M. Mozaffor, E. Raheem, Muhammad Sougatul Islam, A. S. M. Nurunnabi, M. S. Hossain, Chiranjeeb Biswas, Sayedul Islam, S. Arafat
Background: Suicide among medical students is a global public health concern; however, it is often addressed poorly in developing countries like Bangladesh. This study aims to examine suicidal behaviors among undergraduate medical students in Bangladesh. Methods: This cross-sectional analytical study was conducted between February and July of 2019. Data were collected from 583 MBBS students at Bangladesh’s public and private medical colleges. A convenience sampling method was used, and data were collected through a pretested semi-constructed questionnaire. Results: A lifetime suicidal ideation was found among 23.8% of the participants. Significant associations were found among lifetime suicidal ideation, plan and attempt with depression, comorbidity, and family history. Multivariable logistic regression models revealed that a family history of suicide attempts or death by suicide increased the odds six-fold for ideation, over sixfold for a plan, and threefold for an attempt. Females were twice likely to be susceptible to suicide ideation, plan, and attempt. Conclusion: Suicidality appears high among medical students in Bangladesh. Levels of depression, comorbidities, as well as substance abuse affect lifetime suicide ideation. A previous history of attempting or committing suicide in the respondent’s family increases the individual risk for ideation, plan, and attempt. Females are more vulnerable than males.
{"title":"Suicidal behaviors among undergraduate medical students in Bangladesh","authors":"M. Mozaffor, E. Raheem, Muhammad Sougatul Islam, A. S. M. Nurunnabi, M. S. Hossain, Chiranjeeb Biswas, Sayedul Islam, S. Arafat","doi":"10.34172/rdme.2022.014","DOIUrl":"https://doi.org/10.34172/rdme.2022.014","url":null,"abstract":"Background: Suicide among medical students is a global public health concern; however, it is often addressed poorly in developing countries like Bangladesh. This study aims to examine suicidal behaviors among undergraduate medical students in Bangladesh. Methods: This cross-sectional analytical study was conducted between February and July of 2019. Data were collected from 583 MBBS students at Bangladesh’s public and private medical colleges. A convenience sampling method was used, and data were collected through a pretested semi-constructed questionnaire. Results: A lifetime suicidal ideation was found among 23.8% of the participants. Significant associations were found among lifetime suicidal ideation, plan and attempt with depression, comorbidity, and family history. Multivariable logistic regression models revealed that a family history of suicide attempts or death by suicide increased the odds six-fold for ideation, over sixfold for a plan, and threefold for an attempt. Females were twice likely to be susceptible to suicide ideation, plan, and attempt. Conclusion: Suicidality appears high among medical students in Bangladesh. Levels of depression, comorbidities, as well as substance abuse affect lifetime suicide ideation. A previous history of attempting or committing suicide in the respondent’s family increases the individual risk for ideation, plan, and attempt. Females are more vulnerable than males.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48438341","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 : 2022-07-31DOI: 10.22219/raden.v2i1.22056
Nudiya Varisa, A. Fikri
Until now, the use of technology-based media is still not optimally used to overcome problems in the biology learning process. The purpose of this study was to develop a vlog-based Biology learning media on environmental change topic and to test the validity and practicality of the media. This Research and Development (R&D) used the ADDIE development model. The learning media developed contains materials, videos, pictures and evaluations that allow students to learn independently. vlog-based Biology learning media developed and created using the Capcut application, then uploaded to the YouTube. The score from the results of the media expert's validation reached 72.9% in the valid category, while the material expert reached 86.8% with the very valid category. The vlog media was declared practical based on the assessment of teachers and students because it reached 77.65%. The vlog-based media that has been developed in this study is expected to be used as a learning media for teachers when teaching environmental change topic.
{"title":"Development of biology learning media based on video blogs (vlog) on environmental change topic","authors":"Nudiya Varisa, A. Fikri","doi":"10.22219/raden.v2i1.22056","DOIUrl":"https://doi.org/10.22219/raden.v2i1.22056","url":null,"abstract":"Until now, the use of technology-based media is still not optimally used to overcome problems in the biology learning process. The purpose of this study was to develop a vlog-based Biology learning media on environmental change topic and to test the validity and practicality of the media. This Research and Development (R&D) used the ADDIE development model. The learning media developed contains materials, videos, pictures and evaluations that allow students to learn independently. vlog-based Biology learning media developed and created using the Capcut application, then uploaded to the YouTube. The score from the results of the media expert's validation reached 72.9% in the valid category, while the material expert reached 86.8% with the very valid category. The vlog media was declared practical based on the assessment of teachers and students because it reached 77.65%. The vlog-based media that has been developed in this study is expected to be used as a learning media for teachers when teaching environmental change topic.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77944028","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 : 2022-07-31DOI: 10.22219/raden.v2i1.20378
I. Prasetyo, A. Rofieq, S. Sukarsono, T. Permana
Media is one of the determining factors for learning success which can accommodate student critical thinking. Moreover, during the COVID-19 pandemic, learning media became crucial in online learning. This study aims to produce and test the feasibility of android-based media on kidney material developed through Adobe Animate CC software. In addition, it also to find the effectiveness of the media in improving the critical thinking skills of eleventh graders students when used in online learning. Borg & Gall's model was used in this research and development but was limited to the seventh stage. Data collection techniques used interviews, validation (media and material experts), and test. The instruments used are interview sheets, validation sheets, response questionnaires, and essays (five critical thinking questions). The test subjects were 15 senior high school students in Bantur, East Java, Indonesia. The validation results from media and material experts show that the media is "very feasible" to use. Teachers and students stated that the media was "very practical" in online learning. There is a significant difference between students' critical thinking skills before and after using the media, t(14) = 5.65, p < 0.001. The study finding becomes the basis for continuing the process of media dissemination.
媒体是学习成功的决定因素之一，它可以适应学生的批判性思维。此外，在2019冠状病毒病大流行期间，学习媒体成为在线学习的关键。本研究旨在通过Adobe Animate CC软件开发肾脏材料，制作并测试基于android的媒体的可行性。此外，研究还发现媒体在网络学习中对高一学生批判性思维能力的提高效果。Borg & Gall的模型被用于这个研究和开发，但仅限于第七个阶段。数据收集技术采用访谈、验证(媒体和材料专家)和测试。使用的工具是访谈表、验证表、回答问卷和论文(五个批判性思维问题)。测试对象是印度尼西亚东爪哇班图尔的15名高中生。来自媒体和材料专家的验证结果表明，该媒体“非常可行”。教师和学生表示，媒体在在线学习中“非常实用”。学生在使用媒体前后的批判性思维能力有显著差异，t(14) = 5.65, p < 0.001。研究发现成为继续媒体传播过程的基础。
{"title":"How kidneys work? Developing of Android-based Adobe animate media for senior high school students","authors":"I. Prasetyo, A. Rofieq, S. Sukarsono, T. Permana","doi":"10.22219/raden.v2i1.20378","DOIUrl":"https://doi.org/10.22219/raden.v2i1.20378","url":null,"abstract":"Media is one of the determining factors for learning success which can accommodate student critical thinking. Moreover, during the COVID-19 pandemic, learning media became crucial in online learning. This study aims to produce and test the feasibility of android-based media on kidney material developed through Adobe Animate CC software. In addition, it also to find the effectiveness of the media in improving the critical thinking skills of eleventh graders students when used in online learning. Borg & Gall's model was used in this research and development but was limited to the seventh stage. Data collection techniques used interviews, validation (media and material experts), and test. The instruments used are interview sheets, validation sheets, response questionnaires, and essays (five critical thinking questions). The test subjects were 15 senior high school students in Bantur, East Java, Indonesia. The validation results from media and material experts show that the media is \"very feasible\" to use. Teachers and students stated that the media was \"very practical\" in online learning. There is a significant difference between students' critical thinking skills before and after using the media, t(14) = 5.65, p < 0.001. The study finding becomes the basis for continuing the process of media dissemination.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89942950","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 : 2022-07-31DOI: 10.22219/raden.v2i1.20363
Qonita Nur Rohmania, Inayah Nur Afifah, F. Fatnatin, P. R. Primandiri, Mumun Nurmilawati, A. Santoso
The process of scientific argumentation skills in biology learning at SMAN 1 Kediri is nonoptimal yet. This study aimed at improving students’ scientific argumentation using ASICC-based electronic modules. This Research and Development employed Plomp development model. The subjects of this study were X graders of MIPA SMAN 1 Kediri which consisted of 32 students. There were three stages of the Plomp model conducted i.e., preliminary research, prototyping, and assessment. The expert validation score gained for subject matter and linguistic was 85% (valid category), the validation score for design and media professionals' validation is 81% with a valid category, the teacher validation score is 93% with a very valid category, and the small group test score is 88% with a very valid category. Implementation of the ASICC-based electronic module had results such as 25 of 32 students got the N-Gain score in the high category, 5 students in the medium category, and 2 students in the low category. The ASICC-based electronic module on protist material is valid and effective to improve the scientific argumentation skills of class X MIPA students in SMAN 1 Kediri.
{"title":"Electronic module protist material based on ASICC learning strategies","authors":"Qonita Nur Rohmania, Inayah Nur Afifah, F. Fatnatin, P. R. Primandiri, Mumun Nurmilawati, A. Santoso","doi":"10.22219/raden.v2i1.20363","DOIUrl":"https://doi.org/10.22219/raden.v2i1.20363","url":null,"abstract":"The process of scientific argumentation skills in biology learning at SMAN 1 Kediri is nonoptimal yet. This study aimed at improving students’ scientific argumentation using ASICC-based electronic modules. This Research and Development employed Plomp development model. The subjects of this study were X graders of MIPA SMAN 1 Kediri which consisted of 32 students. There were three stages of the Plomp model conducted i.e., preliminary research, prototyping, and assessment. The expert validation score gained for subject matter and linguistic was 85% (valid category), the validation score for design and media professionals' validation is 81% with a valid category, the teacher validation score is 93% with a very valid category, and the small group test score is 88% with a very valid category. Implementation of the ASICC-based electronic module had results such as 25 of 32 students got the N-Gain score in the high category, 5 students in the medium category, and 2 students in the low category. The ASICC-based electronic module on protist material is valid and effective to improve the scientific argumentation skills of class X MIPA students in SMAN 1 Kediri.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80776906","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}
Mina Amiri, Marzieh Momennasab, S. Yektatalab, S. Hamidizadeh, Zahra Rahimi, Zohreh Badiyepeymaiejahromi
Background: Evaluation is one of the most critical issues in the training process. Kirkpatrick’s model is one method in educational evaluation that can accurately evaluate programs. This study aimed to evaluate the effectiveness of an operating room master of scienc (MS) program om based on Kirkpatrick’s model. Methods: This descriptive, cross-sectional study was conducted using convenience sampling with 46 students and graduates from the operating room MS degree at the Shiraz University of Medical Sciences in the academic year 2020-2021. A valid and reliable questionnaire with 47 items in three levels of reaction, learning, and performance was used to evaluate the opinions of graduates and students. The survey was sent to their email addresses and returned to the researcher after completion. Results: Kirkpatrick’s evaluation model showed that the overall evaluation of the operating room program was 70.97±9.32, which can be considered a moderate level. Students’ satisfaction with the program was moderate (68.00±14.97); their learning (84.54±15.69) and performance (84.30±9.28) were evaluated to be at a reasonable level. Conclusion: Considering the average effectiveness of the whole program, it is suggested that the educational managers of the operating room department plan and attempt to increase their indicators by considering the weaknesses and strengths of the program.
{"title":"Effectiveness of an operating room master of science program based on Kirkpatrick’s model","authors":"Mina Amiri, Marzieh Momennasab, S. Yektatalab, S. Hamidizadeh, Zahra Rahimi, Zohreh Badiyepeymaiejahromi","doi":"10.34172/rdme.2022.013","DOIUrl":"https://doi.org/10.34172/rdme.2022.013","url":null,"abstract":"Background: Evaluation is one of the most critical issues in the training process. Kirkpatrick’s model is one method in educational evaluation that can accurately evaluate programs. This study aimed to evaluate the effectiveness of an operating room master of scienc (MS) program om based on Kirkpatrick’s model. Methods: This descriptive, cross-sectional study was conducted using convenience sampling with 46 students and graduates from the operating room MS degree at the Shiraz University of Medical Sciences in the academic year 2020-2021. A valid and reliable questionnaire with 47 items in three levels of reaction, learning, and performance was used to evaluate the opinions of graduates and students. The survey was sent to their email addresses and returned to the researcher after completion. Results: Kirkpatrick’s evaluation model showed that the overall evaluation of the operating room program was 70.97±9.32, which can be considered a moderate level. Students’ satisfaction with the program was moderate (68.00±14.97); their learning (84.54±15.69) and performance (84.30±9.28) were evaluated to be at a reasonable level. Conclusion: Considering the average effectiveness of the whole program, it is suggested that the educational managers of the operating room department plan and attempt to increase their indicators by considering the weaknesses and strengths of the program.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48728143","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. Roham, Z. Sohrabi, Shoaleh Bigdeli, A. Dehnad, Z. Hosseinzadeh
Background: A training course on burn infection and care is one of the courses that medical students take during their internship. This training course has not yet been taught through e-learning in medical schools in Iran. Therefore, this study aimed to compare the effects of two methods: traditional lecturing and employing a vid-cast with interactive electronic content, on the knowledge of interns in a training course on burns. Methods: This quasi-experimental study with a pre-post non-equivalent group design was conducted among medical interns taking burn rotation training courses at the Motahari burn hospital, affiliated with the Iran University of Medical Sciences. The two groups were given a pre-test at the beginning of the course. One group was given in-person lectures, and the other was given the same content in the form of a vid-cast with interactive electronic files. At the end of the rotation course, a post-test was administered on the planned content, and scores of both groups were compared. Results: The pre-test mean scores in the lecture group before and after the training intervention were 8 and 14.2, respectively; this difference was significant (P<0.001). The difference between the pre-test and post-test mean scores in the vid-cast group was also significant (P<0.001).The mean of post-test scores in the lecture group was 14.92 and 17.24 in the e-learning group; this difference was also significant (P<0.001). Conclusion: Post-test scores in the e-learning group were higher with a significant statistical difference, suggesting that the e-learning outperformed their counterparts in the traditional lecture model. It is recommended that e-learning be used either as a supplementary or the main method of training in burn infection and care for interns.
{"title":"Comparison of the effects of vid-cast and lecture-based training courses on burn knowledge among medical interns at the Motahari burn hospital","authors":"M. Roham, Z. Sohrabi, Shoaleh Bigdeli, A. Dehnad, Z. Hosseinzadeh","doi":"10.34172/rdme.2022.012","DOIUrl":"https://doi.org/10.34172/rdme.2022.012","url":null,"abstract":"Background: A training course on burn infection and care is one of the courses that medical students take during their internship. This training course has not yet been taught through e-learning in medical schools in Iran. Therefore, this study aimed to compare the effects of two methods: traditional lecturing and employing a vid-cast with interactive electronic content, on the knowledge of interns in a training course on burns. Methods: This quasi-experimental study with a pre-post non-equivalent group design was conducted among medical interns taking burn rotation training courses at the Motahari burn hospital, affiliated with the Iran University of Medical Sciences. The two groups were given a pre-test at the beginning of the course. One group was given in-person lectures, and the other was given the same content in the form of a vid-cast with interactive electronic files. At the end of the rotation course, a post-test was administered on the planned content, and scores of both groups were compared. Results: The pre-test mean scores in the lecture group before and after the training intervention were 8 and 14.2, respectively; this difference was significant (P<0.001). The difference between the pre-test and post-test mean scores in the vid-cast group was also significant (P<0.001).The mean of post-test scores in the lecture group was 14.92 and 17.24 in the e-learning group; this difference was also significant (P<0.001). Conclusion: Post-test scores in the e-learning group were higher with a significant statistical difference, suggesting that the e-learning outperformed their counterparts in the traditional lecture model. It is recommended that e-learning be used either as a supplementary or the main method of training in burn infection and care for interns.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414502","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 : 2022-07-18DOI: 10.22219/raden.v2i1.19875
Wisnu Yusron Muhlasin, Fitriah Handayani, Indah P.Kiay Demak, Yulisyah Fitriana
A model is a learning media that is used instead of the real human body to increase students' knowledge and can also practice medical skills, which are impossible to apply to real patients. Learning using models is the first order in learning clinical skills before students proceed to the next stage, namely practicing with friends and the last one is going directly to the community. The purpose of this study was to design, create and analyze a skin model made from cheap raw materials like wood so that it can be used as a learning aid at the Faculty of Medicine, Tadulako University. This research applied a qualitative approach with the Research and Development method. The sampling technique as the informant was taken through purposive sampling. The informants consisted of a dermatologist and sex expert, a medical education expert, and a histology lecturer. Data was collected through in-depth interviews and observation. Data analysis was carried out by analyzing the opinions of the informants using questionnaires to help guide the interview. The cheap leather model shows a fairly realistic mannequin shape with colors that can distinguish each layer and can be used as a learning aid for students in the histology department. Learning media development of the cheap leather model shows a fairly realistic mannequin shape with colors that can distinguish each layer and can be used as a learning aid for students in the histology department.
{"title":"Learning media development of the cheap skin-based model for medical faculty students at Tadulako University","authors":"Wisnu Yusron Muhlasin, Fitriah Handayani, Indah P.Kiay Demak, Yulisyah Fitriana","doi":"10.22219/raden.v2i1.19875","DOIUrl":"https://doi.org/10.22219/raden.v2i1.19875","url":null,"abstract":"A model is a learning media that is used instead of the real human body to increase students' knowledge and can also practice medical skills, which are impossible to apply to real patients. Learning using models is the first order in learning clinical skills before students proceed to the next stage, namely practicing with friends and the last one is going directly to the community. The purpose of this study was to design, create and analyze a skin model made from cheap raw materials like wood so that it can be used as a learning aid at the Faculty of Medicine, Tadulako University. This research applied a qualitative approach with the Research and Development method. The sampling technique as the informant was taken through purposive sampling. The informants consisted of a dermatologist and sex expert, a medical education expert, and a histology lecturer. Data was collected through in-depth interviews and observation. Data analysis was carried out by analyzing the opinions of the informants using questionnaires to help guide the interview. The cheap leather model shows a fairly realistic mannequin shape with colors that can distinguish each layer and can be used as a learning aid for students in the histology department. Learning media development of the cheap leather model shows a fairly realistic mannequin shape with colors that can distinguish each layer and can be used as a learning aid for students in the histology department.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84055707","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: There are increasing challenges related to mental health in the public health system, and almost 80% of mental illnesses are reported in low- and middle-income countries. The stigma associated with mental illness leads to reduced access to health services, inadequate treatment, and poor outcomes. This paper, drawing on Norton1 conceptualization of language investment, investigates the effect of English language learning on self-stigma among patients suffering from mental disorders. Methods: An experimental design with a pre-post test format and a six-month follow-up with English language instruction and a control group was used for this study. A total of 52 adults with mental illness diagnoses from a center for patients suffering from mental disorders in Isfahan, Iran, participated in this study. Data were collected using an English language proficiency test and the Self-Stigma of Mental Illness Scale (SSMIS), a self-report questionnaire to assess the internalization of stigmatic views. Results: The analysis indicated that the experimental group showed significant improvements in being empowered with higher levels of English language proficiency and stigma reduction (P<0.01). The findings of this study provide theoretical support for Norton’s model of investment and demonstrate its applicability among people with mental problems. Furthermore, the study provides evidence that it is feasible to implement successful English language teaching among patients with mental illness, which has received insufficient attention in academic studies. Conclusion: Policymakers, psychiatrists, doctors, and people dealing with mental diseases can use English language instruction to reduce stigma and promote a non-stigmatizing attitude among people with mental illnesses. The current study contributes to our understanding of English language teaching in the medical field. Results of the study support the use of second-language teaching to reduce stigma among people suffering from mental illnesses.
{"title":"English language learning in patients suffering from mental disorders: A different concept of self-stigma","authors":"Majid Yousefi, Mehry Haddad Narafsahn, Massoud Tajadini","doi":"10.34172/rdme.2022.011","DOIUrl":"https://doi.org/10.34172/rdme.2022.011","url":null,"abstract":"Background: There are increasing challenges related to mental health in the public health system, and almost 80% of mental illnesses are reported in low- and middle-income countries. The stigma associated with mental illness leads to reduced access to health services, inadequate treatment, and poor outcomes. This paper, drawing on Norton1 conceptualization of language investment, investigates the effect of English language learning on self-stigma among patients suffering from mental disorders. Methods: An experimental design with a pre-post test format and a six-month follow-up with English language instruction and a control group was used for this study. A total of 52 adults with mental illness diagnoses from a center for patients suffering from mental disorders in Isfahan, Iran, participated in this study. Data were collected using an English language proficiency test and the Self-Stigma of Mental Illness Scale (SSMIS), a self-report questionnaire to assess the internalization of stigmatic views. Results: The analysis indicated that the experimental group showed significant improvements in being empowered with higher levels of English language proficiency and stigma reduction (P<0.01). The findings of this study provide theoretical support for Norton’s model of investment and demonstrate its applicability among people with mental problems. Furthermore, the study provides evidence that it is feasible to implement successful English language teaching among patients with mental illness, which has received insufficient attention in academic studies. Conclusion: Policymakers, psychiatrists, doctors, and people dealing with mental diseases can use English language instruction to reduce stigma and promote a non-stigmatizing attitude among people with mental illnesses. The current study contributes to our understanding of English language teaching in the medical field. Results of the study support the use of second-language teaching to reduce stigma among people suffering from mental illnesses.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471423","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: New horizons have been opened for educational excellence in medical universities by commencing the role of scholarship for medical teachers in recent years. The low rate of faculty reception towards educational scholarship and their low interest in continuing scholarly activities indicated a need for the current study. Methods: In this qualitative research, a non-probability purposive sample of thirteen participants(n=13) engaged in two focus group discussions (FGDs), consisting of executors, collaborators, consultants, and referees of university or national educational processes in the last ten years. Participants were asked several critical questions concerning factors affecting educational scholarship development and sustainability. Qualitative content analysis with a conventional approach was used to analyze the data obtained from the discussions. Results: Merging the codes extracted from the two FGD sessions and repeated review yielded 101 codes classified into two themes: educational scholarship development and sustainability. In all, 19 categories were identified: personal commitment, educational requirements, financial support, faculty development, team building, information resources, educational leadership and management, institutional motivation, culture building, individual characteristics, outcome evaluation of educational scholarship, material and spiritual support, mentorship, sustained training, supportive learning environments, curriculum development, organizational administration and leadership, application of results, and publication of results. Conclusion: Our findings show that encouraging educational scholarship among faculty members and ensuring the sustainability of innovative educational processes are influenced by factors rooted in both individual and institutional dynamics.
{"title":"The perspectives of faculty around factors affecting the development and sustainability of educational scholarship: A qualitative content analysis","authors":"S. Moradi, Yadolah Zarezadeh","doi":"10.34172/rdme.2022.010","DOIUrl":"https://doi.org/10.34172/rdme.2022.010","url":null,"abstract":"Background: New horizons have been opened for educational excellence in medical universities by commencing the role of scholarship for medical teachers in recent years. The low rate of faculty reception towards educational scholarship and their low interest in continuing scholarly activities indicated a need for the current study. Methods: In this qualitative research, a non-probability purposive sample of thirteen participants(n=13) engaged in two focus group discussions (FGDs), consisting of executors, collaborators, consultants, and referees of university or national educational processes in the last ten years. Participants were asked several critical questions concerning factors affecting educational scholarship development and sustainability. Qualitative content analysis with a conventional approach was used to analyze the data obtained from the discussions. Results: Merging the codes extracted from the two FGD sessions and repeated review yielded 101 codes classified into two themes: educational scholarship development and sustainability. In all, 19 categories were identified: personal commitment, educational requirements, financial support, faculty development, team building, information resources, educational leadership and management, institutional motivation, culture building, individual characteristics, outcome evaluation of educational scholarship, material and spiritual support, mentorship, sustained training, supportive learning environments, curriculum development, organizational administration and leadership, application of results, and publication of results. Conclusion: Our findings show that encouraging educational scholarship among faculty members and ensuring the sustainability of innovative educational processes are influenced by factors rooted in both individual and institutional dynamics.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48689282","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 practical course of oral pathology is currently presented in classrooms. However, traditional learning does not meet the educational needs of the present age. On the other hand, electronic learning alone has some drawbacks. Blended learning is a combination of traditional and electronic learning. This study aimed to compare the effect of traditional and blended educational methods on learning of practical oral pathology course. Materials and Methods: Present study is a quasi-experimental study done in Birjand university of medical Sciences in 2021 . The study participants consisted of students in fourth year of dentistry course. 34 student were selected randomly. Part of the educational package of the practical oral pathology course 2 was placed as digital images in the Navid system of Birjand University of Medical Sciences.students were divided into two equal groups. The assignment of individuals in two groups was not random and was based on the average of all students. One group studied the material from Navid system before attending the class. Then, both groups received teaching in the classroom. After some time, the blended and traditional methods were evaluated. Evaluation data were entered into statistical software, and the effect of traditional and web-based blended learning on students' learning was compared through t-test. Results: A total number of 34 students taking practical oral pathology course 2 in the first semester of 2020-2021 participated in the study. There were 23 female (67.64%) and 11 male (32.36%) students. The mean age of the participants was 22.42 years. Out of 34 participants under study, 17 students attended in traditional classes (6 males and 11 females). Besides, 17 students attended blended traditional-virtual classes (5 males and 12 females). Learning was evaluated based on the scores obtained in students’ evaluations at a range of 0-6. The traditional group and the blended traditional-virtual groups had mean scores of 3.55 and 4.27, respectively. The mean difference of traditional and blended groups was statistically significant (p=0.015). Conclusion: Web-based education can be used as a complementary educational method alongside traditional education to have a greater impact on students' learning and can even replace traditional education.
{"title":"A Comparison of traditional learning and web-based blended education in a practical oral pathology course for students of dentistry at the Birjand University of Medical Sciences","authors":"Zahra Ghamkhah, L. Alizadeh, Freshteh Osmani","doi":"10.34172/rdme.2022.009","DOIUrl":"https://doi.org/10.34172/rdme.2022.009","url":null,"abstract":"Background: The practical course of oral pathology is currently presented in classrooms. However, traditional learning does not meet the educational needs of the present age. On the other hand, electronic learning alone has some drawbacks. Blended learning is a combination of traditional and electronic learning. This study aimed to compare the effect of traditional and blended educational methods on learning of practical oral pathology course. Materials and Methods: Present study is a quasi-experimental study done in Birjand university of medical Sciences in 2021 . The study participants consisted of students in fourth year of dentistry course. 34 student were selected randomly. Part of the educational package of the practical oral pathology course 2 was placed as digital images in the Navid system of Birjand University of Medical Sciences.students were divided into two equal groups. The assignment of individuals in two groups was not random and was based on the average of all students. One group studied the material from Navid system before attending the class. Then, both groups received teaching in the classroom. After some time, the blended and traditional methods were evaluated. Evaluation data were entered into statistical software, and the effect of traditional and web-based blended learning on students' learning was compared through t-test. Results: A total number of 34 students taking practical oral pathology course 2 in the first semester of 2020-2021 participated in the study. There were 23 female (67.64%) and 11 male (32.36%) students. The mean age of the participants was 22.42 years. Out of 34 participants under study, 17 students attended in traditional classes (6 males and 11 females). Besides, 17 students attended blended traditional-virtual classes (5 males and 12 females). Learning was evaluated based on the scores obtained in students’ evaluations at a range of 0-6. The traditional group and the blended traditional-virtual groups had mean scores of 3.55 and 4.27, respectively. The mean difference of traditional and blended groups was statistically significant (p=0.015). Conclusion: Web-based education can be used as a complementary educational method alongside traditional education to have a greater impact on students' learning and can even replace traditional education.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42899835","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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