Hossein Karimi Moonaghi , Akram Zhianifard, Hamid Jafarzadeh, Hamidreza Behnam, Jalil Tvakol Afshari,
Volume 8, Issue 18 (Summer 2015)
Abstract
Abstract
Background and purpose: performance evaluation of faculty members always is involved with various issues hence, this study is designed and performed to describe and recognize the experiences of faculty members about promotion process.
Material and methods: this study is Sectional – descriptive and data was collected by using researcher – made questionnaire, it's validated obtained by using specialist advice and to make sure of its reliability the Cronbach alpha coefficient was measured (% 76). Contributors were faculty members of Mashhad medical Science University whom were entered the study by number of 122 persons randomly. The data was analyzed using descriptive and inferential statistics
Results: : % 66.2 of clinical sciences and the base science faculty members about “cultural clause“ sub criteria and %54.1 about “audit board performance“ , also clinical sciences group members of faculty about “promotion process generalities“ sub criteria and absorption executive board performance have selected “I DISAGREE“ option %55.1 and %63.5. Respectively and the only meaningful statistical difference was observed between two clinical education group and the sciences for the variable “cultural clause“(P< 0.02).
Faculty members about the sub criteria “education clause “ , “research clause “ , “executive clause“, “initial assessment “ , “selected committee performance “ and “expert committee performance “ selected respectively %63.1 , %59 , %59 , %74.6 , %66.4 , %63.1 “ I AGREE “ option and only there was meaningful statistic difference between two clinical and science education groups regarding the variable of "Selected Committee Performance" ( P <0.05 ) .
In the questionnaire open questions part faculty members expressed automatically promotion process as the best choice to resolve questions in this context.
Conclusion: in the current study , generalities of upgrade process , cultural clause , absorption executive board performance and audit board performance have gained less average , therefore transparent and just promotion methods , codification of appropriate quantitative and qualitative indicators to measure activities , processes homogenization and utilization of experts in university upgrading committees seems to be necessary.
Dr Zohre Sohrabi, Ms Elham Ramezanpour, Ms Neda Rashidi, Ms Zahra Nouri Khaneghah, Mr Sohrab Nosrati, Ms Azizeh Barry, Dr Akram Zhianifard,
Volume 17, Issue 54 (7-2024)
Abstract
Background & Objective: Reflective learning is one of the most important learning models because it is based on the student's own experiences and is based on self-directed learning. This study aimed to investigate the effectiveness of reflective learning on scrub and circular skills in operating room students at the Iran University of Medical Sciences.
Material & Methods: The current research is a quasi-experimental pretest-posttest control group design. The research population consisted of 60 students in the 3rd and 5th semesters of their bachelor's degree in the operating room who were randomly assigned to two training groups: one that used the reflective learning approach and the other that used the conventional university method. The skills of the correct principles of scrub and circular were measured in both groups before and one week after the intervention using an objective structured clinical test (three stations). The research instrument was a researcher-made questionnaire that was valid and reliable. The data were analyzed by SPSS version 22.
Results: The two intervention and control groups were homogeneous and similar in terms of demographic characteristics (p > 0.05). The intervention group (reflective learning) demonstrated a significantly higher mean score in scrub and circular skills compared to the control group (traditional learning) (p < 0.05).
Conclusion: The results of the present study showed that the reflective learning teaching method has been able to significantly improve post-test scores. So that, with a structured and coherent guide for reflection, students can move beyond the description process to deeper levels of reflection and, thus, learning.