Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
Transformation in nursing education: An unavoidable necessity
1
4
FA
Masoomeh
Mahdavifar
Hormozgan University of Medical Sciences
N
0000-0002-7740-5802
Elham
Imani
Hormozgan University of Medical Sciences
N
0000-0003-3957-3343
Narges
Tayari
Iran University of Medical Sciences
Y
0000-0002-5594-9825
Zahra
Khademi
Hormozgan University of Medical Sciences
N
0000-0001-9517-8618
Pouneh
Yousefi
Hormozgan University of Medical Sciences
N
0000-0002-5516-4702
10.29252/dsme.7.1.1
nursing education, transformation
http://dsme.hums.ac.ir/article-1-213-en.html
http://dsme.hums.ac.ir/article-1-213-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
The relationship between personality dimensions (neuroticism, conscientiousness) and Self-esteem with Academic procrastination among students at Qom University of Medical Sciences
5
16
FA
Zahra
Moslemi
University of Arak
N
0000-0002-2211-3044
Mahin
Ghomi
Allamme Tabatabaee
N
0000-0002-7988-9038
Davood
Mohammadi
Gom University of Medical Sciences
Y
0000-0003-2828-9347
10.29252/dsme.7.1.5
Introduction: Academic procrastination as an irrational and voluntary delay behavior is a common phenomenon among university students which is associated with many variables in personality and behavior. The aim of this study is to investigate the relationship between personality dimensions (neuroticism, conscientiousness) and self-esteem with academic procrastination on students of University of Medical Sciences in Qom.
Methods: In this descriptive correlation study during 1396-97, A sample of 194 students from Medical Sciences University of Qom were selected by stratified random sampling method based on gender, six colleges. Data were collected through a standard questionnaire, Neo personality dimension, Rosenberg self-esteem and Savari academic procrastination. Data analyzed using Pearson correlation coefficient, independent t-test and multiple regression step by step.
Results: There was a significant negative relationship between neuroticism with academic procrastination (P=000, r= -0/310), and conscientiousness with academic procrastination (P=000, r= -0.544), and self-esteem with academic procrastination (P=000, r= -0/336). There was a significant difference between male and female students average scores in neuroticism, conscientiousness and self-esteem with academic procrastination (P=0.01). Finally, the results of regression analysis showed that only conscientiousness predicted academic procrastination.
Conclusion: Regarding the findings, planners have to create a positive personality trait in the students by providing a scientific joyful environment in order to increase their self-esteem and, consequently, reduce academic procrastination.
Personality Dimensions (Neuroticism, Conscientiousness), Self-Esteem, Academic Procrastination.
http://dsme.hums.ac.ir/article-1-218-en.html
http://dsme.hums.ac.ir/article-1-218-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
The Relationship between Progressive Motivation and Problem Solving Styles in Dezful Students
17
25
FA
Seyyederoya
Mahmoodinezhad
Dezful University of Medical Sciences
N
0000-0002-7696-0927
Leila
Masoudiyekta
Dezful University of Medical Sciences
Y
0000-0002-5010-572x
Mahtab
Samsamipour
Dezful University of Medical Sciences
N
0000-0002-8885-3205
Mahdi
Zamaniyan
Dezful University of Medical Sciences
N
0000-0001-9606-5690
Omid
Mahmoodinezhad
Dezful University of Medical Sciences
N
0000-0001-5528-7254
Aziz
Kasani
Dezful University of Medical Sciences
N
0000-0002-5188-5249
10.29252/dsme.7.1.17
Introduction:
Motivation for promotion comes when an individual choices the criterion of excellence in his activity. Every person chooses different problem solving styles some of which are constructive and lead to individual development, yet some are unorganized and prevent a person from progressing. The purpose of this study was to investigate the relationship between progressive motivation and problem-solving styles in Dezful medical students.
Methods: This descriptive-analytic study was carried out on 120 students of Dezful University of Medical Sciences. A simple random sampling method was used. The data gathering tools were Hermann's standard development motive (T.M.A) and PSI-style questionnaire (PSS) of Cassidy-Wolong whose validity and reliability were confirmed in various studies.
Results: The participants were 120 students with an average age of 21.21 ± 1. The average students’ achievement motivation score was very high. There was a relationship between the motivation of progress and the constructive styles of problem solving (creativity, trust, and tendency).
Conclusion: This study concluded that there is a relationship between the motivation for progress and the constructive styles of problem solving (creativity, trust, and tendency). The motivation for advancement and creativity to solve problems can be strengthened from an early age with the training workshops, creative ways of dealing with later issues for individuals.
Progressive Motivation, Problem Solving Styles, Dezful Students.
http://dsme.hums.ac.ir/article-1-215-en.html
http://dsme.hums.ac.ir/article-1-215-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
Design a training content of Health Information Technology field
26
40
FA
Mohammad
Dehgani
Tabriz University of Medical Sciences
N
0000-0002-5309-0703
Amir
Torab-miandoab
Tabriz University of Medical Sciences
N
0000-0002-4654-8368
Sogand
Habibi-chenaran
Tabriz University of Medical Sciences
N
0000-0002-7118-6960
Mohammad Hossein
Hayavi Hagigi
Hormozgan University of Medical Sciences
Y
0000-0002-8833-0930
Narjes
Mirabutalebi
Hormozgan University of Medical Sciences
N
0000-0001-9782-5954
10.29252/dsme.7.1.26
Introduction: Regarding the role of the lesson plan on the quality of the internship course and the characteristics of the health information technology field, such as being new, interdisciplinary, and positioning in the field of health care services, researchers were looking to the viewpoint of the faculty members about the contents of the internship course of health information technology as a model.
Methods: This qualitative study was conducted in 2016 using the nominal group method and Delphi technique. Sampling was done in the nominal group (7 person) and Delphi (38 person) based on objective sampling. The nominal group method was performed in 17session and the Delphi technique was performed in two round. Analysis was performed using SPSS16 software.
Results: Based on the findings of this study, the first course of internship focused on the hospital's health information management and includes 16 activities. For the second course, coding and statistics training has nine activities. The third course of internships has six activities related to the management of clinical information systems, and the fourth course of internship focusing on IT skills and has seven activities.
Conclusion: Considering that internship training plays an important role in educating health IT students, studying, designing and implementing a lesson plan can have a significant impact on the quality of this course. Therefore, the authorities must, in determining the content of the training course, have full supervision in implementing the lesson plan.
Internship, Health Information Technology, Education.
http://dsme.hums.ac.ir/article-1-225-en.html
http://dsme.hums.ac.ir/article-1-225-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
Comparison of two educational methods of Basic Life Support including face to face and Film among teachers
41
51
FA
Elham
Taherkhani
Shafa Hospital
N
0000-0003-0002-2309
Afsaneh
Sadooghiasl
Tarbiat Modarres University
Y
0000-0002-4756-2428
Abbas
Houshmand
N
0000-0002-3712-5574
Ali asghar
Karbord
Ghazvin University of Medical Sciences
N
0000-0003-2570-9959
10.29252/dsme.7.1.41
Introduction: Cardiac arrest is a common cause of death worldwide, that’s why World Health Organization emphasizes on BLS training to people in the community. This study aimed to compare two educational methods of BLS including face to face and displaying film among teachers.
Methods: This quasi-experimental study was performed in 2014 over 225 teachers in Takestan, Iran. Using the multi-stage randomly selected samples were assigned to 3 groups (2 experimental groups and 1 control group) and 75 individuals were in each group. The knowledge and skill of participants were assessed by a questionnaire and a checklist three times (before, right after and a month after the educational intervention) the theoretical and practical training was implemented for the face to face group. A CD with the same content of the training was given to the film group. Statistical data was analysed using SPSS software (version 16).
Results: There was no significant difference between groups in terms of demographical characteristics, mean score for skills and for knowledge prior to intervention. Statistical analysis showed that mean score for both skills and knowledge increased in both face-to-face and film groups after applying the intervention significantly (p˂0.05). There was no significant difference between the two educational methods (p value > 0.05).
Conclusion: According to the findings, both of the proposed educational methods can be used interchangeably for PBL training among teachers.
Cardiopulmonary Resuscitation, Cardiac Arrest, School, Teacher Training Training
http://dsme.hums.ac.ir/article-1-210-en.html
http://dsme.hums.ac.ir/article-1-210-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
The challenges of clinical education in operating room and anesthesia Students of Birjand University of Medical Sciences
52
60
FA
Maryam
Tolyat
Birjand University of Medical Sciences
N
0000-0002-6216-2916
Mohammad
Taherirad
Birjand University of Medical Sciences
Y
0000-0003-3200-2222
Razieh
Pirannezhad
Birjand University of Medical Sciences
N
0000-0001-6657-614X
10.29252/dsme.7.1.52
Introduction: Clinical education is an essential part of education in operating room, any problems in clinical education Creates problems for this part of the education to be effective and efficient. The aim of this study was to determine the challenging factors of clinical education from the viewpoint of the operating room and anesthesia students of Birjand University of Medical Sciences. Sampling method was census
Methods: This descriptive-analytic study was conducted on students of Operating and Anesthesia Room of Birjand University of Medical Sciences in the academic year of 2015-2016. Criteria for the study was Passing at least one clinical practice unit in the operating room. A researcher made questionnaire which it's reliability was calculated and confirmed by a test-retest method was employed collect data. The data was analyzed by SPSS 16 software.
Results: 194 students completed questionnaires, 51 of whom were male and 143 were female.
146 (75.3%) were operative students and 48 (24.7%) students were anesthetists.
The scale of challenging factors faced by students is as follows: The educational environment 97 (50%), the scope of interpersonal communication 93 (47.9%), the range of clinical experiences in clinical education was 93 (47.9%), the domain of humiliating experiences was 74 (38.1%), and the area of unpleasant feelings was 74 (38.1%)
Conclusion: Based on the findings of this study Clinical education authorities Must adopt methods to reduce the challenges of clinical education. Since the teaching environment plays an important role in solving educational challenges Therefore, special attention should be paid to these environments.
Challenging Factors, Clinical Education, Operating Room.
http://dsme.hums.ac.ir/article-1-209-en.html
http://dsme.hums.ac.ir/article-1-209-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
Comparison of role play and conventional training methods on long-term learning of nursing students
61
77
FA
Safoura
Dorri
Iran University of Medical Sciences
N
0000-0003-1655-2953
Mansoureh
Ashghali Farahani
Iran University of Medical Sciences
Y
0000-0001-9361-9707
Elnaz
Maserat
Iran University of Medical Sciences
N
0000-0002-4705-6189
Hamid
Haghani
Iran University of Medical Sciences
N
0000-0002-2239-7139
10.29252/dsme.7.1.61
Introduction: Due to interaction with the patient, choosing the appropriate teaching method in clinical disciplines like nursing is very important. The aim of this study was to compare the method of role play with routine training methods regarding their impact on long-term learning of nursing students.
Methods: This quasi-experimental study was conducted with a control group design on 74 nursing students from Iran University of medical sciences (IUMS) in 2017-18. The students were divided into two control (n=35) and experimental (n=39) groups through simple random sampling. Conventional teaching methods were used with the control group and role play teaching methods were used with the experimental group. In the next semester, each student trained two patients in the hospital. The degree of patient satisfaction with students' trainings was measured as a long-term learning index. Demographics and satisfaction questionnaire were used in this study. The data was analyzed with SPSS (V21) using descriptive and inferential statistical tests.
Results: The results indicated that the average satisfaction score of patients with students' training performance was 73.26% in the experimental group and 47.22% in the control group. Therefore, they were significantly different (P <0/001).
Conclusion: The findings of this study highlighted the positive effect of Role Play Training on long-term learning of nursing students. Role Play Training can lead to improved presented education to patients and thereby expand the quality of service along with increased patient satisfaction.
Academic Training, Learning, Role Playing, Nursing Education.
http://dsme.hums.ac.ir/article-1-227-en.html
http://dsme.hums.ac.ir/article-1-227-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
Academic Failure in Health Students of Semnan University of Medical Sciences
78
99
FA
Behrad
Pourmohammadi
Semnan University of Medical Sciences
N
0000-0003-0030-9596
Gohar
Kami
Semnan University of Medical Sciences
N
0000-0003-3419-0837
Sajjad
Rahimi Pordanjani
Semnan University of Medical Sciences
Y
0000-0002-2359-0037
10.29252/dsme.7.1.78
Introduction: Educational failure entails irreparable damage to the educational system, society, family and students, and resulting in frustration, humiliation, incompetence, negative self-concept, and sometimes suicide. The purpose of this study was to determine the frequency and factors affecting the academic failure in Health Faculty Students of Semnan University of Medical Sciences.
Methods: In this observational, descriptive-analytic and cross-sectional study, 150 students of three health courses; Public, Occupational and Environmental health were selected through systematic random sampling. They filled out validated questionnaires. Based on the average and conditional terms, the students were divided into two categories; with and without academic failure. Data were analyzed by SPSS 22, using Chi-square, independent t-test and ANOVA at a significant level (p <0.05).
Results: The mean age of the students was 22.72 ± 3.4, and the academic failure prevalence rate was 12.7% which was most observed in females (14.44%) and in public health course (14.3%). The significant statistical relationship was observed between academic failure and marital status, educational term and level, diploma grade, being apart from parents, course selection, concentration and physical attendance of students in the classroom (p <0.05).
Conclusion: Considering the relatively high prevalence of academic failure and the factors affecting it, it is necessary to take appropriate measures to motivate and increase the accuracy and concentration of students in the classroom, provide facilities and, most importantly, revise the criteria for student recruitment.
Academic Failure, Health Students, Semnan University of Medical Sciences.
http://dsme.hums.ac.ir/article-1-216-en.html
http://dsme.hums.ac.ir/article-1-216-en.pdf
Hormozgan University of Medical Sciences
Development Strategies in Medical Education
2383-2185
2588-2686
7
1
2020
3
1
Application of constructivist-based education as a new approach in teaching-learning in the field of Medical education
100
109
FA
Meimanat
Abedini baltork
University of Mazandaran
abedini.gilan@gmail.com
Y
0000-0002-5446-317x
Abstract
Introduction: Given the increasing change in education, the use of new perspectives and ideas such as constructivism is important. Constructivism is an approach that has a profound effect on learning and teaching approaches and has fundamentally changed the perspective and kind of look at the nature of learning and, consequently the training, teaching, comprehension, content, role of the teacher and the learning environment. Medical science is no exception. Accordingly, the present research aimed to use constructivist education based on medical education among medical students of Mazandaran University of Medical Sciences.
Methods: The research method was descriptive-survey. The statistical population consisted of students of Mazandaran University of Medical Sciences, Faculty of Medicine, which included 1400 people from whom 302 subjects were selected randomly. The research instrument was a researcher-made questionnaire with four elements of purpose, content, teaching-learning strategies, and evaluation. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (One Sample T-test) were used in SPSS software.
Results: The findings of this study showed that, from the viewpoint of medical students, in terms of constructivism, the elements of target (2.12), content (2.97) and evaluation (2.95) were lower than the average, but the element of teaching-learning strategies (3.09) was higher than the average.
Conclusion: Considering the importance of constructivism approach in the education of medical sciences, it is necessary for professors and higher education system to pay more attention to this approach, because this approach will lead to deeper and more practical learning.
Education, Curriculum, Student, Medical Education.
http://dsme.hums.ac.ir/article-1-242-en.html
http://dsme.hums.ac.ir/article-1-242-en.pdf