جستجوی مقالات مرتبط با کلیدواژه « educational methods » در نشریات گروه « پزشکی »

In recent decades, epidemics of various infectious diseases have occurred. Despite the health authorities' educational efforts to provide people with adequate information, there is not enough evidence regarding the evaluation and effectiveness of educational methods. Therefore, the present study aimed to evaluate the effectiveness of educational methods provided for the public during epidemics of infectious diseases from people's perspective.

  This cross-sectional study was conducted in Iran in 2023. The participants included individuals who were older than 15 years and were living in Iran during the recent epidemics. We used a tailored questionnaire consisting of 14 questions to gather information. The validity of the questionnaire was ensured by calculating the content validity index and ratio. Furthermore, its reliability was confirmed through a pilot study. The participants were selected using convenience sampling. In order to collect data, the questionnaire was distributed to the target group both electronically and in person. The collected data were analyzed using SPSS software (version 24) with normality tests conducted, and any P-value below 0.05 was considered significant.

A total of 278 individuals participated in the study, with the majority being women (61.9%). The average age of the participants was 33.9 years old. Most of the participants had a bachelor's degree (43.2%). According to the results of the study, social networks were identified as the most commonly used source for receiving educational materials during infectious disease epidemics (76.8%), and they were also considered to be the most effective source (87.6%). Additionally, based on the participants' opinions, social networks outperformed other information sources (78%). Face-to-face education provided by healthcare workers was identified as the most trusted educational source (81.6%), and the participants recommended this method to others more than any other method (82.4%). Interviews with healthcare experts and in-person education provided by healthcare workers were perceived as the most effective educational methods by the people surveyed (60.4%). Furthermore, the results indicated that as individuals age, their reliance on sources of information like the Internet, social networks, and newspapers tends to decrease.

  The results of the current study can provide valuable information for policymakers on educating the public during epidemics of communicable diseases, as well as help them make quick, effective, and evidence-based decisions.

Innovative educational methods can improve the performance of higher education. Therefore, the aim of this research was to design a conceptual model of innovative teaching methods in higher education.

This study was applied in terms of purpose and cross-sectional in terms of execution method. The research population was the faculty members of the Islamic Azad University of Tehran province in the academic year of 1402-1401, and the sample size was estimated to be 346 people based on the Karjesi and Morgan table, who were selected by stratified random sampling. The research tool was a researcher-made questionnaire of innovative educational methods in higher education with 113 items. For data analysis, exploratory factor analysis and structural equation modeling methods were used in SPSS and AMOS software.

The findings showed that 113 items of innovative educational methods in higher education had a factor load higher than 0.40 and this structure has 22 components in 7 dimensions including artificial intelligence in innovation (3 components), intelligent management of innovation (2 components), methods New educational and research (2 components), information technology (3 components), disadvantages of new educational methods (5 components), development of innovation and entrepreneurship (3 components) and innovative teaching (4 components). Also, the factor load of each of the components and dimensions was estimated to be higher than 0.50, the average variance extracted was higher than 0.60, and their reliability was higher than 0.70. In addition, the conceptual model of innovative educational methods in higher education had a suitable design and each of the dimensions had a direct and significant effect on the model (P<0.05).

The conceptual model of innovative educational methods in higher education designed in this study can be used by higher education specialists and planners to improve educational methods.

The aim of this study was to investigate the health of children's personality in the educational methods of the Holy Quran.

The present study was written by descriptive-analytical method.

By explaining the subject and its important achievements from the perspective of the Holy Quran, the necessity and importance of the present study becomes clear. They have provided.

According to the findings, the results showed that perseverance and not despair of raising children, gradual observance in education, attention to meeting their needs, creating a sense of security, peace and unconditional love, are essential points in education that in The Holy Quran has dealt with it.

One method for the assessment of dentistry curricula is to evaluate dentistry graduateschr('39') satisfaction with their acquired clinical skills. Given the lack of data on this subject at the national level, this study aimed to evaluate the satisfaction with clinical skills training in general dentistry graduates in Iran.

This cross-sectional descriptive-analytical study was conducted on 614 general dentistry graduates participating in the dentistry residency exam in 2019 in Iran. Data were collected using a questionnaire consisting of three sections. The validity and reliability of the designed questionnaire were approved using statistical tests. The questionnaires were distributed among the participants before the residency exam. After collecting the completed questionnaires, their data were extracted and analyzed in SPSS-26 using Mann-Whitney’s U-test and the Kruskal-Wallis test to compare the distribution of satisfaction according to entrance year and university type.

The response rate was 100%, which must be because the questionnaires were distributed during the residency exam session. According to the participants, the highest level of satisfaction with the practical skills acquired pertained to pediatric dentistry (76.5%), operative dentistry (71.4%) and radiology (64.7%), and the lowest pertained to endodontics (38.1%), orthodontics (41.9%) and oral maxillofacial pathology (45.3%).

Overall, the general dentistry graduateschr('39') satisfaction with the acquired skills was above average (more than 50%) in most of the skills. Nevertheless, entrance year, practical skills and faculties had a significant impact on the level of satisfaction.

The purpose of this study is to analyze the training method of responsibility in the divine dimension based on the collection of works of life.

In order to achieve the goal by the inferential method, the researcher has stated the principles, goals, principles and methods of responsibility in the divine dimension. The method of data collection is library and the tool of data collection is receipt. The field of research is a collection of 12 volumes of Al-Hayah written by Mohammad Reza Hakimi, Mohammad Hakimi and Ali Hakimi.

The results of the research show that the methods of responsibility are: performing the task to a large extent, submitting to the truth, knowing and obeying God, thinking, following the commands of the Qurchr('39')an, enjoining the good, forbidding the evil, keeping promises, and observing what is lawful. And it is forbidden to stay away from the air of the soul, to acquire religious education, knowledge and wisdom, to obey the Imams, to respect others and to preserve human dignity.

The results showed that the methods of responsibility based on the collection of works of life have the following principles: human responsibility to God, human responsibility to the Qurchr('39')an, human responsibility to the prophets, human responsibility to the Imams, human dignity.

Background and </strong></span> Basic motor skills are the basis of advanced sports skills which should be considered in pre-school and primary school ages. The purpose of this study was to compare the effect of (child-oriented and teacher-oriented) educational methods on the motor skills development of children.</span>
</strong> </span>This was a causal- comparative research. The statistical population of the study consisted of all kindergarten children in Kashan in 2013-2014. In this study, 78 children (49 girls and 29 boys, aged 5-7) were selected from three kindergartens by cluster sampling in two stages. They were divided into two child-centered and teacher-centered groups based on educational approach. In the teacher-centered group, the instructor conducted his activities based on a common and systematic program; whereas in the child-centered group, the center coach performed his training by giving the children the freedom of acting and the opportunity of playing. After observing and assessing the educational method of both methods, the researcher measured the basic motor skills of children. Evaluating and monitoring the motor skills of children continued for 3 weeks; including three one-hour sessions per week. The development of gross-motor -2 test of Ulrich</em> (2000) was used to measure the basic motor skills, and multivariate analysis of variance was used for comparing between the two groups.</span>
</strong> </span>The results showed that the child-centered learning group was superior to the teacher-oriented group in the development of motor skills, but there was no difference between the two groups in terms of mobility skills (p <0.05).</span>
</strong> </span>The results of the study showed that in a child-oriented educational approach, conditions are created that increase physical activity and children's play, which ultimately facilitate the development of manipulation skills in pre-school children. As a result, it can be said that adoption of a child-centered teaching method meets children's need for encouragement, opportunity to practice, and play.</span></div>

Non-adherence to treatment is known as a major problem in hemodialysis patients. Using appropriate educational methods, which with interpersonal communication try to meet the needs of the patient, may be helpful in this regard. The aim of this study was to examine the effect of using teach-back education on the treatment adherence of patients with end stage renal disease (ESRD).
This randomized clinical trial study was conducted on 90 hemodialysis patients with ESRD referred to Sina Hospital in Tehran, during 2015-2016. The patients were divided into two equal groups. In the intervention group, in addition to routine training, the teach-back method education was performed in four areas of hemodialysis, medication, fluid intake and diet for 45 min. In the control group, training was only as a routine training. Treatment adherence was evaluated in 3 steps including pre-test, post-test (7 days after the intervention), and fallow-up (30 days after the intervention), using the ESRD adherence questionnaire (ESRD-AQ). Age, sex, educational level and duration of hemodialysis were identified in both groups.
The mean scores of treatment adherence in the intervention group in both post-test and follow-up were significantly higher than those of the control group (P=0.001), so that 28.8% and 22.1% of the changes related to treatment adherence were due to the intervention in the post-test and follow-up stages, respectively.
This study shows that the teach-back method education may lead to treatment adherence in four areas of hemodialysis, medication, fluid intake limitation and dietary restrictions. This education method is suitable in patients with low educational levels and different durations of hemodialysis.

Meaningful learning is an important factor in promoting creative thinking, critical thinking and problem-solving abilities in learners. Thus, the purpose of this study was to compare the effects of pediatric nursing teaching in the forms of lecture, e-learning and concept mapping on the cognitive levels of recalling, comprehension and application.
This research was a quasi-experimental study with a three-group, pre-test post-test design. Sixty-four 5th-semester nursing students were selected through census method and randomly divided into experimental and control groups. For the third group, half of the students from both classes, who were familiar with and had access to internet, were selected randomly and purposively. After the pre-test, the control, experimental and e-learning groups received training using lecture, concept mapping and e-learning methods respectively for four sessions over a one-month period. Then, the post-test was taken and four weeks after that, the recall test was performed. Data were collected using a research-made academic achievement test. The results were analyzed using ANOVA, chi-square, independent and paired t-tests.
All three methods of lecture (t=-2.41, p=0.02), e-learning (t=-1.45, p=0.17) and concept mapping (t=-2.19, p=0.04) were effective in enhancing students’ knowledge and learning. However, meaningful learning and the mean scores of pre- and post-tests were statistically significant only for the concept mapping method (15.16±1.37, 17.44±1. 58, t=-5.45, p Since the concept mapping method was more effective than the other two methods in students’ achieving higher levels of learning and meaningful learning, it is suggested that this method should be employed more in nursing education.

Education is one of substantial tasks for health care workers. Their knowledge of teaching methods has an important role in teaching others. The aim of this study is comparison the effect of education about teaching methods by using educational CD and leaflet on health employee’s knowledge in western health center of Tehran in Iran.
All personnel of western health center of Tehran participated in this quasi-experimental study. The tool for data gathering was a researcher made questionnaire. Validity and reliability of the questionnaire were evaluated by Content test and Test retest and Chronbach’s Alpha tests. Based on the data comes from filling the questionnaire, educational content was planned in form of Educational CD and leaflet and it was corrected by a pilot study. Then, the samples divided in two groups randomly. A group received leaflet and the other group received an educational compacted disk (CD). After ten days, data were gathered again. Before and after education data were analyzed by using Statistical tests.
•The means of knowledge score were moderate in two groups before education. After education, the means of knowledge score was increased in two groups. There was significant differences between the means of knowledge score before and after education in each group (in both of them: p

Considering the high rate of the dental caries in Iran, prevention, especially in children is necessary. One of the preventive methods is varnish fluoride therapy (VFT). Along with the limited access to dentists and highly priced dental services, providing simple preventive services by volunteer mothers seems to be a suitable solution. The aim of this study was to evaluate the success rate of training varnish fluoride therapy to volunteer mothers comparing two different educational methods were used. This was an interventional educational study. The target population was educated volunteer mothers having a child at school age. Fifteen mothers were trained in two different methods. The first group was trained by multimedia and the second by multimedia plus a discussion session. Then every mother did VFT on her child. The practice of mothers of each group was evaluated. Finally, the average score of each group was compared to evaluate of two educational methods. The average practice score in the first group was 74, and in the second group was 97. (Pvalue<0.001) The result of this study showed that the second educational method (multimedia and discussion session) was more effective than the first educational method (multimedia).

Designing a conceptual map has been confirmed as a facilitating strategy in education. We aimed to compare the conceptual mapping educational method with the lecture method with respect to their effect on the students’ cognitive learning at Bushehr University of Medical Sciences، southern Iran. In this semi-experimental study using the pre-post test method، 39 BS nutrition students taking their Pathopysiology of Diseases course were selected and divided into intervention and control groups. After pre-test، the intervention group participated in an educational workshop about conceptual mapping. Then the course subjects were presented to the intervention and control groups in the form of conceptual mapping and lecture، respectively. At the end of the term، the students were evaluated using post test. Data were analyzed using SPSS software، version 17. The mean pre-test scores between the two groups did not differ significantly (P=0. 917)، while the post test scores between the intervention and control groups differed significantly (P=0. 000). We did not find a significant relationship between learning level and sex (P=0. 05). Both methods were able to enhance the cognitive learning of students. However، conceptual mapping was more effective in this regard.

AIDS is a medical health phenomenon who’s social, cultural and economic dimensions are very widespread. Little information about this disease is emerging because of its recent development. Regarding the youth and adolescent, these are the groups most at risk of infection to AIDS, and the only means of controlling the disease is education and increasing knowledge. So, this study is aimed at comparing the effect of two methods of film display and educational booklets on the knowledge and attitude of girl students towards AIDS. This study was a semi-experimental study, 600 girl students from among girl students of Zahedan city were chosen using cluster sampling in 2009. They were divided into 3 groups (showing movies, educational booklet and control). The data were collected by a structured questionnaire in two stages, before and after the intervention. The obtained data were analyzed by SPSS software V. 15 at significant level of 0. 05. In order to compare the level of knowledge before and after the intervention, Chi-square and Exact Fisher tests were employed. There was a significant difference in level of knowledge between the groups before and after intervention (p=0. 00), attitude of showing movies group was more positive than that of the other two groups (p=0. 001). In conclusion, for improving the knowledge about AIDS, showing movie method is more effective than the booklet method in girl students.

Many adulthood diseases originate from childhood nutrition and the most of human food patterns and habits are formed in childhood. To improve nutritional pattern and promote mother's health, implementing strategies e.g. health education are on the top of nutrition health priority. The aim of this study was comparing the effectiveness of different teaching methods of health workers on knowledge of mothers about infant’s nutrition and changes in their anthropometric pattern. This quasi-experimental study evaluated effectiveness of attendance and non attendance training methods. The study population included mothers’ of breast-fed children less than 6 years of age. In this study, 303 subjects were selected using random sampling method from 16 urban health centers. Data were collected by a standard questionnaire and analyzed by descriptive and analytical statistics using SPSS software. Average age of subjects was 26.9±5.8 years, about 10% of mothers were employed and 75% of mothers exclusively breast-feed their infants. Statistically significant differences were observed in nutritional knowledge of mothers on children’s diet before and after training (p<0.05). However, there has been no significant difference on subjects’ knowledge between different training methods. Both height and weight of before training significantly differ from those of after training (p<0.05). Although both methods improved mothers’ knowledge and infants’ anthropometrical indices, however, attendance education of staffs was more effective than non attendance method. Therefore, we recommend both attendance and non attendance methods to improve knowledge and enhance health promoting behaviors.

The methods of medical education have been changing in recent decades and teaching is replaced by student''s learning. Based on these changes this study carried out to compare effect of traditional teacher based and joined methods in learning of histological lab. This descriptive-cross sectional study was performed in two successive groups of medical students of Guilan University of medical sciences. In group one، eighty six medical students who entered university in 2008 were divided into four 20-22 student’s cluster and in group two، 77 medical students who entered university in 2009 were divided into five 15-16 student’s clusters. First groups was taught traditional method to see histological slide under microscope and the other was taught joined method based through small groups and discuss about histological slides، solving a problem، and increase motivation and group works. The headings of the lesson were the same for the two groups. The end of their semesters، students were evaluated through an OSCE for measuring histological lab competency. Data was analyzed by SPSS software using t-test and chi-square tests. Data analysis indicated that the mean and standard deviation score of histological lab in joined group (14. 7، SD= 2. 93) was significantly higher than traditional group (13. 14، SD= 3. 55) (p=0. 02). Also the chi-square analysis of mean score for the areas under investigation including A (17-20)، B (14-16. 99)، C (12-13. 99)، D (10-11. 99) and F (0-9. 99) showed significant difference between two groups. The results showed that the joined method could be regarded as an effective method for histological lab learning. It may be due to several factors، including team working with the participation of students and increasing motivation.

Children with Type 1 diabetes were present one of the greatest challenges in the worldwide. Health-care providers must be sufficiently aware of diabetes so that such children make utmost benefit of their educational opportunities. The aim of the present study was to compare the effect of three educational methods in raising the level of knowledge of school health-care providers. Therefore the best method would be applied for this purpose.

In this interventional study 132 samples were randomly chosen from the list of school health care providers of Tehran and divided to the three groups (educated by posters, booklets, and group education). A questionnaire was completed for all the three groups before and after the education. Questionnaire consisted of two parts: -demographic information and 16 questions about diabetes information. Scores were analyzed by descriptive and inferential methods (T-test, ANOVA).

The level of knowledge of school health-care providers was weak in 23.5% of the case, average in 59.8% of cases, and good in 16.7% of cases. The level of knowledge in the groups educated by booklets and group education increased meaningfully, while no obvious increase was observed in the group trained via posters.

From the three aforementioned training methods, group education and education by booklets have the most effect on raising the level of knowledge of health-care providers.