Pub Date : 2022-06-20DOI: 10.18502/jmed.v17i1.9752
E. Keshavarz, S. Ebrahimi Qavam
The Article Abstract is not available.
文章摘要不可用。
{"title":"Chemistry and Biochemistry Training in Medical Sciences: The Need to Use Kinetic Schemas in Virtual Class","authors":"E. Keshavarz, S. Ebrahimi Qavam","doi":"10.18502/jmed.v17i1.9752","DOIUrl":"https://doi.org/10.18502/jmed.v17i1.9752","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":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75754326","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 : 2022-06-20DOI: 10.18502/jmed.v17i1.9751
M. Hoseini-Beidokhti, G. Abaeian, S. Abedini- Baghbadorani, S. Latifi
Introduction: The closing down of schools and universities due to the COVID-19 outbreak led to introducing virtual education. Considering the importance of virtual education during coronavirus pandemic, this study aimed to investigate the factors affecting the quality of virtual education from the viewpoint of professors and students of rehabilitation fields of Ahvaz Jundishapur University of Medical Sciences. Methods: The present descriptive-analytical study was carried out in the presence of 17 professors and 210 undergraduate and postgraduate students in the fields of rehabilitation. Data was collected using a questionnaire and its validity was confirmed by experienced professors in virtual education and its reliability was determined by Cronbach's alpha coefficient (97.0). Result: The results showed that from the viewpoint of professors, all domains of the questionnaire were considered effective factors for the quality improvement of virtual education but students considered the domain of clarification of the learner's expectations as the most effective factor and the domain of minimizing the sense of isolation and creating the sense and motivation of being part of the learning community as the least effective factor. Conclusion: Taking in to account these important factors affecting the efficacy of virtual education, it is necessary for policymakers in the field of education to organize the necessary programs and pay attention to providing the conditions essential in improving the quality of virtual education for learners.
{"title":"Investigating Factors Affecting the Quality of Virtual Education from the point of Professors and Students of Rehabilitation Fields of Ahvaz Jundishapur University of Medical Sciences during COVID-19","authors":"M. Hoseini-Beidokhti, G. Abaeian, S. Abedini- Baghbadorani, S. Latifi","doi":"10.18502/jmed.v17i1.9751","DOIUrl":"https://doi.org/10.18502/jmed.v17i1.9751","url":null,"abstract":"Introduction: The closing down of schools and universities due to the COVID-19 outbreak led to introducing virtual education. Considering the importance of virtual education during coronavirus pandemic, this study aimed to investigate the factors affecting the quality of virtual education from the viewpoint of professors and students of rehabilitation fields of Ahvaz Jundishapur University of Medical Sciences. \u0000Methods: The present descriptive-analytical study was carried out in the presence of 17 professors and 210 undergraduate and postgraduate students in the fields of rehabilitation. Data was collected using a questionnaire and its validity was confirmed by experienced professors in virtual education and its reliability was determined by Cronbach's alpha coefficient (97.0). \u0000Result: The results showed that from the viewpoint of professors, all domains of the questionnaire were considered effective factors for the quality improvement of virtual education but students considered the domain of clarification of the learner's expectations as the most effective factor and the domain of minimizing the sense of isolation and creating the sense and motivation of being part of the learning community as the least effective factor. \u0000Conclusion: Taking in to account these important factors affecting the efficacy of virtual education, it is necessary for policymakers in the field of education to organize the necessary programs and pay attention to providing the conditions essential in improving the quality of virtual education for learners.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89947819","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 : 2022-06-20DOI: 10.18502/jmed.v17i1.9743
F. Taltamoor, H. Javdani, A. Allami
Introduction: During the COVID-19 pandemic era, adhering to professional commitments can be a major challenge. This study aims to document the experiences of medical residents and faculty members on the challenges of adhering to professional commitments during the COVID-19 pandemia and its impacts on clinical education. Methods: This qualitative study (using a descriptive phenomenology and purposive sampling method) was conducted in 2020, comprising 14 participants (faculty members and infectious diseases residents of Qazvin University of Medical Sciences) to share their experiences on the challenges of strict adherence to professional behavior. Data were collected through in-depth semi-structured interviews. The transcribed interviews were analyzed based on the Colaizzi approach. Result: Ninety extracted primary codes are classified to two main areas: problems in adherence to professional commitments and the impact of COVID-19 pandemia on educational and research activities mandatory for professionalism. In the first area, the three main themes includes reducing effective patient-physician communication, non-maleficence and violating justice, and the second, two main themes includes a rise in non-professional behavior when dealing with patients (cutting down the quantity and quality of training, reducing supervision and decreased clinical engagement with patients) and a rise in non-professional behaviors in the research area. Conclusion: The most important problem negatively affecting professional commitments during corona epidemy is role overload and the deterioration of physician-patient relationship. Due to the influence of role modeling on student professional behavior, it is helpful to include the training of related skills that can reduce the incidence of these problems in the clinical settings.
{"title":"Experiences of Medical Residents and Faculty Members on Adhering to Professional Commitments and Training during Covid Pandemic: A Qualitative Study","authors":"F. Taltamoor, H. Javdani, A. Allami","doi":"10.18502/jmed.v17i1.9743","DOIUrl":"https://doi.org/10.18502/jmed.v17i1.9743","url":null,"abstract":" \u0000Introduction: During the COVID-19 pandemic era, adhering to professional commitments can be a major challenge. This study aims to document the experiences of medical residents and faculty members on the challenges of adhering to professional commitments during the COVID-19 pandemia and its impacts on clinical education. \u0000Methods: This qualitative study (using a descriptive phenomenology and purposive sampling method) was conducted in 2020, comprising 14 participants (faculty members and infectious diseases residents of Qazvin University of Medical Sciences) to share their experiences on the challenges of strict adherence to professional behavior. Data were collected through in-depth semi-structured interviews. The transcribed interviews were analyzed based on the Colaizzi approach. \u0000 Result: Ninety extracted primary codes are classified to two main areas: problems in adherence to professional commitments and the impact of COVID-19 pandemia on educational and research activities mandatory for professionalism. In the first area, the three main themes includes reducing effective patient-physician communication, non-maleficence and violating justice, and the second, two main themes includes a rise in non-professional behavior when dealing with patients (cutting down the quantity and quality of training, reducing supervision and decreased clinical engagement with patients) and a rise in non-professional behaviors in the research area. \u0000Conclusion: The most important problem negatively affecting professional commitments during corona epidemy is role overload and the deterioration of physician-patient relationship. Due to the influence of role modeling on student professional behavior, it is helpful to include the training of related skills that can reduce the incidence of these problems in the clinical settings.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90817965","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 : 2022-06-20DOI: 10.18502/jmed.v17i1.9749
F. Keshmiri, S. Tabatabaee
Introduction: The aim of the present study was to assess the psychometric properties of the tool for evaluating attitudes toward educational scholarship from the perspective of faculty members in empowerment programs. Method: The present study is a cross-sectional (descriptive-analytical) study, conducted at Shahid Sadoughi University of Medical Sciences. The Delphi technique was used to evaluate the content and face validity of the Persian version of the questionnaire of Jackson et al 2005. Exploratory factor analysis of the questionnaire was performed for the first time. Internal Consistency test and reproducibility was calculated using Cronbach's alpha, ICC test, respectively. Results: The results of content validity showed that all items of the questionnaire based on the Lawshe table had values greater than 49.0. Quantitative and qualitative validity of the questionnaire was confirmed. The results of confirmatory factor analysis showed that the items were categorized into two categories: self-efficacy and motivation. The reliability of the questionnaire was confirmed by the internal consistency with Cronbach's alpha = 0.93 and ICC = 0.89 of the questionnaire. Conclusion: The results confirmed the validity of tool. Therefore this tool could be useful for the evaluation of supportive-educational programs to empower faculty members. In the present study, two factors of self-efficacy and motivation were identified that point to the importance of motivating faculty members that encourages them to start and continue educational research projects. The self-efficacy factor also increases people's belief in the ability to carry out educational research projects.
{"title":"Evaluation of Psychometric Properties of the Questionnaire of Attitude on Educational Scholarship in Faculty Development Programs from the viewpoint of Faculty Members","authors":"F. Keshmiri, S. Tabatabaee","doi":"10.18502/jmed.v17i1.9749","DOIUrl":"https://doi.org/10.18502/jmed.v17i1.9749","url":null,"abstract":"Introduction: The aim of the present study was to assess the psychometric properties of the tool for evaluating attitudes toward educational scholarship from the perspective of faculty members in empowerment programs. \u0000Method: The present study is a cross-sectional (descriptive-analytical) study, conducted at Shahid Sadoughi University of Medical Sciences. The Delphi technique was used to evaluate the content and face validity of the Persian version of the questionnaire of Jackson et al 2005. Exploratory factor analysis of the questionnaire was performed for the first time. Internal Consistency test and reproducibility was calculated using Cronbach's alpha, ICC test, respectively. \u0000Results: The results of content validity showed that all items of the questionnaire based on the Lawshe table had values greater than 49.0. Quantitative and qualitative validity of the questionnaire was confirmed. The results of confirmatory factor analysis showed that the items were categorized into two categories: self-efficacy and motivation. The reliability of the questionnaire was confirmed by the internal consistency with Cronbach's alpha = 0.93 and ICC = 0.89 of the questionnaire. \u0000Conclusion: The results confirmed the validity of tool. Therefore this tool could be useful for the evaluation of supportive-educational programs to empower faculty members. In the present study, two factors of self-efficacy and motivation were identified that point to the importance of motivating faculty members that encourages them to start and continue educational research projects. The self-efficacy factor also increases people's belief in the ability to carry out educational research projects.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85250595","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 : 2022-06-20DOI: 10.18502/jmed.v17i1.9742
S. Najafipour, Alireza Roustazadeh, R. Raoofi, T. Rahimi, F. Najafipour, E. Rayeatdost, M. Haghbin, A. Dehghani, M. Kowsari, A. Khirandish, A. Karamzadeh Jahromy
Introduction: Assessing students' professional skills, teamwork and communication proficiency in the clinical environment by multiple evaluators such as educators, peers and students themselves is essential. The aim of this study was to compare the self-assessment method and peer assessment as means of evaluation on the clinical competence of medical students of Jahrom University of Medical Sciences. Methods: This cross-sectional study was performed on 110 medical students of University of Medical Sciences in 2020-2021.Convenience sampling method was used. To assess clinical competence, a valid and reliable questionnaire was used in four areas of communicative proficiency, cooperation with the medical team, patient management and practical skills. Data analysis was performed using independent t-test and one-way analysis of variance. Result: The results of self-assessment showed that students in the field of practical skills (12.44 ± 3.16) were more capable but in the field of communication skills (7.96 ± 2.01) scored low on their ability. Peer assessment, the highest score was seen in the field of practical skills (12.69 ± 2.44) and the least was allocated to the field of cooperation with the treatment team (7.70 ± 1.96.). Comparing the mean scores of self-assessments with the mean scores of peers demonstrated a statistically significant difference (P < 0.001). Conclusion: Self-assessment and peer assessment as a complementary, applicable and accessible method for assessing students' achievement of expected competencies can be considered in the evaluation system of clinical education.
{"title":"Comparison of Self and Peer Assessment on the Clinical Competence of Medical Students of Jahrom University of Medical Sciences","authors":"S. Najafipour, Alireza Roustazadeh, R. Raoofi, T. Rahimi, F. Najafipour, E. Rayeatdost, M. Haghbin, A. Dehghani, M. Kowsari, A. Khirandish, A. Karamzadeh Jahromy","doi":"10.18502/jmed.v17i1.9742","DOIUrl":"https://doi.org/10.18502/jmed.v17i1.9742","url":null,"abstract":"Introduction: Assessing students' professional skills, teamwork and communication proficiency in the clinical environment by multiple evaluators such as educators, peers and students themselves is essential. The aim of this study was to compare the self-assessment method and peer assessment as means of evaluation on the clinical competence of medical students of Jahrom University of Medical Sciences. \u0000Methods: This cross-sectional study was performed on 110 medical students of University of Medical Sciences in 2020-2021.Convenience sampling method was used. To assess clinical competence, a valid and reliable questionnaire was used in four areas of communicative proficiency, cooperation with the medical team, patient management and practical skills. Data analysis was performed using independent t-test and one-way analysis of variance. \u0000Result: The results of self-assessment showed that students in the field of practical skills (12.44 ± 3.16) were more capable but in the field of communication skills (7.96 ± 2.01) scored low on their ability. Peer assessment, the highest score was seen in the field of practical skills (12.69 ± 2.44) and the least was allocated to the field of cooperation with the treatment team (7.70 ± 1.96.). Comparing the mean scores of self-assessments with the mean scores of peers demonstrated a statistically significant difference (P < 0.001). \u0000Conclusion: Self-assessment and peer assessment as a complementary, applicable and accessible method for assessing students' achievement of expected competencies can be considered in the evaluation system of clinical education.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86965482","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 : 2022-06-20DOI: 10.18502/jmed.v17i1.9748
S. Shahsavari, S. Jambarsang
Introduction: Unlike the face-to-face courses offered on campus, online courses are predominantly asynchronous, where students basically decide when they can attend online courses. There is also an intermediate method referred to as blended learning (BL) that combines the merits of both methods. This study investigates the effect of blended learning on attitude and learning applied Biostatistics. Methods: The students' comprehension levels and attitudes were measured for both groups. The face-to-face group is so designed as to include 16 weeks of two-hour sessions, one session weekly, in one semester. The blended-learning group is designed to receive in one semester 16 weeks of two-hour sessions, one session weekly, such that initially, the group receives four sessions of electronic educational content and then eight sessions of blended learning. The scores attitudes of students from either group were obtained after the final exam and via the university's course evaluation system. The final exam score of both groups based on the results of the student's Bachelor's degree was compared using ANCOVA in terms of either teaching methods. Results: The numbers (proportions) of the participants attending Environmental Health, Waste Management, and Elderly Health courses were 14 (35%), 13 (32.5%), and 13 (32.5%), respectively. The mean (SD) of the scores for the blended-learning group with 18 participants was 16.69 (2.45), which was significantly higher than the score of 14.49 (2.67) for the face-to-face learning group with 22 participants (P = 0.013). Comparisons were made after adjusting the average on the bachelor's degree of both groups. Conclusion: In addition to the improved score for the BL group, the attitudes differed. Therefore, this method is recommended for teaching Applied Biostatistics.
{"title":"The Effect of Blended Learning on Teaching Applied Biostatistics for Postgraduate Medical Students","authors":"S. Shahsavari, S. Jambarsang","doi":"10.18502/jmed.v17i1.9748","DOIUrl":"https://doi.org/10.18502/jmed.v17i1.9748","url":null,"abstract":"Introduction: Unlike the face-to-face courses offered on campus, online courses are predominantly asynchronous, where students basically decide when they can attend online courses. There is also an intermediate method referred to as blended learning (BL) that combines the merits of both methods. This study investigates the effect of blended learning on attitude and learning applied Biostatistics. \u0000Methods: The students' comprehension levels and attitudes were measured for both groups. The face-to-face group is so designed as to include 16 weeks of two-hour sessions, one session weekly, in one semester. The blended-learning group is designed to receive in one semester 16 weeks of two-hour sessions, one session weekly, such that initially, the group receives four sessions of electronic educational content and then eight sessions of blended learning. The scores attitudes of students from either group were obtained after the final exam and via the university's course evaluation system. The final exam score of both groups based on the results of the student's Bachelor's degree was compared using ANCOVA in terms of either teaching methods. \u0000Results: The numbers (proportions) of the participants attending Environmental Health, Waste Management, and Elderly Health courses were 14 (35%), 13 (32.5%), and 13 (32.5%), respectively. The mean (SD) of the scores for the blended-learning group with 18 participants was 16.69 (2.45), which was significantly higher than the score of 14.49 (2.67) for the face-to-face learning group with 22 participants (P = 0.013). Comparisons were made after adjusting the average on the bachelor's degree of both groups. \u0000Conclusion: In addition to the improved score for the BL group, the attitudes differed. Therefore, this method is recommended for teaching Applied Biostatistics.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90058128","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 : 2022-02-05DOI: 10.18502/jmed.v16i4.8576
F. Keshmiri, A. Heidari
Education managers can facilitate the improvement of university management by involving faculty members. They have an important role to play in directing the process of change in educational systems. Managers can drive educational innovation and improvement of developmental programs of universities by creating a motivational atmosphere. Education managers are the most important driving factor in managing the mainstream of education and are effective in motivating faculty members to improve their performance and the educational system. This includes the monitoring of sensitivity of educational activities and the complex protocols of universities, made necessary to meet the expectations, monitor the managers in managerial systems, and evaluate the performance of managers and provide feedback to them. Therefore, it can be said that evaluation in universities is a strategic action and managers of the educational system in the educational leadership process need to recognize their strengths and weaknesses and plan based on the results of evaluation. It is necessary to consider development of management skills, Planning to monitor, provide feedback to improve their performance in educational systems. In Shahid Sadoughi University of Medical Sciences, the evaluation of educational managers was designed and implemented based on a multi-source feedback approach. At Shahid Sadoughi University Evaluation of managers is designed from the view of different stakeholders, including senior managers at the faculty level, as well as the educational teachers and leaders, including faculty members. Evaluation was done in two areas of professional behavior and managerial behavior. Feedback on the results will be sent to the educational managers as performance evaluation report.
{"title":"Design and Implementation of Evaluation Process for Educational Leadership Based on Multilevel Model: Experience of Shahid Sadoughi University of Medical Sciences, Yazd","authors":"F. Keshmiri, A. Heidari","doi":"10.18502/jmed.v16i4.8576","DOIUrl":"https://doi.org/10.18502/jmed.v16i4.8576","url":null,"abstract":"Education managers can facilitate the improvement of university management by involving faculty members. They have an important role to play in directing the process of change in educational systems. Managers can drive educational innovation and improvement of developmental programs of universities by creating a motivational atmosphere. Education managers are the most important driving factor in managing the mainstream of education and are effective in motivating faculty members to improve their performance and the educational system. This includes the monitoring of sensitivity of educational activities and the complex protocols of universities, made necessary to meet the expectations, monitor the managers in managerial systems, and evaluate the performance of managers and provide feedback to them. Therefore, it can be said that evaluation in universities is a strategic action and managers of the educational system in the educational leadership process need to recognize their strengths and weaknesses and plan based on the results of evaluation. It is necessary to consider development of management skills, Planning to monitor, provide feedback to improve their performance in educational systems. In Shahid Sadoughi University of Medical Sciences, the evaluation of educational managers was designed and implemented based on a multi-source feedback approach. At Shahid Sadoughi University Evaluation of managers is designed from the view of different stakeholders, including senior managers at the faculty level, as well as the educational teachers and leaders, including faculty members. Evaluation was done in two areas of professional behavior and managerial behavior. Feedback on the results will be sent to the educational managers as performance evaluation report.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87206492","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 : 2022-02-05DOI: 10.18502/jmed.v16i4.8580
A. Hosseinsabet, B. Vafaei, M. Shokri-Khirabadi, M. Khodaei-Varposhti
The article's abstract is not available.
这篇文章的摘要没有。
{"title":"Research in Echocardiography Education: Introduction to Qualitative Research Methods","authors":"A. Hosseinsabet, B. Vafaei, M. Shokri-Khirabadi, M. Khodaei-Varposhti","doi":"10.18502/jmed.v16i4.8580","DOIUrl":"https://doi.org/10.18502/jmed.v16i4.8580","url":null,"abstract":"The article's abstract is not available.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76392036","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 : 2022-02-05DOI: 10.18502/jmed.v16i4.8574
M. Nader, M. Youssefi, Majid Khadem-Rezaiyan
Introduction: To solve any problem, it is necessary to first recognize that problem and examine the factors affecting that issue; therefore, a detailed study of stressors can help us improve the quality of education and mental health of students. Methods: This cross-sectional study was performed at Mashhad University of Medical Sciences in the academic year 2020-2021. The participants were chosen from medical students studying in various grades using convenient sampling method. The instrument used was the standard MSSQ which consists of 20 questions including 6 different dimensions: Stress Related to Academic Issues, Intrapersonal and Interpersonal Stress, Teaching and Learning Stress, Social Stress, Desire Stress, Group Activity Stress. Result: A total of 463 people participated in this study out of whom 51.4% (236 people) were male. Overall, 49% of students were in high/severe condition. The highest level of stress among all dimensions belongs to the stressors related to academic issues (63.5%) and the least stressful factor for students was desire-related stress (8.20%). There was a significant relationship between total stress and gender (higher in women than men). Conclusion: Considering that almost half of the students are in a high/severe state regarding stressful factors, effective training of students to manage stress and improve skills to reduce stress (e.g., by conducting workshops) would be promising.
{"title":"The Study on the Prevalence of Stressful Factors among Medical Students of Mashhad University of Medical Sciences in 2020","authors":"M. Nader, M. Youssefi, Majid Khadem-Rezaiyan","doi":"10.18502/jmed.v16i4.8574","DOIUrl":"https://doi.org/10.18502/jmed.v16i4.8574","url":null,"abstract":"Introduction: To solve any problem, it is necessary to first recognize that problem and examine the factors affecting that issue; therefore, a detailed study of stressors can help us improve the quality of education and mental health of students. \u0000Methods: This cross-sectional study was performed at Mashhad University of Medical Sciences in the academic year 2020-2021. The participants were chosen from medical students studying in various grades using convenient sampling method. The instrument used was the standard MSSQ which consists of 20 questions including 6 different dimensions: Stress Related to Academic Issues, Intrapersonal and Interpersonal Stress, Teaching and Learning Stress, Social Stress, Desire Stress, Group Activity Stress. \u0000Result: A total of 463 people participated in this study out of whom 51.4% (236 people) were male. Overall, 49% of students were in high/severe condition. The highest level of stress among all dimensions belongs to the stressors related to academic issues (63.5%) and the least stressful factor for students was desire-related stress (8.20%). There was a significant relationship between total stress and gender (higher in women than men). \u0000Conclusion: Considering that almost half of the students are in a high/severe state regarding stressful factors, effective training of students to manage stress and improve skills to reduce stress (e.g., by conducting workshops) would be promising.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79656898","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 : 2022-02-05DOI: 10.18502/jmed.v16i4.8581
F. Bagheri Sheykhangafshe, E. Azimi
The article's abstract is not available.
这篇文章的摘要没有。
{"title":"Student Online Test Anxiety During the Coronavirus 2019 Pandemic","authors":"F. Bagheri Sheykhangafshe, E. Azimi","doi":"10.18502/jmed.v16i4.8581","DOIUrl":"https://doi.org/10.18502/jmed.v16i4.8581","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000The article's abstract is not available. \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73316943","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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