Journal of Medical Education Development
Volume:8 Issue: 18, 2015

This study aimed to investigate and explanation of different and varied effects and functions of hidden curriculum in the Kashan medical sciences university. The target population of research was all of the medical sciences students in Kashan medical university (N=2031) which 425 subjects were selected by means of stratified sampling method. The data was collected using a researcher-made questionnaire. The estimated Cronbach’s Alpa was 78% for all dimensions of the questionnaire. Findings showed that that three variables, namely physical space and environment, behavioral and personality traits of faculties and their evaluation methods have highest mean. Thus, these three variables have hidden and unexpected effects and implications and consequently they have negative and desirable influences on behaviors and learnings of medical university students. It is necessary and important that physical space and environment, behavioral and personality traits of faculties and their evaluation methods to be changed and reformed. Theses changes facilitates actual learning and prevent the formation of negative attitudes among medical students.

Evaluation is a systematic process of gathering, analysing and interpretation of data for assessment and judgement.This study was aimed to evaluate the efficacy of a workshop regarding exam development on quality of final written exams. In this semi-experimental study, written final exams of all theoretical courses# 2 were gathered before and after presenting a workshop and a booklet regarding “Standard rules of questions”. Taxonomy, content relevance, and content coverage of exams were analyzed by three lecturers of course# 2 of each department. Other indices such as difficulty and differential coefficients, value of distracter and borderline choices, error coefficient, and considering structural rules were calculated by means of Millman’s checklist, and standard formulae. Independent Samples t. Test, Mann-Whitney U Test, and ANOVA were used to analyze the data. Before intervention, content relevance and difficulty coefficient were in acceptable levels. Proportion of multiple choice questions, content relevance, and differential coefficient increased after intervention, whereas consideration of structural rules, difficulty coefficient, amount of distracters needing revision, error coefficient, amount of questions needing revision, and coverage relevance decreased. Generally, the intervention just decreased the error coefficient practically. A short- term course on standard rules of question development does not affect quality of exam questions considerably, and continuous education is mandatory in this regard.

Human judgments are often vague and it is not easy for people to express their perceptions and expectations about quality of services using an exact numerical value. It is more realistic to use linguistic terms to describe the expectation and perception value. In this paper, combined approach of SERVQUAL and fuzzy logic to evaluate the quality of educational services provided at Islamic Azad University of Qom. This study was descriptive and cross-sectional was conducted in 2013. For implementing the study, the sample 365 of students was selected randomly by stratified sampling. Data was collected through standard SERVQUAL questionnaire. Validity of questionnaire was confirmed by experts and its reliability using Cronbach's alpha was 0.84. For analysis of data descriptive statistics and Mann-Whitney, Kruskal-Wallis and Wilcoxon tests were used. Comparison between the perceptions and expectations of the students indicated that there were significant differences in all dimensions of educational service quality (P<0.05). The average gap of educational services was 79/0, which represents a negative gap in service quality. The greatest and lowest gap were in the tangibles (-0.90) and responsibility and reliability (-0.74), respectively. The gap between the quality of education in terms of gender, college and field, there was a significant difference (P<0.05). Based on the findings of the study the largest gap was in the tangible factors. It is suggested to enhance the improvement of library resources and increase computer workshops in priority.

Applying the modern active and cooperative methods in teaching has attracted the students more and increased their knowledge. In this study we have combined the teaching methods to the course statistics and compared it with traditional method. In this study, 20 master degree students of nursing specializing. Intensive care, bio chemistry, biotechnology and MPH of management were divided in to two control (classic method) and experimental groups (hybrid) to compare the teaching methods of statistics on them. The grouping was randomly based on study course. The Man-Whitney test showed that the average score of students’ knowledge at pre-intervention stage did not have any significant difference (p=0. 32) but in the post-intervention it had a significant difference (p<0.001) so that 50% of students in experimental group obtained the score of 18.09 or over in statistics and the score of 50% of students in control group was less than 13.33. The present study showed that the hybrid method works more effectively than the traditional method of lecturing in transferring statistical concepts and positive view.

The multiple-choice questions (MCQs) are the most commonly used type of test items in medical education examinations. This method could be reliable tool for guarantee of education quality if develop carefully and according to standard test preparation criteria. This study aimed to compare some quality indicators of multiple-choice questions of pediatric, general surgery, internal medicine and genecology and obstetrics residency in pediatric residency promotion examinations (2010 and 2011) held at the Tabriz university medical science (TUMS), with board certification questions in these disciplines during the above years, and special consideration for improved quality management and monitoring of university internal examinations. Methods and Materials: In this cross-sectional study, we evaluated 2400 MCQs format of preboard examination of (TUMS) and national board examination in these disciplines. Individual MCQs evaluated for taxonomy levels (Bloom levels I, II and III) and following structural principles (based on Millman check list). Data analyzed by SPSS (version 18) software. Quality of MCQs in preboard examination of (TUMS) and national board examination in these disciplines was different and this difference was significance in some discipline. We find more perfect quality in national board MCQs examinations in general surgery and in preboard examination of (TUMS) in internal medicine. Pediatric and general surgery residency preboard MCQs examinations of (TUMS) were significantly low level of learning in comparing to national board MCQs examinations,and had more structural problems. To prevent descending quality of national and internal university examinations, management and monitoring of these exams is recommended.

Tracheal intubation is one of the most essential skills employed by all healthcare providers, nevertheless novice intubators turn out to be less successful when they initially perform the intubation. Video- laryngoscopes (GlideScopes) are novel instruments able to increase the success rate of tracheal intubation training. The aim of this study was to compare the success rate of tracheal intubation following training with GlideScope and training with Macintosh laryngoscope. In this quasi-experimental study, a total of 30 semester-three anesthetics students of Zanjan Nursing School with no intubation skill served as participants of this study. They were assigned into two 15-person groups using convenience sampling after theoretical teaching and training on manikin. Next, they were trained to perform tracheal intubation on patients using GlideScope in one group and Macintosh laryngoscope in the other group. Then, the success rate and intubation time of 10 intubation trials done by each student were measured, recorded and analyzed through T-Test, X2 and ANOVA. The success rate and the mean time of intubation after ten times of intubation were 86.7% and 18.14sec and 60% and 19.46sec in the GlideScope and Macintosh groups respectively. The success rates of intubation from the first one to the tenth one were higher in GlideScope group than those of Macintosh group. (p<0.05) The finding indicated that tracheal intubation training with GlideScope, compared to this training with laryngoscope improves the success rate and intubation time more significantly, thus training of students and all healthcare providers using these novel instruments is strongly recommended.

Self-directed learning readiness and learning styles are two important characteristics of learners and individual learning must be considered in order to design and implement effective training. Therefore, this study was performed in order to determine the relationship learning styles with Self-directed Learning Readiness of nursing students. All nursing students of Zanjan University of Medical Sciences were enrolled in a cross-sectional study in the second semester of the academic year in 2014. Data gathering instruments included 3 questionnaires of demographic features, Fisher`s self-directed learning readiness scale, and the Kolb's learning styles inventory. Data was analyzed by SPSS software 16 using descriptive and interferential statistical methods. The mean scores of overall SDLR were 157/39±15/59 and learning styles maximum of students was Assimilator (9/54%). Total average readiness of SDL (P=0/039) and self-management scope (P=0/031) and the scope of self-control (P= 0/021) had statistically significant differences for students with different learning styles. Attention to these components is effective in nursing education, in promoting profession and training of nurses and effective lifelong learners with regard to the lack of interest in the nursing field and withdrew from the course and out of the profession.

Background and performance evaluation of faculty members always is involved with various issues hence, this study is designed and performed to describe and recognize the experiences of faculty members about promotion process. this study is Sectional – descriptive and data was collected by using researcher – made questionnaire, it's validated obtained by using specialist advice and to make sure of its reliability the Cronbach alpha coefficient was measured (% 76). Contributors were faculty members of Mashhad medical Science University whom were entered the study by number of 122 persons randomly. The data was analyzed using descriptive and inferential statistics. % 66.2 of clinical sciences and the base science faculty members about “cultural clause“sub criteria and %54.1 about “audit board performance“, also clinical sciences group members of faculty about “promotion process generalities“sub criteria and absorption executive board performance have selected “I DISAGREE“option %55.1 and %63.5. Respectively and the only meaningful statistical difference was observed between two clinical education group and the sciences for the variable “cultural clause“(P< 0.02). Faculty members about the sub criteria “education clause “, “research clause “, “executive clause“, “initial assessment “, “selected committee performance “and “expert committee performance “selected respectively %63.1, %59, %59, %74.6, %66.4, %63.1 “I AGREE “option and only there was meaningful statistic difference between two clinical and science education groups regarding the variable of "Selected Committee Performance" (P <0.05). In the questionnaire open questions part faculty members expressed automatically promotion process as the best choice to resolve questions in this context. in the current study, generalities of upgrade process, cultural clause, absorption executive board performance and audit board performance have gained less average, therefore transparent and just promotion methods, codification of appropriate quantitative and qualitative indicators to measure activities, processes homogenization and utilization of experts in university upgrading committees seems to be necessary.

The present research intended to study the relationship between faculty members’ prioritizing of their job responsibilities and their performance quality from students’ points of view in Hormozgan University of Medical Sciences as a structural equation model. Study population was all Faculty members and students at Hormozgan University of Medical Sciences and Hygienics. Using simple random sampling, the sample consisted of 108 faculty members and 324 students. Tools of the study included occupational measure of consultant trainers (aver, 2005) and evaluative questionnaire for performance quality of educational bureau members (Mohammadi & zarabi, 1391). After assessing the validity and consistency of tools, data were analyzed by repeated measure variance analysis, On sample t- test and multi- variable regression. Results displayed 1- that the dominant aspects for job responsibilities were research and survey and that there was significant difference between aspects of job responsibilities; 2- that, among other aspects of job responsibilities, only the average for professional character and teaching management qualified as acceptable; 3- Faculties’ priorities to teaching and supervision was predicator of students’ positive evaluation of their instructional performance and faculties’ priorities to research and social services was predicator of students’ negative evaluation of their instructional performance.

Universities act in an environment that is highly dynamic and flexible and Organizational Silence can affect the trust of students to administrators, On the other hand, the effect of student's educational satisfaction will change the dynamism of university. The purpose of this study is to investigate the role of organizational silence in explaining the relationship between student trust and educational satisfaction to their managers. this study was a descriptive-retrospective and Creational method of a structural equation model. 227 students who were stratified randomly selected from all the graduate students at Shiraz University of Medical Sciences were selected. The instrument for students trust to management Scale was a Questionnaire with 39 items. Cronbachs alpha was reported at a high level. For the statistical analysis of data descriptive statistical indices were used such as mean, standard deviation and structural equation model. In this research the total number of sample was 227 people that 70% were women, 30% were man. Trust of students to administrators is the Direct and significant predictive of the educational Satisfaction of students. The students trust variable to administrators is the negative and significant predictive of the Organizational Silence. But organizational silence had not the mediating role in the relationship between trust of students to administrators and student's educational satisfaction. Increasing the trust level of students to administrators in university can effect the reduction of Silence and do not deprive the University of the Important Sources for understanding the problems and offer new ideas to improve performance. However, the decline of Silence not necessarily lead to an increase in the satisfaction level of academic education and Student satisfaction can be influenced directly without intermediary’s organizational silent of students to the managers. Therefore the trust of the students to administrators can directly lead to increased academic Satisfaction. Finally lead to the effectiveness of the systems of higher education.

This is a cross-sectional study in which all Zanjan University of Medical Sciences in the academic year 1391-92 had been teaching, (250 people) are included in the. All members of the Faculty of Medical Sciences, whose numbers in 1391, there were 250 data collection form and the questionnaire was distributed. The data collected was analyzed by Spss11.5 bundle. Of the participants, 64.3% had attended teaching methods. (77.9%) Other universities are proposed.

Learning is an integral part of the educational system today. Although numerous studies have been performed regarding the beneficial effects of virtual training, virtual workshops have received less attention. The purpose of this study was to understand the perceived satisfaction, usefulness and efficiency of virtual workshops of postgraduate students from Tehran University of Medical Sciences. In this descriptive – comparative study, 57 faculty members and postgraduate students participated in virtual workshops. As a first step, 42 educational contents based on priority needs assessment workshops were prepared. These contents put in www.farasa.net address and participants accessed to them for three months. After three months, participant's opinions related variables using questionnaire consisted of three parts (demographic information, visual continuum of assessment of satisfaction from face to face and virtual, and 35 items to investigate the usefulness and efficacy etc) were studied. Reliability was calculated using Cronbach's alpha method (0.937). For analysis nineteenth version of analysis software (SPSS) was applied. The findings showed that there are significant difference (p < 0.000) between the satisfaction from virtual and face to face Workshops. In addition to the variables of ability used in the educational system, the efficiency of virtual methods, the designed content in the system, interactive learning activities, learning environments, ease of use, perceived value, satisfaction, usefulness, and behavioral intention of learning in range (38/0 to 90/0) showed a significant positive correlation with each other. In general, the workshop participants had positive attitudes toward the benefits of virtual workshops. In order to further satisfy the learners, it is suggested that scheduled virtual workshops were planned.