University Teachers’ Point of View about Educational Environment in Major Clinical Wards in Educational Hospitals of Iran University of Medical Sciences, Based on Modified DREEM Model

Background & Objective : Educational institutions use different tools for evaluating their own activities. In this study, DREEM (Dundee Ready Education Environment Measure) model was used as a diagnostic tool to evaluate curriculum problems and efficacy of change in education. Methods : This cross-sectional study was conducted in four major clinical wards including internal medicine, pediatrics, obstetrics &gynecology and general surgery in four educational hospitals of Iran University of Medical Sciences. A questionnaire including 35 questions concerning three domains of students’ learning, teachers, and educational atmosphere was distributed amongst 53 clinical teachers in the aforementioned wards. Results : The mean score was 116 out of 140 which was interpreted as very satisfactory. Regarding all three domains of learning, teachers, and educational environment, the highest mean score belonged to pediatrics ward whereas the least belonged to internal medicine ward. There was a significant difference between clinical wards concerning educational environment (P=0.042). The internal medicine ward’s score was 39.3 while pediatrics ward got 46.2. Conclusion : According to the mean score, it seems that the university teachers consider learning and teaching to be suitable. As for the least score which was given to educational environment in internal medicine ward, it seems that problems in appropriate communication between teachers and learners in this ward have led to a stressful environment. Since DREEM model is suitable for educational changes, comparing teachers and learners’ points of view and planning to solve problems in internal ward could be useful. Keywords: Educational environment, Clinical wards, Educational evaluation, Teaching and learning, DREEM model

Petroleum-wax separation

A process for dewaxing is described. It includes the steps of mixing a waxy feedstock near its pour point with an ambient or below ambient temperature solvent essentially free of a selected cosolvent, to form a solvent/feedstock mixture, and subsequently adding the cosolvent to the solvent/feedstock mixture to cause instantaneous precipitation of wax on addition of cosolvent. The amount of wax precipitation is controlled by the quantity and temperature of the cosolvent added. The cosolvent is essentially completely miscible with the solvent, but immiscible with the oil and wax. For example, alcohols (methanol, ethanol, propanol), ketones (ketene, acetone), amines, etc. The process of the present invention provides the advantages of lower solvent ratios (higher solvent recovery), higher filtration temperatures, “environmentally compatible” solvents, rapid filtration rates, and debottlenecking of existing dewaxing plants

Petroleum-wax separation

A process for dewaxing is described. It includes the steps of mixing a waxy feedstock near its pour point with an ambient or below ambient temperature solvent essentially free of a selected cosolvent, to form a solvent/feedstock mixture, and subsequently adding the cosolvent to the solvent/feedstock mixture to cause instantaneous precipitation of wax on addition of cosolvent. The amount of wax precipitation is controlled by the quantity and temperature of the cosolvent added. The cosolvent is essentially completely miscible with the solvent, but immiscible with the oil and wax. For example, alcohols (methanol, ethanol, propanol), ketones (ketene, acetone), amines, etc. The process of the present invention provides the advantages of lower solvent ratios (higher solvent recovery), higher filtration temperatures, “environmentally compatible” solvents, rapid filtration rates, and debottlenecking of existing dewaxing plants

Process for petroleum-wax separation at or above room temperature

Processes for separating waxes of different melting points from a room temperature amorphous or liquid hydrocarbon mixture in an energy conservative manner by selectively causing precipitation of crystallized waxes are disclosed. The processes involve the use of a selected co-solvent totally miscible with light and intermediate hydrocarbons from a group consisting of acetone, ketene, propanone, 2-propanone, methanol, ethanol, isopropanol, N-propanol, acetic acid, formic acid, and propionic acid or combinations thereof as a precipitating agent. Hydrocarbon mixtures, especially those with elevated pour points are first diluted by solvents such as toluene and/or methyl ethyl ketone which must be free of any significant quantity of the aforesaid co-solvents. The diluted hydrocarbon mixture at above 50° F is mixed with one or more of such selected co-solvents in a ratio preferably between 1:1 and 10:1 by weight to the heavy hydrocarbon content of the mixture; five minutes or more without artificial cooling is allowed to permit crystallization of waxes which are removed in solid form by a physical process such as filtering, settling, or the like. By controlling the amount and nature of the selected co-solvent and by including or excluding water or brine with the co-solvent, valuable waxes of high melting point may be selectively separated, or all waxes may be removed indiscriminately. Performing the separation process in several stages of adding co-solvent and/or water permits selecting out more valuable high melting point waxes first before succeeding stages reduce the wax content of the remaining liquid hydrocarbon to minimal values to enhance its value

The Experiences of Healthcare Professional Students about the Educational Impacts of Mobile Learning

The role of mobile devices in learning processes is growing rapidly and it is imperative to assess the effect of this technology. This paper explores the experience of healthcare professional students with regard to the educational impacts of mobile learning. We conducted a qualitative study using a conventional qualitative content analysis based on Graneheim and Lundman (2004) method to collect and analyze the experiences of 23 healthcare professional students. Two themes, each with subthemes, emerged from the findings: (1) perceived benefit in learning process, and (2) reflective self-assessment. The results revealed that mobile learning has a positive impact on both the process and the outcome of learning in healthcare professional students. Therefore, creating a supportive condition to promote mobile learning is recommended

Finite element analysis of TMJ implant under clenching loads

The temporomandibular joint is one of the most complex anatomical structures and is exposed to high stress conditions during daily movements. Replacing the joint is normally done only in severe cases as success rate of the replaced joint is not as encouraging as other joint replacements. The design of TMJ implant which includes material selection plays a significant role in its success. Two different biomaterials—Ti–6Al–4V and CoCrMo— under static loads simulating five clenching tasks were analysed in this study. A three dimensional model of an adult mandible was developed from Computed Tomography image dataset, as well as a generic TMJ implant with fixation. All the applied clenching tasks consisted of nine principle muscles. The results showed that both materials were totally safe under these loading conditions. However Ti–6Al–4V showed a comparatively lower stress level

Petroleum-wax separation

A process for dewaxing is described. It includes the steps of mixing a waxy feedstock near its pour point with an ambient or below ambient temperature solvent essentially free of a selected cosolvent, to form a solvent/feedstock mixture, and subsequently adding the cosolvent to the solvent/feedstock mixture to cause instantaneous precipitation of wax on addition of cosolvent. The amount of wax precipitation is controlled by the quantity and temperature of the cosolvent added. The cosolvent is essentially completely miscible with the solvent, but immiscible with the oil and wax. For example, alcohols (methanol, ethanol, propanol), ketones (ketene, acetone), amines, etc. The process of the present invention provides the advantages of lower solvent ratios (higher solvent recovery), higher filtration temperatures, “environmentally compatible” solvents, rapid filtration rates, and debottlenecking of existing dewaxing plants

Evaluating the relationship between serum immunoglobulin G (IgG) and A (IgA) anti-cagA antibody and the cagA gene in patients with dyspepsia

Peer reviewedPublisher PD

La Paradoja de la Aceptación y el Rechazo: La Percepción de los Estudiantes Profesionales de la Salud sobre la Aceptación del Aprendizaje Móvil en la Universidad de Ciencias Médicas de Irán

Objective: A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was “the paradox of acceptance and rejection” with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers’ contradictory behavioral patterns, contradiction about value of online information, friends’ contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.Se realizó un estudio cualitativo para explorar la percepción de los estudiantes profesionales de la salud sobre la aceptación del aprendizaje móvil. El estudio se realizó utilizando un método de análisis de contenido convencional. Los sujetos fueron estudiantes de medicina en la Universidad de Ciencias Médicas de Irán. El muestreo se basó en un método de muestreo útil. Veintitrés estudiantes participaron en entrevistas semiestructuradas hasta que se alcanzó la saturación de datos. El tema principal fue "la paradoja de la aceptación y el rechazo" con tres categorías: (1) atracción percibida (subcategorías: aprendizaje con la emoción del entretenimiento, la atracción del entorno de aprendizaje multimedia y el entusiasmo por el aprendizaje electrónico); (2) facilidad percibida (subcategorías: acceso fácil a la información en cualquier momento y en cualquier lugar y uso fácil y sin esfuerzo); y (3) conflicto percibido (subcategorías: patrones de comportamiento contradictorios de los docentes, contradicción sobre el valor de la información en línea, patrones de comportamiento contradictorios de los amigos y brecha digital entre generaciones en la familia). Las tres categorías encontradas en el estudio colocaron a los estudiantes en un dilema de usar o no el aprendizaje móvil. Tenían dudas sobre la aceptación de la tecnología móvil como una herramienta educativa legítima. Tener en cuenta estos factores y gestionarlos puede allanar el camino para el aprendizaje móvil en los estudiantes