Midwifery Students’ Self-Directed Learning Readiness

Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatment-care procedures, the ability to use selfdirected learning methods is considered as an important professional competency for midwifery students. Thus, evaluation of factors effective on the self-directed learning procedure is of grave importance. The aim of this study was to determine the readiness of midwifery students of Mashhad University of Medical Sciences, Iran, for self-directed learning and identify its effective factors. Methods: In this descriptive, analytical study, 170 undergraduate, and master's students in midwifery and PhD students in reproductive health participated. Data gathering instruments included Fisher's Self-Directed Learning Readiness Scale (SDLRS) and the Effective Factors on Self-Directed Learning Inventory. Data were analyzed using SPSS software and descriptive and inferential statistical methods. Results: The mean age of the participants was 24.03 ± 5.71 years. In addition, 70.7% of students had high scores in SDLRS. There were significant differences in students’ SDLRS scores based on educational degree, age, degree of interest in the educational field, marital status, and occupation (P < 0.05). Conclusion: The results showed that individuals at risk of low self-directed learning capability can be identified based on degree of interest in their educational field, age, marital status, and occupation. Key Words: Self-directed learning, Self-management, Self-control, Desire for learning, Midwifery stude

Can nurse teachers manage student incivility by guided democracy? A grounded theory study

Method In-depth semi-structured interviews were conducted using theoretical and purposive sampling. Constant comparative analysis was used for data analysis.Results The results include four main categories; (1) deterioration of learning; (2) dominant individual and organisational culture; (3) guided democracy; and (4) movement toward professionalism. Guided democracy is recognised as the main basic psychosocial process for incivility management.Conclusions Incivility management is pursued to help learners develop professional performance. As indicated by the results of the present study, guided democracy is an effective strategy for incivility management in nursing education

Content creation based learning: scholarship of teaching and learning

Background: The performance of postgraduate students depends on a comprehensive combination of scientific and practical competencies acquired during their coursework. Identifying a teaching method that can promote learning outcomes, academic writing and, most importantly, content and knowledge creation will be valuable. Methods: Content creation based learning (CCBL) was used for a course in instructional design for 40 master’s students in medical education. The project was implemented across four semesters over 2 years. Each semester included 17 two-hour sessions. CCBL includes the following steps: finding content about the subject of each session; summarizing, organizing and writing collected content; presenting content in classroom; receiving feedback from classmates and instructor; and revising the content produced. Results: The results are summarized as follows: (1) At the end of the course, 16 chapters of a valid and reliable book about instructional design could be produced. (2) The mean scores of student learning were 16.78 ± 1.3 (of a possible 20 points). This is a desirable level of learning. (3) The majority of students (60%) were highly satisfied. (4) Students felt this course had positive effects of this course on their academic achievement. Conclusion: The results of this scholarly activity revealed many practical issues in field of postgraduate education. Applying CCBL in postgraduate education is recommended. The researchers hope other studies about outcomes and efficacy of CCBL will provide more evidence

A Comparative Study of the Curriculum of Master's Degree in Medical Education in Iran and Some Other Countries

Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths, performing a comparative study and utilizing the experiences of successful universities is necessary. This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland), Calgary (Canada), and Maastricht (Holland) with Iran. Methods: Data were gathered by searching university websites and communicating with them. The 3 universities of Dundee, Calgary and Maastricht, which had a high ranking in the medical education major, were selected as the study sample. The research model used in this study was the Beredy model that specifies the four stages of description, interpretation, proximity, and comparison in comparative studies. Results: The universities of Dundee, Calgary, and Maastricht, in stating the general characteristics of curriculum, have clearly focused on education in the field of medical sciences. Elements of mission, vision, and value were not observed in their curricula. In the universities of Dundee and Maastricht, educational strategies and the reason for their application, and the manner of course presentation had been explained. All 3 universities enrolled bachelor students. The course of research in education was emphasized by all universities. Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive. However, for quality improvement, the revision of goals and strategies of the discipline is necessary. Moreover, the presentation of courses in two forms of virtual and traditional education, admission of bachelor (BSc) students, replacement of compensatory course with prerequisite courses, and emphasizing of research method in education courses are recommended. Keywords Comparative study Curriculum Beredy model Medical education Iran Dundee Calgary Maastrich

Do the New Methods of Teaching in Medical Education have Adequate Efficacy?: A Systematic Review

Background & Objective: Introduction of modern methods of teaching has created challenges in education, especially in medical education. Each of these methods has an application, several advantages and disadvantages, and a position. The aim of this review was to examine the effectiveness of teaching methods in medical education. Methods: This was a systematic review. SID, Magiran, IranMedex, IRANDOC, SCOPUS, Web of Science, and published Iranian magazines were searched by two people manually with the keywords teaching, learning, and medical sciences. They searched and selected articles by applying the quality criteria and research methodology. 32 interventional studies (experimental and semi-experimental) were selected. Sensitivity analysis was performed in respect to sample size, study design, and the impact of the intervention. Synthesis of articles’ quality and sensitivity analysis were performed. Results: Increased learning, satisfaction, interactions between learners, data retention, increase collaboration, receive feedback and ideas via group discussion, and themes such as professional communication skills, discover solutions, scientific knowledge, increase learning and student satisfaction popularity and acceptance skills, meditation and reflection on the problem, considering various solutions and choosing the best solution, a positive vision of their increase, rising inner motivation, creating interest in learning, enjoyment of learning, developing critical thinking, study skills, higher satisfaction, improving teaching quality, durability, and increased efficiency in learning resulted from problem solving techniques, metacognition packages, and concept mapping. Conclusion: The new methods of teaching that consist of problem solving techniques, group discussion, concept mapping, and metacognition packages increase learning, student satisfaction, student participation, and the durability of learning. Keywords Teaching models Teaching methods Problem solving method Discussion Meta cognition packs Concepts map metho

The Process of Knowledge Acquiring in Nursing Education: Grounded Theory

Background: Knowledge acquisition, as a part of knowledge management, plays a valuable role in nursing education. Hence, the education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. Methods: In this study, which was carried out in Mashhad School of Nursing and Midwifery,Iran, the grounded theory (GT) method proposed by Strauss and Corbin was used. Data were collected through 29 semi-structured interviews, including 17 interviews with faculty members and 12 interviews with nursing students using purposeful and theoretical sampling. Using Strauss and Corbin’s method, the data were compared partially, deeply, and persistently. Results: The main concern of this study was a knowledge deficit in clinic knowledge by nursing students, which seems to indicate a shortage in learning and acquiring knowledge. The core category was the relative acquisition of knowledge of nursing which is not advanced. Within a context of relative dynamism, factors that facilitate or constrain knowledge acquisition were examined within a process of the acquisition of theoretical knowledge and its application to clinical nursing knowledge along with nursing experience. The consequence is expected to bean improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. It is necessary to encourage the acquisition of knowledge, which primarily includes knowledge acquisition in the mission and strategic planning of nursing education.As a result, there should be operational planning for improvements in the gain of practical knowledge

Perceived Challenges Faced by Nurses in Home Health Care Setting: A Qualitative Study

Background: Home care has gradually become a nursing model for nursing care. The nurses’ experiences of challenges they have in home care have remained unknown. The aim of this study was to explore the hidden aspects of challenges related to home care in Iran. Methods: This study was conducted to explore the challenges of home nursing care using a qualitative content analysis method. Purposeful and snowball sampling methods were used for sampling. The study was conducted from September 2016 to September 2017 in the provinces of Khorasan and Tehran in Iran. Semi-structured interviews were conducted on 33 nurses who were providing home care. After data saturation, the data were analyzed. Results: The data analysis led to the development of five main categories of “difficult instances “, “economic problems”, “professional barriers”, “social difficulties”, and “bureaucratic tension”. Conclusion: The results of this study showed how nurses faced with a variety of challenges in home care and how they were different from hospitals. Facilitating the nursing processes, supporting home care, and recruiting nurses that had the potential to cope with the existing stressful factors and economic incentives can increase the quality of home care

Preferred Learning Styles among Ophthalmology Residents: An Iranian Sample

Purpose: This study was performed to assess the learning styles of a sample of Iranian residents through Kolb’s and VARK questionnaires. Methods: In this descriptive-analytical study, 45 ophthalmology residents of Mashhad University of Medical Sciences were enrolled. Kolb’s and VARK questionnaires were provided, and residents were oriented and guided on how to complete them. Results: Forty-three out of the forty-five ophthalmology residents completed the questionnaire (95.5% response rate). The preferred learning style among ophthalmology residents was assimilative (51.2%), followed by convergent (37.2%), accommodative (7.7%), and divergent (4.7%), based on Kolb’s questionnaire. According to the results of the VARK questionnaire, most ophthalmology residents were auditory learners (34.9%), followed by multimodal learners (30.2%). In addition, there was no significant relation between genders, stage of residency, and Kolb’s and VARK learning styles (P &gt; 0.05 for all). Conclusion: The most preferred learning styles of ophthalmology residents were assimilative and auditory. Considering the dominant learning styles of learners and incorporating various teaching methods are recommended to enhance the learning among residents

Faculty-Student Caring Interaction in Nursing Education: An Integrative Review

Introduction: Faculty- student caring relationship in nursing education has been offered as enhancing students’ learning experiences to care , desire to care for others and self-actu­alization. This review therefore was carried out to analyze faculty-student caring interactions in nursing education. Methods: This concept analysis of caring in the nursing education was conducted based on Broom methodology of integrative review. The literature was consisted of two books from two known theorists, and 47 relevant articles. They retrieved from English data bases including MEDLINE, CINAHL, ERIC, SCOPUS, and SID, with based on the keywords of caring and "nursing education", during the period 2005-2014. Results: Caring in nursing education refers to faculty-student interaction based on ethical and human values. The development of values and moral principles in education, flexibility in educational processes, application of objective patterns in learning, and dynamism in educational processes are identified as caring concept attributes in teaching-learning process. This requires environmental support, constant human relationship, and knowing. Internalization of values, achieving self-esteem, peace, and towards human evolution were the main achievements of the concept of caring in nursing education. Conclusion: The details obtained from the dimensions of "caring" concept in this study could be utilized by nursing education researchers and designers in order to develop content and structure for educational programs