educational environment of main clinical wards in educational hospitals affiliated to Iran university of medical sciences: learners'viewpoints based on DREEM model

DREEM [Dundee Ready Education Environment Measure] model is used as a diagnostic tool for assessing educational problems and effectiveness of educational changes as well as identifying the difference between real and optimum environments. This tool measures the teaching and learning environment. The aim of this study was to investigate the viewpoints of residents and interns of four main clinical wards in four main hospitals of Iran University of Medical Sciences about the educational environment. This descriptive cross-sectional study was performed in four main clinical wards [internal medicine, pediatrics, surgery, and gynecology] of four university hospitals [AliAsghar, Rasoule Akram, Firouzgar, and AkbarAbadi]. The DREEM questionnaire with some minor changes in accordance with the national culture was used as a standard tool. The fifty item questionnaires including five domain of learning, teachers, student's perception about her/his scientific capability, the climate dominating the educational environment and student's perception about his/her social status were distributed among residents [n=86] and interns [n=107]. Data was analyzed by SPSS software. The mean of the achieved scores in 5 domains was 140.6 out of 200 which was considered as positive. Comparing the mean of 5 domains showed no significant difference. The mean of the domains earning 70.3% of the score was assessed almost desirable. The viewpoints of two genders of learners showed no significant difference. Residents' viewpoints differed significantly from interns' viewpoints. The total score of gynecology ward was significantly lower than internal medicine and pediatric wards but it was not significantly different from surgery ward. Although, the educational environments of clinical wards were evaluated as almost desirable [in internal and pediatrics wards], it is essential for faculty members to place more efforts on observing principles of instructional design and create an appropriate educational environment in order to provide a better learning for students. DREEM model may be used for monitoring and assessing modifications and changes made in educational programs

[ rate of pediculosis capitis in students participating in summer camps in different provinces of Iran]

To determine the rate of Pediculosis Capitis among Iranian students participating in bonyad-e-mostazafan summer camps. This is a cross-sectional study of Perdiculosis Capitis rate among 13206 students from different provinces of Iran in 1384 [2005]. The students were examined immediately after arrival the camps. Examination was then carried out by general practitionnaires through direct observation of the hair. The hair and scalp were examined for Pediculosis Capitis by hand separation of the hair every 1-2 cm. the presence of either live or head eggs, or nits, was considered infestation with Pediculosis Capitis. The data analysis was done by SPSS soft ware and chi square. The total number of children from 21 provinces of Iran was 13, 206. Of all these subjects, 758 [5.7%] were infested by Pediculosis Capitis. 3 [0.1%] of the infested cases were boys and 755 [9.9%] were girls. The results showed a significant sex difference in infested cases [P = 0/000]. The most prevalence was seen in Sistan and Baluchestan [11.1%]. Hormozgan [10.6%]. and Ardebil [7.1%]. Also according the results, the education level of the mother, was found to be associated with the rate of infestation [P = 0.039]. Father education level had no meaningful association. Pediculosis Capitis infestation is a disease of adolescence with a higher prevalence in girls. This skin parasite has a wide distribution all over the country and a significant association with sex and maternal education

[ role of training workshops of newborn cares in promotion of mothers' knowledge]

The objective was to determine the role of newborn workshop in promoting mothers' knowledge. This is an interventional study [before and after study]. Training courses in neonatal care were held with participants including 150 women visiting the child health center. Learning material was offered in two parts, 1. taking care of healthy newborn and, 2. common neonatal problems. The rate of correct answers to the questions related to neonatal problems was significantly higher than that of incorrect answers. In one half of the questions concerning nutrition and neonatal care there was no difference between rates of correct and incorrect answers, and in the other half, the rate of correct answers was significantly higher than incorrect ones. The study also showed a significant difference between mothers' knowledge before and after workshops [p=0.00]. Several variables, such as age, job, number of pregnancies, number of children, and mother's level of education were evaluated. Results showed that none of them had any effect in increasing mothers' knowledge before and after classes. Regarding the extension of necessary information for mothers and to exterminate wrong attitudes facing neonates [especially first child], there is a need for education of mothers dealing with neonatal daily care, breast feeding and common neonatal problems