Journal of Research in Medical Education
Year:2024 | Volume:16 | Issue:1|Papers Count:8

2Introduction: Various factors influence the rate of universities` participation in the development of Massive Open Online Courses  (MOOCs). This research has been done to compare the current and desired status of factors affecting the participation of medical schools in the development of MOOCs from the virtual education experts’ points of view in Iranian medical universities.         Methods: This descriptive study was conducted on 206 experts of virtual education in Iranian medical universities in 2021-2022  .Reseach tool includes a questionnaire consisted of 28 questions on a 5-point Likert scale with a cut-off point of 3. The validity of the tool was confirmed using CVR and CVI content analysis, and reliability was confirmed using internal consistency and Cronbach's alpha with a value of 0.949. Data were analyzed using paired t-test, independent t-test, and ANOVA through SPSS version 21. Results: The comparison between the current and desired status of the components revealed significant differences in the cultural components (P<0.001, t=32.54), structural components (P<0.001, t=31.47), political components (P<0.001, t=32.05), and human resources (P< 0.001, t=34.66). The current situation was found to be below the expected level (desired state). In evaluating the items, the lowest scores were related to holding national festivals(1.67±0.92), encouraging prominent activities(1.67±0.82), the sense of belonging and membership of the national MOOC (1.77±0.95), the existence of motivational mechanisms for teachers (1.82±1.01) and educational experts (1.82±1.13) (P<0.001). In addition, attention to fair power distribution(1.94±1.02) and appropriate profitability (1.89±1.06) had the lowest average scores. Investigating the  desired status, support services of virtual development centers(4.66±0.66), faculty development (4.65±0.74), motivational mechanisms (4.0±55.79), and compilation of educational indicators and guidelines (4.54±0.79) had the highest averages. Conclusions: Based on results, the development of MOOCs encompasses multiple dimensions. It seems that determining |motivational mechanisms, the interactive relationship between e-learning policy-makers and universities of medical sciences, fair distribution of power and resources, and the creation of common goals and roadmap to promote integration and synergy in effective and efficient activities is necessary.

2Introduction: Avicenna is a zenith standing on the medicine pinnacle and a master of other common sciences at his time. He was so deeply immersed in immortality education that even after 1,000 years, it is still possible to conduct research on him. The main objective of the present study is to investigate the educational aspects of Avicenna’s life.    Methods: This historical-analytical-educational study aimed to investigate Shahnameh as a basic reference by focusing on Khosravani Education, regarding different narrations according to the study context. Shahnameh’s stories can be interpreted and inferred in different narrations as mythological, epic, historical, gnostic, political, symbolic, and educational; the appropriate interpretation cannot be achieved without meticulously securitizing interpretations and texts related to the Shahnameh. Results: Owing to the same nature of reason and wisdom in Shahnameh and the related word families, their bounds, categories, levels, lexical combinations, collocations, and derivations regarding valid studies were scrutinized. A point of consideration on Hikmat and Kherad is that the English equivalents for both terms are the same, which is wisdom.   Conclusions: In regard to aforementioned sections of the study, three conclusions can be drawn as follows: A) interaction of civilizations and cultures over the years, and Iran was a bridge between East and West in this interaction, B) interaction of sacred books which are identical in foundations and principles and if the similarities are focused then human beings are members of one whole, and C) educational similarities of religions possessing same value systems owing to the fact that foundation and principles are identical and the understanding of the mentioned issues can be fruitful for the today’s learner to find the role model.

2Introduction: Academic flow experience is an important factor and indicator for improving students’ learning experience and achievement. The present study aimed to investigate the relationship between academic flow and intrinsic motivation by considering the mediating role of academic engagement among medical students. Methods: The current research is a cross-sectional study with a correlational design. The statistical population of the study included all the students enrolled at Kashan University of Medical Sciences (n=3,377) in the 2022-2023 academic year. A total of 356 students were selected by stratified random sampling using the proportional allocation method. The participants filled out the Harter’s Academic Motivation, Reeve and Tseng’s Academic Engagement, and Martin and Jackson’s Academic Flow questionnaires. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (structural equation modeling [SEM]) using the partial least square method through Smart-PLS (3) and SPSS (24). Results:The results demonstrated that the mean and standard deviation scores for intrinsic academic motivation were obtained at (56.28±13.37), for academic engagement at 97.49±25.06, and for academic flow at 28.30±5.66, all falling within the moderate range. The SEM results showed that the proposed model had a good fit with the empirical data. Intrinsic academic motivation could directly and significantly predict the academic flow of the students (ß=0.35, P<0.001), and this relationship was mediated by academic engagement (ß=0.12, P<0.001) as it was confirmed by the bootstrap estimation method. Conclusions: Based on findings, intrinsic academic motivation can promote academic engagement, which may consequently promote students’ academic flow. It is suggested that medical education planners and professors strengthen students’ academic engagement by creating an interactive and collaborative atmosphere and using challenging and engaging assignments, which may substantially facilitate students’ flow experience.

2Introduction: Health workers should be trained based on the real needs of society in terms of quantity and quality. In so doing, after graduation, they can be employed in positions related to their field of study and resolve the health problems of society by providing relevant services within their scope of duties. The present study aimed to explain the required knowledge and skills for public health undergraduates. Methods: This qualitative study was conducted using content analysis. Three focus group discussion sessions were held with 30 health network managers, managers, heads, and experts of the technical groups of the deputy of health and the headquarters of health networks and healthcare workers of comprehensive urban and rural health service centers in Golestan province. Data were analyzed using the thematic content analysis method and MAXQDA(10). Results: After merging similar codes, 55 codes were finally extracted and classified into 19 subthemes and then categorized into 4 thems. Management information needed by public health graduates included work missions in health, planning and supervision, work ethics, anexecutive processes as well as specialized and field information included re-emerging and emerging diseases, population growth , crisis management, mental health, reproductive health, aspects of social health, and immunization. The practical skills of individual development included teamwork, communication and expression techniques, attracting social participation, using virtual networks, and familiarity with information technology. The skills needed to work in the health system included regional situation assessment, operational planning, and first aid. Conclusions: The required knowledge of public health students can be provided by incorporating the results of this study into the educational curricula and in accordance with the new instructions. Furthermore, combining practical skills with theoretical topics during academic semesters and paying more attention to internship courses can help in training public health students according to the needs of the healthcare system.

2Introduction: Microlearning is one of the new educational methods presented in small units in a short time. The present study aimed to compare the two methods of traditional teaching and microlearning in teaching nanoliposomes to pharmacy students. Methods: This experimental study was conducted on 40 pharmacy students of Shahid Beheshti University of Medical Sciences in 2023. Students were randomly assigned to two groups of traditional education and microlearning. The intervention group received educational content, including methods of manufacturing, drug loading, and characterization of pharmaceutical nanoliposomes as microlearning, while the control group received the standard liposome textbook that contains educational content in written form. Educational content was prepared and edited using educational video design software. After intervention, a researcher-made test was employed to evaluate learning in the two groups. The questionnaire for user interface satisfaction (QUIS)  was used to measure users' satisfaction with microlearning educational packages. The normality of the distribution of scores was assessed using the Kolmogorov-Smirnov test, and The Mann-Whitney U test was also used to compare differences between the two groups. Data were analyzed using SPSS (22). Results: Totally 40 pharmacy students participated in this study, including 20 participants in the traditional education group (14 women and 6 men) and 20 cases in the microlearning group (12 women and 8 men). There was no significant difference between the two groups in terms of age and grade point average. The results demonstrated that the average scores of the two groups represented  no statistically significant difference (P=0.38). Moreover, the overall satisfaction level of students with the educational content was 8.07 (out of 10). The highest score (8.7) pertained to the ease of working with the educational package and the sequence of demonstration parts in the educational package, while the lowest score (5.9) was related to the speed of the educational videos. Conclusions: As evidenced by the results of this study, although the use of microlearning content in teaching the methods of making liposomes did not lead to a marked increase in students' grades, it brought most of them great satisfaction. The microlearning package can be made available to the audience at any time and place, resulting in a higher rate of satisfaction.

2Introduction: Examining the opinions of medical students about dissertation, its implementation process, and its effectiveness can familiarize educational planners with the strengths and weaknesses of the existing conditions and provide the possibility of making corrections. The present study has been done to determine the opinions of medical students of Ahvaz JundiShapur University of Medical Sciences regarding the implementation of the general medicine dissertation. Methods: In this cross-sectional study, the opinions of 247 medical students of Ahvaz Jundishapur University of Medical Sciences were examined through a researcher-made questionnaire. Questionnaires were distributed and collected face-to-face and online. Data were analyzed using chi-square and independent t-tests through SPSS (18). Results: About the importance and necessity of dissertation, by considering the average score of 1.36 out of 3, students stated that the dissertation writing course has little importance and necessity in the curriculum of the general medicine. With an average of 2.5 out of 3, they wanted to replace the dissertation writing course with clinical courses. Regarding the average score of 1.85 out of 3, students believed that they are relatively satisfied with the ability and cooperation of their supervising professors. The results demonstrated no statistically significant difference between the students about the importance and necessity of the dissertation writing course by gender (P=0.22; t=1.22) and the grade point average (GPA) (P=0.15; t=1.43). Moreover, 89 (%79.7) female students and 106 (%85.5) male students stated that if “dissertation course" was optional, they would not choose it (P=0.15). Regarding "dissertation course selection if it is optional," no significant difference was observed between the students by GPA (P=0.41). Conclusions: As illustrated by the obtained results, medical students were relatively satisfied with the ability and cooperation of supervisors in completing the dissertation. Nonetheless, they believed that dissertation courses were not very important in their medical profession and future careers, and they wanted to replace them with clinical training courses.

2Introduction: Using innovative teaching methods in response to rapid changes in the needs of communities is a fundamental necessity. Virtual education and its diversity compared to traditional methods raise the question of which one will be more effective in achieving educational goals. The aim of this study is to compare the effect of videocast and traditional teaching methods on nursing students' knowledge of gastrointestinal endoscopy care. Methods: This semi-experimental study was conducted on 80 third-year nursing students at Iran University of Medical Sciences who were randomly divided into two groups of traditional and virtual (videocast) training in the practical unit of gastrointestinal endoscopy at Firoozgar Hospital, Tehran. To evaluate participants' knowledge, a specialized 25-question test was administered before and after traditional and videocast training for both groups. Data were analyzed using descriptive statistics, including independent t-tests and paired t-tests, through SPSS (21). Results: The mean age scores of the individuals in the traditional and virtual training groups were 23.80±3.80 and 21.80±0.8 years, respectively. There was no significant difference in the mean pre-training knowledge score between the videocast (11.55±3.80) and traditional groups (10.8±3.17). However, an increase was observed in the knowledge of videocast group (20.43±2.84) compared to traditional groups (13.13±3.47) after the intervention(P=0.0001). Conclusions: The results of this study showed that implementing videocast teaching methods leads to a greater increase in nursing students` knowledge compared to traditional methods. Therefore, developing educational programs using such methods can play a useful role in improving nursing students' knowledge and training nurses with sufficient practical awareness, and these methods can be replaced with traditional methods.

2Introduction: The learning environment is one of the most important influencing factors in education. The outbreak of the coronavirus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of transmission of virus. This study was conducted to determine the status of the learning environment of virtual education of medical students at Mashhad University of Medical Sciences (MUMS) during the COVID-19 pandemic using the Distance Education Learning Environment Survey (DELES) questionnaire. Methods: This cross-sectional study was conducted on 202 medical students of Mashhad university of medical sciences in the academic year of 2021-22. Sampling was conducted using a multi-stage method. Initially, students were chosen from different educational levels (basic science, physiopathology, externship, and internship). The required data were gathered using the DELES questionnaire, which was shared through a link among the medical students in the virtual groups. Data were analyzed using t-tests, ANOVA, and Pearson correlation tests through SPSS (26). In all tests, the p-value was considered less than or equal to 0.05. Results: A total of 202 medical students with a mean age of 22.88±2.48 years were included in the study. The average response rate of participants regarding studying courses during the semester in the virtual environment was 49.78 ±27.76%. students reported the education status as relatively favorable. Accordingly, their level of satisfaction was the highest in the area of students’ independence (relatively favorable) and the lowest in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science was significantly higher than that of externship and internship students (F=7.861, P<0.001). Moreover, the results of the t-student test showed that there was no statistically significant difference between students in terms of gender and marital status. Nevertheless, non-native students were less satisfied in comparison to native students regarding interactions between students and colleagues (P<0.03). Conclusions: The attitude of the students towards distance education during the COVID-19 epidemic in medical students of MUMS was relatively favorable or relatively satisfactory. Therefore, in order to improve the status of distance education, it is recommended to implement methods to increase the support of professors and enhance their communication with students in the virtual education environment.