Background: Medical students carry a huge academic load which can be a contributing factor in sleep disturbances. Studies have shown that the prevalence of sleep disturbance is comparatively higher in medical students than in non-medical students or the general population. Despite various psychological and behavioral interventions for sleep improvement, not much is known about their effectiveness in real-world scenarios. Our study aims to compare the effectiveness of psychobehavioural interventions on sleep disturbances compared to sleep hygiene for undergraduate medical students. Methods: A randomized trial will be used to assess the effectiveness of psychobehavioural interventions in improving sleep quality using the following tools: Semi-structured sociodemographic proforma, Pittsburgh Sleep Quality Index (PSQI), Insomnia Severity Index (ISI), Glasgow Sleep Effort (GSE) scale, Pre-sleep Arousal Scale (PAAS), and Kentucky Inventory of Mindfulness Skills (KIMS). Inclusion criteria: participants scoring 5 or higher on the PSQI will be recruited for psychobehavioural interventions after obtaining informed consent. The participants will be randomly assigned to intervention and control groups. Discussion: SPSS will be used to analyse the data. Descriptive statistics will be used to describe the sample. An intention-to-treat analysis will be performed to assess the effectiveness of the interventions. This study will provide valuable insights into the feasibility and effectiveness of non-pharmacological sleep interventions to address sleep difficulties among undergraduate medical students.
{"title":"A protocol of the study \"Effectiveness of psychobehavioural interventions for sleep disturbances in undergraduate medical students\"","authors":"S. Kantipudi, Atchaya Nanth","doi":"10.34172/rdme.2022.008","DOIUrl":"https://doi.org/10.34172/rdme.2022.008","url":null,"abstract":"Background: Medical students carry a huge academic load which can be a contributing factor in sleep disturbances. Studies have shown that the prevalence of sleep disturbance is comparatively higher in medical students than in non-medical students or the general population. Despite various psychological and behavioral interventions for sleep improvement, not much is known about their effectiveness in real-world scenarios. Our study aims to compare the effectiveness of psychobehavioural interventions on sleep disturbances compared to sleep hygiene for undergraduate medical students. Methods: A randomized trial will be used to assess the effectiveness of psychobehavioural interventions in improving sleep quality using the following tools: Semi-structured sociodemographic proforma, Pittsburgh Sleep Quality Index (PSQI), Insomnia Severity Index (ISI), Glasgow Sleep Effort (GSE) scale, Pre-sleep Arousal Scale (PAAS), and Kentucky Inventory of Mindfulness Skills (KIMS). Inclusion criteria: participants scoring 5 or higher on the PSQI will be recruited for psychobehavioural interventions after obtaining informed consent. The participants will be randomly assigned to intervention and control groups. Discussion: SPSS will be used to analyse the data. Descriptive statistics will be used to describe the sample. An intention-to-treat analysis will be performed to assess the effectiveness of the interventions. This study will provide valuable insights into the feasibility and effectiveness of non-pharmacological sleep interventions to address sleep difficulties among undergraduate medical students.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45432528","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 : 2022-05-15DOI: 10.22219/raden.v2i1.20271
Alif Syaiful Adam
Pop-up question video has been developed in oscillation physics concept to support the student’s learning objection in a Junior High School level. This video use as learning source to support the information gaining in particular use of learning design. This study aimed to analyzes the effect of physics pop-up question video relating to oscillation to the student’s learning performance. Furthermore, this video developed based on the recommendation of previous research to decrease the students’ cognitive load. Besides, this particular research aimed to measure the students’ learning performance on 100 students in junior high school level. Learning performance consists of the concept attainment of oscillation concept, students’ motivation and students’ cognitive load atter pass the learning process with pop-up question video. As results, the students’ concept attainment in a percentage of 74% and stated in a good category. Then, the students’ motivation has the percentage of 84% and state in a good category while the cognitive load percentage on 38% and stated in a less category. It means, the pop-up question video has good impact on students’ motivation and has a less cognitive load simultaneously. However, for gaining the better result, pop-up question video can be integrating to the innovative learning model.
{"title":"Pop-up question on educational physics video: Effect on the learning performance of students","authors":"Alif Syaiful Adam","doi":"10.22219/raden.v2i1.20271","DOIUrl":"https://doi.org/10.22219/raden.v2i1.20271","url":null,"abstract":"Pop-up question video has been developed in oscillation physics concept to support the student’s learning objection in a Junior High School level. This video use as learning source to support the information gaining in particular use of learning design. This study aimed to analyzes the effect of physics pop-up question video relating to oscillation to the student’s learning performance. Furthermore, this video developed based on the recommendation of previous research to decrease the students’ cognitive load. Besides, this particular research aimed to measure the students’ learning performance on 100 students in junior high school level. Learning performance consists of the concept attainment of oscillation concept, students’ motivation and students’ cognitive load atter pass the learning process with pop-up question video. As results, the students’ concept attainment in a percentage of 74% and stated in a good category. Then, the students’ motivation has the percentage of 84% and state in a good category while the cognitive load percentage on 38% and stated in a less category. It means, the pop-up question video has good impact on students’ motivation and has a less cognitive load simultaneously. However, for gaining the better result, pop-up question video can be integrating to the innovative learning model.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83081127","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 autonomy of faculty members is vital for making the right decision in their work and professional development. Given the need and lack of appropriate tools to measure the autonomous work behavior of faculty members, the current study was conducted with the collaboration of the faculty members from Shahid Beheshti University of Medical Sciences, aiming at assessing the psychometrics of the Persian version of a scale for assessing autonomous work behavior of faculty members in Iran. Methods: The Persian version of a scale developed by Evers et alwas validated in this psychometric study. A total of 480 faculty members were selected using convenience sampling. After translation and cultural adaptation, face and content validity and reliability were checked, and construct validity was calculated using confirmatory factor analysis with Lisrel factor analysis software. Results: Of the 480 study participants, 225 (46.9%) were males, and 255 (53.1%) were females. The mean age of the subjects was 37.39±7.58 years. The majority (360; 75%) had the rank of assistant professor, and 360 (75%) had less than 15 years of work experience. Content validity among 20 experts was 0.88. Confirmatory factor analysis for all 25 items loaded across four factors, and this four-factor scale showed a good fit in the Iranian community. Reliability using Cronbach’s alpha was calculated at 0.85, and 0.9 using the test-retest method. Conclusion: The Persian version of this scale has good validity and reliability in Iran and is a useful tool for assessing the autonomous work behavior of faculty members that educational administrators can use.
{"title":"Psychometrics of the Persian version of the scale for assessing the autonomous work behavior of faculty members in Iran","authors":"M. Akbarilakeh, Amir Khalili","doi":"10.34172/rdme.2022.007","DOIUrl":"https://doi.org/10.34172/rdme.2022.007","url":null,"abstract":"Background: The autonomy of faculty members is vital for making the right decision in their work and professional development. Given the need and lack of appropriate tools to measure the autonomous work behavior of faculty members, the current study was conducted with the collaboration of the faculty members from Shahid Beheshti University of Medical Sciences, aiming at assessing the psychometrics of the Persian version of a scale for assessing autonomous work behavior of faculty members in Iran. Methods: The Persian version of a scale developed by Evers et alwas validated in this psychometric study. A total of 480 faculty members were selected using convenience sampling. After translation and cultural adaptation, face and content validity and reliability were checked, and construct validity was calculated using confirmatory factor analysis with Lisrel factor analysis software. Results: Of the 480 study participants, 225 (46.9%) were males, and 255 (53.1%) were females. The mean age of the subjects was 37.39±7.58 years. The majority (360; 75%) had the rank of assistant professor, and 360 (75%) had less than 15 years of work experience. Content validity among 20 experts was 0.88. Confirmatory factor analysis for all 25 items loaded across four factors, and this four-factor scale showed a good fit in the Iranian community. Reliability using Cronbach’s alpha was calculated at 0.85, and 0.9 using the test-retest method. Conclusion: The Persian version of this scale has good validity and reliability in Iran and is a useful tool for assessing the autonomous work behavior of faculty members that educational administrators can use.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49098309","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:Competency-based medical education (CBME) was introduced in India in 2019 to transform the educational environment. Students’ perspectives are vital to incorporate positive changes and ameliorate shortcomings as important stakeholders. The authors have tried to capture these perceptions in the study. Methods: A cross-sectional study was conducted between August 2020 and May 2021 with randomly selected undergraduate student volunteers at a government medical college in Delhi, India. In all, 50 students were included from the first year enrolled in a competencybased curriculum and 50 from the second year studying a traditional curriculum. The Dundee Ready Education Environment Measure (DREEM) was used to evaluate the perceptions of the educational environments. Results: Perception of learning (PL) showed a more positive response among the first-year students (using CBME) with a mean score of 32.18±6.32 in comparison to the second-year students following the traditional curriculum with a mean score of 29.04±7.29 (P=0.04). Total score, PL, students’ perception of teachers/teaching (PT), and academic self-perception (ASP) (P=0.03,<0.01, 0.02, 0.05 respectively), were higher in day-scholars in comparison to those who stayed in college-based housing (hostellers). Overall, no gender differences were seen. Conclusion: Better PL, a reduction in problem areas, and a favorable environment in day scholars compared to hostellers were all seen in students following the CBME method. Perceptions of the two groups of students concerning support systems and other aspects such as students irritating teachers, cheating, and perceived boredom were different. This analysis of the educational environment can serve as helpful feedback to curriculum designers.
{"title":"Medical students’ evaluation of competency-based and traditionaleducational environment using the Dundee Ready Education Environment Measure","authors":"Gautam Chellani, A. Mahajan","doi":"10.34172/rdme.2022.006","DOIUrl":"https://doi.org/10.34172/rdme.2022.006","url":null,"abstract":"Background:Competency-based medical education (CBME) was introduced in India in 2019 to transform the educational environment. Students’ perspectives are vital to incorporate positive changes and ameliorate shortcomings as important stakeholders. The authors have tried to capture these perceptions in the study. Methods: A cross-sectional study was conducted between August 2020 and May 2021 with randomly selected undergraduate student volunteers at a government medical college in Delhi, India. In all, 50 students were included from the first year enrolled in a competencybased curriculum and 50 from the second year studying a traditional curriculum. The Dundee Ready Education Environment Measure (DREEM) was used to evaluate the perceptions of the educational environments. Results: Perception of learning (PL) showed a more positive response among the first-year students (using CBME) with a mean score of 32.18±6.32 in comparison to the second-year students following the traditional curriculum with a mean score of 29.04±7.29 (P=0.04). Total score, PL, students’ perception of teachers/teaching (PT), and academic self-perception (ASP) (P=0.03,<0.01, 0.02, 0.05 respectively), were higher in day-scholars in comparison to those who stayed in college-based housing (hostellers). Overall, no gender differences were seen. Conclusion: Better PL, a reduction in problem areas, and a favorable environment in day scholars compared to hostellers were all seen in students following the CBME method. Perceptions of the two groups of students concerning support systems and other aspects such as students irritating teachers, cheating, and perceived boredom were different. This analysis of the educational environment can serve as helpful feedback to curriculum designers.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48289123","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}
S. Yazdani, Sedigheh Momeni, M. Shakour, Reza Abdolmaleki
Background: One of the critical needs of governmental agencies and educational institutions is meeting community needs. Organizations and governmental systems that rely on social capital are considered inefficient and vulnerable if they are unable to meet the needs of society. Thus, accountability is a critical pillar of government management that leads to effective actions and better service delivery. Methods: Critical review methodology was used in the first phase to review texts and documents available in the field of social accountability and to collect items used to develop the social accountability assessment tool. The Delphi method was then used to finalize and approve the model and assessment tool. University processes were investigated and evaluated based on the social accountability tool in the second phase. Result: In all, 422 university processes were investigated and evaluated to determine their accountability in different fields. The mean score of the evaluated processes was 11.9 out of 100. Conclusion: The results show that social accountability is a relatively new topic that has received considerable attention in medical education in Iran. Given the relative newness of this topic, these results could be expected; social accountability should try and be expected to improve in the coming years.
{"title":"Development and application of a social accountability assessment tool at the Shahid Beheshti University of Medical Sciences","authors":"S. Yazdani, Sedigheh Momeni, M. Shakour, Reza Abdolmaleki","doi":"10.34172/rdme.2022.005","DOIUrl":"https://doi.org/10.34172/rdme.2022.005","url":null,"abstract":"Background: One of the critical needs of governmental agencies and educational institutions is meeting community needs. Organizations and governmental systems that rely on social capital are considered inefficient and vulnerable if they are unable to meet the needs of society. Thus, accountability is a critical pillar of government management that leads to effective actions and better service delivery. Methods: Critical review methodology was used in the first phase to review texts and documents available in the field of social accountability and to collect items used to develop the social accountability assessment tool. The Delphi method was then used to finalize and approve the model and assessment tool. University processes were investigated and evaluated based on the social accountability tool in the second phase. Result: In all, 422 university processes were investigated and evaluated to determine their accountability in different fields. The mean score of the evaluated processes was 11.9 out of 100. Conclusion: The results show that social accountability is a relatively new topic that has received considerable attention in medical education in Iran. Given the relative newness of this topic, these results could be expected; social accountability should try and be expected to improve in the coming years.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Medical students need problem-solving skills because these are crucial in diagnosing cases in the future. This study aimed to improve medical students’ problemsolving abilities through analysis, reasoning, and application. Methods: A four-month prospective cross-sectional study was conducted at MNR Medical College and Hospital (March to June 2021). Six case scenarios were developed and created in PowerPoint. Each scenario was broken down into the following sections: title, history, clinical findings, investigations, and treatment. The slides were arranged randomly to produce a medley which was then shown to the students. They were tasked with sorting the slides and diagnosing each case. Student responses were gathered using a Google Forms questionnaire. Results: The number of participants who completed the activity within the stipulated time was 132. The majority of students (85%) scored over 80% in the activity. The activity was interesting (63.6%), promoted active learning (65.2%), helped students correlate the different aspects of the case scenario and make a diagnosis (69.7%), helped build problembased skills, and activated prior knowledge (71.2%), improved clinical orientation to the curriculum (65.2%), exposed students to aspects of the diseases not dealt with in the classroom (40.9%), students felt such an activity should be required of future students (68.2%). Conclusion: This novel learning method of integrating case scenarios using a digital platform provided multiple opportunities for testing and developing skills necessary for clinical practice. The fact that the activity was well received by students strengthens the argument to create additional activities of this type that may be applied to any topic.
{"title":"From Medley to Magnificence: Developing Problem Solving Skills in Biochemistry","authors":"D. Padmasree, Anurag Yadav","doi":"10.34172/rdme.2022.004","DOIUrl":"https://doi.org/10.34172/rdme.2022.004","url":null,"abstract":"Background: Medical students need problem-solving skills because these are crucial in diagnosing cases in the future. This study aimed to improve medical students’ problemsolving abilities through analysis, reasoning, and application. Methods: A four-month prospective cross-sectional study was conducted at MNR Medical College and Hospital (March to June 2021). Six case scenarios were developed and created in PowerPoint. Each scenario was broken down into the following sections: title, history, clinical findings, investigations, and treatment. The slides were arranged randomly to produce a medley which was then shown to the students. They were tasked with sorting the slides and diagnosing each case. Student responses were gathered using a Google Forms questionnaire. Results: The number of participants who completed the activity within the stipulated time was 132. The majority of students (85%) scored over 80% in the activity. The activity was interesting (63.6%), promoted active learning (65.2%), helped students correlate the different aspects of the case scenario and make a diagnosis (69.7%), helped build problembased skills, and activated prior knowledge (71.2%), improved clinical orientation to the curriculum (65.2%), exposed students to aspects of the diseases not dealt with in the classroom (40.9%), students felt such an activity should be required of future students (68.2%). Conclusion: This novel learning method of integrating case scenarios using a digital platform provided multiple opportunities for testing and developing skills necessary for clinical practice. The fact that the activity was well received by students strengthens the argument to create additional activities of this type that may be applied to any topic.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813581","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 expansion of roles and the professionalization of nursing obligates instructors to use novel teaching methods, especially problem-based learning (PBL), which provides students with clinical problem-solving skills and promotes lifelong learning. Methods: In a quasi-experimental study, the effects of two teaching methods (traditional lectures and PBL) on academic achievement and educational motivation of nursing students were compared. The study participants consisted of four different classes across four academic semesters of students who had taken a "Respiratory System Diseases and Disorders" theoretical course. The Solomon four-group test was used to remove the sensitizing effect of the pre-test and avoid compromising the external validity of the research. Two classes used the PBL method and two classes used the lecture method. An academic achievement test and the Inventory of School Motivation (ISM) were used to compare the pre-and post-test results. Results: The pre-test indicated the same random effect on all the participants (P>0.05). Both control groups were treated as one general control group (n=52) and both experimental groups were treated as one general experimental group (n=56). The difference between the post-test mean scores of academic achievement and educational motivation was not significant between the two PBL groups (P>0.05) nor the two lecture groups (P>0.05). The PBL and lecture groups differed in their mean post-test scores of academic achievement and educational motivation (P < 0.05), wherein the PBL group showed higher scores than the control group. Conclusion: In traditional learning methods, students gain required knowledge for problem-solving before encountering problems. In PBL, however, knowledge is acquired by actually working on problems. The advantages of PBL include gaining basic knowledge for clinical use, developing effective care, developing personal learning skills, and increasing the desire to learn.
{"title":"Comparing the efficacy of problem-based learning vs. lectures on the academic achievement and educational motivation of nursing students: A 3-year quasi-experimental study","authors":"M. Arian, A. Kamali, Mohammad Bagher Oghazian","doi":"10.34172/rdme.2022.003","DOIUrl":"https://doi.org/10.34172/rdme.2022.003","url":null,"abstract":"Background: The expansion of roles and the professionalization of nursing obligates instructors to use novel teaching methods, especially problem-based learning (PBL), which provides students with clinical problem-solving skills and promotes lifelong learning. Methods: In a quasi-experimental study, the effects of two teaching methods (traditional lectures and PBL) on academic achievement and educational motivation of nursing students were compared. The study participants consisted of four different classes across four academic semesters of students who had taken a \"Respiratory System Diseases and Disorders\" theoretical course. The Solomon four-group test was used to remove the sensitizing effect of the pre-test and avoid compromising the external validity of the research. Two classes used the PBL method and two classes used the lecture method. An academic achievement test and the Inventory of School Motivation (ISM) were used to compare the pre-and post-test results. Results: The pre-test indicated the same random effect on all the participants (P>0.05). Both control groups were treated as one general control group (n=52) and both experimental groups were treated as one general experimental group (n=56). The difference between the post-test mean scores of academic achievement and educational motivation was not significant between the two PBL groups (P>0.05) nor the two lecture groups (P>0.05). The PBL and lecture groups differed in their mean post-test scores of academic achievement and educational motivation (P < 0.05), wherein the PBL group showed higher scores than the control group. Conclusion: In traditional learning methods, students gain required knowledge for problem-solving before encountering problems. In PBL, however, knowledge is acquired by actually working on problems. The advantages of PBL include gaining basic knowledge for clinical use, developing effective care, developing personal learning skills, and increasing the desire to learn.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43946644","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}
A. Asvadi Kermani, M. Ghojazadeh, H. Hazrati, M. Alizadeh
Background: Inter-professional education is a new approach in education in which professionals in various fields of health systems learn from each other based on educational events in a real environment, actively and interactively. This systematic review and metaanalysis aims to investigate inter-professional education in advanced and developing countries. Methods: Persian and English keywords were used to search these databases: ISI Web of Science, Scopus, ProQuest, PubMed/Medline, Embase, Google Scholar, ERIC, Magiran, Irandoc, and Barakat with an English language restriction and for the years 2000 to 2019, using these terms: Embase, Meshand and free. Two evaluators assessed the extracted articles using the Critical Appraisal Skills Program (CASP) checklist. CMA 3.1 software was used for the analysis with a fixed-effects model. Results: A total of 1425 articles formed the basis of this study. In all, nine articles were extracted that examined the effect of inter-professional education from the viewpoints of professors and students (three for professors and six for students). Heterogeneity among the nine studies was not significant. Teamwork scores, communication skills, and healing of the participants in the study increased by 0.339, 0.283, and 0.275 points after the intervention, respectively. Conclusion: Inter-professional education is one method of educational integration. Students become aware of how their role overlaps with other medical professions as well as the limitations of their role in treating patients. However, inter-professional education implementation requires infrastructure, such as training professors and preparing them and students to accept inter-professional education.
背景：跨专业教育是一种新的教育方法，卫生系统各个领域的专业人员根据真实环境中的教育事件，积极互动地相互学习。本系统综述和荟萃分析旨在调查发达国家和发展中国家的跨专业教育。方法：在2000年至2019年期间，使用波斯语和英语关键词搜索这些数据库：ISI Web of Science、Scopus、ProQuest、PubMed/Medline、Embase、Google Scholar、ERIC、Magiran、Irandoc和Barakat，但有英语语言限制，使用这些词：Embase、Meshand和free。两名评估人员使用关键评估技能计划（CASP）检查表对提取的文章进行了评估。CMA 3.1软件用于固定效应模型的分析。结果：共有1425篇文章构成了本研究的基础。总共摘录了九篇文章，从教授和学生的角度考察了跨专业教育的效果（三篇为教授，六篇为学生）。九项研究之间的异质性并不显著。干预后，研究参与者的团队合作得分、沟通技巧和治愈能力分别提高了0.339分、0.283分和0.275分。结论：跨专业教育是教育整合的一种方法。学生们会意识到他们的角色与其他医疗职业的重叠，以及他们在治疗患者方面的局限性。然而，跨专业教育的实施需要基础设施，例如培训教授，为他们和学生接受跨专业教育做好准备。
{"title":"The effects of interprofessional education on teamwork, communication skills and quality of health care in advanced and developing countries: A systematic review and meta-analysis study","authors":"A. Asvadi Kermani, M. Ghojazadeh, H. Hazrati, M. Alizadeh","doi":"10.34172/rdme.2022.002","DOIUrl":"https://doi.org/10.34172/rdme.2022.002","url":null,"abstract":"Background: Inter-professional education is a new approach in education in which professionals in various fields of health systems learn from each other based on educational events in a real environment, actively and interactively. This systematic review and metaanalysis aims to investigate inter-professional education in advanced and developing countries. Methods: Persian and English keywords were used to search these databases: ISI Web of Science, Scopus, ProQuest, PubMed/Medline, Embase, Google Scholar, ERIC, Magiran, Irandoc, and Barakat with an English language restriction and for the years 2000 to 2019, using these terms: Embase, Meshand and free. Two evaluators assessed the extracted articles using the Critical Appraisal Skills Program (CASP) checklist. CMA 3.1 software was used for the analysis with a fixed-effects model. Results: A total of 1425 articles formed the basis of this study. In all, nine articles were extracted that examined the effect of inter-professional education from the viewpoints of professors and students (three for professors and six for students). Heterogeneity among the nine studies was not significant. Teamwork scores, communication skills, and healing of the participants in the study increased by 0.339, 0.283, and 0.275 points after the intervention, respectively. Conclusion: Inter-professional education is one method of educational integration. Students become aware of how their role overlaps with other medical professions as well as the limitations of their role in treating patients. However, inter-professional education implementation requires infrastructure, such as training professors and preparing them and students to accept inter-professional education.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48845874","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":"Ethical challenges in imparting medical education","authors":"Prerna Agarwal, B. Bhandari","doi":"10.34172/rdme.2022.001","DOIUrl":"https://doi.org/10.34172/rdme.2022.001","url":null,"abstract":"","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42991326","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}
Comic media development is essential for junior high school students. Because in learning the echinoderm material, students' motivation is shallow. This research aims to 1) develop echinoderms comics, 2) find out how to develop comic learning media, 3) find out whether comic learning media was suitable for scientific learning. This research and development used the Hannafin and Peck model with three stages they were 1) needs analysis, 2) design stage and 3) development and implementation. The methods of collecting data were used observation and questionnaires. Comic media validation consisted of material experts, media experts, and educators. The subjects in this research were students of class VII Junior High School Islam Integral Luqman Al-Hakim 02 Batam. The quality of comic media is based on material expert validation, a suitable category (85.14%). The result of media expert validation was an excellent category (92.00%). Students who responded at the small group test stage were an excellent category (93.61%). Finally, students answered a suitable category at the big group test (88.25%). Echinoderm comics have been ideal for science learning based on the explanation above.
{"title":"Development of echinoderm comic as learning media in Junior High School","authors":"Rena Octaviana, Nurhaty Purnama Sari, Fenny Agustina","doi":"10.22219/raden.v1i2.18978","DOIUrl":"https://doi.org/10.22219/raden.v1i2.18978","url":null,"abstract":"Comic media development is essential for junior high school students. Because in learning the echinoderm material, students' motivation is shallow. This research aims to 1) develop echinoderms comics, 2) find out how to develop comic learning media, 3) find out whether comic learning media was suitable for scientific learning. This research and development used the Hannafin and Peck model with three stages they were 1) needs analysis, 2) design stage and 3) development and implementation. The methods of collecting data were used observation and questionnaires. Comic media validation consisted of material experts, media experts, and educators. The subjects in this research were students of class VII Junior High School Islam Integral Luqman Al-Hakim 02 Batam. The quality of comic media is based on material expert validation, a suitable category (85.14%). The result of media expert validation was an excellent category (92.00%). Students who responded at the small group test stage were an excellent category (93.61%). Finally, students answered a suitable category at the big group test (88.25%). Echinoderm comics have been ideal for science learning based on the explanation above.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81940863","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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