Strides in Development of Medical Education
Volume:10 Issue: 4, 2014

Social accountability medical education in all fields considers health problems priorities in specified countries. Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of education. This study was designed in order to investigate social accountability medical education and innovations of clinical faculty members. In a cross-sectional and triangulation study، point of view of 72 clinical faculty members in Kerman University of Medical Sciences، Iran، about social accountability medical education and their innovations was investigated by two separated questionnaires. Situation analysis of social accountability medical education in Kerman University of Medical Sciences showed that this form of education is in weakness-threatened status. The score of strengths was significantly difference among men and women، and score of weakness was significantly difference among different educational groups and academic degrees (P < 0. 05). There was no significant difference between situation analysis of social accountability medical education، innovation and other demographic and educational variables. Status of social accountability medical education (weakness-threatened) is not appropriate in Kerman University of Medical Sciences; in order to its promotion، there must be an appropriate mechanism. In addition، potentials of faculty members must be considered about innovation for social accountability medical education.

Formative tests during the course means when the teacher is still teaching skills. The present study aimed to identify the strengths and weaknesses of students and guide them. In this cross-sectional study، seven universities were selected using cluster random sampling in different type and geographical locations. Using a simple random sampling، out of 98 residents، 12 attending who were enrolled in the study. Data collection was done by questionnaire and interviewing forms. Data were analyzed using descriptive and inferential statistics. In the residents view in six items which were assessed in the questionnaire، taking history، physical presence of the residents، clinical analysis and on time presence on the bedside were the highest items evaluated. From the attending point views taking history، timely presence of the residents، diagnosis methods and exact physical exams were the most items being evaluated respectively. There were significant differences between evaluated universities on the items such as timely presence on the bedsides and following cost effective treatments and patient''s care. Relevant authorities should monitor the implementation of the current methods of teaching to achieve maximum benefits، and not just evaluate items like physical presence. It seems respecting for patient''s privacy and ethical obligations must also be considered.

Assessment systems should aim at evaluating the desired learning outcomes. The aim of the present study was to design and validate a Mahmoodi Studying and Learning Approaches Questionnaire (MASLAQ) to identify students’ studying and learning methods in examinations. A structured 12-item questionnaire was designed based on a modified 5-point Likert scale in outline of visual analogue scale to seek information on student’s studying and learning approaches between multiple-choice questions (MCQs) and short-answer questions (SAQs) examinations that may affect the student''s learning outcome. Thirty-four students who were selected by census، completed the questionnaire by test and re-test method before starting the research. One-week test-retest reliability of the 12-item questionnaire was measured by Cronbach’s alpha at 0. 81. Reliability of the validated 12-item questionnaire (189 questionnaires)، was measured by Cronbach’s alpha at 0. 77. Range of agreement coefficient of kappa for pre and posttest questionnaire items were 0. 34-0. 60. Intraclass correlation coefficient between the pre and posttest questionnaire items was ICC = 0. 93 (P < 0. 001). Content validity index was computed 0. 88 for the overall scale. Construct validity was also computed. This validated and reliable questionnaire was the exclusive instrument to assess studying and learning approaches and to evaluate learning strategies of students based on selecting examination.

The time nursing students have their first interviews with patients who have psychiatric problems they may not be aware of how to communicate with them; because stereotypes and stigma are associated with individuals who have psychiatric diagnosis. The aim of this educational project was to develop and evaluate the use of role-playing scenarios on mood change and empathy in undergraduate psychiatric nursing students. This semi-experimental study was conducted with 18 undergraduate nursing students during one course of nursing training; and data were collected through Jefferson Scale of Physician Empathy (JSPE) questionnaire and Profile of Mood States (POMS) before and after 9 nurse-patient roles for such communication trainings. Significant differences in mood and empathy of undergraduate nursing students were not found in pre- and post-role playing phases. Significantly lower change mood and empathy with role-playing may reflect fear، confusion-bewilderment and concerns. Suggestions are offered as role-playing scenarios performed with more sessions، larger samples and use of other teaching methods such as educational video.

Neglect to the principles study principles has reduced the level of human productivity and efficiency and is a cause of demoralization and loss of self-esteem، research boredom and disenchantment. Some learning special skills، such as methods of receiving، storing and recalling the correct content are needed to perform an effective study. This study aimed to show the role and impact of academic learning skills and study strategies in improving students'' study styles and their self-efficacy and satisfaction. This interventional study، using pre-and post-training tests، was conducted on 75 new-entrant nursing and midwifery students of Kerman University of Medical Sciences، Iran، in 2011. Students completed a researcher-made questionnaire including four parts: demographic information، learning and study strategies، self-efficacy، and satisfaction، before and after the training. The data were analyzed using paired t-test. There were significant difference between the mean pre- (10. 5 ± 2. 6) and post-intervention (13. 6 ± 1. 8) learning strategies، pre- (10. 6 ± 1. 8) and post-intervention (13. 3 ± 1. 3) study strategies، pre- (10. 5 ± 3. 2) and post-intervention (12. 3 ± 2. 4) self-efficacy، and pre- (9. 4 ± 3. 4) and post-intervention (12. 08 ± 2. 9) satisfaction scores. Learning and study strategies can be taught and learned. Upgrading learning and study strategies increases students'' sense of self-efficacy and satisfaction. According to our results، designing a course for training study and learning strategies is suggested to improve college students'' learning and study skills.

Teaching professional English is one of the fields of teaching English started from the 60''s and simultaneous with the worldwide acceptance of English as a scientific language among scientists and researchers. In teaching Medical English، understanding the expectations of students is very important; however، up to now no study has been conducted about this topic. In this study، we evaluated the expectations of medical students from learning professional English. This was a cross-sectional study. A reliable and valid questionnaire was distributed among all of the students in the faculty of health and medical students who had the professional English course in the second semester of 2011. Descriptive statistics was performed by Mini Tab. 199 students volunteered to participate and complete the questionnaire out of whom 36. 4% were males. The mean age of the study samples was 22. 3 ± 0. 3 years. 95. 5% of the students were interested in learning Medical English. The most frequent expectation was to understand medical texts and being capable of translating the texts to Persian language. The most favorable class activity expected from the teacher was to write the meaning of the words on the board and explain its components. Furthermore، most students wanted the final exam to be in English and include workbook practices. Medical English teachers can obtain higher satisfaction rate of students by considering the student expectations mentioned in this paper.

Evaluation of methodological research reports increases the trust by the readers and users from application of results. This paper aimed to verify the accuracy of methodology in medical education interventional articles published in approved domestic journals.

This cross-sectional study was used with a broad literature review in medical education interventional articles published in approved domestic journals by a review of medical journals archives and search databases. Thirty articles archived and its methodological accuracy was evaluated by special forms. The reliability of the study was confirmed with internal consistency and its validity has been confirmed in previous studies.

Over 90% of the suitability of the design was appropriate. Inclusive and exclusive criteria of subjects were found only in 26. 8% of the cases. Blindness in 70% of the cases was observed. The reliability and validity of the instrument were not found in 66. 7% of the cases. Fallow up length was not determined in 70%، and informed consent was not obtained in 80% of the subjects.

There was inaccuracy in cases such as the instruments reliability and validity، sample selection، blindness، groups matching، etc. Journal writers are recommended to pay more attention to accuracy of research methodology in publishing medical education interventional articles.

Dentistry is a stressful job and dental students are exposed to educational and environmental stresses. The aim of this study was to determine the stress level in dental students. This cross-sectional study was conducted on students of School of Dentistry، Kerman University of Medical Sciences، Iran. Data were collected by Depression، Anxiety and Stress Scales (DASS-21) standard questionnaire and analyzed by linear regression and t-test. 32. 6% of students had moderate and 4. 3% had severe stress. There was no significant differences between sex، academic year، mean of scores، and stress level. Married students had more stress (P = 0. 037). Students staying with their parents had low stress level (P = 0. 047). In 66% of students، the university issues were stressor. Based on the result of this study، stress level among dental students is fairly high; greater attention to this issue is recommended.

The main goal of university includes educating specialists needed for society، promotion and development of the knowledge، developing research، and providing the background for society development. Undoubtedly، professor is one of the main and effective factors in high education quality، and training specialist workers requires strong faculty members that are experienced and skilled in various educational courses. We decided to utilize two، professor and student، groups opinions about the indices of a good university teacher. In this descriptive-analytic and cross-sectional research، 240 professors and 899 students of Mashhad University of Medical Sciences، Iran، were selected by hierarchical and simple random sampling methods. The data were gathered by a researcher-made valid and reliable questionnaire. Teachers Characteristics for a good professor were respectively: Scholarships، communication skills، teaching skills، evaluation skills، and Physical characteristics and appearance of the teachers. Students Characteristics for a good professor، were respectively: communication skills، Scholarships، teaching skills، evaluation skills then Physical characteristics and appearance of the teachers. In the professors، ANOVA test showed there was a significant relationship between the work experience، rank and social field study of teachers and Priority communication skills، scholarship، teaching methods، evaluation and faculty characteristics (p <0. 05). In the students، ANOVA test showed there was a significant relationship between major and semester students and Priority communication skills، scholarship and faculty characteristics (p<0. 05). The comparability between two groups in teaching and evaluation domains indicates that there is a good relationship between them; though، this mutual relationship can facilitate learning، then increase students’ consent، and finally increscent educational quality. On the other hand. Giving high priority to professors’ personal characteristics and relationship skills by students shows that، students put more importance on mutual relationship as an educational background.

Evaluation of academic progress is done by comparing the results of measuring the performance of learners with educational goals and learning objectives. The aim of this study was to survey the predictions of academic achievement evaluation of Rafsanjan University of Medical Sciences، Iran، based on the students'' course experience. This cross-sectional study was performed in 2012-2013. Medicine، dentistry، nursing and paramedical students were selected based on their filed of study and gender by stratified random sampling from the Rafsanjan University of Medical Sciences (n = 370). Data gathering tool was a Course Experience Questionnaire (CEQ). The questionnaire fields included good teaching، clear and standards goals، appropriate assessment، workload، and general skills; one question about satisfaction of course was used to measure their course experience. Students’ grade point average (GPA) in previous semesters was used as an index for academic achievement. 31. 8% of participants were boys and the rest (68. 2%) were girls. Statically significant difference existed between GPA of boys and girls (P = 0. 001). Nursing-midwifery students had the highest score (15. 23 ± 3. 30) in five course experience variables and medical students the lowest (14. 06 ± 4. 35) (P = 0. 001). CEQ and GPA had significant and positive correlation (P = 0. 004، r = 0. 164). Predictor factors of GPA were clear and standard goals and appropriate assessment. This study represents the importance of appropriate assessment (particular emphasis on understanding until know something from memory) and of clear and standards goals at the beginning of the semester by teachers to promote academic achievement and performance of students. Thus، teachers should can promote and provide student''s progress with teaching appropriate intervention.