@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):7-14
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):7-14
Physiotherapy Students’ Attitudes to Basic Medical Sciences Courses
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Vasaghi Gharamaleki B. (1 )Nikmaram M.R. (* )
Rouhi Azizi M. (2 )
(* ) Department of Basic Sciences in Rehabilitation, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
(1 ) “Rehabilitation Research Center” and "Department of Basic Sciences in Rehabilitation, School of Rehabilitation Sciences”, Iran University of Medical Sciences, Tehran, Iran
(2 ) Department of Basic Sciences in Rehabilitation, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
Correspondence
Article History
Received: October 30, 2014Accepted: December 31, 2014
ePublished: March 15, 2015
ABSTRACT
Aims
Students’ attitude to the basic sciences courses has a considerable impact in their clinical practice. The aim of this study was to investigate the attitudes of undergraduate and graduate students to the Physiotherapy rather than basic science.
Materials & Methods This descriptive cross-sectional study was done on 151 undergraduate and graduate schools of Physiotherapy and Rehabilitation, Tehran and Iran University of Medical Sciences students using easy access sampling in October and November of 2012. To evaluate the attitude and the importance and effectiveness subscales the West questionnaire was used. Data were analyzed using SPSS 17 software using One-way ANOVA, independent T, and logistic regression tests.
Findings There was a significant difference between the sexes in response to items 1, 4, 7 and 8. The attitudes mean and the importance and effectiveness subscales were greater in women in the bachelor fifth and seventh semesters. The attitude and the importance of women were significantly more positive than men in Master degree students of the first semester, but there was no statistically significant difference between the sexes in the third semester of the Master degree students.
Conclusion Bachelor and Master students' positive attitudes toward physical science is affected by their gender and women pay more attention to learn treatment physiologically details, while men are more likely to emphasize on the results of the treatment. By increasing the presence of women in Master degrees their attitude get closer to men.
Materials & Methods This descriptive cross-sectional study was done on 151 undergraduate and graduate schools of Physiotherapy and Rehabilitation, Tehran and Iran University of Medical Sciences students using easy access sampling in October and November of 2012. To evaluate the attitude and the importance and effectiveness subscales the West questionnaire was used. Data were analyzed using SPSS 17 software using One-way ANOVA, independent T, and logistic regression tests.
Findings There was a significant difference between the sexes in response to items 1, 4, 7 and 8. The attitudes mean and the importance and effectiveness subscales were greater in women in the bachelor fifth and seventh semesters. The attitude and the importance of women were significantly more positive than men in Master degree students of the first semester, but there was no statistically significant difference between the sexes in the third semester of the Master degree students.
Conclusion Bachelor and Master students' positive attitudes toward physical science is affected by their gender and women pay more attention to learn treatment physiologically details, while men are more likely to emphasize on the results of the treatment. By increasing the presence of women in Master degrees their attitude get closer to men.
CITATION LINKS
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[2]Chapman CB. Should there be a commission on medical education?. Science. 1979;205(4406):559-62.
[3]Kaufman DM, Mann KV. Basic sciences in problem-based learning and conventional curricula: student’s attitudes. Med Educ. 1997;31(3):177-80.
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[5]Gupta S, Gupta AK, Verma M, Kaur H, Kaur A, Singh K. The attitudes and perceptions of medical students towards basic science subjects during their clinical years: A cross-sectional survey. Int J Appl Basic Med Res. 2014;4(1):16-9.
[6]Mazouchian H, Roshangar L, Salek Ranjbarzadeh F, Piri R, Karimi Shoar M, Rasi Marzabadi L. Medical Students’ View about the Effects of Practical Courses on Learning the General Theoretical Concepts of Basic Medical Sciences. Res Dev Med Educ. 2014;3(1):21-3.
[7]Vahidshahi K, Mahmoudi M, Ranjbar M, Shahbaznezhad L, Ehteshami S, shafiei S. The effect of early clinical experience on attitude of medical students toward basic sciences courses. Strides Dev Med Educ. 2011;8(1):94-100. [Persian]
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[9]Alipour Haydari M, Hasanzadeh G, HajiSeied Javadi Z. Attitude of dentistry students at clinical sections of Qazvin Medical University towards the application of basic sciences courses. J Qazvin Univ Med Sci. 2002;6(2):38-42. [Persian]
[10]Shuler CF. Comparisons in basic science learning outcomes between students in PBL and traditional dental curricula at the same dental schppl. In: Bridges S. (Editor). Problem-Based Learning in Clinical Education. Netherlands: Springer; 2012. pp. 35-46.
[11]Nouns Z, Schauber S, Witt C, Kingreen H, Schuttpelz-Brauns K. Development of knowledge in basic sciences: a comparison of two medical curricula. Med Educ. 2012;46(12):1206-14.
[12]Greenwald AG, Banaji MR. Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychol Rev. 1995;102(1):4-27.
[13]Krech D, Crutchfield RS. Theory and problems of social psychology. New York: McGraw-Hill; 1948.
[14]Custers EJFM, Cate OTJT. Medical students’ attitudes towards and perception of the basic sciences: a comparison between students in the old and the new curriculum at the University Medical Center Utrecht, the Netherlands. Med Educ. 2003;36(12):1142-50.
[15]Filho GR, Schonhorst L. Attitudes of residents and anesthesiologists toward basic sciences. Anesth Analg. 2006;103(1):137-43.
[16]Kuhpayehzadeh J, Daryazadeh S, Soltani Arabshahi K. Medical students’ attitudes to traditional and integrated basic sciences curriculums. Q Educ Strateg Med Sci. 2013;6(1):37-42. [Persian]
[17]Elkhair EB, Alharbi WDM. How do female preclinical medical students at Umm Al-Qura university study physiology?. Int J Sci Commerce Human. 2014:2(7);40-6.
[18]Custers EJ, Ten Cate OT. Medical clerks’ attitudes towards the basic sciences: a longitudinal and a cross-sectional comparison between students in a conventional and an innovative curriculum. Med Teach. 2007;29(8):772-7.
[19]Spencer AL, Brosenitsch T, Levine AS, Kanter SL. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine. Acad Med. 2008;83(7):662-9.
[20]Alam A. How do medical students in their clinical years perceive basic sciences courses at King Saud University?. Ann Saudi Med. 2011;31(1):58-61.
[21]D'Eon MF. Knowledge loss of medical students on first year basic science courses at the University of Saskatchewan. BMC Med Educ. 2006;6:5.
[22]Valle R, Alaminos I, Contreras E, Salas LE, Tomasini P, Varela M. Student questionnaire to evaluate basic medical science teaching (METEQ-B). Rev Med IMSS. 2004;42(5):405-11.
[23]Lazić E, Dujmović J, Hren D. Retention of basic sciences knowledge at clinical years of medical curriculum. Croat Med J. 2006;47(6):882-7.
[24]Farahani M, Ahmadi F. Doctoral nursing students’ viewpoint about the nursing PhD curriculum. Iran J Med Educ. 2006;6(1):83-92. [Persian]
[25]Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R. Attitude of medical students towards Early Clinical Exposure in learning endocrine physiology. BMC Med Edu.c 2007;7:30.
[26]Biabangardy Z, Soltani Arabshahi SK, Amini A, Shekarabi R, Yadavar Nikravesh M. Role of basic science courses on promoting the medical graduate’s competencies in medical schools of Iran. Iran J Med Educ. 2005;5(1):13-23. [Persian]
[2]Chapman CB. Should there be a commission on medical education?. Science. 1979;205(4406):559-62.
[3]Kaufman DM, Mann KV. Basic sciences in problem-based learning and conventional curricula: student’s attitudes. Med Educ. 1997;31(3):177-80.
[4]West M, Mennin SP, Kaufman A, Galey W. Medical students’ attitudes toward basic sciences: influence of a primary care curriculum. Med Educ. 1982;16(4):188-91.
[5]Gupta S, Gupta AK, Verma M, Kaur H, Kaur A, Singh K. The attitudes and perceptions of medical students towards basic science subjects during their clinical years: A cross-sectional survey. Int J Appl Basic Med Res. 2014;4(1):16-9.
[6]Mazouchian H, Roshangar L, Salek Ranjbarzadeh F, Piri R, Karimi Shoar M, Rasi Marzabadi L. Medical Students’ View about the Effects of Practical Courses on Learning the General Theoretical Concepts of Basic Medical Sciences. Res Dev Med Educ. 2014;3(1):21-3.
[7]Vahidshahi K, Mahmoudi M, Ranjbar M, Shahbaznezhad L, Ehteshami S, shafiei S. The effect of early clinical experience on attitude of medical students toward basic sciences courses. Strides Dev Med Educ. 2011;8(1):94-100. [Persian]
[8]Javadi M, Hassanzadeh G, Salehzadeh Y. The opinion of Qazvin medical students on their future career. J Qazvin Univer Med Sci. 2006;10(3):91-5. [Persian]
[9]Alipour Haydari M, Hasanzadeh G, HajiSeied Javadi Z. Attitude of dentistry students at clinical sections of Qazvin Medical University towards the application of basic sciences courses. J Qazvin Univ Med Sci. 2002;6(2):38-42. [Persian]
[10]Shuler CF. Comparisons in basic science learning outcomes between students in PBL and traditional dental curricula at the same dental schppl. In: Bridges S. (Editor). Problem-Based Learning in Clinical Education. Netherlands: Springer; 2012. pp. 35-46.
[11]Nouns Z, Schauber S, Witt C, Kingreen H, Schuttpelz-Brauns K. Development of knowledge in basic sciences: a comparison of two medical curricula. Med Educ. 2012;46(12):1206-14.
[12]Greenwald AG, Banaji MR. Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychol Rev. 1995;102(1):4-27.
[13]Krech D, Crutchfield RS. Theory and problems of social psychology. New York: McGraw-Hill; 1948.
[14]Custers EJFM, Cate OTJT. Medical students’ attitudes towards and perception of the basic sciences: a comparison between students in the old and the new curriculum at the University Medical Center Utrecht, the Netherlands. Med Educ. 2003;36(12):1142-50.
[15]Filho GR, Schonhorst L. Attitudes of residents and anesthesiologists toward basic sciences. Anesth Analg. 2006;103(1):137-43.
[16]Kuhpayehzadeh J, Daryazadeh S, Soltani Arabshahi K. Medical students’ attitudes to traditional and integrated basic sciences curriculums. Q Educ Strateg Med Sci. 2013;6(1):37-42. [Persian]
[17]Elkhair EB, Alharbi WDM. How do female preclinical medical students at Umm Al-Qura university study physiology?. Int J Sci Commerce Human. 2014:2(7);40-6.
[18]Custers EJ, Ten Cate OT. Medical clerks’ attitudes towards the basic sciences: a longitudinal and a cross-sectional comparison between students in a conventional and an innovative curriculum. Med Teach. 2007;29(8):772-7.
[19]Spencer AL, Brosenitsch T, Levine AS, Kanter SL. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine. Acad Med. 2008;83(7):662-9.
[20]Alam A. How do medical students in their clinical years perceive basic sciences courses at King Saud University?. Ann Saudi Med. 2011;31(1):58-61.
[21]D'Eon MF. Knowledge loss of medical students on first year basic science courses at the University of Saskatchewan. BMC Med Educ. 2006;6:5.
[22]Valle R, Alaminos I, Contreras E, Salas LE, Tomasini P, Varela M. Student questionnaire to evaluate basic medical science teaching (METEQ-B). Rev Med IMSS. 2004;42(5):405-11.
[23]Lazić E, Dujmović J, Hren D. Retention of basic sciences knowledge at clinical years of medical curriculum. Croat Med J. 2006;47(6):882-7.
[24]Farahani M, Ahmadi F. Doctoral nursing students’ viewpoint about the nursing PhD curriculum. Iran J Med Educ. 2006;6(1):83-92. [Persian]
[25]Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R. Attitude of medical students towards Early Clinical Exposure in learning endocrine physiology. BMC Med Edu.c 2007;7:30.
[26]Biabangardy Z, Soltani Arabshahi SK, Amini A, Shekarabi R, Yadavar Nikravesh M. Role of basic science courses on promoting the medical graduate’s competencies in medical schools of Iran. Iran J Med Educ. 2005;5(1):13-23. [Persian]