Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students
Introduction: Responsive medicine is an appropriate training method which trains the graduates who can act effectively in initial and secondary aspects of health issues in the society. Methods: This was a cross-sectional descriptive-analytic study which was done using quantitative method. The ta...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Shiraz University of Medical Sciences
2016-10-01
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| Series: | Journal of Advances in Medical Education and Professionalism |
| Subjects: | |
| Online Access: | http://jamp.sums.ac.ir/index.php/JAMP/article/view/610 |
| _version_ | 1811239336956395520 |
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| author | SEDIGHEH MOKHTARPOUR MITRA AMINI HOURI MOUSAVINEZHAD ALIREZA CHOOBINEH PARISA NABEIEI |
| author_facet | SEDIGHEH MOKHTARPOUR MITRA AMINI HOURI MOUSAVINEZHAD ALIREZA CHOOBINEH PARISA NABEIEI |
| author_sort | SEDIGHEH MOKHTARPOUR |
| collection | DOAJ |
| description | Introduction: Responsive medicine is an appropriate training
method which trains the graduates who can act effectively in
initial and secondary aspects of health issues in the society.
Methods: This was a cross-sectional descriptive-analytic study
which was done using quantitative method. The target population
of this study was all the students of the Nutrition and Health
School of Shiraz University of Medical Sciences. The sample was
randomly selected in this study and 75 students were selected based
on the methodologist’s comments and similar studies and randomnumber
table from a list obtained from the school’s department
of education. This questionnaire was a researcher-made one
which consisted of 23 questions in 2 sections with 21 closedended
questions and 2 open-ended questions; 70 questionnaires
were completed correctly. The closed-ended questions had 4
aspects (completely agree to completely disagree) answered in
5-point Likert scale type. Its face validity was confirmed by 4
faculty members. The construct validity of the questionnaire was
analyzed by factor analysis test and its reliability was assessed by
a pilot on 20 students with a Cronbach’s alpha of 0.85. The data
were analyzed using descriptive statistical tests (mean, standard
deviation, …) and the Pearson coefficient (p<0.001).
Results: The results of this study showed that the maximum mean
score was 3.58±0.65 which was related to the context of these
courses and the minimum mean was 2.66±1.14 which was related
to the logbook implementation. The 2 open-ended questions
indicated that the most important strengths were the use of
logbooks as a guide and determining the minimum training; of the
weaknesses was the mismatch between the theoretical education
and the practical activities. Also, developing the minimum
training that an expert should know and using the common topics
related to theoretical education were the most important points
mentioned by the respondents.
Conclusion: The educational planning of the authorities for keeping
the balance of the theoretical training with the practical activities
and giving opportunities to the trainee or intern to face diseases
and the common problems of the community seems to be necessary |
| first_indexed | 2024-04-12T12:59:03Z |
| format | Article |
| id | doaj.art-44102f52e82e46acb8533af4a75c092b |
| institution | Directory Open Access Journal |
| issn | 2322-2220 2322-3561 |
| language | English |
| last_indexed | 2024-04-12T12:59:03Z |
| publishDate | 2016-10-01 |
| publisher | Shiraz University of Medical Sciences |
| record_format | Article |
| series | Journal of Advances in Medical Education and Professionalism |
| spelling | doaj.art-44102f52e82e46acb8533af4a75c092b2022-12-22T03:32:14ZengShiraz University of Medical SciencesJournal of Advances in Medical Education and Professionalism2322-22202322-35612016-10-0144195201Evaluation of the strengths and weaknesses of community-based education from the viewpoint of studentsSEDIGHEH MOKHTARPOUR0MITRA AMINI1HOURI MOUSAVINEZHAD2ALIREZA CHOOBINEH3PARISA NABEIEI4Quality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran;Quality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran;Cardiovascular Research Center, Shiraz University of Medical Sciences, Shiraz, Iran;Faculty of Health, Shiraz University of Medical Sciences, Shiraz, IranQuality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran;Introduction: Responsive medicine is an appropriate training method which trains the graduates who can act effectively in initial and secondary aspects of health issues in the society. Methods: This was a cross-sectional descriptive-analytic study which was done using quantitative method. The target population of this study was all the students of the Nutrition and Health School of Shiraz University of Medical Sciences. The sample was randomly selected in this study and 75 students were selected based on the methodologist’s comments and similar studies and randomnumber table from a list obtained from the school’s department of education. This questionnaire was a researcher-made one which consisted of 23 questions in 2 sections with 21 closedended questions and 2 open-ended questions; 70 questionnaires were completed correctly. The closed-ended questions had 4 aspects (completely agree to completely disagree) answered in 5-point Likert scale type. Its face validity was confirmed by 4 faculty members. The construct validity of the questionnaire was analyzed by factor analysis test and its reliability was assessed by a pilot on 20 students with a Cronbach’s alpha of 0.85. The data were analyzed using descriptive statistical tests (mean, standard deviation, …) and the Pearson coefficient (p<0.001). Results: The results of this study showed that the maximum mean score was 3.58±0.65 which was related to the context of these courses and the minimum mean was 2.66±1.14 which was related to the logbook implementation. The 2 open-ended questions indicated that the most important strengths were the use of logbooks as a guide and determining the minimum training; of the weaknesses was the mismatch between the theoretical education and the practical activities. Also, developing the minimum training that an expert should know and using the common topics related to theoretical education were the most important points mentioned by the respondents. Conclusion: The educational planning of the authorities for keeping the balance of the theoretical training with the practical activities and giving opportunities to the trainee or intern to face diseases and the common problems of the community seems to be necessaryhttp://jamp.sums.ac.ir/index.php/JAMP/article/view/610ClinicalEducationNutritionHealth |
| spellingShingle | SEDIGHEH MOKHTARPOUR MITRA AMINI HOURI MOUSAVINEZHAD ALIREZA CHOOBINEH PARISA NABEIEI Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students Journal of Advances in Medical Education and Professionalism Clinical Education Nutrition Health |
| title | Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students |
| title_full | Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students |
| title_fullStr | Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students |
| title_full_unstemmed | Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students |
| title_short | Evaluation of the strengths and weaknesses of community-based education from the viewpoint of students |
| title_sort | evaluation of the strengths and weaknesses of community based education from the viewpoint of students |
| topic | Clinical Education Nutrition Health |
| url | http://jamp.sums.ac.ir/index.php/JAMP/article/view/610 |
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