Journal of Medical Education Development
Volume:4 Issue: 6, 2011

Identifying the influencing factors in educational performance has specific importance. There are numerous controversies about the role of these factors. So, this study was carried out to assess the predictors of academic performance in the alumni of operation room at Kashan University medical sciences. In this cross-sectional study all operation room alumni of kaums from 1992 until the end of 2003 were selected via census method (n=230). The questionnaire including demographic data, admission criteria, educational background and academic performance status. Data was analyzed using univariate and multivariate Logistic regression analysis. Univariate analysis showed specific quota (OR=3.88, p=0.044) and showed that junior high school grade point average (HGPA) had the negative effect on academic performance. Multivariate Logistic regression analysis introduced HGPA as the strongest predictors for academic performance. The results showed that with increase of one grade in HGPA, probability of academic success will increase by 24.5%. with regard to the effect of HGPA on acade‌mic performance, propose that the importance of HGPA in the acceptance of university students to be considered and courses for the students whose HGPA is low to be revised.

The analysis of organizational pathology in University of Isfahan medical sciences based on six box model and its relationship with organizational health is the good of the study. The research questions were examined while considering organizational pathology university of Isfahan medical sciences based on six box model and relationship with organizational health and considering the demographic variables. Research method was descriptive - correlation type. Statistical population consisted of 643 faculty members of university of Isfahan medical sciences on in 2010-2011 academic years. 91 persons were selected by stratified random sampling method. Research instrument were organizational pathology questionnaires with 77 items and organizational health questionnaires with 26 items. Reliability of the questionnaires was estimated by Cronbach's alpha. (0.94 and 0.96).The Data was analysis through inferential statistics (correlation test, regression and variance analysis). Results and Research findings revealed there is negative relationship between dimension of organizational pathology and organizational health. There is a positive and significant difference between views of faculty members about organizational diagnosis on based on gender and ranking but there wasn’t significant difference between academic field and employment status. There is a positive and significant difference between views of faculty members about organizational health on basis ranking but there wasn’t significant difference between gender, academic field and employment status.

Training in clinical centers provides the students with opportunities to experience nursing in the real world and put theoretical knowledge into practice. The clinical learning environment is an interactive network of contributing forces in learning outcome of the students. Although the clinical learning process is a basic concept in preparing the nursing students for clinical environment practice, there is only a limited knowledge of factors affecting it in Iranian clinical environment. This research aims at gaining in-depth understanding of the factors affecting the clinical learning of nursing students regarding their situation and the organization structure of Iranian clinical environment. The participants in this qualitative study were 19 nursing students of Zanjan University of Medical Sciences (ZUMS). The data was collected through in-depth semi-structured interviews. Content analysis was used to analyze the data. The interviews were scripted verbatim and analyzed concurrently. Three main themes were recognized through analyzing the data. The main themes affecting the clinical learning of nursing students included clinical learning environment, educational behavior of clinical instructors, and student's individual factors. The research results provide on in depth understanding of nursing student's clinical experiences in Iran. Deeper understanding of the factors affecting the clinical learning process of the students and its outcome, drawing the educational manager's attention, and clinical instructors and students to the facilitating factors, and reducing or controlling the inhibiting factors will result in improved learning in students, and put the educational managers and clinical teachers in a better situation for clinical training.

Integration has been accepted as an important educational strategy in order to decrease unnecessary repetitions of the contents in traditional educational systems. The purpose of this study was to study student’s opinion about the quality of Pharmacology integrated with Physiopathology. This cross-sectional survey was conducted with 36 medical students taking part. A questionnaire containing 18 questions with the Likert scale was used. Data was analyzed with SPSS software. 69.5 percent of pharmacology students expressed satisfaction with the integration program, and 77.8 percent of other students that the program should not be changed However 38.9 percent of all students have been noted repetition pharmacology content and 55.6 percent confliction between this content with drug treatment in other clinical courses. Overall 80.5 percent of them agreed to continue the project at the University. The survey shows that students learn from the pharmacology of the Integration are satisfied, but in order to prevent inconsistencies between the time courses presented in the pathophysiology of efforts should be made.

Evaluation is one of the important aspects of educational activities that can be performed in different forms and by which the weaknesses and strengths of educational programs can be found identified. Here, the role of continuous evaluation in academic achievement of BS students of Zanjan University of Medical Sciences (ZUMS) was studied. This is a descriptive-analytical study that was performed in cross-sectionally during a four-semester period with four classes. Students in each class were randomly divided into two groups. One group was tested continuously during the semester but no tests were given to the group. At the end of the course, the scores of the two groups of students in each class as well as all the students regardless of the type class were compared under the same conditions. Results demonstrated that in all four classes, mean scores in the students who were asked tested during the semester was significantly higher than the students who were not tested. This result was also true for all students, regardless of their field of study. From total of fifty four students who were questioned, only four students had a lower score toward other fifty four students. The findings of this study reveal that formative evaluation as classroom questioning has powerful impacts on academic achievement. Thus, achieving the educational objectives needs accurate planning and careful implementation.

Evaluation of biochemistry course contents from viewpoints of interns may identify the weaknesses of course contents and provide the opportunity for their improvement. The main objective of this study is to evaluate the biochemistry course contents from viewpoints of the medical students to meet their clinical requirements. This descriptive study was performed in 2010-2011. A questionnaire containing items about appropriateness of biochemistry contents for medical students and factors influencing the quality of biochemical content was prepared. All students were randomly selected to complete the questionnaire to evaluate their opinions about biochemistry course contents. The data was analyzed by SPSS version 16.0 software using descriptive statistics. Based on the obtained information from 27 questionnaire containing items of biochemistry contents, 27respond by returning completed questionnaires. Approximately 100% questionnaire completed by participants. Results show that current biochemistry course content does not meet medical students requirements, and it needs reform.

Planning in nursing education has to balance between the needs of health systems and the educational and financial policies in community. Philosophy of nursing education that provides community health care has to accommodate the community needs. Official announcement, philosophy, mission and goals of nursing education can affect the operational guideline in education, research and decision making in nursing education curricula and executive methods. By searching the Internet and reviewing the post-graduate nursing curricula and review of literature about philosophy, mission and goals of nursing education, we compared graduate nursing education in Iran and Canada based on educational system criticism. Nursing education programs, especially in post-graduate level, mainly consist of theoretical topics, which usually not relate to one another. In our country, philosophy, mission and goals in nursing education programs, including post-graduate level, do not have a written and clear philosophy and also do not meet community’s needs. In Canada, philosophy of nursing education program help to maintenance patients and their community health. philosophy, mission and goals in nursing education programs have to written and revision. Nursing education programs have to be collaborative, relational and rational for professional nursing. Nursing education programs need to change according to students and community’s needs.

Today, organizations compete for quality services. One of the strategies available to achieve this goal is high quality service. This study aims to measure quality educational services from the viewpoint of master students in Tehran University of Medical Sciences. The study was conducted using SERVQUAL model. The present study is a descriptive - cross-sectional. The sample consists of 97 master and PhD students. Data was collected with questionnaire and was analyzed with SPPS16 software. Results showed that quality gap existed every five–year of service. The deepest gap was traced after accountability (-1.66 ±0.74) (P = 0.0001). Based on the results planning for quality improvement of educational services should be postgraduate students in line with expectations.