Journal of Rafsanjan University of Medical Sciences

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  Background and Objectives: Continuing education (CE) is accomplished for maintaining and promoting the levels of knowledge and skills of medical society. Therefore performance quality evaluation of this program is necessary to eliminate the possible imperfections. The aim of this study was to evaluate the quality of performance and to determine suitable methods of teachings, and accomplishment of CE programs in Rafsanjan University of Medical Sciences.

  Materials and Methods: This descriptive study was carried out on all general practitioners (186) who participated in CE programs in 2008. The data was collected by a questionnaire containing demographic information along with 33 questions about the quality of performance and suitable methods of teaching according to 5-point Likert scale.

  Results: The response rate to the questionnaires was 87.1%. Mean of age and duration of medical practice were 37 ± 8.9 and 8.4 ± 8.2 years, respectively. Fifty eight point six percent of the respondents were male. Thirty point six percent of the participants had desired satisfactions from performance quality of program, and 69.4% had moderate satistaction. The three preferred teaching methods included lecture along with showing films, educational workshop, and lecture along with question and answer respectively. The three most preferred accomplishment methods were codified education, showing educational films and studing educational textbooks and scientific journals respectively. There was no significant difference between female and male general practitioners regarding the satisfaction, teaching and preference methods.

  Conclusion: The majority of general practitioners had moderate satisfaction with the quality of performance of CE programs in Rafsanjan University of Medical Sciences. Therefore, it is necessary to improve the subjects of CE based on community health needs, new scientific themes and professional problem solving.

  Key words: Continuing Education, General Practitioner, Teaching Methods, Program Evaluation

  

  Funding: This research was funded by Rafsanjan University of Medical Sciences.

  Conflict of interest: The authors are among editorial board or editorial staff of JRUMS.

  Ethical approval: The Ethics Committee of Rafsanjan University of Medical Sciences approved the study.

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Background and Objectives: Teaching of repair versus replacement of defective direct composite restorations (DCRs) is a clinical concern that has not been studied among Iranian restorative dentistry specialists. The purpose of this study was to evaluate the aspects of restorative dentistry specialists regarding the teaching of repair as a conservative alternative to the replacement of DCRs in Iranian dental schools.
Materials and Methods: In this descriptive cross-sectional study, a 14-item questionnaire was mailed to 126 restorative dentistry specialists participating at in18 dental schools. Most of the questions were about implementation of the repair versus replacement, success rate of repair, the teaching repair and replacement of defective DCRs and the longevity of repaired restorations. Data was reported by descriptive statistic.
Results: The response rate was 86 (68.3%); the majority (90.7%) of the specialists was implemented repair of defective composite resin, but only 9.3% of them were preferred replacement. Sixty-one (70.9%) of the respondents reported that they taught undergraduate students repair techniques as an alternative to replacing defective DCRs; 51 (59.3%) and 42 (48.8%) of them were teaching the practical and theoretical of repair techniques at the clinical level; the reasons for these approaches in order of frequency were tooth structure preservation, reduction of potentially harmful effects on the pulp , reduction in treatment time and cost.
Conclusions: Based on the results, the repair of defective DCRs syllabus has been extensively taught in the Iranian dental schools. Most of the restorative dentistry specialists considered the repair of these restorations as a definitive measure and reported that the repaired DCRs have a longevity of 4.5 years.
Key words: Composite resin, Teaching, Repair, Replacement, Restorative dentistry
 
Funding: This research 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.
 
How to cite this article: Sadeghi M, Lynch C.D. The Viewpoints of Restorative Dentistry Specialists Towards Teaching of Repair Versus Replacement of Defective Direct Composite Restorations in Iranian Dental Schools. J Rafsanjan Univ Med Sci 2011; 10(Supll): 79-90. [Farsi]

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  Background and Objectives: Organizations with competent and experienced managers will be more successful in achieving their goals and can reach the highest efficiency. This study could lead to more awarness about hospital managers competency.

  Matrials and Methods: This cross-sectional study was performed during spring and summer 2010. Population included all managers of Teaching Hospitals of Tehran University of Medical Sciences, in which seven hospitals were selected as sample size by random sampling method. Research instrument was standard questionnaire of Brown Company. It was designed according to 360- degree feedback model and included 62 questions which were drawn up in eight parts with Likert 5- degree scale. Sixty three questionnaires were distributed among the managers, supervisors, peers and subordinates of managers in the hospitals by the researchers. In the data analysis the average of 80 was considered as superior competency.

  Results: In terms of team work, the managers had the most potential and in terms of programming concerning competency they had the least potential. In the view of managers and supervisor, the managers in all the terms had superior competency. In view of the peers of managers and subordinates, the managers in all the terms had no superior competency.

  Conclusion: According to the findings of this study, in terms of team work, the managers had the most potential and in terms of programming concerning competency they had the least potential. Therefore, considering the importance of human resource management, comprehensive training plan should be done in this field and also for continuously improving managers’ skills in teamwork, development program should be implemented.

  Key words: Competency, Manager, Teaching Hospital, 360- degree feedback model

  

  Funding: The required fund was allocated by personal contributions.

  Conflict of interest: None declared.

  Ethical approval: The Ethics Committee of Islamic Azad University approved the study.

  

  How to cite this article : Tabibi SJ, Riahi L, Yoosefi T. Evaluation of Managers Based on 360 degree feedback in Teaching Hospitals of Tehran University of Medical Sciences. J Rafsanjan Univ Med Scie 2013 12(9): 709-18. [Farsi]

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Background and Objectives: Nowadays the use of new learning technology and internet are developing. The aim of this research was to compare the effect of electronic learning and teaching based on lecture on awareness of nursing students of Islamic Azad University, Abhar branch about heart dysrhythmias. 

Materials and Methods: In an educational trial study, nursing students in sixth semesters, were randomly selected and placed in two groups electronic learning and teaching based on lecture, each of the groups include 35 students. The amount of knowledge was evaluated by pre-test. Teaching the heart dysrhythmias was performed by lecture in one group, and by weblog in another group.After one week, the amount of knowledge was campared with post-test. The tool was used for collecting the information was researchers' self-made questionnaire. Data were analysed by Software, descriptive and inferential statistics (paired t-test and independent t-test) To compare the mean of students's knowledge scores in pre and post-teaching, it was used paired t-test within each group, and indipendant t-test among groups.

Results: Results showed weak awareness before teaching and teaching had significant effect on increasing the knowledge of heart dysrhythmias after the intervention of each group (p=0.0001 for both electronical and lecture group). There was not any significant difference between the average of two groups (pre-test: p=0.06, post-test, p=0.21).

Conclusion: Learning by weblog the same as teaching by lecture, has a positive effect on knowledge of nursing students and it is suggested to use this method as substitute or complementary method along with teaching-based on lecture.

Key words: Electronical-learning (weblog), Teaching-based on lecture, Heart dysrhythmias, Awareness of nursing students

 

Funding: No grant has supported the present study.

Conflict of interest: None declared.

Ethical approval : The Ethics Committee of Islamic Azad University, Abhar Branch approved the study.

 

How to cite this article: Sheikh AbuMasoudi R, Soltani MollaYaghobi N. Comparison the Effect of Electronic Learning and Teaching Based on Lecture on Knowledge of Nursing Students about Heart Dysrhythmias in 2014: A Short Report. J RafsanjanUniv Med Sci 2015 14(4): 339-44. [Farsi]

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Background and Objective: Social capital may help organizational knowledge management via providing necessary platforms and facilitating the interchange of knowledge. So this research aimed to determine the relationship between social capital and effectiveness of knowledge management from the viewpoints of the teaching hospitals of Ahvaz managers.

Materials and Methods: This was a cross-sectional study which was carried out in 2015. The research population contained 120 Ahvaz teaching hospitals managers. Data collection tools incorporated demographic questionnaire, the effectiveness of knowledge management processes questionnaire, and social capital questionnaire. Non-parametric Spearman’s correlation coefficient as well as Mann–Whitney and Kruskal–Wallis tests were used for data analysis.

Results: No significant correlation was seen between social capital and effectiveness of knowledge management practices (P>0.05). However, Organizational network showed a significant poor correlation with organizational understanding (r_s=0.307, p=0.001), people-oriented approach (r_s=0.185, p=0.043), and the effectiveness of knowledge management practices (r_s=0.333, p=0.011). Furthermore, Organizational trust demonstrated a significant poor correlation with organizational understanding (r_s=0.229, p=0.012) and innovative culture development (r_s=0.201, p=0.027). Finally, social capital showed a weak correlation with organizational understanding (r_s=0.230, p=0.012).

Conclusion: Managers of teaching hospitals in Ahvaz estimated knowledge management practices as relatively efficient and social capital as appropriate. It seems, in teaching hospitals, managers may need to emphasize on development of organizational networks, educating proper communication and increasing organizational confidence for effectiveness of knowledge management practices.

Key words: Social capital, Practices effectiveness, Knowledge management, Teaching hospital, Ahvaz

Funding: This research was funded by Ahvaz Jundishapur University of Medical Sciences (AJUMS).

Conflict of interest: None declared.

Ethical approval: The Ethics Committee of Ahvaz Jundishapur University of Medical Sciences approved the study.

How to cite this article: Faraji-Khiavi F, Sharifi S, Moradi-Joo E. The Relationship Between Effectiveness of Knowledge Management Practices and Social Capital from Managers' Viewpoints in Teaching Hospitals of Ahvaz in 2015. J Rafsanjan Univ Med Sci 2017; 15(11): 1049-60. [Farsi]

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The valuable PowerPoint software if apply correctly would be able to revolutionized learning process. The aim of the present article is therefore to provide some basic guidelines for using this software in teaching biomedical sciences.
Key words: PowerPoint, Teaching, Biomedical sciences
 

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سخن سردبیر
Editorial
مجله دانشگاه علوم پزشکی رفسنجان
دوره هفدهم، اردیبهشت 1398، 106-105
 
 
 
 
 
آموزش و یادگیری در گروه‌های کوچک
 
Teaching and Learning in Small Groups
 
محسن رضائیان[1]^،[2]
 
M. Rezaeian
 
استفاده از گروه‌های کوچک در یادگیری و آموزش سابقه بسیار طولانی دارد. شواهد موجود نشان می‌دهند که کنفسیوس (Confucius) و سقراط (Socrates) در بیش از دو هزار و پانصد سال پیش از پتانسیل‌های آموزشی موجود در گروه‌های کوچک استفاده‌های بسیار موفقیت آمیزی را به عمل آورده‌اند [1]. اگرچه ممکن است که گروه‌های کوچک در تعداد و ساختار خود بر اساس فرهنگ و نهادهای آموزشی موجود در جامعه، متفاوت باشند، اما در مجموع، هر گروه آموزشی مشتمل بر 10 فراگیرنده است که به طور فعال و در یک محیط صمیمی به یادگیری می‌پردازند [2].
برای موفقیت هر گروه کوچک آموزشی، سه مشخصه خاص در نظر گرفته شده است که عبارتند از: مشارکت فعال (Active participation) اعضاء برای انجام یک فعالیت مشخص همراه با ارائه بازتاب‌های (Reflections) لازم. بنابراین، هر گروه آموزشی زمانی به موفقیت دست پیدا می‌کند که اعضاء شرکت کننده آن از انگیزه‌های لازم برای مشارکت فعال در یک کار گروهی برخوردار باشند. این مشارکت فعال پیرامون فعالیت مشخص گروه خواهد بود که همان فعالیت‌های یادگیری می‌باشد. در طی تعاملات بین اعضاء گروه، آن‌ها باید این امکان را داشته باشند تا در یک محیط صمیمی بتوانند به طور آزاد به بازتاب نظرات و تجربیات خود پیرامون موضوع مورد نظر پرداخته و به علاوه از نظرات و تجربیات سایر اعضاء گروه به منظور یک یادگیری عمیق برخوردار می‌شوند [2].
 با توجه به اهمیتی که آموزش و یادگیری در گروه‌های کوچک دارد، مجله علمی دانشگاه علوم پزشکی رفسنجان قصد دارد که در قالب چند مقاله آموزشی کوتاه به جنبه‌های مختلف آموزش و یادگیری در گروه‌های کوچک بپردازد. از این‌رو و در شماره حاضر مقاله‌ای، با عنوان "نقش هماهنگ‌کننده در آموزش و یادگیری گروه‌های کوچک" تقدیم خوانندگان فرهیخته می‌گردد [3]. ذکر این نکته ضروری است هرگونه مشارکت خوانندگان و نویسندگان محترم در قالب ارسال مقاله آموزشی، پژوهشی و نامه به سردبیر پیرامون آموزش و یادگیری در گروه‌های کوچک مورد استقبال قرار خواهد گرفت.
 
 
Refrence
[1] Jones RW. Learning and teaching in small groups: characteristics, benefits, problems and approaches. Anaesth Intensive Care 2007; 35 (4): 587-92.
[2] Lemoine ER, Rana J, Burgin S. Teaching & Learning Tips 7: small-group discussion. Int J Dermatol 2018; 57 (5): 583-6. 
[3] Rezaeian M. The Role of Facilitator in Teaching and Learning Within Small Groups: An Ongoing Instructional Study. J Rafsanjan Univ Med Sci 2019; 18 (2): 201-6. [Farsi][j1] 

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Small groups that optimally consist of 8 to 12 members bring about extraordinary opportunities for teaching and learning. Almost all researchers in this area believe that an experienced group facilitator is amongst the most important prerequisites for achieving the desired outcomes. The aim of the current study therefore is to introduce some of the most important guidelines that help a group facilitator to carry out his job successfully.
Key words: Small groups, Teaching, Learning, Facilitator
 
How to cite this article: Rezaeian M. The Role of Facilitator in Teaching and Learning Within Small Groups: A Continuing Education Article. J Rafsanjan Univ Med Sci 2019; 18 (2): 201-6. [Farsi]
 
 

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Small groups that gather to learn a specific topic or solve a problem bring golden teaching opportunities with extraordinary outcomes if being properly used. This happens since teaching in small groups is among the most effective approaches in teaching that can be highly efficient in learning. Small groups that may form at the very least with two members and can expand up to thirty members have potentials to facilitate teaching and learning activities. There are divers teaching methods which are suggested to be used in small groups. The aim of the current study is to introduce some of these methods which are considered the most important ones.  
Key words: Small groups, Teaching, Method
 
How to cite this article: Rezaeian M. The Most Important Teaching Methods in Small Groups. J Rafsanjan Univ Med Sci 2019; 18 (4): 401-06. [Farsi]

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Using small groups in teaching and learning has a long history. Evidence suggests that by applying some defined guidelines, it would be possible to reinforce the effectiveness of the small groups teaching. One of these guidelines is related to ice-breaker activities which would be applied by the facilitators at the start of the session, which are noticeably significant. The aim of the present article is to introduce some of these activities and their general rules for application.
Key words: Small groups, Teaching, Learning, Ice-breaker activities
 
How to cite this article: Rezaeian M.  Suitable Starting of a Small Teaching Group. J Rafsanjan Univ Med Sci 2020; 18 (12): 1309-15. [Farsi]
 

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Small groups which form for teaching and learning process would have substantial outcomes if manage properly. Evidence suggests that environment and seating arrangement of the learners would have considerable impacts on the success of a facilitator to properly use from the dynamics of the group. The aim of the present article is therefore to discuss the appropriate environment and seating arrangement of such small groups.
Key words: Small group, teaching, learning, environment, seating arrangement
 
How to cite this article: Rezaeian M. The Environment and Seating Arrangement of a Small Teaching Group. J Rafsanjan Univ Med Sci 2020; 19(3): 315-22. [Farsi]

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Teaching in small groups is one of the most efficient methods of education that can paly a very efficient role in learning. The pre-requisite for a successful session is that all members of the group realize and perform their legitimate roles accordingly. Therefore, within the present article we are going firstly to discuss the different roles of the participants in a small teaching group. Then we are going to present diverse situations in which group members might act in a destructive and unnatural way and put the teaching efficiency in danger. Finally, we are going to provide the possible solutions for each destructive situation that leads to problem solving and brings people back to their constructive and natural roles.  
Keywords: Small group, Teaching-learning, Dominant member, Non-participant member, Conflict
 
How to cite this article: Rezaeian M. A Review on Different Roles of the Participants in a Small Teaching Group. J Rafsanjan Univ Med Sci 2021; 19 (11): 1225-30. [Farsi]

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Received:10/10/20       Sent for Revision: 09/01/21     Received Revised Manuscript:24/01/21 Accepted: 30/01/21
 
 
Small groups which are formed for learning purposes on average have 10 participants. If the environment of conducting such sessions is suitable and all members of the group perform their legitimate roles the groups reach to their extraordinary educational outcomes. One of the most important ways which helps members of the group to perform their legitimate roles is asking essential and relevant questions. Therefore, the aim of the present article is to explain the diverse aspects of questioning in small teaching groups.  
Key words: Small group, Teaching-learning, Question
 
How to cite this article: Rezaeian M. Questioning in Small Teaching Groups. J Rafsanjan Univ Med Sci 2021; 20 (2): 227-34.. [Farsi]

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دانش اپیدمیولوژی به مطالعه چگونگی توزیع و دلایل بروز کلیه عوامل مرتبط با سلامت در جامعه بشری، می‌پردازد. هدف نهایی از این مطالعات، پیشگیری از بروز هر واقعه‌ای است که می‌تواند سلامت افراد جامعه را در مخاطره قرار دهد. برای دسترسی به این هدف بسیار مهم، دانش اپیدمیولوژی روش‌های مطالعاتی خود را تدوین و توسعه بخشیده است. مجموعه روش‌های مطالعات اپیدمیولوژی که آن‌ها را می‌توان در دو دسته مطالعات توصیفی و تحلیلی تقسیم نمود، نه تنها باعث افرایش سطح سواد علمی فراگیران می‌شود، بلکه شیوه تفکر خلاقانه را در آن‌ها نیز ایجاد می‌نماید. آشنایی با این روش‌های مطالعاتی و چگونگی تفسیر صحیح آن‌ها، درک فراگیران را از بهداشت عمومی ارتقاء بخشیده و آن‌ها را تبدیل به یادگیرندگان مستقل و مادم‌العمر می‌نماید [1].
مجموعه این توانایی‌ها که در آموزش دانش اپیدمیولوژی وجود دارد، باعث شده است که در سال‌های اخیر، آموزش این دانش برای اغلب دانشجویان علوم سلامت، اعم از پزشکی، دندانپزشکی، پرستاری، مامایی و غیره، به عنوان یک ضرورت اجتناب ناپذیر جلوه نماید. بنابراین، امروز، اغلب دانشجویان در رشته‌های گوناگون و نه فقط در مقطع دکتری، بلکه در مقاطع کارشناسی ارشد وکارشناسی، گذراندن حداقل دو واحد اپیدمیولوژی را در برنامه درسی خود دارند [3-2].
با این وجود، آموزش دانش اپیدمیولوژی از چنان اهمیتی برخوردار شده است که برخی از محققین توصیه کرده‌اند که ضروری است تا امکانات آموزش این دانش، برای دانش‌آموزان تحصیلات متوسطه نیز فراهم گردد. تاکنون مقالاتی نیز در این زمینه به رشته تحریر درآمده است که نشان می‌دهند می‌توان آموزش دانش اپیدمیولوژی را با موفقیت برای دانش‌آموزان تحصیلات متوسطه، به مرحله اجراء درآورد [5-4].
در کشور ما نیز آموزش این دانش به خصوص برای رشته‌های تجربی می‌تواند به ارتقاء درک صحیح دانش‌آموزان دوره‌ آموزش متوسطه، از وقایع مرتبط با سلامت و چگونگی پیشگیری از آن‌ها بیانجامد. همچنین، دانش‌آموزان را با شیوه‌های تفکر صحیح خلاقانه آشنا نموده و به آن‌ها مهارت‌هایی را می‌آموزاند که قادر به یادگیری مستقل ومادام العمر گردند.
با این وجود، برداشتن چنین گام بلندی در هر کشوری، نیازمند برنامه‌ریزی دقیق و طولانی مدت برای تدوین یک برنامه آموزشی مناسب برای دانش‌آموزان است. این برنامه آموزشی می‌تواند یا به صورت ادغام یافته در درون دروس مرتبط مانند زیست‌شناسی و یا در قالب یک درس مجزا مانند بهداشت عمومی، ارائه گردد. همچنین، آموزش صحیح دبیران مدارس پیرامون چگونگی آموزش مفاهیم اپیدمیولوژی به زبان ساده برای دانش‌آموزان، چالش مهم دیگر است که نظام‌های آموزشی باید به خوبی از عهده‌ی انجام آن برآیند [6].
 

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Due to the age of information bombardment, and the amount of information entering into the brain, there may be problems in processing information and organizing it, leading to a decrease in concentration, forgetting, and its loss. The power of decision making and problem solving will also be affected. Therefore, a software called iMindMap has been designed and invented regarding how to remember information better and learn better. The mind mapping technique is one of the new educational strategies that can increase thinking and problem solving skills, and by using images, colors, communication, and structured display, it forces the mind to be creative and thoughtful. When drawing a mind map, both hemispheres of the brain are used. This work not only reduces distraction, but also increases creativity and causes deeper learning. Also, drawing a mind map with the help of visual memory, an extraordinary performance is created in learning and memorizing, and active learning occurs. This article has been written with the aim of informing teachers and students about mind maps, their benefits and applications, and how to draw them manually using iMindMap Software.
Key words: Mind map, Summarization, Teaching, Educators, iMindMap

Funding: None declared.
Conflict of interest: None declared.
Ethical approval: None declared.
How to cite this article: Asadpour Mohammad, Rezaeian Mohsen. Mind Mapping and Its Applications: A Continuing Education Article . J Rafsanjan Univ Med Sci 2023; 22 (6): 637-48. [Farsi]