Original Article
Pradeep Kumar Sahu; Bidyadhar Sa
Abstract
Background: The unprecedented COVID-19 pandemic has caused a sudden shift toward online learning, enabling students to continue learning from their homes.Objectives: This study aimed to investigate students’ and tutors’ perspectives on the effectiveness of online problem-based learning (PBL) ...
Read More
Background: The unprecedented COVID-19 pandemic has caused a sudden shift toward online learning, enabling students to continue learning from their homes.Objectives: This study aimed to investigate students’ and tutors’ perspectives on the effectiveness of online problem-based learning (PBL) in medical and health professions.Methods: A descriptive online survey was conducted on the PBL tutors and undergraduate students from the Schools of Dentistry, Medicine, and Veterinary Medicine. Two online questionnaires (one for students consisting of 23 items and one for PBL tutors comprising 24 items) were developed to capture respondents’ perspectives on the effectiveness of online PBL in medical and health professional education during COVID-19 pandemic. Data were analyzed using percentage and Chi-square tests in SPSS V.26 software.Results: A total of 485 students and 39 tutors completed the questionnaires. The majority of the students (77.1%, p<0.01) and tutors (89.8%, p<0.01) were comfortable using online PBL. They felt that it was easy to use Blackboard Collaborate through University’s Learning Management System (myeLearning). However, 71.5% (p<0.01) of the students reported being distracted in online PBL classes due to connectivity issues.Conclusion: The study indicated that both students and tutors generally found online PBL effective, successfully utilizing all features of Blackboard Collaborate during classes. However, students encountered connectivity issues and had difficulty sharing videos, images, and PowerPoint presentations. Continuous and thorough monitoring is essential to identify and resolve issues with the University's Learning Management System to enhance the delivery experience of online PBL.
Original Article
Mohsen Yaghmaei; Leila Sadati; Seddighe Hannani
Abstract
Background: The primary objective of medical education is to cultivate competent individuals capable of achieving preventive and therapeutic goals and improving community health. To accomplish this, the employment of effective and efficient teaching methods for the precise and systematic organization ...
Read More
Background: The primary objective of medical education is to cultivate competent individuals capable of achieving preventive and therapeutic goals and improving community health. To accomplish this, the employment of effective and efficient teaching methods for the precise and systematic organization of educational content is of paramount importance.Objectives: The current research aimed to investigate the impact of implementing an orthopedic surgical technology training course using a vertical integration approach on learning outcomes, clinical skills, and satisfaction as educational outcomes among operating room students.Methods: This semi-experimental study was of pretest-posttest type in which 52 fifth semester undergraduate operating room students were recruited using a convenience sampling method. Based on whether or not they had passed the theoretical credit of surgical technology course, they were assigned to the control (non-integrated) or intervention (integrated) groups. In the intervention group, the theoretical and practical topics of the orthopedic surgical technology course were taught using a vertical integration approach, while in the control group, training was conducted using the routine method. Before and after the training, learning outcomes and clinical skills in both groups of students were assessed and compared using a questionnaire and an observational checklist. The data were analyzed using the paired t-test, Wilcoxon test, and analysis of covariance (ANCOVA) in SPSS software.Results: Based on the paired t-test results, implementing an orthopedic surgical technology training course using a vertical integration approach had a significant impact on learning outcomes and clinical skills in surgical technology (P < 0.001). The independent t-test results revealed that the level of satisfaction in the intervention group was significantly higher (P < 0.001). According to the results of the ANCOVA, the effectiveness of the vertical integration approach intervention on learning outcomes and clinical skills was reported to be significantly higher than the non-integrated group (P < 0.001).Conclusion: Implementing an orthopedic surgical technology training course using a vertical integration approach can be considered an effective educational strategy that, in addition to improving learning outcomes, can culminate in improved clinical skills and satisfaction among students. Therefore, it is recommended that educational managers in the operating room department pay attention to this matter and provide the conditions for implementing integrated training in their centers.
Letter to editor
Mohammad Hasan Keshavarzi; Ghobad Ramezani; Sara Shafian
Original Article
Amir Fazel; Azin Harandi
Abstract
Background: Despite the passage of several decades since the approval and implementation of the plan to integrate medical education and the health system, the analysis and extent of achieving the goals of this plan have been neglected and require careful and detailed investigation.
Objectives: The present ...
Read More
Background: Despite the passage of several decades since the approval and implementation of the plan to integrate medical education and the health system, the analysis and extent of achieving the goals of this plan have been neglected and require careful and detailed investigation.
Objectives: The present study aimed to investigate the achievement of the goals of the integration of medical science education and the health system from the point of view of the faculty members and ranking these goals.
Methods: The present survey was conducted on 548 faculty members at Kerman University of Medical Sciences as the statistical population; however, a total of 225 subjects were selected using Morgan table and stratified random sampling. Data were collected using a questionnaire measuring the 24 goals of merge plan based on five fields. The viewpoint of eight experts as well as fuzzy PROMETHEE was used to rank the goals. Data were analyzed using SPSS 26 and Visual PROMETHEE software.
Results: According to the members of the academic staff, the goals of the integration of medical education and the health system have been fulfilled. From the point of view of academic staff members, therapeutic goals are the goals, which have been most realized. There is no difference from the point of view of the educational group and the academic rank, regarding the realization of the goals of the integration plan. By ranking the goals, it was found that the most important goal of the integration plan is therapeutic goals, followed by educational, health, research, and social goals.
Conclusion: According to the faculty members of Kerman University of Medical Sciences, the goals of the integration plan have been realized; however, it is still far from the ideal. From the point of view of academic staff members and goal-ranking experts, the most important goal of the integration plan is therapeutic goals.
Original Article
Alireza Zare Karizi; Leila - Shirani-Bidabadi; Abbas Aghaei- Afshar; Mohammad Amin Gorouhi; Neda Shirani- Bidabadi; Ismaeil Alizadeh; Majid Asadi-Shekari; Abolfazl Khodadadi-Bidokhti
Abstract
Background: As the new generation becomes increasingly drawn to technology, using mobile phone applications for education can enhance learning effectiveness.Objectives: This study aims to design and create mobile-based software to learn about the morphology and physiology of medically important insects. ...
Read More
Background: As the new generation becomes increasingly drawn to technology, using mobile phone applications for education can enhance learning effectiveness.Objectives: This study aims to design and create mobile-based software to learn about the morphology and physiology of medically important insects. It also investigates user satisfaction with this educational software.Methods: This applied research was conducted using a developmental method consisting of two stages: designing and creating software for the Android operating system and evaluating the level of satisfaction through an electronic questionnaire administered to 56 biology and disease vector control students. The statistical tests used in this project included the Mann-Whitney test, the Kruskal-Wallis’s test, and the independent samples t-test.Results: There was no significant difference between the genders of the students in their responses to the graphics, educational content, and overall grades. There was also no significant difference between the students' entry year and their responses in the graphic and educational sections or their total scores. Similarly, no significant difference was observed between the age groups of the students in their responses to the graphic test, educational content, and total score (P-value = 0.576, P-value = 0.923).Conclusion: This software comprehensively covers topics related to the morphology and physiology of medically important insects and disease vectors. It provides information on organism identification and methods of combating them, making it useful for students and researchers.
Review
Tania Azadi; Tannaz Azadi; Ali Sayyadi; Mohammad Hossein Ayati; Mohammad Hossein Nekoofar
Abstract
Background: Despite the numerous advantages of internationalization, universities and higher education institutions (HEIs) often encounter challenges when implementing internationalization activities. Part of the problem concerns the vague definition of internationalization and its performance indicators.Objectives: ...
Read More
Background: Despite the numerous advantages of internationalization, universities and higher education institutions (HEIs) often encounter challenges when implementing internationalization activities. Part of the problem concerns the vague definition of internationalization and its performance indicators.Objectives: The present research aims to identify indicators for internationalization in universities and (HEIs) by conducting a comprehensive literature review to help universities better understand and implement internationalization activities and processes.Methods: This study is a systematic literature review, informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, in which six bibliographic databases, including Web of Science, Educational Resources Information Center (ERIC), ScienceDirect, and Wiley Online Library for English literature and Scientific Information Database (SID) and MagIran for the Persian literature were searched in 2023. Approved articles underwent synthesis, and findings were analyzed using qualitative content analysis.Results: A total of 2086 articles were identified, out of which 37 were selected for content analysis. The content analysis and final synthesis revealed six overarching themes consisting of 12 subthemes, 38 groups, 11 subgroups, and 466 codes. The main themes included education (with three subthemes of internationalization at a distance, quality assurance and continuous improvement of internationalization, and internationalization of education, teaching, and learning outcomes), international aspects (with two subthemes of international public relations and communication, and international cooperation and networking), research (with two subthemes of internationalization of research, and commercialization of ideas and innovations), students (with two subthemes of student welfare/support services, and cultural/social services), management and human resources (with two subthemes of management, and human resources), and healthcare (with one subtheme of healthcare and treatment).Conclusion: The results necessitate consideration of several indicators, rendering internationalization a multifaceted challenge that requires inter-sectoral cooperation at both internal and external university levels. The results hold significance for international relations managers and education policymakers in facilitating the planning and implementation of internationalization activities.
Review
Zahra Arabbadvi; Sara Mehrabi; Faezeh Nazari; Mohammad Sadeghi; Zahra Askari; Zohreh Khoshnood; Azam Bazrafshan; Reza Malekpour Afshar; Ali Akbar Haghdoost
Abstract
Background: Health workforce migration (HWM) is a long-standing and increasing phenomenon in low and middle-income countries. If adequately managed, mobility and migration of health workforce from these countries facing health worker shortages can strengthen their health systems and widen equities.Objectives: ...
Read More
Background: Health workforce migration (HWM) is a long-standing and increasing phenomenon in low and middle-income countries. If adequately managed, mobility and migration of health workforce from these countries facing health worker shortages can strengthen their health systems and widen equities.Objectives: This scoping review aimed to understand the reasons for and approaches to managing HWM in Iran which could have potential applications in other contexts.Methods: The inclusion criteria of this scoping review consisted of studies reporting HWM in Iran. In November 2023, PubMed, the Web of Science, Scopus, SID, and Magiran were searched. Searches were limited to Persian and English reports published without a time limitation. We followed the PRISMA protocol for scoping reviews. Data were extracted and charted.Results: Searches identified 5,661 articles. A total of 40 original articles met the inclusion criteria and were included after the screening. Overarching themes related to the review questions were: (1) Reasons for health workforce mobility and migration (three themes including Governance, Social domain, and Social scope), and (2) strategies to address HWM at the national level (three themes including Governance-structural strategies, Educational and academic strategies, Individual-social strategies).Conclusion: HWM is a complex and multifaceted phenomenon often driven by a range of push and pull factors at the individual, institutional, community, and policy levels. This research can serve as a foundation for future work aiming to implement interventions to minimize the negative consequences of HWM and promote workforce sustainability in Iran or other developing countries.
Original Article
Rodaina Nawaf Mehrez; Adnan Badour; Mayssoon Dashash
Abstract
Background: Due to the lack of studies regarding e-learning in the academic field in Syria, this study was conducted to discuss the importance of e-learning and the probability of developing it. In this study, the researchers compared the effectiveness of traditional learning with e-learning regarding ...
Read More
Background: Due to the lack of studies regarding e-learning in the academic field in Syria, this study was conducted to discuss the importance of e-learning and the probability of developing it. In this study, the researchers compared the effectiveness of traditional learning with e-learning regarding student acceptance of the scientific material and their practical and clinical experiences.
Objectives: Study the efficacy of E-learning compared to traditional in-class learning for the Master of Audiology Students and assess the quality of e-learning as a substitute of traditional ways for post-graduate students.
Methods: In the 2019/2020 academic year at the College of Health Sciences at Damascus University, traditional learning was applied to teach 31 first-year audiology master's students on the clinical aspects of audiology. Subsequently, in the 2020/2021 academic year, e-learning was applied to teach 29 first-year audiology master's students. A comparison was conducted between the two groups to assess student acceptance of the scientific material, their satisfaction with the teaching and evaluation methods using the Exact Fisher test, and the practical and clinical experiences they gained using the t-test to compare the results of their assessments.
Results: No statistically significant difference was observed between the two groups (P > 0.05) regarding student acceptance of the subject, teaching methods, and evaluation process. However, students in the e-learning group reported feeling more comfortable dealing with the subject than those in the traditional learning group (P < 0.05). Additionally, traditional learning students exhibited a higher motivation level than their e-learning counterparts (P > 0.05). No statistically significant difference was found in terms of theoretical knowledge and practical experience gained between the two groups (P > 0.05).
Conclusion: Both traditional learning and e-learning methods demonstrated efficacy in delivering scientific material and were well-received by students. Thus, e-learning proved effective as a useful and acceptable learning method in the Syrian academic field.
Letter to editor
Mohammad Hasan Keshavarzi; Akram Hashemi; Azam Norouzi; Ghobad Ramezani
Original Article
Rahmatollah Soltani; Ali Asghar Hayat; Mohammad Hasan Keshavarzi; Seyed Ali Akbar Faghihi; Solmaz Zare
Abstract
Background: Academic bullying is a global and growing phenomenon in educational settings. Yet, there is a lack of consensus concerning the definitions of academic bullying which challenges researchers. The purpose of this analysis, therefore, was to conceptualize the concept of academic bullying, including ...
Read More
Background: Academic bullying is a global and growing phenomenon in educational settings. Yet, there is a lack of consensus concerning the definitions of academic bullying which challenges researchers. The purpose of this analysis, therefore, was to conceptualize the concept of academic bullying, including its definitions, defining characteristics, antecedents, consequences, and empirical referents.
Objectives: The purpose of this analysis, therefore, was to conceptualize the concept of academic bullying, including its definitions, defining characteristics, antecedents, consequences, and empirical referents.
Methods: Walker and Avant’s method of concept analysis was employed to identify the antecedents, attributes, and consequences of academic bullying. A review of existing literature on academic bullying was conducted using the electronic databases of PubMed, Scopus, Web of Science, Science Direct, and ProQuest, searched with the phrase of “academic bullying” in the titles of documents without a time limit. The search included all document types (article, review, editorial, letter, note, book, book chapter and dissertation) related to academic bullying published in English.
Results: In reviewing the studies, 37 documents were identified to provide information for this concept analysis. Based on the analysis undertaken, a working definition and defining attributes were formulated, along with a discussion of various model cases, antecedents, consequences, and empirical referents regarding academic bullying.
Conclusion: Educational leaders can prevent or reduce faculty bullying by raising awareness, offering training, and establishing guidelines. The identification of academic bullying attributes contributes to the body of knowledge of academic bullying, reduces the ambiguity of this concept, and provides a working definition of academic bullying. Defining attributes, antecedents, and consequences can be further tested and used to develop potential interventions. Future research is needed to advance our understanding of this concept and explore interventions that could diminish its negative consequences.
Original Article
Sara Shafian; Maryam Okhovati; Azadeh Azemian; Mehran Ilaghi; Mohammad Reza Lashkarizadeh; Fatemeh Gholamrezaei Kohan
Abstract
Background: A medical teacher has a wide range of roles and responsibilities that vary from a medical teacher to a trainer and finally a clinical specialist. Most medical teachers receive limited training to prepare them to provide effective teaching and clinical supervision.Objectives: The current study ...
Read More
Background: A medical teacher has a wide range of roles and responsibilities that vary from a medical teacher to a trainer and finally a clinical specialist. Most medical teachers receive limited training to prepare them to provide effective teaching and clinical supervision.Objectives: The current study aims to develop core entrustable professional activities (EPAs) for medical teachers related to more effective clinical education.Methods: This study was conducted in two phases. The first phase focused on defining an initial set of EPAs. The second phase focused on developing this set via a nominal group technique (NGT) among 30 faculty clinical specialties until a consensus was reached.Results: The total of 29 EPAs in the five dimensions were agreed upon by more than 70% of the participants. Most of the activities were identified in the curriculum planning activities (n=11). Further details on the characteristics identified in each of the five dimensions of the EPAs are provided.Conclusion: By adopting EPAs and a structured competency framework for educators, the quality of teaching and subsequently the learning experiences of trainees can be significantly improved, ultimately benefitting patient care.
Brief report
Afsaneh Mohammadi; Reza Norouzadeh; Seyedeh Esmat Hosseini; Maryam Mohammadi; Mehran Tahrekhani
Abstract
Background: Online learning is a form of virtual learning that is being organized and implemented across universities of medical sciences in developing countries.Objectives: The present study aimed to investigate the effectiveness of online learning from the perspectives of students and faculty members ...
Read More
Background: Online learning is a form of virtual learning that is being organized and implemented across universities of medical sciences in developing countries.Objectives: The present study aimed to investigate the effectiveness of online learning from the perspectives of students and faculty members at selected universities of medical sciences in the post-coronavirus (COVID-19) era in Iran.Methods: This descriptive-analytical study was conducted in 2023 at Zanjan University of Medical Sciences, Iran University of Medical Sciences, and Shahed University among faculty members and undergraduate students of nursing, midwifery, anesthesiology, and operating room. A stratified random sampling method and the Online Learning Effectiveness Assessment Questionnaire were employed in this study. Descriptive statistics and inferential statistical tests, such as Chi-square, Fisher’s exact test, and Pearson’s correlation coefficient, were used for data analysis.Results: This study involved 286 students and 61 faculty members. From the perspectives of faculty members, online learning components, including teaching-learning activities, feedback, flexibility, assistance, motivation, and evaluation, demonstrated a desirable effectiveness, while the components of content, page design, and educational materials exhibited a moderate effectiveness. However, workload was deemed to have an undesirable effectiveness. From the students’ perspectives, the components of content, teaching-learning activities, page design, feedback, workload, assistance, motivation, and evaluation were reported to have a desirable effectiveness, whereas educational materials and flexibility were reported to have an undesirable effectiveness.Conclusion: The effectiveness of online learning in the post-COVID-19 era has been reported to be high among both students and faculty members. Given that online learning infrastructure was established compulsorily during the COVID-19 era and this method of instruction has not been abandoned in the post-COVID-19 era, its blended use with in-person instruction can enhance the quality of education among students and faculty members.
Original Article
Vijayabaskaran Shanmugavaradharajan; Divya R; Rajesh NT; Nagashree R; Damodaran Vasu
Abstract
Background: High-fidelity simulation has emerged as an effective educational tool in preclinical medical training, particularly for skills related to the auscultation of the respiratory system.
Objectives: The study aimed to evaluate the impact of simulation on improving auscultation skills in respiratory ...
Read More
Background: High-fidelity simulation has emerged as an effective educational tool in preclinical medical training, particularly for skills related to the auscultation of the respiratory system.
Objectives: The study aimed to evaluate the impact of simulation on improving auscultation skills in respiratory system examinations among preclinical medical students and to gather views from facilitators and students on the simulation-based teaching and learning process.
Methods: An experimental pre-post study was conducted in a simulation lab of a teaching hospital between March and April 2018 among preclinical MBBS students. A total of 146 students were taken in batches of 50 to the clinical simulation lab. Following exposure to a simulation-based teaching module, they were subjected to post-intervention skill assessments on the high-fidelity simulators. The pre- and post-scores were compared to measure the impact of the teaching module using paired t-tests. The students’ perspectives of the current module were compared using the Chi-square test (significance at p<0.05) and interpreted with the help of a pre-validated, researcher-made questionnaire.
Results: Pre- and post-intervention scores in the ability to identify breathing sounds (2.05 ± 0.85 and 2.98 ± 0.14) and added sounds (0.40 ± 0.74 and 1.96 ± 0.23) were statistically significant (p<0.001).A statistically significant difference in identifying differences in vesicular/bronchial and vesicular breathing and between wheezing and BA/COPD breathing was observed (p<0.001).
Conclusion: The medical students perceived high-fidelity simulation-based medical education as a beneficial teaching modality that improved performance. However, more research is required to determine the utility of this modality in a developing country like India.
Original Article
Imamul Aziz Albar; Hadiki Habib; Radi Muharris Mulyana; Septo Sulistio; Ardi Findyartini; Veramita Augusta Arisandy; Siti Nurlaelah; Fatriani Fat
Abstract
Background: Triage teams in the emergency room face the challenge of quickly and accurately assessing patients with limited information. The triage training program aimed to improve service performance and revitalize the role and function of triage. Continuous training is essential to enhance the decision-making ...
Read More
Background: Triage teams in the emergency room face the challenge of quickly and accurately assessing patients with limited information. The triage training program aimed to improve service performance and revitalize the role and function of triage. Continuous training is essential to enhance the decision-making confidence of triage officers, even during the COVID-19 pandemic. However, the pandemic may impact the learning process for training officers.
Objectives: This study explored perceptions of a technical evaluation for triage training and the professionalism of officers responsible for conducting assessments.
Methods: This qualitative study was conducted in the emergency room of a tertiary hospital in March 2022. The study involved 21 participants who received triage training, including five doctors, 11 nurses, and five midwives. Data were collected through semi-structured interviews in Focus Group Discussions to explore perceptions regarding triage training field practices, necessary resources, and the triage system and training evaluation. Interviews were recorded, converted into transcripts, analyzed, and coded until themes and subthemes were developed.
Results: Six themes were identified: personal readiness for training, triage role, triage errors, officer communication, triage performance, and improvements to the triage training system.
Conclusion: This study evaluated the participants’ perspectives on pandemic triage training. The findings show a need for regular triage training to enhance the knowledge and skills of triage officers, even in a hybrid setting. This training should be supported by a reliable connectivity and learning system. Evaluating their triage performance is also necessary for accurate patient safety assessments.
Original Article
Bita Badri; Azadeh Azemian; Mojghan Mokhtari Zanjani; Sara Shafian; Mohmadreza Yazdankhafard
Abstract
Background: Amidst the COVID-19 crisis, many new general physicians who were medical interns during the pandemic were deprived of clinical rotations, new learning situations, and educational opportunities. This situation has resulted in a lack of confidence in graduates for fulfilling their duties as ...
Read More
Background: Amidst the COVID-19 crisis, many new general physicians who were medical interns during the pandemic were deprived of clinical rotations, new learning situations, and educational opportunities. This situation has resulted in a lack of confidence in graduates for fulfilling their duties as physicians.
Objectives: This study was designed to investigate the clinical education challenges of New General Physicians who were medical interns (Sixth and Seventh-year medical students) during the COVID-19 pandemic.
Methods: This qualitative conventional content analysis study was conducted from November 2022 to February 2023in Iran. Data were collected using semi-structured in-depth interviews to understand the educational challenges of medical graduates during covid-19 pandemic. Seventeen purposefully retrieved and participated in the study. After data saturation, analysis was performed using Graneheim and Lundman’s approach (2004).
Results: The data analysis from interview coding led to the extraction of two main categories: Ineffective Clinical Education and Inadequate Outcome, with seven subcategories including Poor management clinical education planning, clinical resource restriction, online learning pitfalls, skills, attitude and knowledge needs, and deficiency in professional interactions.
Conclusion: The results showed that the crisis caused by the COVID-19 pandemic had a serious impact on achieving the desired competence of new general physicians who completed part of their clinical training during that period. Therefore, attention and planning through continuing medical education (CME) is essential.
Original Article
Morteza Modami; Bita Rohani; Mojgan Mohammadimehr
Abstract
Background: Clinical education is the basis of medical education and one of the most important criteria for professional education, which plays a crucial role in consolidating students' learning.
Objectives: This study was conducted to explain the experiences of dental students from one of the universities ...
Read More
Background: Clinical education is the basis of medical education and one of the most important criteria for professional education, which plays a crucial role in consolidating students' learning.
Objectives: This study was conducted to explain the experiences of dental students from one of the universities of medical sciences in Tehran regarding clinical training.
Methods: This qualitative study was conducted in Iran in 2023 using conventional content analysis. Sampling was performed using purposeful sampling. Data were collected through semi-structured individual interviews, which continued until data saturation. Participants included fourteen final-year dental students from one of the dental faculties in Tehran, Iran. Data were analyzed using the method by Graneheim and Lundman. Lincoln and Guba's criteria were used to ensure the accuracy and robustness of the data.
Results: From the data analysis, four categories and ten subcategories were obtained. Categories and subcategories include the skill and ability of the clinical professor (professional characteristics of the clinical professor, professor-student interactions), effective clinical training (professor's educational and teaching ability, the importance of case diversity in better learning, the role of mentoring in learning), weak educational management (inappropriate evaluation, disproportion between the number of instructors and students, inadequacy of facilities and equipment), and a bidirectional learning atmosphere (student motivation and lack of motivation, positive and negative psychological atmosphere).
Conclusion: According to this study's findings, it is recommended that the officials of the studied dental school take action to improve the quality of clinical education and enhance student learning by strengthening the advantages and addressing the existing shortcomings and weaknesses.
Original Article
Houra Ashrafifard; Hossein Karimi Moonaghi; Raheleh Gharibnavaz; Eshagh Ildarabadi; Khatereh Shariati
Abstract
Background: Higher education institutions have maintained a longstanding commitment to the education and development of academically talented students, consistently seeking to identify, attract, empower, and support this population.
Objectives: The current research has developed a holistic framework ...
Read More
Background: Higher education institutions have maintained a longstanding commitment to the education and development of academically talented students, consistently seeking to identify, attract, empower, and support this population.
Objectives: The current research has developed a holistic framework intended to mitigate the available obstacles for academically talented students’ success and facilitate favorable outcomes.
Methods: This phenomenological study explored the experiences of 50 talented students, specifically examining the challenges they encountered. Through in-depth interviews, focus groups with experts, and a comprehensive literature review, a practical guide was developed, grounded in Keller's motivational model, to identify and manage challenges and empower gifted learners.
Results: The research identified a central theme, "the narrow alley of talented students," and six sub-themes. Through the information and concepts extracted from interviews, expert focus group discussions, and a comprehensive literature review, the study developed a conceptual model comprising four key categories: Attention, relevance, confidence, and satisfaction. This model effectively transformed abstract explanatory concepts into practical guidelines and actionable solutions.
Conclusion: The proposed strategies within this study offer remarkably beneficial. Overlooking the unique needs of these individuals can culminate in decreased motivation and misallocation of financial resources. The findings of this research can be leveraged by students, professors, and educational administrators to empower these invaluable assets to the academic system.
Letter to editor
Haniye Mastour; Nazanin Shamaeian Razavi; Somaye Sohrabi
Original Article
Mahsa Kamali; Mehrrooz Alishah; Mahbobeh Yaghobian; Masoumeh Bagheri Nesami
Abstract
Background: The education of medical sciences requires a fundamental change to improve clinical decision-making capacities by using new teaching methods.
Objectives: The present study aimed to compare the effect of the Flipped classroom (FC) with demonstration education (DE) in the practical skill of ...
Read More
Background: The education of medical sciences requires a fundamental change to improve clinical decision-making capacities by using new teaching methods.
Objectives: The present study aimed to compare the effect of the Flipped classroom (FC) with demonstration education (DE) in the practical skill of nasogastric tube (NGT) insertion.
Methods: The present interventional study was conducted in a faculty of nursing for two sequence semesters. Nursing students were selected by census sampling method and then randomly allocated to two groups, FC (19 and 17 participants) and DE (18 and 19 participants). In the DE method group, the NGT insertion was explained to the nursing students in the skill laboratory. Then, in the FC group method, a week ago, the video and the written educational content related to the NGT insertion procedure were provided to the nursing students. In both groups, two sessions were provided for the nursing students to practice the NGT insertion procedure independently on the Moulage. A comparison of the practical skill and satisfaction scores was done one week after intervention in both groups. The descriptive statistics, chi-square, Fisher exact test, and Mann Whitney u test were applied using the SPSS software, version 24. A P-value less than 0.05 was considered statistically significant.
Results: The results of the statistical tests showed a non-significant difference between the two groups in terms of age, mean diploma score, gender, marital status, native status, and living in a dormitory. In the first semester, the practical skill score was non-significantly higher in the FC group [FC: 70.00 ± 2.16 vs. DE: 68.94 ±1.62, p=0.105], but in the second semester, it was significant in the FC group [FC: 67.70 ± 5.65) vs. DE: 61.00 ± 7.64, p=0.005]. The nursing students in the FC group had significantly higher satisfaction compared to the DE group in both semesters [FC: 99.44 ±1.61 vs. DE: 93.10 ±4.70, p<0.001 and FC: 94.11 ± 6.18 vs. DE: 86.15 ± 6.31, p=0.001, respectively).
Conclusion: This study showed FC method can be used as a satisfactory and effective teaching approach in NGT insertion. So, it is recommended that educational managers consider it because of the high satisfaction of nursing students in clinical teaching.
Review
Molud Rezvani; Shahram Yazdani; Leila Afshar
Abstract
Background: Higher education plays a crucial role in economic, social, and cultural development, but it is facing a range of challenges, including globalization, highly competitive world, as well as the rapid development and application of technology. These challenges also arise and affect the health ...
Read More
Background: Higher education plays a crucial role in economic, social, and cultural development, but it is facing a range of challenges, including globalization, highly competitive world, as well as the rapid development and application of technology. These challenges also arise and affect the health sector. It is essential to address the aims of education, as not only it reflects the cultural, social, and political philosophy of a country but also express the most important values that govern that society.
Objectives: The main objective of this study is to identify and categorize the types of aims mentioned for the higher educational systems and explore their significance as well as the existing approaches used to determine aims within the higher education system.
Methods: A narrative review was used to examine the available evidence on the aims of education. The study’s objectives were divided into several sections to address following questions: a) What are the various types of educational aims? b) In what ways are aims demonstrated or realized within the realm of higher education? c) What is the connection between aims and the educational objectives in contemporary education systems? In this regard, we examined research papers and the governmental documents of educational systems.
Results: The aims of higher education could be categorized into four key areas: intellectual achievement, individual growth and development, social growth and socialization, and economic competition.
Conclusion: To thrive in the third millennium, it is imperative for higher education systems to establish clear and transparent aims that can effectively address the challenges they currently face. Thus, it is crucial to comprehend the relationship between these concepts and factors, and define a desired aim based on local values in every education system.
Review
Ahmad Keykha; Hananeh Mohammadi; Fatemeh Darabi; Sajedeh Sadat Hosseini
Abstract
Background: AI has rapidly transformed education, research, and community services in medical universities, surpassing earlier expectations about its integration. A key area of this transformation is student assessment, which plays a vital role in shaping learning outcomes, faculty workload, and public ...
Read More
Background: AI has rapidly transformed education, research, and community services in medical universities, surpassing earlier expectations about its integration. A key area of this transformation is student assessment, which plays a vital role in shaping learning outcomes, faculty workload, and public trust in medical education.
Objectives: This study aims to explore the applications of AI in the assessment of medical students through a content analysis of relevant scholarly literature.
Methods: This qualitative study employed a meta-synthesis method following Walsh and Downe’s seven-step framework. Using targeted keywords, a comprehensive search was conducted across major databases, including ScienceDirect, Springer, ERIC, Emerald, Sage Journals, Wiley Online Library, PubMed, and Google Scholar, covering publications from 2015 to 2024. A total of 200 articles were initially retrieved; after applying quality appraisal criteria, this number was narrowed down to 24 studies. To ensure the credibility of the findings, Whittemore et al.’s ten indicators for methodological rigor were applied.
Results: Six key themes emerged regarding AI applications in medical student assessment: (a) feedback, (b) online exam, (c) instrument design, (d) assessment process, (e) student learning management, and (f) faculty workload management, along with 19 sub-themes. These findings reflect the diverse and evolving impact of AI in assessment practices.
Conclusion: This study underscores the multifaceted and transformative impact of AI in medical student assessment across six key domains. These applications serve as a strategic roadmap for seamlessly integrating AI into the assessment of medical students while effectively adapting to evolving educational paradigms.
Letter to editor
Saurabh RamBihariLal Shrivastava; Prateek Sudhakar Bobhate
Brief report
Raziyeh Bakhshi Giv; Asiye Amin Afshar; Asghar Tavan; Majid Sartipi; Mohammadreza Shafiei
Abstract
Background: Climate change is among the most critical global issues, threatening economies, ecosystems, and human health. It has increased the frequency of heat waves, floods, and droughts, impacting food security, agriculture, and disease patterns. Despite its importance, many medical schools have not ...
Read More
Background: Climate change is among the most critical global issues, threatening economies, ecosystems, and human health. It has increased the frequency of heat waves, floods, and droughts, impacting food security, agriculture, and disease patterns. Despite its importance, many medical schools have not sufficiently incorporated climate change into their curricula, leaving future physicians underprepared to address its health impacts.
Objectives: This study assesses medical and non-medical students' awareness, attitudes, and behaviours toward climate change. It emphasizes integrating climate change topics into medical education to prepare students to address health-related challenges and become responsible healthcare professionals.
Methods: In this cross-sectional analytical study, 375 medical and non-medical university students from Kerman province (2023) were enrolled. Data were collected using a validated five-part questionnaire based on Alina Kote's tool, assessing attitudes, awareness, personal concerns, reinforcing, and adaptive behaviours. Convenience sampling was utilized, and ANOVA was conducted to compare the mean scores between the groups. Reliability was confirmed (Cronbach's a = 0.89).
Results: The participants included 41.3% males and 58.7% females. Medical students had significantly higher scores in attitudes (p < 0.001), personal concerns (p < 0.001), and adaptive behaviours (p = 0.011), but lower scores in awareness (p < 0.001) and reinforcing behaviours (p = 0.014) compared to non-medical students. Gender showed no significant influence on the outcomes. Graduate students scored higher in reinforcing and adaptive behaviours than undergraduates (p = 0.014 and p = 0.011, respectively).
Conclusion: The study found that gender does not affect students' attitudes, knowledge, or adaptive behaviors toward climate change. The results highlight the importance of integrating climate change topics into curricula for all disciplines. Educational interventions tailored to each university are recommended to increase students' awareness and ability to engage in climate adaptation and mitigation. Additionally, students can play a key role in raising public awareness and influencing policy changes at the community level.
Original Article
Khalil Tazik; Amirali Moghadam Sadegh; Seyyed Hassan Rabbani Khah; Esmaeil Mousavi Asl
Abstract
Background: Physical, mental, and behavioral signs of exam anxiety show themselves throughout test preparation. This research sought to explore the psychometric characteristics of the Persian version of the Multidimensional Test Anxiety Scale (MTAS) among university students given the absence of a tool ...
Read More
Background: Physical, mental, and behavioral signs of exam anxiety show themselves throughout test preparation. This research sought to explore the psychometric characteristics of the Persian version of the Multidimensional Test Anxiety Scale (MTAS) among university students given the absence of a tool to assess the many aspects of test anxiety.
Objectives: Given the lack of a reliable and valid Persian-language scale for measuring the dimensions of test anxiety, the present study was conducted with the aim of examining the psychometric properties of the Persian version of the Multidimensional Test Anxiety Scale among university students.
Methods: Convenience sampling was used to choose 232 Jundishapur University of Medical Sciences students for this descriptive, psychometric research in 2022.Participants filled out the Rosenberg Self-Esteem Scale, the Frost Multidimensional Perfectionism Scale-Short Form, and the MTAS. Confirmatory factor analysis was part of the MATS's psychometric analysis, which was assessed using LISREL 8.8 and SPSS version 25.
Results: Confirmatory factor analysis verified the four-factor structure of the MTAS (Worry, Cognitive Interference, Tension, and Physiological Indicators).The MTAS exhibited an internal consistency of 0.93, while the Worry, Cognitive Interference, Tension, and Physiological Indicators subscales exhibited internal consistency of 0.88, 0.81, 0.89, and 0.83, respectively, as determined by Cronbach's alpha coefficient. The MTAS demonstrated strong divergent and convergent validity.
Conclusion: The MTAS has acceptable reliability and validity, as indicated by the results. The results of this investigation have the potential to enhance the cross-cultural literature on the MTAS.
Original Article
Sara Amanpour; Mahsa Kalantari Khandani; Hossein Movahedinasab
Abstract
Background: Rapid global changes in various fields have made the need for lifelong learning of students an important issue. Efficient models have been developed to predict learning effectiveness and three categories of academic factors, social/environmental and personality factors have been recognized. ...
Read More
Background: Rapid global changes in various fields have made the need for lifelong learning of students an important issue. Efficient models have been developed to predict learning effectiveness and three categories of academic factors, social/environmental and personality factors have been recognized. This study was designed to identify these factors and their relationship with students' desire for lifelong learning.
Objectives: Identify factors of learning effectiveness and measuring their relationship with students' desire for lifelong learning can provides a foundation for adjusting them to improve the learning experience.
Methods: This cross sectional descriptive-analytical research was done on the students of the Kerman School of Dentistry in 2024-2025. The tools used in this research were the College Learning Effectiveness Inventory (CLEI) questionnaire and a researcher made questionnaire for lifelong learning. Descriptive statistics were used to describe quantitative data, Pearson's correlation test was used for data analysis using SPSS 27 software.
Results: The results showed that by increasing the effectiveness of university learning, the desire for lifelong learning among the students increases (p<0.001, r= 0.596). This relationship was increasing and at an average level in all surveys related to gender, academic year, university admission condition, marital status and place of residence. There is no significant relationship between self-regulation ability and stress and anxiety, as well as between self-regulation and emotional satisfaction with education and professors (p>0.05). The relationship between the rests of the investigated components is significant and incremental. The strongest relationship was related to academic self-efficacy and self-management (p<0.001, r=0.655).
Conclusion: Increasing the effectiveness of students' learning can increase students' desire for lifelong learning by considering the social and individual dimensions of students, and this issue should be considered by policymakers and educational planners.
Letter to editor
Nazanin Shamaeian Razavi; Haniye Mastour
Original Article
Mahin Naderifar; Mohammad Hosein Abdollahi Nodehi; Hossien Shahdadi; Elham Shahraki Moghadam
Abstract
Background: Escape rooms are a new way to teach that makes students more interested and involved. Using escape rooms in the classroom helps students understand and remember what they have learned.Objectives: The goal of this research is to find out how an escape room-based cardiopulmonary resuscitation ...
Read More
Background: Escape rooms are a new way to teach that makes students more interested and involved. Using escape rooms in the classroom helps students understand and remember what they have learned.Objectives: The goal of this research is to find out how an escape room-based cardiopulmonary resuscitation (CPR) test affects the self-efficacy of nursing students in their second and third semesters.Methods: A total of 36 second and third-semester undergraduate nursing students participated in this experimental study, which used a pre-test-post-test design with a control group. Participants were randomly assigned to one of two groups: intervention (18 individuals) or control (18 individuals). Data collection tools included a demographic questionnaire, a CPR checklist, and Turner's CPR Self-Efficacy Scale, which participants completed both before and after the intervention. Participants in the intervention group split up into groups of three, each of which had a maximum of 40 minutes to unlock five locked boxes and leave the room. Descriptive statistics, the Chi-square test, independent and paired t-tests, and other statistical analyses were performed using SPSS version 16 software.Results: Prior to the intervention, the researchers found no significant difference in the self-efficacy perception ratings of students in the escape room group (117.94±25.68) and the mannequin group (118.20±39.76) (P > 0.05). The independent t-test, however, revealed a statistically significant difference between the two groups' mean post-intervention self-efficacy scores (P < 0.001). The escape room group's mean increase over the mannequin group was 18.56, yielding an effect size of 0.6. This suggests that students who took the escape room test saw a modest increase in their judgment of their own effectiveness.Conclusion: According to the study's results, the escape room approach may be just as successful in raising perceptions of CPR self-efficacy as the conventional mannequin-based evaluation. In the end, active learning techniques might develop into a very successful teaching strategy in nursing school. We advise carrying out more research to examine the effects of escape room design principles, learning goals, and student profiles in order to guarantee the efficacy of this approach.
Review
Sara Ghazizadeh; Fakhrossadat Hosseini; Mahtab Niazi; Alireza Malektojari; Melika Falsafi; Ameneh Rahnama; Zahra Shafiee Sarvestani; Ali Salimi Asl; Zohre Nikeghbali; Ferdous Saadein; Alireza Shokati; Mohammad Hamed Ersi; Farahnaz Kamali
Abstract
Background: Universities were compelled to transition from in-person instruction to online instruction following the COVID-19 pandemic. Nevertheless, this transition has presented a plethora of obstacles, necessitating the development of innovative solutions to guarantee that all students have access ...
Read More
Background: Universities were compelled to transition from in-person instruction to online instruction following the COVID-19 pandemic. Nevertheless, this transition has presented a plethora of obstacles, necessitating the development of innovative solutions to guarantee that all students have access to effective and inclusive learning experiences.
Objectives: We conducted a review investigating the innovative E-learning methods in health sciences education.
Methods: This study was designed as systematic review. We searched PubMed, Scopus, Eric, Google Scholar, and Iran Scientific Database from start of the pandemic to September 2021. Papers meeting our inclusion criteria were reviewed for data extraction. Screening of articles, data extraction, and risk of bias assessment was done in double-blind groups. Our primary objective was to provide a comprehensive overview of emerging e-learning methods and to assess their effectiveness using eleven commonly used metrics that are used to quantify the efficacy of online learning. As a secondary outcome, we employed Kirkpatrick’s four levels of learning to assess the quality of online learning.
Results: Six Thousand Four Hundred Ninety Two papers were identified, thirty records were included, the majority of studies reported (n= 25) a transition of previous methods to online formats. Five studies described innovative methods. The included studies were classified as moderate to high risk of bias. In the study of success factors, the most ignored area was 'usage of suitable assignments' (37.5%), while 'optimal quality of media' emerged as the most consistently used component (67%). All studies assessed Kirkpatrick’s level 1, 76% had assessed level 2. None described Kirkpatrick levels 3 or 4.
Conclusion: E-learning can be alternatively utilized for health education. Future E-learning research should incorporate randomized designs and adhere to principles of Kirkpatrick model, with a particular focus on levels 3 and 4, to develop more effective evidence-based systems.
Original Article
Zaima Ali; Uzma Zafar; Maryum Ahmed; Noor Qadir; Ayesha Gondal; Talha Bin Nasir
Abstract
Background: Undergraduate health professionals frequently lack awareness of research and demonstrate limited participation due to insufficient opportunities, inadequate training, and the perception that research is irrelevant to clinical practice. However, their involvement is crucial for advancing medical ...
Read More
Background: Undergraduate health professionals frequently lack awareness of research and demonstrate limited participation due to insufficient opportunities, inadequate training, and the perception that research is irrelevant to clinical practice. However, their involvement is crucial for advancing medical knowledge.
Objectives: This study aimed to assess undergraduate healthcare students' perceptions and participation in research, identify perceived barriers, and collect their recommendations for improving engagement.
Methods: This cross-sectional study was conducted at Lahore Medical & Dental College with 1514 medical, dental, and allied health science participants. Data were collected using a five-section questionnaire covering demographics, perceptions, participation, limitations, and recommendations. SPSS version 22.0 was used for reliability, descriptive, and inferential statistical analysis.
Results: Among 1514 students, 76.5% acknowledged the importance of research. However, 77.8% had neither attended a research course/module nor participated in a project, and 44.9% had never planned a research question. The primary barrier was the lack of perceived relevance, with 32.3% unaware of the research. For improvement, 60.3% recommended establishing a research support center, and 56.6% emphasized the need for qualified, research-oriented mentors.
Conclusion: The findings highlight the need to enhance research engagement among undergraduate healthcare professionals. Limited awareness, supervision, and funding contribute to poor participation. Universities should integrate research modules into the curriculum, conduct workshops, and provide necessary resources to promote student involvement.
Original Article
Ava Azarnoush; Zeinab Gholamnia Shirvani; Effat Khodadadi; Hemmat Gholinia Ahangar
Abstract
Background: Academic engagement in medical education, particularly within the field of dentistry, is a topic of considerable interest to both academic staff and policymakers. Nevertheless, there remains a need for more extensive research into the individual and academic factors influencing this engagement.
Objectives: ...
Read More
Background: Academic engagement in medical education, particularly within the field of dentistry, is a topic of considerable interest to both academic staff and policymakers. Nevertheless, there remains a need for more extensive research into the individual and academic factors influencing this engagement.
Objectives: The current research investigated the relationships among individual and academic variables and the academic engagement observed in dental students at Babol, Northern Iran.
Methods: This cross-sectional study, conducted in 2023 at Babol University of Medical Sciences in northern Iran, investigated academic engagement among dental students. A total of 315 students (55.9% female) were recruited using a cluster random sampling method. Data collection involved a demographic questionnaire, the Student Engagement in School Questionnaire (SESQ), and measures of individual and academic factors associated with academic engagement. Pearson correlation and structural equation modeling (SEM) were employed for statistical analysis. The significance level for all statistical tests was set at 0.05.
Results: The ultimate path model substantiated that academic factors, encompassing the learning-teaching environment, servant leadership, staff-student interaction, available equipment, welfare amenities, and scientific and extracurricular spaces, significantly influenced perceived academic engagement. These factors exerted both direct (β = 0.20, p = 0.002), and indirect (β = 0.35, p < 0.001) positive effects on academic engagement. Furthermore, individual factors (such as self-efficacy, time management, hope, and support from family and friends) were identified as significant mediators of perceived academic engagement (β = 0.74, p < 0.001).
Conclusion: Academic engagement among dental students at Babol is notably shaped by a combination of academic and individual elements. Universities have the capacity to foster greater engagement by elevating the caliber of their learning-teaching environment. Concurrently, students can cultivate their own academic engagement through the cultivation of hope.
Letter to editor
Azam Norouzi; Somayeh Akbari Farmad; Farzaneh Sedaghatkar
Original Article
Seyed Ali Khaleghinezhad; Aeen Mohammadi; Rita Mojtahedzadeh
Abstract
Background: While LMS has become increasingly prominent in universities, there is still limited experience with its implementation in Iran.Objectives: This study was structured to identify the strengths, weaknesses, opportunities, and threats (within the SWOT framework) associated with implementing a ...
Read More
Background: While LMS has become increasingly prominent in universities, there is still limited experience with its implementation in Iran.Objectives: This study was structured to identify the strengths, weaknesses, opportunities, and threats (within the SWOT framework) associated with implementing a national LMS across Iranian universities of medical sciences.Methods: In this descriptive qualitative study, data were gathered through semi-structured interviews with 16 participants, including university professors, directors of e-learning units, and LMS administrators, from 11 universities. Qualitative content analysis was performed using the SWOT framework for data analysis.Results: We extracted 21 subthemes which were arranged under seven strengths (appropriate instructional design, providing basic modules, user-friendliness, ongoing updates, fetching courses’ data, reducing costs and equity in access to e-learning infrastructure), six weaknesses (limitations in the modules, the notification system and the reports; restrictions in connection with other software, being slow to load and delayed technical support), four opportunities (international commercialization, open-source provision, stakeholders’ participation in LMS improvement and building an independent research and development team), as well as four threats (competitive LMS market, lack of appropriate rules and regulations, insufficient financial resources and limitations in infrastructure and facilities).Conclusion: The findings of this study can assist higher education authorities in effectively taking economic, technical, pedagogical, legal, and interdisciplinary human resource factors into account to ensure successful implementation and continuous improvement of a new LMS.
Original Article
Madhuri Dindalkoppa; Priyanka Sangappa Murgod; Prajna K Shetty; Ganga S Pilli; Shivani S Rao
Abstract
Background: Traditional classroom lecture has been the backbone of medical education for a long time. Though effective, it has inherent problems of active student engagement and facilitation of learning for better outcomes. In contrast, innovative small-group learning methods like the Fish bowl technique ...
Read More
Background: Traditional classroom lecture has been the backbone of medical education for a long time. Though effective, it has inherent problems of active student engagement and facilitation of learning for better outcomes. In contrast, innovative small-group learning methods like the Fish bowl technique promote active participation and foster learning.
Objectives: The study aims to analyze the combined utility of the Fish bowl technique along with lecture and to compare students’ perceptions of its effectiveness.
Methods: A quasi-experimental crossover study was conducted among second-phase medical undergraduate students in the Department of Pathology. The students were primed about the topic via a didactic lecture which was followed by a pre-test. The study consisted of 138 students, who were divided into six groups across 2 days/week (three batches/day), each group consisted of 23 students, and a Fish bowl discussion was conducted. At the end of the session, a post-test was done and feedback was taken from students.
Results: There was statistical improvement in post-test scores of the Fish bowl technique, a gain of 16.81% as compared to the pre-test score. Lecture followed by Fish bowl sessions stimulated more interest (75.36%), increased active participation (86.23%), and improved satisfaction of learning (73.91%) amongst students as compared to lecture only. The retention of the study subject, coverage of important concepts, and meaningful discussion was better with lecture along with Fish bowl discussion.
Conclusion: The combination of traditional and Fish bowl technique proved to be a positive learning experience for students. Fish bowl is an effective student-centric method that piques curiosity, promotes active participation, and fosters critical thinking.
Original Article
Mehrnoosh Khoshnoodifar; Mahnaz Torbaty Fayzabadi; Somayeh Akbari Farmad; Hosnieh Raoufian
Abstract
Background: E-learning has become an essential element of modern education, significantly enhancing instructional effectiveness. Empowering faculty members through structured e-learning programs is vital for improving their teaching skills, particularly in medical education, where flexibility and digital ...
Read More
Background: E-learning has become an essential element of modern education, significantly enhancing instructional effectiveness. Empowering faculty members through structured e-learning programs is vital for improving their teaching skills, particularly in medical education, where flexibility and digital literacy are increasingly important.
Objectives: This study aimed to implement and evaluate a mobile-based educational program and a specialized e-learning empowerment course for faculty members, focusing on professional development in digital instruction and medical education.
Methods: This quasi-experimental study, employing a design and development approach focused on educational tool creation and pilot evaluation, followed a systematic process. It began with a review of the literature and expert consultations to identify the educational and technical needs of faculty members. A needs assessment questionnaire was administered to 30 purposively selected faculty members. Using the ASSURE instructional design model, the application—including platform design and programming—was developed. A pilot version was tested for two weeks on another group of 30 faculty members. Feedback was collected, and iterative improvements were made. Data were analyzed using SPSS, focusing on user satisfaction and learning outcomes.
Results: Faculty members showed moderate familiarity with instructional design models and limited knowledge of content authoring tools. The participants achieved an average score of 9.8 out of 12 and reported high satisfaction with usability, content quality, and functionality.
Conclusion: The study effectively identified faculty development needs and integrated them into a tailored mobile application. The pilot evaluation indicated high satisfaction and educational impact, offering a promising model for developing future digital tools to support faculty empowerment in higher education.
Brief report
Fatemeh Imani; Ehsan Memarbashi; Zohre Gerivani; Malihe Raam; Maedeh Hooshmanh; Nasrin Kamali; Maliheh Shirzad
Abstract
Background: The educational environment is defined as the academic atmosphere within a university from the perspectives of all its members, and the clinical environment, as an indispensable and vital component of clinical education, plays a crucial role in achieving educational goals.Objectives: The ...
Read More
Background: The educational environment is defined as the academic atmosphere within a university from the perspectives of all its members, and the clinical environment, as an indispensable and vital component of clinical education, plays a crucial role in achieving educational goals.Objectives: The present study aimed to assess the educational environment of operating rooms in teaching hospitals affiliated with Birjand University of Medical Sciences.Methods: This descriptive-analytical cross-sectional study was conducted on 266 undergraduate operating room and anesthesiology students at Birjand University of Medical Sciences in 2023. Sampling was performed in a convenience and purposeful manner from eligible educational departments. The Iranian Measure of Operating Theater Educational Climate (IMOTEC) questionnaire was employed for data collection. Data were analyzed using Mann-Whitney U and Kruskal-Wallis tests in SPSS software at a 95% confidence level.Results: The mean score of the operating room educational climate was assessed as favorable (68.68 ± 19.48). Among the demographic variables, it was reported that age and academic semester had significant relationships with the mean score of the operating room educational climate (P = 0.026).Conclusion: Most operating room and anesthesiology students at Birjand University of Medical Sciences perceived the operating room educational climate as favorable. However, it is advisable for responsible authorities to make decisions that improve the quality of education and minimize educational disparities across centers.
Original Article
Nahid Ramazani; Dina Maleki; Fatemeh Akhavanfard; Hassan Askani
Abstract
Background: Undergraduate students cope with different aspects of dental learning creating stressful situations automatically.
Objectives: This study aimed to evaluate clinical anxiety and coping mechanisms in students.
Methods: This cross-sectional study involved 218 dental students from the fourth ...
Read More
Background: Undergraduate students cope with different aspects of dental learning creating stressful situations automatically.
Objectives: This study aimed to evaluate clinical anxiety and coping mechanisms in students.
Methods: This cross-sectional study involved 218 dental students from the fourth to sixth year at Zahedan University of Medical Sciences. Questionnaires, including the MMMS and CSIS, were utilized to identify anxiety-inducing situations and various coping strategies. Participants assessed their anxiety levels regarding specific situations on a 4-point scale, categorizing them as “not anxious,” “fairly anxious,” or “severely anxious.” Using the CSIS, participants indicated their coping strategies, which were scored on a 3-point scale. The subgroup with the highest scores was designated as the primary coping strategy. Statistical analyses, including Chi-square, Fisher Exact Test, Independent t-test, and One-way ANOVA, were conducted using SPSS 22 at a significance level of 0.05.
Results: Response rate was 92%. The mean clinical anxiety score was 2.09±0.33. The majority was fairly anxious. Levels of clinical anxiety showed a significant relation with age (P<0.001), and academic year (P=0.002). Mean score of clinical anxiety was significantly differed due to age (P<0.001), and academic year (P<0.001). No significant relationship was found between clinical anxiety and gender; neither qualitatively nor quantitatively. Seeking Social Support was the most prevalent coping. Coping had no relation with age, gender, academic year and level of clinical anxiety.
Conclusion: Younger students and those new to clinical training experience higher anxiety, underscoring targeted interventions. Dental schools should implement mental health support to enhance the student well-being preventing psychological challenges.
Viewpoint
Saurabh RamBihariLal Shrivastava
Abstract
Background: The residency period is required not only to acquire specialty-specific knowledge and skills but also to grow as clinicians, mentors, and leaders within their medical communities.
Objectives: The objectives of the current article are to identify the existing gaps in the role of residents ...
Read More
Background: The residency period is required not only to acquire specialty-specific knowledge and skills but also to grow as clinicians, mentors, and leaders within their medical communities.
Objectives: The objectives of the current article are to identify the existing gaps in the role of residents as teachers, formulate a stepwise plan for the implementation of microteaching for residents, ascertain challenges in implementing microteaching among residents, and propose targeted solutions to overcome these identified challenges.
Methods: This viewpoint was developed by searching published literature on resident-led teaching and microteaching practices in postgraduate medical education. Moreover, practical suggestions were proposed, keeping in mind the contextual challenges reported in medical institutions.
Results: To master these roles, residents must engage in teaching-related activities, which can be directed to their peers, junior residents, interns, or undergraduate students. Most postgraduate residency programs lack a structured teaching-skills training component. Acknowledging the fact that skilled resident teachers can immensely contribute to the vision and mission of the Institute, there is a definite need to give them opportunities to teach and refine their skills. There lies the need to introduce a structured microteaching program for residents to improve their teaching skills.
Conclusion: In conclusion, postgraduate residents are given a limited number of opportunities to improve their teaching skills during the residency period, and introducing microteaching for them could help immensely in preparing them for their roles as teachers. The need of the hour is to adopt a stepwise plan, encompassing the involvement of all stakeholders, to derive maximum benefits and create a robust educational environment in residency programs.
