Showing 8 results for Operating Room
Dr. Fatemeh Keshmiri, Ms. Azam Hoseinpoor, Dr. Sara Jambarsang, Ms. Fatemeh Jabinian, Dr. Mostafa Shiryazdi,
Volume 15, Issue 47 (12-2022)
Abstract
Background & Objective: Professionalism and interprofessional cooperation are essential capabilities of health team members. Educational systems must use an appropriate approach for training and evaluating these capabilities. The present study aimed to investigate the adherence of surgical residents and personnel to interprofessional professionalism behavior in the operating units using the interprofessional professionalism Assessment (IPA).
Materials & Methods: This cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences from 2019 to 2020. The performance of surgical team members, including 113 residents, surgical technologists (operating room), and anesthesia technicians, was evaluated using the interprofessional professionalism assessment tool (IPA). Data were analyzed using descriptive (mean and standard deviation) and analytical (ANOVA, Chi-square) tests.
Results: The score of interprofessional professionalism behavior of the team members in the operating units were reported as 1.16 ± 0.27 out of 5. No significant difference (F=0.24, P=0.333) was observed between the participants' scores in different disciplines. The lowest scores of the participants in the "excellent" range were 1.04±0.31 out of 5.
Conclusion: The results showed that interprofessional professionalism behavior among the participants was weak. It is suggested that planning for formal curriculum and continuous evaluation of adherence to improve the interprofessional behavior among surgical team members.
Mrs Sara Mohammadi, Dr Azra Kenarkoohi, Mr Aghil Rostami, Mr Mostafa Sadeghi, Ms Maryam Bastami,
Volume 15, Issue 48 (2-2023)
Abstract
Background & Objective: Today, several well-known factors involved in the educational environment could influence students’ level of learning because of academic burnout. Academic self-efficacy, a factor affecting academic burnout, is likely to affect students’ performance levels. This study aimed to determine the relationship between the perception of the educational environment and academic self-efficacy with the academic burnout of paramedical students studying at the Ilam University of Medical Sciences, Ilam, Iran.
Materials & Methods: The present study was a cross-sectional type in which 300 paramedical students participated as the study sample. Data collection tools included the Dundee Ready Educational Environment Measure (DREEM), College Academic Self-Efficacy (CASES), and Maslach Burnout Inventory (MBI). Pearson’s correlation test was used to examine the relationship between variables, and linear regression applied to model the correlation between multiple variables. Data analysis was performed by SPSS (version 26).
Results: Mean scores of academic burnout, perception of the educational environment, and academic self-efficacy were 41.79±13.4, 112.34± 24.63, and 102.65±18.73, respectively. Through linear regression, the identified predictors of academic burnout were: perception of educational environment (β=-0.769, 95%CI; -0.985, -0.553, P<0.001), academic self-efficacy (β=-0.366, 95%CI; -.544, -0.188, P<0.001) and marital status (β=0.351, 95%CI; 0.013, 0.688, P<0.05).
Conclusion: The results found a negative correlation between academic burnout and students' perceptions of the educational environment (EE) and academic self-efficacy. Therefore, one could consider effective factors in the learning environment to create favorable conditions for student learning and reduce academic burnout.
Dr Mostafa Roshanzadeh, Dr Ali Taj, Dr Shirmohammad Davoodvand, Ms Somayeh Mohammadi,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: Clinical environment is a significant component in relation to students' learning. Exposure to the challenges of the clinical learning environment has some consequences for students and can affect their learning. Identifying these consequences will moderate the challenges, and therefore, improve the quality of learning in such environments. The present study aimed to explain the consequences of exposure to clinical learning challenges among operating room students.
Materials & Methods: This study was conducted based on the qualitative content analysis approach at Shahrekord University of Medical Sciences, Shahrekord, Iran, in 2022. A total of 14 surgical technology students were selected by a purposeful sampling method. The required data were collected using in-depth, semi-structured face-to-face interviews. The data were analyzed using Graneheim and Lundman's approach.
Results: The results of the study revealed two categories (i.e., learning distress and using harmful clinical shortcuts) and four subcategories (i.e., feeling of helplessness in learning, anxiety, incomplete care, and wrong modeling). Under the conditions and challenges in the learning environment, students felt helpless toward learning, experienced anxiety, and suffered from learning distress. It was also found that in the clinical learning atmosphere, when faced with the existing challenges, the students would be likely to facilitate the care process and attempt to do unprincipled care by imitating the wrong personnel examples.
Conclusion: Faced with the learning challenges of the clinical environment, the operating room students suffered from learning stress and resorted to harmful clinical shortcuts. Examining students' anxiety and their disappointment and helplessness toward the conditions and challenges of clinical education, identifying clinical wrong patterns in the care process, as well as modifying the care process provided by the personnel as wrong role models of students can have an effective impact in reducing the existing consequences.
Mr Omid Zadi Akhuleh, Dr Mojgan Lotfi, Mr Vahid Rahmani, Dr Zahra Sheikhalipour, Dr Mozhgan Behshid, Dr Mohammadtaghi Khodayari, Ms Nasrin Aghazadeh,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: Self-directed learning (SDL) as an effective strategy in surgical technology students can significantly help to improve their skills and clinical competence. The present study aimed to determine SDL ability and its relationship with Perceived Perioperative Competence in senior undergraduate surgical technology students.
Materials & Methods: The present descriptive study was conducted based on a cross-sectional design. This research included 207 final-year surgical technology students via the census method. Data collection tools included a demographic characteristics form, the Self-Directed Learning Instrument (SDLI) developed by Su-Fen Cheng (2010), and the Perceived Perioperative Competence scale. After collecting the data, they were analyzed in SPSS version software (version 20).
Results: The mean SDL and clinical competence scores were reported as 73.8±8.9(intermediate level) and 107.2±17.3 (intermediate level), respectively. Among various dimensions of perceived clinical competence, interaction with colleagues had the highest value (3.4±0.6). Among the dimensions of SDL, interpersonal communication obtained the highest value (3.8±0.4). To investigate the relationship between SDL and clinical competence, Kendall's Tau and Spearman's correlation coefficients were obtained at 0.601 and 0.794, respectively, pointing to the significant positive relationship between the two variables (P<0.001).
Conclusion: As evidenced by the obtained results, the SDL ability predicts the clinical competence of surgical technology students; therefore, revising the curricula of surgical technology students at the BS level and paying attention to the principle of student-centeredness in the education process, along with conducting training courses on SDL principles, can improve students' clinical competence.
Miss Sara Bagheri, Dr Senthilkumar Jagatheesan, Mr Mahdi Ghanati, Mr Amin Sedigh,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: Regarding the urgent needs of students for an efficient teaching methodology, it is necessary to use self-directed and self-centered teaching methods that encourage the power of reasoning and judgment. This study aimed to investigate the effect of using the game-based Appendectomy Surgical Simulation software on the academic achievement of undergraduate operating room students in Khomein, Iran.
Materials & Methods: This quasi-experimental study was conducted during the COVID-19 pandemic. Forty undergraduate operating room students who were in the second semester of the first year of the operating room undergraduate program participated in this quasi-experimental single-blind study. The participants were assigned randomly to the control and intervention groups after their consent was obtained. Following the use of the game-based Appendectomy Surgical Simulation software for the intervention group and lecture-based classes on a specific academic learning software for the control group, the data were collected using a researcher-made questionnaire concerning academic achievement, whose validity and reliability were approved. The data were then analyzed using descriptive and analytical tests in IBM SPSS (version 22) at a significance level of P<0.05.
Results: The average score of academic achievement was significantly higher in the intervention group (58.35±2.38) than in the control group (35.65±4.14) (P<0.05).
Conclusion: Using the game-based Appendectomy Surgical Simulation software has been effective in improving the academic achievement of students during the COVID-19 pandemic and afterward. Therefore, it can be used in academic and educational programs.
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.
Dr Mohammad Amirafzali Nasab, Dr Esmat Nouhi,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: The operating room is a highly complex and stressful environment. Direct training in this environment may have detrimental effects on employees' performance and students' learning. Therefore, the present study aims to investigate the impact of simulated operating rooms at clinical skill centers on the skills and satisfaction of operating room students at Jiroft and Bam Universities of Medical Sciences.
Material & Methods: In this semi experimental study, 40 operating room students in the fourth semester of the bachelor's program at Jiroft and Bam Universities of Medical Sciences participated. The students were randomly divided into control and intervention groups. The intervention involved utilizing the operating room simulation at the clinical skill center. The data were collected using the Clinical Skill and Teaching Satisfaction Questionnaires and analyzed using Analysis Of Covariance (ANCOVA).
Results: The results of the study showed a significant increase in the skills and satisfaction of students in the intervention group, with respective scores of 87.82 ± 11.21 and 93.5 ± 14 compared to the control group scores of 53.94 ± 8.98 and 83.064 ± 9.69 (p < 0.001). The eta-squared (η) on the post-test revealed that 0.25 and 0.19 of the changes in the dependent variable were due to the independent variable (training in the simulated operating room).
Conclusion: The study's results indicate that simulating operating rooms at clinical skill centers can contribute to improving surgical technologist students' skills and satisfaction. Therefore, the simulated operating room can be used as an effective and safe educational method to enhance operating room students' practical skills.
Dr Nasrin Kamali, Dr Zakiyeh Amini, Dr Farkhonde Asadi, Dr Sara Mohammadi, Dr Kasra Khatib, Dr Sepideh Gholami,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: The learning environment plays a vital role in shaping a student's academic success and overall satisfaction. In this study, we aimed to evaluate the impact of the educational climate in the Operating Room (OR) on the moral distress experienced by operating room technology students.
Material & Methods: In 2022, we conducted a descriptive-analytical study on 58 undergraduate operating room technology students from North Khorasan University of Medical Sciences. We utilized purposeful sampling in the form of a census from qualified academic departments. To collect information, we used three questionnaires: one for demographic information, one for IMOTEC, and one for moral distress. We analyzed the data using independent t-tests, one-way analysis of variance, and Pearson's correlation coefficient, as well as multiple linear regression analysis at a 95% confidence level using SPSS 26 software.
Results: The mean score for the OR educational climate was 71.14 ± 12.01. The rate of moral distress was measured in severity and frequency dimensions, with scores of 1.87 ± 1.08 and 1.79 ± 0.94, respectively. We found a significant inverse relationship between the mean of the educational environment and the severity (p < 0.001) and frequency (p < 0.05) of moral distress.
Conclusion: Given that the educational climate is one of the key factors affecting moral distress, it appears that enhancing the educational climate in the OR environment can play a significant role in reducing the moral distress experienced by students.
