effect of question generation activity on students' learning and perception

Introduction: student-generated questions can be a very helpful tool in medical education. The use of this activity can allow the students to feel more involved in the subjects covered and may improve their knowledge and learning. The aim of this study was to identify the effect of question-writing activity as a stimulus factor on learning in midwifery students and determine their perception about this activity

Methods: this quasi-experimental study with two groups of pre- and post-tests was conducted on two groups of midwifery students who had taken the immunology course. Two classes of midwifery students [N=62] participated and were randomly assigned to two different groups. One class was selected as the experimental group [n=32] and the other class was considered as the control group [n=30]. The experimental group's students were asked to write questions covering different topics of the syllabus components taught during 15 weeks from February 2016 to May 2016. They were asked to write, answer and explain their multiple-choice questions [MCQs]. The students' performance in immunology course was compared between the two groups at the end of the semester. After their final exam, we asked them to fill in a questionnaire on their views about this activity. The data were analyzed by independent t- test using SPSS software, version 18

Results: the differences between pre- and post-test mean scores of the experimental and control groups were 24.53 +/- 5.74 and 20.63 +/- 5.58, respectively. The results of independent t-test showed that these differences in the two groups were significant [p=0.009]. Nevertheless, most of the students stated that questionwriting activity as a learning tool is an unfamiliar exercise and unpopular learning strategy

Conclusion: results showed that question writing by students has been found to promote learning when it is implemented as a part of the teaching curriculum in immunology course; therefore, this activity could be effective in improving the students' learning

An epidemiological analysis of acute flaccid paralysis in Khuzestan Province, southwest Iran, from 2006 to 2010 / 한국역학회지

OBJECTIVES: Investigations into the epidemiology of acute flaccid paralysis (AFP) are an essential strategic component of the Global Poliomyelitis Eradication Initiative of the World Health Organization (WHO), and are part of the certification process for polio eradication worldwide. This is an epidemiological report of AFP incidence in children less than 15 years old in southwest Iran. METHODS: This was a retrospective cohort study, carried out based on WHO guidelines, in which we reviewed non-polio AFP cases recorded from January 2006 to December 2010 in different regions of Khuzestan Province, southwest Iran. In this study, the records of all children under 15 years old with AFP were evaluated. RESULTS: During a 5-year period, 137 cases of AFP were reported (incidence rate, 2.21 per 100,00 children <15 years old). More than 50% (73 of 137) of the cases were boys, and 52.6% (72 of 137) were under 5 years of age, with a mean age of 5.39±3.98 years. The incidence of AFP was significantly higher in older children (p=0.001). The most common cause of paralysis was Guillain-Barré syndrome (117 of 137). None of the cases were diagnosed with acute poliomyelitis. CONCLUSIONS: In this study, we found that the incidence rate of AFP in the region was almost in agreement with the expected incidence of AFP in children less than 15 years old; therefore, the AFP surveillance program in Khuzestan Province is satisfactory in terms of reliability and effectiveness. Nevertheless, routine vaccination against polio and ensuring that patients with AFP receive follow-up are essential for eradicating polio.

[Comparing the medical students' approaches to study and learning in pre-clinical and clinical stages of study]

Background and Objective: Approach to the study, as one of the factors affects students' learning and achievement, is of a great importance. The aim of this study was to compare medical students' approaches to learning in pre-clinical and clinical years of study and its effect on their academic achievement

Methods: In this descriptive-analytic study, a total of 137 medical students in pre-clinical and clinical years of study in Jundishapur University of Medical Sciences, Ahvaz, Iran, were evaluated by using Approaches and Study Skills Inventory for Students [ASSIST] questionnaire. Grade point average of students in theoretical and practical courses was considered as an indicator of their academic achievement

Results : The most common approach to study and learning was deep approach [40.1%]. In clinical years of study, a significant increase of using deep approach and significant decrease of using surface approach were observed. There was no significant difference between pre-clinical and clinical students in regard to their learning and study approaches [P = 0.140]. Learning and study approach showed significant relationship with students' academic achievement [P = 0.01]

Conclusion: Due to the significance of using deep approach in learning, it is recommended that educational planners provide the best learning conditions to encourage students to take advantage of this study approach