Mehrnoosh Khoshnoodifar; Moein Zangiabadian; Mehran Ilaghi
Abstract
Background: Teaching research skills to medical students is an essential component of modern medical education curricula. Despite the students' need and enthusiasm for practical research courses, there is a lack of basic training, particularly on secondary research types.Objectives: In this study, we ...
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Background: Teaching research skills to medical students is an essential component of modern medical education curricula. Despite the students' need and enthusiasm for practical research courses, there is a lack of basic training, particularly on secondary research types.Objectives: In this study, we aimed to design, implement and evaluate a systematic review training course for medical students.Methods: This was a pretest-posttest study conducted among medical students of Shahid Beheshti University of Medical Sciences (SBMU) in Iran. A total of 78 medical students were screened for eligibility based on their lack of previous systematic review publication experience and 30 individuals were ultimately enrolled to participate in the training course. A pre-test consisting of 20 multiple-choice questions was administered to the students. Following the ADDIE instructional design model, the training course was conducted in 12 sessions using a blended approach (in-person, synchronous online, and asynchronous sessions). At the end of the course, the evaluation of student satisfaction, knowledge, and skills was performed based on the Kirkpatrick model.Results: Out of the 30 participating students, 27 successfully completed the course and took part in the post-test. Among them, 23 individuals expressed 100% satisfaction with the course implementation. Comparison of pre-test and post-test scores indicated a significant improvement in participants' theoretical knowledge (p-value<0.001). The most pronounced increase in the knowledge level was observed in clerkship students and interns. Asynchronous online teaching was significantly more effective than in-person and synchronous online methods. At the end of the course, eight participants tested their practical skills by successfully registering a systematic review study protocol on the International Prospective Register of Systematic Reviews (PROSPERO) website.Conclusion: Overall, this study underscores the value of organizing research workshops focused on systematic review methodology as an effective means to enhance the knowledge of medical students in the realm of high-quality evidence-based research methods.
Negin Niksadat; Mahnaz Solhi; Zahra Jalili; Shayesteh Shirzadi; Mohsen Mohammadi; Mahmod Reza Gohari
Volume 13, Issue 4 , November 2016, , Pages 375-383
Abstract
Background & Objective: Selfmedication is one of the chief health problems and educational programs on its prevention are very important An educational program can be considered effective if it can make the necessary changes in participants knowledge and behavior The aim of this study was to evaluate ...
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Background & Objective: Selfmedication is one of the chief health problems and educational programs on its prevention are very important An educational program can be considered effective if it can make the necessary changes in participants knowledge and behavior The aim of this study was to evaluate the educational prevention program of selfmedication in women using the Kirkpatrick model Methods: This evaluation study was carried out on 88 women The cluster sampling method was used The data collection tools consisted of the Dundee Ready Educational Environment Measure (DREEM) and a researchermade questionnaire based on the Kirkpatrick model the validity and reliability of which were measured The experimental group attended the educational program for 1 month The effectiveness rate of the course was calculated based on significant differences in learning reaction and behavior scores of the case and control groups during the pretest and posttest The collected data were analyzed in SPSS statistical software using descriptive and analytical statistical tests Results: The mean scores of desirability rate of participants reactions in terms of students perception of learning environment students academic selfperception students social selfperception students perception of atmosphere and students perception of teachers were 4481 ± 706 3150 ± 411 2250 ± 354 4310 ± 746 and 4137 ± 520 respectively After the educational intervention ttest results showed a significant difference between the experimental and control groups in mean score of knowledge change and attitude change in the second evaluation level and also between mean score of behavior change in the third level (P < 0001) Conclusion: According to the Kirkpatrick model the educational prevention program of selfmedication resulted in favorable outcomes in the three evaluated levels of reaction learning and behavior and showed satisfactory efficiency
