Volume 20, Issue 11 (2-2022)
JRUMS 2022, 20(11): 1223-1238 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mirzaee V, Saberi R, Shahrabadi E. Evaluation of the Integration of Specific Pathology and Pharmacology Courses from the Perspective of Medical Students and Academic Performance in Rafsanjan University of Medical Sciences in 2021: A Descriptive Study. JRUMS 2022; 20 (11) :1223-1238
URL: http://journal.rums.ac.ir/article-1-5961-en.html
URL: http://journal.rums.ac.ir/article-1-5961-en.html
Abstract: (1177 Views)
Background and Objectives: The effectiveness of the integration strategy in medical courses and academic performance is one of the most important issues. Therefore, the aim of this study was to evaluate the perspective of medical students to the program of integrating specific pathology and pharmacology courses and their academic performance in Rafsanjan University of Medical Sciences.
Materials and Methods: This descriptive study was performed in 2021. According to the census, all medical students of Rafsanjan University of Medical Sciences in 2017 (69 people) were studied in the physiopathology course. The data gathering tool was a five-point Likert scale. To measure performance, the GPA of physiopathology, and pathology, and pharmacology were examined. The analysis was performed using descriptive statistics (mean and standard deviation), independent t-test, and Pearson’s and Spearman’s correlation coefficient, and multiple linear regression.
Results: The highest score was related to satisfaction (3.72±0.65). Teaching specific pathology (3.75±1.11) and pharmacology (3.91±1.09) by integration method had the highest scores. Repetition (2.20±0.99), contrast of courses (2.88±0.99), and overall evaluation (3.49±0.78) had the average scores in the integration method. Predictor variables in predicting physiopathology GPA were specific pathology GPA (B=0.825) and pharmacology (B=0.152), respectively, and Pathology and Pharmacology GPA predicted 79.7% GPA of physiopathology course (p<0.001).
Conclusion: According to the average score of the students' views and their satisfaction with the presentation of specific pathology and pharmacology courses in the integration program and optimal performance, it is better to improve education and prevent inconsistency of the courses offered, efforts be made by course planners for better execution.
Key words: Integration strategy, Specific pathology, Pharmacology, Physiopathology course, Academic performance, Rafsanjan
Funding: This study was funded by Rafsanjan University of Medical Sciences.
Conflict of interest: None declared.
Ethical approval: The Ethics Committee of Rafsanjan University of Medical Sciences approved the study (IR.RUMS.REC.1400.005).
How to cite this article: Mirzaee V, Saberi R, Shahrabadi E. Evaluation of the Integration of Specific Pathology and Pharmacology Courses from the Perspective of Medical Students and Academic Performance in Rafsanjan University of Medical Sciences in 2021: A Descriptive Study. J Rafsanjan Univ Med Sci 2022; 20 (11): 1223-38. [Farsi]
Materials and Methods: This descriptive study was performed in 2021. According to the census, all medical students of Rafsanjan University of Medical Sciences in 2017 (69 people) were studied in the physiopathology course. The data gathering tool was a five-point Likert scale. To measure performance, the GPA of physiopathology, and pathology, and pharmacology were examined. The analysis was performed using descriptive statistics (mean and standard deviation), independent t-test, and Pearson’s and Spearman’s correlation coefficient, and multiple linear regression.
Results: The highest score was related to satisfaction (3.72±0.65). Teaching specific pathology (3.75±1.11) and pharmacology (3.91±1.09) by integration method had the highest scores. Repetition (2.20±0.99), contrast of courses (2.88±0.99), and overall evaluation (3.49±0.78) had the average scores in the integration method. Predictor variables in predicting physiopathology GPA were specific pathology GPA (B=0.825) and pharmacology (B=0.152), respectively, and Pathology and Pharmacology GPA predicted 79.7% GPA of physiopathology course (p<0.001).
Conclusion: According to the average score of the students' views and their satisfaction with the presentation of specific pathology and pharmacology courses in the integration program and optimal performance, it is better to improve education and prevent inconsistency of the courses offered, efforts be made by course planners for better execution.
Key words: Integration strategy, Specific pathology, Pharmacology, Physiopathology course, Academic performance, Rafsanjan
Funding: This study was funded by Rafsanjan University of Medical Sciences.
Conflict of interest: None declared.
Ethical approval: The Ethics Committee of Rafsanjan University of Medical Sciences approved the study (IR.RUMS.REC.1400.005).
How to cite this article: Mirzaee V, Saberi R, Shahrabadi E. Evaluation of the Integration of Specific Pathology and Pharmacology Courses from the Perspective of Medical Students and Academic Performance in Rafsanjan University of Medical Sciences in 2021: A Descriptive Study. J Rafsanjan Univ Med Sci 2022; 20 (11): 1223-38. [Farsi]
Keywords: Integration strategy, Specific pathology, Pharmacology, Physiopathology course, Academic performance, Rafsanjan
Type of Study: Description |
Subject:
آموزش پزشكي
Received: 2021/04/25 | Accepted: 2021/11/27 | Published: 2022/02/21
Received: 2021/04/25 | Accepted: 2021/11/27 | Published: 2022/02/21
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
