Pub Date : 2023-08-28DOI: 10.32592/jmed.2023.16.51.32
Background & Objective: There has always been controversy surrounding the teaching of diagnostic and treatment measures for novel diseases and rare treatment side effects through articles. Efficient training methods are one of the effective factors in students' academic enthusiasm. The present study was conducted to investigate the impact of case study-based training on the academic enthusiasm of midwifery students. Materials & Methods: This cross-sectional interventional controlled study was conducted on 20 midwifery students of Ilam University of Medical Sciences, Ilam, Iran, over two semesters. Sampling was carried out in the form of the total population sampling method, and the samples were randomly assigned to the intervention and control groups. The intervention group underwent routine training and the review of case report articles on rare types of ectopic pregnancy, whereas the control group only received routine training. Data were collected through a demographic form and the Academic Enthusiasm Questionnaire. Data analysis was performed in SPSS21 software. Independent t-test was used for inter-group comparison and paired t-test for intra-group comparison. Results: The results of comparing inter-group and intra-group mean scores of academic enthusiasm showed no significant difference between the intervention and control groups in either phase one or phase two of the study (P<0.05). Conclusion: Case study-based teaching of ectopic pregnancy had no impact on the academic enthusiasm of midwifery students in the clinical environment. Further studies are recommended to explore how case report articles on different topics affect the academic enthusiasm of students in other medical sciences in clinical settings.
背景与目的：通过文章教授新型疾病的诊断和治疗措施以及罕见的治疗副作用一直存在争议。高效的培训方法是影响学生学习热情的有效因素之一。本研究旨在探讨案例式培训对助产士学生学习热情的影响。材料与方法：这项横断面干预性对照研究以伊朗伊拉姆市伊拉姆医科大学的 20 名助产士学生为对象，历时两个学期。抽样采用总体人口抽样法，样本被随机分配到干预组和对照组。干预组接受常规培训，并查阅有关罕见类型异位妊娠的病例报告文章，而对照组仅接受常规培训。通过人口统计学表格和学术热情问卷收集数据。数据分析在 SPSS21 软件中进行。组间比较采用独立 t 检验，组内比较采用配对 t 检验。结果组间和组内学习热情平均分的比较结果显示，干预组和对照组在研究的第一阶段和第二阶段均无显著差异（P<0.05）。结论以案例研究为基础的异位妊娠教学对助产士学生在临床环境中的学习热情没有影响。建议进一步开展研究，探讨不同主题的病例报告文章如何影响其他医学专业学生在临床环境中的学习热情。
{"title":"Impact of case study-based teaching on academic enthusiasm of midwifery students toward ectopic pregnancy: A cross-sectional study","authors":"","doi":"10.32592/jmed.2023.16.51.32","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.51.32","url":null,"abstract":"Background & Objective: There has always been controversy surrounding the teaching of diagnostic and treatment measures for novel diseases and rare treatment side effects through articles. Efficient training methods are one of the effective factors in students' academic enthusiasm. The present study was conducted to investigate the impact of case study-based training on the academic enthusiasm of midwifery students. Materials & Methods: This cross-sectional interventional controlled study was conducted on 20 midwifery students of Ilam University of Medical Sciences, Ilam, Iran, over two semesters. Sampling was carried out in the form of the total population sampling method, and the samples were randomly assigned to the intervention and control groups. The intervention group underwent routine training and the review of case report articles on rare types of ectopic pregnancy, whereas the control group only received routine training. Data were collected through a demographic form and the Academic Enthusiasm Questionnaire. Data analysis was performed in SPSS21 software. Independent t-test was used for inter-group comparison and paired t-test for intra-group comparison. Results: The results of comparing inter-group and intra-group mean scores of academic enthusiasm showed no significant difference between the intervention and control groups in either phase one or phase two of the study (P<0.05). Conclusion: Case study-based teaching of ectopic pregnancy had no impact on the academic enthusiasm of midwifery students in the clinical environment. Further studies are recommended to explore how case report articles on different topics affect the academic enthusiasm of students in other medical sciences in clinical settings.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139348669","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 : 2023-08-21DOI: 10.32592/jmed.2023.16.52.84
Dear Editor Nowadays, modern technologies and advancements in the digital world are making dramatic changes in various processes of human life faster than ever before. Amid this, education also strives to keep up with the technological world in response to the needs of the new generation of students. In the past few years, with the increasing expansion of educational technologies, the new concept of "teacher as a hacker" has emerged as a metaphor to demonstrate a new model of teaching and learning reforms in education. At first glance, the meaning that this concept brings to mind appears to be negative and associated with the world of computers. Nonetheless, in recent years, hacking has also become a part of educational terminology. This essay aims to explore the hidden aspects of the concept of "teacher as a hacker" to provide a new lens for empowering university professors and improving educational processes.
{"title":"Teacher as a hacker: A dramatic change in the education process","authors":"","doi":"10.32592/jmed.2023.16.52.84","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.52.84","url":null,"abstract":"Dear Editor Nowadays, modern technologies and advancements in the digital world are making dramatic changes in various processes of human life faster than ever before. Amid this, education also strives to keep up with the technological world in response to the needs of the new generation of students. In the past few years, with the increasing expansion of educational technologies, the new concept of \"teacher as a hacker\" has emerged as a metaphor to demonstrate a new model of teaching and learning reforms in education. At first glance, the meaning that this concept brings to mind appears to be negative and associated with the world of computers. Nonetheless, in recent years, hacking has also become a part of educational terminology. This essay aims to explore the hidden aspects of the concept of \"teacher as a hacker\" to provide a new lens for empowering university professors and improving educational processes.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139349745","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 : 2023-08-15DOI: 10.32592/jmed.2023.16.52.17
Background & Objective: With student-centered teaching-learning making the forefront in medical education, this qualitative study was set out to investigate the perceptions of students on the factors that enable or impede the outcome achievement of problem-based method of teaching-learning. Materials & Methods: Ten students embarking their year 2 Bachelor of Medicine, Bachelor of Surgery (MBBS) study in a private university in Malaysia agreed to participate in this study. The students were subjected to semi-structured, in-depth, one-to-one interviews following their consent. The interview protocol was prepared following guidelines, objectives of the study and from the available literature. The data thus collected was subjected to thematic analysis using NVivo. Results: Analysis revealed emergence of codes such as student characteristics and perception, facilitators, team factors, content and conduct of problem-based learning. These codes were then collapsed into themes. The major themes or factors that enabled or impeded the outcomes of PBL were student factors, facilitator factors and factors related to the learning environment. Conclusion: The study concluded that among the various factors that enable or impede PBL teaching-learning method, there are pros and cons among the student, facilitators and learning environment that may facilitate or impede the realisation of PBL outcomes. This study would shed light into the students’ perception of PBL and enable facilitators to ensure that PBLs are student-friendly.
{"title":"Enhancing and impeding factors of problem-based learning in undergraduate medical education: A qualitative study","authors":"","doi":"10.32592/jmed.2023.16.52.17","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.52.17","url":null,"abstract":"Background & Objective: With student-centered teaching-learning making the forefront in medical education, this qualitative study was set out to investigate the perceptions of students on the factors that enable or impede the outcome achievement of problem-based method of teaching-learning. Materials & Methods: Ten students embarking their year 2 Bachelor of Medicine, Bachelor of Surgery (MBBS) study in a private university in Malaysia agreed to participate in this study. The students were subjected to semi-structured, in-depth, one-to-one interviews following their consent. The interview protocol was prepared following guidelines, objectives of the study and from the available literature. The data thus collected was subjected to thematic analysis using NVivo. Results: Analysis revealed emergence of codes such as student characteristics and perception, facilitators, team factors, content and conduct of problem-based learning. These codes were then collapsed into themes. The major themes or factors that enabled or impeded the outcomes of PBL were student factors, facilitator factors and factors related to the learning environment. Conclusion: The study concluded that among the various factors that enable or impede PBL teaching-learning method, there are pros and cons among the student, facilitators and learning environment that may facilitate or impede the realisation of PBL outcomes. This study would shed light into the students’ perception of PBL and enable facilitators to ensure that PBLs are student-friendly.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139350464","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 : 2023-08-10DOI: 10.32592/jmed.2023.16.51.82
Medical education as a discipline currently accepts students with two M.Sc. and Ph.D. degrees in Iran. This Ph.D. course was approved by the Curriculum Council Committee in Medical Sciences in 1386 AH (2016 AD). The curriculum of medical education has a total of 50 credits (including core: 20, non-core: 8, and dissertation: 22), which subsume various courses and topics such as student assessment, curriculum planning, educational leadership, program and teacher evaluation, qualitative research, educational research, clinical teaching, and so on (1). One of the necessary competencies expected from graduates of Ph.D. in medical education in Iran is to be able to have activity and innovation in various units of the Education Development Center (EDC), and it is necessary to acquire knowledge and skills about these units. One of these units is the “educational scholarship” unit, which performs various activities such as consulting, writing, and activities in the field of innovative and educational projects. The serious critique of the curriculum is that no course credit related to educational scholarship has been considered in the Ph.D. curriculum of medical education, so there is no time and program to teach this important topic to Ph.D. students of medical education, while it is one of their necessary and expected competencies. The absence of an educational program will lead to a lack of learning, and as a result, the student will not be empowered in this field. The proposal that is presented is that a 2-credit course (1 theoretical and 1 practical credit) with the title "Educational Scholarship" be placed in the curriculum of Ph.D. medical education (as a core course).
{"title":"Educational scholarship and Ph.D. curriculum of medical education in Iran: A serious critique and a proposal","authors":"","doi":"10.32592/jmed.2023.16.51.82","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.51.82","url":null,"abstract":"Medical education as a discipline currently accepts students with two M.Sc. and Ph.D. degrees in Iran. This Ph.D. course was approved by the Curriculum Council Committee in Medical Sciences in 1386 AH (2016 AD). The curriculum of medical education has a total of 50 credits (including core: 20, non-core: 8, and dissertation: 22), which subsume various courses and topics such as student assessment, curriculum planning, educational leadership, program and teacher evaluation, qualitative research, educational research, clinical teaching, and so on (1). One of the necessary competencies expected from graduates of Ph.D. in medical education in Iran is to be able to have activity and innovation in various units of the Education Development Center (EDC), and it is necessary to acquire knowledge and skills about these units. One of these units is the “educational scholarship” unit, which performs various activities such as consulting, writing, and activities in the field of innovative and educational projects. The serious critique of the curriculum is that no course credit related to educational scholarship has been considered in the Ph.D. curriculum of medical education, so there is no time and program to teach this important topic to Ph.D. students of medical education, while it is one of their necessary and expected competencies. The absence of an educational program will lead to a lack of learning, and as a result, the student will not be empowered in this field. The proposal that is presented is that a 2-credit course (1 theoretical and 1 practical credit) with the title \"Educational Scholarship\" be placed in the curriculum of Ph.D. medical education (as a core course).","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351149","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 : 2023-08-08DOI: 10.32592/jmed.2023.16.51.1
Background & Objective: Providing exceptional attention to cancer patients requires nursing education in the oncology unit. Thus, this study aimed to acquire and improve clinical competency in nursing students through the Mastery Learning approach and compare it with traditional education. Materials & Methods: This study used a mixed-method (exploratory sequential design) approach to develop a clinical competency checklist and evaluate students' skills through Mastery Learning. This research started with a qualitative study and continued with a quantitative one. We developed the checklist using a three-round Delphi method, comprising 41 items based on 7 criteria. An internship program was offered to 20 nursing students in two groups (i.e., Mastery Learning training and traditional training) at the oncology department of Hakim Hospital, Neyshabur, Iran, for one semester. To assess the impact of the intervention on students' anxiety, an Evaluation Apprehension Measure questionnaire was administered to each student before the posttest, followed by a 5-item objective structured clinical examination (OSCE) to assess students' final skills. The competency and anxiety questionnaire was also checked for reliability and validity. Results: For the clinical competence checklist, 41 out of 52 items showed more than 80% agreement. The results of the anxiety test demonstrated that students receiving Mastery Learning were moderately anxious, while students undergoing traditional training had high levels of anxiety. The results of the OSCE test showed that the students in the Mastery Learning group had significantly higher scores than their peers in the traditional training group. Conclusion: This study found that Mastery Learning led to a reduction in test anxiety and an increase in clinical competence.
{"title":"Investigating the improvement of nursing students’ clinical competence through the mastery learning approach compared to the traditional method in the oncology department: A mixed-methods study","authors":"","doi":"10.32592/jmed.2023.16.51.1","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.51.1","url":null,"abstract":"Background & Objective: Providing exceptional attention to cancer patients requires nursing education in the oncology unit. Thus, this study aimed to acquire and improve clinical competency in nursing students through the Mastery Learning approach and compare it with traditional education. Materials & Methods: This study used a mixed-method (exploratory sequential design) approach to develop a clinical competency checklist and evaluate students' skills through Mastery Learning. This research started with a qualitative study and continued with a quantitative one. We developed the checklist using a three-round Delphi method, comprising 41 items based on 7 criteria. An internship program was offered to 20 nursing students in two groups (i.e., Mastery Learning training and traditional training) at the oncology department of Hakim Hospital, Neyshabur, Iran, for one semester. To assess the impact of the intervention on students' anxiety, an Evaluation Apprehension Measure questionnaire was administered to each student before the posttest, followed by a 5-item objective structured clinical examination (OSCE) to assess students' final skills. The competency and anxiety questionnaire was also checked for reliability and validity. Results: For the clinical competence checklist, 41 out of 52 items showed more than 80% agreement. The results of the anxiety test demonstrated that students receiving Mastery Learning were moderately anxious, while students undergoing traditional training had high levels of anxiety. The results of the OSCE test showed that the students in the Mastery Learning group had significantly higher scores than their peers in the traditional training group. Conclusion: This study found that Mastery Learning led to a reduction in test anxiety and an increase in clinical competence.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351352","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 : 2023-08-08DOI: 10.32592/jmed.2023.16.52.55
Background & Objective: The development of faculty members contributes greatly to maintaining the quality of services and products of Medical Universities and improving the health of society. Therefore, the design of development programs should be based on a comprehensive model to attract the participation of faculty members. The present study aimed to determine the effective factors on the development model of faculty members. Materials & Methods: This analytical cross-sectional study was carried out using the census method on 363 faculty members of Babol University of Medical Sciences in 2021. The data were collected by a valid and reliable online questionnaire based on the Development Model. Statistical analysis was performed in SPSS (version 21) and AMOS (version 26) software packages. Results: Faculty members with a mean age of 47.42±7.13 participated in this study, 221 of whom (60.9%) were clinical. The total mean of the development questionnaire was 343.20±45.86 (out of 396), falling in the "good" category. The Development Model had a good fit. All path coefficients between model constructs were significant (P<0.01). The causal, intervening, and contextual conditions, central phenomenon, and development strategies were the predictors of development consequnces. The development model predicted 97%, 97%, and 100% of the variance of central phenomenon, strategies, and development consequnces, respectively. Conclusion: In this study, causal, intervening, and contextual conditions, core phenomenon, and strategies were reported as effective factors in the development of faculty members of Babol University of Medical Sciences. It is necessary to consider these factors and the structural relationships between them in the design, implementation, and evaluation of related programs according to the Development Model of faculty members.
{"title":"Investigating effective factors in the development model of faculty members at Babol university of medical sciences","authors":"","doi":"10.32592/jmed.2023.16.52.55","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.52.55","url":null,"abstract":"Background & Objective: The development of faculty members contributes greatly to maintaining the quality of services and products of Medical Universities and improving the health of society. Therefore, the design of development programs should be based on a comprehensive model to attract the participation of faculty members. The present study aimed to determine the effective factors on the development model of faculty members. Materials & Methods: This analytical cross-sectional study was carried out using the census method on 363 faculty members of Babol University of Medical Sciences in 2021. The data were collected by a valid and reliable online questionnaire based on the Development Model. Statistical analysis was performed in SPSS (version 21) and AMOS (version 26) software packages. Results: Faculty members with a mean age of 47.42±7.13 participated in this study, 221 of whom (60.9%) were clinical. The total mean of the development questionnaire was 343.20±45.86 (out of 396), falling in the \"good\" category. The Development Model had a good fit. All path coefficients between model constructs were significant (P<0.01). The causal, intervening, and contextual conditions, central phenomenon, and development strategies were the predictors of development consequnces. The development model predicted 97%, 97%, and 100% of the variance of central phenomenon, strategies, and development consequnces, respectively. Conclusion: In this study, causal, intervening, and contextual conditions, core phenomenon, and strategies were reported as effective factors in the development of faculty members of Babol University of Medical Sciences. It is necessary to consider these factors and the structural relationships between them in the design, implementation, and evaluation of related programs according to the Development Model of faculty members.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351405","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 : 2023-08-06DOI: 10.32592/jmed.2023.16.52.37
Background & Objective: Clinical environment is a significant component in relation to students' learning. Exposure to the challenges of the clinical learning environment has some consequences for students and can affect their learning. Identifying these consequences will moderate the challenges, and therefore, improve the quality of learning in such environments. The present study aimed to explain the consequences of exposure to clinical learning challenges among operating room students. Materials & Methods: This study was conducted based on the qualitative content analysis approach at Shahrekord University of Medical Sciences, Shahrekord, Iran, in 2022. A total of 14 surgical technology students were selected by a purposeful sampling method. The required data were collected using in-depth, semi-structured face-to-face interviews. The data were analyzed using Graneheim and Lundman's approach. Results: The results of the study revealed two categories (i.e., learning distress and using harmful clinical shortcuts) and four subcategories (i.e., feeling of helplessness in learning, anxiety, incomplete care, and wrong modeling). Under the conditions and challenges in the learning environment, students felt helpless toward learning, experienced anxiety, and suffered from learning distress. It was also found that in the clinical learning atmosphere, when faced with the existing challenges, the students would be likely to facilitate the care process and attempt to do unprincipled care by imitating the wrong personnel examples. Conclusion: Faced with the learning challenges of the clinical environment, the operating room students suffered from learning stress and resorted to harmful clinical shortcuts. Examining students' anxiety and their disappointment and helplessness toward the conditions and challenges of clinical education, identifying clinical wrong patterns in the care process, as well as modifying the care process provided by the personnel as wrong role models of students can have an effective impact in reducing the existing consequences.
{"title":"Consequences of exposure of operating room students to clinical learning challenges","authors":"","doi":"10.32592/jmed.2023.16.52.37","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.52.37","url":null,"abstract":"Background & Objective: Clinical environment is a significant component in relation to students' learning. Exposure to the challenges of the clinical learning environment has some consequences for students and can affect their learning. Identifying these consequences will moderate the challenges, and therefore, improve the quality of learning in such environments. The present study aimed to explain the consequences of exposure to clinical learning challenges among operating room students. Materials & Methods: This study was conducted based on the qualitative content analysis approach at Shahrekord University of Medical Sciences, Shahrekord, Iran, in 2022. A total of 14 surgical technology students were selected by a purposeful sampling method. The required data were collected using in-depth, semi-structured face-to-face interviews. The data were analyzed using Graneheim and Lundman's approach. Results: The results of the study revealed two categories (i.e., learning distress and using harmful clinical shortcuts) and four subcategories (i.e., feeling of helplessness in learning, anxiety, incomplete care, and wrong modeling). Under the conditions and challenges in the learning environment, students felt helpless toward learning, experienced anxiety, and suffered from learning distress. It was also found that in the clinical learning atmosphere, when faced with the existing challenges, the students would be likely to facilitate the care process and attempt to do unprincipled care by imitating the wrong personnel examples. Conclusion: Faced with the learning challenges of the clinical environment, the operating room students suffered from learning stress and resorted to harmful clinical shortcuts. Examining students' anxiety and their disappointment and helplessness toward the conditions and challenges of clinical education, identifying clinical wrong patterns in the care process, as well as modifying the care process provided by the personnel as wrong role models of students can have an effective impact in reducing the existing consequences.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139351562","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 : 2023-07-26DOI: 10.32592/jmed.2023.16.52.1
Background & Objective: Undergraduate anesthesia students benefit from motivational self-regulation strategies when facing specific academic challenges to maintain and improve their academic motivation. Due to the absence of valid and reliable instruments to assess these strategies, the present study aimed at the psychometrical analysis of MSMQ (Metamotivational Strategies in Medical Students) which is used to measure meta-motivational strategies in undergraduate anesthesia students. Materials & Methods: In this psychometric study, 358 undergraduate anesthesia students were selected by convenience sampling method. The research community included undergraduate anesthesia students in Iran, and the MSMQ questionnaire was provided for them to complete. Its validity was determined by face and content validity methods, and its reliability was determined by the internal consistency method. The confirmatory factor analysis method was used to check construct validity. Results: The CVI and CVR values were obtained at ≥ 0.80 for all items. In the confirmatory factor analysis, the factor loading of all items was reported to be ≤ 0.40, and the mentioned instrument enjoyed the goodness of fit indices (RMSEA = 0.064, NNFI = 0.96, CFI = 0.97, SRMR = 0.06, GFI = 0.86). Acceptable reliability coefficients were obtained for the subscales, and Cronbach's alpha coefficient for the whole questionnaire was 0.922. Conclusion: As evidenced by the results of this study, the MSMQ questionnaire is a valid and reliable instrument; therefore, it can be used for Iranian undergraduate anesthesia students.
{"title":"Psychometric analysis of a tool to assess metamotivational strategies in undergraduate anesthesia students","authors":"","doi":"10.32592/jmed.2023.16.52.1","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.52.1","url":null,"abstract":"Background & Objective: Undergraduate anesthesia students benefit from motivational self-regulation strategies when facing specific academic challenges to maintain and improve their academic motivation. Due to the absence of valid and reliable instruments to assess these strategies, the present study aimed at the psychometrical analysis of MSMQ (Metamotivational Strategies in Medical Students) which is used to measure meta-motivational strategies in undergraduate anesthesia students. Materials & Methods: In this psychometric study, 358 undergraduate anesthesia students were selected by convenience sampling method. The research community included undergraduate anesthesia students in Iran, and the MSMQ questionnaire was provided for them to complete. Its validity was determined by face and content validity methods, and its reliability was determined by the internal consistency method. The confirmatory factor analysis method was used to check construct validity. Results: The CVI and CVR values were obtained at ≥ 0.80 for all items. In the confirmatory factor analysis, the factor loading of all items was reported to be ≤ 0.40, and the mentioned instrument enjoyed the goodness of fit indices (RMSEA = 0.064, NNFI = 0.96, CFI = 0.97, SRMR = 0.06, GFI = 0.86). Acceptable reliability coefficients were obtained for the subscales, and Cronbach's alpha coefficient for the whole questionnaire was 0.922. Conclusion: As evidenced by the results of this study, the MSMQ questionnaire is a valid and reliable instrument; therefore, it can be used for Iranian undergraduate anesthesia students.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139354429","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 : 2023-07-19DOI: 10.32592/jmed.2023.16.51.13
Background & Objective: Changing the type of care in the family health internship curriculum towards continuing care programs can lead to the development of the professional identity of learners. This study was conducted with the aim of designing, implementing and evaluating a tele-continuous care program after delivery for midwifery students. Materials & Methods: In this educational process, each student under the direction of the support team was responsible for the continuing care of his client for 6 weeks after delivery. The program was designed based on Taylor's curriculum development model and the evaluation of learners was done by qualitative interviews and completion of portfolios during the course at two levels of reaction and learning Kirkpatrick's model. Results: Data in the three main categories was categorized as "learning", "continuous care" and "health provider" with sub-categories include new concept of postpartum period, knowing more about the profession of midwifery, improving communication skills with the client, strengthening the student's self-confidence, eagerness to learn, new experience of taking history, not being judged by others, daring to ask questions, synergy of knowledge, walking in mother's shoes, increasing intimacy, anticipating upcoming issues, availability, ability of follow-up, sense of pleasantness, sense of support, earlier familiarization of the client with the conditions ahead, trust of the client and more motivation to provide service. Conclusion: It appears that placing midwifery students in a continuing care model will provide them the opportunity to experience a rich holistic learning.
{"title":"Designing, implementing and evaluating the education program ‘tele- continuing postpartum care’ in the family health internship of master's midwifery students","authors":"","doi":"10.32592/jmed.2023.16.51.13","DOIUrl":"https://doi.org/10.32592/jmed.2023.16.51.13","url":null,"abstract":"Background & Objective: Changing the type of care in the family health internship curriculum towards continuing care programs can lead to the development of the professional identity of learners. This study was conducted with the aim of designing, implementing and evaluating a tele-continuous care program after delivery for midwifery students. Materials & Methods: In this educational process, each student under the direction of the support team was responsible for the continuing care of his client for 6 weeks after delivery. The program was designed based on Taylor's curriculum development model and the evaluation of learners was done by qualitative interviews and completion of portfolios during the course at two levels of reaction and learning Kirkpatrick's model. Results: Data in the three main categories was categorized as \"learning\", \"continuous care\" and \"health provider\" with sub-categories include new concept of postpartum period, knowing more about the profession of midwifery, improving communication skills with the client, strengthening the student's self-confidence, eagerness to learn, new experience of taking history, not being judged by others, daring to ask questions, synergy of knowledge, walking in mother's shoes, increasing intimacy, anticipating upcoming issues, availability, ability of follow-up, sense of pleasantness, sense of support, earlier familiarization of the client with the conditions ahead, trust of the client and more motivation to provide service. Conclusion: It appears that placing midwifery students in a continuing care model will provide them the opportunity to experience a rich holistic learning.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357506","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}
Nakisa Rahmani, Faezeh Davoodabadi, Robab Noormohammadi, Farzaneh Karamitanha, A. Nourian
Background: Many educators have developed an interest in an emerging new concept called entertainment education (edutainment). Edutainment is a kind of tool that, in this age of technology, can be easily incorporated into education. Objectives: This study aimed to use edutainment for teaching orthodontic lateral cephalometric and dental cast analysis as well as to evaluate the dental students’ attitudes towards it. Methods: In this cross-sectional study, the multimedia-enhanced with edutainment was designed using Articulate Storyline version 3.5. To evaluate the students’ attitudes, 52 ninth-semester dental students doing their second semester in 2019 - 2020 were included in the study. Then they were asked to complete a standard questionnaire with a 7-point Likert scale from strongly disagree to strongly agree and including 26 items in eight domains of perceived self-efficacy, perceived satisfaction, understanding usefulness, behavioral concept, e-learning system quality, interactive learning activities, e-learning effectiveness, and multimedia instructions. Data were analyzed and expressed using independent sample t-test, one-way ANOVA, and descriptive statistics. Results: The majority of the students had positive attitudes towards the areas of perceived self-efficacy (83.3%), perceived satisfaction (90.4%), perceived usefulness (96.8%), behavioral intention (91.7%), e-learning system quality (75%), interactive learning activities (73.1%), e-learning effectiveness (88.5%), and multimedia education (85.3%). Conclusions: In sum, the students’ attitudes towards learning were positively and significantly influenced by the designed educational multimedia enhanced with edutainments to teach lateral cephalometric analysis in orthodontics. It was found that the application of edutainment as an educational tool together with traditional training may have been an effective method for teaching and, therefore, it was recommended that edutainment should be used as an alternative to traditional methods during crises such as the COVID-19 pandemic.
{"title":"Using Edutainments in Teaching Orthodontic Lateral Cephalometric and Dental Cast Analysis","authors":"Nakisa Rahmani, Faezeh Davoodabadi, Robab Noormohammadi, Farzaneh Karamitanha, A. Nourian","doi":"10.5812/jme-134615","DOIUrl":"https://doi.org/10.5812/jme-134615","url":null,"abstract":"Background: Many educators have developed an interest in an emerging new concept called entertainment education (edutainment). Edutainment is a kind of tool that, in this age of technology, can be easily incorporated into education. Objectives: This study aimed to use edutainment for teaching orthodontic lateral cephalometric and dental cast analysis as well as to evaluate the dental students’ attitudes towards it. Methods: In this cross-sectional study, the multimedia-enhanced with edutainment was designed using Articulate Storyline version 3.5. To evaluate the students’ attitudes, 52 ninth-semester dental students doing their second semester in 2019 - 2020 were included in the study. Then they were asked to complete a standard questionnaire with a 7-point Likert scale from strongly disagree to strongly agree and including 26 items in eight domains of perceived self-efficacy, perceived satisfaction, understanding usefulness, behavioral concept, e-learning system quality, interactive learning activities, e-learning effectiveness, and multimedia instructions. Data were analyzed and expressed using independent sample t-test, one-way ANOVA, and descriptive statistics. Results: The majority of the students had positive attitudes towards the areas of perceived self-efficacy (83.3%), perceived satisfaction (90.4%), perceived usefulness (96.8%), behavioral intention (91.7%), e-learning system quality (75%), interactive learning activities (73.1%), e-learning effectiveness (88.5%), and multimedia education (85.3%). Conclusions: In sum, the students’ attitudes towards learning were positively and significantly influenced by the designed educational multimedia enhanced with edutainments to teach lateral cephalometric analysis in orthodontics. It was found that the application of edutainment as an educational tool together with traditional training may have been an effective method for teaching and, therefore, it was recommended that edutainment should be used as an alternative to traditional methods during crises such as the COVID-19 pandemic.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73281298","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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