@article{ author = {Jalalmanesh, Sh and Mahmoodi, M and Barkhordary, M}, title = {Comparison of Critical Thinking Dispositions Between Baccalaurate Nursing Students of Yazd University Medical Sciences and Islamic Azad University of Yazd in 2008}, abstract ={  Background: Critical Thinking is an essential factor for nursing practice therefore, knowledge, having critical thinking skills and related dispositions are important for nurse educators. The purpose of this study was to determine and compare the critical thinking dispositions between nursing students of Yazd University of medical sciences and Azad university of Yazd in 2008.   Materials and Methods: This research was a descriptive-comparative study . The research samples consisted of 85 people of baccalaurate nursing students of medical sciences and 85 people of baccalaurate nursing students of Azad universities of Yazd which selected by stratified sampling . Data was collected by questionaires, the questionnaire consisted of two parts: demographic data and California standard test of critical thinking skills that was completed by the participants. The data was analyzed by SPSS soft ware using descriptive statistics.   Results: It revealed that critical thinking disposition of 80% students of Yazd University of Medical Sciences and 83.5% of students of Azad University of Yazd was ambivalent. There was no significat differences in critical thinking dispositions between two groups of students. Also no significant different was observed in other disposition such as Open-mindedness, Organize, Maturity, Truth seeking, and Self confidence among the students (P>0.05) .The analyticity subscale was statistically significant (P<0.05).   Conclusion: The result showed that critical thinking dispositions was ambivalent in two groups . Although Critical Thinking is very important in nursing education, educational system pay no attention in this regarded. Promoting critical thinking dispositions rely on developing educational system}, Keywords = {Critical Thinking, Critical Thinking Dispositions, Nursing Students }, volume = {1}, Number = {2}, pages = {1-7}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-73-en.html}, eprint = {http://rme.gums.ac.ir/article-1-73-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Zarei, E and Rafeei, A Kh and Hajebisolghi, Z}, title = {The assessment of Faculty Members Activities from Students Viewpoints and Faculty Members Self- Evaluation in Hormozgan University of Medical Sciences}, abstract ={ Introduction: The comparison of educational evaluation of academic members by students and self – evaluation faculty members leads to recognition of strenght and weeknesses point. The aim of this study was the comparison of educational evaluation of academic members by students and faculty members self – evaluation.  Method: The population of this cross- sectional descriptive study was faculty members and medical students. Twenty members of academic were selected by census and twenty students were sclected randomly. The data was collected by using a questionnaire with 20 questions and 5 multiple choices for each question based on Likert scale. The Validity of this test was measured by Delphi method and reliability by Alpha split half and Gatman methods and both of them were cridible.  Results: The data was analysed by SPSS soft ware, version 16. The mean of academic members’ self- evaluation was 89.7+ 6.3. The result of evaluation by students showed 85.1 + 6.5 that there was a significant different between two groups(T=2.64 & P=.016). The correlation between scores of self–evaluation and students;#39 evaluation was 0. 26, that was significant too. Conclusion:The self–evaluation scores of academic members were higher than student;#39s evaluation scores. Data anlysis indicated that feed bak of faculty members;#39 self–evaluation and student evaluation;#39 result not only improve the quality of teaching process but also it will be very importan.}, Keywords = {evaluation, self- evaluation, Student and academic members. }, volume = {1}, Number = {2}, pages = {8-13}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-74-en.html}, eprint = {http://rme.gums.ac.ir/article-1-74-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Ghandedehari, K}, title = {Medical doctor\'s Viewpoints about their Clinical Competencies in Neurologic Procedures}, abstract ={Introduction: Evaluation of clinical competencies continuously, is an effective experience to improve medical educations quality that was applied by developed countries.  Methods: 50 general practitioners of health care centers and 50 general practitioners in hospital of Khorasan Razavi province participated. In this cross sectional descriptive study, they were selected randomly by systematic sampling. Significant of practical application of each title in neurology and their clinical competencies was determined as high, moderate. Low and compared between two groups. Results: 100 general practitioners (64 males and 36 females) with 4.5 ± 2.2 years of services participated in this study. The procedures such as: history taking, physical exam of N.S, headache, comma and epilepsy were the most applicable subjects.   Subjects of comma and cerebrovascular accidents in hospitals practitioners were important than in health care practitiners. There was a significant different in professional competencies between two groups.  Conclusion: based on results, medical doctor;#39s clinical competencies in 85% of neorologic educational titles were moderate or low, but weaknesses of clinical competencies in emergency part was more evident.}, Keywords = {Education, Clinical, Application, Compitance }, volume = {1}, Number = {2}, pages = {14-18}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-75-en.html}, eprint = {http://rme.gums.ac.ir/article-1-75-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Torabian, S and VosughMogadam, A and SedaghatSyahkal, M}, title = {Evaluation of Community Medicine Departments in Iran Medical Schools and Universities with respect to Faculty Members}, abstract ={Introduction: Training the efficient human resources needs different specialties such as economic, political, cultural, administrative and environmental sciences alongside proper educational planning. In the recent era, role of non-clinical and non-biomedical disciplines such as social sciences are more eventful. Traditional inpatient education can;#39t fulfill recent medical students;#39 needs and skills. This study was performed to determine the statue of Community Medicine Departments of all Medical schools and Universities in Iran with regard to their faculty members. This study has a focus on the status of Community Medicine Departments of all Medical Sciences schools and Universities of Iran with respect to their faculty members.  Methods: In this descriptive cross- sectional study some aspects of educational and research processes in departments of Community Medicine in all Medical Universities affiliated to the MOH were analyzed, with a focus on their faculty members. The data was analyzed by SPSS soft ware.  Results: There were 318 staffs in the Community Medicine Departments in all three classes of universities, 209 (65.7%) faculty and 92 (28.9%) non- faculty member and 17 (5.3%) were unkown. All these schools and universities except Guilan university of medical sciences had less Community Medicine Specialist than standard, epidmiology in 9 groups and Biostatistics in 11 groups had sufficient specialists respectively. Except for Beheshti and Kermanshah university of medical scineces, lack of sociologist and behavioural scientists as faculty member in community medicine department in all universities have been observed. At present, totally 22 clinical specialists serve as faculty member in all community medicine department in medical universities, this number is out of standard rate. Conclusion: most of medical universities in Iran serve irrelevant course in community medicine department without considering, group necessity, course relevancy, and determined standard.}, Keywords = {educational evaluation, community medicine, Teacher, Faculty member, community oriented medical education}, volume = {1}, Number = {2}, pages = {19-25}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-76-en.html}, eprint = {http://rme.gums.ac.ir/article-1-76-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Ghaffarianshirazi, H R and Karimi, Z and Zadbagheri, Gh and Saniee, F and Masroor, P}, title = {Survey of Clinical Medical Students and Hospital Staffs Opinion about to Effective Factors of Their Relationships}, abstract ={  Introduction : Quality of relationship between hospital staffs and physicians, can affect the treatment process of admitted patients and also education of clinical students. This study was designed to determine effective factors that affect this relationship in educational hospitals of Yasuj during period 2004-2005.   Methods: In this descriptive cross- sectional study, one hundred fifteen of Hospital staffs and ninety seven clinical medical students of Yasuj university of medial scinces were selected. They completed the appropriate questionnaire that was designed for this study and collected data was analyzed by SPSS soft ware.  Results: 69.1% of medical students and 74.5% of hospital staffs belived that personal manner is most important factor affects on cooperation of two groups. 75.93% of students and 53.2% of hospital staffs mentioned that vice- chancellor ship in hospital has no role in improving cooperation and relationship between two groups. 89.2% of medical students said that continuous medical education in hospital has importanl role in improving relations and cooperation between two groups. 86.1% of hospital staffs and 85.6% of medical students belived that there is no appropriate relationship between employees and patients in each work shift in yasuj hospitals.  Conclusion: from the view point;#39s of students and hospital staffs, morality is the most important personal characteristic affects relationship between two groups. Also, continuous medical education is the other effective factor should be regarded.}, Keywords = {cooperation, medical, student, hospital staff, Education, clinical. }, volume = {1}, Number = {2}, pages = {26-31}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-77-en.html}, eprint = {http://rme.gums.ac.ir/article-1-77-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Bahadori, M H and Heidarzadeh, A and Hosseini, F}, title = {Study educational methods in learning of histological Lab}, abstract ={  Introduction: The methods of medical education have been changing in recent decades and teaching is replaced by student;#39s learning. Based on these changes this study carried out to compare effect of traditional teacher based and joined methods in learning of histological lab.   Methods: This descriptive-cross sectional study was performed in two successive groups of medical students of Guilan University of medical sciences. In group one, eighty six medical students who entered university in 2008 were divided into four 20-22 student’s cluster and in group two, 77 medical students who entered university in 2009 were divided into five 15-16 student’s clusters. First groups was taught traditional method to see histological slide under microscope and the other was taught joined method based through small groups and discuss about histological slides, solving a problem, and increase motivation and group works. The headings of the lesson were the same for the two groups. The end of their semesters, students were evaluated through an OSCE for measuring histological lab competency. Data was analyzed by SPSS software using t-test and chi-square tests.   Results: Data analysis indicated that the mean and standard deviation score of histological lab in joined group (14.7, SD= 2.93) was significantly higher than traditional group (13.14, SD= 3.55) (p=0.02). Also the chi-square analysis of mean score for the areas under investigation including A (17-20), B (14-16.99), C (12-13.99), D (10-11.99) and F (0-9.99) showed significant difference between two groups.   Conclusion: The results showed that the joined method could be regarded as an effective method for histological lab learning. It may be due to several factors, including team working with the participation of students and increasing motivation.}, Keywords = {Educational methods, Learning, Histological Lab., evaluation.}, volume = {1}, Number = {2}, pages = {32-38}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-80-en.html}, eprint = {http://rme.gums.ac.ir/article-1-80-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Nasiri, E and Asgari, F and Faghani, M and Bahadori, M H and MohammadGhasemi, F and Hosseni, F and Maghoul, Sh}, title = {Effective teaching, an approach based on students’ evaluation}, abstract ={  Introduction: Effective teaching is a set of a teacher’s behaviors, which results in achieving educational aims and finally better learning of the learner. One of the basic problems of education in universities is not having effective teaching indicators. Therefore, the review of the studies performed in Iran and the other points of the world by using of the indicators proposed by educational experts, the researchers determined viewpoints of medical students of Guilan University of Medical Sciences as the main owners of educational process in relation to determination of the most important indicators of effective teaching.   Methods: In this descriptive- sectional study with census method, all third term medical and dental students of Guilan University of Medial Sciences that have passed the course of anatomy in the year 2008 have been studied. Data collection tool was a two- section questionnaire: demographic specifications and assessment of the four most important domains of effective teaching criteria (seeking knowledge, teaching method, communication ability and personality), the reliability and validity of tool examined by test-retest (r=.81) and content validity . Questionnaire was given to all of the students directly and they were requested to determine the specifications of each domain according to priority (Ranking Scale) and finally 110 questionnaires were completed with self-administered method, were considered. Data was analyzed by SPSS software using mean, Standard deviation and &chi;2 test .   Results: The results showed that the domains of relation power 69.4%, research, 53.5 %, teaching method 45.3% and personality 39.2% were the most important aspects of effective teaching respectively. In communication ability domain, the specifications of causing participation of students in discussions, in seeking knowledge domain, presentation of up to date subject matters and dominance over the topics, in the domain of teaching method, the ability to organize, logical sequence and order of the subject matters and in the domain of personality, self-reliance and decisiveness of a professor in effective teaching were propounded as the most important specifications. There was no significant statistical relation between demographic variables and teaching domains.   Conclusion: The compiled indicator has considerable similarities with effective teaching indicators in different researches, therefore may be used on the strength of teaching quality improvement, students’ learning level assessment and increasing the level of the students’ educational improvement in the state universities of medical sciences.}, Keywords = {effective teaching, medical students, teaching assessment }, volume = {1}, Number = {2}, pages = {39-44}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-78-en.html}, eprint = {http://rme.gums.ac.ir/article-1-78-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Falah, S and Mirhojjati, S E}, title = {How Well Can We Present an Active Lecture?}, abstract ={  Lecture is an appropriate teaching method in many circumstances if it engage student in working with the material and following Lecture process. Activites such as take note, think- pair- share, pair, small- group activities, simplified inquiry techniques, and case studies, give a chance to students focus on the material is presented. Also, short content quiz, classroom assessment techniques, summarization exercises, an application quiz, are good options to close a lecture. These activities provide feedback of students learning, homework must be done by students and material will be presented in the next lecture.}, Keywords = {}, volume = {1}, Number = {2}, pages = {45-51}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-79-en.html}, eprint = {http://rme.gums.ac.ir/article-1-79-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2008} } @article{ author = {Karimi, Z and Molazem, Z and Malekzadeh, J M and Khalili, H}, title = {The Critical Thinking Skills Levels of Students Enrolled in a Four Years Bachelor Program at Nursing College in Yasouj}, abstract ={    Introduction: The essential goal of nursing education programs is preparing of the skilled nurses to provide comprehensive care . The investigation of critical thinking skills can be used as a basic critera for evaluating of these programs. The goal of the study was to determine levels of critical thinking skills of students enrolled in a 4 years program at nursing college in Yasouj.   Methods: We used a descriptive and cross- sectional method for this study. A simple and non probability sample of 72 students from all 4 years of the under graduate program completed a background/demographic questionnaire and the California Critical Thinking Skills Test (form B) in 2005. The CCTST (form B) produces five cognitive subscales scores, which are: analysis, evaluation, inference, deductive reasoning, and inductive reasoning. The reliability and validity of the test were established in the several previous studies. The data were analyzed by SPSS. Both descriptive statistics and inferential statistical tests were used. Descriptive statistics include the calculations of means, standard deviations, modes, minimum and maximum scores. We used the inferential statistical tests include kruskal-wallis, t-test and regression analysis.   Results : The mean score achieved by all participants for The CCTST was 29.82% ± 9.2. The participants scores were the highest in the inductive reasoning and the analysis subscales. Linear regression analysis revealed an inverse relationship between the average of scores of passed units and total test scores of each student ( = -.246). Also this analysis showed a positive relationship between age and total test scores( = .32). There was no statistically significant difference level of critical thinking skills between males and females.   Conclusion: Our findings indicate an inadequate level of critical thinking skills among students examined in the present study. This study showed that there was no significant difference in the critical thinking scores of the students between males and females. In this study, it was characterized that age had a significant effect on scores of the CCTST as with increasing of age scores of the CCTST. With considering the result of this study, researchers emphasis on developing techniques and designing learning experiences. The development of students’ critical-thinking abilities in the clinical field are essential in nursing educational programs.}, Keywords = {undergraduate nursing students, critical thinking, nursing education. }, volume = {1}, Number = {1}, pages = {1-6}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-81-en.html}, eprint = {http://rme.gums.ac.ir/article-1-81-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {Ghasemi, Z and Ebtehaj, M and Habibi, M}, title = {Study of Internal Evalution Plan in Specialized Educational Groups of Qazvin University of Medical Sciences in 1385-1386}, abstract ={ Introduction : we considered the quality improvement of university as an institue that train, transfer and approve the espisialized manpower. Internal evaluation planning was done in order to appropirate objects, opreational policies. This study was aimed to assess the internal evaluation specialized educational groups in Qazvin university of medical sciences .  Methods: We desiged a check list with 44 questions to determine quality internal evaluation, and used descriptive-cross sectional study for data collection and analysis. We distributed these among the faculty members, finally we analyzed the date that gathered from 20 faculty members.  Results: 70% of participants had appropirate knowledge and attitude, 65% of them anounced to appropirate lead the plan, 45% of them approved condition of education, 75% of them anonnced unappropirate for having educational expert in groups. more than 60% of them anounced that the compartment of the faculty members, students, employees, team manager)were unsuitable, In this field less than 40% of them attended, comply in educational objects, more than 55% of them anounced satisfactory in determine of evaluation fields and acceptable status of the fields. More than 70% of them anounced unsuitable community with educational development. 75% of them anounced unsatisfactory for communicating with graduats. Conclusion: According to findings of this research, General difficulities were performing internal evaluation consisist of: 1) There were not sufficient participation of stakeholders such as determining and rivising objectives and idexeses of evaluation areas. 2) There was not education expert in groups. 3) There was not suitable communication within groups, EDC and them with their graduates. Therefore , we can solve the problems and perform this study in other educational groups that have residency programs for improving the quality of educational programs.}, Keywords = {Internal evaluation-Educational group- Faculty members- Quality}, volume = {1}, Number = {1}, pages = {7-13}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-82-en.html}, eprint = {http://rme.gums.ac.ir/article-1-82-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {chehrzad, M M and RezaMasouleh, Sh}, title = {Nursing Students’ Clinical Education and Social Learning}, abstract ={  Introduction: Clinical education is a complicated process and its aim is to make measurable behavioral changes in nursing students’ clinical skills. It depends on suitable learning environment. Clinical educations take more than 50% of nursing curriculum and perform in clinical settings. It plays major role in nursing students’ values, habits and occupational concepts. Some of the experts consider the clinical teaching as one of the most important aspects of nursing education. There are important factors in clinical education which make it more difficult and different from theoretical teaching. One of the major factors in clinical education is the role of nursing staff in teaching hospitals. According to Bandore’s social learning principles, which emphasize on observation and role modeling, clinical nursing staff, are agents for learning the clinical skills. Nursing students always observe clinical nursing staff as role model and learn their occupational role from them. This kind of learning, not only affect clinical skills, but also influence on the occupational ethics, nurses;#39 interaction in team work and valuing.   Methods: This study was a descriptive survey. Its aim was to identify the role of nursing clinical staff in nursing student’s clinical learning, with using social learning. Sampling method was census and 150 students of third and fourth year nursing students of Shahid Beheshti school of Nursing and Midwifery participated. Data collection instrument was consisted of demographic questionnaire and questions about role of clinical nursing staff in clinical education of nursing students. This research includes 4 aspects valuing the students, encouraging the team work, establishing occupational ethics and staff nurses as source of learning. The questionnaires completed by nursing students. This research takes place in the teaching hospitals of Guilan University of medical sciences, where nursing students spent their clinical training in them.   Results: Findings indicated that majority of nursing students were agree with the role of nursing staff roles in valuing student (65.2 %), encouraging team work (61.7 %) establishing occupational ethics (47.8 %) and being source of learning (54 %).   Conclusion: Nursing staffs play an important role in clinical education of nursing students, particularly in 4 aspects of, valuing the students, encouraging team work, induction of occupational ethics and source of learning. The clinical learning of nursing students will be improved by educating of staff nurses in subjects of knowledge, skills and ethics.}, Keywords = {Clinical education, Nursing students, Social learning.}, volume = {1}, Number = {1}, pages = {14-20}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-83-en.html}, eprint = {http://rme.gums.ac.ir/article-1-83-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {Taheri, M and Asadi, A and Khoshrang, H}, title = {Educational Needs Assessment of Faculty Members in GUMS}, abstract ={  Introduction: Recognition of faculty members;#39 educational needs is the major factor to lead the educational system for determining goals and appropriate setting and organization other important factors. Scientifically, the first step for designing and educational planning is to determine individual educational needs that lead to optimize using of available sources. The goal of study was to determine educational needs of Guilan University of medical sciences;#39 faculty members in 2007.   Methods: This study was a cross-sectional descriptive in which 74 faculty members in Guilan university of medical sciences were involved. Sampling method was random by standard questionnaire from Michigan University. The results were analyzed by SPSS software.   Findings: Results indicated that faculty members;#39 first preferences include: % 38.5 writing standard lesson plans %26.3 student- centered Education %42.4 OSCE %27 providing computerized slides and %24.3 recognition of using portfolio. They believed that the best time for presenting workshops were end of courses, in spring and on Thursday, also current facilities (%67/6), and educational spaces (%87/8) for applying new teaching methods was inappropriates.   Conclusion: Faculty members believed that participating in workshop and educational courses had important role in promoting educational abilities and quality of education in university. Fields of educational course include teaching planning, methodologies, standard evaluation methods, educational technology and general skills. It is advised that EDC consider faculty members;#39 educational needs in designing workshops and courses.}, Keywords = {educational needs, faculty members, educational planning, quality improvement in education.}, volume = {1}, Number = {1}, pages = {21-28}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-84-en.html}, eprint = {http://rme.gums.ac.ir/article-1-84-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {MahjoobMoadab, H and Asgari, F}, title = {Attitude of Nursing Students about Affective Factors on Clinical Learning}, abstract ={  Introduction: Clicnical learning is one the most importan sections of nursing education. The nursing student spent more than 50% of their times on patients. This clinical learning is very important for professional attitudes and member. Because of clinical learning is very important for the attitude of nursing students., this research performed on effective factors in clinical learning, nursing student of Azad Islamic University, Astara Branch.   Methods: We used descriptive cross-sectional method on fourth year nursing students of Azad Islamic University, Astara Branch for this study.The data gathering tools included a questionnaire consisted of demografic characteristics, include 4 sections: students attitude about role of clinical faculty, nursing staff, facility and equipments, ward regulations and how performed in clinical learning. Its content validity has been approved and reliability had been performed by chronbakh alfa (0.81). We used SPSS software and descriptive (mean, and inferential) and Exact Fisher test) statistical methods for data collection and analysis.   Results: 80.5% of cases had positive attitude about effective factors on clinical learning. There were meaningful statistical differences between age and mean, with students attitude about role of facility and equipments factors in ward respectively. (P< 0.02, P<0.04)   Conclusion: The clinical learning is a key factor on promoting the quality of clinical education of nursing students. Therefore, education planners and supervisors could use the result of this research for promoting the quality of clinical education of nursing students.}, Keywords = {Clinical learning, Nursing student, Clinical faculty}, volume = {1}, Number = {1}, pages = {29-34}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-85-en.html}, eprint = {http://rme.gums.ac.ir/article-1-85-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {Yaghobi, Y and Najafi, F}, title = {Need Assessment of the Continous Educational of Nurses & Midwives in Five Hospitals in the East of Guilan}, abstract ={ Introduction: With advance in medical science, needs assessment of the continous educational of midwives are important in order to have the assessment of educational needs. Nurses and midwives are often not notice to their educational needs alone to aquair the score of participants in these programs. We asses educational needs for avoid of this problem.  Methods: A descriptive cross-sectional study was designed, a convenience sampling on 387 nurses and midwives view in 5 hospital at Rasht of Guilan province in 1387. The questionnaire include the nurses and midwives view points in order to education needs that required in fields. The data were analyzed by appropriate statistical tests.  Results: The findings included the necessary of daily care (74.4%), burn care (78.9%), educational need was related to nursing management (82.4%), educational need about cardiovascular disease (67.3%). Finally, educational needs about OB & GYN disease is related to complication of cesarean (76.4%) and pregnant health (68.3%).  Conclusion: Results of this research showed that the most of educational needs are about nursing management, control of infection in hospital, burn care, transfusion, cardiovascular system disease, complication of casarean and comfortable of normal birth. Therefore, the continous educational of nurses and midwives is very important to have training programs for nurses and midwives that are working in hospital of East Guilan.   }, Keywords = {Continuous educational needs, nurses &,amp, midwives }, volume = {1}, Number = {1}, pages = {35-40}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-86-en.html}, eprint = {http://rme.gums.ac.ir/article-1-86-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {Moosavi, S and Nemati, M}, title = {A Survey Of Students ,Academic Members and Educational Managers of Guilan Medical University View about Masters Evaluation Effect by Students on the Quality Of Teaching}, abstract ={  Introduction : The goal of evaluation is to promote and correct the teaching methods and activities of academic members .Evaluation is also a criteria for managers and supervisors in related decision making .Assessing the effects of evaluation on the performance of teachers are for understanding the present situation, promoting the quality of practice and direct decision making. The goal of the study was determined students, academic members and educational manager of Guilan Medical University view about the effect of evaluation on the quality of teaching.   Methods: This is a discriptive, cross-sectional study. We used opinions of 180 students, faculty members and educational for this research.. Data collection instrument consisted of a questionnaire with demographic questions and 30 phrases based on the goals of study.  Grading is based on Likert scale. The data were analyzed by descriptive statistics and SPSS.   Results: Majority of samples (70.8%) were students, academic members (22%) and educational managers (7.2%). Majority of academic members (60%) had 15-20 years record of practical and theoretical teaching. (60%) of students and academic members disagree on evaluation effect on teaching methods, and (82%) of educational managers were agree. (70%) of academic members, (55%) of students were disagree on evaluation effect on educational content. The results related to the views of students and academic members showed that (50%) of student and faculty members agree and (50%) disagree and (47%) of educational managers agree on evaluation effect on student and teacher relationship. Also (55%) of students and (60%) of academic members were disagree on academic members evaluation effect on giving exam.  Conclusion : According to this study, the faculty members students and educational administration agree for promoting teaching methods, need evaluation of teacher by students.}, Keywords = {Evaluation, Quality of teaching, Academic members, Student. }, volume = {1}, Number = {1}, pages = {41-46}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-87-en.html}, eprint = {http://rme.gums.ac.ir/article-1-87-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} } @article{ author = {Asadi, A}, title = {The Role of Standardized Patient in Medical Education and How to Prepared}, abstract ={  The standardized patient is a trained person that acts as a real–patient so that it is not recognizable by a professional expert. In this assimilation, standardized patient must act like a real patient not only in presenting biography, but also body movement, physical finding, feelings and personal characteristic   Using of SP has some advantages than real-patient , accessibility in this way, medical students and residents can access to the standardized patient every where and every time and determined the problems on standardized criteria equally, also provide proper opportunity especially for beginner students in learning different clinical skills ,at different time ,beyond of any stress ,as well as it eliminates major testing problem in residents and medical student’s clinical skill .In some cases SP has more educational value than real patient for learners in educational process. However SP prepare students very well to visit patients more effectively and evaluate student’s clinical skill but it doesn’t mean that we can eliminate real patient. SP is very important in medical education as well as lecture, book, video tape and real –patient.}, Keywords = {standardized patient –Clinical education.}, volume = {1}, Number = {1}, pages = {47-51}, publisher = {Guilan University of Medical Sciences}, url = {http://rme.gums.ac.ir/article-1-88-en.html}, eprint = {http://rme.gums.ac.ir/article-1-88-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2007} }