Journal of Medical Education Development
Year:2019 | Volume:11 | Issue:32 |Papers Count:8

Background & Aim: Instead of being based on reality, theoretical approaches related to the occurrence of learning are more based on the observations by researchers. One of the approaches is the study of the effect of changes in virtual education based on the physiological approach. This study aimed to compare the effectiveness of presentation of images in visual education on the brain function of students. Materials and Methods: This study had a 2x2x2 factorial experiment design to compare the effects of three independent variables of spatial intelligence (low and high), depth (2D and 3D), and motion (statistic, dynamic) on two dependent variables of alpha power and recall. Statistical population included all students of Baqiyatallah University of Medical Sciences, Tehran, Iran, who were selected by purposive sampling and were randomly divided into two test groups. The mental rotation test by Vandenberg and Kuse was applied to classify the two groups into high and low spatial intelligence groups while a research-made test and an electroencephalogram were exploited to measure recall and record brain waves, respectively. Results: According to the results of the analysis of variance, no significant difference was observed among visual educational styles in terms of the range of alpha. However, the interaction effects of spatial intelligence and motion on the power of alpha waves were significant. Conclusion: According to the results of the study, the mean scores of the alpha wave was lower in the group of high spatial intelligence, compared to the other group, during a teaching by static images. Through education with animated images, the alpha waves were higher in the subjects with high spatial intelligence, compared to the other participants. It could be concluded that 2D animated images and 3D animated imaged were more effective for individuals with low and high spatial intelligence, respectively.

Background & Object: Mental disorders affect various groups, including children, adolescents, and adults, imposing heavy socioeconomic costs on communities. Therefore, the dynamism and efficiency of countries could be guaranteed by improving the mental health level, which leads to enhanced academic levels of students. This study aimed to evaluate the psychopathological indices in students of Zanjan University of Medical Sciences. Materials and Methods: This descriptive study was performed on 400 students of Zanjan University of Medical Sciences during the academic year of 2016-2017. After selecting the subjects by available sampling method, the symptoms checklists 90 revised (SCL-90-R) were provided to students and recollected after completion. Data analysis was performed using descriptive and inferential statistics. Results: In this study, 79% of students were suspected of mental disorders (61. 5% mild, 15. 3% moderate, and 2. 3% severe). Physical complaints and phobic anxiety were significantly higher in female students, compared to male students (P<0. 05). Conclusion: According to the results of the study, mental disorders are considerably common among students. Therefore, it is necessary to consider these disorders in the design of prevention and treatment programs.

Background and Objective: Spiritual intelligence, social capital, and psychological capital are approaches that help the individual to coordinate with the environment, health and performance improvement. This study aimed to evaluate the role of spiritual intelligence in the relationship between social capital and psychological capital of postgraduate students of the University of Sistan and Baluchestan, Zahedan, Iran in the academic year of 2018-2019. Materials and Methods: This was an applied research in terms of goal and an analytical and correlational study in terms of methodology. In total, 341 postgraduate students were selected using proportionate stratified random sampling and according to the Cochran sampling formula. Data were collected employing spiritual intelligence questionnaire (King), social capital (Gaiani) and psychological capital inventory (Luthans et al. ). Data analysis was performed in SPSS version 16 and LISREL using Pearson’ s correlation coefficient and the structural equation model. Results: In this study, the mean age of the students was 27. 42± 3. 79 years. In addition, the mean social capital was 52. 68± 11. 24 (out of 90), the psychological capital was 88. 77± 12. 79 (out of 120), and the spiritual intelligence was 63. 61± 11. 87 (out of 92). According to the results, the coefficient value of correlation of social capital with psychological capital (r=0. 335, P<0. 01), social capital with spiritual intelligence (r=0. 359, P<0. 01), and spiritual intelligence with psychological capital (r=0. 585, P<0. 01) was positive and significant. Furthermore, the direct effect of social capital on psychological capital (β =0. 12, t=2. 11), the direct impact of social capital on spiritual intelligence (β =0. 42, t=6. 78), and direct effect of spiritual intelligence on psychological capital (β =0. 64, t=9. 25) were positive and significant. The indirect effect of social capital on psychological capital was also significant and positive with the mediating role of spiritual intelligence (β =0. 268). Conclusion: According to the results of the study, spiritual intelligence and social capital were positively correlated with the psychological capital of students. Therefore, the psychological capital of students could be improved by focusing on the growth of spiritual intelligence and social support.

Background & Objectives: This research aimed to determine the relationship between awareness of Islamic citizenship rights and organizational similar-to-me of education managers of Zanjan University of Medical Sciences, Zanjan, Iran. Materials and Methods: This descriptive and correlational research was performed on all education department managers and faculty members with a history of education department management. Convenience sampling was applied to select 117 subjects who had passed online courses on citizenship rights. Moreover, data were collected using a researcher-made questionnaire in the form of a five-point Likert scale. In addition, data analysis was performed applying Lisrel 8. 5. Results: In this study, the results demonstrated that in the direct path, the principle of dignity (path coefficient=-0. 20) had the most effect on the dependent variable. However, in the indirect path, the variables of freedom of expression (-0. 17), social-political right (-0. 15), and freedom of thought (-0. 04) had the most impact on the dependent variable of the research (organizational similar-to-me of education department managers) due to the mediating variable of the right to security. Conclusion: According to the results of the study, all variables exerted impacts on the indirect path through the mediating role of the right to security. In order to better realize Islamic citizenship rights, it is recommended that the right to security (occupational-psychological) be provided so that a decrease could occur in the organizational similar-to-me effect in education department managers.

Background & Aim: The main goal of each educational system is successful implementation of the learning process. One of the tools used to achieve this goal is providing effective feedback to students during the learning process. Since clinical education forms majority of medical sciences education (e. g., nursing and midwifery), providing feedback to students during clinical education is of paramount importance. Therefore, this study aimed to evaluate the status of feedback provision in clinical education from the viewpoint of nursing and midwifery professors and students and to determine its relevant factors. Materials and Methods: This descriptive and analytical research was performed on all BSc nursing and midwifery students (third-semester upward) and all clinical professors in 2016-2017. In total, 198 students and 50 professors were enrolled in the study. Data were collected using a researcher-made questionnaire, validity, and reliability of which were confirmed using content and face validity and test-retest, respectively. In addition, data analysis was performed in SPSS using descriptive statistics and independent t-test. Results: In this study, 73. 2% of students and 74% of professors considered the status of feedback provision in clinical education as moderate, and no significant difference was in the viewpoint of them in this regard (P=0. 38). According to the results, the most used type of feedback was oral and individual feedback, and the most important cause of lack of provision of effective feedback included inadequate scientific mastery in the relevant subject, lack of knowledge and skill of professors regarding feedback provision principles, high number of students, and short duration of internship. Conclusion: Despite the impact of feedback on the effectiveness of education and improvement of the teaching-learning process, the present study demonstrated the status of feedback provision in clinical education is not desirable and different factors are related to this issue. Therefore, it is necessary to design some solutions to improve the abilities of professors in the areas of providing feedback and helping the improvement of clinical education.

Background & Objectives: Social accountability in medical education is interpreted as the willingness and ability to adapt to the needs of patients and the healthcare system both nationally and globally. The speed of changes in the health system and the community’ s needs has necessitated the training of physicians who are ready to face the problems of the 21st century. Therefore, this study aimed to evaluate the requirements of social accountability in the curriculum of general practitioners. Materials and Methods: This was an applied (in terms of goal) and descriptive and correlational (regarding data collection technique) research. The statistical population included experts of Mashhad University of Medical Sciences, professors of the school of medicine, and physicians working in the healthcare system. Subjects were selected through non-random purposive sampling. In addition, data were collected applying a researcher-made questionnaire, the validity of which was confirmed by content validity and factor analysis methods. Moreover, its reliability was estimated at Cronbach’ s alpha of 0. 85. Furthermore, data analysis was performed in SPSS and AMOS. Results: In this study, there was a relationship between the clinical and research components. In addition, an association was found between educational and clinical components, as well as between advocacy and educational components. On the other hand, while a relationship existed between the advocacy and clinical components, there was no significant association between educational and research components, as well as between advocacy and research components. In the end, a significant relationship was observed between social accountability and educational, clinical, and research fields. Conclusion: According to the results of this study, it is vital to focus on social accountability in the curriculum of general practitioners based on CARE model as a guide tool for the implementation of the accountability program.

Background & Objectives: Given the importance of attitude of students and its impact on their academic success or failure and with regard to the fact that attitude toward discipline is one of the factors affecting the academic status of students, this study aimed to determine the attitude of students toward their discipline and its association with academic failure. Materials and Methods: This descriptive and analytical research was performed on 313 students selected via simple sampling. Data analysis was performed using Chi-square, independent t-test, ANOVA, and linear regression. In addition, P-value of 0. 05 was considered. Results: In this study, there was a significant relationship between GPA and year of receiving a diploma (P<0. 05). In addition, the difference of attitude between various disciplines was significant, in a way that the most positive attitude was toward medical sciences and dentistry while the most negative attitude was related to health (P<0. 001). On the other hand, there was an association between paternal level of education and units passed (P=0. 03). Overall, some factors of academic failure had a relationship with the total score of attitude, in a way that the more positive the attitude, the less the academic failure (r=-0. 33, P<0. 001). Conclusion: According to the results of the study, the most positive attitude was related to the disciplines of medical sciences and dentistry, whereas the most negative attitude was toward the field of health. In this regard, there was a significant association between attitude and some factors of academic failure. Therefore, it is necessary to design and implement programs to improve the attitude of students toward their discipline and factors involved in academic success.

Background & Objective: Dentistry is one of the branches of medical sciences, which should change in response to the needs of the community in the third millennium. The present study aimed to determine the desirable status of the dental curriculum based on the domestic requirements of Iran and international experiences. Materials and Methods: This was a qualitative, historical research. Using library studies and the analysis and interpretation of the obtained data, the dental curriculum and actual experiences of reputable universities were examined in Iran and some other countries. Following that, based on the theoretical arguments and empirical achievements of some reputable universities, the favorable status of the dental curriculum was investigated considering the domestic needs of Iran and international experiences. Results: Through evaluation of the experiences of various universities in Iran and other universities across the world regarding the reform of the dental curriculum, it was concluded that the lack of a holistic approach, insufficient attention to the preventative aspects, separation of basic sciences education from clinical courses, lack of learning motivation in learners, and poor training of independent learners have urged the thorough review of the dental curriculum. The horizontal and vertical integration of the dental curriculum could enhance the current status of dentistry. Therefore, curriculum modification and reform should be focused on integrated approaches based on education combined with research, evidence-based dentistry, and introduction of new knowledge in the planning of the dental curriculum. Conclusion: A favorable integrated curriculum for dental education is a program that develops the dental curriculum based on the academic field level, field of study level, and thematic program or course content level through deciding on the four elements of objectives, contents, methodology, and evaluation, as well as adherence to the four principles of simultaneous integration at the micro and macro levels, diversity of methods and multi-dimensionality, balance between the contents, and supplemented integration from within.