Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
Influential factors on learning through the hidden curriculum in the perspective of undergraduate baccalaureate nursing students
53
57
EN
ZOHREH
KARIMI
Department of Nursing, Nursing & Midwifery School, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
TAHEREH
ASHKTORAB
Department of Nursing,
Nursing & Midwifery School, Shahid Beheshti University of Medical Sciences, Tehran, Iran
t_ashktorab@sbmu.ac.ir
EESA
MOHAMMADI
Department of Nursing, Medical Sciences School, Tarbiat Modares University, Tehran, Iran
HEIDARALI
ABEDI
Department of Nursing, Nursing & Midwifery School, Khorasgan (Isfahan) Branch, Islamic Azad University, Isfahan, Iran
Introduction: Nursingcurriculum is not always overt; it can also exist covertlyin the form of a hidden curriculum. This study aims to explain the factorsinfluencing learning through the hidden curriculum in the perspective ofundergraduate baccalaureate nursing students.Method: This qualitative study was conducted through purposeful samplingstrategy on 24 undergraduate baccalaureate nursing students studying in the first to the fourth years of their education. The data were collected using semistructured interviews and this process continued until data saturation and categories’ emergence. Inductive content analysis was used for data analysis.Results: Professional promotion as a learning factor, impact of personalcharacteristics on learning, educator’s behavior as a learning stimulus, andfeedback as a learning stimulus are the main categories emerged in this study; some of them included sub-categories as well.Conclusion: Professional promotion, personal characteristics, educator’sbehavior and feedback were the main influencing factors on learning through the hidden curriculum in undergraduate baccalaureate nursing students. The findings of this study can be used for developing strategies to promote nursing education and as a result patient care. Further studies are recommended to identify other factors.Keywords: Hidden curriculum, Influential factors, Nursing education, Nursing Students
https://jamp.sums.ac.ir/article_40890.html
https://jamp.sums.ac.ir/article_40890_00bb43b483fa78809fe3bb0541352751.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
Medical genetics teaching in Iranian medical schools, especially Ahvaz, south of Iran
58
62
EN
MAHDI
BIJANZADEH
0000 0002 5650 9450
Department of Genetics, school of medicine, Ahvaz Jundishapur University of Medical Sciences, Golestan Blv. Ahvaz, Khozestan, IR. of Iran
mbijanz@yahoo.com
Introduction: Physicians have to visit, diagnose and refer patients with genetic disorders, so they need to be familiar with the basics and indications of genetic tests. In other words, they should have effective theoretical and practical knowledge about medical genetics before they do their job. Medical genetics courses at Medical Universities of Iran are generally presented as a theoretical subject in the first period of medical education.Methods: In this descriptive research, the results of interviews with teachersof medical genetics in 30 medical schools in Islamic Republic of Iran andresponses to a questionnaire by 125 medical students of Ahvaz JundishapurUniversity of medical sciences, about presentation time, curricula and alsoefficacy of medical genetics courses were analyzed. The interviews withteachers were done on phone and the students’ comments were collected by a researcher-made questionnaire. The data were analyzed, using SPSS software, version 14. Results: In two thirds of medical universities, medical genetics is taught in the third or fourth semester and in 5 universities in the fifth semester. 86% of the students believed that the quality of genetics courses is moderate and such courses are same as clinical manifestation of genetic disorders are benefitial to medical students.Conclusion: This article suggests that medical genetics be offered in thesecond or third period of medical education (physiopathology or staggerperiod). Furthermore, in teaching such courses advanced educational methods (animation presentation, case-based learning, problem-based learning, etc.) should be used, together with simple genetic tests in laboratories, the visit of genetic patients in hospitals, and the genetics consult.Keywords: Medical students, Education, Genetics, Questionnaires
https://jamp.sums.ac.ir/article_40892.html
https://jamp.sums.ac.ir/article_40892_16f08f9aaa3ac1cdfb518906318d6c86.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
The effects of a peer-led training program on female students’ self-esteem in public secondary schools in Shiraz
63
70
EN
MOHAMMAD HOSSEIN
KAVEH
Department of Health Education and Promotion, Faculty of Health, Research Center for Health Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
kaveh@sums.ac.ir
MARYAM
HESAMPOUR
Department of Health Education and Promotion, Faculty of Health, Research Center for Health Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
hesampourm@yahoo.com
LEILA
GHAHREMANI
Department of Health Education and Promotion, Faculty of Health, Shiraz University of Medical Sciences, Shiraz, Iran
HAMID REZA
TABATABAEE
Department of Epidemiology, Faculty of Health, Shiraz University of Medical Sciences, Shiraz, Iran
tabatabaee@sums.ac.ir
Introduction: Low self-esteem in adolescence is one of the risk factors fornegative outcomes in important domains of adulthood life. Due to the lackof trials based on modern methods of teaching in the field of self-esteem, this study aimed to investigate the effects of a peer-led training program on female second graders’ self-esteem in public secondary schools in Shiraz.Methods: The present study is an educational randomized controlled trial. 223 public school female students in the second grade were selected with the Multistage random cluster sampling method. The selected Schools were assigned randomly to experimental and control groups. The data were collected before, one and six weeks after an intervention in the control and experimental group, using Pope’s 5-Scale Test of Self-Esteem with Cronbakh’s alpha reliability of 0.85. The educational intervention in the experimental group was a peer-led approach, using discussion techniques in small groups (the group work, role play and group play) and a 5-volume training manual. The data were analyzed through SPSS, version 14, using Mann-Whitney test, Chi-square test, Wilcoxon and repeated measurements.Results: The results showed that the mean of total self-esteem scores and the sub-scales (except for family self-esteem) in the experimental groups compared to that in the control groups, one and six weeks after the peer-led based approach intervention was significantly different [p<0.001]. Before the intervention, the mean for self-esteem in the experimental groups was 51.80±13.91 but in the first post-test and second post-test the mean increased to 73.72±12.94, and 69.48±12.63, respectively. Before the educational intervention, the frequency distribution of females’ self-esteem in the experimental and control groups did not differ significantly from each other (p=0.340). But during one and six weeks after the intervention, a significant increase was observed between the two groups (p<0.001).Conclusion: The results of this study suggest that peer education is an effective way to promote self-esteem in adolescents. Providing opportunities such as a peer-led approach can help adolescents to acquire practical ways to increase their self-esteem.Keywords: Self esteem, Peer group, Adolescents, Education
https://jamp.sums.ac.ir/article_40893.html
https://jamp.sums.ac.ir/article_40893_b5db085aa4c4a792a24016444cb88e1c.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
Evaluation of the efficacy of peer-learning method in nutrition students of Shiraz University of Medical Sciences
71
76
EN
MOHAMMAD REZA
DEHGHANI
Quality improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
MITRA
AMINI
0000-0003-3761-1801
Quality improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
mitraamini51@yahoo.com
JAVAD
KOJURI
0000-0001-8909-897X
Quality improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
kojurij@yahoo.com
PARISA
NABEIEI
Quality improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
Introduction: One of notable initiatives in improving the academic educationis to use the abilities of students to learn together in a new and effective system of peer learning. In this regard, Education Development Center in Shiraz university of Medical Sciences proceed to implementation and study of the curriculum and teaching methods course in the form of peer learning for college students of nutrition science and survey the efficacy of this implementation.Methods: This study was conducted two parts: qualitative and quantitativesurvey. A quasi-experimental, pre test/post-test research was used inquantitative part. In this study, whole groups of undergraduate nutritionstudents in courses of study and learning techniques with the help of teachers held a course and took a part in a competition in 15 major subjects of study and learning methods. The study lasted for two-week sessions and whole of nutrition students were included. We used pair t test for comparison pre test and post test in this study.Results: In the quantitative part of the study, the results showed a significant difference between pre-test (0.0346+0.108) and post-test scores (0.809+0.187) of the students. This means that the level of knowledge of students, who participated in this course, has significant difference before and after the peer learning course (pair t test=1.010, p=0.002). The results of the quality survey of the training course also indicated satisfaction of participants and necessity of teacher’s presence and control during the courses.Conclusions: The results of this study confirm the results of the previousstudies, emphasizing numerous positive effects of peer learning methods inthe academic community. The results also suggest that peer learning is effective in the enhancement of the students’ confidence and learning. Peer learning also helps the students to develop their future responsibilities.Keywords: Learning, Peer learning, Students, Teaching
https://jamp.sums.ac.ir/article_40894.html
https://jamp.sums.ac.ir/article_40894_daba8134ba0dc43b702ae280def4bccd.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
The summer school students’ viewpoints about important factors in learning, Shiraz University of Medical Sciences
77
81
EN
LEILA
BAZRAFCAN
0000-0001-8191-4063
Quality improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
bazrafkanl@gmail.com
FARIBA
HAGHANI
Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
NASRIN
SHOKRPOUR
0000-0002-8733-4657
English Department, Paramedical School, Shiraz University of Medical Sciences,
Shiraz, Iran
shokrpourn@gmail.com
Introduction: The main goal of education is learning and change in behaviorwhich has been revolutionized in the 21st century due to the rapid andwidespread changes in science. The traditional approach to education doesno longer meet the learners’ needs, necessitating new changes in educational curricula. This study was designed to determine the factors influencing learning in the 21st century and find out the students’ viewpoints on this issue.Methods: This is a descriptive study aiming at determining the students’ views on new approaches to learning in the 21st century. To do so, a researcher-made questionnaire was designed. It contained 30 questions in 3 sections including demographic data, background questions and two open questions about their suggestions and criticisms. The reliability and validity of the questionnaire was pilot-tested and measured, which proved to be describable. 150 students participating in university summer schools in Shiraz were enrolled. The questionnaires were sent to the students in person and through electronic mails. The students were asked to return the completed questionnaires to the given email address. The data were analyzed in SPSS, version 14, using descriptive statistics of frequency, mean, percentage and standard deviation, one sample t-test. p<0. 05 was considered as statistically significant.Results: 150 questionnaires were appropriately filled out and given to theresearchers. The results indicated that, according to the students, 6 factorsincluding the use of computer in teaching, enhancement of virtual learning,the use of mobile in relations, enjoyment of electronic learning contexts, the learning focus on attitudes and the facilitating role of the lectures were the most influential factors in learning. On the other hand, the government’s responsibility and responsiveness, creativity and risk taking, increase in the social relationship among the learners, focus on practical skills, and management were considered as the least influential factors in learning in the 21st century.Conclusion: It seems that the students philosophically tend to approveconstructivism and cooperative learning which is learner-centered ascompared to conventional education which is teacher-contended. Accordingto experts, this type of viewpoint is in the same line with new approaches toteaching and education in the present era. Moreover, it impacts the reforms, complementation and expansion of methodology greatly.Keywords: Learning, Summer school, Students, View points
https://jamp.sums.ac.ir/article_40895.html
https://jamp.sums.ac.ir/article_40895_11a4322626fea74a7d9dcae772d2a83e.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
Nursing students’ satisfaction about their field of study
82
87
EN
ASHRAFALSADAT
HAKIM
0000-0002-5050-005X
Chronic Disease Care Research Center, Nursing Department, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
hakim3448200@yahoo.com
Introduction: Nowadays students’ opinion is considered as a necessary factor to evaluate quality in universities. This study was performed to evaluate the nursing students’ satisfaction about their field of study.Methods: The research population in this study consists of all the students of nursing studying at the second to fourth year of university (72 students). The data were collected from all the studied population. Data collection instrument was a research questionnaire. In this cross-sectional research, nursing students’ satisfaction (72 students) in 6 major topics (situation of educational environment, situation of clinical environment, trainers, social image, relation to colleagues and management) was studied. The data were analyzed in SPSS, version14, using quantitative variables and descriptive statistics including frequency distribution tables and diagrams.Results: The findings indicated that 83.3% of the students had little satisfaction as to the situation of educational environment, 47.2% about situation of clinical environment, 41.7% concerning the theoretical educational method by professors, and 41.7% as to the method of clinical education by clinical trainers. Also 47.2% were not that satisfied with the method of evaluation by the school professors, 80.6% with the method of relationship with colleagues and also 62.5% with the nursing social image. Moreover, findings indicated that 33.3% of the participants in this research were dissatisfied with the method of evaluation by clinical trainers and 50% with the method of nursing management.Conclusion: In the present study, most students had little satisfaction concerning their field of study. So it is necessary to make an attempt for continuous development of quality services.Keywords: Satisfaction, Field of study, Nursing student
https://jamp.sums.ac.ir/article_40896.html
https://jamp.sums.ac.ir/article_40896_4730aa85f4d3ce7ce202515acf0e7feb.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
Comparison of empathy score among medical students in both basic and clinical levels
88
91
EN
MITRA
KHADEMALHOSSEINI
Shiraz University of Medical Sciences, Shiraz, Iran
zeinabkhademalhosseini@yahoo.com
ZEINAB
KHADEMALHOSSEINI
Shiraz University of Medical Sciences, Shiraz, Iran
FARZAD
MAHMOODIAN
Department of Medical ethics, Medical School, Shiraz University of Medical Sciences, Shiraz, Iran
Introduction: Empathy refers to a personality character that has a great rolein communication with others. Thus, proper evaluation and education ofempathy in medical students is important for medical education. Becauseprevious studies had suggested that physician’s empathy may reduce withclinical trainings, in this study we decided to measure the empathy scoreamong medical students.Methods: This is a cross-sectional study conducted on medical students in the first to seventh years of their studies at Shiraz medical school (south of Iran) in 2010. We designed new Iranian version questionnaire of the Jefferson Scale of Physician Empathy. Sample size was 260 students and the results were analyzed in SPSS, version 11.5 (statistical tests such as descriptive methods, t-test, and ANOVA) and p< 0.05 was considered as the significant level.Results: The empathy score decreased with increase in the students’ age(p= 0.001) and educational level (p= 0.030). The overall rate of empathyscore in basic science level (65.5±0.84) was more than that in the clinicallevel (55.5±1.78). The lowest empathy score was seen in the seventh yearstudents (55.51) and the highest was in the first year students (65.50). Female students had higher mean empathy score (65.53) while it was 59.02 in the male students.Conclusion: In general, medical students in Shiraz University of MedicalSciences had low empathy level and this may be a cause for concern; as such we suggest a possible inclusion of courses on empathy in the curriculum.Keywords: Empathy, Altruism, Medical students, Patients
https://jamp.sums.ac.ir/article_40897.html
https://jamp.sums.ac.ir/article_40897_0af323a2c6ec37d096e70447366c6c6e.pdf
Shiraz University of Medical Sciences
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-3561
2
2
2014
04
01
Learning operational strategies in surgery training
92
94
EN
SHAHRAM
PAYDAR
Trauma Research Center, Shahid Rajaee (Emtiaz) Trauma Hospital, Shiraz University of Medical Sciences, Shiraz, Iran
paydarsh@gmail.com
ZAHRA
GHAHRAMANI
Trauma Research Center, Shahid Rajaee (Emtiaz) Trauma Hospital, Shiraz University of Medical Sciences, Shiraz, Iran
ghahreman2@yahoo.co.nz
SHAHRAM
BOLANDPARVAZ
Trauma Research Center, Shahid Rajaee (Emtiaz) Trauma Hospital, Shiraz University of Medical Sciences, Shiraz, Iran
bolandpa@yahoo.com
HOSSEINALI
KHALILI
Department of Neurosurgery, Shiraz University of Medical Sciences, Shiraz, Iran
HAMID REZA
ABBASI
Trauma Research Center, Shahid Rajaee (Emtiaz) Trauma Hospital, Shiraz University of Medical Sciences, Shiraz, Iran
abbasimezy@yahoo.com
Introduction: Education and training in surgery is in the middle ofapprenticeship style of learning especially in operating room with littleimportance of understanding on how trainees learn.Methods: This training is one of the most difficult types of training. Medicaltraining and expertise are the specialty of this education system. We can name these complex fields as “Operational Strategies”. The strategies are includes of “what to do”, “what to think” and “what to create”. These strategies are good to test and train higher functions in persons who have professional’s positions.Results: Most of educational fields are complex. It means that the training is not limited in an area and includes of theory fields, areas of decision making and areas of handy and practical skills. These fields are the most relevant skills or expertise which individual must be informed of the performance of maintenance and repair or upgrade and make a new system.Conclusions: The operational strategy is a new training strategy for surgerystudents. It is useful to train surgery students to modify and improve theirpractices and doing surgeries and treating patients in best conditions.Keywords: Learning, Strategy, Surgery, Training.
https://jamp.sums.ac.ir/article_40891.html
https://jamp.sums.ac.ir/article_40891_42d6cd17df3370a295420edb7ab143b4.pdf