Effectiveness of residents as teachers, researchers and role models: a unique program at SUMS

Background and purpose: Residents across the world spend several hours every week teaching medical students and junior residents. Workshops developed with the aim of improving resident teaching skills are becoming increasingly common in the various fields of medicine. The objectives of this study were to evaluate the effect of a resident-as-teacher educational intervention on the resident's knowledge of medical education

Methods: The study was performed in SUMS, Iran, in 2010-2011 on all the junior residents from the different fields, including 104 men and 66 women. For data collection, a questionnaire [pre-test, post-test] was used with 40 questions on medical education. The data were analyzed using descriptive statistics, tables and t test employing the SPSS software

Results: In total, 120 participants completed the questionnaires. According to the pre-test and post-test results, residents received extremely low scores in different subjects before the course implementation, whereas after it was implemented their scores had significantly increased fairly well. The comparison between the participants, average scores before and after the program indicates that the "resident-as-a-teacher, researcher and role model" course has been meaningful and significantly effective in improving their knowledge in this area

Conclusions: A few residency programs had instituted the resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills

[Element of learning in 21[st] century from the students' view points, in summer school of Shiraz university of medical sciences]

The aim of education process is learning and change in behavior which has been revolutionized in the 21[st] century due to the rapid changens in technology and sciences. The traditional approach to education does no longer meet the learners' needs, entailing new changes in educational curricula. This study was designed to determine the factors influencing learning in the 21[st] century and find out the students' views on this issue. This is a descriptive study aiming at determining the students' views on new approaches to learning in the 21[st] century. To do so a researcher made questionnaire was designed. It contained 30 questions in 3 sections including demographic data, background questions and two open questions about their suggestions and criticism. 150 summer school students in Shiraz participated in the study. The questionnaire was sent to the students in person and through electronic mail; they were asked to retain the completed questionnaire to the given email address. The data were analyzed through SPSS 19. T-test and analysis of variance were used for analysis. The results dedicated, 6 factors including the use of computer in teaching, increase in virtual learning, and the use of mobile in relations, engagements of electronic learning contexts, the learning focus on attitudes and the facilitating role of the lectures were the most influential factors on learning. It seems that the student philosophical tend to approve constructivism and cooperative learning which is learner-centered as compounded to conventional education which is teacher-contended. According to experts, this type of view point is in the same line with new approaches to teaching and education in the present. Moreover, it effects the reforms, complementation and expansion of methodology

[ viewpoints of dental students of Shiraz toward the amount of their achievement to learning objectives in different courses of orthodontics]

Evaluation is an ongoing process which contemplates students' recognition, their learning promotion, and the necessary changes for achieving educational objectives. The aim of this study was to examine the capabilities of dental students of Shiraz University of Medical Sciences through determining their viewpoints toward the amount of their achievement to learning objectives of practical and theoretical courses of orthodontics in academic year of 2007-2008. In this descriptive cross-sectional study performed in academic year of 2007-2008, 122 dental students [86 female and 36 male] passing the courses of theoretical orthodontics [1, 2, and 3] and practical orthodontics [1, 2, 3, and 4] were selected as study sample. Questionnaires were developed for each one of the orthodontics courses and delivered to the students. At the end, each score given to the ability mentioned in the questionnaire by the students themselves was calculated based on total score of one hundred. The data was analyzed based on descriptive statistics indices including mean, standard deviation, one-way analysis of variance, and Tukey HSD. The mean of students' agreement for ability to achieve the objectives of the courses of theoretical orthodontics 1, 2, and 3 were 76.6, 72.6, and 76.8 respectively [out of total score of one hundred]. For the courses of practical orthodontics 1, 2, 3, and 4 they were 77.6, 70.8, 75.8, and 68.4, respectively. The courses of theoretical orthodontics 3 and practical orthodontics 1 had the best agreement in achievement ability and the courses of theoretical orthodontics 2 and practical orthodontics 4 had the lowest agreement in achievement ability according to the students' viewpoints. From the students' viewpoints, their ability in achieving educational objectives of orthodontics is desirable. Even though, revealing the weakness and the strength points of them in each of orthodontics courses, it seems that there is a need to revise and modify the educational program of this part

Factors making students to drop their courses at the end of semester in Shiraz university of medical sciences

Dropping the courses by students at the end of the semester, leads to interfering educational programs' hours with examinations' schedule in forthcoming semesters, reducing efficacy, wasting time, staying behind compared to other classmates, and finally extending schooling period. This study was performed with the aim of investigating the causes for dropping the courses by students at the end of the semester in Shiraz University of Medical Sciences. In a descriptive cross-sectional study, a questionnaire in four areas related to the students, courses, teachers' education, and using facilities was developed. The questionnaire was distributed among the students referring to drop their courses in the dates assigned for this purpose. Data was analyzed by SPSS software using chi2 and descriptive statistics. Causes for course drop were respectively as: 44.3% unauthorized absence more than legal maximum, 20.7% course difficulty, 20.4% low midterm score, 18.4% interfering with other exams, 17% interfering with other courses, 10.1% inappropriate teaching method, 7.4% personal problems, and 6.3% not studying during the semester. Students must be informed about the rules and regulations, by-laws and consequences of dropping courses at the end of the semester. Familiarizing students with educational rules and regulations and orienting them about consequences of dropping courses is strongly recommended

Academic staff's view points on the implementation of lesson plan

Lesson plan is considered a vital component of the teacher training and successful teachers are in variably good planners and thinkers. The present study was conducted to survey the academic staff's views about lesson plan in Shiraz University of Medical Sciences in 2001. Moreover, considering the finding of the study there was an attempt to seek the experts views on how to perform lesson plan practically through forming a focus group. This is a descriptive study indicating the attitudes of 152 academic staff about lesson plan. The data were collected using a questionnaire. The findings of the first stage was followed by forming a focus group in the second stage. Ten authorities and experts in the field were selected. They were interviewed on how to perform lesson plans in Shiraz university of Medical Sciences in three sessions. It was concluded that the main barrier for designing and performing the lesson plan is the academic staff's lack of awareness about its advantages. Of the population under the study, 30% were females and 70% males. The majority of the academic staff [126 individuals, 85.1%] believes that they need a lesson plan in their field and that the implementation of lesson plan contributes to the improvement of education. 70.9% [1.5] of them believe that lesson plan does not limit the educational process. Some of their coworkers [51.5%] consider lesson plan as necessary and are ready to cooperate in this way. 44.6% of them [42] state that designing a lesson plan somehow conforms to our country s educational system. The majority of them [75.8%] state that they know the [must learns] but believe that there is no sufficient education about lesson plan. The experts in the cus group presented their recommendations with regard to lesson plan as follows: 1 - Continual education of the academic staff; 2- Compilations of logbook; 3- Application of those sections with lesson plan; 4- Compulsory regulations for using lesson in university. The findings of this study reveal that the academic staffs have a positive view about lesson plan. However, their active participation in designing and implementing lesson plan requires educational programs to be compiled. This entails special managerial strategies