Journal of Education and Health Promotion

The double‑edged sword of emotions in medical education: A scoping review

. Nahid Toufan; . Athar Omid; . Fariba Haghani

Volume 13, Issue 2 , February 2023, , Pages 1-12

Abstract

  Emotions are universal in academic and clinical settings. A student is likely to hope for success,maybe be worried about failure, or may feel comfortable after an exam. These feelings ...  Read More Emotions are universal in academic and clinical settings. A student is likely to hope for success,maybe be worried about failure, or may feel comfortable after an exam. These feelings undoubtedlyaffect his/her motivation, effort, academic performance, and progress. This study aimed to investigatethe role of emotion in the learning and performance of medical students and its mechanism. Thisstudy was a scoping review conducted in 2022 to examine the role of emotions in medical education.The three databases PubMed, ERIC, and Science Direct and the search engine Google Scholarwere searched using the following keywords: “emotion,” “medical student,” “teaching,” “learning,”and “medical education.” English articles published from 2010 to 2022 were reviewed, and finally,34 articles that met the inclusion criteria were reviewed. Review of the selected articles showed thatthere was a significant relationship between the cognitive system and emotions in the brain. Theconceptual framework of the relationship between cognition and emotion can be explained in theform of dimensional and discrete views of emotions and based on cognitive load theory. Emotionsaffect cognition with the four mechanisms of memory, cognitive resources, cognitive strategies,and motivation and can be effective in learning self‑regulation, clinical reasoning, and academicachievement of medical students. Emotions in medical education is a double‑edged sword. In otherwords, it is highly recommended to divide emotions into activating and inactivating, instead of dividingthem into positive and negative ones. In this context, medical educators can use the positive aspectsof nearly all emotions to improve the quality of their teaching.

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Teaching‑learning process and the attitude toward scientific research among midwifery students

. John Barja‑Ore; . Willy Ramos; . Jhony A. De La Cruz Vargas; . Rudi Amalia Loli Ponce

Volume 12, Issue 11 , December 2022, , Pages 1-7

Abstract

  BACKGROUND: Research in universities requires systematic and participatory processes thatintegrate teachers, contents, strategies and tools, and students and their own interests. Therefore,the ...  Read More BACKGROUND: Research in universities requires systematic and participatory processes thatintegrate teachers, contents, strategies and tools, and students and their own interests. Therefore,the main objective of this study was to establish the relationship between the perception of theteaching‑learning process (TLP) and the attitude toward scientific research among midwifery students.MATERIALS AND METHODS: Descriptive cross‑sectional study, conducted on 250 students fromsecond to fourth year of study selected by convenience sampling. The data were collected with twoself‑administered Likert‑type scales that were validated in content and construct, both with highreliability. Descriptive statistics were carried out; the Spearman correlation test was used prior tothe application of the Kolmogorov–Smirnov test and Kendall’s tau‑b test.RESULTS: The favorable perception of the TLP was greater among second‑year students (42.6%),in addition, 15.2% agreed that the advice of teachers contributes to the elaboration of the researchprotocol. The attitude of indifference toward research was more frequent in third‑year students (58.2%)and 28.4% were deemed in disagreement to be able to identify and operationalize the variables. Inthe analysis of dimensions, the role of the student had a moderate relationship with the researchdesign (rho = 0.536; P < 0.001), while a weak relationship was demonstrated between media andtechniques with ethical and scientific value (rho = 0.104; P < 0.001).CONCLUSION: The TLP perceived by midwifery students and their attitudes toward scientific researchhad a direct and significant correlation. The proportion of students with favorable perception wasgreater among those with a favorable attitude.

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The effect of modern technology app on the self‑regulation skills of students with disabilities

. Malek Jdaitawi; . Saja Alturki; . Samah Ramzy; . Walaa Saleh; . Sherin Mabrouk; . Rania Abdulgawad; . Heba Hasan

Volume 12, Issue 8 , September 2022, , Pages 1-5

Abstract

  BACKGROUND: Augmented reality (AR) is capable of facilitating constructive learning through theprovision of a learner‑centered environment, making for more flexible learning and providing ...  Read More BACKGROUND: Augmented reality (AR) is capable of facilitating constructive learning through theprovision of a learner‑centered environment, making for more flexible learning and providing a moredistinct experience of learning. AR technology has a significant influence on the teaching approachprovided to students with learning disabilities, particularly on their level of self‑regulation, and thispremise is what motivated the present study.MATERIALS AND METHODS: The research is a quasi‑experimental study that adopted a pre‑ andpost‑test control group design, involving 24 students who have disabilities. The students were dividedinto AR group and control group, and data were then exposed to the descriptive statistics and pairedsample t test.RESULTS: The results showed that AR technology has a significant effect on the enhancement ofthe self‑regulation of students with learning disabilities.CONCLUSION: The study indicated a significant effect of AR app on the self-regulation skillsof students. The study, therefore, encouraged decision academicians to implement technologyapproaches in the disability setting.

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Perception of educational environment as a predictor of academic performance in physiotherapy students

. Manasi Desai; . Unnati Pandit; . Amruta Nerurkar; . Chhaya Verma

Volume 12, Issue 5 , June 2022, , Pages 1-7

Abstract

  BACKGROUND: Students’ perception of their academic environment has a substantial influenceon their actions, academic accomplishments, satisfaction, goal attainment, and behavior. ...  Read More BACKGROUND: Students’ perception of their academic environment has a substantial influenceon their actions, academic accomplishments, satisfaction, goal attainment, and behavior. The studywas carried out to evaluate the perception of academic environment in physiotherapy students, andto identify the specific domains which could act as predictors of academic performance.MATERIALS AND METHODS: This descriptive, cross-sectional research was conductedover 12 months using total population sampling. Three hundred and forty-three (139 postgraduateand 204 final year) final year and postgraduate physiotherapy students from five colleges ofMumbai and Navi Mumbai, who conformed to the inclusion benchmarks, participated in the study.Perception of educational environment was evaluated using Dundee Ready Education EnvironmentMeasure (DREEM). Academic performance was evaluated using the percentage obtained in thelast university examination. Data were entered in MS Excel (©Microsoft, USA) and converted toStata Version 15.1© StataCorp, College Station, for further analysis. The mean values and standarddeviations for perception of educational environment were calculated and linear regression modelswere used to conduct multivariate analysis for each item in the questionnaire.RESULTS: The mean total DREEM score of physiotherapy students was 129.97 ± 22.72. Studentswhose Students’ Academic Self‑perception scores were in the “Feeling more on the positive side”category showed a 4.17 point increase in percentage scores as compared with those who reportedfeeling like a total failure/had many negative aspects to their academic self‑perception (95% confidenceinterval [CI]: 2.46, 5.89; P < 0.001). Students whose Students’ Perception of Learning (SPoL) scoreswere in the “Teaching highly thought of” category showed a 2.75 point increase in percentage scoresas compared with those who viewed teaching poorly/negatively (95% CI: 0.44, 5.06; P = 0.02).CONCLUSION: Physiotherapy students had a “more positive than negative” view of the academicenvironment; however, a few “problematic areas” need to be remediated. Efforts to improve students’academic self-perception may improve their academic performance since this was the strongestpredictor of their academic performance, followed by total DREEM scores and SPoL.

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Online viva voce as a formative assessment method in forensic medicine during COVID‑19 pandemic

. G. N. Pramod Kumar; . A. N. Roopa Urs; . Malatesh Undi; . Shankar M. Bakkannavar

Volume 12, Issue 5 , June 2022, , Pages 1-6

Abstract

  BACKGROUND: Conducting online classes and assessment during the COVID‑19 pandemic isnot without challenges. The world of medical education is adapting online training and assessmentbecause ...  Read More BACKGROUND: Conducting online classes and assessment during the COVID‑19 pandemic isnot without challenges. The world of medical education is adapting online training and assessmentbecause of COVID‑19 pandemic restrictions. The present study was conducted to assess thestudents’ perception regarding the process, difficulties encountered and perceived effectiveness ofonline assessment.MATERIALS AND METHODS: Online viva‑voce (theory and visual based) was conducted ina government medical college in Karwar, Karnataka, India using videoconferencing application(Google Meet) to 149 second MBBS students as a formative assessment in 2020 over 3 months.Ten students per day joined Google Meet, 10 questions were asked to each student and assessedusing a tutor marking system (on‑spot). A feedback questionnaire (Google Form) was administeredto students who attended online Viva‑Voce. Data was analysed using descriptive and inferentialstatistics (Student’s t‑test).RESULTS: Out of 149 students, 132 participated and responded to a feedback questionnaire.Majority of the participants (91%) agreed that questions covered all topics kept for viva, 82% ofthem felt it would be helpful for performance in final examinations. Thirty percent of students facednetwork issues at their places, 45% felt nervous while facing viva in the presence of other studentsand 35% of participants preferred online methods over traditional viva voce. Online viva voce canbe transparent (90%) and less biased (88%) if done in structured format.CONCLUSION: Online viva‑voce may become relevant and effective in medical educationassessment with transparent marking system for students’ performance.

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Inventory development to assess perceptions and metacognition of dental students toward learning in colleges in Pune, India

. Shruti P. Nair; . Sahana Hegde Shetiya; . Deepti Agarwal; . Ladusingh Rajpurohit

Volume 12, Issue 1 , January 2022, , Pages 1-7

Abstract

  BACKGROUND: Dental education is considered a challenging and taxing program as on successfulcompletion one is required to attain unique and diverse competencies. There is an establishedperception ...  Read More BACKGROUND: Dental education is considered a challenging and taxing program as on successfulcompletion one is required to attain unique and diverse competencies. There is an establishedperception that students do not enjoy their experiences in the dental institution and they alwaysdemand for certain amendments. Therefore, a dental education perceptions and metacognitionassessment tool (DEPMAT) was developed for Indian undergraduate and postgraduate dentalstudents for assessing their learning in Deemed University versus Maharashtra University of HealthSciences in Pune, Maharashtra.MATERIALS AND METHODS: This cross‑sectional study was conducted among students of fourdental colleges of two types of universities in Pune, India, using a 31‑item DEPMAT based onDundee Ready Education Environment Measure and metacognition awareness inventory using fivesubscales. Psychometric properties were also tested for this new tool. Data were analyzed usingthe SPSS software.RESULTS: Of 512 participants, 498 (96.88%) students had duly returned the questionnaire.Cronbach’s alpha coefficient value for reliability was found to be 0.87 which indicated good internalconsistency and test‑retest reliability was found to be kw = 0.76, which indicated substantial agreement.Significant difference was found among undergraduates in domains regarding their perception towardacademics, infrastructure and learning environment, and health and stress.CONCLUSION: This study suggested that the general perception toward learning among final yearpostgraduate students was positive in both the universities. However, the perception of final yearundergraduates toward learning was negative and students have suggested certain amendments inboth the universities. This study also suggested the new tool was effective in assessing the attitudeof practice of both undergraduate and postgraduate students.

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The effect of peer mentoring on motivation and self‑regulated learning in medical students during transition

. Soroush Najafinejad; . Soroor Tabatabaei; . Nastaran Maghbouli; . Negar Sadat Ahmadi

Volume 11, Issue 9 , October 2021, , Pages 1-6

Abstract

  BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach theirlearning goals in the bedside clinical rotations. This study was performed with the ...  Read More BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach theirlearning goals in the bedside clinical rotations. This study was performed with the aim of comparingSRL and motivation of 4th year medical students who are in their educational transition betweenstudents with mentors and those without mentors.MATERIALS AND METHODS: This study was cross‑sectional. A total of 196 medical studentswere invited to complete a form consisting the motivation and SRL questionnaire through Googleform during their 1st year of clinical clerkship, while some of them had participated in the mentoringprogram beforehand. data correlation and regression analysis were employed.RESULTS: Comparing SRL and motivational beliefs scores between students with mentors andwithout mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44)was significantly higher compared to the others (83.49 ± 7.36) (P = 0.005). Among SRL subscales,planning and examination stress were significantly different between two groups with higherscores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs withOR = 7.974 (1.391–45.719) and P = 0.020.CONCLUSION: Considering a significant correlation between mentor possession and the scale ofmotivation beliefs, future longitudinal and interventional research besides the customized mentoringprogram is required to understand the role of mentoring programs on SRL as a cause‑and‑effectrelationship to recommend the peer mentoring program to enhance SRL skills in the medical studentsespecially during their transition to the new clinical environment.

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Student perceptions: Background to a new ethics curriculum in Indian medical colleges

. Shimpa Sharma; . Rakesh Sharma; . Rajesh K. Khyalappa; . Shweta Sharma; . Samin Kandoth

Volume 11, Issue 7 , August 2021, , Pages 1-5

Abstract

  BACKGROUND: Ethic education as a part of medical school curriculum is one which requiresconstant re‑evaluation and re‑emphasis. The medical regulatory body of India has, in recent ...  Read More BACKGROUND: Ethic education as a part of medical school curriculum is one which requiresconstant re‑evaluation and re‑emphasis. The medical regulatory body of India has, in recent times,introduced a revised module of the same, which is implemented across the country in all medicalschools. Medical students’ perception of ethics education is an important variable which will influencethe validity of this module. This study attempts to evaluate the same.MATERIALS AND METHODS: A peer‑validated questionnaire was distributed to 150 undergraduateand postgraduate medical students (response rate: 74.4%) with the aim to evaluate their attitudetoward knowledge of ethics, and their perceptions of contents and methods of learning ethics.RESULTS: A significant number of students recognize the importance of medical ethics knowledgeand its positive impact on their career (P < 0.05). They accept material taught as per plannedcurriculum as a source of learning and favor interactive methods of teaching (P < 0.05). Researchprojects and didactic lectures were rejected as learning methods (P < 0.05).CONCLUSION: “Deliberate teaching” has been accepted as a source of learning ethics by all students,though undergraduate students also favored learning about ethics “during practice.” Perceptionshave been identified that need to be addressed. The study reveals a need to further explore thepurpose and contribution of role models in this context and to identify ways of strengthening theirrelated perceptions by students.

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Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students

. Mahdokht Taheri; . Mehran Falahchai; . Mandana Javanak; . Yasamin Babaee Hemmati; . Mehdi Dasht Bozorgi

Volume 11, Issue 6 , July 2021, , Pages 1-6

Abstract

  BACKGROUND: One of the influential factors in students’ learning is their learning styles which havethe capacity to change. Furthermore, creativity is considered one of the essential ...  Read More BACKGROUND: One of the influential factors in students’ learning is their learning styles which havethe capacity to change. Furthermore, creativity is considered one of the essential cognitive features ofhumans. Thus, this study aimed to analyze the relationship between learning styles (Kolb and VARK)and emotional creativity with the academic achievement of dental students.MATERIALS AND METHODS: In this descriptive‑analytical study, the statistical population includeddental students of the third semester and above (250 persons). The data collection tools includedKolb and VARK learning style questionnaires, Averill emotional creativity questionnaire, the totalGrade Point Average (GPA), and the GPA over the past two semesters of students to measureacademic achievement. The data were analyzed using the measures of the descriptive (mean andstandard deviation) and the inferential statistics tests including one‑sample t‑test, independent t‑test,correlation coefficients of Pearson, and Eta squared.RESULTS: Based on Kolb and VARK learning styles, the majority of the students had accommodatinglearning style (64%) and read‑write style (31.6%) and also were single‑styled (80.4%). No significantrelationship was found between the learning styles (Kolb and VARK) and creativity with academicachievement. The students scored higher than average in emotional creativity and all of its threeelements. Moreover, there was a significant relationship between emotional creativity and the genderof the students (P = 0.01). Female students showed higher emotional creativity (97.26 ± 10.34)compared to the male students (94.24 ± 8.96).CONCLUSION: There was no significant relationship between learning styles and emotional creativityof the students with their academic achievement. The accommodating and read‑write learning styleswere more prevalent among students and they showed high emotional creativity.

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Medical students’ perception on the usefulness of online formative assessment: A single‑center, mixed‑method, pilot study

. Himel Mondal; . Manas Ranjan Sahoo; . Ritushri Samantaray; . Shaikat Mondal

Volume 11, Issue 6 , July 2021, , Pages 1-6

Abstract

  BACKGROUND: Distance digital learning is newly implemented in the Indian medical institutions.Formative assessment is also conducted online. In this context, this study aimed at finding ...  Read More BACKGROUND: Distance digital learning is newly implemented in the Indian medical institutions.Formative assessment is also conducted online. In this context, this study aimed at finding theperception on the usefulness of online formative assessment along with online classes among1st‑year medical students.MATERIALS AND METHODS: This cross‑sectional, observational study was conducted in August2020. The students were exposed to online classes and online formative assessments with fivemultiple choice questions for a period of 4 months before the conduct of the survey. An online surveywas conducted (both quantitative and qualitative data collection) to ascertain the perception on theonline formative assessment quiz.RESULTS: A total of 36 (14 female, 21 male, 1 did not disclose sex) 1st‑year medical students with amean age of 19.97 ± 1.16 years participated in the survey. The majority of the students agreed that theonline quiz was a valuable learning activity and has potential to replace the face‑to‑face assessment.The online quizzes provided them feedback of classroom learning and helped in identifying the weakarea and motivated students to the study. The qualitative data showed that students like to get agreater number of questions and also like to participate in chapter wise multiple quizzes in spare time.CONCLUSION: First‑year medical students considered the online formative assessments quizcoupled with the online classes as a valuable learning activity. It provided them feedback of learningand a motivation for further study on the topic. They like to participate in anonymous quiz with agreater number of questions with online classes. The finding of this pilot study should be furtherevaluated with multicenter study with more participants.

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Collaborative method consisting lecture, problem‑based learning and weblog for clinical courses of medical students in comparison with lecture method

. Masoumeh Sharifzadeh; . Jila Agah; . Ahmad Khosravi; . Shahram Samadi; . Seyd Javad Davari Sani

Volume 11, Issue 5 , June 2021, , Pages 1-6

Abstract

  BACKGROUND: Lecture is a common teaching method, which is not considered efficient for thedevelopment of critical and intellectual acquisition in the students of clinical courses. Although ...  Read More BACKGROUND: Lecture is a common teaching method, which is not considered efficient for thedevelopment of critical and intellectual acquisition in the students of clinical courses. Although intheory combined methods are known acceptable, in practice, they are not commonly applicable.The present study aimed to compare the combination of problem‑based learning (PBL), weblogs,and lectures with lecture alone to achieve an advantageous teaching method for clinical courses.MATERIALS AND METHODS: This quasi‑experimental study was conducted on 63 medicalstudents (5th year) taking obstetrics and gynecology clinical courses at Sabzevar University ofmedical sciences, Iran. The participants were selected via census sampling. Based on the Student’snumber and using the random number table, the students were randomly assigned to two groupsof interventions. The exclusion criteria were unwillingness to participate and absence for more thantwo sessions. Initially, the similarity of obstetrics and gynecology knowledge in both groups wasconfirmed based on a pretest (P > 0.05). A conventional lecture was performed for both groups. Inthe intervention group (B), the researcher asked each student (32 persons) to provide a case/problemfrom mentioned subjects outside the class concerning the given lecture and upload it to the lecturer’sweblog to show commonalty. In the next session, the presented cases were initially discussed, andanother lecture was carried out. Finally, two methods were compared through identical theoreticaland practical exams and scored based on a Likert scale using a questionnaire. Data analysis wasperformed in SPSS 19 using t‑test and Chi‑square at the significance level of P < 0.05.Results: Group B achieved higher grades in the scientific exams (P < 0.001), especially in thedomains of perception, learning and memorizing of subjects, motivation, and communication withthe classmates and tutor (P = 010). Therefore, satisfaction was higher in the intervention groupcompared to the control group (P = 0.001).Conclusion: The training of pensive, creative, and active experts for the future of medicine requiresthe combination of new collaborative methods with lectures, which are undoubtedly effective learningtechniques. According to the results, PBL and weblogs could be invaluable for the improvement ofstudents’ knowledge, as well as the relations between tutors and students.

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The effect of multi‑stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers

. Samane Mofrad; . Nahid Zarifsanaiey; . Leila Bazrafkan; . Hadi Raeisi Shahraki

Volume 11, Issue 5 , June 2021, , Pages 1-8

Abstract

  BACKGROUND: One of the most important ways to acquire knowledge in the present age is educationbased on new technologies, including mobile learning. The purpose of this study was to ...  Read More BACKGROUND: One of the most important ways to acquire knowledge in the present age is educationbased on new technologies, including mobile learning. The purpose of this study was to investigatethe effect of a multi‑stage mobile training based on Gagne instructional design on learning, retention,and satisfaction of health volunteers.MATERIALS AND METHODS: In this interventional study, 112 health volunteers a Health Centrein Mashhad during 2019–2020 were enrolled. The participants were randomly divided into twogroups: mobile education based on Gagne model (n = 56) and conventional lecture (n = 56).A researcher‑made questionnaire was completed by the eligible subjects before, after, and 2 monthsafter the intervention to assess their learning, retention and satisfaction in educational methods.Face validity, content validity, and reliability of the data collection tool and model fitness indiceswere confirmed. Content validity of data collection tools verified by experts and its reliability wascalculated to be 0.78. The collected data were analyzed in SPSS‑25, using descriptive (mean andstandard deviation [SD]) and analytical statistical tests (independent t‑test).RESULTS: The results showed that 2 days and 2 months after the intervention, learning, and retentionrate was significantly higher in the mobile learning based on Gagne model group in comparison toconventional lecture group (P < 0.001). Furthermore, the intervention group was generally satisfiedwith the mobile training method.CONCLUSION: Mobile learning based on Gagne model is recommended for improving learning,retention among health‑care workers

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Relationship between physical activity, academic achievement, gender, and learning styles in students of a Latin American Dental School: A cross‑sectional study

. Carlos Martín Ardila; . Ángela María Gómez‑Restrepo

Volume 11, Issue 4 , May 2021, , Pages 1-6

Abstract

  BACKGROUND: Little is known about the inference that physical activity (PA) may have on academicperformance and learning styles of Latin American dental students.MATERIALS AND METHODS: ...  Read More BACKGROUND: Little is known about the inference that physical activity (PA) may have on academicperformance and learning styles of Latin American dental students.MATERIALS AND METHODS: In this cross‑sectional study, an administrative dataset and a voluntaryuniversity characterization provided information about PA and academic performance. Moreover, 218dental students of the University of Antioquia in Colombia completed a structured questionnaire toidentify their learning styles. To analyze the information obtained a Pearson correlation, and logisticand linear regression models were implemented.RESULTS: A total of 131 (60%) students informed being physically active (PA group), and 87 (40%)did not report PA (non‑PA group). The results showed a high‑grade point average (GPA) in thePA group (P = 0.01). The PA group showed a preference for the theorist and pragmatist learningstyles with statistically significant differences between the groups (P = 0.004 and P < 0.0001,respectively). It was also observed a statistically significant Pearson positive correlation between thetheorist style and higher GPA (r = 0.15; P = 0.04). The multivariate regression model showed thatPA protects against lower means of GPA (odds ratio = 0.3; 95% confidence interval [CI]: 0.09–0.7,P = 0.01). Furthermore, the adjusted linear regression models also showed that PA protects againstlower means of the theorist (β= −0.15; 95% CI: −0.02 to − 0.002, P = 0.002) and pragmatist styles(β= −0.18; 95% CI: −0.03 to − 0.006, P = 0.0006). Interestingly, men were statistically significant inall multivariable models.DISCUSSION: This study suggests that PA is associated with higher academic performance andthe theorist and pragmatist styles. Male students were also more physically active; therefore, it isrelevant to establish strategies to stimulate physical activities in dental students, especially in women,including extracurricular activities.

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Concept map as a teaching and learning tool for medical students

. Sulakshana Shridhar Baliga; . Padmaja Ravindra Walvekar; . Girija Jagadish Mahantshetti

Volume 11, Issue 1 , January 2021, , Pages 1-6

Abstract

  Abstract:BACKGROUND AND AIM: Concept maps hold great potential for the students as it helps inthe formulation of new concepts as well to evaluate the learning ability of the students. ...  Read More Abstract:BACKGROUND AND AIM: Concept maps hold great potential for the students as it helps inthe formulation of new concepts as well to evaluate the learning ability of the students. However, theuse of concept maps as a teaching tool in medical students in India has not been explored, to thebest of our knowledge. This study was conducted to assess the use of concept maps in improvinglearning among medical students.MATERIALS AND METHODS: This study was conducted among III MBBS students belonging totwo batches. This study was carried out in two stages. In first stage, pretest was taken to test theknowledge of students. Later, introductory class was taken on tuberculosis and concept map wasused to explain the given concept and later posttest was taken. In second stage, feedback wastaken from the students regarding the concept map. Pre‑ and post‑test results were compared usingWilcoxon test.RESULTS: Significant difference between pretest (4 ± 1.593) and posttest (10 ± 0.762) score wasseen (P < 0.0001). More than 50% of students scored full marks in posttest, whereas no one got fullmarks in the pretest. Positive response (82.09%) was received from the students when feedbackwas taken regarding the use of concept map.CONCLUSION: Concept maps are found to be an effective teaching and learning tool for medicalstudents. They can be used to enhance meaningful learning in students and can be practiced morein the students for better understandings of the concepts.

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Comparison of readiness for e‑learning from the perspective of students and professors of Medical Sciences

. Parisa Mokaripour; . Nasrin Shokrpour; . Leila Bazrafkan

Volume 10, Issue 5 , May 2020, , Pages 1-7

Abstract

  INTRODUCTION: The aim of this study was to evaluate the cognitive, psychomotor, and attitudinalreadiness of faculty members and students of Shiraz University of Medical Sciences for ...  Read More INTRODUCTION: The aim of this study was to evaluate the cognitive, psychomotor, and attitudinalreadiness of faculty members and students of Shiraz University of Medical Sciences for usinge‑learning in 2019 in order to move toward the desired future of e‑learning in medical education,promote the benefits of e‑learning in the country, and provide training to each of the research groupsif needed.METHODS: This is a cross‑sectional study conducted in Shiraz University of Medical Sciences,Iran, in 2019. The study population consisted of 379 students and 281 professors selected throughthe systematic random sampling in Shiraz University of Medical Sciences. The e‑learning readinessquestionnaire developed by Zarif Sanaei et al. was used to evaluate the students’ and teachers’viewpoints.RESULTS: The results showed that the average level of skill, knowledge, and attitude among studentsand teachers was positive and higher than the mean (P < 0.05). It had only a significant relationshipin the level of education of the teachers and the marital status of the participants. There was also asignificant interaction between skill, knowledge, and attitude.CONCLUSION: There is a need for successful implementation of e‑learning by creating appropriateinfrastructure, applying the required standards, as well as taking measures to reduce the existingresistance in this regard, which can be achieved through training workshops. The experience ofsuccessful universities in the country and abroad can also be used to implement e‑learning.

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The effect of direct observation of procedural skills method on learning clinical skills of midwifery students of medical sciences

. Soheila Mohamadirizi; . Farahnaz Mardanian; . Fatemeh Torabi

Volume 10, Issue 4 , April 2020, , Pages 1-5

Abstract

  INTRODUCTION: Clinical education is one of the most important parts of medical students’ education,and it is a major part of the education of qualified and professional people. ...  Read More INTRODUCTION: Clinical education is one of the most important parts of medical students’ education,and it is a major part of the education of qualified and professional people. Therefore, this study wasconducted to determine the effect of applying Direct Observation of Procedural Skills (DOPS) onmidwifery students’ clinical skills.MATERIALS AND METHODS: This is a quasi‑experimental, two‑group study conducted as apre‑ and post‑study on midwifery students in 2017–2018. Cluster and randomized sampling methodwas used. The processors involved in this study were three main skills of vaginal examination, pelvicexamination, and vaginal delivery. The DOPS method was used to assess the practical skills in theinterventional group during three times the process at day, 1 day, and at least 1 week later; theusual logbook method was used in the control group. Two groups were evaluated at the end of themidwifery course by Comprehensive Final Midwifery checklist. The tools were checked for validityand reliability, and data were analyzed using descriptive and analytical statistics.RESULTS: There was no statistically significant difference between the two groups in termsof important demographic variables such as age, grade, marital status, and initial assessmentscore (P > 0.05). The mean of final scores in the normal delivery, vaginal examination, and pelvimetrywas statistically significantly higher in the interventional group (P < 0.001). On the other hand, thefunctional field of the students in the interventional group was statistically significantly improvedin normal delivery and pelvimetry (P < 0.05), and this difference was not significant in the vaginalexamination. In addition, the mean scores of students before and after the DOPS method werestatistically significantly different in every skill in Comprehensive Final Midwifery checklist (P < 0/05).CONCLUSIONS: The DOPS assessment methodology is not only a useful tool of clinical evaluation,but also an effective tool for clinical learning of students. For this purpose, it is suggested thateducational members of midwifery take enough time to design DOPS method in the same process.

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The impact to demographic and academic factors on metacognition and academic self‑efficacy: A study on Iranian students in health sciences

. Elham Raeisi; . Kamal Solati; . Mathias Hossain Aazami; . Nastaran Shamsipour; . Zohreh Sadeghian; . Soleiman Ahmady

Volume 10, Issue 3 , March 2020, , Pages 1-8

Abstract

  BACKGROUND: Metacognition and academic self‑efficacy are two emerging resources in the processof learning. Basic levels of metacognition and academic self‑efficacy may differ and ...  Read More BACKGROUND: Metacognition and academic self‑efficacy are two emerging resources in the processof learning. Basic levels of metacognition and academic self‑efficacy may differ and be influenced bydemographic and academic factors. This study investigated impacts of demographic and academicfactors on metacognition, metacognitive skills, and academic self‑efficacy in health sciences students.MATERIALS AND METHODS: A cross‑sectional study was conducted among 404 participatingstudents attending various fields of study in health sciences at Shahrekord University of MedicalSciences. Demographic and academic data were collected. Global metacognition, metacognitiveskills, and academic self‑efficacy scores were assessed using published or online questionnaires.Means were compared using Student’s t‑test, whereas intra‑ and intergroups’ scores were comparedusing one‑way ANOVA test.RESULTS: Global metacognition and academic self‑efficacy were not impacted by demographicstudents’ status. The gender and age impacted both knowledge and control of process‑ planning (favoringmale gender), as well knowledge and control‑of‑self (disfavoring 20–30 age class) of metacognitiveskills, (P < 0.05).  Academic status did not influence academic self‑efficacy. The school type influencedthe metacognitive skill component to knowledge and control of process‑regulation (disfavoring nursingschool) (P < 0.05). The academic discipline impacted the global metacognition (P < 0.05) and itsknowledge and control of self‑component (P < 0.01).CONCLUSIONS: Demographic and academic status does impact metacognitive skills and globalmetacognition scores. Given the heterogeneous level to innate metacognitive skills, this study shedslights on usefulness to screen learners’ subgroups that require supplementary educational instructionsto uniformly optimize metacognitive skills.

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Peer education for medical students on health promotion and clinical risk management

. Laura Brunelli; . Annarita Tullio; . Giuseppe Perri; . Lucia Lesa; . Lucrezia Grillone; . Giulio Menegazzi; . Corrado Pipan; . Francesca Valent; . Silvio Brusaferro; . Maria Parpinel

Volume 10, Issue 3 , March 2020, , Pages 1-11

Abstract

  CONTEXT: Health promotion (HP) and clinical risk management (CRM) topics are seldom discussedduring medical school lessons. Peer‑assisted learning (PAL) has long occurred informally ...  Read More CONTEXT: Health promotion (HP) and clinical risk management (CRM) topics are seldom discussedduring medical school lessons. Peer‑assisted learning (PAL) has long occurred informally in medicaleducation, and interest in this method has recently grown, as it is considered a valuable techniquefor both tutors and tutees.AIMS: The aim was to evaluate the impact of HP and CRM PAL intervention on medicalstudents’ (tutees) knowledge level.SETTINGS AND DESIGN: A PAL intervention has been implemented at Udine University medicalschool during 2017. It was composed of lectures and practical activities conducted by ten near‑peertutors.METHODS: The effectiveness has been evaluated by giving tutees: (1) a knowledge multiple‑choicequestionnaire, before and after the intervention; (2) a satisfaction questionnaire; and evaluating (3)tutees’ group assignments.STATISTICAL ANALYSIS USED: We performed descriptive analysis; then McNemar, Wilcoxonsigned rank, Wilcoxon Mann–Whitney, and t‑tests were applied.RESULTS: The number of students addressed by PAL intervention was 62. Difference in totalcorrect answers among pre‑ and post‑intervention questionnaires showed a statistically significantimprovement  (P  <  0.0001), both when analyzing it globally and by area  (HP/CRM). Students’satisfaction for CRM was greater than for HP area (P = 0.0041).CONCLUSIONS: This educational intervention based on PAL showed its effectiveness producinga statistically significant improvement in students’ knowledge. Our findings confirm that PAL couldbe a feasible method for HP and CRM topics.

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Comparison of the effect of standardized patient‑based training with team‑based learning on the knowledge of midwifery students in providing services to victims of rape

. Zahra Norouzi; . Farzaneh Jafarnejad; . Talaat Khadivzadeh; . Habibollah Esmaily; . Arya Hedjazi

Volume 9, Issue 12 , December 2019, , Pages 1-7

Abstract

  BACKGROUND: Rape is a widespread and important issue in the field of public health, and itsvictims require comprehensive and gender‑sensitive health services. Healthcare providers, ...  Read More BACKGROUND: Rape is a widespread and important issue in the field of public health, and itsvictims require comprehensive and gender‑sensitive health services. Healthcare providers, especiallymidwives, play an important role in the diagnosis and treatment of rape, and improving their knowledgehas been an essential factor in enhancing the quality of service provided.OBJECTIVE: The objective of the study is to compare the impact of standardized patient‑basedtraining and team‑based learning on midwifery students’ knowledge for providing services to rapevictims.MATERIALS AND METHODS: In this randomized quasiexperimental study, 75 midwifery studentsof Mashhad School of Nursing and Midwifery were selected using available sampling methodand were assigned to two groups of standardized patient‑based training (n = 38) and team‑basedlearning (n = 37). After performing pretest, standardized patient‑based training group and team‑basedlearning group were trained separately for 6 h. One week after intervention, posttest was performed.Data were collected and analyzed using the Academic Specifications Questionnaire and theKnowledge Assessment Questionnaire. Significance level was considered at P < 0.05.RESULTS: The two groups were homogeneous in terms of demographic characteristics. There wasno statistically significant difference between the two groups in the posttest in terms of knowledgescore (P = 0.079). However, there was a statistically significant difference in the level of knowledgebetween the two groups (P = 0.037).CONCLUSIONS: Given the effectiveness of both standardized patient‑based training method andteam‑based learning method on enhancing midwifery students’ knowledge for providing services torape victims, these methods can be used in students’ education.

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Practical points for brain‑friendly medical and health sciences teaching

. Sahar Ghanbari; . Fariba Haghani; . Malahat Akbarfahimi

Volume 9, Issue 10 , October 2019, , Pages 1-11

Abstract

  BACKGROUND: Special learning outcomes are considered for medical and health sciences educationwhich can be acquired by some interactive learning systems in the human brain. Given the ...  Read More BACKGROUND: Special learning outcomes are considered for medical and health sciences educationwhich can be acquired by some interactive learning systems in the human brain. Given the importanceof this issue, based on literature, we attempted at mentioning certain practical points for medical andhealth sciences educators to employ in preclinical and clinical teaching.MATERIALS AND METHODS: We searched databases of PubMed, Proquest, Scopus, ERIC, andISI Web of Science for relevant literature from January 2010 to January 2019.RESULTS: From a total of 1029 records, 30 articles along with 35 papers from snowballing and handsearching were included in this study. The following 12 main items were encompassed: teachingstudents the basic neuroscience of learning and set individual learning goals, “just right challenge”heeding the balance between supervision and autonomy, brain‑friendly coaching, repetition withspaced learning, visualization as a powerful learning tool, multimodal teaching, cognitive learningand mental model, cognitive‑emotional learning, active and social learning, creativity and art, sleep,medical faculty’s participation regarding the courses of “neuro‑education studies,” and “neuro‑myths”were suggested for brain‑friendly medical and health sciences teaching.CONCLUSIONS: We considered 12 practical points for brain‑aware medical and health sciencesteaching according to the recent literature on the basis of the association between education, cognitivescience, neuroscience, and psychology. Interdisciplinary research and practice regarding this issuecan improve teaching–learning quality, students’ well‑being, and ultimately patient outcomes.

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Effect of role‑playing on learning outcome of nursing students based on the Kirkpatrick evaluation model

. Safoura Dorri; . Mansoureh Ashghali Farahani; . Elnaz Maserat; . Hamid Haghani

Volume 9, Issue 10 , October 2019, , Pages 1-7

Abstract

  BACKGROUND: Evaluation of educational courses is important for estimating the achievement oflearning goals and identifying the best way to learn. The present study is an attempt to ...  Read More BACKGROUND: Evaluation of educational courses is important for estimating the achievement oflearning goals and identifying the best way to learn. The present study is an attempt to assess theeffectiveness of education through role‑playing on the learning outcomes in nursing students basedon the Kirkpatrick’s evaluation model.MATERIALS AND METHODS: A quasi‑experimental study was conducted with participation of 74nursing students at Iran University of Medical Sciences in 2016–17. The participants were selectedthrough census and were randomly allocated to control (n = 35) and experimental (n = 39) groups.The common method of education was implemented for the control group, and the experimental groupexperienced role‑playing educational method. In the next semester, each student was assigned toeducate two patients at the hospital. The knowledge level of the participants at the end of the semesterand patients’ satisfaction with the educations by students in the next semester were measured asthe outcomes of learning. Kirkpatrick’s model was used to assess the learning outcomes.RESULTS: The mean score of students, at the second level of Kirkpatrick’s model, in the experimentalgroup (63.85 ± 13.88) was significantly higher than that of the control group (46.41 ± 16.22, P < 0.001).The mean score of patients’ satisfaction with patient educational performance, at the fourth level ofthe model, in the experimental group (73.26 ± 3.47) was significantly higher than that of the controlgroup (47.32 ± 6.83, P < 0.001).CONCLUSIONS: The evaluation by the Kirkpatrick’s model showed that use of role‑playing methodimproved learning outcome of nursing students.

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Learning styles and approaches among medical education participants

. Noreen Maqbool Bokhari; . Mubashir Zafar

Volume 9, Issue 9 , September 2019, , Pages 1-5

Abstract

  PURPOSE: There are different learning styles adopted by medical education participants. The aimof this study is to investigate which learning styles and approaches are preferred to ...  Read More PURPOSE: There are different learning styles adopted by medical education participants. The aimof this study is to investigate which learning styles and approaches are preferred to be learnt bymedical students.METHODOLOGY: It is a cross‑sectional study; 320 students were selected through stratified randomsampling. Visual, auditory, read/write, and kinesthetic questionnaire was used which measuresdimension of learning styles and approaches.RESULTS: Majority of medical students have preferred (32%) for Kinesthetic modality; 26% forAural; Visual 21% and Reading/Writing 21%. The majority (53%) preference for Bimodal modality;41% for Unimodal; 5% for Trimodal and 1% for Multimodal.CONCLUSION: Medical education participants commonly used kinesthetic styles, and there is nodifference among different year of study; but, in learning approach, multimodal has increased as yearof studying increased. It suggests that curriculum of medical education should be revised accordingto result of research.

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Peer‑assisted teaching method to foster learning physiological basis of electrocardiography among 1st year medical graduate students: An interventional study

. Prathamesh Haridas Kamble; . Anupam Suhas Khare; . Shital Sopanrao Maske; . Gaurav Sharma; . Arun Narayan Kowale

Volume 9, Issue 3 , March 2019, , Pages 1-6

Abstract

  INTRODUCTION: In peer‑assisted teaching (PAT) method, students are encouraged to prepare,organize, and construct their learning program under the guidance of a teacher. The objective ...  Read More INTRODUCTION: In peer‑assisted teaching (PAT) method, students are encouraged to prepare,organize, and construct their learning program under the guidance of a teacher. The objective of thepresent study is to assess the benefits and outcome of PAT on students’ understanding and knowledgeof one of the important and difficult topics, “physiological basis of electrocardiography (ECG).”METHODS: A nonrandomized, interventional study was carried out in the department of physiology.Five peer tutors were selected and trained in the basics of ECG by a senior faculty of physiology for12–14 h sessions over the 6‑week period. These peer tutors then conducted a day‑long workshopon five different subtopics of ECG, which was attended by 184 1st year medical students. Evaluationof the workshop was done through pre/posttest 20‑item questionnaire score analysis and feedbackquestionnaire using a 5‑point Likert scale items.RESULTS: The average pre‑ and posttest scores were 6.6 ± 2.73 and 13.3 ± 4.73, respectively. Theaverage posttest scores were higher and statistically significant compared to pretest (R2 = 0.4275;P < 0.05). The class average normalized gain (g) for a posttest score was 101.5%. Of 184 students,9.7% of students had >70% improvement from the pretest score, and 44.78% had more than 50%improvement in their posttest scores.CONCLUSION: We received a predominantly positive feedback for the usefulness of peer teachingas a learning method. Thus, PAT was found to be a feasible and effective way of teaching the difficultconcepts in physiology.

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Utilizing mobile health method to emergency nurses’ knowledge about Emergency Severity Index triage

. Ahmadreza Yazdannik; . Elham Izadi Dsatjerdi; . Shahla Mohamadirizi

Volume 8, Issue 1 , January 2018, , Pages 1-5

Abstract

  BACKGROUND: Mobile health has the potential to revolutionize the role of educators by empoweringnurses to take more responsibility for their own learning. Hence, this study was designed ...  Read More BACKGROUND: Mobile health has the potential to revolutionize the role of educators by empoweringnurses to take more responsibility for their own learning. Hence, this study was designed to examinethe effect of mobile health method to emergency nurses’ knowledge about Emergency SeverityIndex triage.MATERIALS AND METHODS: A two groups’ pool blind quasi‑experimental study was performedon emergency department nurses working in hospitals affiliated with Isfahan University of MedicalSciences. The study was conducted from September to November 2014. Sample size was calculatedas 35 participants in each group (a total of seventy participants). Participants were divided into twogroups of mobile health and workshop, randomly. Participants’ knowledge score was collectedaccording to researcher‑made questionnaire with twenty questions. SPSS version 11.5 was usedto conduct statistical tests such as independent t‑test and paired t‑test for analyzing the data withthe significant level <0.05.RESULTS: The results show that there was not any significant difference between the knowledgescores of mobile health and workshop group before intervention, but there was a significant differenceafter 2‑week intervention (P = 0.012).CONCLUSION: The electronic program was an attractive education method for emergency nursesbecause in these method educators by empowering nurses to take more responsibility for their ownlearning. Hence, it is suggested that mobile health is used by authorities along with routine training,due to its less cost and spending less time.

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Learning theories application in nursing education

. Fatemeh Aliakbari; . Neda Parvin; . Mohammad Heidari; . Fariba Haghani

Volume 5, Issue 1 , February 2015, , Pages 1-9

Abstract

  Learning theories are the main guide for educational systems planning in the classroom andclinical training included in nursing. The teachers by knowing the general principles of thesetheories ...  Read More Learning theories are the main guide for educational systems planning in the classroom andclinical training included in nursing. The teachers by knowing the general principles of thesetheories can use their knowledge more effectively according to various learning situations. Inthis study, Eric, Medline, and Cochrane databases were used for articles in English and for thePersian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the helpof keywords including social cognitive learning, learning theory, behavioral theory, cognitivetheory, constructive theory, and nursing education. The search period was considered from1990 to 2012. Some related books were also studied about each method, its original vision,the founders, practical application of the training theory, especially training of nursing and itsstrengths and weaknesses. Behaviorists believe that learning is a change in an observablebehavior and it happens when the communication occurs between the two events, a stimulusand a response. Among the applications of this approach is the influence on the learner’semotional reactions. Among the theories of this approach, Thorndike and Skinner works aresubject to review and critique. Cognitive psychologists unlike the behaviorists believe thatlearning is an internal process objective and they focus on thinking, understanding, organizing,and consciousness. Fundamentalists believe that learners should be equipped with the skillsof inquiry and problem solving in order to learn by the discovery and process of information.Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories,Ganyeh information processing model, in addition to its applications in nursing education.Humanists in learning pay attention to the feelings and experiences. Carl Rogers support theretention of learning‑centered approach and he is believed to a semantic continuum. At theother end of the continuum, experiential learning is located with the meaning and meaningful.It applies the minds and feelings of the person. From this group, the main focus will be onthe works of Rogers and Novels. Finally, it could be concluded that the usage of any of thesetheoriesin its place would be desired and useful.

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