Journal of Medical Education Development
Year:2020 | Volume:13 | Issue:38|Papers Count:9

Objective: This study aimed to review the criteria for evaluating the integration of information and communication technology (ICT) in the curriculum, and given its significance, provide the necessary assessment recommendations. Material & Methods: This study was a theoretical-systematic review performed with keywords such as "integration, " "evaluation, " "Information and communication technology, " "medical education, " and "curriculum" in the Latin databases of Ovid Science direct and PubMed. Similar Farsi keywords were looked up in SID, Iranmedex, Normagez, and Magiran databases by the search engines of Google and Yahoo from 2008 to 2019. From a total number of 158 articles, 22 works were selected according to the inclusion criteria such as the study title, objectives, and specified timeframe, and were analyzed by the synthesis research method. Results: According to the results, criteria such as support, educational materials and resources, teacher, student, and assessment were influential in evaluating the integration of ICT in the curriculum. The evaluating criteria of this study were extracted as following, teacher (knowledge, ICT skills), student (interaction, skills of digital content creation), support (planning, culture, and human resources training), educational materials and resources (hardware and software resources, digital content), and educational assessment (feedback, digital assessment and cartable). Conclusion: According to the results of the study, the criteria for evaluating the integration of ICT can be a valuable framework for higher education experts and officials to provide critical curriculum improvements, enhance the quality of assessment, and facilitate the educational procedure.

This study was designed to examine the factor structure and psychometric properties of the English as a Foreign Language Learning Plateau Inventory (FLLPI) for medical students. English as a Foreign Language (EFL) plateau refers to the cessation of progress in language learning in intermediate and upper-intermediate level. A total of 210 medical students whose English level was rated as intermediate and upper-intermediate through the administration of Oxford Placement test (OPT) responded to the FLLPI. Confirmatory Factor Analysis was performed using Structural Equation Modeling (SEM). The reliability of the measurement instrument was calculated by Cronbachchr('39')s alpha (0. 978). The findings of the first-order factor analysis confirmed the adequacy of the ten-factor model for the FLLP. Moreover, the second-order confirmatory factor analysis showed that all 10 factors have a sufficient factor load to predict the factors influencing EFL plateau. Also, the goodness of the model fit revealed the following results which demonstrate that the model enjoyed a high fitness: CMIN / DF= 1. 961 RMSEA= 0. 61, GFI= 0. 945, AGFI= 0. 968, CFI= 997/0, NFI= 0. 949, TLI= 0. 978, IFI= 0. 926 and RFI= 965. 0. The results not only support the FLLPIchr('39')s multidimensionality, but also indicate the usefulness of the FLLPI in EFL plateau research among medical students whose English level are rated as intermediate and upper-intermediate.

Background & Objective: The development of critical thinking skills, which is hugely affected by personality traits, was always a puzzling educational subject. This study aimed to elaborate on the relationship of critical thinking according to the Five-Factor Model (FFM) through metacognition mediation among students of the Aja University of Medical Sciences. Materials & Methods: The sample population of this descriptive-correlational study was the 300 students of AJA University of Medical Sciences during the academic year of 2016-2017. A stratified random sampling model used to select the participants. Data was collected by the Traits Personality Questionnaire 5 (TPQue5) developed by Costa & McCrae, Wellschr('39') Metacognitions Questionnaire, and Rickettschr('39') Critical Thinking Disposition Questionnaire. Data analyzed with Amos 24 software. Results: According to results there was a significant relationship among four personality traits (p-value=0. 001); there was also a positive correlation among metacognition and five personality traits of "openness to new experiences", "conscientiousness", "extraversion", "agreeableness", and "neuroticism" (p-value=0. 001). Results indicated a direct and significant relationship between four personality traits and critical thinking (p-value=0. 001). However, no direct correlation was observed between agreeableness and critical thinking through metacognition mediation. Conclusion: This study revealed that personality traits could influence the development of critical thinking in medical sciences students.

Background & Objective: This study aimed to present a causal model of future orientation and self-regulated learning based on the mediating role of academic self-efficacy and task value using a path analysis method. Materials and Methods: This descriptive, correlational study was performed on 205 MSc medical students (MSc) in Shahid Beheshti University, who were selected by Cochrane’ s formula and multistage stratified sampling. The subjects completed four questionnaires, including Bouffard educational self-regulation questionnaire, Pintrich’ s task value questionnaire, Midgley’ s standard self-efficacy questionnaire, and Seginer future orientation questionnaire. Data analysis was performed in SPSS and AMOS using path analysis method. Results: In this study, future orientation factor had a significant, positive effect on academic self-regulation in students. In addition, there was a significant, positive correlation between developmental assessment and students’ use of academic self-efficacy and task value, thereby confirming the research hypotheses. Conclusion: According to the results, using future orientation increased academic self-regulation in the MSc medical students (virtual) in Shahid Beheshti University and led to a higher use of academic self-regulation in learning considering the mediating role of academic self-efficacy and task value. Evaluation of the fit indexes demonstrated the favorable fit of the proposed model based on the data obtained from the participants.

Background: one of the most important individual factors that affect the acceptance and effectiveness of mobile learning is readiness. The aim of this study is to assess the Mobile Learning Readiness in dental students of Zanjan University of Medical Sciences in 2018-2019. Methods: In this descriptive crosssectional study, a total of 355 dental students at Zanjan University of Medical Sciences completed 279 questionnaires. Data were collected using the standard translated version of Mobile Learning Readiness (MLR) questionnaire after determination of its validity and reliability. SPSS software was used for data analysis. Results: The mean(± standard deviation) score of mobile learning readiness in three dimentions of self-efficacy, optimism, self directed learning were 3. 89± 0. 71, 3. 82± 0. 71 and 3. 57± 0. 81, respectively. Total mean (± standard deviation) score of mobile learning readiness was 3. 80± 0. 65. Conclusion: The results of this study showed that Level of Mobie learning readiness was higher than moderate and there is a positive attitude toward mobile learning in dental students. Mobile learning technology is very useful to enhance education of students.

Background & Objective: Designing standard Multiple-Choice Questions (MCQs) can enhance education quality. This study aimed to determine the effect of holding a workshop on the standardization of MCQs for the final examination of the performance and satisfaction of faculties and student satisfaction in the Zanjan University of Medical Sciences. Materials and Methods: This was a pre-post single-group interventional study performed during 2018-2019. The performance of the faculties was assessed in terms of observing the structural rules and taxonomic level of the questions in the two stages before the consecutive semesters after the intervention. In addition, the level of satisfaction was evaluated using a researcher-made questionnaire. The sample population consisted of 50 faculty members selected by a simple random method. The educational content was composed of the objective questions design principles, face and content validity, and difficulty/discrimination indices of the questions. Moreover, data analysis was performed applying descriptive statistics and chi-square at 95% confidence interval. Results: This study reviewed 932 and 1679 questions before and after the intervention, respectively. There was a higher satisfaction level for all the Millman checklist criteria after intervening in the structure of questions. As a result, the total mean score of the structure of the questions increased from 12. 67± 0. 86 to 13. 0± 06. 69, demonstrating a statistically significant increase in this regard (P≤ 0. 001). The comprehension and knowledge questions had the highest, and evaluation questions had the lowest percentage per Bloomchr('39')s taxonomy in each semester. The satisfaction level of the tutors.

Background and objective: In terms of learning psychology, one of the effective factors in learning is self-regulatory strategies. Accordingly, this study was conducted to determine the status of self-regulatory learning strategies in medical and nursing students of Zanjan University of Medical Sciences. Materials and Methods: The statistical population included all medical and nursing students of Zanjan University of Medical Sciences in the academic year of 2018-19, whose number was 390. The type of study is descriptive cross-sectional and the research tools included demographic information questionnaire and Pint rich and De Groot self-regulated learning strategies questionnaire. The collected data were analyzed using descriptive statistics such as mean and standard deviation and inferential statistics including independent t-test and PSS16 statistical software. Results: This study showed that both groups of medical and nursing students use self-regulatory strategies in an acceptable way and their difference is not statistically significant (P <0. 05). But there was a statistically significant difference between the mean scores of supervision and control in the two groups (P <0. 003). Conclusion: Based on the results, students use self-regulatory strategies to some extent and the field of study does not affect the average of students chr('39')self-regulatory learning strategies. In order to improve studentschr('39') self-regulatory learning strategies, other factors related to self-regulatory strategies should be considered.

Background & Aim: Today, organizations need employees who are committed to organizational goals, avoid any form of indifference toward the organization, and extend efforts to realize these goals in order to survive. The present study aimed to evaluate the mediating role of organizational indifference in the relationship between organizational justice and organizational commitment in professors of Kurdistan University of Medical Sciences. Materials and Methods: This descriptive-correlational study was performed on all professors in Kurdistan University of Medical Sciences (n=235) in 2017. In total, 147 subjects were selected based on the Morgan table. Data were collected using the organizational justice scale is Niehoff and Moorman, organizational commitment questionnaire by Allen and Meyer, and organizational indifference questionnaire by Danaeifard et al. Moreover, data analysis was performed in SPSS version 21 using descriptive (mean and standard deviation) and inferential (Pearson’ s correlation coefficient and Kolmogorov– Smirnov test) statistics. Furthermore, the structural equation method (SEM) was applied in LISREL software. Results: In this study, organizational justice had a direct and positive effect on organizational commitment, whereas organizational indifference had a direct and negative impact on organizational commitment. Moreover, organizational justice had a direct and negative effect on organizational indifference while organizational commitment had an indirect significant impact on organizational commitment through organizational indifference. Conclusion: Given the fact that organizational commitment and organizational indifference are important variables related to professors’ organizational commitment, it is suggested that the two variables be considered by university managers.