[Comparison of E-learning and traditional classroom instruction of dental public health for dental students of Shahid Beheshti dental school during 2010-2011]

Considering the growing trend of information at the current era and development of educational patterns, transforming traditional education into e-learning is becoming increasingly popular. The present study was conducted to compare dental public health course offered through traditional training and e-learning. In this semi-experimental study, 70 senior[11[th] and 12[th] terms] dental students in Shahid Beheshti Dental School who took dental public health course in the first semester of 2010-2011 educational year were selected by census sampling method and assigned to the intervention or control group based on their term. Data were collected using the standard translated version of Distance Learning Attitude Survey [DLAS] questionnaire that was used after determining its validity and reliability. This questionnaire measured the success criteria of e-learning in students. The course was offered online to the intervention and as traditional classroom teaching to the control group for one semester. At the end of the course, a written examination was held for the students in both groups to evaluate their educational progress. Also, students' satisfaction about the educational method was assessed using the translated version of Individual Development and Educational Assessment [IDEA] questionnaire after determination of its validity and reliability. SPSS software was used for data analysis. 36 students, were assigned to the e-learning instruction group13 [36.1%] were males and 23 [63.9%] were females. Thirty four subjects were assigned to the traditional classroom instruction group out of which 10 [29.4%] were males and 24 [70.6%] were females. In terms of demographic characteristics, the only difference between the two groups was in the daily computer usage. The mean +/- SD of the final examination score was similar in the two groups of e-learning and traditional classroom teaching and no significant difference was detected in this respect. Students' satisfaction in the two groups was compared in five domains. The first 4 domains were the instructor's teaching, the educational content, attitude towards the educational course, and difficulty of the course and no significant difference was detected between the two groups in the mentioned domains. The only significant difference between the two groups was observed in the fifth domain namely the final perception and judgment of students [P<0.0001, 2.93 versus 3.85]. All students successfully passed the course. No statistically significant difference was found between the two groups in terms of the knowledge gained about dental public health. E-learning method successfully achieved its objectives which were the development of positive attitude in students towards online education and obtaining their satisfaction. Given the necessary equipment and under certain conditions, e-learning can be successfully used as a substitute for traditional education in national dental universities

[General practitioners' viewpoints about continuous medical education programs]

Need assessment is can be applied as a tool for a better usage by managers and designers of Continuous Medical Education [CME] programs. Hence, this study was conducted to assess general practitioners' viewpoints about Continuous Medical Education Programs held in Zanjan University of Medical Education. This descriptive study was conducted on all general practitioners of Zanjan province [450 persons] but only 260 ones participated by filling in the questionnaires. The motive to participate in CME programs in 46.2% of the participants was gaining credit points while updating scientific information was reported in 38.8% of them. 58.8 percent of the physicians believed that the effect of CME programs was moderate to high; 56.5% wanted 5 to 10 CME programs a year. The influence of CME programs' place was high to very high according to 64.2% of the participants; 51.2 percent preferred weekends whereas 40.7% preferred daily four-hour programs. 58.8 percent were in favor of holding pre-tests and post-tests to determine the qualitative effect of the program. According to general practitioners, CME programs could be more effective. So it is recommended to hold these programs at the weekends, one day a week and four hours a day. Five to ten programs are also suggested in a year

[Attitudes of medical students and teachers towards education in community- oriented medical education [COME] center, Zanjan university of medical sciences 2004]

Practical training of medical students is not limited to only hospitals. Outpatient departments and ambulatory care centers attending a greater number of patients can provide students with more exposure to a variety of medical cases. Moreover, community-oriented medical education center, where more patients come for consultation is a suitable center for training medical students. Although awareness toward the importance of community-oriented medical education is increasing, and medical faculties have already adopted this approach for their training, this idea does not appear to be accepted fully in all of schools. To find the attitude of Zanjan Medical students and teachers towards education and facilities in COME center in 2004-2005. In this descriptive study two separate questionnaires for teachers and students were designed to assess their attitudes towards the method of education, number of patients, situation of center and the quality of education in the Community-oriented Medical Education centers. The questionnaires were filled out by 136 interns and externs' who had been trained in COME center and 14 teachers in Zanjan Medical University. Validity of questionnaires had been confirmed and internal consistency reliability had been determined by Cronbach's alpha coefficient [0.79]. In whole, 66.9% of the students and 53.8% of the teachers were interested in attending COME program and most of them believed that COME is necessary for medical education. The percentage of interns who agreed with this center was more than externs. In regard to the teachers' educational method the highest satisfaction rate [83.2%] was obtained for teachers in the pediatrics ward [p=0.0005]. In regard to the number and variety of patients, pediatrics ward [with respectively 71.7% and 65.6%] was the best and internal ward [with respectively 20.7% and 21.5%] was the worst ward according to the students. The overall satisfaction rate was 51.9 +/- 12.5 in students and interns had a more positive attitude comparing to others. It seems that using more experienced teachers, continuous supervision and evaluation of educational activities, establishing proper research facilities and financial support of COME centers are necessary for improving community-oriented medical education