Comparison of Instructors’ and Students’ Satisfaction with Traditional and Logbook Evaluation Methods in Internship of Public Health
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Abstract
Abstract
Background: Student evaluation is one of the most critical factors in learning. Instructors and students’ satisfaction with the evaluation method leads to better learning.
Objectives: The present study was conducted to compare the satisfaction of instructors and students in the field of public health with the two methods of traditional evaluation and evaluation using the clinical skills registration book (logbook) method.
Methods: In this study, 20 public health students and 12 instructors were evaluated in two consecutive semesters of internship. Initially, the evaluation was done in the traditional way in the first semester, and in the next semester, the evaluation method was performed with a logbook. At the end of the semester, students and instructors’ satisfaction was measured using a questionnaire. Data were coded and analyzed by SPSS version 19 software using paired t-test at a significance level of α = 5%.
Results: The mean age of students was 21.9 ± 0.6 years, and the mean age of instructors was 39.6 ± 8.4 years. The results showed that the mean total score of students’ satisfaction with the traditional evaluation method was 29.6 ± 6.9, and that of the logbook evaluation method was 30.3 ± 5.6. There was no significant difference between the mean scores of students’ satisfaction with the traditional and logbook evaluation methods (P = 0.6). The results also revealed that the instructors’ satisfaction was significantly more with the logbook evaluation method than with the traditional evaluation method (P = 0.01). Instructors also showed greater satisfaction with the logbook evaluation method than students (P = 0.02).
Conclusions: According to the views of students and instructors, continuous monitoring and review of logbook content should be given. Furthermore, the logbook and traditional methods can complement each other to meet the needs of students and instructors.
References:
1-Crossley J, Humphris G, Jolly B. Assessing health professionals. Med Educ. 2002; 36(9): 800-804.
2-Hosseiny N, Karimi Z, MalekZadeh JM. [The situation of clinical education based on nursing students’opinion in Yasuj nursing and Midwifery School]. Iranian Journal of Medical Education. 2005; 5(2): 171-5. [Persian].
3-Avizhgan M, Omid A, Dehghani M, Esmaeili A, Asilian A, Akhlaghi M R, et al . Determining Minimum Skill Achievements in Advanced Clinical Clerkship (Externship) in School of Medicine Using Logbooks. Iranian Journal of Medical Education. 2011; 10 (5):543-551.
4-Butler j. Principles of Health education and Health promotion Edition T, editor. Stamford: Wadsworth, Tomson learning 2001.
5-Bagheri M, Sadeghnezhad M, Sayyadee T, Hajiabadi F. The Effect of Direct observation of Procedural Skills (DOPS) Evaluation Method on Learning Clinical Skills among Emergency Medicine Students. Iranian Journal of Medical Education. 2014; 13 (12):1073-1081.
6-Tazakori Z, mozafari N, MovahedpourA,MazaheriE,KarimelahiM,Mohamadi MA, et al.[ Comparison of nursing students and instructors about OSPE performance and evaluation methods in common practice]. Proceedings of the 7th National Congress Country training; 2005: 9. [Persian].
7-Kariman N, Haydari T. [The effect of Portfolio’s evaluation on learning and satisfaction of midwiferystudents]. Arak Medical University Journal (AMUJ). 2010; 4(1): 81-88. [Persian].
8- Asadizaker M, Abedsaeedi Z, Abedi H, Alijanirenani H, Moradi M, Jahani S. Improvement of the first training for baccalaureate nursing students–a mutual approach. Glob J Health Sci 2015; 7 (7): 79- 92.
9- Kouhpayezadeh J, Dargahi H, Soltani ArabshahiK. [Clinical assessment methods in medical
Sciences universities of Tehran – clinical instructors’ viewpoint]. Medical Journal of Hormozgan
University 2013; 16 (5): 395- 402. [Persian].
10-Raghoebar-Krieger HM, Sleijfer D, Bender W, Stewart RE, Popping R. The reliability of log book data of medical students: An estimation of inter observer agreement, sensitivity and specificity. Med Educ. 2001; 35(7): 634-631.
11-Asgari H, Ashoorion V, Ehsanpour S. Teaching and evaluation of field training course for
Health services management undergraduates: conventional and logbook methods. Iranian
Journal of Medical Education 2017; 16(61): 552-60. [Persian].
12-Azizi M, Barati H، Khamse F, Barati M, Alizadeh A. [The effect of log book design and
Implementation on students’ satisfaction and performance during a nursing internship course in a military psychiatric hospital]. Ebnesina 2016; 18 (2): 58- 63. [Persian].
13- Rattner SL, Louis DZ, Rabinowitz C, Gottlieb JE, Nasca TJ, Markham FW,et al. Documenting and Comparing Medical Students` Clinical Experiences. JAMA. 2001; 286(9): 1035-1040.
14-Najafi F, Kermansaravi F, Mirmortazavi M, Gheisaranpour H. The Efficacy of Logbook in Clinical Wards from the Viewpoints of Nursing Faculty Members and Students. RME. 2017; 9 (3):64-55.
15--Fu R-H, Cho Y-H,Quattri F, et al. ‘I did not check if the teacher gave feedback’: a qualitative analysis of Taiwanese postgraduate year 1 trainees’ talk around e-portfolio feedback-seeking
Behaviors. BMJ Open 2019; 9:e024425. Doi: 10.1136/ bmjopen-2018-024425.
16- Scantamburlo G, Vierset V, Bonnet P, Verpoorten D, Delfosse C, Ansseau M. LogBook numérique: un carnet de bord réflexif comme outil d'apprentissage en contexte de stage [ELECTRONIC LOGBOOK: LEARNING TOOL AND TEACHING AID FOR THE EVALUATION OF LEARNING ACTIVITIES]. Rev Med Liege. 2016 Apr; 71(4):210-5. French. PMID: 27295902.
17-Heidari H, Akbari N. Developing and implementing logbook in teaching principles and techniques to nursing and midwifery students: mixed method study. Future of Medical Education Journal 2017; 7 (1): 14-8.
18- Denton GD, DeMott C, Pangaro LN, Hemmer PA. Narrative review: use of student-generated logbooks in undergraduate medical education. Teach Learn Med 2006; 18(2): 153-164.
19- Ajh N. [Evaluation of Midwifery Students in Labor and Delivery Training: Comparing two Methods of Logbook and Checklist]. Iranian Journal of Medical Education. 2006; 6(2): 123-128. [Persian].
20- Golmakani N, Yousefzadeh S. The Midwifery Students’ Perspective about Clinical Evaluation Based on Log book. jgbfnm. 2012; 9 (1):103-111. [Persian].
21- Tahergorabi Zoya Moodi. Mitra, KazemiTooba. The need for reviewing of log books in Birjand University of Medical Sciences clinical wards Journal of Birjand University of Medical Sciences. 2017; 24 (2): 154-157. [Persian].
22-Lotfi M, Zamanzadeh V, Abdollahzadeh F, RA SEYYED. The Effect of Using Logbook on Nursing Students Learning in Gynecology wards.Nursing & Midwifery Journal. 2010, Volume 5, Number 19; Page(s) 33 To 38. [Persian].
23--David A.K, Watters A.J. Green, Andre VAN RIT. (2006). Requirements for trainee logbooks. ANZ J Surg, 76,181-184.
24-Cornwall P.L. (2001). The Use of the Royal College of Psychiatrists, trainee's logbook: A cross- sectional survey of trainees and trainers. Psychiatric Bulletin, 25, 234-236.
25- Hewson M G, Little M L. Giving feedback in medical education. J Gen Intern Med. 1998:7; 111- 16.
26- MovaffaghiZahra ,Shoeibi Ali, Bahari Ali, Khajedaluee Mohammad. The Efficiency of Medical Extern's Logbook from the Viewpoints of Externs and Faculties of Mashhad University of Medical Sciences: An Integration of Qualitative and Quantitative Methods. Iranian Journal of Medical Education 2014: 13(11). [Persian].
27-Dolmans D, Schmidt A, Van Der Beek F, Beintema M, GerverWF. Does a student log provide a means to better structure clinical education? Med Educ. 1999; 33(2): 89–94.
28- Santos JLG, Pestana AL، Guerrero P, Klock P, Erdmann AL. Logbook: experience of teaching learning management and management in nursing and health. Northeast Network Nursing Journal 2013; 14 (4): 854- 63.
29- W Enskär, C Lee، W Wang. A systematic review of clinical assessment for undergraduate
Nursing students. Nurse Education Today 2015; 35 (2): 347- 359.
30- Hoseini BL, Jafarnejad F, Mazloum SR, Foroughipour M, Karimi Mouneghi H. [Midwifery
Students' Satisfaction with Logbook as a Clinical Assessment Means in Mashhad University of
Medical Sciences 2010]. Iranian Journal of Medical Education 2012; 11 (8): 933- 941. [Persian]
31- Ghanbari A, Monfared A. [Survey Of clinical evaluation process based on logbook and cognitive and psychomotor learning in nursing students]. Research in Medical Education 2014; 6(2): 28-35. [Persian] [DOI:10.18869/acadpub.rme.6.2.28]
32-Yaghobian M, Fakhri M, Salmeh F, Yaghobi T, Zakizad M, Shahmohammadi S. Assessment of the effect of log book on nursing and midwifery students' clinical skills. Middle-East J Sci Res 2011; 7 (6): 896-902.
33- Honarmand M. [Comparing the influence of log book on the scores of practical oral medicine Course gained by students of general dentistry]. Future of Medical Education Journal 2013; 3 (4): 3- 5. [Persian].
34- Yousefzadeh S, Golmakani N. [The Midwifery Students’ Perspective about Clinical Evaluation
Based on Log book.jgbfnm] 2012; 9 (1): 103- 111. [Persian].
35-Bergbrant IM, Azenha A, Finlay A, Gabbud JP, Griffiths CE; Board of Dermatology and Venereology.Guidelines for Logbook for registration of training activities in dermatology and venereology: report fromthe Board of Dermatology and Venereology. J EurAcadDermatol Venereol.2007; 21(6): 850–851.
36- Karampourian A, Khatiban M, Jahanghiri K, Razavi Z, Imani B. [The effect of using logbook on
Emergency medical srvices student’s satisfaction and clinical evaluation, in Hamadan University
Of Medical Sciences in 2013]. Pajouhan Scientific Journal 2015; 13(2): 50-6. [Persian].
37-Roshangar F, Lotfi M, Zamanzadeh V, Abdollahzadeh F, Davoodi A.[The Effect of Using Logbook on Nursing Students' Learning] Iranian Journal of Medical Education. 2010; 10 (1): 64-70. [Persian].
38-Zarifnejad G, Rajabpoor M, Sharafi S, Mohsenizadeh M, Nejat-Mohammad A. Comparison the effect of clinical evaluation by two methods of Case based Discussion and logbooks on satisfaction of nursing students. Rme. 2019; 11 (3):30-38.URL: http://rme.gums.ac.ir/article-1-780-fa.html.
1-Crossley J, Humphris G, Jolly B. Assessing health professionals. Med Educ. 2002; 36(9): 800-804.
2-Hosseiny N, Karimi Z, MalekZadeh JM. [The situation of clinical education based on nursing students’opinion in Yasuj nursing and Midwifery School]. Iranian Journal of Medical Education. 2005; 5(2): 171-5. [Persian].
3-Avizhgan M, Omid A, Dehghani M, Esmaeili A, Asilian A, Akhlaghi M R, et al . Determining Minimum Skill Achievements in Advanced Clinical Clerkship (Externship) in School of Medicine Using Logbooks. Iranian Journal of Medical Education. 2011; 10 (5):543-551.
4-Butler j. Principles of Health education and Health promotion Edition T, editor. Stamford: Wadsworth, Tomson learning 2001.
5-Bagheri M, Sadeghnezhad M, Sayyadee T, Hajiabadi F. The Effect of Direct observation of Procedural Skills (DOPS) Evaluation Method on Learning Clinical Skills among Emergency Medicine Students. Iranian Journal of Medical Education. 2014; 13 (12):1073-1081.
6-Tazakori Z, mozafari N, MovahedpourA,MazaheriE,KarimelahiM,Mohamadi MA, et al.[ Comparison of nursing students and instructors about OSPE performance and evaluation methods in common practice]. Proceedings of the 7th National Congress Country training; 2005: 9. [Persian].
7-Kariman N, Haydari T. [The effect of Portfolio’s evaluation on learning and satisfaction of midwiferystudents]. Arak Medical University Journal (AMUJ). 2010; 4(1): 81-88. [Persian].
8- Asadizaker M, Abedsaeedi Z, Abedi H, Alijanirenani H, Moradi M, Jahani S. Improvement of the first training for baccalaureate nursing students–a mutual approach. Glob J Health Sci 2015; 7 (7): 79- 92.
9- Kouhpayezadeh J, Dargahi H, Soltani ArabshahiK. [Clinical assessment methods in medical
Sciences universities of Tehran – clinical instructors’ viewpoint]. Medical Journal of Hormozgan
University 2013; 16 (5): 395- 402. [Persian].
10-Raghoebar-Krieger HM, Sleijfer D, Bender W, Stewart RE, Popping R. The reliability of log book data of medical students: An estimation of inter observer agreement, sensitivity and specificity. Med Educ. 2001; 35(7): 634-631.
11-Asgari H, Ashoorion V, Ehsanpour S. Teaching and evaluation of field training course for
Health services management undergraduates: conventional and logbook methods. Iranian
Journal of Medical Education 2017; 16(61): 552-60. [Persian].
12-Azizi M, Barati H، Khamse F, Barati M, Alizadeh A. [The effect of log book design and
Implementation on students’ satisfaction and performance during a nursing internship course in a military psychiatric hospital]. Ebnesina 2016; 18 (2): 58- 63. [Persian].
13- Rattner SL, Louis DZ, Rabinowitz C, Gottlieb JE, Nasca TJ, Markham FW,et al. Documenting and Comparing Medical Students` Clinical Experiences. JAMA. 2001; 286(9): 1035-1040.
14-Najafi F, Kermansaravi F, Mirmortazavi M, Gheisaranpour H. The Efficacy of Logbook in Clinical Wards from the Viewpoints of Nursing Faculty Members and Students. RME. 2017; 9 (3):64-55.
15--Fu R-H, Cho Y-H,Quattri F, et al. ‘I did not check if the teacher gave feedback’: a qualitative analysis of Taiwanese postgraduate year 1 trainees’ talk around e-portfolio feedback-seeking
Behaviors. BMJ Open 2019; 9:e024425. Doi: 10.1136/ bmjopen-2018-024425.
16- Scantamburlo G, Vierset V, Bonnet P, Verpoorten D, Delfosse C, Ansseau M. LogBook numérique: un carnet de bord réflexif comme outil d'apprentissage en contexte de stage [ELECTRONIC LOGBOOK: LEARNING TOOL AND TEACHING AID FOR THE EVALUATION OF LEARNING ACTIVITIES]. Rev Med Liege. 2016 Apr; 71(4):210-5. French. PMID: 27295902.
17-Heidari H, Akbari N. Developing and implementing logbook in teaching principles and techniques to nursing and midwifery students: mixed method study. Future of Medical Education Journal 2017; 7 (1): 14-8.
18- Denton GD, DeMott C, Pangaro LN, Hemmer PA. Narrative review: use of student-generated logbooks in undergraduate medical education. Teach Learn Med 2006; 18(2): 153-164.
19- Ajh N. [Evaluation of Midwifery Students in Labor and Delivery Training: Comparing two Methods of Logbook and Checklist]. Iranian Journal of Medical Education. 2006; 6(2): 123-128. [Persian].
20- Golmakani N, Yousefzadeh S. The Midwifery Students’ Perspective about Clinical Evaluation Based on Log book. jgbfnm. 2012; 9 (1):103-111. [Persian].
21- Tahergorabi Zoya Moodi. Mitra, KazemiTooba. The need for reviewing of log books in Birjand University of Medical Sciences clinical wards Journal of Birjand University of Medical Sciences. 2017; 24 (2): 154-157. [Persian].
22-Lotfi M, Zamanzadeh V, Abdollahzadeh F, RA SEYYED. The Effect of Using Logbook on Nursing Students Learning in Gynecology wards.Nursing & Midwifery Journal. 2010, Volume 5, Number 19; Page(s) 33 To 38. [Persian].
23--David A.K, Watters A.J. Green, Andre VAN RIT. (2006). Requirements for trainee logbooks. ANZ J Surg, 76,181-184.
24-Cornwall P.L. (2001). The Use of the Royal College of Psychiatrists, trainee's logbook: A cross- sectional survey of trainees and trainers. Psychiatric Bulletin, 25, 234-236.
25- Hewson M G, Little M L. Giving feedback in medical education. J Gen Intern Med. 1998:7; 111- 16.
26- MovaffaghiZahra ,Shoeibi Ali, Bahari Ali, Khajedaluee Mohammad. The Efficiency of Medical Extern's Logbook from the Viewpoints of Externs and Faculties of Mashhad University of Medical Sciences: An Integration of Qualitative and Quantitative Methods. Iranian Journal of Medical Education 2014: 13(11). [Persian].
27-Dolmans D, Schmidt A, Van Der Beek F, Beintema M, GerverWF. Does a student log provide a means to better structure clinical education? Med Educ. 1999; 33(2): 89–94.
28- Santos JLG, Pestana AL، Guerrero P, Klock P, Erdmann AL. Logbook: experience of teaching learning management and management in nursing and health. Northeast Network Nursing Journal 2013; 14 (4): 854- 63.
29- W Enskär, C Lee، W Wang. A systematic review of clinical assessment for undergraduate
Nursing students. Nurse Education Today 2015; 35 (2): 347- 359.
30- Hoseini BL, Jafarnejad F, Mazloum SR, Foroughipour M, Karimi Mouneghi H. [Midwifery
Students' Satisfaction with Logbook as a Clinical Assessment Means in Mashhad University of
Medical Sciences 2010]. Iranian Journal of Medical Education 2012; 11 (8): 933- 941. [Persian]
31- Ghanbari A, Monfared A. [Survey Of clinical evaluation process based on logbook and cognitive and psychomotor learning in nursing students]. Research in Medical Education 2014; 6(2): 28-35. [Persian] [DOI:10.18869/acadpub.rme.6.2.28]
32-Yaghobian M, Fakhri M, Salmeh F, Yaghobi T, Zakizad M, Shahmohammadi S. Assessment of the effect of log book on nursing and midwifery students' clinical skills. Middle-East J Sci Res 2011; 7 (6): 896-902.
33- Honarmand M. [Comparing the influence of log book on the scores of practical oral medicine Course gained by students of general dentistry]. Future of Medical Education Journal 2013; 3 (4): 3- 5. [Persian].
34- Yousefzadeh S, Golmakani N. [The Midwifery Students’ Perspective about Clinical Evaluation
Based on Log book.jgbfnm] 2012; 9 (1): 103- 111. [Persian].
35-Bergbrant IM, Azenha A, Finlay A, Gabbud JP, Griffiths CE; Board of Dermatology and Venereology.Guidelines for Logbook for registration of training activities in dermatology and venereology: report fromthe Board of Dermatology and Venereology. J EurAcadDermatol Venereol.2007; 21(6): 850–851.
36- Karampourian A, Khatiban M, Jahanghiri K, Razavi Z, Imani B. [The effect of using logbook on
Emergency medical srvices student’s satisfaction and clinical evaluation, in Hamadan University
Of Medical Sciences in 2013]. Pajouhan Scientific Journal 2015; 13(2): 50-6. [Persian].
37-Roshangar F, Lotfi M, Zamanzadeh V, Abdollahzadeh F, Davoodi A.[The Effect of Using Logbook on Nursing Students' Learning] Iranian Journal of Medical Education. 2010; 10 (1): 64-70. [Persian].
38-Zarifnejad G, Rajabpoor M, Sharafi S, Mohsenizadeh M, Nejat-Mohammad A. Comparison the effect of clinical evaluation by two methods of Case based Discussion and logbooks on satisfaction of nursing students. Rme. 2019; 11 (3):30-38.URL: http://rme.gums.ac.ir/article-1-780-fa.html.
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| Issue | Vol 6, No 1 (2022) | |
| Section | Articles | |
| DOI | https://doi.org/10.18502/htaa.v6i1.11129 | |
| Keywords | ||
| Instructor Student Satisfaction Logbook Training of Public Health | ||
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How to Cite
1.
Moasheri BN, Miri MR, Sharifzadeh G. Comparison of Instructors’ and Students’ Satisfaction with Traditional and Logbook Evaluation Methods in Internship of Public Health. Health Tech Ass Act. 2022;6(1).
