Horizon of Medical Science Education Development
Year:2020 | Volume:11 | Issue:2|Papers Count:7

With the expansion of Internet access and the provision of communication between researchers, the demand for research methods based on this structure is increasing. With the development of the Internet, the limitations of many research methods, such as Delphi-which are often limited to geographical boundaries-have been reduced, paving the way for the emergence of new implementation methods. E-Delphin is a qualitative method and online to respond to the growing needs of science to experts ‘ consensus. Despite all advantages of this method, many Researchers are unfamiliar in many disciplines, such as medical and health education. A large part of it is related to the ignorance of this method in general and the other part is related to the methodological issues and the qualitative nature of this method is related to the ignorance of this method in general and the other part to the methodological issues and the qualitative nature of this method. The scientists who intend to use this method will face with several challenges, which include limited educational resources in the implementation of this method, lack of general consensus on the quality and framework of research rounds, the problem of generalizability of results, lack of Specialized and free websites in this field, the challenge of access to the Internet for all researchers or experts, conventional technical problems, Mechanisms for issuing round information in order to enter the computer and analyze, the measuring problems of the consensus, theoretical saturation and the risk of false saturation, this method interferes with some other techniques like survey, the need for the researcher's relative mastery of the subject matter. But despite all these shortcomings, the unique advantage of E-Delphi is that it is able to predict the future and fate of an issue such as the future of technology, a training method, or a treatment protocol over the next few years or decades.

Introduction: The purpose of this study was to evaluate the training of small groups with competitive practice in teaching the course of research method by experience of undergraduate nursing students at Tonekabon Islamic Azad University. Materials & Methods: This study was carried out qualitatively (content analysis) and in two stages. The first stage was to investigate the need to change the teaching method in the nursing research course in the research population. In the next stage, teaching was done in the form of small groups with competitive exercises in classrooms. The study population consisted of all nursing students of the Tonekabon Islamic Azad University Faculty of Medical Sciences. The criteria for entering the study were to choose the course of the research method and not to participate in the research methodology workshops before entering the study. The data gathering method was a deep semi-structured interview conducted with each student until data saturation was achieved. Sampling was purposeful. Participants were selected from volunteers after being invited to collaborate. Their number was 22, and after completing the full knowledge of the study and its objectives, they signed the consent form. Results: Themes resulted from about 213 initial code related to the subject. With the continuation of work and systematic comparisons and integration of these themes, 6 themes and 24 sub themes emerged from experience and view of the students. The main themes were: a vibrant class, the immediate use of learning in action, collective problem-solving learning, unique learning, research spirit, ability to interact with others in the learning process. Conclusion: The motivation, interest, and skill acquired through this method will increase self-esteem and interest in learning actively in learners especially through competitive exercises, which will enhance the mentality of scholarship in addition to developing a search spirit.

Introduction: Emergency medicine assistant training has many problems, but accurate implementation and achieving the set goals are affected by various factors. This study examines the implementation of emergency medical curriculum in the field of emergency medicine in the country's medical universities and its compliance with the official curriculum approved by the Ministry of Health and Medical Education. Materials & Methods: A cross-sectional descriptive study was performed on the study population, which included 38 emergency medicine groups across the country (group managers and senior assistants). In this study, a questionnaire was prepared based on the items in the official emergency medicine curriculum and sent to group managers and senior assistants of emergency medicine of the country's medical universities. After completing and extracting data, using SPSS 23 statistical software, it was analyzed. Were analyzed. Results: 38. 92% of the programs presented in emergency medicine training groups across the country did not comply with the official curriculum content approved by the Ministry of Health and Medical Education. Only 29. 46% of the programs presented were highly compliant with the official curriculum content approved by the Ministry of Health and Medical Education. The compliance of the training programs provided by emergency medicine training groups across the country with the official curriculum content was based on the opinions of the assistants and group leaders using the Kappa coefficient of 0. 411, which indicates the average agreement. The results of a survey of group managers and senior assistants of emergency medicine showed that in training programs over 50% in accordance with the programs of the Ministry of Health, advanced pulmonary resuscitation operations provided in emergency medicine training groups across the country are performed with 90% compliance. The results of the survey showed that the station tests (OSCE) provided in all emergency medicine training groups across the country were not performed at all. The PMP test was not performed at all in 50% of the training groups and was performed on average in 50%. Conclusion: Based on the results of the present study, a small percentage of the programs presented were in line with the official curriculum content approved by the Ministry of Health and Medical Education.

Introduction: Studies have shown that student-centered practices and the integration of relevant courses increase the quality of teaching and learning. The purpose of this study was to investigate the effect of problem-based teaching method for presentation of pathology course. Materials & Methods: In this interventional and semi-experimental study, the part of pathology course teaching was performed traditionally and other parts of it presented with clinical cases and problem-based methods for 75 medical students of Qazvin University of Medical Sciences. In both cases, a pre-test was performed. At the end of the teaching, as well as two weeks after training, the students were evaluated by re-examination. Differences between the mean scores of these two methods were analyzed by a statistical test. Results: Out of 75 students, 37 were 49. 3% male and the rest were females. The scores obtained from the two methods showed that the mean scores of the students in the post-test and the test two weeks after the training in the problem-based method were statistically significantly different from the traditional method (P< 0. 0001). It also increased students' satisfaction with education. Conclusion: These results indicate that pathology teaching with clinical cases and through a problem-based approach improves students' average scores and satisfaction.

Introduction: The student course is stressful so it’ s expected that a percentage of students being exposed to mental diseases. Therefore, indicators of perceived social support, psychological hardiness, and social maturity of Mashhad University of Medical Sciences students were selected and evaluated in this study. Materials & Methods: four questionnaires, including Perceived Multidimensional Social Support Scale, Cobasa Hardiness Scale, Rao Social Maturity Scale, and General Health Questionnaire (GHQ), were completed by 164 randomly selected students from the Faculty of Paramedical Sciences in 2017. Results: The mean age of the participant students in this study was 20. 58± 1. 52 years old, and 73. 8% of them were female, and 26. 2% of them were male. The overall mean score of mental health in this study was 22. 87± 12. 65. There was also a significant negative correlation between mental health scores with the results of three other tests, (R=-0. 38 for Rao's test, R=-0. 48 for social support test and R=-0. 43 for hardiness with P-value<0. 05). This indicates that having a better mental health status leads to high perceived social support, social maturity, and hardiness. Conclusion: Considering the significant relationship between mental health and the three other measured components in students, it can be said that in one person with high perceived social support, social maturity, and hardiness, mental health is in good status.

Introduction: The pandemic COVID-19 and its consequences lead to a wide range of thoughts, feelings and reactions in different people. Medical students are always faced with carriers or patients with COVID-19 and are naturally concerned for their own and their loved ones’ health and safety. The aim of this study was to assess the perceived stress level of students of Mashhad University of Medical Sciences during the pandemic disease with COVID-19 disease to take an effective step to improve their academic and clinical performance in the future and help the mental and general health of the community. Materials & Methods: A descriptive-analytical cross-sectional study was conducted on 463 medical science students of Mashhad University of Medical Sciences in the second semester of the academic year 2019-2020. The students were selected using non-probability web-based sampling (a form designed in GoogleDoc). Data were collected using Perceived Stress Scale 14 items (PSS14) questionnaires and demographic checklist. Results: About 69. 1% of the participants were female, 84. 4% were single, and 54. 6% were clinical students. The mean perceived stress score in students was 25. 06± 7. 71 (out of 56). Perceived stress levels in students had a statistically significant relationship with gender, field of study, years of study, history of certain drug use, and unfortunate event happened recently (p value<0. 05). Conclusion: The average perceived stress level in students was assessed as moderate. Because long-term stress can weaken the immune system and cause mental disorders, and reduce student performance, stress management is recommended for students.

Introduction: Morning report is one of the practical and valuable metods in clinical training. Awareness of the standard protocols for this method will bring us more effective education. Reinforcing the interrelationship skills, higher professional indexes, progression in the critical thinking and clinical decision making are of its benefits as a educational method. Despite the great importance of implementing the standard of this educational method, as it deserves, it is not being covered well in medicalschools, so in this article, we review the literature in five topics (1. Comparing the morning report with other methods of clinical training, 2. The do's and don'ts of morning reporting, 3. Dynamic morning report and action research, 4. Suggestions, in order to record a more practical summation. Materials & Methods: Related articles were found in databases: ERIC, Pubmed, EMBASE and CINAHL using keywords: Morning report T (Morning report) Standards of Clinical Education (medical educationatioan) Results: The most appropriate way to run a morning report has the following characteristics; 5 one-hour sessions per week, preferably after visiting patients, introducing 2-4 patients by interns and junior assistants, 5 minutes for presenting the patient's history and 10-15 minutes for discussion, final conclusion and documentation, determining the cases for follow up and using the online evidence, and finally to continuously review and improve the quality of the meetings. Conclusion: Morning reporting sessions are one of the major parts of clinical education, which will be more effective by applying its standardized protocls.