Strides in Development of Medical Education
Volume:9 Issue: 2, 2012

The aim of faculty evaluation is to improve teaching quality. One of the most common methods of faculty evaluation is student evaluation of teaching (SET). The original purpose of SET was to provide feedback that can be used by faculties to improve their teaching (formative evaluation). In time, this function was replaced by summative evaluation (for administrative purposes). Using the SET results to guide improvements in the teaching process is viewed generally as an acceptable practice, but utilization of the SET results for administrative purposes is a matter of hot debate. Regarding the pivotal role of the SET results in promotion of an individual faculty this narrative review was carried out to gain an overview of critiques that have been voiced on SET. In-country studies reveal that a high percentage of faculties have criticisms towards SET so that its validity becomes questionable. According to some international studies not only the SET is an invalid measure for assessing teaching effectiveness but also it may lead to decrement in teaching quality. Nationwide studies enrolling a representative sample of Medical Universities are warranted to reply to the question that “Does administrative use of the SET results lead to improvement in teaching quality?”

Learning via mobile, as a new stage of electronic learning development, has been introduced to provide opportunities for transferring information and improving students learning. The present study was carried out to investigate the factors affecting the attitudes of Medical Students toward the acceptance of cellular phone as one of the educational means. In this descriptive correlation research, the study population was all the medical students in Isfahan University of Medical Sciences, Isfahan, Iran. Study samples were 214 students selected through clustered random sampling according to the sample size. Data collection was performed using a questionnaire designed based on forming constructs and factors of Davis et al., (1989) acceptance model. The questionnaire’s validity and reliability were determined through content validity and Cronbach's alpha respectively. Variables including the perception of easy usage of e-learning, the perception of the helpfulness of e-learning, students’ attitudes toward e-learning and the decision to use it were found to be the factors which positively affect the acceptance and use of this technology among the students at the level of 0.01. Based on on findings, the technology acceptance model of learning via cellular phone was approved in the studied population; so that, it is applicable to the under-study population.

According to some evidences, medical graduates do not evaluate their skills and capabilities to perform professional responsibilities at an acceptable level. In other words, there is a disagreement among authorities and experts of medical education in this regard. This study aimed to survey the challenges of general physician-education system in Iran. This applied study was carried out by qualitative method. A purposeful sample of 23 informants participated in the study. Semi-structured interview was applied for data collection and Data were analyzed using framework method.Results A total of 23 subthemes classified under 6 major themes were identified. Major themes included strategies of general practice education, structural issues, incomprehensiveness of courses and curriculum, educational fields, educational problems, and resources. Due to several issues, the effectiveness of general physician-education in Iran is faced with serious challenges. Incompatibility of education with real needs of the community is one of the most important issues. Therefore, general-physician education should move toward becoming more practical and empowering medical students to manage health centers should be taken into account in a systematic and efficient manner.

Approach to the study, as one of the factors affects students’ learning and achievement, is of a great importance. The aim of this study was to compare medical students’ approaches to learning in pre-clinical and clinical years of study and its effect on their academic achievement. In this descriptive-analytic study, a total of 137 medical students in pre-clinical and clinical years of study in Jundishapur University of Medical Sciences, Ahvaz, Iran, were evaluated by using Approaches and Study Skills Inventory for Students (ASSIST) questionnaire. Grade point average of students in theoretical and practical courses was considered as an indicator of their academic achievement. The most common approach to study and learning was deep approach (40.1%). In clinical years of study, a significant increase of using deep approach and significant decrease of using surface approach were observed. There was no significant difference between pre-clinical and clinical students in regard to their learning and study approaches (P = 0.140). Learning and study approach showed significant relationship with students’ academic achievement (P = 0.01). Due to the significance of using deep approach in learning, it is recommended that educational planners provide the best learning conditions to encourage students to take advantage of this study approach.

Education is one of the fundamental pillars for developing capabilities, skills and competencies in the society. Comparing e-learning and traditional teaching methods help teachers and educational stakeholders in designing, developing and implementing appropriate learning courses for learners. The purpose of this study was to compare lecture-based and e-learning methods effects on learning and motivating physicians on the topic of acute respiratory failure using models, strategies and techniques of instructional design. In a quasi-experimental study, 60 general physicians selected by available sampling were divided into two equal groups (n = 30) based on the two instructional methods. Learning content in the control group was based on the compiled programs of Continuing Medical Education and in the e-learning group it was based on the same programs with integration of the instructional design models. Data were collected in pre-test, post-test using motivation assessing questionnaire using Merrill and Reigeluth models. There was no significant difference between pre-test and post-test scores of participants (P > 0.05). But after educational programs, the motivation of physicians in control group (126.1 ± 3.97) was significantly (P < 0.05) less than experimental group (143.83 ± 5.45). The results of this study showed a significant increase in participant's motivation after using electronic medical continuing education.

Mental health is one of the most important issues in various populations, specially the student populations, which by itself can provide a background for academic achievement or failure. The aim of the present study was to investigate the mental health status of students of medicine and dentistry in Shahid Sadoughi University of Medical Sciences, Yazd, Iran. This descriptive-analytic and cross-sectional study was performed in the academic year of 2009-2010 according to the Symptom Checklist-90 (SCL-90) test. 232 questionnaires containing demographic and SCL-90 questions were distributed among the systematically selected students of medicine and dentistry in Shahid Sadoughi University of Medical Sciences. Data were analyzed using chi-square test. 132 students (69.1%) had no mental disorder; while 53 (27.7%) had slight and 6 (3.2%) had moderate mental disorders. The rate of severe mental disorders was zero. The most commonly observed mental disorders were paranoia in 108 students (56.5%), sensitivity in mutual relations in 82 students (44%), and obsessive compulsive disorder in 79 students (41.4%). None of the demographic variables showed significant statistical relation with mental health status. The obtained rate for suspicious cases of mental disorders in students of medicine and dentistry requires more attention in offering health consulting services for them in order to solve their psychiatry problems.

Selection of specialty field to continue education is such a great challenge for general physicians that can create stress in their personal life. The purpose of this study was to determine the relationship between the rate of anxiety in medical residents and their desired criteria in selecting specialty field and place of study. This descriptive and cross-sectional study was performed on a total of 370 medical residents selected through stratified sampling from Isfahan, Guilan, Zahedan, Sanandaj and Kashan Universities of Medical Sciences, Iran. Data were collected through demographic features questionnaire and Zung anxiety self-evaluation questionnaire. More than 92% of residents did not have anxiety and were in normal condition. From all, 168 (45.4%) had selected their specialty field based on just their personal interests, 55 (14.9%) based on external factors, and 147 (39.74%) based on both internal and external factors. In regard to the place of study, 220 residents (59.5%) were studying in their first three preferred cities and there was a significant relationship between anxiety and place of education (P < 0.05). Since academic satisfaction and success of medical residents is highly dependent on studying in their favorite specialty field and place, administrative programming by officials and planners is highly required for omitting barriers in selecting field and place of education.

Medical students should learn some skills for better clinical reasoning, decision making and using evidence based medicine. One of the most important attributes of a successful clinician is the ability of critical thinking in patient care situations. The purpose of this study was to evaluate critical thinking skills (analysis, evaluation, inference, and deductive and inductive reasoning) in medical students of Isfahan University of Medical Sciences, Isfahan, Iran. This non-experimental study was conducted on 92 men in first, third and fifth years of medical education in 2008-2009. Data were collected using California Critical Thinking Skills Test (form B) and analyzed by SPSS software. Statistical tests used for data analysis were ANOVA, Duncan Posthoc and Pearson tests. The mean scores of 5 sub-skills were low in all three groups. Significant differences were found among three groups in regard to evaluation (P = 0.48), inductive reasoning (P < 0.001) and deductive reasoning (P = 0.01). It seems that students’ critical thinking skill is not so desirable in Iran and educational planning should be considered for its development.

Current approach to the education is open learning. Universities in line with the new technologies tend to provide distance and semi-distance education and they are engaged in e-learning through setting up websites. Analyzing the existing data in intended websites can be beneficial in improving distance education and e-learning. The aim of this study was to evaluate the qualities of virtual websites of medical science universities in the world. In this descriptive qualitative and quantitative study, 40 web sites of medical science universities were evaluated through website quality evaluating tools (Cronbach's alpha = 0.95). “Specific purpose for data range” and “audiences and websites goal” were in excellent conditions. Also, “ease of searching”, “graphic”, “updating”, “internal links”, writer’s academic background”, “stability of the structure”, and “speed of website loading” were in good conditions. The findings of this study can be used by medical science university website managers to improve the quality of the related websites.

Due to increasing rate of medical knowledge volume and depth, introducing new tasks and roles for general practitioners, and restriction of time and resources in medical education, it is essential to follow educational priorities especially in teaching medical doctors. The aim of this study was to determine the conformity of educational programs of ophthalmology department in Shiraz school of medicine, Shiraz, Iran, with the required educational priorities in medical doctor (MD) curriculum. In this research, we focused on two aspects of theoretical education of ophthalmology; theoretical classes and final examinations. First, the topic discussed in the class or asked in final examinations was determined and its priority was graded according to a grading scale of A to D used in comprehensive study of Shahid Beheshti University of Medical Sciences, Iran. Then, after calculating sum of priorities, the rate of conformity with the expected priorities was determined using chi-square test. In both theoretical classes and final examinations, significant difference was observed between educational materials and the expected educational priorities (P < 0.05). In some cases, the priority “A” had been paid less attention and priorities “B”, “C”, and “D” had been paid more attention than the expected rates. Since the priorities considered in this study were based on those in Shahid Beheshti University of Medical Sciences comprehensive study that is approved by faculty members of Shiraz University of Medical Sciences, revision of the educational priorities seems to be required.