2024-03-29T02:48:53+03:30 http://rme.gums.ac.ir/browse.php?mag_id=24&slc_lang=fa&sid=1
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Students Viewpoint about Barriers to doing research in Hormozgan University of Medical Sciences A Safari-Moradabadi alisafari_31@yahoo.com A Ramezankhani alisafari_31@yahoo.com T Aghamolaei M Hosseini mdadipoor@yahoo.com S Dadipoor mdadipoor@yahoo.com Introduction: Considering the important role of doing research by students in universities and the need of authorities awareness about problems which students have in this process on one hand, and lack of medical students willingness to do research in the light of the obstacles and challenges on the other hand, The present study aims to determine Research barriers from the students viewpoints in Hormozgan University of  Medical Sciences. Methods: In this descriptive cross-sectional study, 400 students of Hormozgan University of Medical Sciences were selected through completely Stratified sampling. The data collection tool was a researcher-made questionnaire containing 3 parts: demographic information, individual barriers and organizational and environmental barriers.validity and reliability of the tool was confirmed by content validity and equal to 0.87 respectively. Data were analyzed by using independence t-test,one-way analysis of variance (ANOVA),Pearson correlation coefficient through SPSS software.  Results: the main obstacles in the field of individual factors related to Inadequate knowledge of research methodology  (2.91±1.24) and Inadequate skill  to do research (2.89±1.36) and  in the field of organizational factors, the most important barrier was Lack of access  to sources (2.75±2.27). The results showed that the researcher students were faced with organizational obstacles (56.13 ± 13.95) and non-researched students with individual barriers (53.80 ± 10.95). Conclusion: The most prevalent barriers from students viewpoints were inadequate skill in doing research, inadequate knowledge of research and research methodology, unfamiliarity with  the basics of statistics and limited access to information sources. In this regards Certain strategies including: raising students' knowledge of research methodology, creating motivation among students by authorities and professors, doing consultation by using expert researchers, providing research facilities and equipment also, correcting administrative practices can help to remove these barriers   Research barriers Universities Medical Student 2017 10 01 9 1 http://rme.gums.ac.ir/article-1-493-en.pdf 10.29252/rme.9.3.9
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Good Teacher\'s Characteristics and its Influence on Dental Students Academic Motivation In Guilan University of Medical Sciences M R Esmaeili dr.mr_esmaeili@yahoo.com S A Hozni Ali_ph78@yahoo.com B Mosazadeh b1362m@gmail.com A Zavareh ali_zavareh@yahoo.com Introduction: Training as the main responsibility of universities and teacher as the important factor in education is considered .Training display human abilities and in this regards, teacher because of its strength effect has the most important role. So, The aim of this study was to determine the characteristics of a good teacher and its influence on academic motivation of dental students in Guilan University of Medical Sciences. Methods:  This descriptive cross-sectional study has been done on 137 dental students of Guilan University of Medical Sciences in 2016. For gathering data, two questionnaires of good professors and academic motivation that their Validity and reliability were confirmed by experts were used. Collected data were analyzed by using structural equation model through PLS (partial least squares) software. Results: based on results, the most important features of good teacher include knowledge 0.86, character (0.84), communication (0.82), teaching method (0.79) and evaluation (0.68), ethics (0.60). Also academic intrinsic motivation with (0.84), self-motivation (0.78) and outer motivation (0.74) were the most important priority of the respondents respectively. The average score of student's academic motivation in the range of 1 to 5 values was 3.37 which was at the optimum level. Also, in this research, the characteristics of the good teacher did not affect the students educational motivation Conclusion: Characteristics of good teacher at the Faculty of Dentistry in Guilan University of Medical Sciences did not affect the academic motivation of the students. So, in employing and empowering faculty members sample master's indexes should be considered. Medical Education Motivation Student Dental Good Teacher 2017 10 01 18 10 http://rme.gums.ac.ir/article-1-471-en.pdf 10.29252/rme.9.3.18
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 The Comparison Of The Effectiveness Of Problem Solving Skill Education With Two Methods Of Workshop And Educational Booklet On Interpersonal Communication Of Midwives M Modarres modarres@sina.tums.ac.ir H Mohseni hamide819364@gmail.com P Shiran-Noogi Introduction Problem solving education is a method for active participation in group discussion and encouraged individuals to critical thinking also, constructive and creative to find solutions that ultimately help to provide better health care services. This study aimed to compare the impact of effective problem solving skills education with two methods of workshop and educational booklet on interpersonal communication of midwives. Methods: in this semi-empirical study, 97 midwives working in hospitals at Kerman province in summer 94  participated and divided into two groups of educational booklet (n=49) and workshop group (n=48) respectively. First Group received educational booklet and for second group, 3-day workshop was performed through interactional method. These two groups were the same as individual characteristics .Simple  randomized Sampling  was used in hospitals and midwives were selected by contribution of each hospital. Interpersonal communication of two  groups were assessed both before and after the intervention and 2 months post-intervention by standard questionnaire (Interpersonal Communication Skills Test). Finally, data were analyzed by descriptive statistics ( Frequency, percentage, Mean and standard deviation) and inferential statistics (Man- Whitney,independent, t-test, paired t-test and analysis of variance  through SPSS. Results: There is no significant differences between interpersonal communication of two groups before intervention (P=0.064) but The variations mean score in the workshop group was (8.89)  and in booklet group was (3.11) that show the statistical significant differences between two groups after educational intervention ( P=0.001). Conclusion: Midwifery graduates training based on D-Zurilla model  through workshop and booklet is effective on interpersonal communication so that it increased this skill,  in this regards, by considering limitation in performing workshop in some situation we can use standardized educational booklet Education Problem Solving Communications Learning Midwifery 2017 10 01 28 19 http://rme.gums.ac.ir/article-1-357-en.pdf 10.29252/rme.9.3.28
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Evaluating Patients awareness and satisfaction of implementing Patients\' Rights Charter at Kowsar Hospital in Qazvin M Kalhor mkalhor20@gmail.com B Kaveii fsamieerad@gmail.com F Samiee-Rad fsamieerad@gmail.com Introduction: Patient rights Charter formalized to ensure appropriate care of patients. In this regards, increased satisfaction of patients related to promoting the quality of health care and this can be achieved by implementing patient rights Charter. This study aimed to evaluate the patients' awareness and their satisfaction of implementing patient rights at Kowsar Hospital in Qazvin. Methods: This descriptive cross sectional study was conducted  on  565  female patients during 2014-2015. Data collection tool consisted of a questionnaire in 3 sections including demographic information, awareness of the rights and satisfaction of implementing the charter of rights. The questionnaire validity and reliability was confirmed by content validity and split-half method respectively  (r=0.87).Data were analyzed by using  Descriptive statistics and non-parametric test(Spearmans correlation test, kruskal- wallis test) through SPSS software. Results: based on results,  the average of awareness score and satisfaction score was 7.325±2.4  and 3.89± 1.8 respectively, which represent a moderate awareness and poor satisfaction. The results showed that satisfaction in different age groups was not statistically significant difference with awareness (P=0.991) but there is a significant difference in satisfaction between different age groups (P=0.000). There is also a statistically significant difference between different levels of education with awareness (P=0.000), but there is not a significant difference in satisfaction between different educational levels (P=0.122). Finally, there was no statistically significant relationship between awareness and satisfaction scores (P = 0.158, r= 0.059). Conclusions:  patients awareness and satisfaction of patient rights provision was not appropriate, so, educational planning for promoting knowledge and attitude of patient about patient right Charter by hospital quality managers is necessary. This change in patient’s attitude will increase the demand for implementing patient right Charter and thus increase the level of satisfaction.   Patient Rights awareness Satisfaction Hospital 2017 10 01 37 29 http://rme.gums.ac.ir/article-1-382-en.pdf 10.29252/rme.9.3.37
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Effect of Pre-Training on Nursing Students’ Intrinsic Cognitive Load, Learning and Instructional Efficiency V Salehi salehi.vahid@yahoo.com H Moradimokhles hmmkh2000@yahoo.com S A Ghasemtabar ghasemtabar.it@gmail.com H Qarabaghi salehi.vahid@yahoo.com Introduction: considering cognitive load theory and using techniques for optimizing different kinds of cognitive load in designing instructional multimedia content is very important. The present study aimed to investigate the effect of pre-training on Nursing students’ intrinsic cognitive load, learning, and instructional efficiency in Physiology course. Methods: The is a quasi-experimental  study with pre-test and post-test design and a control group. The population research consisted of all undergraduate Nursing students of Asadabad College of Medical Sciences in the academic year of 2016-2017. Of these, 32 students were selected through a convenience sampling procedure and were randomly assigned to experimental (n=17) and control (n=15) groups. The materials and instruments included instructional multimedia contents with pre-training effect (experimental group) and without pre-training effect (control group), learning tests (pretest and posttest) and the scale of students’ perceived cognitive load.  Data were analysed by Independent T- test and analysis of covarience (ANCOVA) through SPSS Results: results showed that the experimental group experienced less cognitive load (M=3.41, SD=1.86) compared to the control group (M=5.03, SD=1.77), (p=0.017) but had more learning (M=14.71, SD=3.42) than the control group (M=11.60, SD=3.04), p=0.008; also enjoy more instructional  efficiency (M= 0.55, SD=0.99) than the control group (M=-0.63, SD=0/98),( p=0.002). Conclusions: Do pre-training in instructional multimedia content leads to reducing the intrinsic cognitive load experienced by learners, increasing their learning and instructional efficiency. Therefore, it is recommended to designers of instructional multimedia to use techniques for reducing intrinsic cognitive load, enhancing learning and instructional efficiency. Pre-Training Cognitive Load Learning Efficiency Instruction 2017 10 01 46 38 http://rme.gums.ac.ir/article-1-530-en.pdf 10.29252/rme.9.3.46
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Nursing Students Communication Skills with Patients in Kermanshah University of Medical Sciences M Mirzaei- Alavijeh mehdimirzaiea@yahoo.com MI Motlagh mohammad.motlagh1394@gmail.com SN Hosseini hoseyniseyyed@yahoo.com F Jalilian f_jalilian@yahoo.com Introduction: Communication skills as an essential part in providing nursing care and ineffective communication consider as a powerful barrier to health care. The aimed of this study was to determine the status of nursing students' communication skills. Methods: This cross-sectional study was done on 200 nursing students that were selected through convenience sampling at Kermanshah university of medical sciences in 2015. Data collection tools were standardized questionnaire including demographic and self-assessment student’s communication skills with patients. Data were analyzed by using descriptive statistics (mean and standard deviation) and analytical statistics (Chi-square, and Pearson correlation), at 0.05 significance level through SPSS. Results: 54.3% of students were female, 13.1% married and 79.4% native to Kermanshah province. 85.1% and 14.9% of students had poor and average communication skills respectively. Findings show that there is significant relationship between gender (p<0.002),married status (p<0.024) and academic year (p<0.001) and communication skill  mean of female students was higher than male students.). Participants obtained 50.3, 37.6, 41.2, 34.7, 51.5 and 41.7 percent of the maximum score for domains; starting conscious, verbal and nonverbal communication skills, inner and outer harmony, respect for patient, unconditional acceptance patient and overall score of communication skills questionnaire. Conclusion: According to the results, the communication skills was poor among students and the most weakness of communication skills related to verbal and non verbal skills and respect for the client. This weakness can be barrier for effective communication of nursing students with the patients. Students Nursing patients Verbal Communication Communication Skill 2017 10 01 54 47 http://rme.gums.ac.ir/article-1-539-en.pdf 10.29252/rme.9.3.54
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 The Efficacy of Logbook in Clinical Wards from the Viewpoints of Nursing Faculty Members and Students F Najafi najafi.fe@gmail.com F Kermansaravi f_kermansaravi@yahoo.com M Mirmortazavi mahan.mirmotazavi@gmail.com HA Gheisaranpour kasra4004@gmail.com Introduction: promoting clinical training of nursing students is an important feature that needs to constant assessment, in this regards, log book consider as an effective clinical assessment method. The aim of this study was to determine the efficacy of logbook in clinical wards from the viewpoints of nursing faculty members and students of Zahedan Nursing and Midwifery School. Methods: In this cross-sectional study, 100 students and 24 faculty members of Zahedan Nursing and Midwifery School were studied in 1396. The data were gathered via a researcher-made questionnaire composed of two sections including demographic characteristics and questions related to the logbook contains four areas of quality, necessity, outcomes and how to complete the logbook with 42 items and an open-ended question. Content validity approved by faculty members and reliability was confirmed by test-retest (0.80). Data were analyzed by descriptive and analytical statistics (independent t-test) using SPSS software. Findings: 87.5% of faculties and 44% of the students believed that using logbook was necessary in the practical courses. More than 60% of faculties and students believed that logbook activities did not fit students' needs. In addition, 66.7% of faculties and 59% of students filled out the logbook daily. The average total score of the view of faculties and students from the logbook were 52.58±9.18 and 43.22±9.80, respectively. There was a significant difference between the mean scores of the two groups (P<0.001). Conclusion: Based on findings, faculties' viewpoints regarding the logbook was more positive than the students but since logbook has to meet student learning needs, revising the content of logbook continually is necessary. Logbook Evaluation Education Nursing Midwifery students 2017 10 01 64 55 http://rme.gums.ac.ir/article-1-572-en.pdf 10.29252/rme.9.3.64
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Students’ Viewpoints about Academic Failure and Some Related Factors in Guilan University of Medical Sciences M Esmaeilpour-Bandboni esmaeilmmm@yahoo.com Sh Naderi Shad shayan.ns72@gmail.com F Kobrai shayan.ns72@gmail.com B Gholami-Chaboki gholamibahare89@gmail.com Introduction: Academic failure is one of the destructive problems in medical schools. Identifying aspects of this phenomenon can lead to present preventive solutions. This research aimed to study academic failure and some related factors from students’ viewpoints in Guilan University of Medical sciences. Method: In this analytical cross sectional study, 310 students who passed at least one year of their course in Guilan university of medical sciences were selected through stratified randomized sampling participated in this study in 2015. For collecting data a questionnaire including two parts consist of demographic information and academic failure was used that its validity and reliability was confirmed by content validity and alpha-cronbach respectively. After gathering data, students divided into two groups of successful and non-successful based on cut point score of their educational average. This cut point was calculated through the differences between educational average of two terms ago and last term. Data were analyzed by using descriptive statistics, independent t- test, Man u Whitney and X2 through SPSS. Results:  of 87 students, (28.1%)  of total students experienced academic failure also among 72 bachelor’s students, (82.8%) experienced the most Academic failure. there was significant differences between two groups of successful and unsuccessful students (P<0.05) by attention to sex, educational level, mother’s educational level, father’s job, his/her occupational status, and university course selection Conclusion: based on results, students in guilan university of medical sciences confront academic failure so, Faculty members also educational managers by considering the negative effect of this phenomenon should have special attention to effective factors on students’ academic failure and in this regards, identify high risk students and support them by appropriate consulting. Educational evaluation Academic Failure Students Medical 2017 10 01 72 65 http://rme.gums.ac.ir/article-1-282-en.pdf 10.29252/rme.9.3.73
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Research in Medical Education RME 2008-952X 2008-7284 10.61186/rme 2017 9 3 Self-Assessment of Senior Dental Students about Acquired Skills Based on the Educational Program P Nejad Shamsi nezhadshams@gums.ac.ir H R Zaker-Jafari zaker@gums.ac.ir M Basirat maryam_basirat18@yahoo.com A Zaker-Jafari arsam@gums.ac.ir Introduction: Self-assessment is one of the methods for evaluating clinical skills acquired by graduated student .The aim of this study was to investigate the self-assessment of senior dental students clinical skills based on curriculum in  Guilan University of medical sciences. Methods: In this descriptive cross-sectional study, the clinical skills of all senior dental students of Rasht dental school (34 students) were assessed through a researcher-made questionnaire in 2014-2015.The validity and reliability of the questionnaire was confirmed through content validity test and Cronbach's alpha test (α= 0.8). Data were analyzed by Descriptive statistics, Friedman and chi - square test through SPSS. Results: The average score of students' assessment about their clinical skills (from 25 grades) was 17.38 ± 2.81. The finding showed that student self-assessment scores were significantly different in different departments (P <0.001). The highest and the lowest average score was in oral and maxillofacial surgery (7.60) and orthodontic department respectively (2.76). Conclusion: Students' evaluation about their skills was good in most sectors. It is believed that by using modern teaching methods, significant advances will be made to increase students' clinical skills. Students Dental Curriculum Self- Assessment Clinical Skill 2017 10 01 78 73 http://rme.gums.ac.ir/article-1-531-en.pdf 10.29252/rme.9.3.79