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Good doctor -patient communication has been shown to have a positive impact on a number of health outcomes in several studies. Also, effective doctor- patient communication is shown to be highly correlated with patient satisfaction and health care services.

Material and Method: This study was conducted in Zanjan University of medical sciences. The sample was 33 medical students. Doctor-patient relationship was taught in a three-day workshop. The knowledge of students was assessed pre- and post-intervention. Also, student satisfaction was assessed. Then data was analyzed by SPSS.

Results: The findings showed that 85% were satisfied. There was statistically significant difference between pre- and post-test mean scores. The difference between subtests of pre- and post-tests were also statistically significant.

Conclusion: Teaching "doctor-patient relationship" to medical students is very effective for enhancing their knowledge of communication skills.

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  Background and Objective : Electronic learning is a pre-constructed and programmed use of electronic system and computer for supporting the process of learning. The goal of electronic training is to enable anyone to use machines for learning purpose. The aim of this study is to investigate the obstacles to the development of E-learning in educational system in Shahid Chamran University.

  Materials and Methods : This study has been done with a combination of qualitative and quantitative methods. Samples consist of 163 people at Shahid Chamran University. Stratified random sampling was used. Descriptive and inferential statistics were employed for data analysis.

  Results : We found that administrative , technological , organizational , and individual factor s were significantly effective on challenges in the e-learning program at Shahid Chamran University. The mean values for the mentioned factors were 4.07, 4.03, 3.85, 3.83 respectively.

  Conclusion : A combination of the mentioned factors is effective on e-learning for higher education

 

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Background and Objective: Examinations before internship, as the last national test of general medicine, show the academic status of the students, particularly in clinical stage. The assessment of long-term results of this test can be made more rational and help remove flaws and lead to success in future. Materials and Methods: The study group was all students of medical sciences in Semnan in the years 1380 to 1389. Data were analyzed using descriptive analysis. Results: Of the total of 316 people, those taking part in Esfand 1387 exam did better than those taking part in 1380 test. The scores in the first 5 years were better than those of the second 5 years. Conclusion: The review of comprehensive examination scores in consecutive years is recommended.

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Introduction: The objective structured clinical examination(OSCE) is one of the assessment tools of the final examination in clinical wards of Semnan University of Medical Sciences. The study set out to explore medical student and resident views about the quality of this exam. Methods: In this cross sectional study, a self administered questionnaire was completed by 132 medical students and residents who were assessed at least once by this examination. The outcome measures were student’s opinion about the quality of the exam, quality of the questions and the time for each station and their attitude about the exam as a whole. Results: There was overwhelming acceptance of the OSCE among the residents in comparison to the students (p=0.034). With respect to the quality of the questions, also the residents of higher grades had a better view in comparison to the students (p=0.037) and with respect to the time for each station, the third grade residents had a better opinion (p<0.001). Concerns were expressed regarding the inadequacy of orientation sessions before the examination among the medical students. Conclusion: Student feedback is invaluable in influencing faculty teaching, curriculum direction and appreciation of student opinion. Furthermore evaluation will strengthen the development of OSCE

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Background & Objective: Competency and teaching quality of professors play a key role in the quality of active learning in students. The present study aimed to predict the components of competency and teaching quality of professors regarding active learning in the students of Mazandaran University of Medical Sciences, Iran.
Materials and Methods: In this study, 359 students were selected via stratified random sampling, and Cochran’s formula was used to determine the sample size. Validity of three questionnaires was assessed using content validity and face validity, and the reliability was determined at the Cronbach’s alpha of 0.853 for the questionnaire of professors’ competency, 0.894 for the questionnaire of teaching quality, and 0.938 for the questionnaire of active learning in students. Data analysis was performed using parametric tests.
Results: Variables of professors’ competency, teaching quality, and active learning in students were estimated to be above average at the significance level of 0.001 in the affiliated schools. A significant association was observed between teaching quality and professors’ competency at the significance of 0.001 and correlation-coefficient of 0.65. In addition, there was a significant association between teaching quality and active learning at the significance of 0.001 and correlation-coefficient of 0.61. Our findings indicated a linear correlation between the variables of competency and teaching quality compared to active learning (F=126.958; P=0.0001).
Conclusion: According to the results, there seems to be a significant correlation between teaching quality and professors’ competency, which could predict the level of active learning in students
 

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Background & Objective: Social accountability is an important and essential notion in medical training. Despite significant similarities, various countries have aimed to define proper competencies in medical education according to their own healthcare provision system and society needs. This study aimed to explore the required clinical competencies for training general practitioners to acquire social accountability.
Materials and Methods: This study was conducted in Tabriz University of Medical Sciences, Tabriz, Iran in 2017 using qualitative content analysis. In total, 14 professors and five general practitioners were selected via purposive sampling, using their experiences and views until reaching information saturation stage. Data were collected and analyzed using a semi-structured interview and conventional content analysis, respectively.
Results: In this research, six primary categories of “ability to provide clinical services based on a holistic approach”, “cooperation with healthcare team members to promote health and prevention”, “role playing in the healthcare system”, “communication skills”, “professional commitment and ethics”, and “decision making in extreme conditions”, In total, 15 subcategories were obtained.
Conclusion: According to the results of this study, medical schools must train graduates who can be active in promotion of society health and committed to professional behaviors and ethics, effective communication, teamwork, performing primary care, improving health and preventing diseases in the whole society, which can result in the development of social accountability in medical training.

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Background & Objective: Medical graduates must acquire the necessary competencies to address the needs of the community during their studies. This requires the evaluation, modification, and quality improvement of the curriculum. The present study aimed to develop a valid and reliable instrument for the evaluation of the curriculum of clinical medicine in terms of social accountability.
Materials and Methods: This combined study was conducted in three stages at Tabriz University of Medical Sciences, Iran in 2015. In the first stage, qualitative content analysis and features of the curriculum of clinical medicine were determined based on the social accountability approach. In the second stage, the dimensions and items of the instrument were codified using the results of the qualitative stage of the study and by reviewing credible manuscripts relevant to the research subject. In the third stage, the face validity, content validity, and reliability of the instrument were assessed.
Results: In the first stage of the study, features of the curriculum of clinical medicine were determined based on social accountability. In the second stage, the initial instrument was developed with 4 dimensions and 55 items. In the third stage, the instrument was validated with 40 items. The effects score of the items was <1.5, and the CVR and CVI of each item were <0.59 and <0.79, respectively. In addition, the reliability of the instrument was confirmed at the Cronbach’s alpha of 0.97.
Conclusion: The evaluation instrument was developed with 4 dimensions and 40 items, which had good content validity, face validity, and reliability. Therefore, the instrument could be used for the evaluation of the curriculum of clinical medicine in terms of social accountability.
 

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Background & Objective: Nursing education requires the use of student-oriented learning techniques, such as flipped classes, to foster creative students with the ability to think critically. Given the new emergence of the educational method of the flipped classroom in the education of medical sciences, there is inadequate information about the nursing students’ experiences of learning in a flipped classroom in the world, especially in Iran. This study aimed to explain the nursing students’ experiences of a flipped classroom in order to provide proper strategies for nursing instructors.
Materials and Methods: This qualitative study had a conventional content analysis and was conducted on 18 second-semester nursing students, who passed the nursing unit of orthopedic diseases by attending a flipped classroom. Data were collected via semi-structured in-depth interviews, and data analysis was performed using conventional content analysis method by Graneheim and Lundman.
Results: The main theme of the study was "the effectiveness of theory teaching”, which encompassed three classes of “experience of a new approach in education”, “control over learning” and “interactive participation: a different experience”.
Conclusion: According to the results of the study, electronic contents help students learn theoretical knowledge to solve the problems of hypothetical patients. Therefore, our findings can be used by nursing instructors to obtain positive consequences by applying the flipped classroom method.

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Background & Objective: Education and learning are affected by different variables, such as learning style, which can affect educational performance and higher education output. This study aimed to evaluate the learning styles of dental students and their satisfaction with education at the dental school.
Materials and Methods: This descriptive-analytical study was performed on 109 clinical dental students in 2016-2017. After completing the Kolb learning style questionnaire, the satisfaction of students with the education at the dental school was assessed with one question scored in a range of 0-10 (from completely dissatisfied to completely satisfied). In addition, a P-value of less than 0.05 was considered significant.
Results: In this study, the learning styles of converging (57.8%), assimilating (21.6%), diverging (12.8%), and accommodating (7.8%) were the most-to-least used styles, respectively. According to the results, no relationship was observed between the learning model and variables of gender, GPA, and academic semester. Moreover, there was no significant association between mean educational satisfaction of students (4.8±2.6) and their learning style (P=0.4).
Conclusion: According to the results of the present study, converging and assimilating learning styles were the most frequently applied learning models among dental students. It is recommended that problem-focused education along with lecture-based teaching be applied as a suitable training method.

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Background & Objective: Investigating residents' opinions is one of the ways to evaluate professionalism in the clinical setting in a variety of ways. Since Teachers are good role models for learners and on the other hand, students have a close relationship with the teachers because of their direct presence in the teaching position, therefore, their viewpoints about the characteristics of a teacher can dramatically influence the learning process. The purpose of this study was to investigate the residents' viewpoints on professionalism of clinical Teachers.
Materials and Methods: This study was a descriptive study. The statistical population was residents of Educational Departments of Imam Khomeini Sari Hospital in 1398 who were selected by census sampling method (n = 150). The research tool was a researcher-made questionnaire containing 30 questions. The validity of the questionnaire was evaluated using the opinions of 20 experts and calculation of CVR and Impact Score coefficients. The reliability of the tool was calculated as 0.87 using Cronbach's alpha. The data were analyzed by means and variance analysis.
Results: The results showed that the overall score of clinical Teachers professionalism score was 4.04. The component of responsibility with the average of 4.10 had the highest score and job excellence with an average of 3.88 had the lowest score. There was no significant difference between different educational groups.
Conclusion: The results showed that the professional status of clinical Teachers is in a relatively good condition. For ethics excellence, short-term ethics courses and Active teaching methods are proposed.

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