Horizon of Medical Science Education Development
Year:2024 | Volume:15 | Issue:4|Papers Count:9

Introduction: Cardiac arrest is one of the fundamental problems facing healthcare systems around the world. Early initiation of Cardiopulmonary Resuscitation (CPR) is one of the most important steps to improve outcomes. The lack of realism and immersion in training to understand all its dimensions and characteristics is the main limitation in learning CPR. Therefore, the educational system should use new technologies to teach CPR to overcome this limitation. Evidence supports the idea that simulation-based resuscitation training directly in the workplace or in a dedicated simulation center should be included in basic life support training programs. From this point of view, the implementation of Mixed Reality in CPR training can improve the level of skills and knowledge and help provide more convenient and frequent learning opportunities for students. Some of the advantages of augmented reality include reducing human error in the process of medical treatment, involving motor, visual, auditory and experimental senses in the training process, acquiring sufficient skills in performing medical procedures, simulating the real environment and the possibility of transferring stress to the viewer and integrating the game. With training and as a result, increasing the durability of the training process. Despite their benefits, virtual and augmented reality also have serious limitations. For BLS training in a virtual environment, procedures such as chest compressions, ventilation, and defibrillation cannot be performed with the same characteristics as in a real environment, so it seems that a mixed method should be used to overcome this limitation. That is, using simulators to be closer to reality and to provide correct, effective, and sustainable CPR training.

Introduction: Interprofessional education improves nurses' knowledge and thus improves the quality of medical services and patient care. Considering that there are no necessary training courses in the field of medical imaging in the curriculum of the undergraduate course, it seems that nurses' learning in this regard reduces the mental stress of the nurse and the patient to perform the imaging process and increase the success of proper imaging, which can lead to timely and correct diagnosis of the disease. The aim of this study was to determine the needs and extent of nurses' learning about the concepts, applications and risks of medical imaging methods based on the needs assessment conducted by nurses in the form of in-service training courses. Materials & Methods: This cross-sectional study was performed on 107 nurses working in the clinical wards of Imam Reza (AS) Educational, Research and Treatment Center who were included in the study through a needs assessment conducted in the in-service training system. The required training course was designed and implemented based on the needs assessment and in accordance with the steps of the ADDIE model. Data were analyzed using SPSS version 20. Results: The participants in the study were 83 women (77. 5%), 85 married (79. 4%) and most of them had a bachelor's degree (95, 88. 7%). 37. 91% of the participants were also officially employed. The mean learning score was 144. 1±26. 63. Learning score had no statistically significant relationship with nurses' gender (p = 0. 48), marital status (p = 0. 2), and employment status (p = 0. 79) but its statistical relationship with education level (p = 0. 03) was significant. Conclusion: The results of this study showed that the ADDIE model was suitable for Interprofessional learning of nurses in the field of medical imaging. Using this model to design and implement continuing education and empowerment courses is recommended.

Introduction: One of the main challenges in clinical education is clinical stress which affects the learning and physical and mental health of nursing students. This study aimed to compare the clinical education stressors from the perspective of apprenticeship and internship nursing students and instructors. Materials & Methods: The present study is a cross-sectional study that was conducted in 2023. Overall, 127 apprenticeship and internship nursing students and 23 professors and instructors of Azad University of Isfahan (Khorasgan) Branch Faculty of Nursing and Midwifery were selected by convenience sampling method. In addition to ethical considerations such as completing the informed consent form, the data were collected using the standard questionnaire on clinical education stressors. Data analysis was done with descriptive and inferential statistical tests with SPSS software. Results: The results of the study showed that there is a significant statistical difference between the mean score of the total stress factors between the three groups (P<0. 05). However, the most important stressors from the viewpoint of all three groups of apprenticeship and internship nursing students and Instructors were the factors related to unpleasant emotions with an average score of 3. 82±0. 21. Conclusion: According to the results of the present study, recognizing stressors, focusing on creating pleasant experiences in clinical education environments by educators and relevant authorities, and having proper behavior with nursing students as well as teaching these stress skills in workshops to nursing students is recommended.

Introduction: The purpose of this study was to investigate the level of compliance with professional ethics of teaching from the student's viewpoint. Materials & Methods: This cross-sectional study was conducted in Gonabad paramedical faculty in 2023 with the participation of 103 students in 4 different fields of anesthesiology, radiology, laboratory science, and operating room. Random stratified sampling and the research tool was the Professional Moral Survey. After collecting the data, it was entered into SPSS software version 20, and group t-tests, independent t-tests, and one-way analysis of variance were used to analyze the data. Results: Overall, 67% of students were female and 84. 5% were single. The mean and standard deviation of the student's age was 21. 65 ± 1. 42 years. The results of one sample t-test showed that the scores of the components of professional ethics and the total score of professional ethics are at a moderate and higher level. Overall, 52. 4 percent of students reported the professional ethics as favorable. The components of “ideal evaluation and learner's knowledge” were at a lower level than the rest of the components. The component "mastery of teaching content" had the highest average. Conclusion: According to the results of the study, detailed planning to promote professional ethics of teaching should be considered by managers. Also, in the field of ideal evaluation and recognition of the learner who had a lower average, training workshops, and regular performance monitoring are suggested for teachers.

Introduction: Anatomy is very important as a cornerstone in medical education. The opinions of medical students as the main source of information for the quality and effectiveness of anatomy teaching methods can be used to improve this course. This study was conducted to investigate the opinions of medical students about anatomy teaching methods at Ahvaz Jundishapur University of Medical Sciences. Materials & Methods: This cross-sectional study was performed on 180 medical students. The opinions of medical students were investigated using a researcher-made questionnaire containing 16 questions about anatomy teaching methods. The validity and reliability of this questionnaire was confirmed in a preliminary study. Data were analyzed using descriptive statistics and t-test. Results: Out of 180 medical students, 113 (62. 8%) were girls and 67 (37. 2%) were boys. The average age of the students was 25. 95 ± 1. 7 years. The students stated that the level of their learning from the current teaching methods of anatomy is average (3. 35 out of 5). Among the teaching methods, presentation of clinical tips (4. 35), use of moulage (4. 33) and the combined method of basic and clinical education (4. 11) had the greatest effect on the satisfaction, while online teaching (2. 82) and the use of PowerPoint (2. 53) had the least effect. There were no significant differences between students by gender and academic performance in relation to teaching methods (p>0. 05). Conclusion: Considering the relative satisfaction of medical students toward the current teaching methods of anatomy, it is suggested that medical teachers use modern teaching methods and combined basic and clinical methods at the same time as practical training to increase the quality of anatomy teaching by revising their teaching methods.

Introduction: Learning is an approach that focuses on the development of the learner's abilities and facilitates the learning process by providing guidelines and resources. The educational system and the point of view of teachers and students are important for carrying out an educational program. The aim of this study was to investigate the viewpoint of faculty members and students regarding the preparation of job motivation based on the theory of self-determined learning in 2023. Materials & Methods: This cross-sectional study was carried out on the faculty members, bachelors, masters, and doctoral students of Shahid Beheshti University of Medical Sciences. Using Cochran's formula, the sample size of 130 people was determined and the sampling method was done by simple random method. The Bliss and Azimpour's questionnaire was used, which the researcher changed according to his needs. Content validity was used to determine the validity of the questionnaire. Data analysis was done with SPSS21 software and descriptive and inferential statistical tests. Results: In this research, 57. 7% were women and the average age was 22. 46 ± 4. 54 years. The domain of apathy was the highest and external adjustment was the lowest. The viewpoints of faculty members and students were mostly positive and they got a high score on the preparation of job motivation based on the theory of self-determining learning. Conclusion: Considering that having motivation can improve the quality of clinical work and the nursing profession can reach a desirable level of teamwork and group work, it is suggested that nursing managers pay attention to the encouragement and motivation of nurses

Introduction: Drug addiction is a widespread and global challenge that has profound effects on societies and individuals. Various factors can influence the spread of drug addiction. Therefore, this research aims to investigate the attitude towards addiction based on the sense of coherence,considering the mediating role of family adaptability. Materials & Methods: The method of this research was cross-sectional. The population of this research was all undergraduate students of Mohaghegh Ardabili University (Ardabil, Iran) in the academic year 2022-2023 of whom 200 students were selected using convenient sampling. The tools of this research included Antonovsky’s sense of connectedness questionnaire, Karimi’s drug attitude questionnaire, and Elveson’s FACES-III family adaptability and solidarity questionnaire. Structural equation modeling was used to analyze the data. Results: The results showed that there is a negative and significant relationship between the positive attitude towards addiction and the sense of connection and adaptability of the family at 99% confidence level. The effect size between the positive attitude towards addiction and the feeling of connectedness with the mediating role of adaptability is 0. 306 with a standard deviation of 0. 216 and the effect size between the negative attitude towards addiction and the mediating role of family adaptability is 0. 309 with a standard deviation of 0. 193. Conclusion: Family adaptability can play an important role as a mediator in this relationship. By increasing the adaptability of the family, there is a sense of connection and a closer connection in the family, and this can help protect individuals from drug use

Introduction: Considering the ever-increasing changes in today's world, the mission of education in medicine to prepare learners to face new goals becomes difficult. Therefore, in such a situation, it is necessary to use new methods to make education more effective, and paying attention to integrated learning is considered a development in this field. In this way, the aim of the current research is to present a model for establishing a blended learning environment in medical education. Materials & Methods: This research was qualitative using the metacomposite method with Sandolovski and Barso model. The statistical population included studies conducted in the period of 2019 to 2023 in the field of blended learning with specific keywords in national databases such as Noormags, Magiran, Civilica, Ganj, and Elmnet and international databases like IJET, Eric, Scopus, ScienceDirect, and Google scholar were collected. A total of 59 studies were reviewed and after several stages of screening, 20 study units were finally selected. Results: Investigations showed that the lack of attention to the theoretical foundations of integrated learning in the field of educational sciences and its application in medical education has caused that there is no effective model for medical education instructors, which has six components: technology integration, flexible planning, active learning, self-paced learning, student cooperation and assessment, feedback and improvement, in order to establish a unified learning environment in medical education, were analyzed and extracted in this research. In the discussion of limitations, the reviewers sometimes had to choose articles more related to the field of medical sciences in order to create more accurate bases for its application and universalization in the field of medical education. Conclusion: The results show that the presented model meets the diverse needs of the learner and seamlessly adapts to the evolving demands of healthcare. Blended learning represents a historic paradigm shift that equips students with the skills, knowledge, and confidence needed to thrive in the rapidly changing healthcare landscape.

Introduction: The covid-19 pandemic caused fundamental changes at various levels, including the levels of health and higher education. In many countries of the world, universities and institutions of higher education face challenges to continue the educational affairs and educational management of their institutions, and they use various strategies to manage these challenges. The purpose of this study is to identify these strategies. Materials & Methods: A review study with the keywords: management, strategy, education, and covid-19, strategy management, education, covid-19, in Magiran, Irandoc, and SID, PubMed, Scopus, direct science and Google Scholar in the last 6 years. After searching the mentioned databases, the studies were included in the research based on the inclusion criteria, then the text of the articles was read and an abstract consisting of the title, year of publication, country under study, research samples and the educational strategy was prepared. To check the quality of the articles, the PRISMA guidelines were used for reviewing systematic review studies. Results: In general, the strategies were identified and classified as including 4 areas of human resources, teaching, health safety, and financial and psychological support. Strategies in the field of human resources have generally been centered on the work shift arrangement of educational staff and its method. Teaching strategies have mostly been based on distance education. Health safety strategies are focused on social distancing, disinfecting educational facilities and screening employees and students, and financial and psychological strategies are generally in the form of reducing the cost of students and employees and psychological counseling. Conclusion: Higher education in Iran, in line with the world, should focus and invest on the use of electronic education and its development so that it can manage its higher education in the event of a crisis such as the Covid-19 pandemic.