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.
Mehrdad Haghighi; Shahin Salehi; Mehrdad Ghasemian; Mahmoud Nouraei
Abstract
Background: The COVID-19 pandemic has caused many changes in the educational structure of hospitals, so much so that the educational systems tend to use online education. In this regard, the Deputy of Education of Imam Hossein Hospital designed an application to expand this form of education in the hospital.Objectives:The ...
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Background: The COVID-19 pandemic has caused many changes in the educational structure of hospitals, so much so that the educational systems tend to use online education. In this regard, the Deputy of Education of Imam Hossein Hospital designed an application to expand this form of education in the hospital.Objectives:The purpose of this study was to review various software used in online education in Imam Hossein Hospital, to obtain the strengths and weaknesses.Methods: The present investigation was a scholarly approach study performed in Imam Hossein Hospital in Tehran in several stages during the COVID- 19 outbreak (beginning of March 2020). First, the necessary infrastructure was examined through meetings held in the educational deputy of the hospital. Then, a system was created by the deputy by which teachers could upload educational files in different formats. Finally, the files uploaded by the faculty members were evaluated by the observers.Results: In this study, professors uploaded 234 files in various formats to the hospital website. PowerPoint was the most frequent format in these files, of which 105 (44.8%) were uploaded. 42 (17.9%) files were sent as images. 27 (11.5%) were multimedia files in different formats. And 17 files (7.2%) were about the evaluation of the residents, which was conducted via Google form. Other files in total 43 (18.3%) included other formats. The average score of the educational files uploaded by the faculty members was 17.79 ± 3.26.Conclusion: Since medical education is mostly based on students' clinical practice, the lack of an exclusive platform in this area is quite noticeable. The present study showed that professors at first do not necessarily choose the best platform for providing online education, but the most familiar software available. This trend, however, may change with experience. Therefore, it is better to suggest the best platform for professors from the very beginning of online education
Zahra Ayazi; Soleiman Ahmady
Abstract
Background: In the current COVID-19 crisis, the necessity for respecting social distancing and making the new decisions by officials, and the closure of universities moved the classrooms to entire online home learning. Strategic planning allows the university to adapt its activities to meet the changing ...
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Background: In the current COVID-19 crisis, the necessity for respecting social distancing and making the new decisions by officials, and the closure of universities moved the classrooms to entire online home learning. Strategic planning allows the university to adapt its activities to meet the changing needs of the environment.Objectives: The present study aimed at explaining the viewpoints of students and evaluating the phenomenon of virtual education of students during the COVID-19 pandemic in the Virtual School of Medical Education and Management of Shahid Beheshti University of Medical Sciences in the academic year 2020. Internal and external factors affecting this system were identified and analyzed. Methods: The present descriptive-survey described the conditions and characteristics of virtual education and surveyed students' viewpoints on factors affecting this system of education. Using the TOWS (Threats, Opportunities, Weaknesses, Strength) matrix,, the internal and external factor evaluation matrices were plotted, and the final score of each factor was achieved by determining its coefficient and rank, and proper strategy was formulated after analysis.Results: The TOWS matrix analyses showed the overtake of threats by opportunities and the exceed of strengths over weaknesses in factors affecting the virtual education, indicating the strategic status of the virtual education of the virtual school in the ST (strengths-threats) cell.Conclusion: Coronavirus outbreak is not the end of a pandemic, and there is still the risk of the emergence of other diseases and crises. The valuable experience learned from the Coronavirus era can be used in the development of virtual education in the studied and other faculties. Fortifying strengths, benefitting from opportunities, reducing weaknesses, and fixing threats can provide a suitable strategic basis for planning virtual education in Iran.
