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Introduction: Nurses are the first line in assessing the patient's pain and performing palliative measures, and their proper training is essential. The aim of this study was to compare the effectiveness of lecture and mobile phone-based teaching methods on the knowledge and performance of nursing students in patient’s pain management. Methods: The present study was a semi-experimental before and after study with two intervention and control groups. The samples included 52 nursing students in Saveh Medical Sciences Faculty. Learners were placed in two intervention (mobile based application) and control (lecture) groups by a simple random method. The data collection tool included a questionnaire to measure the level of awareness and a checklist to measure the pain management skills of patients by the learners. Mann-Whitney, paired t test and independent t test were used to data analysis. Results: After training, students' knowledge scores about pain management increased significantly in both intervention and control groups. In addition, there was a significant difference in the mean score of pain management skill and its measurement among the learners of both groups after the intervention (P<0.05). Conclusion: The use of a mobile-based application can improve pain management and pain measurement skills in nursing students. The correct use of these programs can improve the quality of students' learning and also improve their knowledge and skills. [ABSTRACT FROM AUTHOR]

This paper identifies issues that arise from traditional university feedback systems. Traditional university feedback systems are undertaken as annual student surveys in areas including curriculum and teaching which may be conducted by the academic development unit, student union or at faculty or school level which generate statistical results. All universities around the world have such feedback systems. Some universities take the results seriously at senior management level, some only at academic teaching staff level and some only at a student level. A common problem is that these teaching survey results may only be seen by teachers, it doesn't matter whether the results are good or bad. In this paper, we present a dynamic curriculum development which systematically collects input or feedback from learners (students), teachers (academics) and industry panelists. We provide an incremental management approach to use these as a basis for new course development and strategic management of the improvement process of course development as well as a matrix on the measurement of how one utilizes the feedback for teaching and learning improvement and the value output from the triple feedback system.

Introduction: Today modern teaching and learning approaches in medical education have received considerable attention. This paper aims to introduce WebQuest as a new method of inquiry-based learning through the use of Internet. Also its application in medical sciences education in general, and especially nursing education is explained. Methods: To find articles related to the WebQuest topic, the popular databases including PubMed, Google Scholar, Science Direct, Nursing Consult, CINAHL, Web of Knowledge were searched using WebQuest related keywords. Very few medical articles were found, and there was no research article published in Iran. Results: WebQuest is a new method of student-centered, inquiry-based learning which uses computer technology to engage and motivate students individually or collaboratively in exploring, analyzing, and synthesizing data to construct a new understanding or meaning. WebQuests, as a student-centered activity, enhance and facilitate higher order cognitive skills, including analysis, synthesis, evaluation and judgment, critical thinking. They also cultivate students' exploratory and problem solving mentality. Based on constructivist learning theory and inquiry learning, WebQuests involve learners in collaborative learning process and group projects. There is a strong link between WebQuests and multi-media techniques which provide significant opportunity for utilizing internet resources in teaching and learning experiences. Conclusion: It seems the concept of WebQuest is still less known both general and higher education, and particularly in medical education in Iran. Introducing this method in medical education which is based on new approaches of teaching and learning processes can provide a different view and encourage students to learn more effectively, deeply, and indelibly. [ABSTRACT FROM AUTHOR]

brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant components. It is a matter of further reflection and understanding in recognizing various aspects, including opportunities or threats arising from the use of this technology. In other words, today the world with the features that have shaped the computer and Internet communications, has emerged to the extent that the networking community has led to the comprehensiveness, complexity and technological networking in various fields. The purpose of the present research was analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning on students’ learning outcome. Methods: The research method is a meta-analysis. The population of the study consists of the written works such as theses and articles available on the websites Irandoc, Magiran, Sid and Noormagz and some papers indexed in journals between years 1387-1394. From among the done works, 36 studies were selected. Data analysis was performed with the help of three software programs, SPSS 22, CMA 2 & EXCEL. For descriptive statistics frequency and percent frequency were used, for inferential statistics, to calculate the effect size G Hedges, fixed effect and random effect model were used. To study the significance of frequency of the research, counting method (chi-square) and in order to combine effects sizes T Vainer possible combination method was used. To study the problem of publication bias in primary studies Funnel chart was used. Findings: It showed that publication bias in the primary study of learning outcome variable existed. To fix this problem, two models of fixed and random effects of Dual and Tweedy fitness test were used. In order to study the homogeneity of the studies, Q and I2 tests were used. The results showed that the primary studies are not homogeneous. Also, the calculated effect size was significant for studies under both models, fixed and random, for the examined variables. Vainer t possible combination results showed that there were significant differences between the combined effects sizes. Finally, the application of ICT in teaching and learning in students' learning outcome is verified Conclusion: According to the results of the research on the significance of the effect of using ICT in the learning efficiency of learners, it is suggested that practitioners (education planners) to consider the use of teaching aids and the use of new technologies as a priority. It is obvious that the development of ICT expansion infrastructure in the country, especially in educational centers, and providing opportunities for the entry of information technologies into schools and universities without ICT, which creates new social contexts for students to learn, is a key step in this direction. Ultimately, it is certainly the teachers who hold the key to effectively using technology to improve learning, but if teachers do not fully understand how to use ICT effectively to advance student learning, the huge investments made in ICT innovations will be easily wasted. According to the results of the research, it is suggested to encourage teachers to use new technologies in the process of teaching and learning in order to use them more and better, proper training should be held and to raise the level of their scientific knowledge in the above fields. Certainly, in order to succeed in this way, proper investment to equip schools with new technological tools is an important and vital thing that needs to be given more attention by the authorities ===================================================================================== COPYRIGHTS ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Introduction: The present study aimed to develop an empowerment course based on project-based learning to enhance scholar skills of faculty members. Methods: The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. Scholar competencies were developed through modified Delphi technique. The faculty development program finalized based on project-based learning approach by consensus of the participants. Result: In the present study, 13 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking. Conclusion: The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems. [ABSTRACT FROM AUTHOR]

In recent decades, there have been numerous attempts to define precisely what is meant by small group teaching. Many writers argue that small group teaching method is among the most difficult and highly skilled of teaching techniques, in which in addition to the primary objective of teaching students to think, the tutor must have a number of subsidiary objectives if the small group is to function. In other words, the interpersonal and interactive nature of small groups makes them a challenging and appropriate vehicle for engaging students in their own learning. However, not only do tutors have to learn how to teach using small group methods but students also have to learn how to work in small groups. On the other hand, nowadays it is not only that there are more students participating in higher education than before it is also the case that students are coming from more diverse backgrounds, so inclusion and internationalization are matters to concern ourselves with, and there is a need for providing a more diversified curriculum, that they are responsible not only for what is taught but also, in part, for how students learn. These entire changes mean that the small group is now seen as a means of fostering student engagement, cooperative and collaborative learning. Planning for effective small group teaching is as important as planning any other teaching activity. This point sometimes goes unrecognized because learning in small groups can at first glance appear unstructured. Some lecturers are put off by the seemingly informal, loose or open-ended nature of small group learning, or they fear this informality will be a recipe for chaos, whereas behind the facade of the informal group lies a backdrop in which all the learners are playing within a known set of rules which are spoken or unspoken. In this paper, after the introduction of the context and features of small groups, the necessity of planning for this teaching method is mentioned. Moreover, stages of group development and management as well as the teaching - learning nature in small groups are described. Next, the teacher and learner skills needed for teaching and learning in small groups and other qualifications required to teach in a small group, such as instructional space group, and the use of small groups in clinical and medical education are offered.