H. Naderi, H. Dehghan, Shahrbanoo Dehrouyeh, Elahe Tajik
Background: Academic burnout is a serious threat that can affect any student’s academic life, especially nursing students. Sleep quality and a healthy lifestyle are variables are related to academic burnout. This study aimed to predict undergraduate nursing students’ academic burnout based on sleep quality and lifestyle. Methods: The study was descriptive and correlational in design. The statistical population included all undergraduate nursing students of the Razi School of Nursing and Midwifery at the Kerman University of Medical Sciences (Kerman, Iran; 2016-2017 academic year). Of 270 students,143 students were selected using a random cluster sampling method. The Academic Burnout Questionnaire, the Pittsburgh Sleep Quality Index (PSQI), and the LifeStyle Inventory were used to collect data. A linear regression analysis using the enter method was employed for data analysis. Results: There was a significantly positive correlation between students’ academic burnout and total PSQI score (P=0.000, r=0.547) and some of its sub-scales, including subjective sleep quality (P=0.000, r=0.607), sleep latency (P=0.019, r=0.196), sleep duration (P=0.014, r=0.206), sleep disturbance (P=0.000, r=0.346), and daytime dysfunction due to sleepiness (P=0.000, r=0.654). Conversely, the relationship between students’ academic burnout and healthy lifestyle was negatively significant (P=0.000, r=-0.507). Thus, the potential for undergraduate nursing students’ academic burnout can be predicted by sleep quality and lifestyle (P=0.000, F=23.480). Conclusions: By improving sleep quality and living a healthier lifestyle, students may be less likely to experience academic burnout.
{"title":"Academic burnout among undergraduate nursing students: Predicting the role of sleep quality and healthy lifestyle","authors":"H. Naderi, H. Dehghan, Shahrbanoo Dehrouyeh, Elahe Tajik","doi":"10.34172/RDME.2021.016","DOIUrl":"https://doi.org/10.34172/RDME.2021.016","url":null,"abstract":"Background: Academic burnout is a serious threat that can affect any student’s academic life, especially nursing students. Sleep quality and a healthy lifestyle are variables are related to academic burnout. This study aimed to predict undergraduate nursing students’ academic burnout based on sleep quality and lifestyle. Methods: The study was descriptive and correlational in design. The statistical population included all undergraduate nursing students of the Razi School of Nursing and Midwifery at the Kerman University of Medical Sciences (Kerman, Iran; 2016-2017 academic year). Of 270 students,143 students were selected using a random cluster sampling method. The Academic Burnout Questionnaire, the Pittsburgh Sleep Quality Index (PSQI), and the LifeStyle Inventory were used to collect data. A linear regression analysis using the enter method was employed for data analysis. Results: There was a significantly positive correlation between students’ academic burnout and total PSQI score (P=0.000, r=0.547) and some of its sub-scales, including subjective sleep quality (P=0.000, r=0.607), sleep latency (P=0.019, r=0.196), sleep duration (P=0.014, r=0.206), sleep disturbance (P=0.000, r=0.346), and daytime dysfunction due to sleepiness (P=0.000, r=0.654). Conversely, the relationship between students’ academic burnout and healthy lifestyle was negatively significant (P=0.000, r=-0.507). Thus, the potential for undergraduate nursing students’ academic burnout can be predicted by sleep quality and lifestyle (P=0.000, F=23.480). Conclusions: By improving sleep quality and living a healthier lifestyle, students may be less likely to experience academic burnout.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41928749","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: According to Emile Durkheim’s theory, we can consider societies as having a collective consciousness. To predict the behavior of societies, it is wise to consider the most involved conflicts in their collective consciousness. Methods: We can use online behavior such as Google searches to find an approach to what goes on inside the souls of societies, because when many people search for a term, it means that there is a conflict about that term in the collective consciousness of that society. In this article, during the unprecedented situation that all countries around the globe are confronting due to the coronavirus disease 2019 (COVID-19) pandemic, we sought to track the online behavior of nine countries that were seriously involved. Results:As human conflicts are well categorized in Cloninger’s proposed planes of being, we selected search terms according to this category through conflict tables. Patterns of denial, recalling the Black Death, anxiousness, greed, competition, and tendencies of violence were also seen around the world. In most countries, the major findings/issues at the Spiritual, Intellectual, Emotional, Material and Sexual planes were those concerning "Compassion (Conciliation)", "Lack of Prudence", "Lack of Calmness and the Lack of Benevolence", and "Lack of Charity and Lack of Discretion or Forethought", respectively. Conclusion: Awakening each conflict can result in behaviors that concern both societies and government. Predicting these behaviors can help societies take necessary measures and interventions. This especially lends new insights for educational systems in setting policies.
{"title":"How online behavior demonstrates psychological conflicts in Emile Durkheim’s collective consciousness of societies highly involved in the COVID-19 pandemic","authors":"A. Farnam, B. Mousavi, Leyli Mohammad Khanli","doi":"10.34172/rdme.2021.015","DOIUrl":"https://doi.org/10.34172/rdme.2021.015","url":null,"abstract":"Background: According to Emile Durkheim’s theory, we can consider societies as having a collective consciousness. To predict the behavior of societies, it is wise to consider the most involved conflicts in their collective consciousness. Methods: We can use online behavior such as Google searches to find an approach to what goes on inside the souls of societies, because when many people search for a term, it means that there is a conflict about that term in the collective consciousness of that society. In this article, during the unprecedented situation that all countries around the globe are confronting due to the coronavirus disease 2019 (COVID-19) pandemic, we sought to track the online behavior of nine countries that were seriously involved. Results:As human conflicts are well categorized in Cloninger’s proposed planes of being, we selected search terms according to this category through conflict tables. Patterns of denial, recalling the Black Death, anxiousness, greed, competition, and tendencies of violence were also seen around the world. In most countries, the major findings/issues at the Spiritual, Intellectual, Emotional, Material and Sexual planes were those concerning \"Compassion (Conciliation)\", \"Lack of Prudence\", \"Lack of Calmness and the Lack of Benevolence\", and \"Lack of Charity and Lack of Discretion or Forethought\", respectively. Conclusion: Awakening each conflict can result in behaviors that concern both societies and government. Predicting these behaviors can help societies take necessary measures and interventions. This especially lends new insights for educational systems in setting policies.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44014320","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}
Farzaneh Iranmanesh, Mehry Haddad Narafshan, M. Golshan
Background: A recent trend in second language acquisition and learning has been oriented towards brain-based studies and its association with brain development and plasticity. There are currently unprecedented opportunities for contemporary understanding of the neurological basis of second language (L2) learning owing to recent advances in cognitive neuroscience. Brain functional and structural investigations have contributed remarkably to biological explanations of language acquisition in addition to behavioral explorations. Methods: This study used a meta-analysis of previous findings of functional neuroimaging studies to elucidate the neuroanatomy of language learning from a functional perspective. By synthesizing existing literature, brain activation areas associated with different language learning skills and their convergence and overlap with other areas of activation for other cognitive and motor skills are extracted to reveal consistent functional areas of the brain. The current study attempts to link psycholinguistic research and cognitive neuroscience in the mediation of L2 learning and teaching. This review paper begins with a theoretical view of brain structure and function and concludes with a practical model of brain-based language instruction, resulting in a deeper understanding of the field. Results: Organized, conjoining cognitive neuroscience findings and L2 acquisition and learning approaches provide an opportunity for collaboration in cross-disciplinary studies. They provide new insights into how our brain represents languages. This article reviews recent advancements in our understanding of the brain; structural and functional organization of the brain; the role the brain plays in emotion, cognition, and development; and its consequent implication in language instruction. In effect, taking neurocognitive findings into account may have potential in developing brain-based tasks for the benefit of second language instruction in educational settings. Based on the revealed structural and functional areas of the brain and their networks of connection and interaction, manipulating areas of demanded activity may be as efficient as doing physical exercise to strengthen muscles. Conclusion: Developing a systematic model of second language instruction compatible with brain functions and patterns can benefit the rate and proficiency of language learners, thus improving language teaching and learning outcomes. This paper will aid the quest for utilizing general information of brain functions and related methods in developing practical, efficient language instruction as well as enhancing interdisciplinary research studies in both language and cognitive neuroscience.
{"title":"A brain-based model of language instruction: from theory to practice","authors":"Farzaneh Iranmanesh, Mehry Haddad Narafshan, M. Golshan","doi":"10.34172/rdme.2021.017","DOIUrl":"https://doi.org/10.34172/rdme.2021.017","url":null,"abstract":"Background: A recent trend in second language acquisition and learning has been oriented towards brain-based studies and its association with brain development and plasticity. There are currently unprecedented opportunities for contemporary understanding of the neurological basis of second language (L2) learning owing to recent advances in cognitive neuroscience. Brain functional and structural investigations have contributed remarkably to biological explanations of language acquisition in addition to behavioral explorations. Methods: This study used a meta-analysis of previous findings of functional neuroimaging studies to elucidate the neuroanatomy of language learning from a functional perspective. By synthesizing existing literature, brain activation areas associated with different language learning skills and their convergence and overlap with other areas of activation for other cognitive and motor skills are extracted to reveal consistent functional areas of the brain. The current study attempts to link psycholinguistic research and cognitive neuroscience in the mediation of L2 learning and teaching. This review paper begins with a theoretical view of brain structure and function and concludes with a practical model of brain-based language instruction, resulting in a deeper understanding of the field. Results: Organized, conjoining cognitive neuroscience findings and L2 acquisition and learning approaches provide an opportunity for collaboration in cross-disciplinary studies. They provide new insights into how our brain represents languages. This article reviews recent advancements in our understanding of the brain; structural and functional organization of the brain; the role the brain plays in emotion, cognition, and development; and its consequent implication in language instruction. In effect, taking neurocognitive findings into account may have potential in developing brain-based tasks for the benefit of second language instruction in educational settings. Based on the revealed structural and functional areas of the brain and their networks of connection and interaction, manipulating areas of demanded activity may be as efficient as doing physical exercise to strengthen muscles. Conclusion: Developing a systematic model of second language instruction compatible with brain functions and patterns can benefit the rate and proficiency of language learners, thus improving language teaching and learning outcomes. This paper will aid the quest for utilizing general information of brain functions and related methods in developing practical, efficient language instruction as well as enhancing interdisciplinary research studies in both language and cognitive neuroscience.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43476563","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}
Z. Tajabadi, Matineh Sadat Miri, S. Ahmadi, Matineh Pourrahimi, M. Abdi, Hadi Jalilvand, Mohammad Helichi, Nadia Pirzade Moghaddam, Nafise Alinejade, Alireza Hazbenejad
Background: Students are considered part of the capital of each country. Several factors can affect their educational status and, as a result, contribute to their academic failure. The current study seeks to investigate the relationship between students’ academic failure and the affecting factors with the Iranian Educational Ranking of Universities. Methods: This is a descriptive cross-sectional study. The required sample size was calculated using Cochran’s formula. A researcher-made questionnaire with 5 parts was used to collect data. Kruskal Wallis and Spearman’s analysis of variance was used for analysis. The significance level was considered as 0.05. Results: A total of 1215 people participated; 13.7% of students had had an academic failure and 2.0% of them were on academic probation. There was a correlation between university RAD rank and academic failure (r = -0.098 and P = 0.0001) as well as student satisfaction (r = 0.264 – P = 0.0001). There was a significant difference between an academic drop and academic grade in three ranks of university (Pv= 0.0001), and, interestingly, having moved from Rank 1 to 3, having academic grade increases, and having academic failure decreases. Conclusion: According to the findings of this study, the higher ranked the college campus is on the RAD scale, the higher the academic failure rate. For annual assessment of universities, it is proposed that assessment of academic failure and grades be used as a benchmark.
{"title":"Factors affecting academic failure in medical students in Iran","authors":"Z. Tajabadi, Matineh Sadat Miri, S. Ahmadi, Matineh Pourrahimi, M. Abdi, Hadi Jalilvand, Mohammad Helichi, Nadia Pirzade Moghaddam, Nafise Alinejade, Alireza Hazbenejad","doi":"10.34172/RDME.2021.014","DOIUrl":"https://doi.org/10.34172/RDME.2021.014","url":null,"abstract":"Background: Students are considered part of the capital of each country. Several factors can affect their educational status and, as a result, contribute to their academic failure. The current study seeks to investigate the relationship between students’ academic failure and the affecting factors with the Iranian Educational Ranking of Universities. Methods: This is a descriptive cross-sectional study. The required sample size was calculated using Cochran’s formula. A researcher-made questionnaire with 5 parts was used to collect data. Kruskal Wallis and Spearman’s analysis of variance was used for analysis. The significance level was considered as 0.05. Results: A total of 1215 people participated; 13.7% of students had had an academic failure and 2.0% of them were on academic probation. There was a correlation between university RAD rank and academic failure (r = -0.098 and P = 0.0001) as well as student satisfaction (r = 0.264 – P = 0.0001). There was a significant difference between an academic drop and academic grade in three ranks of university (Pv= 0.0001), and, interestingly, having moved from Rank 1 to 3, having academic grade increases, and having academic failure decreases. Conclusion: According to the findings of this study, the higher ranked the college campus is on the RAD scale, the higher the academic failure rate. For annual assessment of universities, it is proposed that assessment of academic failure and grades be used as a benchmark.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41460009","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}
Shivayogappa S Teli, M. Senthilvelou, K. Soundariya, Deepika Velusami, S. Selvi, Mangani Mangalavalli
Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.
{"title":"Design, Implementation and Evaluation of Student-centric learning in Physiology","authors":"Shivayogappa S Teli, M. Senthilvelou, K. Soundariya, Deepika Velusami, S. Selvi, Mangani Mangalavalli","doi":"10.34172/RDME.2021.012","DOIUrl":"https://doi.org/10.34172/RDME.2021.012","url":null,"abstract":"Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226433","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: According to the National Medical Council (NMC) recommendation, the foundation course was carried out in our institution for I MBBS 2019 and 2020 students. The current study was done to solicit the viewpoints of the students and faculty members about the connection of the topics included in the foundation course. Methods: This cross-sectional study was carried out to seek the perspectives of students who took the foundation course and the faculties involving in teaching the topics allotted for the 2019 and 2020 MBBS students. Google Forms was used to collect the data, which was analyzed by Excel. Results: The general experience of the students and faculty was uniformly positive for 100% for both students and faculty in the 2019 group, and 94.1% and 97.8% for students and faculty, respectively, in the 2020 group. In the 2019 group, the skills module was recognized as the most appropriate module in the foundation course with (77.8%), followed by sports and extracurricular activities module (both at 64.6%). In the 2020 group, the professional development and ethics module was recognized as most appropriate by 89.3% of students, followed by the orientation module (83.3%) and language & computer skills module (80.9%) Conclusions: This Foundation Course for MBBS students provided before the start of the medical curriculum is a novel and useful step. Feedback from various colleges across India can help make this course still more useful.
{"title":"Novel foundation course for medical students: student and faculty perspectives","authors":"A. M, V. Mangasuli, Ganashree Cp, Yogesh D","doi":"10.34172/RDME.2021.011","DOIUrl":"https://doi.org/10.34172/RDME.2021.011","url":null,"abstract":"Background: According to the National Medical Council (NMC) recommendation, the foundation course was carried out in our institution for I MBBS 2019 and 2020 students. The current study was done to solicit the viewpoints of the students and faculty members about the connection of the topics included in the foundation course. Methods: This cross-sectional study was carried out to seek the perspectives of students who took the foundation course and the faculties involving in teaching the topics allotted for the 2019 and 2020 MBBS students. Google Forms was used to collect the data, which was analyzed by Excel. Results: The general experience of the students and faculty was uniformly positive for 100% for both students and faculty in the 2019 group, and 94.1% and 97.8% for students and faculty, respectively, in the 2020 group. In the 2019 group, the skills module was recognized as the most appropriate module in the foundation course with (77.8%), followed by sports and extracurricular activities module (both at 64.6%). In the 2020 group, the professional development and ethics module was recognized as most appropriate by 89.3% of students, followed by the orientation module (83.3%) and language & computer skills module (80.9%) Conclusions: This Foundation Course for MBBS students provided before the start of the medical curriculum is a novel and useful step. Feedback from various colleges across India can help make this course still more useful.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48683177","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: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.
{"title":"Active Learning and Competency Preconditioning Strengthen Osteopathic Medical Student Performance, Physician Attributes, and Competency Assessments","authors":"V. Joshi, Mike Younger, B. Joshi","doi":"10.34172/rdme.2021.010","DOIUrl":"https://doi.org/10.34172/rdme.2021.010","url":null,"abstract":"Background: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749640","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}
H. Sabeghi, M. Mogharab, Zahra Farajzadehz, Ebrahim Aria Moghaddam
Background: The acquisition of competencies in cardiopulmonary resuscitation (CPR) among medical students requires specific and up-to-date training. In this study, a near-peer workshop group was used to assess the effects of cardiopulmonary resuscitation training on students’ satisfaction, acquisition, and retention of CPR knowledge. Methods: This quasi-experimental study using repeated measure analysis design was conducted with 120 medical students at the Birjand University of Medical Sciences, Iran. The educational content was presented in six workshop sessions under the supervision of a near-peer group. A questionnaire was used to assess demographics, knowledge, and satisfaction. Data analysis was conducted using SPSS 14. Results: The mean knowledge scores of participants 6.8±2.7, 16.1± 2.6, and 13.5±4.0 before, immediately, and two months after the workshop, respectively. These results showed that the mean knowledge score significantly increased immediately after the training. Although the mean scores fell slightly by two months after the intervention, they remained significantly higher than before the workshop. The satisfaction level of all the students of this method was reported as good. Conclusion: In accordance with the positive effects of collaborative learning methods in the teaching-learning process, we used a novel and efficient collaborative method to improve the quality of cardiopulmonary resuscitation (CPR) training. CPR training with a near-peer group had a positive impact on student knowledge acquisition, knowledge retention, and learning satisfaction. Therefore, this method may be a useful way to conduct such training workshops.
{"title":"Effects of Near-Peer CPR Workshop on Medical Students’ Knowledge and Satisfaction","authors":"H. Sabeghi, M. Mogharab, Zahra Farajzadehz, Ebrahim Aria Moghaddam","doi":"10.34172/RDME.2021.009","DOIUrl":"https://doi.org/10.34172/RDME.2021.009","url":null,"abstract":"Background: The acquisition of competencies in cardiopulmonary resuscitation (CPR) among medical students requires specific and up-to-date training. In this study, a near-peer workshop group was used to assess the effects of cardiopulmonary resuscitation training on students’ satisfaction, acquisition, and retention of CPR knowledge. Methods: This quasi-experimental study using repeated measure analysis design was conducted with 120 medical students at the Birjand University of Medical Sciences, Iran. The educational content was presented in six workshop sessions under the supervision of a near-peer group. A questionnaire was used to assess demographics, knowledge, and satisfaction. Data analysis was conducted using SPSS 14. Results: The mean knowledge scores of participants 6.8±2.7, 16.1± 2.6, and 13.5±4.0 before, immediately, and two months after the workshop, respectively. These results showed that the mean knowledge score significantly increased immediately after the training. Although the mean scores fell slightly by two months after the intervention, they remained significantly higher than before the workshop. The satisfaction level of all the students of this method was reported as good. Conclusion: In accordance with the positive effects of collaborative learning methods in the teaching-learning process, we used a novel and efficient collaborative method to improve the quality of cardiopulmonary resuscitation (CPR) training. CPR training with a near-peer group had a positive impact on student knowledge acquisition, knowledge retention, and learning satisfaction. Therefore, this method may be a useful way to conduct such training workshops.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45355262","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}
Seyyed Hatam Mahdavinoor, Seyyed Muhammad Mahdi Mahdavinoor
{"title":"Improving students’ imagination and empathy as a method of teaching medical ethics","authors":"Seyyed Hatam Mahdavinoor, Seyyed Muhammad Mahdi Mahdavinoor","doi":"10.34172/RDME.2021.008","DOIUrl":"https://doi.org/10.34172/RDME.2021.008","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46850515","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: Education plays an essential role in all aspects of life. It is particularly important in religious affairs. History shows that religious leaders utilized different methods to teach. In Islam, the Holy Prophet and the infallible Imams, especially Imam Baqir (AS) and Imam Sadiq (As), considered spiritual guidance as part of education and always accentuated and attempted to teach practically through their behavior and speech. Islamic teachings have to a large extent reported religious leaders teaching methods. One of the hadiths that focuses on adult education is Hadith of Unwan al-Basri. In this hadith, Unwan al-Basri, aged 94, reports Imam Sadiq’s (As) teaching method. The current study aimed to investigate the adult education method in Imam Sadiq (A.S) School. Methods: The Hadith of Unwan al-Basri was investigated through thematic analysis. The basic concepts were first obtained using the data coding process. The basic concepts were then reduced and categorized into sub-themes and themes. Results: The findings showed that the analysis resulted in seventy basic concepts which were reduced into nineteen sub-themes categorized into four themes: characteristics of the teacher, characteristics of the learner, characteristics of the educational environment, and the educational content. Conclusion: One of the most important elements in Imam Sadiq’s (AS) teaching method was his emphasis on teaching both practically and theoretically.
{"title":"An investigation of the adult education method in Imam Sadiq’s (AS) School: a content analysis of hadith of Unwan al-Basri","authors":"A. Sajedi, Mir Mohsen Erfani Rad","doi":"10.34172/RDME.2021.007","DOIUrl":"https://doi.org/10.34172/RDME.2021.007","url":null,"abstract":"Background: Education plays an essential role in all aspects of life. It is particularly important in religious affairs. History shows that religious leaders utilized different methods to teach. In Islam, the Holy Prophet and the infallible Imams, especially Imam Baqir (AS) and Imam Sadiq (As), considered spiritual guidance as part of education and always accentuated and attempted to teach practically through their behavior and speech. Islamic teachings have to a large extent reported religious leaders teaching methods. One of the hadiths that focuses on adult education is Hadith of Unwan al-Basri. In this hadith, Unwan al-Basri, aged 94, reports Imam Sadiq’s (As) teaching method. The current study aimed to investigate the adult education method in Imam Sadiq (A.S) School. Methods: The Hadith of Unwan al-Basri was investigated through thematic analysis. The basic concepts were first obtained using the data coding process. The basic concepts were then reduced and categorized into sub-themes and themes. Results: The findings showed that the analysis resulted in seventy basic concepts which were reduced into nineteen sub-themes categorized into four themes: characteristics of the teacher, characteristics of the learner, characteristics of the educational environment, and the educational content. Conclusion: One of the most important elements in Imam Sadiq’s (AS) teaching method was his emphasis on teaching both practically and theoretically.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590970","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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