Journal of Medical Education Development
Volume:8 Issue: 20, 2016

Studies on the factors affecting the faculty evaluation score by students have shown conflicting results, on the other hand, recognizing effective factors in student evaluation of faculty can reveal the strengths and weaknesses of this method. This study was carried out to determine the effective factors in evaluation score of faculty by medical students of Qom University of Medical Sciences. All medical students who were studying in first semester of 2014-2015 in Qom University of Medical Sciences and had done evaluation participated. Evaluation questionnaire with information about students (final score, grade point average and gender) and faculty information (Sex and academic ranks) were extracted and analyzed. A total of 1028 questionnaires were evaluated. Faculty evaluation scores of female students was significantly higher than male. There was no significant correlation between faculty evaluation scores and students’ final score and students’ grade point average. The mean faculty evaluation scores in female faculty and associate professor and professor were higher than other teachers. This study revealed among the factors related to student, gender of student could have an impact on the evaluation results also this study showed that female faculty and teachers with higher academic degrees have higher evaluation scores. Contrast to some previous studies that demonstrate the impact of the student's grade point average and final score on the faculty evaluation results, this study did not show this correlation.

Clinical education is an important part of nursing and midwifery curriculum and it is a main basis for clinical skills and professional competencies of student. A high quality clinical education is required for training of competent staff. The aim of this study was to evaluate the clinical education status of Zanjan University of medical science from the nursing and midwifery student’s viewpoint. This descriptive-cross sectional study was done on 100 nursing and midwifery students who were selected by census method in Zanjan University of medical science from 2012 to 2013. A two-part questionnaire was used to collect data. First part assessed the demographic data and second part evaluated clinical education status which included 33 items in following five area purpose and educational curriculum, instructor characteristics, educational environment characteristics, quality of interactions between students and other staff, and supervision and evaluation. The data was analyzed using descriptive statistics and Chi square test via SPSS ver. 17. Results showed that presentation of the course objectives in first day of clinical education, instructor punctuality, expectation about student punctuality, good interactions between instructor and students, and instructor competency in clinical procedures were the most strength of clinical education. Paying no attention to the students viewpoint in educational planning, lack of reinforcement for students’ self-esteem, student inability for decision making for planning of care program, increased number of students in each ward and inadequate motivation induced by learning environment were the most weaknesses of clinical education. Although some aspects of clinical education was at good level, but there was still some weaknesses points that disrupt the integrated chain of clinical education. Therefore, it is necessary to take some appropriate consideration to strengthen the positive aspects and to modify the weaknesses of clinical education for improving the quality of clinical education.

Midwifery student should consider both maternal and fetal health. Hence, this study was conducted to compare the effect of video simulation education with lecture on midwifery students’ knowledge and self-confidence regarding cardiopulmonary assessment. In this quasi experimental study, 28 midwifery students randomly allocated in two group of video simulation education and lecture. Data collected using a three section questionnaire consisted of midwifery students’ demographic characteristic, knowledge and self-confidence in cardiopulmonary assessment. Data were collected before and after of both training methods and were analyzed using SPSS19 software and independent t test and pair t test. The mean score of knowledge and self-confidence before and after of intervention in both groups of video simulation education and lecture were statistically different (P<0.0001). Besides, results indicated that, mean scores of knowledge 9(±1.24) and self-confidence 26.14(±3.32) in video stimulation group were more than mean scores of knowledge 5.78(±0.75) and self-confidence 15.57(±4.11) in lecture group. This difference were statistically significant (P<0.0001). According to this study findings, use of simulation methods such as video approach might be more effective in improving students’ knowledge and self-confidence regarding cardiopulmonary assessment. Thus, video simulation approach could be used as a substitute or supplementary method to improve students’ learning and to achieve domination.

Background and Material: The exact design of the residency exams (standards-based) is very important. The purpose of this study was Quantitative and qualitative indicators evaluation of residency exams in Qazvin University of Medical Sciences and study of the relationships between taxonomic levels by quantitative indicators. All questions of residency exams from 7 Medical Specialties of Qazvin University of Medical Sciences in 2012 and 2013 were studied. Taxonomy of questions in three levels: remembered, understanding and judges were determined. Discriminating power was studied in four groups as good, fair, poor, and negative. Difficulty was classified into 5 levels of easy, medium, hard, very difficult and extremely difficult. SPSS v.19 software was used for the calculation of the T-test and ANOVA. A total of 2100 questions, 38 percent of the questions reminded taxonomy, 24.1 percent of the level of understanding and 37.9 percent level were judges. 24.9 percent of questions had negative discriminating power, 34.1 percent had poor, 22.5 percent had average and 18.5 percent had good discriminating power. For the degree of difficulty, 22.1 percent simple questions, 22.6 percent average, 24.5 percent difficult, 17.5 percent very difficult and 13.2 percent was extremely difficult. A significant association was found between taxonomic questions and differentiation factor, taxonomy remembered had less differentiation index and questions, taxonomic understanding and application had differentiation index higher(p<0.0001). The results showed increased levels of taxonomic questions can enhance the discriminating power test questions. Since questions designed the taxonomy of two and three were lower than the standard (80%), teachers were recommended design more questions higher taxonomy in residency exams.

The importance of education and its role in society, it is clear. Appropriate education and student satisfaction lead to the development of the society. The Aims of this study was to evaluate the service quality gap in education of students of Shahid Beheshti University of Medical Sciences. Cross-sectional study was conducted in 2014. Statistical Society was students of Shahid Beheshti University of Medical Sciences. Using the formula for the sample size of 246 students was examined by random sampling. Survey instrument was a SERVQUAL questionnaire of 27 questions. The Cronbach's alpha coefficient was 93% and the test - retest reliability was 86%. Data using SPSS software and were analyzed by T test, T pairs and ANOVA. The gap in quality assurance of educational services, responsiveness, empathy, reliability and tangibility was -1/375, -1/640, -1/497, -1/332 and -1/994, Which was statistically significant (p <0/001). The gap between the perceptions and expectations of quality educational services to students was -1/570, which was statistically significant (p <0/001).Between perceptions and expectations of students by gender was not a significant relationship (p> 0/05). The relationship between age of students and their perceptions of the quality of education was significant (p = 0/015). Due to the wide gap in the field of tangible and accountability, it seems the attention of policy maker in these two areas will lead to improved quality of educational service.

Religious orders because empowering patients to improve their speed will increase.Anxiety caused by separation of individual religious orders also have negative effects on the course of remission and prolonged hospital say, cause adverse psychological effects on a person. The present study measured the need for religious care of patients has been developed. Study of a cross - sectional study is. Samples of the study consisted of ten percent of patients Hstndkh any reason at the time of implementation in teaching hospitals and medical university hospital, using census have been selected. After obtaining consent to complete the relevant questionnaire provided they were placed. Finally, data collection and analysis through the statistical software spss, was performed. Most subjects were female, illiterate city. maximum age 90 years at least 12 years old with mean age 44 years. Chi-square test required in all aspects of religious differences showed statistically significant (p<0/05).the one-way ANOVA in all aspects religious needs of a significant relationship between all the centers civil indicated. Considering the results of this study, performed the religious care of patients is very important and necessary. As a result, officials are recommended programs of hospital care sector planner perform religious care as part of comprehensive care hospital muet considered.

Abstract The world’s advanced educational systems continuously revise their objectives and activities to develop the students’ competency which in turn leads to provision of a more accurate and ideal care for patients in the real world. The aim of this study was to determine the neonatal subspecialty students’ perceived experience of developmental care in their educational course. This qualitative study was carried out on 10 neonatal subspecialty students at Medical Universities of Tehran city. The data was gathered through semi-structured interviews. After written consents, the interviews were recorded and transcribed. Data was analyzed through an inductive approach of content analysis. The strategies for results validation included continuous observations in the field, and supervision and review of the analysis process by research team. The main themes were found as competencies admitting to course, structural and functional constraints of education, challenging curriculum, lack of structure and process of developmental care in health systems. It is suggested to revise the educational programs in the field of neonatology and perinatal conditions and provide appropriate educational programs to help graduates in getting ready for their new roles in developmental care.

The purpose of this project was applying IMCI (Integrated Management of Childhood Illness) as an educational intervention for the medical trainees, interns and pediatric residents in approach with sick children. In this educational intervention all of the trainees, interns, and residents at Golestan Medical Sciences University in 2010-2011 participated in the research. The procedures of implementation and evaluation were documented. In order to study the participant's experiences and perspectives (faculty members, students, mothers of children) semi-structured interviews were conducted. Data was analyzed using content analysis method. The MANA Program was a practical approach in educational programs for the medical students in pediatrics wards. The analysis of participant's experiences revealed five themes "usefulness of IMCI teaching method", " IMCI implementing problems", "algorithmic thinking", and "feasibility". The analysis of care receiver's experiences indicated two main themes "satisfaction" and "sometimes boredom". To get the best results in implementing IMCI Program in clinical pediatrics courses, modifications and changes in the current health care settings and also integrated and continuous coordination is highly essential.

In recent years, many efforts were performed in education and the development of evidence-based medicine at the universities of medical sciences. Most research shows that education and empowerment clinical assistants, medical students and doctors in different ways in Iran and other countries are running, but despite positive effects on increasing the knowledge, skills, and attitudes of the learners, in some cases there was not notable sustainability effects on establishment the evidence based medicine. The present study aims to investigate the barriers to implementation and institutionalization of evidence-based medicine in clinical wards. This study was a qualitative approach using content analysis of clinical assistants and medical education experts’ point of view that participating in EBM courses. The current status of implementation of EBM was determined by using a questionnaire with 6 questions and then they were asked about the barriers of the applying the EBM in real environments. Group of experts included the 10 clinical faculty members that participant in focus group study. The view points of clinical assistant and experts were classified by quantitative and qualitative content analysis. After analyzing the views of residents and faculty, barriers to implementation of evidence-based medicine in clinical settings from the perspective of residents was classified in the 31 items and 7 components included facilities, quality of training, follow-up and accountability, the clinical environment, factors related to faculty and clinical assistants. Summary view of 10 faculty members was classified in19 items and 5 factors. The development and institutionalization of evidence-based medicine more than any other factor related to the environmental and individuals attitudes in clinical wards. However, developing this approach requires the strengthening of hardware facilities, law, management support, education and empowerment and sense of responsibility and accountability that all of these factors also affect each other.

Many nurses during their professional role encountered with many moral stresses. Moral knowledge can be helpful to them in moral decisions. In this study the effect of moral distress in nursing ethics is discussed. Experimental study (pretest -posttest control group and random assignment) is. The study sample consisted of 30 nurses from all civil hospital at 2014 sampling method (n = 15 per group) were selected After completing the questionnaire were randomly assigned to two groups of moral Distress and control. After completion of 4 sessions (one session a week for 90 minutes a month) nursing ethics education in the experimental group, To measure the dependent variable (moral Distress), the post-test questionnaires moral sensitivity in both groups. The data were statistically analyzed using analysis of covariance were analyzed in SPSS v.20 softwar After the intervention experimental group had a significant decrease in the mean moral distress. This means that the implementation of moral education in nursing ethical principles reduction of ethical distress followed. ethical principles training can be considered as a factor to increase awareness of ethics in nursing And underlie the reduction of in their ethical distress. So implementing ethics training programs in health centers as a way to reduce ethical distress among nurses can be considered.

Introduction & Clinical training is one way to achieve clinical competency of nurses. The role of competence in education has grown significantly and there are gap between training and the clinical education. Since in there aren’t qualitative study of nurse's views on his master's degree in nursing care about competency gained in this period, This study investigated the perception of young graduates in this field of competence gained in these courses were designed. In this study qualitative approach, conventional content analysis was conducted. Sampling targeted with seven critical care master science graduated nurses, semi-structured interview data were collected. Interviewing the participants were continued to reach data saturation. All the interviews were recorded and transcribed. For data analysis used content analysis. Participants in this study expressed the factors affecting clinical competency in three main themes: factors related to education include "professional skills", "lack of clear course objectives," "skills, insufficient teachers in teaching the discipline ", motivational factors included " Student empowerment in education and research "," professional standing right after graduation, "" change vision after graduation ", and individual factors include" communication skills "," lack enough self- confidence "," lack of attention to Students interested in beginning "," clinical experience "," decision-making and critical thinking "and" work and human ethics”. According to the views of the participants that are new in this course in Iran, according to a review of the health system needs and expectations of students passing this course is needed. Given the critical nature of this field so the authorities must improve its output of graduates planning to take up sufficient authority to go to get care.

E-learning is one of the achievements of the virtual world as a phenomenon of the third millennium of human civilization. Learning based on new information technologies, it addresses many of the deficiencies of the educational system and causing major changes in the education system. In order to implement this new training, this study was done to assess the students’ readiness of Zanjan University of Medical Sciences. In a cross-sectional study, readiness’s of 120 students selected by random stratified sampling were investigated. Data collected instrument included demographic and standard e-learning readiness watkins questionnaire. Readiness was calculated in three low, moderate an good level. Data were analyzed using descriptive statistics and chi-square test. The results showed that the majority of students had a good level of readiness. Readiness of students in 4 areas access to Technology, motivation, ability to learn through media, online group discussions were moderate and in the area of communication skills, major factor of success in e-learning were good. Level of readiness had significantly associated with students’ study course (0.001) and level of education (0.006) while this relationship with the students’ sex, age, and Semester was not significant. Despite the fact that the majority of students had good readiness it should be considered readiness of other factors such as organizations, managers, and teachers. Regarding the relationship between demographic factors and readiness, the appropriate intervention to improve the level of readiness, especially at the undergraduate students is necessary.