جستجوی مقالات مرتبط با کلیدواژه "perspectives" در نشریات گروه "پزشکی"

Assessing students is a crucial aspect of the educational process, closely tied to the quality of their learning. Employing a one-group interventional study, we designed and conducted open-book online exams for doctoral students in medical education at Shahid Beheshti University of Medical Sciences (SBUMS), focusing on their perspectives regarding open-book online examination. This assessment spanned from April 2019 to August 2022. To gauge student satisfaction, we utilized Patrick’s evaluation model, employing a researcher-developed questionnaire with confirmed validity and reliability. Additionally, a critique session was conducted for further insights. The analysis of participant satisfaction levels indicates positive feedback and agreement among students regarding the implementation of open-book online examinations. According to the majority of students, this assessment system provided them with valuable and novel experiences. They believed that the online environment stimulated their eagerness to respond to exams, and the ability to access resources enhanced their maneuverability to address all aspects of the questions and designed scenarios. Students expressed concerns during the exam about unforeseen issues typical of online exams, such as power outages, internet interruptions, malfunctioning of exam equipment, etc., potentially hindering their success. The results of this study demonstrate the satisfaction and agreement of doctoral students in medical education with the implementation of open-book online examinations.

Academic guidance and counseling, while providing insights into the right decision-making methods and how to deal with life events, can increase the efficiency of the educational system and reduce academic failure. Given the importance of having in-depth knowledge of faculty members’ opinions about counseling for evidence-based promotion, this study aimed to explore the challenges and facilitators of the academic counseling process.

This qualitative study was conducted using Conventional content analysis to provide in-depth knowledge of the views of faculty members about the challenges and facilitators of the academic counseling process. The participants in this study were 24 faculty members from different schools of Hamadan University of Medical Sciences. They were selected through purposive sampling with maximum variation. The data were collected through semi-structured interviews with the participants.

The analysis of the data showed that the challenges and facilitators of the academic counseling process fall under six main themes, eight main categories, and eleven subcategories. The main themes that emerged in this study concerning the challenges of the academic counselling process were the organizational need to improve the conditions of academic counseling, the counselor’s poor communication skills, and the student’s failure to refer for counseling. Furthermore, the three main themes regarding the facilitators of the consulting process were the correct administration of the counseling curriculum, improving the counseling skills of the faculty members, and the separation of the counselor’s role from the instructor’s role.

The consultation process at the university needs to be improved both in quality and in quantity. Therefore, empowering and equipping the consultant faculty members with adequate knowledge, attitudes, and skills through conducting effective training courses and workshops, and organizing briefing sessions to adjust students’ expectations of the counseling faculty members, seem to be necessary for the consultation process improvement.

Advances in scientific research necessitates updating of the curriculum and the Medical Council of India now Board of Governors have proposed a new competency‑based undergraduate curriculum for the Indian Medical Graduate. The authors wanted the views of medical students about basic sciences teaching in the form of feedback, their perceptions and attitudes toward the basic sciences and their opinions about the relevance of these subjects, and finally any ideas about improvement in teaching of basic sciences.

The present cross‑sectional study was conducted in two medical colleges of Northern India and 250 medical students from each medical school were the study participants. Students of the 1st year were not included, but interns were included. A pretested questionnaire having twenty questions with answers in the form of “yes” and “no” was used. Chi‑square was the test of significance.

Almost all the participants considered the basic sciences as an integral part of medical curriculum and a higher number of Government Medical College respondents opined that their knowledge made it easier to understand clinical subjects (P < 0.05). However, higher proportion of ASCOMS (Acharya Shri Chandra College Medical Sciences) of respondents emphasized that the focus should be on clinical subjects and that current student–teacher ratio be increased (P < 0.05). Majority of the respondents labeled Anatomy having the immense syllabus, while Physiology was designated as more relevant and having a better recall during clinical discourse (P > 0.05).

Basic sciences lay strong foundation for subsequent clinical learning. Medical education is best taught with hybrid use of lectures, tutorial, group discussions, audio‑visual aids, and integrated teaching. The new proposed competency‑based curriculum and the Attitudes, Ethics and Communication Module are likely to improve the overall medical education and health‑care scenario.

Nursing documentation has significant roles in giving coherence to teamwork, making effective use of healthcare providers’ knowledge, improving care quality, maintaining care continuity, and identifying changes in patients’ conditions. However, studies show its poor quality. This study compared nurses’ and head nurses’ perspectives on the factors behind the quality of nursing documentation. This descriptive-correlational study was conducted in 2017 in Valiasr (PBUH) Hospital, Birjand, Iran. Accordingly, 140 eligible nurses and all 15 head-nurses in the hospital were recruited to the study through simple random sampling and census, respectively. They filled out a researcher-made 26-item questionnaire about factors behind the quality of nursing documentation. Because of the non-normal distribution of the study variables, the Mann-Whitney U, Kruskal-Wallis, and Friedman tests were used for data analysis. The level of significance was set at less than 0.05. Head nurses did not significantly differ from nurses respecting the mean scores of personal, managerial, and organizational factors behind the documentation quality (P > 0.05). The highest-scored factors were organizational factors. Organizational factors are the most important factors behind the quality of nursing documentation. Thus, adequate nurse staffing and avoidance from assigning non-nursing responsibilities to nurses are recommended to improve the quality of nursing documentation.

This study was carried out to analyze the viewpoint of the residents of school of dentistry about the curriculum presented in the residency program to students of Mashhad School of Dentistry.
To evaluate the perspectives of residents of dental school about the curriculum and regulations of residency program, a questionnaire was designed whose validity and reliability were confirmed by the authorities of School of Dentistry and test-retest reliability, respectively. The questionnaire was distributed among 100 residents and 80 of them completed the questionnaires. The data were analyzed by SPSS software (version 11.5).
A total of 43% of residents were informed of the curriculum (e.g. academic leave, transfer, removal of semester, etc.). As for the ability to write research proposal, 42.7% of residents were reported to have a favorable status, i.e. they were able to write more than 80% of their proposal. From among the residents, 30.4% had specialized English language certificate. Most of them (77%) were satisfied with the professional staff, faculty members, of the faculty. Many students liked to participate in the teaching method courses of the residency program.
Residents maintained that the curriculum in such domains as educational and research issues and special capabilities had some weak points. Thus, appropriate strategies are recommended to be applied to revise the curriculum using the residents’ views on these programs.

Euthanasia or assisted suicide is a contentious issue that provokes substantial clinical and ethical debate. Nurses have a key role in caring for end-of-life patients. They are also often involved in euthanasia or assisted suicide. Therefore, we aimed to assess the attitudes of nurses concerning this controversial topic in order to highlight the present debate about it. In particular, the nurses’ involvement in this practice based on some background factors were emphasized. In our review, we used articles published on the topic of euthanasia and assisted suicide in nursing profession. In this regard, all abstracts and full papers were read critically and the relevant meanings were pondered. Several arguments were observed for euthanasia or assisted suicide from the perspectives of nurses. These arguments were grouped based on the proponent and opponent of euthanasia or assisted suicide practice. In addition, there were a number of factors such as age, gender, specialty, and nurses’ decisions which found their importance. Nurses’ perspectives on euthanasia and assisted suicide are a matter of attention and debate as they occupy a central position and spend most of their time in the care of end-of-life patients. Our findings will enable nurses to engage in the euthanasia practice on its appropriate ground and its debate as well. Additionally, our findings are pragmatically essential for the policy makers and healthcare professionals.

Background and An open-book exam permits the examinees to consult some selected reference sources or materials while answering the exam questions. This study focused on students'' perspectives of open-book examinations in histology/ embryology courses, Zahedan University of Medical Sciences (ZUMS), Zahedan, Iran. The survey was conducted via a questionnaire after open-book examinations in histology and embryology courses during the 2009-2010. Of 254 students who entered to the new education system, 160 students selected randomly. Results showed that 72% of the students preferred open-book to closed-book examinations. Most of the students stated that this type of exams is more suitable for high cognitive learning and solving real life situation problems, with less stress while preparing and taking the exam. They also mentioned that their marks in these examinations were not higher than closed-book examinations. The Overall satisfaction scores in biological sciences students were significantly (P<0.001) higher than medical sciences students (16.28 ± 4.17 vs. 12.65 ± 5.16), in governmental university students was significantly (P<0.001) higher than international university students (14.93 ± 4.53 vs. 10.24 ± 5.08), in the embryology course was significantly (P<0.001) higher than histology course (15.23 ± 4.07 vs. 12.79 ± 5.4) and in MD students was significantly (P<0.001) lower than BSc students (12 ± 5.1 vs. 15.93 ± 4.29).There was a positive correlation between the score they acquired in their course and the overall satisfaction score with open book examinations (r = 0.46, P-value = 0.01). The finding of a positive response toward the open-book examination foresights is well for extending such an examination to other subjects in our university.

Around the world there is a growing consensus that student's rights must be protected, regardless of race, creed, color, sex, religion, and socioeconomic status. One of these rights is the educational equity. However, little is known about these phenomena in nursing education. The aim of this study was to explore the educational equity from the perspective of nursing students. A qualitative study was conducted. Thus, we purposefully recruited for in-depth interviews 13 nursing students (8 female and 5 male). All interviews were transcribed verbatim and analyzed by thematic analysis approach to identify categories and themes. Four main themes emerged from the data: Fair Educational Opportunity, fair evaluation, attempts to combat discrimination, and employing qualified teachers. It is argued that educational equity should be developed in higher education. Principles of equity and students’ rights may form the most basic rationale for all formal and informal efforts to extend the right of equal access to education.

Holding bedside round teaching and involving patients in the teaching of the students might lead to patients’ dissatisfaction. This study was carried out in order to find the viewpoints of the patients and the medical team about the effect of clinical round on patients hospitalized in Isfahan University of Medical Sciences.

This study is of cross‑sectional descriptive type which is carried out in Isfahan University of Medical Sciences using researcher‑made tools. The statistical population included the hospitalized patients, interns, residents, and nurses of the internal wards of educational hospitals. In this study, 110 patients and 150 health team staff are participated. The analysis of the data was done through software Statistical Package for Social Science (SPSS) 11.5 and descriptive and inferential statistics were applied. Statistical analysis of the variance did not show any significant difference among the interns’, nurses’, and residents’ perception of patient’s satisfaction.

Generally, the patients had a positive viewpoint toward things happening during a round, whereas the medical team’s viewpoint was negative. In both groups, the highest satisfaction average pertained to the number of times and the duration of visits, but both groups believed that lack of a definite responsible medical doctor, feeling of insecurity during the incongruous and unclear discussions, and the level of respect for the patient were the causes of dissatisfaction with the clinical round process.

The current method of clinical rounds can result in patients’ dissatisfaction. On the other hand, proper relationship with them leads to the development of a more positive attitude in them. Therefore, revision and correction of the current clinical round procedures and teaching the communication skills to the medical team could help improve this process.