مجله دانشگاه علوم پزشکی اراک
سال دوازدهم شماره 4 (پیاپی 49، زمستان 1388)

Abstract Medication errors in healthcare professionals can threat the health of patient seriously. The purpose of this study is to investigate the comments of nursing educators about reasons and reduction strategies of medication errors in nursing students. This descriptive study was done in 2008. Statistical population was included educators of nursing students in Arak nursing and midwifery school through census method, 22 nursing educators were studied. For data gathering, a self- made questionnaire including two sections of demographic information and questions about reasons and reduction strategies of medication errors in nursing students, was used. Respectively 50% and 100% of nursing educators have observed at least one occurred and were occurring medication errors. The most common causes of medication errors were lake of pharmacological information, poor drug calculation skills and illegible medication orders in drug card. The rate of medication errors in nursing students was high. It seems; some causes like lake of pharmacological information and drug calculation, have associate with their education. Using these results, we can find the weaknesses of student or the educational system and resolve them

Misconceptions of mental models are phenomena that are variance with accepted scientific models. Purpose of this study was to investigate the prevalence of misconception about half life and concentration of insulin hormone in students of Arak university of medical sciences. In this descriptive study 153 undergraduates in medicine and nursing – midwifery faculties of Arak university of medical sciences in 2009, were asked to answer to two questions about half life and concentration of insulin hormone. The prevalence of misconception about half life of insulin hormone in medical, nursing and midwifery students were 75%, 80% and 85%, respectively, and prevalence of misconception about insulin concentration in blood were 31%, 26% and 20%, respectively. Misconceptions about insulin half life and concentration exist in high percent of students and it is necessary to correct the teaching pattern.

Necessary to making constant revisions in the continuous education programs and updating the physicians’ knowledge in accord to the needs of society seems to be essential. The present study was conducted to conformity of continuous educational programs’ content of radiology department with needs of Continuous medical education learners, Markazi province, 2008. In this cross- sectional study, in 2008, the opinions of 40 physicians falling under continuous medical education (CME) were collected through a questionnaire on a Likert scale in more than 30 instructional topics. Before educational program performance, priorities in education were assessed and after performance, rate of coverage and requirements conformity with content was determined. The most educational need was indication of chest x-Ray with mean of 4.21 and the less need was wrist MRI with mean of 2.42. After program performance, the greatest conformity of needs with educational content was indication of mammography (mean= 83.1) and wrist and shoulder MRI (mean=53.2) which was the least required. Though, there was a general correlation between need and content coverage in both areas of graph indication order and interpretation, but was not base on priority needs. There was significant relationship between physicians needs with educational needs (p<0.001). But about gender and work experience was not significant relationship. Lake of complete coverage of needs base on educational priority of CMS learners will seek greater attention and emphasis or scientific secretary and lecturer on needs in special educational objectives frame for accelerating of continuous education effectiveness.

Educational decline is one of the most important problems in educational institutes. There for, present study was aimed to survey frequency of educational decline and some effective factors of student’s opinion in Arak University of Medical sciences, 2009. In a analytical cross sectional study, 600 students passing at least one term of their course in Arak university of medical science in 2009, were determined by questionnaire and interview. After data gathering, students divided two groups, successful and non successful base n educational average and failed terms and then data were analyzed and determined frequency and some effective factors on it. Decline education frequency is 19% and there were significant difference between sex, marital status, average score diploma, educational level of father, hesitancy, gap between diploma and university admission and course satisfaction between two groups of successful and unsuccessful students (P<0/05). However, no significant correlation observed in age, course, family economic status and mother’s job (p>0/05). Also, most of effective problem solutions in student’s viewpoint are included admission in university base on diploma average score and use of expert consular. Educational managers should be considering effective variables on performance and educational decline in students, in order to identifying high risk students and providing better facilities for them by appropriate consulting.

Different studies have shown the inability of traditional lecture method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback lecture method and conventional lecture method on learning and quality of teaching. In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback lecture” and “teaching by conventional lecture”. Desired topic were presented by one teacher as a 90- minute lecture in control group and as two 35-minute lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short tem and long term learning and quality of teaching form. Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups(p=0.011). Also, total and domain scores of post test after a month were not different in both groups. Results indicated that learning by feedback lecture can be more effective than conventional lecture method in application and analysis domain.

One of the most important effective factors on students’ learning is their learning style. This study was done to determine learning styles of students in Arak University of Medical Sciences in 2008. In a descriptive cross sectional study, 241 first semester students in Arak University of Medical Sciences were selected by census sampling method. The data gathering tool was a questionnaire containing demographic questions and Kolb's learning style questionnaire. The most students learning style was assimilating (58.1%), Converging (25.31%), diverging (10.37%) and accommodating styles (6.22%) were followed. In all fields the most prevalent learning style was assimilating, too. The majority of operating room (56.2%), battle health with disease (57.9%), environment health (53.6%), nursing (43.9%), medical (72.4%), laboratory science (73.1%), midwifery (64.3%) and anesthesia students (65%) were this style. Considering the assimilator and converging learning styles among students, it is recommended to use lecture and self learning, visual methods, diagrams, teacher’s handouts, and face to face learning methods. Also, communication skills of medical science students must be supported, because, assimilating and converging have less interest to communicate with others.

Studies which related to effective factors on professors evaluation had a god improvement in academic department. Despite many researches in this area, most of the results have been unconvincing due to data heterogeneous. The aim of this study was to determind and analyze the scores of professors’ evaluation in Arak University of Medical Sciences base on some effective factors. This study was an analytical cross-sectional that was carried out on all Arak University of Medical Sciences academic members with census method, during 2001-2007. The scores of professors’ evaluation base on students’ viewepoint and others factors were used and analyzed in achieve of Education Development Center (EDC). The scores mean of professors evaluation during this 6 years were various 15.03-16.45. Evaluation scores mean had significant difference. There were a V.S weak correlation between studens’ number and evaluation score mean. The results of professor evaluation by students were various during 6 years. It must be determine important variables such as class, effective factors on educational period, professors and time of education, and supplementary studies were done by considering these factors.

What makes a physician to a proficient one is accompanying science and moral together, especially observing religious features of the patient. Therefore, present study was conducted to evaluate the knowledge of Arak University of Medical Sciences students in medical religious in pre and post training, 2005-06. In a descriptive cross-sectional study, questionnaire was prepared including 50 questions on medical religious commandments. After filling questionnaires by 227 students, were confidentially collected in a box. In next stage, the book on medical commandments according to four religious authorities was freely presented to the participants to be read within two weeks; then 50 questions about medical commandments were prepared again. In the present study, 81.9% were female and 18.1% were male. The basic sciences students were lower acquaintance before reading the book and midwifery students had better acquaintance (43%). The changing percentage of knowledge in all groups had significant difference with medical commandments in second period as compared to the first period, (p‹0.001). The knowledge of students in different courses in medical religious commandments was not significant. But, after training, there have been considerable changes in their medical commandments knowledge. Therefore, it is recommended to train medical commandments in parallel with training scientific and practical courses.

One advantage of a textbook is that you can refer back to the textbook for missed, misunderstood, or forgotten information. This does not apply to class lectures notes because heard things can forget quickly and thoroughly. The aim of this study was survey of student’s attitude about reasons of tendency to use lecture notes instead of textbooks. This is an analytical cross-sectional study. Sample size was 213 students with different academic fields and terms. Data to students’ tendency to lecture notes were collected and analyzed by valid questionnaire. Most important factors in students’ opinion were, textbook contain is more than lecture notes, society’s tendency to academic degree, inattention to literacy and awareness levels and lack of sufficient proficiency on English language. Tendency to usage of lecture notes is one of basic reasons of students’ stagnation and ultimately, leads to lose of their research morale and motivation

Tendency to use of portfolio for evaluating has been developed with the aim of optimum use of assessment culture. Present study was done to determine the effect of portfolio’s evaluation method on midwifery students’ learning and satisfaction in gynecology practical training. In this qusi-experimental study, all midwifery students in sixth semester (n=42), were randomly allocated to portfolio and routine evaluation group. Based on educational goals, portfolio groups prepared package which consists of a complete report of history, physical exam and method of patient management for women whom visited gynecology clinic and were evaluated by a portfolio’s evaluation checklist. During the last day of their course, post test, clinical exam and opinion form were taken. The mean of age, score of pretest and gynecology theory were similar in both groups. The mean of pre and post test scores for students of both groups didn’t have significant difference for knowledge and comprehension levels. The mean score of application, analysis and cognitive higher levels questions in portfolio group were significantly greater than routine evaluation group (p=0.001, p=0.02, respectively). The mean of clinical exam score in both groups had a significant difference. In portfolio group, mean of diagnostic and therapeutic solution and Communication between theoretical and clinical leanings scores were more. Students’ overall satisfaction scores in two evaluation methods were similar. Portfolio evaluation provides the opportunity for more learning by increasing the student’s participation in learning process and helping them to apply theory in practice.

The important reality is that all of human developments and successes are due to learning. Knowing students learning styles will help to produce an educational plan in order to optimal and effective learning. The aim of this study was the comparison of learning styles and preferred teaching methods of different students of medical sciences. This study is a cross-sectional research. That was done on all students at Fasa Medical Sciences University in 2009. For data gathering, questionnaires of demographic variables and Kolb Learning Style Inventory (KLSI) was used and analyzed. Majority of students learning style was convergent learning (38.3%) and then assimilator learning style (29.9%). More frequent preferred teaching method was group discussion. There was a significant difference between learning styles and course of students (P=0.011). Since, the majority of students had convergent and assimilator learning styles is recommended, considering the diversity of learning styles, educational methods related ro learning styles were using.

Now a day, internet addiction is a common problem that defines as abuse in computer and online information. In addicted students to internet may develop many types of problem in education. This research was designed to determine the effect of internet addiction on educational status of Arak university of medical sciences students, spring 2009 This analytical cross-sectional study was conducted on 426 Arak medical university students passing at least one term of his/her course in spring 2009. A Yang standard internet addiction questionnaire applied for data gathering and after data entry was analyzed in 0.05 significant levels. Mean and standard deviation of age, average of scores and Yang internet addiction score were as 20.95±1.41, 16.13±1.38 and 32.74±14.52, respectively. Internet addiction associated with number of failed and passed total, average decline in recent terms, educational term and obtaining average score under 12 (p<0.05). But didn’t associate with course, educational level and faculty of education (p>0.05). Since internet addiction can affected the educational status inversely, and reduces average score and educational subsidence, endeavor for beneficial opportunities prevention is essential.

Study of the nursing and midwifery instructors and students viewpoints, as two important groups in teaching proccess, can be effect on codifying and evaluating of educational program and effectiveness in this courses. The purpose of this study was to determine the effective educational and evaluation program on clinical learning from the nursing and midwifery instructors and students’ opinion in Arak University of Medical Sciences, 2008. In a descriptive study in 2008, all students and clinical lecturer (n=84) were studied. The data gathering tool was a questionnaire consisted of three parts, demographic information, clinical education and evaluation program. The age mean of the teachers and students respectively were 38±3.14, 22.2±2.18 years and the mean of theoretical and clinical history teaching of instructors, respectively, were 6.04±2.48 and 10./95±2.9 years. The most percents of instructors (91.3%) emphasized on considering the communicating skills education in education program. The most percents of students (85.2%) emphasized on considering the critical thinking and moral students support. Also, the most percents of instructors (78.3%) emphasized on step by step evaluation. While, the most percents of students (90.2%) emphasized on the effect of teachers evaluation and reflected the results to them. Hope to, this study results can be helpful to effective nursing and midwifery students’ lesson planning and evaluating.

This study was done to asses the educational barriers and problems, and improves the problems from the medicine students’ viewpoint in Arak, 2006-07. In this descriptive, cross-sectional study, a valid and reliable questionnaire concluding 71 questions about problems related to education, equipments, personnel, professors, motivation and evaluation methods was distributed among all interns (n=28) and externs (n=44). Inappropriate duration of basic science education was 68%, too much general lesson was 86% did not provide a task description was 84.5% and lesson plan was 91.7% were considered at the start of course. Most of students were asked for learning clinical skill on mulage before practicum (84.5%) and internship (79.9%). Most of students believed that teaching pathology (86.1%) and pharmacology (97.3%) of each course may present by that course in clinic. Lake of sufficient diversity (71.8%), training equipment and inappropriate conference hall (54.9%) and library (76.1%) were considered. Inappropriate behavior 81.7% and corporation with students (58.6%) were reported. About professors, the mean was 16.8±5.1. The most of students worried about their unclear occupational future (87.1%) and 78.6% were believed that exams can not evaluate their knowledges. Asking for lesson plan present in start of course and clinical skills learning on the mulage before practicum and internship are including students demands that can easy to do. Umlaut of basic and clinical courses and teaching pathology and pharmacology courses in clinic can facilitate the basic and clinical courses learning.