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Examining the Status of Competency-Oriented in Medical Science Education in Iran 考察伊朗医学科学教育中以能力为导向的现状
Pub Date : 2024-03-30 DOI: 10.5812/jme-143114
Mahnaz Fatemi Aqda, Javad Hatami, S. Ahmady, E. Talaee
Background: Nowadays, medical education is increasingly aligned with the competency-oriented approach worldwide. Objectives: This study aimed to evaluate the competency-oriented nature of medical sciences education in Iran. Methods: This study is of a qualitative-analytical-applied nature and consists of 2 phases: a synthesis research phase conducted through a scoping review and a qualitative content analysis phase carried out through focus group discussions. Results: The results, obtained by combining 11 articles and conducting qualitative content analysis through focus group discussions involving 14 professors and doctoral students in medical science education, showed a significant gap between Iran's medical science education and a competency-oriented approach. This gap is evident in 4 dimensions: teaching-learning, assessment, context-infrastructure, and planning, with a total of 13 sub-categories identified. Conclusions: The research showed that the gap between the current situation and competency-oriented medical science education is particularly pronounced in basic and theoretical courses. Therefore, those involved in this field should be given more attention to addressing this gap.
背景:如今,世界范围内的医学教育越来越多地采用以能力为导向的方法。研究目的本研究旨在评估伊朗医学教育以能力为导向的性质。方法:本研究采用定性-分析-应用的方法:本研究具有定性-分析-应用的性质,包括两个阶段:通过范围综述进行的综合研究阶段和通过焦点小组讨论进行的定性内容分析阶段。结果:通过合并 11 篇文章,并通过有 14 名医学教育教授和博士生参与的焦点小组讨论进行定性内容分析,得出的结果显示伊朗的医学教育与以能力为导向的方法之间存在明显差距。这种差距体现在 4 个方面:教学、评估、环境-基础设施和规划,共确定了 13 个子类别。结论研究表明,当前情况与以能力为导向的医学教育之间的差距在基础和理论课程中尤为明显。因此,这一领域的相关人员应更加重视解决这一差距。
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引用次数: 0
Designing an Application to Empower Academic Staff Members in the Field of E-Learning 设计一款应用程序,增强教职员工在电子学习领域的能力
Pub Date : 2024-03-27 DOI: 10.5812/jme-138849
Mehrnoosh Khoshnoodifar, Mahnaz Torbati Feyzabadi, Hosnieh Raoufian, Somayeh Akbari Farmad
Background: E-learning has emerged as a crucial method of education, extensively embraced by individuals aiming to improve their skills. Providing empowerment courses in this field for faculty members within a flexible learning framework can bolster the effectiveness of education. Methods: This research, which is applied, innovative, and technological, involves collecting quantitative and qualitative data. By reviewing the literature, analyzing sample platforms, and conducting interviews with experts in e-learning and medicine, we identified the educational elements and software features that meet user needs and preferences. A questionnaire, filled out by 30 professors from the Shahid Beheshti University of Medical Sciences, informed the development of the educational course. This course, designed according to the Ashur model, focuses on identifying user interface characteristics for software environment design and programming. Results: The analysis showed that faculty members are familiar with design patterns but need more knowledge of software and content production tools. The preference for asynchronous course delivery and content presented in written text, along with diverse forms of counseling and support (SMS, phone calls, social networks, and email), emerged as significant for the design of the platform environment. Conclusions: The faculty empowerment course, designed based on the Ashur model with considerations for learning environment design, including user interface and user experience, has been prepared for programming and implementation on an appropriate platform.
背景:电子学习已成为一种重要的教育方法,受到旨在提高技能的个人的广泛欢迎。在灵活的学习框架内为教职员工提供这一领域的赋权课程,可以提高教育的有效性。研究方法本研究具有应用性、创新性和技术性,涉及收集定量和定性数据。通过查阅文献、分析样本平台以及与电子学习和医学专家进行访谈,我们确定了满足用户需求和偏好的教育元素和软件功能。沙希德-贝赫什提医科大学的 30 位教授填写了一份调查问卷,为教育课程的开发提供了依据。该课程根据阿舒尔模式设计,重点是确定软件环境设计和编程的用户界面特征。结果分析表明,教师们熟悉设计模式,但需要更多的软件和内容制作工具方面的知识。对异步课程交付和以书面文本呈现的内容的偏好,以及多种形式的咨询和支持(短信、电话、社交网络和电子邮件),对平台环境的设计具有重要意义。结论根据阿舒尔模式设计的教师赋权课程考虑到了学习环境设计,包括用户界面和用户体验,已准备好在适当的平台上进行编程和实施。
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引用次数: 0
Design and Development of Electronic Moulage of Brachial Plexus Muscles to Enhance the Learning of Upper Limb Anatomy: An Interventional Study 设计和开发臂丛神经肌肉电子模型,以加强上肢解剖学的学习:介入性研究
Pub Date : 2024-01-30 DOI: 10.5812/jme-142466
Elnaz Khordad, Mohsen Akbaribazm, Mahmoud Ghorbani, Toktam Masoumain Hosseini
Background: Anatomy embraces various fields and is regarded as the foundation of medical sciences due to its broad clinical applications, particularly in surgery. However, teaching this subject, particularly in practical units, poses challenges, and insufficient anatomical knowledge and errors in anatomy-related decisions by physicians can lead to avoidable deaths and medical errors. This study aimed to design and develop an electronic moulage (EM) for teaching upper limb anatomy, specifically focusing on the muscles and brachial plexus (BP). Methods: This was a quasi-experimental study with a pre-test-post-test design. Electronic moulage has been implemented in a manner that allows independent structures within a compartment to be taught without the presence of a teacher or anatomical atlases and enables learners to comprehend the anatomical features and relationships of structures in both combined and isolated modes, even without prior knowledge of anatomical theory specific to that compartment. The EM incorporates a skeletal compartment system and a BP component, utilizing audio and visual systems to deliver a comprehensive educational experience. The effectiveness of the EM was evaluated by experts in anatomy and medical science students, comparing it to other teaching methods. Four groups of undergraduate medical radiology students with no prior instruction in upper limb anatomy participated in the study. Each group was assigned to a different training method, including lecture-based education, digital-based education with a simulator, cadaver-based education, and EM-based education. Results: After assessing the results using educational and motivational indicators, it was determined that the EM demonstrated innovative potential and could enhance motivation and the quality of anatomy education. Comparing the post-test scores of the EM-based education group to the other groups revealed significantly higher scores in the EM-based group. This finding indicates that the EM has the potential to improve the effectiveness and efficiency of anatomy education, addressing the limitations of other teaching methods. Conclusions: The developed EM presents a promising solution for enhancing anatomy education, particularly in the context of upper limb anatomy. The innovative features of EM and its ability to improve motivation and learning outcomes make it a valuable tool for teaching this subject matter.
背景:解剖学涵盖各个领域,由于其广泛的临床应用,尤其是在外科手术中的应用,被视为医学科学的基础。然而,这门学科的教学,尤其是实践单元的教学面临着挑战,解剖学知识的不足和医生在做出与解剖学相关的决定时的失误会导致本可避免的死亡和医疗事故。本研究旨在设计和开发用于上肢解剖学教学的电子模拟模型(EM),尤其侧重于肌肉和臂丛神经(BP)。方法:这是一项采用前测-后测设计的准实验研究。电子模拟的实施方式允许在没有教师或解剖图谱在场的情况下讲授分区内的独立结构,并使学习者能够在组合和孤立模式下理解结构的解剖特征和关系,即使事先不了解该分区内特有的解剖理论。EM结合了骨骼分区系统和BP组件,利用音频和视频系统提供全面的教学体验。解剖学专家和医科学生对 EM 的效果进行了评估,并将其与其他教学方法进行了比较。四组未接受过上肢解剖学教学的医学放射学本科生参与了这项研究。每组被分配到不同的培训方法,包括讲座式教育、模拟器数字式教育、尸体式教育和电磁式教育。研究结果在使用教育和动机指标对结果进行评估后,确定电磁学具有创新潜力,可以提高动机和解剖学教育的质量。比较基于电磁教育组和其他组的后测分数,发现基于电磁教育组的分数明显更高。这一结果表明,针对其他教学方法的局限性,电磁学具有提高解剖学教学效果和效率的潜力。结论:开发的电磁学为加强解剖学教育,尤其是上肢解剖学教育,提供了一个很有前途的解决方案。EM的创新特点及其提高学习动机和学习效果的能力使其成为该学科教学的重要工具。
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引用次数: 0
How to Develop a Memory Game for Clinical Courses: A Leading Approach to the Interaction of Education 如何开发临床课程记忆游戏:教育互动的领先方法
Pub Date : 2024-01-23 DOI: 10.5812/jme-141506
Mohsen Masoumain Hosseini, Toktam Masoumain Hosseini, Karim Qayumi, Shahriar Hosseinzadeh
: The integration of educational games has significantly transformed pedagogical approaches, emphasizing the importance of constantly updating educational programs. High-quality games motivate students and foster engagement, surpassing traditional methods. Addressing this need, this protocol study aimed to provide practical instruction on developing a memory game. Educational memory games have been found to enhance intrinsic motivation in learners and are particularly beneficial for clinical subjects. The design of memory games involves three components: Pedagogical level, design level, and modeling of learning content. Adjusting elements, such as the number and nature of items, time limits, feedback mechanisms, and task difficulty, can fine-tune the effectiveness of a memory game. The memory game consists of 2 main components: Learning and scoring, and it is designed using Articulate Storyline software. The learning phase focuses on mastering correct methods; however, the scoring phase evaluates learning retention and comprehension. Memory games can be adapted to different formats supported by educational websites and learning management systems. They are an effective tool for enhancing cognitive development and memory retention; however, it is important to consider the audience’s age, learning goals, genre, and assessment approaches when determining the ideal content level. Memory games can be used to identify learning challenges, promote active student engagement and collaboration, and improve learning outcomes. Educators must continually evolve their methods to resonate with new generations of learners, and success in implementing memory games depends on considering lesson characteristics, student needs, and instructor expertise.
:教育游戏的融入极大地改变了教学方法,强调了不断更新教育计划的重要性。高质量的游戏可以激发学生的积极性,促进学生的参与,超越了传统的教学方法。针对这一需求,本协议研究旨在提供开发记忆游戏的实用指导。研究发现,教育记忆游戏能增强学习者的内在动力,尤其对临床科目有益。记忆游戏的设计包括三个部分:教学层面、设计层面和学习内容建模。调整项目的数量和性质、时间限制、反馈机制和任务难度等要素,可以微调记忆游戏的效果。记忆游戏由两个主要部分组成:学习和计分,使用 Articulate Storyline 软件设计。学习阶段的重点是掌握正确的方法;而评分阶段则是评估学习的保持率和理解力。记忆游戏可以调整为教育网站和学习管理系统支持的不同格式。记忆游戏是促进认知发展和记忆保持的有效工具,但在确定理想的内容水平时,必须考虑受众的年龄、学习目标、类型和评估方法。记忆游戏可用于确定学习挑战、促进学生积极参与和合作,以及提高学习成果。教育工作者必须不断改进教学方法,以引起新一代学习者的共鸣,而记忆游戏的成功实施取决于对课程特点、学生需求和教师专业知识的考量。
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引用次数: 0
Applying a Meta-synthesis Approach to Present a Blended Learning Model for Talent Development 应用元综合方法提出人才发展混合学习模式
Pub Date : 2024-01-23 DOI: 10.5812/jme-142760
Sanaz Mirchi, Ahmad Vedadi, Dariush Gholamzadeh
Background: With the rapid development of healthcare, traditional teaching has been unable to meet the learning needs of hospital staff training, which has led to talent development. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. Objectives: The purpose of this study was to apply a meta-synthesis approach to synthesize research on blended learning models for talent development in healthcare settings. By examining a body of evidence from peer-reviewed studies, the authors aimed to identify common elements of effective blended learning models applied to hospital employee training. This synthesis provided a foundation for developing a comprehensive blended learning model tailored to the specific needs of hospital employees. Methods: In this study, the meta-synthesis approach was used to synthesize qualitative evidence in relation to blended learning factors in talent development. A comprehensive search strategy was used to retrieve articles from ScienceDirect, Emerald, PubMed, Web of Science, and Scopus within 1990 to 2023. To find additional studies, the bibliographic search of included studies and review articles and a random search in Google Scholar, Research Gate, and Google were carried out. A total of 751 studies were identified. After reviewing the full text of the articles, 89 studies were selected. This review evaluated studies that explained blended learning and talent development among healthcare employees. Eighty-six studies were selected and included in the meta-synthesis process after critical appraisal using the Critical Appraisal Skills Program. Results: The findings consisted of the model’s dimensions, components, and indices. The five identified dimensions include specifying learning needs, learning campaign elements, learning proposal, content strategy, and facilitation model consisting of 22 components and 76 indices. Conclusions: The identification and application of the obtained components will allow the policymakers and managers of the health system field to replace the traditional training of employees with blended learning, culminating in employee talent development.
背景:随着医疗卫生事业的快速发展,传统的教学已经无法满足医院员工培训的学习需求,导致人才培养出现断层。随着互联网技术的发展,混合式学习似乎成为解决当前困境的一种新的可选方案。然而,混合式学习的有效性仍存在争议。此外,大多数研究主要是单方面评价教学效果。研究目的本研究的目的是采用元综合方法,对医疗机构人才培养的混合式学习模式研究进行综合。通过审查同行评议研究中的大量证据,作者旨在找出应用于医院员工培训的有效混合式学习模式的共同要素。这一综述为开发适合医院员工特定需求的综合混合式学习模式奠定了基础。研究方法在本研究中,作者采用了元综合法来归纳与人才培养中的混合式学习因素有关的定性证据。采用综合搜索策略从 ScienceDirect、Emerald、PubMed、Web of Science 和 Scopus 中检索了 1990 年至 2023 年间的文章。为了找到更多的研究,还对收录的研究和综述文章进行了书目检索,并在谷歌学术、Research Gate和谷歌中进行了随机检索。共找到 751 项研究。在审阅了文章全文后,选出了 89 项研究。本综述评估了解释医疗保健员工混合式学习和人才发展的研究。在使用 "批判性评估技能计划 "进行批判性评估后,选出 86 项研究并将其纳入元综合过程。研究结果研究结果包括模型的维度、组成部分和指数。确定的五个维度包括明确学习需求、学习活动要素、学习建议、内容策略和促进模式,由 22 个组成部分和 76 个指数组成。结论确定并应用所获得的要素将使卫生系统领域的决策者和管理者能够以混合式学习取代传统的员工培训,最终实现员工的人才培养。
{"title":"Applying a Meta-synthesis Approach to Present a Blended Learning Model for Talent Development","authors":"Sanaz Mirchi, Ahmad Vedadi, Dariush Gholamzadeh","doi":"10.5812/jme-142760","DOIUrl":"https://doi.org/10.5812/jme-142760","url":null,"abstract":"Background: With the rapid development of healthcare, traditional teaching has been unable to meet the learning needs of hospital staff training, which has led to talent development. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. Objectives: The purpose of this study was to apply a meta-synthesis approach to synthesize research on blended learning models for talent development in healthcare settings. By examining a body of evidence from peer-reviewed studies, the authors aimed to identify common elements of effective blended learning models applied to hospital employee training. This synthesis provided a foundation for developing a comprehensive blended learning model tailored to the specific needs of hospital employees. Methods: In this study, the meta-synthesis approach was used to synthesize qualitative evidence in relation to blended learning factors in talent development. A comprehensive search strategy was used to retrieve articles from ScienceDirect, Emerald, PubMed, Web of Science, and Scopus within 1990 to 2023. To find additional studies, the bibliographic search of included studies and review articles and a random search in Google Scholar, Research Gate, and Google were carried out. A total of 751 studies were identified. After reviewing the full text of the articles, 89 studies were selected. This review evaluated studies that explained blended learning and talent development among healthcare employees. Eighty-six studies were selected and included in the meta-synthesis process after critical appraisal using the Critical Appraisal Skills Program. Results: The findings consisted of the model’s dimensions, components, and indices. The five identified dimensions include specifying learning needs, learning campaign elements, learning proposal, content strategy, and facilitation model consisting of 22 components and 76 indices. Conclusions: The identification and application of the obtained components will allow the policymakers and managers of the health system field to replace the traditional training of employees with blended learning, culminating in employee talent development.","PeriodicalId":31052,"journal":{"name":"Journal of Medical Education","volume":"19 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140498873","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}
引用次数: 0
Effect of Surgery Before and After Clerkship on the Attitude of Medical Students Toward Surgery as a Future Career in Saudi Arabia 在沙特阿拉伯,实习前后的外科手术对医学生将外科手术作为未来职业的态度的影响
Pub Date : 2024-01-13 DOI: 10.5812/jme-138845
Hassan Mashbari, A. Madkhali, Dalal Hamithi, Fatimah Hakami, Ibrahim Alfaifi, F. Khubrani, Basem Zogel, Razan Mawkili, Ibrahim Hakami, Abdulaziz Arishi
Background: It is becoming harder and harder to persuade talented medical students to choose carers in any of the medical specialties. According to studies, the majority of medical students make their final career decisions while still in college. Various student and institution-related aspects are crucial to the decision on specialization. Gender, age, marital status, prestige influence, surgical mentors, career potential, intellectual challenge, and clerkship experience are among the variables recognized as having a major impact on the decision to choose surgery as a career. Methods: The data were collected through an online self-administered questionnaire. The study is a questionnaire-based cross-sectional study. The target population of this study included medical students in the fourth year and above from Saudi Arabia. Results: This study was conducted in Saudi Arabia with 835 participants, of whom 62.4% and 37.6% were female and male, respectively. The majority of respondents (83.2%) fell within the age range of 18 - 25 years. The largest representation of participants came from the western region (29.7%), followed by the southern region (27.4%). Regarding career aspirations, 60.5% were willing to pursue a career in surgery; however, 39.5% expressed a negative inclination. Among medical students, general surgery students showed no significant change in attitudes before and after a surgical clerkship; nevertheless, other specialties remained largely unaffected. Factors influencing the choice of a surgical career included lifestyle concerns, perception of working hours, prestige, manual activity, intellectual challenge, research opportunities, work-life balance, financial considerations, and patient perception. Conclusions: This study indicated that a significant percentage of participants expressed a positive inclination toward pursuing a career in surgery. However, a surgical clerkship did not significantly influence the attitudes of medical students toward general surgery or other specialties. Factors such as lifestyle concerns, working hours, prestige, intellectual challenge, and financial considerations played crucial roles in shaping career choices among medical students.
背景:现在越来越难说服优秀的医科学生选择护理专业。根据研究,大多数医学生在大学期间就做出了最终的职业决定。与学生和院校相关的各种因素对专业选择至关重要。性别、年龄、婚姻状况、声望影响、外科导师、职业潜力、智力挑战和实习经历等变量被认为对选择外科作为职业的决定有重大影响。研究方法通过在线自填问卷收集数据。本研究是一项基于问卷的横断面研究。研究对象包括沙特阿拉伯四年级及以上的医学生。研究结果本研究在沙特阿拉伯进行,共有 835 名参与者,其中女性和男性分别占 62.4% 和 37.6%。大多数受访者(83.2%)的年龄在 18-25 岁之间。来自西部地区的受访者人数最多(29.7%),其次是南部地区(27.4%)。在职业志向方面,60.5%的受访者愿意从事外科工作,但也有 39.5%的受访者表示不愿意从事外科工作。在医科学生中,普外科学生在外科实习前后的态度没有明显变化;不过,其他专业的学生基本上没有受到影响。影响学生选择外科职业的因素包括生活方式、对工作时间的看法、声望、体力活动、智力挑战、研究机会、工作与生活的平衡、经济因素和患者看法。结论:本研究表明,相当大比例的参与者对从事外科职业表达了积极的倾向。然而,外科实习对医科学生对普通外科或其他专科的态度并无明显影响。生活方式、工作时间、声望、智力挑战和经济考虑等因素对医学生的职业选择起着至关重要的作用。
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引用次数: 0
COVID-19 Pandemic Impact on Practice and Education of Emergency Medicine Residents COVID-19 大流行对急诊科住院医师实践和教育的影响
Pub Date : 2024-01-06 DOI: 10.5812/jme-141285
Mahdi Zangi, Mohammad Eftekhari, Hossein Asgharian, Morteza Saeedi, Elnaz Vahidi
Background: The coronavirus disease 2019 (COVID-19) pandemic has negatively influenced several aspects of medical education (ME). Objectives: We aimed to assess the perception of emergency medicine (EM) residents of COVID-19 impacts on the quality of ME and their wellness. Methods: This descriptive study was conducted in Tehran, Iran. A questionnaire consisting of 33 questions (5 on hospital experience, 5 on clinical experience, 12 on education, and 11 on wellness) and 1 open-ended question were designed based on the elements found in the existing literature. Face and content validity were determined by an expert panel. The baseline and demographic data were recorded, and the viewpoints of EM residents about different items in the questionnaire (ME and wellness) were evaluated. Results: The mean age of residents was 36.4 ± 7.3 years, and 64.8% and 71.8% of the participants were female and married, respectively. Most residents (81.7%) had a previous history of COVID-19 infection (mainly mild and outpatient). We observed that 90.1% of the residents had concerns about transmitting the virus to their families. Most residents agreed on the negative impacts of COVID-19 on the EM residency program and routine clinical care in hospitals. COVID-19 led to a decrease in the diversity of other diseases and bedside learning opportunities. They added that virtual learning and online programs were comfortable and flexible despite some unpleasant outcomes. EM residents experienced anxiety and stress due to the change in physical and social activities and sleep habits during the COVID-19 pandemic. Conclusions: EM residents declared that despite the positive attitudes developed after the pandemic, COVID-19 had non-negligible and negative effects on ME. They were also exposed to greater anxiety and worriedness during the mentioned period.
背景:冠状病毒病 2019(COVID-19)大流行对医学教育(ME)的多个方面产生了负面影响。目的:我们旨在评估急诊医学(EM)住院医师对 COVID-19 影响的看法:我们旨在评估急诊医学(EM)住院医师对 COVID-19 对 ME 质量及其健康影响的看法。方法:本描述性研究在美国纽约进行:这项描述性研究在伊朗德黑兰进行。根据现有文献中的内容,设计了一份由 33 个问题(5 个关于医院经验、5 个关于临床经验、12 个关于教育、11 个关于健康)和 1 个开放式问题组成的调查问卷。专家小组确定了问卷的面效度和内容效度。对基线和人口统计学数据进行了记录,并评估了急诊科住院医师对问卷中不同项目(ME 和健康)的看法。结果显示居民的平均年龄为(36.4 ± 7.3)岁,女性和已婚居民分别占 64.8%和 71.8%。大多数居民(81.7%)曾感染过 COVID-19(主要是轻度感染和门诊感染)。我们发现,90.1% 的居民担心将病毒传染给家人。大多数住院医师都认为 COVID-19 对急诊科住院医师培训计划和医院的常规临床护理有负面影响。COVID-19 导致其他疾病的多样性和床边学习机会减少。他们补充说,尽管出现了一些不愉快的结果,但虚拟学习和在线课程还是很舒适和灵活的。在 COVID-19 大流行期间,由于身体和社交活动以及睡眠习惯的改变,急诊科住院医师经历了焦虑和压力。结论:EM 居民表示,尽管在大流行后形成了积极的态度,但 COVID-19 对 ME 还是产生了不可忽视的负面影响。在上述期间,他们还面临着更大的焦虑和担忧。
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引用次数: 0
Integration of Artificial Intelligence in Medical Education: Opportunities, Challenges, and Ethical Considerations 将人工智能融入医学教育:机遇、挑战和伦理考量
Pub Date : 2024-01-01 DOI: 10.5812/jme-140890
Mohsen Masoumian Hosseini, Toktam Masoumain Hosseini, Karim Qayumi
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引用次数: 0
Combined Teaching Method in Teaching Basic Clinical Skills to Midwifery Students: A Quasi-experimental Study 联合教学法在助产士学生基本临床技能教学中的应用:准实验研究
Pub Date : 2023-12-16 DOI: 10.5812/jme-137829
A. Shayan, M. Refaei, S. Masoumi, H. Ahmadinia
Background: The utilization of effective educational methods is crucial for enhancing the clinical skills of health sciences students. Objectives: This study aimed to assess the impact of a blended teaching approach involving videos and demonstrations in clinical skills training on midwifery students’ performance and satisfaction. Methods: This quasi-experimental study was carried out with 41 midwifery students from Hamadan University of Medical Sciences, Hamadan, Iran, using a census sampling method within 2018 to 2019. The experimental group received training through a combination of video presentations and demonstrations; nevertheless, the control group received training solely through demonstrations. The data were collected using a demographic questionnaire, a satisfaction scale, and the objective structured clinical examination (OSCE). Data analysis was performed using the Mann-Whitney U test and chi-square test with SPSS software (version 16). Results: The experimental group exhibited significantly higher mean scores in vital signs assessment, intravenous therapy, injection techniques, urinary catheterization, application and removal of sterile gloves, and prepping and draping for normal delivery (P < 0.001). There were no significant differences in the mean scores for hand washing (P = 0.380) and oxygen therapy (P = 0.604) between the two groups. The combined group achieved notably better scores in the OSCE, with scores of 18.25 (1.58) compared to 16.60 (1.60) in the control group (P = 0.002). Additionally, the combined group expressed higher satisfaction with the training method, scoring 86.10 (9.50) compared to 75.52 (16.07) in the control group (P = 0.027). Moreover, the combined group reported significantly higher levels of satisfaction regarding the facilitation of educational content transfer and overall satisfaction with the training course (P < 0.05). Conclusions: Employing instructional videos and demonstrations as a combined teaching method for basic clinical skills training results in improved student performance and satisfaction.
背景:利用有效的教育方法对提高健康科学专业学生的临床技能至关重要。研究目的:本研究旨在评估在临床技能培训中采用视频和演示混合教学方法对助产士学生临床技能的影响:本研究旨在评估在临床技能培训中采用视频和示范混合教学法对助产士学生的表现和满意度的影响。方法:这是一项准实验研究:这项准实验研究采用普查抽样法,在 2018 年至 2019 年期间对伊朗哈马丹市哈马丹医科大学的 41 名助产士学生进行了调查。实验组通过视频演示和示范相结合的方式接受培训;然而,对照组仅通过示范接受培训。数据收集采用人口统计学问卷、满意度量表和客观结构化临床检查(OSCE)。数据分析采用 SPSS 软件(16 版)的 Mann-Whitney U 检验和卡方检验。结果实验组在生命体征评估、静脉治疗、注射技术、导尿、无菌手套的使用和脱除、正常分娩前的准备和铺巾方面的平均得分明显高于实验组(P < 0.001)。两组在洗手(P = 0.380)和氧疗(P = 0.604)的平均得分上没有明显差异。联合组在 OSCE 中的得分明显更高,为 18.25 分(1.58),而对照组为 16.60 分(1.60)(P = 0.002)。此外,联合组对培训方法的满意度更高,为 86.10(9.50)分,而对照组为 75.52(16.07)分(P = 0.027)。此外,联合组对教学内容传授的满意度和对培训课程的总体满意度也明显更高(P < 0.05)。结论在临床基本技能培训中采用教学视频和演示相结合的教学方法可提高学生的成绩和满意度。
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引用次数: 0
The Mediatory Role of Stress in the Structural Relationship of Mindfulness and Self-construal with the Academic Performance of Medical Students 压力在医学生正念、自我构念与学业成绩的结构关系中的中介作用
Pub Date : 2023-11-11 DOI: 10.5812/jme-138327
Neda Mahdieh, Farzaneh Hooman, Saeed Bakhtiarpour, Parviz Asgari
Background: The identification of the factors influencing the academic progress and performance of students can be a suitable basis for planning and developing educational programs to achieve the best possible results in line with educational development. Objectives: The present study aimed to investigate the mediating role of stress in the relationship of mindfulness and self-construal with the academic performance of medical sciences students. Methods: This was a descriptive correlational study in which the convenience sampling method was used to select 301 medical students from Jondishapur University of Ahvaz, Iran, in 2022. The participants completed the mindfulness, self-construal, and stress questionnaires. In addition, academic performance was measured based on the grade point average (GPA) in the previous semester. Structural equation modeling (SEM) and bootstrapping were also employed to examine the fit of the proposed model and indirect relationships between the variables, respectively. Results: The mean of academic performance, mindfulness, self-construal, and stress were obtained as 16.57, 57.6, 140.53, and 29.72, respectively. The results showed a significant relationship between all research variables (P < 0.05) except for the relationship between mindfulness and academic performance. The results also indicated that stress was a mediator in the indirect relationship of mindfulness and self-construal with academic performance (P < 0.001). The fit indices of the Tucker–Lewis index (TLI), comparative fit index (CFI), relative fit index (RFI), normed fit index (NFI), and Root Mean Square Error of Approximation (RMSEA) in the final model were 0.94, 0.96, 0.92, 0.94, and 0.077, respectively. Conclusions: The results confirmed the proposed model’s goodness of fit. Therefore, this model can be used for identifying the factors affecting the academic performance of medical students and developing programs to prevent academic failure and stress among these students.
背景:确定影响学生学业进步和成绩的因素,可以为规划和制定教育计划提供合适的依据,以达到符合教育发展的最佳结果。目的:探讨压力在医学生正念、自我构念与学业成绩关系中的中介作用。方法:采用描述性相关研究,采用方便抽样法,选取伊朗阿瓦士琼迪沙布尔大学2022年医科学生301名。参与者完成了正念、自我解释和压力问卷。此外,学业成绩是根据上学期的平均绩点(GPA)来衡量的。采用结构方程模型(SEM)和自举法分别检验了模型的拟合性和变量之间的间接关系。结果:学业成绩、正念、自我解释和压力的平均值分别为16.57、57.6、140.53和29.72。结果显示,所有研究变量之间存在显著关系(P <0.05),除了正念与学习成绩之间的关系。结果还表明,压力在正念和自我解释与学业成绩的间接关系中起中介作用(P <0.001)。最终模型的Tucker-Lewis指数(TLI)、比较拟合指数(CFI)、相对拟合指数(RFI)、归一化拟合指数(NFI)和近似均方根误差(RMSEA)的拟合指数分别为0.94、0.96、0.92、0.94和0.077。结论:结果证实了模型的拟合优度。因此,该模型可用于识别影响医学生学业成绩的因素,并制定预防医学生学业失败和压力的方案。
{"title":"The Mediatory Role of Stress in the Structural Relationship of Mindfulness and Self-construal with the Academic Performance of Medical Students","authors":"Neda Mahdieh, Farzaneh Hooman, Saeed Bakhtiarpour, Parviz Asgari","doi":"10.5812/jme-138327","DOIUrl":"https://doi.org/10.5812/jme-138327","url":null,"abstract":"Background: The identification of the factors influencing the academic progress and performance of students can be a suitable basis for planning and developing educational programs to achieve the best possible results in line with educational development. Objectives: The present study aimed to investigate the mediating role of stress in the relationship of mindfulness and self-construal with the academic performance of medical sciences students. Methods: This was a descriptive correlational study in which the convenience sampling method was used to select 301 medical students from Jondishapur University of Ahvaz, Iran, in 2022. The participants completed the mindfulness, self-construal, and stress questionnaires. In addition, academic performance was measured based on the grade point average (GPA) in the previous semester. Structural equation modeling (SEM) and bootstrapping were also employed to examine the fit of the proposed model and indirect relationships between the variables, respectively. Results: The mean of academic performance, mindfulness, self-construal, and stress were obtained as 16.57, 57.6, 140.53, and 29.72, respectively. The results showed a significant relationship between all research variables (P < 0.05) except for the relationship between mindfulness and academic performance. The results also indicated that stress was a mediator in the indirect relationship of mindfulness and self-construal with academic performance (P < 0.001). The fit indices of the Tucker–Lewis index (TLI), comparative fit index (CFI), relative fit index (RFI), normed fit index (NFI), and Root Mean Square Error of Approximation (RMSEA) in the final model were 0.94, 0.96, 0.92, 0.94, and 0.077, respectively. Conclusions: The results confirmed the proposed model’s goodness of fit. Therefore, this model can be used for identifying the factors affecting the academic performance of medical students and developing programs to prevent academic failure and stress among these students.","PeriodicalId":31052,"journal":{"name":"Journal of Medical Education","volume":"10 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042024","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}
引用次数: 0
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Journal of Medical Education
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