor faculty members. In this descriptive cross-sectional study, 164 faculty members were investigated using a question-naire. The attitude questions of this questionnaire had the validity and reliability of 0.8 and 0.67, respectively. The reliability of 0.8 was calculated for questions of counselor duties. The gathered data was analyzed by SPSS software, using t-tests and one way ANOVA. Seventy seven percent of faculty members had the experience of student counseling, 82.6% were aware of counseling duties, and 86.7% were completely agree or agree with counselor's duties. In total, 74.3% of the faculty members achieved the total score of attitude. A significant difference was observ-ed between the mean scores of the attitude based on the variables of academic rank and being aware of counselor's duties. With regard to almost positive attitude of faculty members towards counseling and advising, and their agreement with the duties approved by ministry, there is no doubt that having enough and appropriate knowledge and competency in performing counseling tasks in order to help the students is essential. Therefore, informing and educating faculty members regarding student advising and counseling are recommended.

Applying foreign standards for accreditation of Master of Science in nursing and midwifery in Iran seems anomalous. Taking advantage of these foreign standards as well as the views of experts in nursing and midwifery, the researcher in this study tried to develop the accreditation standards according to educational circumstances in Iran. This study was performed in the years of 2005-2006 during multiple stages. In the first stage, international standards were gathered through the internet, and in the second stage, using these standards and the views of expert faculty members, proper standards for the context of Iran were set. During the third stage, Delphi technique was employed for taking votes. Whereas 50 persons having the criteria for entering the study were selected through purposeful sampling method and their viewpoints toward appropriateness of suggested standards for the educational circumstances of the country was obtained using the questionnaire designed in the second stage. The results were analyzed using descriptive statistics. After applying experts’ views about applicability of these standards to circumstances in the country, 28 standards and 224 indices for nursing and midwifery education were proposed as final standards. Most standards had almost 90% desirability. Issues such as presenting evidences indicating the ability of speaking in English or qualification for education in Master of Science courses had less desirability. It seems that the main cause of their undesirability is the educational status in Iran.

Educational goals of CPR (CardioPulmonary Resuscitation) training are not fully achieved by traditional methods. The aim of this study was to present a new method for teaching CPR to medical students and also to compare the effect of this new method on knowledge and skills of medical students with current CPR training method.

In this quasi-experimental study, Forty 4th year medical students were divided into two experiment and control groups randomly. The control group passed the current method of CPR training and the experiment group participated in a 3 day workshop (first day: theoretical session, second day: group work and practice on model, third day: confrontation to real environment). The test for assessing knowledge and skills was held before and after the workshop. Then the mean scores were compared using independent t-test and paired t-test

Comparing the mean scores of pre-test and post-test showed a significant difference in both knowledge and skills of the experiment group. The mean of the difference between pre-test and post-test scores of the two groups in theoretical and practical exams were also compared which revealed a significant difference

Considering the higher mean of difference between pre and post tests in the experiment group, it seems that educational intervention enhanced the knowledge and proficiency of medical students in performing CPR. Some reasons could be successive theoretical and practical sessions, devoting much more time to practice, confrontation with real environment, and education through group work.

Self-efficacy and self-regulated learning play an important role in applying clinical knowledge and competencies. The aim of this study was to define self-efficacy and self-regulated learning in nursing student's clinical performance during field training. In a qualitative study, 50 participants were selected through purposive sampling method from Iran, Tehran, and Shahid Beheshti Medical Universities. Then 28 semi-structured and 3 focus group interviews were performed with volunteer nursing students. Data was analyzed using content analysis methods. The definition of self-efficacy and self-regulated learning were categorized in five and three themes, respectively. Self-efficacy in clinical performance based on the viewpoints of participants was equal to acquiring clinical skills, assessing patients, and planning, executing, and evaluating care plans. The experie-nce of self-regulated learning in clinical performance was equivalent to efforts for clinical learning along with self-motivation, and practicing nursing process, as well as for acquiring professional behaviors. Self-efficacy and self-regulated learning affect independent patient care capability and help nursing students to promote their competencies and professional skills in this field.

DREEM (Dundee Ready Education Environment Measure) model is used as a diagnostic tool for assessing educational problems and effectiveness of educational changes as well as identifying the difference between real and optimum environments. This tool measures the teaching and learning environ-ment. The aim of this study was to investigate the viewpoints of residents and interns of four main clinical wards in four main hospitals of Iran University of Medical Sciences about the educational environment. This descriptive cross-sectional study was performed in four main clinical wards (internal medicine, pediatrics, surgery, and gynecology) of four university hospitals (AliAsghar, Rasoule Akram, Firouzgar, and AkbarAbadi). The DREEM questionnaire with some minor changes in accordance with the national culture was used as a standard tool. The fifty item questionnaires including five domain of learning, teachers, student's perception about her/his scientific capability, the climate dominating the educational environment, and student's perception about his/her social status were distributed among residents (n=86) and interns (n=107). Data was analyzed by SPSS software. The mean of the achieved scores in 5 domains was 140.6 out of 200 which was considered as positive. Comparing the mean of 5 domains showed no significant difference. The mean of the domains earning 70.3% of the score was assessed almost desirable. The viewpoints of two genders of learners showed no significant difference. Resident's viewpoints differed significantly from intern's viewpoints. The total score of gynecology ward was significantly lower than internal medicine and pediatric wards but it was not significantly different from surgery ward. Although, the educational environments of clinical wards were evaluated as almost desirable (in internal and pediatrics wards), it is essential for faculty members to place more efforts on observing principles of instructional design and create an appropriate educational environment in order to provide a better learning for students. DREEM model may be used for monitoring and assessing modifications and changes made in educational programs.

Dropping the courses by students at the end of the semester, leads to interfering educational program's hours with examination's schedule in forthcoming semesters, reducing efficacy, wasting time, staying behind compared to other classmates, and finally extending schooling period. This study was perfor-med with the aim of investigating the causes for dropping the courses by students at the end of the semester in Shiraz University of Medical Sciences. In a descriptive cross-sectional study, a questionnaire in four areas related to the students, courses, teacher's education, and using facilities was developed. The questionnaire was distributed among the students referring to drop their courses in the dates assigned for this purpose. Data was analyzed by SPSS software using chi² and descriptive statistics. Causes for course drop were respectively as: 44.3% unauthorized absence more than legal maximum, 20.7% course difficulty, 20.4% low midterm score, 18.4% interfering with other exams, 17% interfering with other courses, 10.1% inappropriate teaching method, 7.4% personal problems, and 6.3% not studying during the semester. Students must be informed about the rules and regulations, by-laws and consequences of dropping courses at the end of the semester. Familiarizing students with educational rules and regulations and orienting them about consequences of dropping courses is strongly recommended.

Identifying educational needs of general dentists and prioritizing them in continuing education programs are matters of necessity. This study was conducted to identify the viewpoints of general dentists concerning their educational needs, proper methods of teaching, and implementing continuing education program of restorative dentistry in Rafsanjan and Kerman. This descriptive cross-sectional study, in which 145 general dentists in Kerman and Rafsanjan participated, was performed in the year 2007. Data was gathered by a questionnaire consisting of demogra-phic questions, 17 questions about the subjects and headings of continuing education program of restorative dentistry, 8 and 6 questions about proper teaching methods and implementing continuing education programs, respectively. The questionnaire was based on 5 point Lickert scale. Data was analyzed by SPSS software using descriptive statistics and t-test. Ninety three general dentists from Kerman and 52 ones from Rafsanjan participated in this study. The most important educational priorities in continuing education program of restorative dentistry were new generations of composites, infection control, sterilization principles, causes of anterior and posterior composite resin restorations failure and porcelain laminate veneer. Participants preferred teaching methods of practical training in educational workshops, observing practical works, and lecture along with film presentation they also realized the study of textbooks and scientific journals, watching educational film, attending seminars and congresses more suitable for continuing education program of restorative dentistry. The headings of continuing education program of restorative dentistry should be revised regularly based on the learner's needs. Performing or observing practical work are recommended as teaching methods for this kind of programs. Also new methods should be employed in implementing the program.

Leisure time is an opportunity for individuals to have an intellectual or entertaining activity according to their interests, when they are free from work, gatherings or family responsibilities. This study was performed with the aim to identify student's interests and tendencies as well as their information about facilities of the University for helping the university authorities to plan in regard to student's interests. This descriptive cross-sectional study was performed on 356 students as 10 percent of total number of students in all disciplines who were selected randomly through stratified sampling method. Data was gathered using a questionnaire and analyzed by SPSS software. The mean of the leisure time was 2.47±1.36 hours, which was spent as follows: 88±92 minutes for taking a walk in the park, 77±81 minutes for watching television, and 24±49 minutes for using sport facilities in the university. Student's main priorities for spending their leisure time were respectively resting in 70.9% (n=249), recreational activity in 59.7% (n=209), studying the university lessons in 48.4% (n=170), studying other texts in 47.9% (n=168), doing sport activities in 28.2% (n=99), and entertainment in 22.9% (n=80) of students. There was a significant difference between activities done by male and female students. The amount of leisure time of students in Shiraz University of Medical Sciences is at the same level with student's leisure time in Tehran and Lebanon. Due to the differences in tastes and interests of male and female students and also according to their educational level, university administrators should make appropriate planning in order to increase useful activities for students in their leisure time.

Assessing patient's health is the base of nursing process. Also finding patient's problems is necessary for designing care plan by nurses and nursing students. This study was performed to determine the proficiency level of senior nursing students in assessing patient's health in Zanjan University of Medical Sciences in the year 2005. In this descriptive cross-sectional study, all senior nursing students of Zanjan University of Medical Sciences (44 students) were studied. The data gathering tools included a questionnaire consisted of demographic data, which was filled by the samples and an observational checklist which was completed by researchers while observing student's performance in assessing patient's health status. Data was analyzed using descriptive statistics methods, independent t-test, and one-way ANOVA by SPSS software. Twenty point four percent of students had a poor performance in assessing patient's health, 68.2% of them achieved moderate score, and only 11.4% were proficient in assessing patient's health. Most senior nursing students were not skillful enough in assessing health status. The collabora-tion of administrators of nursing in ministry of health and medical education, hospitals, nursing schools and instructors in order to make appropriate planning for this problem seems necessary.

Investigating factors affecting academic failure may provide a more clear view towards university's function for educational administrators and lead to more appropriate interventions for reducing the effects of academic failure. This study was performed to investigate the factors affecting student's academic failure in Jondishapour University of Medical Sciences. In this survey, performed in academic year of 2004-2005 in Jondishapour University of Medical Sciences, 100 failed and 100 non-failed students participated. The research tools were questionnaires gathering information about demographic features, satisfaction with discipline and university, mental health, and educational stressors. Data was analyzed by SPSS software using chi2 and t-test. Male and married students faced with such failures more than others. Dropped students worked more for affording life expenses. Most of them had their high school education in villages and small towns, had their high school graduation in summer (late graduation), had lower average score, with more gap between high school diploma and university admission, had older ages, with less literate parents and lower class occupations. Dropped students were less satisfied with their discipline, and enjoyed less mental health. They had experienced more tensions resulted from post-graduation period, dormitory environment, educational conditions, and educational environment. Considering the effective variables on academic performance and student's educational failure, the educational authorities should make appropriate plans and strategies in order to identify at risk students and provide proper consultation and better facilities for them.

Reflective thinking has been emphasized as an effective educational strategy by many researchers but there are few qualitative researches regarding the results of its application. This research was conducted to find out the mechanisms by which reflection on practice affects clinical experiences. This qualitative study was performed as grounded theory. The participants were twenty 4th year nursing students having 10 weeks experience of reflective thinking program. A guide on reflective thinking was given to students who were asked to write their thoughts about experiences obtained in clinical environment in their personal journals and give them to the researcher on a weekly base. Then, they received an appropriate feedback based on the scales of reflective thinking levels and thinking strategies in nursing. At the end of the mentioned time, students participated in focus group interviews in two groups of ten. Transcripts were analyzed through qualitative method and were coded in three stages during which the data were categorized and named. The names of categories are the themes of this study. Findings demonstrated that the process of reflective thinking influencing clinical experience emerges in 5 domains of caring, thinking, theory and practice integration, self-regulatory mechanisms and motivation. Students’ experiences in reflective thinking show that reflective thinking leads to having holistic approach toward patients, affecting thinking, integrating theory and practice, and improving self-regulatory mechanisms and motivation. Motivation variable as a central variable influences 4 other themes and is also affected by them. The element of motivation could be added to this cycle as a central variable. Integrating reflective thinking in nursing programs is recommended.

Objective Structured Clinical Examination (OSCE) is an appropriate method for evaluating students’ clinical competencies. This study was performed to determine the viewpoints of clinical teachers towards clinical evaluation through OSCE in Kerman University of Medical Sciences. In this descriptive study, all clinical teachers in the fields of medicine, dentistry, nursing, midwifery and heath in Kerman University of Medical Sciences (N=266) were included as the study population. The response rate was 74.4%. A researcher–made questionnaire consisted of 5 domains of cultural, facilities, technical information, time, and characteristics of the test, was used for data collection. The data was analyzed using ANOVA, t-test, Spearman and Pearson correlation coefficient. From 198 participants in this study, more than half of them were male (55.1%) with the mean age of 47.8±4.7. The most frequent academic rank, study discipline and university degree were assistant professor, medicine and PhD or specialty or sub-specialty, respectively. The most agreement was on the facilities domain (14.9±2.526) and the lowest agreement was related to the technical information domain (8.91±2.77). There was a difference between the viewpoints of the clinical teachers based on the variables of educational degree, discipline, academic rank, educational experience and clinical services. Although there are problems and barriers for performing OSCE such as lack of facilities and time consuming feature of this method, they can be handled and ignored due to the advantages of this method in clinical skills evaluation. Application of this method through providing proper grounds and overcoming its barriers is recommend for all educational programs.

Regular physical activity has a positive effect on physical, mental, and social health aspects of students and society and presenting physical education course in universities plays an important role in achieving this goal. This study was performed with the aim to compare the effectiveness of two methods (Basnef and routine) of presenting physical education course on the attitude and practice of female students towards regular physical activity. In this quasi-experimental prospective study, all female students of Isfahan University of Medical Sciences (n=113) who had taken physical education (II) course in the first academic semester of 2006-2007 participated. Physical education classes were divided randomly into two experiment and control groups. The data gathering tools included two questionnaires, one for measuring attitude towards doing physical activity and also towards physical education course and one International Physical Activity Questionnaire (IPAQ). Students in the experiment group passed physical education course during two months based on BASNEF model and the control group passed the routine course during two months. All the participants were followed up 2 and 4 months after the end of the educational program. Collected data was analyzed by SPSS software. After the intervention, the experiment group achieved a significantly higher mean score in two areas of attitude toward physical education and physical activity compared to the control group. The total physical activities performed in the experiment group had a better distribution and was significantly better than the control group. Employing behavioral models such as BASNEF model may prove helpful in developing the curriculum of physical education (II) course.

Academic quality improvement in higher education has recently been the subject of attention in many universities of the world. The purpose of this study was to determine the level of academic quality improvement in Isfahan Universities and to compare the Medical and Non-medical Universities. In this descriptive study, two data gathering tools including questionnaire and interview were used. The questionnaire was made by the researcher based on AQIP scale and included 26 questions. The interview was a semi-structured one. Statistical population was all faculty members at six public universities of Isfahan province in the year 2005-2006 (N=1851). Statistical sample was chosen through stratified sampling (n=260). The data obtained from the questionnaires was analyzed by SPSS software using t-test, and ANOVA. The data gathered from the interviews was also coded and categorized. The mean score of 6 sub-scales of academic quality improvement in sample universities was lower than criterion (3) in 5 point Lickert scale. The total mean of academic quality improvement in medical universities was 2.97 and for non-medical universities was 2.82 which showed a significant difference. There was no significant difference between mean scores of academic quality improvement according to the faculty member's ranks (instructor, assistant professor, associate professor and higher levels). Interviewees pointed out 4 major barriers to academic quality improvement in universities. Educational administration at universities must fit their strategies and curriculum to students and community needs and expectations in order to overcome challenges and obstacles that they are faced with. They must also concentrate on qualitative aspects of quality improvement instead of quantitative aspects.

Currently, the best way for preventing Aids occurrence among medical personnel, is increasing their information and perception concerning risk factors of this disease. This study was performed to determine the effect of education on knowledge and attitude of medical students about AIDS. This quasi-experimental study was done on 133 medical students of Isfahan University of Medical Sciences passing their clinical course. The data collection tool was a questionnaire consisting of three parts of demographic features, knowledge, and attitude. After performing pre-test, the educational program was held during an academic semester and then the post-test was held. Data was analyzed by SPSS software. Scores achieved by samples before and after the educational program were compared using t-test and paired t-test. Forty six point six percent of the participants were female and 53.4% were male. Knowledge score of the students about risk factors of the disease before and after intervention were 15.06±2.07 and 17.12±1.44, respectively. The mean and standard deviation of attitude score of the students also increased from 92.77±10.7 to 97.78±10.33 after the education. Therefore, the results of the study demonstrated the effect of education in enhancing knowledge and attitude of students about AIDS disease. In regard to the increase in knowledge and attitude of clinical students in this study, considering continuing and up to date education in medical student's curriculum is recommended.

Evidence Based Medicine (EBM) is a set of methods and resources for finding and employing the best evidences among present resources in order to manage each patient. The aim of this study was to assess the effect of an introductory course of EBM on critical appraisal skills of medical students.

This Randomized Clinical Trials (RCT) was performed on clerkship students in Tehran University of Medical Sciences in 2007. Thirty-five clerkship medical students enrolled in a two day EBM workshop in student's Scientific Research Center of Tehran University of Medical Sciences. Each participant filled out a standard questionnaire before and just after the workshop. Paired t-test was used to compare participant's responses to the questions before and after the workshop.

According to the findings, a significant change was observed in critical appraisal skills of medical students after the intervention.

A short-term introductory course on EBM may increase critical appraisal skills of medical students effectively.

Theses are considered as one of the main sources of information. The aim of this study was to evaluate the characteristics and structures of student's theses as well as their research methodology. In this descriptive study, all dentistry student's theses from the year 1998 till the year 2004 (176 theses), were investigated based on the aspects of thesi's structure, research methodology, and the results. Thirty seven point five percent of theses were descriptive, 17.6% were experimental, 16.5% were descriptive-inferential, 6.8% were inferential, and 8% were clinical trials studies. Ten point two percent of the theses gained excellent quality score, 64.8 percent gained good quality score, 24.2 percent gained moderate quality score, and 0.6 percent gained poor quality score in writing and research methodology. More supervision should be placed on theses quality by supervisors. It is also suggested to encourage students towards inferential and experimental studies. Moreover, the need to train students in regard to research methodology and statistics is emphasized and it is recommended to develop a comprehen-sive guideline for writing theses.

Although activities carried out in Hamedan University of Medical Sciences in regard to publishing scientific articles are appreciable, they are not gratifying yet. The aim of this study was to determine and compare the factors affecting reluctance to scientific writing from the viewpoints of basic and clinical sciences faculty members in Hamedan University of Medical Sciences in 2006.

This was a descriptive cross-sectional study which was performed using census sampling method. The study population included all faculty members (n=260) of Hamedan University of Medical Sciences. The data gathering tool was a questionnaire consisting of two parts, asking about demographic data and measuring attitude. Questionnaires were distributed among all faculty members and finally the data driven from 228 gathered questionnaires was analyzed by SPSS software using descriptive statistical methods.

Among the participants of this study, 102 persons (44.8 percent) were in basic sciences department and 126 persons (55.2 percent) in clinical sciences department. The primary factor affecting reluctance to scientific writing from the viewpoints of basic sciences group, was lack of proficiency in language skills with the mean score of 3.95±0.96 and from the viewpoints of clinical sciences members, it was due to extra occupation in educational affairs, teaching, and treatment with the mean score of 3.88±1.17.

The participants of this study believed that extra occupation in educational activities and lack of proficiency in language skills are the primary barriers to willingness for scientific writing.

Several studies indicate a significant growth in research activities and scientific achievements in Iran during recent years. Isfahan University of Medical Sciences as a main university has had a special situation in this regard. The aim of this study was to determine science productions of Isfahan University of Medical Sciences since its establishment, during1985 till 2007. This was a descriptive study, performed based on the data retrieved from ISI Web of Science and Medline databases. Researchers of Isfahan University of Medical Sciences indexed 313 scientific article in Medline and 350 in ISI. Among all schools and centers affiliated to Isfahan University of Medical Sciences, school of medicine was ranked in the first place regarding scientific productions indexed in the 2 mentioned databases. This study demonstrates a significant growth in producing scientific articles in this university especially after the year 2000. Establishing the rewarding system for article writers, developing and expand-ing the infrastructures for internet, providing on-line services in this university, subscribing scientific databases and electronic journals, and running workshops in research methodology and scientific writing were among the most important factors causing this progress.