مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال چهاردهم شماره 2 (تابستان 1398)

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The present study aimed to evaluate the evaluation process in educational groups based on a competency-based approach. In this study, the evaluation of the program is based on a competency-based approach. For this purpose, the first stage of the evaluation was formulated as a (work sheet). Then, Blurinett developed a comprehensive assessment with an emphasis on a competency-based approach. In the third step, you will find a list of evaluations and related tools and will be placed in the final panel. Assessing the evaluation of the assisstance groups by observing the site (site visit) was done using checklist and interviews with the educational authorities of the community.  According to the evaluation, it was found that 80% of the training groups have a 100% developmental test in the functional domain and in the cognitive domain (at low levels). But in the field of reasoning and attitude, only 6.6% of the educational groups use developmental tests. On average, 83% of the competencies are measured in clinical education groups. Considering the importance of evaluating all competencies during the years of study, this should attract the attention of the instructors of the educational systems and emphasize the assessment competencies through appropriate tools. The results of the assessment of the overall assessment status indicate that the highest frequency with respect to the MCQ test method is in the 100% of the group. The test station has been used 92.9% in the second level, although the observation of objective, structured test methods such as OSCE has not been reported in any of the training groups. The third level is Logbook, which has been used electronically in all assisstance groups. Considering the importance of empowerment assessment in clinical education groups, it is necessary to plan and implement important measures in the resident groups. It is also recommended to plan for empowering faculty members and create the necessary infrastructure to monitor the usefulness of the tests, monitor the quality of comprehensive assessment programs and develop a competency-based approach to the process in the assistant education groups.

Learning management system is one of the most effective methods in teaching and learning The present study aims to identify and categorize effective factors on the effectiveness of this system from students' point of view. The present study uses exploratory and '' Q method'. The study participants were Students of Isfahan University of Medical Sciences in academic year 2016-2017. According to the Q methodology, a small sample of participants were selected based on the purposeful sampling method for the interview Accordingly, 42 statements were identified. Then, 25 students were selected for quantitative study based on the targeted method. Content validity was used to assess the validity of the content and to evaluate reliability; Cronbach's alpha test was used. Data were analyzed using SPSS version 20 software. The results showed that a good learning management system should have 42 characteristics from students' point of view. These characteristics led to the identification of six mental patterns, including; ease of use, accessibility, individual attention, positive attitude, independent learning, and usefulness. The effectiveness of a learning management system should be continuously evaluated from the point of view of its stakeholders. Therefore the six identified mental models in the present study are suggested as a guide and a model for designing and improving the quality of the learning management system in medical universities.

The aim of this study was to investigate the barriers to learning in view of students of Ahvaz University of Medical Sciences (AUMS). This descriptive cross-sectional study was conducted on 230 undergraduate and graduate students of AUMS. A 35-item researcher-made questionnaire was used to collect the data. The mean and standard deviation of the barriers to learning were; obstacles related to the teacher (52.8 ± 4.9), student barriers (44.2± 4.8), and educational barriers (29.2± 3.9) the skills of the teacher (4.8±0.4), considering education ethics by the teacher (including respect for students and fairness) (4.6± 0.5), up to date knowledge of teacher (4.4 ± 0.6) , adequate motivation of teacher for learning to students (4.4 ± 0.7) and students' depression and other mental disorders (4.4 ± 0.6). Learning barriers were significantly different from the viewpoints of different educational groups (P<0.001). In terms of gender and educational level, there was no significant difference in the barriers of learning from the viewpoint of students of different disciplines. Some of the characteristics of the teachers' teaching including the power of expression, the modernity of the teachers knowledge and the motivation of the student, which reflects teachers' teaching skills, as well as some moral and individual characteristics including fairness and respect for the student, indicating human relationships were found important.

Action research is one of the important methods in medical education quality improvement. This study aims to improve quality of 'health service management' student’s clerkship course using action research. This action research study used mix method approach and was conducted in Tabriz University of Medical Science in 2018 year using Simon’s six stage model. Qualitative data was collected through in deapth interviews and focus group discussions (FGDs). Quantitative data was collected through a reliable and validated questionnaire. The participants were 17 health service management students (enrolled in 2015-2016) and the control group were 28 health service management students enrolled in 2014-2015). Qualitative data were analysed using content-analysis and quantitative data were analysed using T-test by SPSS-16 software. Overall, 14 problems were identified and for 11 problems interventions were designed. The most important strengths of clerkship were;a)regular planning, b) appropriate assessment, c)scoring, high level of tutor attendance and d)more attention to management issues. Coordination problems and inappropriate headline of portfolio in some cases were weakness of this action research. The results of quantitative evaluation show that all items of questionnaire were improved. After reseach, %20.6 increase was observed in students' satisfactions level in the intervention groupcompared with the control group (80.7 vs. 60.1) (p>0.05). This action research significantly improved quality of clerkship course, it’s recommended that in future years same studies with aim to more quality improvement implemented.

In the recent decades, reflection have been introduced as a valuable element in nursing education and a learning tool in improving nursing professional practice. The study of reflection and reflective practice topics and applications in nursing education facsilitates closing the gap between theory and practice and promoting critical thinking. The aim of this study was to evaluate the position and reflective practice is in nursing education. In this review article the required content was obtained by searching databases from Persian electronic databases including (Irandoc, SID, Magiran, Iranmedex) and English databases including; (Pubmed, ERIC, Google scholar, Proquest andElsevier). All published paper  between 2019 and 1992 were retrieved. The content of 172 papers were examined and 31 related papers were included. Utilizing reflection on nursing education is done through various strategies including; a)need of improvement, b) the improvement of professional practice, c) the promotion of critical thinking, and d) placement of the patient at the heart of learning activity. Reflective practice provides a learning tool which mayto promote essential skills of critical thinking, self-direction , gap reduction between theory and practice and professional development in nursing education.

Portfolio is one of the active learning strategies for clinical education. By making portfolio, students present their own projects including clinical learning activities at or near the end of a clinical course. The purpose of this study was to investigate the application of this tool in nursing education in order to know the advantage and limitation of the tool. This study reviews the literature published in Farsi and English with the possibility of accessing the full text of the article over the past five years related to the use of portfolio in nursing education. A literature review was done by searching the keywords portfolio and nursing in the databases including; Web of Science, and ProQuest and scientific search engine such as Google Scholar. After removing repetitive and non-related items, 17 articles were selected accordingly. The review of literature suggests that the portfolio is used in different schools and courses of nursing students with different goals such as assessment, evaluation, training; and performance improvement. Using portfolios has some advantages and limitations that need to be determinate for designing and implementing portfolios. Some benefits of portfolios were development of skills, fostering active learning, improvement of clinical competencies, and satisfaction of students from assessment and academic achievement. Its limitations include the lack of clarity and time constraints for completing it. The portfolio facilitates the monitoring of nurses' professional development and facilitates knowledge management. Therefore, designing and using this tool is recommended to improve the clinical competence of nursing students in undergraduate, graduate and postgraduate studies in Iran. However, the scope and purpose of using the portfolio should be specified and potential  users should be well aware of the issue and its importance, and to learn the skills necessary to use it.

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