Evaluating the effect of logbook as viewed by the juniors and seniors at Shiraz school of dentistry

Background & Objective: Evaluation is a process that identifies and describes the effectiveness of all aspects of education. The use of logbooks as an aid in education and assessment might provide the possibility for a more uniform training. The aim of this study was to evaluate the effect of logbook on students’ perspective in each of the 10 departments of dental school. Methods: In this cross-sectional survey, a questionnaire consisting of 16 standardized items, each scored on a 5-point Likert scale (0 to 4), was used. From among the collected forms, 50 completely filled questionnaires were entered into the study. The validity of the questionnaire was approved by a group of 10 experts and its reliability was confirmed using Cronbach’s α (0.94). Tukey’s test and one-way ANOVA were used for data analysis. Results: In all departments, there was agreement between the students’ logbook scores and final grades. In addition, the ability to find learning weaknesses via logbooks had the lowest score, whereas clear statement of learning objectives for each subject and requirement obtained the highest score. Usefulness of written clinical procedures in logbooks had the highest score in the Departments of Endodontics, Removable Prosthodontics, Fixed Prosthodontics, and Pediatrics. Conclusion: The logbook is a practical and useful assessment tool for evaluating students and achieving learning objectives. It clearly states the educational objectives and clarifies the minimum requirements for each department. However, there is a need for the mutual cooperation and commitment of both the students and educators, which requires time and the better establishment of this method. Key Words: Education, Assessment, Logboo

Comparing the Effectiveness of Three Different Psychological Treatments on Depression and Dysfunctional Beliefs of Patients with Systemic Lupus

Introduction: Lupus is a disease that causes tension in a person in response to threatening conditions. This research aims to compare the effectiveness of three different psychological treatments on depression and dysfunctional beliefs of patients with systemic lupus.Methods: The research method was semi-experimental with a pre-test-post-test design with a three-month follow-up phase. The statistical population of this research included all lupus patients undergoing treatment in Shiraz hospitals in 2017; 80 people were selected from the population of 750 people using the purposive sampling method and assigned to 4 groups (a control group, including 20 people, and three experimental groups, each one including 20 people). The experimental groups received the educational intervention (treatment) of acceptance and commitment therapy during three months in 12 90-minute sessions, of compassion-focused therapy during three months in 8 90-minute sessions, and, of combined therapy during three months in 6 90-minute sessions. The questionnaires used in this research included Beck's depression questionnaire (1972) and Weisman's (1987) dysfunctional attitudes questionnaire. The data obtained from the research were analyzed by analyzing variance with repeated measurements using SPSS-24 statistical software.Results: The results showed that the third-wave treatments' educational protocols significantly reduced depression and dysfunctional beliefs of women with lupus (p≤/0001).Conclusion: According to the present study's findings, it is possible to use the educational packages of acceptance and commitment, compassion, and combined therapy to improve depression and dysfunctional beliefs of women with lupus