RESUMO
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
RESUMO
Human beings behavior and activities are the result of their needs and motives. Managers byrecognizing and predicting these items and on time satisfaction of them can benefit from the work force in achieving organizational goals more efficiently.To determine motivational factors affecting educational performance from the point of view offaculty members in Kerman University of Medical Sciences.All faculty members of Kerman University of Medical Sciences [308 ones] were participated in thisdescriptive study. Data collection was done by a researcher-made questionnaire confirmed in regard to validityand reliability.According to the obtained results, male faculty members [85.6%] and those over 40 years old[54.5%] had the highest percents. In regard to the academic rank, the highest percent was related to instructors[43.7%] and assistant professors [43.7%]. Those with 11-20 years job experience had the highest percent[42.4%]. In external motives, the highest mean scores were related to "availability of conditions for improvingthe level of knowledge and information [X= 4.40, SD= 0.62]" and "job security [X=4.55, SD= 0.69]" and ininternal motives "inherent interest in teaching [X- 4.55, SD= 0.69]" and "being orderly [X= 4.40, SD= 0.79]"had the highest percents.External and internal motives both affect the performance of faculty members and consequentlythe quality of academic activities in universities