Hoda Ahmari Tehran; Mojgan Mohammadimehr; Fatemeh Keshmiri
Abstract
Background: Planning and conducting successful scholarship of teaching and learning or educational scholarship in medical education is essential. The guidelines for faculty members can be significant.Objectives: This study aimed to develop a practical guide for teaching and learning scholarship activities.Methods: ...
Read More
Background: Planning and conducting successful scholarship of teaching and learning or educational scholarship in medical education is essential. The guidelines for faculty members can be significant.Objectives: This study aimed to develop a practical guide for teaching and learning scholarship activities.Methods: The present study was a research synthesis conducted in six steps, including formulation of problem or question, literature search, data extraction and analysis, interpretation of results, and public presentation. The extracted publications were independently analyzed, and a consensus was reached on each paper’s stated definitions of the educational scholarship steps.Results: The results were classified into 12 steps, including recognizing an educational problem, reviewing the literature, analyzing the context, creating a goal-oriented team of stakeholders, determining objectives and planning the SoTL project, finding supportive resources, considering ethical issues, implementing the scholar activities and analyzing evidence, critical appraisal of the SoTL project, reflecting on the SoTL project, documenting the details of the SoTL project, and going public and disseminating the experiences.Conclusion: Scholars must be able to provide a clear, complete explanation of the innovativeness of their scholarly ideas and the need for this kind of content for their audiences. However, studying and reviewing relevant journals, reflecting on the issues or questions posed, and exchanging ideas with your colleagues are recommended for reviewing and refining scholarly and idea-generation questions.
Davoud Tahmasebzadeh Sheikhlar; Farnaz Limouei; Mohammad Reza Ranjkesh; Armaghan Gharaaghaji-Zare; Afsaneh Radmehr
Abstract
Background: Problem-based learning (PBL) has been one of the most attractive and effective teaching-learning programs during the last 40 years and is one of the newest methods of medical education. In this method, students usually work on a problem in small groups and learn the objectives of education, ...
Read More
Background: Problem-based learning (PBL) has been one of the most attractive and effective teaching-learning programs during the last 40 years and is one of the newest methods of medical education. In this method, students usually work on a problem in small groups and learn the objectives of education, which include basic and clinical knowledge. The purpose of this study was to seek the opinions of dermatology department students about a viral skin diseases course delivered in a PBL style.Objectives: The purpose of this study was to seek the opinions of dermatology department students about a viral skin diseases course delivered in a PBL style.Methods: This survey-type cross-sectional collected the opinions of 175 medical students (99 externs and 76 interns) at the dermatology department of Sinai Educational, Research and Treatment Center from April to July 2022. In this study, a researcher-made questionnaire with 25 questions that evaluated learning of viral skin diseases through the PBL method was utilized for data collection. The validity of the questionnaire was confirmed by experts.Results: The collected opinions of the students showed that this teaching method improved their learning attitude and performance, developed critical thinking skills, improved their ability to learn interactive communication and self-evaluation, and enhanced their time management capacities and motivation to learn clinical subjects.Conclusion: According to the results, the PBL method is effective in teaching theoretical courses on skin diseases, and this method can be recommended for delivering other similar courses.
Manzumeh Shamsi Meimandi; Maryam Okhovati; Elham Sharifpoor; Amir Abbas Shafeezadeh; Shahriar Dabiri
Abstract
Background: Given that basic medical science lessons constitute the fundamental part of the professional doctorate course, and among the numerous factors influencing education quality, the teacher is considered one of the most crucial facets of education quality.Objectives: The present research was conducted ...
Read More
Background: Given that basic medical science lessons constitute the fundamental part of the professional doctorate course, and among the numerous factors influencing education quality, the teacher is considered one of the most crucial facets of education quality.Objectives: The present research was conducted to determine the perspectives of medical graduates regarding teaching basic science lessons by professors with MSc-PhD degrees compared to professors with MD-PhD degrees.Methods: This descriptive-analytical and cross-sectional study was carried out on 200 general practitioners working on their plans in Kerman. Data were collected through a researcher-made questionnaire and finally analyzed using the paired t-test and its non-parametric equivalent (Wilcoxon test) by SPSS 22 software.Results: The mean score of graduates concerning teaching basic sciences by professors with MD-PhD degrees was significantly higher than that of professors with MSc-PhD degrees (P = 0.01); this score significantly increased with enhancing their work experience. In all basic science lessons, medical graduates mostly agreed to teach lessons by professors with MD-PhD degrees than professors with MSc-PhD degrees; however, the frequency of proponents of this issue was mostly different in histology (100%), physiology, anatomy, bacteriology (81%), and public health (99%) lessons, and the lowest disagreement was associated with biochemistry (53.5%) and parasitology (60%) lessons.Conclusion: To reinforce and promote the education and learning level of medical students in the country and the health system, professors teaching basic sciences should have the required information and education regarding clinical applications of education, such as professors with MD-PhD degrees, and pay more attention to the clinical aspects in their teaching. It is suggested to hold postdoctoral programs or in-service training, workshops, etc. to achieve this goal.
Zohreh Sohrabi; Atefeh Zabihi Zazoly; Somayeh Alizadeh; Azam Norouzi; Ghobad Ramezani; Akram Zhianifard
Abstract
Background: Cultural competence is a core skill for the healthcare team that reputable medical organizations and associations have always emphasized. Its components are essential in reducing health inequalities, increasing patient satisfaction, and improving health outcomes.Objectives: Considering that ...
Read More
Background: Cultural competence is a core skill for the healthcare team that reputable medical organizations and associations have always emphasized. Its components are essential in reducing health inequalities, increasing patient satisfaction, and improving health outcomes.Objectives: Considering that competency improvement will affect other skills and abilities, this study attempted to identify the effect of cultural competence training on the medical residents’ empathy.Methods: This quasi-experimental study was conducted among 44 medical residents randomly divided into two groups (control and experimental). The participants were from various medical disciplines (internal medicine, pediatrics, psychiatry, surgery, pathology, and anesthesia). Cultural Competence was taught to the experimental group in a workshop. Then they were sent short educational messages based on the elements of the cultural competence model of Campinha-Bacote for a month. Data were collected using Jefferson's empathy questionnaire and analyzed using SPSS16.Results: In this study, forty-four residents were randomly divided into two groups of 22 people. There was no significant difference between the scores of participants in the two groups before the cultural competency course (P>0.05). However, there was a substantial difference between the scores of the two groups after the intervention (P<0.05). The empathy score was higher in the intervention group.Conclusion: According to the current study, cultural competence training enhances learners’ empathy in clinical settings. It is recommended to be integrated into educational planning and new revisions of curriculums.
Fatemeh Keshmiri
Abstract
Background: Teaching is identified as a necessary role and responsibility for junior faculty members in their future careers.Objectives: The present study aimed to test the hypothesis that a student-as-teacher (SaT) program can effectively prepare the students for their future roles as teachers ...
Read More
Background: Teaching is identified as a necessary role and responsibility for junior faculty members in their future careers.Objectives: The present study aimed to test the hypothesis that a student-as-teacher (SaT) program can effectively prepare the students for their future roles as teachers and educators.Methods: In this quasi-experimental study, the participants included 143 postgraduate students of 12 doctorate and master’s degree programs at Shahid Sadoughi University of Medical Sciences, who were selected by census method . Nine learning objectives were classified in four competencydomains: (1) adult learning principles; (2) instructional design; (3) teaching and learning processes; and (4) learner’s assessment. The educational methods were based on an active learning approac.Results: The mean score of learners in the practical assessment was 12.5±3.6 out of 15, and their mean score in the modified essay test was 8.5±1.5 out of 10 after the educational intervention. The results showed that the scores of the learners’ attitude about cooperative learning were significantly different before (2.38±0.31) and after (4.15±0.65) the intervention (P=0.0001). Also, the scores of learners’ capabilities in teaching were significantly different before (2.5±0.61) and after (3.80±0.34) the intervention (P=0.0001). The learners considered their teaching capabilities to be at the level of “familiarity without mastery” and “implementation mastery” before and after the intervention, respectively (P=0.0001).Conclusion: It is recommended to develop and implement SaT programs to improve the teaching capabilities of students using innovative teaching methods and prepare them for their future roles as instructors and teachers.
Forouzan Sadeghimahalli; Roghayeh Valipour Khajehghyasi; Somayeh Akbari Farmad
Abstract
Background: Teaching and training require ethical considerations.Objectives: The present study aimed at evaluating teaching ethics from the perspectives of professors and postgraduate students of Mazandaran University of Medical Sciences based on a comparative approach.Methods: A cross-sectional study ...
Read More
Background: Teaching and training require ethical considerations.Objectives: The present study aimed at evaluating teaching ethics from the perspectives of professors and postgraduate students of Mazandaran University of Medical Sciences based on a comparative approach.Methods: A cross-sectional study was performed on all postgraduate students and their professors in the academic year of 2019-2020. A total of 284 postgraduate students and 42 professors were selected using a stratified random sampling method, according to the size of each stratum. The data collection instrument was the standard teacher's professional ethics scale including six subscales and 48 items, scored based on a five-point Likert scale from 1 to 5. Data were analyzed by SPSS version 21 using descriptive statistics, independent samples t-test, and one-way analysis of variance.Results: The total mean score of professional ethics for professors was 3.67±0.63 and 4.29± 0.59 from the students' and professors’ perspectives, respectively. There was a significant difference between the students' and professors’ perspectives in each of the subscales (P<0.0001). There was a significant difference among schools in the teaching techniques mastery and observation of rules subscales.Conclusion: From the perspective of students, the status of teaching ethics is still far from the standard, and it needs more educational plans to improve.
Leili Mosalanejad; Mehdi M Dastpak; Sedigheh Najafipour
Abstract
Background: Medical education professionally requires the development of analytical and diagnostic thinking skills, not just accumulation. It used to help the student from exposure to real estate problems by developing analytical skills.Objectives: This case study reports the process of design and educational ...
Read More
Background: Medical education professionally requires the development of analytical and diagnostic thinking skills, not just accumulation. It used to help the student from exposure to real estate problems by developing analytical skills.Objectives: This case study reports the process of design and educational outcome of teaching medical etiquette from new student–center strategies by art.Methods: In this experience, the educational process started during the two courses of medical etiquette courses and is performed every semester from 2018. Combination casebased/ scenario-based teaching with art in education in traditional and virtual conditions during three concurrent years was a unique experience to teaching medical etiquette courses.Results: As a result, this program created fun, engagement, different teaching of lessons in interaction with teamwork, rethinking in performance, and student’s excitement and motivation in presenting the students’ learning products.Conclusion: This process is an active cycle of reflection on performance and program and can be used as a model by medical etiquette teachers. We suggest more research should be developed by researchers to access all aspects of program in students’ learning and indicators.
Mahmood Reza Dehghani; Somaye Noori Hekmat; Amin Beigzadeh
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 ...
Read More
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.
Adel Soleimani Nejad; Abass Ali Shahreki
Abstract
Background The negative impact of anxiety on information seeking is of great importance and it has been studied in different ways worldwide. Based on the results of such studies, it is possible to identify different aspects of information seeking anxiety, to design different tools to assess it, to evaluate ...
Read More
Background The negative impact of anxiety on information seeking is of great importance and it has been studied in different ways worldwide. Based on the results of such studies, it is possible to identify different aspects of information seeking anxiety, to design different tools to assess it, to evaluate personal and social factors affecting it, and to identify various methods to inhibit and reduce it. Hence, the current study aimed to evaluate the effect of teaching scientific search methods and increasing familiarity with databases on reducing the level of anxiety among students of dentistry at the Zahedan University of Medical Sciences, Iran. Methods The current survey included all students of the faculty of dentistry at the Zahedan University of Medical Sciences in the academic year of 2015 - 16 as the study population. A total of 60 volunteers were selected by convenience sampling and were randomly allocated to 2 groups of 30, as the experimental and control groups. The information seeking anxiety scale was used to collect data. Results The present findings revealed the effectiveness of teaching interventions on reducing the level of information seeking anxiety among students using the independent t test. Specifically, findings revealed a reduction in the anxiety caused by barriers to using information resources (t = 3.79; P value = 0.001), by the barriers to using the computer and Internet (t = 5.35; P value = 0.001), and by information seeking and topic selection barriers (t = 2.50; P value = 0.015). However, the intervention had no effect on the level of anxiety caused by barriers to using the library (t = 0.89; P value = 0.373) and technical barriers (t = 0.68; P value = 0.495). Conclusions Considering the findings of the current study, some measures can be taken to reduce information seeking anxiety in students, especially in the academic environment. Hence, it is recommended to design other studies to further evaluate information seeking anxiety.
Mahsa Kalantary; Mahsa Sayadi; Maryam Sadat Hashemipoor
Volume 13, Issue 4 , November 2016, , Pages 326-336
Abstract
Background & Objective: Educational institutes have different approaches to the evaluation of their activities Many factors in the teaching process affect the learning process This study investigated the attitudes of dental students in the School of Dentistry of Kerman University of Medical Sciences ...
Read More
Background & Objective: Educational institutes have different approaches to the evaluation of their activities Many factors in the teaching process affect the learning process This study investigated the attitudes of dental students in the School of Dentistry of Kerman University of Medical Sciences (Iran) toward the current educational condition and learning atmosphere using the Dundee Ready Educational Environment Measure (DREEM) Methods: This descriptive crosssectional study was performed on 205 dental students in 2013 DREEM includes questions on demographic information and 50 questions in 5 subscales (students perceptions of learning students perceptions of teachers students academic selfperceptions students perceptions of atmosphere and students social selfperceptions) The collected data were then analyzed using SPSS software Results: The mean of the achieved scores in the 5 subscales was 15223 ± 1563 out of 250 among men and 16464 ± 1880 among women Amongst the study population 9% found the educational conditions highly undesirable Statistically significant differences were observed only for the learning subscale between the 3rdyear and 4thyear students Conclusion: Students attitudes toward the learning environment of Kerman University of Medical Sciences were mostly positive but there were some inconsistencies It seems that stress fatigue and lack of feedback from teachers has caused negative emotions among students
Nematolah Mousapour
Volume 1, Issue 1 , July 2004, , Pages 48-56
Abstract
Teaching is an interpersonal activity an interaction based on the verbal communication which is inclined to learning or change of behavioral methods in one or more students and it is considered as a Process Although some essential specifications such as process interaction intention are involved answering ...
Read More
Teaching is an interpersonal activity an interaction based on the verbal communication which is inclined to learning or change of behavioral methods in one or more students and it is considered as a Process Although some essential specifications such as process interaction intention are involved answering to the following three essential questions seems not to be easy: 1 What is Teaching? 2 Who are Participating in a Teaching Activity? 3 What is the role of each person in a Teaching Activity? These questions have different answers though they would provide a base for gathering and inclining of researches and theories The first question reveals the type of activity as either a Science or an Art The second question is a discussion about teacher and student and description of both Answering to the third question is pointing to the role of the Teacher and Student who are active or non active and different methods of teaching are based on it