26 research outputs found
The relationship between quality of life (QOL) and self-efficacy (SE) of the teachers from Shahrekord
Background and aim: Teachers have the most important roles in education of young people in societies. Their quality of life (QOL) and Self-Efficacy (SE) can effect on their performance and consequently on their students, directly or indirectly. The purpose of this study was the evaluation of teachers` QOL and SE in different education levels. Methods: In a descriptive analytical study, 471 teachers that employed in the primary, secondary and high schools of Shahrekord city were selected in a cluster randomization. Self-efficacy was assessed by Schnauzer’s teacher’s SE scale and quality of life was evaluated by SF-36. The data collection was conducted using self-administered questionnaires. Data were analyses using t-test, analysis of variance, Toki and Chai-square methods. Results: Based on the findings, 92.5% of the participants were married, 84.6% were formal employees, and 97.9% had graduated from the universities. Besides, their mean age was 40.18±5.60 years and the average of their work experiences was 18.49±6.46 years. The mean score of the teachers’ QOL was 68.69±12.17 that the highest rate belonged to the primary school teachers and the lowest rate was seen in the secondary school teachers (P<0.01). Furthermore, the mean of the participants’ SE was 28.77±4.44 with the highest rate, in the primary school teachers and the lowest rate, in the high school teachers (P<0.05). Conclusion: According to the results, all of the participants in each education level had relatively good QOL and moderate professional SE. This study showed that there are a significant, positive relation between teachers` QOL and their professional SE. So it is important to assess and apply the appropriate methods to increase the SE of Shahrekord teachers
Designing a Model of Student Support in e-Learning Using Qualitative Content Analysis and Analytic Hierarchy Process
Student support services, especially for students who study virtually, increase satisfaction, attract new students, complete the course, and improve overall student performance. Given the importance of student support in e-learning and the fact that student support models should be specific to the culture and economic conditions and technology of their context, the present study set to design a native model of student support in e-learning for post-graduate students. To conduct the research, first a systematic search was performed to extract the existing models of student support. Through forming an expert panel and rating the models, more compatible models with the context of Iran were selected. The interview questions were then extracted from the concepts of the models who scored the most in the expert panel session. In relation to the examples of student support, interviews were conducted with 22 university teachers, education officials, and post-graduate students studying in educational branches leading to a virtual degree of medical sciences. Using content analysis of codes, sub-categories and the resulting categories were extracted from the interviews. Finally, in the expert panel session, using the (analytic hierarchy process) AHP, the categories were prioritized and the model was designed. After analyzing the content of the interviews, four main categories, namely teaching and learning, interactions and communications, empowerment, and structural support were extracted and the final model of student support was designed using the opinions of e-learning instructors. Despite relatively similar similarities between the native model of student support for e-learning students and the existing models, this model, which is designed based on the needs of students and faculty and e-learning officials, places more emphasis on teaching, learning, interactions, and communications
Designing a Valid and Reliable Tool for Assessing Academic Educational Environment in Health Schools of Hormozgan University of Medical Sciences
Background & Objective: Educational environment is an important determinant in success of a curriculum. The quality of educational environment is one of the elements of effective learning. The aim of this study was designing a valid and reliable tool for assessing academic educational environment in schools of health.
Methods: Using a theoretical sampling method, eight students and three faculty members of School of Health, Hormozgan University of Medical Sciences (Iran) were interviewed and 81 items related to educational environment were extracted. These items were classified in six domains including school atmosphere, teaching, faculty members, students, educational equipments and facilities, and physical environment. Expert panels and assessing item impact were used to determine face validity, and content validity ratio and index were used to determine content validity of the tool. To determine its construct validity, 250 students in completed the questionnaires and confirmatory factor analysis was applied. Reliability of the tool was determined by Cronbach’s Alpha and intracluster correlation coefficient.
Results: Due to expert panel and calculating item impact, and content validity ratio and index, the tool items decreased from 81 to 56. The results of confirmatory factor analysis showed that all of factor loadings were significant in level of 0.05. Cronbach’s Alpha for total items was 0.94 and for six domains ranged from 0.65 to 0.85. Moreover, intracluster correlation coefficient for total items was 0.94.
Conclusion: The designed tool has good validity and reliability and can be used as a suitable tool for assessing academic educational environment in schools of health.
Keywords
Educational environment School of health Questionnaire Validity Reliabilit
Factors Creating an Educational Atmosphere in Cyberspace: A Qualitative Study
Background: Because of the developments and advancements in information technology (IT), unparalleled opportunities have
been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation
of education. Since educational environment is a factor influencing the success of educational programs, the current study aims at
evaluating the factors that create the educational atmosphere in cyberspace.
Methods: The current study employed a qualitative content analysis approach and a targeted sampling method. A total of 11 students
and 13 faculty members were recruited by a semi-structured interview in 2015. The interviews were continued separately for
both students and lecturers up to the saturation of sample size. After the interview data were qualitatively analyzed.
Results: After the data analysis, 685 codes were extracted out of the qualitative data, which were reevaluated in several stages and
classified into 38 subcategories. Then, 13 categories and 6 domains (The status of virtual education, learner support, teaching skills,
evaluation, professionalism and professional ethics, and self-efficacy) were created.
Conclusions: Since the educational environment is an inseparable part of a curriculum, the factors creating an educational atmosphere
in cyberspace are critically important and necessary for the qualitative and quantitative evaluations of the curriculum and
prediction of educational outcomes.
Keywords: Educational Atmosphere, Cyberspace, Qualitative Study, Content Analysi
Lecturers' and Students' Perception of Using a Study Guide
Background & Objective: Today, using new educational strategies and methods is of great importance. Using a study guide is one of these new methods of teaching and learning. The aim of the present study was to evaluate the perception of lecturers and students of the School of Dentistry, Tehran University of Medical Sciences, Iran, toward the use of a study guide.
Methods: In this quasi-experimental study, 25 students of the School of Dentistry of Tehran University of Medical Sciences who had chosen the community dentistry course were randomly selected. A study guide was given to students before their briefing session and 2 sessions in the school. A questionnaire was designed in order to collect data on the perception of students toward the study guide and was used after the completion of the course. The validity and reliability of the questionnaire were verified. The questionnaire was also filled out by a professor of the Department of Oral Health. Data was analyzed by SPSS software.
Results: The survey of the students' and lecturers' perception of the study guide showed that 76.5% and 86%, respectively, chose agree and completely agree with the use of the study guide options.
Conclusion: Using the study guide was rated as a suitable method; thus, it can be used to help students in the efficient use of training time.
Keywords
Study guide Dental students Community dentistr
Turning understanding into clinical practice : An intervention in continuing professional development based on readiness to change
BACKGROUND: Current continuing medical education (CME) programmes are
often insufficient in changing doctors performance, and there is a need
to improve CME and shift toward a more comprehensive continuing
professional development (CPD).The aim of this study was to develop and
assess the effects of an educational intervention, based on a modified
stages-of-change model, on general physicians stages of readiness to
change, knowledge, attitudes and performance regarding management of
depressive disorders in Iran.
METHOD: A randomized controlled trial with 192 general physicians in
primary care (GPs), who were equally distributed to an intervention and
control arm, following stratification related to stage of change, sex,
age and work experience. The intervention comprised an interactive
workshop for a small group at a higher stage of readiness-to-change
( intention ) and an interactive large group meeting for those
demonstrating a lower propensity to change ( attitudes ) at the
pre-assessment stage.
MEASURES: All the measures were validated in the Iranian context. The
GPs stages-of-change were assessed based on the Modified Prochaska
Questionnaire (MPQ), their knowledge and attitudes were assessed using
written questionnaires and their performance was assessed by standardized
patients (SPs), who filled in checklists regarding the encounter, and
collected prescriptions if any. Five different scenarios for depression
disorders were compiled by an expert group. The validity and reliability
of checklists, SPs portrayals and SPs ways of completing checklists
were documented. The pre-assessment of GPs performance was done two
months before and the post-assessment two months after the intervention.
RESULTS: GPs in the intervention arm significantly shifted to a higher
stage with an intervention effect of 47 percentage units. Their overall
mean scores on the knowledge test also improved, with an intervention
effect of 12 percentage units. Although their attitudes changed in the
post-test in comparison with the pre-test, the difference between the
intervention and control arms was not significant. The performance of the
GPs in the intervention arm also improved for mean scores regarding
diagnosis, with an intervention effect of 14 percentage units, and for
appropriate management regarding treatment and referral, with an
intervention effect of 20 percentage units. The largest changes appeared
in the small intervention group with intervention effects of 28 and 38
percentage units, respectively.
CONCLUSIONS: The model was successful in improving both knowledge and
practice according to the theoretical assumptions. It can be used in
educational interventions within a CPD context
The View Points of General Surgeons Attending CME Programs Regarding their Educational Needs, in Tehran University of Medical Sciences
Introduction. In the current educational system, considering the economic aspects and rational utilization of manpower is essential. In this respect, identifying educational needs, determining priorities and latest educational methods in Continuing Medical Education (CME) programs can provide the opportunity for optimum use of limited available resources. The aim of this study was to determine the educational priorities, effective educational methods and appropriate type of CME activities for general surgeons with respect to their viewpoints in Tehran University of Medical Sciences in the year 2002.
Methods. A cross-sectional survey was carried out. The data collection tool was a self administered questionnaire whose validity was confirmed through content validity and its reliability by test-retest. Using census sampling method, 143 surgeons who had participated in CME Programs and received the final certificate, filled the questionnaires. The data analysis was performed by SPSS-9 software using frequency distribution.
Results. The most important educational priority was new methods of surgery (25.4%), and the most preferred educational method was lecture accompanied by question and answer (57.3%). Most surgeons preferred the length of the program to be less than three days (61.5%).
Conclusion. The new methods of surgery which was mentioned as the first educational priority, is related to their job requirement. Lecture accompanied with question and answer was determined as their preferred educational method which could be due to insufficient knowledge about other educational methods. Therefore, it is recommended to use other educational methods in future CME programs and perform more composed programs compared to other educational programs
Developing an instrument to measure effective factors on clinical learning
Introduction: Although nursing students spend a large part
of their learning period in the clinical environment, clinical
learning has not been perceived by its nature yet. To develop an
instrument to measure effective factors on clinical learning in
nursing students.
Methods: This is a mixed methods study performed in 2 steps.
First, the researchers defined “clinical learning” in nursing
students through qualitative content analysis and designed
items of the questionnaire based on semi-structured individual
interviews with nursing students. Then, as the second step,
psychometric properties of the questionnaire were evaluated using
the face validity, content validity, construct validity, and internal
consistency evaluated on 227 students from fourth or higher
semesters. All the interviews were recorded and transcribed, and
then, they were analyzed using Max Qualitative Data Analysis
and all of qualitative data were analyzed using SPSS 14.
Results: To do the study, we constructed the preliminary
questionnaire containing 102 expressions. After determination
of face and content validities by qualitative and quantitative
approaches, the expressions of the questionnaire were reduced to
45. To determine the construct validity, exploratory factor analysis
was applied. The results indicated that the maximum variance
percentage (40.55%) was defined by the first 3 factors while the
rest of the total variance percentage (59.45%) was determined
by the other 42 factors. Results of exploratory factor analysis of
this questionnaire indicated the presence of 3 instructor-staff,
students, and educational related factors. Finally, 41 expressions
were kept in 3 factor groups. The α-Cronbach coefficient (0.93)
confirmed the high internal consistency of the questionnaire.
Conclusion: Results indicated that the prepared questionnaire
was an efficient instrument in the study of the effective factors on
clinical learning as viewed by nursing students since it involves
41 expressions and properties such as instrument design based on
perception and experiences of the nursing students about effective
factors on clinical learning, definition of facilitator and preventive
factors of the clinical learning, simple scoring, suitable validity
and reliability, and applicability in different occasions
Assessment Of Validity And Reliability Of Team STEPPS Teamwork Attitudes Questionnaire (T-TAQ) In Iran
Background and Aim: Collaboration within and between healthcare teams facilitates effective healthcare provision. Fundamental strategies in effective healthcare services focus on collaboration and teamwork. This study was an attempt to assess reliability and validity of Team STEPPS Teamwork Attitudes Questionnaire (T-TAQ) in Iranian context. Materials and Methods: This cross-sectional survey was conducted in Iran in 2012. Delphi method was applied and the questionnaire was submitted to 11 experts in 2 rounds to determine its face and content validity. Besides, it was translated and back translated to determine external validity. To estimate the reliability of the instrument, test-retest method was used. A sample of 67 medical and nursing senior students was stratified from Tehran University of Medical Sciences (TUMS). T-TAQ is a questionnaire having 30 questions in 5 themes. The obtained data were analyzed by SPSS13. Results: The content, face and external validity of the tool were approved by Iranian experts. Meanwhile, applying Cronbach's alpha, total reliability was estimated to be 0.80; moreover, the ICC turned out to be 0.8. Conclusion : Since the validity and reliability of this instrument are confirmed in an Iranian context, it can be used to measure attitude regarding teamwork in this context
Training and validation of standardized patients for assessing communication and counseling skills of pharmacy students: A pilot study
Objective: The objective of this study is to describe the process of training valid simulated patients (SPs) for assessing communication and counseling skills of pharmacy students' performance. Methods: This is a cross-sectional and correlational study. Psychometric properties of checklist and SPs' portrayals and their filling of the checklist regarding assessing pharmacy students were assessed. Five SPs who were working in the simulated patient's pool were volunteered to take part in the project, which one of the SPs failed. Three scenarios, along with corresponding checklists, were developed based on the usual medications of different diseases consisting of asthma, respiratory infections, and osteoporosis. The SPs' role-play performance was video-recorded and rated independently by two experts according to an observational rating scale to assess validity. The role-play was repeated after 1 week with the same scenario and the same doctor, to assess test-retest reliability. The inter-rater agreement between SPs and experts was determined by calculating the intraclass correlation coefficient and kappa coefficient. Findings: The four eligible SPs were all women, with an average age of 37 years. The correlation between mean scores of raters and mean scores of SPs was 0.91 and 0.85, respectively. The Pearson's correlation between mean scores of raters with SPs was 0.75. The checklists' reliability, Cronbach's alpha, was calculated to be 0.72. The measured weighted Cohen's kappa for the ratings of by each SP, and the gold standard was between 0.53 and 0.57, indicating a moderate agreement. The inter-rater reliability kappa coefficient between raters was 0.75 (P = 0.01).
Conclusion: The authors have demonstrated the technique of using standardized patients to evaluate communication and counseling skills of pharmacy students. The findings indicated that trained SPs can be used as an effective tool to assess pharmacy students' communication and counseling skills