[Investigation of medical stagers and interns satisfaction on OSCE as a clinical skill evaluation method in kerman university of medical sciences]

Exact and objective evaluation of professional competency is one of the most important aspects in medical students' clinical education. Objective structural clinical exam [OSCE] evaluates a large spectrum of technical and basic skills in an experimental setting. To determine the satisfaction of medical stagers and interns in Kerman University of Medical Sciences on evaluation based on OSCE. All the medical students experienced the OSCE were selected as the population of this cross-sectional research. To gather the data, a researcher - made questionnaire with a proper validity and reliability was used. The findings indicated the respondents having experienced OSCE totally got 76.4% of the total score of satisfaction, so they were satisfied with this evaluation method. The students agreed or completely agreed on 73.1% of the statements, and 13.9% selected disagreed or completely disagreed. Most of the students [93.80%] agreed on doing this method in other wards. A significant relationship [P<0.01] was observed between students' satisfaction and agreement on using this method in other educational groups but no difference was observed on other background variables. Since the students were satisfied with OSCE, it seems necessary to develop this evaluation method in all clinical groups

[ opinions of medical interns about the acquired basic clinical skills]

Establishing centers for clinical skills training in medical schools with the purpose ofimproving students' ability in practical skills has provided an adequate environment for practicing in anexperimental setting and consequently can be effective in decreasing the rate of probable mistakes in realsituations.The aim of this study was to determine the opinions of interns in Kerman University of MedicalSciences about the rate and sources of acquired basic clinical skills through self- evaluation.All available interns of Kerman School of Medicine [including 120 ones] who had passed theclinical skills course participated in this cross- sectional study in 2004. Data were gathered by an investigator-made questionnaire and analyzed by using t-test and ANOVA.Based on the results, most of the respondents [90.8%] believed in the necessity of a specific courseAS clinical skills in medical education program. In regard to the rate of acquired skills, "vital signsmeasurement", "nasogastric tube insertion" and "patient communication skills" got the highest mean scores[18.35, 17.76 and 17.3 respectively] in interns' self-evaluation, while the lowest mean scores belonged to'cauterization", "intubation" and "using surgical set" [9.09, 12.84 and 14.11 respectively]. The percent of self-evaluation total score was 76.7%. In regard to the source of acquiring clinical skills, "clinical skills center" [41%], "self- learning" [29%] and "professors and others" [27%] obtained the highest percents respectively.Considering the low self- evaluation scores in some skills and the highest percent for clinical skills center as source of acquiring clinical skills, improving the quality of training in this center and expanding its activities are necessary

[Morning reports in training hospitals affiliated to Kerman universityof medical sciences in 2006]

Although morning report is a well-known term in medical education and one of the most practical clinical training methods, there is not still consensus among experts on its standards. Nonetheless, it seems that the first step for improving the quality of this training method is to obtain a comprehensive picture of its current statue.to assess the characteristics of morning reports [such as their durations, participants and their responsibilities, management of these sessions and....]in training hospitals affiliated to Kerman University of Medical Sciences in 2006. In this cross-sectional study, 36 morning report sessions held in all of the training wards were observed over one week. Data were gathered by direct observation. The observer attended the sessions as an ordinary participant and it was tried to use complete observer method. Among 36 assessed morning reports, the maximum sessions were held in major wards [each one held 5 sessions]. The duration of the longest and shortest ones was 90 and 35 minutes respectively. In 30 sessions the academic staff played the main role of managing discussions, while in 5 sessions they were only asking questions, and in one session staff presented a lecture. In 13 sessions interns did not have any role in presenting patients; the corresponding numbers for residents and students were 16 and 0 respectively. In overall the number of participants in the beginning and at the end of sessions was more or less equal, while around 14% of participants were not present during the whole period of the session. Considerable variations were found among the training wards in running morning report sessions. There were some weak points in running these sessions such as the frequency and duration of sessions, low rate of participation by students and interns and reporting outpatient cases, but most of the wards apply the training method more or less effectively

[ attitudes of Kerman university of medical sciences interns toward the adequacy of received trainings in achieving the approved educational goals in obstetricsand gynecology ward]

Students as the major part of education are one of the best sources of information in each educationalsystem. One of the uses of this source of information is studying the achievement of educational goals.To determine the adequacy rate of presented trainings in achieving educational goals of Obstetrics and Gynecology ward from the point of view of interns.All interns of Kerman University of Medical Sciences in 2005- 2006 including 93 ones were enrolled into thestudy. Data gathering was done by using a questionnaire including the subjects of training materials in Obstetrics and Gynecology ward. Participants were asked to determine the adequacy of presented trainings for each subject.From 93 interns, 63.7% were female, 71.1% were single and 52.2% have started their medical educationprogram before 2000. Mean age of participants was 25.7 +/- 2 years. From all, 46.6% have seen the approved program ofObstetrics and Gynecology ward and 52.9% asserted that they had been informed of the educational goals at the beginningof the course. The highest adequacy rates were obtained for determining gestational age and estimated delivery datebased on LMP [90.7%], fetal heart rate controlling [87.3%] and prenatal cares [81.6%], while the lowest adequacy rateswere related to inserting and removing Norplant [respectively 16.8% and 16.2%] and inserting IUD [19.8%]. Mean totalpercentage of training adequacy in two domains of diagnosis and therapeutic activities and emergency activities showed nosignificant difference based on age, year of enrolling, marital statue and sex. Mean total score of training adequacy indiagnostic and therapeutic domain including 31 cases was 55.8 +/- 14.3 and in emergency activities including 8 cases, it was 51.23 +/- 2.1 that shows a significant difference [P= 0.002].From the point of view of studied interns, based on the approved educational goals, presented trainings in Obstetrics and Gynecology ward had not been adequate. Therefore improving the quality of clinical training and its continuous evaluation in order to make it compatible with educational goals and changing needs of community is necessary

[Activities of medical educational development center from the views of the faculty members of Kerman Medical Sciences University]

Background: The necessity of improving academic and higher education quality, particularly in Medical Sciences Universities and increasing the efficiency of Health care and Remedy programs are obvious. Medical Educational Development Centers try to achieve their goals in the areas of curriculum planning, teacher training, continuing education, evaluation and research in education

Objective: The aim of this study was to investigate the views of the faculty members of Kerman Medical Sciences University about the activities of Medical Educational development center

Methods: This cross-sectional study carried out in 2003. The sample consisted of the faculty members of Kerman Medical Sciences University [N=307] of which about half [n=145] were selected by simple random sampling. Data were gathered through a researcher - made questionnaire that rated by experts for validity and computed internal consistency reliability with cronbach' alpha coefficient of [r=0.79]

Results: According to the results, the most accepted activities of the center were Designing and carrying out clinical skills educational programs for medical students [96.6%], active participation in the revision of medical educational programs [93.1%], cooperation with educational departments in designing lesson plans based on new materials and resources and Holding educational workshops for the familiarization of the faculty members with new medical softwares and their applications [each 92.4%]. While the least accepted activities were providing facility for lectures, access to resources, gathering and symposiums on medical education and taking advantage of the experienced instructors in designing programs for the center [each 61.4%], participation in the evaluation of research projects and dissertations and helping the medical society to have a better understanding of the changing medical needs of the community [each 67%]. In whole by obtaining 78.7% of the total score, the faculty members showed a relatively positive view towards current activities of the center. From all subjects, 87.5% showed tendency for participating in the activities of the center

Conclusion: The positive view of the faculty members towards current activities of the center is a turning point in further expansion of the center and establishing the same units in all colleges to improve medical education goals

[Impact of health education on the knowledge and practice of 3rd grade guidance school girls of shahrbaback in relation to mensturation health in 2003]

Background: Adolescence is accompanied with deep psychological, physiological and social changes. Girl's lack of awareness about this period, could form the basis of many physical and behavioral problems. Planned health education programs, carried out to develop required skills and abilities leave clear impression on the manner the youth handles these changes

Objective: The aim of this study was determining the impact of health education on the knowledge and practice of 3rd grade guidance school girls of Shahrbabak city [Kerman/Iran] in relation to the health of menstruation

Methods: The present study is a quasi experimental [before-after] in which 200 Subjects were chosen by multi-stage random sampling method. Data collection was carried out through a questionnaire containing 23 questions divided into two parts of knowledge and practice. After determining the validity and reliability, questionnaires were distributed among subjects [pre-test]. Final testing [post-test] was administered after training courses

Results: : Findings of the pre test stage represented weak knowledge and practice of the students concerning health of menstruation and there was significant increase in mean scores of knowledge [from 5.8 [41.4%] to 12.7 [90.7%]] and practice [from 23.7 [65.8%] to 28.3 [78.6%]] after training program [P<0.0001]. Mean scores of practice before and after training course showed significant difference based on family size and source of information [P<0.05]. The least difference of mean score [2.17] was related to students with the greatest family size [>8]. In regard to the source of information the highest difference between mean scores of before and after training [6] was related to the students who reported their friends and teachers as their source of information

Conclusion: According to the findings showing significant increase in knowledge and practice mean scores in post-test stage, designing regular and continuous educational programs concerning the problems of girls maturity period, specially health of menstruation is recommended. It is obvious that girls' knowledge in this respect is not only their natural right but also one of the health program priorities