مجله علوم پزشکی پارس
سال نهم شماره 3 (پیاپی 17، پاییز 1390)

Appropriate breaking bad news skills are essential to the practice of high quality medicine. This study was performed in order to assess the educational benefits of training on breaking bad news skills by role play versus group discussion methods. This interventional double blind study was performed in 2009-2010 in Jahrom University of Medical Sciences. Determination of the sample size and sampling method was based on census. 30 interns were involved in this study. They were divided into two groups randomly. Their knowledge and attitude about breaking bad news skills were evaluated with valid and reliable questionnaires. Then, group one participated in group discussion workshop and the other group participated in the role play workshop. Their knowledge and attitude were re-evaluated after the course. The scores of pre-course and post- course of both groups were compared. The results were analyzed in SPSS 11.5 using t-test and paired t-test. The mean score of knowledge and attitude of both groups before training were compared and the results showed that there was no significant difference between them (p=0.618 and p=0.329). The mean scores of knowledge of groups one and two before and after training were compared and there was a significant difference (P<0.0001). The mean scores of the attitude of groups one and two before and after training revealed a significant difference (p=0.001). The mean scores of the knowledge and attitude of groups one and two after training were compared and there was a significant difference (P<0.0001, P<0.0001). Although both methods were effective in producing significant changes in medical student’s knowledge and attitude, role playing was more effective.

The new student's entry into universities leads to major changes in their lifestyle which can bring about problems for them. Attention to these problems is the research. The present study was conducted to survey these student's problems as one of the priorities of education. Methods and material: This is an analytical study carried out on talented and regular students. The data were collected through a questionnaire including demographic characteristics of students and also review of the quality of life of the students in different aspects such as personal, family, social, their perspective toward job and finally some solutions to the problems as mentioned by the students. The data were then analyzed. In this study, significant differences were observed between mental and personal problem's mean scores of the normal and talented students with the talented students having higher scores (P<0.05) but talented students were less concerned about their future and career than normal students (P<0.05). According to the talented students, the best solution would be using a councilor as well as the advisor teacher (80%), decreasing some troublesome legislations (73%) and holding educational workshops (62%). According to the results, due to the mental and family problems, talented students are a vulnerable group and need some consultation systems in the university, using faculty advisors and their families. Therefore, due to their close connections with these students, more attention of the faculty advisers to them and establishing more student counseling centers at the universities seem to be necessary.

Lack of coordination in clinical education of nursing, the method of health care after graduation, and the existence of many problems in fulfilling the aims of clinical teaching encouraged the researchers to conduct this research, aiming at investigating the quality and obstacles of clinical teaching in nursing. This is a cross-sectional descriptive study on 90 individuals (clinical teachers, senior M.S. students of nursing and 30 nurses). 3 self-made questionnaires were used to collect the data. The results showed that the quality of clinical teaching in viewpoint of the majority of students (73.3%) is weak and for the majority of clinical teachers (86.7%) it is moderate. The X2 statistical test revealed a significant difference between the viewpoints of these two groups. As to the problems and obstacles in achieving the aims of clinical teaching, 100% of the students stated the inadequacies concerning the clinical teachers. 96.6% of the clinical teachers indicated that the existing insufficiencies in the curriculum and environmental factors are the obstacles in this regard. 100% of the nursing staff emphasized lack of familiarization of the personnel with the aim of clinical teaching of nursing students which is the main problem. To improve the quality of clinical teaching in nursing, it is recommended that there should be a cooperation among clinical teachers, nurses, head nurses, educational supervisors, and nursing managers in preparing curriculum plans in nursing.

The main part of nursing education is ‘clinical education’. One of the great challenges in this area is teaching by several instructors for one group of students (unfixed teacher) or one teacher for one group of students in all clinical wards (fixed teacher). This study was designed and conducted to compare the achievement of educational goals of clinical training in fixed and unfixed teacher method. This is a quasi-experimental study on 88 nursing students enrolled in the clinical training of the first medical surgical course. They were selected from 2 consecutive academic years selected by census method. They were thought through two blind methods. One group was educated by fixed teacher method (43 students) and other group by unfixed teacher method (45). The teachers and clinical wards for the two groups were fixed in the two methods. At the end of the semester, data were collected through a checklist ‘self report’ and analyzed by mean, standard error deviation and in depended t-test. The mean score of the student's self report in the fixed teacher group was 1.67 ± 0.55 and in the unfixed teacher group it was 1.98 ± 0.61. There were no significant differences between the means of the fixed and unfixed teacher group, based on the results of the student t-test (p<0.05, F: 1.32). Using unfixed teacher method in the education of nursing students is suggested.

Identifying and controlling the risk factors is necessary in order to prevent the failure in CBSE. So, this study was performed to determine the effective factors on the results of CBSE in the medical Alumni of Kaums. All of the alumni whose CBSE results were recorded in the files from 1986 till 2003 (n=305) were selected in this cross-sectional study. Data were gathered by a questionnaire including the results of CBSE, and educational and demographic data. The prevalence of failure in CBSE was calculated. Chi-square, Fisher exact test, independent t-test, multivariate stepwise linear regression, logistic regression, crude and adjusted odds Ratio were used to analyze the status of the probable risk factors. The prevalence of failure in the CBSE was 4.9%. Univariate analysis showed that temporary student transfers to other universities, delay in passing basic sciences courses, low GPA in basic sciences courses and high school, older age and non-regional quota increase the failure risk in CBSE; in this regard, multivariate logistic regression reported that GPA in basic sciences courses is the only significant effective factor. In addition, the basic sciences GPA was reported as the most important influential factor on the score of basic sciences exam. The risk factors of failure in CBSE should be controlled, so it is necessary to plan for the student's preparation, identifying the students at risk and supporting them.

Clinical teachers have an important role in creating an environment for effective clinical teaching to students. In addition, the faculty has a significant impact on the student's feeling of success or failure in professional competence. This study was performed to determine the characteristics of an influential instructor according to the nursing student's viewpoints in Jahrom University of Medical Sciences.

In this cross-sectional survey, 75 nursing students of Jahrom University of Medical Sciences were selected by census sampling method. The data collection tool was a valid and reliable questionnaire consisting of 4 domains including professional competence, interpersonal relationship, personality characteristics, and teaching ability. The data were analyzed by SPSS.

The results showed that influential clinical teacher must be professionally competent (mean=4.4 ± 0.80), have interpersonal relationships (mean=4.2 ± 0.96) have good personality characteristics (mean=4.1 ± 0.95), and have high eaching ability (mean=4 ± 0.89). According to the students, the most important characteristics of an influential clinical instructor are having interest in patient care (98.4%), having sufficient professional knowledge (80%), explaining and demonstrating new nursing techniques (80%), performing nursing skills procedures (86.3%), being honest with the students and creating motivation in students (83%).

The nursing student's viewpoints indicated that influential clinical instructor has an important role in promoting quality nursing experience and in getting knowledge, professional skills and attitude. Nursing faculty should plan for promoting professional competency in clinical instructors.

There is a strong demand for high quality, cost effective clinical education experiences that facilitate the student's learning in the clinical setting. Clinical teaching is a challenging task and the instructors can use strategies to change the quality of clinical instruction. This study aimed to determine the factors affecting the student's clinical skills. This is a cross-sectional study on nursing students of Jahrom University of Medical Sciences who were selected through simple sampling. Data were collected through a valid and reliable questionnaire on effective strategies of clinical skills including five domains of environmental, psychosocial, students, teaching and-learning strategies, and psychosocial classified based on5 point Likret style. The highest percentage in different domains was calculated based on their importance. According to the results, the mean scores of environmental, psychosocial and teacher factors were higher than teaching-and learning strategies and student factors. There was a significant relationship between environmental factors and the student's clinical skills. (p=0.05) We recommend that effective factors in clinical skills should be considered in curriculum planning to enhance and facilitate the student's learning skills in the clinical wards.

The objective of this study was to survey needs assessment for the required and proposed educational courses in order to promote entrepreneurship and job finding among the students and graduates in universities of South Iran.

The present descriptive–analytic research was conducted using a questionnaire containing 19 subjective questions for needs assessment. The sample size included 300 students and 200 graduates (and employed GPs) of Shiraz, Bushehr, Yasooj and Bandarabbas universities of medical sciences selected randomly. Questionnaires were filled by the participants.

The results showed that there was a significant difference between theoretical education and job requirements. Also, there was a significant difference between students and the employed graduates regarding learning a foreign language. The students group was more familiar with the global systems of the medical courses than the graduates; this could be attributed to the change in educational structure as well as technological revolution. Regarding innovation and creativity, the difference was significant between the two groups. Group A does more teamwork than group B; as to the introduction of the job, the difference was significant between the two groups

The findings indicated that negligence and lack of needs assessment have kept the students away from practical work and encounter with the related problems. The students generally believe that employment could be gained through nepotism in the first place and based on practical and scientific capabilities in the second place. This problem could be solved through educational courses for teaching computer and language skills, management, etc. Moreover, by establishing an organization for monitoring the employment process, disappointment among the students and academic staff especially physicians could be eliminated.