Pub Date : 2022-12-13DOI: 10.22219/raden.v2i2.19990
Muhammad Fakhrul Arifin, Aditya Rahman, Mila Ermila Hendriyani, Ika Rifqiawatia
This study aims to develop and test the feasibility of multimedia-based learning media for the concept of the human digestive system using Adobe Flash Professional CS6. This research and development (R&D) use the ADDIE development model. The development carried out in this study is limited to the 7th step, including problem identification, data collection, product design, design validation, design revision, product testing, and product revision. The subjects of this study were determined by using random sampling. Data collection was carried out by non-test techniques using interview guide sheets, validation questionnaires from media and material experts, and student response questionnaires. The results showed that the feasibility test of the product developed based on the material was in the excellent category of 91%. Furthermore, the results showed that the feasibility test of the product developed based on the assessment of media experts was feasible with 87.5%. User-based due diligence through limited trial also showed decent results with 97.7%. These results indicate that the multimedia-based learning media developed using Adobe Flash Professional CS6 is feasible for mass production after the final revision.
本研究旨在利用Adobe Flash Professional CS6开发并测试基于多媒体的人体消化系统概念学习媒体的可行性。本研究与开发采用ADDIE开发模式。本研究进行的开发仅限于第7步，包括问题识别、数据收集、产品设计、设计验证、设计修订、产品测试和产品修订。本研究采用随机抽样的方法确定研究对象。数据收集采用非测试技术，使用访谈指南表、媒体和材料专家的验证性问卷以及学生回答问卷。结果表明，基于该材料开发的产品的可行性测试为91%的优良率。此外，结果表明，基于媒体专家评估开发的产品的可行性测试具有87.5%的可行性。基于用户的尽职调查通过有限的试验也显示了97.7%的不错的结果。这些结果表明，使用Adobe Flash Professional CS6开发的基于多媒体的学习媒体在最终修订后是可以批量生产的。
{"title":"Developing multimedia-based learning media on the digestive system using Adobe Flash Professional CS6 application for class XI","authors":"Muhammad Fakhrul Arifin, Aditya Rahman, Mila Ermila Hendriyani, Ika Rifqiawatia","doi":"10.22219/raden.v2i2.19990","DOIUrl":"https://doi.org/10.22219/raden.v2i2.19990","url":null,"abstract":"This study aims to develop and test the feasibility of multimedia-based learning media for the concept of the human digestive system using Adobe Flash Professional CS6. This research and development (R&D) use the ADDIE development model. The development carried out in this study is limited to the 7th step, including problem identification, data collection, product design, design validation, design revision, product testing, and product revision. The subjects of this study were determined by using random sampling. Data collection was carried out by non-test techniques using interview guide sheets, validation questionnaires from media and material experts, and student response questionnaires. The results showed that the feasibility test of the product developed based on the material was in the excellent category of 91%. Furthermore, the results showed that the feasibility test of the product developed based on the assessment of media experts was feasible with 87.5%. User-based due diligence through limited trial also showed decent results with 97.7%. These results indicate that the multimedia-based learning media developed using Adobe Flash Professional CS6 is feasible for mass production after the final revision.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73134705","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 : 2022-12-12DOI: 10.22219/raden.v2i2.23232
Ifanny Nurhayatus Saadah, Samsun Hadi, M. K. Budiyanto, A. Rahardjanto, Atok Miftachul Hudha
Learning media is an important key to the success of learning to lead to student interaction with learning resources so that goals can be achieved, one of which is in biology lessons in junior high school. The purpose of this study was to produce a product in the form of learning media using Articulate Storyline software, in which to determine an increase in student learning outcomes in class VIII Junior High School (SMPN) 5 Malang. This study uses Research and Development (R&D) research by using the Borg & Gall model which has 10 steps. The use of the Borg and Gall R&D model in this research uses 7 steps, namely: (1) Potential and Problems, (2) Data Collection, (3) Product Design, (4) Design Validation, (5) Design Revision, (6) Test Try the Product, (7) Product Revision. To find out whether there is an increase in learning outcomes, trials are carried out on a small-scale test and extensive-scale test, students are given a pretest and posttest to measure the effect of using media on learning outcomes. Based on test results from media experts it was declared feasible, effective, and efficient for use in learning. Based on the results of the paired t-test with significant. The results of calculations using SPSS, obtained a P value <0.05, which means that there is a significant difference between the average pretest and posttest scores between before and after using the Articulate Storyline learning media or it can be said to improve student learning outcomes.
{"title":"Development of articulate storyline learning media to improve biology learning outcomes for junior high school students","authors":"Ifanny Nurhayatus Saadah, Samsun Hadi, M. K. Budiyanto, A. Rahardjanto, Atok Miftachul Hudha","doi":"10.22219/raden.v2i2.23232","DOIUrl":"https://doi.org/10.22219/raden.v2i2.23232","url":null,"abstract":"Learning media is an important key to the success of learning to lead to student interaction with learning resources so that goals can be achieved, one of which is in biology lessons in junior high school. The purpose of this study was to produce a product in the form of learning media using Articulate Storyline software, in which to determine an increase in student learning outcomes in class VIII Junior High School (SMPN) 5 Malang. This study uses Research and Development (R&D) research by using the Borg & Gall model which has 10 steps. The use of the Borg and Gall R&D model in this research uses 7 steps, namely: (1) Potential and Problems, (2) Data Collection, (3) Product Design, (4) Design Validation, (5) Design Revision, (6) Test Try the Product, (7) Product Revision. To find out whether there is an increase in learning outcomes, trials are carried out on a small-scale test and extensive-scale test, students are given a pretest and posttest to measure the effect of using media on learning outcomes. Based on test results from media experts it was declared feasible, effective, and efficient for use in learning. Based on the results of the paired t-test with significant. The results of calculations using SPSS, obtained a P value <0.05, which means that there is a significant difference between the average pretest and posttest scores between before and after using the Articulate Storyline learning media or it can be said to improve student learning outcomes.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83592203","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 : 2022-12-12DOI: 10.22219/raden.v2i2.20035
Mila Ermila Hendriyani, I. Rifqiawati, Diana Lestari
Creative thinking skills are 21st Century Skills which are difficult to improve when online learning is implemented. This study aimed to develop online learning videos to improve students' creative thinking skills. The product development process includes problem analysis, material collection, product design, expert test, limited trial, design revision, usage trial, and product revision. The material and design determine the feasibility of the product. Aspects of material assessment include conformity to the curriculum, indicators of creative thinking, and language. Elements of the assessment in terms of media include instructional design, visual communication, and aspects of creative thinking. The validation results show the average percentage of material experts is 97.55%, and media experts is 93.7%. The results of the user response test (teachers and students) were 99.76%. This value shows that online learning videos were included in the very appropriate category as learning media to improve students' creative thinking skills on the material of the circulatory system. Therefore, the media that has been developed in this study is expected to be followed up in further research and applied in biology learning.
{"title":"Online learning videos to develop creative thinking skills of students","authors":"Mila Ermila Hendriyani, I. Rifqiawati, Diana Lestari","doi":"10.22219/raden.v2i2.20035","DOIUrl":"https://doi.org/10.22219/raden.v2i2.20035","url":null,"abstract":"Creative thinking skills are 21st Century Skills which are difficult to improve when online learning is implemented. This study aimed to develop online learning videos to improve students' creative thinking skills. The product development process includes problem analysis, material collection, product design, expert test, limited trial, design revision, usage trial, and product revision. The material and design determine the feasibility of the product. Aspects of material assessment include conformity to the curriculum, indicators of creative thinking, and language. Elements of the assessment in terms of media include instructional design, visual communication, and aspects of creative thinking. The validation results show the average percentage of material experts is 97.55%, and media experts is 93.7%. The results of the user response test (teachers and students) were 99.76%. This value shows that online learning videos were included in the very appropriate category as learning media to improve students' creative thinking skills on the material of the circulatory system. Therefore, the media that has been developed in this study is expected to be followed up in further research and applied in biology learning.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83677115","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 : 2022-12-12DOI: 10.22219/raden.v2i2.22410
Joko Ade Nursiyono, Peni Meivita
Learning history has a central role in cultivating patriotism and nationalism value for students. Various countries have placed historical education as a crucial part of national education. It is due to the belief that historical education materials can develop the nature and character of the nation's young generation. Technological developments make it easier for us to create innovative media, such as web scraping. Learning history with proper media can foster students' motivation to understand the content, such as the names and roles of national heroes. Web scraping is used to collect data from sites related to 60 national heroes and their places of birth. The data is then processed and visualized in Tableau Public. The result shows that the learning media can be categorized as good (53%). The respondent stated that the history learning media is very useful (67%). Meanwhile, regarding the effectiveness of the linkage feature between the data in the visualization, all respondents stated is good.
{"title":"Learning history through web scraping and Tableau public: Is it possible?","authors":"Joko Ade Nursiyono, Peni Meivita","doi":"10.22219/raden.v2i2.22410","DOIUrl":"https://doi.org/10.22219/raden.v2i2.22410","url":null,"abstract":"Learning history has a central role in cultivating patriotism and nationalism value for students. Various countries have placed historical education as a crucial part of national education. It is due to the belief that historical education materials can develop the nature and character of the nation's young generation. Technological developments make it easier for us to create innovative media, such as web scraping. Learning history with proper media can foster students' motivation to understand the content, such as the names and roles of national heroes. Web scraping is used to collect data from sites related to 60 national heroes and their places of birth. The data is then processed and visualized in Tableau Public. The result shows that the learning media can be categorized as good (53%). The respondent stated that the history learning media is very useful (67%). Meanwhile, regarding the effectiveness of the linkage feature between the data in the visualization, all respondents stated is good.\u0000 ","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86024312","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}
It is crucial to glare at the lacunae of the current competency-based medical education (CBME) curriculum. Certain areas are inadequately addressed, namely issues about gender health and development with a particular focus on the healthcare needs of the LGBTQ+community. It is needed to insist more on health care of disadvantaged sections of the population like primitive tribal groups, the scope dimensions and utilities of palliative and rehabilitative care in patient care, addressing workplace violence against health care professionals, the role of universal health coverage and health insurance in addressing inequitable health care accessibility, the sensitization and application of digital and machine learning technologies in health care, use of artificial intelligence (AI) and 3D printing to solve complex health issues, the utilities of telemedicine to address inaccessible quality health care and most notably the absence of sensitization and training on Chemical, Biological, Radiological, Nuclear (CBRN) casualty management as a subset of disaster.
{"title":"The gaps unaddressed in competency-based medical education (CBME) curriculum","authors":"Surekha A, S. Anbazhagan, D. Suryawanshi","doi":"10.34172/rdme.2022.020","DOIUrl":"https://doi.org/10.34172/rdme.2022.020","url":null,"abstract":"It is crucial to glare at the lacunae of the current competency-based medical education (CBME) curriculum. Certain areas are inadequately addressed, namely issues about gender health and development with a particular focus on the healthcare needs of the LGBTQ+community. It is needed to insist more on health care of disadvantaged sections of the population like primitive tribal groups, the scope dimensions and utilities of palliative and rehabilitative care in patient care, addressing workplace violence against health care professionals, the role of universal health coverage and health insurance in addressing inequitable health care accessibility, the sensitization and application of digital and machine learning technologies in health care, use of artificial intelligence (AI) and 3D printing to solve complex health issues, the utilities of telemedicine to address inaccessible quality health care and most notably the absence of sensitization and training on Chemical, Biological, Radiological, Nuclear (CBRN) casualty management as a subset of disaster.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47291858","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}
Dear Editor, Today, research efficiency is a critical element not only for scientific institutions but also for governments. Previous studies indicate that outstanding high-impact research requires the collaboration of professional researchers and teams of experts.1 An essential step toward establishing expert researchers and professional research teams involves the collaboration of a professional instructor to train and guide the learners during their research process.2 On the other hand, peer learning, peer education, and peer mentoring should not be neglected in this field of education, teaching, and learning, as well as training. Despite inadequacy in standard research courses for undergraduate students, experiential learning and mentorship can significantly improve the quality of research by inculcating a research culture among junior students.3 Evidence suggests that peer-research education and mentoring can have beneficial effects on undergraduate students, although Lev et al. defined mentoring as occurring when: “...a senior person or mentor provides information, advice, and emotional support to a junior person or student over a period of time.”4 Therefore, this letter investigates the benefits and challenges of peer-research learning and mentoring for undergraduate medical students. First, it is necessary to develop a course protocol outlining how teaching, learning, and training will occur to establish a standard training program. According to standard research training courses and protocols, several main topics are necessary for understanding how to conduct research, including conceptualization of priority research problems, development of fundable research proposals, ethical data collection, data analysis and evaluation of results, manuscript writing, and dissemination.5 A peer undergraduate medical student who has handled some research projects, published several articles, presented at conferences, and is generally recognized as a researcher, can identify and fill in gaps in the previous protocols. Nevertheless, since developing protocols requires expertise in a specific field, an undergraduate medical student, as a peer with trainees, may have to seek guidance from senior experts before writing course protocols.6 For the second step, it is necessary to transfer information and teach theoretical topics. As a result of previous experiences and studies, peer-to-peer teaching and learning both offer more benefits than limitations. Specifically, peer-to-peer learning helps students improve their attitudes toward education, foster a more personalized learning experience, participate in cooperative learning, and contribute to higher academic achievement. In addition, peer teachers gain confidence, sharpen their skills, provide cost-effective training courses, and improve student teamwork.7,8 In addition to these benefits, peer-to-peer learning may be limited or impeded by knowledge gaps among peers, although peers intend to control the atm
{"title":"Peer-research learning and mentoring for undergraduate medical students: Benefits and challenges","authors":"M. Jafari, AmirAli Moodi Ghalibaf","doi":"10.34172/rdme.2022.019","DOIUrl":"https://doi.org/10.34172/rdme.2022.019","url":null,"abstract":"Dear Editor, Today, research efficiency is a critical element not only for scientific institutions but also for governments. Previous studies indicate that outstanding high-impact research requires the collaboration of professional researchers and teams of experts.1 An essential step toward establishing expert researchers and professional research teams involves the collaboration of a professional instructor to train and guide the learners during their research process.2 On the other hand, peer learning, peer education, and peer mentoring should not be neglected in this field of education, teaching, and learning, as well as training. Despite inadequacy in standard research courses for undergraduate students, experiential learning and mentorship can significantly improve the quality of research by inculcating a research culture among junior students.3 Evidence suggests that peer-research education and mentoring can have beneficial effects on undergraduate students, although Lev et al. defined mentoring as occurring when: “...a senior person or mentor provides information, advice, and emotional support to a junior person or student over a period of time.”4 Therefore, this letter investigates the benefits and challenges of peer-research learning and mentoring for undergraduate medical students. First, it is necessary to develop a course protocol outlining how teaching, learning, and training will occur to establish a standard training program. According to standard research training courses and protocols, several main topics are necessary for understanding how to conduct research, including conceptualization of priority research problems, development of fundable research proposals, ethical data collection, data analysis and evaluation of results, manuscript writing, and dissemination.5 A peer undergraduate medical student who has handled some research projects, published several articles, presented at conferences, and is generally recognized as a researcher, can identify and fill in gaps in the previous protocols. Nevertheless, since developing protocols requires expertise in a specific field, an undergraduate medical student, as a peer with trainees, may have to seek guidance from senior experts before writing course protocols.6 For the second step, it is necessary to transfer information and teach theoretical topics. As a result of previous experiences and studies, peer-to-peer teaching and learning both offer more benefits than limitations. Specifically, peer-to-peer learning helps students improve their attitudes toward education, foster a more personalized learning experience, participate in cooperative learning, and contribute to higher academic achievement. In addition, peer teachers gain confidence, sharpen their skills, provide cost-effective training courses, and improve student teamwork.7,8 In addition to these benefits, peer-to-peer learning may be limited or impeded by knowledge gaps among peers, although peers intend to control the atm","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45790388","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}
Tayebeh Khajeh, Alireza Isfandyari Moghaddam, Behrooz Bayat, F. Doroudi
Background: Academic libraries play a crucial and constructive role in managing information resources. Because medical universities have an essential role in promoting public health, the position of libraries at these universities is both important and influential. Therefore, this study investigated factors that affect the provision of health information resources in central libraries at Iranian universities of medical sciences. Methods: This applied-descriptive study reviewed factors affecting the provision of health information resources based on document study and the Delphi method. A total of 62 managers of these central libraries were asked to participate. The sample was based on the fuzzy Delphi technique, which provides a solution in two phases. The data were obtained from a qualitative analysis of interviews and results from a researcher-created questionnaire. Results: Six factors were found to be vital to providing health information resources, including support, maintenance costs, country policies, economics, cooperation with high-tech companies, and political challenges. Some suggestions are given to address the challenges of providing resources; the most important was to create visual and audio media with a high diffusion coefficient. Conclusion: Numerous factors can affect the provision of health information resources at Iranian universities of medical sciences. The foundations of these factors are varied, some stemming from economic fluctuations and others from technological developments.
{"title":"Factors affecting health information resources in central libraries at Iranian universities of medical sciences","authors":"Tayebeh Khajeh, Alireza Isfandyari Moghaddam, Behrooz Bayat, F. Doroudi","doi":"10.34172/rdme.2022.018","DOIUrl":"https://doi.org/10.34172/rdme.2022.018","url":null,"abstract":"Background: Academic libraries play a crucial and constructive role in managing information resources. Because medical universities have an essential role in promoting public health, the position of libraries at these universities is both important and influential. Therefore, this study investigated factors that affect the provision of health information resources in central libraries at Iranian universities of medical sciences. Methods: This applied-descriptive study reviewed factors affecting the provision of health information resources based on document study and the Delphi method. A total of 62 managers of these central libraries were asked to participate. The sample was based on the fuzzy Delphi technique, which provides a solution in two phases. The data were obtained from a qualitative analysis of interviews and results from a researcher-created questionnaire. Results: Six factors were found to be vital to providing health information resources, including support, maintenance costs, country policies, economics, cooperation with high-tech companies, and political challenges. Some suggestions are given to address the challenges of providing resources; the most important was to create visual and audio media with a high diffusion coefficient. Conclusion: Numerous factors can affect the provision of health information resources at Iranian universities of medical sciences. The foundations of these factors are varied, some stemming from economic fluctuations and others from technological developments.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46853160","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}
M. Arian, A. Hamzeian, M. Asgari, Mohammad Bagher Oghazian, Ghasem Deimazar
Background: The adequacy and efficiency of an educational system in the academic settings depend on the teachers’ philosophical mindedness and the ruling approach of educational philosophy. Therefore, the lack of knowledge about the philosophical foundations of education can adversely affect the educational system. The current study investigates the faculty members’ philosophical mindedness and educational philosophy of the Semnan University of Medical Sciences. Methods: This descriptive correlational study was conducted on full-time faculty members of Semnan University of Medical Sciences selected by convenience sampling method in 2020. Zinn’s Philosophy of Adult Education Inventory and Komeli’s philosophical mindedness questionnaire were used to assess participants’ educational philosophy and philosophical mindedness, respectively. Pearson’s and Spearman’s correlation coefficients and the regression analysis were used for the inferential analysis. Results: Data collected from 62 faculty members were finally analyzed. It was found that most of them (56 faculty members, 95.2%), had an average philosophical mindedness, and behaviorism dominated their educational philosophy. The variable components of philosophical mindedness (i.e., comprehensiveness, penetration, and flexibility) were not significantly different between participating faculty members from different faculties (P>0.05). The highest mean score of philosophical mindedness was related to comprehensiveness (47.54±4.9), followed by penetration (43.40±4), and finally flexibility (32.38±3.7). Based on the results, philosophical mindedness and educational philosophy are significantly correlated. The regression coefficients revealed that, flexibility affected predicting the tendency towards liberalism and progressivism, among the elements of philosophical mindedness. In contrast, comprehensiveness and penetration affected predicting radicalism. The results obtained showed an average level of philosophical mindedness among the professors participating in this study. Conclusion: The results indicated an average level of philosophical mindedness among faculty members participating in this study. Therefore, courses should be held in their empowerment programs to strengthen the philosophical mindedness of the faculty members. Furthermore, these courses will positively affect educational philosophy. In addition, courses in critical thinking are required. This type of thinking is beyond the ability to solve problems; it gives a philosophical orientation to thinking.
{"title":"A preference for educational philosophy and philosophical mindedness among Iranian faculty members at Semnan University of Medical Sciences","authors":"M. Arian, A. Hamzeian, M. Asgari, Mohammad Bagher Oghazian, Ghasem Deimazar","doi":"10.34172/rdme.2022.017","DOIUrl":"https://doi.org/10.34172/rdme.2022.017","url":null,"abstract":"Background: The adequacy and efficiency of an educational system in the academic settings depend on the teachers’ philosophical mindedness and the ruling approach of educational philosophy. Therefore, the lack of knowledge about the philosophical foundations of education can adversely affect the educational system. The current study investigates the faculty members’ philosophical mindedness and educational philosophy of the Semnan University of Medical Sciences. Methods: This descriptive correlational study was conducted on full-time faculty members of Semnan University of Medical Sciences selected by convenience sampling method in 2020. Zinn’s Philosophy of Adult Education Inventory and Komeli’s philosophical mindedness questionnaire were used to assess participants’ educational philosophy and philosophical mindedness, respectively. Pearson’s and Spearman’s correlation coefficients and the regression analysis were used for the inferential analysis. Results: Data collected from 62 faculty members were finally analyzed. It was found that most of them (56 faculty members, 95.2%), had an average philosophical mindedness, and behaviorism dominated their educational philosophy. The variable components of philosophical mindedness (i.e., comprehensiveness, penetration, and flexibility) were not significantly different between participating faculty members from different faculties (P>0.05). The highest mean score of philosophical mindedness was related to comprehensiveness (47.54±4.9), followed by penetration (43.40±4), and finally flexibility (32.38±3.7). Based on the results, philosophical mindedness and educational philosophy are significantly correlated. The regression coefficients revealed that, flexibility affected predicting the tendency towards liberalism and progressivism, among the elements of philosophical mindedness. In contrast, comprehensiveness and penetration affected predicting radicalism. The results obtained showed an average level of philosophical mindedness among the professors participating in this study. Conclusion: The results indicated an average level of philosophical mindedness among faculty members participating in this study. Therefore, courses should be held in their empowerment programs to strengthen the philosophical mindedness of the faculty members. Furthermore, these courses will positively affect educational philosophy. In addition, courses in critical thinking are required. This type of thinking is beyond the ability to solve problems; it gives a philosophical orientation to thinking.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47613158","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}
Dear Editor, It is indispensable to train competent health professionals to meet the evolving healthcare needs of the nations. To this end, it is crucial to pay much attention to curriculum development.1 A formal curriculum has the teaching and learning experiences that empower students to achieve the outlined goals. It consists of learning goals, teaching and evaluation methods and strategies, and a learning environment laid out by higher education institutes. There is another type of curriculum, commonly known as the hidden curriculum. This also plays a vital role in medical education, particularly in what occurs in a clinical setting. Moreover, the hidden curriculum has a pervasive influence on students’ attitudes, professional personalities, learning courses, and how they deal with ethical dilemmas.2,3 Bloom recognized two parallel and distinct forms of curriculum, one as formal and written, the other as hidden. He defined a hidden curriculum as one that is neither stated nor attended, or shaped through the student’s interaction with the learning environment.4 The hidden curriculum plays a vital role in establishing a student’s professional life, conduct, beliefs, and sense of responsibility. Therefore, harmonizing these two forms of the curriculum has become one of the crucial struggles that educators and instructional designers have to encounter. Mentoring is defined as a process by which an experienced, trustworthy, and dedicated person or mentor guides a less experienced individual toward cultivating ideas and reflecting on them, learning, and personal and professional development.5 It is often an extensive, voluntary, and broad relationship encompassing different learning environments, such as research, clinical settings, and ethical and professional conduct. Student mentoring can be observed at different levels of educational hierarchy, a higher level involving faculty mentors, an intermediate one involving residents, and at the near-peer level, or a combination of these.1 Mentoring programs, if designed, delivered, and evaluated based on evidence-based need-oriented principles can benefit not only mentees but also various parts of medical higher education institutions. These benefits include cognitive empowerment, development of professional skills and personal competencies, cultivating a sense of responsibility, increasing motivation, better group adoption, and a more collaborative and substantial commitment to ethical principles and patient privacy.6 These benefits, achieved at a relatively low cost, have influenced the widespread adoption of these programs as a fundamental principle of an educational environment. Not surprisingly, many countries have taken steps to establish such programs in a manner that is culturally, socially, and economically appropriate. Several medical universities in Iran initiated the implementation of student mentoring programs in the early 2010s. For example, since 2015 a student mentoring program at three
{"title":"The role of student mentoring in revealing hidden curriculum","authors":"M. Zarei, F. Mirzaei Bavil, Mahdi Noordoost","doi":"10.34172/rdme.2022.016","DOIUrl":"https://doi.org/10.34172/rdme.2022.016","url":null,"abstract":"Dear Editor, It is indispensable to train competent health professionals to meet the evolving healthcare needs of the nations. To this end, it is crucial to pay much attention to curriculum development.1 A formal curriculum has the teaching and learning experiences that empower students to achieve the outlined goals. It consists of learning goals, teaching and evaluation methods and strategies, and a learning environment laid out by higher education institutes. There is another type of curriculum, commonly known as the hidden curriculum. This also plays a vital role in medical education, particularly in what occurs in a clinical setting. Moreover, the hidden curriculum has a pervasive influence on students’ attitudes, professional personalities, learning courses, and how they deal with ethical dilemmas.2,3 Bloom recognized two parallel and distinct forms of curriculum, one as formal and written, the other as hidden. He defined a hidden curriculum as one that is neither stated nor attended, or shaped through the student’s interaction with the learning environment.4 The hidden curriculum plays a vital role in establishing a student’s professional life, conduct, beliefs, and sense of responsibility. Therefore, harmonizing these two forms of the curriculum has become one of the crucial struggles that educators and instructional designers have to encounter. Mentoring is defined as a process by which an experienced, trustworthy, and dedicated person or mentor guides a less experienced individual toward cultivating ideas and reflecting on them, learning, and personal and professional development.5 It is often an extensive, voluntary, and broad relationship encompassing different learning environments, such as research, clinical settings, and ethical and professional conduct. Student mentoring can be observed at different levels of educational hierarchy, a higher level involving faculty mentors, an intermediate one involving residents, and at the near-peer level, or a combination of these.1 Mentoring programs, if designed, delivered, and evaluated based on evidence-based need-oriented principles can benefit not only mentees but also various parts of medical higher education institutions. These benefits include cognitive empowerment, development of professional skills and personal competencies, cultivating a sense of responsibility, increasing motivation, better group adoption, and a more collaborative and substantial commitment to ethical principles and patient privacy.6 These benefits, achieved at a relatively low cost, have influenced the widespread adoption of these programs as a fundamental principle of an educational environment. Not surprisingly, many countries have taken steps to establish such programs in a manner that is culturally, socially, and economically appropriate. Several medical universities in Iran initiated the implementation of student mentoring programs in the early 2010s. For example, since 2015 a student mentoring program at three","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49356738","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: Due to the limitations of clinical learning and the consideration of patients’ rights, the emphasis on educating clinical and communication skills and creating attitudes in students has received much attention, which requires an appropriate educational environment. Methods: In a descriptive study, we examined challenges and proposed solutions in a clinical skills center in 2017. The study participants were 60 medical students and 29 faculty members at the Tabriz University of Medical Sciences who were selected randomly and followed for 12 months, from October 2016 to October 2017. The classical modified Delphi technique was used to collect data and study execution in three rounds. Results: From the perspectives of academic board members, the most critical weaknesses included "small and limited educational environment of workshops" (weight of consensus=212.5), "severe lack of educational facilities such as simulators" (weight of consensus=158.9), and "lack of adequate facilities for assessing students’ skills" (weight of consensus=140.9) based on the results. From the perspectives of academic board members, the most crucial weaknesses in the field of management and execution were "lack of adequate constructional infrastructure" (weight of consensus=239.2), "lack of adequate funding for the clinical skills center" (weight of consensus=200.1) and "lack of approved organizational chart for clinical skills center" (weight of consensus=200.1). Conclusion: The main challenges of the Clinical Skills Center of Tabriz University of Medical Sciences included the lack of definition of an organizational chart, lack of sufficient funding to provide educational facilities, lack of standard educational space, and clinical skills evaluation, which the Center for Clinical Skills developed. Most of the center’s problems were resolved by allocating sufficient funds to provide educational facilities and cultivate a culture of interdisciplinary collaboration supported by university authorities.
{"title":"A needs assessment for designing and establishing a Center for Clinical Skills Center","authors":"Fariba Abdollahi, Hamidreza Mortezabegih, Hamideh Noriasl","doi":"10.34172/rdme.2022.015","DOIUrl":"https://doi.org/10.34172/rdme.2022.015","url":null,"abstract":"Background: Due to the limitations of clinical learning and the consideration of patients’ rights, the emphasis on educating clinical and communication skills and creating attitudes in students has received much attention, which requires an appropriate educational environment. Methods: In a descriptive study, we examined challenges and proposed solutions in a clinical skills center in 2017. The study participants were 60 medical students and 29 faculty members at the Tabriz University of Medical Sciences who were selected randomly and followed for 12 months, from October 2016 to October 2017. The classical modified Delphi technique was used to collect data and study execution in three rounds. Results: From the perspectives of academic board members, the most critical weaknesses included \"small and limited educational environment of workshops\" (weight of consensus=212.5), \"severe lack of educational facilities such as simulators\" (weight of consensus=158.9), and \"lack of adequate facilities for assessing students’ skills\" (weight of consensus=140.9) based on the results. From the perspectives of academic board members, the most crucial weaknesses in the field of management and execution were \"lack of adequate constructional infrastructure\" (weight of consensus=239.2), \"lack of adequate funding for the clinical skills center\" (weight of consensus=200.1) and \"lack of approved organizational chart for clinical skills center\" (weight of consensus=200.1). Conclusion: The main challenges of the Clinical Skills Center of Tabriz University of Medical Sciences included the lack of definition of an organizational chart, lack of sufficient funding to provide educational facilities, lack of standard educational space, and clinical skills evaluation, which the Center for Clinical Skills developed. Most of the center’s problems were resolved by allocating sufficient funds to provide educational facilities and cultivate a culture of interdisciplinary collaboration supported by university authorities.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48799859","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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