Strides in Development of Medical Education Journal
Year:2015 | Volume:12 | Issue:2|Papers Count:19

Background & Objective: In recent decades, there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates. Task-based learning is an integrated system and a multidisciplinary teaching and learning approach. In task-based learning, the focus of learning is a set of tasks addressed by a doctor in clinical practice. In this method, subjects are taught through the performance of tasks and understanding of concepts and mechanisms underlying the tasks. The aim of this study was to review articles on task-based learning in medical education. Methods: Electronic databases and publishers such as Science Direct, PubMed, Scopus, Google Scholar, SID, and Magiran were reviewed in 2014. All articles on task-based learning in medical education without consideration of publication date were collected. Studies which had the inclusion criteria (relevant to the field of medicine, having objectives, method, sample size, analysis, a specific conclusion, and availability of the full text) were selected. In total, 10 qualitative, quantitative, or mixed studies were selected for analysis. Results: Although task-based learning had been used in different levels and situations, evidence suggested that, in comparison to the traditional training method, it has more efficiency and effectiveness. Task-based learning is an important tool in medical education with positive effects on faculty members, students, and patients. Conclusion: This study has shown that task-based learning is a powerful educational strategy and has been accepted as an appropriate tool in teaching and learning activities in most medical schools. Therefore, it is recommended for the promotion of knowledge, skills, and professional competency.

Background & Objective: Identification of the role of factors such as self-esteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output. This study was performed to determine the relationship of academic achievement with self-esteem and approaches to studying among university students. Methods: This descriptive correlational study was conducted on 147 nursing and midwifery students of Ahvaz Jundishapur University of Medical Sciences, Iran, in 2012. The mean of grade point average (GPA) during the past semester was considered as the index for academic achievement. Data collection was performed using the approaches and study skills inventory for students (ASSIST) and the Rosenberg self-esteem scale (RSES). Data were analyzed using independent sample t-test, and the Pearson correlation coefficient and the SPSS statistical software. Results: The mean self-esteem score of university students was 37.45 (from a maximum of 50) and its correlation with academic achievement was 0.166 (P=0.046). The mean score of the surface approach to studying was 53.40 (from a maximum of 80) and its correlation with academic achievement was -0.432 (P=0.001). The mean score of the deep approach to studying was 53.40 (from a maximum of 80) and its correlation with academic achievement was -0.432 (P=0.592).Conclusion: Studying approaches and self-esteem can have an important role in the academic achievement of university students. Thus, it may be possible to promote the academic achievement of students by improving their self-esteem and guiding them to use appropriate approaches to studying.

Background & Objective: Psychological capital is a new concept in the field of positive psychology and plays an important role in an individual’s perceived and psychological health. The current study was undertaken with the aim of determining the relationship among and predicting organizational commitment and effective training through psychological capital and with regard to the mediator role of social capital.Methods: In this descriptive correlational research and standard and researcher-made questionnaires were used to collect data. The study population consisted of all faculty members of Tabriz University of Medical Sciences, Tabriz, Iran (n=650). Using the Morgan table, 240 individuals were chosen through stratified random sampling. For data analysis, the Pearson correlation coefficient and deflator multiple regression were used in SPSS statistical software. Results: The research findings demonstrated a meaningful relationship between the variables. The interactive role of psychological capital and social capital on organizational commitment and effective training among faculty members of Tabriz University of Medical Sciences was approved. This means that among teachers with high social capital, an increase in psychological capital was associated with an increase in commitment and effective training. Conclusion: These findings indicate the necessity of recognizing the interactive role of psychological capital and social capital on organizational commitment and effective training.

Background & Objective: One method to evaluate and monitor the effectiveness of the general medicine curriculum is the collection of results of research in this field. In this study, research results on the extent of predefined general competency in the formal document of the minimum competencies of Iranian general physicians have been systematically integrated. Methods: The search strategy in this study included the searching of words doctor, student, interns, or graduate, and ability, competency, knowledge, skill, attitude, or performance, in the title, abstract, or keywords of articles. All papers published from 2002 to 2014 in Persian language journals were retrieved from the Irandoc, Iranmedex, Magiran, Medlib, and SID databases. Results: After the removal of irrelevant or duplicate papers, from 270 recorded papers, 24 articles were selected and analyzed. All studies were descriptive studies and most used self-reporting methods to assess the competency of physicians. Reviewed articles focused on only 48% of subdomains of the formal document of the minimum competencies of physicians. In 70% of assessed skills, physicians’ competencies were estimated as low to moderate. Conclusion: Although these studies did not assess all skills mentioned in the formal document of the minimum competencies of physicians, estimates show that the competencies of general physicians in assessed skills were not desirable. It is recommended that future studies in this field to be managed.

Background & Objective: It is attempted to identify creative and talented individuals and to ensure the satisfaction of volunteers through creating a joyful atmosphere in scientific Olympiads. The aim of the present study was to assess the level of satisfaction of candidates with the quality of the 5th National Medical Sciences Olympiad in Iran. Methods: This cross-sectional study was conducted in the summer of 2013. The study population consisted of the candidates of the 5th National Medical Sciences Olympiad among the medical universities of Iran. The subjects were selected through census method. The data collection tool was a questionnaire designed by the researcher and its validity and reliability were confirmed. Data were analyzed using SPSS software at a significance level of P<0.050. Results: Of the 222 studied candidates around the country, 67 individuals (30.2%) studied Basic Sciences, 52 (23.4%) Clinical Reasoning, 67 (30.2%) Management of Health Systems, and 36 (16.2%) Art in Medical Education. The mean satisfaction level of candidates with the quality of this national Olympiad was 3.2±1.1, and with the content and functionality of this Olympiad was 3.3±1.2. There was a significant relationship between gender and satisfaction with the quality of the Olympiad (P=0.002). There was a significant relationship between age (P=0.010, r=0.131), semester (P=0.019, r=0.122), and academic type (P=0.019) and satisfaction with content and functionality of this Olympiad.Conclusion: Satisfaction with quality, content, and functionality of the 5th Olympiad was at a moderate level, and thus, requires improvements.

Background & Objective: Higher education and postgraduate programs characterize one of the key components of human development in any country. The present study was carried out at Kerman University of Medical Sciences, Iran, with the aim of investigating MSc and PhD students’ level of satisfaction with their present situation and their view of the amount of attention and effort the university authorities exercise to meet the students’ expectations. Methods: The target population of the present descriptive analytical study consisted of 135 postgraduate students of Kerman University of Medical Sciences. Data were gathered using the Student Satisfaction Inventory (SSI). This inventory evaluates the students’ satisfaction with services provided by supervisors, and educational, educational assistance, campus facilities, student-centered, and general services. Results: In total, 42.2% of students (41% male and 43.2% female) were satisfied with the services. The maximum level of satisfaction of students was with services provided by supervisors and the lowest level was with campus facilities. On the other hand, 38.3% of students (36% male and 41.9% female) were satisfied with the amount of attention from the university authorities to the services. In their view, maximum attention was given to the services provided by supervisors and the minimum was given to campus facilities. Conclusion: In conclusion, students’ level of satisfaction with their current situation and the level of effort made by authorities to meet their needs were rated low. In view of the growing increase in admittance of students into higher education and to promote the quality of this sector, university authorities should pay more heed to meeting the needs of postgraduate students who play a significant role in building the country’s future.

Background & Objective: One of factors influencing students' academic achievement is academic engagement. The aim of this study was to perform a comprehensive investigation on conceptual dimensions of academic engagement and the factors affecting it. Methods: A comprehensive search of literature published during 2001-2014 was performed using Persian and English databases including Magiran, SID, Scopus, and PubMed. As a result 190 texts were obtained. After a close study,  22papers with the keywords of "student engagement, and academic engagement time" were selected. Selection criteria were the existence of any dimension of the concept of academic engagement and factors affecting it in the paper. Results: After assessing 22 articles, the dimensions of academic engagement concept and its influencing factors were made clear. Academic engagement consists of the educational, behavioral, cognitive, and psychological dimensions. Factors which affect academic engagement are the education institution’s characteristics, teaching methods, service-based learning, technology and various levels of academic engagement. Conclusion: Through the recognition of dimensions of academic engagement and by applying factors that influence students' academic engagement the wasting of their time and energy can be prevented, and a valuable work force can be developed. Since university engagement has been less studied in medical sciences in our country, it is recommended that qualitative and quantitative research be performed in this field.

Background & Objective: Spiritual wellbeing is the most recent aspect of health and is the sole force that harmonizes physical, mental, and social aspects. Academic citizenship behaviors are voluntary, humanitarian, value-based, and ethical acts carried out by students without any expectations. Therefore, the present study was designed to investigate the relationship between spiritual wellbeing and academic citizenship behaviors of postgraduate students of Kerman University of Medical Sciences, Iran. Methods: This was a descriptive-analytic study. The study population consisted of 350 postgraduate students of Kerman University of Medical Sciences. The subjects were selected from 7 schools of this university using proportionate sampling. Data collection tools were the Ellison’s and Paloutzian’s Spiritual Wellbeing Scale and the Academic Citizenship Behavior Questionnaire. Data were analyzed using descriptive and inferential statistics in SPSS software. Results: The spiritual wellbeing of postgraduate students was at medium and high levels and academic citizenship behavior of students was also at a high level. The spiritual health and academic citizenship behaviors of doctoral degree, female, married, and older students were higher than others. The higher the score of student's spiritual health was, the higher the score of academic citizenship behaviors was. Conclusion: According to the results of the study, it is recommended that more attention be given to the spiritual health of students. Moreover, curriculum related to ethics must be introduced by universities as an effective factor in positive values to students. In addition, through strengthening of students’ spiritual health, it can be expected that students with maximum ability and ethics will graduate and take responsibility for public health of the society.

Background & Objective: Advances in information and communication technology has created new attitudes toward education and its methods. Thus, changing learning approaches to training through the use of electronic resources and virtual education has become important. The purpose of this study was to compare the two virtual and traditional education methods in terms of practical skills in prehospital emergency paramedic technicians.Methods: This quasi-experimental study was performed in 2013. Practical skills such as basic and advanced cardiopulmonary resuscitation, triage, and familiarity with emergency equipment and correct transference method were taught through workshops and electronic learning in two groups of 40 people. Then, learners’ satisfaction with the education methods was measured and data were analyzed using SPSS software. Results: The mean theory scores of all courses were significant. There were significant differences between the mean scores of practical courses of cardiac and pulmonary resuscitation, equipment, and transference through workshops and electronic learning. However, no significant difference was observed among the two methods in triage training. Conclusion: According to the results, the electronic learning method is recommended in courses, such as triage, that have more theoretical aspects for paramedic technicians. Considering the characteristics of electronic learning, it can be used as a complementary method to traditional education.

Background & Objective: Discussion in small groups is one of the most reliable methods that will lead to a deeper learning. This method is based on the active participation of all members of the group. The immunology course necessitates thought and connection among the presented content. Therefore, in this study, the efficacy of this method in increasing students’ understanding of the relationship between the components of the immune system was evaluated. Methods: The course lectures were presented in 12 sessions each lasting 2 hours. Then, the students were given the opportunity to study for a few days. An exam was taken based on the presented content, and then, the students were divided into groups under the titles of immune system cells. The discussion sessions were conducted. A second exam was taken after the discussion. Scores of pre- and post-discussion in small groups were compared. Students' satisfaction with this approach was asked orally and through open questions and recorded. Results: A statistically significant increase was observed in students’ scores after the discussion in small groups compared to before the discussion. Among the students, 65% believed that this method had a great effect on deep understanding and were willing to repeat this approach. Furthermore,  82%of students believed that their confidence increased in respect to what they had learned.Conclusion: Small group discussion is a potent educational method, because its implementation in 1 session on taught content resulted in an increase in scores. The implementation of this method may be difficult for the teacher, but this approach has significant effects on student learning behavior.

Background & Objective: Considering the possible risks of performing endoscopy training on patients, the use of a moulage prior to training seems reasonable. The aim of this study was to evaluate residents’ rate of satisfaction with the training process and their ability in performing upper gastrointestinal endoscopy using gastric moulage prepared in Sina Hospital, Iran. Methods: This study was conducted on 20 residents of the endoscopy ward at Sina Hospital from September 2012 to September 2013. The endoscopy training program consisted of 3 steps of training with gastric moulage, observation, and training on human subjects. The present educational development plan was evaluated through studying the 2 criteria of residents’ satisfaction and ability. The satisfaction of residents with the endoscopy training course was evaluated by a self-report questionnaire. The residents’ ability in performing upper gastrointestinal endoscopy was evaluated by measuring the time of reaching the gastro-esophageal junction and pyloric valve. Results: The reliability and validity of the self-report questionnaire were 64% (0.60-0.89) and 78% (0.12-0.95), respectively. Over 90% of residents agreed with the items of the self-report questionnaire. The highest rate of agreement belonged to the item that interpreted the effect of this method on lowering residents’ anxiety in performing endoscopy (100%). The mean ± standard deviation of time of reaching the gastro-esophageal junction and pyloric valve were 162.0±13.54 and 272.8±13.75 seconds, respectively. Conclusion: The results of this study showed that training residents using gastric moulage prepared in Sina Hospital was associated with residents’ satisfaction and the successful obtaining of the endoscopy skill.

Background & Objective: The profession of dentistry necessitates the proficiency of students not only in theoretical knowledge, but also in psychomotor skills. Many dentistry skills, in addition to theoretical courses, are taught through practical courses. The aim of the present research was to investigate the correlation between psychomotor skills and academic scores from theoretical and practical courses among a group of dental students.Methods: In this study, the psychomotor skills of 33 dental students in their first term in 2010 and before taking any practical courses were evaluated through a practical test. After being presented with an image, the students were asked to build a sample of that image with a certain type of dough, in a determined duration of time, and simultaneously. Each student’s work was evaluated separately by professors of the Department of Pediatric Dentistry. The mean of the scores given by 6 professors was considered as the psychomotor skill score of the participants. After 3 years, the scores were compared with those obtained by the same students from theoretical and practical lessons of Endodontics 1 and Restorative Dentistry 1. The partial correlation coefficient was used to determine the correlation between the scores. Results: There was a significant correlation between the practical test score and the practical Endodontics (r=0.51, P=0.020) and Restorative Dentistry (r=0.35, P=0.040) scores. However, no significant correlation was observed between practical test scores and theoretical Endodontics and Restorative Dentistry scores. Conclusion: There is a significant correlation between dental students’ psychomotor skills and the scores of their practical courses. Practical examination at the time of the students’ entrance into the university or enhancement of their psychomotor skills may improve their work.

Background & Objective: Open book exams with free access to resources are effective for the better understanding of concepts and achieving higher levels of Bloom's taxonomy. This study investigated the correlation of average educational grading with open book exam score and with deep information processing (DIP). The attitudes of medical students in basic sciences stage regarding open book exams were also reported. Methods: In this descriptive study, the subjects were 34 medical students in their third semester. The students were informed of the date and duration of the quiz, issues in question, multiple-choice form of questions, and the main book source for quiz 2 weeks in advance. However, students were not aware of it as an open book exam until it was performed. After completing the test, a survey and DIP were conducted for students anonymously. Data were presented in the form of descriptive statistics. The t-test and the correlation of educational grading with OBE and with DIP scores were performed using SPSS software. Results: The mean age of students was 24.85±0.12 years. Their average educational grading, and the the quiz and the DIP scores were 15.4±0.22, 6.58±0.33, and 74.5±1.37, respectively. There were no significant differences among genders in the above mentioned variables. The Pearson coefficient of the average educational grading was not significantly for the quiz score (0.272) and the DIP score (-0.258). Moreover, 91% of students stated that understanding is an essential requirement for success in open book exams. Only 3% of students stated that open book exams reduce the incentive to attend classes. Conclusion: The average educational grading of medical students in basic sciences stage, based on routine quiz scores, is not an appropriate index of success in open book exams and gaining a deep understanding of topics. The open book exam experience may be effective in increasing their awareness of their weaknesses in understanding concepts, reasoning, and drawing connection between lessons.

Background & Objective: One of the issues of multiple choice tests is preparation of effective distracter options and position of the correct answer among the distractor options. The aim of this study was to determine the position of the correct option in multiple choice tests in Ahvaz Jundishapur University of Medical Sciences, Iran, in 2013.Methods: In this descriptive study, 214 exams, which were entered into the automated service center of the university, were studied in respect to the position of the correct answer. Data were analyzed using SPSS software and frequency, percentage, and chi-square test. Results: In general, 14,359 multiple choice questions were investigated. The position of the correct answer was the A option in 2260 questions (15.7%), the B option in 3893 question (27.1%), the C option in 4683 question (32.6%), and the D option in 3523 questions (24.6%). Chi-square test showed statistically significant difference between of the correct answer in options of A, B, C, and D (P=0.001). The highest percentage of correct answers was in option C, and the lowest percentage of correct answer was in option A. The findings of the study also revealed that the percentage of the correct answer in the middle options (B and C) was significantly higher than other options (A and D) (59.7% V 40.3%, P=0.001). Conclusion: The results showed that the distribution of correct choices between options of multiple choice tests performed in the university is not suitable. Random selection of the correct options is recommended as a suitable approach to avoiding this problem.