per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
1
9
article
Investigating the components of History, Ethics, Laws and Rights in Midwifery course in the midwifery curriculum
Samireh Abedini
samireha@gmail.com
1
Hesamaddin Kamal zadeh
Hesamadin@hums.ac.ir
2
Rafat Javadi
rafa_1317@yahoo.com
3
Hormozgan University of Medical Sciences
Hormozgan University of Medical Sciences
Hormozgan University of Medical Sciences
Introduction: The purpose of this study was to investigate the components of History, Ethics, Laws and Rights in Midwifery course (content, teaching method, evaluation method, assigned hours, time of presentation, amount of content used in the clinic) from the viewpoint of midwifery students.
Methods: This is a descriptive study the population of which consists of the midwifery students of Nursing and Midwifery Faculty of Hormozghan University of Medical Sciences. Samples were selected using census sampling. Data was collected using a researcher-made questionnaire and then was analyzed using SPSS 22. Descriptive statistics tests including percentage and mean were used for data examination purposes.
Results: The findings showed that although the majority of students mentioned the time of the course as inappropriate, they agreed with the number of credits allocated to this course. Lectures on the most common teaching methods and the topic of midwifery rules and regulations were most widely used in clinical applications. In addition, the course was assessed by multiple choice question and its time was the end of the semester
Conclusion: The results of this study showed no consensus in none of items. Given that ethics in Midwifery profession is an important issue, revising this course seems necessary.
http://dsme.hums.ac.ir/article-1-325-en.pdf
Midwifery
Students
Ethics
Program
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
10
20
article
The Relationship between, Academic Motivation with Academic Burnout and Academic Achievement in Students
Seyed Davood Mohammadi
mohammadi.sd@gmail.com
1
Zahra Moslemi
zmoslemi75@yahoo.com
2
Mahin Ghomi
ghomi_b@yahoo.com
3
Fasa University of Medical Sciences
Introduction: Educational burnout is one the most important experimentalfields in universities and finding the effective factors on them is really important. The aim of the present research is to investigate the relationship between academic motivation with academic burnout and academic status among students in Qom University of Medical Sciences.
Methods: In this descriptive- correlation study, 261 students were selected from Qom University of Medical Sciences through through stratified random sampling method with considering gender from schools of six. Data were collected through two questionnaires on Academic Motivation of Vallerand et al and academic burnout of Berso et al.
Results: There was a significant negative relationship between the total score of academic motivation and its subscales (intrinsic motivation and extrinsic motivation) with academic burnout and and all its, subscale, significant Positive relationship between Motiveless with academic burnout. Also, the score subscale intrinsic motivation had a significant positive relationship with academic achievement and the score subscale motiveless had a significant Negative relationship with academic achievement. But there was no significant relationship between extrinsic motivation score with academic achievement. Finally results of multiple regression analysis revealed that Only Academic Burnout predicted academic motivation significantly.
Conclusion: Results showed that improve and increase academic motivation of students can reducing their academic burnout, Therefore, it is recommended to reinforce academic motivation at a young age.Also, engagement and performance, and educational managers in universities of medical sciences should pay attention to academic burnout in students and increase their motivation and interest in education.
http://dsme.hums.ac.ir/article-1-247-en.pdf
Academic Motivation
Academic Burnout and Students
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
21
29
article
The effect of pain management in children and neonatal on practice of pediatric and NICU nurses
Maryam Mirzaei
nasimif@yahoo.com
1
Fateme Nasimi
nasimif@yahoo.com
2
Jahrom University of Medical Sciences
Jahrom University of Medical Sciences
Introduction: Pain is one of the most common clinical symptoms faced by nurses, so its control and taxis are considered as nursing priorities and In this regard, knowledge, nursing skills and attitude are needed. In this regard, this study aimed to investigate the effect of teaching the principles of pain management on knowledge and practice of nurses in the neonatal and pediatric intensive care unit.
Methods: This clinical trial study was carried out on nurses working in Neonatal and pediatric intensive care units of Motahari Hospital in Jahrom in 1396. The nurses working in these parts were selected by census method and then divided into two intervention and control groups for the workshop randomly. This study was carried out in two stages. At first, the researcher had a questionnaire on pain management practice for all personnel. In the second stage, nurses were randomly divided into two groups: control and intervention; Using a workshop on pain assessment and pain control methods, a questionnaire was completed by the personnel one month later. Data were analyzed using SPSS 21 software.
Results: The results of the research on nurses' practice scores showed that the mean score of knowledge in the test group was significantly higher than the pre-test group (P <0.001). Also, in the stage of postoperative and posttest, the two groups showed significant differences in practice (P <0.001).
Conclusion: Results indicated that a pain management training workshop was effective on each of the practice factors of nurses in the pediatric and neonatal intensive care unit after intervention.
http://dsme.hums.ac.ir/article-1-237-en.pdf
Pain Management Principles
Nurses' practice
Pediatric Department
Neonatal Care Unit
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
30
40
article
Evaluation of Facilitating and Inhibiting Factors in Clinical Skills Learning from the Viewpoint of Surgical Technology and Anesthesiology Students of Rafsanjan University of Medical Sciences.
Esmat Taleghani
Esmattaleghani@yahoo.com
1
Majid Noroozi
Majidnoroozi@yahoo.com
2
Tabandeh Sadeghi
t.b_sadeghi@yahoo.com
3
Ahmad Reza Sayadi
sayadiahmad@yahoo.com
4
Rafsanjan University of Medical Sciences
Rafsanjan University of Medical Sciences
Rafsanjan University of Medical Sciences
Rafsanjan University of Medical Sciences
Introduction: The quality of clinical education requires that students' ideas can guide for future program. The aim of this study was to determine the facilitation and inhibiting factors of clinical skills learning from the viewpoint of surgical technology and anesthesia students of Rafsanjan University of Medical Sciences.
Methods: In this descriptive study, 104 students of 4th, 6th and 8th semesters of surgical and anesthesiology technology were selected through census sampling. Data gathering tools, demographic information, and a 61-item questionnaire about facilitating and inhibiting factors were effective on learning clinical skills. Data were analyzed using SPSS software and descriptive statistics and inferential statistics using independent t-test and P-Value<0.05 was considered significant.
Results: The results showed that in the area of educator characteristics, good educator-patient relationship with staff and patient is the most important facilitating factor, and in the field of teacher-student communication, providing appropriate feedback from the instructor to the student and the teacher-student confidence are the most important factors, respectively. It was facilitating from the perspective of both groups of students. In terms of the relationship between staff and students, the temperament and anger of the staff were the most important deterrents from the viewpoint of both group.
Conclusion: The most important area of facilitating clinical education from the students 'point of view was good teachers' characteristics. Therefore, it is recommended to employ experienced teachers and continuous training of inexperienced instructors.
http://dsme.hums.ac.ir/article-1-281-en.pdf
Key words: Facilitating factors
Deterrents factors
Student of Surgical Technology
Clinical skills. Clinical personnel
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
41
51
article
The structural relationship of the morality of patience and the Students\' academic achievement goals: The mediating role of locus of control
Farhad Khormaei
Khormaei@shirazu.ac.ir
1
Mohsen Arbezi
Mohsenarbezi20@gmail.com
2
Shiraz University
Shiraz University
Introduction: Attention to the role of moral character and locus of control in predicting the acheivment goals is one of the topics that has received less attention in previous research; The aim of the present study was to investigate the relationship between the moral character of patience and the achievement goals with the mediation of the locus of control.
Methods: The statistical population this study was all undergraduate students of Shiraz University. 450 students were selected as sample group by multi-stage random cluster sampling; they complete the subscales of Khormaei & Ghaemi's Patience Scale, Levenson's Locus of Control Questionnaire, and Elliot's Achievement Goals Scale. After entering the data into spss-24 statistical software and analyzing the data based on descriptive statistics indices, path analysis was used for data analysis.
Results: The results showed that the moral character of patience had a significant positive effect on the performance approach (P-Value=0.03, ᵦ=0.11) and mastery approach (P-Value=0.0001, ᵦ=0.30). The internal locus of control also mediates the relationship between patience and all three goals of performance approach, mastery approach & mastery avoidance. The external locus of control is also able to mediate the relationship between patience and performance approach and mastery avoidance.
Conclusion: The results of the present study helped to increase the theoretical knowledge regarding the ethical antecedents of the Achievement goal. Practically, it is also possible to help better shape the achievement goals by teaching Patience moral character as teachable personality trait and documentary retraining (Locus of control).
http://dsme.hums.ac.ir/article-1-278-en.pdf
Students' academic achievement goals
Patience moral character
Locus of control
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
52
63
article
Investigating the realationship between adjustment factors and academic achievement of students (Paramedical– Nursing and Midwifery) Hormozgan University of Medical Sciences in 2017-2018
Khojasteh Sharifi-Sarasiabi
sharifisarasiabi@gmail.com
1
Mahsa Dorri
m.dorri.md@gmail.com
2
Majid Najafi-Asl
Najafiasl2015@gmail.com
3
Mehrgan Heydari Hengami
mehradman2002@yahoo.com
4
Hormozgan university of Medical Shool
Hormozgan university of Medical Shool
Hormozgan university of Medical Shool
Hormozgan university of Medical Shool
Introduction: Social adaptation means the degree of adaptation of the individual to the social environment. The purpose of this study was to investigate the relationship between academic achievement and social adjustment of paramedical nursing and midwifery students.
Methods: This is a descriptive correlational study conducted on students of different medical filels who have completed at least 4 semesters untill 2018. A total of 185 individuals were selected through available samples. The measurement tool in this study was the Bell's Inventory. Demographic and academic performance data were obtained through Sama's system and student records.
Results The mean score of overall adjustment of students is 53.1 20 20.59 and there is no significant difference between total adjustment and academic achievement of students, but component analysis of sdjustment showed that components of home adjustment, health adjustment, adjustment Socially, girls 'emotional adjustment was significantly better than boys (X2=4 ,p=0.001).
compatibility. There was a significant relationship between home adjustment (P = 0.044), health (P = 0.025), social (P = 0.005), emotional (P = 0.001) and different academic fields of students in this study.
Conclusion: Although there was no significant difference between students' academic adjustment and academic achievement, contrary to the research hypothesis, that other components of academic adjustment, including social adjustment, were deficient. This seems to be due to the one-sided focus of the country's education system and parents on the development of academic components in students.
http://dsme.hums.ac.ir/article-1-298-en.pdf
Social adjustment
Academic Achievement
Students
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
64
74
article
Clustering of Medical Students with Various Modes of Motivational Beliefs and Directional Progression in terms of Academic Achievement: Individualized Analysis
Ezatolla Ghadampour
ghadampour.e@lu.ac.ir
1
Leila Amirian
leila.amirian2@yahoo.com
2
Hosna Vafapour
hosnavafapour@yahoo.com
3
Lorestan University
Lorestan University
Razi University of Kermanshah
Introduction: The purpose of this study was to cluster students with profiles of motivational beliefs and orient the goal of high and low achievement in terms of academic performance.
Methods: The research method of this study was correlational and part of clustering schemes. The statistical population was all incoming students of Kermanshah University of Medical Sciences in the academic year of 1397-98 who were selected by stratified relative sampling method. Data were used through standard motivational strategies questionnaires for Pintrich and Digrott learning, Elliott and McGregor achievement goal orientation, and self-reported student average scores (semester grade point average) to assess academic performance. Data analysis was performed using SPSS software and descriptive statistics and inferential statistics. Cluster analysis, diagnostic function analysis and t-test were used for independent groups.
Results: Based on the research results, two clusters were identified for students. The first cluster, with motivational beliefs and high achievement goal orientation, was called high motivation-orientation cluster and the second cluster with motivational beliefs and low progress goal orientation was called low motivation-avoidance cluster. Then, to confirm the clustering, the analysis of the diagnostic function was performed, which showed that the clustering was confirmed. The t-test with a significance level of 0.01 showed that there is a significant difference between the two clusters in terms of academic performance.
Conclusion: It can be concluded that motivational beliefs and high achievement goal orientation are important factors in increasing students' academic performance.
http://dsme.hums.ac.ir/article-1-279-en.pdf
Clustering
Motivational Beliefs
Progression Orientation
Academic Performance
Students.
per
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
2021-12
8
2
75
89
article
Assessment of complying with educational accreditation standards by medical students in teaching hospitals
Saeideh Daryazadeh
daryazadehs@gmail.com
1
Maryam Yavari
dadarm52@yahoo.com
2
Mohamad Reza sharif
mrsharifmd@yahoo.com
3
Mohamadjavad Azadchehr
Azadbiostate@gmail.com
4
Hosein Akbari
Akbari 1350 _h@yahoo.com
5
Yasin Hajjiseyedhoseini
yasin _hsh@yahoo.com
6
Isfahan University of Medical Sciences
Isfahan University of Medical Sciences
kashan u m s
kashan u m s
kashan u m s
kashan u m s
Introduction: Accreditation is one of the educational evaluation methods that is based on self-assessment and peer evaluation and is carried out to ensure the quality of the institution or university. This study was conducted for the assessment of complying with educational accreditation standards by medical students in teaching hospitals.
Methods: This was a descriptive-analytical cross-sectional study. A questionnaire was developed in two parts including demographic characteristics and 6 domains (professional coverage, communication skills, rules and regulations, education, safety and professionalism) and 47 items with 5-point Likert scale. Face and content validity of the questionnaire were confirmed, and reliability was calculated with internal consistency coefficient. Then, the obeying with educational accreditation standards was assessed by medical students. SPSS 16 software were used for data analysis.
Results: Medical students (n=210) completed the questionnaire. (α=0.91) The frequency of compliance with educational accreditation standards in professionalism and communication skills was at a desirable level (78.5% and 57.6%), and in professional coverage, regulations, education, safety and total of 6 domains were reported as semi-desirable (58.6, 75.2, 76.2, 64.3 and 70%). In general, the adherence to educational accreditation standards was significantly higher among female students; mean age over 35 years; married; the higher level of education and higher awareness of standards (P≤0.05).
Conclusion: Self-assessment in students as a turning point to reflect on skills acquired in the areas of professional coverage, communication skills, rules and regulations, education, safety and professionalism, which include the essential competencies emphasized by the Accreditation Council for Graduate Medical Education (ACGME) for the training of physicians.
http://dsme.hums.ac.ir/article-1-269-en.pdf
Accreditation
Medical Education
Educational Assessment
Medical Students