{"title":"Assessment of Educational Needs for Common Diseases to Promote the Skills of Medical Students in Designing the Med ED Application","authors":"Vida Sepahi, E. Niromand, M. Khazaei","doi":"10.5812/erms.121800","DOIUrl":"https://doi.org/10.5812/erms.121800","url":null,"abstract":"<jats:p />","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157900","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: Sequence graphics could be used to address the lacunae of drawing skill development in medical undergraduates. Objectives: The present study aimed to use sequence graphics to evaluate medical undergraduates in terms of drawing moderately complex diagrams. Methods: This pilot study was conducted on six medical students, and four moderately complex diagrams were evaluated regarding the usefulness of sequence graphics. Core and accessory components were identified before asking the students to draw the diagram. In a conventional drawing exercise, the students were asked to draw four diagrams consecutively during the dissection hour. On the next day, videos of sequence graphics were projected on the screen, and the students were asked to draw the diagrams simultaneously. Results: While using the conventional drawing method, the students took significantly more time to complete the diagram, the outcomes were not uniform, and several missing core and accessory components were detected. Using sequence graphics, all the students traced the diagrams in tandem with the projected videos. The videos would be paused and replayed an average of six times each; the mean duration of the videos was 95 seconds. The students started and ended the drawing at the same time, and immediate feedback revealed that they all agreed that sequence graphics could impart better drawing skills, thereby leading to the ease of drawing the diagrams. Conclusions: According to the results, sequence graphics resulted in uniform, centered, labelled, large diagrams with defined core and accessory components drawn in lesser time compared to conventional drawing.
{"title":"Sequence Graphics to Impart Drawing Skills in an Upper Extremity Anatomy Course","authors":"Sujatha K1, Priyadarshini Nj, Viveka Srinivasan","doi":"10.5812/erms.119249","DOIUrl":"https://doi.org/10.5812/erms.119249","url":null,"abstract":"Background: Sequence graphics could be used to address the lacunae of drawing skill development in medical undergraduates. Objectives: The present study aimed to use sequence graphics to evaluate medical undergraduates in terms of drawing moderately complex diagrams. Methods: This pilot study was conducted on six medical students, and four moderately complex diagrams were evaluated regarding the usefulness of sequence graphics. Core and accessory components were identified before asking the students to draw the diagram. In a conventional drawing exercise, the students were asked to draw four diagrams consecutively during the dissection hour. On the next day, videos of sequence graphics were projected on the screen, and the students were asked to draw the diagrams simultaneously. Results: While using the conventional drawing method, the students took significantly more time to complete the diagram, the outcomes were not uniform, and several missing core and accessory components were detected. Using sequence graphics, all the students traced the diagrams in tandem with the projected videos. The videos would be paused and replayed an average of six times each; the mean duration of the videos was 95 seconds. The students started and ended the drawing at the same time, and immediate feedback revealed that they all agreed that sequence graphics could impart better drawing skills, thereby leading to the ease of drawing the diagrams. Conclusions: According to the results, sequence graphics resulted in uniform, centered, labelled, large diagrams with defined core and accessory components drawn in lesser time compared to conventional drawing.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46360379","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 Critique of How Workshops Are Held","authors":"M. Rezaei","doi":"10.5812/erms.119461","DOIUrl":"https://doi.org/10.5812/erms.119461","url":null,"abstract":"<jats:p />","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47303225","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: Morning reports are important training programs (especially for residents) as they enhance clinical decision-making skills, social interactions, and participatory learning. Given the need to eliminate the educational gap and provide optimal conditions, educational interventions regarding morning reports are often implemented in the form of evidence-based morning reports with an interactive and consultative approach. Objectives: The present study aimed to evaluate the quality of evidence-based morning reports using an interactive and consultative approach. Methods: This qualitative study was conducted with an inductive approach in 2019 in Iran. Changes were made to develop an evidence-based morning report and create a friendly educational environment between faculty members and residents, as well as interactive learning among the residents. The intervention was assessed through explaining the experiences of 16 participants via individual semi-structured interviews. Purposive sampling continued until data saturation. Data analysis was performed in the MAXQDA10 software. Results: In total, 153 codes, two main categories (education and dimensions of change), six categories (educational deficiencies, influential factors in the quality of education, requirements, barriers, benefits, and response to change), and 20 subcategories were extracted. Conclusions: According to the results, the residents were satisfied with the changes, while the faculty members needed more justification and motivation. The strengths and weaknesses identified in the intervention could lay the groundwork for broader changes in the same clinical fields.
{"title":"The Quality of Evidence-Based Morning Reports with an Interactive and Consultative Approach in the Viewpoint of Clinical Faculties and Residents: A Qualitative Study","authors":"S. Daryazadeh, P. Adibi","doi":"10.5812/erms.117964","DOIUrl":"https://doi.org/10.5812/erms.117964","url":null,"abstract":"Background: Morning reports are important training programs (especially for residents) as they enhance clinical decision-making skills, social interactions, and participatory learning. Given the need to eliminate the educational gap and provide optimal conditions, educational interventions regarding morning reports are often implemented in the form of evidence-based morning reports with an interactive and consultative approach. Objectives: The present study aimed to evaluate the quality of evidence-based morning reports using an interactive and consultative approach. Methods: This qualitative study was conducted with an inductive approach in 2019 in Iran. Changes were made to develop an evidence-based morning report and create a friendly educational environment between faculty members and residents, as well as interactive learning among the residents. The intervention was assessed through explaining the experiences of 16 participants via individual semi-structured interviews. Purposive sampling continued until data saturation. Data analysis was performed in the MAXQDA10 software. Results: In total, 153 codes, two main categories (education and dimensions of change), six categories (educational deficiencies, influential factors in the quality of education, requirements, barriers, benefits, and response to change), and 20 subcategories were extracted. Conclusions: According to the results, the residents were satisfied with the changes, while the faculty members needed more justification and motivation. The strengths and weaknesses identified in the intervention could lay the groundwork for broader changes in the same clinical fields.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168043","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}
Mostafa Nachvak, E. Sadeghi, R. Mohammadi, M. Rezaei, H. Abdollahzad, Davood Soleimani
Background: With the outbreak of COVID-19 in the world, E-learning systems have been introduced as the main approach to education. E-learning infrastructures (especially the educational system) largely influence the quality of education. Objectives: The present study aimed to investigate the quality of NAVID system as an e-learning system used in Iranian medical universities. Methods: This cross-sectional study was conducted on the faculty members and students who were willing to participate and used NAVID system in the School of Nutrition and Food Technology of Kermanshah University of Medical Sciences, Iran in 2020. The user experience questionnaire (UEQ) was employed to evaluate the quality and efficiency of NAVID e-learning system. The UEQ is a 26-item questionnaire with six domains of attractiveness, perspicuity, efficiency, dependability, motivation, and novelty, which are scored based on a Likert scale (range: +3 to -3). Data analysis was performed in SPSS version 16. Results: In total, 60 participants completed the UEQ of NAVID system. The mean scores of attractiveness, perspicuity, efficiency, dependability, motivation, and novelty were estimated at 0.161 ± 1.350, -0.321 ± 1.305, -0.188 ± 1.169, -0.404±0.999, 0.417 ± 1.248, and -1.101 ± 1.097, respectively. Correspondingly, NAVID e-learning system has poor quality in all the domains of user experience. Conclusions: According to the results, NAVID e-learning system should be improved in all the areas of user experience.
{"title":"User Experience of NAVID E-learning System in the School of Nutrition and Food Technology of Kermanshah University of Medical Sciences, Iran (2020)","authors":"Mostafa Nachvak, E. Sadeghi, R. Mohammadi, M. Rezaei, H. Abdollahzad, Davood Soleimani","doi":"10.5812/erms.117418","DOIUrl":"https://doi.org/10.5812/erms.117418","url":null,"abstract":"Background: With the outbreak of COVID-19 in the world, E-learning systems have been introduced as the main approach to education. E-learning infrastructures (especially the educational system) largely influence the quality of education. Objectives: The present study aimed to investigate the quality of NAVID system as an e-learning system used in Iranian medical universities. Methods: This cross-sectional study was conducted on the faculty members and students who were willing to participate and used NAVID system in the School of Nutrition and Food Technology of Kermanshah University of Medical Sciences, Iran in 2020. The user experience questionnaire (UEQ) was employed to evaluate the quality and efficiency of NAVID e-learning system. The UEQ is a 26-item questionnaire with six domains of attractiveness, perspicuity, efficiency, dependability, motivation, and novelty, which are scored based on a Likert scale (range: +3 to -3). Data analysis was performed in SPSS version 16. Results: In total, 60 participants completed the UEQ of NAVID system. The mean scores of attractiveness, perspicuity, efficiency, dependability, motivation, and novelty were estimated at 0.161 ± 1.350, -0.321 ± 1.305, -0.188 ± 1.169, -0.404±0.999, 0.417 ± 1.248, and -1.101 ± 1.097, respectively. Correspondingly, NAVID e-learning system has poor quality in all the domains of user experience. Conclusions: According to the results, NAVID e-learning system should be improved in all the areas of user experience.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150159","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}
B. Mohammadi, L. Jamshidi, K. Jamshidi, Seyed Mojtaba Amiri, Roghayeh Poursaberi
Background: Attention to educational quality is a primary goal of the managers, professors, and policymakers of the community health system. Universities seek to meet students’ needs and expectations and increase their satisfaction since student satisfaction is essential to the growth and improvement of educational organizations. Objectives: The present study aimed to evaluate the influential factors in students' satisfaction with Kermanshah University of Medical Sciences (KUMS), Iran in 2015-2016. Methods: This descriptive, cross-sectional study was conducted on 346 students of KUMS who were selected via stratified random sampling. Data were collected by a questionnaire used in similar studies. The influential factors were assessed in two dimensions of importance and satisfaction. Data analysis was performed using descriptive and inferential statistics at the significance level of 0.05. Results: The mean scores of the important dimension, satisfaction dimension, and the gap were 174.6 ± 25, 138.3 ± 24.3, and 36.3 ± 33.3, respectively. All the factors had a high degree of importance, and the highest level of relative satisfaction belonged to the factors of school atmosphere and educational effectiveness. Meanwhile, the lowest level of satisfaction was assigned to responsiveness to diverse populations. The most significant gap was observed in the factors of school's atmosphere and educational effectiveness, and the lowest value belonged to the factors of health and safety status of the school. In addition, the mean score of the gap in the female students (42 ± 33) was higher compared to the male students (26.9 ± 31.9; P = 0.004). Conclusions: Since the level of student satisfaction with KUMS was not desirable in this study, it is recommended that the university administrators and staff increasingly improve the quality and quantity of the educational services at this institution.
{"title":"The Influential Factors in Students' Satisfaction with Kermanshah University of Medical Sciences, Iran (2015 - 2016)","authors":"B. Mohammadi, L. Jamshidi, K. Jamshidi, Seyed Mojtaba Amiri, Roghayeh Poursaberi","doi":"10.5812/erms.115893","DOIUrl":"https://doi.org/10.5812/erms.115893","url":null,"abstract":"Background: Attention to educational quality is a primary goal of the managers, professors, and policymakers of the community health system. Universities seek to meet students’ needs and expectations and increase their satisfaction since student satisfaction is essential to the growth and improvement of educational organizations. Objectives: The present study aimed to evaluate the influential factors in students' satisfaction with Kermanshah University of Medical Sciences (KUMS), Iran in 2015-2016. Methods: This descriptive, cross-sectional study was conducted on 346 students of KUMS who were selected via stratified random sampling. Data were collected by a questionnaire used in similar studies. The influential factors were assessed in two dimensions of importance and satisfaction. Data analysis was performed using descriptive and inferential statistics at the significance level of 0.05. Results: The mean scores of the important dimension, satisfaction dimension, and the gap were 174.6 ± 25, 138.3 ± 24.3, and 36.3 ± 33.3, respectively. All the factors had a high degree of importance, and the highest level of relative satisfaction belonged to the factors of school atmosphere and educational effectiveness. Meanwhile, the lowest level of satisfaction was assigned to responsiveness to diverse populations. The most significant gap was observed in the factors of school's atmosphere and educational effectiveness, and the lowest value belonged to the factors of health and safety status of the school. In addition, the mean score of the gap in the female students (42 ± 33) was higher compared to the male students (26.9 ± 31.9; P = 0.004). Conclusions: Since the level of student satisfaction with KUMS was not desirable in this study, it is recommended that the university administrators and staff increasingly improve the quality and quantity of the educational services at this institution.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676437","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}
Context: Since the onset of the COVID-19 pandemic, there have been numerous higher education challenges. Medical universities have been urged to dispel students from educational and clinical settings and led them toward virtual education. This sudden transition has been accompanied by multiple challenges. Objectives: The present study aimed to evaluate the challenges of virtual medical education in the COVID-19 pandemic. Study Selection: This systematic review was performed by reviewing the current literature on the research subject and the studies conducted in this regard during March 2019 to April 2021 by searching via five key search engines and databases, including Google Scholar, ScienceDirect, PubMed, Scopus, and ERIC. Results: In total, 23 studies were assessed, and different virtual education challenges in medical universities were classified into three categories of structural challenges, student-related challenges, and teacher-related challenges. In addition, strategies were proposed for overcoming the identified challenges. Conclusions: Since medical education was not properly pursued before the COVID-19 pandemic and the necessary infrastructures are lacking in this area, designing and implementing such programs could bring about fundamental challenges in several countries (especially developing and low-income countries), thereby decreasing their success rate. On the other hand, the coronavirus crisis could be an opportunity to identify the weaknesses, shortcomings, and infrastructural deficiencies in e-learning and address these issues effectively.
{"title":"Challenges of Virtual Medical Sciences Education during the COVID-19 Pandemic: A Systematic Review","authors":"Farhad Salari, Vida Sepahi","doi":"10.5812/erms.117948","DOIUrl":"https://doi.org/10.5812/erms.117948","url":null,"abstract":"Context: Since the onset of the COVID-19 pandemic, there have been numerous higher education challenges. Medical universities have been urged to dispel students from educational and clinical settings and led them toward virtual education. This sudden transition has been accompanied by multiple challenges. Objectives: The present study aimed to evaluate the challenges of virtual medical education in the COVID-19 pandemic. Study Selection: This systematic review was performed by reviewing the current literature on the research subject and the studies conducted in this regard during March 2019 to April 2021 by searching via five key search engines and databases, including Google Scholar, ScienceDirect, PubMed, Scopus, and ERIC. Results: In total, 23 studies were assessed, and different virtual education challenges in medical universities were classified into three categories of structural challenges, student-related challenges, and teacher-related challenges. In addition, strategies were proposed for overcoming the identified challenges. Conclusions: Since medical education was not properly pursued before the COVID-19 pandemic and the necessary infrastructures are lacking in this area, designing and implementing such programs could bring about fundamental challenges in several countries (especially developing and low-income countries), thereby decreasing their success rate. On the other hand, the coronavirus crisis could be an opportunity to identify the weaknesses, shortcomings, and infrastructural deficiencies in e-learning and address these issues effectively.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49099317","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. Khazaei, Forough Zanganeh, Lida Memar Eftekhari, M. Rezaei
Background: Intragroup evaluation is a process through which faculty members, students, and university officials examine the strengths and weaknesses of their department by assessing the educational unit to clarify the status of the department. Objectives: The present study aimed to investigate the internal evaluations (IEs) of the departments conducted at Kermanshah University of Medical Sciences (KUMS), Iran. Methods: In this descriptive study, IEs were performed at KUMS during 2012-2018. A summary of the documented information was collected by a checklist, and 22 IEs of the university departments during this period were reviewed. Data analysis was performed in SPSS version 21. Results: Most of the IEs were evaluated within six months. In 100% of the cases, the educational goals of a specific department, cases of the evaluation areas, and assessment criteria were determined and scored, and the lesson plans for the existing theory units were delivered to the students. In addition, documents of faculty members’ research activities, along with specific and codified programs for conferences, were reported. However, only 27.3% of the educational experts and 54.5% of the student representatives were involved in the group evaluation committee, and in 68.2% of the cases, there were lesson plans for skill units and clinical wards. On the other hand, 40% of the cases had a specific documentary program to assess the students’ academic decline/achievement in the groups. Conclusions: Formally, the IEs were performed correctly, and the obtained results briefly showed that they could achieve multiple academic goals. Due to the differences between the results and the observed state of the university, external evaluations are recommended as well.
{"title":"Characteristics of the Internal Evaluations of the Educational Groups in Kermanshah University of Medical Sciences, Iran","authors":"M. Khazaei, Forough Zanganeh, Lida Memar Eftekhari, M. Rezaei","doi":"10.5812/erms.115443","DOIUrl":"https://doi.org/10.5812/erms.115443","url":null,"abstract":"Background: Intragroup evaluation is a process through which faculty members, students, and university officials examine the strengths and weaknesses of their department by assessing the educational unit to clarify the status of the department. Objectives: The present study aimed to investigate the internal evaluations (IEs) of the departments conducted at Kermanshah University of Medical Sciences (KUMS), Iran. Methods: In this descriptive study, IEs were performed at KUMS during 2012-2018. A summary of the documented information was collected by a checklist, and 22 IEs of the university departments during this period were reviewed. Data analysis was performed in SPSS version 21. Results: Most of the IEs were evaluated within six months. In 100% of the cases, the educational goals of a specific department, cases of the evaluation areas, and assessment criteria were determined and scored, and the lesson plans for the existing theory units were delivered to the students. In addition, documents of faculty members’ research activities, along with specific and codified programs for conferences, were reported. However, only 27.3% of the educational experts and 54.5% of the student representatives were involved in the group evaluation committee, and in 68.2% of the cases, there were lesson plans for skill units and clinical wards. On the other hand, 40% of the cases had a specific documentary program to assess the students’ academic decline/achievement in the groups. Conclusions: Formally, the IEs were performed correctly, and the obtained results briefly showed that they could achieve multiple academic goals. Due to the differences between the results and the observed state of the university, external evaluations are recommended as well.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45029630","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 inappropriate use of pamphlets rather than textbooks is an educational problem faced by most students. Note-taking and reading pamphlets rather than reading textbooks regardless of defects and shortcomings with their own structure cannot cover the required materials for students. Objectives: The present study aimed to investigate the status of the textbooks used by the dentistry students of Kermanshah University of Medical Sciences (KUMS), Iran. Methods: This descriptive study was conducted on the students of the dentistry school of KUMS. In total, 148 students were selected via random sampling. Data were collected using a valid and reliable questionnaire. Data analysis was performed in SPSS version 18. Results: In total, 67.6% of the students used the content presented by professors in the class, and only 2% used the original English textbooks of dentistry. The analysis of the priorities of the type of resource indicated that the highest frequency belonged to the use of printed pamphlets (55.4%), and the lowest frequency belonged to the use of printed versions and electronic audio files (0.7%). Additionally, evaluation of access to resources showed the maximum frequency of a group pamphlet to be 35.8%, while the lowest frequency belonged to the pamphlet prepared by others (2.7%). Conclusions: According to the results, the students showed great interest in note-taking and reading pamphlets rather than reading textbooks. The insufficient fluency of students in English, high costs of reference books, and a large amount of resources made the students more likely to use pamphlets.
{"title":"Status of the Textbooks Used by the Dentistry Students of Kermanshah University of Medical Sciences, Iran (2018)","authors":"Atefeh Khavid, Mostafa Godiny, Milad Esmaielei","doi":"10.5812/erms.112327","DOIUrl":"https://doi.org/10.5812/erms.112327","url":null,"abstract":"Background: The inappropriate use of pamphlets rather than textbooks is an educational problem faced by most students. Note-taking and reading pamphlets rather than reading textbooks regardless of defects and shortcomings with their own structure cannot cover the required materials for students. Objectives: The present study aimed to investigate the status of the textbooks used by the dentistry students of Kermanshah University of Medical Sciences (KUMS), Iran. Methods: This descriptive study was conducted on the students of the dentistry school of KUMS. In total, 148 students were selected via random sampling. Data were collected using a valid and reliable questionnaire. Data analysis was performed in SPSS version 18. Results: In total, 67.6% of the students used the content presented by professors in the class, and only 2% used the original English textbooks of dentistry. The analysis of the priorities of the type of resource indicated that the highest frequency belonged to the use of printed pamphlets (55.4%), and the lowest frequency belonged to the use of printed versions and electronic audio files (0.7%). Additionally, evaluation of access to resources showed the maximum frequency of a group pamphlet to be 35.8%, while the lowest frequency belonged to the pamphlet prepared by others (2.7%). Conclusions: According to the results, the students showed great interest in note-taking and reading pamphlets rather than reading textbooks. The insufficient fluency of students in English, high costs of reference books, and a large amount of resources made the students more likely to use pamphlets.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44842165","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}
A. Khavanin, Mehdi Sayyah, Shabnam Ghasemi, Ali Delirrooyfard
Background: Critical thinking and individual characteristics are essential components of conscious decision-making and professional competence in medical students. The critical thinking abilities of medical students have a significant impact on their professional decision-making process. It may have direct and indirect consequences on the quality of medical care. Objectives: This study aimed to investigate the correlation between self-esteem, demographic information, educational status, and critical thinking of medical students. Methods: This descriptive cross-sectional study was conducted on 380 medical students in 2019. Data were collected using California Critical Thinking Skills Test (CCTST) and the Rosenberg Self-Esteem Scale (RSES). Quantitative variables were expressed as the mean and standard deviation and frequency and percentage were used to describe the qualitative variables. Results: The results of the study revealed that 332 (87.4%) of the medical students who participated in the study had a negative inclination towards critical thinking, and 48 (12.6%) had an ambivalent inclination. The average self-esteem score of the students was 3.09 ± 3.35. Moreover, there was a positive and significant correlation between critical thinking scores and self-esteem in medical students (correlation coefficient = 0.848; P < 0.001). An increase in the grade level increased the critical thinking score of the students. Moreover, there was no significant relationship between overall scores of critical thinking with students' age, gender, marital status, and place of residence. Conclusions: In the current study, critical thinking scores of medical students were lower than average level and weak, and there was a direct and positive relationship between critical thinking and self-esteem. Given the importance of critical thinking abilities in the clinical decision-making process, university educators are expected to pay more attention to developing this skill in medical students.
{"title":"Correlations Between Critical Thinking, Self-esteem, Educational Status, and Demographic Information of Medical Students: A Study from Southwestern Iran","authors":"A. Khavanin, Mehdi Sayyah, Shabnam Ghasemi, Ali Delirrooyfard","doi":"10.5812/ERMS.116558","DOIUrl":"https://doi.org/10.5812/ERMS.116558","url":null,"abstract":"Background: Critical thinking and individual characteristics are essential components of conscious decision-making and professional competence in medical students. The critical thinking abilities of medical students have a significant impact on their professional decision-making process. It may have direct and indirect consequences on the quality of medical care. Objectives: This study aimed to investigate the correlation between self-esteem, demographic information, educational status, and critical thinking of medical students. Methods: This descriptive cross-sectional study was conducted on 380 medical students in 2019. Data were collected using California Critical Thinking Skills Test (CCTST) and the Rosenberg Self-Esteem Scale (RSES). Quantitative variables were expressed as the mean and standard deviation and frequency and percentage were used to describe the qualitative variables. Results: The results of the study revealed that 332 (87.4%) of the medical students who participated in the study had a negative inclination towards critical thinking, and 48 (12.6%) had an ambivalent inclination. The average self-esteem score of the students was 3.09 ± 3.35. Moreover, there was a positive and significant correlation between critical thinking scores and self-esteem in medical students (correlation coefficient = 0.848; P < 0.001). An increase in the grade level increased the critical thinking score of the students. Moreover, there was no significant relationship between overall scores of critical thinking with students' age, gender, marital status, and place of residence. Conclusions: In the current study, critical thinking scores of medical students were lower than average level and weak, and there was a direct and positive relationship between critical thinking and self-esteem. Given the importance of critical thinking abilities in the clinical decision-making process, university educators are expected to pay more attention to developing this skill in medical students.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41436115","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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