Original Article
Habibeh Ahmadipour; Fatemeh Musavi
Abstract
Background: The rapid growth of information technology has created opportunities for online learning.Objectives: The aim of this study was to investigate the psychometric properties of the Persian version of the Online Learning Readiness Scale (OLRS) and assess the readiness of health care providers ...
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Background: The rapid growth of information technology has created opportunities for online learning.Objectives: The aim of this study was to investigate the psychometric properties of the Persian version of the Online Learning Readiness Scale (OLRS) and assess the readiness of health care providers in this regard.Methods: This cross-sectional study was conducted in 2022 among 181 health care providers in Kerman, selected through multi-stage sampling. The data collection tool included a questionnaire with demographic information and the Persian version of OLRS, comprising 18 questions across 5 subscales: computer/internet self-efficacy, self-directed learning, learner control, learning motivation, and online communication self-efficacy. Data were analyzed using Pearson correlation, independent t-test, and analysis of variance (ANOVA) in SPSS v. 26, as well as LISREL v. 8.8 software.Results: Cronbach's alpha coefficient for subscales ranged from 0.74 to 0.93, with factor loadings of items ranging from 0.54 to 0.96. Goodness-of-fit indicators met acceptable standards. The mean scores for all subscales exceeded the average (2.5). Health care providers in rural areas had higher mean scores in the self-directed learning (P=0.04), learning control (P=0.02), and learning motivation (P=0.001) subscales. Men scored higher in the self-directed learning (P=0.01) and learning motivation (P=0.04) subscales.Conclusion: The Persian version of OLRS demonstrates satisfactory psychometric properties and can be used to assess the readiness of learners for online learning. When planning such training, it is crucial to consider factors related to learners' readiness, including demographic and occupational characteristics.
Original Article
Zohreh Poudeh; Fatemeh Karami Robati; Atefeh Ahmadi; MahmoudReza Dehghani; Masoomeh Shahsavari; Bagher Amirheidari; Vahid Yazdi Feyzabadi
Abstract
Background: Internationalization in medical education (ME) creates new potentials, and links among countries.Objectives: The present study aimed to investigate the current outlook on the internationalization of ME in Pakistan.Methods: This case study had an outlook on the internationalization of ME in ...
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Background: Internationalization in medical education (ME) creates new potentials, and links among countries.Objectives: The present study aimed to investigate the current outlook on the internationalization of ME in Pakistan.Methods: This case study had an outlook on the internationalization of ME in three top universities in Pakistan. The most significant components, characteristics, and variables related to ME were identified and categorized. The reports regarding the educational, research and health system performance of this country were collected by reviewing the grey literature, and visiting the official websites of these universities.Results: To improve their competitive capacities Pakistan’s top universities have considered some research parameters, unique strategies (motivational mechanisms for target groups of students, and professors, educational mechanisms and empowering students and professors, mechanisms for communicating with other pioneering universities, and mechanisms for communicating with the industry and exchanging intellectual capital), and short-, medium- and long-term plans for attracting capital, exchanging scientific products, and sharing experience.Conclusion: Pakistan’s success in internationalization depends on factors, such as concentrating on science and technology, the enhanced role of the local government and the privatization of HE institutes, including modern ideas and making changes in the country’s cultural structure, using English as the primary language in universities, designing web portals based on international criteria, receiving tuition fees from international students, designing programs for international students, hiring foreign faculty members, and sending professors abroad to take part in specialized courses, and making efforts to monitor international initiatives and ensuring quality.
Original Article
Fatemeh Sadat Sajadi; Zahra Salari; MohadeseSadat TabatabaeiRad; Ali Abedi; Reyhaneh Aftabi
Abstract
Background: Self-assessment (SA) means assessing or judging efficiency, and identifying strengths and weaknesses to improve learning outcomes.Objectives: The present study aims to investigate the knowledge, and attitude of the students of Kerman Dental Faculty regarding practical self-assessment skills.Methods: ...
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Background: Self-assessment (SA) means assessing or judging efficiency, and identifying strengths and weaknesses to improve learning outcomes.Objectives: The present study aims to investigate the knowledge, and attitude of the students of Kerman Dental Faculty regarding practical self-assessment skills.Methods: This cross-sectional descriptive-analytic study included 220 residents, and general students of Kerman Faculty of Dentistry. Data was collected using a questionnaire consisting of two parts. In the first part, the demographic information was recorded. The second part questioned students' knowledge and attitude toward practical self-assessment skills. The intra-class coefficient and content validity index of the questionnaire were 0.72 and 0.83, respectively. Data were analyzed using a T-test, analysis of variance, and multivariate regression in SPSS 21 software. P-value<0.05 was considered as the statistical significance level.Results: The results indicated that the average score of questionnaire was 44.45 ± 6.58 for women and 42.60 ± 5 for men, which was significantly higher in the female students (P-value=0.02). Moreover, the average score of residents was 46.4±6.21, considerably higher than general students (42.99 ± 5.80) (P value = 0.01). Finally, the average score of students at public colleges was equal to 44.48 ± 6.10, higher than that to those studying at private colleges (41.56 ± 5.35) (P-value = 0.01), which shows better self-assessment skills.Conclusion: The study highlights the critical role of self-assessment skills to improve the dental students learning ability, performance, and independency. Moreover, it is recommended that regular self-assessment skills be considered significantly in dentistry curricula.
Review
Sama Abaei; Haleh Vaez; Saeideh Ghaffarifar; Neda Kabiri; Robab Mehdipour; Dourna Omranifar
Abstract
Background: Pharmacology is one of the crucial subjects of medical courses because drugs are the basis of disease treatment. A basic drug description is needed to optimize benefits and reduce side effects. Therefore, proper education for medical students is necessary.Objectives: This scoping review aims ...
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Background: Pharmacology is one of the crucial subjects of medical courses because drugs are the basis of disease treatment. A basic drug description is needed to optimize benefits and reduce side effects. Therefore, proper education for medical students is necessary.Objectives: This scoping review aims to investigate the methods, ideas, and recommendations for educating undergraduate medical students in pharmacology.Methods: To achieve the purpose of the study, related studies in English and Persian were reviewed within 2010 to 2022. A comprehensive systematic literature search was carried out in PubMed, Web of Science, SCOPUS, Google Scholar, and ProQuest databases to conduct this review. Two independent reviewers evaluated the retrieved publications and extracted the data using the Joanna Briggs Institute’s standardized tools. Primary study findings were read and reread to identify teaching methods used in the studies for undergraduate medical students. The extracted findings were categorized based on their similarity.Results: A total of 56 studies were included in this scoping review. More than 70% of articles have been performed in India. The results were presented according to the teaching methods used in educating: team-based learning, computer-assisted learning, the autobiography of medicines, role-play, integrated education, case-based learning, problem-based learning, student-led objective tutorials, e-learning module, museum, pre-lecture, concept mapping, crossword puzzles, game, flipped classroom, and mixed methods.Conclusion: This review provided a new vision about the methods of pharmacology education that have been used worldwide. The information obtained can be used to revise traditional teaching methods of pharmacology in medical schools.
Original Article
Rekha Sangram Udgiri; Praveen Ganganahalli
Abstract
Background: The National Medical Commission (NMC) of India has prepared a revised graduate medical training program for Indian medical graduates to develop the requisite knowledge, skills, attitude, values, and responsiveness as physicians of the first contact with the community. The attitude, ethics, ...
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Background: The National Medical Commission (NMC) of India has prepared a revised graduate medical training program for Indian medical graduates to develop the requisite knowledge, skills, attitude, values, and responsiveness as physicians of the first contact with the community. The attitude, ethics, and communication (AETCOM) module has been prepared as a guide to facilitate implementing a longitudinal program for institutions and faculty members that will help the students acquire the essential competency domains. The present study was an attempt to know the faculty members’ perception regarding the AETCOM module based on analyzing and addressing the suggestive measures.Objectives: To know the faculty perception regarding AETCOM module & based on the analysis, suggestive measures are recommendedMethods: The present research was a cross-sectional study. The data were collected using semi-structured questionnaires. Those who submitted the responses were included in the study. The feedback form, along with the AETCOM module curriculum, was e-mailed to those who have undergone one or the other faculty development training program from different colleges of the first professional year faculties. A total of 34 faculty members out of 60 participated in the study.Results: About 65% of the participants were females, 50% were professors, and 44% belonged to private and deemed university colleges, respectively. The majority (60%) of the participants were told to reduce the duration of modules and avoid the repetitions concerning the communication skill modules.Conclusion: According to the study findings, we conclude that the implementation of the AETCOM module is a good initiative taken by the NMC. The competencies specified within each module underscore the importance of cultivating attitudes, ethics, and communication skills among Indian medical graduates, reflecting the contemporary demands and standards of the healthcare profession.
Original Article
Archana Shivamurthy; Vijaya Basavaraj
Abstract
Background: The covid-19 pandemic has a huge impact on the medical education in India especially the undergraduate medical course. We follow the curriculum based medical education (CBME) as set up by the national medical council in India. Conducting the practical internal assessment for pathology undergraduate ...
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Background: The covid-19 pandemic has a huge impact on the medical education in India especially the undergraduate medical course. We follow the curriculum based medical education (CBME) as set up by the national medical council in India. Conducting the practical internal assessment for pathology undergraduate students virtually was challenging and we conducted the same using the “Virtual Image based - objective structured practical examination (OSPE)”.Objectives: To analyze the effectiveness and impact of virtual image based OSPE as a method of internal assessment for pathology undergraduate students during the covid-19 pandemic.Methods: A total of 198 students took part in the Virtual image based –OSPE pattern of examination. Each OSPE was well structured and had image based questions for 5 marks each. A clinical history was attached with each case and included images of gross morphology and appropriate microscopic pictures. A feedback was taken from the students regarding the image based-OSPE. The feedback included 10 questions assessed on a 5 point Likert scale.Results: The online image based OSPE was conducted with ease using the online digital software-“jssu online”, successfully simulating the actual offline experience. Answer scripts were uploaded online and the correction was done using the university digital software. The feedback was given by 177 second year MBBS students. The assessment pattern being new and exciting, was received well by majority of the students.Conclusion: Virtual image based OSPE’s are a good substitute for conducting the online practical internal assessment for undergraduate pathology students during the covid-19 pandemic. Especially in universities with a good digital platform, these can be used with ease.
Viewpoint
Saurabh Bihari Lal Shrivastava; Kevin Jonathan Pradipta
Abstract
The journey of medical students can prove to be extremely challenging and tough owing to academic pressures, parental expectations, peer pressure, and students’ inability to adapt to the environment in a medical school. Academic resilience among medical students refers to their ability to persevere, ...
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The journey of medical students can prove to be extremely challenging and tough owing to academic pressures, parental expectations, peer pressure, and students’ inability to adapt to the environment in a medical school. Academic resilience among medical students refers to their ability to persevere, adjust, and sustain encouraging learning outcomes despite the challenges, obstacles, and varied stressors they encounter during their period of undergraduate training. Self-efficacy can be regarded as one of the key factors in strengthening academic resilience, and accordingly, we must take specific measures to develop and improve the same among them. The learning environment in a medical school significantly impacts and determines the academic resilience levels of medical students. In conclusion, acknowledging the challenges and problems that medical students have to experience during their undergraduate training period, it is quite essential that specific measures be taken to augment the academic resilience among medical students. The need of the hour is to adopt a comprehensive approach that addresses self-efficacy and the learning environment simultaneously and helps them promote their overall well-being and academic success.
Original Article
Harshita Reddy.B; Prattilohi. S. Rajlaxmi; Sudha Vani Damarla; Sudharani Chintagunta; Manmohan Gavvala; Neetha Kundoor; Srilatha Bashetti
Abstract
Background: The assessment blueprint is a calibrated dossier, which is a meticulously designed document that proactively compiles all educational content and its anticipated outcomes comprehensively. This blueprint is a powerful tool that integrates subject matter, learning objectives (including skills, ...
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Background: The assessment blueprint is a calibrated dossier, which is a meticulously designed document that proactively compiles all educational content and its anticipated outcomes comprehensively. This blueprint is a powerful tool that integrates subject matter, learning objectives (including skills, knowledge, and attitude), tools, and methods to assess the content.Objectives: The primary goal of this study was to develop a blueprint for clinical skill competencies within the Department of Dermatology, Venereology, and Leprosy (DVL) for medical undergraduates at the Apollo Institute of Medical Sciences and Research (AIMSR) in Hyderabad, India.Methods: The faculty of DVL and the curriculum coordinator developed a blueprint for the mentioned department at AIMSR in collaboration with Gandhi and Osmania Medical College. Faculty members provided feedback on the blueprint.Results: The feedback results are presented in terms of percentages. Notably, 70% of the faculty members expressed the view that blueprint assessments enhance the validity of assessments and appropriately assign weightage to topics of public health significance.Conclusion: Incorporating blueprints into both summative and formative assessments enhances quality, validity, and reliability. It represents one of the most acceptable approaches for medical students to balance learning and practical application of concepts.
Original Article
Leila Sadati; Sahar Karami; Rana Abjar; Fatemeh Edalat; Pourya Kanani; Zahra Nouri Khaneghah
Abstract
Background: Electronic portfolios provide opportunities for students to reflect on their performance and develop their competencies.Objectives: The present study was done to improve surgical technologist students' learning through the development of a customized e-portfolio.Methods: This interventional ...
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Background: Electronic portfolios provide opportunities for students to reflect on their performance and develop their competencies.Objectives: The present study was done to improve surgical technologist students' learning through the development of a customized e-portfolio.Methods: This interventional study was conducted using a sequential mixed method in two phases. In the "qualitative" phase, the framework of the e-portfolio was first developed via literature review. Then, it was customized and completed through a qualitative approach of guided content analysis based on Elo & Kyngas ' method. In the "quantitative" phase, by using quasi-experimental designs, the effectiveness of the e-portfolio was evaluated by measuring students' satisfaction, knowledge, and clinical skills as educational outcomes. A satisfaction questionnaire, multiple choices questionnaire (MCQ), and research-made checklist were used. Comparison of groups and data analysis was done using Fisher's exact and paired t-test. Data analysis was done using SPSS version 22 software. The maximum alpha level was considered to be 0.05 in order to confirm the difference between the groups (p<0.05).Results: In the first phase, an e-portfolio framework was developed, including discipline regulations, study resources, daily activities, educational objectives, assessment tools, feedback, and reflection reports. The paired t-test results show that students' knowledge (p-value=0.011) and clinical skills significantly improved (p-value=0.023). More than two-thirds of the students (71.42%) and tutors (85.72%) were thoroughly satisfied with the e-portfolio assessment.Conclusion: Based on the main results, the use of applicable and standard E-portfolios is recommended as a comprehensive and cost-effective assessment method in clinical education.
Original Article
Tayebeh Eghbali; Zahra Sarkoohi Jabalbarezi; Esmat Nouhi
Abstract
Background: Clinical education has long been known as one of the influential ways to improve the quality of nursing services.Objectives: The present research was conducted aiming to determine the factors affecting clinical education standards in nursing in Iran.Methods: This study was a systematic review ...
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Background: Clinical education has long been known as one of the influential ways to improve the quality of nursing services.Objectives: The present research was conducted aiming to determine the factors affecting clinical education standards in nursing in Iran.Methods: This study was a systematic review in which published articles related to the factors affecting clinical education standards in nursing in Iran were searched. Based on the research inclusion criteria, 30 articles were selected and the data were analyzed using the content analysis method.Results: The most important factors affecting clinical education standards in nursing in Iran were categorized into three areas: educational goals and planning, educational structure, and educational process. The most important affecting factors included “the presence of a codified educational program for clinical education and interactions”.Conclusion: The most crucial actions that can be taken to help improve nursing clinical education and elevate its standards include preparing a codified educational program for clinical education, trying to improve interactions in the clinical education environment, and improving instructors’ performance and skills to train nursing students.
Viewpoint
Saurabh RamBihariLal Shrivastava; Prateek Sudhakar Bobhate
Abstract
Assessments in medical education play an indispensable role in the making of competent medical graduates, who are knowledgeable and skilled enough to meet the changing needs of the healthcare practice. For the assessment of the cognitive domain in medical education, paper-based assessments have been ...
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Assessments in medical education play an indispensable role in the making of competent medical graduates, who are knowledgeable and skilled enough to meet the changing needs of the healthcare practice. For the assessment of the cognitive domain in medical education, paper-based assessments have been used for generations together, but these assessments have their own set of limitations, and we must look for alternative options to overcome these limitations. Electronic question banks (EQBs) have been linked with multiple benefits for medical students, beginning with easy accessibility, that too at their times of convenience. The process of initiating an EQB in a medical college has its challenges and we must adopt a comprehensive approach to overcome these challenges. In conclusion, electronic question banks can ensure that medical education is delivered in an innovative manner, which in turn becomes crucial in developing competent healthcare professionals. The need of the hour is to overcome the hurdles that can impact the implementation of EQBs, and thereby augment the benefits to medical students.
Original Article
Seyede Elham Fazljoo; Fatemeh Keshmiri; Khadijeh Nasiriani; Ahdieh Bahri
Abstract
Background: In healthcare, professionals are often confronted with ethical issues and morally complex. Moral reasoning and reflective ability are the most important requirements for nurses’ professional proficiency and patient care. Group reflection and moral case deliberation are important and ...
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Background: In healthcare, professionals are often confronted with ethical issues and morally complex. Moral reasoning and reflective ability are the most important requirements for nurses’ professional proficiency and patient care. Group reflection and moral case deliberation are important and hypothetically impactful forms of clinical ethics support. Empirical evidence, however, is incomplete concerning its real effect.Objectives: This study aimed to determine the effect of group reflection and Moral Case Deliberation (MCD) on nursing students' moral reasoning skills and reflective ability.Methods: The present study is quasi-experimental. The nursing students in two nursing faculties of Shahid Saduoghi University of Medical Sciences were enrolled (n = 72). The learners participated in the group reflection sessions and MCD in educational intervention. Nursing Dilemmas Test and reflection on learning questionnaires were used. Data were analyzed by SPSS 16 software with repeated measurement ANOVA. The statistical significance is considered at P < 0.05.Results: The results showed that educational interventions improved the moral reasoning skills respectively, Pre-test, 1st post-test, 2nd post-test (44.05±4.79, 51.63±4.81, and 50.05±8.47) and reflective ability of learners’ respectively Pre-test, 1st post-test, 2nd post-test (59.00±14.48, 65.71±14.10, and 67.28±12.60). The results of comparing the intervention and control groups over time showed that the learners' reasoning scores were significantly different (P <0.001), and reflective ability in the intervention and control groups were significantly different over time (P =0.003).Conclusion: The results indicated the educational effect of interventions on participants' reasoning and reflection was reported at high and moderate levels, respectively. It recommended that interactive methods, including group reflection and moral case deliberation, are planned in the ethical nursing education program.
Brief report
Anzor Anatolievich Khaniev; Zhukova Aleksandra Nikolaevna; Ardavova Amina Anatolievna
Abstract
Background: In the Russian Federation, dentistry has become a very popular career choice among applicants, leading to a significant increase in the number of graduates from dental faculties and universities, as well as a growth in the number of educational institutions providing higher medical education ...
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Background: In the Russian Federation, dentistry has become a very popular career choice among applicants, leading to a significant increase in the number of graduates from dental faculties and universities, as well as a growth in the number of educational institutions providing higher medical education in dentistry.Objectives: The aim of this study was to review the current status, requirements, and prospects of dental education in the Russian Federation.Methods: Statistical, informative, and analytical official reports in Russia, as well as foreign information sources, cross-sectional studies, and the data on official websites of higher education institutions were analyzed.Results: In the Russian Federation, there has been an increase in the number of dental universities and faculties, as well as the number of dentistry students over the past 10 years. There is a surge in the number of admitted students, the number of dentists graduating from universities, and clinical residents of dental specialties. At the same time, the tuition fees are the highest for all specialties and are going up every year. There is also an increase in the total number of dentists, and they are concentrated in Moscow and other big cities in the country.Conclusion: Currently, in the Russian Federation, we can speak of the skewness of medical education toward dentistry. To meet the challenges facing dentistry, it seems reasonable to match the future dental workforce with the future needs of the population. The current situation in the healthcare system of the Russian Federation needs to be improved for medical dentistry education and dental health staffing, and all these issues can only be solved by introducing fundamental changes.
Original Article
Mohammad Parvaresh-Masoud; Mahsa Rahimkhanli; Hamid Torabian; Mohadeseh Motamed-Jahromi; MahmoodReza Dehghani; Hojjat Farahmandnia
Abstract
Background: Prehospital emergency care plays a vital role in the healthcare system and can significantly affect the outcomes of patients. Integrating medical science education into Emergency Medical Technicians (EMTs) training programs could improve prehospital emergency care and patient outcomes.Objectives: ...
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Background: Prehospital emergency care plays a vital role in the healthcare system and can significantly affect the outcomes of patients. Integrating medical science education into Emergency Medical Technicians (EMTs) training programs could improve prehospital emergency care and patient outcomes.Objectives: The present study was conducted to explore the perspectives of Iranian EMTs on integrating medical science education in prehospital emergency care.Methods: This study was a qualitative descriptive design in Iran. Using the purposive sampling method, data were collected through in-depth individual interviews with 13 EMTs who had completed EMT training programs in Iran. Thematic analysis, a form of qualitative content analysis, was used to identify key challenges and barriers to integrating medical science education, as well as potential benefits and opportunities.Results: After multiple rounds of analyzing and summarizing the data and considering similarities and differences, 2 main categories and 6 subcategories were created based on the results of the data analysis, including: "inadequate training" and "lack of ongoing training and professional development opportunities".Conclusion: The study highlights the importance of stakeholder collaboration and communication to develop effective EMT training programs. Integrating medical science education in EMT training programs could improve the quality of prehospital emergency care and, ultimately, the health outcomes of patients.
Letter to editor
AmirAli Moodi Ghalibaf; Hamid Yazdaninejad; Radman Amiri; Amir Hossain Karimi; Zahra Safari; Ali Akbar Khosravi-Larijani; Keivan Lashkari; Amir Mohammad Parsanahad; Mohammad Javad Ghapanchian; Sina Yousefian; Ali Madadi-Mahani; Ali Mohammad-Hassani; Mahla Khayat-Rasouli; Aeen Mohammadi
Brief report
Simin Mahakizadeh; Saleheh Khorasani; Leila Sadati; Mohsen Arabi; Fatemeh Kermanian
Abstract
Background: The purpose of the medical curriculum is to train up-to-date physician who can safely and effectively diagnose diseases and increase the health of society.
Objectives: We designed a visual system anatomy educational course to investigate the effect of the “extending the teaching of ...
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Background: The purpose of the medical curriculum is to train up-to-date physician who can safely and effectively diagnose diseases and increase the health of society.
Objectives: We designed a visual system anatomy educational course to investigate the effect of the “extending the teaching of the basic science throughout the curriculum” strategy, on the level of satisfaction and learning of medical student’s anatomy knowledge.
Methods: This study was an interventional, in descriptive type, done in visual system anatomy educational course and designed in four training sessions consisted of: 1. A 15 multiple choice questions pre-course online test, distributing lesson plans and related educational videos, 2 and 3.training sessions in which education content by using cadaver and other teaching aids such as moulage and slides were presented; 4.Discussion, post-test holding and distribution of satisfaction questionnaire. The overall pre-intervention and post-intervention data were analyzed using Kolmogorov–Smirnov test and paired t-test in Statistical Package for the Social Sciences (SPSS) software. P-value less than 0.05 was considered as statistical significance.
Results: Based on the results of the final exam, correct answer percentage to each question (CAP) of post-intervention were higher than the CAP of the pre-intervention. The statistical analysis also indicated that there was significant difference in the mean of CAPs between the two tests (p>0.01).
Conclusion: It seems that proposing a new curriculum and including basic anatomy sessions in clinical training courses can help students to review basic science concepts and apply them in developing clinical skills and ultimately safe patient care.
Original Article
Arezou Farajpour; Armin Salehi; Rasam Mashoufi; Ali Bakhshi Bejestani
Abstract
Background: Early clinical exposure to medical curricula can help students understand the social context of medicine and facilitate their transition to the clinical environment.
Objectives: The present study was designed and implemented to investigate medical students’ experiences in this regard.
Methods: ...
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Background: Early clinical exposure to medical curricula can help students understand the social context of medicine and facilitate their transition to the clinical environment.
Objectives: The present study was designed and implemented to investigate medical students’ experiences in this regard.
Methods: In this qualitative research, 2nd-semester medical students underwent reflection and were asked to respond to open-ended questions in written form after their initial clinical exposure in teaching hospitals. The written responses provided by the students were analyzed using open coding to extract initial codes, subcategories, categories, and themes.
Results: The responses of 52 participating students were coded, resulting in the extraction and formation of 252 initial codes, 9 subcategories, 5 categories, and 2 themes.
Conclusion: Reflection through early clinical exposure can induce motivation to lay the foundation for developing core competencies, including communication skills, problem-solving, clinical reasoning abilities, personal development, and cultivation of professional identity and professionalism among medical students.
Letter to editor
Samane Babaei; Sara Bagheri; Somaye Sohrabi; Masomeh Kalantarion
Original Article
Nouzar Nakhaee; Sajad Zare
Abstract
Background: In recent years, the scholarship of faculty, responding to the needs and concerns of community, has received the attention of experts.
Objectives: The present study aimed to develop and validate an assessment instrument for community-engaged scholarship of medical university faculty.
Methods: ...
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Background: In recent years, the scholarship of faculty, responding to the needs and concerns of community, has received the attention of experts.
Objectives: The present study aimed to develop and validate an assessment instrument for community-engaged scholarship of medical university faculty.
Methods: The present study was carried out in two stages. First, after searching and extensive reviewing of texts, and conducting qualitative interviews with experts, an assessment instrument for community-engaged scholarship of medical university faculty was developed and validated. In the second stage, the content analysis of mentioned instrument was performed. In order to evaluate the content validity of the instrument, ten individuals with specialized knowledge in the fields of medical education and faculty evaluation were invited to participate in a conclave. These people assessed the developed instrument in terms of content validity index, and content validity ratio.
Results: A 20-item instrument was developed to assess the community-engaged scholarship of medical university faculty. The mean CVR and CVI of all questions based on experts' opinions were 0.90 and 0.925, respectively, indicating high and acceptable validity of developed instrument. Therefore, based on the values of CVR and CVI, the content validity of all 20 initially developed questions was accepted for the final instrument.
Conclusion: 20-question questionnaire for assessing the community-engaged scholarship of the medical university faculty had a good content validity. It is recommended that this instrument be used in the regulations for the promotion of faculty.
Original Article
Ali Asghar Hayat; Hajar Kiani; Ghobad Ramezani; Mohammad Hassan Keshavarzi
Abstract
Background: Procrastination is a common phenomenon affecting many aspects of personal and academic life, especially among students.Objectives: This research aims to examine the mediating role of test anxiety in the relationship between procrastination and self-handicapping of students in a structural ...
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Background: Procrastination is a common phenomenon affecting many aspects of personal and academic life, especially among students.Objectives: This research aims to examine the mediating role of test anxiety in the relationship between procrastination and self-handicapping of students in a structural equation modeling approach.Methods: The present research was a cross-sectional study of descriptive-correlational type, performed in 2022 on 200 students. The census method was used for sample selection because of the limited sample size. Three standard questionnaires were used: Solomon and Rothblum Academic Procrastination, Sarason Anxiety Scale, and Johns and Rodwelt Self-Handicapping Scale. Structural equation modeling was used through AMOS 22 with a significance level of 0.05 for data analysis.Results: The findings indicated that procrastination had a positive and significant effect on test anxiety (β = 0.46, p < 0.001) and self-handicapping (β = 0.32, p < 0.001). Also, the impact of text anxiety on self-handicapping (β = 0.49, p < 0.001) was positive and significant. There was also an indirect effect of procrastination on the self-handicapping of students through text anxiety (0.22), which was obtained as positive and significant at 0.01 levels via the Bootstrap method.Conclusion: Procrastination causes increased self-handicapping of students and test anxiety, which promotes further self-handicapping.
Review
Peigham Heidarpoor; Shahram Yazdani
Abstract
Background: Community-related medical education has been defined under various terms, such as community-oriented medical education, community-based medical education, social accountability education, and community-engaged medical education. These terms have similar definitions and can be used interchangeably. ...
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Background: Community-related medical education has been defined under various terms, such as community-oriented medical education, community-based medical education, social accountability education, and community-engaged medical education. These terms have similar definitions and can be used interchangeably. The graduation of physicians who are familiar with the problems of the community is considered a necessity in modern medical education. As a result, numerous activities have been carried out worldwide, each given a different name.Objectives: This study intended to provide a more comprehensive classification of community-related medical education by examining the maximum number of educational programs and activities worldwide. The classification helps create a scientific and systematic view of this category and serves as a guide in planning and implementing such education.Methods: The present study is conducted using Carnwell and Daly's critical review method. The review was performed in different stages, including defining the review scope, identifying sources, reviewing, and constructing the texts. By reviewing documents and examining their similarities and differences, previous classifications are complete and updated.Results: Community-related medical schools are divided into socially responsible, socially responsive, and socially accountable schools, with medical curricula that are community-oriented, community-based, and community-engaged, respectively. All schools are subdivided into education, research, and service-oriented programs.Conclusion: Community-related educational programs can be designed and implemented at different levels according to the context.
Original Article
Gerard Marshall Raj; Mangaiarkkarasi Adhimoolam
Abstract
Background: Though there is an increase in the number of scientific programs, the quality of these sessions is not always optimal.
Objectives: Our objective was to assess the knowledge, attitude, and practice of medical fraternity with regard to participation in scientific programs.
Methods: A total ...
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Background: Though there is an increase in the number of scientific programs, the quality of these sessions is not always optimal.
Objectives: Our objective was to assess the knowledge, attitude, and practice of medical fraternity with regard to participation in scientific programs.
Methods: A total of 103 faculty members and postgraduates from all specialties of Sri Venkateshwaraa Medical College Hospital and Research Centre, Puducherry, India, who attended at least one scientific program (conferences, workshops, symposiums, panel discussions, or CMEs) in the past one year, were included. This was a cross-sectional questionnaire-based study conducted over a period of three months in 2019. The content validity index (CVI) was computed to ascertain the validity of the questionnaire. Principal component analysis (PCA) followed by the calculation of Cronbach’s alpha was conducted to ascertain the reliability of the questionnaire. The self-developed and validated questionnaire was distributed among respondents, and necessary filling out instructions were elaborated to them.
Results: Out of 85 participants, 96.5% and 74% responded correctly to the definitions of workshop (n = 82) and conference (n = 63), respectively. The CVIs of individual questionnaire items were higher than 75%, and Cronbach’s alpha of the questionnaire was obtained as 0.60. The mean knowledge score was 3.14 ± 1.3, and demographic characteristics were not found to influence the knowledge score (p > 0.05). The ‘expertise of resource persons’ and ‘necessity of the topic’ were the major factors determining the tendency for participation in scientific programs, as agreed by 81.2% and 80% of the respondents, respectively (p < 0.001). Out of 83% of the respondents who were satisfied with their participation in the last scientific program they attended, major reasons for satisfaction were ‘scientific content’ (63%) and ‘resource persons, speakers, or trainers’ (63%).
Conclusion: The results of this study can be insightful to organizing bodies for better understanding the prerequisites of conducting any scientific session.
Original Article
Shima Bahmani; Zahra Yaghoubi; Ali Kazemian
Abstract
Background: Assessing dental students’ attitudes toward providing services to disadvantaged populations is essential for improving community-based training programs. Up to now, few scales have been developed to measure dental students' attitudes about deprived groups, among which the “Dental ...
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Background: Assessing dental students’ attitudes toward providing services to disadvantaged populations is essential for improving community-based training programs. Up to now, few scales have been developed to measure dental students' attitudes about deprived groups, among which the “Dental Students’ Attitudes Toward Underserved populations instrument” (DSATU) is a reliable questionnaire.
Objectives: This study aimed to assess and confirm the validity and reliability of Persian version of the DSATU questionnaire.
Methods: In this validation study, translation and cultural adaptation were made by translation and back-translation method. A panel of experts assessed the face and content validity qualitatively. The content validity was assessed using a quantitative approach (which included the Content Validity Ratio (CVR) and the Content Validity Index (CVI). The item’s impact score was evaluated by dental students. The test-retest method and Cronbach’s alpha were used to determine the reliability.
Results: The questionnaire was revised and modified based on the validation results. Regarding CVR, two questions were excluded. Moreover, according to CVI and impact score results, eight questions were modified and corrected. Total cronbach’s alpha coefficient (= 0.831) and intraclass correlation coefficient (0.83) were acceptable. The Pearson and Spearman’s rank correlation coefficient indicated that the reliability was appropriate.
Conclusion: The introduced Persian version of the DSATU questionnaire is a culturally appropriate, valid, and reliable instrument for Persian researchers who intend to evaluate the attitude of dental students toward underserved populations. Moreover, it can be used to evaluate the effectiveness of community-based training programs in longitudinal studies.
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