Future of Medical Education Journal
Volume:6 Issue: 1, Mar 2016

Recently, the traditional and complementary medicine has largely gained interest among scholars across the globe. Keeping pace with the on-going trend, the Iranian academia have provided the PhD course on Traditional Iranian Medicine. In this study, we attempted to perform a qualitative study, comparing the PhD curricula of the Chinese and Iranian traditional medicine in detail.
The PhD curricula of 11 departments of traditional medicine affiliated to the Chinese Ministry of Science and Technology were studied, and qualitatively compared and contrasted with that from the Educational Development Centre, Mashhad University of Medical Sciences (MUMS), Iran.
The whole characteristics of the program were delineated in terms of mission, vision, values, aims, and action plan, prior to the courses offered in the program as well as the evaluation methods.
To sum up, we pinpointed the strengths and weaknesses of the PhD curriculum for the Traditional Iranian Medicine in comparison with the Chinese one, aiming at improving it nationwide.

Today, mobile phone technology has provided an opportunity for teachers and students to improve their continuous teaching/ learning process. The purpose of this study was to determine the effectiveness of learning via mobile phone in the course of clinical pharmacology of medical students at pediatric ward.
In this semi-experimental study, 40 medical students at their last year of internship were studied with easy census method. Students were divided into two groups, case and control. Training in the case group was based on the e-content in pharmacology software installed on their mobiles and also the usual form of training in clinic and ward. In the control group, the learning was only based on usual form of training in clinic and ward. At the beginning and at the end of each period two groups were assessed by Objective Structured Clinical Examination OSCE. Data entry into SPSS 16.5 software were analyzed using descriptive statistics and independent and paired T-Test test at the level of P
Comparing mean scores in both case and control groups of medical students who were learning clinical pharmacology showed no significant difference before intervention (P =0.1), but the progress of case group were significantly higher than the control group after intervention (P = 0.001). The means of detecting use of drugs (P =0.02), calculation of doses (P = 0.001) and cognition of side effects (P =0.04) were significantly higher in case group.
Due to the results of this study, educational software installed on mobile phones is potentially capable of learning improving in medical students. It is recommended that officials use the software for the effectiveness of educational programs, and promotion of educational quality in medical science.

Students often use Social Network Sites and are willing to share information and communicate with teachers, colleagues and patients. Despite the increase in the application of the Social Network Sites as a tool for obtaining health knowledge, few studies have been conducted to evaluate the production and share of health information by rehabilitation students, especially in Iran. The aim of this study was to evaluate the use of the Social Network Sites for obtaining health related information by rehabilitation students.
This cross sectional study was performed on 268 rehabilitation students of Semnan University of medical sciences in Iran, in 2015. The census method was used and the sampling method was not used in this study. The questionnaire was developed by the researchers that measured the attitudes of the students in relation to accessibility, usefulness and the use of the Social Network Sites.
The findings show the study subjects gained a low score (mean It is concluded that, the Social Network Sites had not been formally introduced to students and the students did not consider the Social Network Sites as an appropriate educational resource. Hence, they cannot be used as a resource of health information through sharing various cases of health information.

English for Specific Purposes (ESP) courses should empower students to satisfy their language needs. However, at many Iranian universities, these courses are mostly taught based on the Grammar Translation Method focusing on teaching grammatical rules and reading comprehension. The present study aims at proposing an innovative approach for teaching English to Medical students that can improve students’ proficiency in different language skills.
The design of this qualitative study was action research. The participants were 53 freshmen medical students studying at the Birjand University of Medical Sciences during the spring semester of 2015. A new syllabus including authentic medical materials (both visual and written) with a focus on all four language skills was designed and implemented to help the students learn English language as a whole and to become capable of producing the language on their own. During the term, learners were given the appropriate instruction on how to read, write, speak, and also watch English programs.
The results indicated that by implementing this new approach, the students’ proficiency in all language skills was improved. It was also revealed that they preferred this alternative approach since it was more in line with their language needs.
Taking into consideration the benefits of this approach, it seems necessary for English language instructors to teach language as a whole by using authentic materials. Also, for a more effective language instruction, more multimedia devices should be provided and the class size should be reduced.

Due to unpredictability of events in psychiatry environment and replacement of routine clinical experiences with some assignments such as therapeutic communication with patients, clinical training in such environments has been associated with many problems which require continuous review and evaluation. The purpose of the present research was to determine the effect of applying portfolio on the level of learning among nursing students in internship of psychiatry ward.
It was a semi-experimental study on 60 nursing students of the 4th semester who were passing internship in Ibne-Sina psychiatry hospital of Mashhad (summer, 2014), they have been studied in two groups of Portfolio and Educational purposes (the usual method of evaluation) non-randomly. Before intervention, the educational purposes were matched for both groups. The questionnaire of evaluating the level of learning among nursing students (by teachers and students), and written-functional test were used to obtain data. Data has been analyzed by version 11.5 SPSS software, COSCO statistical tests, Fisher's exact and independent t-test (p The participants consisted 48.3% (29 individuals) female and 51.7% (31 individuals) male. The results of independent t-test showed that there was significant difference between the group of Portfolio (81.3±9.3) and Educational purposes (62.4±4.8) in terms of mean score of learning by teachers and also by the students, and there was significant difference between groups of Portfolio (72.7±13.6) and Educational purposes (59.1±16.3) (p According to teachers and students,applying portfolio on nursing students may leads to clinical learning improvement. So, it can be recommended to the nursing teachers to use portfolio in their clinical trainings.

Simulation teaching means recreating clinical scenario for training / evaluation. Aim: To expose postgraduates to simulation / didactic lecture for postpartum hemorrhage (PPH) management; to assess which method was more effective.
Present prospective study was conducted in Obstetrics Gynecology department of rural tertiary center of Northern India. Twenty postgraduates were randomly divided into two groups for simulation teaching / didactic lecture on PPH management. Analytic Data included pre and post lecture multiple choice questionnaire (MCQ), post-lecture Direct Observation of Procedural Skills (DOPS) assessment. Finally, feedback survey of students was conducted to assess perceptions about two modalities of teaching.
Both groups showed no difference in pre-lecture MCQ results. Comparison of DOPS performance showed significant difference (p=0.0026) between two groups with mean marks 5.10 ± 1.10 in Group 1, 3.40 ± 0.84 in Group 2. Significant improvement was observed in post-lecture compared to pre-lecture marks in both groups (mean difference- Group 1: 7.60 ± 1.26, Group 2: 4.20 ±1.01), with greater improvement among simulation group. Students rated simulation better with regard to interest (70%), enjoyment (75%), topic (70%), understanding (80%), posing questions (75%).
Simulation teaching was more effective in imparting skills for PPH management compared to didactic lecture.

In order to check the practicality of classification of Universities of Medical Sciences (UMSs) based on their infrastructures, and scientific contributions, this study explored the most appropriate indicators to measure the size and productivity of UMSs.
In the first phase, we approached a group of experts who had a deep experience in the management of UMSs and in the ministry of health to check their recommendations. In the second phase, we collected the information of all UMSs in Iran in indicators to measure their achievement in education, research, health care services and their infrastructures. Having used factorial and principal component analysis, the most appropriate combination of indicators was formed, and UMSs were grouped and mapped, accordingly.
Experts strongly recommended such a classification using the information of UMSs in all aspects of activities. The findings of models also showed an acceptable goodness of fit for the classification of UMSs based on scientific indicators, with and without taking into account of the indicators in related to the health services and infrastructure.
Since, the size of UMSs in Iran is extensively diverse, ranges from very small and newly established to old and globally well known ones, a satisfactory classification based on acceptable criteria is highly recommended.