Showing 16 results for Satisfaction
Z Safaei, A. R Emadi, M Taheri ,
Volume 7, Issue 2 (9-2012)
Abstract
Introduction: The role of e-Learning in medical education is rapidly growing. Acceptance and satisfaction of e-Learning recipients of continuing Medical Education (CME) programs is very important in its success. The aim of this study is to assess CME’s participants’ satisfaction about e-Learning programs in Semnan University of Medical Sciences.
Methods: This is a cross-sectional study. Over the period of one year, 90 participants passed the program including instructions, lesson, examination and feedback questionnaire which were evaluated comparatively. Data Collection tool was a questionnaire composed of 28 questions in two parts. The first part assess demographic characteristics of the participants and the second part evaluated the level of participant satisfaction about the quality of e-Learning content and program. Data analysis was performed using the software SPSS 18.
Results: The highest satisfaction was in content sequence (74.1%) followed by goal clsarity (71.7%), program help (69.6%) and speech quality (60.8%) respectively.
Conclusion: Similar to other studies, the result of this study revealed that most of CME learners can use
e-Learning programs without leaving their work place and need to commute.
Z Pishkar Mofrad , A Navidian, H Robabi,
Volume 7, Issue 4 (3-2013)
Abstract
Introduction: Objective evaluation of clinical and professional competency is one of the most important aspects in medical students' clinical education. Objective structural clinical exam (OSCE) evaluates a large spectrum of technical and basic skills in an experimental setting. The present study was carried out in order to comparing two methods of evaluation, traditional evaluation (TE) and objective structured practical evaluation (OSPE) on the satisfaction of nursing students in Zahedan Faculty of Nursing and Midwifery.
Method: This study is a quasi-experimental research. Thirty five nursing students who selected relevant units in the first trimester of 2011-12 academic year, participated in this study. TE and OSPE methods were both administered. Data were gathered via a 21 items researcher-made questionnaire after determination of its validity and reliability. Data were analyzed using SPSS software (version 15). Chi square, independent and paired t-tests were used.
Results: The average age was 19.7 ± 2.5. %80 of students satisfied or very satisfied with the OSPE evaluation and only % 2.9 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %81.5 and %3.7 after announcement of grades respectively. %79.4 of students satisfied or very satisfied with the TE evaluation and %11.8 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %63 and %11.1 after announcement of grades, respectively. After announcement of grades, the mean score of OSPE satisfaction was higher than TE satisfaction and this differences was statistically significant (P = 0.02).
Conclusion: Nursing students were satisfied with OSPE method in this study, it seems necessary to promote this evaluation method in nursing faculties.
S.j. Mirmohammadi , A. H. Mehrparvar, M. Bahaloo, M. H. Davari ,
Volume 8, Issue 2 (9-2013)
Abstract
Introduction: In order to achieve acceptable quality in educations, the quality of learning should be assessed. opinion of alumni in assessment of the quality of education is important, This study aims to assess the quality of medical education in basic and clinical sciences according to the opinion of alumni of Sadoughi University of Medical Sciences during 2008-2012
Method: This cross-sectional study conducted on alumni graduated from 2008-2012. Data was collected using a questionnaire which validity and reliability was confirmed. The questions were asked from 183 individuals were interviewed by telephone in 2012.
Results: Mean satisfaction score of quality of education was 3.86/5 and 3.18/5 for basic and clinical sciences, respectively. The average satisfaction score for regular presence of faculty members in classes was 4.11/5 and 3.98/5 for basic and clinical sciences, respectively. The difference between the two groups regarding the satisfaction from quality of education was not diufferent (P=0.237). However, this difference was significant for satisfaction from regular presence in classes and time spent for education (P<0.001).
Conclusion: The condition of education in Yazd University of Medical Sciences was satisfactory from the alumni viewpoint and the satisfaction level was higher for basic sciences than clinical science education.
M Delaram,
Volume 8, Issue 3 (12-2013)
Abstract
Introduction: Inadequate advice
interferes with students’ achievements of educational and professional goals.
The present study was carried out to compare the satisfaction of Shahrekord
University of Medical Sciences' students about the performance of academic
advisors before and after implementation of the Advisors` Project.
Methods: This cross-sectional
study was carried out on 244 students studying in different programs at
Shahrekord University of Medical Sciences in two stages at the first semester
of 2010-2011 and the first semester of 2011-2012. For data collection, we used
a self designed questionnaire including individual and educational information
and 10 multiple-choice questions with Likert scale to assess the satisfaction
of students from the advisor’ performance.
Results: From the ten items of satisfaction, only "providing access to an
advisor" was significant after implementing Advisors` Project in Faculty
of Nursing (P=0.01).
Conclusion: It seems that the performance of advisors` project
could not provide a satisfactory position for students. Adequate supervision of
university students is crusial, proper implementation of the program can support
faculty advisors to strengthen their position and help them to improve their
supervision skills.
V Tayebi, H Tavakoli, Mr Armat, Ar Nazari, M Tabatabaee Chehr, F Rashidi Fakari, M Hassanzadeh Bashtian, A Garshad,
Volume 8, Issue 4 (3-2014)
Abstract
Introduction: Clinical instruction is
known as the essence of education in medical sciences, while feedback delivery
is a core responsibility of clinical instructors. This study aims to compare
the nursing students' satisfaction
and reactions to oral versus written feedback
during clinical education.
Methods: This is a single blinde, randomized
controlled trial. A purposive sample of last semester-nursing students (n=44)
was selected and randomly assigned into one of verbal or written feedback
groups. Each instructor (n=3) was scheduled to teach two groups, and deliver either
verbal or written feedback. Instructors were well attuned to feedback delivery
sessions they would hold during their instructional tasks. Instructors were
asked to give necessary feedback to the students and document the details of
their reaction using the checklists designed for this purpose during the
instruction period, daily and during the nine days of instruction. At the end
of each instruction period, a questionnaire designed to measure the satisfaction
level of feedback delivery sessions was filled out by students.
Results: The study did not show difference of
satisfaction level between the oral and written feedback groups. The
relationship between students' reactions and feedback type at the confidence
level of 90% was significant, so that students who received oral feedback
showed more severe reactions as compared to written feedback group.
Conclusion: Students, satisfaction level
in both groups was the same. There is no difference in students' satisfaction
between verbal versus written feedback groups. But the number of severe
negative reactions in verbal feedback group was significantly higher and this
is congruent with previous studies.
H Tavakoli, A Sadeghi, M Taherpoor, M Toroski,
Volume 9, Issue 1 (7-2014)
Abstract
Introduction: Understanding determinants of job
satisfaction may increase faculty members' motivation towards their educational
and research goals. This study aims to determine job satisfaction among faculty
members of North Khorasan University of Medical Sciences in 2012.
Method: This is a cross sectional analytic study carried out
on 60 faculty members of North Khorasan University of Medical Science in 2012. Herzberg standard
questionnaire which had 11 sections of job satisfactions were used to collect
data. Data Analysis were done using SPSS V. 19.
Results: The highest average score were reported for the
nature of the academic activities and related communications and the lowest
scores were reported for the political environment, salary, job security and
work environment. In total, the overall job satisfaction rating of faculty
members was 3.26±0.37. There were statistical significant
relationship between marital status, academic position, type of employment,
place of work, type of provided services and job satisfaction (P-value<0.05).
Conclusion: The results showed that job
satisfaction of the faculty members was average. Thus, it is essential for university
managers to take more attention to the factors that may increase motivation and
satisfaction of faculty members in North Khorasan University of Medical
Sciences.
S Basir Shabestari, I Shirinbak, F Sefidi, R Sarchami,
Volume 9, Issue 3 (12-2014)
Abstract
Introduction: A practical exam is important for evaluation of university students but there is not any satisfaction of traditional exams among clinical teachers. There are limited studies done for modification of traditional exams. This study aimed to compare the traditional and Objective Structured Clinical Examination (OSCE) exams in term of clinical skills and satisfaction among dental students.
Methods: Evaluation of thirty dental students was done with OSCE and traditional exams. A student was undergone oral medicine exam in the traditional form (10 questions) and OSCE (with ten stations). After the exam they fill questionnaire regarding their experience of the two methods. Data was analyzed with SPSS V.18. Mann-Whitney test, T test, chi square and Pearson correlation coefficient were used.
Results: In the OSCE group, scores of questions in the field of cognition was higher and psychomotor was lower than the traditional exam (p=0.001). OSCE is better stimulator of clinical situations and its stressful environment.
Conclusion: Despite mismatch found between traditional exams and medical educational goals, most of universities apply this method. it is recommended to use OSCE method in evaluation of all fields of dentistry.
E Nohi, M Helalbirjandi, F Borhani, V Ahrari Khalaf,
Volume 9, Issue 4 (3-2015)
Abstract
Introduction: Clinical training of nurses forms the basis of the entire educational program. One of the controversial aspects of clinical training is method of clinical training. Peer education can be a useful adjunctive model for clinical skills training The present research was conducted to study the effect of a mentorship program on educational satisfaction of nursing students in Imam Reza Hospital of Birjand in 2012.
Methods: This quasi-experimental study was done on 60 masters nursing students of the 4th semester from the Islamic Azad University of Birjand who were randomly allocated into two groups,30 students in the experimental group and 30 in the control group. In the experimental group, there was a student of the 8th semester as the mentor for each three junior students, and in the other group, there was only an instructor available without any mentor. Educational satisfaction of the students was evaluated before and after their training with ascertained educational satisfaction questionnaire. The data was analyzed using SPSS V.18, independent t test, paired t, and chi-square test.
Results: The average of satisfaction score in the experimental group was higher than that of the control group. The difference between the mean scores of the two groups was significant (p<0.05).
Conclusion: Executing peer education program (mentorship) is more effective in increasing the nursing students' educational satisfaction. we suggest that clinical curriculum developers consider this method as a supplementary educational means .
T Dormohammadi Toosi , A Khalvat , Sr Najafizadeh , F Shahbazi , Z Khazaeipour ,
Volume 10, Issue 4 (3-2016)
Abstract
Introduction: The aim of this study was to investigate the effect of Medical Student Training on patients satisfaction referred to the internal medicine clinics.
Methods: This is a cross sectional descriptive study. 200 outpatients referred to the internal medicine clinic Imam Khomeini Hospital were selected by convenient sampling. The participants were divided into two groups. The group which firstly visited by a specialist and the group which firstly visited by intern and then a specialist. In this study, researcher made questionnaire was used for measuring the patient satisfaction. Data were analyzed by using one-sample t-test, independent t-test and pair-t test.
Results: The finding showed that patients are satisfied of the presence and performance of medical interns in clinics and they preferred to be visited by intern and a specialist rather than only by a specialist (p<0.001, t=13.55). The satisfaction scores of the patients in the areas of description of personal issues, a doctor knowledge, involvement in treatment decisions, feeling of visitor comfort and understand the patient\'s feeling visited by an intern were higher than those who were visited by only a doctor. Also, the mean scores of the patient satisfaction in the dimensions of asking questions, understandable given information, complete treatment, compliance of respectable and understand competence of given information in patients who were visited by only a doctor were more than the patients who were visited by an intern (p<0.05, t= 1.99).
Conclusion: It can be concluded that the training medical students in internal medicine clinic of hospitals can be an effective strategy for the rate of satisfaction level of patients from their treatment.
Maryam Saadat, Negin Moradi, Mohammadjafar Shaterzadeh, Neda Orakifar, Masoumeh Hosseini Beidokhti, Amin Behdarvandan, Behnoosh Tahanzadeh, Majid Soltani, Nahid Pirayeh, Mehrnoosh Karimi, Peyman Zamani, Parvaneh Rahimifar, Maedeh Moghtader, Hassan Khoramshahi,
Volume 16, Issue 1 (6-2021)
Abstract
Introduction: With the Coronavirus pandemic, disability and the students’ absence in clinical settings, the educational system of the Faculty of Rehabilitation Sciences of Jundishapur University of Medical Sciences decided to hold a virtual grand round, teaching the clinical courses to address the shortcomings of clinical education. This study aimed to investigate the level of satisfaction and learning of students from holding the Grand Round.
Methods: The present study was quasi-experimental study. The study population consisted of 36 undergraduate students in physiotherapy and speech therapy; The Grand Round in specific cases of the disease was presented to students, in the clinical training. Data were collected using a researcher-made questionnaire to assess the level of satisfaction with the virtual grand round and an electronic test to assess learning from the topics.
Results: The majority of students were moderate to highly satisfied (more than 70%) with the virtual grand round in speech therapy and physiotherapy groups. There was a significant difference between test scores before and after the grand round of the speech therapy group (P= 0.002), whereas, in the physiotherapy group there was no significant difference between the scores before and after the test (P= 0.3).
Conclusions: Regarding the level of students' satisfaction retaining the Grand Round and increasing their level of knowledge, it is suggested that virtual group discussions be held in clinical education courses in other faculties of rehabilitation sciences and related fields, especially during pandemic conditions of coronavirus and the impossibility of face-to-face training.
Dr Seyed Gholamreza Mortazavimoghaddam, Dr Elahe Allahyari, Dr Fatemeh Vahedi, Dr Majid Zare Bidaki,
Volume 16, Issue 3 (12-2021)
Abstract
Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.
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Volume 16, Issue 3 (12-2021)
Abstract
Introduction: 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.
Methods: 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.
Result: 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.
Conclusion: 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.
Keywords: Problem-Based Education, Clinical Skills, Satisfaction
Anurag Yadav, Manoj Kumar , Nagababu Paydala , Ravi Kumar Gundala, Mohammad Shamshad Hussain, Golla Anmol Manaswini Yadav, Nandakumar Lg Yadav,
Volume 17, Issue 4 (3-2023)
Abstract
Introduction: The oldest and most popular teaching style in medicine and related fields is the lecture. They are affordable and at least as good at transferring knowledge as other instructional techniques. The present study aimed to assess the effect of lecture-based education, role-playing and learning through peers on learning and satisfaction among MBBS students.
Methods: This descriptive study was conducted among the MBBS student studying at MNR Medical College & Hospital. Total of 446 students were approached to fill the predesigned questionnaire for the response. The questionnaire in Google form was shared to students via email, WhatsApp and Telegram (Google form link: https://forms.gle/YfkNojfV5az5Q6AW8). The questionnaire contained two sections, demographic information included age, gender, and year of course and second part included the 10 questions. Students expressed their views on the questionnaire expression based on a five point Likert scale.
Results: Total of 340 students with mean age of 19.65±1.22 yrs responded to the questionnaire shared. Among them 61.8% were female students and 38.2% were male students. Most students responded with strongly agree for the role play mode of learning compared to the traditional lecture based learning and also peer learning (p<0.001).
Conclusion: According to the findings, students are more satisfied with participatory methods such as role playing than with lecture and learning through peers. There were upsides for each method of learning in itself as responded by the participants.
Keywords: Medical Education, Satisfaction, Role Play, Peer learning, Lecture
Hossein Dargahi, Masoumeh Mireshghollah, Mitra Zolfaghari, Kamal Azam,
Volume 18, Issue 2 (9-2023)
Abstract
Background: The need for medical sciences universities in Iran to develop electronic education in special conditions and crises such as epidemics and pandemics, including the COVID-19 Virus, and even in order to realize the teaching-learning systems, is so necessary. Therefore, this research aimed to determine the level of satisfaction of faculty members from E-learning systems during the COVID-19 pandemic among the selected schools in Tehran University of Medical Sciences.
Methods: This research was a cross-sectional and descriptive-analytical study conducted in 2020-2022. The research population was the faculty members of selected schools of this University including 870, respectively. Sample size determination conducted by Krejcie and Morgan table consisted of 265 faculty members which was determined to be equal to 200 people by taking into account the response rate. The data collection tool was a researcher-constructed educators satisfaction with virtual learning systems questionnaire its face validity and reliability were confirmed. Results: The majority of faculty members as teaching users are relatively satisfied with electronic education and related offline and online systems.
Conclusion: Regarding the current results, most of the faculty members are relatively satisfied with the electronic education system and offline and online systems. However, the Low speed of the Internet could impact educator users. Therefore, it is recommended that providing more appropriate conditions by the empowerment of infrastructure and facilities lead to faculty member's satisfaction with electronic education for better utilization in possible crises in the future.
Elahe Sayyad Mohammadi, Fatemeh Bahador, Azam Sabahi, Parviz Marouzi,
Volume 18, Issue 3 (12-2023)
Abstract
Introduction: Tests are one of the methods used in universities to measure and evaluate students' learning. Electronic and traditional tests have their unique strengths and weaknesses. Therefore, the purpose of this research is to compare two methods of holding electronic and conventional tests from the perspective of students in the Ferdows Health and Para Medical School.
Method: The current research was carried out in a cross-sectional-analytical way. 201 students were questioned for this research. In order to collect information, a researcher-made questionnaire was used. Its reliability is approved by experts and validity is measured by Kronbakh Alpha74%. Data were analyzed using STATA version 13 software and using descriptive and analytical methods.
Results: The results showed that there was a significant difference between students' satisfaction with traditional and electronic tests (P < 0.05). And traditional tests satisfaction was more than electronic ones. Also, there was a significant relationship between students' satisfaction level and the academic semester in traditional exams (P < 0.05) so the average level of satisfaction of students in higher semesters is higher.
Conclusion: Based on the study findings, students' satisfaction with the traditional test is more than the electronic test, so it is suggested that educational institutions take the necessary measures and plans in order to obtain satisfaction from students with the electronic tests and solve the problems of these tests.
satisfaction, electronic exam, traditional exam, students' point of view, Remote E-exams
Neda Mahdavi, Dr Masoud Shafiee Motlagh2, Dr Zahra Cheraghi, Hossein Jafari Mansoorian, Vajihe Ramazani Doroh, Leili Tapak, Maryam Afshari, Amin Doosti-Irani,
Volume 19, Issue 3 (12-2024)
Abstract
Introduction: Workload and job satisfaction are among the most influential factors affecting job performance. Therefore, this study aims to assess the cognitive workload and job satisfaction and their impact on the quality of education faculty members provide.
Method: This study was conducted among 34 faculty members through a census. The NASA-TLX tool was used to assess cognitive workload, and a job satisfaction scale was employed to evaluate job satisfaction. Moreover, the training quality score was considered a criterion for assessing the educational performance of the participants. To determine the role of explanatory variables on the level of mental workload, multiple linear regression was used at a 95% confidence level.
Result: The mean cognitive workload of faculty members was 52.94 ± 24.48. Efficiency and time demand scored the highest and lowest among the subscales of workload, respectively. Job satisfaction was 56.85 ± 27.61, with satisfaction with the department head and colleagues ranking highest and satisfaction with salary being the lowest in job satisfaction. The cognitive workload had a non-significant relationship with job satisfaction (P = 0.08, r = 0.56). However, the relationship between teaching quality and both cognitive workload and job satisfaction was not statistically significant.
Conclusion: No significant relationship was observed between cognitive workload, job satisfaction, and teaching quality scores. However, it is recommended that measures be taken to improve the quality of work life for faculty members to enhance the quality of education they provide.
