1 2251-7065 Shahid Sadoughi University of Medical Sciences, Yazd 983 Medical Education Editorial mirzaei Masoud 1 1 2017 11 3 185 185 12 01 2019 12 01 2019
682 Medical Education The effect of team-based learning on critical thinking of nursing students at Iran University of Medical Sciences in 2014 Kuhpayehzadeh Isfahani J c jazayeri S d aryaeian N e Karami Aqhqhalleh H f c Department of Social Medicine, Tehran University of Medical Sciences, Tehran, Iran. d School of Public Health, Tehran University of Medical Sciences, Tehran, Iran. e School of Public Health, Tehran University of Medical Sciences, Tehran, Iran. f Department of Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran. 1 1 2017 11 3 186 200 28 02 2016 24 07 2016 Introduction: Team-based learning (TBL), is a form of cooperative learning which aims to create an active learning environment. It enhances the skills of individual accountability and teamwork, group interaction and motivation of those participating in group discussions. This study aimed to investigate the effect of team-based learning (TBL) on nursing students' critical thinking. Methods: This study is a quasi-experimental in which  the effect TBL on undergraduate nursing students' critical thinking skills. Nursing students who enrolled in 2013-2014 at Iran University of Medical Sciences were randomly  assigned to two experimental and control groups. Watson- Glaser critical thinking questionnaire was used in this study . In both groups before and after intervention, 40 cases and 40 controls, were studied. Multiple choice and short-answer questionnaire were used to assess students' learning. T-test, ANOVA, were used to analyse the data. Result: Average age of the participnants was 21.7and 56% of the participants were female.  TBL significant affect on critical thinking of the participnats (P>0.05). TBL improved critical thinking, understanding, identifying assumptions, inferences, interpretation, and evaluation of logical reasoning had been (P<0.001). The difference between the two educational practices affecting critical thinking (P<0.001) and related dimensions were all statistically significant. Conclusion:TBL learning compared to traditional teaching methods (lectures) has a significant effect on improving students' critical thinking. 699 Medical Education Case Based Learning: The Concept, Models, Effectiveness and Challenges naeimi L g alizadeh M h shariati M i g Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran. h Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran. i Department of Community Medicine, Tehran University of Medical Sciences, Tehran, Iran. 1 1 2017 11 3 201 209 14 05 2016 10 12 2016 Introduction: Using case based learning (CBL) provides various experiences for students including improvement of problem solving skills, construction of knowledge, and enhancement of communication and cooperation skills. The main challenge here is that faculty members are not aware of case based discussion models as well as its effectiveness. The aim of this study is reviewing the related evidence on the models, applications, effectiveness and challenges of cased based teaching method. Method: In this review article, Google Scholar, PubMed, ERIC, Willy and ProQuest were searched. The search period was limited from October 2005 to 2015. Case based learning, case based teaching, case method teaching, and case based discussion were chosen as keywords. Result: Eighty papers and two dissertations were retrieved. Duplicates were eliminated and 64 articles were reviewed and categorized. Finally 20 articles that wereentered to the  review. The definition of case-based learning as a way to an authentic education, models and applications of case based learning based on analyzing the learning environment, scenario writing and also the effectiveness of CBLwere considered in this article. Conclusion: Although there was no consensus on the definition of case-based learning, paying attention to the underlying principles of CBL such as the quality of scenarios and choosing a right type of the models based on level of students’ knowledge, could lead to provide a rich learning experience for students. 697 Medical Education Attitude of medical bachelor students toward faculty’s educational counseling duties Esmaeilpour M j nikokar I k abedinzade M l bostani Z m j Nursing group, zeinab nursing & midwifery school, guilan university of medical science, rasht, Iran k Microbiology department, zeinab paramedical school, guilan university of medical science, rasht, Iran l Physiology department, zeinab paramedical school, guilan university of medical science, rasht, Iran m Midwifery department,shahid beheshti nursing & midwifery school, guilan university of medical science, rasht, Iran 1 1 2017 11 3 210 217 29 04 2016 26 11 2016 Introduction: Educational counseling is the part of faculties’ essential duties. It has so many positive effects on educational process. Therefore, this study was designed to examine the attitude of medical bachelor students toward the faculty’s educational counseling duties. Methods: In this descriptive, cross-sectional study, in 1391-92, 280 undergraduate students of Guilan University of Medical Sciences were randomly selected. Information collected through the self-report questionnaire that was designed according the last version of health ministry consultant-regulation. The overall reliability of questionnaire was calculated 0/7 in a pilot study. This questionnaire has 40 attitude statements regarding faculty’s educational counseling duties in five areas; Educational - Research – Facilities- Cultural – and other roles. The gathered data was analyzed by SPSS software 16, using t-test and one way ANOVA. Result: The mean age of subjects was 22.1 ±3.4, 220 were women (78/6%). Among all tasks of academic counseling, most of students (95%) had agreed and extremely agreed with educational and research duties of faculty members. There was a significant difference between the attitude of subjects regarding faculties’ consulting duties (P<0.05). Students had the lowest agreement with the Cultural duties of advisors. Conclusion:Education of counseling content, best manner implementation and emphasis on importance of educational counseling in professional development are recommended. 727 Medical Education Psychometrics of "the Clinical Learning Factors Questionnaire for nursing students Emami Maybodi M n Mirzaei M o Farajkhoda T p soltani arabshahi K n Medical Education, Dept. of Midwifery, Faculty of Nursing & Midwifery,Shahid Sadoughi University of Medical Sciences, Yazd, Iran o Associate Professor,Yazd Cardiovascular Research Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran p Ph.D in Reproductive Health, Research Center for Nursing and Midwifery Care, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Internal Medicine Specialist, Dept of Medical Education, Center for Educational Research in Medical Sciences, Faculty of Medicine Iran University of Medical Sciences, Tehran, Iran 1 1 2017 11 3 218 232 18 07 2016 26 11 2016 Introduction:Continuous assessment of clinical education and learning in nursing requires  valid and reliable tools. This study aimed to assess psychometrics of "the Clinical Learning Factors Questionnaire for nursing students".  Methods:In the present descriptive study simple random sampling was used to recruit nursing students and educators at Sadoughi University of Medical Sciences and Islamic Azad University of Yazd. Face validity was assessed using interviews and quantitative face validity by calculating impact score (IS) in ten nursing students. Content validity index (CVI) was determined using Waltz and Basel method by ten Nursing Faculty academics. The internal consistency according to Cronbach's alpha coefficient for calculating internal consistency and test-retest for determination of stability was tested on15nursing students. Data were analyzed using descriptive and analytical statistics by SPSS V.16. Results: The Clinical Learning Factors Questionnaire for Nursing Students included 89 items in seven sub-scales. The qualitative and quantitative face validity were assessed and determined acceptable. The IS of all items of the questionnaire was greater than 1.5, CVI of all items was more than 0.7 and CVI of the whole questionnaire (CVI-S) was determined 0.88. The Cronbach's α coefficient of the seven subscales was 0.81-0.91 and for the whole questionnaire was 0.96. The Pearson correlation coefficient of the subscale was calculated 0.80-0.94 and for whole questionnaire was 0.96. Conclusion: Based on the findings of this study, the Clinical Learning Factors Questionnaire for nursing students has appropriate validity and reliability. This questionnaire can be used in education assessment and in evaluating clinical learning of nursing students. 569 General Evaluation of Educational Status of Martyr and Veteran Students in Shahid Sadoughi University of Medical Sciences (2005-2010) Lotfi M vatani sotode J Heidari M.R MD, PhD, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran. MD, Shahid Sadoughi University of Medical Sciences, Yazd, Iran. BSc, Deputy for Education, Shahid Sadoughi University of Medical Sciences, Yazd, Iran. 1 1 2017 11 3 233 246 21 06 2015 07 01 2017 Introduction: Evaluation of the educational system and awareness of strengths, weaknesses and shortcomings in the educational process is important for deputies for research. Martyrs’ and Veterans’ family members are entitled to continue ther education in Iranian universities using their own quota. This study aims to evaluate educational status of martyr and veteran students (MVS) enrold in  Shahid Sadoughi University of Medical Sciences from 2005-2010. Methods: This study undertook on 959 students who enrolled using the veteran and martyr quota. 770 non- martyr students who enroled in Yazd Shahid Sadoughi University of Medical Sciences were compared to them. A Cross-sectional study compared the two groups. They were matched for gender and field of study. Demographics and information of students, were extracted from the registerar database (SAMA) and student records from martyr and veteran students database. Result: Over the period of five years, the students progressed significantly, of their GPA raised from 14.7/20  in 2005 to 15.4/20 in year 2010. The average GPA of  non- martyr students 15.9 ±2/7. significantly more than MVS 0.2±1/86. p<0.05). However compariing   the point-to-point GPA in the two groups revealed that In the fifth semester, there was only 0.5/20 marks difference between their mean average (p<0.05).  The same difference was observed in both sexes. Conclusion: On average, GPA of  MVS are 0.5/20 grade less than other students. With further support and coaching this difference may disappear soon. 714 Medical Education Quality of educational services from viewpoints of students at School of Public Health at Mashhad University of Medical Sciences jafarinejad majid ebrahimipour hossein laelmonfared elaheh jamali farideh Amini aminreza Faculty of Traditional Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Associate Professor, Department of Health and Management, School of Public Health, Mashhad University of Medical Sciences, Mashhad, Iran. Instructor Department Of Public Health, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh , Iran. School of Public Health, Mashhad University of Medical Sciences, Mashhad, Iran. PhD Student in Biostatistics, Department of Biostatistics, Faculty of Paramedical, shahid Beheshti University of Medical Sciences, Tehran, Iran. 1 1 2017 11 3 247 259 21 06 2016 05 10 2016 Introduction: By studying the gap between expectations and perceptions of students from educational services, we can provide the base for developing appropriate programs for the improvement of educational services. This study was performed to assess the quality of educational services from the viewpoint of students in the School of Public Health at Mashhad University of Medical Sciences. Methods:In this descriptive cross-sectional study, 86  students were selected by stratified sampling method in 2014. The standard SERVQUAL questionnaire with three main domains were  including; a)demographics; b) individuals' perception and c) individuals' expectation level in five educational service quality dimensions. Data were analyzed by SPSS 18 using descriptive statistics and correlation and paired samples T-tests at 0.05 significance level. Result:There was a quality gap in all educational service quality dimensions. The highest average of quality gap was observed in the reliability(-2.14±1.26) and then in responsiveness  (-1.99±1.48), tangibles (-1.72±1.41) and empathy (-1.64±1.28) domains respectively. The lowest average belonged to assurance (-1.38±1.11). There was a statistically significant relationship between the quality gap in different dimensions of educational service quality and its related phrases (p<0.001). Conclusion: Expectations of students are beyond their perception from current situation and their expectations are not met in any of service dimensions. In attempts to improve the quality of educational services,  improving each one of quality dimensions may improveother quality dimensions. 737 Medical Education Defects and weaknesses of Tehran University of Medical Sciences mentoring program from the perspective of mentees: A qualitative study Maghbouli nastaran Farhangian mehdi Noorbakhsh hoora MD-MPH student, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Medical student, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Medical student, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. 1 1 2017 11 3 260 272 08 09 2016 10 12 2016 Introduction: Evaluation of mentoring program is essential. This study aimed to assess defects and weaknesses of Tehran University of Medical Sciences mentoring program from the perspective of mentees Methods:   This study is a qualitative study with target group of 15 first year medical students who were mentees in the program. We did semi-structured interviews and extracted primary codes and then classified the codes according to the grunded theory methos.. Result:  We found some points like inappropriate times for call to mentee, consumedly follow up of mentor, inadequate answers of mentors about educational problems, explaining nothing about future problems before facing these problems, barriers about considering non-educational problems in relationship, negative effect of high-grade educational status of mentors, mentors with high age differences, program dependence on mentors’ commitment, personalization of mentor guidance, mis-match of mentors and mentees, unavailability of mentors and period of time with low frequency of relationship of mentor and mentee, as weaknesses of program from the mentees point of view. Conclusion: Paying attention to mentor-mentee age difference, selection of available and responsible mentors, appropriate matching, enough education of mentors, definition of proper expectations between mentor and mentee and proper  training  is critical to improve quality of mentoring programs in future. 638 Medical Education Neonatal sub-specialty graduates’ perceived experiences of developmental care: Content analysis Soleimani Farin Nayeri Fatemeh Mohammadi Shahboulaghi Farahnaz Shariat Mamak Dalili Hossein Research Associate Professor of Pediatrics, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Associate Professor, Maternal, Fetal and Neonatal Research Center, Tehran University of Medical Sciences, Tehran, Iran. Associate Professor, Social Determinants of Health Research Center, Nursing Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Associate Professor, Maternal, Fetal and Neonatal Research Center, Tehran University of Medical Sciences, Tehran, Iran. Assistant Professor, Maternal, Fetal and Neonatal Research Center, Tehran University of Medical Sciences, Tehran, Iran. 1 1 2017 11 3 273 285 24 11 2015 24 07 2016 Introduction: Enabling subspecialty graduates to provide optimized services necessary for disease prevention and health promotion, are important. The aim of this study was to determine the neonatal subspecialty graduates ‘perceived experiences of developmental care in the field. Methods: This qualitative study was carried out on the graduates of neonatal subspecialty in Tehran University of Medical Sciences  . The data was gathered through semi-structured interviews. After written consents, the interviews were recorded and transcribed. Data was analyzed according to inductive approach of content analysis. The strategies for validation of results  included continuous observations in the field, and supervision and review of the analysis process by the research team. Result: The main identified themes were ”inadequacy of graduates knowledge”, “attitudes and skills on developmental care”, “lack of educational programs in their course” and “non-responsive health system”. Conclusion: Challenges of developmental care in the health system should be addressed in the future national health policies.