The Assessment Methods and its Relationship to Learning Approaches of Nursing Students in Kerman University of Medical Sciences, Iran

Background & Objective: There are two basic learning approaches in academic education; deep and surface. If educational assessment is designed based on deep understanding it will lead to deep learning. This study aimed to investigate conventional methods of assessment in medical surgical courses and its relationship with learning approaches in nursing students of Kerman University of Medical Sciences, Iran, in 2010. Methods: This is a descriptive analytic study. A questionnaire consisting of three sections including personal characteristics, assessment methods, and the revised two-factor study process questionnaire (R-SPQ-2F) was completed by 198 nursing students. Data were analyzed using SPSS and by means, standard deviation, frequency, Student’s t-test, ANOVA, Pearson correlation, and Rho. Results: The most used assessment methods were multiple choice question (MCQ) and Direct Observation Procedural Skills (DOPS). The mean score of deep learning approach was 34.27 ± 5.006 and of surface learning approach was 31.21 ± 5.52. Regarding the relationship between learning approaches and assessment methods, results showed a significant difference (P < 0.05). MCQ and DOPS alone resulted in the surface approach, but a combination of tests and projects in written, and DOPS tests lead to deep learning approach in clinical tests (P < 0.05). Conclusion: Using MCQ and DOPS without concentration on reflection and problem solving lead to surface approach. As common assessment methods in this study led to surface approach, using projects in written and clinical assessment for deep approach, lifelong learning, and student empowerment for their future responsibilities is suggested. Keywords Learning approaches Student evaluation Assessment methods Nursing students Medical surgical nursing course

Microbial quality of water in dental unit waterlines

&lt;ul&gt;&lt;li&gt;&lt;strong&gt;BACKGROUND&lt;/strong&gt;: Dental unit waterlines (DUWLs) are ideal nvironment for development of microbial biofilms. Microbial contamination of water in DUWLs is thought to be the result of biofilm formation as it could serves as a haven for pathogens. The aim of this study was to assess microbial quality of water in dental unit waterlines of dental units located at the dental school of Isfahan University of Medical Sciences.&lt;/li&gt;&lt;li&gt;&lt;strong&gt;METHODS&lt;/strong&gt;: Water samples were collected from air/water syringe and high-speed handpiece. Generally, 100-200 ml water samples were collected aseptically in sterile containers with sodium thiosulfate at the beginning of the day after a 2 minute purge. Samples were transferred to the laboratory in insulated box with cooling packs and examined for total viable heterotrophic bacteria and fungi.&lt;/li&gt;&lt;li&gt;&lt;strong&gt;RESULTS&lt;/strong&gt;: The heterotrophic plate count levels were significantly exceeded the American Dental Association recommendations for DUWL water quality (&amp;lt; 200 CFU/ml), in both air/water syringe (84%, CFU/ml: 500-20000) and highspeed handpiece (96%, CFU/ml: 710-36800) samples. However, there was no significant difference between the level of contamination in the air/water syringe and high-speed handpiece. Fungi were found in 28% and 36% of air/water syringe and high-speed handpiece samples, respectively; and filamentous fungi were the most frequently isolated fungi.&lt;/li&gt;&lt;li&gt;&lt;strong&gt;CONCLUSIONS&lt;/strong&gt;: DUWLs should be subjected to routine microbial monitoring and to a decontamination protocol in order to minimize the risk of exposure to potential pathogens from dental units.&lt;/li&gt;&lt;li&gt;&lt;strong&gt;KEYWORDS&lt;/strong&gt;: Biofilm, Dental Unit Waterlines, Microbial Quality, Water.&lt;/li&gt;&lt;/ul&gt