نشریه راهبردهای آموزش در علوم پزشکی
سال هفتم شماره 2 (پیاپی 24، خرداد و تیر 1393)

Nowadays, quality in higher education has been highly taken into consideration. Quantitative development of higher education, if quality is not taken into consideration, has inappropriate consequences. The aim of this study was to analyze the quality gap of virtual and face-to-face education services from the view points of the students. In this descriptive-survey study, 200 students of the virtual and face-to-face students of Amir Kabir University were selected at the academic year of 2011-12, using stratified random sampling method. The study tool was the researcher-made questionnaire of quality of the educational services, based on 11 components in the format of 36 questions, and its reliability was confirmed with Cronbach’s alpha coefficient of 0.91 and its validity was confirmed as content and structure. Data analysis was performed in descriptive and inferential level (paired T and one-sample T tests), using SPSS 18 software. All the components were more than moderate level with the average of 3.77±0.40. The components of capability of assurance (3.92±0.47) and credit (3.00±0.38) had the highest and the lowest average respectively. The components of assurance, security, availability, communication, credit, politeness and flexibility in virtual and face-to-face education had significant difference, but in other components, the difference was not significant. The dimensions of capability of assurance and credit had the maximum and the minimum gap respectively. The average of the components of quality of educational services is more than moderate level.

Nurses are one of the care groups that undergo stress, anxiety and depression, and stress, anxiety and depression are of their current problems. The aim of this study was to evaluate the effect of cardiopulmonary resuscitation training on the rate of depression, anxiety and stress of the intensive care unit nurses, based on the positioning model. This study was performed at the year 2012, using semi-empirical method. The statistical population was all the nurses working at the intensive care units of selected hospitals in Tehran, and 30 nurses were selected from them, using random sampling and based on Altman formula. The tool for data collecting includes demographic information form and short form of depression, anxiety and stress questionnaire (DASS-21). To this end, the averages of the scores of depression, anxiety and stress of the nurses were compared, before and after cardiopulmonary resuscitation training based on the positioning model, and data were analyzed, using SPSS 15 software and descriptive and inferential statistical tests. The averages of the scores of depression, anxiety and stress had a significant difference (p=0.0001) before and after training. No significant correlation was observed between the existence of depression, anxiety and stress among people with their personality. Cardiopulmonary resuscitation training based on the positioning model for nurses of the intensive units results in the decrease of stress, anxiety and depression, and following it, positioning which is the same as care in the intensive unit, is reinforced.

Modulation of theory and practice in training is emphasized in the reforms of the medical training course. The courses of anatomy and physiology, as basic courses, are important. The aim of this study was to determine the effect of simultaneous teaching of anatomy and physiology of the human body on occupational health students’ learning. This study was performed as an empirical study among the occupational health students of the health faculty of Mashhad in 2013-14. The sample members were divided into two Control (18 persons) and Experiment (25 persons) groups. The lesson plan was compiled, using comments of experts. Simultaneous teaching of the anatomy and physiology courses and separate teaching were conducted by one teacher for group experiment and group control respectively. Data from the evaluations were evaluated at the end of the course, using SPSS 11 software and T-student test. There was a significant difference between the final score of physiology in control (18.36±0.95) and experiment (19.40±0.64) group (p=0.05). But, no significant difference was observed between the final scores of anatomy of the two groups. The observed difference between some topics of the courses of physiology and anatomy was significant. Simultaneous teaching of the courses of anatomy and physiology of the human body results in the development of the occupational health students’ learning in the course of physiology, particularly in the topics of nerve and muscle, lung and optic and auditory in physiology, and upper and lower extremities and the heart in anatomy.

From the components of virtual education are content (entries), teacher, student and virtual systems, and observance the role of each one is very important in the success of e-learning. The aim of this study was to evaluate the effect level of the four components of content, teacher, student and virtual system on the success of e-learning from the students’ points of view. This cross-sectional study was conducted over 60 students of the virtual graduate stage of the field of medical education of Tehran Medical University (Hemmat college), using census method in 2012. Main tools for data collecting were two researcher-made questionnaires (demographic questionnaire and data collection questionnaire), that were used after formal and content validity confirmation and, also, after reliability confirmation. Data were analyzed, using SPSS 16 software and descriptive and inferential statistics methods (One-sample T and Friedman tests). From the view points of the students who were under study, the effect of the components of content- with the average of 3.41±0.19- and teacher- with the average of 3.57±0.31- on the success of e-learning was very high, and the effect of the components of student- with the average of 2.44±0.28- and virtual systems- with the average of 2.91±0.36- on the success of e-learning was high. Ranks of mean scores for the components of teacher, content, virtual systems and student were 3.52, 3.33, 2.05 and 1.1 respectively (p<0.001). According to the students’ view points, the effect level of the two components of content and teacher on the success of e-learning is very high and the effect level of the two components of student and virtual systems is high. The components of teacher, content, virtual systems and student have the highest to the lowest rank of effect on learning respectively.

Current medical education does not satisfy needs of the graduates of this discipline according to the ongoing new demands, especially in the field of military medicine. Therefore, reform of its curriculum seems to be necessary. The aim of this study was to reform the curriculum of general medicine with military medicine approach and to determine military medicine curriculum. This study is of the combined kind, including two parts of qualitative and quantitative. In the qualitative part, descriptive review of sources and literature was performed, using method of taking notes, and in qualitative part, survey study was performed with conducting a poll from military medicine experts, using Delphi method and, finally, holding up the focused meeting of the group of professionals, and needed data of this domain were obtained. Necessity of the medicine curriculum with military medicine approach was estimated a very high level. 14 titles for the aim of learning were determined in the curriculum for military medicine with more than 75% agreement of the experts. 5 course titles were determined for basic courses in military medicine with the total volume of 7 units, and 10 course titles were determined for theoretical clinical specialized courses of military medicine with the total volume of 19 units, also 5 titles were determined for clinical courses with the total volume of 11 weeks. The new curriculum for medicine discipline with military medicine approach has 14 titles of general aim in the domains of knowledge, attitude and skill, and 26 theoretical-practical course units of military medicine, including basic, main and specialized courses, and also, 11 weeks internship course of events and military medicine skills, that must be added to the national curriculum of this discipline.

The use of the new educational technologies has been emphasized by the education experts. The aim of the study was to evaluate the effect of new technologies on efficiency and effectiveness of teaching. This study was a descriptive survey study and, according to the aim, it was practical. The new technologies were considered in the format of 5 main items which included scientific database, application softwares, educational movies, internet and computer. The study was conducted among the undergraduate and graduate students at Isfahan University during the academic year 2012-13. 356 persons were selected through random sampling, and finally 291 questionnaires were completed by them.The required data for the study were collected, using researcher-made questionnaire. SPSS 20 software was used for data analysis and Smart PLS test was used for evaluating the fitness of the codified conceptual model. The obtained results showed that the new technologies (t=4.91), and its items like scientific database (t=2.47), internet (t=2.44), educational movies (t=2.42) and computer (t=2.73) had a positive and significant effect on efficiency and effectiveness of teaching, while educational softwares with the value of (t=0.42) did not have a signficant effectiveness on efficiency and effectiveness of teaching. The new technologies are effective on efficiency and effectiveness of education. The items of database, internet, education movies and application of computer are effective on efficiency and effectiveness of teaching.

At the recent years, the interest in the mobile learning and the use of the portable equipment like the mobile phones has increased. The mobile phone technology is one of the aspects of ICT, which, like other communicational technologies, has entered into the domain of teaching and considered as mobile phone based teaching. The aim of this study was to investigate the usage of mobile phone in providing educational content for students. This applied and semi-experimental study was performed among the midwifery students’ society of Islamic Azad University, Sari branch. The study samples were, according to a selection of a special course, all 40 students of the fourth semester, who were entered to the study with the usage of census method. The tool for collecting data was 20 questions researcher made test. The content validity of this test was obtained by the experts’ confirmation and its reliability was obtained with the usage of Cronbach’s alpha coefficient 0.84. Data were analysed, using SPSS 18 software and descriptive and inferential statistics (independent and dependent T tests). There was not a significant difference between the average of the scores of the true responses in control group and experiment group, at the pre-test stage and, also, at the post-test stage. The averages of the scores in the control group at the two stages of pre-test and post-test had a significant difference with each other (p=0.15). Also, in the experiment group, the averages of the scores at the two stages of pre-test and post-test had a significant difference (p=0.003). Transmission of the course materials via mobile phone and in the SMS format is effective on the students’ learning, though there is no special preference for this kind of transmitting the course materials than lecture method.