Journal of Research in Medical Education
Year:2022 | Volume:14 | Issue:2|Papers Count:6

Introduction: Providing Islamic education courses with a health-oriented approach for medical students can be a source of dynamism and efficiency of these courses. The purpose of this study was to investigate the feasibility of presenting Islamic education courses with a health-oriented approach and to compile new topics for these courses. Methods: This research was conducted with a development method and a combined approach in Isfahan University of Medical Sciences in 2019-2020 in three stages. The first stage, numerical sampling, in the form of six specialized committees, with discussion and exchange of views and the use of a response questionnaire by the panel of experts and the data were calculated qualitatively (content analysis) and based on percentage. In the second stage, in the expert committee of the group, including the officials of six specialized committees, the results of the first stage were reviewed and consensus through a focused group discussion. In the third stage, the results of the previous two stages were studied by purposeful sampling of 11 faculty members in the field of health familiar with the topics of education and after note commenting, the topics were finalized and approved. Results: All participants believed that presenting Islamic education courses with a health-oriented approach,Due to the objectives of these courses and presentation in terms of health dimensions (physical, mental, social and spiritual) considered possible. This approach was found to be useful and necessary for medical students based on view᾽, s of 97/6%. 71/8% believed that presenting this subject based on approved syllabus is possible. Finally, The revised topics in the form of the curriculum with a health-oriented approach were proposed with the consensus of the faculty of the group. Conclusion: From the participants' point of view, a health-oriented approach is possible in all trends of Islamic education courses in terms of goals, topics, background and dimensions of health,and its presentation is useful and necessary for medical students.

Introduction: Considering the importance of using e-learning in the medical education system, this study aims to investigate the role of students' characteristics, content quality and knowledge management in using e-learning system through the mediation of e-learning acceptance among students of Shiraz University of Medical Sciences. Methods: In terms of purpose and nature, this research is applied and in terms of data collection, it is a descriptive correlation based on structural equation modeling. The statistical population of the study consisted of 4064 students of all undergraduate students of Shiraz University of Medical Sciences. 351 people were selected as a sample through Morgan table by proportional stratified random sampling method. Data collection tools in the variables of student characteristics, content quality, actual use of the system and learning acceptance was a 21-item researcher-made questionnaire and in the knowledge management variable was a standard 24-item questionnaire. The validity of the questionnaires was confirmed by logical (formal and content) and construct validity (confirmatory factor analysis) and the reliability of the questionnaires was confirmed by Cronbach's alpha method. Data were analyzed at two levels of descriptive (frequency, mean, standard deviation) and inferential (structural equations) using SPSS and Lisrel software. Results: The results indicate that among the variables of students' characteristics with acceptance of e-learning (β, =0. 65), content quality with acceptance of e-learning (β, =0. 42), knowledge management with acceptance of e-learning (Β, =0. 51) and acceptance of e-learning with real use of the system (β, =0. 13) There is a positive and significant causal relationship. Student characteristics, content quality and knowledge management mediate e-learning acceptance indirectly affect the actual use of the e-learning system. Therefore, the mediating effect of e-learning acceptance in this study was confirmed. Conclusion: Based on findings of this study, it can be seen that an increase in the scores of student characteristics, content quality, knowledge management and acceptance of e-learning will be associated with an increase of using e-learning among the students. According to the research findings, it is suggested to policy makers and university administrators by holding workshops and training courses, considering the variables of the present research, to prepare the ground for real use and acceptance of e-learning in the learning process of the University of Medical Sciences.

Introduction: Academic burnout is one of the major challenges during the academic year that is affected by various factors. Therefore, the aim of this study was to investigate the relationship between COVID-19 anxiety and academic burnout with the moderating role of academic commitment in medical students. Methods: This is an analytical cross-sectional study. the research population consisted of stager and intern medical students at Guilan University of Medical Sciences in the academic year 2020-2021. 230 people (115 stagers and 115 interns) were selected as the sample by stratified random sampling. Data were collected using Corona Disease Anxiety Scale, Maslach Burnout Inventory-Student Survey, and the Academic Commitment Scale. Data were analyzed using descriptive and analytical statistics (Pearson correlation and adjustment regression) through SPSS. Results: Out of 230 distributed questionnaires, 190 could be analyzed (participation rate=82. 60%). Pearson correlation coefficient shows that academic burnout is positively related with COVID-19 anxiety (r= 0. 332, P=0. 001) and has a negative and significant relationship with academic commitment (r=-0. 304, P=0. 001). There is also a negative relationship between COVID-19 anxiety and academic commitment (r=-0. 265, P=0. 0001). Also, the results of adjustment regression analysis showed that the predictor variables (ß, ) COVID-19 anxiety (0. 26), academic commitment (-0. 29) and adjustment role (0. 21) in total, predict 0. 20 of the variance of the variable of academic burnout. Conclusions: With an increase in academic commitment in students, the effect of COVID-19 anxiety on academic burnout decreases. It is recommended that medical education planners pay attention to training programs in this area.

Introduction: Corona virus has disrupted medical education in the world. Most medical schools try to use e-learning to maintain the standard learning of medical students in teaching hospitals. The aim of this study was to identify and explain the factors affecting the clinical education of medical students in distance education in coronary conditions. Method: This qualitative study was performed by content analysis method. Sample research was articles on virtual education, medical education and clinical education in Corona pandemics. 23 articles were selected for the final review. Open coding of articles was performed using MAXQDA10 software. In the next step, the codes were grouped based on conceptual and semantic similarity, and each category was named with the titles that indicated its characteristics. In order to check the validity of the research, the text of the articles was given to two medical education specialists to be coded. Results: The results of data analysis in the process led to the identification of 73 open codes, which finally by categorizing and analyzing the codes, 3 main categories and 7 central categories, including increasing the clinical competence of medical students in corona pandemic (reducing harm to patients using virtual education Improving the quality and quantity of learning using e-learning, increasing students' communication skills in virtual clinical education), Improving the quality of clinical education using the virtual education approach (creating and maintaining standard learning, creating a suitable platform for virtual clinical education), developing clinical education using elearning (reducing time and space constraints in clinical education using cyberspace, creating a simulation environment for clinical education) was formed. Conclusion: Decreasing the quality and quantity of medical education in medical universities over time has a negative effect on the treatment of patients and their health. Due to the corona pandemic and the reduction of medical education in teaching hospitals, e-learning as a new approach in learning can be used to improve the quality of clinical education.

Introduction: The field of critical care nursing provides the reduction of mortality and morbidity in intensive care units through the optimization of nursing care for critical patients who need special care. The aim of this study was to compare the Iranian and Scottish Intensive Care Nursing Master's Degree Program (University of Edinburgh). Methods: This comparative study was conducted using the Bereday model in four stages of description, interpretation, comparison, and educational models based on the educational program of the critical care nursing master's course in Iran and Scotland. Result: The results showed that in Iran, curricula have been specially developed with a focus on nursing in the critical care units. In contrast, the goal of the Scottish curriculum is to develop nursing based on clinical evidence-based decision-making. Conclusion: Although the master's degree in intensive care nursing is free in Iran, clinical courses are not given as much attention as the curriculum in Scotland. The existence of part-time courses, planning courses aimed at training academic staff and online classes can increase the strength of the curriculum of this course in Iran.

Introduction: Due to the widespread use of technology-based training in the Covid 19 era and application of it in education, the present study was conducted to determine the effectiveness of technology-based education on the learning of dental students during the Covid 19 pandemic in Arak University of Medical Sciences in 2021. Methods: This analytical cross-sectional study was carried out on 170 dental students who were selected by stratified random sampling in 2021. Data was collected by standard questionnaire including students' demographic characteristics, their computer skills and evaluation of technology-based education in six areas of learning (content, leatning-teaching, page design, material education, helper to learning and volum content). Data were analyzed by T-Test, ANOVA and Pearson and Spearman correlation test through SPSS. Results: The mean and standard deviation of the age of students was 23. 36±, 2. 7 years, the average evaluation of technology-based education was 42. 79 ±, 15. 29 (out of 100) which was the lowest evaluation in the field of helper 36. 32±, 21. 34 and highest in the field of educational materials was 46. 26±, 18. 74. Direct correlation between learning content area and students' grade point average (r=0. 20), computer skills (r=0. 28), learning-teaching activity (r=0. 20) and page design (r=0. 16) significant was observed (p<0. 05). There was no significant difference between students' evaluation with gender, educational level, grade point average and indigenous status of students. Conclusion: The lowest evaluation has been reported in the field of help, in other words, the weak communication between the teacher and the student. In order for technology-based education to be more effective, regardless of gender, degree, grade point average and native and non-native students, it is necessary to create opportunities for student-teacher interaction, strengthen students' computer skills, provide homework and provide examples in teaching-learning activities and emphasize the proper design of educational platforms.