Nasrin Dashti, Nahid Einollahi, Mitra Zare Bavani, Sakineh Abbasi,
Volume 6, Issue 2 (7-2012)
Abstract
Background and Aim: Internal Evaluation is a process of providing evaluative-descriptive information based on the value and significance of educational objectives, operations and results to direct decisions, responses, information and research processes.
Materials and Methods: In this research, studying the opinions of faculty members, students, and graduates, the educational system of Medical Laboratory Sciences Department at Tehran University of Medical Sciences (TUMS) was evaluated in the year 2010. The aim the study was to remodel and adjust the educational system with the society's needs and to promote the educational quality. The employed method was a cross-sectional, descriptive one and consisted of 10 procedural steps in eight sections dealing with the evaluated factors such as faculty members and students, and the satisfaction expressed by students.
Results: The results of the study showed that the average of the eight investigated sections was 70.6% for the Department of Medical Laboratory Sciences, which can be interpreted as desirable.
Conclusion: Internal evaluation can be considered as one of the best methods of improving the quality of education in the faculty of Allied Health Sciences School
Sakineh Abbasi, Nahid Einollahi, Mitra Gharib, Fariba Nabatchian, Nasrin Dashti, Mitra Zarebavani,
Volume 6, Issue 5 (1-2013)
Abstract
Background and Aim: Achievement-based evaluation is an important part of the educational planning process, in which learners are screened besides, it helps teachers in their self-evaluation. The purpose of present study is to survey the methods through which laboratory sciences students were evaluated by their professors at Tehran University of Medical Sciences(TUMS) in the academic year 2009-2010.
Materials and Methods: In this cross-sectional study, the population consisted of the faculty members who teach laboratory sciences courses. Data collection instrument was a researcher-made questionnaire. The collected data were analyzed to describe all evaluation methods using tables and necessary distribution frequencies. Then, the results were compared with those of Medical Planning Council resolutions.
Results: The results show that mid-term exams were used for the evaluation of students in 35% of all theoretical and practical courses. Besides, of the evaluation methods used, multiple-choice questions occupied the first rank(70%) among the methods normally employed.
Conclusion: According to the results, routine evaluation of undergraduate students of laboratory sciences at the Paramedical Faculty of Tehran University of Medical sciences not only conformed to the ratifications of the Supreme Council of Medical Planning, but also was done more extensively and with a higher degree of consistency in the academic year 2009-2010.
Fariba Nabatchian, Nahid Einollahi, Sakineh Abbasi , Mitra Gharib, Mitra Zarebavani,
Volume 9, Issue 1 (5-2015)
Abstract
Background and Aim: Medical Laboratory Sciences is one of the important fields in Medicine that is closely associated with other disciplines in this group. This study aims to evaluate laboratory sciences curriculum in Iran and several countries worldwide.
Materials and Methods: In this research, data collection is based on documents and curriculum goals of countries. The data collected was analyzed using qualitative methods.
Results: Comparative study of curriculum courses of bachelor of Laboratory Medical sciences was done and compared with the number of basic and specific units in Iran and other countries.
The curriculum in Iran with Turkey and Australia is remarkably consistent. Internship units in hospitals have lower returns in compared to other universities in the world.
Conclusion: Laboratory Science curriculum in Iran is matched with developing countries. However, more attention to training units and projects to improve the quality of teaching laboratory sciences could be more effective.
Mohammad Ahmadian, Zahra Molaei, Monireh Rahimkhani, Shaban Alizadeh, Fariba Nabatchian, Nasrin Dashti, Hamid Choobineh, Bahram Nikmanesh, Yoosef Erfani, Mehdi Zavvar, Reza Afrisham, Ziba Majidi, Alireza Latifi, Mohammad Ebrahimi Siahboomi, Azade Omidkhoda,
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Preparing laboratory sciences students for clinical internship requires enhancing practical skills and effective review of theoretical topics taught in the early years. This study aimed to design, implement, and evaluate a summer school for laboratory skills to improve students’ preparedness before entering clinical internships.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.
