Pub Date : 2021-12-31DOI: 10.22219/raden.v1i2.19033
Yasmine Salsabila Muninda, Y. Pantiwati, E. Purwanti, T. Permana
Studying the liver as an excretory organ is still a problem for students. The availability of learning media that can represent learning is urgently required. This study aims to develop and analyze the feasibility and practicality of Android-based flash learning media on the liver as an excretory organ for eighth-grade students. This Research and Development (R&D) uses the Borg and Gall model with a limit of up to stage seven. The results of expert validation show that learning media is included in the "very feasible" category according to media experts and material experts, with the percentage order of 86% and 95%. The media practicality by the teacher's response showed that media was categorized as very practical (94%). Then, student response toward the media was reached 85% and categorized as practical. The test of the effectiveness of learning media on critical thinking skills showed that there was a significant difference between the pretest and posttest scores. The results of this study need to be continued at the next R&D stage to get the feasible product.
{"title":"\"Liver as excretory organ\": Developing Android-based flash learning media for middle school students","authors":"Yasmine Salsabila Muninda, Y. Pantiwati, E. Purwanti, T. Permana","doi":"10.22219/raden.v1i2.19033","DOIUrl":"https://doi.org/10.22219/raden.v1i2.19033","url":null,"abstract":"Studying the liver as an excretory organ is still a problem for students. The availability of learning media that can represent learning is urgently required. This study aims to develop and analyze the feasibility and practicality of Android-based flash learning media on the liver as an excretory organ for eighth-grade students. This Research and Development (R&D) uses the Borg and Gall model with a limit of up to stage seven. The results of expert validation show that learning media is included in the \"very feasible\" category according to media experts and material experts, with the percentage order of 86% and 95%. The media practicality by the teacher's response showed that media was categorized as very practical (94%). Then, student response toward the media was reached 85% and categorized as practical. The test of the effectiveness of learning media on critical thinking skills showed that there was a significant difference between the pretest and posttest scores. The results of this study need to be continued at the next R&D stage to get the feasible product.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88072762","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 use of electronic exams (E-exams) has benefits in educational systems. The views of critical stakeholders, including faculty members, around E-exams should be taken into consideration in order to derive the most benefits. Due to the recent expansion of the use of E-exams at the Birjand University of Medical Sciences (BUMS), this study was conducted to assess faculty members ‘ attitude towards and satisfaction with E-exams. Methods: This cross-sectional study included all faculty members at the university using a census sampling method. A researcher-created questionnaire with demographic, attitude, and satisfaction sections was used to collect the data. The content validity index and the content validity ratio were used to assess validity, and Cronbach’s alpha was used to assess reliability. Scoring was based on a 5-point Likert scale. SPSS was used to analyze the data using t-test and ANOVA at a significance level of 0.05. Results: Of the 126 faculty members who participated, 56.3% were women and 43.7% were men. The mean score of faculty members’ attitude was 69.19±9.51 and their satisfaction score was 33.27±5.00. A significant difference was found in the mean score of attitude by faculty (P=0.038). A positive correlation was found between attitude and satisfaction (r=0.537), and attitude and satisfaction with work experience (r=0.002 and r=0.233, respectively) which indicates that the correlation between attitude and satisfaction was significant (P <0.001) Conclusion: Overall, there was a moderately positive attitude toward and a high level of satisfaction with e-exams among medical sciences faculty members. Given the correlation between attitude and satisfaction, these two categories should be taken into consideration together.
{"title":"Attitude and satisfaction towards electronic exams in medical sciences faculty members","authors":"Z. Zahedi, H. Salehiniya, A. Zarei, H. Abbaszadeh","doi":"10.34172/rdme.2021.029","DOIUrl":"https://doi.org/10.34172/rdme.2021.029","url":null,"abstract":"Background: The use of electronic exams (E-exams) has benefits in educational systems. The views of critical stakeholders, including faculty members, around E-exams should be taken into consideration in order to derive the most benefits. Due to the recent expansion of the use of E-exams at the Birjand University of Medical Sciences (BUMS), this study was conducted to assess faculty members ‘ attitude towards and satisfaction with E-exams. Methods: This cross-sectional study included all faculty members at the university using a census sampling method. A researcher-created questionnaire with demographic, attitude, and satisfaction sections was used to collect the data. The content validity index and the content validity ratio were used to assess validity, and Cronbach’s alpha was used to assess reliability. Scoring was based on a 5-point Likert scale. SPSS was used to analyze the data using t-test and ANOVA at a significance level of 0.05. Results: Of the 126 faculty members who participated, 56.3% were women and 43.7% were men. The mean score of faculty members’ attitude was 69.19±9.51 and their satisfaction score was 33.27±5.00. A significant difference was found in the mean score of attitude by faculty (P=0.038). A positive correlation was found between attitude and satisfaction (r=0.537), and attitude and satisfaction with work experience (r=0.002 and r=0.233, respectively) which indicates that the correlation between attitude and satisfaction was significant (P <0.001) Conclusion: Overall, there was a moderately positive attitude toward and a high level of satisfaction with e-exams among medical sciences faculty members. Given the correlation between attitude and satisfaction, these two categories should be taken into consideration together.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330112","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: Studies on the efficacy of adaptive e-learning in dentistry are limited. This study aimed to compare the efficacy of linear and adaptive electronic continuing medical education (CME) courses about dental bleaching. Methods: This quasi-experimental study using a post-test control group design evaluated the efficacy of an electronic CME course on dental bleaching offered to 60 dentists who were non-randomly allocated in two linear and adaptive groups (n=30). One training session was held for participants of both the intervention and the control groups. At the end of the course, the learners participated in a post-test and completed a satisfaction questionnaire. SPSS 23 was used to analyze the results. An independent t test was used to assess the effect of type of intervention on the outcome of education, and Pearson’s chi-square test was applied to assess the effect of the intervention on participants’ satisfaction. Results: The mean post-test scores of participants were 6.33±1.47 for the linear group and 6.40±2.31 for the adaptive group. The mean satisfaction scores of participants were 4.02±0.53 for the linear group and 4.15±0.42 for the adaptive group. According to an independent t-test, the two groups were not significantly different in terms of post-test score (P=0.7) or level of satisfaction (P=0.2). Conclusion: The adaptive approach has considerable advantages and comparable efficacy to the linear method in terms of post-test score and self-reported knowledge and satisfaction of participants. Thus, this method of education may be as effective as the linear method for instruction in dental bleaching. The use of an adaptive approach is therefore recommended in educational curricula.
{"title":"Effect of linear versus adaptive electronic continuing medical education regarding dental bleaching on dentists’ knowledge and satisfaction","authors":"M. Zolfaghari, A. Mohammadi, S. Hashemikamangar","doi":"10.34172/rdme.2021.028","DOIUrl":"https://doi.org/10.34172/rdme.2021.028","url":null,"abstract":"Background: Studies on the efficacy of adaptive e-learning in dentistry are limited. This study aimed to compare the efficacy of linear and adaptive electronic continuing medical education (CME) courses about dental bleaching. Methods: This quasi-experimental study using a post-test control group design evaluated the efficacy of an electronic CME course on dental bleaching offered to 60 dentists who were non-randomly allocated in two linear and adaptive groups (n=30). One training session was held for participants of both the intervention and the control groups. At the end of the course, the learners participated in a post-test and completed a satisfaction questionnaire. SPSS 23 was used to analyze the results. An independent t test was used to assess the effect of type of intervention on the outcome of education, and Pearson’s chi-square test was applied to assess the effect of the intervention on participants’ satisfaction. Results: The mean post-test scores of participants were 6.33±1.47 for the linear group and 6.40±2.31 for the adaptive group. The mean satisfaction scores of participants were 4.02±0.53 for the linear group and 4.15±0.42 for the adaptive group. According to an independent t-test, the two groups were not significantly different in terms of post-test score (P=0.7) or level of satisfaction (P=0.2). Conclusion: The adaptive approach has considerable advantages and comparable efficacy to the linear method in terms of post-test score and self-reported knowledge and satisfaction of participants. Thus, this method of education may be as effective as the linear method for instruction in dental bleaching. The use of an adaptive approach is therefore recommended in educational curricula.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47591275","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 : 2021-12-25DOI: 10.22219/raden.v1i2.19049
Enies Nabila Fithri Tiara Sari, M. Amin, Atok Miftachul Hudha, D. Fatmawati, Ahmad Fauzi
Empowerment of Higher-Order Thinking Skills (HOTS) is often not optimal due to the lack of availability of HOTS-based learning documents. The purpose of this development research was to produce HOTS-based biology learning tools on motion system material for class XI high school. This development research uses the ADDIE model which has five stages: analyze, design, develop, implement and evaluate. The product development was validated by learning experts and material experts and then tested on students. The validation sheet was used as a data collection instrument. The validation results from learning experts stated that the learning syllabus was very feasible (84.3%), lesson plans were very feasible (80.2%), student worksheets were feasible (72.2%), and test questions were very feasible (83%). Meanwhile, the validation results from material experts stated that all learning documents were feasible (the percentage of eligibility for syllabus, lesson plans, student worksheets, and test questions were 77%, 70%, 80%, and 80%, respectively). After being tested on students, student responses and the results of their evaluation scores indicate that the learning documents that have been developed are suitable for use. In addition, the HOTS learning tools developed are practical and effective in the learning process, so as to create a student-centered learning process and be able to improve students' HOTS.
{"title":"Development of HOTS-based biology learning documents using ADDIE Model","authors":"Enies Nabila Fithri Tiara Sari, M. Amin, Atok Miftachul Hudha, D. Fatmawati, Ahmad Fauzi","doi":"10.22219/raden.v1i2.19049","DOIUrl":"https://doi.org/10.22219/raden.v1i2.19049","url":null,"abstract":"Empowerment of Higher-Order Thinking Skills (HOTS) is often not optimal due to the lack of availability of HOTS-based learning documents. The purpose of this development research was to produce HOTS-based biology learning tools on motion system material for class XI high school. This development research uses the ADDIE model which has five stages: analyze, design, develop, implement and evaluate. The product development was validated by learning experts and material experts and then tested on students. The validation sheet was used as a data collection instrument. The validation results from learning experts stated that the learning syllabus was very feasible (84.3%), lesson plans were very feasible (80.2%), student worksheets were feasible (72.2%), and test questions were very feasible (83%). Meanwhile, the validation results from material experts stated that all learning documents were feasible (the percentage of eligibility for syllabus, lesson plans, student worksheets, and test questions were 77%, 70%, 80%, and 80%, respectively). After being tested on students, student responses and the results of their evaluation scores indicate that the learning documents that have been developed are suitable for use. In addition, the HOTS learning tools developed are practical and effective in the learning process, so as to create a student-centered learning process and be able to improve students' HOTS.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83194663","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}
Seyyed Hatam Mahdavinoor, Azam Jadidi Miandashti, Seyyed Muhammad Mahdi Mahdavinoor
Background: Professional ethics is of great importance in health-related fields, and observation of professional ethics by the treatment staff will lead to increased patient satisfaction. Legislators have attempted to improve adherence to professional ethics by compiling codes of ethics and holding professional ethics classes in universities. Despite these efforts to develop such codes of ethics, treatment staff do not always fully comply with professional ethics, leading to decreases in patient satisfaction. Methods: Based on the authors’ experiences and related studies, we present several suggestions for improving the observation of professional ethics among treatment staff. Results: Strategies that can help improve ethical-behavioral patterns among treatment staff are as follows: Changing university entrance examinations, increasing professional ethics credits, teaching ethics regardless of religion, teaching the history of medicine, logotherapy of students during their university years, training in psychology as the core of medical education programs, and reformulating the incentive and punishment system. Conclusion: It is required to make specific changes in the selection method and training of treatment staff to enhance client satisfaction. These recommendations are given according to the health system of Iran, but they can also be used in other countries.
{"title":"Suggestions for changing professional ethics educational system","authors":"Seyyed Hatam Mahdavinoor, Azam Jadidi Miandashti, Seyyed Muhammad Mahdi Mahdavinoor","doi":"10.34172/rdme.2021.027","DOIUrl":"https://doi.org/10.34172/rdme.2021.027","url":null,"abstract":"Background: Professional ethics is of great importance in health-related fields, and observation of professional ethics by the treatment staff will lead to increased patient satisfaction. Legislators have attempted to improve adherence to professional ethics by compiling codes of ethics and holding professional ethics classes in universities. Despite these efforts to develop such codes of ethics, treatment staff do not always fully comply with professional ethics, leading to decreases in patient satisfaction. Methods: Based on the authors’ experiences and related studies, we present several suggestions for improving the observation of professional ethics among treatment staff. Results: Strategies that can help improve ethical-behavioral patterns among treatment staff are as follows: Changing university entrance examinations, increasing professional ethics credits, teaching ethics regardless of religion, teaching the history of medicine, logotherapy of students during their university years, training in psychology as the core of medical education programs, and reformulating the incentive and punishment system. Conclusion: It is required to make specific changes in the selection method and training of treatment staff to enhance client satisfaction. These recommendations are given according to the health system of Iran, but they can also be used in other countries.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47293478","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 : 2021-12-09DOI: 10.22219/raden.v1i2.18919
S. Arifin, M. Amin, H. Husamah, Atok Miftachul Hudha, F. J. Miharja
There has been no development or preparation of microtechnical modules on the material structure and function of plant tissues equipped with preparations. Therefore, the purpose of this research and development was to produce modules equipped with microtechnical preparations and analyze their quality through validation of teaching materials experts, material experts, and readability by teachers and students on small- and large-scale trials. This type of research was Research and Development (R&D) with the ADDIE development model which has five stages, namely: analysis, design, development, implementation, and evaluation. The results of the development research were in the form of a product of a biology practicum module with microtechnical preparations. The quality of the modules according to the teaching materials experts and materials experts was very good with the percentages of 80.6% and 99.4%, respectively. The result of the teacher's response was 81.4% with a very good category and readability by students on a small and large scale respectively 88% and 82.7%. Based on this assessment, it shows that the module with this preparation was suitable for use as teaching material by teachers in biology learning activities on the structure and function of plant tissue.
{"title":"Development of a biology practicum module with microtech-nical preparations on the structure and function of plant tissue","authors":"S. Arifin, M. Amin, H. Husamah, Atok Miftachul Hudha, F. J. Miharja","doi":"10.22219/raden.v1i2.18919","DOIUrl":"https://doi.org/10.22219/raden.v1i2.18919","url":null,"abstract":"There has been no development or preparation of microtechnical modules on the material structure and function of plant tissues equipped with preparations. Therefore, the purpose of this research and development was to produce modules equipped with microtechnical preparations and analyze their quality through validation of teaching materials experts, material experts, and readability by teachers and students on small- and large-scale trials. This type of research was Research and Development (R&D) with the ADDIE development model which has five stages, namely: analysis, design, development, implementation, and evaluation. The results of the development research were in the form of a product of a biology practicum module with microtechnical preparations. The quality of the modules according to the teaching materials experts and materials experts was very good with the percentages of 80.6% and 99.4%, respectively. The result of the teacher's response was 81.4% with a very good category and readability by students on a small and large scale respectively 88% and 82.7%. Based on this assessment, it shows that the module with this preparation was suitable for use as teaching material by teachers in biology learning activities on the structure and function of plant tissue.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77302270","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}
Kristina Dzara, B. Hampton, M. Hammoud, L. Berkowitz
Background: Vice Chairs for Education play an increasingly important role in academic medicine. They often serve in supportive roles overseeing educational initiatives and faculty development, ensuring that education remains prioritized. Literature in this area is limited, especially in obstetrics and gynecology. Prior literature has not been sufficiently directive in identifying best practices in role, mission, and scope for Vice Chairs for Education. Methods: We developed and facilitated a workshop at the Association of Professors of Gynecology and Obstetrics - Council on Resident Education in Obstetrics and Gynecology (APGO-CREOG) annual meeting in February 2020. We brought together a national group of medical education faculty to elucidate the role of Vice Chairs and offer recommendations. After utilizing a previously described technique for gathering and reporting group recommendations, notes from small- and large-group discussions were collated, coded, and collapsed. Results: Four broad recommendations resulted. First, role clarity must be ensured, ideally with co-developed guidelines for responsibility. Second, the Vice Chair for Education should be charged with identifying departmental educational initiatives, including faculty development, utilizing best educational practices. Third, Vice Chairs for Education should implement and evaluate educational initiatives to enhance faculty well-being and promote a robust clinical learning environment. Finally, they should integrate with other Vice Chairs for Education within their institution and as part of national organizations to collaborate and develop best practices. Conclusion: These serve as guidelines to establish success and increase impact and suggest the potential for a national body of Vice Chairs for Education leaders to improve local and national educational outcomes.
{"title":"Recommendations to guide Vice Chairs for Education in serving as effective leaders","authors":"Kristina Dzara, B. Hampton, M. Hammoud, L. Berkowitz","doi":"10.34172/rdme.2021.026","DOIUrl":"https://doi.org/10.34172/rdme.2021.026","url":null,"abstract":"Background: Vice Chairs for Education play an increasingly important role in academic medicine. They often serve in supportive roles overseeing educational initiatives and faculty development, ensuring that education remains prioritized. Literature in this area is limited, especially in obstetrics and gynecology. Prior literature has not been sufficiently directive in identifying best practices in role, mission, and scope for Vice Chairs for Education. Methods: We developed and facilitated a workshop at the Association of Professors of Gynecology and Obstetrics - Council on Resident Education in Obstetrics and Gynecology (APGO-CREOG) annual meeting in February 2020. We brought together a national group of medical education faculty to elucidate the role of Vice Chairs and offer recommendations. After utilizing a previously described technique for gathering and reporting group recommendations, notes from small- and large-group discussions were collated, coded, and collapsed. Results: Four broad recommendations resulted. First, role clarity must be ensured, ideally with co-developed guidelines for responsibility. Second, the Vice Chair for Education should be charged with identifying departmental educational initiatives, including faculty development, utilizing best educational practices. Third, Vice Chairs for Education should implement and evaluate educational initiatives to enhance faculty well-being and promote a robust clinical learning environment. Finally, they should integrate with other Vice Chairs for Education within their institution and as part of national organizations to collaborate and develop best practices. Conclusion: These serve as guidelines to establish success and increase impact and suggest the potential for a national body of Vice Chairs for Education leaders to improve local and national educational outcomes.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48726973","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}
E. Abdollahi, R. Soleimani, H. Taherzadeh, Fatemeh Eslamdoust-Siahestalkhi
Background: Chronic fatigue syndrome (CFS) and depression are specific mental disorders that can negatively affect college students’ social, occupational, and academic performance, especially medical students. This study aimed to investigate the prevalence of CFS and depressive symptoms and their relationship with medical students. Methods: This cross-sectional analytical study was conducted with 175 medical students at the Guilan University of Medical Sciences in 2020 in Guilan in the north of Iran. Three levels of medical students, including basic sciences and physiopathology, externship, and internship students, participated. A demographic information questionnaire, the Beck Depression Inventory-II (BDI-II), and the Chalder Fatigue Questionnaire (CFQ) were used to collect data. SPSS 22 was used to analyze the data, including Mann-Whitney, KruskalWallis, and Spearman tests. Results: The mean age of the participants was 23.92 ± 2.04 years. Of 175 participants, 50.9% were males. In all, 11.4% of subjects reported levels of CFS, and 38.8 % of them showed levels of depression. The rates of CFS and depressions were not associated with age, gender, marital status, educational level, geographic area, or student habitation (P>0.05). The use of cigarettes (P=0.002), alcohol, and substances (P<0.0001) showed a significant relationship with higher levels of CFS and depression scores. The relationship between the CFS score and depression was significant (r=0.523, P<0.0001). Conclusion: The prevalence of CFS and depression among medical students were 11.4% and 38.8%, respectively. There was a positive association between CFS and depression. Implementing screening policies is recommended, along with programs to help promote mental and physical health among students.
背景:慢性疲劳综合征(CFS)和抑郁症是一种特殊的精神障碍，会对大学生尤其是医学生的社会、职业和学业表现产生负面影响。本研究旨在探讨医学生慢性疲劳综合症与抑郁症状的患病率及其关系。方法:本横断面分析研究于2020年在伊朗北部的桂兰医学科学大学的175名医学生中进行。三个层次的医学生，包括基础科学和生理病理学，实习和实习学生参加。采用人口统计信息问卷、贝克抑郁量表- ii (BDI-II)和查尔德疲劳问卷(CFQ)收集数据。采用SPSS 22对数据进行分析，包括Mann-Whitney检验、KruskalWallis检验和Spearman检验。结果:患者平均年龄23.92±2.04岁。175名参与者中，50.9%为男性。总的来说，11.4%的受试者报告了慢性疲劳综合症的水平，38.8%的人表现出抑郁的水平。CFS和抑郁的发生率与年龄、性别、婚姻状况、教育程度、地理区域、学生居住地无关(P < 0.05)。吸烟(P=0.002)、饮酒和吸毒(P<0.0001)与CFS和抑郁评分水平升高有显著关系。CFS评分与抑郁有显著相关性(r=0.523, P<0.0001)。结论:医学生CFS患病率为11.4%，抑郁患病率为38.8%。慢性疲劳综合症和抑郁症之间存在正相关。建议实施筛查政策，以及帮助促进学生身心健康的项目。
{"title":"The prevalence of chronic fatigue syndrome and depression in Guilan medical students in 2020","authors":"E. Abdollahi, R. Soleimani, H. Taherzadeh, Fatemeh Eslamdoust-Siahestalkhi","doi":"10.34172/rdme.2021.025","DOIUrl":"https://doi.org/10.34172/rdme.2021.025","url":null,"abstract":"Background: Chronic fatigue syndrome (CFS) and depression are specific mental disorders that can negatively affect college students’ social, occupational, and academic performance, especially medical students. This study aimed to investigate the prevalence of CFS and depressive symptoms and their relationship with medical students. Methods: This cross-sectional analytical study was conducted with 175 medical students at the Guilan University of Medical Sciences in 2020 in Guilan in the north of Iran. Three levels of medical students, including basic sciences and physiopathology, externship, and internship students, participated. A demographic information questionnaire, the Beck Depression Inventory-II (BDI-II), and the Chalder Fatigue Questionnaire (CFQ) were used to collect data. SPSS 22 was used to analyze the data, including Mann-Whitney, KruskalWallis, and Spearman tests. Results: The mean age of the participants was 23.92 ± 2.04 years. Of 175 participants, 50.9% were males. In all, 11.4% of subjects reported levels of CFS, and 38.8 % of them showed levels of depression. The rates of CFS and depressions were not associated with age, gender, marital status, educational level, geographic area, or student habitation (P>0.05). The use of cigarettes (P=0.002), alcohol, and substances (P<0.0001) showed a significant relationship with higher levels of CFS and depression scores. The relationship between the CFS score and depression was significant (r=0.523, P<0.0001). Conclusion: The prevalence of CFS and depression among medical students were 11.4% and 38.8%, respectively. There was a positive association between CFS and depression. Implementing screening policies is recommended, along with programs to help promote mental and physical health among students.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47271590","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}
R. Soleimanzadeh, Kousha Sarpari, N. Abdi, Parisa Heydari, Yadolah Zarezadeh
Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.
{"title":"Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique","authors":"R. Soleimanzadeh, Kousha Sarpari, N. Abdi, Parisa Heydari, Yadolah Zarezadeh","doi":"10.34172/rdme.2021.024","DOIUrl":"https://doi.org/10.34172/rdme.2021.024","url":null,"abstract":"Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and \"interacting with students and patients\" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41926457","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}
Amir Nahavandi Takab, E. Fathi Azar, Zarrin Daneshvar Heris, Hossein Baqhaei
Background: Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives. Methods: In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized. Results: The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professional financial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences. Conclusion: The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.
{"title":"Comparison of hidden medical curriculum of Tabriz University of Medical Sciences and Tabriz Azad University of Medical Sciences from the students’ perspectives","authors":"Amir Nahavandi Takab, E. Fathi Azar, Zarrin Daneshvar Heris, Hossein Baqhaei","doi":"10.34172/rdme.2021.023","DOIUrl":"https://doi.org/10.34172/rdme.2021.023","url":null,"abstract":"Background: Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives. Methods: In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized. Results: The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professional financial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences. Conclusion: The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.","PeriodicalId":21087,"journal":{"name":"Research and Development in Medical Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49370472","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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