Journal of Research in Medical Education
Year:2023 | Volume:15 | Issue:2|Papers Count:8

In recent years, the role of artificial intelligence (AI) has increasingly become prominent in various aspects of human life and has influenced many fields of human activities. One important aspect of using AI is its application in medical education. The use of AI in medical education is very productive and efficient, but it can also come with challenges that need to be considered and addressed in order to preventing, managing, and resolving them. One of the most important challenges in the use of AI in medical education is that it can raise ethical issues related to privacy, transparency and bias. so it is very important to ensure that AI algorithms in medical education are designed to prioritize safety, fairness, and accuracy at the highest level possible.

Introduction: Higher education is one of the most important subcategories of the educational system. Its most important goal is to provide a context for the growth and training of healthy, efficient and responsible people to play a role in personal and social life. The present study has been done to determine the relationship between burnout education with self efficacy and academic motivation of Dental students of Qom University of Medical Sciences. Methods: This descriptive cross sectional study was conducted among dental students of Qom University of Medical Sciences in 2019. The study samples were 132 students who were selected by census method. The data collection tools included demographic information questionnaire, academic burnout, academic motivation scale and selfefficacy questionnaire. Data were analyzed using descriptive statistics (prevalence, percentage, mean) and single and multivariate logistic regression through Spss. Results: The mean and standard deviation of students' grades in this study were 38. 47 ±,18. 03 in the academic burnout scale, 164. 11 ±,46. 22 in the academic self-efficacy scale, and 141. 50 ±,27. 37 in the academic motivation scale. The results of the logistic regression analysis showed that, among the demographic variables and subscales, the most important factors affecting academic burnout are the academic year (CI = 1. 47-88-36, OR = 11. 40), residence status (OR= 1. 17, CI=1. 08-1. 26), confidence in the ability to manage work, family, university (OR= 0. 83, CI=0. 70-0. 98)and external motivation Is (OR= 1. 07, CI=1. 02-1. 12). (P<0. 05) Conclusion: The variables of self-efficacy and academic motivation are the predictors of academic burnout among dental students, so that students with higher self-efficacy and external motivation are less likely to suffer from academic burnout.

Introduction: The faculty members of Universities experience significant level of job stress due to their multiple roles and responsibilities. The purpose of this study is to determine the role of organizational justice and work-family conflict in the job stress of academic staff members of Guilan University of Medical Sciences. Methods: This is a cross-sectional and descriptive-correlational design study. The statistical population of this study comprised faculty members of Guilan University of Medical Sciences about 452. The participants were selected through convenience sampling, and 127 individuals were enrolled in the study. R. S. Eliot job stress (1994), Niehof & Moorman organizational justice (1993), and work-family conflict Carlson, Kacmar &Williams (2000) questionnaires were utilized for data collection. The data were analyzed via Pearson correlation coefficient and multiple linear regression analysis with IBM SPSS. Results: There was a significant negative correlation between job stress and organizational justice (r =-0. 324, P = 0. 001). Moreover, a significant positive correlation exists between job stress and work-family conflict (r=0. 620, P=0. 001). The results of multiple analyses implied that job stress is significantly explained by organizational justice (b=-0. 066, P=0. 039) and work-family conflict (b=0. 310, P=0. 001) (P<0. 001). Conclusion: Universities, as a systematic social structure, in line with their human resource management, can increase their staff performance by identifying factors which lead to improvement in understanding of organizational justice and reducing job stress, by this the organizational efficiency can be risen.

Introduction: One of the important factors in learning and students` success is the professional competence of teachers. The aim of this study is to explore nursing students' understanding of the professional competence of their teachers. Methods: This qualitative study was conducted using purposive sampling with 12 nursing students in 2022 at Mazandaran University of Medical Sciences. Semi-structured interviews were used to collect data. Sampling continued until data saturation was reached. Elo and Kyngas' method was used for data analysis, which included three stages of open coding, creating categories, and abstraction. Results: Three main themes were extracted from the data analysis, including educational competence (updating the knowledge of teachers, expertise in the field, ability to transfer knowledge), ethical competence (being a role model, having a presentable appearance, not discriminating among students), and classroom management (class management, having a lesson plan). Conclusion: The findings revealed that three characteristics of educational, ethical, and classroom management competencies are essential for a professional nursing teacher. The implementation of these competencies in educational centers of medical universities can be useful not only at the beginning of their career but also throughout their service as teachers.

Introduction: The flipped classroom based on instructional design is one of the student based teaching approaches that is expanding today. This teaching method promotes autonomy and effective cooperative learning in learners. The purpose of this study is to determine the effectiveness of this instructional approach based on the ADDIE model in learners. Method: This semi-experimental study was conducted on Students of Community-Based Education of Health at Shahid Beheshti University of Medical Sciences in 1400. The intervention included the implementation of a virtual flipped class using the ADDIE model for the research methods course with a focus on research proposal writing. The effectiveness of the intervention results was evaluated using the first and second levels of Kirkpatrick’, s model's compared to the results of the common approch. Data collection tool was the satisfaction questionnaire and the checklist to evaluate the dimensions of the research proposal. Data were analyzed by Descriptive and inferential tests, including mean and standard deviation, and frequency, and Wilcoxon's test (Related Samples Wilcoxon Signed Rank Test). Result: Results showed satisfaction of more than 60% of the research participants in a very high range. The results of the two Kirkpatrick’, s model level showed a statistically significant difference (P<0. 05, Z=-2. 001) in the learning rate of the flipped classroom approch in a comparison with the common instructional approch showed. The learning results in most of the examined items in the dimensions of proposal writing after the implementation of the flipped class compared to the common approch, led to an improvement of learning by more than 50%. Conclusion: The results of this study indicated that teaching with an flipped classroom approach based on the ADDIE model can improve both learning and quality also, quantity of written proposals.

Introduction: One of the effective elements in improving job efficiency which causes a kind of cohesion in the organizations, is job enthusiasm. The aim of this study was to present the model of job enthusiasm of faculty managers and those who in the university. Methods: This qualitative research was conducted using the data theory method of data-analyse. Data analysis results were obtained from the Max Kyoda qualitative analysis software in three stages of open, central and selective coding. The statistical population include faculty managers and those who have the experience of more than 5 years of work in the field of management from the university's sub-departments. Data collection continued using purposive sampling after 15 semi-structured interviews with experts. the main categories were extracted after completing the coding processuntil theoretical saturation was reached. Results: During the open coding process categories of job passion were extracted,Then, in the central coding stage, the relationship between these categories, causal conditions (resilience, hope, self-efficacy, psychological empowerment), background (personal and occupational factors), intervening (internal and external organizational factors), measures (support, transparency, organizational justice and work environment) and the consequences of passion (internal and external advantages and disadvantages of the organization) were determined in the form of coding paradigm. Then, in the selective coding stage, one of the components of the coding paradigm was created with the flow of the story and the theory. Conclusion: promoting job engagement can lead to profit consequence toward organizational enjoyment, So it is suggeseted authorities using participatory and revolutionary leadership methods provide desirable jon engagement as well as improving employee job performance.

Introduction: Clinical empathy is a essential skill in medical profession, ability to understand the patient's perspectives and experiences and convey this understanding to the patient. aspects of education such as transferring behaviors, norms and values in the form of hidden curriculum work better than explicit. Hidden curriculum factors affect the formation of clinical empathy that is implicitly and unintentionally transmitted throughstructures, culture and organizational interaction. Thus, the main goal of this study is to determine the influencing factors on the formation of the hidden curriculum of empathy of residents of medical universities. Methods: This qualitative study was conducted based on grounded theory. The participants include the third-year assistants of the internal medicine department of Tehran University of Medical Sciences, whose selection method was a purposive and theoretical. In total, semi-structured interviews were conducted with 22 assistants, . Interviews were analyzed using Corbin and Strauss coding methods (open, selective and axial) which were identified. To ensure reliability and validity, criteria: acceptability, transferability, reliability, and verifiability were used. Results: Findings indicate that the total number of free codes extracted from the content of the interviews was 73, which after merging similar codes with each other, classified in 9 similar concepts and finally in 4 the main themes were categorized. Results show that effective components on the formation of the hidden curriculum of empathy of residents included components of Skills needed by assistants (educational skills and basic skills), components of individual characteristics (psycho-personality and lifestyle), support factors including (material support and spiritual support) and the issues of organizational include (working environment of hospitals and clinics, job satisfaction and the structure of the educational system). Conclusions: According to the results of the current research, for the formation of clinical empathy in the competent assistants, it is necessary for universities of medical sciences to carry out formal evaluation of clinical empathy, comply with international standards, provide Sufficient comfort facilities take steps to prevent job dissatisfaction and job burnout, create positive and supportive relationships, so the findings of this research can be helpful in the field of clinical empathy formation in assistants.

Introduction: In recent decades, necessity of revising traditional teaching methods and using new and active learning and student-centered methods by educational systems have been found, and these methods have been used in various sciences, including medical sciences. The present study was conducted with the aim of investigating the level of satisfaction of flipped classroom teaching method in comparison with the presentation of electronic-content and the lecture-based instructional methods. Methods: This semi-experimental study was conducted in the second semester of the academic year 2021-2022. The research population consist of students of the operating room and intelligence departments of the Faculty of Paramedicine of Sabzevar University of Medical Sciences (51 students). The students included 15 students of the 2nd semester of the operating room, 18 students of the 4th semester of the operating room, and 18 students of the 1st semester of the anesthesia major. To achieve the goal of the research, the teaching of three courses "an introduction to internal diseases", "principles of sterilization and disinfection" and "medical terms" were studied. These lessons were presented with the help of flipped classroom teaching methods, teaching through E-content and lectures. At the end of each lesson, a standard questionnaire of students' satisfaction with the teacher's teaching method was completed. Data described by Mean and standard deviation and analyzed by variance analysis test, Kruskal-Wallis and Mann-Whitney U test through SPSS. Results: The findings of the research showed that the highest satisfaction score of students in the course of familiarization with internal diseases using the upside-down classroom method was 34. 94 ±,5. 42, In the course of “, the principles of sterilization”,and the course of “, medical terminology”,both of them with the lecture method, it was 38. 20 ±,6. 95, 37. 88 ±,5. 90 respectively. The results of the analysis of variance showed that there was no statistically significant relationship between the average satisfaction score in the lecture method among different courses (p=0. 316, F=1. 181). Also the results showed that there was no statistically significant relationship between the mean satisfaction score in the virtual method among different subjects (p=0. 255, H=2. 73). The results showed that there was no statistically significant correlation between the two subjects in the inverted method. Conclusion: The present study showed that students are satisfied with all three teaching methods provided. The level of students' satisfaction with teaching using the flipped classroom metho and lecture method was higher than the method of presenting virtual content.