Journal of Advances in Medical Education & Professionalism

Evaluation of problem-based learning in medical students’ education

MOHAMMAD HADI IMANIEH; SEYED MOHSEN DEHGHANI; AHMAD REZA SOBHANI; MAHMOOD HAGHIGHAT

Volume 2, Issue 1 , January 2014, Pages 1-5

Abstract

Introduction: In traditional medical education systems much interest isplaced on the cramming of basic and clinical facts without considering theirapplicability in the future professional ... Read More Introduction: In traditional medical education systems much interest isplaced on the cramming of basic and clinical facts without considering theirapplicability in the future professional career. The aim of this study is to evaluatea novice medical training method (problem-based learning) as compared tothe contemporary teacher-based medical education or traditional methods.Methods: Selection of the study subjects was done through simple sampling andaccording to the division of medical students introduced from Medical Facultyto the Pediatrics Department with no personal involvement. 120 medicalstudents were assigned to 8 groups of 15 students each. For four months, 4groups were trained with traditional method and 4 other groups underwentproblem-based learning method on selected subject materials. In each method,a pre-course test at the beginning and a post-course test at the end of eachcourse were given to each group. The questionnaire used in this study as theinstrument was composed of 39 questions, 37 multiple choice questions andtwo short answer questions. Three professors of pediatric gastroenterologisttook part in the training. Two of these professors were responsible for solvingtask training method. The third professor used traditional teacher-centeredmethodology to eliminate any possible bias. Scores obtained from these testswere analyzed using Paired t-test and independent t-test. P values of less than0.05 were considered as significant.Results: The mean±SD scores of the students undergoing the traditionalmethod were 14.70±3.03 and 21.20±4.07 in the first and second test,respectively. In problem-based learning, the mean±SD scores were 15.82±3.29in the first and 27.52±4.72 in the second test. There was a significant differencebetween the mean scores of post-course exams of the two groups (p=0.001),while no significant difference was observed between the mean scores of precourseexams of the groups (p=0.55).Conclusion: It may be concluded that problem-based learning method leadsto a significant increase in learning and recalling output compared to thetraditional method. Given the evolving medical education in the country’smedical schools toward problem-based learning, it is suggested that thegrounds be laid so that this change will take place based on thought, principlesand problem solving.Keywords: Medical students, Education, Teaching, Problem based learning

Comparison of the students’ satisfaction about the performance of academic advisors before and after the Advisor Project in Shahrekord University of Medical Sciences

MASOUMEH DELARAM; SARA HOSSEINI

Volume 2, Issue 1 , January 2014, Pages 6-11

Abstract

Introduction: Inappropriate advice interferes with the students’ achievementof educational and professional goals and they may fail to use proper resourcesfor their educational needs. ... Read More

Effect of a parenting education program on girls’ life satisfactionin governmental guidance schools of Shiraz

MOHAMMAD HOSSIEN KAVEH; LEILA MORADI; LEILA GHAHREMANI; HAMID REZA TABATABAEE

Volume 2, Issue 1 , January 2014, Pages 12-19

Abstract

Introduction: One of the main determinants of adolescents’ life satisfaction isparenting skills. Due to the lack of educational trials in this field, this researchwas done to evaluate ... Read More Introduction: One of the main determinants of adolescents’ life satisfaction isparenting skills. Due to the lack of educational trials in this field, this researchwas done to evaluate the effect of a parenting education program on girls’ lifesatisfaction in governmental guidance schools of Shiraz city.Methods: This study is aneducational randomized controlled trial. At first,152 female students in 2nd grade of governmental guidance schools and304 parents(152 mother and 152 father) were selected by multistage randomcluster sampling method. Then, they were categorized into experimental andcontrol groups. Before and after the intervention, data were collected from twogroups using multidimensional students’ life satisfaction scale with stability(Cronbach’s alpha=0.89), test–retest and correlation coefficient (r=0.70-0.90).Educational intervention for parents was performed in the experimental groupthrough presentations with question and answer, discussion in small groupsand distribution of educational booklets in 5 volumes. Finally, the data wereanalyzed using SPSS 14 and through Mann-Whitney test, Chi-square test,Fisher’s Exact test, Wilcoxon test.Results: Before the intervention, the experimental and control groups did notshow a statistically significant difference based on the demographic variables.Thetotal of life satisfaction scores and also its subscales in the experimentaland control group, before and six weeks after the educational interventiondidshowstatisticallysignificant difference (P<0.001). The scores of differences(pre-test/post-test) in total life satisfaction between the experimental andcontrol groups were statistically significant difference (P<0.001).Conclusion: According to low scores of the students in the pre-test, especiallyin the control group which didn’t undergo any educational program,holdingscheduled educational intervention is necessary. This study not only supportsthe effectiveness of educational intervention but also recommends furthereducational research to develop knowledge regarding patterns of parentingeducation.Keywords: Adolescent, life, Satisfaction

The relationship between emotional intelligence and job stress in the faculty of medicine in Isfahan University of Medical Sciences

NIKOO YAMANI; MARYAM SHAHABI; FARIBA HAGHANI

Volume 2, Issue 1 , January 2014, Pages 20-26

Abstract

Introduction: health care professionals especially clinicians, undergo lots ofjob stress (JS). Emotional intelligence (EI) is among the variables that appear to be associated with stress. ... Read More

Evaluation of the consultation program in Shiraz University of Medical Sciences

RITA REZAEE; PARISA NABEIEI; MOHAMMAD MAHDI SAGHEB

Volume 2, Issue 1 , January 2014, Pages 27-32

Abstract

Introduction: Consultation and guidance is a process of learning which is donethrough the relationship between two individuals. In this mutual relationship,the counselor, through his ... Read More

Academic resilience in education: the role of achievement goal orientations

BAHRAM JOWKAR; JAVAD KOJURI; NAEIMEH KOHOULAT; ALI ASGHAR HAYAT

Volume 2, Issue 1 , January 2014, Pages 33-38

Abstract

Introduction: In the past 2 decades, research findings established achievementgoal theory as a powerful framework for conceptualizing difference in thequality of student’s engagement, ... Read More

Comparison between current and ideal condition of educational justice from the students’ viewpoints at Jahrom Nursing and Paramedical School

MOHAMMAD ALI MONTASERI; MOHSEN HOJAT; MAHDI KARIMYAR JAHROMI

Volume 2, Issue 1 , January 2014, Pages 39-44

Abstract

Introduction: Educational justice is a process by which all those involvedin education are pondering and seeking to establish it in their regulatoryenvironments. This study aimed to ... Read More

A study on the quality of study skills of newly-admitted students of Fasa University of Medical Sciences

FATEMEH SHAHIDI; HAMID REZA DOWLATKHAH; ABOLGHASEM AVAND; SEYED REZA MUSAVI; ELAHEH MOHAMMADI

Volume 2, Issue 1 , January 2014, Pages 45-50

Abstract

Introduction: Some students attribute their academic failure to such factorsas low aptitude, unavailability of resources, and bad luck. However, we candare to say that the most important ... Read More Introduction: Some students attribute their academic failure to such factorsas low aptitude, unavailability of resources, and bad luck. However, we candare to say that the most important factor playing a role in academic successis students’ little acquaintance with learning and study skills. This study aimedat examining the quality of study skills in newly-admitted students of FasaMedical University so that the results can be used in holding teaching coursesin study skills.Methods: The present study is a cross-sectional descriptive study. The samplingwas done of all the newly-admitted students in the first semester of 2012-13academic year including 94 students of Medicine, Nursing and LaboratoryTechnology. The data were collected through a questionnaire, consisting oftwo parts. The first part included items on demographic information of thesubjects (such as sex, field of study, number of hours dedicated to studying,student’s rank in Konkour, and the National University entrance exam. Thesecond part was composed of 19 special items on such domains as ‘Timemanagement’, ‘Concentration’, ‘Class note-taking’, ‘Studying’ and ‘Taking exams’with 4, 5, 4, 3, 3 items, respectively. The checklists were filled in using Likertscale. The collected data was then analyzed using an SPSS 14, through whichdescriptive statistics as mean, standard deviation and multiple regressions wereobtained. Moreover, the data were analyzed using Independent Sample T andANOVA tests.Results: The results showed that the range of the students’ study skills was2.35, being rather below the normal level; the highest mean belonged to‘concentration’(2.56), but the lowest mean was that of ‘time management’(2.05). Through ANOVA test, it was also shown that there was no significantdifference between the students of Medicine, Nursing and LaboratorySciences regarding their scores on ‘study skills’ as (p=0.646). In addition,through independent sample t-test, it was shown that there was no significantdifference between the subjects’ ‘sex’ and ‘study skills’ as the p-value was0.584. On the other hand, through multiple regressions, the results indicatedthat there was a significant difference between ‘Taking exams’ and ‘Studying’(p=0.0003), between ‘Class note-taking’ and ‘‘Taking exams’ (p=0.0004),between ‘Concentration’ and ‘Taking exams’ (p=0.00025), and between ‘Timemanagement’ and ‘Taking exams’ (p=0.00001). Overall, Class note-taking’ wasproved to have the greatest effect on ‘Taking exams’ (B=1.58).Conclusion: Regarding the very important role of study skills in learning, it isrecommended that ‘study skills’ and ‘study habits’ courses be included in thestudents’ curriculum formally or implemented as workshops for students.Keywords: Skills, Students, Learning

Fasa University Medical School: a novel experience in medical education

HOSSAIN A. RONAGHY; KHOSROW NASR

Volume 2, Issue 1 , January 2014, Pages 51-52

Abstract

In early 1970`s A combination of a shortage andmisdistribution of health services and growingpublic dissatisfaction about the health care available,along with increasing expectations, ... Read More In early 1970`s A combination of a shortage andmisdistribution of health services and growingpublic dissatisfaction about the health care available,along with increasing expectations, has put greatstrain on the mind of the staff of the Department ofMedicine Shiraz University School of Medicine, themedical school was known as a center of excellence forphysician training. The school also got its reputationfor its well-trained faculty, a fulltime system. Englishwas the media of instruction and facilities were up todate. The Government of Iran, relatively prosperouswith the sudden increase of oil price embarked onmassive importation of foreign doctors, which didnot, eased the aforementioned problem (1, 2).The Fasa Medical School was conceived, to addresshealth needs of majority of population residingin rural and small communities, by training bothmedical doctor and other health personnel, based onthe philosophy of community orientation, problembasedlearning and student-based curriculum,combined with innovations in staff and studentselection and training (3).The purpose of this report is to give an account ofwhat was originally planned and what has happenedsince the start of Fasa Medical School in April 1978.The health manpower situation in Iran in early 70sIn late 1960’s and early 70’s, Iran’s population wasapproximately 34 million and total numbers ofphysicians were about 14,000 a ratio of 0.41 physiciansper 1000 population (4). At the time, two majorproblems were facing our country. The first was grossmal-distribution of these healthcare facilities, whichwere mostly concentrated in Tehran and big citiesof Iran (1), and the second problem was continuousexodus of Iranian Medical graduates to the Westerncountries (5, 6).The study that was done in 1974 indicated apermanent loss of 1624 Iranian Medical Graduates(IMG) to the United States alone 5-6. Since over %60of Iranian population were residing in about 50,000small villages of 100-1000 population it was suggestedthat physician coverage to these scattered populationwould be close to impossible. Shiraz UniversityMedical School embarked and implemented thisprogram to cover health and sanitary measure ofrural population with astonishing results (1).The idea of Village Health Worker (VHW) wasbased on bare foot doctors of China, and for the firsttime was implemented in non- socialized marketEconomy Country (2). The name of VHW was“Behdar Roustaee,” and within 5 years, providedhealth coverage of approximately 1.5 Million of ruralpopulation of Southern Iran. Similar program waslater initiated in West Azerbaijan under Auspices ofTehran University School of Public Health and WHO(7, 8). In Lorestan and Tehran also similar programswere implemented.Main feature of Fasa Medical School programThe main idea of creating Fasa Medical School wasto create a system in which primary care in smallvillages are provided by VHW with the middle levelhealth workers of “Behdar Roustaee” to be supportedby local physicians who reside in small towns. Thelast step would be connecting the whole network totertiary care system.1. RecruitsHigh school graduate with minimum C average fromsmall towns of Fars province could apply. Severalfaculty members selecting those who would be mostsuitable for this program would interview applicants.During that same period, other medical schools inIran selected high school graduate from test results ofa national examination. This usually meant the top10% of entire nation were recruited.2. FacultyThere were 2 groups of faculty. One was the Shirazfaculty, who designed the program and wrote thecase studies. The other was local faculty including 4who were residents in community medicine and alsoreceived intensive medical education training. These4 were the preceptors for the case studies, hospitalpatients and village programs. There were alsophysicians in the hospital, which would review anddiscuss patients.3. FacilitiesA-Library- included 1500 books, mostly EnglishTexts along with subscription to 10 top InternationalMedical Journal. One US graduated informationscience, graduate of Brat Institute of N. Y., and 2librarians to manage the medical library.B-Labs-30 Microscope with bacteriology facilitiesand equipment along with some pathology labfacilities with part time pathology resident fromShiraz were utilized in Fasa program.C-Classroom-A general conference room withcapacity of 150 along with 15 different classes,equipped with projector and other audiovisualfacilities were provided.D- Audiovisual aids- Fasa was equipped with stateof art recording facilities and indeed with very closeco-operation with the Department. of Medicine andCommunity Medicine different professors discussedcurrent cases, which was presented to student andwere shown in group discussion.E- Hospital- A 50 bed red lion and sun (Equivalentto Red cross)- Hospital was already in operation andFasa got the privilege to have student practice therelater a 500 bed hospital was made adjust-to MedicalSchool, which considered University hospital.4. Curriculum:The first 3 years out of 6, were planned and included3 tracts:The first tract was case studies, one per weeks thatwere designed in a 3-year period to cover all majorproblems. Students were divided in groups of 4 or 5.They were given the patient case and had a preceptorthey had one week to study, discuss, look up and beready to discuss at the end of one week with theirother classmates, who had the same case. These patientstudies were designed in such a way as to permitdiscussion of basic science and pathophysiology ofdisease. The case studies started simple and becamemore complex. But always the emphasis was onproblem solving and self-learning.The second tract was clinical work in the hospital.Again in groups of 4 to 5, they were given a patient.Initially they took history and similar to the casestudies studied and discussed the patient withpreceptor. Gradually, physical exam was added.The third tract was “village health”. Each4- 5 studentswere given a village and simply told that in 3 years,we expected improvement of that village’s health.Defining and solving the problem was left to thestudents… again, they had preceptors and discussionperiods.Two classes of students, each with 18 studentswere selected prior to the Revolution and CulturalRevolution. Of the 36 students admitted to 2 classes 26were transferred to Shiraz University and graduatedwith Shiraz classmates. (The remaining 10 were eitherexpelled or dropped from the from the program)All 26 graduates from this program are presently(August 2013) practicing in Iran and 69% of them inFars province. Unfortunately the curriculum of Fasawas not continued but the concept of local schoolsin smaller cities has been established with a largerphysician output.ConclusionFasa School of Medicine was established to meet theneeds of the underserved and smaller communities,for Shiraz University it emphasized the importanceof relevance of medical education. For Fasa MedicalSchool, education was emphasized on communitybased, student centered, and problem based medicaleducation located in the community and based onteamwork and cooperation. Though its program wasinterrupted, it did show that medical students don’thave to be selected from the top grades and basicscience taught in the classic method is not essential.

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Volume & Issue: Volume 2, Issue 1, January 2014 (10)

Evaluation of problem-based learning in medical students’ education

Abstract

Comparison of the students’ satisfaction about the performance of academic advisors before and after the Advisor Project in Shahrekord University of Medical Sciences

Abstract

Effect of a parenting education program on girls’ life satisfactionin governmental guidance schools of Shiraz

Abstract

The relationship between emotional intelligence and job stress in the faculty of medicine in Isfahan University of Medical Sciences

Abstract

Evaluation of the consultation program in Shiraz University of Medical Sciences

Abstract

Academic resilience in education: the role of achievement goal orientations

Abstract

Comparison between current and ideal condition of educational justice from the students’ viewpoints at Jahrom Nursing and Paramedical School

Abstract

A study on the quality of study skills of newly-admitted students of Fasa University of Medical Sciences

Abstract

Fasa University Medical School: a novel experience in medical education

Abstract