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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Academic Achievement,Virtual Education,Learning Style,Locus of Control
- چکیده:
- چکیده انگلیسی: Objectives: The general objective of this research was to study the learning styles and locus of control of virtual students at Shiraz University of Medical Sciences and its relationship with their academic attainment. Methods: This was a descriptive study carried out during year 2017. One hundred virtual learners from Shiraz University of Medical Sciences were randomly selected as the participants of this study. The instrument used in this study was the Kolb Learning Style Inventory and Rotter locus of control scale (1996). Kolb Learning Style Inventory consists of 12 questions and four sections. Vilkaksn measured the reliability of the study by using Alpha, and reported on high reliability (active examination = 0.67, abstract understanding = 0.83 thinking observation = 0.87, objective experience = 0.82). The stability of Rotter’s questionnaire was reported by franklin to be more than 82%. The quantitative data were analyzed using person product moment correlation, k2, analysis of variance (ANOVA), and independent samples t test. The questionnaires were analyzed using version 20 of SPSS software and the significance level was equal to 0.05. Results: The results indicated that 80% of the students deployed a convergent style of learning. Also, it was found that there was no meaningful relationship between learning styles and academic success (P = 0.61). There was no significant relationship between locus of control and academic achievement (P = 0.51). However, the learners with internal locus of control were older than the ones with external locus of control (P = 0.04). Conclusions: Because of the novelty of virtual education in Iran, it demands more research to specify the degree of success gained by this kind of educational system.
- انتشار مقاله: 11-10-1348
- نویسندگان: Jila Khalife,Nahid Zarifsanaiey,Leila Bazrafkan,Fateme Keshavarzi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Background : People with emotional intelligence can better cope with the challenges of life and effectively regulate their emotions. The aim of this study was to investigate the impact of life skills training on emotional intelligence and its components in undergraduates students of Isfahan. Methods : This study is a Nonequivalent control group design type from a quasi-experimental project. The study population consisted of all undergraduate students in the academic year from 2013 to 2014 that were enrolled in Isfahan. Sixty (60) undergraduates were selected by convenience sampling and were divided into two groups of experimental and control. Then, the experimental and control groups undertook the emotional intelligence test. Cronbach’s alpha reliability of the test was reported as 93.0, and the validity studies suggested a high validity of this test. After that, the experimental group was conducted through 15 sessions for 90-minutes. The post test was performed after completion of the training program of both groups. For the purpose of data analysis, the statistical package for social sciences (SPSS) version 18 and the multivariate covariance analysis was used. Results : The results showed that life skills education, with an emphasis on communication skills, was effective in the overall score of emotional intelligence. (F (5, 19) = 14.76, P = 0.05, ηp2 = 0.79) eta-squared values indicate a favorable effectiveness of the training. Conclusions : It is suggested that these skills can be taught regularly and continuously during all periods of academic education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mohamadreza Nili,Romina Manani,Roya Khalili,Nahid Shirani Bidabadi,Publisher On Behalf Of EIC,Jila Khalife,Nahid Zarifsanaiey,Leila Bazrafkan,Fateme Keshavarzi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Medical students,feedback,university,Clinical training,Medical Residents
- چکیده:
- چکیده انگلیسی: Introduction: Providing learners with effective feedback during clinical training is one of the indicators of effective teaching. This study compares the views of residents and medical students on the way they receive feedback at Shiraz University of Medical Sciences.Materials and Methods: This is a descriptive–analytical study. In the present study, random sampling method was employed. The sample consisted of 50 medical students and 50 residents, whose views on the feedback were obtained as the required data. The data were collected through a valid and reliable (Cronbach's alpha = 0.84) questionnaire. The collected data were analyzed through SPSS software, version18, using descriptive (frequency and percentage index) and analytical (chi-square) statistics.Results: 46% of the students answered “always” to the option that the feedback "has generally been useful" versus 33.3% of residents who had this view. There was a significant relationship between the residents and medical students' responses to items 5, 6, 9, 10, 13, 16 and 18. Except for the item (variable) 9, the majority of participants [students and residents] chose the option "sometimes" for the items.Conclusion: This study showed that the residents and medical students in clinical education did not get feedback properly. The residents were less satisfied than the medical students with the feedback they received during their clinical training at Shiraz University of Medical Sciences.
- انتشار مقاله: 11-10-1398
- نویسندگان: Neda Moaddab,Elahe Mohammadi,Leila Bazrafkan
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Health Sciences and Surveillance System
- نوع مقاله: Journal Article
- کلمات کلیدی: Education,aggression,adolescents,parenting styles
- چکیده:
- چکیده انگلیسی: Introduction: Given the importance of aggression in adolescents and the effects of parenting practices, the present study was conducted to investigate the effects of parenting skills intervention on adolescent aggression in Abadeh Tashk town, Fars province, in 2018.
Methods: This randomized clinical trial was carried out on 200 adolescents and their parents in Abadeh Tashk in 2018. The sampling was done through the cluster sampling method and the subjects were randomly divided into the experimental and control groups (100 in each group). The study outcomes were aggression and parenting styles measured by the control and education groups before and two months after the intervention. The data were analyzed using the SPSS20 software as well as the statistical tests such as paired t-test, independent t-test and chi-square test.
Results: The results showed that there was no significant difference between the experimental and control groups in terms of physical aggression (P = 0.98), verbal aggression (P = 0.62), anger (P = 0.40), hostility (P= 0.15), and the total aggression score (P= 0.38) before the intervention. However, after the intervention, a significant difference was found between the two groups in terms of physical aggression, verbal aggression, anger, hostility, and overall aggression score (P <0.05).
Conclusion: The results of this study showed that parenting style intervention was effective in reducing physical and verbal aggression, anger, hostility, and overall aggression in students. It is suggested that long term interventions should be conducted aiming at parental control over the problems of students since childhood.- انتشار مقاله: 16-07-1397
- نویسندگان: Leila Bazrafkan,Rahmat Allah Mohammadjani,Tayebeh Rakhshani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Health Sciences and Surveillance System
- نوع مقاله: Journal Article
- کلمات کلیدی: Medical students,Emotional Intelligence,non-medical students
- چکیده:
- چکیده انگلیسی: Introduction: Emotional intelligence is considered as one of the significant aspects of person-environment adaptation and one of the important factors of individual differences. As students of each society are the human resources and the constructors of its future, and their physical and mental health is of great importance, the present study aimed to compare emotional intelligence in medical and non-medical students of Hormozgan University of Medical Sciences.
Methods: This descriptive cross-sectional study was conducted on 483 students of Hormozgan University of Medical Sciences who were selected through stratified sampling in 2018. The data collection tool was the Goleman's standardized emotional intelligence questionnaire. Chi-square and independent t-test were used for statistical data analysis by SPSS version 20. The significance level was considered 0.05 in all the tests.
Results: The mean and standard deviation of emotional intelligence in medical and non-medical students were 81.79 ± 8.45 and 84.03 ± 7.71, respectively. The independent t-test showed that there was a significant difference between the mean score of emotional intelligence and the field of study (P = 0.003).
Conclusion: The results of this study showed that the mean score of emotional intelligence in non-medical students was higher than that of medical students. Hence, it is suggested that educational managers of universities should have special financial investments in emotional self-awareness, while holding training courses and using human resource educators for conducting emotional intelligence promotion workshops.- انتشار مقاله: 07-02-1397
- نویسندگان: Leila Bazrafkan,Farangis Torki,Tayebeh Rakhshani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Health Sciences and Surveillance System
- نوع مقاله: Journal Article
- کلمات کلیدی: attitude,Primary Health Care,physician,Professional-behavior
- چکیده:
- چکیده انگلیسی: Background: Changes in expectations and requirements of the end users of medical education “community members” and evolution in health services necessitate some changes in the medical education curriculum. To achieve this reform in curricula, obtaining insight into the health care needs of community members and their comments about their physicians is highly required in community-oriented education. This survey was conducted to determine the attitudes of health care receivers toward the general physicians’ professional behavior in Fars province, Iran. Methods: This is a descriptive study and the subjects were the receivers of health care services. We selected 97 individuals in each city of Fars province using randomized-cluster sampling. The sample size increased to 150 in each city and overall 2500 individuals participated in the study. For data collection, an anonymous questionnaire was developed which was tested for the validity of the contents using the experts’ views and reliability was checked using test-retest. The data were analyzed using SPSS 14 statistical software. Results: The results of this study revealed the participants’ attitudes toward education, treatment and consultative services by physicians in Fars province. Overall, the response rate was about 95%. The patients rated the physicians’ professional behavior, as one of the key determinants of their experiences with healthcare services. Moreover, 73.2% of the participants were fully satisfied with the quality of care they received from their physicians and 24.9% were satisfied to some extent. Conclusion: According to the results of the study, the physician’s educational and consultative roles in medical education curricula must be reviewed and emphasized.
- انتشار مقاله: 28-12-1394
- نویسندگان: Leila Bazrafkan,Sedigheh Ebrahimi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی: content analysis,qualitative research,Motivation,Medical student,Accountability
- چکیده:
- چکیده انگلیسی: Introduction: As health professionals, physicians are accountable for their professional practice. The aim of this study was to explain the medical students’ motivation to attain social accountability in
medical schools, based on the experience of both students and faculties.
Methods: We conducted a qualitative conventional content analysis research in Shiraz University of medical sciences in Iran since 2018 through purposive, snowball sampling. The data were collected through semi-structured interviews with 35 participants i.e., medical students and teachers. Coding was carried out by conventional content analysis.
Results: We drew four themes and ten related subthemes and the central variable explains the motivation of medical students toward social accountability and makes a link among the subthemes,
was purposeful beliefs and behavior. The key dimensions during motivational process which generated the social accountability development in medical students consisted of social culture of
medicine, medical school reality, teaching and learning strategy and creating purposeful beliefs and behavior. Also, eight subthemes of individual motivation, content motivation process motivation,
attending to the outcomes of the curriculum, traditional routine centered curriculum, observational learning, role modeling, hidden curriculum, respect for social values and norms and benefitting the society emerged which explain the process of motivate for social accountability by creating purposeful beliefs and behavior in medical students.
Conclusions: The core variable of motivation toward social accountability must be reflected in future developmental programs, curriculum planning and training general physicians. In other words, the best efforts for purposeful beliefs and behavior in medical students, must be made to improve motivation toward social accountability.- انتشار مقاله: 17-08-1398
- نویسندگان: MAHBOOBEH MOHAMMADI,MEHDI BAGHERI,PARIVASH JAFARI,LEILA BAZRAFKAN
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی: Barriers,Curriculum,Critical Thinking,Medical education,Thinking
- چکیده:
- چکیده انگلیسی: Introduction: The widespread developments of the twentyfirst century have been accompanied by the presentation of intellectual patterns and theories and new achievements. These new achievements emphasize the skill of thinking at high levels, especially in the educational system of universities. This skill is essential for medical students; therefore, the present study aimed to investigate the qualitative barriers of critical thinking in medical students’ curriculum.
Methods: This is a qualitative study in which the content analysis method has been used. Participants of this study included 11 medical education experts and medical students (6 females and 5 males) who were selected through a semi-structured interview and purposeful sampling. The data analysis method was conventional content analysis. In the next part, by more investigation of the data, various obtained concepts will be presented in the form of themes, categories, and subcategories.
Results: We obtained two themes (socio-cultural conditions and traditional and unchanging system of education), eight categories and 14 subcategories.Also, these categories were resistance to critical society, intellectual tension, personality characteristics, lack of understanding of society’s need for criticism, the rule of traditional teaching pattern, lack of critical thinking skills, ineffective evaluation, and difficulty of critical thinking training.
Conclusion: Given the results and the main emphasis of curriculum planners on incorporating high-level critical thinking and revision skills into the curriculum, the country’s academic education system requires a change in the thinking style, research, deepening critical thinking, and a change in teachers’attitudes toward curriculum designing (goals, content, teaching and evaluation methods); also, it is suggested that the authorities should pay attention to the need to develop and utilize critical thinking skills in the learners’ education.- انتشار مقاله: 02-06-1398
- نویسندگان: AFSHINEH KASALAEI,MITRA AMINI,PARISA NABEIEI,LEILA BAZRAFKAN,HOURI MOUSAVINEZHAD
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی: Emotional Intelligence,Stress,Academic success,professional competence
- چکیده:
- چکیده انگلیسی: Introduction: Emotional intelligence is a social skill that controls stress and affects one’s ability to cope with the demands and environmental pressures; it so can improve professional competence in health care providers such as nursing students. Training on emotional intelligence increases the mental health and influences the mutual relationships, stress, depression and aggression. This study aimed to determine the effect of emotional intelligence skills training program on the stress and academic success of nursing students in a higher education health complex.
Methods: This study is a quasi-experimental study with an educational intervention. The participants included 100 students of nursing selected by stratified random sampling from both genders. They were randomly categorized into two intervention and control groups including 50 subjects, respectively. We used Meyer and Salvia model in Emotional Intelligence training in the intervention group. During the training sessions in the intervention group, the control group did not receive any intervention. Academic stress and professional competence in both groups were measured before and two weeks after the experiment. SPSS version 21 was used to analyze the data, using Paired t-test, independent t-test, Wilcoxon, Mann-Whitney and Chi-Square tests.
Results: The mean age of the participants was 20±2.14 years old. According to the results, the mean difference of the changes in the professional competence (p<0.001), total academic stress
(p<0.001), and the four areas of academic stress such as emotional response (p<0.001), physical response (p<0.001) and physiological response (p<0.001) were significant. The intervention group, as compared with the control group, showed no significant effect on the other factors of academic stress such as frustration, conflict, academic pressure, changes and self-imposed stress.
Conclusion: The education of emotional intelligence components can improve the efficiency of nursing care services and professional competence due to deceased stress.- انتشار مقاله: 26-10-1397
- نویسندگان: AFAGH AGHAJANI INCHE KIKANLOO,KATAOUON JALALI,ZAHRA ASADI,NASRIN SHOKRPOUR,MALIHEH AMIRI,LEILA BAZRAFKAN
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Introduction: One of the important tasks of nurses in intensivecare unit is interpretation of ECG. The use of training simulator isa new paradigm in the age of computers. This study was performedto evaluate the impact of cardiac arrhythmias simulator softwareon nurses’ learning in the subspecialty Vali-Asr Hospital in 2016.Methods: This study was conducted by quasi-experimentalrandomized Salomon four group design with the participationof 120 nurses in subspecialty Vali-Asr Hospital in Tehran,Iran in 2016 that were selected purposefully and allocated in 4groups. By this design other confounding factors such as theprior information, maturation and the role of sex and age werecontrolled by Solomon 4 design. The valid and reliable multiplechoice test tools were used to gather information; the validity ofthe test was approved by experts and its reliability was obtainedby Cronbach’s alpha coefficient 0.89. At first, the knowledge andskills of the participants were assessed by a pre-test; followingthe educational intervention with cardiac arrhythmias simulatorsoftware during 14 days in ICUs, the mentioned factors weremeasured for the two groups again by a post-test in the fourgroups. Data were analyzed using the two way ANOVA. Thesignificance level was considered as p0.05).Conclusion: The use of software-based simulator for cardiacarrhythmias was effective in nurses’ learning in light of itsattractive components and interactive method. This interventionincreased the knowledge of the nurses in cognitive domain ofcardiac arrhythmias in addition to their diagnosis and treatment.Also, the package can be used for training in other areas such ascontinuing medical education.Keywords: Cardiac arrhythmia, Software, Learning, Nursing education
- انتشار مقاله: 04-04-1396
- نویسندگان: LEILA BAZRAFKAN,MEHDI HEMMATI
- مشاهده