فهرست مطالب

Journal of Advances in Medical Education & Professionalism
Volume:2 Issue: 1, Jan 2014

  • تاریخ انتشار: 1392/10/21
  • تعداد عناوین: 9
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  • Mohammad Hadi Imanieh, Seyed Mohsen Dehghani, Ahmad Reza Sobhani, Mahmood Haghighat Pages 1-5
    Introduction
    In traditional medical education systems much interest is placed on the cramming of basic and clinical facts without considering their applicability in the future professional career. The aim of this study is to evaluate a novice medical training method (problem-based learning) as compared to the contemporary teacher-based medical education or traditional methods.
    Methods
    Selection of the study subjects was done through simple sampling and according to the division of medical students introduced from Medical Faculty to the Pediatrics Department with no personal involvement. 120 medical students were assigned to 8 groups of 15 students each. For four months, 4 groups were trained with traditional method and 4 other groups underwent problem-based learning method on selected subject materials. In each method, a pre-course test at the beginning and a post-course test at the end of each course were given to each group. The questionnaire used in this study as the instrument was composed of 39 questions, 37 multiple choice questions and two short answer questions. Three professors of pediatric gastroenterologist took part in the training. Two of these professors were responsible for solving task training method. The third professor used traditional teacher-centered methodology to eliminate any possible bias. Scores obtained from these tests were analyzed using Paired t-test and independent t-test. P values of less than 0.05 were considered as significant.
    Results
    The mean±SD scores of the students undergoing the traditional method were 14.70±3.03 and 21.20±4.07 in the first and second test, respectively. In problem-based learning, the mean±SD scores were 15.82±3.29 in the first and 27.52±4.72 in the second test. There was a significant difference between the mean scores of post-course exams of the two groups (p=0.001), while no significant difference was observed between the mean scores of precourse exams of the groups (p=0.55).
    Conclusion
    It may be concluded that problem-based learning method leads to a significant increase in learning and recalling output compared to the traditional method. Given the evolving medical education in the country’s medical schools toward problem-based learning, it is suggested that the grounds be laid so that this change will take place based on thought, principles and problem solving.
    Keywords: Medical students, Education, Teaching, Problem based learning
  • Masoumeh Delaram, Sara Hosseini Pages 6-11
    Introduction
    Inappropriate advice interferes with the students’ achievement of educational and professional goals and they may fail to use proper resources for their educational needs. The present study was carried out to compare the students’ satisfaction about the performance of academic advisors before and after the advisor project in Shahrekord University of Medical Sciences.
    Methods
    This longitudinal study was carried out using census report on 244 students in different courses at Shahrekord University of Medical Sciences in two stages at the first semester of 2010-2011 and first semester of 2011-2012. To collect the data, we used a self-designed questionnaire including individual and educational information and 10 multiple-choice questions with Likert scale to assess the students’ satisfaction about the advisors’ performance. Data were analyzed in SPSS 14 using paired t-test, qui-square test. P<0.05 was considered significant.
    Results
    Of the ten items of satisfaction, there was only a significant difference in “accessibility to an advisor before and after the advisor project in students of nursing and midwifery school” (p=0.010), and the difference was not significant in other items in these students. No significant difference was found in ten items of satisfaction in students at other schools before and after the advisor project (p=0.010).
    Conclusion
    It seems that the implementation of advisor project could not provide a satisfactory position for students. Adequate supervision of university officials on proper implementation of the advisor project, supporting faculty advisors and strengthening their position can help to improve the process
  • Mohammad Hossien Kaveh, Leila Moradi, Leila Ghahremani, Hamid Reza Tabatabaee Pages 12-19
    Introduction
    One of the main determinants of adolescents’ life satisfaction is parenting skills. Due to the lack of educational trials in this field, this research was done to evaluate the effect of a parenting education program on girls’ life satisfaction in governmental guidance schools of Shiraz city.
    Methods
    This study is aneducational randomized controlled trial. At first, 152 female students in 2nd grade of governmental guidance schools and 304 parents(152 mother and 152 father) were selected by multistage random cluster sampling method. Then, they were categorized into experimental and control groups. Before and after the intervention, data were collected from two groups using multidimensional students’ life satisfaction scale with stability (Cronbach’s alpha=0.89), test–retest and correlation coefficient (r=0.70-0.90). Educational intervention for parents was performed in the experimental group through presentations with question and answer, discussion in small groups and distribution of educational booklets in 5 volumes. Finally, the data were analyzed using SPSS 14 and through Mann-Whitney test, Chi-square test, Fisher’s Exact test, Wilcoxon test.
    Results
    Before the intervention, the experimental and control groups did not show a statistically significant difference based on the demographic variables. Thetotal of life satisfaction scores and also its subscales in the experimental and control group, before and six weeks after the educational interventiondid showstatisticallysignificant difference (P<0.001). The scores of differences (pre-test/post-test) in total life satisfaction between the experimental and control groups were statistically significant difference (P<0.001).
    Conclusion
    According to low scores of the students in the pre-test, especially in the control group which didn’t undergo any educational program,holding scheduled educational intervention is necessary. This study not only supports the effectiveness of educational intervention but also recommends further educational research to develop knowledge regarding patterns of parenting education.
    Keywords: Adolescent, life, Satisfaction
  • Nikoo Yamani, Maryam Shahabi, Fariba Haghani Pages 20-26
    Introduction
    health care professionals especially clinicians, undergo lots of job stress (JS). Emotional intelligence (EI) is among the variables that appear to be associated with stress. It is also included among the ways adopted by the individuals in order to resist JS in the workplace. Thus, this study aims to investigate the relationship between EI and JS in the faculty members of Esfahan University of Medical Sciences (IUMS).
    Methods
    This was a correlational study performed on 202 faculty members of IUMS. The data was gathered through two valid and reliable questionnaires (Bradberry EI questionnaire and JS questionnaire), being analyzed by SPSS software using descriptive statistics, Pearson correlation coefficient, t-test, analysis of variance (ANOVA) and linear regression analysis (α=0.05).
    Results
    142 individuals (70.30%) filled out the questionnaires. 75% of the respondents were male and 98% were married. There was an inverse correlation between the total score of EI and the level of JS (r=-0.235, p=0.005). Moreover, among the factors of EI, self-awareness and self-management scores had significant inverse relationship with the level of JS. Linear regression analysis showed that the EI factors explained approximately 7% of the variance of JS levels of the teachers.
    Conclusions
    Individuals with high EI have less JS. Since the EI can be taught, it can be expected that the JS of faculty members can be reduced through training them on emotional intelligence. Therefore, it is recommended that short-term training courses be scheduled and designed based on the concepts of EI for teachers, particularly clinicians.
    Keywords: Emotional intelligence, Job stress, Faculty member
  • Rita Rezaee, Parisa Nabeiei, Mohammad Mehdi Sagheb Pages 27-32
    Introduction
    Consultation and guidance is a process of learning which is done through the relationship between two individuals. In this mutual relationship, the counselor, through his scientific and occupational skills and qualification, tries to help the students using the methods corresponding to their needs. The main objective of this study was to provide a framework for the management of the advisors’ plans in the university based on the analysis of different schools.
    Methods
    This research is a cross-sectional and descriptive-analytic study. Data were collected both qualitatively (centralized groups at the presence of advisors in universities) and quantitatively (self-assessment of teachers and students’ evaluation). Sampling was done randomly from all students of Shiraz University of Medical Sciences. All the teachers who were advisor took part in this study.
    Results
    This study was conducted in eight schools of Shiraz University of Medical Sciences simultaneously and 974 students and 125 teachers took part in it. At the time of data collection, 25.5 percent of the students declared that the advisors have provided allocated time to them and 45.4 percent believed that the advisors helped the students to understand the importance of the courses.
    Conclusion
    The emergence of weaknesses and strengths of the academic advising program and the guidance through teacher’s self assessment, not only may be the sign of realization of programmed objectives, but also may be the starting point for qualitative improvement of the situation. Moreover, in order to improve the advisory services and guidance, it is necessary to regard consultation as a scientific subject which needs training.
    Keywords: Advisor teacher, Consulting, Guidance, Education
  • Bahram Jowkar, Javad Kojuri, Naeimeh Kohoulat, Ali Asghar Hayat Pages 33-38
    Introduction
    In the past 2 decades, research findings established achievement goal theory as a powerful framework for conceptualizing difference in the quality of student’s engagement, persistence on task, and academic resilience. So the present study examined the relationship between achievement goal orientations and academic resilience.
    Method
    Participants were 606 students (307 girls and 297 boys) selected from Shiraz high schools. They completed the Achievement Goals Questionnaire and Youth development Module Scale (RYDM). To analyze the data, the relationships between variables were examined, using Pearson product– moment correlations. Also simulanteous multiple regression was performed to investigate the prediction of academic resilience by achievement goal orientations. To examine the reliability and the validity of measures Cronbach alpha coefficient and factor analysis method were applied, respectively.
    Results
    Simultaneous multiple regression of achievement goal orientations on academic resilience showed that “mastery-approach” was a significant positive predictor of the “home care/high” and “peer care” subscales. Also, “performance-approach” was a significant, positive predictor of “home care/ high”, and “school/community meaningful” was predicted by “performanceavoidance” positively.
    Conclusion
    According to the findings, it seems that achievement goal orientation has a critical role in students’ academic achievement. Implications of the results are discussed in more details.
    Keywords: Resilience, Education, Goal orientation
  • Mohammad Ali Montaseri, Mohsen Hojat, Mahdi Karimyar Jahromi Pages 39-44
    Introduction
    Educational justice is a process by which all those involved in education are pondering and seeking to establish it in their regulatory environments. This study aimed to investigate effective factors in an ideal educational justice and the current condition of educational justice from the students’ viewpoint and ultimately increase the awareness and understanding of authorities and educational planners of the existing shortcomings.
    Methods
    This is a descriptive-analytical study. Samples include all nursing, operating room, and anesthesia students of nursing and paramedical college who had passed at least 5 semesters. Data collection was carried out through a scholar questionnaire. Validity was assessed through content validity and reliability of the questionnaire was evaluated using a pilot study. In order to determine the status of the scores, 5 points (very high), 4 (often), 3 (moderate), 2 (low) and 1 (very low) were assigned, respectively. To determine the justice level, a 35 score interval was considered as very low, low, medium, high and very high. SPSS software, descriptive statistics, independent t-test and ANOVA were used to analyze the data.
    Results
    There was a significant difference between the ideal and the current conditions in all items (p≤0.001) and also in the total mean score of ideal condition and mean score of current condition (P=0.010),.
    Conclusion
    In an educational system, educational methods and aims should be regulated in a way that principles and components of justice are attainable and distribution and allocation of educational facilities of justice are considered thoroughly.
    Keywords: Education, Justice, Ideal condition, Current condition
  • Fatemeh Shahidi, Hamid Reza Dowlatkhah, Abolghasem Avand, Seyed Reza Musavi, Elaheh Mohammadi Pages 45-50
    Introduction
    Some students attribute their academic failure to such factors as low aptitude, unavailability of resources, and bad luck. However, we can dare to say that the most important factor playing a role in academic success is students’ little acquaintance with learning and study skills. This study aimed at examining the quality of study skills in newly-admitted students of Fasa Medical University so that the results can be used in holding teaching courses in study skills.
    Methods
    The present study is a cross-sectional descriptive study. The sampling was done of all the newly-admitted students in the first semester of 2012-13 academic year including 94 students of Medicine, Nursing and Laboratory Technology. The data were collected through a questionnaire, consisting of two parts. The first part included items on demographic information of the subjects (such as sex, field of study, number of hours dedicated to studying, student’s rank in Konkour, and the National University entrance exam. The second part was composed of 19 special items on such domains as ‘Time management’, ‘Concentration’, ‘Class note-taking’, ‘Studying’ and ‘Taking exams’ with 4, 5, 4, 3, 3 items, respectively. The checklists were filled in using Likert scale. The collected data was then analyzed using an SPSS 14, through which descriptive statistics as mean, standard deviation and multiple regressions were obtained. Moreover, the data were analyzed using Independent Sample T and ANOVA tests.
    Results
    The results showed that the range of the students’ study skills was 2.35, being rather below the normal level; the highest mean belonged to ‘concentration’(2.56), but the lowest mean was that of ‘time management’ (2.05). Through ANOVA test, it was also shown that there was no significant difference between the students of Medicine, Nursing and Laboratory Sciences regarding their scores on ‘study skills’ as (p=0.646). In addition, through independent sample t-test, it was shown that there was no significant difference between the subjects’ ‘sex’ and ‘study skills’ as the p-value was 0.584. On the other hand, through multiple regressions, the results indicated that there was a significant difference between ‘Taking exams’ and ‘Studying’ (p=0.0003), between ‘Class note-taking’ and ‘‘Taking exams’ (p=0.0004), between ‘Concentration’ and ‘Taking exams’ (p=0.00025), and between ‘Time management’ and ‘Taking exams’ (p=0.00001). Overall, Class note-taking’ was proved to have the greatest effect on ‘Taking exams’ (B=1.58).
    Conclusion
    Regarding the very important role of study skills in learning, it is recommended that ‘study skills’ and ‘study habits’ courses be included in the students’ curriculum formally or implemented as workshops for students.
    Keywords: Skills, Students, Learning
  • Hossain A. Ronaghy, Khosrow Nasr Pages 51-52
    In early 1970`s A combination of a shortage and misdistribution of health services and growing public dissatisfaction about the health care available, along with increasing expectations, has put great strain on the mind of the staff of the Department of Medicine Shiraz University School of Medicine, the medical school was known as a center of excellence for physician training. The school also got its reputation for its well-trained faculty, a fulltime system. English was the media of instruction and facilities were up to date. The Government of Iran, relatively prosperous with the sudden increase of oil price embarked on massive importation of foreign doctors, which did not, eased the aforementioned problem (1, 2). The Fasa Medical School was conceived, to address health needs of majority of population residing in rural and small communities, by training both medical doctor and other health personnel, based on the philosophy of community orientation, problembased learning and student-based curriculum, combined with innovations in staff and student selection and training (3).