فهرست مطالب

Medical Education - Volume:15 Issue: 4, Nov 2016

Journal of Medical Education
Volume:15 Issue: 4, Nov 2016

  • تاریخ انتشار: 1395/10/20
  • تعداد عناوین: 7
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  • Mohamadreza Abdolmaleki, Sedigheh Momeni, Yadollah Zarezade Page 178
    Background and
    Purpose
    social accountability, a concept which is in the focal attention more than ever, is to provide service in the field of medical sciences. We aimed to identify the educational challenges to train accountable graduates in the medical education system to meet social needs.
    Methods
    This study was conducted by qualitative content analysis using in-depth semi-structured interviews with eleven academic members of Kurdistan University of Medical Sciences who were selected by purposeful sampling. The interviews were analyzed using thematic content analysis.
    Results
    The findings of the study consisted of 3 main themes and each one was extracted from categories, sub-categories, and codes. One of the themes was educational program which consisted of 2 categories called defects in the curriculum and inappropriate educational strategies. The second theme was management policies, including macro policies and the policies of the university. The third theme was personal factors which mostly referred to formal and informal education prior to university.
    Conclusions
    The results of the study indicated the educational challenges to train accountable graduates in the medical education system. It seemed that although the results were obtained from Kurdistan University of Medical Sciences, it had many common points with other universities. Therefore, planning and taking appropriate measures to address these challenges can find a way to train accountable graduates in the medical education system to meet social needs.
    Keywords: SOCIAL ACCOUNTABILITY, EDUCATIONAL SYSTEM, MEDICAL EDUCATION
  • Alexandra Halalau, John Falatko, Misa Mi Page 185
    Background and
    Purpose
    Adequate evidence based medicine (EBM) knowledge and skills are required to provide up-to-date, high quality medical care to patients. Unfortunately, achieving these skills and knowledge requires a prolonged learning process and constant exposure to EBM concepts. The adult learning theory holds the assumption that adults learn better in a problem based and collaborative environment, with more equality in between the teacher and the learner. We aimed to evaluate EBM learning outcomes one year after the implementation of a longitudinal EBM curriculum into an internal medicine residency program.
    Methods
    An EBM curriculum based on the adult learning theory was developed. It included five specific components that addressed all five steps of the EBM cycle (ask, acquire, appraise, apply and assess). A voluntary, anonymous, 27-question survey was distributed to all residents prior to and at the end of the one year of EBM training to self-assess competencies in EBM.
    Results
    Of the 60 eligible residents, 10 pre-course and 13 post-course completed the survey with a response rate of 17% and 22%, respectively. Self-reported conceptual understanding improved for: relative risk 14%, odds ratio 14%, confidence intervals 27%, and number needed to treat 12%. Comfort with meta-analysis appraisal improved, from 30% to 38%. Routine appraisal sheet use increased by 31%. A 17% increase in satisfaction with the EBM curriculum was reported.
    Conclusions
    Our intervention successfully increased residents’ comfort with EBM concepts and self-reported application of EBM skills and knowledge about patient care. The results of the implementation of the EBM curriculum were promising and suggested valuable implications for EBM faculty to further collaborate with residents in continuous improvement of the EBM learning experiences for advancing the quality of patient care.
    Keywords: EVIDENCE BASED MEDICINE, ADULT LEARNING THEORY, RESIDENTS, CURRICULUM
  • Soleiman Ahmady, Shahram Yazdani, Mohammadali Hosseini, Darush Rokhafroz Page 194
    Background and
    Purpose
    The office of educational services at universities is a very important division and it is necessary for employees to strive towards providing suitable services to students. The quality of educational services has always been a major concern for higher education managers. Interviewing stakeholders and experts increases our understanding of different aspects of the subject in order to create a native model with high performance capability based on existing conditions and the cultural and political infrastructure of our country. Therefore, we aimed to define the perception and experiences of educational service stakeholders.
    Methods
    In this qualitative thematic content analysis that adapted a deductive approach using Graneheim and Lundman’s method. Initially, purposeful sampling was done to identify and select the students (as first level stakeholders) studying paramedical majors at one of the medical science universities of the country during the educational year 2015-2016. Altogether, 20 people were interviewed consisting of 6 students, 4 faculty members, 2 student affairs employees, 1 counselor, 2 education officers, and 2 education office managers).Data were analyzed and coded using MAXQDA software.
    Results
    Of the 400 initial codes extracted through data analysis, 336 abstract codes, 48 sub-categories, 20 categories, and 7 themes were obtained. The level of abstraction was different in the categories. The extracted themes were as follows: information gap before and after entering university, the difference between expected and perceived services and factors contributing to expectations, the university’s approach in enhancing service quality, the student and management of educational problems, the system-student interaction in educational planning, and the professors’ responsibilities and performance in enhancing quality, and the role on the university management system in enhancing the quality of services.
    Conclusions
    In the current educational management system, there are several gaps affective the quality of service providing such as the gap between the students’ expectations and the management system, the gap between the perceptions of the university management and the designing and standardizing of services, the gap between standardization and presentable services, communicational gaps, and gaps between received services and expected services. Therefore, in a future study, we will define these gaps and present a model that could fill those gaps.
    Keywords: EXPERIENCES, PERCEPTION, EDUCATIONAL STAKEHOLDERS, EDUCATIONAL SERVICES, QUALITY
  • Tahere Soltani, Mohammad Hossein Baghianimoghadam, Razieh Pirouzeh, Farzaneh Sardari Page 201
    Background and
    Purpose
    Communication skills play an important role in diagnosis, effective treatment, and patient satisfaction. We aimed to determine the attitudes of medical students towards learning communication skills in order to design related educational programs for them.
    Methods
    This was a cross-sectional study with a sample of 200 medical students of Yazd that were selected using classified simple random sampling. The data was collected using the Communication Skills Attitude Scale (CSAS) with approved reliability (α=0.74). Data were analyzed using SPSS software.
    Results
    The mean±SD positive, negative, and overall attitude scores of the participants were 51.17±5.65, 34.12±4.89 and 85.27 ± 6.39, respectively. Age had no influence on their attitude towards learning communication skills.
    Conclusions
    The finding of positive attitudes toward learning communication skills suggests that students would agree with the assertion that communication skills should be an integral part of curricula.
    Keywords: ATTITUDE, MEDICAL STUDENTS, COMMUNICATION SKILLS
  • Hadi Hasanzadeh, Amirhoushang Barati, Nasrollah Jabbari, Mehran Yarahmadi, Farzaneh Allaviesi Page 207
    Background and
    Purpose
    This study was designed to investigate of simulation based education in achieves skills proficiency in medical radiation technologist students.
    Methods
    The students randomly were divided in two groups, A (n=25) and B (n=22) that received a routine course and simulation based education respectively. The chain of experiments was concerned to evaluate of skills proficiency and reduction error in clinical situation. These experiments includes, time and quality of iso-center setup for linear accelerator, geometrical error in patient positioning, time and accuracy for radiation axis and gantry angle. All experiments were designed in a human phantom. Statistical analysis were performed as the mean and standard deviation with a significance level of p-value
    Results
    The duration time for iso-center setup in group A and group B was 4.17 ± 0.76 min and 2.45 ± 0.80 min respectively. The geometrical error in group B was smaller than the group A (p
    Conclusions
    The results show that the simulation based education is useful in reduction errors and achieves skills proficiency in medical radiation technologist students in clinical situations.
    Keywords: SIMULATION BASED EDUCATION (SBE), REDUCTION ERROR, SKILL PROFICIENCY, MEDICAL RADIATION TECHNOLOGIST, RADIATION THERAPY
  • Zohrehsadat Mirmoghtadaie, Soleiman Ahmady, Shahram Yazdani, Rita Mojtahedzadeh, Leila Afshar Page 214
    Background and
    Purpose
    In education of medical science courses, there has been a growing orientation towards replacing traditional teaching in with E-learning education. Since the modern system of education is based on self-directed learning, e-learning requires special powers to deal with new-emerging challenges and professionally encounter the learning environment. The purpose of the present research is to explain and provide a conceptual model for professional competency in this system.
    Methods
    In this review, different internet and library resources, indexed in Scirus, Pre Quest, Scopus, IEEE, SID, Magiran, Eric, Taylor and Francis, and Google Scholar from 1990 to 2015 were searched using the following keywords: function, manner, ethics, conduct disposition, netiquette, values, academic fraud, moral professionalism, and behavior ine-learning in combination and separately. The Critical Review methodology and Carnwell and Randolph structures were used. The most recent and richest resources that were more relevant to the issue were selected and their information was extracted.
    Results
    Among review of 98 articles, documents of 34 relevant and valid articles were extracted. Based on the results, Digital Literacy, study skills, Cyber Ethics, and Netiquette were considered the main components of scientific and ethical competency in e-learning. 40 components were included in these dimensions.
    Conclusions
    Although there is general interest in e-learning, the target population (learners) are not prepared to use such an environment and require strong support. In this paper, we provided a summarized scheme and conceptual pattern fore-learners to move towards promotion of learning.
    Keywords: PROFESSIONAL FUNCTION, E-LEARNER, E-LEARNING, CRITICAL REVIEW
  • Shahram Paydar, Sam Bahmani, Zahra Ghahramani, Shahrzad Paydar Page 221
    Background and
    Purpose
    The quality of residency promotion tests is effective in resident’s knowledge and learning quality. We aimed to investigate the methods of writing questions for the residency promotion test by the faculty members of Shiraz University of Medical Sciences.
    Methods
    In this cross-sectional study, we designed questionnaires to assess the faculty member’s goals, purpose and interests in writing questions.
    Results
    50% of the faculty members wanted to evaluate what residents learn when they write questions. Also, 60% of them focus on of what is expected from residents in practice. The priority of 82.5% of the faculty members was the first line management of common diseases.
    Conclusions
    We found no significant difference between questions made by faculty members and questions written by those who have no specific academic education. Faculty members with more experience assess the ability of residents to solve complicated questions more than those with less experience.
    Keywords: MULTIPLE CHOICE QUESTIONS, MCQS, INVESTIGATION, RESIDENCY PROMOTION TEST, QUESTIONS, FACULTY MEMBERS