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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Academic Achievement,self-confidence,Key words: parenting styles
- چکیده:
- چکیده انگلیسی: Background and Purpose: The family is the first founder of personality and intellectual values that plays a crucial role in determining the individual’s destiny and future lifestyle. Meanwhile, developing positive relationship between parents and children, results in motivation to obtain academic achievements. Therefore, the purpose of the present study was to determine the relationship of parenting styles, self-confidence and students’ academic achievement.
Method: This is a descriptive-analytical research. The population study was all of the students of Birjand University of Medical Sciences. The sample was 364 students selected randomly based on Krejcie and Morgan table. The data were gathered via two questionnaires including the questionnaire of parenting style of Loft Abadi (2006) and Cooper Smith self-esteem inventory (1967). In addition, the total average of the students was used. The data were analyzed via independent t-test and Pearson correlation was significant at 0.05.
Findings: Among the 364 participants, 200 students (54.9%) were female and 164 of them (45.1%) were male. The findings showed that most of the parents have coherence, intimate and responsive parenting styles. Furthermore, there was a positive relationship between coherence and intimate parenting styles, self-confidence and academic achievement. Moreover, there was a negative relationship between permissive, authoritarian, disorganized and rejecting-neglecting parenting styles, self-confidence and academic achievement (P<0.05). In addition, there was a significant difference between the level of self-confidence and academic achievement of male and female students (P<0.05).
Conclusion: Consequently, since parenting styles play a crucial role in the enhancement of students’ self-confidence and academic achievement, teaching parenting styles to parents could result in students’ academic achievement.
- انتشار مقاله: 15-03-1396
- نویسندگان: Yahya Mohammadi,Khadije Alipour Moqaddam,Mahmoud Ganjifard,Sima Kazemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Keywords: evaluation,clinical skills,Direct Observation of Procedural Skills (DOPS),interns and stagers
- چکیده:
- چکیده انگلیسی: Background and Objectives: Evaluation of clinical skills of intern and stager students is one of the most important tasks of clinical faculty members. One of the methods of assessment is direct observation of procedural skills. Therefore, the aim of this study was to evaluate the clinical skills of interns and stagers in department of obstetrics and gynecology using the Direct Observation of Procedural Skills (DOPS) method.
Methods: This is a cross-sectional descriptive-analytical study. 60 interns and stagers of the department of obstetrics and gynecology were selected by census method. According to the opinions of faculty members of medical universities, among the main procedures of women's departments, 11 procedures were selected for testing materials and a checklist for their evaluation was prepared. The student was observed by the examiner during the procedure in the actual work environment and the results were recorded according to a structured checklist and presented in an objective setting environment. The content validity of the checklist was approved by faculty members of obstetrics and gynecology. Reliability was calculated as 85% based on Cronbach's alpha. Data were analyzed using SPSS version 18 and Chi-square and independent t-test were used at a significance level of 0.05.
Results: A total of 60 students in the department of obstetrics and gynecology were evaluated by this method. The evaluation indicators were as expected in most cases at all stations. The highest expected and above expected cases were related to communication skills and requesting assistance if needed; while most below expected cases were related to knowledge of the indications, anatomy, and procedure’s techniques. The most disadvantage mentioned by the students was the technical ability and the most advantage was requesting help if needed. There was a significant difference between the mean score of satisfaction in learners (5.3 ± 2.92) and the mean score of satisfaction in the examiners (8.85 ± 0.93) (p> 0.05).
Conclusion: Due to the higher than expected value of students' clinical skills, the use of this method is not only an incentive for learning but also because the method and content of the test are directly related to clinical performance, it can direct efforts to learning.- انتشار مقاله: 01-05-1396
- نویسندگان: Mohammad Nadjafi-Semnani,Ali Nadjafi-Semnani,Fatemeh Nadjafi-Semnani,Bita Bijari,Yahya Mohammadi,Nahid Ghanbarzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Keywords: Incentives,Research project,Research in education,Professors
- چکیده:
- چکیده انگلیسی: Background: One of the main duties of a faculty member is to research in the field of medical education. The aim of this study was to investigate the effective factors on strengthening of research incentive in professors’ training.
Methods: This study is cross-sectional (analytical descriptive study). The Target population was all teachers in Birjand University of Medical Sciences. Krejcie & Morgan table was used to determine the sample size which the sample of 100 people was determined and selected by Stratified random method. A 31-point Questionnaire, which had 5 subscales, was used to collect information. Content Validity of the questionnaire was confirmed by experts and questionnaire reliability based on Cronbach's alpha method was 84%. For data analysis, descriptive statistics (mean, standard deviation, frequency) and inferential statistics (t single sample, t-test) was used at a significance level of 05/0.
Results: Among the professors surveyed, 42 people (42%) were male. The results showed that ordinary, the factors of personal and career aspect of professors (41/4 ± 675/0), structural & administrative of University (24/4 ± 42/1), Finance and Facilities (23/4 ± 708/0) cultural backgrounds (04/4 ± 892/0) and management & research policy play (89/3 ±835/0) play major role on strengthening the research incentive. Also, the role of each factors among professors were different based on the gender.
Conclusions: Due to the personal and career aspects of professors on strengthening research incentive, by holding training fellowship and workshops in the field of education, it can interest professors to research in the field of education.- انتشار مقاله: 20-09-1395
- نویسندگان: Yahya Mohammadi,Laila Khazaee,Sima Kazemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Keywords: Critical Thinking,Happiness
- چکیده:
- چکیده انگلیسی: Background: Educational achievement is highly important in the higher education and universities’ system in all countries. Critical thinking and problem solving skills are the main outcomes of higher education and the accreditation criteria. Happiness is one of the fundamental emotions of human beings that has a crucial role in the health of individuals and society. It could be the catalyst and facilitator in the development of critical thinking. The purpose of the present study was to compare critical thinking skills and happiness among the students of different universities.
Methods: This is a descriptive analytical study conducted on 244 students of different universities of Ghaen that entered the study by multistage cluster sampling. Rytas questionnaire of critical thinking 2003 and Oxford Happiness questionnaire were used and the data were analyzed by SPSS (ver. 14), Pearson's correlation, independent t-test, and ANOVA and the statistical significance level was 0.05.
Results: 163 participants (66.8%) were male and 81 students (33.2%) were female. The results presented that there is a significant difference between the mean of critical thinking and happiness among the students based on universities (p0. 05). Furthermore, there is a significant difference between critical thinking and happiness (r=0. 246).
Conclusions: Educational programmers should concern critical thinking and the methods to upgrade it. Moreover, the teachers should use new teaching methods in the curriculum in order to increase happiness in the students.
- انتشار مقاله: 18-06-1395
- نویسندگان: Mohammad Reza Raeisoon,Saeid Ghiasi Nadooshan,Mohammad Eslahi,Yahya Mohammadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Student,E-Learning,Offline,Cognitive Learning,Central venous catheter
- چکیده:
- چکیده انگلیسی: Background Central venous catheter (CVC) is of extreme importance especially in critical care units. To perform confident CVCs, nursing students should acquire an appropriate theoretical and practical knowledge during their course of study. ELearning is one of the new methods of teaching in medical sciences. The aim of this study was to determine the effect of eLearning on the cognitive learning of senior nursing students concerning central venous catheter. Methods This is a quasi-experimental study with a one-group, pre-post-test design. The study was conducted in the 2015 - 2016 academic year. A total of 40 students (12 males and 28 females) in the 8th semester were selected through simple randomization sampling method from May to July 2016. Their knowledge about CVC was assessed before and after the intervention using a questionnaire that consisted of 20 areas. After the pre-test was administered, the learning content was presented to the students through the eLearning portal. The collected data were analyzed in SPSS software using paired t-test, independent t-test. The significance level was set at P < 0.05. Results Paired t-test showed a significant difference (P = 0.001) between the average scores of knowledge before and after intervention. There was no significant association between knowledge scores and age, gender, place of residence, grade point average, clinical experience, experience with CVC, and satisfaction with eLearning. Conclusions It seems that eLearning can increase students’ knowledge about CVC. Thus, this method is recommended for teaching nursing courses.
- انتشار مقاله: 11-10-1348
- نویسندگان: Zahra Amouzeshi,Ahmad Amouzeshi,Yahya Mohammadi,Seddigheh Kianfar
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: gender,Faculty Members,Evaluations,Academic Degree,Rank
- چکیده:
- چکیده انگلیسی: Abstract
Background: Faculty members are one of the main elements of the university, and their performance plays a critical role in the overall efficiency of the educational system. This study was conducted with the aim of evaluating the status of effective components on the evaluation of faculty members of Birjand University of Medical Sciences and its association with the faculties’ demographic characteristics.
Methods: This is a descriptive-analytic study. The population comprised all faculty members of Birjand University of Medical Sciences (n = 278) in the academic year 2017-2018. All the members were included using the census method. The faculty evaluation software program was used to collect data. The information from the faculty evaluation form, consisting of 15 components, was extracted and analyzed using the Sama system software. The validity of the form was confirmed by experts, and its reliability was computed using the Cronbach’s alpha method as 0.82. Data analysis was performed using SPSS-18 software, and the significance level was set at p <0.05.
Results: Participants in this study were 144 (48%) women and 155 (52%) men. The maximum evaluation score of the faculties was 5, and the mean total evaluation score was 4.49 ± 0.29. There was no significant difference between the average evaluation status of faculty members based on gender and academic degree. However, the evaluation scores were significantly different in terms of academic rank (p <0.001).
Conclusion: Directing attention to teaching behavior and performance in the classroom can be an effective strategy to enhance the performance of faculty members. Therefore, it seems necessary to empower faculties (more specifically, lower-level teachers) in terms of effective teaching methods and teacher-student communication skills.- انتشار مقاله: 26-02-1398
- نویسندگان: Hasan Amirabadizadeh,Afagh Zarei,Yahya Mohammadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Academic Achievement,metacognition,Key words: cognitive strategies
- چکیده:
- چکیده انگلیسی: Background and objectives: Nowadays, the educational system is considered as the basis and infrastructure of socio-economic, political, and cultural development of the society. Educational progress is one of the important indicators in educational system evaluation. The aim of this study was to determine the relationship between cognitive and meta-cognitive strategies with academic achievement of students of Birjand University of Medical Sciences.
Method: The present correlation study was conducted on 342 students of Birjand University of Medical Sciences during the 2016 – 2017 academic year that were selected randomly. The data collection tool included a standard questionnaire for cognitive and meta-cognitive strategies and also the average score of the students in order to study academic achievement. Data were analyzed using SPSS (ver.18) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), multiple regression tests, independent t-test and analysis of variance.
Results: 58.5% (200 students) of the participants were female. The result of multiple regression showed a significant difference between cognitive and metacognitive strategies with academic achievement (p <0.001). There was a statistically significant relationship between gender and academic achievement of the students (p <0.001) and between the faculty that they belonged to with meta-cognitive strategies (P = 0.40) and academic achievement (P = 0.005).
Conclusion: Considering the relationship between cognitive and meta-cognitive strategies and the academic achievement of the students, it is recommended to improve the academic achievement of the students via designing suitable curriculum assignments, teaching learning strategies, and using new educational methods.- انتشار مقاله: 30-07-1396
- نویسندگان: Mohammad Saeedzadeh,Mohammad Reza Raeisoon,Yahya Mohammadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Academic Achievement,self-confidence,Key words: parenting styles
- چکیده:
- چکیده انگلیسی: Background and Purpose: The family is the first founder of personality and intellectual values that plays a crucial role in determining the individual’s destiny and future lifestyle. Meanwhile, developing positive relationship between parents and children, results in motivation to obtain academic achievements. Therefore, the purpose of the present study was to determine the relationship of parenting styles, self-confidence and students’ academic achievement.
Method: This is a descriptive-analytical research. The population study was all of the students of Birjand University of Medical Sciences. The sample was 364 students selected randomly based on Krejcie and Morgan table. The data were gathered via two questionnaires including the questionnaire of parenting style of Loft Abadi (2006) and Cooper Smith self-esteem inventory (1967). In addition, the total average of the students was used. The data were analyzed via independent t-test and Pearson correlation was significant at 0.05.
Findings: Among the 364 participants, 200 students (54.9%) were female and 164 of them (45.1%) were male. The findings showed that most of the parents have coherence, intimate and responsive parenting styles. Furthermore, there was a positive relationship between coherence and intimate parenting styles, self-confidence and academic achievement. Moreover, there was a negative relationship between permissive, authoritarian, disorganized and rejecting-neglecting parenting styles, self-confidence and academic achievement (P<0.05). In addition, there was a significant difference between the level of self-confidence and academic achievement of male and female students (P<0.05).
Conclusion: Consequently, since parenting styles play a crucial role in the enhancement of students’ self-confidence and academic achievement, teaching parenting styles to parents could result in students’ academic achievement.
- انتشار مقاله: 15-03-1396
- نویسندگان: Yahya Mohammadi,Khadije Alipour Moqaddam,Mahmoud Ganjifard,Sima Kazemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Keywords: evaluation,clinical skills,Direct Observation of Procedural Skills (DOPS),interns and stagers
- چکیده:
- چکیده انگلیسی: Background and Objectives: Evaluation of clinical skills of intern and stager students is one of the most important tasks of clinical faculty members. One of the methods of assessment is direct observation of procedural skills. Therefore, the aim of this study was to evaluate the clinical skills of interns and stagers in department of obstetrics and gynecology using the Direct Observation of Procedural Skills (DOPS) method.
Methods: This is a cross-sectional descriptive-analytical study. 60 interns and stagers of the department of obstetrics and gynecology were selected by census method. According to the opinions of faculty members of medical universities, among the main procedures of women's departments, 11 procedures were selected for testing materials and a checklist for their evaluation was prepared. The student was observed by the examiner during the procedure in the actual work environment and the results were recorded according to a structured checklist and presented in an objective setting environment. The content validity of the checklist was approved by faculty members of obstetrics and gynecology. Reliability was calculated as 85% based on Cronbach's alpha. Data were analyzed using SPSS version 18 and Chi-square and independent t-test were used at a significance level of 0.05.
Results: A total of 60 students in the department of obstetrics and gynecology were evaluated by this method. The evaluation indicators were as expected in most cases at all stations. The highest expected and above expected cases were related to communication skills and requesting assistance if needed; while most below expected cases were related to knowledge of the indications, anatomy, and procedure’s techniques. The most disadvantage mentioned by the students was the technical ability and the most advantage was requesting help if needed. There was a significant difference between the mean score of satisfaction in learners (5.3 ± 2.92) and the mean score of satisfaction in the examiners (8.85 ± 0.93) (p> 0.05).
Conclusion: Due to the higher than expected value of students' clinical skills, the use of this method is not only an incentive for learning but also because the method and content of the test are directly related to clinical performance, it can direct efforts to learning.- انتشار مقاله: 01-05-1396
- نویسندگان: Mohammad Nadjafi-Semnani,Ali Nadjafi-Semnani,Fatemeh Nadjafi-Semnani,Bita Bijari,Yahya Mohammadi,Nahid Ghanbarzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Keywords: Incentives,Research project,Research in education,Professors
- چکیده:
- چکیده انگلیسی: Background: One of the main duties of a faculty member is to research in the field of medical education. The aim of this study was to investigate the effective factors on strengthening of research incentive in professors’ training.
Methods: This study is cross-sectional (analytical descriptive study). The Target population was all teachers in Birjand University of Medical Sciences. Krejcie & Morgan table was used to determine the sample size which the sample of 100 people was determined and selected by Stratified random method. A 31-point Questionnaire, which had 5 subscales, was used to collect information. Content Validity of the questionnaire was confirmed by experts and questionnaire reliability based on Cronbach's alpha method was 84%. For data analysis, descriptive statistics (mean, standard deviation, frequency) and inferential statistics (t single sample, t-test) was used at a significance level of 05/0.
Results: Among the professors surveyed, 42 people (42%) were male. The results showed that ordinary, the factors of personal and career aspect of professors (41/4 ± 675/0), structural & administrative of University (24/4 ± 42/1), Finance and Facilities (23/4 ± 708/0) cultural backgrounds (04/4 ± 892/0) and management & research policy play (89/3 ±835/0) play major role on strengthening the research incentive. Also, the role of each factors among professors were different based on the gender.
Conclusions: Due to the personal and career aspects of professors on strengthening research incentive, by holding training fellowship and workshops in the field of education, it can interest professors to research in the field of education.- انتشار مقاله: 20-09-1395
- نویسندگان: Yahya Mohammadi,Laila Khazaee,Sima Kazemi
- مشاهده