Instructional design, delivery, and evaluation of interactive case-based e-CME contents

Background and purpose: Studies have shown the advantages of e-CME programs. Developing case-based e-CME activities, which is a popular format of e-CME programs, is difficult and time-consuming. In this article, we have discussed our experience in designing instructional system for creating case-based e-CME contents

Methods: We designed the instructional system in five steps [i.e., system analysis, design, development, delivery, and evaluation] to create e-contents. We held several sessions with subject experts to analyze the system. Then, we determined the contents' framework and created a plan for faculty members' development and incentives. In the development phase, we held workshops for faculty members and trained e-learning advisors who were to help faculties create contents. Incentives were legitimized. Then, we delivered programs to the learners who would fill a program evaluation questionnaire after completing the study of each program

Results: A total of 20 e-CME programs were developed and delivered to the learners and a total of 3644 learner-programs were studied. The cases rated the programs as 4.56 [SD=0.65] on a 1-5 Likert-type scale

Conclusions: Results showed that the learners rated this learning activity highly. However, we faced some challenges in developing the contents. In future, designing a comprehensive instructional system would help overcome these barriers

Challenges of measuring a faculty member activity in medical schools

One of the features of Mission Based Management is measuring the activities of faculty members and departments and their contributions to the school's mission. As it is important to assess the school's readiness for such a system, in this study we assessed the view points of Tehran Medical School's department chairs about faculty members' activities. We used focus group technique to identify participants' view points. We divided 30 department chairs into homogenous groups of 4-6. After a brief introduction, the moderator presented questions to determine the participants' idea and a secretary recorded them. We categorized view points into main themes and subthemes. Ninety three percent of chairs participated in the sessions. Department chairs' view points were categorized into 3 main themes: "system is effective and should not be implemented". Subthemes included chairs' concerns, views, fears and reasons. The results of the study provided reliable information about department chairs' concerns and reactions to this system. Finally, we determined points of strengths and anticipated threats for developing a faculty member activity measurement system

[Comparative assessment of educational services in dental schools of Iran, 2003]

Comparing medical universities is a useful tool to identify best practices and situation analysis in educational services and may be used as a benchmark tool for planning and identifying goals and periorities. In this study we designed criteria to compare dental schools structures and performances and identified best practices among them. In this experimental study, in the project's expert panel committee, consisting of dentistry faculty members and medical education experts, a benchmarking tool was devised by using goal analysis and brain storming methods. This tool was used to measure the educational performances of dental schools nationwide. Indicators' weights were defined through consensus developing methods. Each school was asked to introduce a representative who would complete a questionnaire, which was designed to collect schools' information. In the next step, all the divisions were visited by project's members. Then, data retrieval was performed and verified at the project's office. Fifty seven criteria for evaluating educational services in dental schools were classified in 7 subgroups: 1. national university enterance exam [2.1%], 2. faculties [15.7%], 3. equipment and facilities [23.2%], 4. management [31.6%], 5. help and support systems [7.4%], 6. outputs [14.6%] and 7. faculty products [5.4%]. Shahid Beheshti Dental School gained the first rank, with the score of 70.12 out of 100. Authorities have used practical strategies and benchmarks of this study for qualitative and quantitative improvement of educational services

Developing educational status assessment tools for nursing schools in Iran and their ranking in 2004

Recognizing the strengths and weaknesses of schools through comparison of their educational services status, is one of the effective ways in determining their present situations. In other words, educational ranking of institutions and introducing the best models, is the requisite for short-term and long-term plannings regarding qualitative and quantitative improvement of schools. The aim of this study was to develop a tool for studying the qualitative and quantitative status of educational services in nursing schools and ranking them through this tool. In a survey study, a set of criteria for investigating educational services was developed based on a tree diagram model. Then, the weignt of these criteria was determined through consensus making method. A representative from each school was introduced to complete the questionnaire. Through visiting the schools, the data was completed and revised. Subsequently, the score of every individual school was estimated for each criterion. A computer software was exploited to perform the final analysis. In order to investigate the educational services provided in nursing education, a set of more than 60 criteria and indicators in three subsets of input, process, and output were designed and their weights were also determined. The first rank belonged to nursing discipline in School of Nursing and Midwifery of Isfahan University of Medical Sciences with the score of 65.15 out of 100 School of Nursing and Midwifery of Tehran University of Medical Sciences with the score of 62.59 out of 100 owned the secon rank and the third rank belonged to School of Nursing and Midwifery of Iran University of Medical Sciences with the score of 59.76 out of 100. Having this project carried out, the strengths and weaknesses of educational services provided in nursing field were defined, and presented to administrators and educational managers as a practical model for qualitative and quantitative improvements

Qualitative and quantitative evaluation of clinical education in medical schools of Iran: a cross sectional study

Future generalists require in depth exposure to primary care practice and the opportunity to work with successful generalist role models. Changes in hospital practice, patient availability, increased student numbers and their expectations and a redefinition of expected learning outcomes are changing the emphasis of clinical teaching away from traditional inpatient settings towards ambulatory care. In this study we evaluated the quality and quantity of clinical training in medical schools of Iran, and ranked the schools according to each category of criteria. In the first step an expert committee devised the criteria and indicators for evaluation of the quality and quantity of clinical education and the weights were determined with the consensus developing techniques among the expert committee members. The questionnaire was developed and after data collection the schools' scores were calculated according to the scoring instructions and the final analysis was performed. Regarding the quantitative criteria, i.e. the number and facilities of the clinics, Tehran Medical School, and according to the qualitative criteria, i.e. the quality of clinical training at each school, Sanandaj Medical School gained the first ranks. This is while the presence of residents in these schools is not alike. Quantity and quality of clinical training in a medical school are not necessarily congruent. It seems that some factors like the presence of residents in teaching clinics can influence the students' training

National educational stratification of medical schools in Iran

After two decades of expansion of medical schools and increasing the number of medical students as one of the most attainable solutions for the problem of substandard status of Iranian community health, recently quality-based policies in medical education have taken priority over most of the national health plans. To determine differences in the field of education between Iranian medical schools by stratifying their educational services. To measure the educational performance that could be utilized to rate the schools nationwide, a benchmarking tool, consisting of more than 60 indicators, was devised. Each school was asked to introduce a representative who would complete a questionnaire, which was designed to collect schools' information. In the next step, all the divisions were visited by one of the projects' members and the schools' representative to revise and approve the data. Then, data retrieval was performed and verified at the projects' office. Finally, a special computer software was exploited to perform the final analysis. There were 45 public and private medical schools nationwide, which were stratified based on their individual scores. Furthermore, all schools were also ranked in each indicator. This study as one of the phases of Strategy Compilation for Educational Missions of the National System of Medical Education, defines the educational strengths and weaknesses of Iranian medical schools that could be used as a measure for authorities to determine the developmental limits and current stance of the medical schools; and optimize their budget and facilities

National Educational Stratification of dental schools in Iran

After two decades of expansion of universities of medical sciences and increasing the number of medical sciences students as one of the most attainable solutions for the problem of substandard status of Iranian community health, recently, quality-based policies in medical education have taken priority over most of the national health plans. The purpose of this study was to determine differences of Iranian dental schools in the field of education by stratifying their educational services. To measure the educational performance that could be utilized to rate the schools nationwide, a benchmarking tool, consisting of about 60 indicators, was devised. Each school was asked to introduce a representative who would complete a questionnaire, which was designed to collect schools' information. In the next step, all the divisions were visited by one of the project's members and the school's representative to revise and approve the data. Then, data retrieval was performed and verified at the project's office. Finally, a special computer software was exploited to perform the final analysis. There were 18 public and private dental schools nationwide, which were stratified based on their individual scores. Furthermore, all schools were also ranked in each indicator. This study as one of the phases of Strategy Complication for Educational Missions of the National System of Medical Education, defines the educational strengths and weaknesses of Iranian dental schools that could be used as a measure for authorities to determine the developmental limits and current stance of these schools; and optimize their budget and facilities

Academic advising in Iranian medical schools

To measure the status of academic advising in medical schools, the present study was designed at the Secretariat for Education and Student Affairs of the Ministry of Health and Medical Education. A benchmarking tool, to assess the quality of different aspects of that field was devised. Every school was asked to introduce a representative who would complete a questionnaire, which was designed to collect schools' information. All the divisions were visited by one of the project s members to revise and approve the data. Then data retrieval -was performed, verified and analyzed at the project s office. There are 45 public and private medical schools nationwide, which were stratified based on their individual scores for academic advising

National educational stratification of dental schools in Iran

After two decades of expansion of universities of medical sciences and increasing the number of medical sciences students as one of the most attainable solutions for the problem of substandard status of Iranian community health, recently, quality-based policies in medical education have taken priority over most of the national health plans. We conducted this study to determine differences in the field of education between Iranian dental schools by stratifying their educational services. To measure the educational performance that could be utilized to rate the schools nationwide, a benchmarking tool, consisting of about 60 indicators, was devised. Each school was asked to introduce a representative who would complete a questionnaire, which was designed to collect schools' information. In the next step, all the divisions were visited by one of the project's members and the school s representative to revise and approve the data. Then, data retrieval was performed and verified at the project s office. Finally, a special computer software was exploited to perform the final analysis. There were 18 public and private dental schools nationwide, which were stratified based on their individual scores. Furthermore, all schools were also ranked in each indicator. This study as one of the phases of Strategy Compilation for Educational Missions of the National System of Medical Education, defines the educational strengths and weaknesses of Iranian dental schools that could be used as a measure for authorities to determine the developmental limits and current stance of these schools; and optimize their budget and facilities