نشریه راهبردهای آموزش در علوم پزشکی
سال دوم شماره 2 (پیاپی 4، تابستان 1388)

Aims. A comprehensive, valid and continuous evaluation system is required to assess and garranty the faculty member's educational function. This study was done to determine the nursing faculty member's evaluation in the view of PhD an MSc students of nursing. Methods. The population under study in this cross-sectional survey were 30 postgraduate students of one of the nursing faculties of Tehran city in 2008 that were selected through census sampling method. Data gathering tool was a questionnaire consisted of 16 closed questions under 5 point Likert scale that were designed in ethic, educational skill and scientific deserve fields. Validity and reliabilty of the questionnaire were accepted by educational development center of the ralative university and were used to assess the teachers. Data was analyzed by SPSS 13 using descriptive statistic. Results. Faculty member's educational function was assessed good by students. 76.7% of nursing students reported the teacher's ethical skills “good”. 43.3% of them said that teachers have good educational techniques and 33.3% of them reported that teachers’ knowledge is in a good manner. Conclusion. Faculty members are in good position in the view of students. Having good ethic, their effective programming and high scientific level are their three positive factors.

Aims. This study was to evaluate the internal weakness and strenght of Mahabad Azad Islamic University nursing group to improve its educational quality. Methods. In this descriptive-crass sectional study, head of department’s criteria, equipments of department, clinical and theorical educational space, students, faculty members, learning/teaching methods and novel knowledge production were evaluated. Ways of gathering data were questionnaire, observation and checklist. Group members, first determined the characters and gave an ideal point to each selected criterion and then compared the present condition with characters. The desired characterestic of each criterion was determined and each classified among 1-5 (very weak to excellent). The average point was determined and Gorman classification method was used to extract final result. Results. The organizational position of group manager was 3.5 and ranked “over-satisfaction”, supporting factors’ grade was 4.07 and ranked “strong”, learning instruction procedures’ grade was 4.03 and ranked “strong” and total nursing department evaluation grade was 3.97 and ranked “good”. In students point of view the educational process of nursing department’s grade was 3.37 grade and ranked “over-satisfaction”. Head of the department, faculty members and group council’s grade each was 3.5 and according to Gorman ranked “over-satisfaction”. Conclusion. Although total evaluation grade of nursing group is “good”, solving the revealed problems of each department, especially clinical education it is possible to achieve better results. This educational department steps actively in the way of improving the weak points and reinforcing the strenghts by understanding its weaknesses and strenghts.

Aims. Educational performance of medical students are affected by many factors and recognizing the educational drop-out risk factors is necessary. This study carried out in order to assess academic performance of medical alumni of Kashan University of medical sciences and its related factors. Methods. In a cross sectional study, 586 medical alumni of KUMS from 1986 to 2003 were selected by headcounting. A questionnaire including demographic characteristics and educational performance of alumni (grades averages of basic sciences, pathophysiology, externship and internship courses; and final average of medical faculty) was used. The means of grades averages of each of educational periods in faculty were assessed separately and were spotted as cut-off points in statistical analysis. In each of educational periods, average grades less than mean were assigned as unacceptable performance (case group). Data was analyzed using odds ratio and percent difference. Results. Grades average for basic sciences, pathophysiology, externship and internship courses; and final average of medical faculty was 15.13±1.47, 14.60±1.53, 15.42±1.25, 17.31±0.95, and 15.74±1.10, respectively. Prevalence of unacceptable performance in basic sciences, pathophysiology, externship and internship courses was 41, 42.7, 43 and 37.7%, respectively. Based on final average of faculty, 278 persons (47.4%) had unacceptable performance. Conquerration, marital status, sex and delay in university entrance were introduced as the major influencing factors. Conclusion. Unacceptable performance in university seems to be common. It is recommended to revise the strategies for accepting students to the university and to support vulnerable students.

Aims. This research was a feasibility and evaluation the courses of distance education in ideological-political educational system, its position and methods and distance training in this feild.Methods. To answer the research questions, a study in two parts of library (theoretical) and field (survey) performed with 100 samples consisted of experts, managers and ideological-political trainers. Results. 90% of samples implemented the ideological-political training as a combination (in person and distance) method. 47% of samples said beliefs courses, 64% said sentences courses, 65% said education courses, 85% said islamic history courses, 49% said ethics, 78% said political sciences courses 76% said defense system courses could be taught distancely. 34% of the samples said beginning of service periods, 75% said sustain period, 71% said longitudinal periods and 73% said vision periods were appropriate to be taught distancely. 81% of samples said distance education is appropriate for the commanders and managers, 82% said for public managers, 59% said for public forces and 91% said for professors and instructors. Conclusion. For establishing a distance education system, particularly its establishment in traditional system (presence), prepareness in different fields is required.

Aims. One of the deconcentration solutions of management system of universities is delegation of powers to board of trustees of universities. Delegation of power on curriculum to universities by-law is among such delegation of powers. This research aimed to find if this by-law have determined the main frame of delegation of power on curriculum to universities. Methods. This descriptive research has been conducted by quality and quantity analysis method. Statistical population and samples were the same and statistical sampling was done by headcounting. Analysis unit of this by-law was comprised of articles, introduction and registration unit and sentences and expressions of it. Data was analyzed by weighted average method. Results. Correlation of elements, integrity of the articles, non-conformity of these articles with objectives, policies and executive solutions set forth in the by-law, delegation of power on curriculum to universities to some extent and proceeding through general topics of some sections of the by-law were observed. Conclusion. Universities are not prepare for such delegation. Such cases as failure in prompt evaluation of how to execute the by-law, confusion of universities due to proceeding through general topics in some sections and non-clarification of comprehensive method of execution of the by-law are some ambiguities of this act.

Introduction. Curriculum activities development cause to some evaluation activities of educational programs. Both investment companies and consumers tend to obtain evidence that the new programs produce satisfactory results. Fitness of new program to society and learners needs, scientific validity and importance of new educational materials, program power to select highly reliable teacher, prediction of student's behavior and actual results of using a set of educational materials are the researched data. Two decades ago, the evaluation of the curriculum appeared as an independent field of study in educational sciences. Its roots are mostly found in more general areas of educational evaluation, testing and measurement. However, the main problem at first was student and not educational programs evaluation; a need that was felt to determine a set of concepts, principles, methods, theory and new patterns. This new methods and ideas are the source of new areas of curriculum evaluation. Large universities developed courses in the curriculum evaluation. This article is trying to explain the necessity and importance of curriculum evaluation in higher education and provide guidelines in this regard. Conclusion. Curriculum evaluation as a part of the education system is affected by several factors and changes in current approaches and methods require the change of all effective factors.

Introduction. Group is a gathering of two people or more that have action and reaction, follow up specific rules, interest in each other needs and want to achieve common goals via mutual understanding and unity of action. Problem solving by the group is affected by factors like the number of the members, unity of group, diversity of positions, personality of individuals and physical environment. Number of members in small groups are limited; so each person communicate with other members face to face and without intermediator and each member has specific role in the group and roles are distinct. Rate of partnership and explicit conversation within small groups is profoundly more than large groups. Also, group cooperation and friendship feelings between members are more and critical thinking is strengthened between individuals. In small groups educational method, the students are informed from attitudes, feelings, opinions and reasons of others behaviors and afterwards assess and criticize self and others attitudes and thereafter are occupied to change and adapt of self attitudes in the route of analysis and evaluation of them. Conclusion. One of the main reasons of using small groups is increasing the students’ skills and formation of their attitudes that this specially leads to expansion of clinical skills in clinics and health therapeutic centers.

Introduction. Internationalizing the curriculum (IOC) is a new and evolving concept that especially has been considered in curriculum literature early 21st century. Despite the importance and status of such idea, withdrawals and interpretation of this term in many countries, especially Iran, coupled with ambiguity, confusion and lack of transparency. This paper investigated this concept in line with the literature of curriculum and tried to conceptualize different themes about this word and their limits. In this regard, 3 different themes of IOC (internationalizing the courses and academic fields, Internationalizing the curriculum studies and internationalizing the profession of curriculum) have been recognized and the mean of their components were introduced. Conclusion. Noticing the development of knowledge, skills and international values in university programs is essential and promoting academic curriculum beyond geographical boundaries and commercializing it and its products seems necessary.