Future of Medical Education Journal
Volume:7 Issue: 3, Sep 2017

The present study aimed to investigate and rank the effective success factors for e-learning based on the perspectives of the faculty members, students, and technical specialists of Tehran University of Medical Sciences, Tehran, Iran.
This descriptive survey was conducted using the qualitative-quantitative method. At the first stage of the qualitative approach, 15 specialists in e-learning were selected from the Tehran University of Medical Sciences through the purposive sampling technique to discuss and confirm the effective factors in the e-learning success using the Delphi method and a questionnaire. Subsequently, these students categorized the effective factors in the success of e-learning based on their level of importance using a researcher-made paired comparison questionnaire and analytical hierarchy process. The reliability of the study tools was confirmed by showing a Cronbach’s alpha coefficient of higher than 0.7, and their structural validity was confirmed using the confirmatory factor analysis.
According to the results of the study, the management with the relative weight of 0.311 was found to be the most effective factor in determining the success of e-learning. This factor was followed by support services, teaching strategies, financial sources, technology infrastructure, and teacher-learner with relative weights of 0.236, 0.197, 0.124, 0.094, and 0.038, respectively.
As the findings of the current study indicated, the factors of management, support services, education strategies, financial sources, and technology infrastructure had the highest significance in e-learning, respectively, whereas the factor of teacher-learner had the lowest importance in this regard.

Background and The family is the first founder of personality and intellectual values that plays a crucial role in determining the individual’s destiny and future lifestyle. Meanwhile, developing positive relationship between parents and children, results in motivation to obtain academic achievements. Therefore, the purpose of the present study was to determine the relationship of parenting styles, self-confidence and students’ academic achievement.
This is a descriptive-analytical research. The population study was all of the students of Birjand University of Medical Sciences. The sample was 364 students selected randomly based on Krejcie and Morgan table. The data were gathered via two questionnaires including the questionnaire of parenting style of Loft Abadi (2006) and Cooper Smith self-esteem inventory (1967). In addition, the total average of the students was used. The data were analyzed via independent t-test and Pearson correlation was significant at 0.05.
Findings: Among the 364 participants, 200 students (54.9%) were female and 164 of them (45.1%) were male. The findings showed that most of the parents have coherence, intimate and responsive parenting styles. Furthermore, there was a positive relationship between coherence and intimate parenting styles, self-confidence and academic achievement. Moreover, there was a negative relationship between permissive, authoritarian, disorganized and rejecting-neglecting parenting styles, self-confidence and academic achievement (P Consequently, since parenting styles play a crucial role in the enhancement of students’ self-confidence and academic achievement, teaching parenting styles to parents could result in students’ academic achievement.

Evaluation of clinical skills of intern and stager students is one of the most important tasks of clinical faculty members. One of the methods of assessment is direct observation of procedural skills. Therefore, the aim of this study was to evaluate the clinical skills of interns and stagers in department of obstetrics and gynecology using the Direct Observation of Procedural Skills (DOPS) method.
This is a cross-sectional descriptive-analytical study. 60 interns and stagers of the department of obstetrics and gynecology were selected by census method. According to the opinions of faculty members of medical universities, among the main procedures of women's departments, 11 procedures were selected for testing materials and a checklist for their evaluation was prepared. The student was observed by the examiner during the procedure in the actual work environment and the results were recorded according to a structured checklist and presented in an objective setting environment. The content validity of the checklist was approved by faculty members of obstetrics and gynecology. Reliability was calculated as 85% based on Cronbach's alpha. Data were analyzed using SPSS version 18 and Chi-square and independent t-test were used at a significance level of 0.05.
A total of 60 students in the department of obstetrics and gynecology were evaluated by this method. The evaluation indicators were as expected in most cases at all stations. The highest expected and above expected cases were related to communication skills and requesting assistance if needed; while most below expected cases were related to knowledge of the indications, anatomy, and procedure’s techniques. The most disadvantage mentioned by the students was the technical ability and the most advantage was requesting help if needed. There was a significant difference between the mean score of satisfaction in learners (5.3 ± 2.92) and the mean score of satisfaction in the examiners (8.85 ± 0.93) (p> 0.05).
Due to the higher than expected value of student's clinical skills, the use of this method is not only an incentive for learning but also because the method and content of the test are directly related to clinical performance, it can direct efforts to learning.

To evaluate a standard latex hysteroscopy model training course on gynecologists’ surgical skills.
74 gynecologists who attended to hysteroscopy training courses of Training Centre, Tehran University, 2013 to 2015 were investigated. Theoretical information of trainees were obtained at the beginning, at the end and 6 months after the course by filling up a reliabile and valid questionnaire. and its subjective and objective impact on their surgical skills and satisfaction were evaluated.
87.84% of participants were satisfied by the curriculum and for most of them, virtual uteruses were felt realistic. After 6 months, subject impact of curriculum was 77.03%. But, 60.81% of gynecologists hardly could perform hysteroscopy, which was mostly due to lack of technology (53.22%)(Harders, 2006 #11). Objective assessment of surgical skills was done for those who could perform hysteroscopy. Of them 58.7% had experienced a significant increase in their surgical skills (p=0.004). Correlation of subjective and objective impact of curriculum was low (r=0.43), (p=0.003).
Hysteroscopy training program can improve gynecologists’ hysteroscopic skills. The only index which is significantly correlated with the subjective impact of these courses is the number of previous operations. Also in Iran, because of lacking hysteroscopy equipment in most hospitals, the effect of training courses decreases after a while.
So we recommend to train hysteroscopy in all medical universities and equip all hospitals with hysteroscope. Also we suggest training courses for all gynecologists and repeted it every some years.

Internal Medicine (IM) is one of the main medical specialties. In this paper, the features of the Iranian IM residency training program, duties and salary were evaluated and compared with some countries.
Using the Iranian Ministry of Health and Medical Education (IMHME) directive, the features of educational curriculum, compulsory working hours, duties and salary were extracted and compared with some countries whose full details were available.
The annual capacity of IM residency admission in Iran is about 280 residents in 34 countrywide medical universities. The training curriculum of IM is designed uniformly for all universities by IMHME and is consisted of a 4-year training of gastroenterology, endocrinology, nephrology, pulmonary, hematology and rheumatology plus cardiology, neurology, intensive care, emergency medicine, radiology and dermatology in hospital departments and continuity clinics. Residency training period in Iran is similar to Turkey and Canada and is shorter than most European countries. Average weekly working hours for IM residents is 84 hours in Iran, which is higher than Turkey European countries, Canada and the USA. Two to eight years of medical service in underserved areas have been assigned for Iranian graduates of IM residency before receiving certification for working in larger cities.
Residency training in each country is affected by different factors such as economic status, work force, national health priorities and available facilities. Training of residents with more knowledge and skills that did not bear remarkable job burnout during their training period is a challenging goal for medical education policymakers.

Gardner’s Multiple-Intelligences profile can serve as a powerful instrument for assessment of learner's abilities and aptitudes. The present study aimed to obtain the Gardner’s Multiple Intelligences profile of students of Tabriz University of Medical Sciences (TUOMS) in the academic year 2014-2015 and examine its relationship with their academic performance.
This cross-sectional descriptive-correlational study was conducted on medical, nursing and midwifery students of TUOMS in the academic year 2014-2015. Data was collected by administering Gardner’s Multiple Intelligences Developmental Assessment Scales to 150 subjects selected by non-probability convenience sampling. Academic performance of students was evaluated by their average grades. Data was analyzed by SPSS19 using multiple regression.
Medical students scored highest in existential intelligence (18.42 ± 4.67) and intrapersonal intelligence (16.74 ± 4.15) and scored lowest in musical intelligence (12.54 ± 3.99) and bodily intelligence (13.66 ± 4.46). Regression analysis showed that verbal intelligence (P= 0.004, β = 0.392) and existential intelligence (P= 0.014, β = -0.327) were the only Gardner intelligence components that can explain the student's academic performance with statistical significance.
The results showed that among Gardner’s Multiple-Intelligences, existential, intrapersonal, interpersonal, and verbal intelligence contribute the most to the selection of medical sciences as the path of education, and that verbal intelligence is associated with academic success. The results of this study can be employed as an applied knowledge to improve the quality of education counseling to be provided for future medical students.