Showing 3 results for Teaching
Bahador M,
Volume 64, Issue 9 (9-2006)
Abstract
At the middle of the 20th century, autopsy has a fundamental role in medical education in Iran, guided by the influential Oslerian philosophy “as is your pathology so is your medical practice”. Students not only attended autopsies, but also had learnt to conduct them. In contrast, today the use of autopsy in medical education is falling down to death. Although this falling is worldwide, but the situation in Iran is much worse. Rarely Iranian medical schools deal with educational autopsy and some of them are quite unfamiliar with autopsy. There are several reasons for this declining including sophisticated medical education with autopsy, community attitudes ,clinicians’ and pathologist’ reluctance, hospital concern about legal action, religious attitudes, consent from the family and funding priorities.
Even with new diagnostic modalities, autopsy remains an important tool for quality and safety assurance. A systematic review of reports on autopsies from USA, European and Australian hospitals, revealed 9 to 40% (on average 23.5%) of clinically missed diagnoses and managements involving the principal or underlying cause of death.
The key roles of hospital autopsies are Improving safety and quality in diagnosis and treatment, Providing benefits to families, Advancing understand-ing of disease, Allowing good programming for emerging disease and frequently seen disease, and Educating medical and allied health professionals.
We have concluded that, reversing the decline of autopsies will require cooperative action at several levels of the healthcare system, particularly including clinicians and pathologists and also governmental and financial bodies and legal authorities.
Angoorani P, Keshavarz A, Sadrzadeh H, Rahimi. A,
Volume 65, Issue 14 (3-2008)
Abstract
Background: Nutrition as an important factor in health can be effective in educational
success of students. Malnourished students have less concentration and attention. Lack of
breakfast consumption for a long period has negative effect in behavior and health. The
purpose of this study is to determine the effect of a nutritional teaching booklet about
breakfast on the knowledge of fourth grade girls at Tehran’s 6th educational and teaching
district.
Methods: This interventional study performed on 100 fourth grade girls from 10 schools in
Tehran city, randomly divided into two groups case who received booklet and control group.
Subject: At first a pretest of knowledge was done for all the students (case and control). The
case group was given the booklet to read by themselves. No teaching provided for the control
group. A knowledge posttest was performed two weeks later. Two types of questionnaires
(general and knowledge) were used to collect data. The following methods were used: chisquare
test for comparing case and control groups from the aspect of independent variables,
pair t- test for comparing the knowledge scores between case and control groups and one-way
ANOVA for assessment of independent variables effect on the mean difference of knowledge
in samples.
Results: The mean score of knowledge in the case group against the control increased 2.22
(p<0.001). The one-way ANOVA method showed that none of the independent variables
(family size, parents’ career and educational level, dinner breakfast sleeping and waking up
time, the person who prepares breakfast at home, breakfast consumption status in other
members of family) had significant effect on the mean of the knowledge scores’ difference.
Conclusions: The results of this study showed the nutritional teaching booklet about
breakfast caused an increase in the knowledge of this age group of girl students.
Hatef Ghasemi Hamidabadi , Maryam Nazm Bojnordi , Nourrelah Rezaie, Mojtaba Hajihoseini, Ali Delbari ,
Volume 79, Issue 1 (4-2021)
Abstract
Background: Understanding hand structures is necessary to diagnose its diseases and injuries. Several methods have been used to teach the anatomy of this body part. In this article, we introduce a new educational tool and examine the impact of its use in learning anatomy.
Methods: Color images of different layers of hand structures were connected with a spring. On each page, the desired structure was cut and that part could be turned from another direction so that the tool was beyond a booklet and could create a three-dimensional image of the region. In this way, a multi-layered structure was made that looking at each part of it and going to the next part was equivalent to removing a layer from the palm of the hand and observing the layer beneath. After making the educational tool, 280 students who participated in the study were divided into two groups: control (A) and experimental (B). Both groups participated in a pre-test. After teaching the theory of hand anatomy for both groups, the control group received practical training using the traditional method and the experimental group using the proposed educational tool, and both groups participated in a post-test and the scores of the pre and post-test groups were compared. Data were analyzed using SPSS 24 statistical software using Mann-Whitney and Wilcoxon tests.
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Results: The pre-test scores of groups A and B were 3.48±1.197 and 3.49±1.481, respectively. The post-test scores of groups A and B were 6.97±1.504 and 10.54±1.303, respectively. Therefore, although the pre-test scores of groups A and B were not much different (P>0.05), the post-test scores of the two groups showed a significant difference (P<0.001). Students also expressed that using this educational tool has made learning hand anatomy more interesting for them.
Conclusion: The results of this study showed that the proposed educational tool is effective in the field of hand anatomy education.
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