RESEARCH AND DEVELOPMENT IN MEDICAL EDUCATION
Year:2023 | Volume:12 | Issue:6|Papers Count:28

Background: Science is constantly advancing, and educational content must be updated accordingly to meet students’ academic needs. This study aimed to assess the educational needs of both students and instructors for English in pharmacy. Methods: This qualitative study included a sample of 65 junior pharmacy students and a total of 11 pharmacy lecturers at Hormozgan University of Medical Sciences during the academic year 2020-2021. The students were selected using purposive sampling methods while the lecturers were selected through consensus sampling. Based on previous studies analyzing the educational needs of ESP and through verbal communication with students, an interview protocol was developed. Data were collected through structured interviews with the participants, and the findings were presented using descriptive statistics. Results: The lecturers believed that reading comprehension is the most crucial skill, followed by writing, speaking, and listening, respectively. However, students mentioned that the need for speaking skills is almost as important as the need for other skills. They expressed their enthusiasm for communicating verbally in specific contexts, such as scientific conferences, highlighted the need for learning pharmacy terminology, academic writing skills, prescription abbreviations, and medical terminology, respectively. The participants in our course anticipate that it will be co-facilitated by TEFL specialists and pharmacists. ” Conclusion: Both language instructors and pharmacists should take immediate action to advance Pharmacy ESP. Reading comprehension is a crucial skill for this course. Writing skills can be improved through educational workshops. The prerequisite and general English syllabi should be enriched with a focus on speaking skills or extracurricular courses should be devoted to developing students’ competencies. In this manner, the listening skills will be improved as well.

Background: It has been experienced that the COVID-19 pandemic affects students’ physical and psychological health as well as their mortality risk,therefore, during the COVID-19 pandemic, it is crucial to recognize that medical students’ social health is more important than ever before. Methods: This cross-sectional study was conducted on medical students at preclinical and clinical training levels. The population of the study included medical students of the faculty of medicine at Tabriz University of Medical Sciences, Iran. We used the Raosoft sample size calculator. This study was conducted using an online Standardized questionnaire of “Keyes’s Social Well-being” and a demographic scale in the Persian language from the 5th to 29th of October, 2020. We applied the Mann-Whitney test to compare mean scores concerning gender, marital status, level of education, and residence. P value<0. 05 was considered statistically significant. Results: The current study involved 242 female and 118 male medical students with average ages of 22. 54 (SD=2. 41) and 22. 48 (SD=2. 36) respectively. The majority of participants (294) were single,more than half of them (204) lived in the dormitory. The participants had an average social health score of 84. 21 (SD=8. 34), indicated a low level of social health in this study. Moreover, we found that social health score was associated with education level, residence, gender, and marital status (P<0. 05). Conclusion: During the COVID-19 pandemic, it is crucial to provide medical students with appropriate social health programs to improve their quality of life and increase their achievement.

Background: It is necessary to evaluate the program to measure and maintain its quality during implementation. This study aimed to evaluate the Bachelor of Healthcare Management educational program at Yazd University of Medical Sciences using the CIPP (Context, Input, Process, Product) evaluation model. Methods: This descriptive-cross-sectional study was conducted at Yazd University of Medical Sciences in 2023, with the participation of 8 faculty members, 95 students, and 327 graduates. Three questionnaires, encompassing four dimensions and nine domains, were used as data collection tools. The data were analyzed using the SPSS software (version 27), employing the ANOVA test and descriptive statistics. Results: In terms of context, input, process, and product, the overall scores for the educational program of the course were 3. 03, 2. 96, 3. 06, and 2. 99, respectively. Concerning the overall score across all dimensions, faculty members scored higher than students, and a statistically significant difference was observed between the overall scores of faculty members and students. A significant correlation was found among the dimensions investigated. In general, this training course was evaluated at a relatively favorable level. Conclusion: Given the course’s low score in the ‘appropriateness of curricula with approved topics’ section, it is feasible to increase the program’s overall desirability by implementing some modifications in the course topics and accentuating the students’ skill development.

Assessments are of great importance and an integral part of the teaching-learning process. In other words, they serve as a measure of the achievement of the intended objective. In this regard, they aim to inform students of areas where more effort needs to be made to enhance their performance. As a result, they contribute to deeper learning. 1 Assessment results and analysis assist educators in further planning and implementing curriculum developments. 2 A summative assessment also facilitates the selection of ‘suggestively’ suitable candidates for promotion and employment, etc., if applicable. 3 Furthermore, assessments also help students indirectly by promoting self-discipline, time management, stress management, and an understanding of their strengths and weaknesses.

Healthcare, a crucial sector in any country’s infrastructure, is responsible for ensuring the physical and psychological well-being of society. Within this expansive field, a variety of basic sciences and clinical disciplines exist, each contributing to the overall image of health within the scope of its expertise. Education serves as the common thread that links different disciplines together. Education is often referred to as the missing link in the health education system by scholars. 1 Medical education has only emerged in the past few decades. Although a relatively new field, medical education is crucial and effective, with the potential to bring about a significant paradigm shift in healthcare. Beyond the immediate outcomes and effects, which are evident in the form of significant documents affirming the importance of this discipline and advocating its incorporation into high-level documents and largescale policies, the success of this discipline’s graduates serves as compelling evidence for its application. It also offers hope for addressing the challenges encountered by education in basic and clinical sciences. In today’s world, we confront both communicable and non-communicable diseases. The nature and treatment methods for these diseases have evolved alongside changes in our lifestyles.

Background: The students’ ability to withstand the effect of stress is significantly determined by their coping ability. Their inability to cope effectively with stress may lead to low academic performance. This study aimed to investigate academic pressure and coping style as predictors of the academic performance of nursing undergraduates. Methods: This study adopted a cross-sectional descriptive research design. The target population was nursing undergraduates at the Federal University of Birnin-Kebbi. A sample size of 118 was selected as respondents. Data were collected and analyzed using Statistical Package for the Social Science (SPSS) version 26. Frequencies and percentages, Pearson product moment correlation, and multiple linear regression were used in data analysis. Results: The respondents’ mean age was 25. 09 (SD=4. 53). Females were 55. 9%. There was a weak negative correlation between cumulative grade point average (CGPA) and mean academic stress (AS) (r=-0. 141, P=0. 065), a weak positive correlation between CGPA and mean stress coping style (SCS) (r=0. 237, P=0. 005), and a weak positive correlation between mean AS and mean SCS was 0. 008 (P=0. 466). Mean AS was not a significant predictor of academic performance t (115)=-1. 589, P=0. 115. Mean SCS was a significant predictor of academic performance t (115)=2. 656, P=0. 009. Conclusion: The mean AS was not a significant predictor of academic performance. However, the mean SCS was a significant predictor of academic performance with a positive and significant correlation.

Background: As a part of the “triangulation approach” for remodeling teaching-learning pedagogy related to embryology, we conceived the idea of comparing the motivational component profiles of first-year and final-year students, who might have realized the salience of learning embryology after seeing remarkable cases of congenital malformations. Methods: We used an observational study design for assessing the interrelation of motivational component profiles between both cohorts using the Science Motivation Questionnaire II (SMQ II)1. Of the total sample size of 150 first-year students, 126 agreed to participate, and similarly, out of 150 final-year students, 105 had consented to participation [‘convenience’ model of sampling]. The measures of central tendency, i. e., mean and standard deviation, were calculated for each item, and the Mann-Whitney test was utilized to compare the mean score of each motivational component. Results: Our results indicate that the overall motivational profile for learning embryology differs among first and final-year students. The mean intrinsic motivation and self-determination scores were slightly higher in the first-year cohort, whereas self-efficacy scores were slightly higher in the final-year cohort. This information integrates students’ levels and types of motivation into the planning, delivery, and evaluation of medical education. Conclusion: Despite being one of the key components of self-regulated learning, motivational component profiles remain unaddressed in contemporary medical education owing to their abstractness and subjectivity in terms of documentation. The current study helped us envisage the difference in motivational component profiles toward learning embryology in cross-section. It also senses the need for incorporating motivational short courses in undergraduate curricula, especially in remediation programs.

Imaging modalities such as computed tomography (CT) and magnetic resonance imaging (MRI) require visualization with a different perspective compared to that rendered by conventional anatomy. These modalities render cross-sectional images that effectively provide a sliced/cross-sectional perspective of the body. This method offers the distinct advantage of visualizing individual anatomical structures in isolation, eliminating the superimposition of other structures. To effectively interpret these cross-sectional images and distinguish between normal and abnormal structures, a solid foundation in anatomical knowledge is indispensable. Medical students are regularly exposed to various crosssectional CT and MRI scans during their educational period, each offering distinct insights into patients’ anatomy and diseases.

Background: The world today is fraught with numerous perils, particularly due to frequent epidemics that inordinately impact people’s lives. Given such ongoing global crises, universities need to take into account the challenges that their research activities may encounter. Therefore, we aimed to conduct a thorough and rapid study of the causes and consequences of emergencies to overcome the methodological challenges that such crises impose. Methods: A literature review. Results: The effects of these social and epidemiological complications on academic and research practices have made scholars adapt their research approaches to the challenging and restrictive conditions of emerging societies in the postmodern epidemic and risk society. This has accentuated the importance of innovative approaches like team-based qualitative research. Conclusion: This research introduces a team-based, rapid qualitative approach to deliver timely, useful, and pertinent findings. It accentuates the feasibility of employing swift and urgent methods in challenging epidemic settings.

Background: Developing standards for Health Promotion Hospitals (HPH) plays a crucial role in hospital accreditation. This study aimed to compare the development of HPH standards in public and private hospitals in Tabriz, Iran in 2021. Methods: This descriptive-analytical and cross-sectional study was conducted to evaluate all public and private hospitals in the city. Data were collected using observation and interviews through a valid and reliable HPH checklist. Data were analyzed using t test. Results: The study found that the standards for patients’ data and interventions (77. 38%), continuity in treatment and cooperation (69. 38%), management policy (61. 92%), patient evaluation (60. 76%), and providing a healthy workplace (42. 7%) had the highest scores, respectively. Private hospitals scored higher than public hospitals in all dimensions. There was a significant difference between public and private hospitals regarding the total score (P=0. 001), management policy(P=0. 01), patient information and interventions(P=0. 003), and continuity in treatment and cooperation (P=0. 002). Conclusion: The competitive atmosphere among private hospitals appears to have improved their status in HPP, while public hospitals were less concerned with competition and improving their performance in this field. Additionally, ignoring human resource management policies has made the managers of all hospitals feel the need for further upgrading in terms of standards for promoting a healthy work setting.

Background: Community health workers (CHWs) act as a bridge between community and clinical care in caring for HIV patients. This study aimed to evaluate the effectiveness of peer education in improving HIV knowledge, attitude, and perception of CHWs in Babol, Iran in 2019. Methods: This was a quasi-experimental study conducted among CHWs in the health centers of Babol, Iran. The city was divided into two areas of the North and the South according to the geographical map. Then, based on the list of the health centers in each of the areas, one health center was randomly selected and assigned to either the experimental or the control group. Results: Following peer education, all study variables including knowledge score, attitude, and perception about HIV-related issues significantly improved in the experimental group compared to the pre-intervention phase (P=0. 002, P=0. 02, and P=0. 00 respectively). The most significant change was in misconception score with a approximately large effect size (0. 78), presenting an increase of 95. 53% from 15 to 29. 33 after the intervention, while attitude and knowledge respectively presented 85. 04% and 81. 07% increase with a smaller effect size of 0. 57 and 0. 52. Conclusion: In the study peer education proved to be an effective strategy in improving the knowledge, attitudes, and perception of CHWs concerning HIV/AIDS. Therefore, the peer-to-peer training model can fill a critical gap in the training of CHW based on the idea that not only do the CHWs themselves need to enhance their knowledge of related topics but they also need to train others. In turn, this will result in providing cost-effective health promotion and prevention services in a more culturally appropriate manner.

Background: Educational evaluation is one of the main pillars of educational systems, and course evaluation is a survey that students or course members complete at the end of a class or academic course. This study aims to evaluate the ‘Artificial Intelligence Fall School Program’ at Smart University of Medical Sciences. Methods: This study was conducted by collecting on various aspects of the course, including the course structure, teaching methods, instructors, scientific evaluations, and pre-and post-course tests. The course evaluation was conducted using an online questionnaire. In the initial phase of the study, the sample size was determined to be 96 participants, as calculated using Cochran’s formula. The research data were statistically analyzed at two levels: descriptive and inferential. Descriptive analysis was performed using statistical indicators such as frequency, percentage, and mean. The inferential analysis was conducted using the paired t test. Analyses were performed using SPSS 22. Results: From the viewpoint of the participants, all artificial intelligence (AI) schools in the field of medical sciences were deemed satisfactory. A paired t test was used to analyze and compare the pre-test and post-test scores of participants in the Fall AI schools. The results indicated an increase in the post-test scores of participants, following their involvement in the seven-week AI schools, compared to their pre-test scores. Conclusion: This evaluative study offers crucial insights into the effectiveness of the “Fall AI Schools” training program in fostering AI proficiency among medical professionals. The quantitative findings reveal a statistically significant positive response and learning outcomes among the participants across the seven specialized schools.

Nowadays, there is a growing trend among university students to learn English as a medium to improve their educational and career prospects. Moreover, medical students are naturally enthusiastic to become physicians from the very beginning of their studies. Their academic pursuit as medical doctors accentuates their tendency toward learning English for several reasons. First and foremost, as a part of their academic studies, students are undeniably required to read English textbooks, references and articles from medical journals. Second, the desire to immigrate and study abroad, as well as perhaps become a faculty member, requires some medical students to take international English proficiency tests, such as the IELTS, TOEFL, and GRE. 1 Last but not least, Continuous Professional Development (CPD) for medical students is highly dependent on their command of English as a medium to gain a mastery over up-to-date, field-related technical and theoretical knowledge. Based on what has been discussed so far and the importance of learning English, what factors can affect the language learning process of medical students to achieve the desired outcomes?

I am writing to express my enthusiasm regarding India’s innovative approach to medical education – the Family Adoption Program. The National Medical Commission has recently announced the inclusion of the Family Adoption Program in the undergraduate competencybased medical education curriculum. This addition aims to offer Indian Medical Graduates a valuable learning experience in community-based healthcare. 1 The introduction of the Family Adoption Program is anticipated to broaden the perspective of Family Physicians, enhancing their understanding of comprehensive healthcare and the effective management of common health issues encountered within this context. 2 Effective implementation of the Family Adoption Program requires careful planning, seamless intersectoral coordination, effective sensitization, and proactive training initiatives. 3

Background: The current Competency-Based Medical Education (CBME) curriculum practiced in India accentuates that medical graduates must demonstrate competency in safely diagnosing, investigating, and managing clinical presentations across both community and secondary care settings. Therefore, there is a need for more hybrid teaching methods that simulate real situations. This approach will help newly qualified doctors gain confidence and prepare them for the future. We used the whole task simulation method to teach them one of the most common surgical problems i. e., breast cancer along with communication skills, professionalism, Interprofessional teamwork, asepsis, and safe surgery practices. Methods: The study enrolled 20 final-year MBBS students through purposeful sampling. Following classroom-based teaching on a Breast case, a simulated scenario was given, based on SECO (The Safe and Effective Clinical Outcome) design, and was modified with the addition of a simulated operating room setup. History taking, examination, ordering investigations and interpreting them, pre-operative counseling and consent and operation theatre scenario was done using standardized patient and mannequins. Pre-and post-simulation survey was conducted. Quantitative data were collected through Google Forms to assess their conceptual knowledge and qualitative data by Focused group discussions. Results: Students preferred a shift to this hybrid method of learning in a simulated environment over classical classroom-based teaching. They all felt that getting involved in a real-life situation helps in understanding surgical management better. They also understood the concept of teamwork and effective communication. “I feel it’s the best way to learn clinical medicine. No amount of literature could ever replace the knowledge we get from being in the scenario”, was one of the responses given by the participants. Conclusion: Integration of surgical simulated clinics along with the operation room (OR) set up into the undergraduate curriculum could facilitate the acquisition of clinical skills actively and interactively. Such a hybrid method of teaching is an effective tool for teaching communication skills, professionalism, interprofessional teamwork along clinical skills.

Background: In recent years, research has witnessed an exciting change toward well-being and health instead of emphasizing disorders and inefficiency. The current study aimed to assess the effect of a mindfulness-based resilience training program on the psychological well-being of medical students during the COVID-19 pandemic. Methods: The current study was quasi-experimental with a control group and a pre/post design. A sample of 30 students was randomly selected from a community of medical students at the Tabriz University of Medical Sciences in the academic year 2021-2022. These students were randomly divided into two groups of 15 participants. The tools used in this research included Ryff’s Psychological Well-Being Questionnaire (PWB-18) and an integrated training program for resilience and mindfulness. Results: The findings showed an integrated training program of resilience and mindfulness positively affected students’ psychological well-being. In addition, this intervention was able to explain 59% of the combined variance of psychological well-being variables. Conclusion: The results of the current study found that an integrated training program of resilience and mindfulness can improve individuals’ psychological well-being during a difficult situation such as the COVID-19 pandemic.

Background: Previously resistant to change, medical professionals have now embraced e-teaching as a modern technology and the COVID-19 pandemic has compelled the entire world to accept it as a fundamental tool for education. This study aimed to evaluate the challenges and acceptance of E-teaching by medical professionals during the COVID-19 pandemic. Methods: An electronic form questionnaire was designed and validated according to the Technology Acceptance Model (TAM) to find out the factors that affect the acceptance and use of E-teaching by medical professionals. Results: Most of the participants (88%) agreed that the technological skills of giving online courses increase the educational value and experience of teaching medical professionals. The highest barrier to E-teaching was unsteady internet connectivity (56%), inadequate internet data(48%), lack of computers/ laptops (16. 5%), and technical problems (73%). The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of E-teaching was (83. 1%, 81. 4%, and 88. 6% respectively). Conclusion: In our current study, most of the participants strongly agreed with the perceived usefulness, perceived ease of use, and acceptance of E-teaching. It is evident that online teaching will persist, and education will increasingly adopt a hybrid model.

Background: The current study was conducted to explore the level of career resilience among nurses working in medical centers affiliated with the Tabriz University of Medical Sciences, and examine whether organizational education and other characteristics, such as background variables, have any effect on that resilience. This is of particular importance in light of the COVID-19 pandemic, which resulted in nurses playing a more prominent role than other medical staff when dealing with infected patients and consequentially experiencing a greater impact on their career resilience. Methods: This research study was a descriptive correlational design using a stratified sampling technique. A total of 351 participants, all nurses from medical education centers affiliated with the Tabriz University of Medical Sciences, were selected. Questionnaires covering career resilience, organizational education, and demographic items were used to collect the data. SPSS 22 was used to carry out the analyses, including t-tests, Pearson correlations, and linear regression tests. Results: The results showed that nurses had an average career resilience score of 56. 4 out of a possible 100 with an average organizational education score of 48. 6. Bivariate relationships revealed statistically significant associations between career resilience and organizational education (P<0. 001), years of employment (P<0. 001), and education level (P<0. 05). Although there was no statistically significant relationship between career resilience and sex in the bivariate analysis, sex was found to be significant in the multivariable analysis (P<0. 05). Conclusion: Organizational education is essential for nurses to maintain career resilience. To that end, hospitals and medical education centers should offer regular programs centered on enhancing career resilience and helping nurses manage job-related stress.

Background: The nationwide lockdown following the COVID-19 pandemic tremendously impacted the medical teaching-learning process. This study aimed to assess medical teachers’ perceptions about various aspects of online teaching-learning during the lockdown. Methods: A survey questionnaire was developed using Google Forms and emailed to medical teachers in India. Responses were analyzed and their significance was assessed using a chi-square test with an alpha of 0. 05. Results: Out of 294 eligible responses, 70% belonged to deemed universities. 42. 86% of teachers were preclinical, 23. 81% paraclinical and 33. 33% belonged to clinical subjects. Overall, 93. 88% of faculty felt online teaching is time-consuming and 92. 52% felt face-to-face classes are better. Almost 52% of faculties were reluctant to continue online classes after the lockdown. Approximately 53% of teachers believed that the maximum number of students would have utilized this facility, but still, a significant number of teachers were uncertain whether students would have benefited this activity. A significantly greater number of preclinical and paraclinical teachers conducted both theory and practical examinations as well as viva examinations, whereas clinical teachers primarily conducted theory examinations. Only 21. 77% of teachers were satisfied with the conduct of examinations. Conclusion: Medical teachers have adapted themselves to teaching online during the COVID-19 pandemic. Google Classroom was the most preferred platform and live synchronous classes were the most preferred choice for delivering the classes. Most of the faculty perceived that online teaching was time-consuming. They were skeptical about the active involvement of students in this process. Moreover, they felt that the reliability of online assessments needed improving.

Background: Burnout is a stress-related syndrome that affects medical students. Certain environmental and personal factors can contribute to the onset of burnout and lead to serious consequences such as dropping out of school, sleep disorders, depression, and even suicide. Professional commitment is a personal characteristic that positively influences burnout. Methods: This research was conducted to determine the differentiation of burnout levels among medical school students based on certain variables and examine the impact of professional commitment on burnout. The research sample consisted of a total of 130 individuals studying of Medical Faculty in Türkiye. Descriptive and correlational research techniques, including survey models, were utilized in the study. Data were collected through online platforms and face-to-face surveys. The collected data were analyzed using the SPSS program. Results: The research findings revealed that male students had higher depersonalization scores than female students (P<0. 05). Emotional exhaustion and depersonalization scores were found to be higher among students with poor academic performance (P<0. 017), those who did not choose medical school willingly (P<0. 017), and those who chose medical school due to family pressure (P<0. 05). Among female students, those who chose medical school willingly and those who chose it as their dream profession had higher scores of professional commitment. As professional commitment scores increased, burnout scale scores and their subscales, including exhaustion, depersonalization, and reduced personal accomplishment, decreased (P<0. 05). Conclusion: The findings of the study indicate a relationship between professional commitment and burnout, suggesting that professional commitment can reduce burnout levels. This highlights the importance of increasing the level of professional commitment among medical students, who are future physicians. Strengthening students’ commitment to their profession can decrease the risk of burnout and improve the quality of healthcare services.

Background: The current study aimed to explore the correlation between depression and various aspects of social-emotional competence in gifted students. The study’s statistical population comprised all gifted students enrolled in the National Organization for Development of Exceptional Talents, with the sample consisting of gifted students from this organization in Tehran during the 2020/2021 academic year. Methods: The statistical population of the current study comprised all gifted students studying in the National Organization for Development of Exceptional Talents, with the sample consisting of gifted students from this organization in Tehran during the 2020/2021 academic year. The Children’s Depression Inventory (CDI) and the Social Emotional Competence Questionnaire (SECQ) were utilized as research tools. Data were analyzed using Pearson’s correlation and multiple regression methods. Results: The findings indicate a significant negative correlation between self-awareness and depression, as well as between responsible decision-making and depression among gifted students. Conclusion: Given the correlation between emotional intelligence, social-emotional competence, and depression, it can be inferred that self-awareness and responsible decision-making are predictive factors for depression among gifted students.

Background: The critical nature of the medical field necessitated an investigation into the evaluation of Iran’s medical education policies. This study aimed to identify strategies for evaluating medical education policies in Iran. Methods: This research, a mixed-method study, was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. This mixed-method research was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. Results: The results revealed that the strategies for evaluating medical education policies encompass a range of factors. These include a simultaneous focus on institutional and non-institutional agendas, prioritization of social benefits, implementation of economic strategies, updating of resources and information, precise definition and design of policies, executive strategies, and policy considerations. Conclusion: In the evaluation of policies, it is essential to adopt a community-oriented approach, with a focus on decentralization and public interests. This approach ensures that the objectives and general health needs of the population are met in a reasonable manner.

Background: Teaching medical students at the bedside to foster a spectrum of essential skills can only be acquired if an educational method is utilized in rounding practices regularly. Therefore, this study aimed to identify the best model for conducting bedside rounds from the perspectives of medical teachers and students in our context. Methods: This qualitative exploratory descriptive study, using interviews and observations, was conducted at the Kerman University of Medical Sciences, Iran in 2020. We recruited skilled bedside teachers/role models (n=6) and medical students (n=8) based on snowball and purposive sampling techniques. Data were collected through (A) semi-structured individual interviews and (B) observation of clinical rounds. We used deductive content analysis to analyze data using MAXQDA software version 12. The trustworthiness of the data was evaluated based on four criteria: credibility, transferability, dependability, and confirmability. Results: In total, this study involved 14 participants, which included 6 bedside role models and 8 medical students. The mean age of medical teachers and medical students was 50 and 29. 6 years, respectively. The mean duration of the interviews for medical teachers, medical students, interns, and residents was 20, 25, 30, and 20 minutes, respectively. The findings revealed three cycles and twelve phases that contribute to the development of the optimal bedside teaching model. These include the preparation cycle (comprising preparation, planning, and orientation), the clinical exposure cycle (which involves introduction, interaction, instruction, reinforcement, supervision, and summarization), and the conclusion cycle (consisting of debriefing, feedback, and reflection). Conclusion: An educational model can better facilitate the acquisition of the entire range of clinical skills and professional behaviors, which are indispensable components of learning. The experiences obtained from batches of participants in our context have been instrumental in developing an essential model that fosters both tangible and intangible skills, thereby producing competent doctors.

Background: Today, computer games have taken a prominent place in the lives of children and teenagers, and statistics indicate that online gaming constitutes the majority of computer usage. Numerous studies have explored the detrimental effects of internet gaming on individuals. However, to date, no comprehensive research has been conducted specifically investigating the effect of online gaming on academic performance within a medical education context. To address this gap, we have conducted this study, focusing on the impact of online gaming on the academic performance of Iranian medical students. Methods: In a cross-sectional study, 185 medical students from four disciplines ((basic sciences, Physiopathology, extern, intern) were selected through a multi-stage sampling method at Mashhad University of Medical Sciences. Internet gaming disorder (IGD) test as well as the grade point average (GPA) of the last academic semester, the average study hours on normal days and near the exam, the efficiency of study hours, the number of failed semesters, and academic satisfaction were assessed. Results: In this study, a total of 185 medical students participated, of which 62. 2% (115 students) were females. The prevalence of IGD was found to be 3. 8%. Interestingly, the prevalence of IGD was approximately four times higher in males than in females (7. 1% vs. 1. 7%, P=0. 106). Furthermore, both the overall daily study time (P<0. 001) and the daily study time on days near exams (P=0. 031) were found to be significantly higher in students without IGD compared to those with IGD. However, factors such as age, gender, being native to Mashhad, discipline level, last GPA, number of failed semesters, and satisfaction with education showed no correlation with IGD. Conclusion: These findings may serve as a cautionary signal for educational authorities within the Iranian medical education system. However, to obtain more robust results, further investigations are recommended, particularly in other academic majors.

Background: The COVID-19 pandemic has presented a significant challenge to education systems worldwide, disrupting traditional teaching and learning methods. This study aims to explore the perceptions of medical students at Abadan University of Medical Sciences regarding electronic assessment methods during the pandemic. Methods: This qualitative study utilized conventional content analysis and involved medical students in their second semester of 2021 who had chosen a unit during the pandemic. Results: Through the analysis process, the participants’ experiences were categorized into six main classes, which included the following: information technology infrastructure, teaching methods of teachers, design of virtual exam questions, monitoring of online exams, psychological issues, and types of virtual assessment. Conclusion: The medical students shared their experiences with virtual assessment during the pandemic, highlighting challenges related to internet infrastructure, communication issues between teachers and students, exam monitoring, psychological factors, reduced learning efficiency due to virtual summative assessment alone, and better learning efficiency through formative assessment alongside summative assessment. They also suggested improvements to online exams, such as increasing the number of questions on each page, allowing the possibility to return to previous questions, and ensuring non-randomness in clinical questions.

Background: Research competence and self-efficacy are crucial skills for medical students, as they significantly enhance their involvement in research activities. The current study aimed to investigate the relationship between spiritual intelligence and academic stress with research selfefficacy in medical students in Ilam. Methods: The statistical population of this descriptive-correlational study included all medical students of higher education in Ilam (Iran) in 2022. The convenience sampling method was employed to select 301 students as the research sample, and the Pearson correlation coefficient was used with stepwise regression for data analysis. The research instruments included the Research Self-Efficacy Scale, Spiritual Intelligence Questionnaire, and Academic Stress Inventory (ASI). Results: The results indicated a significant positive correlation between spiritual intelligence and research self-efficacy, whereas there was a negative significant relationship between academic stress and research self-efficacy (P<0. 001). Moreover, spiritual intelligence and academic stress explained 18% of the variance in research self-efficacy of students,however, spiritual intelligence contributed more to research self-efficacy. Conclusion: Given the research results and the pivotal role of students in the future development of every country, it is possible to perceive and believe in their competence in light of a powerful factor such as spirituality.

Despite the term ‘artificial intelligence’ (AI) being first coined by McCarthy approximately 67 years ago, it was Alan Turing who developed the theory that machines could mimic human behavior. 1 AI is a transformative phenomenon that enables systems to perform tasks that usually require human intelligence. Today, AI has infiltrated numerous facets of life, including education. 2 AI holds significant potential to revolutionize medical education in several ways: through virtual inquiry systems, distance learning and management in medicine, and the production of instructional videos for medical schools. Given that medical education is a continuous process involving a broad spectrum of healthcare professionals-including general practitioners, specialists, nurses, and allied healthcare professionals-the integration of new technology is crucial. 3, 4 With the rapid evolution of technology, teaching methodologies are transforming, leading to a gradual shift away from traditional education. Peer learning is an educational strategy that revolves around group formation, where individuals engage in mutual teaching and learning. In this approach, individuals capitalize on the experiences and information of others while imparting their knowledge. This significantly contributes to enhancing participants’ self-confidence and clinical skills. 5 Furthermore, AI is recognized as one of the most effective tools for group formation. Its rapid advancement has made it a focal point in scientific communities. The adoption of this technology is steadily increasing, to the extent that it is poised to become an indispensable part of human life. Moreover, its exceptional capabilities enable students to participate in education and learning seamlessly, free from geographical or temporal constraints. 6, 7

Background: The COVID-19 pandemic declaration in 2019 required schools and universities to close, challenging students and their education. The mandatory stay-at-home quarantine rules and change to online education accentuate how mental health plays a crucial role in maintaining performance during challenging times. Coping self-efficacy (CSE) is associated with higher mental health levels and resilience to distress. Therefore, this study aimed to evaluate students’ CSE and related factors. Methods: In this cross-sectional study, CSE scores and demographic characteristics of the participants were evaluated through online questionnaires. A total of 364 medical students from Tabriz University Medical Sciences completed the questionnaires and were included in the study. CSE scores of students and their demographic characteristics were obtained, and the analysis was performed using a t-test and one-way ANOVA. Results: Of those included, 37. 1% were males and the mean CSE score of the students was 83. 75±24. 8. Students’ type of residence was found to be significantly related to their CSE scores (P=0. 003). Students living with their spouses had the highest CSE scores, while those living with their parents had the lowest CSE scores. The association of CSE scores with gender, marital status, academic year of study, and source of income was not significant. Conclusion: According to the findings of this study, students living with their parents had the lowest CSE scores. CSE plays a crucial role in managing distressful events, and our findings may be useful in identifying groups prone to stressful factors and help enhance future educational policies and planning.