Journal of Medical Education for Future Demands
Year:2021 | Volume:20 | Issue:2|Papers Count:8

Dear editor: Medical innovations and healthcare solutions have become more of rising growth in medicine and healthcare. The recent development of the Internet of Things has evolved connectivity and transformed communication and collaboration among healthcare professionals. Threedimensional printing in healthcare has also increased productivity and reduced labor costs. However, remote patient monitoring and care have changed the perspective of how healthcare can be accessed. Therefore, technological advancements in medicine have provided innovative solutions to complex problems using an end-user approach by prototyping, testing, and being empathy-driven (1). Consequently, solving medical-centered problems requires a form of accessing problems and driving industrial innovations...

Background: Multiple-choice questions (MCQs) are used for measuring the student’ s progress, and they should be analyzed properly to guarantee the item’ s appropriateness. The analysis usually determines three indices of an item; diffi culty or passing index (PI), discrimination index (DI), and distractor effi ciency (DE). Objectives: This study was aimed to analyze the multiple-choice questions in the preclinical and clinical examinations with diff erent numbers of options in medical program of Universiti Putra Malaysia. Methods: This is a cross-sectional study. Forty multiple-choice questions with four options from the preclinical examination and 80 multiple-choice questions with fi ve options from the clinical examination in 2017 and 2018 were analyzed using optical mark recognition machine and Ms. Excel. The parameters included PI, DI, and DE. Results: The average diffi culty level of multiple-choice questions for preclinical and clinical phase examinations were similar in 2017 and 2018 that were considered ‘ acceptable’ and ‘ ideal’ ranged from 0. 55 to 0. 60, respectively. The average DIs were similar in all examinations that were considered ‘ good’ (ranged from 0. 25 to 0. 31) except in 2018 clinical phase examination that showed ‘ poor’ items (DI = 0. 20 0. 11). The questions for preclinical phase showed an increase in the number of ‘ excellent’ and ‘ good’ items in 2018 from 37. 5% to 70. 0%. There was an increase of 10. 0% for preclinical phase, and 6. 25% for clinical phase, in the number of items with no non-functioning distractors in 2018. Among all, preclinical multiple-choice questions in 2018 showed the highest mean of DE (71. 67%). Conclusions: Our fi ndings suggested that there was an improvement in the questions from preclinical phase while more training on questions preparation and continuous feedback should be given to clinical phase teachers. A higher number of options did not aff ect the level of diffi culty of a question; however, the discrimination power and distractors effi ciency might diff er.

Dear Editor: The COVID-19 pandemic has aff ected educational systems worldwide, resulting in the shift from traditional classes to virtual online classes, especially in Arab countries. Resorting to online learning and assessment was a fast solution to ensure continuing the educational process smoothly. Language learning is not an easy task; it rather requires a prolonged period of study that involves hard work, commitment, patience, and of course, regular practice...

The coronavirus disease 2019 (COVID-19) pandemic has become one of the most challenging conditions for universities and educational institutions. The provision of online medical education is more diffi cult than other disciplines due to the nature of its practical and clinical courses. Problems related to limited access to information and communication technologies and the internet and lack of specialized knowledge and skills related to the provision of online content and educational videos, use of specialized educational software and hardware, and special online platforms have made the digital divide more apparent in this period. This commentary aims to address the digital divide in medical education during the COVID-19 pandemic and quarantine.

Dear Editor: Clinical education is the most important part and the heart of professional nursing education. Nursing students can develop their theoretical knowledge by working in a clinical environment and gain suffi cient profi ciency (1). The acquisition of clinical skills and abilities requires students to gain experience in real environments with repetition and practice under the supervision of professors...

Background: A large number of factors aff ect the learning process. Objectives: This study aimed to assess the relationship of learning styles and attitudes towards problem-based learning with academic success in preclinical medical students. Methods: This cross-sectional study was conducted at the Medical Faculty of Ondokuz Mayı s University (Samsun, Turkey) during May 1st and 31st, 2019. First, second, and third-year students were included in the study. Survey was used as the data collection method. Grasha-Riechmann Learning Style Scale and Problem-Based Learning (PBL) Attitude Scale were included in the survey form besides a socio-demographics form. Overall, 612 (72. 3%) students participated in the study. Results: The highest mean value regarding the learning styles of the medical students was related to the independent learning style, and the lowest mean value was related to the competitive learning style. It was determined that the independent learning style was more dominant in the preclinical medical students; there was a correlation between learning style and the attitude towards PBL. Also, there was a correlation between learning style and attitudes towards PBL and academic success. Independent and avoidant learning styles and attitudes towards PBL were found to be critical variables in predicting academic performance according to multiple regression analysis. Conclusions: It is important to raise awareness in educators and students on learning styles.

Background: The outbreak of coronavirus disease 2019 (COVID-19) pandemic has led to the transition of dental education from chair-side clinical teachings to virtual didactic lectures. The future of dental education is not clear in these uncertain times. Objectives: This survey-based study aimed to evaluate the current scenario and preparedness of dental colleges/universities and faculty in adapting to the new situation and understanding the challenges faced during this phase. The survey also explored the opinions, limitations, and possible solutions in dental academics through open-ended qualitative questions. Methods: This survey-based study utilized exploratory mixed methods through both open-and closed-ended questions. The survey was distributed electronically to the majority of dental colleges across India to be answered voluntarily by the dental academicians involved in COVID-19 planning. The survey was inspired by the pre-existing questionnaire proposed by the Association of Dental Education in Europe (ADEE), and it was modifi ed by the committee consisting of the study authors. Validation and piloting of the study were done through in-house dental faculty. Quantitative data were analyzed using descriptive statistics and expressed in percentages. Broad themes for qualitative data were derived by two independent authors and collated by the third author to fi nalize the results. Results: The questionnaire was answered by 89 dental schools from all parts of the country with varying stages of COVID-19 prevalence. Quantitative data revealed 100% adaptation of dental schools to online teaching, uncertainty regarding online (31. 46%) and offl ine (10. 11%) exams, and assessment of clinical competence. Qualitative analysis indicated uncertainty, ambiguity, and lack of direction among study respondents regarding how best to deal with the current situation. Conclusions: According to our results, collaborative eff ort from governing bodies was urgently required at this point to prevent dental education from being divided into multi-directional, incoherent, and isolated units.

Background: The use of technology in distance education can help cross the borders of space and time for lifelong learning. One of the active learning methods is the use of the mobile apps with the potential to develop medical education. Objectives: The aim of this study was to evaluate the effi cacy of using diabetes educational mobile app in the endocrine physiology virtual classroom during the COVID-19 pandemic. Methods: In the present study, an educational mobile app for diabetes, including the information modules, as well as educational videos made by the researchers of this study, was designed for 32 medical students of Abadan University of Medical Sciences who had endocrine physiology courses in the fi rst semester of the academic year 2019-2021. A researcher-made questionnaire consisting of 10 questions about learning the educational content of diabetes through the application containing educational videos in the virtual classroom of endocrine physiology, scoring based on a fi ve-point Likert scale, was provided. The data were analyzed by SPSS 21 using descriptive statistics. Results: The results obtained based on the highest satisfaction percentage were as follows: creativity in learning (90. 625%), fast learning (87. 5%), accessible learning (84. 375%), practical learning (81. 25%), sustainable learning (81. 25%), eagerness to learn (78. 78%), attractive learning (78. 125%), accurate learning (78. 125%), reducing the student’ s dependence on the teacher (75%), and feeling more confi dent (75%). Conclusions: Using educational applications along with other teaching methods can lead to fast, creative, practical, accurate, and lasting learning, and due to its attractiveness, it creates a desire to learn in people.