Journal of Medical Education Development
Year:2019 | Volume:12 | Issue:35|Papers Count:8

Background & Objective: Supercamp is a multidiscipline community services activity held by UNPAD since 2012 to allow medical students to do community services and inter-professional education integrated with learning to promote soft skills. Soft skills are essential, which are needful for development in various kinds of teaching-learning experiences. The study aimed to evaluate Supercamp program through the medical student perspective as one of the practices for the development of soft skills in a medical student. Materials and Methods: This was a descriptive cross-sectional study using an electronic questionnaire given to Supercamp participants before and after the program, including undergraduate and postgraduate medical students. The survey distributed before and after completed the program. Soft skill aspects addressing in this questionnaire were leadership, communication aspect, creativity, autonomy, problem-solving, critical thinking, and problem-solving. Results: All the participants aware that Supercamp was a yearly community services program purposed, improving the soft skill of a medical student. Most participants (68%) agreed on the importance of soft skills and ranked the importance of communication, leadership, collaboration, problem-solving, critical thinking, independence, and creativity. Survey result has taken after the program completed showed that 74. 4% of participants agreed that Supercamp improves their soft skills, especially in communication, leadership, and collaboration aspect. The participants had also changed their perspective about future profession 58. 5%. Conclusion: Supercamp is still an effective program to improve soft based on the medical student perspective.

Background & Objective Education and learning are affected by different variables, such as learning style, which can affect educational performance and higher education output. This study aimed to evaluate the learning styles of dental students and their satisfaction with education at the dental school. Materials and Methods This descriptive-analytical study was performed on 109 clinical dental students in 2016-2017. After completing the Kolb learning style questionnaire, the satisfaction of students with the education at the dental school was assessed with one question scored in a range of 0-10 (from completely dissatisfied to completely satisfied). In addition, a P-value of less than 0. 05 was considered significant. Results In this study, the learning styles of converging (57. 8%), assimilating (21. 6%), diverging (12. 8%), and accommodating (7. 8%) were the most-to-least used styles, respectively. According to the results, no relationship was observed between the learning model and variables of gender, GPA, and academic semester. Moreover, there was no significant association between mean educational satisfaction of students (4. 8± 2. 6) and their learning style (P=0. 4). Conclusion According to the results of the present study, converging and assimilating learning styles were the most frequently applied learning models among dental students. It is recommended that problem-focused education along with lecture-based teaching be applied as a suitable training method.

Background & Objective The provision of dental services to society members depends on the motivations of future dentists or studying students to enter this discipline and career. The present study aimed to evaluate Kermanshah dental students’ attitude toward and satisfaction with their discipline and future career. Materials and Methods This descriptive, cross-sectional study was performed on 223 matriculated and international students in the Dentistry School of Kermanshah University of Medical Sciences during 2016-2017. The subjects were selected by convenience sampling, and the standard questionnaire (encompassing nine items on satisfaction with discipline and six items on future career) was distributed among the students. Moreover, data analysis was performed using descriptive and inferential statistics. Results In total, 223 questionnaires (76. 9%) were completed by the students, 79. 5% of them were satisfied with their chosen discipline. Furthermore, the high income level of the dental career was the main reason for selecting this discipline by 72. 2% of the participants. On the other hand, 84. 8% of the students believed that increased admission of students in this field would endanger their future career. However, the results were indicative of no significant difference between age, gender, and year and type of admission with the mean score of students’ attitude toward their discipline and future career (P>0. 05). Conclusion According to the results of the study, most dental students were satisfied with their discipline. In addition, a high level of income, interest in the discipline and gaining a high social position were among the most important reasons for selecting this discipline.

Background & Objective: Evaluation of academic performance and recognition of effective factors in this regard can considerably help the improvement of the academic and educational states of students. This study aimed to evaluate the role of academic identity, academic vitality, and flourishing in the prediction of academic performance of students at the University of Medical Sciences. Materials and Methods: This descriptive-correlational study was conducted on 200 students of the University of Medical Sciences, selected by random multistage sampling. Data were collected using the questionnaires of academic identity, academic vitality, and flourishing. In addition, data analysis was performed in SPSS version 21 using canonical correlation analysis and multiple regression. Results: In this study, there was a significant relationship between the variables of academic performance and dimensions of academic identity, academic vitality, and flourishing of students (F=73. 35, λ =0. 644, P<0. 001). In addition, the regression analysis results revealed that 36% of the variance of academic performance was explained by the predictive variables (dimensions of academic identity, academic vitality, and flourishing). Conclusion: According to the results of the study, a rigorous and detailed plan can be defined based on the academic performance of students and their knowledge of effective factors to actualize the potential talents of students and lay the foundation for more growth and flourishing of these individuals.

Background & Objective: Hope can maximize the satisfaction and mental wellbeing of students and result in their physical and mental health and adaptation. This study aimed to determine the relationship between hope components with academic status, motivation and burnout in students of Qom University of Medical Sciences, Qom, Iran. Materials and Methods: This correlational, descriptive study was conducted on 261 students in 2017, who were selected by random relative cluster sampling based on gender. Data were collected using the hope components questionnaire by Snyder et al., academic burnout scale by Berso et al., and academic motivation scale by Vallerand et al. In addition, data analysis was performed using Pearson’ s correlation coefficient, independent t-test and stepwise multiple regression. Results: In this study, there was a negative, significant relationship between the total score of hope components and their subscales with academic burnout. On the other hand, a positive, significant association was observed between the mean total score of hope components and their dimensions with academic motivation. However, no significant relationship was found between the mean total score of hope components and their dimensions with academic status. Moreover, the regression results indicated that academic burnout was able to predict hope components in a negative, significant manner. Conclusion: According to the results of the study, hopeful students have more academic motivation and lower vulnerability to academic burnout. Therefore, it is suggested that the hope level of students be increased by university authorities and professors in order to improve and decrease their academic motivation and burnout, respectively.

Background & Aim: This study aimed to evaluate the effect of an attributional re-training (AR) program on the academic emotions and problem-solving in pharmacy and nursing students in Zanjan University of Medical Sciences, Zanjan, Iran. Materials and Methods: This was a trial study with a pretest-posttest design and a control group. The statistical population included all pharmacy and nursing students in the first semester of 2018-2019. In total, 72 subjects were selected by random sampling and divided into two test and control groups of 36. The participants in the test group attended seven AR sessions, and data were collected using the academic emotions and problem-solving questionnaires before the intervention and one month after the program. Data analysis was performed in SPSS version 23 using descriptive statistics and analysis of covariance. Results: Analysis of covariance showed that the AR program had a significant effect on the problem-solving process (P<0. 05) while having no significant impact on academic emotions. Conclusion: According to the results of the study, AR programs can be used as a suitable intervention to help the problem-solving process in students.

Background & Objective: Curriculum plays an effective and determining role in realizing higher education goals and missions both qualitatively and quantitatively. Therefore, special attention paid to this area can be recognized as one of the factors effective in the improvement of efficiency and education system. Therefore, this study aimed to evaluate the relationship between curriculum elements and disposition toward critical thinking (CT). Materials and Methods: This descriptive-correlational study was performed on 270 BSc students at Gonabad University of Medical Sciences in the academic year of 2016-2017. The subjects were selected by random stratified sampling, and two questionnaires, namely Tatar Curriculum Elements Questionnaire (2017) and Ricketts' CT Disposition Questionnaire (2003). Data analysis was performed in SPSS version 22 using Pearson’ s correlation coefficient and analysis of regression. Results: In this study, there was a significant, direct correlation between curriculum elements and disposition toward CT, and strengthening each of the curriculum elements of content (0. 231), goal (0. 148), method (0. 307), and assessment (0. 203) would be associated with the higher disposition of students toward CT. According to t-test results, no significant difference was observed between the mean score of male and female students in terms of disposition to CT (sig=0. 880; t=0. 151) and curriculum elements (sig=0. 921, t=0. 099). In addition, analysis of the regression results revealed that the sub-components of goal, content, and assessment were not significant predictors and only the variable of the method (β =0. 225) made a significant prediction. Conclusion: According to the results of the study, the curriculum elements played an essential role in strengthening students’ disposition toward CT. Therefore, it is recommended that the curriculum and its components be revised in the field of the teaching method.

Background & Objective: Given the importance of the English language for medical students, this study investigated the lexical characteristics in the English language references and tests of the Comprehensive Examination of Basic Medical Sciences (CEBMS) in Iran. Materials and Methods: After the texts of the references were collected and their words were classified, the final texts were analyzed for lexical coverage, vocabulary size and vocabulary level. The lexical coverage of five CEBMS English language tests in the references was also surveyed. Results: Surveying 89, 021 tokens (running words) consisting of 9, 683 word types and 5, 938 word families showed the lexical coverage of 6. 27% for Coxhead's word list and 6. 11% for Hsu's word list in the English language references of the CEBMS. The vocabulary in none of the five CEBMS English language tests had the 98% lexical coverage in the references. The vocabulary size in the five references included 5, 938 word families, which was much lower than the threshold of at least 8, 000 word families. Also, the vocabulary level of the five references was at Level 14. Conclusion: Considering the results of this study, it seems that the English language references of the CEBMS do not satisfy medical students' needs including passing the English language test of the CEBMS and comprehending medical texts in English. Therefore, it is recommended that more English language references with higher lexical characteristics should be introduced by the Iranian Ministry of Health or at least by the relevant instructor.