Journal of Research in Medical Education
Year:2021 | Volume:13 | Issue:AB0011|Papers Count:9

Introduction: In recent years, higher education has faced three major paradigm shifts: "Development of lifelong learning", "Democratization of knowledge" and "Development of the global knowledge community". This study aims to design and validate a evaluating mechanism for the pedagogical elements and dimensions in sustainable teaching-learning processes in both public and private academic institutions. Methods: This is an explanatory mixed method research design that has been done sequentially in two parts, qualitative and quantitative. In the qualitative section, data was collected via semi-structured interviews. Participants including 17 experts and higher education specialists who were selected by purposive sampling method. In this section, inductive content analysis method was applied for data analysis and findings was validated by participants and colleagues. The model of the quantitative section was descriptive-survey. For this 322 faculty members in public and private universities were selected based on the Cochran's estimation for formulating sample size. A researcher-made questionnaire including 3 subscales was used for data collection respectively. Data was analyzed using SPSS and AMOS software. Result: The results of data analysis in the coding process led to the identification of 75 open codes, which were finally classified into 22 core categories and 3 selected codes (students, curriculum, professors). In quantitative part, findings showed that it is sufficiently and appropriately could identify the components of sustainable pedagogy. The findings also showed that the current status of relevant indicators in public universities (2. 99) is significantly higher than private universities (2. 88) (p <0. 05: t = 4. 11). Conclusion: According to the results of the study, it can be expressed, universities should move towards sustainability in order to maintain their stability in the current situation. Accordingly, one of the main indicators of a sustainable university is sustainable pedagogy, which has a sustainable strategy and a multifaceted view of the curriculum and emphasizes on nurturing creative and intelligent students and up-todate professors, and an academic identity that always seeks to strengthen the identity of professional citizens who could help a stable and pioneering society. Therefore, the findings of this study can be used in order to enrich the teaching-learning processes as much as possible.

Introduction: Metacognitive awareness is one of the explaining factors in students᾽,academic achievement. Metacognitive awareness is essential for the learning environment, through which learners can manage their knowledge and learning process. The aim of this study was to provide a causal model of the factors affecting metacognitive awareness in integrated reverse learning among medical students in Shiraz. Methods: In this cross-sectional analytical study, the necessary data were collected through a combined questionnaire completed by a sample including 380 students of school of health in Shiraz University of Medical Sciences. The sample consist of all students who were selected english as a course in the second half of the year 1999-99 at Shiraz University of Medical Sciences. Data collection tools included Mokhtari and Richard metacognitive awareness, Freiburg mindfulness, goal orientation of Beaufard et al, Wells metacognitive beliefs, and cognitive-emotional regulation. Data were analyzed by AMOS and lisrel software. Results: Three factors of metacognitive beliefs (t=2. 21), goal orientation (t=2. 1) and mindfulness (t=2. 55) have a significant effect on metacognitive awareness in students of Shiraz University of Medical Sciences (p<0. 001). Among the endogenous variables, mindfulness had the most effect (0. 256) and metacognitive beliefs had the least effect (0. 172) on the metacognitive consciousness variable. Conclusion: According to the good fit indicators and also the study of the model as a whole in the study group, the model had a good fit in terms of indicators and can be used in decisions and policies.

Introduction:Clinical reasoning includes a range of thinking about clinical medicine at all stages of patient evaluation,Bayesian theory can be used to refute or confirm differential diagnoses in the clinical reasoning process,In this way,by learning the basic mathematical language of probability in medicine,we can change our beliefs according to new evidence,The aim of this study is to investigate the effect of holding a workshop about familiarity with Bayesian reasoning on the promotion of clinical reasoning in medical interns,Methods:This is a quasi-experimental reseach using non-equivalent dependent variable design (NEDV),To do this 57 interns of Shahrekord Hajar Hospital participated in the pre-test of SC type as a case and KFP test as a control,Then,a three-hour workshop on clinical reasoning and Bayesian was held,After 2 weeks of pre-test,post-test was held with a confidence interval of 0,95,their results were compared and analyzed with SPSS using paired sample T-test,Results:The results of the study showed a significant increase in interns' scores in both KFP and SC tests,The rate of application of clinical reasoning for trainees in SC post-test was about 55%,which was 3,5% higher than SC pre-test,and this rate was 46% in KFP post-test,which was 3% higher than that of pre-test,Conclusion:SC test is not a suitable evaluation method to show the effect of Bayesian reasoning training workshop on clinical reasoning and holding a Bayesian reasoning workshop has not a significant effect on improving the clinical reasoning situation of interns,

Introduction: Guidance and counseling of professors provide professional way to increasing insight, developing social relationship and improving efficiency of education system. This study aims to assess the attitudes of students and professors to counsultor-planning and identify problems and ways to deal was done. Methods: This descriptive-survey study has been done on 353 professors and 153 students that were selected through sampling method during the years 2019-2020, at Shiraz University of Medical Sciences. For collecting data, a researcher made questionnaire including three parts: professors and students demographic information, identifying and determining problems of performing counsultor planning and finally identifying solutions. data were analyzed by T test-one-paired, chi-square through SPSS. Results: In general, students and professors have negative attitude toward the implementation of the project (p< 0/01). From two groups, lack of physical space and time, their lack of knowledge of educational rules and regulations, lack of attention to the interests and expertise of professors as problems in the implementation of the project in the university. Also, the solutions to prevent problems in the implementation of the plan were considered to be the provision of hardware facilities, software and training programs (p< 0/01). Conclusion: According to the results, it can be concluded that although the guidance and counseling of professors has a very important role in the growth and excellence of students in the life cycle, but these two groups do not have a positive attitude towards the counseultor planning because there are many problems that should be considered by the authorities based on the proposed solutions.

Introduction: Bullying in nursing students is an important issue that can affect self-esteem. People often use coping strategies in the face of negative situations. The aim of this study was to determine the relationship between bullying in the clinical setting and self-esteem and coping strategies used by nursing students. Methods: This cross-sectional analytical study was performed in 2019 on 193 nursing students who were selected by stratified random sampling. Data collection tools were valid and reliable questionnaires of bullying behaviors in the clinical setting of Clarke et al, Rosenberg self-esteem, and Lazarus and Folkman coping strategies. Data were analyzed using SPSS at 95% confidence level and Pearson correlation coefficient and Independent t test. Results: The results showed that bullying in the clinical setting had no statistically significant relationship with self-esteem. Bullying in the clinical setting had a positive and significant relationship with emotion-based coping strategy in general (P=0. 041) but had no statistically significant relationship with problem-based coping strategy. Conclusion: Nursing students mostly use emotion-based coping strategies to deal with bullying, so effective coping strategies against bullying behaviors should be taught to nursing students.

Introduction: Foundation of higher education in each country are focused on: more access to education, improving the quality of education, and increasing educational justice in society. Internationalization of higher education in the field of medical education is the process of purposeful integration of international, intercultural, or global dimensions in medical education to improve its quality and prepare graduates for professional activities in the world. In this study, the educational measures taken during the COVID-19 pandemic were examined and its adaptation to the internationalization program of medical education was performed. Methods: This systematic review was performed, on articles published with Iranian origin in both Persian and English languages about internationalization of medical education during the Corona COVID-19 pandemic and extracted from the Scopus database, Web of Science, PubMed, Cochrane Library, Medlib, Science Direct, Google Scholar, Irandoc, Magiran, and SID, from 2020 to 2021, by using the selected keywords including: Corona virus, COVID-19, Medical education, Internationalization and IRAN. Search result consist of 1490 articles and after reviewing and deleting duplicate and unrelated articles and using the evaluation checklist, 20 related articles were selected and entered into the study. Results: The systematic review of 20 selected articles indicated that the occurrence of the Corona COVID-19 pandemic expressed synchronicity of changing the educational culture of medical universities and the teaching-learning paradigm shift. These changes increased students' self-confidence and faculty members᾽,effort to empower themselves. Educational infrastructure (software and hardware) were reviewed and appropriate solutions to solve the problems were presented. Conclusion: The proceeding to change the attitude of learners and teachers toward the use of virtual education, along with appropriate infrastructure design of technologies, appropriate cultural context, implementation of content development workshops, creating the necessary software and hardware infrastructure as well as motivating teachers and students to have using the virtual education system to reduce current challenges and promoting educational process were effective. The medical education in the Corona outbreak was not only successful in improving the quality of education but also responded to the three concerns of the country's higher education in the field of health to create access, improve the education quality and increase justice and educational equality and achieving global legitimacy.

Introduction: Individualized curriculum is an essential and important dimension in guiding learning experiences and achieving successful educational results. The aim of this research was to investigate the role of supportive actors in the individualized curriculum of those admitted to the fields of medicine, dentistry and pharmacy. Methods: This research was performed with a qualitative method of phenomenological type. The participants of this research were those admitted to the daily courses of medicine, dentistry and pharmacy of Universities of Medical Sciences in Tehran and were selected by purposive sampling. Sampling continued until theoretical saturation was reached, eventually reaching 19 people. Data were collected using in-depth interviews and were analyzed by MaxQDA qualitative through sevenstep Colaizzi pattern. Results: In this research, the role of supportive actors in the individualized curriculum of those admitted to the fields of medicine, dentistry and pharmacy was investigated. The results of the research were classified into Three main concepts: family support (including sub-concepts of family scientific support, family psychological support), Support of school educational officials (including sub-concepts of scientific support of school educational officials, psychological support of school educational officials). And university professors' support (including sub-concepts of university professors' scientific support, university professors' psychological support). Conclusion: The results of this research showed that supportive actors had an important role in the individualized curriculum of the research participants and as a result, their academic success,Scientific and psychological support of family, school educational officials, and then university professors can influence the results of educational evaluations.

Social accountability is a commitment to guidance, education and research and the provision of health services based on the priority of community health needs and its importance is such that in some studies it is considered as one of the four main missions of medical universities. It is necessary to change the direction of comprehensive health service centers to the social accountable medical education center. In this process, the change is explained using the 8 steps of the Kotter change model.