Self-Assessment of Clinical Skills in Medical Internship

Background and Objectives: Self-assessment of clinical performance in a clinical setting is defined as the process of collecting internal and external data, interpreting the data on personal performance, and comparing them with a set of standards. The current study aimed at analyzing self-assessment of clinical skills among medical interns at Kerman University of Medical Sciences, Kerman, Iran, and determining the relationship between practical skills and theoretical knowledge. Methods: The current cross sectional, descriptive, analytical study was conducted in 2014 on a total of 141 interns from Kerman University of Medical Sciences selected via census sampling. Data were collected using a checklist including the main procedural skills of medical students and analyzed using the Mann-Whitney and the Kruskal-Wallis tests with SPSS. Results: The majority of participants were female (n = 79; 56%). The mean score of males‘ clinical skills was higher than that of females, and the difference was statistically significant (P = 0.001). Analysis of the relationship between internship duration and clinical skill scores showed that the mean score of interns who had completed 6 months of their internship was higher than that of the ones who had not; the difference was statistically significant (P = 0.001). Conclusions: Since the performance of future general practitioners highly depends on their learning and mastery of clinical skills, acquisition of these essential skills during internships is an important objective of medical students. Correct and complete training of clinical skills, especially during internships, is integrated into the medical curriculum, although its implementation requires careful planning and compliance with the medical standards. Keywords: Internship Period, Medical Students, Self-Assessment, Clinical Skill

Prediction of Learning Styles Using Students’ Self-esteem

Background & Objective: Learning style is a distinctive, habitual behavior to gain knowledge, skills, or feedback attained through study or experience. The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables. To reach this goal, predictive variables of learning styles should be accurately identified in order to improve the learning environment. The aim of this study was to determine the relationship between learning styles and self-esteem in students of Kerman University of Medical Sciences, Iran. Methods: This descriptive-analytical and cross-sectional study was carried out on 343 students selected through quota sampling method. The data collection tools consisted of a demographic information form, the Kolb Learning Style Inventory (LSI) version 2, and the Rosenberg SelfEsteem Scale (RSES). Data were analyzed using chi-square test, Spearman’s correlation coefficient, linear regression, and logistic regression. Results: The mean (± SD) age of the participants was 21.41 (± 2.96), and 44.3% of students used absorbent learning style. In addition, 60.9% of students had poor self-esteem. No statistically significant association was observed between students’ learning styles and levels of confidence. In addition, the results showed that only gender was a prognostic factor in determining learning styles. Conclusion: The results of this study showed that the students’ self-esteem and learning styles were not correlated; thus, teachers can disregard these factors in their assessment of students' learning styles. Key Words: Learning style, Self-esteem, Medical students, Predictor

Predictors of Learning Styles in Students of Kerman University of Medical Sciences, Iran

Background & Objective: Learning style is a distinct behavior for gaining knowledge and skills through study or experience. Personality is a series of relatively stable characteristics which distinguish a person from others. The key to involving learners in the learning process is their preferences and learning styles, and identifying factors affecting these variables. In this regard, the predictor variables of learning styles must be accurately identified so as to improve educational conditions. This study aimed to determine factors predictive of learning styles of the students of Kerman University of Medical Sciences, Iran. In addition, the impact of demographic factors on their characteristics will be discussed. Methods: This was a cross-sectional study. Data collection was performed by a questionnaire including demographic data, personality test (NEO), the Learning style inventory, and the Kolb Learning Style Questionnaire. For data analysis, central tendency and dispersion measures, chi-square, Spearman correlation coefficient, and logistic regression tests were used. Results: The results show that most of the participants in this study were single women. Mean age of participants was 21.41 ± 2.96 years. Most students (44.31%) used assimilating learning style. Based on the results of these personality types, nearly a third of students (28.2%) were of the conscientious (responsible) character type. The results showed that only gender is a predictor of learning styles. Conclusion: More attention to students' learning styles results in the perfect use of teaching practices, and increasing and enhancement of students’ capabilities. Moreover, by identifying students' preferred learning styles and changing teaching methods, the students' enthusiasm for learning can be increased. Keywords Learning styles Personality Ira

Strategies in Development of Iranian Medical Sciences Universities for Dynamic Presence in the International Arena

Background & Objective: In compatibility with the progress of universities and expansion of knowledge and science around the world, Iran has also had significant academic progress in recent years. However, the vision of Iran for the following decades is very ambitious. Much has to be achieved to reach the highest position in the region in development, economy, science, and technology. This qualitative study was designed to explore the strengths and weaknesses of universities. Methods: This qualitative study had three phases. In the first phase, we explored the topic in brain storming sessions. Then, the themes raised in phase one were discussed deeply in unstructured interviews with selective experts around the country. In the last phase, we asked 30 selective academic staff from different medical sciences universities to categorize the issues based on their importance and their solutions using Delphi method. Results: Our findings showed that improvement of international affairs were frequently stressed by our respondents. In this domain, the English skills of academic staff and students, big revision in rules and regulations, and encouraging the establishment of close scientific communication with academic organizations around the world were highlighted. In addition, most respondents believed that problems were understandable, but our main conflicts were in finding applicable solutions and implementing decisions. Conclusion: Our results showed that for a better presentation of Iranian universities in the international environment a new approach to long term reform programs is necessary. In this plan, special attention must be paid to the educational and research infrastructures. Keywords University ranking University of Medical Sciences Development strategies International arena Critical thinking Skills Medical student