مجله ایرانی آموزش در علوم پزشکی
سال دوازدهم شماره 6 (پیاپی 44، شهریور 1391)

One of the important factors directing research and research motivation is research self-efficacy. The aim of this research is developing and validating a research self-efficacy scale for postgraduate students. Statistical population included postgraguate students in Ferdowsi University and Mashhad University of Medical Sciences. The sample (240 students) was chosen using quota. The researcher-made questionnare had 55 items using likret 5-point scale. Content validity was confirmed by professors and experts. For verifying reliability, we measured internal consistency and for verifying and testing factorial structure, we used confirmatory factor analysis. Factor analysis showed a 7-component structure conformed by theoretical basis and item segregation better than other variations. Factor analysis indices confirmed validity construct and theoretical conformity (RSMEA=0/093، χ2=3794. 69, df=1409). The total Alfa obtained was 0. 97 and 0. 83, 0. 76, 0. 88, 0. 92, 0. 90, 0. 91 and 0. 92 for statistical and analytical, conceptual, methodological, qualitative, reporting, skill and ethical self-efficacy subscales, respectively. In general, results show that research self-efficacy scale has acceptable reliability and validity. Mean of students’ research self efficacy was 173. 76 that is average size. The developed research self-efficacy scale has acceptable reliability and validity. So, it can be used for assessing research beliefs, capacity and attitudes in students

Collaborative teaching and learning is a process-oriented and learner-centered approach to teaching, with an emphasis on what the learner does. This approach has been advocated in higher education in recent years. The purpose of this study was to assess the use of collaborative teaching approach by faculty members and its correlated factors in Arak University of Medical Sciences. This descriptive correlation study was conducted in year 2010 in Arak University of Medical Sciences. All faculty members (n=136) who had met inclusion criteria were selected. Data gathering tools included demographic data form and Pathways of Adult Learning Survey (PALS) which been used previously in other studies. Descriptive statistics and Chi2 test were used for data analysis. The most instructors (68 persons, 69.4%) used traditional, teacher-centered approach. Total mean score for PALS in the studies sample was 121±19.6 which is below the questionnaire’s cut point (145). This means that the dominant teaching approach in them was teacher-centeredness. Faculty members who had taken educational methodology workshops significantly used the learner-centered teaching approach more. No relationship was found between teaching approach preference and other demographic characteristics. The teaching approach used by faculty members of Arak University of Medical Sciences was teaching-centered. Since teaching methodology workshops can positively influence the teaching approach used by faculty member, running these workshops is recommended.

Due to development of educational systems and importance of education in the nursing profession, the necessity of using appropriate instructional methods for new theoretical and practical skills in students is clear. The purpose of this study is comparing the effects of three methods; lecture, problem solving, and computer-assisted self learning on the drug calculation skill on third year undergraduate nursing students in Intensive Care Units. This is a quasi-experimental, before and after intervention, three groups, in 63 third year undergraduate nursing students in Shahid Beheshti University of Medical Sciences during 2009-2010. Pre-test and post-test was taken using a researcher made written exam (with maximum score=20), before and after the intervention in all three groups to assess the effects of applied methods on learning. The Kruskal-Wallis and ANOVA tests were used for data analysis. The mean of pretests were: in lecture group, 2.21±1.60; in problem solving group, 2.48±2.23; and computer, 3.02±1.84; and posttests respectively, 15.45±2.34, 15.85±3.21, and 9.68±3.78. The increments of mean scores was significantly different among the three groups, according one-way ANOVA (F=14.785, P<0.001). Results revealed a difference between the computer-assisted self-learning group with the others, but no difference between the other two. The Kruskal-Wallis test showed a significant difference between students’ level of learning and learning methods (F=18.512, P<0.001). The study showed all three methods affected learning, but the effect of computer-assisted self-learning was less than others. It may be due to inappropriate interaction between student with teacher and failure to allocate sufficient time for learning by students. The study recommends future studies be done larger sample sizes, and also on other courses.

Promoting meaningful learning is one of the main objectives of education and an important factor in promoting creative thinking, critical thinking and problem-solving abilities in learners. Also, evaluating students’ learning is a teachers’ duty. The aim of this study was to compare the effect of teaching by lecture or concept mapping on cognitive learning levels of midwifery students and their satisfaction with concept mapping as the assignment.

In a quasi-experimental study, 35 third-semester midwifery students in “maternal and child heath course were selected by census method in Qom University of Medical Sciences in 2011. Students received education using lecture or concept mapping (using web-based tools), respectively, for 8 sessions in 2 months. Two researcher-made questionnaires were used for assessing their knowledge and satisfaction. The collected data was analyzed using descriptive statistics and independent t-test.

Compared to conventional teaching, the concept mapping method had a significant effect (p=0.001, t=3.24) on promoting high levels of cognitive levels (meaningful learning). However, there were no significant differences between the two methods regarding lower cognitive domains (p=0.06). Also, among various forms of assignments, drawing a concept map received the highest score (0.95 out of 1).

Considering the positive effect of concept mapping method on students’ meaningful learning, it is recommended this method be employed in teaching and also in student assignments for courses which require a deep learning and high level of understanding.

Effective communication between teachers and students plays a significant role in the efficacy of teaching-learning process. This study aimed to identify the influencing factors in teacher-student communication from the viewpoints of students of Birjand University of Medical Sciences. This cross-sectional descriptive study was performed on students of Birjand University of Medical Sciences (BUMS). Relying on literature review and consult with experts, a researcher-made questionnaire was developed including three domains of teachers’ personal, professional, and scientific characteristics. After confirming content validity and reliability, questionnaires were delivered in person and then collected after completion. Data derived from 323 questionnaires was analyzed through descriptive statistics and using independent T and ANOVA. Mean scores of three areas of personal, professional, and scientific characteristics of professors were respectively 4.35±.52, 4.27±.56 and 4.05±1.11 (out of 5). According to the students, being respectful to students, mastery on academic subjects, being up-to-date, equality in dealing with students, and accountability were regarded as the most effective factors in communication between teachers and students. This is while professor’s gender, age, history of research activities, and sensible use of encouraging tools were the least important factors in this relationship known by students. The results suggest that the character and ethical aspects of teachers as well as their scientific knowledge and teaching approach could enhance the relationship between teachers and students, thereby improve the teaching and learning process.

The technique to deal with individuals or “communication skill” is one of the essential skills for faculty members and educational managers. This study was performed to evaluate the communication skills of department heads in Shahid Sadoughi University of Medical Sciences. This descriptive cross-sectional study was performed on all heads of the departments in Shahid Sadoughi University of Medical Sciences (n=44) in 2010. Data was collected via Barton’s questionnaire. After questionnaire scoring, data was analyzed using descriptive statistics, t test, and ANOVA. The mean of total communication skills score among head of departments was 58.15±4.66; and the means for feedback, listening, and verbal skills 21.14±2.9, 16.25±3.3, and 20.77±2.5 respectively. Also the results showed that the mean of communication skills subscales was different in department heads of different schools. According to the results of this study, Managers have a moderate level of communication skills. Therefore, it is essential to hold workshops to enhance the skills.

Motivation and job satisfaction of faculty can play a fundamental role in their performance. Inattention to staff’s job satisfaction causes cessation, relative stagnation and evanescence of them. Therefore this study aimed to determine job satisfaction of academic members in two selected Tehran’s military universities in year 2010. In this descriptive, cross-sectional study, 150 academic members were selected and received the survey questionnaire. The questionnaire, including 45 items with 5 point Likert scale, had been developed and validated in Isfahan University of Medical Sciences. Then data were analyzed using independent t, ANOVA and Pearson correlation tests. Mean scores of job satisfaction domains, in a descending order, belonged to mode of supervision and communication(46.51± 10.61), nature of the job (23.83± 4.33), job security (23.76 ± 5.60), physical conditions and job environment(20.43± 6.79), promotion opportunities (17.29 ± 5.93), and salary and benefits(15.12± 5.39). Results of Pearson correlation test showed that there was a positive correlation between satisfaction score and the following domains in a descending order: mode of supervision and communication, promotion opportunities, job security, physical conditions and job environment, salary and benefits, and nature of job. Academic members had a relatively good job satisfaction. Attention to supervision and promotion opportunities can improve the current situation

In order to foster lifelong learning, abilities among students, faculties need to have an appropriate instrument to measure the SDLR abilities of medical students. The objectives of this study were to validate Guglielmino´s SDLRS to measure the SDL abilities of medical and dentistry students and to test the reliability of this instrument. In this cross-sectional study using the systematic sampling method, 355 pre-internship medical and dentistry students studying in Islamic Azad University- Khorasgan and Najaf Abad branches took the survey in 2009. The participants completed Guglilmino´s self-directed learning readiness scale (SDLRS). The scale has 58 items in 8 subscales. Data were analyzed through using Cronbach´s Alpha, Spearman- Brown, and Guttman correlation coefficients and confirmatory factor analysis by Lisrel software. The resulting SDLRS consisted of 58 items across the following eight factors: Openness to learning opportunities, self-concept as an effective learner, initiation and independence in learning, informed acceptance of responsibility for one´s own learning, love of learning, creativity, ability to use basic study skills, and problem solving skills. The final model in confirmatory factor analysis reveald that 55 items indicated a good fit of model (RMR =0-0.08, RMSEA=0.063, p=0.000-0.003, df=0-35, χ2=0-86.81). The value of Cronbach´s Alpha showed that all 8 factors had suitable internal consistency coefficients and reliability was 0.94 for the whole scale. The Guglielmino´s self-directed learning readiness scale is a valid and reliable instrument for identifying SDLR abilities, skills and attitudes among medical and dentistry students.