نشریه افق توسعه آموزش پزشکی
سال چهارم شماره 3 (بهار 1390)

: Since effective education is important in medicine and for the better explaination of practical lessons to the students, this study is performed to evaluate a new educational method based on “group discussion about some cases related to one clinical subject” and compare it with other common educational methods of clinical lessons. This cross-sectional and analytical study was performed in two groups of obstetrics and gynecology stagers in Gynecology department of Imam Reza Hospital of Mashhad University of Medical Sciences.During two months of internships, in addition to theoretical education, one of the staff teaches the clinical lessons every day. Three educational methods are used: “lecture with slide”, “bedside lecture”, and new method of “group discussion about some cases related to one clinical subject”. At the end of every course, the rate of stagers’ satisfaction from three educational methods was evaluated by a questionnaire which currency and permanency was verified and the analytical results were evaluated by T test (Q2 test) and SPSS software. 29 stagers entered to the study. Based on the results, the rate of stagers’ satisfaction from new educational method was significantly higher than “lecture with slide” and “bedside lecture” P=0.001. Comparing two last methods also showed that the rate of stagers’ satisfaction from the “bedside lecture” was higher than “lecture with slide” with significant difference (P=0.007). Educational method of “group discussion about some cases related to one clinical subject” may increase the students’ ability in clinical treatment of patients and can be used in clinical sections.

Reports have suggested that teacher centered instructional methods would make the students inactive, limits their critical thinking skills, and decrease the students’ power of decision-making and self assertiveness. This study was conducted to compare the effects of teacher lecture, asking questions and answering and peer teaching, on satisfaction, anxiety and learning of nursing students. A quazi-experimental study was conducted on 40 nursing students. The content of medical surgical nursing II was divided into three parts. The first part was taught using traditional lecturers, the second part was taught using question and answer and the third part was taught using student s’ lectures. The students’ satisfaction anxiety and learning were then assessed and analyzed using T test and repeated measurement ANOVA in SPSS V.11.5. Totally, 21 students were females and 19 were males. The age of the sample was 23.57±2.06. Mean scores of students’ satisfaction was 3.35 in teachers’ lecture, 3.65 in question and answer and 5.10 in teaching by students (p<0.00). Teacher’s lecture induced the least anxiety while question and answer induced the most anxiety. Teaching by students produced a moderate anxiety. Mean score of student's learning were 12.47 in teacher’s lecture, 14.80 in question and answer and 15.10 in teaching by students. (p< 0.00). Active involvement of students in teaching-learning activities could improve their learning and achievement. Therefore involving the students in teaching learning activity is suggested.

Physicians should have reasonable information about diagnosis and treatment of oral disease, because in addition to dentists, they are involved with diagnosis and treatment of oral diseases. According to Osler research in medical studies, importantce of oral health has been neglected and it is just considered in clinical examination. One of the dentistry post graduation fields which is in close relation to teaching and practice with medical science is oral medicine and could be a reliable source to cooperation of medical and dental societies. The aim of this study is the explanation of necessity of oral medicine course in general medical students training curriculums'. In this cross-sectional comparative study knowledge and diagnostic skills of 140 dental students and medical interns of Mashhad Medical University were assessed. Data gathering tools in this research was an illustrated questionnair. The average age of subjects was 25/41. Of 140 subjects, the least score of knowledge was1/25 and the maximum score was 3/75. The least score in diagnostic skill was 0.36and the maximum score was 4. Among Dental students, the average of knowledge score was: 3/18 and the average of diagnostic skill score was: 2/94. There was no significant relationship between age/gender of the two groups, and also there was no relation of this parameter with knowledge and diagnostic skill score. Among medical students, the average of diagnostic skill score was: 1/73 and the average of knowledge score was: 3/05. There was no significant difference between the two group regarding knowledge score but the difference was significant in diagnostic skill, dental student had better results in diagnostic skill significantly. Knowledge and diagnostic skill were lower than acceptable rate so it is recommended to add oral medicine course to medical educational curriculum. Education developing of this field for all clinicians who involved with oral disease is recommended.

Regarding the importance of developing the gifted and talented students, the implementation of educational programs for them should be considered. The educational underachievement in these students is regarded as a social problem, which happens due to ignorance of their skills and creativity. Continual monitoring and controlling the Educational Underachievement indices is of great importance in medical education, and ignoring this condition will be due to insufficiency in the health servicing efficacy of the community. This cross-sectional descriptive study was carried out on all of Gifted and Talented Students of Urmia University of Medical Sciences that had Educational Underachievement during 2007-2010. Data collected by using a self-structured questionnaire which reliability had been measured by specialists and its validity was approved by internal consistency method. Collected data were analyzed by SPSS package (version 18) through descriptive and analytical statistics (t-test and chi-square).Of the respondents 60.7% were female, the average age was 19.64, 58.4% non-native, 95.5% single, and 92% with no entrance extra-priorities. 74% had gotten mark "A" (more than 17), and 62.7% were accepted straightly into the university. In the part of individual factors, absence of an efficient program had the highest (4.50), and lack of interest to the academic field had the lowest (2.62) points. In the part of familial factors, absence of an efficient connection between home-university had the highest (4.24), and family afflictions and problems had the lowest (1.42) points. In the part of educational factors, the most affecting factor in educational underachievement has been recognized as the absence of exciting the motivation (4.74), and lack of a friendly ambient in the classrooms got the lowest (2.62) points. The total points in the all three parts are 4.3, 3.8 and 2.6, respectively. According to the results of this study, it seems that the supportive vision of the academic authorities in all fields to improve the motivation of the gifted and talented students is necessary. For this purpose, the course units and the educational curriculum should be revised and rearranged to distribute the appropriate courses reasonably throughout the course plan. On the other hand, contribution of the skilled advisory teachers, should be considered to do striding paces in the flourish of the creativity of these students.

Positive effects of medical science courses, because of lack of necessary support, will disappear. It’s expected that education greatly affects current or future capabilities of students. To increase accountability of professional training in order to prove the value of practical training programs of University, complete assessment and evaluation process to consider the ROI approach, is appropriate. This paper introduces ROI (Return on Investment) strategy to develop medical education. Related articles on library and Internet resources were evaluated and articles that are more related to the subject were selected and their contents were extracted. Many universities throughout the world with the evaluation process of ROI and effort of return on investment with lower cost achieve better learning teaching activitiy results. In unless educational systems the value should not be teaching, training should lead to value. the training goals for all the people who are related to education, are not clear, positive effects will not be achieved. The education that is leading to value has three characteristics: plan, implementation, and follow-up program, the third characteristic is the most important. Getting value from education requires integration, plan and follow up. ROI methods can be used for educational planning and investments in education and training activities. Evaluation of plan and data collection and analysis process are the ROI model’s steps. By the evaluation of training programs with the ROI, training can be perceived as a bright valid spot. Instructional designers can use the results of the ROI to increase alignment with the educational needs of university and also to improve efficiency, design and development of the training cycle. This model is more applicable for long periods and cognitive and perceptual skills.

Lack of cohesion across health and education section and national? Is counterproductive to effective national policies in medical education and training. There is a need for a coordinated approach to integrate pathophysiology courses in medical education.This study was performed in 2008 to evaluate student satisfaction from integration period with an emphasi on achieving educational goals for junior medical students who were admitted in Kermanshah University in 2006. This cross-sectional study was done on 64 students who were admitted in pathophysiology courses in the Kermanshah University of Medical Sciences in 2008. Data was collected from was questionnaires (13 questions) with likret range (from very low to high) and its validity confirmed. SPSS software version 16 and Freidman test were used. Among 64 participants of the physiopathalogy course 60% were females and 40% males. The awerage of satisfaction scores (from 13 to 65) were in relation to integration in kidney (46, 4± 12), gastrointestinal course (45.2± a.1). 64 patients (60% was female) average scores Mandy (13-65 scores) in order to integrate satisfaction in kidney course (46.4± 12), gastrointestinal course(45.2± 9.1), endocrinology (44.3± 11.5), Hematology (44.1± 13) didn’t show a significant difference (p = 0.605). The results generally showed that students regarding integration period of pathophysiology in four courses (kidney, gastrointestinal, endocrine and hematology) had the same high satisfaction. while positive steps such as student motivation, promotion of education levels, resolving tension between education and training, increasing communication between students and faculty members, appears to expand integration in to other courses that have not yet started the merging also be appropriate.

Educational equity is one of the most challenging issues in education. Creating a learning environment without stress, promoting students to excellence, justice in educational regulations, providing background to be skilled and prepared for future job are some of elements of educational equity. The aim of this study was to explain the educational equity from the perspective of medical sciences students. In this qualitative study, semi-structured interviews were performed with 50 students of Golestan University of Medical Sciences in 2010. Participants included into the study according maximum variation and purposeful sampling method. The data collected by individual semi-structured interviews till data saturation achieved. At least, two open ended questions were asked from all of the participants "what comes to your mind when I say educational equity? Do you remember any situations or conditions that you felt there is or not educational equity? Interviews were transcribed line by line and were analyzed according to "content analysis approach". Verbal informed consent obtained from the participants for taking in research and voice recording. "No superiority of a student over the others" was the main theme emerged in this study. "Evaluation and teaching methods of faculties" were one of common concern of the students. They believed that those are the factors which make arise doubts and questions on respecting educational equity. Students believed that every student, despite gender, ethnicity, self-confidence, academic major, appearance and social encounter has his/her own specific status and if these criteria get involve in student assessment, the educational equity will be challenged. Equity means equal access to all of educational opportunities regardless of field of study, ethnicity, gender, religion, culture, average, student conduct, dressing style, makeup, and other demographic and personality factors. So that, all of the students can access to the facilities for developing, motivation to reach the goal and be capable, efficient and skilled for their future career.

Continuing shifts in health and healthcare systems, technologies, population profiles, expectations and demands have led to the realization that the education of nurses, and therefore, nursing curricula, must be subjected to evaluation, revision, and maybe even dramatic change. Faculty support for curriculum development is mandatory for the process to begin and for a successful outcome to be achieved. In fact this is obtained through open and thoughtful consideration of the reasons for curriculum development and honest attention to factors that could be limiting.Attention to the values of individual and collective faculty, the extent of curriculum development that might be necessary, and the timeframe for the undertaking, will influence whether approval is gained and curriculum development is occured.Generally the idea of engaging in curriculum development arises among a small group of faculty members who believe that the current curriculum is no longer adequate to prepare students to practice competently in the healthcare and societal contexts they will encounter when they graduate. So identifying reasons why curriculum development is necessary, the extent of the curriculum development that might be required, and possible timelines are important ideas to present to colleagues when seeking their support for curriculum development.

Researchers and scientific board members are in charge of moving the path of realization of being scientific reference in universities, and this is the duty which should be finished. In this study the view points of Tabriz scientific faculty members about "the factors needed to attain the scientific reference" has been considered. It is analytical descriptive and based on field, collecting the data is done through 300 questionnaire in the form of simple randomize, 230 questionnaire has been returned, the data have been analyzed by the SPSS, Kendall correlation, and Lykert style (few=1, average=2, more=3, very more=4). The reliability of survey based on kronbakh`s alpha is equal to 0.790. The data collecting tools is the four choice questionnaires. Outputs have been obtained with preference and total frequency distribution means by scale of 4 in the form of 12 means. Due to the views of scientific board members, the expansion of university connection with the scientific centers of the world has the highest mean, and the expanding the culture of self belief has the meaningful relationship with attaining the advanced knowledge, and creating scientific esprit. The P-Value (0.015) between the expanding the culture of self belief and the attaining the advanced knowledge indicates its influence on attaining the advanced knowledge, and inverse. Although the P-Value between the culture of self belief and the creating scientific esprit indicates its influence on creating scientific esprit, and inverse.

Suicide is the act or an instance of intentionally killing oneself, although most suicides are preventable, training health professionals to improve diagnoses of high-risk patients and providing higher levels of care is important.The present study explores The Comparison of effectiveness of lecturing and self-learning on the knowledge of participants in training courses of management the patients with suicidal thoughts In a semi-experimental study a pretest was taken and participants were randomly divided in two groups of 30.The methods of training were lectures and the self-learning booklet then both groups were tested. Data analysis was performed by software SPSS-14 and the Significant level was defined (P<0.05). The mean scores in group with teaching methods of lecturing increased from 11/03±1/86 to 13/14 ±1/93 and in group with self-learning booklet increased from 10/81±2/06 to 12/98±1/95, the mean difference between two groups was statistically significant (p<0.001). The educational programs increase participants’ knowledge, although there was no difference between the two training methods.