M. Ebrahimi, A. Sarraf Shirazi, T. Movahhed, Fariba Ghanbari
{"title":"Perception of undergraduate dental students from digital learning vs conventional learning: A systematic review and meta-analysis","authors":"M. Ebrahimi, A. Sarraf Shirazi, T. Movahhed, Fariba Ghanbari","doi":"10.52547/edcj.15.48.62","DOIUrl":"https://doi.org/10.52547/edcj.15.48.62","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43725366","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}
Sara Mohammadi, A. Kenarkoohi, Aghil Rostami, M. Sadeghi, Maryam Bastami
Abstract
摘要
{"title":"Academic burnout among paramedical students: Predictors and its association with perception of educational environment and academic self-efficacy","authors":"Sara Mohammadi, A. Kenarkoohi, Aghil Rostami, M. Sadeghi, Maryam Bastami","doi":"10.52547/edcj.15.48.1","DOIUrl":"https://doi.org/10.52547/edcj.15.48.1","url":null,"abstract":"Abstract","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281499","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":"A systematic approach in design, planning and implementation of purposeful faculty empowerment program","authors":"Saeedeh Norouzi, M. Salajegheh, A. Norouzi","doi":"10.52547/edcj.15.48.44","DOIUrl":"https://doi.org/10.52547/edcj.15.48.44","url":null,"abstract":"Abstract","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41706563","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. Montaseri, S. Javadpour, Somayeh Ramezanli, Zohreh Badiyepeymaiejahromi
{"title":"The effect of blended education on nursing students' learning and educational climate in pharmacology internship","authors":"M. Montaseri, S. Javadpour, Somayeh Ramezanli, Zohreh Badiyepeymaiejahromi","doi":"10.52547/edcj.15.48.52","DOIUrl":"https://doi.org/10.52547/edcj.15.48.52","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41964002","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}
Zaima Ali, Rameen Rashid Khan, Saad Muhammad bin Gulshad, Shozib Mushtaq, Shahana Waqas, Rimsha Farooq
{"title":"Lectures or small group discussions: What do undergraduate medical students perceive and prefer","authors":"Zaima Ali, Rameen Rashid Khan, Saad Muhammad bin Gulshad, Shozib Mushtaq, Shahana Waqas, Rimsha Farooq","doi":"10.52547/edcj.15.48.38","DOIUrl":"https://doi.org/10.52547/edcj.15.48.38","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47690353","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":"Evaluation of online teaching during the covid-19 pandemic in medical students: A case study in northern Iran","authors":"Ghahraman Mahmoudi, A. Ghanavatizadeh, M. Jahani","doi":"10.52547/edcj.15.48.9","DOIUrl":"https://doi.org/10.52547/edcj.15.48.9","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449819","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}
Arezoo Haghighian-Roudsari, M. Niknam, Donya Shahamati, N. Borumandnia, N. Omidvar
Abstract
摘要
{"title":"Barriers and challenges of virtual education in faculty of nutritional sciences and food technology during the covid-19 pandemic: An experience from Iran","authors":"Arezoo Haghighian-Roudsari, M. Niknam, Donya Shahamati, N. Borumandnia, N. Omidvar","doi":"10.52547/edcj.15.48.21","DOIUrl":"https://doi.org/10.52547/edcj.15.48.21","url":null,"abstract":"Abstract","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48585410","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}
Fatemeh Ahmadinia, Z. Khakbazan, S. Ahmady, Seyedeh Zahra Sadati, Seyed Ali Sadati
Background: The important central theme in the career is one’s professional self-concept based on attributes, beliefs, values, motives, and experiences regarding the professional identity. Recently, there has been a growing interest in how a physician's professional identity is shaped by education and experience. Objectives: This study aimed to illuminate the role of experience in shaping the professional identity of Tehran University of Medical Sciences medical residents. Methods: Eighteen 26 - 40 years old residents (male and female) in four Major specialty groups, including obstetrics and gynecology, surgery, and internal medicine, participated in this qualitative content analysis study. Sampling was done in four specialty hospitals of Tehran University of Medical Sciences. Data were gathered through semi-structured in-depth interviews and analyzed by conventional content analysis. Results: Results showed four main categories of effective experiences in Shaping of residents' professional identity formation, including interpersonal communication experiences, independent professional work, general medical education course, knowledge, and educational background.in this study also, sub-categories extracted from the findings were: (1) Forced scheme; (2) symbolic events; (3) learnt competencies of GP; (4) beneficial reforms and integration in general medical education; (5) the education quality level among families; and (6) the education quality level among schools and institutes. Conclusions: This study demonstrated that the previous unique constructive experiences of assistants are one of the most important underlying factors in shaping their professional identity. Interpersonal communication experiences, independent professional work, general medicine training courses, and knowledge and educational background are the unique experiences of any assistant. By creating constructive experiences, it is possible to positively affect the formation of the professional identity of the assistants so that they can be accountable to society.
{"title":"Explaining the Role of Experiences in Shaping the Professional Identity of Medical Residents of Tehran University Medical Sciences","authors":"Fatemeh Ahmadinia, Z. Khakbazan, S. Ahmady, Seyedeh Zahra Sadati, Seyed Ali Sadati","doi":"10.5812/jme-129212","DOIUrl":"https://doi.org/10.5812/jme-129212","url":null,"abstract":"Background: The important central theme in the career is one’s professional self-concept based on attributes, beliefs, values, motives, and experiences regarding the professional identity. Recently, there has been a growing interest in how a physician's professional identity is shaped by education and experience. Objectives: This study aimed to illuminate the role of experience in shaping the professional identity of Tehran University of Medical Sciences medical residents. Methods: Eighteen 26 - 40 years old residents (male and female) in four Major specialty groups, including obstetrics and gynecology, surgery, and internal medicine, participated in this qualitative content analysis study. Sampling was done in four specialty hospitals of Tehran University of Medical Sciences. Data were gathered through semi-structured in-depth interviews and analyzed by conventional content analysis. Results: Results showed four main categories of effective experiences in Shaping of residents' professional identity formation, including interpersonal communication experiences, independent professional work, general medical education course, knowledge, and educational background.in this study also, sub-categories extracted from the findings were: (1) Forced scheme; (2) symbolic events; (3) learnt competencies of GP; (4) beneficial reforms and integration in general medical education; (5) the education quality level among families; and (6) the education quality level among schools and institutes. Conclusions: This study demonstrated that the previous unique constructive experiences of assistants are one of the most important underlying factors in shaping their professional identity. Interpersonal communication experiences, independent professional work, general medicine training courses, and knowledge and educational background are the unique experiences of any assistant. By creating constructive experiences, it is possible to positively affect the formation of the professional identity of the assistants so that they can be accountable to society.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72737046","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: Medical education has experienced a significant shift from traditional teaching styles to online, distance, or electronic learning, which applies electronic technology to support teaching strategies and engage learners in the learning process more effectively. Objectives: This study aimed to investigate educators’ and trainees’ viewpoints on virtual education for community health workers (CHWs) at Kermanshah University of Medical Sciences. Methods: Using the consensus method, we conducted this cross-sectional study among 50 instructors and 150 CHW trainees of education programs at the Kermanshah University of Medical Sciences during 2020 - 2021. Educational materials were provided for learners virtually according to weekly scheduled programs. District Behvarz training center (DBTCs) tried to share educational videos during the period to provide practical training. In addition, clinical placements were considered for learners to facilitate gaining experience in the work environment. During the third trimester of a combined educational program, a 32-item questionnaire including six dimensions of educational design: Learner-instructor interaction, learner-learner interaction, course content, learning opportunities, and course evaluation was used to collect data. The tool was developed based on the criteria for evaluating the quality of e-learning in medical education mentioned by Hakimzadeh and Afandideh. Data was analyzed using SPSS software version 20.0. Results: The participants were quite satisfied with almost all aspects of education. According to the trainers’ and learners’ perspectives, the greatest and lowest scores were in learner-instructor and learner-to-learner interactions, respectively. Students’ scores on online education were higher. Conclusions: It is critical to move to hybrid courses and online learning to take advantage of virtual education and improve the learning process through learning strategies, as well as provide trainees with flexibility through distance learning.
{"title":"Assessing the Quality of Online Learning During the COVID-19 Pandemic from the Perspective of Iranian Community Health Workers and Their Instructors","authors":"Peigham Heidarpoor, Farahnaz Dejagah","doi":"10.5812/jme-129749","DOIUrl":"https://doi.org/10.5812/jme-129749","url":null,"abstract":"Background: Medical education has experienced a significant shift from traditional teaching styles to online, distance, or electronic learning, which applies electronic technology to support teaching strategies and engage learners in the learning process more effectively. Objectives: This study aimed to investigate educators’ and trainees’ viewpoints on virtual education for community health workers (CHWs) at Kermanshah University of Medical Sciences. Methods: Using the consensus method, we conducted this cross-sectional study among 50 instructors and 150 CHW trainees of education programs at the Kermanshah University of Medical Sciences during 2020 - 2021. Educational materials were provided for learners virtually according to weekly scheduled programs. District Behvarz training center (DBTCs) tried to share educational videos during the period to provide practical training. In addition, clinical placements were considered for learners to facilitate gaining experience in the work environment. During the third trimester of a combined educational program, a 32-item questionnaire including six dimensions of educational design: Learner-instructor interaction, learner-learner interaction, course content, learning opportunities, and course evaluation was used to collect data. The tool was developed based on the criteria for evaluating the quality of e-learning in medical education mentioned by Hakimzadeh and Afandideh. Data was analyzed using SPSS software version 20.0. Results: The participants were quite satisfied with almost all aspects of education. According to the trainers’ and learners’ perspectives, the greatest and lowest scores were in learner-instructor and learner-to-learner interactions, respectively. Students’ scores on online education were higher. Conclusions: It is critical to move to hybrid courses and online learning to take advantage of virtual education and improve the learning process through learning strategies, as well as provide trainees with flexibility through distance learning.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85678187","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: This paper presents the results of a modified team-based learning (MTBL) in the Orthopaedic Department of the Omdurman Islamic University. It is a modification of the team-based learning (TBL) developed by Dr. Larry K. Michaelson, who explored the benefit of small group learning within large classes. TBL differs from other forms of small group work, which involves developing and using learning teams in large settings as an instructional strategy. Objectives: The main difference between conventional TBL and MTBL is that students learn in small groups in a single large class with a single facilitator in conventional TBL. In contrast, in MTBL, students learn in separate small classes with different facilitators. In this study, we investigated the impact of MTBL on the learning of students in an orthopaedic course. Students’ satisfaction and grades, following the MTBL for an orthopaedic class, were analyzed and compared to another batch of students in a conventional lecture learning strategy. The two batches were taught by the same faculty members. Methods: The MTBL was implemented as a teaching method in orthopaedics and traumatology course in 2020. A total of 282 students were surveyed for their satisfaction with this new pedagogical approach, and 153 students responded to the questionnaire. We adopted a self-administered questionnaire answering on a five-option Likert scale. The five options represented the levels of agreement. At the end of the course, students’ exam scores were compared to the results of their previous batch, in which teaching was carried out utilizing conventional lectures only (a total of 128 students). Results: The results showed that the majority of the students involved in the study (66.5%) were satisfied with the MTBL. The students thought that it increases the long retention of knowledge and should be used more frequently in the curriculum, and they recommend it to other students. The analysis of the examination results using the Chi-square test revealed a significant difference between the results of the students who studied the course in the form of MTBL and those who studied the course in the form of a traditional lecture with a clear improvement in the results following MTBL orthopaedic course (P-value = 0.0000). Conclusions: We, therefore, conclude that the MTBL where students are divided into separate small groups with different instructors improves the performance and the grades of the students in the exam. It also reveals that the students feel satisfied with the learning technique. We recommend it be more frequently used in the curriculum.
背景:本文介绍了改进的团队学习(MTBL)在恩图曼伊斯兰大学骨科的结果。它是Larry K. Michaelson博士开发的基于团队的学习(TBL)的改进，他探索了在大班中进行小组学习的好处。TBL不同于其他形式的小组工作，后者涉及在大型环境中发展和使用学习团队作为一种教学策略。目的:传统TBL和MTBL的主要区别在于，在传统TBL中，学生在一个大班中以小组形式学习，由一个辅导员指导。相比之下，在MTBL中，学生在不同的辅导员的指导下，在单独的小班学习。在本研究中，我们调查了MTBL对学生骨科课程学习的影响。本研究以骨科课堂为研究对象，分析与比较采用传统课堂学习策略的学生的满意度与成绩。这两批由相同的教员授课。方法:2020年在骨科与创伤学课程中实施MTBL教学方法。共有282名学生对这种新的教学方法的满意度进行了调查，153名学生回答了问卷。我们采用了一份自我管理的李克特五选项问卷。这五个选项代表了同意的程度。在课程结束时，将学生的考试成绩与前一批学生的成绩进行比较，前一批学生仅使用常规讲座进行教学(共128名学生)。结果:参与研究的学生中，对MTBL满意的占66.5%。学生们认为它增加了对知识的长期记忆，应该在课程中更频繁地使用，并向其他学生推荐它。通过卡方检验对考试成绩进行分析，发现以MTBL形式学习课程的学生与以传统讲座形式学习课程的学生成绩有显著差异，MTBL骨科课程后成绩有明显提高(p值= 0.0000)。结论:因此，我们得出结论，在MTBL中，学生被分成不同的小组，由不同的老师指导，可以提高学生的考试成绩和成绩。这也反映了学生对学习技巧的满意程度。我们建议在课程中更频繁地使用它。
{"title":"The Impact of Modified Team-Based Learning on the Learning of Students in an Orthopaedic Course","authors":"K. Husein, E. Mahmoud","doi":"10.5812/jme-127652","DOIUrl":"https://doi.org/10.5812/jme-127652","url":null,"abstract":"Background: This paper presents the results of a modified team-based learning (MTBL) in the Orthopaedic Department of the Omdurman Islamic University. It is a modification of the team-based learning (TBL) developed by Dr. Larry K. Michaelson, who explored the benefit of small group learning within large classes. TBL differs from other forms of small group work, which involves developing and using learning teams in large settings as an instructional strategy. Objectives: The main difference between conventional TBL and MTBL is that students learn in small groups in a single large class with a single facilitator in conventional TBL. In contrast, in MTBL, students learn in separate small classes with different facilitators. In this study, we investigated the impact of MTBL on the learning of students in an orthopaedic course. Students’ satisfaction and grades, following the MTBL for an orthopaedic class, were analyzed and compared to another batch of students in a conventional lecture learning strategy. The two batches were taught by the same faculty members. Methods: The MTBL was implemented as a teaching method in orthopaedics and traumatology course in 2020. A total of 282 students were surveyed for their satisfaction with this new pedagogical approach, and 153 students responded to the questionnaire. We adopted a self-administered questionnaire answering on a five-option Likert scale. The five options represented the levels of agreement. At the end of the course, students’ exam scores were compared to the results of their previous batch, in which teaching was carried out utilizing conventional lectures only (a total of 128 students). Results: The results showed that the majority of the students involved in the study (66.5%) were satisfied with the MTBL. The students thought that it increases the long retention of knowledge and should be used more frequently in the curriculum, and they recommend it to other students. The analysis of the examination results using the Chi-square test revealed a significant difference between the results of the students who studied the course in the form of MTBL and those who studied the course in the form of a traditional lecture with a clear improvement in the results following MTBL orthopaedic course (P-value = 0.0000). Conclusions: We, therefore, conclude that the MTBL where students are divided into separate small groups with different instructors improves the performance and the grades of the students in the exam. It also reveals that the students feel satisfied with the learning technique. We recommend it be more frequently used in the curriculum.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89681128","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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