susan hassanzadeh

The mentorship system faces many challenges in implementation for various reasons. This study examines challenges of the mentorship system and provides solutions.

This cross-sectional study was conducted in three stages at the Tabriz University of Medical Sciences in 2016. First, in order to determine the current status of the mentorship system, the existing documents in the faculties and the collection of information from the mentor, educational deputies and group managers and experts, as well as students were used. Sampling of mentors, deputies and department managers and experts of the counseling system was conducted by census and randomly for students. In order to determine the challenges in the mentorship system, a focused group discussion session was held with the presence of faculty mentors who had at least two years of experience as mentors and educational deputies. Finally, in order to provide corrective measures to improve the quality of the system, a meeting was held with the participants who attended the group discussion session of the second stage of the study. To analyze the information in the quantitative part of the study, descriptive statistics were used through SPSS 17 software and to analyze the information related to the group discussion sessions, content analysis was used.

The current situation of the mentorship system in all faculties at the Tabriz University of Medical Sciences was considered in terms of students and identified indicators with an average of 47.9 in the average range. The highest score obtained for the item "the formation of a file for each student with the confidentiality of personal, educational, social and economic information" had an average of 59.3 and the lowest score was seen for the item "holding regular counseling sessions" with an average of 36.4. Analysis of data from a focused group discussion led to the identification of three main themes: organizational challenges, challenges related to professors active in the mentorship system, and challenges related to students. In addition, 18 solutions to the challenges were presented.

Despite the success and relative satisfaction with the mentorship system, there are challenges in several dimensions. Fortunately, the challenges in this area were such that it was possible to resolve them within the organization, and appropriate solutions were provided to solve each of the challenges, which are discussed in the text of the article.

Learning style is an individual’s preferred method of encountering information in specific situations in order to acquire knowledge, skills and attitudes through study or experience. Students and Planers’ awareness of learning styles facilitate the teaching process, increases satisfaction and makes the future choices easier. This study aimed to examine different learning styles and their relation to academic achievement in medical students of basic sciences program at Tabriz University of Medical Sciences. In this descriptive – analytical study, the sample consisted of all medical students of basic sciences program at Tabriz University of Medical Sciences in 2011-2012. The data was collected through a questionnaire which included respondents’ demographic information and overall grade point average (GPA) as well as Kolb standard questions on learning styles. 4.3%, 47.8%, 44.9% and 2.9% of students preferred diverger, assimilator, converger and accommodator learning styles, respectively. Mean overall GPA of students who preferred diverger learning styles was 14.990.39±. Students who prefer assimilator, converger and accommodator learning styles had mean overall GPAs of 14.940.56±, 15.080.58± and 14.830.29± respectively. The findings showed no significant relationship between students’ learning academic achievement and their learning styles (p = 0.689). There was no significant relationship between Students’ academic achievement and their learning styles. Furthermore, the majorit of the students preferred accommodator and converger learning styles. Consequently, adopting interactive teaching methods, using tutorials, running simulation programs, launching laboratory activities and encouraging students to think and analyze problems and issues can be greatly effective in prolonging their learning lifecycle.

Training in a real work environment, within community is an effective method of education. Continuous evaluation of community based education courses is essential for both maintaining and improving their quality. In a cross-sectional study, 100 students who had passed community based education courses along with 15 faculty members teaching the same courses have been randomly selected in the faculties of Tabriz University of medical sciences. A researcher-designed questionnaire consisting questions of educational program, learning settings, teaching and assessment methods, used for data collection. The data was analyzed using SPSS16. Community based education among the students of Health and Nutrition, Dentistry, Para medicine, Pharmacy, Medicine, Nursing and Rehabilitation faculties scored 39.466.59± (average), 78.201.37± (very high), 52.7814.41± (high), 19.485.29± (low), 61.942.22.2± (good), 43.9716.82± (average) and 64.903.45± (high), respectively. The research results showed that community based education had different quality levels in different departments.

E-readiness assessment is the evaluation of one’s ability to accept and use information technologies and their relevant applications. E-readiness assessment helps us identify and study the strengths and weaknesses and consequently find solutions and formulate strategies to improve e-readiness which is considered as a guarantee for the implementation of knowledge development programs. This study aimed to assess ereadinessat TabrizUniversity of Medical Sciences. Thecurrent research is an analyticalstudyusing a questionnaire designedby the researchers to assess e-readinessatTabrizUniversityof Medical Sciencesin 2010-2011.Using Cronbach’salpha coefficient,the questionnaire reliability was estimated 0.85. Researchers have randomly selected 520 of managers, IT experts, professors and students at Tabriz university of Medical Sciences. The collected data was analyzed using SPSS. In general, the academic staff, students, managers and IT experts have assessed e-readiness as good, measuring 54.46±9.63. The study showed that the overall e-readiness rates were good at Tabriz University of Medical Sciences and suitable platforms were also provided for the University to enter into the field of IT. The condition will further improve if the officials dedicate more attention and support to the activities of Computer Department.

Purulent mediastinitis is an unusual complication of median sternotomy. This complication often occurs shortly, usually within two weeks, after surgery. This study has been planned to clarify the situation of life-threatening infectious complications after surgical operations at our center and to better the ways of prevention as much as possible.
In this study, all the patients who had undergone median sternotomy were observed over a 4-year period. The documentation of the diagnoses was completed, information about the patients including demographic characteristics, type of surgery, pre-, intra- and postoperative risk factors, clinical and laboratory findings, etiological diagnoses, responsible organisms, management methods and finally the outcome of the patients were collected and analyzed by a statistical software (SPSS-Win).
1.2, and 15% needed preoperative intra aortic balloon pump. The mortality rate was 31%.
This complication is distinguished by its clinical manifestations and positive culturing from the mediastinum. Microbial etiology is influenced by the source of contamination and must be recognized for any center separately. A combination of antimicrobial therapy and surgical intervention has better results. A better evaluation of the patients’ preoperative conditions, promotion of surgical techniques and preventive measures, and an early diagnosis of mediastinitis will be effective in the reduction of this
complication