Background: The use of social media (SM) in health profession education has been shown to be beneficial for the promotion of student collaboration and enhancement of learning. However, this is an evolving area where comparative studies are lacking, and further research is needed to determine the best ways to use SM in medical schools and identify the outcomes. Objectives: This study aimed to consider SM application-based discussion groups as a method of using SM in medical education to assess the effect on students’ examination grades and students’ attitudes toward it. Methods: In this quasi-experimental study, 182 fourth-year medical students taking the orthopedics and traumatology course were divided into two groups. In the study group (n = 78), SM-based discussion was adopted as a supplementary learning tool. No additional teaching methods were used in the control group (n = 104). The final grades of the students from the two groups were analyzed, together with the data collected from an online questionnaire completed by the students in the study group. Results: There was no statistically significant effect of using online discussions on the improvement of examination grades. However, 89.87% of the students felt that SM-based discussions motivated them to learn and enhanced their learning; nevertheless, 77.01% of the students believed that it is easier to ask questions in the forum than during outpatient clinics and clinical rounds, and lectures. The rates of students who agreed that this method was a helpful feedback and revision tool were 83.55% and 91.65%, respectively. Conclusions: WhatsApp and Telegram discussion groups represent a promising way to utilize SM in medical education as they promote students’ connection and learning. The SM applications could also provide valuable feedback and are regarded as revision tools. Nevertheless, there was no significant association between the implementation of this academic activity and better examination grades.
{"title":"Impact of Social Media on Undergraduate Orthopaedics and Traumatology Education in Sudan","authors":"E. Mahmoud, K. Husein","doi":"10.5812/jme-121870","DOIUrl":"https://doi.org/10.5812/jme-121870","url":null,"abstract":"Background: The use of social media (SM) in health profession education has been shown to be beneficial for the promotion of student collaboration and enhancement of learning. However, this is an evolving area where comparative studies are lacking, and further research is needed to determine the best ways to use SM in medical schools and identify the outcomes. Objectives: This study aimed to consider SM application-based discussion groups as a method of using SM in medical education to assess the effect on students’ examination grades and students’ attitudes toward it. Methods: In this quasi-experimental study, 182 fourth-year medical students taking the orthopedics and traumatology course were divided into two groups. In the study group (n = 78), SM-based discussion was adopted as a supplementary learning tool. No additional teaching methods were used in the control group (n = 104). The final grades of the students from the two groups were analyzed, together with the data collected from an online questionnaire completed by the students in the study group. Results: There was no statistically significant effect of using online discussions on the improvement of examination grades. However, 89.87% of the students felt that SM-based discussions motivated them to learn and enhanced their learning; nevertheless, 77.01% of the students believed that it is easier to ask questions in the forum than during outpatient clinics and clinical rounds, and lectures. The rates of students who agreed that this method was a helpful feedback and revision tool were 83.55% and 91.65%, respectively. Conclusions: WhatsApp and Telegram discussion groups represent a promising way to utilize SM in medical education as they promote students’ connection and learning. The SM applications could also provide valuable feedback and are regarded as revision tools. Nevertheless, there was no significant association between the implementation of this academic activity and better examination grades.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89819831","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}
Anuradha Yadav, K. Yadav, Poonam Punjabi, M. Sankhla, J. Shukla
Background: The COVID-19 pandemic affected all population segments, including students switching to online classes and negligible outdoor activities during the lockdown period. However, the data is limited on medical students’ lifestyle changes regarding physical and mental health during the lockdown. Objectives: The present study aimed to determine the effect of lockdown on physical activity, screen time and emotional wellbeing of young medical students during the COVID-19 pandemic. Methods: An online cross-sectional survey was conducted on 250 medical students of phase-I MBBS during the lockdown period during October and December 2020. The students self-reported their physical activity, screen time usage, and emotional health status using Google Forms. Physical activity was assessed with the International Physical Activity Questionnaire, and the emotional status was determined using the Positive and Negative Affect Schedule (PANAS) Questionnaire. After removing incomplete data, only 174 students’ responses were analyzed using SPSS-20, and P < 0.05 was considered significant. Results: The physical inactivity of the medical students was 24.7%, and their average screen usage was six hours/day during the COVID-19 pandemic. Physical activity in terms of metabolic equivalent scores explains a 5% rise in positive emotions and a 2% decline in negative emotions. Screen time usage expands negative emotions (9% variance) and reduces positive emotions (7% variance). Conclusions: Students with more physical activity and less screen time usage presented a more positive effect on emotions, and the rear trend was observed for their counterparts. Thus, physical inactivity and increased screen time usage have emerged as major and independent risk factors for students’ emotional health.
{"title":"Analysing the Effect of Lockdown on Physical Activity, Screen Time, and Emotional Wellbeing Among Young Medical Students of India During the COVID-19 Pandemic","authors":"Anuradha Yadav, K. Yadav, Poonam Punjabi, M. Sankhla, J. Shukla","doi":"10.5812/jme-120860","DOIUrl":"https://doi.org/10.5812/jme-120860","url":null,"abstract":"Background: The COVID-19 pandemic affected all population segments, including students switching to online classes and negligible outdoor activities during the lockdown period. However, the data is limited on medical students’ lifestyle changes regarding physical and mental health during the lockdown. Objectives: The present study aimed to determine the effect of lockdown on physical activity, screen time and emotional wellbeing of young medical students during the COVID-19 pandemic. Methods: An online cross-sectional survey was conducted on 250 medical students of phase-I MBBS during the lockdown period during October and December 2020. The students self-reported their physical activity, screen time usage, and emotional health status using Google Forms. Physical activity was assessed with the International Physical Activity Questionnaire, and the emotional status was determined using the Positive and Negative Affect Schedule (PANAS) Questionnaire. After removing incomplete data, only 174 students’ responses were analyzed using SPSS-20, and P < 0.05 was considered significant. Results: The physical inactivity of the medical students was 24.7%, and their average screen usage was six hours/day during the COVID-19 pandemic. Physical activity in terms of metabolic equivalent scores explains a 5% rise in positive emotions and a 2% decline in negative emotions. Screen time usage expands negative emotions (9% variance) and reduces positive emotions (7% variance). Conclusions: Students with more physical activity and less screen time usage presented a more positive effect on emotions, and the rear trend was observed for their counterparts. Thus, physical inactivity and increased screen time usage have emerged as major and independent risk factors for students’ emotional health.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82394503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: In recent years, universities have widely adopted e-learning tools for educational purposes. Learning Management Systems (LMS) have been the core of this new paradigm due to the opportunities that interaction and collaboration tools within LMS provide for educators to enhance the effectiveness of e-learning. Objectives: The purpose of this study was to combine flipped classrooms with e-learning facilities to investigate how it influences students' satisfaction with learning. It also investigated the leading and restrictive factors of interactive learning in an e-flipped classroom and the impact of the e-flipped classroom on students. Methods: This paper reports a mixed-method study, following the Levin Model steps, to examine learning satisfaction in the e-flipped classroom. Participants were 12 Master students experiencing flipped classrooms in an e-learning platform in two subsequent semesters in 2019. Results: Students were interviewed and filled out questionnaires to reflect their experience of an inverted teaching method using LMS. Thematic analysis was adopted to analyze interviews. Two subcategories, "individual achievements" and "educational achievements," and one category, "learning satisfaction," were obtained. The t test was applied to analyze the questionnaire results at the p value of 0.05 as the significance level. The response rate to the questionnaire was 83%. Conclusions: Students were significantly satisfied with the program and reported no dissatisfaction. Further, the pedagogical and motivational factors and LMS features were the leading factors of an effective e-flipped paradigm. However, individual limitations, infrastructure deficiencies, and ethical considerations may restrict the effectiveness of an e-flipped program.
{"title":"Effect of E-Scenario-Based Flipped Classroom on Students' Satisfaction in Medical Education","authors":"N. Zanjani, Z. Mirmoghtadaie, Masoumeh Taherian","doi":"10.5812/jme-119190","DOIUrl":"https://doi.org/10.5812/jme-119190","url":null,"abstract":"Background: In recent years, universities have widely adopted e-learning tools for educational purposes. Learning Management Systems (LMS) have been the core of this new paradigm due to the opportunities that interaction and collaboration tools within LMS provide for educators to enhance the effectiveness of e-learning. Objectives: The purpose of this study was to combine flipped classrooms with e-learning facilities to investigate how it influences students' satisfaction with learning. It also investigated the leading and restrictive factors of interactive learning in an e-flipped classroom and the impact of the e-flipped classroom on students. Methods: This paper reports a mixed-method study, following the Levin Model steps, to examine learning satisfaction in the e-flipped classroom. Participants were 12 Master students experiencing flipped classrooms in an e-learning platform in two subsequent semesters in 2019. Results: Students were interviewed and filled out questionnaires to reflect their experience of an inverted teaching method using LMS. Thematic analysis was adopted to analyze interviews. Two subcategories, \"individual achievements\" and \"educational achievements,\" and one category, \"learning satisfaction,\" were obtained. The t test was applied to analyze the questionnaire results at the p value of 0.05 as the significance level. The response rate to the questionnaire was 83%. Conclusions: Students were significantly satisfied with the program and reported no dissatisfaction. Further, the pedagogical and motivational factors and LMS features were the leading factors of an effective e-flipped paradigm. However, individual limitations, infrastructure deficiencies, and ethical considerations may restrict the effectiveness of an e-flipped program.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81027774","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}
M. Chaudhari, Jayshree C. Patel, Preeti P. Yadav, Aashal B Shah
Background: Nowadays, students have a vast knowledge of multimedia. Social media is an online platform that allows community building through collaboration. Objectives: The present study aimed to understand the use of web-based resources for educational purposes by medical students. Methods: This cross-sectional survey was conducted for three months on the students, interns, and residents of a tertiary care hospital and Government Medical College, Surat, India. Informed consent was taken from the participants, and a pre-approved questionnaire was delivered to all of them for data collection. The data were entered using the Google spreadsheet and were expressed using descriptive statistics. Results: Out of the study population consisting of 900 individuals, 646 filled the questionnaires and were finally evaluated. Out of 646, 430 individuals were medical students, 335 were female, and 303 were male. The majority (91.9%) of the responders were exposed to computer education in their schools. We found that 549 (86.4%) people were aware of the free internet access provided to them in the college library. Almost 97% (617) of the responders had mobile phones with internet access, and 80.1% connected to the internet more than once a day. The results of this study showed that 94.4% of the participants accepted that they used internet-based media to enhance their academic knowledge, while 66.5% agreed that internet resources are giving much unreliable information. Moreover, 55.8% of the responders were associated with the academic e-learning groups. Only 55 (8.7%) respondents had received formal training for online literature search. Conclusions: The emergence of various social media applications and web-based resources provides us with more collaborative approaches to medical education. However, implementing new technologies also creates new challenges and opportunities for students and faculties. Training concerning internet search and web-based resources is important to enhance their e-learning skills.
{"title":"Web-Based Educational Resources for Indian Medical Graduates","authors":"M. Chaudhari, Jayshree C. Patel, Preeti P. Yadav, Aashal B Shah","doi":"10.5812/jme-119587","DOIUrl":"https://doi.org/10.5812/jme-119587","url":null,"abstract":"Background: Nowadays, students have a vast knowledge of multimedia. Social media is an online platform that allows community building through collaboration. Objectives: The present study aimed to understand the use of web-based resources for educational purposes by medical students. Methods: This cross-sectional survey was conducted for three months on the students, interns, and residents of a tertiary care hospital and Government Medical College, Surat, India. Informed consent was taken from the participants, and a pre-approved questionnaire was delivered to all of them for data collection. The data were entered using the Google spreadsheet and were expressed using descriptive statistics. Results: Out of the study population consisting of 900 individuals, 646 filled the questionnaires and were finally evaluated. Out of 646, 430 individuals were medical students, 335 were female, and 303 were male. The majority (91.9%) of the responders were exposed to computer education in their schools. We found that 549 (86.4%) people were aware of the free internet access provided to them in the college library. Almost 97% (617) of the responders had mobile phones with internet access, and 80.1% connected to the internet more than once a day. The results of this study showed that 94.4% of the participants accepted that they used internet-based media to enhance their academic knowledge, while 66.5% agreed that internet resources are giving much unreliable information. Moreover, 55.8% of the responders were associated with the academic e-learning groups. Only 55 (8.7%) respondents had received formal training for online literature search. Conclusions: The emergence of various social media applications and web-based resources provides us with more collaborative approaches to medical education. However, implementing new technologies also creates new challenges and opportunities for students and faculties. Training concerning internet search and web-based resources is important to enhance their e-learning skills.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83259267","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}
Zohreh Shahsavari Googhari, F. Hafezi, P. Asgari, A. Heidari
Background: Mental health is a significant component of academic achievement, while psychological distress can reduce academic performance. Objectives: The present study aimed to investigate the effect of Mindfulness-based Cognitive Therapy (MBCT) on subjective well-being and psychological distress of Kerman University of Medical Sciences students. Methods: In this quasi-experimental study, the study population included all Kerman University of Medical Sciences students in 2020. The study sample consisted of 30 university students randomly divided into two groups: control (n = 15) and experimental (n = 15), using convenience sampling. The experimental group received eight 90-minute MBCT sessions biweekly. The research tools included the Subjective Well-being Scale (SWS) and the Depression, Anxiety, and Stress Scale (DASS-21). The data were analyzed with SPSS version 22. Results: The mean posttest scores of emotional, psychological, and social well-being were 3.56 ± 0.31, 4.46 ± 0.32, and 5.70 ± 0.42 in the experimental group and 2.64 ± 0.40, 4.00 ± 0.37, and 3.11 ± 0.35 in the control group, respectively. Moreover, the mean posttest scores for depression, anxiety, and stress were 1.64 ± 0.16, 1.19 ± 0.41, and 1.67 ± 0.15 in the experimental group and 3.10 ± 0.24, 3.55 ± 0.52, and 3.01 ± 0.24 in the control group, respectively. Mindfulness-based cognitive therapy significantly improved the posttest scores of subjective well-being subscales (emotional, psychological, and social well-being). Moreover, depression, anxiety, and stress decreased significantly in the experimental group (P < 0.001). Conclusions: Mindfulness-based cognitive therapy effectively reduced psychological distress and improved subjective well-being in university students.
背景:心理健康是学业成绩的重要组成部分，而心理困扰会降低学业成绩。目的:探讨正念认知疗法(MBCT)对克尔曼医科大学学生主观幸福感和心理困扰的影响。方法:在准实验研究中，研究人群包括克尔曼医科大学2020年的所有学生。研究样本为30名大学生，采用方便抽样法，随机分为对照组(n = 15)和实验组(n = 15)。实验组每两周一次接受八次90分钟的MBCT治疗。研究工具包括主观幸福感量表(SWS)和抑郁、焦虑和压力量表(DASS-21)。数据采用SPSS version 22进行分析。结果:实验组情绪、心理和社会幸福感后测平均分分别为3.56±0.31、4.46±0.32、5.70±0.42，对照组为2.64±0.40、4.00±0.37、3.11±0.35。实验组抑郁、焦虑、应激的平均后测得分分别为1.64±0.16、1.19±0.41、1.67±0.15，对照组为3.10±0.24、3.55±0.52、3.01±0.24。以正念为基础的认知疗法显著提高了主观幸福感亚量表(情感、心理和社会幸福感)的测试后得分。实验组抑郁、焦虑、应激均显著降低(P < 0.001)。结论:正念认知疗法能有效降低大学生的心理困扰，提高主观幸福感。
{"title":"Effect of Mindfulness-based Cognitive Therapy on Subjective Well-Being and Psychological Distress of Kerman University of Medical Sciences Students","authors":"Zohreh Shahsavari Googhari, F. Hafezi, P. Asgari, A. Heidari","doi":"10.5812/jme-120008","DOIUrl":"https://doi.org/10.5812/jme-120008","url":null,"abstract":"Background: Mental health is a significant component of academic achievement, while psychological distress can reduce academic performance. Objectives: The present study aimed to investigate the effect of Mindfulness-based Cognitive Therapy (MBCT) on subjective well-being and psychological distress of Kerman University of Medical Sciences students. Methods: In this quasi-experimental study, the study population included all Kerman University of Medical Sciences students in 2020. The study sample consisted of 30 university students randomly divided into two groups: control (n = 15) and experimental (n = 15), using convenience sampling. The experimental group received eight 90-minute MBCT sessions biweekly. The research tools included the Subjective Well-being Scale (SWS) and the Depression, Anxiety, and Stress Scale (DASS-21). The data were analyzed with SPSS version 22. Results: The mean posttest scores of emotional, psychological, and social well-being were 3.56 ± 0.31, 4.46 ± 0.32, and 5.70 ± 0.42 in the experimental group and 2.64 ± 0.40, 4.00 ± 0.37, and 3.11 ± 0.35 in the control group, respectively. Moreover, the mean posttest scores for depression, anxiety, and stress were 1.64 ± 0.16, 1.19 ± 0.41, and 1.67 ± 0.15 in the experimental group and 3.10 ± 0.24, 3.55 ± 0.52, and 3.01 ± 0.24 in the control group, respectively. Mindfulness-based cognitive therapy significantly improved the posttest scores of subjective well-being subscales (emotional, psychological, and social well-being). Moreover, depression, anxiety, and stress decreased significantly in the experimental group (P < 0.001). Conclusions: Mindfulness-based cognitive therapy effectively reduced psychological distress and improved subjective well-being in university students.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76716036","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}
Asmau Abdullahi Isah, Z. Mirmoghtadaie, Hamid Hamzezadeh
: With the emergence of the COVID-19 crisis and the closure of universities, the incremental trend of loading courses on the learning system shows that the spread of the coronavirus has intensified the move towards using new approaches in education in above 70 universities and research institutes. During and at the end of the crisis, the goal is to measure the status and consequences of the rapid growth of blended learning, including students and teachers’ satisfaction and the quality of learning.
{"title":"Promotion of Blended Learning in Medical Education During the COVID-19 Crisis: A Successful Experience Report from Iranian Medical Universities","authors":"Asmau Abdullahi Isah, Z. Mirmoghtadaie, Hamid Hamzezadeh","doi":"10.5812/jme.119673","DOIUrl":"https://doi.org/10.5812/jme.119673","url":null,"abstract":": With the emergence of the COVID-19 crisis and the closure of universities, the incremental trend of loading courses on the learning system shows that the spread of the coronavirus has intensified the move towards using new approaches in education in above 70 universities and research institutes. During and at the end of the crisis, the goal is to measure the status and consequences of the rapid growth of blended learning, including students and teachers’ satisfaction and the quality of learning.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77711873","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}
{"title":"Academic Performance of Medical Students in the COVID-19 Pandemic: The Importance of Physical Activity","authors":"F. Bagheri Sheykhangafshe","doi":"10.5812/jme.118668","DOIUrl":"https://doi.org/10.5812/jme.118668","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84899310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The study aimed to explore the nursing/midwifery students’ experiences of clinical learning processes in Kebbi State Training hospital. Methods: A qualitative cross-sectional descriptive design was adopted using a phenomenological approach. The study population included the second and third-year nursing/midwifery students of the School of Nursing and Midwifery Birnin-Kebbi, Kebbi State, Nigeria. Twenty students were purposively selected to participate in individual interviews for data collection. Results: The results were characterized by mixed reactions and experiences from different respondents. The emerged themes were students’ supervision, students’ encouragement, communication with students, respecting students, students’ learning support, and ethical practice. The respondents’ experiences mainly were both positive and negative. Conclusions: Nurses and midwives need to put more effort into clinical learning and training of nursing and midwifery students for professional development. Clinical teaching and professionalism should be part of staff nurses' and midwives’ conferences and mandatory continuous development programs.
{"title":"Experiences of Nursing/Midwifery Students on Clinical Learning Processes in a Training Hospital in Northern Nigeria","authors":"Yahaya Jafaru, Muhammed Musa, Gaddafi Wasagu Sani","doi":"10.5812/jme.114517","DOIUrl":"https://doi.org/10.5812/jme.114517","url":null,"abstract":"Background: The study aimed to explore the nursing/midwifery students’ experiences of clinical learning processes in Kebbi State Training hospital. Methods: A qualitative cross-sectional descriptive design was adopted using a phenomenological approach. The study population included the second and third-year nursing/midwifery students of the School of Nursing and Midwifery Birnin-Kebbi, Kebbi State, Nigeria. Twenty students were purposively selected to participate in individual interviews for data collection. Results: The results were characterized by mixed reactions and experiences from different respondents. The emerged themes were students’ supervision, students’ encouragement, communication with students, respecting students, students’ learning support, and ethical practice. The respondents’ experiences mainly were both positive and negative. Conclusions: Nurses and midwives need to put more effort into clinical learning and training of nursing and midwifery students for professional development. Clinical teaching and professionalism should be part of staff nurses' and midwives’ conferences and mandatory continuous development programs.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77588912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The COVID-19 pandemic led to virtual education for students, causing many problems in many countries, including Iran. Objectives: This study explains the challenges of virtual medical education and strategies to promote it from the perspective of students, faculty members, and educational staff of Rafsanjan University of Medical Sciences to meet the needs and expectations of learners and educators. Methods: This qualitative study was conducted using a conventional content analysis approach in 2021. The sample size criterion was to achieve data saturation, based on which 14 faculty members, students, and educational staff were selected by purposive sampling and interviewed using a semi-structured interview guide. The accuracy of the data was ensured through participants’ views, peer review, and an external observer. MAXQDA version 10 was used to facilitate the analysis process. Results: Based on the analysis, 4 main categories for virtual education challenges, including managerial factors, problems related to the nature of virtual education, infrastructural factors, and individual factors, were extracted. Further, 4 main categories, including improving management, improving education, providing infrastructure, and informing and empowering educators, students, and educational staff, were extracted to promote virtual education during the COVID-19 pandemic at Rafsanjan University of Medical Sciences. Conclusions: The challenges to which virtual education is faced and unique strategies to promote it during the COVID-19 pandemic were discussed. Understanding these challenges helps to their elimination and provides practical solutions for them. These challenges and solutions can lead to effective virtual education and thus increase the quality of learning.
{"title":"Virtual Medical Education During COVID-19 Pandemic in Iran: A Qualitative Study of Perspectives on Challenges and Strategies","authors":"Pouya Abedi, F. Iranmanesh, Seyed Hamid Seyed Bagheri, Mehrad Rafiei, Hojat Afshari","doi":"10.5812/jme.121204","DOIUrl":"https://doi.org/10.5812/jme.121204","url":null,"abstract":"Background: The COVID-19 pandemic led to virtual education for students, causing many problems in many countries, including Iran. Objectives: This study explains the challenges of virtual medical education and strategies to promote it from the perspective of students, faculty members, and educational staff of Rafsanjan University of Medical Sciences to meet the needs and expectations of learners and educators. Methods: This qualitative study was conducted using a conventional content analysis approach in 2021. The sample size criterion was to achieve data saturation, based on which 14 faculty members, students, and educational staff were selected by purposive sampling and interviewed using a semi-structured interview guide. The accuracy of the data was ensured through participants’ views, peer review, and an external observer. MAXQDA version 10 was used to facilitate the analysis process. Results: Based on the analysis, 4 main categories for virtual education challenges, including managerial factors, problems related to the nature of virtual education, infrastructural factors, and individual factors, were extracted. Further, 4 main categories, including improving management, improving education, providing infrastructure, and informing and empowering educators, students, and educational staff, were extracted to promote virtual education during the COVID-19 pandemic at Rafsanjan University of Medical Sciences. Conclusions: The challenges to which virtual education is faced and unique strategies to promote it during the COVID-19 pandemic were discussed. Understanding these challenges helps to their elimination and provides practical solutions for them. These challenges and solutions can lead to effective virtual education and thus increase the quality of learning.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79107887","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}
S. Hannani, L. Sadati, N. Azadi, Aliakbar Bozorgavar, Esmaeil Kavi, Reza Mohebbi Hozesorkhi
Background: In a laparoscopic surgery team, a surgical technologist as a skillful assistant surgeon is responsible for camera navigation and peg transfer. Objectives: We assessed the effect of the fundamentals of laparoscopic surgery curriculum on improving the skills of surgical technology students in camera navigation, pattern cutting, and peg transfer. Methods: A study was conducted on 30 surgical technology students at the Iran University of Medical Sciences based on Kern's six-step model. After assessing the needs and defining the educational goals, the course content was determined. Afterward, students were trained in a simulation-based learning environment. Then, in the evaluation stage, using the standard task completion time (TCT) tool, their competence in performing the three skills was evaluated. The results of the first comprehensive attempt to perform each skill were recorded as the pretest, and the results of the sixth and 10th repetitions were recorded as the posttest. Data were analyzed using analysis of variance with duplicate data. Results: The TCT score improved in this study. The time of camera navigation decreased from 92.14 to 56.42 s, pattern cutting from 186.07 to 118.21 s, and peg transfer from 93.03 to 54.10 s. Conclusions: This study showed that the fundamentals of laparoscopic surgery curriculum improved the surgical technologists’ competence in performing triple skills essential for performing laparoscopic surgeries. Thus, this learning method could play an essential role in laparoscopic surgery.
{"title":"Effect of the Fundamentals of Laparoscopic Surgery Curriculum on Skills of Operating Room Technology Students: An Interventional Study","authors":"S. Hannani, L. Sadati, N. Azadi, Aliakbar Bozorgavar, Esmaeil Kavi, Reza Mohebbi Hozesorkhi","doi":"10.5812/jme.121052","DOIUrl":"https://doi.org/10.5812/jme.121052","url":null,"abstract":"Background: In a laparoscopic surgery team, a surgical technologist as a skillful assistant surgeon is responsible for camera navigation and peg transfer. Objectives: We assessed the effect of the fundamentals of laparoscopic surgery curriculum on improving the skills of surgical technology students in camera navigation, pattern cutting, and peg transfer. Methods: A study was conducted on 30 surgical technology students at the Iran University of Medical Sciences based on Kern's six-step model. After assessing the needs and defining the educational goals, the course content was determined. Afterward, students were trained in a simulation-based learning environment. Then, in the evaluation stage, using the standard task completion time (TCT) tool, their competence in performing the three skills was evaluated. The results of the first comprehensive attempt to perform each skill were recorded as the pretest, and the results of the sixth and 10th repetitions were recorded as the posttest. Data were analyzed using analysis of variance with duplicate data. Results: The TCT score improved in this study. The time of camera navigation decreased from 92.14 to 56.42 s, pattern cutting from 186.07 to 118.21 s, and peg transfer from 93.03 to 54.10 s. Conclusions: This study showed that the fundamentals of laparoscopic surgery curriculum improved the surgical technologists’ competence in performing triple skills essential for performing laparoscopic surgeries. Thus, this learning method could play an essential role in laparoscopic surgery.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84796022","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：