مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال هفتم شماره 4 (زمستان 1391)

Objective evaluation of clinical and professional competency is one of the most important aspects in medical student's clinical education. Objective structural clinical exam (OSCE) evaluates a large spectrum of technical and basic skills in an experimental setting. The present study was carried out in order to comparing two methods of evaluation, traditional evaluation (TE) and objective structured practical evaluation (OSPE) on the satisfaction of nursing students in Zahedan Faculty of Nursing and Midwifery.

This study is a quasi-experimental research. Thirty five nursing students who selected relevant units in the first trimester of 2011-12 academic year, participated in this study. TE and OSPE methods were both administered. Data were gathered via a 21 items researcher-made questionnaire after determination of its validity and reliability. Data were analyzed using SPSS software (version 15). Chi square, independent and paired t-tests were used.

The average age was 19.7 ± 2.5. %80 of students satisfied or very satisfied with the OSPE evaluation and only % 2.9 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %81.5 and %3.7 after announcement of grades respectively. %79.4 of students satisfied or very satisfied with the TE evaluation and %11.8 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %63 and %11.1 after announcement of grades, respectively. After announcement of grades, the mean score of OSPE satisfaction was higher than TE satisfaction and this differences was statistically significant (P = 0.02).

Nursing students were satisfied with OSPE method in this study, it seems necessary to promote this evaluation method in nursing faculties.

Teacher's knowledge of self-directed learning and critical thinking are two predictors of learning in learners. This knowledge has impact on promotion of active learning process and academic achievement. This study evaluates the relation between tendency to critical thinking and self-direction in nursing and midwifery students and its role on their academic achievement. All undergraduate students of nursing and midwifery school Mashhad University of Medical Sciences (N=550) were studies. Thirty nine percents (n=214) of students responded (%26 males and %74 females). Method of study was descriptive. There was no significant relationship between self-direction and tendency to critical thinking and Academic Achievement (P >0.05). However, there was significant and positive relationship between selfdirection and tendency to critical thinking (P < 0.0001, r: 0.45).there was no significant difference between male and female students in self- directed and tendency to critical thinking scales (P> 0.05). However there was significant difference between academic achievement of male and female students (P< 0.001). Results show that there is no significant relationship between self-direction and tendency to critical thinking and academic achievement. However, there was significant and positive relationship between self-direction and tendency to critical thinking.

Improvement of the quality of nursing education involves continuous assessment of the current condition in order to improve the quality. The students who received educational services are the best source to recognize the existing problems in the education. This study aims to describe the experiences and viewpoints of nursing students on quality of nursing education In this qualitative study, 40 senior nursing students were selected according to purposeful sampling method. Then, eight focus group interviews were performed. All interviews were transcribed and analyzed according to content analysis method. Using thematic analysis, a significant number of preliminary themes and three main themes each with few other sub-themes, were emerged. The main themes were; “theoretical education”, “clinical education” and “the gap between theoretical and clinical education”. It seems that theoretical and clinical education needs more comprehensive educational approaches to integrate knowledge and practice. We suggest that clinical assessment perform by faculties of nursing schools in clinical settings.

perceived class evaluation is one of the most important factors of self-directed learning in student. Class evaluation is an important part of class climate. The purpose of this study was to examine relationship between structure of perceived class evaluation and self-direction in learning for nursing and midwifery students.

The population of this study consisted of nursing and midwifery student of Mashhad University of Medical Sciences who enrolled during 2011-12 semesters. A sample size of 220 was selected based on the stratified proportional sampling on the basis of gender. The sample was completed perceived class evaluation survey and self-direction in learning surveys.

The results indicated that there was a significant correlation between structures of perceived class evaluation (erudition oriented) and structures of perceived class evaluation (performance oriented) (p 0.01). Also, the results showed that there was a positive and significant correlation between structure of perceived class evaluation (erudition oriented) and self-direction in learning (P<0.01).There was no significant correlation between structures of perceived class evaluation (performance oriented) and self-direction in learning.

Based on these conclusions, it is suggested to change structure of evaluation in basic programs of education and also higher education system to convert score oriented and performance oriented approach to process oriented and erudition oriented approach. This way, there will be a positive relationship between selected functions and constructive evaluation structure learners will be more pleased to study.

Designing a tool for measuring of residents’competency with attention to their main role in ducation and practice of university. This study aims to assess the residents’ promotion tests of clinical epartments at Arak University of Medicals Sciences. This cross- sectional study that was undertook in 2010 at Arak University of Medical Sciences. even hundred and fifty multiple choice questions related to resident promotion tests in surgery, internal edicine, pediatrics, gynecology and anesthesiology was compared. Questionnaire of each department ontained 150 questions. hese questions were evaluated in the following domains: structure, Blum taxonomy, discrimination and ifficulty index of questions and compliance to the core curriculums. Data gathering tool were: Millmen tandard check list for evaluating questions’ structure and check list for evaluating Blum taxonomy and core urriculum and OMR system for evaluating discrimination and difficulty index. The validity and reliability f tools was confirmed and data were analyzed using by ANOVA and X2 tests. Results showed gynecology department had structural problem (4.5±4.2) compared with other epartments. Internal medicine department had the highest Blum domain (40% application and 47% omprehension), surgery department had the highest learning aims (90.7%) and was assessed as the most suitable questions from difficulty index (67.3%) and discrimination index (73.5%). There was significant difference between structural problem, core curriculum and rate of standard questions in various clinical epartments (P=0.001). This study confirmed the necessity of test assessment in universities, to form effective educational workshops, control of questions before exams and incentives for clinical departments to design standard questions. Development of electronic question analysis system is recommended.

Recognize learning styles are an effective and important way in optimizing learning and increasing training efficiency in order to improve learning quality. This study aimed to determine learning styles and preferred training methods in Students of Shahid Sadoughi University of Medical Sciences during 2012. This is a cross sectional among 354 students using stratified sampling method. Data were collected using two standard questionnaires, Joy Reid and questionnaire of preferred teaching methods and items about demographic and background were used. Average age and score of participants were 21.8±3.3 and 16.7±1.8 respectively. Preferred teaching methods in theoretical lessons were lectures and in practical lessons was team based method. There was significant correlation among auditory learning styles and others learning styles. In addition, students in Faculty of Medicine and Faculty of pharmacy employed learning styles of; auditory (P=0.014) and students in Faculty of Dentistry employed kinesthetic (P=0.001). Group styles (P=0.022) received the highest score. Attention to the most preferred learning styles and prefers teaching methods in each of the faculties will enhance student's learning.

Need identification is the first step in educational planning. Need assessment process acts as a foundation for defining goals and making a proper ground for organizing other important elements by identifying needs and focusing on priorities. This study was designed to assess the educational needs of nursing personnel in Shahid Sadoughi Hospital in Yazd- Iran. This is a qualitative survey study using Delphi four- stages need assessment technique. The study population was nursing personnel of Shahid Sadoughi Hospital and the samples were those who tended to participate in the study. There was consensus among all participants about 16 priorities, in specific educational needs, and 17 priorities in general needs. Top prioritized needs were cardiopulmonary resuscitation (CPR), intensive care, ward equipment handling, cardiac nursing care and intubation and ECG. In general scope the needs were nursing rights, infection control and nursing management. The need assessment showed general and specific educational needs of nursing personnel using Delphi technique. These results could use for continuing educational program managers in quality core improvement of Nursing.