Showing 8 results for Students
Zahra Amouzeshi, Narges Soltani, Narjes Khatoon Taheri, Majid Zare Bidaki, Seyed Ali Reza Mousavi, - Manizhe Nasirizade, Farzaneh Safajou,
Volume 4, Issue 1 (1-2016)
Abstract
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Introduction: The use of e-learning and computer-aided methods is rapidly on the rise in medical and nursing education. Therefore, given the conflicting findings and lack of systematic clinical trials on comparison of the effects of e-learning and traditional methods in nursing education, this study aimed to assess the effects of offline e-Learning on cognitive learning (levels of knowledge, comprehension, and application) in the Fluid and Electrolyte Imbalances course among nursing students.
Methods: This is a quasi-experimental study with a two-group, post-test-only design. A total of 52 third-semester nursing students were selected by convenience sampling method. Course contents were presented during 6 weeks by lecture and question and answer (Q & A) in the traditional learning group and by offline e-Learning in the second group. Afterwards, the students’ cognitive learning (knowledge, comprehension, and application) was assessed using a 23-item questionnaire on Fluid and Electrolyte Imbalances course. The obtained data were analyzed in SPSS (version 16) using Mann-Whitney, t-test, Chi-square, Fisher's Exact Test, and analysis of two-way variance. The significant level was considered as P < 0.05.
Results: The mean score of cognitive learning was significantly higher in the traditional learning group (14.1±1.9) than in the e-learning group (12.4±2.2) (P=0.006). The difference was also significant in the domain of knowledge (P<0.001), but insignificant in comprehension (P=0.097) and application (P=0.892) domains.
Conclusions: According to the results, the method of teaching e-learning, alongside traditional teaching method is recommended.
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Mohammad Hossein Davari, Toba Kazemi, Masoumeh Saberhosseini,
Volume 6, Issue 1 (1-2018)
Abstract
Introduction: Clinical education is one of most important medical education courses in Medicine. Medical education is in turn part of the higher education system that deals with human life, and thereby it is important to pay attention to its quantitative and qualitative aspects. In this study, we aimed to investigate the status of clinical education in ophthalmology ward of Vali-e-Asr Hospital in Birjand before and after an intervention.
Methods: This Descriptive-interventional study was conducted on students and interns in the ophthalmology department of Vali-e-Asr Hospital during one year. The number of participants was 30 (on average, 4-6 people per month). A questionnaire was first designed in 5 fields (Reviewing educational activities, studying the educational environment, reviewing patients' records, assessing the duties of trainees, and assessing the duties of interns). The questionnaires were later evaluated by 5 faculty members for validity, and after confirmation, the ophthalmology surgery ward was assessed in 3 months. Interventions were performed by the head and the deputy of the faculty of medicine. Eight months later, assessment was again carried out by the same researcher. The results were encoded and entered into SPSS 15 software and analyzed at the level of P ≤ 0.05 by independent t-test.
Results: After intervention in the field of educational activities, the score increased from 6 to 10 (P = 0.13). The educational environment score increased from 7 to 14 (P = 0.002). The mean score of assessments of interns before and after intervention was equal to 8. The mean scores for patients' records improved from 8.23 ± 1.98 to 8.92 ± 1.65 (P = 0.04).
Conclusions: The results of this study showed that physical changes in the educational spaces by the authorities can be easily accomplished and the educational environment can be improved by planning. It requires more action however to create changes in educational programs, improve the quality of clinical education, provide emergency training to students, and make plans by authorities.
Mahdi Abdollahi-Karizno, Forugh Pursalehi, Maryam Mirzaei, Fateme Salmany, Majid Zare-Bidaki,
Volume 6, Issue 3 (11-2018)
Abstract
Introduction: During recent years, the occurrence of terroristic attacks throughout the Middle East and occasionally in Iran has proposed that bioterrorists have the ability to disseminate biologic agents in the region and cause widespread social panic. Medical, health, and laboratory personnel have a serious responsibility towards their public community in terms of the prevention, detection, and treatment of potential bioterrorism attacks. To fulfill their responsibilities, they need to be trained by taking part in the relevant courses during their undergraduate education. In case of potential bioterrorism attacks, an appropriate level of knowledge and preparedness is essential for medical, health, and laboratory personnel to ensure a proper medical response
to such outbreaks. This study aimed to evaluate the level of knowledge, preparedness, and attitude of medical, dentistry, nursing, and laboratory science
technology students in Birjand University of medical sciences, Birjand, Iran on a potential bioterrorism attack.
Methods: This study is a cross-sectional analytical study. A total of 182 students of Birjand University of Medical Sciences in medicine (Med), nursing (Nurse), laboratory science technology (Lst), and dentistry (Dent) who had just passed their microbiology courses took part in this study, in 2017. Students who were not willing to complete the questionnaire were excluded from the study. A non-probabilistic sampling method was used. Data were collected using a licensed questionnaire. The data were extracted from the questionnaires, corrected, and analyzed in SPSS software (version 24). All data were analyzed by the Kruskal-Wallis and Mann-Whitney Tests. P-value less than 0.05 was considered statistically significant.
Results: The result of the study showed that the mean scores (out of 100) of knowledge and preparedness of medicine, dental, laboratory science technology, and nursing students were obtained as 45.5±15.9 and 63.2±13.8, 41.3±6.5 and 66±12.5, 35.7±12.8 and 57.5±11.6, and 36.3±6.5 and 61.5±7.5, respectively. The knowledge score between Med and laboratory science technology students was significantly different (P=0.003). The same significant difference was also found between medicine and nursing students (P=0.007). Moreover, there was a statistically significant difference between dental and laboratory science technology students in terms of preparedness scores (P=0.002). However, no significant difference between dental and medicine students neither on their knowledge nor on their preparedness scores was observed (P=0.376, P=0.257).
Conclusions: It can be concluded that the level of knowledge and preparedness of medical, health, and medical laboratory science students regarding bioterrorism is relatively low. Therefore, enclosing educational programs about bioterrorism in the curriculum of all academic disciplines of medical sciences is suggested.
Elahe Allahyari, Mahdi Amini, Sediqe Ebrahimipour,
Volume 7, Issue 2 (6-2019)
Abstract
- Introduction: Traumas to the teeth can damage the pulp that may require root canal treatment. In addition, the evaluation of trauma errors is very important in every educational system. Therefore, the aim of the present study was to investigate technical errors during root canal therapy and compare these errors among the students who were in their 4th, 5th, and 6th years of their education in the Dental Faculty of Birjand, Iran.
- Methods: A total of 428 documents of root canal therapy performed by dental students who were in the 4th, 5th, and 6th years of their education were randomly selected during 2014-2017. For each tooth, four radiographs, including the periapical images of the initial radiograph, master apical file, master cone, and final obturation radiographs, were reviewed under the supervision of an endodontist. Technical errors investigated included transport, ledge, perforation, underfilling, overfilling, and presence of void and broken instrument. The data were entered into a relevant form and analyzed. The normality was investigated using the Shapiro-Wilk test in the SPSS commercial software (version 22). In the present analysis, because the normality of the data was not confirmed, the Kruskal-Wallis and Mann-Whitney U tests were used, and the Chi-Square test was also utilized at the α-level of 0.05 to compare the ratio.
- Results: Technical errors were observed in 149 out of 428 documents (34.8%). The numbers of the documents containing technical errors were 60 (30.6%), 78 (40.6%), and 11 (27.5%) associated with the students of the 4th, 5th, and 6th years, respectively. Only one perforation error was observed by the students of the 5th year. In addition, there was no transport error by the students of the 4th year. The number of the ledge and overfilling errors presented significant differences by the students of various years (Pledge=0.01 and Poverfill=0.002).
- Conclusions: Results of this study showed that 65.2% of the students had acceptable performance; however, procedural errors were a fairly common finding among the students. Moreover, there were significant differences between students in different years. Pre-evaluation of radiographs and more accurate case selection could promote the quality of root canal therapy among students.
Mohammad Esmaiel Hajinezhad, Moradali Fouladvand, Shahriar Irankhah,
Volume 8, Issue 4 (12-2020)
Abstract
Introduction: Clinical education is an ever-lasting requirement in educational settings for students and faculty. However, it is associated with numerous challenges that can have an impact on the efficacy of both the students and the teachers. The challenge can be more prominent in specialized environments such as the operating room. In this qualitative study, we have tried to identify these challenges and provide solutions to them.
Methods: This is a qualitative content analysis study was performed with the incorporation of seven operating room and anesthesiology instructors of Bushehr University of Medical Sciences. The required questions were first collected and subsequently posed as interviews in the operating room setting. Data were collected through the recording of semi-structured interviews and until the data saturation.
Results: Research findings are reported in three themes and nine categories. The main themes were organizational structure, planning, and human resources, each of which with specific categories and/or subcategories as per the subject matter. In terms of organizational structure, the most serious challenges comprised a lack of welfare facilities and problems in the field of education, such as non-specialization of operating rooms and limited physical space. The challenges related to planning comprised of a lack of student self-evaluation, delay in surgery initiation, and a large number of students in various fields. As for the human resource challenges, the most apparent problems were insufficient education delivered to students before their entrance to the operating room and the lack of familiarity of officials with the operating room environment.
Conclusions: Given the questions posed to and the answers received from the instructors, most of the problems in the operating rooms in terms of education are related to the infrastructure-associated problems in the operating room and the students' approach to the operating room. Despite the enormous efforts of the instructors in education, as they were respondents in the study, it could not be clarified how the problems in human resource and teacher dimensions could help solve the overall problems, suggesting that further research is required with the help of students and other groups involved in education in the operating room.
Sahebeh Usefi, Fateme Biabani, Abdolhosein Emami Sigaroudi, Nasrin Mokhtari Lakeh,
Volume 11, Issue 2 (7-2023)
Abstract
- Introduction: Poor sleep quality influences daily functioning, making sleep quality an important clinical construct. Indeed, inadequate sleep quality can serve as a significant symptom of various medical and sleep disorders. Poor sleep can impair academic and social performance as it reduces students' concentration in the classroom. This study aimed to investigate the quality of sleep and its correlation with background variables among emergency and allied medicine students studying at Gilan University of Medical Sciences.
- Method: In this descriptive cross-sectional study, a total of 555 male and female students from Gilan University of Medical Sciences were selected via a multistage random sampling method in 2021. The data was collected using a demographics form and the Pittsburgh Sleep Quality Index. Data were analyzed with SPSS version 16 using descriptive (prevalence, mean, standard deviation) and inferential (Chi-square test, Fisher's exact test) statistical tests. The significance level was set at P <0.05.
- Results: The research results indicated that the majority of participants fell within the 21-year-old age group (30.45%) and identified as female (59.65%). In terms of marital status, 57.7% of the students were married. Half of the students experienced poor sleep quality. The mean score for sleep duration was reported to be higher than the scores for other subscales. Students' sleep efficiency was similarly low. In this regard, the Friedman test results revealed significant differences between the scores of the sleep quality subscales (P=0.001).
- Conclusion: The study's results indicated that the sleep quality of emergency and allied medical students at Gilan University of Medical Sciences was below average. Additionally, the students reported a higher mean score in the sleep latency subscale than in other subscales. To enhance the students' sleep quality and address sleep latency issues, it is recommended to implement planning along with nursing interventions. Effective measures can be taken to improve the sleep quality of this group of students by providing suitable educational and welfare conditions.
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Parvin Alsadat Eslamnik, Akhtar Adere, Zahra Amouzeshi, Habibolah Rezaei,
Volume 11, Issue 4 (12-2023)
Abstract
- Introduction: Getting education is one of the rights of the patients and a tool to improve health. Considering medical students spend a lot of time at the patient's bedside, educating the patient is considered one of their duties. The purpose of the current research was to assess and compare medical students' performance in patient education in the obstetrics and gynecology ward from both the staff and students' points of view.
- Methods: In this descriptive-analytical study, students, and medical staff, who were in the obstetrics, and gynecology ward were selected by the census. The information regarding the performance of students in patient education was collected via a researcher-made questionnaire that was completed by students and medical staff. Then, the data was analyzed using an independent t-test at 5% significance level by SPSS (Version. 26) statistical software.
- Results: 55 people completed the questionnaire. The average age of the students and employees was 25.88 ± 2.12 and 32.60 ± 2.47 respectively. From the staff's perspectives, in all diseases and procedures, the mean of student performance in patient education was 4.08 ± 0.07. From the student's perspectives, in all diseases and procedures, the mean of student performance in patient education was 3.19 ± 0.13. A comparison of the average performance of the medical students in the patient education in the midwifery, and gynecology ward regarding various diseases and procedures from the perspective of medical students and staff indicates that there is no significant difference between the average performance of the medical students in the patient education in any of the diseases and procedures from the perspective of staff and students(P-value > 0.05).
- Conclusion: The overall performance of students in the patient education in various diseases, and procedures in the obstetrics and gynecology ward was middle from the students' viewpoint and the staff's viewpoint was good. In the patient education of details due to each disease or procedure, in some diseases, students' performance was not appropriate, so it is suggested that educational workshops be held for students in this regard.
Mehrdad Shahraki, Mahsa Pourdavar, Mohammad Rasul Asadi, Hosseinali Rahdari, Sadra Amirpour Haradasht,
Volume 12, Issue 3 (11-2024)
Abstract
Introduction: Fractures of the nose and lower jaw are common injuries. Given that dentists may encounter these types of injuries, it is crucial to know this area. This study aims to evaluate the level of knowledge among general dentists and dental students from Zahedan on the diagnosis and initial management of mandibular fractures.
Methods: This cross-sectional study included 200 general dentists and final-year dental students who were conveniently selected and examined through a researcher-made questionnaire. To determine and select samples proportional to the population size in each stratum (dentists and students), the quota for each was determined. Then, to select samples in each stratum according to the inclusion criteria in an easy and accessible manner, sampling was conducted from each stratum. Data were analyzed using SPSS software (version 26), independent t-test, and Chi-square statistical test.
Results: The mean age of the students was 24.4±6.2 years, while the mean age of the dentists was 36.6±8.4 years. In terms of gender distribution, male students made up 46.2% of the participants, while female students comprised 53.8%. Among general dentists, 43.6% were male, and 66.4% were female. The average working experience in general dentists was 9.4±3.1 years. Of the participants, 139 (69.5%), 14 (7%), 20 (10%), 18 (9%), and 9 (5.5%) mentioned motor vehicle accidents, fights, sports injuries, falls, and iatrogenicity following surgery as the most common causes of mandibular fractures, respectively. The level of knowledge about fracture management and care was significantly related to job position (P=0.03) and work experience (P=0.04).
Conclusion: The level of knowledge among dental students and dentists regarding mandibular fractures, their diagnosis, and initial management is inadequate. Therefore, students and dentists should be trained in this field before graduation, and their training should be updated regularly.
