Fatemeh Edalattalab; Nooshin Abbasi; Soheila Mashouf
Volume 29, Issue 6 , January and February 2023, , Pages 799-810
Abstract
Introduction: Nowadays, teaching medical students needs to use new educational methods such as concept maps, along with traditional teaching methods. Which increases learners' desire to learn, focus on key points and organize content. Therefore, the present study was conducted to investigate the effect ...
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Introduction: Nowadays, teaching medical students needs to use new educational methods such as concept maps, along with traditional teaching methods. Which increases learners' desire to learn, focus on key points and organize content. Therefore, the present study was conducted to investigate the effect of concept map on the learning rate of anesthesiology undergraduate students.
Materials and Methods: This quasi-experimental study with pre-test-post-test design was performed on 6th semester undergraduate students of Alborz University of Medical Sciences in 2021. Forty students were selected by census method and based on inclusion criteria, then randomly divided into two groups. In the control group, the lecture method and in the intervention group, the lecture method with a concept map tool was used to teach the interpretation of arterial blood gases. Students' learning before and one month after the intervention was measured using a four-choice test.
Results: The mean scores of students before the intervention were 12.95± 3.95 in the experimental group and 13.10± 3.82 in the control group (P = 0.90). After the intervention, it reached 18.95 ± 4.28 in the experimental group and 14.05 ± 2.83 in the control group, which was significantly higher in the intervention group (P <0.001).
Conclusion: Developing a concept map as an analytical strategy in education, along with the use of lecture method can be effective in promoting student learning.
Physiology & Pharmacology
Mohammad Sofiabadi; MohammadHossein Esmaeili; Amir-reza Mafea
Volume 27, Issue 2 , July and August 2020, , Pages 143-153
Abstract
The aim of present study, was to investigate the therapeutic efficacy of morphine on memory in Healthy and Streptozotocin (STZ) Rat Model of AD.Methods: In first experiment animals were divided to: Control and Morphine group which were injected with saline and Morphine (5mg/kg, ip.) In the second experiment ...
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The aim of present study, was to investigate the therapeutic efficacy of morphine on memory in Healthy and Streptozotocin (STZ) Rat Model of AD.Methods: In first experiment animals were divided to: Control and Morphine group which were injected with saline and Morphine (5mg/kg, ip.) In the second experiment animals were divided to: control, sham and groups treated with STZ and STZ plus saline or morphine (2 mg/kg.). For induction of AD, STZ (3 mg/kg, 10 μl/injection site) were administered into lateral ventricles. Morphine , were injected for 10days. All rates were trained in the water maze. Results: our results show that Morphine (5mg/kg) impaired learning in Healthy rats. our results also show that i.c.v. injection of STZ significantly increased escape latency and Swimming distance to find the platform in comparison with the control group (P
Maliheh Dalili
Volume 25, Issue 3 , July and August 2018, , Pages 429-440
Abstract
جهت همگام شدن با تحولات ایجاد شده در امر آموزش و گذار از یادگیری سنتی به سمت یادگیری الکترونیکی، پژوهش حاضر به بررسی یکی از زیر ساخت‌های مورد نیاز یعنی آمادگی فراگیران ...
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جهت همگام شدن با تحولات ایجاد شده در امر آموزش و گذار از یادگیری سنتی به سمت یادگیری الکترونیکی، پژوهش حاضر به بررسی یکی از زیر ساخت‌های مورد نیاز یعنی آمادگی فراگیران جهت پیاده سازی و اجرای موفقیت آمیز نظام یادگیری الکترونیکی در دانشگاه علوم پزشکی سبزوار می پردازد. پژوهش حاضر از نوع توصیفی-پیمایشی بود که برروی 218 نفر از دانشجویان دانشگاه علوم پزشکی سبزوار که در نیمسال اول تحصیلی 93-94 مشغول به تحصیل بودند، انجام گرفت، روش نمونه‌گیری به صورت تصادفی طبقه ای بود. میزان آمادگی برای یادگیری الکترونیکی با استفاده از پرسشنامه استاندارد آمادگی یادگیری الکترونیکی که روایی آن توسط تعدادی از متخصصان تایید شده و پایایی پرسشنامه نیز توسط آلفای کرونباخ بدست آمده() مناسب تشخیص داده شدنتایج نشان داد که بین دانشجویان رشته‌های مختلف و آمادگی یادگیری الکترونیکی آنان تفاوت معناداری وجود دارد.تجزیه و تحلیل یافته ها نشان داد که دانشجویان دانشگاه علوم پزشکی سبزوار جهت شرکت در دوره‌های یادگیری الکترونیکی از عدم آمادگی برخوردارند. لذا توصیه می گردد با فراهم آوری زیرساخت های مورد نیاز و برگزاری دوره های آموزشی و تاکید بر اهمیت یادگیری الکترونیکی در عصر حاضر در جهت ارتقای آمادگی آن گام برداشت.
Majid Taheri; Mahmoud Abbasi; Mehri Mohammadi; Abolfazl Mohammadbeigi; Abolfazl Jokar; Mohsen Mokhtari; Amir Almasi-Hashiani
Volume 24, Issue 6 , March and April 2018, , Pages 95-102
Abstract
Background & Objectives: Electronic learning is a pre-constructed and programmed use of electronic system and computer for supporting the process of learning. This study aimed to investigate the effect of electronic education on cognitive learning of health pratitioners and compares this new education ...
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Background & Objectives: Electronic learning is a pre-constructed and programmed use of electronic system and computer for supporting the process of learning. This study aimed to investigate the effect of electronic education on cognitive learning of health pratitioners and compares this new education with traditional one in research methodology in Arak University of Medical Sciences in 2014. Materials & Methods: This was a quasi-experimental study with a pre-and-post test design. All of health practitioners of Arak University of Medical Sciences (60 people) were chosen as the study sample, and randomly divided into two, conventional and web-based groups. The intervention method for the first group was a 3-days workshop on research methodology and for the second group it consisted of a web-based education course on same subject. The students’ knowledge in both groups was measured at the beginning and end of each course with pre and post tests and the scores was compared through paired T- test. Results: The cognitive learning is measured with 81% significance in pre and post-test processes (p=0.001). We use the descriptive statistics indexes and T-test to understand the data with purpose of statistics analysis and hypothesis test. The result shows that electronic education in cognitive learning is successful. There is significant different between students with electronic education and traditional one. In addition electronic education increases student’s knowledge (p=0.001) and understanding (p=0.001). Ability of analysis and assessment in students who pass electronic learning is very high in comparison with those who don’t pass it. Conclusion: Using web-based education as a training method causes promotion of student’s cognitive learning and paves the way for using this method along with classic training methods in research methodology. A combination of the mentioned factors is effective on e-learning for higher education.
Maryam KHosravi; MohammadHossein Esmaeili; Mahin Mafi
Volume 21, Issue 4 , September and October 2014, , Pages 646-654
Abstract
Background:Alzheimer’s disease (AD) is closely associated with impaired insulin signaling in brain, suggesting it to be a brain-specific form of diabetes and so termed as “type 3 diabetes”. Therefore investigating the role of pharmacological agents that can improve neuronal insulin resistance merit ...
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Background:Alzheimer’s disease (AD) is closely associated with impaired insulin signaling in brain, suggesting it to be a brain-specific form of diabetes and so termed as “type 3 diabetes”. Therefore investigating the role of pharmacological agents that can improve neuronal insulin resistance merit attention in treatment off AD. Metformin is one of the most widely used against peripheral insulin resistance. In present study, we aimed to investigate the therapeutic efficacy of metformin on spatial learning and memory of streptozotocin (STZ) Rat Model of AD.
Materials and Methods: 56 Female wistar rate (200-250gr) were divided into 6 groups (n=6): control, sham operated, STZ, STZ +Saline (0.2ml), STZ +Metformin (50,100,200mg/kg, i.p. for 10 day). For induction of AD, STZ (3 mg/kg,) were administered bilaterally into latral ventricles. All rates were tested spatial learning and memory in the Morris water maze.
Results : our results show that pre-training injection of Metformin improves spatial learning and memory in STZ Rat Model of AD in a dose dependent manner, so that rats of Metformin groups found platform in less time and with less distance traveled, in comparison with STZ group. Metformin also increased the percentage of time elapsed and the distance swum in the target quadrant in STZ Rat Model of AD, in probe test.
Conclusion: An i.c.v. injection of STZ resulted in a significant decline in spatial learning and memory and pretreatment with Metformin can enhance spatial learning and memory. The results show that metformin as an insulin sensitizer against peripheral insulin resistance is useful for AD treatment.
Gholamhossein Vaezi; Hamid Kalalianmoghaddam; Mahnaz Mesripoor Alavigeh
Volume 19, Issue 4 , January and February 2013, , Pages 354-363
Abstract
Background: Increasing evidence has shown that diabetes induced cognitive dysfunction and impairs learning and memory. Berberine is an isoquinoline alkaloid, and has multiple pharmacological effects , including anti-diabetic and antioxidant activity could improve learning and spatial memory impairment ...
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Background: Increasing evidence has shown that diabetes induced cognitive dysfunction and impairs learning and memory. Berberine is an isoquinoline alkaloid, and has multiple pharmacological effects , including anti-diabetic and antioxidant activity could improve learning and spatial memory impairment in STZ-induced diabetes in rats. Material and Methods: The male wistar rats (n= 40) were randomly allocated and similarly grouped: Control, berberine-treated non-diabetic (100 mg/ kg), diabetic, berberine- treated diabetic (50, 100 mg/ kg) groups. Diabetes was induced by STZ administration at the dose of 55 mg/ kg through i.p. route. Berberine hydrochloride was administered p.o. at doses of 50 and 100 mg/ kg/ day 1 week after STZ injection for a period of 6 weeks. Blood samples were taken from the tail vein 1, 3, 5, 7 weeks after STZ injection to measure blood glucose levels. Behavioral tests including spatial recognition and objective recognition were performed at the end of study as described below. Results: Berberine- treated diabetic groups (50, 100 mg/ kg/ day) dose dependently has significant differences with diabetic group in spatial recognition and objective recognition tests including number of entrance to new arms and also number of rearing to new arms Y maze. Moreover, with respect to the diabetic group, objective recognition test number increased in berberine treated diabetic group (50, 100 mg/ kg) but not significantly. Conclusion: Berberine hydrochloride administration for 6 weeks improves cognitive dysfuntion in streptozotocin- induced diabetic rats.
Mahmud Rafieian; Mohammadreza Hojjati; Fatemeh Taji
Volume 19, Issue 3 , September and October 2012, , Pages 258-266
Abstract
Background: Hyoscyamus niger has many different therapeutic effects, such as anti-convulsive and sedative effects. In this study, we tried to evaluate the eventual effect of hydro-alcoholic extract of Hyoscyamus niger on spatial learning and memory in mice using Morris water maze task. Materials and ...
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Background: Hyoscyamus niger has many different therapeutic effects, such as anti-convulsive and sedative effects. In this study, we tried to evaluate the eventual effect of hydro-alcoholic extract of Hyoscyamus niger on spatial learning and memory in mice using Morris water maze task. Materials and methods: In this study, 23 mice were randomly divided into one control group and two experimental groups. The control group received normal saline and the experimental groups received hydro-alcoholic extracts of Hyoscyamus niger (1 or 2 mg/kg, i.p.). At first, saline or extracts were injected daily (7 days) and then spatial learning was evaluated for 5 consecutive days. For evaluating short-term memory, two probe-trial experiments were performed. Finally, data were analyzed using one-way ANOVA, followed by Tukey’s test. Results: Results obtained from day 3 and day 4 of the learning period showed a significant reduction in learning the water maze task in the experimental group (2 mg/kg) compared with the control group (p