Pub Date : 2021-01-23DOI: 10.22038/FMEJ.2021.53412.1367
Mavadat Saidi, Motahareh Afshari
Background: The implementation of computer-assisted language learning (CALL) in English for academic purposes courses has gained prominence within the last decades. It received particular attention after the worldwide spread of COVID-19 pandemic. The current study attempted to probe the medical sciences EAP instructors’ attitudes towards implementing CALL in teaching English to the students of medical sciences. The study further tried to inquire into the barriers to the implementation of online EAP classes for the students of medical sciences within the pandemic period. Methods: Taking a mixed-method research design, the questionnaire and interview were used to gather the required data. Eighty EAP instructors completed the questionnaire and 25 instructors answered the interview questions. The participants were teaching English to the medical sciences students in Iranian state universities of medical sciences in Tehran, Yazd, Tabriz, and Mashhad in the academic year 2019-2020. Mean values were used to illustrate the results of the questionnaire items and interview responses were scrutinized to extract the constituent themes. Results: The results revealed that the medical sciences EAP instructors held positive attitudes towards the use of technology in their classes. Indeed, the mean values ranged from 3.16 to 4.79, which indicated the instructors’ positive inclination towards implementing CALL in EAP classes.They also pointed to the existing barriers to the successful implementation of CALL and the challenges they encounter in online classes during the COVID-19 pandemic period. Conclusions: The findings highlighted the significance of revisiting the role of technology in EAP curriculum for medical sciences students. In this regard, the results carry implications for the policymakers, material developers, and instructors in universities of medical sciences.
{"title":"Computer-Assisted Language Learning in English for Academic Purposes Courses: Eliciting the Instructors’ Perspectives within the COVID-19 Pandemic Period","authors":"Mavadat Saidi, Motahareh Afshari","doi":"10.22038/FMEJ.2021.53412.1367","DOIUrl":"https://doi.org/10.22038/FMEJ.2021.53412.1367","url":null,"abstract":"Background: The implementation of computer-assisted language learning (CALL) in English for academic purposes courses has gained prominence within the last decades. It received particular attention after the worldwide spread of COVID-19 pandemic. The current study attempted to probe the medical sciences EAP instructors’ attitudes towards implementing CALL in teaching English to the students of medical sciences. The study further tried to inquire into the barriers to the implementation of online EAP classes for the students of medical sciences within the pandemic period. \u0000Methods: Taking a mixed-method research design, the questionnaire and interview were used to gather the required data. Eighty EAP instructors completed the questionnaire and 25 instructors answered the interview questions. The participants were teaching English to the medical sciences students in Iranian state universities of medical sciences in Tehran, Yazd, Tabriz, and Mashhad in the academic year 2019-2020. Mean values were used to illustrate the results of the questionnaire items and interview responses were scrutinized to extract the constituent themes. \u0000Results: The results revealed that the medical sciences EAP instructors held positive attitudes towards the use of technology in their classes. Indeed, the mean values ranged from 3.16 to 4.79, which indicated the instructors’ positive inclination towards implementing CALL in EAP classes.They also pointed to the existing barriers to the successful implementation of CALL and the challenges they encounter in online classes during the COVID-19 pandemic period. \u0000Conclusions: The findings highlighted the significance of revisiting the role of technology in EAP curriculum for medical sciences students. In this regard, the results carry implications for the policymakers, material developers, and instructors in universities of medical sciences.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45544115","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 : 2020-12-01DOI: 10.22038/FMEJ.2020.50498.1345
Pallavi Badhe, Y. Badhe, K. Patil
Background؛ The COVID-19 pandemic is a major health crisis leading to lockdown in many countries Many countries have closed schools, colleges and universities all over the world Computers and smart phones have remarkably changed the learning and teaching environment The distance learning is the learning method where teacher and students are not present at the same place Methods: The present study was conducted to compare the views of distance learning technique with traditional classroom teaching in 3' MBBS medical college students Data were collected by prestructured and validated questionnaire from 270 medical college students who were selected througli random sampling method Data were analyzed with basic descriptive statistics and the percentage has been used Results: In our study we found that 89 62% of medical students believe traditional classroom teaching is more effective Only 10 37% of medical students felt distance learning is better than traditional classroom teaching Without attending classes, 34 44% students were able to understand the topic Using distance learning without attending classes, only 36 66% students were able to understand the topic Conclusion: From our study results we conclude that traditional classroom teaching is better than distance learning In the COVID- 19 lockdown period we need to develop new methodologies and pedagogy to improve distance learning methods (English) [ABSTRACT FROM AUTHOR] ووين نسهن كا يهاذ' و يهياتتى عالمكعر وبائي شكل معى يغاير بوا به جس كى وجم سع رد ئ برشبم متائربوا يع - تقريبااكبرملكول ص يوئيورسثياد ا كول اور كالج كند كردئح مثم ثم بين د كمبيررود اور اسما رث فود بح كلاس كى جكم ش تعلم
{"title":"Comparison of Distance Learning with Traditional Classroom in Medical College Students in COVID-19 lockdown period in India","authors":"Pallavi Badhe, Y. Badhe, K. Patil","doi":"10.22038/FMEJ.2020.50498.1345","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.50498.1345","url":null,"abstract":"Background؛ The COVID-19 pandemic is a major health crisis leading to lockdown in many countries Many countries have closed schools, colleges and universities all over the world Computers and smart phones have remarkably changed the learning and teaching environment The distance learning is the learning method where teacher and students are not present at the same place Methods: The present study was conducted to compare the views of distance learning technique with traditional classroom teaching in 3' MBBS medical college students Data were collected by prestructured and validated questionnaire from 270 medical college students who were selected througli random sampling method Data were analyzed with basic descriptive statistics and the percentage has been used Results: In our study we found that 89 62% of medical students believe traditional classroom teaching is more effective Only 10 37% of medical students felt distance learning is better than traditional classroom teaching Without attending classes, 34 44% students were able to understand the topic Using distance learning without attending classes, only 36 66% students were able to understand the topic Conclusion: From our study results we conclude that traditional classroom teaching is better than distance learning In the COVID- 19 lockdown period we need to develop new methodologies and pedagogy to improve distance learning methods (English) [ABSTRACT FROM AUTHOR] ووين نسهن كا يهاذ' و يهياتتى عالمكعر وبائي شكل معى يغاير بوا به جس كى وجم سع رد ئ برشبم متائربوا يع - تقريبااكبرملكول ص يوئيورسثياد ا كول اور كالج كند كردئح مثم ثم بين د كمبيررود اور اسما رث فود بح كلاس كى جكم ش تعلم","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"42-45"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45808314","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 : 2020-12-01DOI: 10.22038/FMEJ.2020.49261.1336
M. Honarmand, G. Koochaknejad, A. Hajihosseini
Background: A learning style is a unique way of acquiring knowledge and skills obtained through study and experience. It is one of the most effective factors in learning, as well as the most important goal of an educational system. This study aimed to analyze the learning style of Zahedan general dentistry students in 2019-2020. Methods: In this descriptive-analytical cross-sectional study, the research population included all dentistry students of Zahedan University of Medical Sciences who were selected by using the enumeration method. The VARK Questionnaire was employed to collect data and the results were then analyzed through the chi-square and ANOVA test in SPSS 23. (P < 0.05 was considered significant) Results: Eighty-two percent of the students were unimodal learners and the aural style with a frequency of %43.32 was the preferred method among participants. Regarding the multimodal approaches, aural-read/write style with a frequency of %6.8 was the most common method. The results showed no significant relationships between the test variables and the learning style (p ≥0.05). Conclusion: According to the results of the present research, the unimodal style was the most common learning style. In addition, the aural style was the most preferred learning style. None of the studied variables, even the educational stage, had any effects on the preferred learning style. Finally, the aural style was identified as the preferred learning style in all groups.
{"title":"Learning styles of Zahedan dental students by using the VARK model in 2019-2020","authors":"M. Honarmand, G. Koochaknejad, A. Hajihosseini","doi":"10.22038/FMEJ.2020.49261.1336","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.49261.1336","url":null,"abstract":"Background: A learning style is a unique way of acquiring knowledge and skills obtained through study and experience. It is one of the most effective factors in learning, as well as the most important goal of an educational system. This study aimed to analyze the learning style of Zahedan general dentistry students in 2019-2020. Methods: In this descriptive-analytical cross-sectional study, the research population included all dentistry students of Zahedan University of Medical Sciences who were selected by using the enumeration method. The VARK Questionnaire was employed to collect data and the results were then analyzed through the chi-square and ANOVA test in SPSS 23. (P < 0.05 was considered significant) Results: Eighty-two percent of the students were unimodal learners and the aural style with a frequency of %43.32 was the preferred method among participants. Regarding the multimodal approaches, aural-read/write style with a frequency of %6.8 was the most common method. The results showed no significant relationships between the test variables and the learning style (p ≥0.05). Conclusion: According to the results of the present research, the unimodal style was the most common learning style. In addition, the aural style was the most preferred learning style. None of the studied variables, even the educational stage, had any effects on the preferred learning style. Finally, the aural style was identified as the preferred learning style in all groups.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":"3-7"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45902954","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 : 2020-12-01DOI: 10.22038/FMEJ.2020.50008.1341
S. Hashemy, Haniye Mastour
Background: Integration is accepted as an important strategy in medical education and its final results depend on organizing different topics. In this method, the subjects (based on content) which are often included separately in a curriculum, are integrated in order to link and combine the content of the curriculum to create a cohesive learning experience. Development of this method is among the objectives of the medical education reform. Methods: The present applied cross-sectional study was performed on a statistical population (n=602) consisting of general medicine students of Mashhad University of Medical Sciences at the level of basic sciences. The participants were selected using the census sampling method and included 150 and 130 students who were admitted in February 2017 (the reformed curriculum) and in February 2016 (the conventional curriculum), respectively. The curriculums were compared in terms of learning outcomes and the number of vulnerable students. Moreover, the research hypotheses were tested using the independent t-test and chi-square test in SPSS software (version 22). Results: Based on the findings, with 95% confidence, the learning outcomes of the students who followed the reformed curriculum were better than those of the students who followed the conventional curriculum. According to the analysis of the collected data, the mean learning outcomes for the conventional and the reformed curriculum groups were 14.30±3.28 and 16.76±2.80 for the subject of anatomy, 14.10±2.62 and 15.13±2.93 for the subject of physiology, and 14.35±3.13 and 15.44±2.85 for the subject of biochemistry. However, no significant difference was observed in the number of vulnerable students in two groups. Conclusion: Based on the findings, basic sciences curriculum reform in medical education can improve the academic achievement of the general medicine students.
{"title":"Towards Basic Sciences Curriculum Reform in General Medicine at Mashhad University of Medical Sciences","authors":"S. Hashemy, Haniye Mastour","doi":"10.22038/FMEJ.2020.50008.1341","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.50008.1341","url":null,"abstract":"Background: Integration is accepted as an important strategy in medical education and its final results depend on organizing different topics. In this method, the subjects (based on content) which are often included separately in a curriculum, are integrated in order to link and combine the content of the curriculum to create a cohesive learning experience. Development of this method is among the objectives of the medical education reform. Methods: The present applied cross-sectional study was performed on a statistical population (n=602) consisting of general medicine students of Mashhad University of Medical Sciences at the level of basic sciences. The participants were selected using the census sampling method and included 150 and 130 students who were admitted in February 2017 (the reformed curriculum) and in February 2016 (the conventional curriculum), respectively. The curriculums were compared in terms of learning outcomes and the number of vulnerable students. Moreover, the research hypotheses were tested using the independent t-test and chi-square test in SPSS software (version 22). Results: Based on the findings, with 95% confidence, the learning outcomes of the students who followed the reformed curriculum were better than those of the students who followed the conventional curriculum. According to the analysis of the collected data, the mean learning outcomes for the conventional and the reformed curriculum groups were 14.30±3.28 and 16.76±2.80 for the subject of anatomy, 14.10±2.62 and 15.13±2.93 for the subject of physiology, and 14.35±3.13 and 15.44±2.85 for the subject of biochemistry. However, no significant difference was observed in the number of vulnerable students in two groups. Conclusion: Based on the findings, basic sciences curriculum reform in medical education can improve the academic achievement of the general medicine students.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"25-31"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779199","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 : 2020-12-01DOI: 10.22038/FMEJ.2020.49657.1339
F. Akhlaghi, Fereshteh Bazmi, M. Najafi
Background: Determination of fetal head station is an important factor during labor progress. This study evaluated the agreement and correlation between professors and residents of obstetrics and gynecology in the determination of fetal head station based on a vaginal examination during labor. Methods: In this cross-sectional study, term pregnant women with cephalic presentation in an active phase of labor underwent vaginal examinations simultaneously by residents and professors of obstetrics and gynecology. Their examination findings regarding a fetal head station, cervical dilation and effacement were recorded both by professors and the residents. Data were analyzed by SPSS version 16 using Spearman’s correlation and Intraclass Correlation Coefficient tests between results obtained by two groups of assessors (residents and professors). Results: Our data analysis showed that the agreement between obstetricians and residents for cervical dilatation, cervical effacement, and a fetal head station was 0.88, 0.9 and 0.67 respectively (p <0.001). The correlation between obstetricians and residents for determination of cervical dilatation, cervical effacement and, a fetal head station was 0.77, 0.79 and 0.52, respectively (p <0.001). Conclusions: The agreement and correlation between professors and residents in obstetrics and gynecology about the determination of fetal head station are lower than those for cervical dilatation and effacement. Because of the importance of accurate determination of fetal head station in the first stage of labor, a new approach (new invented device for determine fetal head station) should be developed to for determining of fetal station.
背景:胎儿头位的测定是分娩过程中的重要因素。本研究评估了在产程中基于阴道检查确定胎儿头位的妇产科教授和住院医师之间的一致性和相关性。方法:在这项横断面研究中，在分娩活跃期出现头位的足月孕妇同时接受了住院医师和妇产科教授的阴道检查。他们的检查结果关于胎儿头位，宫颈扩张和消失记录由教授和住院医师。采用SPSS version 16对两组评估者(住院医师和教授)所得结果进行Spearman相关检验和class内相关系数检验。结果:我们的资料分析显示，产科医生和住院医师对宫颈扩张、宫颈消退和胎头位的一致性分别为0.88、0.9和0.67 (p <0.001)。产科医师和住院医师对宫颈扩张、宫颈消退和胎头位的相关性分别为0.77、0.79和0.52 (p <0.001)。结论:妇产科医师和住院医师对胎儿头位测定的一致性和相关性低于宫颈扩张和宫颈消融测定。鉴于在产程第一阶段准确测定胎头位置的重要性，应开发一种新的方法(新发明的胎头位置测定装置)来测定胎头位置。
{"title":"Determination of fetal head station: Do professors and residents of obstetrics and gynecology reach an agreement?","authors":"F. Akhlaghi, Fereshteh Bazmi, M. Najafi","doi":"10.22038/FMEJ.2020.49657.1339","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.49657.1339","url":null,"abstract":"Background: Determination of fetal head station is an important factor during labor progress. This study evaluated the agreement and correlation between professors and residents of obstetrics and gynecology in the determination of fetal head station based on a vaginal examination during labor. Methods: In this cross-sectional study, term pregnant women with cephalic presentation in an active phase of labor underwent vaginal examinations simultaneously by residents and professors of obstetrics and gynecology. Their examination findings regarding a fetal head station, cervical dilation and effacement were recorded both by professors and the residents. Data were analyzed by SPSS version 16 using Spearman’s correlation and Intraclass Correlation Coefficient tests between results obtained by two groups of assessors (residents and professors). Results: Our data analysis showed that the agreement between obstetricians and residents for cervical dilatation, cervical effacement, and a fetal head station was 0.88, 0.9 and 0.67 respectively (p <0.001). The correlation between obstetricians and residents for determination of cervical dilatation, cervical effacement and, a fetal head station was 0.77, 0.79 and 0.52, respectively (p <0.001). Conclusions: The agreement and correlation between professors and residents in obstetrics and gynecology about the determination of fetal head station are lower than those for cervical dilatation and effacement. Because of the importance of accurate determination of fetal head station in the first stage of labor, a new approach (new invented device for determine fetal head station) should be developed to for determining of fetal station.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"15-19"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47959639","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 : 2020-12-01DOI: 10.22038/FMEJ.2020.52648.1360
Sadaf Sheikh, M. Baig
A rapidly increasing number of foreign qualified emergency physicians of Pakistani descent are conducting workshops and seminars in Pakistan to contribute to this emerging field of emergency medicine (EM) for sole purpose of capacity building. This phenomenon has witnessed an additional surge in the wake of the COVID-19 pandemic. For capacity building, the local EM trainees are contributing by delivering personally constructed courses and workshops to various institutions. Their efforts are commendable however this letter provides some insight into the way EM has undergone development especially in context to Pakistani origin and the struggle of locally trained emergency medicine physicians. We hope to provide certain observations to our readers to look for parallels in their own situations they can make use of. It is important to recognize the restraints of local resources however the supply of trained emergency physicians will increase the demand for them. Each country must develop its own way of providing care to their acutely ill and injured, and thereby have ownership of it.
{"title":"A perspective on imparting emergency medicine education by foreign qualified emergency medicine physicians in Pakistan","authors":"Sadaf Sheikh, M. Baig","doi":"10.22038/FMEJ.2020.52648.1360","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.52648.1360","url":null,"abstract":"A rapidly increasing number of foreign qualified emergency physicians of Pakistani descent are conducting workshops and seminars in Pakistan to contribute to this emerging field of emergency medicine (EM) for sole purpose of capacity building. This phenomenon has witnessed an additional surge in the wake of the COVID-19 pandemic. For capacity building, the local EM trainees are contributing by delivering personally constructed courses and workshops to various institutions. Their efforts are commendable however this letter provides some insight into the way EM has undergone development especially in context to Pakistani origin and the struggle of locally trained emergency medicine physicians. We hope to provide certain observations to our readers to look for parallels in their own situations they can make use of. It is important to recognize the restraints of local resources however the supply of trained emergency physicians will increase the demand for them. Each country must develop its own way of providing care to their acutely ill and injured, and thereby have ownership of it.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":"10 1","pages":"51-51"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046548","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 : 2020-11-14DOI: 10.22038/FMEJ.2020.46906.1318
M. Dadgarmoghaddam, S. Niroumand
Background: The study was investigated the basic and transmission information of medical students towards HIV/AIDS in clinical and preclinical courses, their informational needs and the source of information they usually use for getting information. Methods: This descriptive analytical study was carried out on 220 medical students in preclinical and clinical course, using a stratified random sampling method in 2015-2016. The study instrument was extracted from a WHO questionnaire. Results: The mean age of the subjects was 22.31+2.97 years. Most of them were female 130 (65.7%) and 154 (77.4%) were single. There is no statistically significant difference in basic and transmission information between preclinical and clinical students (22.11+1.66 vs 22.08+1.70, p value=0.91). The most of the students reported that books (85.85%) were their main source of getting information about HIV/AIDS, followed by friendship organizations (32.82%) and then television (29.29%). Most students reported they need more treatment information (59.59%), as well as information on prevention (42.42%) and modes of transmission (39.89%). Conclusion: The present study showed that medical students are knowledgeable about HIV/AIDS but there are some considerable misconception in their basic and transmission knowledge that require more attention and revising in the HIV educational curricula.
背景：本研究调查了医学生在临床和临床前课程中对HIV/AIDS的基本信息和传播信息，他们的信息需求以及他们通常用于获取信息的信息来源。方法：采用分层随机抽样方法，对2015-2016年220名临床前和临床医学生进行描述性分析研究。研究工具是从世界卫生组织问卷中提取的。结果：受试者的平均年龄为22.31±2.97岁。其中女性130例（65.7%），单身154例（77.4%）。临床前和临床学生的基本信息和传播信息没有统计学上的显著差异（22.11+1.66 vs 22.08+1.70，p值=0.91）。大多数学生报告书籍（85.85%）是他们获得有关HIV/AIDS信息的主要来源，其次是友谊组织（32.82%）和电视（29.29%）。大多数学生表示他们需要更多的治疗信息（59.59%），结论：本研究表明，医学生对艾滋病病毒/艾滋病有一定的了解，但对其基本知识和传播知识存在相当大的误解，需要在艾滋病教育课程中给予更多的关注和修改。
{"title":"Assessment of HIV/AIDS information among preclinical and clinical medical students","authors":"M. Dadgarmoghaddam, S. Niroumand","doi":"10.22038/FMEJ.2020.46906.1318","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.46906.1318","url":null,"abstract":"Background: The study was investigated the basic and transmission information of medical students towards HIV/AIDS in clinical and preclinical courses, their informational needs and the source of information they usually use for getting information. Methods: This descriptive analytical study was carried out on 220 medical students in preclinical and clinical course, using a stratified random sampling method in 2015-2016. The study instrument was extracted from a WHO questionnaire. Results: The mean age of the subjects was 22.31+2.97 years. Most of them were female 130 (65.7%) and 154 (77.4%) were single. There is no statistically significant difference in basic and transmission information between preclinical and clinical students (22.11+1.66 vs 22.08+1.70, p value=0.91). The most of the students reported that books (85.85%) were their main source of getting information about HIV/AIDS, followed by friendship organizations (32.82%) and then television (29.29%). Most students reported they need more treatment information (59.59%), as well as information on prevention (42.42%) and modes of transmission (39.89%). Conclusion: The present study showed that medical students are knowledgeable about HIV/AIDS but there are some considerable misconception in their basic and transmission knowledge that require more attention and revising in the HIV educational curricula.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43737121","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 : 2020-11-14DOI: 10.22038/FMEJ.2020.48087.1327
Atena Gerivani, T. Sadeghi, H. Moonaghi, A. Zendedel
Background: The aim of this study is to organize the educational materials of basic medical sciences by integrating anatomy and physiology courses (case study at Mashhad University of Medical Sciences). Methods: This is a descriptive cross-sectional study in which the views of professors and students of the basic medical sciences stage, February 2018 and September 2018 entrance of Mashhad University of Medical Sciences, on the presentation of anatomy and physiology courses in the form of system organ and integration have been studied. 241 students were selected by simple random sampling method who passed their lessons as Integrated. The study instrument is a researcher-made questionnaire that face validity has been used for validity. Results: The average of the professors' opinions about integrated teaching indicate that according to the sign test, which is related to non-parametric statistics, the median of 2.893 with a standard deviation of 0.52 was obtained, so the results of the professors' views were significantly higher than the median score. Also, according to the results of students, the statistical number of T is 5.287 and the significance level is less than 0.05. Conclusion: Overall, according to opinions of professors and students of Mashhad University of Medical Sciences, it can be said that their satisfaction with the integration of basic medical sciences lessons in anatomy and physiology, is above average.
{"title":"Integrating of Anatomy and Physiology courses in basic medical sciences (case study in Mashhad Faculty of Medicine)","authors":"Atena Gerivani, T. Sadeghi, H. Moonaghi, A. Zendedel","doi":"10.22038/FMEJ.2020.48087.1327","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.48087.1327","url":null,"abstract":"Background: The aim of this study is to organize the educational materials of basic medical sciences by integrating anatomy and physiology courses (case study at Mashhad University of Medical Sciences). \u0000Methods: This is a descriptive cross-sectional study in which the views of professors and students of the basic medical sciences stage, February 2018 and September 2018 entrance of Mashhad University of Medical Sciences, on the presentation of anatomy and physiology courses in the form of system organ and integration have been studied. 241 students were selected by simple random sampling method who passed their lessons as Integrated. The study instrument is a researcher-made questionnaire that face validity has been used for validity. \u0000Results: The average of the professors' opinions about integrated teaching indicate that according to the sign test, which is related to non-parametric statistics, the median of 2.893 with a standard deviation of 0.52 was obtained, so the results of the professors' views were significantly higher than the median score. Also, according to the results of students, the statistical number of T is 5.287 and the significance level is less than 0.05. \u0000Conclusion: Overall, according to opinions of professors and students of Mashhad University of Medical Sciences, it can be said that their satisfaction with the integration of basic medical sciences lessons in anatomy and physiology, is above average.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45035862","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 : 2020-11-14DOI: 10.22038/FMEJ.2020.48073.1328
M. Mojtahedi, Farideh Hashemian Nejad, F. Nabavi, N. Naseri
The aim of the present study was to identify the dimensions and components of the human capital retention based on organizational support approach in Mashhad University of Medical Sciences and prioritize them in terms of enhancing human capital retention. This descriptive study was practical in nature and has been conducted using mixed method with Delphi approach. The participants of the study consisted of 32 experts and top managers of Mashhad University of Medical Sciences. After studying the theoretical foundation and by using Delphi method, 4 dimensions and 42 components, and 4 dimensions and 19 components were primarily identified, respective, for human capital retention, and organizational support. Omitting some of the components, eventually 4 dimensions and 36 components were determined for the human capital retention variable and 4 dimensions and 17 components for the organizational support variable. Kendall's coefficient of concordance for the human capital retention was 86% and that of organizational support was 88%. The results of the analysis indicated that job motivation factor, organizational factor, individual factor, and environmental factor are, in order of priority, the important dimensions of the human capital retention in Mashhad University of Medical Sciences. Moreover, the results showed that job tension, organizational justice, job characteristics and organizational activity, respectively, are the main dimensions of the organizational support.
{"title":"Designing a Human Capital Retention Model based on the Organizational Support Approach in Mashhad University of Medical Sciences(quality approach)","authors":"M. Mojtahedi, Farideh Hashemian Nejad, F. Nabavi, N. Naseri","doi":"10.22038/FMEJ.2020.48073.1328","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.48073.1328","url":null,"abstract":"The aim of the present study was to identify the dimensions and components of the human capital retention based on organizational support approach in Mashhad University of Medical Sciences and prioritize them in terms of enhancing human capital retention. This descriptive study was practical in nature and has been conducted using mixed method with Delphi approach. The participants of the study consisted of 32 experts and top managers of Mashhad University of Medical Sciences. After studying the theoretical foundation and by using Delphi method, 4 dimensions and 42 components, and 4 dimensions and 19 components were primarily identified, respective, for human capital retention, and organizational support. Omitting some of the components, eventually 4 dimensions and 36 components were determined for the human capital retention variable and 4 dimensions and 17 components for the organizational support variable. Kendall's coefficient of concordance for the human capital retention was 86% and that of organizational support was 88%. The results of the analysis indicated that job motivation factor, organizational factor, individual factor, and environmental factor are, in order of priority, the important dimensions of the human capital retention in Mashhad University of Medical Sciences. Moreover, the results showed that job tension, organizational justice, job characteristics and organizational activity, respectively, are the main dimensions of the organizational support.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47826717","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 : 2020-11-14DOI: 10.22038/FMEJ.2020.50789.1350
M. Gholizadeh, Fariba Valizadeh, R. Khodayari, A. Janati, Yalda Mousazadeh
Background: SERVQUAL is a model that measure the quality by comparing expectations and perceptions of recipients of services to identify gaps. Identifying the gap may provide valuable insight for service improving. The students are the main recipients of services in educational organizations. So, this study was conducted to assess the educational services from the perspective of students of Health Services management at Tabriz University of Medical Sciences by the SERVQUAL model. Methods: This descriptive-analytical study was conducted in 2018. The participants were 85 students of various levels of Health Services management. The SERVQUAL questionnaire including dimensions of empathy, tangibles, reliability, responsiveness and, assurance was used to data collection. Descriptive analysis and T-test, ANOVA and correlation (Pearson and Spearman) tests were used to the data analysis. Results: The overall mean perceptions and expectations were 3.02 ± 0.5 8 and 3.78 ± 0.73 respectively. There was a negative gap in all dimensions of educational services (mean= -0.76). The greatest negative gap was in the dimension of assurance (-1.05). The other variables were ranked in this order, Responsiveness, Empathy and Reliability and Tangibles. A statistically significant correlation was observed between the students’ expectations and educational level (P < 0.05). Conclusion: Students’ expectations were higher than their perception based on results and quality of education based on SERVQUAL model was inappropriate. It is necessary to plan for improving the quality of education in all dimensions particularly in assurance domain.
{"title":"Quality Assessment of Educational Services Based on Perception and Expectations of Students in Tabriz University of Medical Sciences","authors":"M. Gholizadeh, Fariba Valizadeh, R. Khodayari, A. Janati, Yalda Mousazadeh","doi":"10.22038/FMEJ.2020.50789.1350","DOIUrl":"https://doi.org/10.22038/FMEJ.2020.50789.1350","url":null,"abstract":"Background: SERVQUAL is a model that measure the quality by comparing expectations and perceptions of recipients of services to identify gaps. Identifying the gap may provide valuable insight for service improving. The students are the main recipients of services in educational organizations. So, this study was conducted to assess the educational services from the perspective of students of Health Services management at Tabriz University of Medical Sciences by the SERVQUAL model. Methods: This descriptive-analytical study was conducted in 2018. The participants were 85 students of various levels of Health Services management. The SERVQUAL questionnaire including dimensions of empathy, tangibles, reliability, responsiveness and, assurance was used to data collection. Descriptive analysis and T-test, ANOVA and correlation (Pearson and Spearman) tests were used to the data analysis. Results: The overall mean perceptions and expectations were 3.02 ± 0.5 8 and 3.78 ± 0.73 respectively. There was a negative gap in all dimensions of educational services (mean= -0.76). The greatest negative gap was in the dimension of assurance (-1.05). The other variables were ranked in this order, Responsiveness, Empathy and Reliability and Tangibles. A statistically significant correlation was observed between the students’ expectations and educational level (P < 0.05). Conclusion: Students’ expectations were higher than their perception based on results and quality of education based on SERVQUAL model was inappropriate. It is necessary to plan for improving the quality of education in all dimensions particularly in assurance domain.","PeriodicalId":34243,"journal":{"name":"Future of Medical Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47094567","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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