Journal of Advances in Medical Education & Professionalism
Volume:3 Issue: 2, Apr 2015

Functional dyspepsia and digestive disorders are common, debilitating and costly. Little information is available about the role of stress management in terms of cognitivebehavioral treatment of dyspepsia. The purpose of this study was to investigate the effectiveness of cognitive-behavioral stress management on functional dyspepsia symptoms in patients who referred to digestion clinics in Ahvaz. This was a quasi-experimental study, using pretest, post-test and follow-up with control group. The sample size was decided according to availability. For this purpose, 30 patients were selected using Rome-III diagnostic criteria with diagnosis of functional dyspepsia. They were divided with block randomization into two experimental and control groups (Each with 15 subjects). The experimental group received 10 sessions of cognitive behavioral stress management. But, the control group did not receive any intervention. Two groups were assessed at post-test and follow-up after the intervention. Data collection in this study was based on the NDI index. All subjects completed the NDI index for evaluating dyspeptic symptoms in the pre-test phase. At the end of interventions and post-test phase, both groups completed the NDI index. Also, all subjects completed a month after the end of the the NDI index in order to follow the effects of treatment. After the follow-up, the data were analyzed using the SPSS 14 and univariate analysis of variance. The significance level was considered p<0.05. The result of this study showed that there were significant differences between the experimental and control groups in terms of functional dyspepsia in the post-test (p=0.000). Also, there were significant differences between the experimental and control groups in terms of functional dyspepsia in the follow-up (p=0.000). The results of the present study suggest that cognitive-behavioral stress management strategies are effective in reducing symptoms in patients with functional dyspepsia. So, cooperation among gastroenterologists, psychologists and psychiatrists can have positive effects on these patients.

studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82) and emotional intelligence (117.07±10.33) variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23). The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001). Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571). In students with high academic achievement, self-awareness, selfmotivation and social consciousness played an effective role in \ explaining self-efficacy (r=0.677, p<0.001). Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.

The people’s mental, intellectual and physical nonreadiness to confront earthquake may result in disastrous outcomes. This research aimed to study of effects of a training intervention on health connector’s knowledge regarding their approach to earthquake in health-training centers in East of Tehran. This research which is a semi-experimental study was designed and executed in 2011, using a questionnaire with items based on the information of Crisis Management Org. After a pilot study and making the questionnaire valid and reliable, we determined the sample size. Then, the questionnaires were completed before and after the training program by 82 health connectors at health-treatment centers in the East of Tehran. Finally, the collected data were analyzed by SPSS 14, using paired sample t–test and Pearson’s correlation coefficient. Health connectors were women with the mean age of 43.43±8.51 years. In this research, the mean score of connectors’ knowledge before and after the training was 35.15±4.3 and 43.73±2.91 out of 48, respectively. The difference was statistically significant (p=0.001). The classes were the most important source of information for the health connectors. The people’s knowledge to confront earthquake can be increased by holding training courses and workshops. Such training courses and workshops have an important role in data transfer and readiness of health connectors.

An evaluation of the curriculum elements can be recognized as a necessity in curriculum dynamic and improvement. This study aimed at evaluating five main elements of a physiopathology curriculum in internal medicine (objectives, content, methods, evaluation, and management). The present study is of a descriptive-analytical type, and the study population consisted of a total of 48 faculty members of internal medicine physiopathology department at Shiraz University of Medical Sciences. Participants were selected using Cochran’s sample size formula and through simple random sampling. The data were collected using a 58-item questionnaire devised by the researcher, using curriculum planning experts. Face and content validity of the scale were obtained through expert views and modifications provided by 10 professors and experts in medical curriculum evaluation. Also, research reliability was calculated using Alpha Cronbachto be 0.99. Reliability value and coefficient was acceptable. Moreover, One-sample t-test, Independent t-test and One-way ANOVA were used for data analysis. Based on the faculty members’ views, of the five curriculum elements, objectives and content were in relatively good conditions (at an average level) while other elements including method, evaluation and management were in poor conditions (lower than average). According to results of two-way ANOVA, there was a significant relationship between faculty members with various work experience in terms of curriculum evaluation. According to research findings, a comparative examination of the curriculum elements and their characteristics in physiopathology course can be conducted, resulting in identification of curriculum weaknesses and their pitfalls. Also, with regard to teaching, evaluation, management methods, weak and strong points of the course, efficiency, and effectiveness of the elements were identified.

Ventilator-associated pneumonia (VAP) is one of the most popular nosocomial infections in the intensive care units and the nurse’s role in preventing it is very important. The aim of this study was to compare the effect of two methods of face to face training and work- shop clinical guidelines in prevention of VAP. In this experimental randomized clinical trial, the knowledge and practice of nurses in ICUs were studied in two groups: face to face training (35 nurses) and workshops (40 nurses) by using clinical guidelines in prevention of VAP in one of the hospitals of Shiraz University of Medical Sciences. The level of knowledge and practice in each group was assessed by selfreport questionnaire, knowledge questionnaire and also direct observation of practice, before and after training. Data were analyzed with descriptive statistics, paired t-test, independent t-test, McNemar test, Fisher’s exact, sign and Chi-square test, using SPSS 14. This study demonstrated that both methods of face to face training and workshop were very effective. The incidence of inappropriate pressure of cuff in the tracheal tubes and tracheostomy tubes was significantly reduced after training (p=0.001). But, by comparison of these two methods and the relationship between the variables revealed that no significant difference was found between the two groups of face to face training and workshop. Training the nurses is highly effective in preventing VAP, particularly for appropriate cuff pressure, suctioning and disinfecting hands.

Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28) was trained in traditional lecture-based class and the case groupnamed as A1 (n=22) were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P value less than 0.05 was considered as significant. The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001), followed by A1 group (p<0.05), while was the least in the B group (p=0.875). According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

become one of the core components in survival and success of any organization. Unfortunately, despite the importance of training evaluation, a small portion of resources are allocated to this matter. Among many evaluation models, the CIPP model or Context, Input, Process, Product model is a very useful approach to educational evaluation. So far, the evaluation of the training courses mostly provided information for learners but this investigation aims at evaluating the effectiveness of the experts’ training programs and identifying its pros and cons based on the 4 stages of the CIPP model. In this descriptive analytical study, done in 2013, 250 employees of Shiraz University Medical Sciences (SUMS) participated in inservice training courses were randomly selected. The evaluated variables were designed using CIPP model and a researcher-made questionnaire was used for data collection; the questionnaire was validated using expert opinion and its reliability was confirmed by Cronbach’s alpha (0.89). Quantitative data were analyzed using SPSS 14 and statistical tests was done as needed. In the context phase, the mean score was highest in solving work problems (4.07±0.88) and lowest in focusing on learners’ learning style training courses (2.68±0.91). There is a statistically significant difference between the employees` education level and the product phase evaluation (p<0.001). The necessary effectiveness was not statistically significant in context and input level (p>0.001), in contrast with the process and product phase which showed a significant deference (p<0.001). Considering our results, although the inservice trainings given to sums employees has been effective in many ways, it has some weaknesses as well. Therefore improving these weaknesses and reinforcing strong points within the identified fields in this study should be taken into account by decision makers and administrators.

According to the family physician’s idea, evaluating programs in order to improve them is one of the necessities of promoting quality and increases the efficiency and effectiveness of continuing education. This study aimed to determine family physicians’ educational needs regarding health and its applicability in continuous medical education in Fasa University of Medical Sciences. In this cross-sectional study, viewpoints of 45 general physicians working at Fasa University of Medical Sciences in 2013 were studied. Samples were selected through census. Data collection was done using a researcher-made questionnaire using 10-point Likert scale and a checklist with Delphi technique. Content validity of the questionnaire and its reliability were confirmed by the experts’ opinion and Cronbach’s alpha of 80%. The data were analyzed through SPSS software version 16, using both descriptive and inferential statistics (mean and standard deviation, standard score (SQ), t-test, ANOVAs). A significance level of <0.05 was considered. The highest educational priority was in the field of mental health (SQ=0.38), and environmental and professional health was the lowest priority (SQ=_0.24). Additionally, within each of the areas above specific priorities were determined. Based on the results of this study, gender, graduation date, cooperation time, and university they were educated in did not affect expressing educational needs (p>0.05). The most educational conformity with continuing education was in the diseases area (topic 27%, content 37%). In the areas of environmental and professional health and health education, compliance was zero. The physicians stated that mental health was the first educational need and environmental and professional health was the last one. According to the results, proper continuing medical programs should be coordinated with educational needs.