Strides in Development of Medical Education
Volume:13 Issue: 6, 2017

Strengthening the teacher identity in physician tutors would result in training efficient physicians and help the students to gain skills and develop positive attitude towards favorable patient care. The present study was conducted to evaluate the validity, reliability and factor structure of the instrument to measure teacher identity in physicians.
In this descriptive-correlation study with cluster sampling method, 156 educator of ten medical schools were selected and responded to the electronic questionnaire. Data was analyzed using partial least square (PLS) algorithm, which included the measurement model (Cronbach’s alpha, loadings, composite reliability, convergent and discriminant validity), structural model (significant factor "T-values" and "R Square", the prediction model "AWT IMAGE"Stone-Geisser", quality indexes redundancy, goodness of fit"), to evaluate the nine components of the instrument.
Fitting both the data algorithm and the results of confirmatory factor analysis indicated the desirability and acceptability of the mentioned structure in terms of components and index.
The results of this study suggest that the Persian version of the teacher identity assessment tool for physicians and university professors in the medical community has good reliability and construct validity, and could be used to measure and identify the strengths and weaknesses of teacher identity in physicians and developing medical education.

Individuals, based on their learning styles, have different interpretation of the environment and issues and choose different problem-solving strategies. The objective of the present research was identifying the relationship between learning methods and problem-solving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences, Iran.
The present study was a correlational research. The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 2013-2014 (n = 380). From among them, 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula. The data collection tools included Kolb’s Learning Styles Inventory (LSI) and the Problem-Solving Approaches Questionnaire (Cassidy & Long). The face validity of the questionnaires was accepted due to their high application rate. The reliability of the questionnaires was estimated as more than 0.70. Data were analyzed using stepwise regression and the Pearson correlation coefficient.
The results showed an inverse relationship between experiential learning style and constructive problem-solving style. In addition, there was a direct relationship between experiential learning style and non-constructive problem-solving style. There was a reverse relationship between abstract conceptualization and non-constructive problem-solving style. The best predictor of constructive and non-constructive problem-solving styles was experiential learning style.
Based on the relationship observed between learning styles and problem-solving styles, it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problem-solving styles based on the identified learning styles. Moreover, the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended.

The curriculum of the Master of Science in parasitology was initially prepared in 1984 and was reviewed in 2001 and 2010. Considering the development of medical technology, requirement of society, and the necessity of curriculum revision, The present study was conducted with the aim to assess the curriculum contents of the Master of Science of parasitology.
This descriptive study was conducted in two stages. In the first stage, university professors were asked to give their opinions concerning the need for curriculum revision (addition or elimination of courses) in this field. In the second stage, based on the findings of the first stage and the current curriculum, a questionnaire was prepared and was distributed among the professors through email. Then, 30 completed questionnaires were evaluated. Based on the criteria of compulsory courses, prerequisite or compensatory courses, and importance of the courses, data analysis was performed in EXCEL software and the results were reported in the form of descriptive statistics.
After summarizing the comments and verifying the compliance of the currently approved curriculum courses with those proposed by participants, the addition of the prerequisite courses of New technologies of parasite detection and Taxonomy, and the compensatory courses of Biotechnology, Technical language, Geography of parasitic diseases in Iran, Bioinformatics, and Teaching methods was proposed. Moreover, the elimination of the courses of Preliminary bacteriology, Histology of the human body, Clinical biochemistry, Basic genetics, Preliminary hematology, and Principles of health services was proposed.
Based on the results of this study, among the 10 currently approved prerequisite courses, 8 are necessary and desirable in the view of the participants. However, the compensatory courses require modification.

Evidence-based care is using evidence obtained from research into clinical practice based on the patient's condition and type of illness. This study aimed to investigate the barriers to implementation of evidence-based nursing care based on instructors and educators’ opinion.
This was a cross-sectional study that was performed with the participation of 70 faculty members and non-faculty members of School of Nursing of Rafsanjan and Kerman, Iran, with different educational levels. Inclusion criteria were having at least bachelor's degree and two-years work experience. Data was analyzed using SPSS and descriptive statistics (frequency and percentage).
Women and men instructors comprised 68.6% and 31.4% of respondents, respectively. Most of them (44.3%) were 35 to 44 years of age. In their opinion, the major obstacles to implementation of evidence-based nursing in the education domain was "lack trained staff to use the findings from research in evidence-based care" with 94.3%. In the management domain "lack of knowledge of nursing managers regarding the importance of evidence-based nursing care" with 85.7% and in the individual domain "lack of adequate skills for the implementation of evidence-based practice" and "lack of nurse's knowledge of evidence-based practice" with 85.7% were also mentioned by participants as obstacles.
The main barriers in the application of evidence-based nursing can be noted in the domains of education and management. Therefore, a big step forward in this regard will be providing access to the resources and facilities, library, and continuing education for nursing staff, and updating their information in the field of evidence-based care, which requires cooperation of the managers at different levels of planning.

Studying at a university is one of the important stressful situations. Previous studies have shown the adverse effects of stress on student's physical and mental health. The aim of the current study was to determine the sources of academic stress and its relation to demographic variables in students at the School of Medical Management and Information of Shiraz University of Medical Sciences, Iran.
This cross-sectional study was conducted on 95 students (65 women and 30 men) with a mean age of 21.9 ± 18-30 years (age range: 18-30). The subjects were selected using stratified random sampling method. Data were gathered using the Academic Stress Questionnaire (ASQ) and analyzed using descriptive statistical methods, independent t-test, the Pearson correlation coefficient, and ANOVA.
The findings indicated that the domain of "difficulty managing work, family, and university" had the highest mean score (4.02 ± 2.31) and the domain of "difficulty with interaction at the university" had the lowest mean score (2.61 ± 1.84). A significant negative association was found between age and the domain of "difficulty managing work, family, and university" (r = -0.026, P = 0.01). In addition, the mean score of second year students was significantly higher in the domains of "difficulty with academic performance in class" (P = 0.03) and "difficulty with academic performance outside the class" (P = 0.04) compared to other domains. The most common stressors were observed in the domain of "difficulty managing work, family, and university". This domain was more important among younger students.
It is recommended that more attention be paid to this important issue in student educational and counseling programs.

Providing a more realistic training environment can help learners to better understand what they were taught. Nursing students can be prepared for real critical scenarios such as cardiopulmonary resuscitation (CPR) by using simulation in training. This study was aimed to evaluate the effect of simulation training on nursing students’ knowledge and skill in CPR.
This was a quasi-experimental study with pre- and post-test on 30 participants. Data was collected using a questionnaire before and after the training. The results were analyzed by ANOVA and paired t-test using SPSS.
In the pre-test, knowledge score was 10.50 ± 0.16 while in the post-test it was 17.60 ± 0.18. Also skill score in the pre-test and post-test was 11.50 ± 4.74 and 18.47 ± 2.17, respectively. Comparing the means showed a significant difference between the results of pre- and post-test (P = 0.030).
According to the results of this study, simulation method improved nursing students knowledge and skills and should be considered in education planning by authorities.

Concept mapping is an active, creative, and objective practice which improves the advanced learning process and students’ required skills. The aim of this study was the evaluation of concept mapping method in learning histology lessons from the point of view of midwifery students.
The present research was a descriptive, cross-sectional study. The target population consisted of all first-semester midwifery students of Qazvin University of Medical Sciences, Iran, in 2015. After concept mapping education, the students were asked to make a concept map of the lessons of the same week and to hand it in the following session. At the end of the semester, student's views regarding the effect of concept mapping on learning were collected by completing the researcher-made questionnaire. The collected data were analyzed in SPSS software. Frequency distribution was presented in the form of frequency tables. One-sample t-test was used to compare the mean score of each question with its mean and 3 (the value of the mean).
In this study, 68.9% of students confirmed the usefulness of concept mapping during the semester. Among the students, 6.9% believed other methods to be more effective. However, 58.6% of students found it effective in memorizing histological terms and 65.5% emphasized that concept mapping helped them better understand histology lessons. Independent t-test results showed a significant difference between the mean score of each question and 3. This revealed that mapping was useful in better understanding (P = 0.003), maintaining terminology (P = 0.004), and answering questions (P = 0.001). In general, the majority of students approved the use of concept mapping as an effective learning method during the term (P This study showed that concept maps are acceptable among students as a means of learning new information. Therefore, in order to facilitate learning for students, the application of different training strategies, like concept mapping, is suggested in basic medical sciences educations.