Journal of Medical Education and Development
Year:2020 | Volume:14 | Issue:4|Papers Count:8

Introduction: The purpose of the present study was to determine the components of medical education design based on virtual reality by research synthesis method. Methods: In the present study a synthesis method was used. In order to study the research background and to collect appropriate data among the databases of Science Direct, Springer, Scopus, ProQuest and Eric (ERIC) search. With the keywords of Educational Design, Virtual Reality, Medical Education, Augmented Reality, Research Synthesis identified from 150 external research cases (English language) between 2006 and 2019 and finally 20 of them with the most coordination and proportion were selected for evaluation. Result: By reviewing articles and themes analysis, medical education design has five main components that are as follows: 1-Analytical component including determining educational needs, defining learner characteristics, defining theoretical framework, defining characteristics of virtual reality technology, forming a corporate team. Designer, conduct feasibility study and determine the type of content suitable for presentation through virtual reality. Design component includes defining general goals, targeting goals that are achievable by virtual reality, defining features of a virtual reality-based learning environment (free routing, first-person, third-person vision), determining the type of interaction (visual, photo, touch). Virtual and immersion, defining educational strategies (small and large), determining the level of reality, determining the content and organizing it (navigation) 3. Component of production and production including: scenario design, user interface design, content design, design Avatar, Training Agent Design, Virtual Reality Modeling, Platform Development (Hardware and Software) 4. Support and Implementation including Training Implementation, System Integration Virtual education in curriculum, support (technical and educational) 5. Evaluation component including formative evaluation, aggregate evaluation, ease of use evaluation, small group evaluation, large group evaluation, virtual reality based learning environment and platform evaluation (software and hardware). Conclusion: With respect to that the components of medical education design based on virtual reality have been identified, it is recommended that the medical education process be organized according to the components of educational design and that educational principles and processes be designed according to the capacity of virtual reality technology.

Introduction: Enhancing critical thinking is a challenge faced in Medical profession. Evaluation of data and choosing proper solution to reach a correct decision needs skillful thinking. One method of critical thinking, is conducive reflective Education to promoting the process of problem solving. Present studies is aimed at determining the education effect based on Reflective Education on critical thinking skills of midwifery students. Methods: this semi experimental study or multi-group of pre and post training study design was performed on 60 midwifery students in Mashhad school of nursing and midwifery in 2016. The samples were selected by the convenience method and were randomly divided into two groups of Reflective Education based group and routine group. Content was similar in both groups. Data collecting tool was Watson Glaser test questionnaire. Students of based on Reflective Education group were trained by Experience writing, feedback, summaries for six hours during two weeks. Students of routine group were trained by lecture for six hours during two weeks. They were filled the Watson Glaser critical thinking test in the before and 1 month after study. Data was analyzed by SPSS software version 16 and descriptive statistical test, Mann-Whitney test, Wilcoxon test, Friedman test. P < 0. 05 was considered statistically significant. Result: The results indicated that one month after intervention, critical thinking skills were significantly increased in two groups (P < 0. 05) and in critical thinking based group were more increased than routine group. Conclusion: The gained information of this study could be the first step for doing researches to find better ways of intervening curriculum in order to promote critical thinking dimensions.

Introduction: Test anxiety, is one of the Psychological-educational problems that have a higher prevalence in female students. Mindfulness and cognitive fusion can play a remarkable role in explaining psychological problems. The aim of current research was to investigate the mediating role of Cognitive fusion in the relationship of mindfulness and test anxiety among female undergraduate students of Shahid Chamran University of Ahvaz. Methods: the current research design is Descriptive correlation and the used method is Structural equation based on Partial least squares approach. A sample of 120 people were selected by Voluntary sampling method from the population of female Undergraduate students of Shahid Chamran University of Ahvaz. Test anxiety questionnaire, short form of mindfulness inventory and cognitive fusion questionnaire were used for data collection. The gathered data were analyzed by SPSS 21 and SmartPLS 2 software at the level of 0. 01. Result: findings showed mindfulness negatively predict Cognitive fusion and test anxiety (P > 0. 01). Also mindfulness could indirectly predict test anxiety with the mediating role of Cognitive fusion (P > 0. 01). Conclusion: The findings of this study represent the importance of mindfulness and Cognitive fusion in explaining the test anxiety and Cognitive fusion has a mediating role between mindfulness and test anxiety. Thus In order to reduce psychological-educational problems (Such as test anxiety), Mindfulness skills training courses can be held.

Introduction: Universities have undergone various stages in their evolutionary development. At the heart of these developments is the debate on academic entrepreneurship under the auspices of a third generation university. The theoretical and practical importance of the subject on the one hand and the lack of infrastructure studies in third generation universities in the country have led to a fundamental study in the design of a third generation native university model. Methods: In this study, a mixed method based approach was used. In the first step, the content analysis method was used to analyze specialized interviews, and in the second step, a final model was presented using structural-interpretive method. Data analysis was performed in qualitative phase with MAXQDA software and in quantitative phase with MICMAC software. The statistical population of this study includes experts of Islamic Azad University of Medical Sciences who were selected by purposeful sampling. The data collection tool was interview and questionnaire. To achieve the research objectives, a set of applied indicators were identified by analyzing interviews with experts. Result: The main themes of this research are fundraising, innovation, technological entrepreneurship management and professors' entrepreneurial approach. Then, these factors were analyzed using interpretivestructural modeling techniques, and eventually the relationship and sequence of indices were obtained. Due to the leveling of the final model of the third generation university was designed in Islamic Azad University of Medical Sciences. Conclusion: Based on this pattern, entrepreneurial organizational culture is at the heart of the model. To achieve the ultimate goals of the model, emphasis must be placed on the general level of Students entrepreneurial skills and activities, Students theoretical skills, entrepreneurial knowledge of professors, the culture of accepting new ideas and projects, the realization of knowledge-based development and commercialization of science, and the establishment of knowledge-based companies.

Introduction: Holding classes based on a university-set date is a form of discipline and compliance with educational regulations. But what we currently observe is one or more weeks of delay in starting the semester. This study aimed to determine the causes of irregularities at the beginning of each semester in medical universities from the viewpoint of faculty members. Methods: This cross-sectional descriptive study was conducted in 2016, using the available sampling method on 59 faculty members of three Universities of Medical Sciences (Babol, Shahid Beheshti and Iran). The research tool was a 22-item questionnaire consisting of four sections on factors affecting irregularities. The validity of the research tool was confirmed by six faculty members and its reliability was confirmed by the test-retest method (r = 0. 82). Result: The majority of faculty members participating in the study were male (34 people), most of them were assistant professors (23 people) with the average work experience of 15. 24± 8. 6 years. Asking them about the reasons for the students' absence showed that they believed the most important reason was their friends persuading them not to attend the first classes of each semester (4. 29± 0. 773) and the lack of facilities such as dormitory and dining room at the beginning of the semester (3. 74± 1. 28). Conclusion: According to the findings, the occurrence of irregularities at the beginning of university semesters is influenced by various factors, especially encouraging classmates not to attend the classes, but the teachers can prevent it with their desired influence.

Introduction: Researchers acknowledge that different educational and contextual factors can influence human resource development. Because of stress in hospital wards environment and lack of personnel’ s support for student, personnel’ s aggressive tempers, the supporting of nursing students is an important factor. Therefore, The present study aims to investigate the role of educational environment dynamics in the relationship between organizational learning and empowerment of nurses. Methods: With respect to study goal the research method is descriptive and correlational in terms of purpose and method of data collection. The statistical population of the study consisted of 582 nursing students in Isfahan University of Medical Sciences in the academic year of 2017-2018. Using the Morgan table and random stratified sampling, 232 students were selected. The research tool was three questionnaires that the validity and reliability of the tool were confirmed by content validity and Cronbach's alpha. Collected data were analyzed using descriptive and inferential statistics, structural equation method and SPSS 23 and Smart PLS 2 software. Result: Findings indicate that organizational learning affects the dynamics of nurses' educational environment and empowerment. The dynamics of the educational environment has a significant and positive impact on nurses' empowerment. The results of path analysis also showed that the dynamics of the educational environment plays a mediating role in the relationship between organizational learning and empowerment of nurses. The findings showed that 48% of the total effect of organizational learning on nurses' empowerment is mediated by the dynamics of the educational environment. Also the value of GOF = 0. 69 confirms the very good fit of the research model. Conclusion: Organizational learning leads to learning human resources and involves specific organizational behavior that is performed in the learning organization. That is, organizational learning leads to the dynamics of the nursing education and empowerment environment, which is a human resources management tool that can guide human resources to increase productivity as well as enhance the learning of the whole system, especially the educational system.

Introduction: Mobile learning is a new way of modern teaching method and a subset of e-learning that refers to a change in thinking about the design and planning of learning goals and environments. The purpose of this study was to investigate the attitude of students of the Medical Sciences School toward the mobile phone in educational activities and its usage. Methods: 150 students of Mashhad School of Paramedical Sciences were investigated in this crosssectional study in 2019-20, using a researcher-made questionnaire including three sections on student demographic information, mobile applications in education, and student attitude toward mobile phone use in educational activities. The questionnaire`s validity was obtained according to 7 experts' opinions in the field of education, and its reliability was calculated using Cronbach's alpha of 0. 794. Data were analyzed by descriptive and analytical statistics using SPSS 16 software. Result: From the investigation of 150 students of Mashhad Paramedical Sciences opinions in six educational groups indicated that students of health information technology, laboratory science, physiotherapy, ophthalmology, radiology, speech therapy, medical records, mostly used mobile phones for their educational activities respectively. The most common use of students' mobile phones at university was the use of the Internet and social networks, taking photos and videos, and the most common use in teaching activities was reading files, viewing scores, recording audio and selecting units. From the students' perspective, using mobile phones in educational activities leads to getting higher scores, doing activities faster, make better communication between teacher and student, and speeded up the learning feedback. Conclusion: According to the results, we suggest encouraging teachers to use mobile phones in academic activities and running workshops to increase the awareness of mobile capabilities. Also educational planners, and mobile based learning programs should design educational software to promote the correct culture of mobile use in educational activities.