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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Medical education,faculty development workshops,educational research
- چکیده:
- چکیده انگلیسی: Background: Faculty development programs have received considerable investment of resources from medical institutions, though the effect and output of them has been infrequently studied. This study was design to measure the effect of the Mashhad University of Medical Sciences’ faculty development workshops.
Methods: Three faculty development workshops on educational research were conducted to improve the skills of medical instructors. The Kirkpatrick evaluation model tailored to our program was used to assess the outcomes. We asked participants to evaluate their satisfaction with the program at the end of the session. The changes in the participants’ knowledge were studied with a 15 question questionnaire at the beginning and end of the program. On the third level, we compared the number of educational project which were submitted by participants after the workshop to assess participants’ application of learning in the workplace.
Results: The participants highly rated the quality of the program and felt that the workshop had a positive impact on their abilities. Assessment showed that the increase in the participants’ cognitive knowledge between the pre-test and post-test was a significant (p=0.005). Seven educational proposals were submitted by participants, which indicate a significant increases in the application of learning.
Conclusions:Our faculty development workshop appears to have positive effect on medical faculties’ educational research performance, and we suggest that our educational intervention is effective in achieving its aims.
- انتشار مقاله: 11-03-1393
- نویسندگان: Kiarash Ghazvini,Aeen Mohammadi,Mohammad Jalili
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: mental health,Distance education,Social Learning,Community Health Education,Women’s Health
- چکیده:
- چکیده انگلیسی: Background Nowadays, there is an ongoing development in virtual social networks and their application for patients' support, diagnosis, self-care, and education. On the other hand, applying short messages as the easiest, simplest, and cheapest way of presenting information would be helpful in this regard. Thus, in this study the effect of social network and sending short messages was assessed on negative thinking status of women. Methods This was an experimental study with pretest-posttest design performed in 2015. Out of 1165 women in Mohajeran city, 75 were randomly assigned into three groups of social network, short message, and control. The participants received a compact disc containing e-content about reducing negative thoughts. They filled out the Crandell cognition inventory (CCI) before and immediately after the intervention and also one month later for assessing their negative thoughts. A Telegram group was established for the social network group while follow-up short messages were sent for the other intervention group. SPSS V.21 was used for data analysis by paired t test, one way analysis of variance, analysis of covariance and repeated measures tests. Validity (in terms of content and structure) of the questionnaire was confirmed by comments from experts and professors and Bartlett test (KMO = 0.846, p and lt; 0.001); the reliability was confirmed by Cronbach’s alpha coefficient (0.69) and test-retest coefficient (0.928). Results There were significant differences between pretest and posttest scores in social network, short message, and control groups (P value 0.45, 0.001 and lt; 0.001 and lt; respectively). There were also significant differences between pretest and follow-up scores in the abovementioned groups (P value 0.003, 0.012, 0.001 respectively). There was no significant difference in the follow-up scores between three groups (P = 0.917). Conclusions The results showed that multimedia e-content merely would reduce participants’negative thoughts. Therefore, providing multimedia e-content could be beneficial in improving the effectiveness of public health education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Parvin Razmgah,Rita Mojtahedzadeh,Somayyeh Borjaliloo,Aeen Mohammadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Cognition,Residency,internship,Otolaryngology
- چکیده:
- چکیده انگلیسی: Introduction: In the test-enhanced spaced learning, educational contents are presented in small packages of well-developed test questions with a defined frequency to the learners. It is not clear that applying this educational style might have a positive impact on the summative assessment. Therefore, in this study we assessed the effect of the test-enhanced spaced learning on the otolaryngology board and annual examinations of residency training.
Methods: In a quasi-experimental study with consecutive sampling, all forty-four residents of otolaryngology in four levels of training in 2016 at Tehran University of Medical Sciences
(TUMS) received daily-standardized multiple-choice questions with a twice-repeated frequency of 10 days. Individual feedback according to one’s response to each test was provided. The results of national board and annual exam were compared with the same results of all residents of other universities and previous year TUMS’ residents for whom spaced learning were not applied and they were considered as the control groups. The board exam had two parts, multiple-choice questions, and computer-based clinical examination. The annual exam format was multiple-choice questions. The total score for each one was 150. Student’s t-test and Mann-Whitney U test were used for comparative analyses.
Results: The mean of the board exam results showed statistically significant improvement compared to other medical schools (113.6±10.7 vs. 102.9±13.4 in multiple-choice questions, p=0.048, 118.7±12.5 vs. 54.1±60.0 in the computer-based clinical examination, p<0.001), while similar comparison results in the previous year did not show any significant difference.
Conclusion: Spaced learning with testing effect may be useful in the clinical education setting to improve the learning outcomes.- انتشار مقاله: 11-10-1396
- نویسندگان: SASAN DABIRI,AEEN MOHAMMADI,RITA MOJTAHEDZADEH
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Introduction: Although nursing students spend a large partof their learning period in the clinical environment, clinicallearning has not been perceived by its nature yet. To develop aninstrument to measure effective factors on clinical learning innursing students.Methods: This is a mixed methods study performed in 2 steps.First, the researchers defined “clinical learning” in nursingstudents through qualitative content analysis and designeditems of the questionnaire based on semi-structured individualinterviews with nursing students. Then, as the second step,psychometric properties of the questionnaire were evaluated usingthe face validity, content validity, construct validity, and internalconsistency evaluated on 227 students from fourth or highersemesters. All the interviews were recorded and transcribed, andthen, they were analyzed using Max Qualitative Data Analysisand all of qualitative data were analyzed using SPSS 14.Results: To do the study, we constructed the preliminaryquestionnaire containing 102 expressions. After determinationof face and content validities by qualitative and quantitativeapproaches, the expressions of the questionnaire were reduced to45. To determine the construct validity, exploratory factor analysiswas applied. The results indicated that the maximum variancepercentage (40.55%) was defined by the first 3 factors while therest of the total variance percentage (59.45%) was determinedby the other 42 factors. Results of exploratory factor analysis ofthis questionnaire indicated the presence of 3 instructor-staff,students, and educational related factors. Finally, 41 expressionswere kept in 3 factor groups. The α-Cronbach coefficient (0.93)confirmed the high internal consistency of the questionnaire.Conclusion: Results indicated that the prepared questionnairewas an efficient instrument in the study of the effective factors onclinical learning as viewed by nursing students since it involves41 expressions and properties such as instrument design based onperception and experiences of the nursing students about effectivefactors on clinical learning, definition of facilitator and preventivefactors of the clinical learning, simple scoring, suitable validityand reliability, and applicability in different occasions.Keywords: Learning; Clinical; Teaching; Nursing student
- انتشار مقاله: 02-04-1395
- نویسندگان: IDEH DADGARAN,MANDANA SHIRAZI,AEEN MOHAMMADI,ALI RAVARI
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Medical education,faculty development workshops,educational research
- چکیده:
- چکیده انگلیسی: Background: Faculty development programs have received considerable investment of resources from medical institutions, though the effect and output of them has been infrequently studied. This study was design to measure the effect of the Mashhad University of Medical Sciences’ faculty development workshops.
Methods: Three faculty development workshops on educational research were conducted to improve the skills of medical instructors. The Kirkpatrick evaluation model tailored to our program was used to assess the outcomes. We asked participants to evaluate their satisfaction with the program at the end of the session. The changes in the participants’ knowledge were studied with a 15 question questionnaire at the beginning and end of the program. On the third level, we compared the number of educational project which were submitted by participants after the workshop to assess participants’ application of learning in the workplace.
Results: The participants highly rated the quality of the program and felt that the workshop had a positive impact on their abilities. Assessment showed that the increase in the participants’ cognitive knowledge between the pre-test and post-test was a significant (p=0.005). Seven educational proposals were submitted by participants, which indicate a significant increases in the application of learning.
Conclusions:Our faculty development workshop appears to have positive effect on medical faculties’ educational research performance, and we suggest that our educational intervention is effective in achieving its aims.
- انتشار مقاله: 11-03-1393
- نویسندگان: Kiarash Ghazvini,Aeen Mohammadi,Mohammad Jalili
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: mental health,Distance education,Social Learning,Community Health Education,Women’s Health
- چکیده:
- چکیده انگلیسی: Background Nowadays, there is an ongoing development in virtual social networks and their application for patients' support, diagnosis, self-care, and education. On the other hand, applying short messages as the easiest, simplest, and cheapest way of presenting information would be helpful in this regard. Thus, in this study the effect of social network and sending short messages was assessed on negative thinking status of women. Methods This was an experimental study with pretest-posttest design performed in 2015. Out of 1165 women in Mohajeran city, 75 were randomly assigned into three groups of social network, short message, and control. The participants received a compact disc containing e-content about reducing negative thoughts. They filled out the Crandell cognition inventory (CCI) before and immediately after the intervention and also one month later for assessing their negative thoughts. A Telegram group was established for the social network group while follow-up short messages were sent for the other intervention group. SPSS V.21 was used for data analysis by paired t test, one way analysis of variance, analysis of covariance and repeated measures tests. Validity (in terms of content and structure) of the questionnaire was confirmed by comments from experts and professors and Bartlett test (KMO = 0.846, p and lt; 0.001); the reliability was confirmed by Cronbach’s alpha coefficient (0.69) and test-retest coefficient (0.928). Results There were significant differences between pretest and posttest scores in social network, short message, and control groups (P value 0.45, 0.001 and lt; 0.001 and lt; respectively). There were also significant differences between pretest and follow-up scores in the abovementioned groups (P value 0.003, 0.012, 0.001 respectively). There was no significant difference in the follow-up scores between three groups (P = 0.917). Conclusions The results showed that multimedia e-content merely would reduce participants’negative thoughts. Therefore, providing multimedia e-content could be beneficial in improving the effectiveness of public health education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Parvin Razmgah,Rita Mojtahedzadeh,Somayyeh Borjaliloo,Aeen Mohammadi
- مشاهده