Farzaneh Iranmanesh, Mehry Haddad Narafshan, M. Golshan
Background: Recent advances in cognitive neuroscience have provided inspiring opportunities for the current understanding of the language-learning process and its neurological underpinnings. To date, several brain studies investigating the structure and functions of the language-learning process have provided reasonable explanations for biological aspects of language acquisition in addition to behavioral elucidations. Brain-related studies can provide valuable learning information for teachers to apply in classrooms. Accordingly, the current study investigated the impact of brain-based language instruction on medical students’ English-speaking skills. Methods: A quantitative quasi-experimental approach with a control group, using a pre-test/post-test format with a four-month follow-up in brain-based language instruction, was used for this study. To test the hypotheses underpinning this research, 64 medical students (40 women and 24 men) in a required course in general English in the Department of Foreign Languages at the Islamic Azad University of Kerman participated in this study during the 2021-2022 academic year. Pre- and post-tests of speaking skills were administered to ascertain differences in participants from the beginning to the end of the study. Results: Analysis revealed that the experimental group, who received treatment in the form of a brain-based teaching approach, improved considerably in their speaking skill from the pre-test to the post-test (P<0.01). Although the control group improved from the pre-test to the post-test, the improvement was not significant, nor was it as large as the progress in the experimental group. Conclusion: In brief, a collaboration between medicine and education elevates both fields of study and illuminates the process of language learning regarding the structural and functional operation of the brain. Findings around the new trend of brain network connectivity have paved the way for educational curricula to use teaching methods, materials, and tasks compatible with cognitive brain functions, potentially fostering learners in general and medical students in particular to reap the result.
{"title":"From medical research to educational practices: brain-based learning in developing English-speaking skills among medical students","authors":"Farzaneh Iranmanesh, Mehry Haddad Narafshan, M. Golshan","doi":"10.34172/rdme.2022.027","DOIUrl":"https://doi.org/10.34172/rdme.2022.027","url":null,"abstract":"Background: Recent advances in cognitive neuroscience have provided inspiring opportunities for the current understanding of the language-learning process and its neurological underpinnings. To date, several brain studies investigating the structure and functions of the language-learning process have provided reasonable explanations for biological aspects of language acquisition in addition to behavioral elucidations. Brain-related studies can provide valuable learning information for teachers to apply in classrooms. Accordingly, the current study investigated the impact of brain-based language instruction on medical students’ English-speaking skills. Methods: A quantitative quasi-experimental approach with a control group, using a pre-test/post-test format with a four-month follow-up in brain-based language instruction, was used for this study. To test the hypotheses underpinning this research, 64 medical students (40 women and 24 men) in a required course in general English in the Department of Foreign Languages at the Islamic Azad University of Kerman participated in this study during the 2021-2022 academic year. Pre- and post-tests of speaking skills were administered to ascertain differences in participants from the beginning to the end of the study. Results: Analysis revealed that the experimental group, who received treatment in the form of a brain-based teaching approach, improved considerably in their speaking skill from the pre-test to the post-test (P<0.01). Although the control group improved from the pre-test to the post-test, the improvement was not significant, nor was it as large as the progress in the experimental group. Conclusion: In brief, a collaboration between medicine and education elevates both fields of study and illuminates the process of language learning regarding the structural and functional operation of the brain. Findings around the new trend of brain network connectivity have paved the way for educational curricula to use teaching methods, materials, and tasks compatible with cognitive brain functions, potentially fostering learners in general and medical students in particular to reap the result.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48019952","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: Multiple-choice questions (MCQs) are a common assessment method, and it is crucial to design them carefully. Therefore, this study aimed to determine the item analysis of MCQ exams in clerkship tests for general medicine students. Methods: Following a cross-sectional study, a total of 1202 MCQs designed for fourth-year clerkship medical students in the second semester of 2019 were analyzed. Difficulty and discrimination indices of student scores and taxonomy levels were then computed. Furthermore, the prepared standard structural Millman checklist was utilized. Results: Of the 1202 MCQs, according to difficulty indices, most questions (666) were considered acceptable (55.39%). In terms of the discrimination index (DI), 530 (44.09%) questions had an average discrimination coefficient. Additionally, 215 (17.88%) had a negative or poor DI and required revision or elimination from the tests bank. Of the 1202 MCQs, 669 (50.7 %) were designed at a lower cognitive level (taxonomy I), 174 (14.5 %) belonged to taxonomy II, and 419 (34.8%) of the questions had taxonomy III. Moreover, according to the structural flaws of the Millman checklist, the most common structural flaw was a lack of negative choices for Stems 1127 (93.8 %), while vertical options 376 (31.3%) were the least common. Conclusion: Based on the results, it is recommended that easy questions and negative/poor DI of items, a high level of Bloom’s taxonomy type I, and questions with unstructured flaws be reviewed and reconstructed to improve the quality of the question banks. Holding training courses on designing test questions could effectively improve the quality of the questions.
{"title":"Assessment of multiple-choice questions by item analysis for medical students’ examinations","authors":"M. Nojomi, M. Mahmoudi","doi":"10.34172/rdme.2022.024","DOIUrl":"https://doi.org/10.34172/rdme.2022.024","url":null,"abstract":"Background: Multiple-choice questions (MCQs) are a common assessment method, and it is crucial to design them carefully. Therefore, this study aimed to determine the item analysis of MCQ exams in clerkship tests for general medicine students. Methods: Following a cross-sectional study, a total of 1202 MCQs designed for fourth-year clerkship medical students in the second semester of 2019 were analyzed. Difficulty and discrimination indices of student scores and taxonomy levels were then computed. Furthermore, the prepared standard structural Millman checklist was utilized. Results: Of the 1202 MCQs, according to difficulty indices, most questions (666) were considered acceptable (55.39%). In terms of the discrimination index (DI), 530 (44.09%) questions had an average discrimination coefficient. Additionally, 215 (17.88%) had a negative or poor DI and required revision or elimination from the tests bank. Of the 1202 MCQs, 669 (50.7 %) were designed at a lower cognitive level (taxonomy I), 174 (14.5 %) belonged to taxonomy II, and 419 (34.8%) of the questions had taxonomy III. Moreover, according to the structural flaws of the Millman checklist, the most common structural flaw was a lack of negative choices for Stems 1127 (93.8 %), while vertical options 376 (31.3%) were the least common. Conclusion: Based on the results, it is recommended that easy questions and negative/poor DI of items, a high level of Bloom’s taxonomy type I, and questions with unstructured flaws be reviewed and reconstructed to improve the quality of the question banks. Holding training courses on designing test questions could effectively improve the quality of the questions.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46847985","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}
Nasim Gheshlaghi Azar, S. Shahbazi, A. Karimi Rouzbahani
{"title":"Edgar Dale’s Pyramid of Learning: Further expansion of the myth; Is it a mythical pyramid?","authors":"Nasim Gheshlaghi Azar, S. Shahbazi, A. Karimi Rouzbahani","doi":"10.34172/rdme.2022.029","DOIUrl":"https://doi.org/10.34172/rdme.2022.029","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48206489","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}
L. Sadati, S. Hannani, Nazanin Sarraf Shahri, Azar Arabkhazaei, Azin Arabkhazaei, Afsaneh Askarkhah
Background: Traditional teaching and learning methods are losing their effectiveness due to the advancement of communication technology and science in the new century. Therefore, educational software development can improve medical and paramedical students’ learning in modern medical education. The current study was conducted to investigate the effect of software on the principles of surgical table setting on the learning and practical skills of the students of operating room technology. Methods: A semi-experimental study was conducted using a census method among 57 operating room students who met the inclusion criteria. The students were divided into two groups, intervention, and control. The two groups were pre-tested before the intervention to assess their knowledge and practical skills. Additionally, the control group was regularly trained, and the intervention group was provided with educational software simultaneously with routine training. A post-test was given to both groups at the end of the semester. The data were analyzed by SPSS 22 using the descriptive and inferential statistical indicators of paired t test and Mann-Whitney test. Results: The results of this study showed that the intervention group and the control group did not differ significantly in any of the demographic parameters (P<0.05). Considering the normality of the data, comparing the level of knowledge and practical skills of the operating room technology students before and after the intervention in both groups using paired t-test showed that the level of knowledge and practical skills in the intervention group increased significantly (P>0.001). Conclusion: According to the results of this study, educational methods in conjunction with the appropriate software can effectively increase students’ awareness of operating room technology and help improve their practical skills. Therefore, educational aid software is a useful tool to be used during internship courses as an effective method of training operating room students.
{"title":"The effect of the software of the principles of setting up surgical tables on the knowledge and practical skills of the students of operating room technology","authors":"L. Sadati, S. Hannani, Nazanin Sarraf Shahri, Azar Arabkhazaei, Azin Arabkhazaei, Afsaneh Askarkhah","doi":"10.34172/rdme.2022.026","DOIUrl":"https://doi.org/10.34172/rdme.2022.026","url":null,"abstract":"Background: Traditional teaching and learning methods are losing their effectiveness due to the advancement of communication technology and science in the new century. Therefore, educational software development can improve medical and paramedical students’ learning in modern medical education. The current study was conducted to investigate the effect of software on the principles of surgical table setting on the learning and practical skills of the students of operating room technology. Methods: A semi-experimental study was conducted using a census method among 57 operating room students who met the inclusion criteria. The students were divided into two groups, intervention, and control. The two groups were pre-tested before the intervention to assess their knowledge and practical skills. Additionally, the control group was regularly trained, and the intervention group was provided with educational software simultaneously with routine training. A post-test was given to both groups at the end of the semester. The data were analyzed by SPSS 22 using the descriptive and inferential statistical indicators of paired t test and Mann-Whitney test. Results: The results of this study showed that the intervention group and the control group did not differ significantly in any of the demographic parameters (P<0.05). Considering the normality of the data, comparing the level of knowledge and practical skills of the operating room technology students before and after the intervention in both groups using paired t-test showed that the level of knowledge and practical skills in the intervention group increased significantly (P>0.001). Conclusion: According to the results of this study, educational methods in conjunction with the appropriate software can effectively increase students’ awareness of operating room technology and help improve their practical skills. Therefore, educational aid software is a useful tool to be used during internship courses as an effective method of training operating room students.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45670003","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 difference between mobbing and bullying in healthcare settings","authors":"Omid V. Ebrahimi, D. Mohammadi","doi":"10.34172/rdme.2022.028","DOIUrl":"https://doi.org/10.34172/rdme.2022.028","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49522935","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}
Reza Yahyavi Sahzabi, F. Maghsoudi, Elahe Akjavan, S. Mobarak, E. Radmanesh
Background: The alarming outbreak of the COVID-19 virus significantly disrupted all aspects of human life, including education. As a result, e-learning has become a vital tool for education. This study aimed to investigate the attitudes of medical and anesthesia students toward e-learning in physiology during the pandemic of COVID-19. Methods: This descriptive study was conducted among 67 medical and anesthesiology students at Abadan University of Medical Sciences who studied physiology in the second semester of 2020-2021 in the form of e-learning due to the COVID-19 pandemic. A researcher-created questionnaire was used, rating items on a five-point Likert scale. Data were entered into SPSS 21 for statistical analysis and analyzed using descriptive statistics. Results: A total of 73.1% of the participants in this study were women. The favorable opinions of students by percentage were as follows: satisfactory access to the Internet, 71.0%; the possibility of downloading educational content from the educational system, 88.2%; effective communication between teacher and student through e-learning, 20.6%; e-learning by combining online and offline education, 69.1%; the suitability of offline educational content due to accessibility convenient to learn at any time and place where the student wants to learn, 75%; face-to-face education is more suitable than e-learning, 60.3%. Conclusion: Effective communication between teacher and student is weak in virtual/online education. Students were generally positive about a combination of online and offline virtual education together and liked offline educational content due to ease of access at any time and place. In general, students preferred face-to-face teaching to virtual education.
{"title":"Medical and anesthesia students’ attitude toward e-learning physiology courses during the COVID-19 pandemic days","authors":"Reza Yahyavi Sahzabi, F. Maghsoudi, Elahe Akjavan, S. Mobarak, E. Radmanesh","doi":"10.34172/rdme.2022.025","DOIUrl":"https://doi.org/10.34172/rdme.2022.025","url":null,"abstract":"Background: The alarming outbreak of the COVID-19 virus significantly disrupted all aspects of human life, including education. As a result, e-learning has become a vital tool for education. This study aimed to investigate the attitudes of medical and anesthesia students toward e-learning in physiology during the pandemic of COVID-19. Methods: This descriptive study was conducted among 67 medical and anesthesiology students at Abadan University of Medical Sciences who studied physiology in the second semester of 2020-2021 in the form of e-learning due to the COVID-19 pandemic. A researcher-created questionnaire was used, rating items on a five-point Likert scale. Data were entered into SPSS 21 for statistical analysis and analyzed using descriptive statistics. Results: A total of 73.1% of the participants in this study were women. The favorable opinions of students by percentage were as follows: satisfactory access to the Internet, 71.0%; the possibility of downloading educational content from the educational system, 88.2%; effective communication between teacher and student through e-learning, 20.6%; e-learning by combining online and offline education, 69.1%; the suitability of offline educational content due to accessibility convenient to learn at any time and place where the student wants to learn, 75%; face-to-face education is more suitable than e-learning, 60.3%. Conclusion: Effective communication between teacher and student is weak in virtual/online education. Students were generally positive about a combination of online and offline virtual education together and liked offline educational content due to ease of access at any time and place. In general, students preferred face-to-face teaching to virtual education.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43134243","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: Vice Chairs for Education are experienced educators who oversee a wide array of departmental activities. Through the lens of servant leadership, we investigate how Vice Chairs for Education approach the role, support others, and navigate complexities while impacting the clinical learning environment. Methods: A convergent mixed-methods study was conducted at our academic multi-institutional medical center. Semi-structured interviews were conducted and analyzed thematically from July to October 2019. CVs were collected; metrics were abstracted and analyzed descriptively. Qualitative and quantitative data were aligned, integrated, and verified. Results: In all, 14 of 16 (87.5%) Vice Chairs for Education responded. These Vice Chairs are MD faculty members from three affiliated hospitals representing 11 specialties. Five themes were identified. These Vice Chairs are trusted departmental leaders who attained the role through experience and engagement. Intentionally inclusive and collaborative, they build and sustain relationships while navigating challenges. They take pride in supporting others and prioritize mentorship. Relying on institutional knowledge, they unite educational efforts by building rapport and encouraging community. In addition to envisioning the development of their departments, Vice Chairs are eager to value them attentively and thoughtfully. Conclusion: Vice Chairs for Education embody servant leadership principles by supporting others, building community, embracing open communication, maintaining authenticity, modeling fairness, focusing on improvement, and navigating challenges. They know that prioritizing education is not a matter of chance and must be cultivated and even defended at times. Vice Chairs for Education embrace, unify, empower, and protect their trainees, colleagues, departments, and institution. Ultimately, as servant leaders, they demonstrate humility and professionalism.
{"title":"Vice chairs for education as servant leaders: A convergent mixed-methods study","authors":"Kristina Dzara, Abid Khan, L. Berkowitz","doi":"10.34172/rdme.2022.023","DOIUrl":"https://doi.org/10.34172/rdme.2022.023","url":null,"abstract":"Background: Vice Chairs for Education are experienced educators who oversee a wide array of departmental activities. Through the lens of servant leadership, we investigate how Vice Chairs for Education approach the role, support others, and navigate complexities while impacting the clinical learning environment. Methods: A convergent mixed-methods study was conducted at our academic multi-institutional medical center. Semi-structured interviews were conducted and analyzed thematically from July to October 2019. CVs were collected; metrics were abstracted and analyzed descriptively. Qualitative and quantitative data were aligned, integrated, and verified. Results: In all, 14 of 16 (87.5%) Vice Chairs for Education responded. These Vice Chairs are MD faculty members from three affiliated hospitals representing 11 specialties. Five themes were identified. These Vice Chairs are trusted departmental leaders who attained the role through experience and engagement. Intentionally inclusive and collaborative, they build and sustain relationships while navigating challenges. They take pride in supporting others and prioritize mentorship. Relying on institutional knowledge, they unite educational efforts by building rapport and encouraging community. In addition to envisioning the development of their departments, Vice Chairs are eager to value them attentively and thoughtfully. Conclusion: Vice Chairs for Education embody servant leadership principles by supporting others, building community, embracing open communication, maintaining authenticity, modeling fairness, focusing on improvement, and navigating challenges. They know that prioritizing education is not a matter of chance and must be cultivated and even defended at times. Vice Chairs for Education embrace, unify, empower, and protect their trainees, colleagues, departments, and institution. Ultimately, as servant leaders, they demonstrate humility and professionalism.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834108","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 traditional pattern of theory assessment may not address the principles of assessment due to faulty paper-setting practices. This interventional study aimed to sensitize the faculty in designing a test blueprint template to set question papers (QPs). The set QPs were reviewed by experts to evaluate the effectiveness of blueprinting in the quality of the QPs. Methods: Based on the validated weightage of the biochemistry syllabus, each of the 10 faculty prepared a test blueprint, and set theory QPs without and with those test blueprints. The QPs were blinded and randomly allocated to 9 experts for evaluation. The test paper review score and feedback from both faculty and subject experts were statistically analyzed. Results: Reliability check of faculty feedback and review checklist of test papers validated its internal consistency. In all, 95% of participants expressed their agreement with various attributes of blueprinting and its future application in assessment. Statistically significant improvement (P<0.005) was observed in the overall quality of the QPs with blueprinting. Conclusion: It was determined that blueprinting aligns objectives, content areas, and curriculum with assessment, thus improving reliability and content validity. Validated weightage of the biochemistry syllabus and blueprints for written examination were systematized.
{"title":"Blueprints in biochemistry: Systematic assessment in undergraduate medical education","authors":"Y. Pawade, Anita Chalak, D. Pawade","doi":"10.34172/rdme.2022.022","DOIUrl":"https://doi.org/10.34172/rdme.2022.022","url":null,"abstract":"Background: The traditional pattern of theory assessment may not address the principles of assessment due to faulty paper-setting practices. This interventional study aimed to sensitize the faculty in designing a test blueprint template to set question papers (QPs). The set QPs were reviewed by experts to evaluate the effectiveness of blueprinting in the quality of the QPs. Methods: Based on the validated weightage of the biochemistry syllabus, each of the 10 faculty prepared a test blueprint, and set theory QPs without and with those test blueprints. The QPs were blinded and randomly allocated to 9 experts for evaluation. The test paper review score and feedback from both faculty and subject experts were statistically analyzed. Results: Reliability check of faculty feedback and review checklist of test papers validated its internal consistency. In all, 95% of participants expressed their agreement with various attributes of blueprinting and its future application in assessment. Statistically significant improvement (P<0.005) was observed in the overall quality of the QPs with blueprinting. Conclusion: It was determined that blueprinting aligns objectives, content areas, and curriculum with assessment, thus improving reliability and content validity. Validated weightage of the biochemistry syllabus and blueprints for written examination were systematized.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47519020","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}
Rana Gholamzadeh Nikjoo, Y. Partovi, Akbar Javan Biparva
Background: Critical events can cause panic in the university community and raise the question of whether universities can prepare for and respond to these events while effectively maintaining a culture of inclusiveness and free access. Methods: The current study was conducted based on a scoping review of texts using the Arkesy and O’Malley frameworks and the PRISMA checklist to improve the quality of the report. For this study, crisis management programs at universities and institutes of higher education in all countries of the world within a period of 10 years (2010-2020) were searched using appropriate keywords approved in MeSH and various databases such as Embase, PubMed and Scopus, Proquest, and Iranian SID and Magiran databases. Finally, according to the search parameters, 21 studies were included in the final study, and an output table was extracted. Results: The goals of university crisis programs when encountering existing accidents and crises are divided into several general categories: planning and creating a framework for dealing with the crisis, continuing to work in times of crisis, communicating in times of crisis, and providing supplies and continuity of training. The next most crucial element in the university crisis program is the formation of a crisis management team. Conclusion: It is indispensable for students, faculty, and administrators to receive training in crisis management to prevent any possible harm to individuals when dealing with crises in universities. As a result, it is recommended that crisis management officials in universities pay serious attention.
{"title":"Crisis management programs in top universities worldwide to maintain educational activities in situational crises: A scoping review","authors":"Rana Gholamzadeh Nikjoo, Y. Partovi, Akbar Javan Biparva","doi":"10.34172/rdme.2022.021","DOIUrl":"https://doi.org/10.34172/rdme.2022.021","url":null,"abstract":"Background: Critical events can cause panic in the university community and raise the question of whether universities can prepare for and respond to these events while effectively maintaining a culture of inclusiveness and free access. Methods: The current study was conducted based on a scoping review of texts using the Arkesy and O’Malley frameworks and the PRISMA checklist to improve the quality of the report. For this study, crisis management programs at universities and institutes of higher education in all countries of the world within a period of 10 years (2010-2020) were searched using appropriate keywords approved in MeSH and various databases such as Embase, PubMed and Scopus, Proquest, and Iranian SID and Magiran databases. Finally, according to the search parameters, 21 studies were included in the final study, and an output table was extracted. Results: The goals of university crisis programs when encountering existing accidents and crises are divided into several general categories: planning and creating a framework for dealing with the crisis, continuing to work in times of crisis, communicating in times of crisis, and providing supplies and continuity of training. The next most crucial element in the university crisis program is the formation of a crisis management team. Conclusion: It is indispensable for students, faculty, and administrators to receive training in crisis management to prevent any possible harm to individuals when dealing with crises in universities. As a result, it is recommended that crisis management officials in universities pay serious attention.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620808","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 : 2022-12-14DOI: 10.22219/raden.v2i2.23224
H. Husamah, H. Suwono, Hadi Nur, A. Dharmawan
Research and Development (R&D) has urgency in education, especially during a pandemic because it describes solutions and innovations. The purpose of this systematic literature review (SLR) was to analyze the global trend of research and development in education in the pandemic era. We used the word “research and development education” in the disbursement menu in the SCOPUS database, and after applying the inclusion and exclusion criteria using the PRISMA technique, we found 15 suitable articles. There is an increasing trend of research on R&D in the last three years, where the peak of publication occurs in 2021 and decreases in 2022. More articles are published by authors from Europe. Articles are dominated by international collaborations. The R&D article is related to sustainable development and is closely related to educational innovation, especially at the university level. Based on the co-citation data presented by VOSviewer, there is a relationship between R&D and COVID-19. It can be concluded that R&D in education gets special place and attention from researchers in the world.
{"title":"Global trend of research and development in education in the pandemic era: A systematic literature review","authors":"H. Husamah, H. Suwono, Hadi Nur, A. Dharmawan","doi":"10.22219/raden.v2i2.23224","DOIUrl":"https://doi.org/10.22219/raden.v2i2.23224","url":null,"abstract":"Research and Development (R&D) has urgency in education, especially during a pandemic because it describes solutions and innovations. The purpose of this systematic literature review (SLR) was to analyze the global trend of research and development in education in the pandemic era. We used the word “research and development education” in the disbursement menu in the SCOPUS database, and after applying the inclusion and exclusion criteria using the PRISMA technique, we found 15 suitable articles. There is an increasing trend of research on R&D in the last three years, where the peak of publication occurs in 2021 and decreases in 2022. More articles are published by authors from Europe. Articles are dominated by international collaborations. The R&D article is related to sustainable development and is closely related to educational innovation, especially at the university level. Based on the co-citation data presented by VOSviewer, there is a relationship between R&D and COVID-19. It can be concluded that R&D in education gets special place and attention from researchers in the world.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83761932","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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