Context: The quality of the educational system is considered to be the most important influential factor in universities. Students have different characteristics that affect their academic achievement and failure. The educational failure of medical students has irreparable effects on various individual, social, and economic aspects. The present study aimed to investigate the influential factors in the academic achievement and failure of medical students in Iran. Methods: This systematic review was conducted through the two-step search of keywords such as “academic achievement” OR “academic failure” AND “medical student” in national and international databases, including SID, Google Scholar, and Scopus, and 32 and 58 articles were extracted from the two database categories, respectively. After reviewing the titles and abstracts, 38 articles were excluded. After the assessment of the remaining full-text articles, 36 other cases were also excluded, and 16 articles were reviewed. Results: The influential factors in academic achievement and failure included the entrance exam quota type, high school diploma grade, gender, parental education level, occupation status, place of residence, interval between the high school diploma and university admission, indigenousness, grades of the specific course of the entrance exam, socioeconomic status, self-esteem, IQ, young age, competitiveness, effort, social interest, the volume of university courses, exam preparation, the quality of the teacher’s education, level of interest in the course, the importance of the course in the comprehensive exam, and the ability of the teachers. In addition, various individual and family factors, socioeconomic status, and educational facilities have been reported to affect the academic achievement or failure of medical students. Conclusions: According to the results, the academic achievement and failure of medical students are affected by several factors, which should be considered in medical education.
{"title":"The Influential Factors in the Academic Achievement and Failure of Medical Students in Iran: A Review Study","authors":"E. Niromand, A. Salehi, M. Khazaei, M. Khazaei","doi":"10.5812/erms.105860","DOIUrl":"https://doi.org/10.5812/erms.105860","url":null,"abstract":"Context: The quality of the educational system is considered to be the most important influential factor in universities. Students have different characteristics that affect their academic achievement and failure. The educational failure of medical students has irreparable effects on various individual, social, and economic aspects. The present study aimed to investigate the influential factors in the academic achievement and failure of medical students in Iran. Methods: This systematic review was conducted through the two-step search of keywords such as “academic achievement” OR “academic failure” AND “medical student” in national and international databases, including SID, Google Scholar, and Scopus, and 32 and 58 articles were extracted from the two database categories, respectively. After reviewing the titles and abstracts, 38 articles were excluded. After the assessment of the remaining full-text articles, 36 other cases were also excluded, and 16 articles were reviewed. Results: The influential factors in academic achievement and failure included the entrance exam quota type, high school diploma grade, gender, parental education level, occupation status, place of residence, interval between the high school diploma and university admission, indigenousness, grades of the specific course of the entrance exam, socioeconomic status, self-esteem, IQ, young age, competitiveness, effort, social interest, the volume of university courses, exam preparation, the quality of the teacher’s education, level of interest in the course, the importance of the course in the comprehensive exam, and the ability of the teachers. In addition, various individual and family factors, socioeconomic status, and educational facilities have been reported to affect the academic achievement or failure of medical students. Conclusions: According to the results, the academic achievement and failure of medical students are affected by several factors, which should be considered in medical education.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42305412","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 current curriculum of genetics for medical students in the universities of Iran includes basic and clinical materials that are mainly theory-based. The integration of medical genetics into various aspects of medicine and exposing students to the practical and clinical aspects of genetics play a key role in improving the skills of graduated young physicians. Objectives: The present study aimed to evaluate the viewpoints of medical students regarding the practicality of genetics practice classes. Methods: This descriptive study was conducted using a researcher-made questionnaire, which was completed by 72 medical students at Ahvaz Jundishapour University of Medical Sciences in Ahvaz, Iran. The respondents had a genetics practice class (during two-credit course), which was taught in the third semester of basic medical education. The participants were asked about the quality and quantity of the genetics course and teaching methods of the instructor, as well as the practicality of the course. Data analysis was performed in SPSS version 19. Results: The majority of the students (59.7%) believed that the genetics practice class was useful and helped with the better understanding of genetics principles. In addition, 60% of the students stated that the class increased their interest to study and research in medical genetics. In response to the open question, 32% of the students emphasized on teaching more clinical examples by teachers and doing more laboratory tests by students. Conclusions: The practical aspect of medical education is constantly reshaped, and the curricula of medical schools have to encompass new measures to keep up with the high speed of these changes. Each item in the medical genetics education should be accompanied with students’ practical experiences and advanced teaching methods in order to meet the requirements of genetics practice classes and prepare the students for the visitation of genetics patients in hospitals, analysis of laboratory genetic tests, and holding counseling sessions in this regard.
{"title":"Genetics Practice Class: A Useful Educational Method to Enhance the Learning of Medical Students","authors":"M. Bijanzadeh","doi":"10.5812/erms.108331","DOIUrl":"https://doi.org/10.5812/erms.108331","url":null,"abstract":"Background: The current curriculum of genetics for medical students in the universities of Iran includes basic and clinical materials that are mainly theory-based. The integration of medical genetics into various aspects of medicine and exposing students to the practical and clinical aspects of genetics play a key role in improving the skills of graduated young physicians. Objectives: The present study aimed to evaluate the viewpoints of medical students regarding the practicality of genetics practice classes. Methods: This descriptive study was conducted using a researcher-made questionnaire, which was completed by 72 medical students at Ahvaz Jundishapour University of Medical Sciences in Ahvaz, Iran. The respondents had a genetics practice class (during two-credit course), which was taught in the third semester of basic medical education. The participants were asked about the quality and quantity of the genetics course and teaching methods of the instructor, as well as the practicality of the course. Data analysis was performed in SPSS version 19. Results: The majority of the students (59.7%) believed that the genetics practice class was useful and helped with the better understanding of genetics principles. In addition, 60% of the students stated that the class increased their interest to study and research in medical genetics. In response to the open question, 32% of the students emphasized on teaching more clinical examples by teachers and doing more laboratory tests by students. Conclusions: The practical aspect of medical education is constantly reshaped, and the curricula of medical schools have to encompass new measures to keep up with the high speed of these changes. Each item in the medical genetics education should be accompanied with students’ practical experiences and advanced teaching methods in order to meet the requirements of genetics practice classes and prepare the students for the visitation of genetics patients in hospitals, analysis of laboratory genetic tests, and holding counseling sessions in this regard.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42266833","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}
Sareh Shakerian, Zohreh Khoshgoftar, E. Rezayof, M. Amadi
Context: Given the importance of learning from both cognitive and non-cognitive aspects of development in medical science education, the selection of appropriate educational strategies is a key structural issue. The jigsaw method is used in cooperative learning to improve cognitive and non-cognitive skills. Objectives: The present study aimed to investigate the status of the jigsaw method as a cooperative learning technique. Methods: This was a review and meta-analysis, in which relevant studies were identified through electronic database searching using specific keywords. The inclusion criteria for the meta-analysis were experimental and quasi-experimental studies. The intervention involved the comparison of the jigsaw method to other methods, and various cognitive and non-cognitive outcomes were assessed. The meta-analysis to determine the summary estimation using comprehensive meta-analysis software was performed using the fixed model method. The heterogeneity of the studies was evaluated based on the I2 index. Results: From the extracted studies (n = 682) with various stages of investigation in the target databases and exclusion of the repetitive cases, 10 articles were selected based on the inclusion criteria, and seven articles with common outcomes were selected for the meta-analysis. The summary estimate of 1.29 (95% CI: 1.07 - 1.51) was calculated, and many outcomes were individually interpreted. Conclusions: The national literature review indicated that the jigsaw method is rarely used in medical education. Considering the impact of this approach on cognitive and non-cognitive skills, the necessary cooperative learning approaches should be developed in the medical education system.
{"title":"The Use of the Jigsaw Cooperative Learning Technique for the Health Science Students in Iran: A Meta-Analysis","authors":"Sareh Shakerian, Zohreh Khoshgoftar, E. Rezayof, M. Amadi","doi":"10.5812/erms.102043","DOIUrl":"https://doi.org/10.5812/erms.102043","url":null,"abstract":"Context: Given the importance of learning from both cognitive and non-cognitive aspects of development in medical science education, the selection of appropriate educational strategies is a key structural issue. The jigsaw method is used in cooperative learning to improve cognitive and non-cognitive skills. Objectives: The present study aimed to investigate the status of the jigsaw method as a cooperative learning technique. Methods: This was a review and meta-analysis, in which relevant studies were identified through electronic database searching using specific keywords. The inclusion criteria for the meta-analysis were experimental and quasi-experimental studies. The intervention involved the comparison of the jigsaw method to other methods, and various cognitive and non-cognitive outcomes were assessed. The meta-analysis to determine the summary estimation using comprehensive meta-analysis software was performed using the fixed model method. The heterogeneity of the studies was evaluated based on the I2 index. Results: From the extracted studies (n = 682) with various stages of investigation in the target databases and exclusion of the repetitive cases, 10 articles were selected based on the inclusion criteria, and seven articles with common outcomes were selected for the meta-analysis. The summary estimate of 1.29 (95% CI: 1.07 - 1.51) was calculated, and many outcomes were individually interpreted. Conclusions: The national literature review indicated that the jigsaw method is rarely used in medical education. Considering the impact of this approach on cognitive and non-cognitive skills, the necessary cooperative learning approaches should be developed in the medical education system.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48161981","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}
E. Niromand, Seiydeh Sara Hosseini, M. Khazaei, M. Khazaei
Background: The management of educational organizations is particularly sensitive since it deals with the professors and students who play a strategic role in the community. Objectives: The present study aimed to determine the satisfaction level of the faculty members with the current status of executive processes and performance of medical school departments regarding service provision. Methods: This cross-sectional, descriptive study was conducted at Kermanshah University of Medical Sciences in 2018. The sample population included the faculty members of the clinical and basic sciences departments. Data were collected using a researcher-made questionnaire based on the previous studies. Data analysis was performed using t-test and chi-square, and the data were expressed as mean, standard deviation, numbers, and percentages. Results: Among 187 faculty members, 55 (29.4%) were in the basic sciences department, 132 cases were in the clinical departments, and 65.24% were male. The mean age of the professors was 42.84 ± 5.52 years (range: 30 - 60 years). The mean work experience was 10 years (range: 1 - 30 years), and the academic rank was mainly assistant professor (65.8%) and associate professor (27.3%), with the majority (45.6%) having formal and formal-experiential employment. Management experience at the faculty or university level was 34.6%, while it was 28.9% at the department level. The satisfaction of the faculty members with the performance of the medical school units was favorable, with the highest satisfaction rate belonging to the research units and the lowest belonging to the service units. Conclusions: According to the results, the satisfaction of the faculty members with the provided services in the educational, research, and administrative-financial units of Kermanshah University of Medical Sciences was favorable despite the difference between these units in this regard.
{"title":"Faculty Members’ Satisfaction with the Executive Processes of Educational, Research and Administrative Units of Kermanshah Medical School in 2018","authors":"E. Niromand, Seiydeh Sara Hosseini, M. Khazaei, M. Khazaei","doi":"10.5812/erms.101119","DOIUrl":"https://doi.org/10.5812/erms.101119","url":null,"abstract":"Background: The management of educational organizations is particularly sensitive since it deals with the professors and students who play a strategic role in the community. Objectives: The present study aimed to determine the satisfaction level of the faculty members with the current status of executive processes and performance of medical school departments regarding service provision. Methods: This cross-sectional, descriptive study was conducted at Kermanshah University of Medical Sciences in 2018. The sample population included the faculty members of the clinical and basic sciences departments. Data were collected using a researcher-made questionnaire based on the previous studies. Data analysis was performed using t-test and chi-square, and the data were expressed as mean, standard deviation, numbers, and percentages. Results: Among 187 faculty members, 55 (29.4%) were in the basic sciences department, 132 cases were in the clinical departments, and 65.24% were male. The mean age of the professors was 42.84 ± 5.52 years (range: 30 - 60 years). The mean work experience was 10 years (range: 1 - 30 years), and the academic rank was mainly assistant professor (65.8%) and associate professor (27.3%), with the majority (45.6%) having formal and formal-experiential employment. Management experience at the faculty or university level was 34.6%, while it was 28.9% at the department level. The satisfaction of the faculty members with the performance of the medical school units was favorable, with the highest satisfaction rate belonging to the research units and the lowest belonging to the service units. Conclusions: According to the results, the satisfaction of the faculty members with the provided services in the educational, research, and administrative-financial units of Kermanshah University of Medical Sciences was favorable despite the difference between these units in this regard.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929708","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: Educational multimedia software as a student-oriented educational tool provides an optimal educational condition, which allows students to view surgical videos and photographs and fill the gap between theoretical and practical training. Objectives: The present study aimed to compare the effects of multimedia tools and traditional methods on the neuroscience learning of the undergraduate students of surgical technology in Hamedan, Iran. Methods: This quasi-experimental, interventional study was conducted on 32 undergraduate students of four surgical technology courses, who were selected via convenience sampling. Neurosurgery sessions were divided into two parts, including traditional and multimedia-based education, which were used to teach the multimedia software in the field of neurosurgical topics (movies, photographs, and atlases). The learning of the students was measured by a written test. Data analysis was performed in SPSS version 23 using t-test, and paired t-test was also used to compare the differences between the traditional and multimedia education. Results: The multimedia education was more effective compared to the traditional method of learning in neurosurgery education (P < 0.001). Conclusions: According to the results, multimedia education could be used as a new and effective educational method in operating surgical technology and training.
{"title":"The Comparison of the Effects of Multimedia Tools and Traditional Methods on Neurosurgery Learning","authors":"A. Merajikhah, Behzad Imani, N. Nowruzi","doi":"10.5812/erms.100355","DOIUrl":"https://doi.org/10.5812/erms.100355","url":null,"abstract":"Background: Educational multimedia software as a student-oriented educational tool provides an optimal educational condition, which allows students to view surgical videos and photographs and fill the gap between theoretical and practical training. Objectives: The present study aimed to compare the effects of multimedia tools and traditional methods on the neuroscience learning of the undergraduate students of surgical technology in Hamedan, Iran. Methods: This quasi-experimental, interventional study was conducted on 32 undergraduate students of four surgical technology courses, who were selected via convenience sampling. Neurosurgery sessions were divided into two parts, including traditional and multimedia-based education, which were used to teach the multimedia software in the field of neurosurgical topics (movies, photographs, and atlases). The learning of the students was measured by a written test. Data analysis was performed in SPSS version 23 using t-test, and paired t-test was also used to compare the differences between the traditional and multimedia education. Results: The multimedia education was more effective compared to the traditional method of learning in neurosurgery education (P < 0.001). Conclusions: According to the results, multimedia education could be used as a new and effective educational method in operating surgical technology and training.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315311","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}
Hamed Abbasi Kasani, gholamreza shams mourkani, F. Seraji, Morteza Rezaei-Zadeh
Background: Evaluation is an inherent element of the teaching-learning process and is influenced by several factors. Objectives: The present study aimed to identify the influential factors in the effective implementation of evaluation in the teaching-learning process in the Iranian higher education system. Methods: This study was conducted using the synthesis method and a qualitative approach. The sample population included all the national studies focused on the influential factors in the evaluation of the teaching-learning process during 2000 - 2018. In total, 36 studies were selected, and after several screening stages, 10 studies that were more relevant to the subject matter were selected as the research sample based on the review of the titles, abstracts, and research content. The database search was performed using keywords such as ‘factors/indicators affecting the evaluation of students’ and ‘teachers/implementation of evaluation’. The databases included CIVILICA, Magiran, Elmnet, Noormags, and SID. The research data were extracted and analyzed using the content analysis method. Results: After data analysis, the influential factors in the implementation of evaluation were classified into two dimensions, five factors, and 29 indicators, including the structural dimension (conditions and environment of evaluation, educational system, and evaluation system) and behavioral dimension (teachers and students). Conclusions: The results of the data analysis led to the identification of the influential factors in the effective implementation of the teaching-learning process evaluation in the Iranian higher education system as a model.
{"title":"The Influential Factors in the Effective Implementation of Evaluation in the Teaching-Learning Process in the Iranian Higher Education System","authors":"Hamed Abbasi Kasani, gholamreza shams mourkani, F. Seraji, Morteza Rezaei-Zadeh","doi":"10.5812/erms.101587","DOIUrl":"https://doi.org/10.5812/erms.101587","url":null,"abstract":"Background: Evaluation is an inherent element of the teaching-learning process and is influenced by several factors. Objectives: The present study aimed to identify the influential factors in the effective implementation of evaluation in the teaching-learning process in the Iranian higher education system. Methods: This study was conducted using the synthesis method and a qualitative approach. The sample population included all the national studies focused on the influential factors in the evaluation of the teaching-learning process during 2000 - 2018. In total, 36 studies were selected, and after several screening stages, 10 studies that were more relevant to the subject matter were selected as the research sample based on the review of the titles, abstracts, and research content. The database search was performed using keywords such as ‘factors/indicators affecting the evaluation of students’ and ‘teachers/implementation of evaluation’. The databases included CIVILICA, Magiran, Elmnet, Noormags, and SID. The research data were extracted and analyzed using the content analysis method. Results: After data analysis, the influential factors in the implementation of evaluation were classified into two dimensions, five factors, and 29 indicators, including the structural dimension (conditions and environment of evaluation, educational system, and evaluation system) and behavioral dimension (teachers and students). Conclusions: The results of the data analysis led to the identification of the influential factors in the effective implementation of the teaching-learning process evaluation in the Iranian higher education system as a model.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41980761","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: Team-based learning (TBL) is an active and participatory learning process, which is used to train students on health topics. Objectives: The present study aimed to assess the effect of TBL in teaching a medical physics course on the poor performance of the students. Methods: This quasi-experimental study was conducted on 28 medical students at Qom University of Medical Sciences, Iran who were unable to pass the medical physics course in the past semesters. At the beginning the 10-session course, eight questions with four options were provided to the students, and the students had to answer the questions individually within a specified time. After collecting the questionnaire responses, participants were divided into six groups and completed the same test as a team. Afterwards, each question was displayed on a smart board and discussed. Results: After the procedures of the study, all the participants successfully completed the medical physics course. At the end of the course, 90% of the students reported that the TBL method was more appropriate than lecture, and 80% of the students believed that the TBL method encouraged them to participate in the learning process. In the final exam, the scores of the students in the medical physics course increased by 3.95 ± 2.09 units with the TBL method compared to the prior course, and the difference was considered significant (P < 0.01). Conclusions: According to the results, the implementation of TBL in the medical physics course improved the learning motivation, satisfaction, and mean scores of the students with poor performance.
{"title":"The Effect of Team-Based Learning on the Performance of Medical Students in the Medical Physics Course","authors":"M. Tabibi, S. Shafiei, A. Hamta, Sara Amaniyan","doi":"10.5812/erms.102097","DOIUrl":"https://doi.org/10.5812/erms.102097","url":null,"abstract":"Background: Team-based learning (TBL) is an active and participatory learning process, which is used to train students on health topics. Objectives: The present study aimed to assess the effect of TBL in teaching a medical physics course on the poor performance of the students. Methods: This quasi-experimental study was conducted on 28 medical students at Qom University of Medical Sciences, Iran who were unable to pass the medical physics course in the past semesters. At the beginning the 10-session course, eight questions with four options were provided to the students, and the students had to answer the questions individually within a specified time. After collecting the questionnaire responses, participants were divided into six groups and completed the same test as a team. Afterwards, each question was displayed on a smart board and discussed. Results: After the procedures of the study, all the participants successfully completed the medical physics course. At the end of the course, 90% of the students reported that the TBL method was more appropriate than lecture, and 80% of the students believed that the TBL method encouraged them to participate in the learning process. In the final exam, the scores of the students in the medical physics course increased by 3.95 ± 2.09 units with the TBL method compared to the prior course, and the difference was considered significant (P < 0.01). Conclusions: According to the results, the implementation of TBL in the medical physics course improved the learning motivation, satisfaction, and mean scores of the students with poor performance.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41492482","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 Practical Framework for Workplace-Based Teaching of Professionalism to Medical Students","authors":"D. Fanelli, J. Agilinko, R. Holliday","doi":"10.5812/erms.100471","DOIUrl":"https://doi.org/10.5812/erms.100471","url":null,"abstract":"<jats:p />","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43562396","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: Concentration is relative, and it can be improved and strengthened by changing some of the existing factors, and students’ active participation due to positive interaction with professors, in addition to motivation, leads to more concentration and better learning. Objectives: The present study aimed to determine the factors affecting concentration and attendance in the classroom from students’ perspective. Methods: This cross-sectional study was performed in 2018. A total of 300 students were selected by quota sampling, and completed a three-part questionnaire including demographic characteristics, factors affecting concentration in the classroom and factors affecting attendance in the classroom. Data were analyzed using descriptive statistics, Spearman correlation coefficient in SPSS. Results: From the viewpoint of 81.7% of female students, “sufficient information and knowledge of the professor on the subject matter” (mean: 4.40 ± 0.63) in the domain of the factors related to the professor, “drowsiness in the classroom” (mean: 4.31 ± 0.78) in the domain of factors related to the students and “the presence of noise pollution” (mean: 4.31 ± 0.78) in the area of environmental factors played the most important roles among the factors influencing concentration. “Mastery of the professor on the content” (mean: 4.52 ± 0.71) and “participation in the class as a duty” (mean: 3.52 ± 1.12) played the most and least important roles among the factors affecting attendance in classrooms, respectively. Conclusions: According to the study results, capabilities of professors in attending to students' status are important for the creation of concentration and motivation in students to attend classrooms.
{"title":"Factors Affecting Concentration and Attendance in the Classroom from Students' Point of View in Qom University of Medical Sciences (2018)","authors":"E. Rahiminia, S. Yazdani, H. Rahiminia","doi":"10.5812/erms.93075","DOIUrl":"https://doi.org/10.5812/erms.93075","url":null,"abstract":"Background: Concentration is relative, and it can be improved and strengthened by changing some of the existing factors, and students’ active participation due to positive interaction with professors, in addition to motivation, leads to more concentration and better learning. Objectives: The present study aimed to determine the factors affecting concentration and attendance in the classroom from students’ perspective. Methods: This cross-sectional study was performed in 2018. A total of 300 students were selected by quota sampling, and completed a three-part questionnaire including demographic characteristics, factors affecting concentration in the classroom and factors affecting attendance in the classroom. Data were analyzed using descriptive statistics, Spearman correlation coefficient in SPSS. Results: From the viewpoint of 81.7% of female students, “sufficient information and knowledge of the professor on the subject matter” (mean: 4.40 ± 0.63) in the domain of the factors related to the professor, “drowsiness in the classroom” (mean: 4.31 ± 0.78) in the domain of factors related to the students and “the presence of noise pollution” (mean: 4.31 ± 0.78) in the area of environmental factors played the most important roles among the factors influencing concentration. “Mastery of the professor on the content” (mean: 4.52 ± 0.71) and “participation in the class as a duty” (mean: 3.52 ± 1.12) played the most and least important roles among the factors affecting attendance in classrooms, respectively. Conclusions: According to the study results, capabilities of professors in attending to students' status are important for the creation of concentration and motivation in students to attend classrooms.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49217450","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}
BackgroundNumerous factors play a role in the quality of university environment in different educational and research aspects. Researchers have explained these factors from different perspectives. Achieving these factors facilitates improvement of universities in various areas. Universities are then compelled to design and implement effective educational courses for students and reflect their findings about effective curricula.ObjectivesThe present study aimed to investigate the relationship between educational-research environment of the university and students’ self-esteem considering the mediating role of spiritual health in medical education curricula.MethodsThe statistical population consists of all the students of Shiraz University of Medical Sciences, of whom 211 students were selected by stratified random sampling. Research tools included educational-research environment of university questionnaire, spiritual health questionnaire and self-esteem questionnaire.ResultsThe results indicated that components of educational-research environment of the university have a significant effect on students’ self-esteem and students’ spiritual health. The findings also showed that educational-research environment of the university and spiritual health have a significant effect on students’ self-esteem, and predicted 33% of the total variance of students’ spiritual health. Finally, spiritual health plays a major mediating role between students’ self-esteem and variables of infrastructures and facilities.ConclusionsTherefore, higher education curricula must be designed, developed and most importantly implemented such that learning the content of the curricula in the higher education environment helps students find meaning and purpose in life, gain a deep understanding of life values and strive to attain humanity, nobility and wisdom.
{"title":"Developing a Causal Model of University Educational-Research Environment, Spiritual Health and Students’ Self-Esteem in Medical Education Curricula","authors":"F. Keshavarzi, E. Heidari","doi":"10.5812/erms.94387","DOIUrl":"https://doi.org/10.5812/erms.94387","url":null,"abstract":"BackgroundNumerous factors play a role in the quality of university environment in different educational and research aspects. Researchers have explained these factors from different perspectives. Achieving these factors facilitates improvement of universities in various areas. Universities are then compelled to design and implement effective educational courses for students and reflect their findings about effective curricula.ObjectivesThe present study aimed to investigate the relationship between educational-research environment of the university and students’ self-esteem considering the mediating role of spiritual health in medical education curricula.MethodsThe statistical population consists of all the students of Shiraz University of Medical Sciences, of whom 211 students were selected by stratified random sampling. Research tools included educational-research environment of university questionnaire, spiritual health questionnaire and self-esteem questionnaire.ResultsThe results indicated that components of educational-research environment of the university have a significant effect on students’ self-esteem and students’ spiritual health. The findings also showed that educational-research environment of the university and spiritual health have a significant effect on students’ self-esteem, and predicted 33% of the total variance of students’ spiritual health. Finally, spiritual health plays a major mediating role between students’ self-esteem and variables of infrastructures and facilities.ConclusionsTherefore, higher education curricula must be designed, developed and most importantly implemented such that learning the content of the curricula in the higher education environment helps students find meaning and purpose in life, gain a deep understanding of life values and strive to attain humanity, nobility and wisdom.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"16 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41294947","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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