Journal of Medical Education Development
Volume:7 Issue: 14, 2014

Information literacy said to skills that a person needs in order to survive in the information society.The purpose of this research is to determine the level of information literacy among students of Ardabil University of medical sciences. In this descriptive – analytical study, data collected for 150 students by a questionnaire and then collected data analyzed by statistical methods in SPSS software. The mean of literacy information score in students was 40.5 (SD=7.5) and in Medicine and Para medicine faculty students with score 41 (SD=8.2) was more than others. The Most of students with 35.3% use university system research and 24.6% use from Journals share with Ardabil University of Medical science. according to the results, Information literacy skills between students were in moderate level and attention to this concept as a key pillar in education and research was necessary.

cultural capital is a set of relationships, information and scores that a person uses for saveing Or obtaining a social position. cultural capital is not attained and inherited with out personal attempt.attaining of cultural capital needs long work, Continuous, learning and Acculturation. cultural capital wants to invest time and financial resources. The aim of this study was to investigate the relationship between cultural capital with enterance motivation and academic achievement of Golestan University of Medical Siences’students. Methods and materials: This descriptive – Analytical research was done with using Sampling Available on 359 student of Golestan University of Medical Siences. for collecting of information used 2 Valid and reliable questionnaires cultural capital with four scales embodied, objectical, institutional and interactive and second is the Questionnaire of enterance motivation and for Measurement of academic performance used from average and data analysed with using of Spearman and Cros Kalvalys The 75/5 sample women and most Ethnicity were Persian and Turkoman. cultural capital of 4/23 students were Weak,74/9 Average and 7/1 good. Embodied cultural capital7/5 students good,86/6 average and 5/8 good, objectica cultural capital32/3 students good 63/2, average and 4/5 good, institutional cultural capital92/8 students good 6/4, average and 10/6 good and, interactive cultural capital10/6 students good 70/2, average and 19/2 good. enterance motivation 1/4 students were weak,49/6 average and 49 good. academic performance 46/6 students were good. The results show that the average of cultural capital in the areas of embodied, objectical, institutional and interactive was 2/93,2/58,1/13, 3/18. The highest score Was for interactive cultural capital. the average of enterance motivation was 4/93. Academic achievement below 12 (low), 0/8, 12-14 (medium), 12/5, 14-17 (Good) 64/6, up from 17 (very good) 21/7 percent among students. there is no significant relation between the institutionalized and objectical cultural capital with enterance motivation and academic achievement of students. There was significant positive relation between the embodied with academic achievement (p= 0/028) and interactive cultural capital with enterance motivation (p=0/000) and academic achievement(p=0/005). Research also shows that there was only significant relation between embodied cultural capital with faculties. there was significant relation between four kinds of cultural capital with studies of their fathers and moters. We can conclude that with enhancing cultural capital embodied, enhances academic achievement and interactive cultural capital have effective role on enterance motivation and academic achievement of students.such as past studies the institutionalized and objectical cultural capital are not important factor on inhancing of cultural capital.

Faculty members’ performance in administrative services to academy and society is considered in their academic promotion criteria. This study assesses the reasonability and attainability of these indicators according to the faculty members working in Iranian Medical Universities in 2011-2012. This cross-sectional descriptive study was performed in 13 medical universities in Iran. Using stratified sampling, 350 faculty members were selected. A researcher-made questionnaire was used to assess the attainability and reasonability of service indicators mentioned in promotion bylaw with a scoring scale of 1-5. Mean and standard deviation of scores for each indicator was calculated. The total mean scores of 11 service indicators, for reasonability and attainability were 32.18(±12.11) and 39.37(±11.58), out of 55, respectively. The highest reasonability scores belonged to “being administrator of research projects”, “administrating activities in Educational Development Center (EDC)”, and “managerial activities in different levels”. The highest attainability scores were given to “administrative activities in scientific journals”, “being administrator of research projects”, “administrating activities in Educational Development Center (EDC)”, and “effective work in scientific associations”. Faculty members did not rate service indicators mentioned in promotion bylaw as much reasonable, but believed that they are somehow attainable. Revision of these indicators to make them more relevant to the responsibility values is recommended. Also developing management skills and providing appropriate partnership opportunities for faculty members’ service tasks, and facilitating their cooperation with scientific journals and associations, could improve the attainability of these indicators.

The method of evaluation in learning of students, affects the mode of studying. The aim of this study was to compare the nursing student performances in essay and multiple-choice questions in mother and child Health examination in Shahrekord University of Medical Sciences. In this study, the scores of forthy multiple-choice questions in final examination in 121 of nursing students during the four years were compared with the scores of forthy essay questions and a scientific content was questioned in two types: essay and multiple-choice. Data was analyzed by paired t-test and Pearson correlation test and P<0. 05 was considered significant. Mean and standard deviation of scores in students was 14. 72±3. 7 in essay questions and 16. 53±2. 4 in multiple-choice questions and difference was significant (P<0. 001). There was a positive correlation between the essay and multiple-choice questions (r=0. 93). studentsُ performance was stronger in multiple-choice questions than the essay questions. Use of multiple-choice questions only, may be caused the success of students who have not the ability of perception, resolution and application. Therefore, we suggest using of different questions including essay questions in addition to multiple-choice questions in examinations. Key Words: essay examination, multiple-choice examination, student performance, mother and child health course

The intention to education quality the first goal of administrators, teachers and policy makers in society health system. Hence universities are looking to meet the needs and expectations for students and according to that one of the main members of university are students. This study was aimed to determine jahrom university of Medical Sciences Teachers attitude toward variables related to student’s academic satisfaction in 1391. This descriptive cross-sectional study was conducted with partnership 48 individuals of Jahrom University of Medical Sciences teachers. Data gathering tool was a researcher-made questionnaire 44 questions that be survey academic satisfaction factors in sex dimensions individual, educational, ethical, management, welfare and professional. SPSS 16 and connected tests were used for data analysis. The most important variables related to academic satisfaction of perspective teachers respectively is including qualified teaching staff using for presentations, interesting to field and instill confidence in students by teachers and administrators. The results showed that there is significant difference between educational and research dimension and discipline and basic variables (p < 05) and in other cases there is no significant difference (p > 05). The based on study results the most important variables related to students’ academic satisfaction is Moral and psychological dimension. Hence more attention Moral and psychological areas by educational planners and managers is recommended.

Considering the role of universities in specialist training, evaluation of education status and awareness of the weak and strong points in educational process, design and implementation of appropriate programs is necessary. The aim of this study was to compare academic achievement of present medical students with previous graduated ones from the viewpoint of faculty members of Tabriz University of Medical Sciences. This descriptive cross-sectional study was conducted in 2013. The information was collected by a valid and reliable questionnaire that was completed by 140 eligible faculty members employed in medical faculty. The questionnaire was designed to compare educational status of present medical students with that of the previous graduated students. Data were analyzed by using descriptive statistics, independent t-test, and One-way ANOVA and Spearman Correlation coefficient. More than 50% of the faculty members stated that the medical students’ interest in attending in didactic classes, student responsibility, clinical skills, and medical professionalism is something between worse to much worse than before; but students’ tendency to participate in specialty exams and to embark on research activities is something between better to much better. Moreover, most participants believed that there was no difference between current students and graduates in other variables. The participants believed that about 42% of medical graduates have enough clinical skills for independent practice. Spearman's correlation coefficient showed a positive significant correlation between years of services of faculty members and their views in medical students’ clinical skills necessary for independent practice (r=0.529, p=0.000). Although aspiration for participation in postgraduate entrance exams and research activities has increased, in general the educational status of medical students has not improved during the last years. According to the viewpoints of faculty members, medical students’ clinical skills necessary for independent practice was not satisfying.

Background/ One of the main tasks of faculty members is research that as a primary need for professional development is recognized. Thus, we attempted to investigate research accountability of faculty members. This descriptive cross-sectional study was conducted among all faculty members. Questionnaire collected information included personal characteristics, personal obstacles, internal, external organizations barriers and the nature of scientific research. Both descriptive and statistical analysis methods were applied. Internal organizations barriers to the mean and SD 29/54 ± 08/50 points in the first place, nature and methods of scientific research with 03/6 ± 63/55 points in the second rank, personal obstacles with 1/5 ± 64/58 points in the third and external organizations factors with the 9/11 ± 5/64 points in the final rankings were. Improvement the research status dependent on creates a centralized research structure to coordinate intra and extra organization research activities.

the gap between theory and practice in nursing lead to Inconsistency between what is learned and what is done in practice. One component that is causing these problems is nursing education field. This study examines these issues through a comprehensive study has been done in this field. A literature search is based on data base consisting of Persian and English. Website such as Magiran, SID, SCOPUS, Pub Med, respectively searched. First, using the key words "nurse" or "Gap between Theory and Practice", then the eligible articles were selected based on set criteria. Criteria, including the existence of causes and lotion strategies in gap between theory and practice. 85 articles examining various causes and solutions are obtained. Reflective clinical practice and training to students aspiring to lifelong learning, role models, using clinical nursing professors, clinical teaching based on needs, Curriculum reform, and update the knowledge of teachers and nurses, equipping clinical skill lab, better ways to engage teachers and nurses were the most important in this study were obtained. Many factors can influence to gap between theory and practice in nursing, the most important of them are give correct method in training students, effective teaching, and attention to need of society

Continuing Medical Education (CME) is a key element in increasing the knowledge, skill, quality and effectiveness of health systems. Initially the CME programs were defined as face to face programs, but for many reasons distance learning by CME programs was also introduced. This study aimed to determine the viewpoints of faculty members of Shahid Sadoughi University of Medical Sciences about distance learning by CME. In this cross-sectional study, 74 faculty members participating in CME programs in 2011, were selected by convenience sampling method. The data was collected through a researcher-made questionnaire which was complete by self-report then the data were analyzed by SPSS (v.18). 58.6% of subjects agreed with distance learning CME and preferred that over 40% of CME be performed as programs. Among these subjects, 53.7% of them expressed on-line CME as a first priority. the attitudes of faculty members toward distance learning programs were positive and according to these results, distance learning programs including on-line CME are suggested

Learning via mobile, as a new stage of electronic learning development, has been introduced to provide opportunities for transferring information and improving students learning that its role has not defined in medical education clearly. Present study was carried out to compare the effects of anatomy education through lecture and mobile learning on medicine students’ learning and knowledge retention. This quasi-experimental study with pretest-posttest design, conducted on 62 medicine students at Busheher University of Medical Sciences on 2013. Students were selected through census method and randomly divided into control group (instructed by lecture) and experimental group (instructed by mobile) and after pretest, received education. To collect data, an achievement test was used which included 30 questions in three levels of knowledge, apprehension and application. The effects of training were measure immediately after training and 4 weeks later. Data were analyzed through repeated measure ANOVA and independent t-tests with SPSS19 software. The mean and standard deviation of scores in all learning levels in the lecture group before, immediately after and 4 weeks after training were respectively 12.03±2.822, 21.10±3.294 and 19.30±4.01 (P<0.001) and were 14.3±3.706, 21.13±4.416 and 21.33±3.177 in the mobile learning group. No significant difference was observed between the groups in the post-test(P=0.1), but a significant difference (P=0.03) demonstrated the effectiveness of mobile learning in the recall stage. Both methods are effective ways to improve learning and retention scores of medicine students in anatomy course but education through mobile is more effective in retaining.