@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(2):123-130
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(2):123-130
Students’ Viewpoints of Mashhad Dental School about Educational Problems a Qualitative Study
ARTICLE INFO
Article Type
Qualitative StudyAuthors
Gharaei Sh. (1)Kargozar S. (*)
Amirchakhmaghi M. (2)
Gholami H. (3)
(*) Dental Faculty, Dental Faculty, Mashhad University of Medical Sciences, Mashhad, Iran
(1) Dental Faculty, Dental Faculty, Mashhad University of Medical Sciences, Mashhad, Iran
(2) “Oral and Maxillofacial Diseases Research Center” and “Oral Medicine Department, Dentistry Faculty”, “Oral and Maxillofacial Diseases Research Center” and “Oral Medicine Department, Dentistry Faculty”, Mashhad University of Medical Sciences, Mashhad, Iran
(3) Medical Education Department, Medicine Faculty, Mashhad University of Medical Sciences, Mashhad, Iran
Correspondence
Address: Mashhad Dental School, Across from Mellat Park, Vakilabad Boulevard, Mashhad, Iran. Postal Code: 99177948564Phone: +985138829501
Fax: +985138829500
kargozars881@mums.ac.ir
Article History
Received: March 9, 2015Accepted: May 1, 2015
ePublished: June 6, 2015
ABSTRACT
Aims
Continuous evaluation of educational services is important to maintain and promote the quality of education. Students are the main sources of analyzing the strengths and weaknesses of education. This study was done to investigate the educational problems of Mashhad dental school from the students’ viewpoint.
Participants & Methods In this qualitative study from April 2012 to June 2012, 25 dental students of Mashhad Dental School in 3 basic sciences, physiopathology and externs stages were participated and were attended in group discussions and their comments on the main goal of the study were recorded. Then the data was given to the students in terms of “a Q sort sample” and results were analyzed using exploratory factor analysis specific to Q analysis.
Findings In the first stage of Q analysis the students were classified based on their mindset about educational problems. However, due to the low correlation between the phrases, exploratory factor analysis did not help much to identify the mentalities. Thus, the phrases were classified in four areas by phenomenological method; professionalism, training facilities, training management and evaluation.
Conclusion The most important educational problems of Mashhad dental school from the students’ viewpoint were: lack of sufficient education in professional ethics, the disproportion between the number of student and educational facilities in clinic and preclinic, inappropriate condition of scientific library, not using new techniques for students participation, insufficiency of some clinical courses and criterionless scoring.
Participants & Methods In this qualitative study from April 2012 to June 2012, 25 dental students of Mashhad Dental School in 3 basic sciences, physiopathology and externs stages were participated and were attended in group discussions and their comments on the main goal of the study were recorded. Then the data was given to the students in terms of “a Q sort sample” and results were analyzed using exploratory factor analysis specific to Q analysis.
Findings In the first stage of Q analysis the students were classified based on their mindset about educational problems. However, due to the low correlation between the phrases, exploratory factor analysis did not help much to identify the mentalities. Thus, the phrases were classified in four areas by phenomenological method; professionalism, training facilities, training management and evaluation.
Conclusion The most important educational problems of Mashhad dental school from the students’ viewpoint were: lack of sufficient education in professional ethics, the disproportion between the number of student and educational facilities in clinic and preclinic, inappropriate condition of scientific library, not using new techniques for students participation, insufficiency of some clinical courses and criterionless scoring.
CITATION LINKS
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[23]Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students perspective on clinical education in Gonabad university of medical sciences. Iran J Med Educ. 2005;5(1):70-8. [Persian]
[24]Wilkerson L, Uijtdehaage S, Relan A. Increasing the pool of educational leaders for UCLA. Acad Med. 2006;81(11):954-8.
[2]Pakshir HR. Dental education and dentistry system in Iran. Med Princ Pract. 2003;12 Suppl 1:56-60.
[3]Hughes O, Wade B, Peters M. The effects of a synthesis of nursing practice course on senior nursing students' self-concept and role perception. J Nurs Educ. 1991;30(2):69-72.
[4]Zaighami R, Fasele M, Jahanmiri SH, Ghodsbin F. Nursing student's viewpoints about the problems of clinical teaching. J Qazvin Univ Med Sci. 2004;30:51-6. [Persian]
[5]Tiwari A, Lam D, Yuen KH, Chan R, Fung T, Chan S. Student learning in clinical nursing education: perceptions of the relationship between assessment and learning. Nurse Educ Today. 2005;25(4):299-308.
[6]Sanatkhani M, Molla Z, Akbari M. Evaluation of the students' perception about clinical education and examination in Mashhad school of dentistry (Iran) in 2009. J Mashhad Dent Sch. 2012;36(3):211-22. [Persian]
[7]Cross RM. Exploring attitudes: The case for Q methodology. J Health Educ Res. 2005;20(2):206-13.
[8]Wallenburg I, Van Exel J, Stolk E, Scheele F, De Bont A, Meurs P. Between trust and accountability: Different perspectives on the modernization of postgraduate medical training in the Netherlands. Acad Med. 2010;85(6):1082-90.
[9]Liu CC, Chen JCH. Using Q methodology to explore user’s value types on mobile phone service websites. Expert Syst Appl. 2013;40(3):5276-83.
[10]Valenta AL, Wigger U. Q-methodology: Definition and application in health care informatics. J Am Med Inform Assoc. 1997;4(6):501-10.
[11]Chinnis AS, Paulson DJ, Davis SM. Using Q methodology to assess the needs of emergency medicine support staff employees. J Emerg Med. 2001;20(2):197-203.
[12]Khosravi S, Pazargadi M, Ashktorab T. Nursing students` viewpoints on challenges of student assessment in clinical settings: A qualitative study. Iran J Med Educ. 2012;11(7):735-49. [Persian]
[13]Halcomb EJ, Gholizadeh L, DiGiacomo M, Phillips J, Davidson PM. Literature review: Considerations in undertaking focus group research with culturally and linguistically diverse groups. J Clin Nurs. 2007;16(6):1000-11.
[14]Khosravi SH, Abedsaeedi ZH. Focus group: A data gathering method. Iran J Nurs. 2011;23(68):19-30. [Persian]
[15]Siabani S, Moradi MR, Siabani H, Rezaei M, Siabani S, Amolaei KH, et al. Students’ view points on the educational problems in medical school of Kermanshah University of Medical Sciences (2007). J Kermanshah Univ Med Sci. 2009;13(2):162-71. [Persian]
[16]Baraz Pordanjani SH, Fereidooni Moghadam M, Loorizade M. Clinical education status according to the nursing and midwifery students’ point of view, Tehran University of Medical Sciences. Strides Dev Med Educ. 2009;5(2):102-12.
[17]Afkham Ebrahimi A, Nasr Esfahani M, Saghafi N. Patients’ expectations and satisfaction with their treating physician. Razi J Med Sci. 2004;11(41):367-75. [Persian]
[18]Zafarghandi N, Davati A, Ghurchian M, Sadat Bateni F, Hadavand S. Necessity of medical education amendment in Shahed University according to educators and students viewpoints. Daneshvar Shahed J syst. 2011;18(92):63-8. [Persian]
[19]Borhan Mojabi K. Evaluation of clinical skills in Qazvin Faculty of Dentistry through the students and teachers’ points of view. J Qazvin Univ Med Sci. 2002;6(2):48-55. [Persian]
[20]Sharifi B, Ghafarian Shirazi HR, Momeninejad M, Saniee F, Hashemi N, Jabarnejad A, et al. A survey of the quality and quantity of clinical education from the viewpoint of medical students. J Jahrom Univ Med Sci. 2012;10(2):57-64. [Persian]
[21]Julian TM. A graduating medical school class evaluates their educational experience. WMJ. 1998;97(2):56-62.
[22]Khorasani GHA, Mahmoudi M, Vahidshahi K, Shahbaznejad L, Ghafari M. Evaluation of faculty members’ and students’ attitude towards ambulatory teaching quality. J Mazandaran Univ Med Sci. 2007;17(58):87-100. [Persian]
[23]Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students perspective on clinical education in Gonabad university of medical sciences. Iran J Med Educ. 2005;5(1):70-8. [Persian]
[24]Wilkerson L, Uijtdehaage S, Relan A. Increasing the pool of educational leaders for UCLA. Acad Med. 2006;81(11):954-8.