Pub Date : 2021-09-01DOI: 10.22038/FMEJ.2020.52581.1358
F. Saeedi, M. Hosseini, A. Emadzadeh
Background: In recent years, virtual education has emerged as one of the important applications of new information and communication technologies in the world. This study was conducted to determine the effect of the virtual training course of nutrition programs in the Health System Evolution Plan on the knowledge and practice of primary health workers in Mashhad, Iran based on the Kirkpatrick Model.Methods: This cross-sectional study was performed on 94 primary health workers in Health Center No. 1 in Mashhad. The sample size was calculated at 45 subjects and the samples were selected using a random number table. According to the staff training criteria, the training course with special conditions was held virtually based on the approved lesson plan. During the course, based on the Kirkptrick Model, a researcher-made questionnaire included four levels (reaction, learning, behavior, and results) was completed and scored based on a Likert scale. The data were analyzed in SPSS software (version 21).Results: The mean score of the content quality of the course was 4.61±0.45; it means that the participants were very satisfied with the quality of the course content. The mean score of the presentation of the course was 4.5±0.6 indicatings the presentation of the course was very good. The mean score obtained from the course exam was 85.9±10.3. Besides, the mean score of skills acquired by the subjects was 4.75±0.34 which is considered a very good level. The mean score of the job performance of subjects was 4.55±0.54 which is also a very good level.Conclusion: The in-service training course of nutrition programs in the Health System Evolution Plan was effective on the knowledge and performance of primary health workers in Mashhad.
{"title":"Effects of Virtual Education of Nutrition Programs in the Health System Evolution Plan on the Knowledge and Performance of Primary Health Workers (Behvarzes) in Mashhad, Iran Based on the Kirkpatrick Model in 2020","authors":"F. Saeedi, M. Hosseini, A. Emadzadeh","doi":"10.22038/FMEJ.2020.52581.1358","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.52581.1358","url":null,"abstract":"Background: In recent years, virtual education has emerged as one of the important applications of new information and communication technologies in the world. This study was conducted to determine the effect of the virtual training course of nutrition programs in the Health System Evolution Plan on the knowledge and practice of primary health workers in Mashhad, Iran based on the Kirkpatrick Model.Methods: This cross-sectional study was performed on 94 primary health workers in Health Center No. 1 in Mashhad. The sample size was calculated at 45 subjects and the samples were selected using a random number table. According to the staff training criteria, the training course with special conditions was held virtually based on the approved lesson plan. During the course, based on the Kirkptrick Model, a researcher-made questionnaire included four levels (reaction, learning, behavior, and results) was completed and scored based on a Likert scale. The data were analyzed in SPSS software (version 21).Results: The mean score of the content quality of the course was 4.61±0.45; it means that the participants were very satisfied with the quality of the course content. The mean score of the presentation of the course was 4.5±0.6 indicatings the presentation of the course was very good. The mean score obtained from the course exam was 85.9±10.3. Besides, the mean score of skills acquired by the subjects was 4.75±0.34 which is considered a very good level. The mean score of the job performance of subjects was 4.55±0.54 which is also a very good level.Conclusion: The in-service training course of nutrition programs in the Health System Evolution Plan was effective on the knowledge and performance of primary health workers in Mashhad.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"11 1","pages":"48-52"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798047","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}
Pub Date : 2021-09-01DOI: 10.22038/FMEJ.2021.59782.1424
M. Salehian
Since 1987, the National Nursing Association (NNA) has called for the need to reform in nursing education. The currency of behavioral models ,the rule of prescriptive laws and one-way teacher-student relationships, consequently, the creation of an educational environment free of caring and human principles, has recalled the need to revise in nursing education. Many efforts have been made to change the nursing education paradigm and introduce the concept of caring in nursing curriculum. The concept of caring in nursing education is a teaching and learning approach that is defined based on sustainable teacher-student interaction and based on human values.One of the prerequisites for integrating the concept of caring in nursing education is providing a caring environment in nursing schools. The caring learning environment has been introduced as a climate to increase the student's perception and ability to learn and apply the concept of caring, which is based on sharing experiences, respect and support. The caring environment is introduced as a supportive environment and free expression of ideas without judgment and with respect for the human dignity of students, faculty and staff.The structural features of nursing schools (standards, leadership, curriculum) along with the affective characteristics, such as: the ability and understand caring, as well as caring behaviors, create a caring environment. In this atmosphere, everyone feels valued and respected. The outcome of caring learning environment are: retaining faculty and students in the profession, Improving the civic environment, decreasing faculty- practice gap and preparing nursing students who provide patient-centered care.
{"title":"Creating a caring learning environment in nursing education","authors":"M. Salehian","doi":"10.22038/FMEJ.2021.59782.1424","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.59782.1424","url":null,"abstract":"Since 1987, the National Nursing Association (NNA) has called for the need to reform in nursing education. The currency of behavioral models ,the rule of prescriptive laws and one-way teacher-student relationships, consequently, the creation of an educational environment free of caring and human principles, has recalled the need to revise in nursing education. Many efforts have been made to change the nursing education paradigm and introduce the concept of caring in nursing curriculum. The concept of caring in nursing education is a teaching and learning approach that is defined based on sustainable teacher-student interaction and based on human values.One of the prerequisites for integrating the concept of caring in nursing education is providing a caring environment in nursing schools. The caring learning environment has been introduced as a climate to increase the student's perception and ability to learn and apply the concept of caring, which is based on sharing experiences, respect and support. The caring environment is introduced as a supportive environment and free expression of ideas without judgment and with respect for the human dignity of students, faculty and staff.The structural features of nursing schools (standards, leadership, curriculum) along with the affective characteristics, such as: the ability and understand caring, as well as caring behaviors, create a caring environment. In this atmosphere, everyone feels valued and respected. The outcome of caring learning environment are: retaining faculty and students in the profession, Improving the civic environment, decreasing faculty- practice gap and preparing nursing students who provide patient-centered care.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43542564","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}
Pub Date : 2021-09-01DOI: 10.22038/FMEJ.2021.54457.1372
Mavadat Saidi, Zohreh Bayatshahbazi
Background: The current study strived to unfold the relationship between interpersonal and intrapersonal intelligence types and classroom management strategies among the instructors of teaching English toward the students of medical sciences. The study further tried to see if there was any significant difference between language and content instructors in terms of their classroom management strategies in their classes.Methods: A convenient sample of 80 EAP instructors from state universities of Tehran, Tabriz, Isfahan, and Mashhad provided responses to the excerpted items related to personal intelligences from McKenzie’s Multiple Intelligences Questionnaire and Behavior and Instructional Management Scale (BIMS). A Pearson product-moment correlation test was run to determine the possible link between the participants’ personal intelligences and their classroom management strategies. Moreover, an independent sample t-test was used to find out the possible difference between language and content instructors in terms of their classroom management strategies.Results: The results revealed a significant relationship between the instructors’ interpersonal and intrapersonal intelligences and their classroom management strategies. Furthermore, a significant difference was found between language and content instructors in terms of their classroom management approaches in English for the students of medical science courses.Conclusion: The findings can raise the EAP instructors’ consciousness to enhance their interpersonal and intrapersonal intelligence types in order to improve and promote their classroom management strategies. In addition, the results may enhance the policymakers’ perception of the required considerations for in-service teacher training courses of English for medical science instructors.
{"title":"The Relationship between Interpersonal and Intrapersonal Intelligences and Classroom Management Strategies among Instructors of English for Medical Sciences","authors":"Mavadat Saidi, Zohreh Bayatshahbazi","doi":"10.22038/FMEJ.2021.54457.1372","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.54457.1372","url":null,"abstract":"Background: The current study strived to unfold the relationship between interpersonal and intrapersonal intelligence types and classroom management strategies among the instructors of teaching English toward the students of medical sciences. The study further tried to see if there was any significant difference between language and content instructors in terms of their classroom management strategies in their classes.Methods: A convenient sample of 80 EAP instructors from state universities of Tehran, Tabriz, Isfahan, and Mashhad provided responses to the excerpted items related to personal intelligences from McKenzie’s Multiple Intelligences Questionnaire and Behavior and Instructional Management Scale (BIMS). A Pearson product-moment correlation test was run to determine the possible link between the participants’ personal intelligences and their classroom management strategies. Moreover, an independent sample t-test was used to find out the possible difference between language and content instructors in terms of their classroom management strategies.Results: The results revealed a significant relationship between the instructors’ interpersonal and intrapersonal intelligences and their classroom management strategies. Furthermore, a significant difference was found between language and content instructors in terms of their classroom management approaches in English for the students of medical science courses.Conclusion: The findings can raise the EAP instructors’ consciousness to enhance their interpersonal and intrapersonal intelligence types in order to improve and promote their classroom management strategies. In addition, the results may enhance the policymakers’ perception of the required considerations for in-service teacher training courses of English for medical science instructors.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46289823","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}
Pub Date : 2021-07-26DOI: 10.22038/FMEJ.2021.57055.1391
Zahra Rajai, M. Ebrahimi, Hamideh Baakhlagh, Emad Ebrahimzadeh, Bita Najjari, Maryam Sadat AmirkalaliMaryam Sadat Amirkalali, S. Raji, A. Ziaee, Alireza Omranzadeh, Sindokht Norouz, Hanieh Abedi
Background: Freshman medical students experience high levels of distress, which may affect their learning ability. The present study assessed the effectiveness of a psychological-educational supportive package on the psychological well-being and the academic performance of freshman medical students. Methods: We included all the first-year medical students of Mashhad University of Medical Sciences in the educational year of 2018-2019 in the present study, using the census method. The first-year medical students of autumn semester 2018 formed the control group and those in winter semester 2019 formed intervention group. 102 students among the control and 129 students (divided into 13 groups) among the intervention group voluntarily completed the study. The intervention was a psychological-educational supportive package designed to provide a supportive environment for freshmen and enhance peer-group interactions, increase emotional intelligence, coping and problem-solving strategies. It consisted of 6 weekly group sessions for first-year medical students, followed by follow-up sessions until the end of the first semester. The outcome measures were Grade Point Average (GPA) of the first and second semesters as the indicators of academic performance and the General Health Questionnaire-28 (GHQ-28) at the beginning of the first semester, at the end of the semesters to quantify the level of psychological well-being. Results: The mean GHQ-28 changes in the intervention group were significantly higher than the control group (pre-test/post-test: P= 0.013, post-test/follow-up: p <0.0001). In the intervention group, GPA was significantly higher than the control group in both the first and second semesters (P=0.016, p <0.0001, respectively). Conclusion: Psychological-educational intervention improved the level of psychological well-being and academic performance of freshman medical students.
{"title":"Can a psychological-educational supportive intervention enhance the psychological well-being and academic performance of freshman medical students?","authors":"Zahra Rajai, M. Ebrahimi, Hamideh Baakhlagh, Emad Ebrahimzadeh, Bita Najjari, Maryam Sadat AmirkalaliMaryam Sadat Amirkalali, S. Raji, A. Ziaee, Alireza Omranzadeh, Sindokht Norouz, Hanieh Abedi","doi":"10.22038/FMEJ.2021.57055.1391","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.57055.1391","url":null,"abstract":"Background: Freshman medical students experience high levels of distress, which may affect their learning ability. The present study assessed the effectiveness of a psychological-educational supportive package on the psychological well-being and the academic performance of freshman medical students. Methods: We included all the first-year medical students of Mashhad University of Medical Sciences in the educational year of 2018-2019 in the present study, using the census method. The first-year medical students of autumn semester 2018 formed the control group and those in winter semester 2019 formed intervention group. 102 students among the control and 129 students (divided into 13 groups) among the intervention group voluntarily completed the study. The intervention was a psychological-educational supportive package designed to provide a supportive environment for freshmen and enhance peer-group interactions, increase emotional intelligence, coping and problem-solving strategies. It consisted of 6 weekly group sessions for first-year medical students, followed by follow-up sessions until the end of the first semester. The outcome measures were Grade Point Average (GPA) of the first and second semesters as the indicators of academic performance and the General Health Questionnaire-28 (GHQ-28) at the beginning of the first semester, at the end of the semesters to quantify the level of psychological well-being. Results: The mean GHQ-28 changes in the intervention group were significantly higher than the control group (pre-test/post-test: P= 0.013, post-test/follow-up: p <0.0001). In the intervention group, GPA was significantly higher than the control group in both the first and second semesters (P=0.016, p <0.0001, respectively). Conclusion: Psychological-educational intervention improved the level of psychological well-being and academic performance of freshman medical students.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052196","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}
Pub Date : 2021-06-01DOI: 10.22038/FMEJ.2021.51280.1353
Somayeh Salary, A. Aminbeidokhti, M. Karami
Background Competency-based program is one of the effective approaches that has attracted the policy makers’ attention in the process of medical education and promotion of its quality. Regarding the important role of this approach, this research aims to evaluate the professional competency-based curriculum of radiology residents at Mashhad University of Medical Sciences. Methods This research is a descriptive-survey study investigating the opinions of radiology residents and professors. The participants were 90 radiology residents and 16 board members who were selected by census. The research tool was a researcher-made questionnaire including 35 items classified in 9 categories. The questionnaire was used after evaluating its reliability and validity. All the items were reliable regarding the Cronbach’s alpha coefficient of 0.7. Data analysis was done by descriptive and inferential statistics (one-sample t-test and independent t-test). Results According to the radiology residents’ and professors’ viewpoints, all the nine elements of the residency program (goals, contents, learning-teaching strategies, Learning activities, materials, education time, education space, grouping, and evaluation) are above the medium level and there is no difference between the residents’ and professors’ viewpoints. Conclusion Investigating the competency approach, the elements of the curriculum, and the competency-based education of residency program can be effective in promotion of clinical performance. According to the results of this study, the studied radiology residency program corresponds to Klein’s nine elements.
{"title":"Evaluating the Application of the curriculum Elements with an Approach to Professional Competency (Case study: radiology residency curriculum of Mashhad University of Medical Sciences)","authors":"Somayeh Salary, A. Aminbeidokhti, M. Karami","doi":"10.22038/FMEJ.2021.51280.1353","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.51280.1353","url":null,"abstract":"Background Competency-based program is one of the effective approaches that has attracted the policy makers’ attention in the process of medical education and promotion of its quality. Regarding the important role of this approach, this research aims to evaluate the professional competency-based curriculum of radiology residents at Mashhad University of Medical Sciences. Methods This research is a descriptive-survey study investigating the opinions of radiology residents and professors. The participants were 90 radiology residents and 16 board members who were selected by census. The research tool was a researcher-made questionnaire including 35 items classified in 9 categories. The questionnaire was used after evaluating its reliability and validity. All the items were reliable regarding the Cronbach’s alpha coefficient of 0.7. Data analysis was done by descriptive and inferential statistics (one-sample t-test and independent t-test). Results According to the radiology residents’ and professors’ viewpoints, all the nine elements of the residency program (goals, contents, learning-teaching strategies, Learning activities, materials, education time, education space, grouping, and evaluation) are above the medium level and there is no difference between the residents’ and professors’ viewpoints. Conclusion Investigating the competency approach, the elements of the curriculum, and the competency-based education of residency program can be effective in promotion of clinical performance. According to the results of this study, the studied radiology residency program corresponds to Klein’s nine elements.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"11 1","pages":"3-7"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46808755","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}
Pub Date : 2021-06-01DOI: 10.22038/FMEJ.2021.54655.1376
Marzieh Amiri, D. Hamedi, N. Moradi, F. Taheri, M. Akbari, A. Bayat, Mohammad Khayatzadeh-Mahani, M. Tavakoli, Seifolah Jahantabi-Nejad, Nasibeh Noori Mombeyni, Maryam Delphi, B. Mandani, Sheyda Javadipour
Background This study conducted to explore and compare the effectiveness of an online ground round between two groups of audiology and occupational therapy of Ahvaz Jundishpaur University of Medical Sciences (AJUMS) students during the COVID-19 pandemic.Methods The study groups of this analytical cross-sectional study consisted of all fourth-year undergraduate students of audiology and occupational therapy. After implementation of the online grand round, the satisfaction questionnaire and knowledge exam were completed by the students.Results The level of satisfaction in both groups was above average (average>3); however, there was a significant difference in the mean total score of satisfaction questionnaire between the two groups (P=0.00). The mean score of the knowledge exam was 6.46±1.59 and 6.28±1.89 in the audiology and occupational therapy groups, respectively. Nevertheless, there was no significant difference in the mean score of this exam between the two groups (P=0.78).Conclusion The online grand round can play an effective role in transferring the teacher's experiences to students during the COVID-19 pandemic, when it is not possible to hold face-to-face classes.
{"title":"Evaluation and Comparison of the Effectiveness of an Online Ground Round between Audiology and Occupational Therapy Students of Ahvaz Jundishapur University of Medical Sciences During the COVID-19 Pandemic","authors":"Marzieh Amiri, D. Hamedi, N. Moradi, F. Taheri, M. Akbari, A. Bayat, Mohammad Khayatzadeh-Mahani, M. Tavakoli, Seifolah Jahantabi-Nejad, Nasibeh Noori Mombeyni, Maryam Delphi, B. Mandani, Sheyda Javadipour","doi":"10.22038/FMEJ.2021.54655.1376","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.54655.1376","url":null,"abstract":"Background This study conducted to explore and compare the effectiveness of an online ground round between two groups of audiology and occupational therapy of Ahvaz Jundishpaur University of Medical Sciences (AJUMS) students during the COVID-19 pandemic.Methods The study groups of this analytical cross-sectional study consisted of all fourth-year undergraduate students of audiology and occupational therapy. After implementation of the online grand round, the satisfaction questionnaire and knowledge exam were completed by the students.Results The level of satisfaction in both groups was above average (average>3); however, there was a significant difference in the mean total score of satisfaction questionnaire between the two groups (P=0.00). The mean score of the knowledge exam was 6.46±1.59 and 6.28±1.89 in the audiology and occupational therapy groups, respectively. Nevertheless, there was no significant difference in the mean score of this exam between the two groups (P=0.78).Conclusion The online grand round can play an effective role in transferring the teacher's experiences to students during the COVID-19 pandemic, when it is not possible to hold face-to-face classes.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"11 1","pages":"37-42"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44419851","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}
Pub Date : 2021-06-01DOI: 10.22038/FMEJ.2021.55078.1380
J. AnnieSheeba, Charulatha Ravindran, Hemanth Kumar Vr
Background: Clinical reasoning is one of the core features of clinical competency. Training and assessing clinical reasoning is vital in post-graduate training. Extended matching questions(EMQs) are effective in assessing problem-solving and clinical reasoning abilities, but not commonly used in Postgraduate training. Covid-19 pandemic, which prevented both patient encounter and regular academic activities, warranted the introduction of innovative Teaching-Learning methods to sustain clinical reasoning skills. Hence, we aimed to introduce EMQs in formative assessment among anaesthesia residents and analyzed its psychometric properties. Methods: The study was conducted at the Department of Anaesthesiology, MGMCRI, Pondicherry. Four modules of EMQs as part of a formative assessment was conducted among residents (n=20). A total of 40 clinical vignettes and 60 options were administered. Post-validation of the EMQs was done by item analysis. Test reliability was estimated by the Kuder-Richardson 20 formula. Difficulty index(DIF-I), discrimination index(DIS-I), and distractor functionality were analysed. Results: The KR-20 reliability coefficient was 0.72. The mean DIF-I was 0.43±0.17, where 72.5%(29) were in the acceptable range, 20%(8) difficult, and 7.5%(3) easy. The mean DIS-I was 0.28±0.24, where 40%(16) had acceptable, 27.5%(11) excellent, and 20% had poor discrimination. Ninety percent of distractors were functional. The DIS-I exhibited a positive correlation with DIF-I (r= 0.2155, P=0.0185). Conclusions: The results of the present study indicates that EMQs have acceptable test reliability. The majority of the items (80%) followed the principles of MCQs. We conclude that EMQs can be effectively used as part of the postgraduate assessment to test higher-order knowledge and clinical competency.
{"title":"Descriptive Analysis of the Psychometric Properties of Extended Matching Questions Conducted Among Anaesthesia Residents","authors":"J. AnnieSheeba, Charulatha Ravindran, Hemanth Kumar Vr","doi":"10.22038/FMEJ.2021.55078.1380","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.55078.1380","url":null,"abstract":"Background: Clinical reasoning is one of the core features of clinical competency. Training and assessing clinical reasoning is vital in post-graduate training. Extended matching questions(EMQs) are effective in assessing problem-solving and clinical reasoning abilities, but not commonly used in Postgraduate training. Covid-19 pandemic, which prevented both patient encounter and regular academic activities, warranted the introduction of innovative Teaching-Learning methods to sustain clinical reasoning skills. Hence, we aimed to introduce EMQs in formative assessment among anaesthesia residents and analyzed its psychometric properties. Methods: The study was conducted at the Department of Anaesthesiology, MGMCRI, Pondicherry. Four modules of EMQs as part of a formative assessment was conducted among residents (n=20). A total of 40 clinical vignettes and 60 options were administered. Post-validation of the EMQs was done by item analysis. Test reliability was estimated by the Kuder-Richardson 20 formula. Difficulty index(DIF-I), discrimination index(DIS-I), and distractor functionality were analysed. Results: The KR-20 reliability coefficient was 0.72. The mean DIF-I was 0.43±0.17, where 72.5%(29) were in the acceptable range, 20%(8) difficult, and 7.5%(3) easy. The mean DIS-I was 0.28±0.24, where 40%(16) had acceptable, 27.5%(11) excellent, and 20% had poor discrimination. Ninety percent of distractors were functional. The DIS-I exhibited a positive correlation with DIF-I (r= 0.2155, P=0.0185). Conclusions: The results of the present study indicates that EMQs have acceptable test reliability. The majority of the items (80%) followed the principles of MCQs. We conclude that EMQs can be effectively used as part of the postgraduate assessment to test higher-order knowledge and clinical competency.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"11 1","pages":"31-36"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45548915","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}
Pub Date : 2021-06-01DOI: 10.22038/FMEJ.2021.52644.1362
Fahimeh Hadavand, M. Haghighi, Simin Dokht Shoaei
Background: One of the most important steps in diagnosis and treatment of diseases is taking a good medical history. Current medical history form of Ministry of Health and Medical Education in our country doesn’t have Review of System part. In this research quantity and quality of Interns’ recording ROS in a new form including this part was studied. Methods: This is a Quasi-experimental study. In control group current medical history form without ROS part and in the cases group new proposed form including ROS part were used to take medical history by interns. Quantity and quality of ROS writing were evaluated by Infectious Disease residents and specialists. All data were compared by K2 and Fisher T test in SPSS 24 software. Results: In control group, 2% of interns had written ROS, all in incorrect place, with moderate quantity. In case group, ROS was written 100% in correct place, with quality of low, moderate, good, very good as 3%, 8%, 71% and 18% in order of frequency. Infectious disease residents’ and specialists’ satisfaction quality as low, moderate, good, very good were 8%, 14%, 72%, 6% and 7%, 15%, 71%, 7% in order with significant difference. (p <0.001) Conclusions: In conclusion we found significant relation between quality and quantity of recording data with using medical history form with ROS part by interns. It is proposed to change current form to a new one with ROS part.
{"title":"Comparative Study of Quality Improvement in Internsâ History Taking by using a new medical history Form with Review of System Part and current one without this part","authors":"Fahimeh Hadavand, M. Haghighi, Simin Dokht Shoaei","doi":"10.22038/FMEJ.2021.52644.1362","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.52644.1362","url":null,"abstract":"Background: One of the most important steps in diagnosis and treatment of diseases is taking a good medical history. Current medical history form of Ministry of Health and Medical Education in our country doesn’t have Review of System part. In this research quantity and quality of Interns’ recording ROS in a new form including this part was studied. Methods: This is a Quasi-experimental study. In control group current medical history form without ROS part and in the cases group new proposed form including ROS part were used to take medical history by interns. Quantity and quality of ROS writing were evaluated by Infectious Disease residents and specialists. All data were compared by K2 and Fisher T test in SPSS 24 software. Results: In control group, 2% of interns had written ROS, all in incorrect place, with moderate quantity. In case group, ROS was written 100% in correct place, with quality of low, moderate, good, very good as 3%, 8%, 71% and 18% in order of frequency. Infectious disease residents’ and specialists’ satisfaction quality as low, moderate, good, very good were 8%, 14%, 72%, 6% and 7%, 15%, 71%, 7% in order with significant difference. (p <0.001) Conclusions: In conclusion we found significant relation between quality and quantity of recording data with using medical history form with ROS part by interns. It is proposed to change current form to a new one with ROS part.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"11 1","pages":"43-46"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48248027","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}
Pub Date : 2021-06-01DOI: 10.22038/FMEJ.2021.47001.1319
A. Golafshani, Hasan Siamian
Background: Internationalizing education in universities has a positive effect on the quality of education and the position of a university in both short and long term .The purpose of this article is to examine the process of internationalization in order to strengthen the educational process in the field of specialization as well as to increase skills in higher education. Methods: In this review study, articles published in Persian and English journals in databases of Google scholar, ProQuest, Elsevier, PubMed, ISI (Web of Science), Barakatkns, AND Scopus were used. Searching articles were mainly using the keywords of internationalization, innovation, medical education, health education in Persian language and their English equivalent in Latin databases. The paper-selection process was based on the following strategy: At the end of the search, 130 articles were obtained. Then following the title and abstract screening, out of 86 articles 40 articles were excluded by the study of their abstracts, as well as 36 articles were chosen by full-text review. Finally, 10 articles found the inclusion criteria. Initially, the most important reasons were examined for the internationalization of higher education, then the internationalization process was considered with regard to the influential factors. Results: The results showed that if the transformation and innovation packages in the internationalization sector are realized, the following achievements will be achieved in the field of medical education: compilation of regional and international medical education and document preparation, compilation of international performance indicators and monitoring model, Designing a Model for Benefiting International Scientific Exchanges, Developing a Flexible Pattern in Educational Curricula to Expand the Attraction of International Students, and International Accreditation of Iranian Medical Universities. Conclusion: This research can provide a new perspective for changing the viewpoints of policy-makers and administrators of the macro-regional universities of medical sciences, especially in the first District to review the packages of transformation and innovation.
背景：从短期和长期来看，大学国际化教育对教育质量和大学地位都有积极影响。本文旨在考察国际化的过程，以加强专业领域的教育过程，提高高等教育的技能。方法：在本综述研究中，使用谷歌学者、ProQuest、爱思唯尔、PubMed、ISI（Web of Science）、Barakatkns和Scopus数据库中发表在波斯语和英语期刊上的文章。搜索文章主要使用波斯语的国际化、创新、医学教育、健康教育的关键词以及拉丁语数据库中的英语关键词。论文选择过程基于以下策略：在搜索结束时，获得了130篇文章。然后，经过标题和摘要筛选，在86篇文章中，40篇文章被排除在摘要研究之外，36篇文章被全文回顾选中。最后，10篇文章找到了入选标准。首先，考察了高等教育国际化的最重要原因，然后从影响因素的角度考虑了国际化过程。结果：结果表明，如果国际化领域的转型和创新一揽子计划得以实现，医学教育领域将取得以下成就：区域和国际医学教育和文件编制、国际绩效指标和监测模型的编制，设计有利于国际科学交流的模式，开发灵活的教育课程模式以扩大国际学生的吸引力，以及伊朗医科大学的国际认证。结论：本研究可以为改变宏观区域医科大学的决策者和管理者的观点提供一个新的视角，特别是在第一区审查转型和创新的一揽子计划。
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Pub Date : 2021-06-01DOI: 10.22038/FMEJ.2020.50573.1348
Yeganeh Heshmati, N. Naseri, M. Ghorbani
Background: Universities are the first line of social capital production centers in every society, among which the medical universities are the most important because of their great duties to promote common health services and educate professional students. Despite this, there is no standard social capital assessment tool in medical science university in Persian. Therefore, the present study was designed to develop a tool for measuring social capital in Mashhad University of Medical Sciences, in order to improve the level of social capital of faculty members, staff and managers to have a significant impact on the development of this index in the field of health education and student performance. Methods: Integrating quantitative and qualitative method has been applied in the present study in Mashhad University of medical sciences during 2019-2020. In the quantitative part, different variables affecting on social capital, obtained using related literature reviews and then they were finalized using Delphi method and expert panels' opinions. In the qualitative part, the proper questionnaire prepared and data analysis performed using structural equation method. Finally, descriptive statistics methods were used to characterize the sociological features of the sample and confirmatory factor analysis was used to evaluate the social capital model, using SPSS software version 20 and LISREL version 8.8. Results: We found 7 dimensions for social capital questionnaire and 27 components affecting on social capital dimensions. We also found that there are more different factors influencing on social capital such as structural, communicational, cognitive, management, organizational, group and individual. Also, the overall reliability of the Social Capital Questionnaire was calculated to be 0.893 in Cronbach's alpha, which indicates the high reliability of the research instrument, moreover the calculated values of t for each factor load of each indicator with its hidden structure or variable is above 1.96. Therefore, the Validity of the questionnaire questions to measure the concepts can be validated. Conclusion: Based on the findings of this study; we observed that effective components to develop the social capital model in Mashhad university of medical sciences include the component of social accountability system in the structural dimension of social capital, trust in the communication dimension of social capital, perception of justice and job satisfaction in the individual dimension of social capital and knowledge sharing in the organizational dimension of social capital. These components should be socially noticed by university faculty members.
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