2024-03-28T21:34:43+03:30 http://rme.gums.ac.ir/browse.php?mag_id=9&slc_lang=fa&sid=1
9-89 2024-03-28 10.1002
Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer Comparing the Effects of Two Teaching Models, Teacher Centered and Student Centered, on Nursing Students\' practical learning Sh Reza Masouleh mcherzad @ yahoo.com M M Chehrzad Y Yaghoobi   Introduction: Teaching models are learning tools which not only help learners to access information, theories, skills, values and thinking methods, but also increase their ability to reach the specific and different aims.   Methods : This research is a quasi-experimental study for comparing the effect of two teaching models, teacher centered ( practical performance ) and student centered ( resembling by using computers ) , on nursing students' learning rate about neonate resuscitation process in Guilan university of medical sciences .The research samples were included of 31 nursing students of third semester , chosen by census. The data collecting tools were a demographic questionnaire and a checklist about the neonate resuscitation method .At first, a pretest was taken from all of the students about the neonate resuscitation method, then they were randomly divided in two groups , one who were (resembling by using computers) in the computer room and the control group (practical performance) in nursing practical education practiceroom taught by one person with a single educational content. The facilities for practical practice were provided for both groups. Two weeks later the final stational exam was taken about the mentioned process from both groups in a single day.   Results: Findings showed no difference between two groups in the field of demographic characteristics (sex, age, last semester mean scores). Significant statistical differences were seen among understudy functional units before and after the practical demonstration way of education by using paired T- Test ( P < .005 ) and also among the mentioned group before and after the education by resembling with computers (P<.005) . But, no difference was seen between two groups by using the same test by comparing the effects of two teaching models, practical demonstration and resembling by using computers.   Conclusion : As was mentioned above the effects of two teaching models were similar .But considering the more time of the class allocating to students' activity by using computers for resembling , decreasing of teaching duration and costs and more learners satisfying with this method, we can say that using resembling by computers in teaching can be effective in teaching nursing skills and its improvement .But , it is necessary to say that in this method emotional points of direct teaching is not mentioned . teacher centered model student centered model skill nursing students 2007 3 01 1 6 http://rme.gums.ac.ir/article-1-89-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer Assessment of the Effects of Education in Clinical Skills Center on cardiopulmonary Resuscitation Knowledge of Physicians and Nurses Working in Educational Therapeutic Centers of Guilan University of Medical Sciences in 2004 H Khoshrang khoshrang @ gums.ac. ir A Heidarzadeh A Asadi   Introduction : Complete knowledge and skills about cardiopulmonary resuscitation are necessary for all medical staff because with increasing number of trained personnel in the field of CPR, survival rate and the number of individuals that will enjoy a better quality of life in the community after being saved from cardiopulmonary arrest, will be increased. This research aims to evaluate the effects of education in clinical skills center on cardiopulmonary resuscitation (CPR) knowledge of physicians and nurses working in Educational Therapeutic Centers of Guilan University in year 2004.   Methods: The present research is a before-after interventional study of 230 people (115 general physicians and 115 nurses) working in educational therapeutic centers of Guilan university of medical sciences (GUMS) and in clinical skills centers. Knowledge of individuals was evaluated by a questionnaire containing 20 questions about basic CPR (for nurses and physicians) and 10 questions about advanced CPR (only for physician group).Then by organizing a theoretical course for these groups about basic and advanced cardiopulmonary resuscitation and using slides and video-projector, important issues about this material were taught .By using standard manikins practically basic and advanced CPR were taught. At the end of the course, knowledge of participants in the workshop was re-evaluated .The collected data was entered in the computer and the data were evaluated by SPSS software, ANOVA and T-paired test (p<0. 05 was considered significant.)   Results : Mean score of nurses' knowledge about basic cardiopulmonary resuscitation before the intervention was 35% and after intervention reached to 62% (P=0/0001). Mean score of physicians' knowledge about basic CPR before intervention was 48% and after intervention changed to 63% (P=0/0001). Mean score of physicians' knowledge about advanced CPR before the intervention was 26% and after the intervention increased to 42% (P=0/0001).   Conclusion: Considering the findings of this study the two mentioned groups' knowledge about CPR has been considerably increased after education .This point supports the necessity for arranging more and more educational CPR classes with higher quality. Cardiopulmonary resuscitation Education Knowledge 2007 3 01 7 13 http://rme.gums.ac.ir/article-1-91-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer Internal Evaluation of Psychiatry Department of Guilan University of Medical Sciences M J Modabbernia jafar_modabbernia@yahoo.com E Zaiemi F Asgari K Najafi F Nazifi M Zakipour   Introduction: The aim of evaluation is to judge about the quality of education and identifying its strengths and weaknesses in order to access the educational system objects and its improvement. Therefore, the best way is the internal evaluation which is done by the groups themselves.   Methods: The present research is a descriptive cross-sectional study in year 2004-2005 which has been done by using the accreditation pattern and the categorization of Gorman. The evaluated criterions included hospital structure, head of department, educational vice chancellor, academic faculty members, learners (students, interns and residents), educational references and graduates. Data were collected via questionnaires and check lists and then were analyzed by SPSS soft ware.   Results: The findings has shown that by the categorization of Gorman, Hospital situation was "satisfactory " (2.4) , Head of department , vice chancellor, faculty members ranked in " more than satisfaction " (3.31 , 3.5 , 3.1 ) , learners also were in "more than satisfaction" (students 3.4 , interns 3.8 and residents 3.2) and graduates , got 2.51 which has been reported as" satisfactory" .   Conclusion: Overally, psychiatry group has been ranked in "more than satisfactory" class of the Gorman classification. Therefore is necessary for faculty members to revise the must leanings, lesson plan and try more for dynamic relationship inside or out side the group. Although, the group has had good situation in many of the criterions, it needs more supports from managers for educational activities improvement especially in the field of selecting faculty members which are psychiatrist and psychologist. Internal Evaluation Psychiatry Department 2007 3 01 14 20 http://rme.gums.ac.ir/article-1-92-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer Study of Using Clinical Learning Methods and Effecting Factors on Them A Ghanbari at _ ghanbari .@ gums.ac.ir S Jafroodi   Introduction: Clinical education is the most important part of nursing and midwifery education. More than 50 percent of educational programs in nursing course allocate to clinical education. This process is a complex one which is affected by many factors and must be similar and a long with education in class because it helps students to use practically what they have Learned theoretically. For encountering with present challenges like the current gap between educations and providing services on bedside, one of the solutions is to use the new methods of students' clinical learning. This research aims to study about the ways of using clinical learning methods and teachers' attitude toward the effecting factors on them which may result in using the findings in approving clinical education and destroying the gap between education and treatment.   Methods: This research is a descriptive study. The questionnaires were distributed among all of the nursing teachers in nursing and midwifery faculty by census .30 teachers had completed them. The questionnaires were in three parts including demographic characteristics in first section , how to use the clinical learning methods in second part and effecting factors on the ways of using clinical learning methods ( factors related to teachers, students and area) . Findings were analyzed by SPSS software.   Results : Findings showed that more cases have been using bed side teaching (90%), single conferences (76.7%), group discussion (80%) and nursing care conferences (86.7%) for teaching. All of the demographic variables were disjunctively studied related to clinical learning methods by using X c 2 statistical exam and subtle Fischer test. The only statistical relationships were seen between position of employment morning and evening reports (P<0.05) and between more than ten years history of educational work and nursing care conferences (P<0.04), group discussions and single conference (P<.06 ( . The most effective factors by faculty members' attitude were teachers' knowledge and scientific proficiency (100%), students' interest and motivation (100%) and education facilities (93.3%).   Conclusion: As nursing education is a basis for providing social health needs by training competent human source and clinical education is one of its most important parts, therefore managers should pay more attentions to clinical learning methods. clinical education nursing teacher nursing student clinical learning environment 2007 3 01 21 25 http://rme.gums.ac.ir/article-1-96-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer The Interns, Residents and Faculty Members\' Knowledge and Attitudes toward Communication Skills A Heidarzadeh abtin_h@gums.ac.ir H Dadkhah Tirani A Asadi M Nemati   Introduction: Having the ability of making communication is important as much as the physician's knowledge. This research has studied about the Guilan medical university interns, residents and faculty members' attitudes toward communication skills considering finding perfect methods to improve the mentioned Skills.   Methods: In This cross –sectional study 175 cases has been chose by quota and sequential sampling. A multiple choice questionnaire has been used for evaluating the individuals' attitude toward communication skills. Its face and content validity has been approved and its reliability has been performed by split – halves method (p<.05). Collected data have been analyzed by the SPSS software.   Results: Our samples were included of 64 interns, 26 residents and 85 faculty members. Totally, 65.5 percent of the individuals' had a weakly positive attitude toward communication skills. In the disjunctive analysis 56, 76 and 57 percent of respectively faculty members, residents and interns had weakly positive attitudes (P<.011). The mean scores of knowledge of three mentioned groups respectively have been 8.24 ± 2.3, 8.78 ± 2.6 and 5.7 ± 2.3 (P<.001). Considering demographic characteristics only history of having a clinic has had a significant and positive relationship with individuals' scores of knowledge and attitude toward communication skills (P<.03).   Conclusion: Under studied cases little knowledge about communication skills and their positive attitude demonstrate lack of paying attention to the field of communication skills in our country .Therefore teaching these skills is suggested to be inserted in educational content for general practitioners. knowledge attitude communication skills intern resident faculty member 2007 3 01 26 31 http://rme.gums.ac.ir/article-1-90-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer Nurses Eeducational Situation Related to Facing the Disasters F Joukar farajov@gmail.com K Salami Kohan Sh Reza Masouleh N Rashidian   Introduction : It is well known that the normal life is disturbed by disaster which involves the high level adaptation of society. There are a lot of disasters such as earthquake and flood in Iran. The health staff especially nurses' knowledge about facing these disasters is very important. To determine the nursing knowledge about encountering with disasters, the current study was undertaken.   Methods: This was a descriptive- analytical study which was carried out in 2004 at Shaheed Beheshti hospital in Bandar Anzali.By available sampling fifty nurses and nurses' aids were asked to answer to a questionnaire.   Results: statistical analysis was performed by SPSS. Most of subjects have been working for more than 15 years, and 78% of them were nurses .Related to parficipating the educational courses in past 3 years , only 14% of them had passed the cerebral cardio plomonary resuscitaion course and no one had passed an educational program for transporting a casualty ,bleeding control, dressing, bandage, burning, poisoning, fire- fighting and helping after earthquake and flood .Most of them (65%) considered the education level about mentioned cases in university as moderate. Few subjects (11/1%) were members of a disaster committee and have participated in an educational program. None of them was the member of Red- Cross. Most of them (92%) agreed with formation of a resuscitation team in hospitals. Most of them (62%) have experienced a disaster in their work time and they considered their performance (43/5%) as moderate and 34% as weak in that time. Most of them agreed with implementing a citizen education program. Most of them (83%) didn’t consider the encountering equipments with earthquake and flood as enough. The equipments (58%), the management before disaster (50/5%), the education before disaster (42%), and the management after disaster were the most important factors for encounter with disaster.   Discussion: Hospital managers should educate the staff about emergencies and first aids along with getting necessary information concerning crisis management through compiling educational codified programs so that they not only cause their skills increasing in different fields of work but also their active participation along with enough self- confidence at the time of disaster will be increased . Education Disasters Nurse 2007 3 01 32 37 http://rme.gums.ac.ir/article-1-93-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer The Necessity of Using Conceptual Maps in Nursing A Montazeri A Ghanbari at _ ghanbari .@ gums.ac.i N Javadi F Monajami Introduction: Students clinical education is the major part of students' practical education. For improving the clinical education We must try to keep the students a way from parrot-like learning .we have to push them through making critical thinking, problem solving and concept building .Considering the fact that one of the strategies for improving critical thinking and problem solving is using conceptual maps, therefore researchers decided to study about the usage of conceptual maps in students clinical education. Content: Concepts, relations among concepts, circumstances series, accessory communications and examples are the contents of a conceptual map. Conceptual map is a useful tool which results in meaningful learning. The aim of learning by using conceptual maps is to making able the learners to complete the forgotten knowledge, clarifying the current knowledge, understanding communications and improving critical thinking. Conclusion: Medical sciences teachers are encountered with several challenges in the way of evaluating and improving critical thinking in students. Therefore, different educational strategies like conceptual maps are necessary which for their using performing in clinic more research and study are essential in this field. conceptual map clinical education nursing student 2007 3 01 38 44 http://rme.gums.ac.ir/article-1-94-en.pdf
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2007 0 Spring & Summer Morning Report maryamarami_1979 @ yahoo. com This article has no english abstract. Morning Report medical education 2007 3 01 45 45 http://rme.gums.ac.ir/article-1-95-en.pdf