Zohrehsadat Mirmoghtadaie; Tahereh Hosseinabadi; Fatemeh Tavakoli; Maryam Tabarzad
Abstract
Background: Using augmented reality (AR) in blended learning in the higher education system has exhibited promising results.Objectives: In this study, the effect of using a simple AR-based booklet was evaluated on the learning and practical skills of pharmacy students during a pharmacognosy lab-based ...
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Background: Using augmented reality (AR) in blended learning in the higher education system has exhibited promising results.Objectives: In this study, the effect of using a simple AR-based booklet was evaluated on the learning and practical skills of pharmacy students during a pharmacognosy lab-based course.Methods: A pre-test/post-test controlled trial was designed. The traditional educational booklet was revised by adding experimental videos using QR-code as a simple AR technology. The students’ laboratory skills were scored according to a checklist developed by professionals. The paired t-test was used to compare the mean differences between the pre-test and post-test scores in each group, and ANCOVA was used to compare the mean differences in the post-test scores between the two groups. After adjusting for pre-test scores, ANOVA was used to compare the scores of practical skills between all six groups participating in the lab course.Results: The mean pre-test scores were not significantly different between the control and intervention groups. No significant differences were noticed between the two groups regarding post-test grades. Generally, the students’ practical skills significantly improved; however, changes were more obvious in some indicators, including the number of blatant mistakes, troubleshooting questions, misidentification of materials, and improper use of equipment. The students were well satisfied with the new educational booklet.Conclusion: Although AR makes the learning process an interactive, multi-sensory, and enjoyable experience for students, this novel-designed educational booklet for lab courses needs improvements by using more advanced AR technologies in order to completely fulfil the learning objectives of students.
Shoaleh Bigdeli; Mahboubeh Rastgou Salami; Afsaneh Dehnad; Atefeh Zabihi Zazoly; Zohreh Sohrabi; Zahra Nahardani; John Sandars
Abstract
Background: The hidden curriculum has a significant role in students’ learning in general and in online learning in particular. However, there are few studies on hidden curriculum of online medical education programs.Objectives: The present study explored master students’ experience of hidden ...
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Background: The hidden curriculum has a significant role in students’ learning in general and in online learning in particular. However, there are few studies on hidden curriculum of online medical education programs.Objectives: The present study explored master students’ experience of hidden curriculum in an online medical education program.Methods: A phenomenological study was conducted on 12 students of an online medical education master’s degree program at Iran University of Medical Sciences. The results of the semi-structured interviews were analysed by using Colaizzi seven-stage data analysis method.Results: We extracted 6 categories and 12 subcategories from data analysis, depicting the students' experiences of the hidden curriculum. The categories were interactions and communications factors; motivational factors; reflective and interactive feedback; effective teaching and assessing; educational standards, rules, and discipline; faculty member's roles.Conclusion: The findings reflect the hidden messages and factors that constitute the hidden curriculum in the online environment. Constructive interaction and communication, encouragement and reward, and reflective and interactive feedback were the most important aspects defining the hidden curriculum in this learning environment. Therefore, each of the afore-mentioned categories can be considered by educational planners to develop strategies for promoting online learning.
Fatemeh Farshad; Masoomeh Kheirkhah; Jorma Virtanen; Hossein Hessari
Abstract
Background: Learning is due to behavioral changes in knowledge, skills, and attitude.Objectives: The current research assesses the state of the atmosphere, educational environment, and self-efficacy domains. It also assesses how the educational environment affects dental students' sense of self-efficacy.Methods: ...
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Background: Learning is due to behavioral changes in knowledge, skills, and attitude.Objectives: The current research assesses the state of the atmosphere, educational environment, and self-efficacy domains. It also assesses how the educational environment affects dental students' sense of self-efficacy.Methods: All clinical undergraduate dental students (N=190) at Tehran University of Medical Science's School of Dentistry were the focus of a descriptive-analytical research conducted in 2018. The Dundee Ready Education Environment Measure (DREEM), the demographic surveys, and the validated Persian version of the Sherer Self-Efficacy Scale were all employed by the researchers. The DREEM assessed students' perceptions of learning (PoL), teaching (PoT), academic self-perception (ASP), atmosphere (PoA), and social self-perception (SSP) in addition to other key categories. Demographic factors and educational data (academic level, admittance quota, overall average grade, final semester grade, employment experience outside of dentistry school, and self-perceived effectiveness) were included in the demographic questionnaire. The factors from the demographic questionnaire were compared to the educational climate and self-efficacy using linear regression analysis. Additionally, the association between the educational environment and self-efficacy was assessed using Pearson's correlation (rho) coefficient.Results: The majority of clinical dentistry students (87.3%) were single, female (52.6%), and lived in dorms. All DREEM domains and the overall educational environment, with the exception of the PoT domain (p-value=0.302), significantly correlated positively with students' self-efficacy (p-value < 0.05). Self-efficacy and the overall educational environment are highly associated (p=0.001, rho=0.311).Conclusion: A good educational atmosphere may enhance dental students’ self-efficacy.
Habibeh Ahmadipour; Amirhossein Alirezaie; Mina Mobasher
Abstract
Background: Medical ethics courses play a pivotal role in medical education, aiming to enhance the moral decision-making capabilities of medical students. As such, the evaluation of medical ethics education programs within medical faculties is of paramount importance for the improvement of these initiatives.Objectives: ...
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Background: Medical ethics courses play a pivotal role in medical education, aiming to enhance the moral decision-making capabilities of medical students. As such, the evaluation of medical ethics education programs within medical faculties is of paramount importance for the improvement of these initiatives.Objectives: This study aimed to appraise the psychometric properties of the Context, Input, Process, Product (CIPP) evaluation model in medical ethics education.Methods: This cross-sectional study was conducted on 136 clerckship medical students, who were enrolled in a medical ethics course at Kerman University of Medical Sciences, Kerman, Iran. The participants completed a 40-item researcher-made questionnaire, which was designed based on the CIPP evaluation model. The questionnaire was divided into four distinct sections, each corresponding to the context, input, process, and product aspects of the model. The face and content validity of the instrument was established by an expert panel, consisting of 10 faculty members of medical education and medical ethics. The reliability of the questionnaire was also determined by calculating its internal consistency using Cronbach’s alpha coefficient. Moreover, the construct validity of the questionnaire was assessed via confirmatory factor analysis, using the goodness of fit indices. Data were analyzed in SPSS version 19 and Lisrel 8.8.Results: The content validity index and content validity ratio of the questionnaire were measured to be 0.97 and 0.89, respectively. The internal consistency of different sections of the questionnaire ranged between 0.71 and 0.87. In the confirmatory factor analysis, the model showed acceptable goodness of fit indices.Conclusion: In this study, the psychometric properties of the CIPP evaluation model for medical ethics education were found to be acceptable and applicable.
Ghazal Mansouri; Zeinab Sadat Rooholamini; Fatemeh Karami Robati
Abstract
Background: Choosing a medical specialty is an important choice for medical students and the healthcare system.Objectives: This study aimed to investigate the interest of last-year medical students in choosing a future medical specialty and determine effective factors in it.Methods: A descriptive cross-sectional ...
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Background: Choosing a medical specialty is an important choice for medical students and the healthcare system.Objectives: This study aimed to investigate the interest of last-year medical students in choosing a future medical specialty and determine effective factors in it.Methods: A descriptive cross-sectional study of 201 medical students was performed in Iran in 2019. All medical students who completed the internship period by the end of September 2020 were selected by census method. A questionnaire was applied, the validity and reliability of which had already been registered in the Statistics Center of Afzalipour Hospital, Kerman, Iran. Data analysis was performed using descriptive methods, including frequency, percentage, mean, and standard deviation, and SPSS software (version 20). A significance level of P < 0.05 was considered statistically significant.Results: About 98% of students intended to choose a future medical specialty. The highest number of interested students were female (66%) and single (83.2%), with a mean age of 26.69 ± 12.22 years. The parents’ educational level of most students interested in continuing education was a bachelor’s degree or lower (52.3%). “Achieving a better economic position” (91.4%) was the most important factor for choosing a specialty. Most participants were interested in ophthalmology (18.2%). The factors “specific working hours” and “easy residency period” were indicated most frequently as effects on the preference for ophthalmology.Conclusion: The present findings provide significant insight into creating strategies to attract a number of medical students in other specialties based on the needs of the Iranian healthcare system.
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: ...
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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.
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 ...
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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 ...
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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.
Amir Mohammad Salehi; Hossein Ali Mohammadi; Mohammad Ahmadian; Elham Khanlarzadeh
Abstract
Background: Higher education is not uniform. There are significant differences between higher education systems among different countries and even among institutions in a similar education or system; therefore, identifying the various types of entrepreneurial activities helps the mission of fourth-generation ...
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Background: Higher education is not uniform. There are significant differences between higher education systems among different countries and even among institutions in a similar education or system; therefore, identifying the various types of entrepreneurial activities helps the mission of fourth-generation universities.Objectives: The purpose of this study was to introduce the most important educational strategies to move towards fourth-generation universities.Methods: We systematically searched the international databases, including PubMed, Web of Science, Scopus, ISC, SID, and Google Scholar, until 2021 using some relevant keywords. Then, screening and selecting eligible articles according to inclusion criteria were done by two researchers independently.Results: Soft skills training, sustainable development training, training business law, reviewing the continuous training of professors, promoting ideation and creativity to solve problems, development of interdisciplinary training, decentralization of government accelerators and deployment of private accelerators, privatization of higher education, and internationalization are the most important educational strategies to move towards fourth-generation universities. One of the critical aspects and perspectives of the fourth-generation university is the development of job skills, professions, and competencies and empowerment of students and professors in line with the process of national development and solving society's problems scientifically.Conclusion: This research's analytical results help the universities design and implement their strategies to reach the fourth-generation universities according to the standard implementation models of the fourth-generation universities.
Seyedeh Azam Sajadi; Jamileh Mokhtari Nouri; Nahid Rajai
Abstract
Background: The quality assurance of doctoral nursing education programs is one of the priorities of educational systems, with significant effects on the development and improvement of educational programs. Therefore, identifying the strengths and weaknesses of these programs through comparison ...
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Background: The quality assurance of doctoral nursing education programs is one of the priorities of educational systems, with significant effects on the development and improvement of educational programs. Therefore, identifying the strengths and weaknesses of these programs through comparison can be useful.Objectives: This study aimed to compare the doctoral nursing education programs in Iran and Japan.Methods: In this descriptive and comparative study, which was based on the model proposed by Beredy, the Iranian doctoral program in nursing education was compared with that of Japan in four stages of description, interpretation, juxtaposition, and comparison.Results: The doctoral nursing education program in Japan was older than its Iranian counterpart, based on historical records. The challenges of nursing education in Iran included the student admission system, inflexibility of the program, and emphasis on theoretical education. The strict rules regarding article publication in International Scientific Indexing (ISI) journals and the higher number of credits in the Iranian program, compared to its Japanese counterpart, were among the strengths of Iran’s program, increasing the level of students’ knowledge and preparation for research activities.Conclusion: Comparison of the educational systems of Iran and Japan indicated the need for a more flexible and community-based curriculum in Iran.
Monireh Parvaneh; Kiomars Niaz Azari; Taraneh Enayati
Abstract
Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.Objectives: ...
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Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.Objectives: The present study aimed to investigate the dimensions and components of future studies in the educational system of a university of medical sciences.Methods: In this grounded-theory study, the statistical population included expert and knowledgeable faculty members with an experience of delivering services as directors, principals, and deputies of the faculties of Babol University of Medical Sciences, Mazandaran, Iran. In-depth and exploratory individual interviews were held through a questionnaire containing six standard items within October and December 2018.The interview process was completed based on the data saturation law, and the required conclusion was drawn with 10 samples.Results: A questionnaire with 50 components in three main dimensions, including infrastructure (25 components), management and faculty members (9 components), and outputs (16 components), was designed. Moreover, the validity and reliability of the questionnaire were confirmed.Conclusion: It is time to build necessary capacities for future studies in the universities of medical sciences and provide the possibility for extensive participation and support of researchers and faculty members in future studies programs in the field of medical education and health research in Iran. The dimensions and components obtained from this study can be helpful in this regard.
Amir Mohammad Salehi; Mohammad Ahmadian; Hossein Ali Mohammadi; Elham Khanlarzadeh
Daryosh Gholipour Mofrad Dashtaki; Aeen Mohammadi; Mitra Zolfaghari; Sakineh Imani; Shahram Tahmasebian
Abstract
Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the ...
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Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the level of satisfaction and usage of e-learning facilities in medical students.Methods: This cross-sectional and retrospective (ex post facto) study was performed among medical, public health, and operating room students of Shahrekord University of Medical Sciences in 2017. We redesigned their courses to be delivered in the blended method, so that teachers used a Learning Management System (LMS) in addition to traditional teaching. Information about learning styles was collected using Kolb’s questionnaire, satisfaction level evaluated with a researcher made questionnaire and use of e-learning was examined by checking system loggings. Data were analyzed using one-way ANOVA, Tukey’s post hoc, Welch’s ANOVA and X2 tests in SPSS software.Results: Students’ satisfaction with e-content in diverging learning style was higher (P = 0.032), but there was no significant relationship between learning style and demographic characteristics and total average mark. Also, there was no significant difference in the amount of using e-learning facilities between different learning style groups (P = 0.256).Conclusion: It seems that using virtual learning facilities and considering the type of learning style in students can increase their satisfaction.
Farangis Shoghi Shafagh Aria; Parvin Samadi; Shahram Yazdani
Abstract
Background The development of professionalism is one of the fundamental goals of educational systems, especially in medical sciences. Medical students, in addition to acquiring clinical knowledge and skills, should somehow benefit from moral values and professionalism in order to practice in a professional ...
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Background The development of professionalism is one of the fundamental goals of educational systems, especially in medical sciences. Medical students, in addition to acquiring clinical knowledge and skills, should somehow benefit from moral values and professionalism in order to practice in a professional manner. The development of professional ethics is heavily influenced by the hidden curriculum affected by changes in the educational system. The health reform plan is launched in Iran in recent years. Objectives The current study aimed at qualitatively explaining the effects of changes to the educational system on the development of the professionalism in medical residents. Methods The current qualitative study was performed by the content analysis method. A total of 26 interviews were conducted with 12 prominent professors of medical education, 13 third-year internal medicine residents, as well as a focus group including 10 residents. The purposive sampling method with maximum diversity was used in the current study and continued until data saturation. Data were analyzed using the content analysis method. The Lincoln and Guba criteria were used to increase the credibility of the findings. Results The most important finding of the current study was the challenge of developing professionalism due to environmental changes. The main theme included the challenges of professionalism development in the existing educational system, changes related to the sociocultural environment of the community, changes related to health reform plan, and the shift from training to health services and promtion of faculty member. Conclusions Changes and interventions in the health care services sector, such as the health reform plan, greatly affect the development of professionalism in medical residents. The plans that affect the health system, a special attention should be paid to the education section and the educational documents should be prepared initially and implemented simultaneously.
Reza Malekpour Afshar; Somayeh Noori Hekmat; Reza Dehnavieh; Monire Balochi
Masoumeh Rahimi; Majid Shirani
Abstract
Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective ...
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Background The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results The data obtained from the literature review were categorized into three sections: “General structure of training in the operating room”, “strategies and methods to strengthen teaching and learning in the operating room”, and “structured training models in the operating room”. Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.
Esmat Nouhi; Sakineh Sabzevari; Hakime Hosainrezaee
Abstract
Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising ...
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Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.
Shoaib Dehghani; Kaveh Bahmanpour; Bijan Nouri; Sina Valiee
Abstract
Background Organ donation requires management to promote awareness and create the proper culture in all societies. Awareness and attitude of students and nursing staff can affect the process of donating organs. Objectives The aim of this study was to determine the effect of blended education on the awareness ...
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Background Organ donation requires management to promote awareness and create the proper culture in all societies. Awareness and attitude of students and nursing staff can affect the process of donating organs. Objectives The aim of this study was to determine the effect of blended education on the awareness and attitude of nursing students towards organ donation. Methods In this clinical trial study, which used a Solomon four-group design, 94 undergraduate nursing students from Azad University of Sanandaj in 2016 were selected by the census method and randomly assigned to four groups. The data collection tool included demographic data and the Organ Donation Awareness and Attitude Questionnaire blended education was provided to students through a one-day interactive workshop and social networks for 2 weeks. Before and after the intervention, students’ awareness and attitude were evaluated. The collected data were analyzed by SPSS 16 using Fisher, Wilcoxon, Mann-Whitney, and Kruskal-Wallis tests. Results The comparison of the awareness level after the intervention in the four groups showed statistically significant differences (P = 0.0001). Moreover, there was a significant difference in the attitude level after the intervention between the four groups (P = 0.02). Conclusions Blended education increases the awareness and attitude of nursing students. Thus, trainers and educators are suggested using blended education to train students regarding donation. Moreover, it is recommended to include the topic of donation in the nurse’s curriculum.
Malihe Dadgar Moghadam; Majid Khadem-Rezaiyan
Abstract
Background It is claimed that role-playing is a teaching strategy that has several advantages for both the teacher and student. This study aimed to compare two educational methods (oral presentation, a traditional method that is known to be teacher-centered, versus role-playing which is a student-centered ...
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Background It is claimed that role-playing is a teaching strategy that has several advantages for both the teacher and student. This study aimed to compare two educational methods (oral presentation, a traditional method that is known to be teacher-centered, versus role-playing which is a student-centered method). Methods This quasi-experimental study was performed between September 2013 and October 2014 in 95 medical students in Mashhad University of Medical Sciences. Role-playing and oral (plus Microsoft PowerPoint) presentation were done by one assistant professor. There were no changes in the educational content nor the classroom. Using random numbers, half of each group received one of the methods as the first class and vice versa. At the end of each session, the standard satisfaction evaluating questionnaire was filled by the students. Results During the one-year duration of this study, 95 students were evaluated, and 46 (60%) of them were female. The mean age was 22.5 ± 1 years, and 28 (87.5%) were single. Role-playing had a mean rank of 54.64, and oral presentation had 21.45 (P < 0.001). This difference was present based on gender as well (P < 0.001). The satisfaction score was significantly higher for role-playing (P < 0.001). Conclusions Role-playing can be much more helpful in education and needs to be incorporated into the lesson plans.
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.
Mostafa Rad; Kazem Hassanpour; Nematullah Shomoossi
ali hosseinsabet
Reza Behnamfar; Mehrdad Mostaghaci
Abstract
Background Today, information technology and communications play an important role in the promotion of education quality. Some pedagogical studies have been conducted with a focus on electronic learning. This study aims to evaluate the level and distribution of articles on electronic-learning of medical ...
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Background Today, information technology and communications play an important role in the promotion of education quality. Some pedagogical studies have been conducted with a focus on electronic learning. This study aims to evaluate the level and distribution of articles on electronic-learning of medical sciences in the Iranian journals of medical sciences. Methods To collect data, English- and Persian-language scientific-research journals in medical sciences published from 2011 to the end of 2015 were evaluated. Titles, keywords, and methods were searched in the most reliable journals to extract articles in line with the study objectives. The data were analyzed based on descriptive statistics using Excel software. Results According to the results of the current study, only 1 journal allocated more than 10% (14.6% of all evaluated articles) of its published articles to e-learning in medical sciences (totally 14.6%). The highest ratio of articles on e-learning in medical education to the total articles was found in the Iranian Bimonthly of Education Strategies in Medical Sciences (0.146) and strides in development of Medical Education (0.094); and the lowest ratio was found in the Journal of Advances in Medical Education and Professionalism (0.31). Conclusions Limitations such as hardware and software infrastructures, as well as lack of interest and time by professors were considered as barriers to study electronic skills and technology sciences and their institutionalization within the curriculum.
Niloofar Shadman; Shahram Farzin Ebrahimi; Molook Torabi; Sina Safari; Sara Khaleghi; Marzieh Karimi-Afshar
Volume 13, Issue 6 , March 2017, , Pages 598-606
Abstract
Background & Objective: Restorative dentistry is a fundamental field in dentistry and students opinions about its education can be helpful in finding its deficiencies and solving them The aim of this study was to evaluate dentistry students attitudes toward restorative dentistry education and its ...
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Background & Objective: Restorative dentistry is a fundamental field in dentistry and students opinions about its education can be helpful in finding its deficiencies and solving them The aim of this study was to evaluate dentistry students attitudes toward restorative dentistry education and its facilities and physical environment Methods: This descriptive crosssectional study was performed on fourth fifth and sixth year students of the School of Dentistry of Kerman University of Medical Sciences Iran The data collection tool was a twopart questionnaire consisting of demographic characteristics form and 38 questions about environment facilities and educational and exam methods and 1 open question scored based on a Likert scale (very appropriate to inappropriate) Data were analyzes using ttest ANOVA and linear regression in SPSS software The significant level was considered as 005 in all tests Results: Among the 110 participates 618% were women and 382% were men The average attitude score (from 26 to 130) was 8486 ± 1130 Overall attitude score was not significantly different between genders academic years and different restorative scores However in the education field the fifth and sixth year students had significantly higher attitude scores than the fourth year students Conclusion: Satisfaction with the clinical and theoretical education of restorative dentistry in the School of Dentistry of Kerman University of Medical Sciences is acceptable but its physical environment and facilities must be improved
Negin Niksadat; Mahnaz Solhi; Zahra Jalili; Shayesteh Shirzadi; Mohsen Mohammadi; Mahmod Reza Gohari
Volume 13, Issue 4 , November 2016, , Pages 375-383
Abstract
Background & Objective: Selfmedication is one of the chief health problems and educational programs on its prevention are very important An educational program can be considered effective if it can make the necessary changes in participants knowledge and behavior The aim of this study was to evaluate ...
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Background & Objective: Selfmedication is one of the chief health problems and educational programs on its prevention are very important An educational program can be considered effective if it can make the necessary changes in participants knowledge and behavior The aim of this study was to evaluate the educational prevention program of selfmedication in women using the Kirkpatrick model Methods: This evaluation study was carried out on 88 women The cluster sampling method was used The data collection tools consisted of the Dundee Ready Educational Environment Measure (DREEM) and a researchermade questionnaire based on the Kirkpatrick model the validity and reliability of which were measured The experimental group attended the educational program for 1 month The effectiveness rate of the course was calculated based on significant differences in learning reaction and behavior scores of the case and control groups during the pretest and posttest The collected data were analyzed in SPSS statistical software using descriptive and analytical statistical tests Results: The mean scores of desirability rate of participants reactions in terms of students perception of learning environment students academic selfperception students social selfperception students perception of atmosphere and students perception of teachers were 4481 ± 706 3150 ± 411 2250 ± 354 4310 ± 746 and 4137 ± 520 respectively After the educational intervention ttest results showed a significant difference between the experimental and control groups in mean score of knowledge change and attitude change in the second evaluation level and also between mean score of behavior change in the third level (P < 0001) Conclusion: According to the Kirkpatrick model the educational prevention program of selfmedication resulted in favorable outcomes in the three evaluated levels of reaction learning and behavior and showed satisfactory efficiency
