Parastoo Hosseinabadi, P. Asgari, Saeed Bakhtiarpour
Background: Among the many benefits of curiosity and knowledge, research stands out as it unveils an entirely new realm. A thorough research, when pursued with ample commitment, can lead to substantial advancements in the field. This study examined the impact of academic stress and scientific motivation on prognosticating research spirit among the students of medical sciences. Methods: In this cross-sectional study, a statistical population was formed by all students of medical sciences in Ilam (Iran) in 2022, and a sample of 301 individuals was selected using the convenience sampling method. Data were collected using the Research Spirit Scale, Academic Stress Questionnaire, and Scientific Motivation Questionnaire. The data were then analyzed using the Pearson correlation coefficient and stepwise regression. Results: The findings of the research indicated a significant negative correlation between academic stress and research spirit (r=-0.36, P<0.001), and a significant positive correlation between scientific motivation and research spirit (r=0.53, P<0.001). Academic stress and scientific motivation accounted for 35% of the variance in the research spirit among medical students. Furthermore, the results suggested that academic stress had a more substantial role in predicting the research spirit of the students. Conclusion: Based on the findings, focusing on scientific motivation and strategizing to alleviate academic stress students in medical sciences can help enhance their research spirit.
{"title":"The role of academic stress and scientific motivation in predicting research spirit among the students of medicalsciences","authors":"Parastoo Hosseinabadi, P. Asgari, Saeed Bakhtiarpour","doi":"10.34172/rdme.33203","DOIUrl":"https://doi.org/10.34172/rdme.33203","url":null,"abstract":"<strong data-sider-select-id=\"ec246075-2282-4af4-b656-cd0d6c49f0da\">Background: Among the many benefits of curiosity and knowledge, research stands out as it unveils an entirely new realm. A thorough research, when pursued with ample commitment, can lead to substantial advancements in the field. This study examined the impact of academic stress and scientific motivation on prognosticating research spirit among the students of medical sciences. <strong data-sider-select-id=\"50f27292-3f28-46e4-9061-3264398a34c4\">Methods: In this cross-sectional study, a statistical population was formed by all students of medical sciences in Ilam (Iran) in 2022, and a sample of 301 individuals was selected using the convenience sampling method. Data were collected using the Research Spirit Scale, Academic Stress Questionnaire, and Scientific Motivation Questionnaire. The data were then analyzed using the Pearson correlation coefficient and stepwise regression. <strong data-sider-select-id=\"0d2167dc-cef2-46fb-9f9e-a78cb5ca672a\">Results: The findings of the research indicated a significant negative correlation between academic stress and research spirit (r=-0.36, P<0.001), and a significant positive correlation between scientific motivation and research spirit (r=0.53, P<0.001). Academic stress and scientific motivation accounted for 35% of the variance in the research spirit among medical students. Furthermore, the results suggested that academic stress had a more substantial role in predicting the research spirit of the students. <strong data-sider-select-id=\"282ac8e9-922d-45de-80fc-addc17d3c6f6\">Conclusion: Based on the findings, focusing on scientific motivation and strategizing to alleviate academic stress students in medical sciences can help enhance their research spirit.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"41 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hassan Afsharipour, Mehry Haddad Narafshan, L. Anjomshoa
Background: Contemporary technologies have created a unique set of circumstances that shape the life experiences and identities of medical students. These circumstances diverge and extend beyond the contexts experienced by previous generations in the pre-digital era. Methods: We explored how medical students’ identity development and English language performance were related in technology-integrated classrooms from February to June 2023. The research, a cross-sectional quantitative survey, studied 450 medical students at Islamic Azad University of Kerman, Iran. The study, a cross-sectional quantitative survey, was conducted on 450 medical students at the Islamic Azad University of Kerman, Iran. To collect the data, an identity development questionnaire in technology-integrated classrooms was submitted to participants either in person or via email. Data were collected using an identity development questionnaire in technology-integrated classrooms, and distributed to participants in person or via email. Furthermore, the participants’ English language proficiency scores reported by their English instructors were used to assess their English language performance. Results: The study found a positive correlation between identity development, its sub-scales, and the participants’ English language performance in technology-integrated classrooms. Commitment-making emerged as the most efficacious factor in predicting English Language Proficiency within the ambit of identity development. Within the scope of identity development, commitment-making was identified as the most effective factor in predicting English language proficiency. Conclusion: While contemporary digital technologies are not crucial for identity formation, they offer enriched opportunities for individuals to explore and express their sense of self. Particularly in the medical field, students can utilize these technologies to engage in diverse and collaborative interactions. This not only allows them to connect with others and participate in various communication modes, but also aids in the expression of their identity, idea exchange, and information acquisition across various contexts.
{"title":"The relationship between identity development and medical students’ performance in technology-integrated English language classrooms","authors":"Hassan Afsharipour, Mehry Haddad Narafshan, L. Anjomshoa","doi":"10.34172/rdme.33154","DOIUrl":"https://doi.org/10.34172/rdme.33154","url":null,"abstract":"Background: Contemporary technologies have created a unique set of circumstances that shape the life experiences and identities of medical students. These circumstances diverge and extend beyond the contexts experienced by previous generations in the pre-digital era. Methods: We explored how medical students’ identity development and English language performance were related in technology-integrated classrooms from February to June 2023. The research, a cross-sectional quantitative survey, studied 450 medical students at Islamic Azad University of Kerman, Iran. The study, a cross-sectional quantitative survey, was conducted on 450 medical students at the Islamic Azad University of Kerman, Iran. To collect the data, an identity development questionnaire in technology-integrated classrooms was submitted to participants either in person or via email. Data were collected using an identity development questionnaire in technology-integrated classrooms, and distributed to participants in person or via email. Furthermore, the participants’ English language proficiency scores reported by their English instructors were used to assess their English language performance. Results: The study found a positive correlation between identity development, its sub-scales, and the participants’ English language performance in technology-integrated classrooms. Commitment-making emerged as the most efficacious factor in predicting English Language Proficiency within the ambit of identity development. Within the scope of identity development, commitment-making was identified as the most effective factor in predicting English language proficiency. Conclusion: While contemporary digital technologies are not crucial for identity formation, they offer enriched opportunities for individuals to explore and express their sense of self. Particularly in the medical field, students can utilize these technologies to engage in diverse and collaborative interactions. This not only allows them to connect with others and participate in various communication modes, but also aids in the expression of their identity, idea exchange, and information acquisition across various contexts.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Challenges in the educational system of maxillofacial surgery residency training in Iran: Monodisciplinarity system or dual degree system?","authors":"Arash Azarbyjani, Mehrdad Shahraki, Sadra Amirpour Haradasht","doi":"10.34172/rdme.2024.33190","DOIUrl":"https://doi.org/10.34172/rdme.2024.33190","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"162 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The use of social media (communication applications) in the training of medical students, especially oral and maxillofacial surgery residents in Iran","authors":"Mehrdad Shahraki, Niloofar Ebrahimzade, Sadra Amirpour Haradasht","doi":"10.34172/rdme.2024.33157","DOIUrl":"https://doi.org/10.34172/rdme.2024.33157","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"232 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.34172/rdme.2023.32038
Arvinth Arthanareeswaran, Suganya Ezhilarasan
Background: Previously resistant to change, medical professionals have now embraced e-teaching as a modern technology and the COVID-19 pandemic has compelled the entire world to accept it as a fundamental tool for education. This study aimed to evaluate the challenges and acceptance of E-teaching by medical professionals during the COVID-19 pandemic. Methods: An electronic form questionnaire was designed and validated according to the Technology Acceptance Model (TAM) to find out the factors that affect the acceptance and use of E-teaching by medical professionals. Results: Most of the participants (88%) agreed that the technological skills of giving online courses increase the educational value and experience of teaching medical professionals. The highest barrier to E-teaching was unsteady internet connectivity (56%), inadequate internet data(48%), lack of computers/ laptops (16.5%), and technical problems (73%). The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of E-teaching was (83.1%, 81.4%, and 88.6% respectively). Conclusion: In our current study, most of the participants strongly agreed with the perceived usefulness, perceived ease of use, and acceptance of E-teaching. It is evident that online teaching will persist, and education will increasingly adopt a hybrid model.
{"title":"Challenges and acceptance of e-teaching among medical professionals during the COVID-19 pandemic","authors":"Arvinth Arthanareeswaran, Suganya Ezhilarasan","doi":"10.34172/rdme.2023.32038","DOIUrl":"https://doi.org/10.34172/rdme.2023.32038","url":null,"abstract":"Background: Previously resistant to change, medical professionals have now embraced e-teaching as a modern technology and the COVID-19 pandemic has compelled the entire world to accept it as a fundamental tool for education. This study aimed to evaluate the challenges and acceptance of E-teaching by medical professionals during the COVID-19 pandemic. Methods: An electronic form questionnaire was designed and validated according to the Technology Acceptance Model (TAM) to find out the factors that affect the acceptance and use of E-teaching by medical professionals. Results: Most of the participants (88%) agreed that the technological skills of giving online courses increase the educational value and experience of teaching medical professionals. The highest barrier to E-teaching was unsteady internet connectivity (56%), inadequate internet data(48%), lack of computers/ laptops (16.5%), and technical problems (73%). The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of E-teaching was (83.1%, 81.4%, and 88.6% respectively). Conclusion: In our current study, most of the participants strongly agreed with the perceived usefulness, perceived ease of use, and acceptance of E-teaching. It is evident that online teaching will persist, and education will increasingly adopt a hybrid model.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"11 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139168937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.34172/rdme.2023.33151
Amirali Ameryoun, Sara Jambarsang, Haniyeh Akhoundi, Roohollah Askari
Background: It is necessary to evaluate the program to measure and maintain its quality during implementation. This study aimed to evaluate the Bachelor of Healthcare Management educational program at Yazd University of Medical Sciences using the CIPP (Context, Input, Process, Product) evaluation model. Methods: This descriptive-cross-sectional study was conducted at Yazd University of Medical Sciences in 2023, with the participation of 8 faculty members, 95 students, and 327 graduates. Three questionnaires, encompassing four dimensions and nine domains, were used as data collection tools. The data were analyzed using the SPSS software (version 27), employing the ANOVA test and descriptive statistics. Results: In terms of context, input, process, and product, the overall scores for the educational program of the course were 3.03, 2.96, 3.06, and 2.99, respectively. Concerning the overall score across all dimensions, faculty members scored higher than students, and a statistically significant difference was observed between the overall scores of faculty members and students. A significant correlation was found among the dimensions investigated. In general, this training course was evaluated at a relatively favorable level. Conclusion: Given the course’s low score in the ‘appropriateness of curricula with approved topics’ section, it is feasible to increase the program’s overall desirability by implementing some modifications in the course topics and accentuating the students’ skill development.
{"title":"Evaluating the educational program of bachelor of science in healthcare management using CIPP model: A case study at Yazd University of Medical Sciences","authors":"Amirali Ameryoun, Sara Jambarsang, Haniyeh Akhoundi, Roohollah Askari","doi":"10.34172/rdme.2023.33151","DOIUrl":"https://doi.org/10.34172/rdme.2023.33151","url":null,"abstract":"Background: It is necessary to evaluate the program to measure and maintain its quality during implementation. This study aimed to evaluate the Bachelor of Healthcare Management educational program at Yazd University of Medical Sciences using the CIPP (Context, Input, Process, Product) evaluation model. Methods: This descriptive-cross-sectional study was conducted at Yazd University of Medical Sciences in 2023, with the participation of 8 faculty members, 95 students, and 327 graduates. Three questionnaires, encompassing four dimensions and nine domains, were used as data collection tools. The data were analyzed using the SPSS software (version 27), employing the ANOVA test and descriptive statistics. Results: In terms of context, input, process, and product, the overall scores for the educational program of the course were 3.03, 2.96, 3.06, and 2.99, respectively. Concerning the overall score across all dimensions, faculty members scored higher than students, and a statistically significant difference was observed between the overall scores of faculty members and students. A significant correlation was found among the dimensions investigated. In general, this training course was evaluated at a relatively favorable level. Conclusion: Given the course’s low score in the ‘appropriateness of curricula with approved topics’ section, it is feasible to increase the program’s overall desirability by implementing some modifications in the course topics and accentuating the students’ skill development.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"23 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.34172/rdme.2023.33143
N. Yamani, Mozhdeh Delzendeh, Peyman Adibi, Amin Beigzadeh
Background: Teaching medical students at the bedside to foster a spectrum of essential skills can only be acquired if an educational method is utilized in rounding practices regularly. Therefore, this study aimed to identify the best model for conducting bedside rounds from the perspectives of medical teachers and students in our context. Methods: This qualitative exploratory descriptive study, using interviews and observations, was conducted at the Kerman University of Medical Sciences, Iran in 2020. We recruited skilled bedside teachers/role models (n=6) and medical students (n=8) based on snowball and purposive sampling techniques. Data were collected through (A) semi-structured individual interviews and (B) observation of clinical rounds. We used deductive content analysis to analyze data using MAXQDA software version 12. The trustworthiness of the data was evaluated based on four criteria: credibility, transferability, dependability, and confirmability. Results: In total, this study involved 14 participants, which included 6 bedside role models and 8 medical students. The mean age of medical teachers and medical students was 50 and 29.6 years, respectively. The mean duration of the interviews for medical teachers, medical students, interns, and residents was 20, 25, 30, and 20 minutes, respectively. The findings revealed three cycles and twelve phases that contribute to the development of the optimal bedside teaching model. These include the preparation cycle (comprising preparation, planning, and orientation), the clinical exposure cycle (which involves introduction, interaction, instruction, reinforcement, supervision, and summarization), and the conclusion cycle (consisting of debriefing, feedback, and reflection). Conclusion: An educational model can better facilitate the acquisition of the entire range of clinical skills and professional behaviors, which are indispensable components of learning. The experiences obtained from batches of participants in our context have been instrumental in developing an essential model that fosters both tangible and intangible skills, thereby producing competent doctors.
{"title":"An educational model to teach at the bedside: A qualitative exploratory descriptive study","authors":"N. Yamani, Mozhdeh Delzendeh, Peyman Adibi, Amin Beigzadeh","doi":"10.34172/rdme.2023.33143","DOIUrl":"https://doi.org/10.34172/rdme.2023.33143","url":null,"abstract":"Background: Teaching medical students at the bedside to foster a spectrum of essential skills can only be acquired if an educational method is utilized in rounding practices regularly. Therefore, this study aimed to identify the best model for conducting bedside rounds from the perspectives of medical teachers and students in our context. Methods: This qualitative exploratory descriptive study, using interviews and observations, was conducted at the Kerman University of Medical Sciences, Iran in 2020. We recruited skilled bedside teachers/role models (n=6) and medical students (n=8) based on snowball and purposive sampling techniques. Data were collected through (A) semi-structured individual interviews and (B) observation of clinical rounds. We used deductive content analysis to analyze data using MAXQDA software version 12. The trustworthiness of the data was evaluated based on four criteria: credibility, transferability, dependability, and confirmability. Results: In total, this study involved 14 participants, which included 6 bedside role models and 8 medical students. The mean age of medical teachers and medical students was 50 and 29.6 years, respectively. The mean duration of the interviews for medical teachers, medical students, interns, and residents was 20, 25, 30, and 20 minutes, respectively. The findings revealed three cycles and twelve phases that contribute to the development of the optimal bedside teaching model. These include the preparation cycle (comprising preparation, planning, and orientation), the clinical exposure cycle (which involves introduction, interaction, instruction, reinforcement, supervision, and summarization), and the conclusion cycle (consisting of debriefing, feedback, and reflection). Conclusion: An educational model can better facilitate the acquisition of the entire range of clinical skills and professional behaviors, which are indispensable components of learning. The experiences obtained from batches of participants in our context have been instrumental in developing an essential model that fosters both tangible and intangible skills, thereby producing competent doctors.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"91 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Educational evaluation is one of the main pillars of educational systems, and course evaluation is a survey that students or course members complete at the end of a class or academic course. This study aims to evaluate the ‘Artificial Intelligence Fall School Program’ at Smart University of Medical Sciences. Methods: This study was conducted by collecting on various aspects of the course, including the course structure, teaching methods, instructors, scientific evaluations, and pre- and post-course tests. The course evaluation was conducted using an online questionnaire. In the initial phase of the study, the sample size was determined to be 96 participants, as calculated using Cochran’s formula. The research data were statistically analyzed at two levels: descriptive and inferential. Descriptive analysis was performed using statistical indicators such as frequency, percentage, and mean. The inferential analysis was conducted using the paired t test. Analyses were performed using SPSS 22. Results: From the viewpoint of the participants, all artificial intelligence (AI) schools in the field of medical sciences were deemed satisfactory. A paired t test was used to analyze and compare the pre-test and post-test scores of participants in the Fall AI schools. The results indicated an increase in the post-test scores of participants, following their involvement in the seven-week AI schools, compared to their pre-test scores. Conclusion: This evaluative study offers crucial insights into the effectiveness of the "Fall AI Schools" training program in fostering AI proficiency among medical professionals. The quantitative findings reveal a statistically significant positive response and learning outcomes among the participants across the seven specialized schools.
背景：教育评价是教育系统的主要支柱之一，课程评价是学生或课程成员在课堂或学术课程结束时完成的调查。本研究旨在对智能医科大学的 "人工智能秋季学校课程 "进行评估。方法：本研究通过收集课程的各个方面，包括课程结构、教学方法、授课教师、科学评价以及课前和课后测试来进行。课程评估采用在线问卷调查的方式进行。在研究的初始阶段，根据科克伦公式计算，确定样本量为 96 名参与者。研究数据在两个层面上进行了统计分析：描述性分析和推论性分析。描述性分析使用频率、百分比和平均值等统计指标。推论分析采用配对 t 检验。分析使用 SPSS 22 进行。结果从参与者的角度来看，医学科学领域的所有人工智能（AI）学校都被认为是令人满意的。使用配对 t 检验分析和比较了秋季人工智能学校学员的前测和后测分数。结果表明，学员在参加为期七周的人工智能学校学习后，其后测成绩比前测成绩有所提高。结论这项评估研究为 "秋季人工智能学校 "培训计划在提高医务人员人工智能能力方面的成效提供了重要的启示。定量研究结果表明，七所专业学校的学员在统计学上都取得了显著的积极反应和学习成果。
{"title":"Evaluation of artificial intelligence fall school program at Smart University of Medical Sciences","authors":"Babak Sabet, Hamed Khani, Ali Namaki, Amin Habibi, Somayeh Rajabzadeh, Sajad Shafiekhani","doi":"10.34172/rdme.2023.33142","DOIUrl":"https://doi.org/10.34172/rdme.2023.33142","url":null,"abstract":"Background: Educational evaluation is one of the main pillars of educational systems, and course evaluation is a survey that students or course members complete at the end of a class or academic course. This study aims to evaluate the ‘Artificial Intelligence Fall School Program’ at Smart University of Medical Sciences. Methods: This study was conducted by collecting on various aspects of the course, including the course structure, teaching methods, instructors, scientific evaluations, and pre- and post-course tests. The course evaluation was conducted using an online questionnaire. In the initial phase of the study, the sample size was determined to be 96 participants, as calculated using Cochran’s formula. The research data were statistically analyzed at two levels: descriptive and inferential. Descriptive analysis was performed using statistical indicators such as frequency, percentage, and mean. The inferential analysis was conducted using the paired t test. Analyses were performed using SPSS 22. Results: From the viewpoint of the participants, all artificial intelligence (AI) schools in the field of medical sciences were deemed satisfactory. A paired t test was used to analyze and compare the pre-test and post-test scores of participants in the Fall AI schools. The results indicated an increase in the post-test scores of participants, following their involvement in the seven-week AI schools, compared to their pre-test scores. Conclusion: This evaluative study offers crucial insights into the effectiveness of the \"Fall AI Schools\" training program in fostering AI proficiency among medical professionals. The quantitative findings reveal a statistically significant positive response and learning outcomes among the participants across the seven specialized schools.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"49 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.34172/rdme.2023.33112
D. Kumar V, Raveendranath V, N. Biswal
Background: As a part of the "triangulation approach" for remodeling teaching-learning pedagogy related to embryology, we conceived the idea of comparing the motivational component profiles of first-year and final-year students, who might have realized the salience of learning embryology after seeing remarkable cases of congenital malformations. Methods: We used an observational study design for assessing the interrelation of motivational component profiles between both cohorts using the Science Motivation Questionnaire II (SMQ II)1. Of the total sample size of 150 first-year students, 126 agreed to participate, and similarly, out of 150 final-year students, 105 had consented to participation [‘convenience’ model of sampling]. The measures of central tendency, i.e., mean and standard deviation, were calculated for each item, and the Mann-Whitney test was utilized to compare the mean score of each motivational component. Results: Our results indicate that the overall motivational profile for learning embryology differs among first and final-year students. The mean intrinsic motivation and self-determination scores were slightly higher in the first-year cohort, whereas self-efficacy scores were slightly higher in the final-year cohort. This information integrates students’ levels and types of motivation into the planning, delivery, and evaluation of medical education. Conclusion: Despite being one of the key components of self-regulated learning, motivational component profiles remain unaddressed in contemporary medical education owing to their abstractness and subjectivity in terms of documentation. The current study helped us envisage the difference in motivational component profiles toward learning embryology in cross-section. It also senses the need for incorporating motivational short courses in undergraduate curricula, especially in remediation programs.
{"title":"Motivational component profiles in learning embryology: A comparative study between first and final year medical students","authors":"D. Kumar V, Raveendranath V, N. Biswal","doi":"10.34172/rdme.2023.33112","DOIUrl":"https://doi.org/10.34172/rdme.2023.33112","url":null,"abstract":"Background: As a part of the \"triangulation approach\" for remodeling teaching-learning pedagogy related to embryology, we conceived the idea of comparing the motivational component profiles of first-year and final-year students, who might have realized the salience of learning embryology after seeing remarkable cases of congenital malformations. Methods: We used an observational study design for assessing the interrelation of motivational component profiles between both cohorts using the Science Motivation Questionnaire II (SMQ II)1. Of the total sample size of 150 first-year students, 126 agreed to participate, and similarly, out of 150 final-year students, 105 had consented to participation [‘convenience’ model of sampling]. The measures of central tendency, i.e., mean and standard deviation, were calculated for each item, and the Mann-Whitney test was utilized to compare the mean score of each motivational component. Results: Our results indicate that the overall motivational profile for learning embryology differs among first and final-year students. The mean intrinsic motivation and self-determination scores were slightly higher in the first-year cohort, whereas self-efficacy scores were slightly higher in the final-year cohort. This information integrates students’ levels and types of motivation into the planning, delivery, and evaluation of medical education. Conclusion: Despite being one of the key components of self-regulated learning, motivational component profiles remain unaddressed in contemporary medical education owing to their abstractness and subjectivity in terms of documentation. The current study helped us envisage the difference in motivational component profiles toward learning embryology in cross-section. It also senses the need for incorporating motivational short courses in undergraduate curricula, especially in remediation programs.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"211 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-04DOI: 10.34172/rdme.2023.33132
Parastoo Hosseinabadi, P. Asgari, Saeed Bakhtiarpour
Background: Research competence and self-efficacy are crucial skills for medical students, as they significantly enhance their involvement in research activities. The current study aimed to investigate the relationship between spiritual intelligence and academic stress with research selfefficacy in medical students in Ilam. Methods: The statistical population of this descriptive-correlational study included all medical students of higher education in Ilam (Iran) in 2022. The convenience sampling method was employed to select 301 students as the research sample, and the Pearson correlation coefficient was used with stepwise regression for data analysis. The research instruments included the Research Self-Efficacy Scale, Spiritual Intelligence Questionnaire, and Academic Stress Inventory (ASI). Results: The results indicated a significant positive correlation between spiritual intelligence and research self-efficacy, whereas there was a negative significant relationship between academic stress and research self-efficacy (P<0.001). Moreover, spiritual intelligence and academic stress explained 18% of the variance in research self-efficacy of students; however, spiritual intelligence contributed more to research self-efficacy. Conclusion: Given the research results and the pivotal role of students in the future development of every country, it is possible to perceive and believe in their competence in light of a powerful factor such as spirituality.
{"title":"Predicting research self-efficacy through spiritual intelligence and academic stress in medical students","authors":"Parastoo Hosseinabadi, P. Asgari, Saeed Bakhtiarpour","doi":"10.34172/rdme.2023.33132","DOIUrl":"https://doi.org/10.34172/rdme.2023.33132","url":null,"abstract":"Background: Research competence and self-efficacy are crucial skills for medical students, as they significantly enhance their involvement in research activities. The current study aimed to investigate the relationship between spiritual intelligence and academic stress with research selfefficacy in medical students in Ilam. Methods: The statistical population of this descriptive-correlational study included all medical students of higher education in Ilam (Iran) in 2022. The convenience sampling method was employed to select 301 students as the research sample, and the Pearson correlation coefficient was used with stepwise regression for data analysis. The research instruments included the Research Self-Efficacy Scale, Spiritual Intelligence Questionnaire, and Academic Stress Inventory (ASI). Results: The results indicated a significant positive correlation between spiritual intelligence and research self-efficacy, whereas there was a negative significant relationship between academic stress and research self-efficacy (P<0.001). Moreover, spiritual intelligence and academic stress explained 18% of the variance in research self-efficacy of students; however, spiritual intelligence contributed more to research self-efficacy. Conclusion: Given the research results and the pivotal role of students in the future development of every country, it is possible to perceive and believe in their competence in light of a powerful factor such as spirituality.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"17 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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