Pub Date : 2021-11-30DOI: 10.18502/jmed.v16i3.7903
SG Mortazavi Moghadam, E. Allahyari, F. Vahedi, M. Zare-Bidaki
Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.
{"title":"The Effect of Web-based Flipped Classroom Approach on Learning and Satisfaction of Medical Students Comparison with Lecture-based Method","authors":"SG Mortazavi Moghadam, E. Allahyari, F. Vahedi, M. Zare-Bidaki","doi":"10.18502/jmed.v16i3.7903","DOIUrl":"https://doi.org/10.18502/jmed.v16i3.7903","url":null,"abstract":"Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. \u0000Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. \u0000Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). \u0000Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81358668","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 : 2021-11-30DOI: 10.18502/jmed.v16i3.7905
F. Rahbar Karbasdehi, E. Rahbar Karbasdehi
The article's abstract is not available.
这篇文章的摘要没有。
{"title":"Virtual Education of Students during Coronavirus 2019 Epidemic: Problems and solutions","authors":"F. Rahbar Karbasdehi, E. Rahbar Karbasdehi","doi":"10.18502/jmed.v16i3.7905","DOIUrl":"https://doi.org/10.18502/jmed.v16i3.7905","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":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74206002","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 : 2021-11-30DOI: 10.18502/jmed.v16i3.7902
M. Akbarilakeh, T. Sharifi¬Fard
Introduction: Students' academic success is one of the important indicators of evaluating the performance of the higher education system. One of the factors influencing academic success is metacognitive awareness and knowledge and control of thinking and cognition. Therefore, assessment of its status helps in planning its promotion. The study aimed to investigate the relationship between metacognitive awareness and academic success of medical students at Shahid Beheshti University of Medical Sciences. Methods: Pearson parametric correlation was performed after stratified sampling method concerning 255 medical students with Metacognitive Awareness Inventory (MAI) of Schraw & Dennison (1994) with eight subscales and scoring of zero (incorrect) and one (correct). For academic success, the total grade point average was measured. The reliability and validity of the inventory were also determined. Result: Out of 255 participants, 95 (37.3%) were male and 160 (62.7%) were female. The minimum and maximum ages were 19 and 26 years, respectively. Totally, 85 first-year students, 85 after-the-basic-sciences exam students, and 85 senior learners were present. The lowest and highest grade point averages were 10.9 and 19.6, respectively. The relationship between academic success and metacognitive awareness in general in all students using Pearson correlation coefficient was 0.791 at a significant level of 0.0001. There was the highest correlation between GPA and subscales of real knowledge as for metacognition and metacognition control, and information management. In all students, the highest mean rank of metacognitive skills was related to the dimension of performance effectiveness and strategy analysis. Conclusion: There exists a relationship between students' metacognitive awareness and academic success at Shahid Beheshti University of Medical Sciences which can be used in educational planning.
{"title":"The Relationship between Metacognitive Awareness and Academic Success of Medical students at Shahid Beheshti University of Medical Sciences","authors":"M. Akbarilakeh, T. Sharifi¬Fard","doi":"10.18502/jmed.v16i3.7902","DOIUrl":"https://doi.org/10.18502/jmed.v16i3.7902","url":null,"abstract":"Introduction: Students' academic success is one of the important indicators of evaluating the performance of the higher education system. One of the factors influencing academic success is metacognitive awareness and knowledge and control of thinking and cognition. Therefore, assessment of its status helps in planning its promotion. The study aimed to investigate the relationship between metacognitive awareness and academic success of medical students at Shahid Beheshti University of Medical Sciences. \u0000Methods: Pearson parametric correlation was performed after stratified sampling method concerning 255 medical students with Metacognitive Awareness Inventory (MAI) of Schraw & Dennison (1994) with eight subscales and scoring of zero (incorrect) and one (correct). For academic success, the total grade point average was measured. The reliability and validity of the inventory were also determined. \u0000Result: Out of 255 participants, 95 (37.3%) were male and 160 (62.7%) were female. The minimum and maximum ages were 19 and 26 years, respectively. Totally, 85 first-year students, 85 after-the-basic-sciences exam students, and 85 senior learners were present. The lowest and highest grade point averages were 10.9 and 19.6, respectively. The relationship between academic success and metacognitive awareness in general in all students using Pearson correlation coefficient was 0.791 at a significant level of 0.0001. There was the highest correlation between GPA and subscales of real knowledge as for metacognition and metacognition control, and information management. In all students, the highest mean rank of metacognitive skills was related to the dimension of performance effectiveness and strategy analysis. \u0000Conclusion: There exists a relationship between students' metacognitive awareness and academic success at Shahid Beheshti University of Medical Sciences which can be used in educational planning.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90952927","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 : 2021-09-07DOI: 10.18502/jmed.v16i2.7144
S. Ahrari, F. Heshmati-Nabavi, N. Toghian-Chaharsoughi
Introduction: Universities are responsible for nurturing nurses who have clinical skills and confidence. Self-confidence is one of the main components of clinical work and, nursing students have more efficient self-confidence. This review study aimed to find strategies for self-confidence improvement in nursing students. Methods: To conduct this review study initially, using the keywords self-confidence, professional self-confidence and the self-confidence of nursing students in Persian and English, separately and in combination, between 2008 and 2018, a total of 1536 articles were obtained from Medline, CINAHL, ProQuest, Ovid and Science Direct databases. The full text of the articles was reviewed for inclusion and exclusion criteria and finally, 16 articles were selected for the final analysis. Result: The findings indicated the efficacy of the short-term educational program on self-confidence skills of baccalaureate nursing students. Studies have shown that students demonstrate greater abilities in terms of knowledge, critical thinking, clinical understanding, or satisfaction upon simulation-based learning. Conclusion: Simulation-based nursing educational interventions have strong and special educational effects in the field of psychology, especially in promoting the self-confidence of nursing students. Therefore, due to its positive effect on students' self-confidence, this method is proposed as a superior educational method in nursing students.
{"title":"Strategies to improve clinical confidence in nursing students' c: A Narrative review","authors":"S. Ahrari, F. Heshmati-Nabavi, N. Toghian-Chaharsoughi","doi":"10.18502/jmed.v16i2.7144","DOIUrl":"https://doi.org/10.18502/jmed.v16i2.7144","url":null,"abstract":"Introduction: Universities are responsible for nurturing nurses who have clinical skills and confidence. Self-confidence is one of the main components of clinical work and, nursing students have more efficient self-confidence. This review study aimed to find strategies for self-confidence improvement in nursing students. \u0000Methods: To conduct this review study initially, using the keywords self-confidence, professional self-confidence and the self-confidence of nursing students in Persian and English, separately and in combination, between 2008 and 2018, a total of 1536 articles were obtained from Medline, CINAHL, ProQuest, Ovid and Science Direct databases. The full text of the articles was reviewed for inclusion and exclusion criteria and finally, 16 articles were selected for the final analysis. \u0000Result: The findings indicated the efficacy of the short-term educational program on self-confidence skills of baccalaureate nursing students. Studies have shown that students demonstrate greater abilities in terms of knowledge, critical thinking, clinical understanding, or satisfaction upon simulation-based learning. \u0000Conclusion: Simulation-based nursing educational interventions have strong and special educational effects in the field of psychology, especially in promoting the self-confidence of nursing students. Therefore, due to its positive effect on students' self-confidence, this method is proposed as a superior educational method in nursing students.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88560318","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 : 2021-09-07DOI: 10.18502/jmed.v16i2.7149
E. Moradi, Fatemeh Amirpoursaeed
The article's abstract is not available.
这篇文章的摘要没有。
{"title":"Netiquette and its application in virtual learning: a vital necessity in medical universities during the Coronavirus pandemic","authors":"E. Moradi, Fatemeh Amirpoursaeed","doi":"10.18502/jmed.v16i2.7149","DOIUrl":"https://doi.org/10.18502/jmed.v16i2.7149","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":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89789219","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 : 2021-09-07DOI: 10.18502/jmed.v16i2.7145
L. Sadati, M. Motaharipour, H. Farajidana, R. Abjar
Introduction: The commitment of faculty members to observe ethical principles and values in the role of a model leads to the strengthening of ethics in students and consequently the development of ethics in society. Therefore, universities need to promote and effectively teach ethics to their professors. Methods: The present intervention study was designed, implemented and evaluated in the form of a scholarly activity following the Kern curriculum model. Initially, after reviewing the studies and needs assessment, the course objectives, educational content and teaching strategy were determined. Then, ten training sessions were held with a discussion-based teaching method based on real scenarios. All discussions in the classrooms were recorded and implemented. At the end of each session, participants were asked to submit scenarios based on their personal experiences. For evaluation, the number of participants and scenarios were evaluated and the discussions were analyzed and interpreted by content analysis. Result: Data analysis confirmed the presence of 110 faculty members and the submission of 32 scenarios. In the qualitative section, 194 initial codes were extracted in four main categories: "commitment to teaching and student learning ", "ethics as law", "ethics-oriented educational atmosphere" and "teacher role model". Conclusion: Considering the welcome of the faculty members and the extraction of key concepts, It is suggested to use this teaching method in the ability of professors to understand the principles of ethics in education, create moral sensitivity and strengthen moral decisions.
{"title":"Designing, implementing and evaluation of educational program of ethics in education by scenario based discussion: A Scholarship study","authors":"L. Sadati, M. Motaharipour, H. Farajidana, R. Abjar","doi":"10.18502/jmed.v16i2.7145","DOIUrl":"https://doi.org/10.18502/jmed.v16i2.7145","url":null,"abstract":"Introduction: The commitment of faculty members to observe ethical principles and values in the role of a model leads to the strengthening of ethics in students and consequently the development of ethics in society. Therefore, universities need to promote and effectively teach ethics to their professors. \u0000Methods: The present intervention study was designed, implemented and evaluated in the form of a scholarly activity following the Kern curriculum model. Initially, after reviewing the studies and needs assessment, the course objectives, educational content and teaching strategy were determined. Then, ten training sessions were held with a discussion-based teaching method based on real scenarios. All discussions in the classrooms were recorded and implemented. At the end of each session, participants were asked to submit scenarios based on their personal experiences. For evaluation, the number of participants and scenarios were evaluated and the discussions were analyzed and interpreted by content analysis. \u0000Result: Data analysis confirmed the presence of 110 faculty members and the submission of 32 scenarios. In the qualitative section, 194 initial codes were extracted in four main categories: \"commitment to teaching and student learning \", \"ethics as law\", \"ethics-oriented educational atmosphere\" and \"teacher role model\". \u0000Conclusion: Considering the welcome of the faculty members and the extraction of key concepts, It is suggested to use this teaching method in the ability of professors to understand the principles of ethics in education, create moral sensitivity and strengthen moral decisions.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86147755","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 : 2021-09-07DOI: 10.18502/jmed.v16i2.7147
Khalil Kalavani, R. Dehnavieh, S. Emadi
The article's abstract is not available.
这篇文章的摘要没有。
{"title":"Post-Covid-19 Higher Education Scenarios and Future Strategic Orientations of Education","authors":"Khalil Kalavani, R. Dehnavieh, S. Emadi","doi":"10.18502/jmed.v16i2.7147","DOIUrl":"https://doi.org/10.18502/jmed.v16i2.7147","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":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83158205","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 : 2021-09-07DOI: 10.18502/jmed.v16i2.7143
K. Nakhoda, M. Hosseini, K. Mohammadkhani, N. Ghorchian
Introduction: Since internationalization is one of the important priorities of medical universities, so this study was conducted to investigate the challenges of internationalization in medical universities in Tehran. Methods: This is qualitative research with a conventional content analysis approach. Seventeen faculty members, experts and managers of the international department of Iran, Tehran and Shahid Beheshti Universities of Medical Sciences in the second semester of the academic year of 2018-2019 were selected by purposive sampling method and interviewed semi-structured. Then, the collected data were analyzed based on five Graneheim steps and based on MAXQDA.2019 quality data analysis software. Result: The findings of the content analysis of the interviews showed that the five main components including structural-legal, political-security, educational-research, cultural-social and economic-infrastructure components along with 13 sub-components including policies Macro, Recruitment and Recruitment Process, Staff and Management, International Services, Status and Educational Services, Research Services, University Reputation, Society culture, University culture , Economic Development and Financial Services and Facilities, Infrastructure Development And universities, welfare services, and the development of information technology and virtual services are among the challenges and barriers to internationalization. Conclusion: According to the findings, in order to strengthen the internationalization process of higher education, legislative institutions should adopt laws and monitor their implementation, as well as sign memoranda of understanding with other countries. Universities should also pay attention to increasing information capability, improving English language skills and other specialized skills of staff, appropriate advertisements to attract foreign students, exchange students and professors, and strengthen the image of the university.
{"title":"Challenges and Barriers to Internationalization from the Perspective of Faculty Members and Staff of the International Department of Iran, Tehran and Shahid Beheshti Universities of Medical Sciences","authors":"K. Nakhoda, M. Hosseini, K. Mohammadkhani, N. Ghorchian","doi":"10.18502/jmed.v16i2.7143","DOIUrl":"https://doi.org/10.18502/jmed.v16i2.7143","url":null,"abstract":"Introduction: Since internationalization is one of the important priorities of medical universities, so this study was conducted to investigate the challenges of internationalization in medical universities in Tehran. \u0000Methods: This is qualitative research with a conventional content analysis approach. Seventeen faculty members, experts and managers of the international department of Iran, Tehran and Shahid Beheshti Universities of Medical Sciences in the second semester of the academic year of 2018-2019 were selected by purposive sampling method and interviewed semi-structured. Then, the collected data were analyzed based on five Graneheim steps and based on MAXQDA.2019 quality data analysis software. \u0000Result: The findings of the content analysis of the interviews showed that the five main components including structural-legal, political-security, educational-research, cultural-social and economic-infrastructure components along with 13 sub-components including policies Macro, Recruitment and Recruitment Process, Staff and Management, International Services, Status and Educational Services, Research Services, University Reputation, Society culture, University culture , Economic Development and Financial Services and Facilities, Infrastructure Development And universities, welfare services, and the development of information technology and virtual services are among the challenges and barriers to internationalization. \u0000Conclusion: According to the findings, in order to strengthen the internationalization process of higher education, legislative institutions should adopt laws and monitor their implementation, as well as sign memoranda of understanding with other countries. Universities should also pay attention to increasing information capability, improving English language skills and other specialized skills of staff, appropriate advertisements to attract foreign students, exchange students and professors, and strengthen the image of the university.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84493433","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 : 2021-06-10DOI: 10.18502/JMED.V16I1.6356
مریم برادران بی نظیر, فریبا حیدری
Introduction: Investigating the situation of clinical teaching is an important part of beneficial clinical teaching and it is used in finding domains of strength and domains needed to improve. Thus, the goal of this study was to evaluate clinical teaching situation in the internal medicine wards at Tabriz University of medical sciences, based on standards prepared by the Ministry of Health. Methods: This was a cross-sectional study conducted from January to March 2019 in the Internal medicine wards. Participants were all academic members and medical students who were present in these wards during this investigation. The study tool was a checklist of standards that contained four areas: teaching rounds, morning reports, journal club, and outpatient clinic. Because of the varying number of items in the different parts of the checklist, we calculated the standard score for each part. Analysis of variance (ANOVA) was used to compare scores on the checklist among academic members and medical students. Result: Totally, 155 medical students and academic members participated in this study. Among them, 58 (37.4 %) were 5th-year medical students, 58 (37.4%) were final-year medical students and 39 (25.2%) were academic members. No statistically significant differences were found in mean standard scores for various areas of clinical teaching among academic members and medical students. Conclusion: Regarding the favorable running of outpatient clinics, morning reports, and journal clubs from viewpoints of medical students, some educational interventions are necessary to make better awareness and adherence to the Ministry of Health clinical teaching standards.
{"title":"Comparison Viewpoints of Academic Members and Medical Students about Clinical Teaching Status in the Internal Medicine Wards in Tabriz University of Medical Sciences in Accordance to Ministry of Health Clinical Teaching Standards","authors":"مریم برادران بی نظیر, فریبا حیدری","doi":"10.18502/JMED.V16I1.6356","DOIUrl":"https://doi.org/10.18502/JMED.V16I1.6356","url":null,"abstract":"Introduction: Investigating the situation of clinical teaching is an important part of beneficial clinical teaching and it is used in finding domains of strength and domains needed to improve. Thus, the goal of this study was to evaluate clinical teaching situation in the internal medicine wards at Tabriz University of medical sciences, based on standards prepared by the Ministry of Health. \u0000Methods: This was a cross-sectional study conducted from January to March 2019 in the Internal medicine wards. Participants were all academic members and medical students who were present in these wards during this investigation. The study tool was a checklist of standards that contained four areas: teaching rounds, morning reports, journal club, and outpatient clinic. Because of the varying number of items in the different parts of the checklist, we calculated the standard score for each part. Analysis of variance (ANOVA) was used to compare scores on the checklist among academic members and medical students. \u0000Result: Totally, 155 medical students and academic members participated in this study. Among them, 58 (37.4 %) were 5th-year medical students, 58 (37.4%) were final-year medical students and 39 (25.2%) were academic members. No statistically significant differences were found in mean standard scores for various areas of clinical teaching among academic members and medical students. \u0000Conclusion: Regarding the favorable running of outpatient clinics, morning reports, and journal clubs from viewpoints of medical students, some educational interventions are necessary to make better awareness and adherence to the Ministry of Health clinical teaching standards.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87578710","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 : 2020-12-10DOI: 10.18502/jmed.v15i3.4892
R. Pirjani, M. Rabiei, F. Asghari, M. Noorzadeh, S. Alipour, Mariya Gholozadeh, T. Soori, A. Alyasin
Introduction: Since professionalism is one of the most essential competencies for all physician, we launched this project between October 2017 and May 2019 with the aim of developing a professionalism curriculum for obstetrics and gynaecologic assistants. Methods: The course was designed based on the Kern’s model. To implement this project, both independent methods such as Professional Commitment Workshop and Integration strategy such as dedicating two Morning Report Sessions monthly to professionalismwere used. Result: For evaluating the course, we used Kirk Patrick model. According to the first level of the pyramid, based on a survey, some changes were made in programs.In the second level of the pyramid, according to the predetermined goals, pre and post-coarse test was held andthe average score of the residents increased from 13.16 to 17.47.At the third level of the pyramid: based on the questions asked from hospitalized patients, According to the third level of the pyramid, at the beginning and end of the course,the opinions of hospitalized patients, hospital staff, senior and lower year residents towards each other and professors towards residents were measured using a questionnaire that showed improvement of residents' behavior occurred in all indicators. At the fourth level of the pyramid, patients' complaints were relatively decreased. Conclusion: The project was launched to design, implement and evaluate professional commitment courses. The positive effects of this course on the professional behavior of residents were observed at all levels of the Kirk Patrick pyramid.
{"title":"Designing, implementation and evaluation of professionalism course for Obstetrics and Gyneocology assistants","authors":"R. Pirjani, M. Rabiei, F. Asghari, M. Noorzadeh, S. Alipour, Mariya Gholozadeh, T. Soori, A. Alyasin","doi":"10.18502/jmed.v15i3.4892","DOIUrl":"https://doi.org/10.18502/jmed.v15i3.4892","url":null,"abstract":"Introduction: Since professionalism is one of the most essential competencies for all physician, we launched this project between October 2017 and May 2019 with the aim of developing a professionalism curriculum for obstetrics and gynaecologic assistants. \u0000Methods: The course was designed based on the Kern’s model. To implement this project, both independent methods such as Professional Commitment Workshop and Integration strategy such as dedicating two Morning Report Sessions monthly to professionalismwere used. \u0000Result: For evaluating the course, we used Kirk Patrick model. According to the first level of the pyramid, based on a survey, some changes were made in programs.In the second level of the pyramid, according to the predetermined goals, pre and post-coarse test was held andthe average score of the residents increased from 13.16 to 17.47.At the third level of the pyramid: based on the questions asked from hospitalized patients, According to the third level of the pyramid, at the beginning and end of the course,the opinions of hospitalized patients, hospital staff, senior and lower year residents towards each other and professors towards residents were measured using a questionnaire that showed improvement of residents' behavior occurred in all indicators. At the fourth level of the pyramid, patients' complaints were relatively decreased. \u0000Conclusion: The project was launched to design, implement and evaluate professional commitment courses. The positive effects of this course on the professional behavior of residents were observed at all levels of the Kirk Patrick pyramid.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73772021","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：