جستجوی مقالات مرتبط با کلیدواژه "program evaluation" در نشریات گروه "پزشکی"

Evaluation is a critical stage in nursing education and is an integral part of the learning process. The clinical performance evaluation of nursing students is essential to ensure that they, as future nurses, are capable of delivering competent and safe nursing care. Evaluation methods that rely on a single source cannot provide a comprehensive view of the student's performance.

This study aimed to provide a 360-degree evaluation of the clinical performance of nursing students.

This analytical-observational study was conducted cross-sectionally during the first semester of 2023 - 2024. The study included all 8th-semester nursing students at Jahrom University of Medical Sciences through census sampling (30 students). Throughout the semester, the students completed rotational clerkships in internal surgical and critical care wards. The data collection tool was a checklist used to evaluate the clinical performance of nursing students, which was completed by the students themselves, their peers, clinical instructors, and head nurses. Additionally, the objective structured clinical examination (OSCE) test score, administered at the end of the semester, was used as another evaluation source. Data were analyzed using SPSS version 21 software, with descriptive and analytical statistics such as repeated measures ANOVA applied.

Of the 30 participants, 17 (53.3%) were female, and 13 (46.7%) were male, with a mean age of 24.21 ± 12.1 years. The highest mean scores were from self-assessment (95.03 ± 6) and peer evaluation (95 ± 7.01), both at an excellent level, while the lowest mean scores were from clinical instructors (77 ± 5) and head nurses (78 ± 6), at a good level. There was no statistically significant difference between the mean scores of self-assessment and peer evaluation (P = 0.851). Similarly, no significant difference was found between the mean scores of clinical instructors and head nurses (P = 0.816). However, a statistically significant difference was observed between students' self-assessment and other evaluation sources such as clinical instructors, head nurses, and the OSCE (P < 0.001).

Given the discrepancy between students' self-assessments and evaluations from other sources, the use of a 360-degree evaluation method can provide a more realistic assessment and increase student satisfaction.

Every organization should train its employees to improve their performance.Organizational staff education is useful when evidence shows its effectiveness in changingthe performance of participants. However, the evaluation of the results is often neglected.The purpose of this study was to investigate the effectiveness of the education course in theinsurance and discharge unit of Abu Ali Sina Transplantation Hospital. The sample consisted of 18 people, of whom 14 participated in the research. Theeducation course was held in 8 sessions in the hospital environment for the personnel. Themain tool of this research consisted of 4 questionnaires for the four levels of the Kirkpatrickmodel, the content validity and reliability of which have been confirmed. At the learninglevel, in addition to the questionnaire, pre-test and post-test were used. These questionnaireswere completed by the participants after the end of the education course, and the results wereanalyzed using SPSS software. Based on the results, the highest score was obtained at the learning level. The reactionlevel also had the lowest score. In total, the effectiveness of the course was 84.05% (4.2±0.5). Considering the positive results of the education course and its effectiveness,organizations are encouraged to train their employees to increase the motivation, initiative,and quality of the employees’ work.

Clinical education is a key step in medical education. The study aimed to evaluate clinical education in undergraduate medical education programs based on the Four-Component Instructional Design (4C/ID) model.

The cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2023-2024. Fifteen departments where medical students studied the clerkship and internship courses were evaluated. An evaluation checklist was used including four domains, 23 questions, and 100 items. The evaluation was implemented in three steps including "Preparation of evaluation", "Execution of evaluation" and "Preparation of evaluation report and application of results". Data were analyzed using descriptive tests (mean, standard deviation, SD, and frequency).

The findings showed that the status of the departments in the "educational goals and learning tasks" domain in the clerkship and internship courses were 48.33 and 49.26, which achieved the highest level of compliance. The lowest compliance reported in the domain of "practice opportunities" was 14.30 and 15.77 in the clerkship and internship courses. The compliance in the domain of "procedural information in educational events" in the clerkship courses was 33.15 and in the internship courses was 36.17 and in the domain of "supportive information" in the clerkship courses was 24.36 and internship was 23.46, indicating a medium to a low level of compliance.

Clinical learning is recognized as a complex learning, which requires supportive information and practice opportunities for learning. The results showed that lower compliance was reported in the domains of "practice opportunities" and "supportive information" in the educational department clerkship and internships. Therefore, it is recommended to plan for the development of support resources on various platforms. It also requires an appropriate educational design to deliver practice opportunities in simulation and workplace environments in undergraduate medical education.

In recent years, various treatment programs have been implemented in Iran aimed at rehabilitation and improvement of drug-dependent patients but so far, few studies have been conducted on the effectiveness of different treatment programs in terms of different outcomes. This study was conducted to determine the differences among patients participating in three therapeutic programs, outpatient, mid-term residential program, and therapeutic community (TC) in terms of social, psychological, economic, and therapeutic outcomes.

The present study was conducted using a descriptive design and ex post facto method. Data were collected from patients participating in three treatment plans (outpatient treatment=49; mid-term residential treatment=49; and TC plan=49). Patients participating in the TC program were all enumerated and patients participating in the outpatient and mid-term residency treatment plan were selected by random sampling. Data collection tools were a socio-demographic characteristics checklist, researcher-made questionnaire for relapse, a general health questionnaire (GHQ), a world health organization quality of life (WHOQOL) questionnaire, and a family relationship index (FRI). The data were analyzed by one-way analysis of variance (ANOVA), chi-square, and Scheffe’s post hoc test.

Significant differences were observed between the three treatments in terms of the rate of relapse (P<0.01), participation in criminal activities (P<0.01), changes in drug use in the treatment process or after treatment (P<0.01), employment status (P<0.01), mental health (P<0.01), quality of life (P<0.01), and family relationships index (FRI) (P<0.01).

The TC program showed more positive outcomes in terms of the rate of relapse and quality of life compared to the other two therapeutic programs. The outpatient treatment program was more effective in terms of participation in criminal activities, changes in drug use, employment, and quality of family relationships. The mid-term residency program showed a low or negative impact on all studied outcomes. Therefore, it is necessary to reevaluate the programs presented in the mid-term residential program. 

 The evaluation of educational environments is the key to achieving a student-centered and qualified curriculum.

 This study was conducted to evaluate the educational environment in the School of Rehabilitation Sciences at Shiraz University of Medical Sciences (SUMS), Shiraz, Iran, focused on occupational therapy (OT) students, using the Dundee Ready Educational Environment Measure (DREEM) questionnaire for incoming students of 8 years (2013-2020).

 This cross-sectional, descriptive-analytical, and applied study was carried out on two occasions in 2017 and 2021. The students' perspectives of the 4incomings between 2013 to 2016 (group 1) and another four incomings between 2017 to 2020 (group 2) were evaluated. SPSS software (version 23) was utilized for data analysis.

 The average total score of the educational environment questionnaire for all 136 students was 102.301 ± 20.607. There was a statistically significant difference in the perception of students in these two groups. The results showed better quality in the total score of the educational environment and all subdomains of this questionnaire in group 2 with a P-value of < 0.05.

 It seems that OT students’ perception shows a semi-favorable to favorable circumstance regarding the educational environment in SUMS. The incoming OT students from 2017 to 2020 in SUMS have reported more favorable conditions in all aspects of the educational environment than the incoming students from 2013 to 2016. Students' perspectives were more negative after passing their years of studying at the university. Serious reforms in the educational environment of OT at SUMS are needed.

Communication skills are key element of dental practice. In this study, we aimed to evaluate the effects of a communication skill training course on the verbal, listening, and feedback skills of dental students.

A total of 42 (20 males and 22 females) third-year dental students of the School of Dentistry of Shahid Beheshti University of Medical Sciences (Tehran, Iran) were enrolled in this study and asked to complete the Burton GE questionnaire before and after the clinical communication skill training course. The students were instructed through lectures, case-based scenarios, and group discussions. The questionnaire consisted of 18 questions in three dimensions of listening, verbal, and feedback skills, with each area including six questions. The reliability coefficient was determined by measuring Cronbach’s alpha coefficient. The validity of the questionnaire was also investigated in this study. The collected data were analyzed using paired t-test.

The mean total score of the students increased from 17.07 to 22.17 for the verbal skills, from 11.80 to 15.21 for the listening skills, and from 16.55 to 21.76 for the feedback skills. There were significant improvements in the students’ verbal (P<0.001), listening (P<0.001), and feedback skills (P<0.001) after their participation in the communication skill training course. No sex predilection was observed in the baseline and final results.

communication skill training courses could have remarkable effects on the improvement of verbal, listening, and feedback skills of dental students.

Non-communicable diseases (NCDs) require multifaceted responses from healthcare systems that must complement sustainable healthcare programs.

This study aims to investigate the current state of sustainability of Non-Communicable Disease Prevention and Control Programs (NCP-PCP) and to identify related challenges in various intra- and inter-organizational domains.

This mixed-methods study used a researcher-made sustainability assessment tool and qualitative interviews of 46 managers responsible for implementing NCP-PCP in Iran. Graneheim and Lundman's approach, as well as descriptive statistics, were utilized to analyze the data. The sustainability questionnaire comprised nine domains: environmental support, funding stability, partnerships, organizational capacity, program evaluation, program adaptation, communications, strategic planning, and law and governance.

The overall mean score for sustainability was 3.54 ± 0.86, with funding stability (2.79 ± 1.03) and program adaptation (4.24 ± 1.12) receiving the lowest and highest mean scores, respectively. Qualitative data revealed several challenges, including financial instability, lack of budget allocation for such programs, absence of specific mechanisms for program evaluation, inadequate resources, deficiencies in intersectoral cooperation, and failure to utilize hidden community capacities.

It is crucial to maintain and strengthen the current state of program adaptation and program evaluation to ensure the sustainability of NCD-PCP. On the other hand, funding instability is a significant obstacle in prevention and control programs that can bring the entire program to a halt, regardless of its sustainability in other domains.

Preterm Birth (PTB) is one of the leading causes of infant morbidity and mortality. Prenatal care is an effective way to improve pregnancy outcomes but there is limited evidence of effective interventions to improve perinatal outcomes in disadvantaged pregnant women. This review was conducted with the aim to assess the effectiveness of prenatal care programs in reducing PTB in socioeconomically disadvantaged women.

We searched the Scopus, PubMed, Web of Science, and Cochrane Library databases from January 1, 1990 to August 31, 2021. The inclusion criteria included clinical trials and cohort studies focusing on prenatal care in deprived women with the primary outcome of PTB (< 37 weeks). Risk of bias was assessed using the Cochrane Collaboration’s tool for assessing risk of bias and the Newcastle–Ottawa Scale. Heterogeneity was evaluated using the Q test and I2 statistics. The pooled odds ratio was calculated using random‑effects models.

In total, 14 articles covering 22,526 women were included in the meta‑analysis. Interventions/exposures included group prenatal care, home visits, psychosomatic programs, integrated intervention on socio‑behavioral risk factors, and behavioral intervention through education, social support, joint management, and multidisciplinary care. The pooled results showed that all types of interventions/exposure were associated with a reduction in the risk of PTB [OR = 0.86; 95% confidence interval: (0.64, 1.16); I</em>2 = 79.42%].

Alternative models of prenatal care reduce PTB in socioeconomically disadvantaged women compared with standard care. The limited number of studies may affect the power of this study.

 Many universities have turned to e-learning during the Corona Virus Disease 2019 (COVID-19) pandemic around the world. Ensuring the quality of higher education, especially in medicine, is considered one of the tasks of the education system, which is essential for both traditional methods and e-learning. This study aimed to monitor and evaluate the quality of e-learning conducted using the university LMS system for courses offered in the BS section and ICM section of medicine during the COVID-19 pandemic. The present study was an evaluation study using a goal-based approach that was conducted using the descriptive cross-sectional method. This study included 76 specialized courses offered in the first semester of the academic year of Bandar Abbas University of Medical Sciences, and participants were evaluated in terms of compliance with the course plan and the quality of the uploaded content. About 60% of e-learning courses presented in the course plan were in compliance with the curriculum. The uploaded educational content of 46.1% of the courses was good, 38.2% of the courses were relatively good, and 15.8% of the courses were not good. In the general review, e-learning courses offered were at a relatively desired level. Due to the new e-learning in medical schools, there is a need to monitor e-learning sessions during the course.

 Assessing student attitudes and satisfaction with electronic exams (e-exams) is crucial to evaluating e-learning.

 This study aimed to evaluate students' attitudes and satisfaction regarding e-exams during COVID-19.

 This cross-sectional study was conducted on 620 volunteer students of Birjand University of Medical Sciences (BUMS), who were selected based on random sampling method. The data collection tool was a researcher-made questionnaire with three sections of demographic information, attitude (including six dimensions and 19 questions), and satisfaction (including nine dimensions and 19 questions). A 5-point Likert scale was used for scoring, and the data were analyzed using t-test, ANOVA, and Pearson correlation coefficient at the significant level of 0.05.

 In this study, 620 students (56% women and 44% men) participated from June to September 2020. The mean age was 21.97 ± 3.27, and the mean students' attitude and satisfaction score was 59.18 ± 7.99 and 65.73 ± 10.05, respectively. The mean attitude and satisfaction scores by gender were not significantly different. The mean attitude and satisfaction scores regarding academic semester (P-values = 0.001 and 0.019, respectively), faculty (P-values = 0.001 and 0.002, respectively) and degree (P-values < 0.001 and = 0.006, respectively) were significantly different. A positive and significant correlation was found between students' attitudes and students' satisfaction, as well as between students' age and attitudes.

 According to the results, overall attitude and satisfaction were excellent and above average. Better attitudes toward e-exams were associated with a higher satisfaction level. E-exam validity and reliability concerns should be addressed in order to improve students' attitudes.

Continuous evaluation is necessary to achieve appropriate quality in educational programs. The aim of this study was to evaluate the doctoral program of medical education at Isfahan University of Medical Sciences based on the CIPP model.

This descriptive and educational evaluation study was conducted in 2020 at Isfahan University of Medical Sciences. The study population consisted of all heads of department, faculty members, students, and PhD graduates of medical education from 2010 to 2020 who were enrolled in the study by census method. The data collection tool was a researcher‑made questionnaire of CIPP evaluation model which was used when validity and reliability of them were confirmed. The data obtained from the questionnaires were analyzed in two levels of descriptive statistics of mean and standard deviation and inferential statistics one‑sample t‑test.

Based on the CIPP model, the mean evaluation scores from the perspective of the heads of department, faculty members, and graduates were 4.1 ± 0.1, 3.64 ± 0.42, and 3.33 ± 0.66, respectively, which were significantly higher than the average (P ≤ 0.05). However, the mean evaluation score was not significantly higher than the average from the viewpoint of the students (3.24 ± 1.17).

Based on the results of the study, the status of the doctoral course in medical education at Isfahan University of Medical Sciences was assessed as appropriate by the subjects of the study including the heads of department, faculty members, and graduates. It was not, however, acceptable according to the students. Based on the results, it is suggested that evaluation be done continuously and measures are taken to correct the weaknesses and enhance the strengths.