فصلنامه توسعه ی آموزش جندی شاپور
سال پنجم شماره 3 (پیاپی 10، پاییز 1393)

This quasi-experimental study, with the aim of comparing the effect of educating anatomy through lecture and compound methods on medicine students’ learning and knowledge retention, was conducted to 60 medicine students at Busheher University of Medical Sciences in 2013. Students were selected through census method and randomly divided into control group (instructed by lecture) and experimental group (instructed by blending lecture and work in small groups), and after pretestthey received education for 8 sessions during 2 month. Then, they took the post-test and after 4 weeks the retention test. To collect data, an achievement test was used which evaluated students’ knowledge and meaningful learning in limb anatomy course. Subsequently, data were analyzed through independent t-tests, chi-square and repeated measure ANOVA with SPSS19 software. According to results, the mean and standard deviation of exam scores in the lecture group in pretest, posttest and retention test were respectively 11.87±2.48, 25.69±2.49 and 21.21±3.37 and were 15.30±5.4, 32.21±2.81 and 26.72±2.84 in the compound method group. Moreover, the differences of mean scores were statistically significant within both groups (P<0.05); the mean of exam scores increased from pretest to posttest in experimental group (16.90±5.18), and control group (13.81±3.12) showed statistically significant differences (P<0.05, t= 2/934). Based on the results, both methods were effective ways to improve learning and retention of medicine students in anatomy course, but compound method indicated more effective.

Nursing teaching planners know the “clinical trainings” as the essential part of nursing trainings. Results of researches have shown that quality of clinical trainings has been inappropriate and there has always been a gap between theory and clinic in nursing education. Recently, using of Portfolio has been mentioned as a new training tool being capable of participating in enhancing the nurses’ clinical competence; therefore, this study was done aiming to evaluate the impact of educational portfolio on the clinical competence of nursing students. In this half-experimental study, that contained pre test – intervention - post test, 31 nursing students were divided in two randomized groups as case group (15 persons) and control group (16 members). In addition, educational portfolio program was done under the researcher’s observation in the case group, and control group participated in their routine program. Data collecting was done by both individual information questionnaires and evaluating the clinical competence forms; data were analyzed by descriptive statistics. After accomplishing the program, mean scores of clinical competence in the case group increased to 70.30 from the previously gained 50.24 (P=0/002) while control group reached 42.34 from 40.53 (P=0/63) that was statistically meaningless. Based on the gained results, it was determined that educational portfolios had positive impact on enhancing clinical competence of nursing students.

Preparing Welcoming Ceremony and Orientation programs for freshmen acknowledge to work as an effective approach to decrease social, academic and emotional stressors. This study conducted to evaluate the role of Welcoming Ceremony to resolve freshmen's transitional-phase challenges. A special working group, including faculties and students, was formed to conduct Welcoming Ceremony and Orientation programs at Kashan School of Allied Health Professions. To evaluate the role of Welcoming ceremony a cross– sectional study was carried out through a distribution of a questionnaire among 92 newly admitted students (freshmen) in 1391. Majority of freshmen about 91 (97.8%) agreed that Welcoming Ceremony served as linkage between college student and university; 90 (97.8%) believed that Welcoming Ceremony assisted them to adjust with the university; 84 (90.3%) agreed that Welcoming Ceremony enhanced sense of belonging to university. In attention to the result of this study and in regarding to the importance of Welcoming Ceremony on all stages of university transitional phases, developing a specialized administrative unit in order to enhance awareness and capability of freshmen, advisors, senior students, and university staffs regarding to transitional challenges at Vice Chancellor for Students and Cultural is advisable.

One of the training tools in health care is computer simulators; the purpose of this area of education is training outside the clinic in a manageable framework, and, in the field of health care, computed tomography simulator is a kind of educational software. This research was a cross-sectional study, and was conducted in order to compare the learning of radiology students using traditional training method with computed tomography simulator, moreover, to investigate their views about using simulators for training. In this regard, 61 students in the school of radiology were measured before training. Then, the population was divided randomly into two groups: one group was trained with a computerized tomography simulator and the other was trained by traditional method at hospital; subsequently, views of students trained by simulator software were measured. For data analysis, 20th-version SPSS software was used. Statistically significant differences between the scores within both groups before and after training were observed. The most important features of the simulator from Students’ perspective were: enhance readiness and reduce stress level before training, compatibility of simulator environment with real device protocols, and speed up learning. Outcomes of this study showed that computer simulators provided learning in a virtual environment can be adapted for training radiology students. Thus, professional skills can improve before facing a real patient.

One of the new educational methods that are based on the cooperative learning is puzzle. The aim of the study was to compare the efficacy of lecture and cooperative teaching method, such as jigsaw puzzle, on learning and satisfaction between nursing students. In this quasi-experimental study with pre-and post-test design, 37 members of 3rd-year Abadan nursing students who had selected 4th-medical-surgical nursing course, was participated and considered as population. The instrument for data collection was individual information form, learning questionnaire and satisfaction of teaching questionnaire; subsequently, content validity of questionnaires computed according to the expert's belief, and reliability computed 0/7 and 0/96, respectively. Sampling was also done in the way of available samples, and students were randomly divided into two groups, lecture (17 students) and cooperative teaching such as jigsaw puzzle (20 students). Data were analyzed by SPSS software using statistically tests such as paired t-test, independent t-test and chi square. There was observed significantly different between the mean of pre-test and post-test scores within the puzzle group (15.6±3.7 & 32.5±3.6) (p<0.001) and the lecture group (15.5±2.3 & 33.05±2.7) (p<0.001). The mean of satisfaction of teaching scores in puzzle group (56.5±16) were more than lecture group scores (50.4±13.1); however,there wasn’t significant difference (p=0.21). According to the viewpoint of students, puzzle method encouraged the communication skills, increase motivation, promoted analysis skills in lessens subject and extended their abilities as a member of group.

Thanks to fast improvement of Human genomics and its profound impact on the diagnosis and management of diseases and because of widely accepted idea that human genetics is central to the bodies of knowledge that are necessary for modern medical schools, evaluation of medical student's viewpoints on genetic's curricula is very important. In this interventional semi-experimental research, the subject of "clinical manifestation of genetic disorders" has been taught to students of medical school of Ahvaz Jundishapur University of Medical Sciences during two semesters in 2012. This subject presented during curriculum of third semester of basic sciences period in 2-hour class. In this subject, common and important signs and symptoms of genetic disorders taught by pictures to increase student's ability in diagnosis of these diseases. Comments from these students about quantity and quality of genetic teaching have been collected by a questionnaire and were compared with comments of medical students before teaching this subject in 2011. After teaching this subject and data gathering, results showed that the number of students who believed thatthey can guess genetic disorders increased, and the number of students who believed that subjects of medical genetic's curricula during their basic sciences period were not enough decreased; moreover,nobody believed that there is no need of teaching this subject. Because medical students need the clinical learning of genetic disorders, teaching of clinical manifestation of genetic disorders”, consequently, seems to be an important way to meet this need.

Inadequate knowledge of midwives about cardiopulmonary resuscitation in pregnancy has been shown that application of appropriate method is necessary for training of midwifery students. Peer led training is an effective educational method with active collaboration of trainer and trainee.The aim of this study was to determin the effect of this method in education of cardiopulmonary resuscitation in pregnancy by midwifery students. All senior midwifery students were invited for participating in this study as tutors to their junior peers. The knowledge of senior student was assessed in pre and post instruction using questionnaire. A paired t-test was used to compare pre and post knowledge scores of senior midwifery students. The mean of knowledge scores about cardiopulmonary resuscitation pregnancy before and after peer education was different; there also was significant difference between pretest and posttest scores in domains of physiologic changes of pregnancy, recommendation in unsuccessful resuscitation, and advanced cardiac life support in pregnancy. Peer led training appears to be a valid method in order to improving midwifery students’ knowledge about resuscitation in pregnancy.

Study of students’ academic performance has been the most important indicator in higher educational system. Hence, the goal of this study was to explore the relationship between quality of life and scientific performance of students at Gorgan University of medical sciences. This Analytical study was done through using academic performance questionnaire which its face and content validity as well as reliability were determined and confirmed; moreover, the quality of life SF12 was completed by 126 samples with at least 3-year College experience. Samples were selected by random sampling design and proportional to the number of students per Colleges in 1392; noon of population had known-physical or known-mental illness and traumatic event within 3 months; none was graduated during study period. In addition, data analysis was done by statistical software SPSS and frequency, and Pearson Correlation Coefficient and stepwise regressions statistical techniques were in the 95% confidence level. Afterward, results indicated that between students’ quality of life and academic performance was positive significant correlation with correlation coefficient of 0/45; so the higher scores of quality of life pointed out higher level of academic performance. Moreover, mental quality of life and academic performance of students showed positive significant correlation, but between the physical quality of life and the academic performance of students wasn’t a correlation; academic performance (Y) of students can be estimated using the predicted formula (Y= 42 + 0 / 3 X) by the psychological Quality of life (X) scores. Totally, results indicated that there would be a relationship between the quality of life and the academic performance of students.

Nurse’s cognitive abilities, especially the ability to process information and make decisions on the patient's bedside, are key components. Hence, this study evaluated the effect of concept mapping on nursing students’ ability to make decisions. The quasi-experimental study with two groups design and pre-test and post-test was conducted in 2012. 32 numbers of 7th-Semester nursing students randomly were divided into control and experimental groups. At the first, experimental group was taught concept mapping within 8 hours, then the test group and the control group using concept maps and the usual method in clinical training during one month. Clinical decision making using clinical questionnaires before and after the intervention were determined. In addition, software SPSS, 19 version,was used for statistical analysis; the mean pre-test scores of the two groups showed no significant difference in clinical decision making ability (p=0.37); Consequently, clinical decision making ability in the test groups (168.53 ± 10.70) compared with controls (139.66 ± 15.90) indicated a significant increase (p = 0.02). Acording to the results, using concept mapping in nursing education can lead students to develop skills in clinical decision making, therefore, as one of the important missions of higher education would be considered.

This research has been done on purpose of surveying the influence of active pattern of innovative and memorizing on students’ educational attainment. The research method was a experimental study, and it was done by pre-test and post-test pattern with control group. By using cluster random sampling method, three classes were selected as samples among different classes of Kohkiloye- va- Boyerahmad province. Control and experimental groups were divided according to simple random method. For studying students’ progress, analyzing was edited that its validity was determined by analytic method and using experts’ viewpoints. In addition, its reliability was estimated by experimental implementation through alpha; moreover, its value is determined 0.75 by SPSS software. After two months holding classes by using memorizing and innovative methods for experimental groups and analyzing data with T-test, obtained results showed that there was significance difference between pre-test and post-test in two groups. It means that memorizing method and innovative method have been effective in student’s educational attainment as a result. With using T-test, it was observed that there wasn’t any statistical significant difference for pre-test within both control and experimental groups; however, there was statistical considerable difference for post-test between control group and experiment groups. Consequently, it means that active memorizing and innovative methods were more influential in educational attainment rather than traditional method.

Teamwork is a collection of interconnected behaviors, knowledge and attitudes. Considering that some of the major activities of nursing students in the classroom and clinical learning activities are in the team, we decided to study the concept of teamwork from nursing students’ points of view. The present study was a qualitative content analysis; due to the nature of data, data gathering was done by group discussion and criterion-based sampling. The participants were consisted of two groups of first-year and two groups of final–year nursing students, with a total of 32 students of nursing student at Bushehr University of Medical Sciences in 2011. After coding and categorizing data from interviews, the concept of teamwork from students’ opinion was summarized in four main categories: requirements for teamwork, existence of team leader, team formation and its stability, and benefits and barriers to teamwork. The freshmen seemed well aware of the characteristics of teamwork and raised them from different angles. But, due to less experience in team work, they further referred to do and donts. While the fourth-year undergraduate students having more experience in the field of student affairs and establishing team and having a highly interactive relationship with each other, therefore, they maintained their strength and efficiency of teamwork together for others in addition to the outlined requirements; they also have noted the importance of this aspect for teachers and educational planners shines.

Today Knowledge has been considered as competitive asset and valuable key as a basis for sustainable growth and title a password maintaining an organizational competitive advantage. Knowledge Management can create value for an organization and improve organizational performance. The present research has been conducted on purpose of study the relationship between Knowledge Management and Organizational performance at Yazd Sadoghi Hospital; therefore, the research method was a descriptive - correlational study; the sample population consisted of 291 of employees that were randomly classified and selected, to form stratified-random. To receive necessary information, in order to testing hypothesis, was done by two closed questionnaires including an organizational performance and researcher-made questionnaire of knowledge management which also included four dimensions such as knowledge creation, documented knowledge, knowledge dissemination and application of knowledge. Subsequently, the reliability coefficients of this test was calculated using Cronbach's alpha; that quantity reliability coefficients for Knowledge Management and Organizational performance were 86 and 84, respectively. In order to analysis and search date gathering, the Pearson correlation test was also used. Due to the research results, and regarding to significant and positive correlation coefficient, there was a relationship between Knowledge Management and Organizational performance. Moreover, a significant positive relationship observed between four dimensions of Knowledge Management included (knowledge creation, documented knowledge, knowledge dissemination and knowledge application) and Organizational performance.

Simulation is a teaching strategy from behavioural approaches, that used in the natural and humanistic systems, and includes activities imitate from actual environment, and this approach has some benefits and challenges. The purpose of this study, hence, was to investigate the concept, applicant, benefits and challenges of simulation approach in the nursing education. This study was a review article for which we searched the Medline, CINAHL, SID databases as well as Google search by using the key words, such as education, nursing and simulation. Then, the retrieved results were limited to English and Persian language and studies during 2002 to 2013; 50 books, articles and web sites were categorized and assessed. Initially, simulation concept was explained, and, afterwards, simulation types and stages were introduced. Then, requirements of simulation in nursing education and its challenges facing the use of this approach were reviewed. Results indicated that this approach was effective in generating attraction among student and this approach also increased the student's satisfaction and their self-confidence. It seems that, by considering the benefits of this approach, using of simulation will help increase in nursing education; although, the challenges of this approach should be considered in orders to increase the efficacy of this approach.

Continuous Medical Education (CME) is necessary to keep health-care staff up to date in providing health services. All countries have been carefully planned for more effective continuous medical education that reduces medical costs and errors, therefore, the participants’ views and opinions are important. Due to this, the present study surveyed viewpoints of general physicians and specialists of Yazd in 2011 about facilitators and barriers of participation in CME programs. A cross-sectional study carried out, and sampling method was simple. Subsequently, data was collected by a self-structured questionnaire, and its validity and reliability were confirmed too. Overall, 181 general physicians and specialists, who participated in CME programs, completed the questionnaire. In addition, mean age of participants was 43.82 years; 57% of them were general physicians and 43% were specialists. The main motivators of participation in programs were the venue of the programs (71.2%) and being in accord with the latest knowledge (58%). The most prevalent barriers to participation were having enough CME scores (65.7%) and the inappropriate date of programs (40.8%). Hence, attention to motivations and barriers of participation in programs seems to be effective in planning for CME and it would be important in the management of presentation of programs.

Making a good relationship between nurses and patients with communicational problems is difficult; however, insufficient studies are available in this regard. Hence,this cross-sectional study was conducted to evaluate the nurse's opinions on their knowledge and practice about communicating with patients having communicational problems in Kashan hospitals in 2012.. In total 200 nurses participated in the study and completed a questionnaire to evaluate their knowledge and performance. In addition, the questionnaire had 4 parts and was consisted of 22 questions on demographics, knowledge, and self-rating of knowledge and performance in communicating between the nurses and patients with communicational problems, and questions on common ways of communicating, common problems and reasons for insufficient skills in this regard. Data analysis was done using 11.5th-version SPSS software and descriptive statistics, t-test and ANOVA. The mean score of nurses’ knowledge on communicating with patients was 3.56±1.04 out of 5; moreover, no significant difference was observed between the mean of knowledge in female (3.55±1.05) and male nurses (3.62±1.03) (p=0.7). Subsequently, no significant difference was indicated between the mean of knowledge of nurses in medical-surgical (3.55±1.04), emergency (3.48±1.09) and critical care (3.72±0.98) units (p=0.69); furthermore, 79.5% of nurses mentioned their knowledge and performance on communicating with the patients having communicational problems as un-desirable. Nurses’ knowledge on communicating with those patients having communication problems was at the moderate level; they also evaluated their performance in this regard as unfavorable.Therefore, it is recommended that courses on special communicational skills should be established for nurses and also these topics be added to the curriculum of nursing at Bachelor of sciences degree.