ABSTRACT
Surrogacy is one of the new techniques of assisted reproduction technology in which a woman carries and bears a child for another woman. In Iran, many Shia clerics and jurists considered it permissible so there is no religious prohibition for it. In addition to the risk of physical complications for complete surrogate mothers, the possibility of psychological complications resulted from emotional attachment to a living creature in the surrogate mother as another injury requires counseling and assessment prior to acceptance by infertile couples and complete surrogate mothers. The purpose of this study was to assess the emotional experiences of surrogate mothers. This was a qualitative, phenomenological study. We selected eight complete surrogate mothers in Isfahan. We used convenient sampling method and in-depth interview to collect the information. The data analysis was fulfilled via Colaizzi's seven-stage method. Reliability and validity study of the roots in the four-axis was done. The findings of these interviews were classified into two main themes and four sub themes: acquired experiences in pregnancy [feelings toward pregnancy, relationship with family, relatives and commissioning couple] and consequences of surrogacy [complications of pregnancy, religious and financial problems of surrogacy]. Surrogacy pregnancy should be considered as high-risk emotional experience because many of surrogate mothers may face negative experiences. Therefore, it is recommended that surrogates should receive professional counseling prior to, during and following pregnancy
ABSTRACT
Background and Objective: Medical students should learn some skills for better clinical reasoning, decision making and using evidence based medicine. One of the most important attributes of a successful clinician is the ability of critical thinking in patient care situations. The purpose of this study was to evaluate critical thinking skills [analysis, evaluation, inference, and deductive and inductive reasoning] in medical students of Isfahan University of Medical Sciences, Isfahan, Iran
Methods: This non-experimental study was conducted on 92 men in first, third and fifth years of medical education in 2008-2009. Data were collected using California Critical Thinking Skills Test [form B] and analyzed by SPSS software. Statistical tests used for data analysis were ANOVA, Duncan Posthoc and Pearson tests
Results: The mean scores of 5 sub-skills were low in all three groups. Significant differences were found among three groups in regard to evaluation [P = 0.48], inductive reasoning [P < 0.001] and deductive reasoning [P = 0.01]
Conclusion: It seems that students' critical thinking skill is not so desirable in Iran and educational planning should be considered for its development