Original Article
Dariuosh Gholipour Morad Dashtaki; Aeen Mohammadi; Mitra Zolfaghari; Sakineh Imani; Shahram Tahmasebian
Articles in Press, Accepted Manuscript, Available Online from 22 July 2020
Abstract
Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the ...
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Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the level of satisfaction and usage of e-learning facilities in medical students.Methods: This cross-sectional and retrospective (ex post facto) study was performed among medical, public health, and operating room students of Shahrekord University of Medical Sciences in 2017. We redesigned their courses to be delivered in the blended method, so that teachers used a Learning Management System (LMS) in addition to traditional teaching. Information about learning styles was collected using Kolb’s questionnaire, satisfaction level evaluated with a researcher made questionnaire and use of e-learning was examined by checking system loggings. Data were analyzed using one-way ANOVA, Tukey’s post hoc, Welch’s ANOVA and X2 tests in SPSS software.Results: Students’ satisfaction with e-content in diverging learning style was higher (P = 0.032), but there was no significant relationship between learning style and demographic characteristics and total average mark. Also, there was no significant difference in the amount of using e-learning facilities between different learning style groups (P = 0.256).Conclusion: It seems that using virtual learning facilities and considering the type of learning style in students can increase their satisfaction.
Original Article
Raika Jamali; Neda Moslemi; Mahboobeh Khabaz Mafinejad; Maryam Alizadeh; Reza Shariat Moharari
Articles in Press, Accepted Manuscript, Available Online from 28 July 2020
Abstract
Background: There is a paucity of literature regarding the medical students’ perspectives on web-based training of clinical reasoning.
Objectives: This study aimed to describe the implementation of a web-based training course of clinical reasoning for medical students and to evaluate their satisfaction ...
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Background: There is a paucity of literature regarding the medical students’ perspectives on web-based training of clinical reasoning.
Objectives: This study aimed to describe the implementation of a web-based training course of clinical reasoning for medical students and to evaluate their satisfaction with the program.
Methods: This cross-sectional study was conducted at the Tehran University of Medical Sciences in 2018. Fifty internal medicine interns were consecutively enrolled. The study consisted of two phases. The first phase focused on the development of a web-based training module of clinical reasoning. The second focused on evaluating the trainee’s satisfaction with the virtual course. The educational content of the program was prepared by an expert panel and incorporated in a web-based educational tool designed for virtual training purposes. The students’ satisfaction with the virtual course was assessed using a questionnaire. Each item of the questionnaire was scored from 0 (0) to 1.5 (100). The content validity of the questionnaire determined by an expert panel, and its reliability was measured.
Results: The mean score of each item of the questionnaire ranged from 77.3 to 85.3 which showed that the participants agreed with the items of the questionnaire. Also, Cronbach’s alpha coefficient was excellent in nine items of the questionnaire, good in four items, and acceptable in three items. The intraclass correlation coefficient was also estimated as 0.98.
Conclusions: The participants were satisfied with the web-based training tool for clinical reasoning, used in the present study. The developed questionnaire also showed good validity and reliability for the assessment of trainees’ satisfaction with the web-based training module of clinical reasoning.
Original Article
Mohammadreza Shakibi; Mina Mobasher; Maryam Okhovati; Elham Iranmanesh; Elham Sharifpoor; Manzume Shamsi Meymandi; Mahmoodreza Dehghani
Articles in Press, Accepted Manuscript, Available Online from 28 July 2020
Abstract
Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world. Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of ...
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Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world. Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of Kerman University of Medical Sciences. Methods: The current scholarship study was conducted in three stages, in 2017. The first stage comprised of a comparative study needs assessment, and course design. The training course was conducted with the participation of 30 faculty members and the teaching of 10 experienced professors. Participants were evaluated through practical work and homework. Instructors were evaluated by participants using survey forms. The course was evaluated through interviews with several participants and professors. Results: After eight months of research and holding 16 sessions (which each took between 2 to 4 hours), a course with three main modules was designed in 2017. Instructors used appropriate teaching methods, including interaction with participants, problem-solving, discussing, teamwork, and practicing at home. According to the results of the evaluation, the content of the course was appropriate for the research activities of participants. Besides, they believed that the instructors were among the strengths of the course. Conclusion: Certainly, increasing research skills of faculty members will lead to better guidance of assistants and qualitative improvement of research conducted by students.
Review
Amin Beigzadeh; Nikoo Yamani; Peyman Adibi; Kambiz Bahaadinbeigy
Articles in Press, Accepted Manuscript, Available Online from 29 July 2020
Abstract
Background: In order to improve clinical education, after evaluating the current situation and identifying the shortcomings and problems, it is essential to find strategies to change and improve the situation. This results in planning an efficient clinical education program and achieving the educational ...
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Background: In order to improve clinical education, after evaluating the current situation and identifying the shortcomings and problems, it is essential to find strategies to change and improve the situation. This results in planning an efficient clinical education program and achieving the educational goals. Objectives: This study aimed at identifying strategies for clinical medical education in Iran. Methods: This systematic review was conducted in 2017 to find strategies for clinical medical education in Iran. Bedside teaching, ward round teaching, ward round, teaching round, training round, grand round, clinical teaching, ambulatory education, and bedside round were the keywords searched in both Persian- and English-language databases. Related articles were carefully reviewed and the key information was extracted. Finally, the data were analyzed in MAXQDA software version 10. Results: After retrieving the related articles, the title and abstract of 593 papers were reviewed, and after excluding the irrelevant and duplicate ones, full-texts of 101 articles were reviewed based on the study inclusion and exclusion criteria. The strategies for clinical medical education in Iran were classified into five categories including infrastructures, areas of clinical education, educational planning, and clinical teachers and students. Conclusion: Improving the quality of clinical education and the effectiveness of the educational system depends on the identification of appropriate strategies. The identified strategies pave the way for achieving targeted educational goals.
Original Article
Azadeh Horri; Sara Amanpour; Farzaneh Jalali; Mahshad Masoumi; Sorena Fardisi
Articles in Press, Accepted Manuscript, Available Online from 29 July 2020
Abstract
Background: Different study skills have been developed and introduced, although most learners are apparently unaware of them. Objectives: This study was conducted to investigate the frequency of using different study skills among undergraduate and postgraduate students. Method: The study population consisted ...
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Background: Different study skills have been developed and introduced, although most learners are apparently unaware of them. Objectives: This study was conducted to investigate the frequency of using different study skills among undergraduate and postgraduate students. Method: The study population consisted of 201 undergraduate and 45 postgraduate students of Kerman Dental School in 2016-2017, who were selected using the random stratified sampling method. A questionnaire composed of four questions used to collect data. The questionnaire was a modified version of the one used by Karpiacke et al. The frequency of using different study skills (i.e., re-studying, re-writing, using flashcards, studying in groups, memorizing, teaching content, creating headings, self-testing, highlighting, finding connections, and finding real examples) was asked in the first question. Students’ preparation for exams and students’ satisfaction with their study skills were asked in the next questions. Data was analyzed using the chi-square test in SPSS23. Results: Of the 246 participants, 72 (35.8%) undergraduate students and 20 (44.4%) postgraduate students were male. The frequency of using different study skills was the same between the male and female undergraduate students, except for re-writing (P=0.024), studying in groups (P=0.018), and creating headings (P=0.018) which were higher in the female undergraduate students. However, there was no significant difference between male and female postgraduate students in terms of the frequency of using different study skills. The most and least commonly used strategies by the undergraduate and postgraduate students were re-studying and using flashcards, respectively. Only 30.3% of the undergraduate and 24.4% of the postgraduate students used the self-testing strategy.
