2024-03-29T12:22:19Z
https://jamp.sums.ac.ir/?_action=export&rf=summon&issue=4699
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
The role of critical thinking skills and learning styles of university students in their academic performance
ZOHRE
GHAZIVAKILI
ROOHANGIZ
NOROUZI NIA
FARIDE
PANAHI
MEHRDAD
KARIMI
HAYEDE
GHOLSORKHI
ZARRIN
AHMADI
Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences.Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05.Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles.Conclusion: The results of this study showed that the learning styles, criticalthinking and academic performance are significantly associated with oneanother. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.Keywords: Learning, Performance, Student
2014
07
01
95
102
https://jamp.sums.ac.ir/article_40898_36fbfa3ee956258fbc58ca79e94f2904.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
Grasha-richmann college students’ learning styles of classroom participation: Role of gender and major
ALI REZA
BANESHI
MAHNAZ
DEHGHAN TEZERJANI
HASAN
MOKHTARPOUR
Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science majors.Methods: 1039 individuals were selected through the proportional stratifiedrandom sampling method among undergraduate and graduate students inHumanities (n=421) and Science (n=618) faculties of Tehran University. In the Humanities group, there were 285 females and 136 males, and in the Science group, there were 208 females and 410 males. The participants answered the Grasha-Riechmann student learning styles scale.Results: The findings indicated that the females obtained significantly higher means in collaborative, participative, and dependent styles than males, but in avoidant, and independent styles, the means for males were higher than those for females. Also, the science group’s means in collaborative, participative, dependent, and competitive styles were significantly higher than those for the humanities group.Conclusion: According to the findings, it seems that due to psychologicalcharacteristics, female students tend to collaborate with other students ofthe same sex and participate in their activities. In this way, they also are more dependent on their teacher and classroom, because otherwise they will face some problems such as anxiety. In addition, it seems that science students in comparison to humanities students are more participative and collaborative because they need more collaboration in their projects and course work.Keywords: Learning, Participation, Students
2014
07
01
103
107
https://jamp.sums.ac.ir/article_40901_3b1c1a2d0d494f4f218338ae5da030db.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
Comparison of differences in performance evaluation of faculty by students with faculty’s self-assessment
KOUROSH
AZIZI
TEAMUR
AGHAMOLAEI
NADER
PARSA
TAHEREH
DABBAGHMANESH
Introduction:The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students’ evaluation of the performance of the faculty members at these levels.Methods: The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a sociodemographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS 14. Paired t-test was used to compare the students’ evaluation of the faculty members’ performance and the professors’ self-assessment.Results: The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7+8.3, while that of the students’ evaluation was 281.3+16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0+9.7, while that of the students’ evaluation was 265.7+14.6 but the difference was not statistically significant (t=1.09, p=0.28).Conclusion: Teaching performance perceptions of the faculty were similarto those of the graduate students as compared to the undergraduate ones.This may reflect better understanding of coursework at this level comparedto the undergraduate students. Faculty members may need to adjust teaching methods to improve students’ performance and understanding especially in the undergraduate level.Keywords: Student, Evaluation, Perforance, Faculty
2014
07
01
108
113
https://jamp.sums.ac.ir/article_40902_6a46c2f9290818192ad62dbfcf64e3cc.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
The students’ viewpoint on the quality gap in educational services
MARZIYEH
RAHIM KHANLI
HADI
DANESHMANDI
ALIREZA
CHOOBINEH
Introduction: Students and university community are social and humanresources of the country. The students’ viewpoints about the quality ofeducational services can be considered as a basis for planning quality promotion and improving organizational performance. This study was conducted to determine the quality gap in educational services d by the students of Health and Nutrition School of Shiraz University of Medical Sciences.Methods: In this cross-sectional study, 140 students participated voluntarily(age range=19 to 40 years). The service quality (SERVQUAL) questionnairewas used for data collection. This questionnaire measured the quality gapin 5 dimensions of educational service including assurance, responsiveness,empathy, reliability, and tangibility. The students’ perception about the current conditions and their expectations as to optimal conditions can be determined, using this questionnaire. The score of the gap in quality of educational services is calculated from difference between perception and expectation scores. Due to non-normality of data, non-parametric tests were used. To this end, data were analyzed using statistical tests including Wilcoxon, Friedman, Kruskal-Wallis and Mann-Whiteny tests in SPSS 14.Results: The results showed that there was quality gap in all 5 dimensionsof educational services. The largest and the smallest gaps were observed in"responsiveness" with a mean±SD of -0.94±0.74 and in "reliability" with amean±SD of -0.76±0.69, respectively. There was a significant difference inquality gap between the 5 dimensions (p<0.001).Discussion: According to the results, the students’ expectations were higherthan their perceptions of current conditions; also, in all aspects of theservices their expectations were not met. It is recommended that workshopson customer services, communication skills and personnel’s technical skillsdevelopment should be planned and held. Also, allocating more resources for improving educational facilities and physical environment is recommended.Keywords: Quality, Gap, Education, Questionnaire, Student
2014
07
01
114
119
https://jamp.sums.ac.ir/article_40903_12bc6be20bf2af5326f24741d2bb9aac.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
The evaluation of a composed program of continuing medical education for general practitioners
MARZIYEH
MOATTARI
DAVOOD
YADGARI
SEYED JALIL
HOSEINI
Introduction: The execution of composed educational programs for generalpractitioners is one of the most common methods of continuing medicaleducation. This research project aims to evaluate one of these programs.Methods: For this purpose, a pre- and post-test design was developed. Thesubjects consisted of 45 participants. They were tested (by a 76 MCQ knowledge test) in two stages: before and after the program. A questionnaire was also used to gather the participants’ views on four variables including teachers' behavior, the degree of achieving the objective of the program, objective of the learner, and satisfaction with the program.Results: Based on the results of this study, the mean scores of the participants’knowledge increased from 10.05 (first test) to 12.61 (second test), (p<0.0001). In addition, the results showed that the teachers’ behavior and satisfaction with the program were rated by participants as the highest and least, respectively.Conclusion: The results of this research are indicative of the effectivenessof the composed educational program in continuing medical education.Nevertheless, such programs are recommended to be further evaluated withmore rigorous design.Keywords: Education, Evaluation, General practitioner
2014
07
01
120
125
https://jamp.sums.ac.ir/article_40904_e1c7d853c039c90703064d13bee6a2ac.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
Team-based assessment of professional behavior in medical students
HOJAT
RAEE
MITRA
AMINI
AMENEH
MOMEN NASAB
ABDOLRASOUL
MALEK POUR
MOHAMMAD MORAD
JAFARI
Introducrion: Self and peer assessment provides important information about the individual’s performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment.Methods: In a cross-sectional study, 100 medical students in the 7th yearof education were randomly selected and enrolled; for each student fivequestionnaires were filled out, including one self-assessment, two peerassessments and two residents assessment. The scoring system of thequestionnaires was based on seven point Likert scale. After filling out thequestions in the questionnaire, numerical data and written commentsprovided to the students were collected, analyzed and discussed. Internalconsistency (Cronbach’s alpha) of the questionnaires was assessed. A p<0.05 was considered as significant.Results: Internal consistency was acceptable (Cronbach’s alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean+SD=4.39+0.57) for the residents' assessment, 2-6 (Mean+SD=4.49+0.53) for peer assessment, and 3-7 (Mean+SD=5.04+0.32) for self-assessment There was a significant difference between self assessment and other methods of assessment.Conclusions: This study demonstrates that a team-based assessment is anacceptable and feasible method for peer and self-assessment of medicalstudents’ learning in a clinical clerkship, and has some advantages overtraditional assessment methods. Further studies are needed to focus on thestrengths and weaknesses.Keywords: Assessment, Students, Professional, Behavior
2014
07
01
126
130
https://jamp.sums.ac.ir/article_40905_3f7374d416a476d3967e8f1bbce23c50.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
Relationship between organizational structure and creativity in teaching hospitals
RITA
REZAEE
SAADAT
MARHAMATI
PARISA
NABEIEI
RAHELEH
MARHAMATI
Introduction: Organization structure and manpower constitute two basiccomponents of anorganization and both are necessary for stablishing anorganization. The aim of this survey was to investigate the type of theorganization structure (mechanic and organic) from viewpoint of senior andjunior managers in Shiraz teaching hospitals and creativity in each of these two structures.Methods: In this cross-sectional and descriptive-analytic study, organizationstructure and organizational creation questionnaires were filled out by hospital managers According to the statistical consultation and due to limited target population, the entire study population was considered as sample. Thus, the sample size in this study was 84 (12 hospitals and every hospital, n = 7). For data analysis, SPSS 14 was used and Spearman correlation coefficient and t-test were used.Results: Results showed that there is a negative association between centralization and complexity with organizational creation and its dimensions. Also there was a negative association between formalization and 4 organizational creation dimensions: reception change, accepting ambiguity, abet new view and less control outside (p=0.001).Conclusion: The results of this study showed that the creation in hospitals with organic structure is more than that in hospitals with mechanic structure.Keywords: Organization, Management, Hospitals
2014
07
01
131
134
https://jamp.sums.ac.ir/article_40906_232b3d571e73e33e26315e06138c738c.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics
MAHDI
SHAHRIARI
Introduction: Bedsideteaching is defined as teaching in the presence of apatient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness of two methods of case based teaching (at the bedside and in the classroom) in the teaching hospitals (for both undergraduates and residents of Pediatrics).Methods: Thirty undergraduates and twenty pediatric residents were askedto study a topic of their curriculum from their text then pretest was takenfrom learners in the two levels; then either lecture with power point or casepresentation or bed side discussion were conducted. One week later posttest was taken, and then evaluation of these three methods was done by a questionnaire from learners.Results: The majority of under-graduates and all of pediatric residents hadevaluated case based teaching superior to bedside teaching and these twomethods superior to lecture method.Conclusion: They believed that in the case based teaching they are more relaxed and have more self-esteem than at the bedside of the patients.Clinician teacher must involve patients and learners in the process of bedside teaching, by preparing a comfortable situation and by using available technolgy.Keywords: Teaching, Lecture, Students, Pediatric, Residents
2014
07
01
135
136
https://jamp.sums.ac.ir/article_40900_ecbdf59d1e8d4f69e1b6c49dd4c93021.pdf
Journal of Advances in Medical Education & Professionalism
2322-2220
2322-2220
2014
2
3
Awareness and use of evidence based medicine (EBM) in medical trainees
MAHDIEH
MOMAYYEZI
HOSSEIN
FALLAHZADEH
MOHAMMAD
MOMAYYEZI
The concept of evidence based medicine (EBM)involves a systematic approach for integrationof best available research evidence into medicaldecision making for physicians, medical traineesand researchers. The EBM process includes fiveessential steps: formulating the questions, searchingfor evidence, appraising the evidence, and applyingand evaluating the results (1). In a descriptive study,the data about EBM skills obtained from the medicaltrainees showed that printed textbooks served asthe first source of information in 80% of cases andfollowed by E-books as the second source. Thehard copy journals in libraries had the lowest use.Easy access to information was selected as the mainreason for using printed resources. Also, fast accessto information was the most important reason forusing electronic resources. In a study conducted byRohani, it was found that physicians used printedsources more than e-books (2). This was due totheir easy access to the printed reference books.Considering the fact that it takes a lot of time fornew medical information to log in into the referencebooks, effective treatment of a disease may be enteredin printed sources after its efficiency is confirmed.45.2% of the participants were familiar withINLM. 32.1% of the students had attended thetraining course on INLM. 85.7% of the participantswere familiar with the PubMed, 28.6% with theElsevier and 16.7% with Science direct. 31% of theparticipants were familiar with the concept of EBM,but 7.1% were aware of the resources of EBM, and12.2% had attended the special courses on EBM. Theresults of the recent data taken from internet showedthat 53.8% of participants sometimes used it indiagnosis and treatment process and 28.2% of themused it after being developed into textbooks. Also,this information was sometimes useful for 75.8% ofparticipants.Half of the students were familiar with the conceptof EBM, but a few had attended the introductorycourse on EBM. Hanson in his study maintained thatonly 1.9% of physicians used specific methods to findvalid evidence of medicine (3). Taheri showed thatmedical students were satisfied with the workshopon EBM and stated that familiarity with EBM wasessential for proper functioning (4). Therefore, itseems necessary to organize the training workshopson the concepts of EBM as a part of formal trainingfor medical trainees to change the students' attitudes.
2014
07
01
137
137
https://jamp.sums.ac.ir/article_40899_01c6977586c00cff1abc38703d7a7a0a.pdf