Pub Date : 2024-03-16DOI: 10.18502/jmed.v18i4.15180
Dehghan A, Fazilatfar Am, Jabbari Ak
Introduction: Data-driven learning has emerged as a powerful method in language teaching and has drastically changed the traditional methods of teaching and learning, especially in academic writing. So, the present study was conducted to investigate the effect of data-driven learning on the English academic writing of medical students. Method: In this quasi-experimental intervention study, 29 MSc students of different fields of medical sciences participated in a training intervention program using a data-driven learning approach focusing on self-generated corpora of academic articles related to their fields of study. Students were asked to write an academic text related to their fields at the beginning and end of the course. Written texts were graded based on the Hemp-Lyons academic writing rubric, and the data collected from the pre-and post-test assessments were analyzed using the paired-sample t-test. Results: Comparison of pre-test scores with a mean of 59 (SD = 2.26) and post-test scores with a mean of 78.53 (SD = 2.33) indicated a significant improvement in the writing of the participants of this study (p < 0.05). Conclusion: In light of confirming the educational suitability of the data-driven approach and recognizing the need for students to engage in English article writing and publication, these findings serve as a valuable aid to MSc students studying medical sciences, facilitating their academic writing in English.
{"title":"The Impact of Data-Driven Learning on Medical Students' English Academic Writing","authors":"Dehghan A, Fazilatfar Am, Jabbari Ak","doi":"10.18502/jmed.v18i4.15180","DOIUrl":"https://doi.org/10.18502/jmed.v18i4.15180","url":null,"abstract":"Introduction: Data-driven learning has emerged as a powerful method in language teaching and has drastically changed the traditional methods of teaching and learning, especially in academic writing. So, the present study was conducted to investigate the effect of data-driven learning on the English academic writing of medical students. \u0000Method: In this quasi-experimental intervention study, 29 MSc students of different fields of medical sciences participated in a training intervention program using a data-driven learning approach focusing on self-generated corpora of academic articles related to their fields of study. Students were asked to write an academic text related to their fields at the beginning and end of the course. Written texts were graded based on the Hemp-Lyons academic writing rubric, and the data collected from the pre-and post-test assessments were analyzed using the paired-sample t-test. \u0000Results: Comparison of pre-test scores with a mean of 59 (SD = 2.26) and post-test scores with a mean of 78.53 (SD = 2.33) indicated a significant improvement in the writing of the participants of this study (p < 0.05). \u0000Conclusion: In light of confirming the educational suitability of the data-driven approach and recognizing the need for students to engage in English article writing and publication, these findings serve as a valuable aid to MSc students studying medical sciences, facilitating their academic writing in English.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237190","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 : 2024-03-16DOI: 10.18502/jmed.v18i4.15183
Safiyehsadat Heydari
The Article Abstract is not Available.
文章摘要不详。
{"title":"ChatGPT in writing scientific articles: friend or foe?","authors":"Safiyehsadat Heydari","doi":"10.18502/jmed.v18i4.15183","DOIUrl":"https://doi.org/10.18502/jmed.v18i4.15183","url":null,"abstract":"The Article Abstract is not Available.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236424","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 : 2024-03-16DOI: 10.18502/jmed.v18i4.15179
Jafari Aa, Eslamii G, Fattahi-Bafghi A, Golamrezaei M, Mirzaei F, Azizy M, Gholami M
Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam. Method: Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre-exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software. Results: Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021-2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam. Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education.
{"title":"Using the Peer Learning Method in the E-learning Process: Creating a Support-Motivational Mechanism for the Parasitology MS Students in Shahid Sadougi University of Medical Sciences, Yazd","authors":"Jafari Aa, Eslamii G, Fattahi-Bafghi A, Golamrezaei M, Mirzaei F, Azizy M, Gholami M","doi":"10.18502/jmed.v18i4.15179","DOIUrl":"https://doi.org/10.18502/jmed.v18i4.15179","url":null,"abstract":"Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam. \u0000Method: Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre-exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software. \u0000Results: Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021-2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam. \u0000Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140235882","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 : 2024-03-16DOI: 10.18502/jmed.v18i4.15178
Sadeghi F, Fazaeli S, Kimiafar Kh, Ameri F, Meraji M
Introduction: Due to the widespread use of this educational method in the universities of the world and Iran, there is a need to evaluate its quality using indicators and approaches. Therefore, the present study was conducted to evaluate the quality evaluation indicators of electronic education. Method: The present study was conducted according to the guidelines of PRISMA. For this purpose, Web of Science, PubMed, Scopus, Mogiran, Irandak and SID databases were searched in the period from 2018 to 2022. The search strategy included the concepts of "e-learning", "index" and "medical science students". The criteria for entering this study were original articles in Persian and English. After selecting the studies, data collection was done based on the data extraction form. Results: A total of 77 articles were included in this review. From the review of studies, 37 indicators in 6 categories of factors related to students (5 indicators), factors related to professors (11 indicators), factors related to educational content (5 indicators), factors related to required facilities (7 indicators), factors related to Management (5 indicators) and factors related to laws and regulations (4 indicators) were obtained. Conclusion: The results showed that six factors are involved in evaluating the quality of e-learning. Therefore, it is recommended that the managers of the educational systems to ensure the provision of high-quality training by identifying the weaknesses of the electronic learning software system and laying the foundation for their elimination.
{"title":"E-learning Quality Assessment Indicators: A Narrative Review","authors":"Sadeghi F, Fazaeli S, Kimiafar Kh, Ameri F, Meraji M","doi":"10.18502/jmed.v18i4.15178","DOIUrl":"https://doi.org/10.18502/jmed.v18i4.15178","url":null,"abstract":"Introduction: Due to the widespread use of this educational method in the universities of the world and Iran, there is a need to evaluate its quality using indicators and approaches. Therefore, the present study was conducted to evaluate the quality evaluation indicators of electronic education. \u0000Method: The present study was conducted according to the guidelines of PRISMA. For this purpose, Web of Science, PubMed, Scopus, Mogiran, Irandak and SID databases were searched in the period from 2018 to 2022. The search strategy included the concepts of \"e-learning\", \"index\" and \"medical science students\". The criteria for entering this study were original articles in Persian and English. After selecting the studies, data collection was done based on the data extraction form. \u0000Results: A total of 77 articles were included in this review. From the review of studies, 37 indicators in 6 categories of factors related to students (5 indicators), factors related to professors (11 indicators), factors related to educational content (5 indicators), factors related to required facilities (7 indicators), factors related to Management (5 indicators) and factors related to laws and regulations (4 indicators) were obtained. \u0000Conclusion: The results showed that six factors are involved in evaluating the quality of e-learning. Therefore, it is recommended that the managers of the educational systems to ensure the provision of high-quality training by identifying the weaknesses of the electronic learning software system and laying the foundation for their elimination.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236369","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 : 2024-03-16DOI: 10.18502/jmed.v18i4.15181
Roshanzadeh M, Mohammadi S, Rabie Faradonbeh M, Taj A, K. Mh
Introduction: The conditions of the COVID-19 disease epidemic have had an undeniable role in the education of students, especially health students, including nurses, and it can potentially affect the clinical competence of these students as a workforce in the future. Therefore, the current study will be conducted to explain the medical students' experiences of the challenges they have experienced in their clinical education during this period. Method: The present qualitative study was conducted using the contractual content analysis method in 2023 in Saveh Medical Sciences Faculty. 17 students were selected purposefully and, the data were collected using in-depth semi-structured interviews and analyzed using Granheim and Lundman's approach. Results: Interviews with participants were conducted individually with 17 students during 3 months. The average duration of the interview was 30 minutes. The findings included one category (lost learning) and five subcategories (fear preventing learning, limitations of the educational system, confusion in interactions and communication, limited clinical learning, and discouragement towards educational conditions). Conclusion: Considering that it is impossible to teach in the hospital environment without encountering infectious diseases, it is necessary to prevent harm to the learning of students of various fields by formulating rules and guidelines. Also, the use of educational methods such as movies and animations, as well as other methods of virtual education, can help to improve the level of students' learning in cases where they can't be present at the patient's bedside.
{"title":"Explaining Medical Students' Experiences of the Challenges of Clinical Education during the COVID-19 Pandemic: a Qualitative Content Analysis","authors":"Roshanzadeh M, Mohammadi S, Rabie Faradonbeh M, Taj A, K. Mh","doi":"10.18502/jmed.v18i4.15181","DOIUrl":"https://doi.org/10.18502/jmed.v18i4.15181","url":null,"abstract":"Introduction: The conditions of the COVID-19 disease epidemic have had an undeniable role in the education of students, especially health students, including nurses, and it can potentially affect the clinical competence of these students as a workforce in the future. Therefore, the current study will be conducted to explain the medical students' experiences of the challenges they have experienced in their clinical education during this period. \u0000Method: The present qualitative study was conducted using the contractual content analysis method in 2023 in Saveh Medical Sciences Faculty. 17 students were selected purposefully and, the data were collected using in-depth semi-structured interviews and analyzed using Granheim and Lundman's approach. \u0000Results: Interviews with participants were conducted individually with 17 students during 3 months. The average duration of the interview was 30 minutes. The findings included one category (lost learning) and five subcategories (fear preventing learning, limitations of the educational system, confusion in interactions and communication, limited clinical learning, and discouragement towards educational conditions). \u0000Conclusion: Considering that it is impossible to teach in the hospital environment without encountering infectious diseases, it is necessary to prevent harm to the learning of students of various fields by formulating rules and guidelines. Also, the use of educational methods such as movies and animations, as well as other methods of virtual education, can help to improve the level of students' learning in cases where they can't be present at the patient's bedside.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236627","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 : 2024-03-16DOI: 10.18502/jmed.v18i4.15176
Zakerkish M, Hafezi A, Shakurnia A, Maniati M
Introduction: Given the importance of empathy in the process of caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Method: This cross-sectional study was conducted at AJUMS in 2022. All 473 medical residents who were studying at AJUMS were included in the study using census method. Participants completed the Jefferson Scale of Physician Empathy. This scale has 20 items that are scored based on a 7-point Likert scale. Data were analyzed using independent t-test, ANOVA, and Pearson's correlation coefficient. Results: The number of medical residents who completed the questionnaires was 290 (response rate 61.3%). These medical residents' mean score of empathy was 102.81±12.75 (out of a total of 140 points). Empathy scores had no statistically significant relationship with sex, marital status, and entry year (p˃ 0.05). Pearson's correlation coefficient showed that there is a significant relationship between the level of empathy and age (r=0.223, p=0.001). Also, there was a significant difference between the empathy scores of medical residents of different specialties (p=0.0001, F=5.249), with the psychiatry residents having the highest mean empathy score (118.31±6.1) and the ophthalmology residents having the lowest (92.85±14.2). Conclusion: The findings showed that the empathy score of the residents is at a moderate level, and given the significant difference between the empathy scores of residents of different specialties, it can be argued that empathy changes under the influence of the clinical education environment and is a teachable skill.
简介鉴于同理心在护理病人过程中的重要性，本研究调查了阿瓦士君迪沙普尔医科大学（Ahvaz Jundishapur University of Medical Sciences，AJUMS）住院医生的同理心水平及其相关因素。研究方法这项横断面研究于 2022 年在阿瓦士尊迪沙普尔医科大学进行。研究采用普查法，将在阿瓦士君迪沙普尔医科大学学习的所有 473 名医学住院医师纳入研究范围。参与者填写杰斐逊医生移情量表。该量表共有 20 个项目，采用 7 点李克特量表计分。研究采用独立 t 检验、方差分析和皮尔逊相关系数对数据进行分析。结果完成问卷的住院医师人数为 290 人（回复率为 61.3%）。这些住院医师的移情平均分为（102.81±12.75）分（总分 140 分）。移情得分与性别、婚姻状况和入职年份无统计学意义（p˃ 0.05）。皮尔逊相关系数显示，移情水平与年龄之间存在显著关系（r=0.223，p=0.001）。同时，不同专业的医学住院医师移情评分之间存在显著差异（P=0.0001，F=5.249），其中精神科住院医师的平均移情评分最高（118.31±6.1）分，眼科住院医师的平均移情评分最低（92.85±14.2）分。结论研究结果显示，住院医师的移情得分处于中等水平，鉴于不同专业住院医师的移情得分之间存在显著差异，可以认为移情在临床教育环境的影响下会发生变化，是一种可教的技能。
{"title":"Empathy Level and its Related Factors in the Different Specialties of Medical Residents","authors":"Zakerkish M, Hafezi A, Shakurnia A, Maniati M","doi":"10.18502/jmed.v18i4.15176","DOIUrl":"https://doi.org/10.18502/jmed.v18i4.15176","url":null,"abstract":"Introduction: Given the importance of empathy in the process of caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS). \u0000Method: This cross-sectional study was conducted at AJUMS in 2022. All 473 medical residents who were studying at AJUMS were included in the study using census method. Participants completed the Jefferson Scale of Physician Empathy. This scale has 20 items that are scored based on a 7-point Likert scale. Data were analyzed using independent t-test, ANOVA, and Pearson's correlation coefficient. \u0000Results: The number of medical residents who completed the questionnaires was 290 (response rate 61.3%). These medical residents' mean score of empathy was 102.81±12.75 (out of a total of 140 points). Empathy scores had no statistically significant relationship with sex, marital status, and entry year (p˃ 0.05). Pearson's correlation coefficient showed that there is a significant relationship between the level of empathy and age (r=0.223, p=0.001). Also, there was a significant difference between the empathy scores of medical residents of different specialties (p=0.0001, F=5.249), with the psychiatry residents having the highest mean empathy score (118.31±6.1) and the ophthalmology residents having the lowest (92.85±14.2). \u0000Conclusion: The findings showed that the empathy score of the residents is at a moderate level, and given the significant difference between the empathy scores of residents of different specialties, it can be argued that empathy changes under the influence of the clinical education environment and is a teachable skill.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236913","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 : 2023-11-22DOI: 10.18502/jmed.v18i3.14128
Imani A, Asadizaker M
Introduction: Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA. Methods: The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison. Results: The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses. Conclusion: this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.
引言教育机构作为教育系统的实施者，必须对周围环境的变化做出反应，以便能够与环境互动，并根据社会需求提供优质教育。本研究旨在比较伊朗和美国马里兰大学护理学院的本科护理专业。 研究方法本研究是一项描述性比较研究，于 2023 年通过搜索波斯语和英语关键词进行：课程、护理、护理教育和教育计划。我们使用了从伊朗卫生、治疗和医学教育部网站以及美国马里兰大学网站下载的课程。对 George F. Brady 的方法进行比较分为四个阶段：描述、解释、并置和比较。 结果：伊朗的护理学学士学位课程与美国马里兰大学的护理学学士学位课程在入门方式、视角、研究方法和各种价值观方面存在差异。此外，它们在进入该领域时缺乏专业面试、过早进入临床环境、教学策略的多样性以及各种基础科学课程的使用方面也很相似。 结论：这一比较为找出和消除伊朗护理课程的弱点并增强其优势提供了机会。有必要在伊朗护理本科课程中更加重视研究活动。
{"title":"A comparative study of Iran's Undergraduate Nursing Education System with the School of Maryland, USA 2023","authors":"Imani A, Asadizaker M","doi":"10.18502/jmed.v18i3.14128","DOIUrl":"https://doi.org/10.18502/jmed.v18i3.14128","url":null,"abstract":"Introduction: Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA. Methods: The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison. Results: The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses. Conclusion: this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250420","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 : 2023-11-22DOI: 10.18502/jmed.v18i3.14127
Sayyad Mohammadi E, Bahador F, Sabahi A, Marouzi P
Introduction: Tests are one of the methods used in universities to measure and evaluate students' learning. Electronic and traditional tests have their unique strengths and weaknesses. Therefore, the purpose of this research is to compare two methods of holding electronic and conventional tests from the perspective of students in the Ferdows Health and Para Medical School. Method: The current research was carried out in a cross-sectional-analytical way. 201 students were questioned for this research. In order to collect information, a researcher-made questionnaire was used. Its reliability is approved by experts and validity is measured by Kronbakh Alpha74%. Data were analyzed using STATA version 13 software and using descriptive and analytical methods. Results: The results showed that there was a significant difference between students' satisfaction with traditional and electronic tests (P < 0.05). And traditional tests satisfaction was more than electronic ones. Also, there was a significant relationship between students' satisfaction level and the academic semester in traditional exams (P < 0.05) so the average level of satisfaction of students in higher semesters is higher. Conclusion: Based on the study findings, students' satisfaction with the traditional test is more than the electronic test, so it is suggested that educational institutions take the necessary measures and plans in order to obtain satisfaction from students with the electronic tests and solve the problems of these tests.
引言考试是大学用来衡量和评价学生学习情况的方法之一。电子测试和传统测试各有优缺点。因此，本研究的目的是从 Ferdows Health and Para Medical School 学生的角度出发，对电子测试和传统测试两种方法进行比较。 研究方法本次研究以横向分析的方式进行。本次研究对 201 名学生进行了问卷调查。为了收集信息，使用了研究人员制作的调查问卷。问卷的可靠性得到了专家的认可，有效性以 Kronbakh Alpha74% 为标准。数据分析采用 STATA 13 版软件，并使用了描述性和分析性方法。 结果显示结果显示，学生对传统测试和电子测试的满意度存在显著差异（P < 0.05）。传统测试的满意度高于电子测试。此外，学生对传统考试的满意度与学年之间也存在明显关系（P < 0.05），因此高年级学生的平均满意度更高。 结论根据研究结果，学生对传统考试的满意度高于电子考试，因此建议教育机构采取必要的措施和计划，以获得学生对电子考试的满意度，并解决这些考试存在的问题。
{"title":"Comparison of Students' Satisfaction with Holding Electronic and Traditional Exams in Ferdows City Paramedical and Health Faculty","authors":"Sayyad Mohammadi E, Bahador F, Sabahi A, Marouzi P","doi":"10.18502/jmed.v18i3.14127","DOIUrl":"https://doi.org/10.18502/jmed.v18i3.14127","url":null,"abstract":"Introduction: Tests are one of the methods used in universities to measure and evaluate students' learning. Electronic and traditional tests have their unique strengths and weaknesses. Therefore, the purpose of this research is to compare two methods of holding electronic and conventional tests from the perspective of students in the Ferdows Health and Para Medical School. Method: The current research was carried out in a cross-sectional-analytical way. 201 students were questioned for this research. In order to collect information, a researcher-made questionnaire was used. Its reliability is approved by experts and validity is measured by Kronbakh Alpha74%. Data were analyzed using STATA version 13 software and using descriptive and analytical methods. Results: The results showed that there was a significant difference between students' satisfaction with traditional and electronic tests (P < 0.05). And traditional tests satisfaction was more than electronic ones. Also, there was a significant relationship between students' satisfaction level and the academic semester in traditional exams (P < 0.05) so the average level of satisfaction of students in higher semesters is higher. Conclusion: Based on the study findings, students' satisfaction with the traditional test is more than the electronic test, so it is suggested that educational institutions take the necessary measures and plans in order to obtain satisfaction from students with the electronic tests and solve the problems of these tests.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248765","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 : 2023-11-22DOI: 10.18502/jmed.v18i3.14125
Rasoulian Kasrineh M, Rassoulian Kasrineh M, Ghorani V, Tabatabaei Sm
Introduction: Establishing effective communication between professors and students is very important in the university environment and it can have a significant impact on the academic and professional success of students. This study aimed to to identify the factors affecting the relationship between students and professors at Mashhad University of Medical Sciences. Methods: This descriptive cross-sectional study was conducted in 2022 on medical basic sciences students an data were gathered through a standard questionnaire containing demographic information and 35 questions about the factors affecting the relationship between students and professors. The data were analyzed using SPSS software and an independent t-test. Results: In this study, 69% of the students were male and 73% were single. According to the students' opinions, the speaking skills (77%), physical appearance (33%), rank (31.5%), maintaining the dignity and respect of students (25%), empathy and mutual understanding (19%) had the most significant impact on establishing a relationship between them and professors. However, the professor's age proximity to the student (15%), good listening skills and appropriate response to questions (15%), receptivity to criticism (13%), use of communication techniques (10%), and adherence to ethical principles (9%) had the least impact. Among all demographic variables, only sex had a signifant relationship with personal abilities dimension. Conclusion: Based on the results, it seems that most communication factors are important. Improving these relationships and focusing on effective factors can help improve students' academic status and organizationally lead to better efficiency and performance of the university.
{"title":"Exploring Factors Affecting Student-Professors Communication at Mashhad University of Medical Sciences","authors":"Rasoulian Kasrineh M, Rassoulian Kasrineh M, Ghorani V, Tabatabaei Sm","doi":"10.18502/jmed.v18i3.14125","DOIUrl":"https://doi.org/10.18502/jmed.v18i3.14125","url":null,"abstract":"Introduction: Establishing effective communication between professors and students is very important in the university environment and it can have a significant impact on the academic and professional success of students. This study aimed to to identify the factors affecting the relationship between students and professors at Mashhad University of Medical Sciences. Methods: This descriptive cross-sectional study was conducted in 2022 on medical basic sciences students an data were gathered through a standard questionnaire containing demographic information and 35 questions about the factors affecting the relationship between students and professors. The data were analyzed using SPSS software and an independent t-test. Results: In this study, 69% of the students were male and 73% were single. According to the students' opinions, the speaking skills (77%), physical appearance (33%), rank (31.5%), maintaining the dignity and respect of students (25%), empathy and mutual understanding (19%) had the most significant impact on establishing a relationship between them and professors. However, the professor's age proximity to the student (15%), good listening skills and appropriate response to questions (15%), receptivity to criticism (13%), use of communication techniques (10%), and adherence to ethical principles (9%) had the least impact. Among all demographic variables, only sex had a signifant relationship with personal abilities dimension. Conclusion: Based on the results, it seems that most communication factors are important. Improving these relationships and focusing on effective factors can help improve students' academic status and organizationally lead to better efficiency and performance of the university.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246748","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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