Raika Jamali; Neda Moslemi; Mahboobeh Khabaz Mafinejad; Maryam Alizadeh; Reza Shariat Moharari
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.
Maryam Alizadeh; Mahboobeh Khabaz Mafinejad
Azim Mirzazadeh; Maryam Alizadeh; Mohammad Shariati; Leyla Sadighpour
Abstract
Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation ...
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Background Whereas much has been written about the strategies, barriers and facilitator factors of effective and interactive lecturing in medical education little has been written about the effective and interactive lecturing skills educational programs for medical teachers based on peer observation of teaching. Objectives The current study aimed at designing and implementing an interactive and effective lecturing workshop using peer observation and feedback, and finally evaluating its results. Methods The current descriptive study was conducted in Tehran University of Medical Sciences from 2015 to 2016. The study population consisted of faculty members participating in the effective and interactive lecturing workshop and the study subjects were selected by convenience sampling method. The Kirkpatrick method was used to assess the workshop; for this purpose, the level of reaction, learning, and performance were evaluated using a valid and reliable questionnaire, as well as the one minute note technique, and a form addressing the extent of using interactive techniques in the classroom six months after participation in the workshop. Data were analyzed by using the SPSS 22. Data are presented as frequency and mean where appropriated. The notes were analyzed using manual content analyses. Results The participants believed that the workshop could successfully encourage them to use lecturing principles and interactive lecturing techniques, and provide them with the opportunity to practice and rethink the teaching process. The interactive techniques mostly used six months after participation in the workshop belonged to the question and answer (Q& A) techniques, active evaluation, and use of scenario. Conclusions It seems that the provision of training opportunities, observation of performance, and giving feedback were effective to improve the quality of empowerment programs. It was suggested that other empowerment programs should also address this point.
Maryam Alizadeh; Gholamreza Hassanzadeh
Volume 13, Issue 5 , January 2017, , Pages 460-467
Abstract
Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of ...
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Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of students in teambased learning activates Methods: This descriptive study was conducted in 2016 at the School of Medicine Tehran University of Medical Sciences Iran The study population consisted of medical students who had experienced both teambased learning methods (with and without IFAT) Convenience sampling was performed based on the willingness of students to complete a researchermade valid and reliable questionnaire Data were analyzed using SPSS software Results: The IFAT is designed for use in multiresponse questions Based on predetermined patterns the answer was hidden under a surface which was scratched off by students after discussing the answer Of the 139 participants 555% stated that utilizing IFAT caused an increase in the time of discussion and 388% believed that it had small or very small effect on the participation of students who would not previously take part in the discussion In addition 842% noted that the use of this tool increased the accuracy of answers 85 (611%) believed that IFAT made team discussion more exciting Moreover 532% noted that it enhanced the depth of the discussion and 604% stated that discussions became more serious However the majority of students (503%) believed that it had little effect on the integration of knowledge of other subjects in answering questions The students views in the open question in addition to approving the quantitative results showed that students may wait for other teams to reveal the answer before using their form Conclusion: The students believed that the use of the IFAT has positive effects on participation in team work Although it may be a costly method due to its positive effects from the perspective of students the cost associated with buying or producing of the tool seems to be economical In order to prevent the creation of a competitive educational environment it is recommended that students be made effectively aware of the goals and rationales of using this tool Student orientations should be done in multiple time intervals and must be taken into consideration on other related circumstance such as professional code of conduct training
