Zohrehsadat Mirmoghtadaie; Zeinab Shakiba; Sara Shafian; Soleiman Ahmady
Abstract
Background: E-learning is considered the most important technology that can support new teaching-learning approaches. The objective of e-learning is to provide the same access and create the same educational space for all learners at any point, and optimize the methods of presenting course content for ...
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Background: E-learning is considered the most important technology that can support new teaching-learning approaches. The objective of e-learning is to provide the same access and create the same educational space for all learners at any point, and optimize the methods of presenting course content for deeper and more serious learning.Objectives: The present study was conducted to develop a standard framework for the effective implementation of e-learning in medical science education.Methods: This study was conducted in two phases in 2022 using a mixed exploratory method. In the first (qualitative) phase, the initial framework was obtained from a comparative review of existing literature. In the second (quantitative) phase, the calculated standards were prepared in the form of an online questionnaire and sent to 20 e-learning experts in medical sciences. After data analysis, a framework of e-learning standards were proposed.Results: Nine dimensions and 58 standards were approved as the framework of e-learning standards. The lowest and highest content validity ratio (CVR) based on the analyzes were reported to be 0.77 and 0.88, respectively. As a result, all dimensions and 58 standards were approved. Also, the intraclass correlation (ICC) between 0.75 and 0.90 showed good reliability and high agreement between experts.Conclusion: Using a standard framework to implement e-learning helps to improve the quality of e-learning courses in medical sciences and brings more trust from internal and external stakeholders in these courses. Therefore, it is necessary to focus on the field of education and attempt to make educational organizations work in the best way in any situation, such as the fact that the world has recently been exposed to the o COVID-19 pandemic which led to the tendency of universities to use it.
Sara Shafian; Payam Khazaeli; Maryam Okhovati
Sara Shafian; Soleiman Ahmadi; Parvin Rezaei-Gazki; Roghayeh Ershad Sarabi
Abstract
Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educationalmedical system of universities and the important role of graduates of these fields as specialized and subspecialized ...
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Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educationalmedical system of universities and the important role of graduates of these fields as specialized and subspecialized physicians in the community health system; therefore, the examination of their views on desirable education can lead to the improvement of the quality of education.Objectives: The present study aimed to explain the views of residents of Kerman University of Medical Sciences, Kerman, Iran, on desirable education. Methods: This study was performed using qualitative content analysis. A total of 17 participants were selected by purposive sampling in the academic year of 2019-2020 from the educational hospitals of Kerman University of Medical Sciences and interviewed in face-to-face and semistructured manners. After collecting the data, all the interviews were implemented and reviewed, and categories were extracted.Results: Data analysis led to the extraction of six main themes, including capable clinical professors, effective clinical environments, comprehensive planning, comprehensive and preventive educational rules and regulations, efforts to improve educational processes, and educational management.Conclusion: Health promotion is one of the needs of today’s society. Clinical education should be responsive to society, and the desirability of this education will lead to community health promotion. In this regard, it is suggested that education and health officials take an effective step toward improving residency course education by proper planning, performing continuous evaluations of the status of residency education, and considering the factors affecting the desirable clinical education.
Sara Shafian; Peigham Heidarpoor; Kambiz Bahaadinbeigy; Shahram Yazdani
Abstract
Background: The outbreak of 2019 novel coronavirus (2019-nCoV) caused a pandemic in most countries, and how to face the pandemic is a major issue that needs to be addressed worldwide. Objectives: The current study aimed at determining the competitive advantage and scientific strength of medical sciences ...
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Background: The outbreak of 2019 novel coronavirus (2019-nCoV) caused a pandemic in most countries, and how to face the pandemic is a major issue that needs to be addressed worldwide. Objectives: The current study aimed at determining the competitive advantage and scientific strength of medical sciences universities to face this pandemic.Methods: A mixed-methods was employed to conduct the current study from May to April 2020 in three steps: a) identifying the academic departments with the most exposure to this pandemic; b) designing the protocol to calculate the scientific strength and competitive advantage, c) allocating the mission to academic departments.Result: The scientific strength and competitive advantage were calculated for clinical and non-clinical departments in all medical sciences universities. The obtained results indicated that some universities, for instance, Tehran, Shahid Beheshti, Iran, Isfahan, Mazandaran, Shiraz, Kerman, and Mashhad, had the most competitive advantage that would increase their responsibility to face this pandemic.Conclusion: Policy-makers that clearly identify the mission and objectives of their institutions and define the relevant tasks may have better performance based on the capacities and abilities of the medical sciences universities.
Mohammad Reza Rajabalipour; Hajar Shafian; Abedin Iranpour
Abstract
Background One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum ...
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Background One of the most effective ways to prevent substance abuse is to promote addiction knowledge in influential social groups. Objectives The purpose of this study was to identify the current status of substance abuse education in medical universities of Iran in order to develop a targeted curriculum on drug abuse and include it in the curriculum of medical students. Methods In this descriptive library study, documentary (library) method and checklists were used for data collection. In order to identify the extent to which the existing units and courses deal with substance abuse and with the subject of addiction, the announced titles for active disciplines of the Ministry of Health and Medical Education were reviewed in 2017 - 2018. Results Of the 7685.5 units taught in different faculties of medical sciences universities in all disciplines except clinical residency programs.106.1% (optional or mandatory) are related to substance abuse. Of these, 49.5 units were related to the pathophysiology, treatment and pharmacology of substances, and 57.6 units covered topics related to prevention strategies and pathologies of substance abuse. Conclusions Despite the high importance of substance abuse issues for medical sciences students, a general unit for prevention and familiarity with the physical, psychological and social consequences of substance abuse does not exist in most of these disciplines. Therefore, it is recommended that studies be conducted to provide specific courses related to the substance abuse phenomenon or to consider substance abuse topics in the courses related to this subject.
Rostam Yazdani; Elaheh Yazdan-Panah; Hajar Shafian; Habibeh Ahmadi-Pour
Abstract
Background and Objectives Self-assessment of clinical performance in a clinical setting is defined as the process of collecting internal and external data, interpreting the data on personal performance, and comparing them with a set of standards. The current study aimed at analyzing self-assessment of ...
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Background and Objectives Self-assessment of clinical performance in a clinical setting is defined as the process of collecting internal and external data, interpreting the data on personal performance, and comparing them with a set of standards. The current study aimed at analyzing self-assessment of clinical skills among medical interns at Kerman University of Medical Sciences, Kerman, Iran, and determining the relationship between practical skills and theoretical knowledge. Methods The current cross sectional, descriptive, analytical study was conducted in 2014 on a total of 141 interns from Kerman University of Medical Sciences selected via census sampling. Data were collected using a checklist including the main procedural skills of medical students and analyzed using the Mann-Whitney and the Kruskal-Wallis tests with SPSS. Results The majority of participants were female (n = 79; 56%). The mean score of males` clinical skills was higher than that of females, and the difference was statistically significant (P = 0.001). Analysis of the relationship between internship duration and clinical skill scores showed that the mean score of interns who had completed 6 months of their internship was higher than that of the ones who had not; the difference was statistically significant (P = 0.001). Conclusions Since the performance of future general practitioners highly depends on their learning and mastery of clinical skills, acquisition of these essential skills during internships is an important objective of medical students. Correct and complete training of clinical skills, especially during internships, is integrated into the medical curriculum, although its implementation requires careful planning and compliance with the medical standards.
Hajar Shafian; Mansooreh Azizzadeh-Forouzi; Behshid Garrusi; Ali Akbar Haghdoost
Volume 13, Issue 5 , January 2017, , Pages 451-459
Abstract
Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing ...
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Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables To reach this goal predictive variables of learning styles should be accurately identified in order to improve the learning environment The aim of this study was to determine the relationship between learning styles and selfesteem in students of Kerman University of Medical Sciences Iran Methods: This descriptiveanalytical and crosssectional study was carried out on 343 students selected through quota sampling method The data collection tools consisted of a demographic information form the Kolb Learning Style Inventory (LSI) version 2 and the Rosenberg SelfEsteem Scale (RSES) Data were analyzed using chisquare test Spearmans correlation coefficient linear regression and logistic regression Results: The mean (± SD) age of the participants was 2141 (± 296) and 443% of students used absorbent learning style In addition 609% of students had poor selfesteem No statistically significant association was observed between students learning styles and levels of confidence In addition the results showed that only gender was a prognostic factor in determining learning styles Conclusion: The results of this study showed that the students selfesteem and learning styles were not correlated; thus teachers can disregard these factors in their assessment of students learning styles
Sara Shafian; Mansooreh Azizzadeh-Forouzi; Behshid Garrusi; Ali Akbar Haghdoost; Soodabeh Navadeh
Volume 11, Issue 1 , May 2014, , Pages 90-100
Abstract
Background & Objective: Learning style is a distinct behavior for gaining knowledge and skills through study or experience Personality is a series of relatively stable characteristics which distinguish a person from others The key to involving learners in the learning process is their preferences ...
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Background & Objective: Learning style is a distinct behavior for gaining knowledge and skills through study or experience Personality is a series of relatively stable characteristics which distinguish a person from others The key to involving learners in the learning process is their preferences and learning styles and identifying factors affecting these variables In this regard the predictor variables of learning styles must be accurately identified so as to improve educational conditions This study aimed to determine factors predictive of learning styles of the students of Kerman University of Medical Sciences Iran In addition the impact of demographic factors on their characteristics will be discussed Methods: This was a crosssectional study Data collection was performed by a questionnaire including demographic data personality test (NEO) the Learning style inventory and the Kolb Learning Style Questionnaire For data analysis central tendency and dispersion measures chisquare Spearman correlation coefficient and logistic regression tests were used Results: The results show that most of the participants in this study were single women Mean age of participants was 2141 ± 296 years Most students (4431%) used assimilating learning style Based on the results of these personality types nearly a third of students (282%) were of the conscientious (responsible) character type The results showed that only gender is a predictor of learning styles Conclusion: More attention to students learning styles results in the perfect use of teaching practices and increasing and enhancement of students capabilities Moreover by identifying students preferred learning styles and changing teaching methods the students enthusiasm for learning can be increased
