مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال هشتم شماره 3 (پاییز 1392)

Using students'' evaluation vis a vis alumni can be a useful method of validation of the results. This study was carried out to compare faculty evaluation scores of Jundishapur University by current students and alumni of the university. This descriptive study was carried out on 84 faculty members of Jundishapur University of Medical Sciences (JUMS) in Ahwaz. Current students and alumni were evaluated their teachers by completing questionnaires during 2011. The data collection tool was a questionnaire consisted of 15 questions on Likert scale. The mean faculty evaluation score by students and alumni were، 4. 04/5±0. 41 and 3. 96/5±0. 47 respectively (P=0. 26). Pearson correlation between the teacher evaluation scores by students and alumni were 0. 62 (P=0. 0001). No difference between students and alumni evaluations were observed. This suggests agreement of students and alumni on teachers'' evaluation in JUMS. This result indicates reliability of students'' evaluation of teaching and overall validity of this evaluation method.

To improve the quality of clinical care provided to patients، clinical experience of the physicians in Evidence Based Medicine (EBM) should be improved. The aim of this study was to examine the effect of a short course medical education on the evidence of information، attitude and work of clinical students at the Bushehr University of Medical Sciences. In a quasi-experimental study، three groups of medical students (24 persons) who were studying in the community medicine course participated. In this course، students in a two-day workshop trained in an EBM workshop including; designing questions، search، critical evaluation of evidence، implementation and evaluation. Knowledge، attitude، ability of students to apply their knowledge and the level of satisfaction of the students from the course have been evaluated with pre and post-course questionnaires. Result of the study showed that the students’ familiarity with EBM terminology increased (p<0. 0001). In addition، this study indicated that there was a significant increase in the students’ attitude، and also their ability in application of EBM. Students were satisfied with the workshop. The content (91. 7%) and method of the implementation of the workshop (87. 5%) were positively evaluated. The work shop works well. Practical training of EBM is recommended.

Every educational system should aim to improve educational skills of its students. This study aims to assess the effect of workshop based compare to lecture based education on the study and learning strategies of nursing and midwifery students of Arak Branch of Azad University In this experimental study، the two different education method were evaluated with pre and post tests. All nursing and midwifery students who enrolled in nursing and midwifery faculty of Arak Branch of Azad University in 2011 were included. twenty students participated in class group، 25 students participated in workshop group and 17 students participated in the control group. LSSI questionnaire including، attitude، motivation، anxiety، time management، concentration، information processing، selecting main idea، self testing، study aids، test strategies was used. After completing the questionnaire the intervention groups participated in workshop for 16 hours and in lectures for two hours per week over 8 weeks. The same questionnaire was used for post-test. Mean attitude، information processing، anxiety، time management scores improved after educational class in the intervention compared to the control group. Also after the workshop، mean information processing، anxiety and self testing scores improved. In this study educational class and workshop were effective on information processing and anxiety management. We recommend investigation about personal education and educational counseling based on the students'' needs and wants.

Inadequate advice interferes with students’ achievements of educational and professional goals. The present study was carried out to compare the satisfaction of Shahrekord University of Medical Sciences'' students about the performance of academic advisors before and after implementation of the Advisors` Project. This cross-sectional study was carried out on 244 students studying in different programs at Shahrekord University of Medical Sciences in two stages at the first semester of 2010-2011 and the first semester of 2011-2012. For data collection، we used a self designed questionnaire including individual and educational information and 10 multiple-choice questions with Likert scale to assess the satisfaction of students from the advisor’ performance. From the ten items of satisfaction، only «providing access to an advisor» was significant after implementing Advisors` Project in Faculty of Nursing (P=0. 01). It seems that the performance of advisors` project could not provide a satisfactory position for students. Adequate supervision of university students is crusial، proper implementation of the program can support faculty advisors to strengthen their position and help them to improve their supervision skills.

Higher education is a driving force in many societies. Medical graduates have a key role in public health and community medicine. Adherence to professional ethics is crucial to achieve these goals.. This study aims to evaluate academics'' adherence to professional ethics in Shahid Sadoughi University (SSU) of Medical Science from the students''point of view. In this explanatory study a questionnaire was completed by 160 students of Medical، Dentistry، Public Health، Nursing، Paramedical and Nursing and Midwifery schools of SSU. In order to assess teaching effectiveness، we considered components of the methodology، interactive relationship with students، scholarship، monitoring student''s development، classroom management and doing appropriate assessment. A questionnaire containing 30 questions of the relevant components was designed and its transparency was validated. The questionnaire was randomly distributed among students. 70 percent of the students believed that the SSU academics have distinctive character، respect the sanctity of the classroom، do not gossip about their colleagues، are trained in teaching، are confident and do their best educate students. More than half believed that the teachers have effective teaching features. Students'' main concerns were; lacking compilation of related books، uniform method of teaching crossdsciplines، paying less attention to students'' questions، not spending sufficient time for students and careless evaluation. Most of SSU academics adhere to moral and scientific standards. However، students suggest them to pay more attention and should spend more time for them.

One of the challenge that nursing education is faced is developing a curriculum with appropriate clinical training، to develop critical thinking skills. The aim of this study was to determine the effect of patient-centered collaborative learning on students'' scores on the nursing process and critical thinking of nursing trainers. This study is a quasi-experimental research. Nursing students studying at the fifth semester allocated to two randomly selected arms of 30 cases، collaborative education patient-centered، and 30 controls (clinical education according to the common way(. In struments used was a questionnaire with three parts; demographics، nursing process of patients and critical thinking. Mean score of post-test critical thinking was 12. 8 in cases and 9. 2 in the control group. There was significant relationship between post-test score in the two groups P <0. 05. post test scores were significantly different across the two groups; 15. 8/20 in case group compare to 13. 43/20 in the control group. Both groups showed improvement in learning. The students in the study group were participated as a team in the study of real patient i. e. case study. They used their skills to find and use evidence for critical care. The development in the study group was significantly higher than the control group and the difference has led to the information classification، understanding patients'' condition، logic reasoning، problems prioritization and assessment.

Future is unpredictable and we need futuristic strategies for planning in higher education. If universities managed in a traditional manner، they would not react to the needs of future accordingly. The objective of this study is to investigate dimensions of futuristic universities and components of such a model. This qualitative research thematic analysis was used. We gathered data from 18 experts through exploratory interviews. The reliability coefficient was calculated by intra-subject agreement using phi coefficient. According to the exploratory interviews، and existing literature، 38 factors with a Fi coefficient over 80 percent were identified. They were classified in eight dimensions with 100 percent agreement. The findings indicate that a futuristic organization and specifically، a futuristic university should be future-oriented، observant of environment، agile، multi-facet، and attentive to future values of all stakeholders. Such universities should have futuristic culture، be equipped with positive people and science oriented.

Clinical teaching is an important element of nursing education. This study aims to compare teaching behaviors of clinical nursing instructors from perspective of nursing students in public and private universities. This was a cross-sectional study. Participants were 160 nursing students from public and private universities located in Seman، 80 students each. The nursing clinical teaching effectiveness inventory (NCTEI) is used to collect data. The questionnaire was a seven point Likert scale that measured students’ perspectives to nursing instructors in the range of never (score 1) to always (score 7). Finally the data analyzed by descriptive and inferential statistics methods by SPSS version 18. Data analysis showed that mean of the behaviors of clinical instructors from of students’ perspective were higher than average limit (5. 52±1. 31). Also، that mean of scores to clinical instructors’ behaviors was significantly higher in the private university compare to the public university (P<0. 001). According to the result، nursing instructors in private universities acquired higher score than public universities to prove their proficiency. More studies are needed to explore factors influencing the structure and context of these universities.