جستجوی مقالات مرتبط با کلیدواژه « آموزش مساله محور » در نشریات گروه « پزشکی »

Problem-based education is a student-centered educational strategy in which students collaboratively analyze educational issues and reflect on their experiences. The purpose of this study was to investigate the effect of problem-based education on the evaluation of clinical skills of rehabilitation students at Ahvaz University of Medical Sciences.

This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method.

The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education.

Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.

Today, with the development of the nursing process, reporting was expanded as a framework of and requirements and the need to provide and evaluated a nursing care and treatment. Nursing reports in record indicate medical treatment, nursing care and reactions of patient to its care. Illegible or incomplete records may block the nursing care and make difficult the detection of important changes in the patient health condition and behavior. However; the purpose of this study was to assess the effects of teacher-centered teaching and problem-based learning methods in incidence of nursing documentation errors in hospitals of Torbat Heydariyeh.This was a quasi-experimental study which was conducted among nurses in Torbat Heydariyeh hospitals during 2014. 93 nurses were classified into 3 groups (n=31), problem-based learning for the first group, teacher training for the second group, and the third group was the control group. Educational content for each group was presented by an instructor in the six 45-minute sessions for six consecutive days. Data collection tool was a questionnaire whose content validity (0.76) was confirmed by the researchers and reliability coefficient factor (0.84) was calculated using Cronbach alpha coefficient formula. The questionnaire was completed by nurses before and 2 months after training. Data were analyzed by SPSS software and Friedman, one-way ANOVA, Kruskal-Wallis, Mann-Whitney and independent and dependent t-test, Wilcoxon, Pearson and Spearman correlation and chi-square tests. The teacher-centered teaching method, the average error before and after treatment showed a significant statistical difference (P= 0.000), so, the average error was reduced after the intervention in nurses. Also, in problem based learning, the training of nurses after the intervention had a positive effect and it reduced the average error (P= 0.000). But, in the control group there was not a significant difference. Also satisfaction of nurses in problem based learning was more than teacher-centered teaching.Based on the results of this study, teacher-centered teaching and problem-based learning methods had a positive effect in both groups, but given the level of satisfaction and interest of nurses, the problem-based learning proposed. This method is more recommended especially, for service training courses and teaching to deal with other types