جستجوی مقالات مرتبط با کلیدواژه « pre-test » در نشریات گروه « پزشکی »
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Background
Surgical methods such as coronary artery bypass grafting and percutaneous coronary interventions (PCI) are widely used along with traditional conservative therapy in the treatment of coronary artery disease. The disease outcome directly depends on timely diagnosis and treatment. A significant role in predicting the effectiveness of treatment is given to personification of treatment and management of the patient. In this case, the determining component is its individual genetic status.
MethodsThe study groups included persons of Kazakh nationality which identify themselves, their biological parents, and biological grandparents on the maternal and paternal side as Kazakh. Research groups included 108 people at the age from 45 to 65 years of both sexes. Blood samples genotyping was carried out by PCR using highly specific TaqMan samples. Thermo Fisher cloud application was used for genotypes determining on the base of an automatic algorithm.
ResultsThe article presents the results of the evaluation of gene polymorphisms associated with coronary artery restenosis in a population of Kazakh nationality. 3 SNPs were determined when searching for an association with stenting due to coronary artery thrombosis: rs7543130 (p=0.009324), rs6785930 (p=0.016858), rs7819412 (p=0.061325).
ConclusionFour polymorphisms associated with the risk of developing coronary heart disease were revealed during the study of polymorphisms among the people of the Kazakh population. Three SNPs were determined when searching for an association with stenting due to coronary artery thrombosis. It should be noted that the Bonferonni correction for multiple comparisons did not reveal significant polymorphisms associated with coronary artery disease, which requires further research with more quantity of samples.
Keywords: coronary, artery, restenosis, genetic, polymorphism, pre-test, probability} -
زمینه و هدفروش های مختلفی برای تدریس وجود دارد که توسط اساتید در دانشکده های پزشکی به دانشجویان ارائه می شود. در مطالعه حاضر، هدف بررسی تاثیر چند رسانه ای به عنوان ابزار آموزشی بر عملکرد دانشجویان سال اول پزشکی عمومی (MBBS) جهت سنجش میزان پیشرفت تحصیلی بود .روشاین مطالعه یک مطالعه نیمه تجربی است که طی سه ماه)آوریل تا ژوئن 2016) در دانشکده پزشکی مظفرنگر کشور هند انجام شده است. در مجموع 150 دانشجوی سال اول پزشکی عمومی MBBS برای این مطالعه انتخاب شدند و در دو گروه قرار گرفتند گروه 1 و گروه 2. هر گروه شامل 75 دانشجو بود. به گروه اول با روش های سنتی آموزش، تدریس شد و به گروه دوم با استفاده از چند رسانه ای آموزش داده شد. دو ابزار پیش آزمون و پس آزمون براساس آزمون چند گزینه ای برای سنجش تاثیر چندرسانه ای بر موفقیت تحصیلی دانشجویان استفاده شد. پس از انجام تست پس آزمون، دو گروه جابه جا شدند، یعنی در گروه اول، تدریس با استفاده از چندرسانه ای ارائه شد و در گروه دوم، تدریس به روش سنتی انجام گرفت تا بازخورد همه 150 دانشجوی شرکت کننده در طرح برای شناسایی بهتر روش مناسب تدریس مورد بررسی قرار گیرد .یافته هامیانگین نمرات دانشجویان گروه اول (% 39 / 3 ± 73 / 18) و گروه دوم (% 76 / 3 ± 8 / 18) قبل از ارائه تدریس به آنها اختلاف معنی داری نداشت. اما پس از ارائه روش های مختلف تدریس، میانگین نمره بدست آمده از دانشجویان گروه دوم به طور قابل توجهی بالاتر از گروه اول بود (% 01 / 12 ± 78 / 70 در برابر % 75 / 9 ± 33 / 49) .نتیجه گیریاستفاده از ابزار چند رسانه ای، تعاملی موثرتر برای ارائه اطلاعات نسبت به روش سنتی آموزش است .
کلید واژگان: چند رسانه ای, روش سنتی آموزش, پیشرفت تحصیلی, پیش آزمون, پس آزمون}BackgroundThere are various methods of teaching adopted by teachers/professors in medical colleges to deliver the lectures to the students. The present study aimed to find out the impact of multimedia as a teaching tool on the performance of the 1st year Bachelor of Medicine and Bachelor of Surgery (MBBS) students for academic achievements.MethodsThis was a Quasi-experimental study, conducted for three months (April to June 2016) at Muzaffarnagar Medical College, Muzaffarnagar, India.Total of 150 students of the 1st year MBBS were recruited for this study and two groups were formed (i.e. Group I and Group II). Each group included 75 students. Group I were taught by a traditional way of teaching and Group II were taught by using multimedia. Two tools were used viz, pre and posttest based on MCQs to assess the impact of multimedia on students’ academic achievement. After taking the post-academic test, both groups were rotated i.e. in group I, lectures were delivered by using multimedia and in group II, lectures were delivered by the traditional way of teaching in order to get feedback from all 150 students to know the better way of teaching method.ResultsThere was no significant difference in the average marks obtained by students between Group I and II (18.73±3.39 % vs. 18.8±3.76 %) before delivering lectures to them. However, after delivering the lectures, the average mark obtained by the students of Group II was found to be significantly higher as compared to Group I (70.78±12.01 % vs. 49.33±9.75 %).ConclusionThe use of interactive multimedia tool found to be more effective for presenting the information than the traditional way of teaching.Keywords: Multimedia, Traditional way, Academic achievement, Pre-test, Post-test} -
برای بررسی تحقق هدف های هر نظام آموزشی از روش های مختلف استفاده می شود. روش مرسوم استفاده از چند کوییز کلاسی و آزمون میان ترم است. نوع دیگری از ارزشیابی، انجام پیش آزمون و پس آزمون در ابتدا و انتهای جلسات است. هدف از این پژوهش، مقایسه دو روش برگزاری پیش_پس آزمون و کوییز بر یادگیری درس دارو درمانی، رضایت سنجی و بررسی اثرات جانبی آن (مانند استرس، تمرکز و...) در دانشجویان داروساز و مقایسه با روش مرسوم می باشد. جامعه آماری این پژوهش نیمه تجربی تمامی دانشجویان ورودی 89 داروسازی این دانشکده(جمعا به تعداد 40 نفر) هستند. در این مطالعه دو ترم متوالی از دو نوع ارزشیابی تکوینی متفاوت (یک ترم پیش و پس آزمون و ترم بعدی کوییز و میان ترم) استفاده شد و نمرات پایان ترم و نظرات دانشجویان با استفاده از پرسشنامه مقایسه گردید. در مقایسه میانگین نمرات نهایی دانشجویان در گروه پیش و پس آزمون (80/13 ± 87/1) و گروه کوییز و میان ترم (55/12±25/2) نمرات گروه اول به صورت معنی داری بیش تر بود. همچنین نتایج حاصل از رضایتمندی دانشجویان نشان داد 51/65% از روش پیش_پس آزمون به نسبت کوییز و میان ترم رضایت دارند. از روش پیش و پس آزمون می توان به عنوان یک آزمون تکوینی مناسب استفاده نمود و این روش اثربخشی بیش تری از روش متداول کوییز و میان ترم بر یادگیری دانشجویان دارد. همچنین این روش موجب رضایت بیش تری در دانشجویان می شود و اثرات منفی مانند استرس و کاهش تمرکز در کلاس را ندارد.کلید واژگان: پیش آزمون, پس آزمون, ارزشیابی تکوینی, داروسازی, یادگیری}To achieve the objectives of any educational system, different methods are used. The conventional method of evaluation is mid-term exams and quizzes. Another method of evaluation is formative assessment by taking pre/posttests at the beginning and the end of each learning session. Hence, the aim of this study was to assess the effect of pre/posttest evaluations on pharmacotherapy learning among pharmacy students and studying its side effects (stress, altered concentration, so on) on students. We also compared the results with the conventional methods of evaluation. For this purpose, all pharmacy students taking pharmacotherapy (40 students) were enrolled in this study. We compared their grades of pharmacotherapy in two consecutive semesters. At the first semester they took pre/posttests at each session, and at the next semester they had three quizzes and a mid-term instead. We analyzed the mean of final exam grades of these semesters and asked the students’ view on this subject via a questionnaire. The mean of final scores of students in pre- and post-test semester and next semester were 13.80 ± 1.87 and 12.55 ± 2.25, respectively. The scores in the first group was significantly higher. 85.75% of students thought pre/post-tests increased their concentration in class. The results showed that pre and post-tests were a good way to assess knowledge of pharmacotherapy; moreover, in comparison to the conventional methods, it had a positive effect on learning. Therefore, it is claimed this method had a high satisfaction rate among students and neither show stress among the students nor interferes with their concentration in class.Keywords: Pre-test, Post-test, Developmental Evaluation, Pharmacy, Learning}
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IntroductionMICAP is a new notation in which the teeth are indicated by letters (I-incisor, C-canine, P-premolar, M-molar) and numbers [1,2,3] which are written superscript and subscript on the relevant letters. FDI tooth notation is a two digit system where one digit shows quadrant and the second one shows the tooth of the quadrant. This study aimed to compare the short term retention of knowledge of two notation systems (FDI two digit system and MICAP notation) by lecture method.MethodsUndergraduate students [N=80] of three schools participated in a cross-over study. Two theory-driven classroom based lectures on MICAP notation and FDI notation were delivered separately. Data were collected using eight randomly selected permanent teeth to be written in MICAP format and FDI format at pretest (before the lecture), post-test I (immediately after lecture) and post-test II (one week after the lecture). Analysis was done by SPSS version 20.0 using repeated measures ANCOVA and independent t-test.ResultsThe results of pre-test and post-test I were similar for FDI education. Similar results were found between post-test I and post-test II for MICAP and FDI notations.ConclusionThe study findings indicated that the two notations (FDI and MICAP) were equally mind cognitive. However, the sample size used in this study may not reflect the global scenario. Therefore, we suggest more studies to be performed for prospective adaptation of MICAP in dental curriculum.Keywords: Lecture, Pre-test, Post-test, Tooth}
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