Neetha Kundoor; Faiz Hussain; Sridhar Lingam; Venkat Narsimha Reddy; Rekha Arcot; Harshita Bondugula; Srilatha Bashetti
Abstract
Background: Assessment is the requisite or essential part of medical education. A Blueprint is a calibrated or quality document that compiles the entire educational content and its outcome.Objectives: The present study was done to develop an assessment blueprint for clinical skill competencies in the ...
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Background: Assessment is the requisite or essential part of medical education. A Blueprint is a calibrated or quality document that compiles the entire educational content and its outcome.Objectives: The present study was done to develop an assessment blueprint for clinical skill competencies in the Department of General Surgery for medical undergraduates.Methods: Blueprint was developed as an assessment tool for undergraduate medical students attending the third stage of general surgery, part 2. The feedback form was circulated among the departmental faculty to obtain their perception/ opinion about the designed blueprint. The feedback was then analysed.Results: Feedback was 73- 83% satisfactory from the faculty’s opinion, and they stated that it aligned with learning objectives and public health. Important topics were considered, and they can be used to assess in-depth knowledge to improve clinical skills and be considered an integral part of assessments.Conclusion: Blueprint could be an essential tool to conduct unbiased, ethical, and consistent examinations because it has a structured format that reflects the competencies that can be assessed. This may help quality medical education by improving assessment standards.
Reza Dehnavieh; Sara Zare; Parisa Dehghanian
Abstract
Similar to other sciences, medical sciences have witnessed fast progress and changes in the world around them in recent years. This factor, along with the relation of these sciences to the principal issue of health, has led the up-to-datedness of education in the fields of medical sciences to be of a ...
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Similar to other sciences, medical sciences have witnessed fast progress and changes in the world around them in recent years. This factor, along with the relation of these sciences to the principal issue of health, has led the up-to-datedness of education in the fields of medical sciences to be of a particular place and importance. The up-to-datedness of education becomes more prominent, particularly when we pay attention to the fast environmental changes in the future as well. We will witness a more complicated environment for medical science education in the near future because of salient developments in the fields of technology, political and economic evolutions, demographic changes, etc. Therefore, one of the fundamental requirements to deal with these changes appropriately is to recognize the various changes influencing medical science education (1).
Some of these changes are related to social and demographic changes, including the increase in aging and the changes in the mean age of various beneficiary groups (service providers and recipients, students, and professors), the expectations of society and the workforce, and the pattern of migrations (2).....
Sohrab Nosrati; Zahra Nouri Khaneghah; Elham Ramezanpor; Eshagh Moradi; Elham Karimi; Shoaleh Bigdeli
Abstract
The most critical issue in a successful educational system is the selection of values, goals, and a coherent philosophy. The reason is that each educational system aims to educate an ideal human being, which cannot be trained without a value system, and goals. Education is a process of changing behaviors, ...
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The most critical issue in a successful educational system is the selection of values, goals, and a coherent philosophy. The reason is that each educational system aims to educate an ideal human being, which cannot be trained without a value system, and goals. Education is a process of changing behaviors, and "philosophy or love of wisdom" is a factor affecting attitude, thinking, research, reasoning, and the general view of the human being of universe (1).
Philosophy is a way of thinking appropriately, living wisely, and trying to understand existence. Furthermore, philosophy of education is an interdisciplinary science investigating the relationship between education and philosophy. Moreover, it is the philosophical study of education and its challenges that is an essential requirement for Health Professions Education (HPE) worldwide (2)......
Mahdi Zarei; Maryam Zarei
Abstract
McCarthy initially utilized artificial intelligence (AI) in 1955 (1). AI is a machine endowed with intelligent capabilities, including comprehension, reasoning, processing, learning, and communication, enabling it to execute various professional tasks or assist individuals in their endeavors (2).
Products ...
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McCarthy initially utilized artificial intelligence (AI) in 1955 (1). AI is a machine endowed with intelligent capabilities, including comprehension, reasoning, processing, learning, and communication, enabling it to execute various professional tasks or assist individuals in their endeavors (2).
Products founded on AI play a crucial role in identifying and resolving human problems, particularly those pertaining to healthcare provision. Presently, AI finds extensive application in various domains such as imaging, pathology, surgery, endocrinology, orthopedics, and ophthalmology, offering healthcare services at reduced costs and time, enhanced accuracy, and broader patient coverage (3)....
Salman Bashzar; Vahid Yazdi Feyzabadi; Atefeh Ahmadi; Fatemeh Karami Robat; Masoomeh Shahsavari; Ali Akbar Haghdoost; Bagher Amirheidari
Abstract
Background: Despite some obstacles, internationalization of medical education can promote the educational, research and clinical level of universities.Objectives: The purpose of this study was to explore the opportunities, challenges, and solutions of the internationalization of higher medical education ...
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Background: Despite some obstacles, internationalization of medical education can promote the educational, research and clinical level of universities.Objectives: The purpose of this study was to explore the opportunities, challenges, and solutions of the internationalization of higher medical education in Iran.Methods: The present qualitative study was conducted with Brown and Clark's thematic content analysis approach. Purposeful sampling was performed using the snowball strategy, and the data were collected using semi-structured interviews. The statistical population included Iranian students and professors residing in universities abroad, experts and key officials working in the Deputy of International Relations in Iran’s Ministry of Health and Medical Education, the Vice-Chancellors of the International Relation Units of the country’s universities of medical sciences, and foreign students studying in Iran’s universities of medical sciences. The data were gathered by conducting 17 interviews with eligible individuals following the principle of data saturation. Finally, the data were subjected to thematic analysis by MAXQDA-10 software.Results: The data extracted from the interviews were categorized into 268 codes, 29 subcategories, and six categories. The themes identified were "specifications of an international higher education center", "advantages of internationalization", and "necessary items and requirements" in the field of requirements and criteria, "weaknesses and challenges of internationalization" in the field of challenges, "operational solutions for addressing challenges" and "successful domestic and foreign experiences of the internationalization of higher medical education centers " in the field of solutions. The subthemes of "weaknesses and challenges at the level of the university" and "hardware specifications" attained the highest frequency among open codes.Conclusion: A need to be responsive to many present and future needs of our country necessities that the higher medical education system moves in parallel with the globalization process and multicultural societies. In this regard, officials should pay attention to the requirements, criteria, challenges, and solutions of the internationalization of higher medical education in Iran based on the evidence disclosed in this study.
Zahra Karbasi; Parisa Eslami; Maryam Zahmatkeshan; Sadrieh Hajesmaeel Gohari
Abstract
Background: The combined use of electronic and traditional education is called blended learning. Anatomy is a major in medical education. Using this method creates flexible learning environments and more interaction in learning.Objectives: The present study was conducted to investigate the effect of ...
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Background: The combined use of electronic and traditional education is called blended learning. Anatomy is a major in medical education. Using this method creates flexible learning environments and more interaction in learning.Objectives: The present study was conducted to investigate the effect of blended learning on teaching anatomy to medical students.Methods: This comprehensive literature review was conducted on December 3, 2022. Our research was conducted by adhering to the PRISMA guidelines. Online databases PubMed, Eric, and Web of Science were systematically searched for relevant articles using predefined keywords. Using EndNote, all relevant literature published within the past five years was retrieved and further analyzed.Results: Our comprehensive search strategy resulted in the retrieval of 351 articles. After screening the articles and selecting the articles based on the inclusion criteria, 22 articles were eligible and included in the study. Most of the studies were conducted in India (n = 5), China (n = 2), United Kingdom (n = 2), and Portugal (n = 2). The majority of studies were conducted in 2022 (n = 7). The most important finding of all reviewed articles was the effectiveness of blended learning, which is mentioned as an effective method for teaching anatomy.Conclusion: Blended learning can improve performance and increase satisfaction and motivation in students. Identifying suitable learning resources with medical students’ abilities improves learners’ knowledge. Applying new learning methods can be very effective as some conditions, such as the COVID-19 crisis, limit access to corpses and physical presence.
Leili Mosalanejad; Mehdi Dastpak; Fatemeh Kheshti
Abstract
Background: COVID-19 crisis has created special educational conditions. This challenge has brought about changes in students’ academic lifestyles.Objectives: We aimed to conduct a qualitative study on the students’ academic lifestyle and quality during the COVID-19 crisis.Methods: This is ...
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Background: COVID-19 crisis has created special educational conditions. This challenge has brought about changes in students’ academic lifestyles.Objectives: We aimed to conduct a qualitative study on the students’ academic lifestyle and quality during the COVID-19 crisis.Methods: This is a qualitative method with a phenomenological analysis. The research was conducted within the framework of logic sampling on 50 students with a phenomenological approach to Medical, Health, and Laboratory Sciences students. It was purposeful. Students were asked to describe the style and quality of their academic life in the form of expression of experience during their COVID-19 crisis and quarantine, and then the analysis of the students’ written work was performed using Colaizzi’s seven-step process. Four-dimension criteria were also considered to assess rigor of qualitative research (credibility, dependability, conformability, and transferability).Results: Of 64 codes obtained in the research, five themes and 11 sub-themes emerged. Themes included items such as 1) unknown stress and anxiety, vague future and professional problem, 2) cognitive burden (information literacy, bulk contents, need for self-paced, and need for mastery), 3) interests (following interest and compensation process), 4) skills (self-regulation, self-direction, and time management), and 5) security (available content, exercise, and practice).Conclusion: According to the results, it can be stated that changing the academic lifestyle can provide improved personal skills and information literacy, but changing the academic lifestyle in a negative direction with cognitive burden and fear of the unknown has created many problems in the process of this lifestyle.
Leili Mosalanejad; Sara Maghsodzadeh
Abstract
Background: Technology acceptance comprises cognitive and psychological elements about using technology.Objectives: This descriptive study evaluated the feasibility and applicability of the LMS acceptance questionnaire in medical sciences students using native LMS during the COVID-19 pandemic.Methods: ...
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Background: Technology acceptance comprises cognitive and psychological elements about using technology.Objectives: This descriptive study evaluated the feasibility and applicability of the LMS acceptance questionnaire in medical sciences students using native LMS during the COVID-19 pandemic.Methods: This study was conducted to assess LMS acceptance and the validity of the questionnaires in Iranian society. Ten faculty members and ten students reviewed and evaluated the questionnaires for the validity of translation (content validity). Exploratory and confirmatory factor analysis methods were used for questionnaire items to determine the constructive validity. Moreover, a technology acceptance questionnaire was distributed among 200 users to determine the convergence validity. Finally, the reliability of the questionnaire was assessed by 30 people before, after, and simultaneously.Results: The results of this descriptive study showed that the average scores of people in finding helpful content for lessons, having a support system for problem-solving, and being convenient to use were high. In another part, confirmatory factor analysis confirmed the criteria and items by four factors. Test reliability on 30 students before and after showed that the questionnaire has good reliability in all factors. Convergence validity with the technology acceptance questionnaire showed that there was a direct and positive relationship.Conclusion: The four factors questionnaire, which comprised performance expectations, effort expectations, facilitative situations, and social influence, with feasibility, and usability, can be used as a valid questionnaire in an Iranian population.
Faranak Salajaghe; Mohammad Reza Lashkarizadeh; Gholam Reza Sedighi; Omid Eslami; Behnam Dalfardi; Afsane Emami Pour; Fatemeh Karimdadi; Batol Torabi
Khalil Tazik
Abstract
Background: Writing in English has always been emphasized in educational programs.Objectives: This study aimed at investigating the effects of direct focused written feedback followed by amendments and group discussions on improving students’ English writing in different fields of medical sciences.Methods: ...
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Background: Writing in English has always been emphasized in educational programs.Objectives: This study aimed at investigating the effects of direct focused written feedback followed by amendments and group discussions on improving students’ English writing in different fields of medical sciences.Methods: The present research employed a quasi-experimental design. The participants were 168 Iranian undergraduate students from seven entire classes (taught by the main researcher), studying at Ahvaz Jundishapur University of medical sciences in 2019-2020. The writing tasks were the topics suggested at the end of each unit of the Inside Reading ("Intro" and "One") series. The length required for each topic was a paragraph with a hundred words at most. After writing each essay, the researcher spotted grammatical errors, recorded their types and frequencies, and gave direct feedback. The students received the corrected essays, and through group discussions and based on extra explanations provided by the researcher, the students became totally informed of their errors and were asked to apply this knowledge on their succeeding works.Results: Wrong tenses ( 30.47%), incorrect articles (23.48%), word order (17.48%), singular/plural nouns (11.59%), prepositions (10.90%), and subject-verb agreement (6.08%) were found to be the most common errors, respectively.Conclusion: Comparing the number of errors in the first essay with the errors spotted in the second and third essays showed that the corrective feedback was effective in improving the medical students’ essay writing.
Masoumeh Safikani; Noushin Kohan; Yunes Jahani; Esmat Nouhi
Abstract
Background: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely ...
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Background: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely used in effective educational systems.Objectives: The present study aimed to determine self-directed learning outcomes and facilitators in virtual course students of medical education.Methods: The statistical population of this descriptive-analytical cross-sectional study included the graduate of virtual medical education in the universities of medical sciences in Tehran, Iran, in the academic year 2019. The research instrument was the Persian version of the Self-Directed Learning Readiness Scale. Data analysis was performed using SPSS software (version 16), the indicators of descriptive statistics (e.g., mean, frequency, percentage, and standard deviation), linear regression, and Pearson correlation coefficient.Results: Out of 201 individuals, 46 (22.9%) and 155 (77.1%) students were male and female, respectively. The mean age of the students was 39.93±8.25 years. The mean values of the scores of self-directed learning outcomes and facilitators were 71.8±9.4 (out of 95) and 70.4±10.6 (out of 125), respectively. There was a direct and significant relationship between self-directed learning outcomes and facilitators (P<0.001); accordingly, with the increase of the score of facilitators, the score of self-directed learning also increased. Additionally, the variables of outcomes and facilitators had significant relationships with academic achievement (P<0.001).Conclusion: According to the study results, by increasing self-directed learning facilitators, the outcomes of this type of learning, especially students’ academic achievement, increased. Therefore, it is recommended to increase students’ participation and consolidate self-directed activities. Furthermore, by the application of technology and program appropriate to the subject of the course, professors in virtual training should strengthen and nurture students’ self-direction skills and guide them to do various assignments and activities related to their lesson objectives.
Mahboobeh Khabaz Mafinejad; Sadegh Jahan; Kasra Hatampour; Mohammad Reza Ganjedanesh; Negar Sadat Ahmadi; Zahra Valizadeh Samakoosh; Mojtaba Rezaiee; Mahla Khaiat Rasouli; Mobin Moradi; Mohammad Taherahmadi
Abstract
Background: Numerous medical students feel that they are not ready to study medicine at the beginning of entering university. One way to reduce the challenges of entering the university is to provide opportunities to familiarize students with the university.Objectives: This study was conducted to design ...
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Background: Numerous medical students feel that they are not ready to study medicine at the beginning of entering university. One way to reduce the challenges of entering the university is to provide opportunities to familiarize students with the university.Objectives: This study was conducted to design an educational e-learning module for freshman medical students to help a successful transition to university life.Methods: This study was a single-group study with a post-test design at Tehran University of Medical Sciences, Tehran, Iran, within 2018-2019. The transitional e-learning module included content regarding academic integration, social integration, and information integration.The e-learning module for new medical students was implemented as a 20-day course at the beginning of their attendance at the university. After the students completed the e-Learning course or module, a questionnaire was completed to assess students’ attitudes toward the quality of the transitional e-learning module. The data were analyzed using SPSS software (version 22.0).Results: Out of 209 questionnaires, 135 questionnaires were returned. The findings showed that more than 65% of the students believed that the program could prepare them for academic integration into the institution. In total, the highest (8.62±1.15) and lowest (7.07±2.39) scores belonged to the "information integration” and “social integration” sections, respectively.Conclusion: The e-learning module was implemented to provide students with practical support to adapt to the university. The survey findings showed that it helped freshman medical students prepare for academic and information integration into the university.
Abdolhussein Shakurnia; Mahmood Maniati; Nasrin Khajeali; Maryam Barani
Abstract
Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: ...
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Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: This is a quasi-experimental study conducted on eighty second-year medical students in Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran, 2019. The intervention comprised of a lecture-based short training course, which was taught by a psychiatrist and was held in two sessions (Two hours each) for two consecutive weeks. Empathy was assessed using the Jefferson Scale of Empathy-Student version (JSE) before and after the intervention. Students with empathy scores higher than average were considered high empathy group, and those with scores lower than average as low empathy group. Data were analyzed using paired T-tests through SPSS software, version 16.Results: The mean JSE score was 99.66±13.4 and 101.62 ± 16.37, before and after the -intervention, respectively. However, despite the score increased, the difference was not statistically significant (p=0.054). Nevertheless, the empathy scores of high-empathy students significantly increased after the-intervention (110.49 Vs 114.15, p=0.002). The empathy level also showed a significant enhancement in female students after training (p=0.006).Conclusion: This study shows that a short training course is somewhat effective in developing medical student empathy. The findings suggest a need for revision of content and implementation of this course training into the existing medical curriculum.
Hakimeh Ansari; Behnam Talebi; Asadollah Khadivi
Abstract
Background: Development of problem-solving skills through policy-making and promotion of physician education can be achieved by establishing specific criteria for policy-making and evaluation of educational policies.Objectives: This study aimed to investigate the challenges of assessing medical education ...
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Background: Development of problem-solving skills through policy-making and promotion of physician education can be achieved by establishing specific criteria for policy-making and evaluation of educational policies.Objectives: This study aimed to investigate the challenges of assessing medical education policies.Methods: In this systematic review, the Sample–Phenomenon of Interest–Design–Evaluation– Research (SPIDER) model was used to extract data. Scientific databases were searched to find articles in Persian or English language, assessing policy-making and policies in the Iranian medical education during 2010-2019. Of 485 domestic and international studies, 447 studies were excluded, based on the title or abstract, and 38 full-text articles were selected for further investigation. Finally, 11 relevant articles were reviewed as the final sample.Results: The challenges of educational policies in medical education were determined, based on the descriptive content analysis of the reviewed articles. These challenges were classified, based on the policy analysis steps. The main challenges of assessing medical education policies in selected studies were related to setting the agenda, setting policies, policy selection, policy execution, and finally, policy analysis in medical education.Conclusions: Based on the present results, policy-makers can incorporate the conceptual model of this study, which was based on an established theoretical framework and previous research, in the process of policy-making.
Leili Mosalanejad
Abstract
The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. Teaching medical professionalism within a theoretical field is a means to achieve a goal. The foundations of identity development stipulated in educational psychology, and other related ...
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The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. Teaching medical professionalism within a theoretical field is a means to achieve a goal. The foundations of identity development stipulated in educational psychology, and other related fields have been recently applied to evaluate the process, in which specialists attain their professional identities (1).Moreover, professionalism must be taught to enhance the performance of physicians in increasingly complex healthcare systems (2). All medical universities have been actively involved in establishing and implementing structured programs of teaching and assessing professionalism to undergraduate and postgraduate students (1, 3). The commonly stated educational objectives in medial universities are to ensure the acquired cognitive base of professionalism, internalize the medical profession in students, and consistently consider professional behaviors in practice.
Habibeh Ahmadipour
Abstract
The COVID-19 pandemic, which has startled all of us, caused rapid and major changes in the higher education system of Iran, especially in the field of medical education. Although since 2001 the education system is trying to use virtual /distance education (1), until the start of the pandemic, e-learning ...
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The COVID-19 pandemic, which has startled all of us, caused rapid and major changes in the higher education system of Iran, especially in the field of medical education. Although since 2001 the education system is trying to use virtual /distance education (1), until the start of the pandemic, e-learning had a low share in the educational programs of most medical universities and was considered as a less important secondary educational method. Since controlling the pandemic requires avoiding face-to-face training, e-learning is the most important way to provide educational content and holding courses in almost all medical universities of Iran.According to the literature, e-learning is faced with five challenges related to the university, professors, students, e-learning systems, and e-classroom environment (2). However, there are studies which mentioned to four categories of challenges, including technical and technological (weakness in telecommunications infrastructure), teachers and learners (unfamiliarity with the structure and technology used for e-learning), ethical challenges (weakness of existing technologies for fraud detection), and problems related to psychological issues (technology-related anxieties such as power and internet outages and system crashes) (3). Since the onset of the pandemic in Iran was simultaneous with the start of the new educational semester, there was no opportunity for proper planning. Therefore, most of the medical universities focused their planning, policies, and activities on finding proper educational platforms (while having eyes on costs, convenience, etc.) to provide educational content (either online or offline), creating or modifying the infrastructure of distance/electronic/online education, and providing intensive training courses for familiarizing university teachers with these methods of education and Learning Management Systems (LMS). It seems that less attention is paid to students, who are the other side of e-learning systems. We, unfortunately, ignored that a sudden shift from an almost complete face-to-face education to complete e-learning creates challenges for students. It was assumed that, if correct educational content (according to educational objectives) be provided correctly by the professors and through a proper communication path, students would receive the content correctly.Although nowadays students are Millennials or from the Z generation and we name them as digital citizens or the Internet generation, however, their ability to use e-learning systems is different. For face-to-face instruction, it was emphasized that students' differences should be taken into account to increase the effectiveness of the education, butthis has been overlooked in our current e-learning systems, which may be due to the rapid and forced transformation from face-to-face to the electronic methods.Given that likely, the coronavirus will be with us for at least the next two years, so students' challenges in e-learning and related factors should be addressed. If the current situation is properly understood, it would be possible to take timely and effective steps to provide evidence-based interventions for effective electronic training and evaluations.
Maryam Alizadeh; Mahboobeh Khabaz Mafinejad
Habibeh Ahmadipour
Behrooz Pouragha; Zohreh Ghazivakili; Roohangiz Norouzinia; Nafiseh Pakravan
Abstract
Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient ...
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Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 - 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.
Reza Dehnavieh; Saeed Hosseini; Somayeh Noori Hekmat; Mohammad Hossein Mehrolhassani; Nasim Pourdamghan; Ali Akbar Haghdoost; Ali Reza Kalantari
Abstract
Background The main objective of medical education development centers is to improve the quality of medical education. However, after more than two decades since the formation of these centers, they are still facing numerous challenges. Objectives Given the importance of these centers, this study was ...
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Background The main objective of medical education development centers is to improve the quality of medical education. However, after more than two decades since the formation of these centers, they are still facing numerous challenges. Objectives Given the importance of these centers, this study was conducted to identify their challenges. Methods A qualitative study was carried out in 2013 on 40 managers of Iranian medical education development centers. Data was collected during a national conference held in Tehran in the form of a questionnaire and analyzed using content analysis. Results Key challenges of the centers were identified to be resource shortage, continuous modifications in policies, weak management, structural problems, lack of communication, regulatory problems and centralization in decision making. The key challenges were divided into 17 sub-challenges. Conclusions Although decades have passed since the formation of medical education development centers, they are still facing serious challenges. To unveil the true potential of these centers in improving the quality of education, integrated interventions were addressed in this study to help reduce identified challenges.
Elham Jafari; Shariar Dabiri; Foroogh Mangeli; Reza Baneshi
Abstract
Background According to the importance of the clinical pathology for diagnosis, decision making regarding preventive and minimally invasive methods, and treatment follow-ups, it is useful to familiarize medical students with better utilization of laboratory tests before clinical practice and incorporate ...
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Background According to the importance of the clinical pathology for diagnosis, decision making regarding preventive and minimally invasive methods, and treatment follow-ups, it is useful to familiarize medical students with better utilization of laboratory tests before clinical practice and incorporate them into the curriculum. Objectives The current study aimed at investigating the quality of education and satisfaction with clinical pathology course among medical students at physiopathology level initiated since 2014 at Kerman University of Medical Sciences for further systematization of the curriculum, and its efficacy in increasing students’ knowledge. Methods In the current interventional study, medical students at physiopathology level were enrolled and, after making necessary coordination with the Deputy of Education, a one-unit clinical pathology course was added to routine (five-unit) physiopathology course for the students attending the second semester of 2013 - 2014 academic year. Two groups of students attending internship program including 42 subjects that took the clinical pathology course and 42 other ones that did not take the course were consecutively enrolled. A questionnaire was distributed among the subjects in the two groups and the obtained data were analyzed with SPSS version 19.0 using chi-square test. Results Overall, the medical students in both groups believed that clinical pathology course was essential for both theoretical and practical education. Most of the students in the two groups perceived that the inclusion of clinical pathology course in physiopathology course was good. Both groups perceived the course as useful for better management of patients in postgraduate studies. Conclusions There is no theoretical and applied academic course with rational systematic training objectives in the clinical pathology field for better utilization of laboratory tests. It highlights the need for paying further attention and planning in this field.
Ali Reza Kalantari; Noora Rafiee; Saeed Hosseni; Somaye Noori Hekmat; Ali Akbar Haghdoost; Reza Dehnavieh
Abstract
Background Medical education development (MED) centers are established in order to improve the quality of medical education. It seems that after more than two decades since the establishment, the centers still have difficulties to perform some tasks. Objectives According to the important role of MED ...
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Background Medical education development (MED) centers are established in order to improve the quality of medical education. It seems that after more than two decades since the establishment, the centers still have difficulties to perform some tasks. Objectives According to the important role of MED centers, the current study aimed at adapting the performances of such centers with their assigned tasks. Methods The current qualitative applied study was conducted in 2013. The statistical population of the study included managers of MED centers in Iran. Data were collected through a questionnaire containing open questions. During a national meeting the questionnaire distributed among 40 managers of MED centers and then analyzed using content analysis. Results More than half of the major functions that the managers stated, were referred to the first, second, and fourth tasks of the centers, and only 18% of the major functions were related to other tasks (11 cases). About 28% of the functions performed in such centers had no direct correlation with any of the 14 tasks. Conclusions Despite the history of MED centers for several decades, they are not justified in respect to their duties. It is recommended that guidelines be developed to address all duties and adequately monitor their implementation.
Mahmoud Reza Dehghani; Mahla Salajegheh; Majid Fasihi Harandi; Kambiz Bahaadinbeigy; Bahareh Bahman Bijari; Zeynab Shakiba; Zahra Fatahi
Abstract
Background Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences ...
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Background Attempts to increase the development of faculty members can improve their ability to assume different roles. Objectives The purpose of this study was to design, implementation, and evaluation a medical education fellowship program for the faculty members of Kerman University of Medical Sciences and to propose practical recommendations for the future design of development programs. Methods In this semi-experimental study, a total of 53 faculty members of Kerman University of Medical Sciences participated in a one-year development program, which was designed by the Education Development Center and included the main disciplines of medical education. The program was evaluated in several steps, using the Kirkpatrick model. Results In the first level of Kirkpatrick model, the majority of the participants were satisfied with the general quality of the fellowship program. Based on the findings, the program led to an increase in the knowledge of faculty members and promoted a more positive attitude towards education and these programs. The findings related to the second level of Kirkpatrick model showed a significant difference between the pretest and posttest results (P < 0.05). In addition, analysis of the effects of the program on the participants’ behaviors and practical learning indicated positive changes. Conclusions The medical education fellowship program led to positive changes in the participants’ attitudes towards education and faculty development programs and increased their knowledge about educational principles and strategies and achieving of training skills. It can be concluded that the medical education fellowship program could achieve many of its preset goals.
Afshin Mousavi Chelak; Hasan Kaviani
Abstract
Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included ...
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Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.
Abdolhussein Shakurnia; Maryam Baniasad
Abstract
Background Since medical students play an important role in public health system as well as the treatment of patients, the need for critical thinking in them is extensively felt. The current study aimed at evaluating the level of critical thinking disposition (CTD) in the first- and last-year medical ...
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Background Since medical students play an important role in public health system as well as the treatment of patients, the need for critical thinking in them is extensively felt. The current study aimed at evaluating the level of critical thinking disposition (CTD) in the first- and last-year medical students and its association with goal orientation in Ahvaz Jundishapur University of Medical Sciences in 2016. Methods The current cross sectional study used critical thinking disposition inventory (CTDI) developed by Rudd and Ricketts, and achievement goal questionnaire-revised (AGQ-R) developed by McGregor and Elliot to collect data. The questionnaires were distributed among 255 students of which 204 (80%) students completed them. Data were analyzed using -test and Pearson correlation coefficient. Results Of the 204 studied subjects, 104 were the first-year and 100 the last-year medical students. The mean age of the first and last year of medical students was 18.930.86 and 24.601.31 years, respectively. Moreover, 47 first-year and 66 last-year subjects were female. The mean score of CTD for the first- and last-year students were 69.82 ± 10.60 and 71.48 ± 11.86, respectively, lower than the average range. Based on the -test results, there was no significant difference between this group students (P = 0.310). The mean score of CTD and AGQ for all the study participants was 70.75 ± 11.12 and 28.22 ± 7.76, respectively; a significant correlation was observed between critical thinking disposition and achievement goal orientation (P = 0.001, r = 0.294). Conclusions The results of the current study indicated that the CTD score was lower than average range in the first- and last-year students; besides, lack of difference between first and last year students emphasized that educational processes should be propelled toward employment of approaches to promote and strengthen critical thinking disposition.
