Do interns achieve learning outcomes up to faculty members' expectations?

In an era of increasing professional accountability, there is a need for both medical educators and licensing bodies to identify the exit competencies expected from medical graduates. Pediatrics department of Isfahan University of medical sciences has defined learning outcomes that should be achieved in pediatric ambulatory setting and both learners and teachers were informed about these outcomes. The aim of this study is to compare faculties' expectation and interns' self-assessment about their achievement of learning outcomes at pediatric out-patient clinics. In this cross-sectional study conducted in October and November 2005 a list of 63 learning outcomes was prepared. In the first phase, all faculty members were asked to specify desired level of achievement on 0-3 analogue scale for each outcome. In second phase, interns were acquired to self evaluate their level of achievement in these competencies based on the above scale. In this study 53 interns and 6 faculty members participated. Interns were expected to be fully competent with respect to eleven learning outcomes. There was a significant difference between faculties' expectations and interns' self assessment in 6 of full competency requiring outcomes and in 13 of high competency requiring outcomes. Interns' achievement seems unsatisfactory regarding outcomes requiring full and high competency achievement and pediatrics department can revised its curriculum based on the results of this study and improve teaching and learning in the outpatient services

effect of communication skill training on clinical skill of internal medicine and infectious disease residents of Isfahan University of Medical Sciences

Clinical competence has four essential components: knowledge, physical exam, problem solving and communication skill. The communication skill isn't an optional extra in medical training but it is a core clinical skill. This stud is performed in order to determine whether communication skill training for Internal Medicine and Infectious Disease residents improves their clinical competence. This study was performed in 2004-2005 in Isfahan University of Medical Sciences. Thirteen internal Medicine and Infectious Disease residents were involved in this study. We had 8 residents in group one and 5 residents in group two. Group one first participated in communication skill workshop and then their clinical skill was evaluated with objective structured clinical examination [OSCE1]. Group two's clinical skill was first evaluated with OSCE1 and then after participating in communication skill workshop again their clinical skill was evaluated by OSCE 2. The scores of group one in OSCE1 after participation in communication skill workshop were compared to group two in OSCE1 before the workshop. The scores of group two before the communication skill workshop [OSCE1] and after the workshop [OSCE2] were compared Also the scores of group one after the workshop [OSCE1] and group two after the workshop [OSCE2] were compared. Group one after the communication skill workshop had significantly higher scores in clinical skill compared to group two before the workshop. Group two had significantly higher clinical skill scores after the communication skill workshop compared to the clinical skill scores of the same group before the workshop. Communication skill workshop significantly improved the clinical skill of Internal medicine and Infectious disease residents

[Presenting a model for improvement of nutrition and growth promotion of children by the CIPP Evaluation Model in Isfahan]

Assessment of national children's growth has shown that a large percent of country's children are afflicted with growth failure. In recent decade, different models have been used for growth promotion, but there is yet a long way for achieving the desired state of children's growth. In this study we present the CIPP [Context, Input, Process, and Product] Evaluation Model. The present study is a community-based field trial and has been rendered on 74 mothers, with children less than three years of age. A model was designed for increasing mother's participation. On the basis of this Model, a group of volunteer mothers were instructed in the subjects of growth monitoring and child nutrition. Then, these instructed other participants [beneficiaries] in the study. For the evaluation of this model, special indices and criteria were considered. The collected data was analyzed by SPSS software and suitable statistical tests. We report in this article only the results of impact evaluation. The growth state of children was significantly improved after intervention [P<0.005]. Indices like understanding and knowing how to draw growth charts by mothers as well as other indices of child care were also improved [in the two cases, the difference was meaningful P<0.001]. Considerable improvement of growth state of the children and other considered indices shows the efficacy of this Model. Systemic approach and the capability of step by step evaluation are other characteristics of the Model. As the present Model is designed on the basis of cultural and social background of the country and in accordance with its Health System, it can be also used in other regions and for development of other Health Services

Problem based learning or lecture, a new method of teaching biology to first year medical students: an experience

In the previous studies in the field of medical education, problem based learning and lecture based learning have been compared, but, due to the learning habits of Iranian students and special condition of education, the effects of these two methods have been less investigated in Iranian universities so far. This study attempts to compare the effects of these two methods on students' knowledge in molecular biology course and also to assess students' attitude towards this course in problem based learning group. This quasi-experimental study was applied on first year medical students of Isfahan University of Medical Sciences [64 students]. Half of the students, after taking part in a 3 day PBL workshop for learning the needed skills, started working in PBL groups under the supervision of the students of higher levels. The control group spent the course with the traditional lecture method. At the end of the course, students' knowledge was assessed by multiple choice questions and short answer essay questions in both groups and also the attitude of experimental group was assessed by a questionnaire. The data was analyzed by SPSS software using t-test. The mean score of knowledge was 14.3 +/- 1.7 and 12.8 +/- 1.8 in the experiment and control group, respectively. There was a significant difference between the knowledge score of the experiment and control groups. The attitude of the experimental group towards the applied educational method was positive. The present study revealed that Problem Based Learning method was successful compared with current learning methods. More studies are recommended to consider replacing the current educational methods with problem based learning method