Pub Date : 2023-11-30DOI: 10.34172/rdme.2023.33129
Caren D’Souza, Supriya Pinto
Background: The current Competency-Based Medical Education (CBME) curriculum practiced in India accentuates that medical graduates must demonstrate competency in safely diagnosing, investigating, and managing clinical presentations across both community and secondary care settings. Therefore, there is a need for more hybrid teaching methods that simulate real situations. This approach will help newly qualified doctors gain confidence and prepare them for the future. We used the whole task simulation method to teach them one of the most common surgical problems i.e., breast cancer along with communication skills, professionalism, Interprofessional teamwork, asepsis, and safe surgery practices. Methods: The study enrolled 20 final-year MBBS students through purposeful sampling. Following classroom-based teaching on a Breast case, a simulated scenario was given, based on SECO (The Safe and Effective Clinical Outcome) design, and was modified with the addition of a simulated operating room setup. History taking, examination, ordering investigations and interpreting them, pre-operative counseling and consent and operation theatre scenario was done using standardized patient and mannequins. Pre- and post-simulation survey was conducted. Quantitative data were collected through Google Forms to assess their conceptual knowledge and qualitative data by Focused group discussions. Results: Students preferred a shift to this hybrid method of learning in a simulated environment over classical classroom-based teaching. They all felt that getting involved in a real-life situation helps in understanding surgical management better. They also understood the concept of teamwork and effective communication. "I feel it’s the best way to learn clinical medicine. No amount of literature could ever replace the knowledge we get from being in the scenario", was one of the responses given by the participants. Conclusion: Integration of surgical simulated clinics along with the operation room (OR) set up into the undergraduate curriculum could facilitate the acquisition of clinical skills actively and interactively. Such a hybrid method of teaching is an effective tool for teaching communication skills, professionalism, interprofessional teamwork along clinical skills.
{"title":"Whole task simulation in surgical training: A hybrid method of teaching undergraduate medical students","authors":"Caren D’Souza, Supriya Pinto","doi":"10.34172/rdme.2023.33129","DOIUrl":"https://doi.org/10.34172/rdme.2023.33129","url":null,"abstract":"Background: The current Competency-Based Medical Education (CBME) curriculum practiced in India accentuates that medical graduates must demonstrate competency in safely diagnosing, investigating, and managing clinical presentations across both community and secondary care settings. Therefore, there is a need for more hybrid teaching methods that simulate real situations. This approach will help newly qualified doctors gain confidence and prepare them for the future. We used the whole task simulation method to teach them one of the most common surgical problems i.e., breast cancer along with communication skills, professionalism, Interprofessional teamwork, asepsis, and safe surgery practices. Methods: The study enrolled 20 final-year MBBS students through purposeful sampling. Following classroom-based teaching on a Breast case, a simulated scenario was given, based on SECO (The Safe and Effective Clinical Outcome) design, and was modified with the addition of a simulated operating room setup. History taking, examination, ordering investigations and interpreting them, pre-operative counseling and consent and operation theatre scenario was done using standardized patient and mannequins. Pre- and post-simulation survey was conducted. Quantitative data were collected through Google Forms to assess their conceptual knowledge and qualitative data by Focused group discussions. Results: Students preferred a shift to this hybrid method of learning in a simulated environment over classical classroom-based teaching. They all felt that getting involved in a real-life situation helps in understanding surgical management better. They also understood the concept of teamwork and effective communication. \"I feel it’s the best way to learn clinical medicine. No amount of literature could ever replace the knowledge we get from being in the scenario\", was one of the responses given by the participants. Conclusion: Integration of surgical simulated clinics along with the operation room (OR) set up into the undergraduate curriculum could facilitate the acquisition of clinical skills actively and interactively. Such a hybrid method of teaching is an effective tool for teaching communication skills, professionalism, interprofessional teamwork along clinical skills.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"489 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204106","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 : 2023-11-20DOI: 10.34172/rdme.2023.33155
Mohammad Abbaszadeh, M. Alizadeh, Esmaeil Norouzi, Sakineh Heydarpour Marand, F. Tahmasbi
Background: The world today is fraught with numerous perils, particularly due to frequent epidemics that inordinately impact people’s lives. Given such ongoing global crises, universities need to take into account the challenges that their research activities may encounter. Therefore, we aimed to conduct a thorough and rapid study of the causes and consequences of emergencies to overcome the methodological challenges that such crises impose. Methods: A literature review. Results: The effects of these social and epidemiological complications on academic and research practices have made scholars adapt their research approaches to the challenging and restrictive conditions of emerging societies in the postmodern epidemic and risk society. This has accentuated the importance of innovative approaches like team-based qualitative research. Conclusion: This research introduces a team-based, rapid qualitative approach to deliver timely, useful, and pertinent findings. It accentuates the feasibility of employing swift and urgent methods in challenging epidemic settings.
{"title":"Application of rapid qualitative methods in difficult conditions of an epidemic with emphasis on conceptual framework","authors":"Mohammad Abbaszadeh, M. Alizadeh, Esmaeil Norouzi, Sakineh Heydarpour Marand, F. Tahmasbi","doi":"10.34172/rdme.2023.33155","DOIUrl":"https://doi.org/10.34172/rdme.2023.33155","url":null,"abstract":"Background: The world today is fraught with numerous perils, particularly due to frequent epidemics that inordinately impact people’s lives. Given such ongoing global crises, universities need to take into account the challenges that their research activities may encounter. Therefore, we aimed to conduct a thorough and rapid study of the causes and consequences of emergencies to overcome the methodological challenges that such crises impose. Methods: A literature review. Results: The effects of these social and epidemiological complications on academic and research practices have made scholars adapt their research approaches to the challenging and restrictive conditions of emerging societies in the postmodern epidemic and risk society. This has accentuated the importance of innovative approaches like team-based qualitative research. Conclusion: This research introduces a team-based, rapid qualitative approach to deliver timely, useful, and pertinent findings. It accentuates the feasibility of employing swift and urgent methods in challenging epidemic settings.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"37 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254698","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 : 2023-11-15DOI: 10.34172/rdme.2023.33128
Negar Emrani, Majid khadem-Rezaiyan
Background: Today, computer games have taken a prominent place in the lives of children and teenagers, and statistics indicate that online gaming constitutes the majority of computer usage. Numerous studies have explored the detrimental effects of internet gaming on individuals. However, to date, no comprehensive research has been conducted specifically investigating the effect of online gaming on academic performance within a medical education context. To address this gap, we have conducted this study, focusing on the impact of online gaming on the academic performance of Iranian medical students. Methods: In a cross-sectional study, 185 medical students from four disciplines ((basic sciences, Physiopathology, extern, intern) were selected through a multi-stage sampling method at Mashhad University of Medical Sciences. Internet gaming disorder (IGD) test as well as the grade point average (GPA) of the last academic semester, the average study hours on normal days and near the exam, the efficiency of study hours, the number of failed semesters, and academic satisfaction were assessed. Results: In this study, a total of 185 medical students participated, of which 62.2% (115 students) were females. The prevalence of IGD was found to be 3.8%. Interestingly, the prevalence of IGD was approximately four times higher in males than in females (7.1% vs. 1.7%, P=0.106). Furthermore, both the overall daily study time (P<0.001) and the daily study time on days near exams (P=0.031) were found to be significantly higher in students without IGD compared to those with IGD. However, factors such as age, gender, being native to Mashhad, discipline level, last GPA, number of failed semesters, and satisfaction with education showed no correlation with IGD. Conclusion: These findings may serve as a cautionary signal for educational authorities within the Iranian medical education system. However, to obtain more robust results, further investigations are recommended, particularly in other academic majors.
{"title":"Internet gaming disorder in medical students: Is it a risk factor for poor educational outcomes?","authors":"Negar Emrani, Majid khadem-Rezaiyan","doi":"10.34172/rdme.2023.33128","DOIUrl":"https://doi.org/10.34172/rdme.2023.33128","url":null,"abstract":"Background: Today, computer games have taken a prominent place in the lives of children and teenagers, and statistics indicate that online gaming constitutes the majority of computer usage. Numerous studies have explored the detrimental effects of internet gaming on individuals. However, to date, no comprehensive research has been conducted specifically investigating the effect of online gaming on academic performance within a medical education context. To address this gap, we have conducted this study, focusing on the impact of online gaming on the academic performance of Iranian medical students. Methods: In a cross-sectional study, 185 medical students from four disciplines ((basic sciences, Physiopathology, extern, intern) were selected through a multi-stage sampling method at Mashhad University of Medical Sciences. Internet gaming disorder (IGD) test as well as the grade point average (GPA) of the last academic semester, the average study hours on normal days and near the exam, the efficiency of study hours, the number of failed semesters, and academic satisfaction were assessed. Results: In this study, a total of 185 medical students participated, of which 62.2% (115 students) were females. The prevalence of IGD was found to be 3.8%. Interestingly, the prevalence of IGD was approximately four times higher in males than in females (7.1% vs. 1.7%, P=0.106). Furthermore, both the overall daily study time (P<0.001) and the daily study time on days near exams (P=0.031) were found to be significantly higher in students without IGD compared to those with IGD. However, factors such as age, gender, being native to Mashhad, discipline level, last GPA, number of failed semesters, and satisfaction with education showed no correlation with IGD. Conclusion: These findings may serve as a cautionary signal for educational authorities within the Iranian medical education system. However, to obtain more robust results, further investigations are recommended, particularly in other academic majors.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"81 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274762","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 : 2023-11-11DOI: 10.34172/rdme.2023.33092
Hamid Mahmoodi, M. Fathalipour, MohammadHosein Sheybani-Arani, A. Piroozan
Background: Science is constantly advancing, and educational content must be updated accordingly to meet students’ academic needs. This study aimed to assess the educational needs of both students and instructors for English in pharmacy. Methods: This qualitative study included a sample of 65 junior pharmacy students and a total of 11 pharmacy lecturers at Hormozgan University of Medical Sciences during the academic year 2020-2021. The students were selected using purposive sampling methods while the lecturers were selected through consensus sampling. Based on previous studies analyzing the educational needs of ESP and through verbal communication with students, an interview protocol was developed. Data were collected through structured interviews with the participants, and the findings were presented using descriptive statistics. Results: The lecturers believed that reading comprehension is the most crucial skill, followed by writing, speaking, and listening, respectively. However, students mentioned that the need for speaking skills is almost as important as the need for other skills. They expressed their enthusiasm for communicating verbally in specific contexts, such as scientific conferences, highlighted the need for learning pharmacy terminology, academic writing skills, prescription abbreviations, and medical terminology, respectively. The participants in our course anticipate that it will be co-facilitated by TEFL specialists and pharmacists." Conclusion: Both language instructors and pharmacists should take immediate action to advance Pharmacy ESP. Reading comprehension is a crucial skill for this course. Writing skills can be improved through educational workshops. The prerequisite and general English syllabi should be enriched with a focus on speaking skills or extracurricular courses should be devoted to developing students’ competencies. In this manner, the listening skills will be improved as well.
{"title":"Analysis of the educational needs for English in pharmacy: The perspectives of Pharmacy School lecturers and students","authors":"Hamid Mahmoodi, M. Fathalipour, MohammadHosein Sheybani-Arani, A. Piroozan","doi":"10.34172/rdme.2023.33092","DOIUrl":"https://doi.org/10.34172/rdme.2023.33092","url":null,"abstract":"Background: Science is constantly advancing, and educational content must be updated accordingly to meet students’ academic needs. This study aimed to assess the educational needs of both students and instructors for English in pharmacy. Methods: This qualitative study included a sample of 65 junior pharmacy students and a total of 11 pharmacy lecturers at Hormozgan University of Medical Sciences during the academic year 2020-2021. The students were selected using purposive sampling methods while the lecturers were selected through consensus sampling. Based on previous studies analyzing the educational needs of ESP and through verbal communication with students, an interview protocol was developed. Data were collected through structured interviews with the participants, and the findings were presented using descriptive statistics. Results: The lecturers believed that reading comprehension is the most crucial skill, followed by writing, speaking, and listening, respectively. However, students mentioned that the need for speaking skills is almost as important as the need for other skills. They expressed their enthusiasm for communicating verbally in specific contexts, such as scientific conferences, highlighted the need for learning pharmacy terminology, academic writing skills, prescription abbreviations, and medical terminology, respectively. The participants in our course anticipate that it will be co-facilitated by TEFL specialists and pharmacists.\" Conclusion: Both language instructors and pharmacists should take immediate action to advance Pharmacy ESP. Reading comprehension is a crucial skill for this course. Writing skills can be improved through educational workshops. The prerequisite and general English syllabi should be enriched with a focus on speaking skills or extracurricular courses should be devoted to developing students’ competencies. In this manner, the listening skills will be improved as well.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280106","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 : 2023-11-08DOI: 10.34172/rdme.2023.33125
Eshagh Moradi, Ghobad Ramezani
{"title":"The need for medical disciplines to be inspired by the basics of medical education during the COVID-19 pandemic","authors":"Eshagh Moradi, Ghobad Ramezani","doi":"10.34172/rdme.2023.33125","DOIUrl":"https://doi.org/10.34172/rdme.2023.33125","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"244 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139283015","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 : 2023-10-30DOI: 10.34172/rdme.2023.33110
Pratima M. Bhutkar, Suganthi Vajiravelu, Milind V. Bhutkar, Deepti Shastri
Background: The nationwide lockdown following the COVID-19 pandemic tremendously impacted the medical teaching-learning process. This study aimed to assess medical teachers’ perceptions about various aspects of online teaching-learning during the lockdown. Methods: A survey questionnaire was developed using Google Forms and emailed to medical teachers in India. Responses were analyzed and their significance was assessed using a chi-square test with an alpha of 0.05. Results: Out of 294 eligible responses, 70% belonged to deemed universities. 42.86% of teachers were preclinical, 23.81% paraclinical and 33.33% belonged to clinical subjects. Overall, 93.88% of faculty felt online teaching is time-consuming and 92.52% felt face-to-face classes are better. Almost 52% of faculties were reluctant to continue online classes after the lockdown. Approximately 53% of teachers believed that the maximum number of students would have utilized this facility, but still, a significant number of teachers were uncertain whether students would have benefited this activity. A significantly greater number of preclinical and paraclinical teachers conducted both theory and practical examinations as well as viva examinations, whereas clinical teachers primarily conducted theory examinations. Only 21.77% of teachers were satisfied with the conduct of examinations. Conclusion: Medical teachers have adapted themselves to teaching online during the COVID-19 pandemic. Google Classroom was the most preferred platform and live synchronous classes were the most preferred choice for delivering the classes. Most of the faculty perceived that online teaching was time-consuming. They were skeptical about the active involvement of students in this process. Moreover, they felt that the reliability of online assessments needed improving.
{"title":"Online medical teaching during COVID-19 lockdown: perceptions by the South-Indian Faculty","authors":"Pratima M. Bhutkar, Suganthi Vajiravelu, Milind V. Bhutkar, Deepti Shastri","doi":"10.34172/rdme.2023.33110","DOIUrl":"https://doi.org/10.34172/rdme.2023.33110","url":null,"abstract":"Background: The nationwide lockdown following the COVID-19 pandemic tremendously impacted the medical teaching-learning process. This study aimed to assess medical teachers’ perceptions about various aspects of online teaching-learning during the lockdown. Methods: A survey questionnaire was developed using Google Forms and emailed to medical teachers in India. Responses were analyzed and their significance was assessed using a chi-square test with an alpha of 0.05. Results: Out of 294 eligible responses, 70% belonged to deemed universities. 42.86% of teachers were preclinical, 23.81% paraclinical and 33.33% belonged to clinical subjects. Overall, 93.88% of faculty felt online teaching is time-consuming and 92.52% felt face-to-face classes are better. Almost 52% of faculties were reluctant to continue online classes after the lockdown. Approximately 53% of teachers believed that the maximum number of students would have utilized this facility, but still, a significant number of teachers were uncertain whether students would have benefited this activity. A significantly greater number of preclinical and paraclinical teachers conducted both theory and practical examinations as well as viva examinations, whereas clinical teachers primarily conducted theory examinations. Only 21.77% of teachers were satisfied with the conduct of examinations. Conclusion: Medical teachers have adapted themselves to teaching online during the COVID-19 pandemic. Google Classroom was the most preferred platform and live synchronous classes were the most preferred choice for delivering the classes. Most of the faculty perceived that online teaching was time-consuming. They were skeptical about the active involvement of students in this process. Moreover, they felt that the reliability of online assessments needed improving.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067962","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 : 2023-10-26DOI: 10.34172/rdme.2023.33127
Gamze Özbek Güven, Feyza İnceoğlu, Furkan Özdemir, Osman Sinan Bakır
Background: Burnout is a stress-related syndrome that affects medical students. Certain environmental and personal factors can contribute to the onset of burnout and lead to serious consequences such as dropping out of school, sleep disorders, depression, and even suicide. Professional commitment is a personal characteristic that positively influences burnout. Methods: This research was conducted to determine the differentiation of burnout levels among medical school students based on certain variables and examine the impact of professional commitment on burnout. The research sample consisted of a total of 130 individuals studying of Medical Faculty in Türkiye. Descriptive and correlational research techniques, including survey models, were utilized in the study. Data were collected through online platforms and face-to-face surveys. The collected data were analyzed using the SPSS program. Results: The research findings revealed that male students had higher depersonalization scores than female students (P<0.05). Emotional exhaustion and depersonalization scores were found to be higher among students with poor academic performance (P<0.017), those who did not choose medical school willingly (P<0.017), and those who chose medical school due to family pressure (P<0.05). Among female students, those who chose medical school willingly and those who chose it as their dream profession had higher scores of professional commitment. As professional commitment scores increased, burnout scale scores and their subscales, including exhaustion, depersonalization, and reduced personal accomplishment, decreased (P<0.05). Conclusion: The findings of the study indicate a relationship between professional commitment and burnout, suggesting that professional commitment can reduce burnout levels. This highlights the importance of increasing the level of professional commitment among medical students, who are future physicians. Strengthening students’ commitment to their profession can decrease the risk of burnout and improve the quality of healthcare services.
{"title":"Burnout and professional commitment in medical faculty students in Türkiye: A cross-sectional analysis","authors":"Gamze Özbek Güven, Feyza İnceoğlu, Furkan Özdemir, Osman Sinan Bakır","doi":"10.34172/rdme.2023.33127","DOIUrl":"https://doi.org/10.34172/rdme.2023.33127","url":null,"abstract":"Background: Burnout is a stress-related syndrome that affects medical students. Certain environmental and personal factors can contribute to the onset of burnout and lead to serious consequences such as dropping out of school, sleep disorders, depression, and even suicide. Professional commitment is a personal characteristic that positively influences burnout. Methods: This research was conducted to determine the differentiation of burnout levels among medical school students based on certain variables and examine the impact of professional commitment on burnout. The research sample consisted of a total of 130 individuals studying of Medical Faculty in Türkiye. Descriptive and correlational research techniques, including survey models, were utilized in the study. Data were collected through online platforms and face-to-face surveys. The collected data were analyzed using the SPSS program. Results: The research findings revealed that male students had higher depersonalization scores than female students (P<0.05). Emotional exhaustion and depersonalization scores were found to be higher among students with poor academic performance (P<0.017), those who did not choose medical school willingly (P<0.017), and those who chose medical school due to family pressure (P<0.05). Among female students, those who chose medical school willingly and those who chose it as their dream profession had higher scores of professional commitment. As professional commitment scores increased, burnout scale scores and their subscales, including exhaustion, depersonalization, and reduced personal accomplishment, decreased (P<0.05). Conclusion: The findings of the study indicate a relationship between professional commitment and burnout, suggesting that professional commitment can reduce burnout levels. This highlights the importance of increasing the level of professional commitment among medical students, who are future physicians. Strengthening students’ commitment to their profession can decrease the risk of burnout and improve the quality of healthcare services.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134905788","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 : 2023-10-22DOI: 10.34172/rdme.2023.33144
Mandar Chandrachood, Shreyash Mehta
{"title":"Tapping into excellence: India’s family adoption program in medical education","authors":"Mandar Chandrachood, Shreyash Mehta","doi":"10.34172/rdme.2023.33144","DOIUrl":"https://doi.org/10.34172/rdme.2023.33144","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"9 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462968","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: The COVID-19 pandemic declaration in 2019 required schools and universities to close, challenging students and their education. The mandatory stay-at-home quarantine rules and change to online education accentuate how mental health plays a crucial role in maintaining performance during challenging times. Coping self-efficacy (CSE) is associated with higher mental health levels and resilience to distress. Therefore, this study aimed to evaluate students’ CSE and related factors. Methods: In this cross-sectional study, CSE scores and demographic characteristics of the participants were evaluated through online questionnaires. A total of 364 medical students from Tabriz University Medical Sciences completed the questionnaires and were included in the study. CSE scores of students and their demographic characteristics were obtained, and the analysis was performed using a t-test and one-way ANOVA. Results: Of those included, 37.1% were males and the mean CSE score of the students was 83.75±24.8. Students’ type of residence was found to be significantly related to their CSE scores (P=0.003). Students living with their spouses had the highest CSE scores, while those living with their parents had the lowest CSE scores. The association of CSE scores with gender, marital status, academic year of study, and source of income was not significant. Conclusion: According to the findings of this study, students living with their parents had the lowest CSE scores. CSE plays a crucial role in managing distressful events, and our findings may be useful in identifying groups prone to stressful factors and help enhance future educational policies and planning.
{"title":"Coping self-efficacy and its contributing factors among medical students at Tabriz University of Medical Sciences","authors":"Amin Abbasi, Mahdi Zarei, Dourna Omranifar, Mahya Mohammadi, Mahasti Alizadeh, Ebrahim Mohammadpour","doi":"10.34172/rdme.2023.33124","DOIUrl":"https://doi.org/10.34172/rdme.2023.33124","url":null,"abstract":"Background: The COVID-19 pandemic declaration in 2019 required schools and universities to close, challenging students and their education. The mandatory stay-at-home quarantine rules and change to online education accentuate how mental health plays a crucial role in maintaining performance during challenging times. Coping self-efficacy (CSE) is associated with higher mental health levels and resilience to distress. Therefore, this study aimed to evaluate students’ CSE and related factors. Methods: In this cross-sectional study, CSE scores and demographic characteristics of the participants were evaluated through online questionnaires. A total of 364 medical students from Tabriz University Medical Sciences completed the questionnaires and were included in the study. CSE scores of students and their demographic characteristics were obtained, and the analysis was performed using a t-test and one-way ANOVA. Results: Of those included, 37.1% were males and the mean CSE score of the students was 83.75±24.8. Students’ type of residence was found to be significantly related to their CSE scores (P=0.003). Students living with their spouses had the highest CSE scores, while those living with their parents had the lowest CSE scores. The association of CSE scores with gender, marital status, academic year of study, and source of income was not significant. Conclusion: According to the findings of this study, students living with their parents had the lowest CSE scores. CSE plays a crucial role in managing distressful events, and our findings may be useful in identifying groups prone to stressful factors and help enhance future educational policies and planning.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"22 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135513686","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 : 2023-10-19DOI: 10.34172/rdme.2023.33100
Hakimeh Ansari, Behnam Talebi
Background: The critical nature of the medical field necessitated an investigation into the evaluation of Iran’s medical education policies. This study aimed to identify strategies for evaluating medical education policies in Iran. Methods: This research, a mixed-method study, was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. This mixed-method research was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. Results: The results revealed that the strategies for evaluating medical education policies encompass a range of factors. These include a simultaneous focus on institutional and non-institutional agendas, prioritization of social benefits, implementation of economic strategies, updating of resources and information, precise definition and design of policies, executive strategies, and policy considerations. Conclusion: In the evaluation of policies, it is essential to adopt a community-oriented approach, with a focus on decentralization and public interests. This approach ensures that the objectives and general health needs of the population are met in a reasonable manner.
{"title":"Evaluation Strategies of Iran’s Medical Education Policies","authors":"Hakimeh Ansari, Behnam Talebi","doi":"10.34172/rdme.2023.33100","DOIUrl":"https://doi.org/10.34172/rdme.2023.33100","url":null,"abstract":"Background: The critical nature of the medical field necessitated an investigation into the evaluation of Iran’s medical education policies. This study aimed to identify strategies for evaluating medical education policies in Iran. Methods: This research, a mixed-method study, was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. This mixed-method research was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. Results: The results revealed that the strategies for evaluating medical education policies encompass a range of factors. These include a simultaneous focus on institutional and non-institutional agendas, prioritization of social benefits, implementation of economic strategies, updating of resources and information, precise definition and design of policies, executive strategies, and policy considerations. Conclusion: In the evaluation of policies, it is essential to adopt a community-oriented approach, with a focus on decentralization and public interests. This approach ensures that the objectives and general health needs of the population are met in a reasonable manner.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781717","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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