Educational Research in Medical Sciences
Year:2024 | Volume:13 | Issue:2|Papers Count:6

This article has no abstract regards to the type of article

Background: The purpose of this study was to examine whether a significant relationship exists among medical students' autonomy, self-efficacy, and performance in the reading comprehension section of the TOEFL.Methods: A total of 60 male and female medical students were randomly selected from those attending TOEFL preparatory courses at the Urmia Medical University Language Center, Urmia, Iran. All participants completed the 25-item self-efficacy Scale (Smith & Betz, 2000) and the Learner Autonomy Questionnaire (Zhang & Li, 2004). Additionally, their scores on the TOEFL reading section were collected and analyzed using correlation and regression tests. Simple linear regression and multiple regression analyses were employed to examine the relationships and predictive effects of the independent variables (autonomy and self-efficacy) on the dependent variable (TOEFL reading comprehension scores). Results: The mean age of the participants was 22.6 ± 2.05 years, with the majority being female (68.3%). The mean scores for self-efficacy, autonomy, and the TOEFL reading section were 96.1 ± 9.96, 70 ± 16.07, and 22.01 ± 1.64, respectively. The findings revealed that students’ self-efficacy levels could predict their TOEFL reading scores by up to 64%, as indicated by a Pearson correlation value of 0.797 with a significance value of 0.000 (P-value < 0.05). However, no significant relationship was found between medical students’ autonomy and their TOEFL reading comprehension performance (Pearson correlation = 0.311, significance value = 0.691, P-value > 0.05). Qualitative data gathered from 10 medical students during semi-structured interview sessions corroborated the quantitative findings.Conclusions: Medical students' autonomy did not show a significant correlation with their performance on TOEFL reading texts. However, self-efficacy significantly correlated with and predicted their performance on reading comprehension texts. Therefore, syllabus designers should consider learners' individual differences, particularly their self-efficacy, when developing English courses.

Background: Teaching patients is one of the essential duties of radiographers. Proper implementation of patient education leads to improved efficiency of medical imaging processes, faster patient recovery, reduced costs and anxiety, and ultimately, greater patient satisfaction. Understanding barriers to patient education is crucial for managing these factors effectively. Methods: This cross-sectional descriptive study was conducted on 548 radiographers employed in hospitals in western Iran. Participants were selected using a convenience sampling method and provided informed consent to identify barriers to patient education in medical imaging from the radiographers' perspective. Data were collected using an online questionnaire addressing obstacles to patient education, which had confirmed validity and reliability (ɑ = 0.78). Statistical analysis was performed using SPSS software version 22, with P < 0.05 considered statistically significant. Results: Among the participants, 77.2% held a bachelor's degree. The most significant barriers to patient education in medical imaging from the radiographers' perspective included a large number of patients (56.4%), lack of time (48.9%), insufficient hospital facilities (42.9%), shortage of manpower (41.8%), unfavorable physical and mental condition of patients (40.7%), and lack of responsibility among radiographers (33%). Conclusions: The barriers to patient education can be addressed by reducing radiographers' workload, enhancing their training skills, and equipping medical imaging centers with patient education facilities. Implementing these measures would improve the efficiency of imaging centers and promote better patient outcomes.

Background: Stroke is a major health concern worldwide, and timely intervention is crucial for improving outcomes in ischemic stroke patients. Emergency specialists play a critical role in managing these patients, yet gaps in their knowledge of stroke symptoms, risk factors, and thrombolytic therapy can cause delays in treatment, ultimately impacting patient outcomes. Objectives: This study aimed to evaluate the knowledge of emergency medicine specialists in Tabriz, Iran, regarding stroke symptoms, risk factors, and therapeutic interventions, with a specific focus on thrombolytic therapy. Methods: A survey study was conducted with 30 emergency medicine specialists from hospitals in Tabriz, using a structured questionnaire for data collection. Participants were selected through simple random sampling. The questionnaire assessed knowledge of common stroke symptoms, risk factors, and management protocols, including the use of tissue plasminogen activator (tPA). The validity and reliability of the tool were established through expert review and a pilot study. Data were analyzed using descriptive statistics and Pearson correlation, with a significance level set at P < 0.05. Results: The study revealed that participants had limited knowledge of stroke symptoms, with most identifying only 4 out of 10 common symptoms. While high blood pressure and heart disease were widely recognized as risk factors (100%), less common factors, such as stress and heredity, were poorly identified. Regarding management, 97% of participants were aware of tPA, but none correctly identified all three treatment strategies (tPA, aspirin, and surgery). Additionally, fewer than 60% of participants prioritized calling emergency medical services (EMS) as the first step in stroke management. Conclusions: The findings underscore significant gaps in emergency specialists' knowledge of stroke symptoms, risk factors, and management strategies, particularly concerning thrombolytic therapy. Targeted educational interventions are essential to enhance emergency medicine specialists' understanding of stroke care and improve patient outcomes.

Background: Attendance in educational settings such as schools is often accompanied by varying levels of anxiety for many students. One of the most significant types of anxiety in educational environments is exam anxiety. Objectives: This study aimed to investigate the efficacy of metacognitive therapy on social avoidance, distress, and academic persistence among students with exam anxiety in 2023. Methods: This quasi-experimental study utilized a pretest-posttest design to assess the efficacy of metacognitive therapy for female students with exam anxiety. All female second-grade high school students in Ahvaz city who reported experiencing exam anxiety during the 2022 - 2023 academic year were included in the study sample. A purposive sample of 36 female students was randomly divided into two groups: An experimental group receiving metacognitive therapy and a control group. The experimental group participated in seven 60-minute sessions of metacognitive therapy, conducted twice a week. The control group did not receive any intervention during the study period. The Social Avoidance and Distress Scale (SADS) and Academic Persistence Scale (APS) were administered to both groups before and after the intervention. Data were analyzed using analysis of covariance to control for baseline differences. Results: Metacognitive therapy was effective in reducing social avoidance and distress, as well as in improving academic persistence in high school students (P < 0.001). Specifically, the mean social avoidance and distress score decreased significantly from 19.67 ±1.68 to 10.11 ±2.13 in the metacognitive therapy group. Additionally, the mean academic persistence score increased significantly from 9.39 ±1.78 to 23.72 ±3.10 in the metacognitive therapy group. Conclusions: Metacognitive therapy effectively reduced social avoidance and distress while increasing academic persistence in female students with exam anxiety. This study highlights the therapy's potential as a valuable intervention for improving the overall well-being and academic performance of students facing similar challenges.

Background: Dyslexia, a learning disorder characterized by reading difficulties, can also impair memory function in students. Objectives: This study aimed to address the gap in knowledge regarding the effectiveness of brain training exercises in enhancing memory function in this population. We investigated whether such interventions could improve academic success for students with dyslexia. Methods: A quasi-experimental design was utilized, incorporating pre-test, post-test, and 45-day follow-up measurements, with a control group for comparison. The target population comprised elementary school students diagnosed with dyslexia at learning disability centers in Tehran, Iran, during the 2022 - 2023 academic year. Using convenience sampling, 30 participants were selected and then randomly assigned to either the experimental (brain training) or control group through simple random assignment. Visual memory and digit-letter sequencing abilities were assessed using validated tools: The Visual Memory Questionnaire and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Digit-Letter Sequencing subtest, respectively. The experimental group participated in eight brain training sessions, each lasting 60 minutes, while the control group received no intervention during the study period. Data analysis was performed using SPSS version 27.0. Repeated measures ANOVA with Bonferroni post-hoc tests were employed for data analysis. Results: Post-test visual memory scores were significantly higher in the brain training exercises group (M = 8.73, SD = 1.60) compared to the control group (M = 5.30, SD = 1.25). Auditory memory scores demonstrated a similar trend, with the brain training group outperforming the control group (M = 10.80, SD=1.78 vs. M = 6.86, SD = 1.99). The brain training program produced significant improvements in visual and auditory memory among students with dyslexia, as evidenced by post-test results (P < 0.001). Conclusions: This finding suggests a robust positive effect of the intervention on memory function. These results suggest that brain training exercises can be a promising intervention for enhancing memory function in students with dyslexia.