Psychometric properties of the mini peer assessment tools (Mini-PAT) in emergency medicine residents.

Background: A few studies have been done regarding the validity and reliability of the Mini-Peer Assessment Tool across various specialties. This study was conducted to determine the reliability, content and construct validity of Mini-Peer Assessment Tool to assess the competency of emergency medicine residents. Methods: This study was carried out to investigate the psychometric properties of the mini-PAT tool to evaluate the professional competencies of emergency medicine residents in educational hospitals affiliated to Tehran University of Medical Sciences. The initial Mini-Peer Assessment Tool was translated into Persian. After that, the content validity index and content validity ratio determined by consulting 12 professors of emergency medicine. The construct validity was determined with exploratory factor analysis and investigation of the correlation coefficient on 31 self and 248 peer assessment cases. The reliability of the mini peer assessment tool was determined by internal consistency and item deletion by using Cronbach's alpha coefficient. Reliability was also assessed by determining the agreement between the two tools of self-assessment and peer assessment by using the diagram Bland and Altman. Results: The results showed content validity ratio (CVR) of the items ranged from 0.56 to 0.83, and the content validity index (CVI) of the items ranged from 0.72 to 0.90. The reliability of the self-assessment and peer-assessment tools were 0.83 and 0.95 respectively and there was a relative agreement between the self-assessment method and the peer assessment method. Finally, the tool underwent exploratory factor analysis resulting extraction into two factors namely 'clinical competencies' and 'human interactions' in the peer assessment tool. In the self-assessment tool, the factors of 'good practice' and 'technical competence' were extracted. Conclusion: The results of the present study provided evidence of the adequacy of content validity, reliability of the contextually customized mini-peer assessment tool in assessing the competencies of emergency medicine residents.

Patient privacy: Awareness and attitudes of Iran University of Medical Sciences medical students.

Background: Respecting patients' privacy is an essential professional responsibility for physicians and other health team members. In this regard, this study investigates medical students' knowledge and attitude about confidentiality and disclosure of patients' information. Methods: In this cross-sectional study, 160 medical students of Iran University of Medical Sciences participated who were selected using stratified random sampling. Data were gathered using a valid and reliable self-report questionnaire. Student's knowledge and attitude toward medical confidentiality were assessed using self-administered and researcher-made questionnaires. Cronbach's alpha coefficients for knowledge and attitude levels were 79.7 and 82.2, respectively. Results: The average of medical students' responses to knowledge and attitude questions were 56.6% (9.6/ 17) and 55.3% (9.4 out of 17), respectively. On average, females had an acceptable attitude about 57.5% of the questions, whereas this was 50.9% for males. On average, females had an acceptable knowledge about 59.5% of the questions, whereas this was 50.6% for males. Therefore, female's attitudes and knowledge were more correct than their male counterparts (p<0.001). Conclusion: The low level of knowledge and attitude of medical students towards medical confidentiality indicates that revision of Iranian medical education curriculum to reinforce attention and knowledge of medical students on this issue to render appropriate care to patients is a necessity. Medical students' knowledge and attitude towards patient's confidentiality rights is not fulfilling.

Experiences of students and faculty members about using virtual social networks in education: A qualitative content analysis.

INTRODUCTION: Virtual social networks are increasingly being used by academics and students in health sciences. It is necessary to examine opportunities and challenges of these networks based on the views of faculty and students to describe the existing situation and planning for proper use. The purpose of this study was to explore the experiences of students and faculty members about opportunities and challenges of using virtual social networks in education. METHODS: In this qualitative content analysis study, twenty-two semi-structured interviews were conducted with 8 faculty members and 14 students at Jahrom Universities of Medical Sciences. Participants were selected by purposive sampling. To analyze the data, an inductive content analysis method was used. The rigor of qualitative data was checked, using Guba and Lincoln's criteria. RESULTS: Five main categories were extracted from the data as opportunities for using virtual networks in education including improving communication skills; promoting learning; strengthening and facilitating learning of clinical procedures; creating research questions; and educating patients. Four main categories were also derived as challenges of using virtual networks in education including accuracy and validity of information; security and privacy; proper contextualization and culture-building; and control and monitor on virtual networks. CONCLUSION: According to the results, unique opportunities and challenges were explored regarding using virtual networks in education. These opportunities and challenges and finding ways to obviate challenges and converting it to the opportunities can lead to effective virtual learning, particularly in students who mainly use this method of education, and consequently increase the quality of learning.