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Fardin Amiri, Arash Khajehvand, Sedigheh Hannani, Nemamali Azadi,
Volume 16, Issue 5 (Dec 2022)
Volume 16, Issue 5 (Dec 2022)
Abstract
Background and Aim: Surgical site infection (SSI) is one of the most common health-care associated infections. Using proper antiseptic solutions for preoperative surgical site skin preparation (skin prep) is one of the methods to reduce SSIs. The purpose of this study was to compare the effect of preoperative surgical site skin preparation with povidone-iodine and chlorhexidine-gluconate on the rate of SSI in laparotomy patients.
Materials and Methods: A total of 70 Laparotomy surgery patients who referred to Firoozgar hospital in Tehran from May to September of 2021 were included in this clinical trial. Patients were randomly allocated into two groups which were treated with povidone-iodine(PVI) or chlorhexidine-gluconate (CHG) for surgical site skin prep. Skin prep was done with standard rotational method in two steps by the researcher for each group by using of PVI and CHG. SSI incidence was assessed by a researcher-made check list and also over post-surgical follow up visits by the surgeon. We used Fischer’s exact test, t-test, Chi-square and Cochrane’s Q-test to analyze the collected data.
Results: SSI was seen in five patients (14.29%) of PVI group and one patient (2.86%) of CHG group. Although the SSI incidence in PVI group was 5.54 times more than CHG group, still the difference wasn’t statistically significant (P=0.198). Comparing the incidence of SSI’s in 24 hours after surgery (0%) and 30 days after surgery (8.57%) in both groups revealed that using these antiseptics for skin prep was effective in preventing SSI (P<0.001). SSI incidence was also associated with two days of patient’s hospital admission time (P=0.001).
Conclusion: The result of this study revealed that the occurrence of SSI in PVI group was 5.54 times more than CHG group. However, the difference was not statistically significant. So both of these antiseptics can be used for surgical site skin prep.
Materials and Methods: A total of 70 Laparotomy surgery patients who referred to Firoozgar hospital in Tehran from May to September of 2021 were included in this clinical trial. Patients were randomly allocated into two groups which were treated with povidone-iodine(PVI) or chlorhexidine-gluconate (CHG) for surgical site skin prep. Skin prep was done with standard rotational method in two steps by the researcher for each group by using of PVI and CHG. SSI incidence was assessed by a researcher-made check list and also over post-surgical follow up visits by the surgeon. We used Fischer’s exact test, t-test, Chi-square and Cochrane’s Q-test to analyze the collected data.
Results: SSI was seen in five patients (14.29%) of PVI group and one patient (2.86%) of CHG group. Although the SSI incidence in PVI group was 5.54 times more than CHG group, still the difference wasn’t statistically significant (P=0.198). Comparing the incidence of SSI’s in 24 hours after surgery (0%) and 30 days after surgery (8.57%) in both groups revealed that using these antiseptics for skin prep was effective in preventing SSI (P<0.001). SSI incidence was also associated with two days of patient’s hospital admission time (P=0.001).
Conclusion: The result of this study revealed that the occurrence of SSI in PVI group was 5.54 times more than CHG group. However, the difference was not statistically significant. So both of these antiseptics can be used for surgical site skin prep.
Sedighe Hannani, Nazanin Sarraf Shahri, Asma Feizy Dehkharghani, Najme Samii, Azar Arab Khazaie, Azin Arab Khazaie, Kiarash Kamboozia,
Volume 17, Issue 3 (8-2023)
Volume 17, Issue 3 (8-2023)
Abstract
Background and Aim: Virtual networks have become one of the most influential tools in people’s lives, affecting various aspects of life. In medical sciences, with numerous advancements, the use of virtual networks is increasing. However, virtual networks can lead to wastage of students’ time and a reduction in study hours, which negatively impacts their knowledge and practical skills. Therefore, this study aimed to investigate the impact of using virtual networks on the knowledge and practical skills of surgical technologist students.
Materials and Methods: This descriptive-analytical study was conducted on 60 students in the 6th and 8th semester of operating room technology at Iran University of Medical Sciences in 2020-2021. At the end of the semester, the students underwent a comprehensive 40-question theoretical exam to assess their theoretical knowledge. To evaluate the level of virtual network usage, the students filled out a researcher-designed questionnaire. The practical skills of the students were measured based on their internship grades. Normality of the data was assessed using the Kolmogorov-Smirnov, and Pearson correlation coefficient test. Data analysis was performed using SPSS software.
Results: According to the findings of this study, there was a significant negative relationship between the level of virtual network usage and theoretical knowledge (P<0.05). This means that with an increase in virtual network usage, the level of students’ knowledge decreased. On the other hand, there was a significant positive relationship between theoretical knowledge and practical skills. This means that as the scores of the comprehensive exam increased, the scores of practical skills (internship) also increased. However, no significant relationship was found between the level of virtual network usage and students’ practical skills (P>0.21).
Conclusion: Based on the findings of this study, virtual networks lead to a weakening of students’ theoretical knowledge, as evidenced by the decrease in scores on the researcher-designed questionnaire (level of virtual network usage) and the comprehensive exam scores. Another result of the study was the significant positive relationship between theoretical knowledge and practical skills, indicating that as the comprehensive exam scores increased, the scores obtained in internships also increased.
Materials and Methods: This descriptive-analytical study was conducted on 60 students in the 6th and 8th semester of operating room technology at Iran University of Medical Sciences in 2020-2021. At the end of the semester, the students underwent a comprehensive 40-question theoretical exam to assess their theoretical knowledge. To evaluate the level of virtual network usage, the students filled out a researcher-designed questionnaire. The practical skills of the students were measured based on their internship grades. Normality of the data was assessed using the Kolmogorov-Smirnov, and Pearson correlation coefficient test. Data analysis was performed using SPSS software.
Results: According to the findings of this study, there was a significant negative relationship between the level of virtual network usage and theoretical knowledge (P<0.05). This means that with an increase in virtual network usage, the level of students’ knowledge decreased. On the other hand, there was a significant positive relationship between theoretical knowledge and practical skills. This means that as the scores of the comprehensive exam increased, the scores of practical skills (internship) also increased. However, no significant relationship was found between the level of virtual network usage and students’ practical skills (P>0.21).
Conclusion: Based on the findings of this study, virtual networks lead to a weakening of students’ theoretical knowledge, as evidenced by the decrease in scores on the researcher-designed questionnaire (level of virtual network usage) and the comprehensive exam scores. Another result of the study was the significant positive relationship between theoretical knowledge and practical skills, indicating that as the comprehensive exam scores increased, the scores obtained in internships also increased.
Sedigheh Hannani, Parsa Farmahin Farahany, Fardin Amiri,
Volume 18, Issue 3 (7-2024)
Volume 18, Issue 3 (7-2024)
Abstract
Background and Aim: The usual trainings are not enough to acquire the knowledge and skills of operating room students to play the role of scrub and mobile person, especially in complex and specialized surgeries. This research was conducted with the aim of determining the effect of designing, implementing and evaluating the protocol before, during and after Whipple surgery and its effect on the knowledge, attitude and clinical skills of surgical technology students of Iran University of Medical Sciences.
Materials and Methods: This research was a semi-experimental study of pre- and post-intervention type, during which 50, fifth and seventh semester undergraduate students of surgical technology were selected and trained using the designed protocol. The content of the protocol included the latest principles of Whipple surgery technology in the field of surgical anatomy, pathology of the digestive system and pancreas, diagnostic procedures and preparations before Whipple surgery, the procedure of Whipple surgery and the post-surgery phase and the recovery period of Whipple surgery. Before and after the training, the amount of knowledge, attitude and clinical skills of the students were evaluated and compared using a questionnaire and an observational checklist. The data were analyzed using paired t-test, non-parametric Wilcoxon test and analysis of covariance test in SPSS software.
Results: The results of this study showed that after using the designed educational protocol, the knowledge, attitude and clinical skills of surgical technology students increased. That is, the use of the designed educational protocol was effective on the level of knowledge, attitude and especially the clinical skills of the students. So that a statistically significant difference was observed in the average scores of the knowledge, attitude and clinical skill test of the students before and after training (P<0.05).
Conclusion: Based on the results of this study, designing and using educational protocols is an effective method in the process of teaching and evaluating the level of knowledge, attitude and clinical skills of students in complex and specialized surgeries such as Whipple surgery. Therefore, the use of educational protocols designed in the process of teaching students is recommended to all professors and educational officials of surgical technology.
Materials and Methods: This research was a semi-experimental study of pre- and post-intervention type, during which 50, fifth and seventh semester undergraduate students of surgical technology were selected and trained using the designed protocol. The content of the protocol included the latest principles of Whipple surgery technology in the field of surgical anatomy, pathology of the digestive system and pancreas, diagnostic procedures and preparations before Whipple surgery, the procedure of Whipple surgery and the post-surgery phase and the recovery period of Whipple surgery. Before and after the training, the amount of knowledge, attitude and clinical skills of the students were evaluated and compared using a questionnaire and an observational checklist. The data were analyzed using paired t-test, non-parametric Wilcoxon test and analysis of covariance test in SPSS software.
Results: The results of this study showed that after using the designed educational protocol, the knowledge, attitude and clinical skills of surgical technology students increased. That is, the use of the designed educational protocol was effective on the level of knowledge, attitude and especially the clinical skills of the students. So that a statistically significant difference was observed in the average scores of the knowledge, attitude and clinical skill test of the students before and after training (P<0.05).
Conclusion: Based on the results of this study, designing and using educational protocols is an effective method in the process of teaching and evaluating the level of knowledge, attitude and clinical skills of students in complex and specialized surgeries such as Whipple surgery. Therefore, the use of educational protocols designed in the process of teaching students is recommended to all professors and educational officials of surgical technology.
Sedigheh Hannani, Seyyedeh Haniyeh Mousavibaghi, Fardin Amiri, Shaqayeq Taghizadeh,
Volume 20, Issue 1 (4-2026)
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Observing the principles of professional ethics by university faculty members guarantees the improvement of student ethics and the moral situation of the entire university environment. A 360-degree evaluation is a method in which individuals are assessed from multiple perspectives, including peers, supervisors, subordinates, and self-assessment. Therefore, the results of this type of evaluation are more objective, reliable, and valid. This study was conducted to evaluate the professional ethics of faculty members of operating room departments of the Universities of Medical Sciences in Tehran using a 360-degree feedback model.
Materials and Methods: This descriptive-analytical cross-sectional study was conducted in the universities of Medical Sciences in Tehran between 2021 and 2022. The faculty members of the operating room groups of each university were evaluated by four groups of evaluators (themselves, senior managers, colleagues, and students of the operating room group) based on researcher-made questionnaires of professional ethics. In the community of faculty members, superior managers, and peers, the size of the community was equal to the sample. In the student community, the stratified sampling method was used according to the volume to determine the required samples from the student population in each university, and the sample size of 195 students was determined. The face and content validity of the questionnaires were confirmed by a group of expert professors (11 people). To estimate the reliability of the questionnaires, Cronbach’s alpha coefficient was used, which was for the self-evaluator questionnaire (0.87), superior managers (0.92), peers (0.88), and students (0.95). Data normality was assessed using the Kolmogorov–Smirnov test. Independent t-test, Mann–Whitney U test, and Kruskal–Wallis test were used for group comparisons, while Pearson’s correlation coefficient was used to examine relationships between variables. Finally, the data analysis was performed using SPSS software. For all tests, a significance level of P<0.05 was considered.
Results: The overall mean professional ethics score of faculty members from the perspective of the four evaluator groups was 4.06±0.58, indicating a desirable level of professional ethics. Self-evaluation yielded the highest mean score across all dimensions (4.79±0.17), whereas student evaluations produced the lowest mean score (3.77±0.56). Professional ethics scores were significantly associated with the gender of self-evaluators (P<0.05). So that female faculty members rated themselves better than male ones. Furthermore, a significant difference was observed between male and female students regarding their perceptions of faculty members’ adherence to professional ethics (P<0.05). So that male students rated the faculty members’ adherence to professional ethics better.
Conclusion: Considering the diversity of evaluators’ perspectives, modern and practical evaluation approaches such as 360-degree feedback are valuable tools for assessing adherence to professional ethics to determine the status of professional ethics from various stakeholder perspectives. These methods can help faculty members identify areas for improvement and enhance their professional performance.
Materials and Methods: This descriptive-analytical cross-sectional study was conducted in the universities of Medical Sciences in Tehran between 2021 and 2022. The faculty members of the operating room groups of each university were evaluated by four groups of evaluators (themselves, senior managers, colleagues, and students of the operating room group) based on researcher-made questionnaires of professional ethics. In the community of faculty members, superior managers, and peers, the size of the community was equal to the sample. In the student community, the stratified sampling method was used according to the volume to determine the required samples from the student population in each university, and the sample size of 195 students was determined. The face and content validity of the questionnaires were confirmed by a group of expert professors (11 people). To estimate the reliability of the questionnaires, Cronbach’s alpha coefficient was used, which was for the self-evaluator questionnaire (0.87), superior managers (0.92), peers (0.88), and students (0.95). Data normality was assessed using the Kolmogorov–Smirnov test. Independent t-test, Mann–Whitney U test, and Kruskal–Wallis test were used for group comparisons, while Pearson’s correlation coefficient was used to examine relationships between variables. Finally, the data analysis was performed using SPSS software. For all tests, a significance level of P<0.05 was considered.
Results: The overall mean professional ethics score of faculty members from the perspective of the four evaluator groups was 4.06±0.58, indicating a desirable level of professional ethics. Self-evaluation yielded the highest mean score across all dimensions (4.79±0.17), whereas student evaluations produced the lowest mean score (3.77±0.56). Professional ethics scores were significantly associated with the gender of self-evaluators (P<0.05). So that female faculty members rated themselves better than male ones. Furthermore, a significant difference was observed between male and female students regarding their perceptions of faculty members’ adherence to professional ethics (P<0.05). So that male students rated the faculty members’ adherence to professional ethics better.
Conclusion: Considering the diversity of evaluators’ perspectives, modern and practical evaluation approaches such as 360-degree feedback are valuable tools for assessing adherence to professional ethics to determine the status of professional ethics from various stakeholder perspectives. These methods can help faculty members identify areas for improvement and enhance their professional performance.
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