[Comparing self- and teacher-assessment in obstetric clerkship course for midwifery students of Shahrekord university of medical sciences]

Although experts put emphasis on student assessment by the teacher, an established method is selfassessment. The aim of this study was to compare students' self-assessment to evaluation by teachers in obstetrics clerkship course for midwifery students of Shahrekord University of Medical Sciences. This descriptive study was performed on 71 students of 3[rd] semester of midwifery in Shahrekord University of Medical Sciences who passed obstetrics clerkship course in years of 2006 to 2008, and 7 midwifery instructors trained these students during the course. The data was gathered using a form for obstetrics clerkship. The form was developed by midwifery department members based on headings of the course being used for student assessment at the end of each semester. The evaluation form was completed by instructors and the students themselves at the end of the semester. Data was analyzed by SPSS software using descriptive statistics and paired T test. Mean and standard deviation of the total score of instructors' assessment and students self-assessment was 55.90 +/- 5.8 and 57.40 +/- 6.2 respectively out of total score of seventy. It was 16.50 +/- 1.72 and 16.12 +/- 1.55 out of total score of twenty. No significant difference was observed between the mean score of assessment by instructors and the mean score of students' self-assessment. The results of instructors' assessment and that of students were similar. This may indicate that students can judge their own performance, to some extent, similar to their instructors. Students' opinions on their own performance and using it by instructors in student assessment may help in correction of contemporary evaluation scores

[Job satisfaction among faculty members of Isfahan University of Medical Sciences]

Identifying the factors leading to job satisfaction could be useful in increasing faculty members' job satisfaction and motivating them to perform their educational and research activities. This study was conducted to determine job satisfaction rate among faculty members of Isfahan University of Medical Sciences in the year 2005-2006. In a descriptive study, 210 faculty members of Isfahan University of Medical Sciences were selected through stratified random sampling. A researcher-made questionnaire including 45 items in the areas of salary and rewards, promotion opportunities, management stAuts and communications, job security, physical conditions, environment, and nAutre of the work was completed as self-administered. It was analyzed by SPSS software using frequency distribution, mean, and standard deviation. The mean and standard deviation of faculty members' job satisfaction were 65.09 +/- 14.93 out of 100. The mean and standard deviation for the areas under investigation including nAutre of the work, manage-ment stAuts and communications, job security, salary and rewards, promotion opportunities, physical condi-tions and working environment were 82.5 +/- 13.31, 65.3 +/- 17.52, 63.99 +/- 21.64, 61.8 +/- 20.9, 58.7 +/- 20.05, and 58.02 +/- 21.49, respectively, out of the total score of 100. Faculty members were well satisfied with their jobs. Their satisfaction about the nAutre of their work was desirable, and about management stAuts, job security, and salary and rewards, was partially desirable. They were less satisfied with promotion opportunities and physical conditions of working environ-ment. Taking faculty members welfare into consideration and revising promotion procedures could improve the current situation

quality of books, questions and teaching method of self-learning in continuing medical education: the viewpoints of self-learning programs participants in Isfahan University of medical sciences

Self-learning is an appropriate method for continuing medical education programs and has been used in many countries. In order to evaluate new method of self-learning in CME [Continuing Medical Education] programs, this study was conducted to determine the viewpoints of CME participants about the quality of books, questions, and teaching method of self-learning in Isfahan University of Medical Sciences. In a descriptive cross-sectional study, 3712 physicians among the ones participating in CME programs of Isfahan University of Medical Sciences in 2004-2005, were selected through census sampling. The data collection tool was a questionnaire containing demographic questions and 39 items asking about self-learning method, quality of the books and questions which was distributed along with the book at the time of registration for self-learning. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, t-test, ANOVA, and linear regression. The mean and standard deviation of the participants' viewpoints toward self-learning teaching method, quality of books, and quality of questions were 3.96 +/- 0.39, 3.80 +/- 0.35 and 3.74 +/- 0.56 out of 5, respectively. The mean scores achieved by older participants were higher significantly. The results demonstrated the good quality of self-learning method, the provided books, and the designed questions. The physicians had a positive attitude toward this method. This teaching method is recommended to be used in other universities

Faculty members' skills and educational needs concerning clinical teaching methods in Isfahan University of medical sciences

Identifying faculty members' skills and their educational needs in teaching is necessary for planning faculty development programs. This study was designed to determine faculty members' educational needs and their skills concerning teaching methods during teaching medical clerkship and internship courses in order to coordinate the content of educational workshop according to their needs. In a descriptive study, 108 faculty members teaching clerkship and internship courses in Isfahan University of Medical Sciences were selected by random stratified sampling and completed a 16 item questionnaire as self-administered. The questionnaire was about their skills and educational needs in teaching methods of clinical internship and clerkship courses. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, and linear regression. Faculty members had educational needs in all 16 areas under investigation. They considered their skills at proficiency level in implementation but low level in using evaluation feed-back for improving performance, video recording and making educational films. Their most important priorities for education were information resources and full-text journals, clinical skills evaluation, and using evaluation results for identifying their weaknesses in teaching. The results showed no significant relationship between the subjects' skills and educational needs, and their demographic characteristics. Although faculty members evaluated their skills almost at proficiency level in most areas, they needed more education. It seems that teaching methods and student assessment workshops have to be revised and the content of the workshops should be designed according to the needs of the faculty members. It is also recommended to use different educational methods such as workshops, books and pamphlets, self-learning materials, and educational films to respond to faculty members' educational needs