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.

---

• View Article
• PDF 850.62 K

Effective components of teachers’ professionalism in viewpoints of various stakeholders

. Fatemeh Keshmiri; . Sara Jambarsang; . Amir Houshang Mehrparvar

Volume 13, Issue 1 , January 2023, , Pages 1-8

Abstract

  BACKGROUND: The teacher must conduct educational responsibilities in the best way by observingthe ethical principles to meet students’ educational needs. The aim of the study ...  Read More BACKGROUND: The teacher must conduct educational responsibilities in the best way by observingthe ethical principles to meet students’ educational needs. The aim of the study was to investigate themain factors of professionalism among faculty members from the viewpoints of various stakeholdersincluding learners, peers, and educational officials, as well as the components were assessed fromthe viewpoints of the stakeholders.MATERIALS AND METHODS: This was a descriptive analytical study conducted in two phases. Inthe first phase, a questionnaire was developed and validated to assess the professional behaviorof faculty members. In the second phase, the evaluation of the teachers’ professional behavior wasdone from the viewpoint of various stakeholders, including learners, middle and senior educationmanagers and peers. The participants were faculty members from 10 schools enrolled in the studyby census (n = 427). To extract the factors that constitute professional behavior in faculty members,exploratory factor analysis was used. Data were summarized using descriptive indices (mean,standard deviation, and percent). Exploratory factor analysis (EFA) was used to extract the factorsthat constitute professional behavior in faculty members. Data was analyzed by using SPSSsoftware (version 23.0).RESULTS: In the first phase, the questionnaire with 11 items was developed. The validity and reliabilityof the tool was confirmed. The mean (SD) of the faculty members’ scores was 4.54(±0.34), with aminimum score of 2.33 and a maximum score of 5.00. The highest scores of faculty members werereported in the items of “altruism to colleagues and students” and the lowest scores were relatedto “feedback seeking and feedback acceptance”. Professional behavior was categorized under twodomains: accountability to professional duties and adherence to professional values. Fifty percentof the participants followed the adherence to professional values (P = 0.22), but less than 50% ofthe individuals followed the adherence to professional duties significantly (P = 0.002).CONCLUSION: The results of the present study showed that adherence to professional duties was lowin faculty members. Assessment of individuals’ adherence in these two domains showed that facultymembers’ compliance in the domain of accountability to professional duties was significantly lower.

---

• View Article
• PDF 554.33 K

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.

---

• View Article
• PDF 596.75 K

Learning innovation in community medicine teaching: A‑Z of job responsibilities of anganwadi worker, accredited social health activist, and auxiliary nurse midwife

. Manish Taywade; . Debkumar Pal; . Bimal Kumar Sahoo

Volume 12, Issue 10 , November 2022, , Pages 1-3

Abstract

  The interaction between medical students and frontline healthcare workers is one of the crucialcomponents of community medicine. The interaction of medical students with frontline healthcareworkers ...  Read More The interaction between medical students and frontline healthcare workers is one of the crucialcomponents of community medicine. The interaction of medical students with frontline healthcareworkers provides multiple opportunities. Medical students like to understand their job responsibilitiesand their involvement in implementing the various national health programs at the community level.Innovation is required to train our medical students better and enhance their learning. A learning andteaching innovation was developed by us to provide insight into the various roles and involvement offrontline healthcare workers in the community. One innovation is the A‑Z activity calendar of frontlinehealthcare workers in teaching and learning in medical education.

---

• View Article
• PDF 1.22 M

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.

---

• View Article
• PDF 498.68 K

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.

---

• View Article
• PDF 654.52 K

Exploring the challenges of educational accreditation of teaching hospitals and providing the solutions

. Shoaleh Bigdeli; . Seyed Kamran Soltani Arabshahi; . Zohreh Sohrabi; . Atefeh Zabihi Zazoly

Volume 11, Issue 4 , May 2021, , Pages 1-8

Abstract

  BACKGROUND: In the recent years, the accreditation of educational institutions and hospitals hasattracted a lot of attention in different countries to ensure the quality of medical ...  Read More BACKGROUND: In the recent years, the accreditation of educational institutions and hospitals hasattracted a lot of attention in different countries to ensure the quality of medical education. In thisregard, examining the experiences of different countries will help to improve the world and localstandards. This study was an attempt to explore the lived experiences of senior managers aboutthe educational accreditation challenges and appropriate strategies to overcome these challenges.MATERIALS AND METHODS: The authors used a phenomenological approach to explore the livedexperiences of the senior managers about educational accreditation of teaching hospitals affiliatedto Iran University of Medical Sciences. Semi‑structured interviews were conducted to reach datasaturation. For this purpose, three semi‑structured face‑to‑face interviews and six electronic interviewswere conducted. Data were analyzed using the Colaizzi method.RESULTS: Data analysis showed that the most important challenges of educational accreditationof teaching hospitals were related to standards and criteria, executive policies of accreditation, andeducational, attitudinal, and financial infrastructures. The strategies expressed by the participantswere categorized into four themes including reviewing and revising standards and criteria, planningfor education, providing human and financial resources, and modifying the executive structure ofaccreditation.CONCLUSIONS: In order to improve the quality of educational accreditation programs, it is necessaryto identify and find a solution for the existing challenges by experiential support of the seniormanagers of teaching hospitals and the other stakeholders (e.g., faculty members and students).It also provides an opportunity for educational policy‑makers to improve the hospital’s educationalaccreditation program.

---

• View Article
• PDF 462.7 K

Exploring medical ethics’ implementation challenges: A qualitative study

. Jannat Mashayekhi; . Mahboobeh Khabaz Mafinejad; . Tahereh Changiz; . Hamideh Moosapour; . Pooneh Salari; . Saharnaz Nedjat; . Bagher Larijani

Volume 11, Issue 2 , February 2021, , Pages 1-9

Abstract

  BACKGROUND: Adherence to medical ethics principles by medical professionals is required toimprove health‑care system’s quality. Recognizing medical ethics’ challenges ...  Read More BACKGROUND: Adherence to medical ethics principles by medical professionals is required toimprove health‑care system’s quality. Recognizing medical ethics’ challenges and attempting toresolve them are important in the implementation of medical ethics in practice. This study aimed toexplore such challenges at Iran’s medical sciences universities in 2018.MATERIALS AND METHODS: This descriptive, qualitative study utilized a conventional contentanalysis approach for data analysis. This study was conducted using purposeful sampling fromparticipants with experience in teaching or practicing of medical ethics field, and by consideringmaximum variety of disciplines (e.g., gynecology, internal medicine, surgery, and medical ethics). Thedata were gathered using semi‑structured interviews. The interview guide was designed based onprevious research findings by two members of the research team and contained the main interviewquestions and participants had the opportunity to express their perspectives in detail. Participantswere chosen from clinical and ethical faculty members as well as managers. The data collectionprocess continued until the data saturation stage, beyond which no new information or conceptachieved by continuing interviews.RESULTS: After interviewing 14 faculty members and managers, findings were classified into 4themes, 9 categories, and 42 sub‑categories; four main categories of medical ethics challenges areaffected by cognitive, educational, practical, and structural factors, respectively.CONCLUSION: This study suggested that medical ethics’ cognitive and educational challenges canalleviate using educational programs intended for improving qualitative and quantitative aspects ofmedical ethics teaching for medical professionals ranging from students to faculty members. Medicalethics’ structural and practical challenges are within policymaking and scheduling activities dealt withthrough future researches by health‑care system’s managers and planners.

---

• View Article
• PDF 546.98 K

Learning promotion of physiotherapy in neurological diseases: Design and application of a virtual reality‑based game

. Leila Shahmoradi; . Sohrab Almasi; . Nastaran Ghotbi; . Marsa Gholamzadeh

Volume 10, Issue 9 , September 2020, , Pages 1-8

Abstract

  INTRODUCTION: The virtual reality‑based (VR) game can be considered as a new approach toeducation and to enhance the skills of health‑care students.AIMS: The purposes of this research ...  Read More INTRODUCTION: The virtual reality‑based (VR) game can be considered as a new approach toeducation and to enhance the skills of health‑care students.AIMS: The purposes of this research were to design a VR game and to apply it to teach physiotherapyin neurological diseases.METHODOLOGY: In this study, at first, a VR game was designed for upper limb rehabilitation inbrain‑injured patients based on the literature and the opinions of physiotherapy experts and gamedesigners. Then, the designed game was used for teaching physiotherapy in neurological diseases.Thereafter, the opinions of 31 undergraduate students about the teaching session were evaluatedby two anonymous questionnaires. Data analysis was performed using descriptive statistics throughSPSS (version 19).RESULTS: The VR game developed under expert supervision. The evaluation showed that themedian score for students’ perception of learning was 3.11. The median scores of questions relatedto the “facilitating level of virtual reality” and “student satisfaction” were 8.66 and 9, respectively. Theanalysis of students’ responses to open‑ended questions highlighted the therapeutic aspect of thegame compared to its educational aspect.CONCLUSIONS: Application of VR games in education can enhance the students’ perceptionof learning. Furthermore, it can provide a better understanding of physiotherapy in patients withneurological diseases as well as the satisfaction of students. However, the survey indicated that thegood results of this teaching method are due to the use of VR for guiding the patient’s movements.

---

• View Article
• PDF 683.12 K

Assessment of performance in teaching hospitals: Using multicriteria decision‑making techniques

. Mehdi Jafari; . Maryam Seyedjavadi; . Rouhollah Zaboli

Volume 10, Issue 8 , August 2020, , Pages 1-5

Abstract

  BACKGROUND: It is essential to evaluate the performance of hospitals in the health system.Hospitals need a performance evaluation system to develop and compete in order to measure theefficiency ...  Read More BACKGROUND: It is essential to evaluate the performance of hospitals in the health system.Hospitals need a performance evaluation system to develop and compete in order to measure theefficiency and effectiveness of their programs, processes, and human resources. This study aimedto evaluate the performance of teaching hospitals using the Technique for Order of Preference bySimilarity to Ideal Solution (TOPSIS) method and hierarchical analysis.MATERIALS AND METHODS: This was a cross‑sectional and descriptive study conducted in 2019in all teaching hospitals affiliated to Shahid Beheshti University of Medical Sciences. The requireddata were collected using a standard checklist. The collected data were analyzed using the analytichierarchy process (AHP) and TOPSIS. In the first phase, annual indicators of hospital evaluationwere collected. Following the AHP, key performance indicators (KPIs) were selected and prioritizedin hospitals.RESULTS: The questionnaires were provided to 15 experts to weigh KPIs, and the most importantindicators were selected. The results of hierarchical analysis showed that three main indicators inevaluating the performance of hospitals were bed turnover rate, emergency clients, and length of stay.CONCLUSIONS: One of the problems in evaluating hospitals is the use of key indicators thatalone measure the quantity or quality of their performance. Multicriteria decision‑making can beused to determine key indicators first, and then by combining these indicators into a multicriteriadecision‑making model, a better assessment of the role and performance of hospitals can be provided.

---

• View Article
• PDF 461.66 K

Quality of training in oral health educational programs: What do primary healthcare providers think?

. Peimaneh Hosseini Dastnaei; . Zahra Saied Moallemi; . Arash Najimi

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

Abstract

  INTRODUCTION: Due to changes in scientific findings and assigned tasks, continuing educationand other enabling programs are increasingly critical for primary healthcare providers to ...  Read More INTRODUCTION: Due to changes in scientific findings and assigned tasks, continuing educationand other enabling programs are increasingly critical for primary healthcare providers to keep themup‑to‑date in delivering oral health services. Planning these educational courses based on actualPHCPs’ needs is fundamental to provide effective ones. The purpose of this study was to elucidatethe experiences and needs of PHCPs regarding the quality of the oral health training provided incontinuing education and other enabling courses.SUBJECTS AND METHODS: A qualitative study with content analysis approach was conducted inNajaf‑Abad, Isfahan, Iran, in 2017. Data were gathered through in‑depth semi‑structured interviewswith 19 primary healthcare providers. The sampling was started with purposeful method and continuedthrough snowball method. Qualitative data were coded and analyzed using MAXQDA (VER 12).RESULTS: Factors affecting the quality of oral health training were categorized into three themes andnine subthemes, including instructor’s related factors (knowledge, skills, and relevant experiences),educational content  (content relevance, content innovation, and content update), and teachingmethods and educational tools (fitting educational contents, covering learners’ needs, and consideringavailable possibilities).CONCLUSION: Instructors with inadequate level of knowledge, skills, and relevant experiences aswell as inappropriate selection of educational content, teaching methods, and educational tools, wererecognized as affecting factors on the quality of oral health training and effectiveness of continuouseducation and enabling programs.

---

• View Article
• PDF 546.18 K

Spirituality and effective factors in education: A qualitative study

. Zahra Nasrollahi; . Narges Eskandari; . Mohsen Rezaei Adaryani; . Mohammad Hasan Haji Rahimian Tasuji

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

Abstract

  BACKGROUND AND AIM: Spirituality in education, as a necessity in improving the quality ofteaching and learning, is affected by various personal, social, religious, and cultural factors. ...  Read More BACKGROUND AND AIM: Spirituality in education, as a necessity in improving the quality ofteaching and learning, is affected by various personal, social, religious, and cultural factors. Sincethe identification of these factors can empower the faculties and facilitate the transfer of spiritualconcepts through teaching, the aim of this study is explanation of the factors affecting the spiritualitytransfer in education process.MATERIALS AND METHODS: This qualitative content analysis approach study included 22faculty members of medical universities, 25 faculty members of seminary, and 19 medical studentsinterested in participating in the study. They were studied according to purposive sampling method.Data collection was done by interviewing a semi‑structured questionnaire. Data were analyzed usingconventional content analysis method.RESULTS: The factors influencing the spiritual transfer in teaching process were classified into twomain forms of teacher‑related factors and peripheral‑related factors. Teacher‑related factors includethe teacher’s insight and worldview, adherence to religious principles, belief in ethical virtues, thepositive and constructive interaction of the teacher with the student, and the mastery of teachingskills. The peripheral‑related factors include the highly skilled classrooms and the talented learners.CONCLUSION: The intensification of the insight, religious worldview and the basic of beliefs,consolidating ethics and empowering faculty members in teaching skills along with building apositive and constructive relationship with the students, as well as institutionalizing spirituality asthe inseparable teaching element can facilitate the transfer of spirituality concepts. More studies areneeded in this regard.

---

• View Article
• PDF 484.42 K

A modified tool for “reflective practice” in medical education: Adaptation of the REFLECT rubric in Persian

. Saeideh Daryazadeh; . Nikoo Yamani; . Payman Adibi

Volume 10, Issue 1 , January 2020, , Pages 1-7

Abstract

  CONTEXT: Reflection is a learnable process that enhances long‑life learning, clinical decision‑making,and can foster empathy and professionalism. One of the methods for teaching ...  Read More CONTEXT: Reflection is a learnable process that enhances long‑life learning, clinical decision‑making,and can foster empathy and professionalism. One of the methods for teaching reflection is “reflectivewriting” that is conducted in “reflective practice.” Some tools have been developed to assess “reflectivecapacity,” and The Reflection Evaluation for Learners’ Enhanced Competencies Tool (REFLECT)is one of them.AIMS: This study aimed to adapt the REFLECT rubric in Persian.SETTINGS AND DESIGN: This quantitative study was conducted in a medical school with theparticipation of medical interns through census sampling, and in three stages, including translation,pilot study, and main study.SUBJECTS AND METHODS: Persian translation was obtained by the “forward/backward translation”method. We made some changes in the tool and used it in the pilot and main study to confirm validityand reliability.STATISTICAL ANALYSIS USED: Cronbach’s alpha coefficient, Pearson correlation, and Cohen’skappa were applied for statistical analysis. Data analysis was performed using SPSS23.RESULTS: We inserted a numerical value of 1–4 at the reflection levels, and also removed Axis 2 andan optional writing component. In the pilot study, face and content validity was confirmed involving10 interns and five medical education specialists. Then, 67 interns participated in the main study,and we measured the reliability of the tool by internal consistency through Cronbach’s alpha (0.83)and test‑retest through correlation coefficient (0.89). The size of the agreement was measured todetermine the inter‑rater reliability by Cohen’s kappa (0.84).CONCLUSIONS: The modified REFLECT version is a valid and reliable tool that can help us toassess reflective capacity. The use of this tool is recommended for reflective practice in medicine.

---

• View Article
• PDF 467.55 K

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.

---

• View Article
• PDF 513.63 K

Innovative methods in teaching college health education course: A systematic review

. Roya Sadeghi; . Hashem Heshmati

Volume 9, Issue 5 , May 2019, , Pages 1-8

Abstract

  BACKGROUND: According to the importance of health education and low capabilities andcompetencies of health workers related to health education, designing and providing innovativemethods ...  Read More BACKGROUND: According to the importance of health education and low capabilities andcompetencies of health workers related to health education, designing and providing innovativemethods for teaching health education is necessary, so the study was designed and done with theaim of reviewing articles related to innovative methods in teaching college health education course.METHODS: A review of published articles was done to included innovative methods on college healtheducation course. The study was done by systematically searching appropriate database includingGoogle Scholar, PubMed, and Science Direct by using keywords.RESULTS: Five article present innovative methods for teaching college health education course andsimilar course, these studies were including usage of YouTube, simulation, smart mobile device insocial‑network‑based health education practice and patient feedback by using patient perceptionquestionnaire.CONCLUSIONS: There are a few innovative studies related to college health education course, andsurprisingly there is only one study that used health education models/theories for designing collegehealth education course. Hence, we recommend the development of a comprehensive, systematic,evidence‑based college health education course including mentioned methods for providing healtheducation and similar courses.

---

• View Article
• PDF 462.61 K

The effect of speed and precaution technique on postpartum bleeding among midwifery students in the clinical field

. Shahla Mohamadirizi; . Mahnaz Noroozi; . Soheila Mohamadirizi

Volume 9, Issue 4 , April 2019, , Pages 1-4

Abstract

  BACKGROUND: Cooperative teaching methods have been used widely in medical education. Theaim of this study was to determine the effect of theater in the clinical stage on postpartum ...  Read More BACKGROUND: Cooperative teaching methods have been used widely in medical education. Theaim of this study was to determine the effect of theater in the clinical stage on postpartum hemorrhagemanagement among midwifery student.MATERIALS AND METHODS: This was an experimental study, performed in 2016 among midwiferystudents in Isfahan University of Medical Sciences and selected through the random sampling method.Satisfaction questionnaire and clinical practice checklist were completed by both groups before andafter the education. The collected data were analyzed using independent t‑test and paired test. Thesignificant level was considered statistically <0.05.RESULTS: The findings of independent t‑test did not show any significant difference betweensatisfaction and clinical practice scores of theater and control group before intervention while astatistically significant difference was observed in after intervention between the scores of two groups(P = 0.001). Paired t‑test showed a statistically significant difference in satisfaction and clinical practicescore in two groups after intervention theater and control group, respectively (P = 0.002, P = 0.002).CONCLUSION: Theater method in postpartum hemorrhage can be increased satisfaction andclinical practice levels in midwifery students. Hence, the conduction of this educational model isrecommended as an effective learning.

---

• View Article
• PDF 408.78 K

Evaluation of learning approaches in physiotherapy students: A valuable insight

. Prachita P. Walankar; . Vrushali P. Panhale; . Sayli A. Situt

Volume 9, Issue 2 , February 2019, , Pages 1-5

Abstract

  INTRODUCTION: Every individual has different learning approaches in acquisition and processingof knowledge. Physiotherapy, an evolving allied health science profession, is developing ...  Read More INTRODUCTION: Every individual has different learning approaches in acquisition and processingof knowledge. Physiotherapy, an evolving allied health science profession, is developing rapidly.Exploration of learning approaches among physiotherapy students will help the academicians to enrichthe quality of learning. This study aimed to analyze the learning approaches among physiotherapystudents.MATERIALS AND METHODS: A cross‑sectional study was carried out among 435 physiotherapystudents. The Approaches and Study Skills Inventory for Students questionnaire was used to evaluatelearning approaches in both preclinical and clinical students. Data were analyzed using the StatisticalPackage for the Social Sciences software version 21. Statistical significance was set at P < 0.05.RESULTS: A total of 435 participants, 233 (53.56%) in preclinical phase and 202 (46.44%) in clinicalphase with a mean age of 19.01 ± 1.01 and 22.03 ± 1.43 years, respectively, participated in thestudy. Among the 435 students, 411 (94.49%) adopted the deep approach, while only 21 (4.83%)and 3 (0.69%) adopted strategic approach and surface approach, respectively. Preclinical studentshad significantly higher mean scores for strategic and surface approaches than clinical (P = 0.000)and (P = 0.000) using independent t‑test, respectively. Out of the 435 students, 50 (11.45%) weremale and 385 (88.51%) were female. Male students appeared less likely to adopt the deep learningapproach than female students (P = 0.013).CONCLUSIONS: Assessment of learning approaches will assist the academicians to developteaching and learning strategies and effective curriculum depending on the perspectives of students.Multiple methodologies focused on interactive student‑centric approach should be utilized to enhancepositive learning outcomes.

---

• View Article
• PDF 422.81 K

Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed‑methods study

. Sepideh Jamshidian; . Nikoo Yamani; . Mohammad Reza Sabri; . Fariba Haghani

Volume 9, Issue 1 , January 2019, , Pages 1-10

Abstract

  INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing ...  Read More INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing feedback toclinical teachers on their educational performance.MATERIALS AND METHODS: In the first phase of this mixed‑methods study, the clinical teachers,students, and university officials were interviewed on feedback problems and challenges. Afteran inductive content analysis, and based on the problems enlisted, a ten‑item questionnaire wasdeveloped. Subsequently, 25 clinical teachers completed the questionnaire by scoring the importanceand urgency of each problem.RESULTS: Overall, 18 individual and group interviews were conducted with 24 people. A totalof ten themes and five categories emerged, including “lack of transparency of feedback system,”“absence of criticizability culture,” “lack of motivation to improve performance,” “failure to considerfactors affecting teacher’s performance,” “lack of formative evaluation,” “inappropriate data obtainedon teacher’s performance,” “inappropriate feedback providers,” “inappropriate feedback recipients,”“inappropriate feedback provision,” and “no feedback follow‑up.” Three items of priority involved“inappropriate feedback providers,” “inappropriate data,” and “failure to consider factors affectingthe teacher’s performance.”CONCLUSIONS: All the raised problems obtained high scores; nevertheless, the interviewees hadmore problems with the feedback provider, the data collected on the performance, and inattentionof university officials to the factors influencing performance than feedback presentation methods.Hence, gaining the trust of teachers on the collected data, providing feedback by their trustworthyindividuals, and paying attention to the factors influencing teachers' performance are associated withan increased possibility of feedback acceptance.

---

• View Article
• PDF 462.76 K

The effect of supportive educative program on the quality of life in family caregivers of hemodialysis patients

. Golnar Ghane; . Mansoreh Ashghali Farahani; . Naime Seyedfatemi; . Hamid Haghani

Volume 7, Issue 5 , September and October 2017, , Pages 1-9

Abstract

  BACKGROUND: Previous studies showed that family caregivers of hemodialysis patients have lowlevel of quality of life. However, these caregivers are mostly neglected, and no studies ...  Read More BACKGROUND: Previous studies showed that family caregivers of hemodialysis patients have lowlevel of quality of life. However, these caregivers are mostly neglected, and no studies are availableon improving their quality of lives. Therefore, this study aimed to examine the effects of supportiveeducative program on the quality of life in family caregivers of hemodialysis patients. Materials andMETHODS: A randomized controlled clinical trial was conducted on 76 family caregivers ofhemodialysis patients referred to Shahid Hasheminejad Hemodialysis Center in Tehran, Iran in 2015.The subjects were equally allocated into two groups of 38. Caregivers of patients were randomlyassigned into the intervention group and the control group. The intervention group received six trainingsessions on supportive educative program. Both groups answered demographic information and shortform‑36 questionnaires before and 6 weeks after the intervention. Descriptive statistics, Chi‑squareand Fisher exact tests, independent samples t‑test, and t‑couple, was used to analyze the data.RESULTS: No significant difference was found between the baseline mean scores of “quality of life”of the intervention and the control groups (P = 0.775). However, the mean scores of quality of lifeof the intervention group increased at the end of the study, and the two groups were significantlydifferent in this regard (P < 0.001).CONCLUSIONS: Supportive educative program improved the quality of life in caregivers ofhemodialysis patients. Therefore, it is suggested that health system managers encourage their staffto implement such programs for improving the health status of the caregivers.

---

• View Article
• PDF 478.46 K

The effect of four‑phase teaching method on midwifery students’ emotional intelligence in managing the childbirth

. Soheila Mohamadirizi; . Fariba Fahami; . Parvin Bahadoran; . Soheila Ehsanpour

Volume 5, Issue 3 , May 2015, , Pages 1-5

Abstract

  Background: An active teaching method has been used widely in medical education. The aimof this study was to determine the effectiveness of the four‑phase teaching method on midwiferystudents’ ...  Read More Background: An active teaching method has been used widely in medical education. The aimof this study was to determine the effectiveness of the four‑phase teaching method on midwiferystudents’ emotional intelligence (EQ) in managing the childbirth. Materials and Methods: Thiswas an experimental study that performed in 2013 in Isfahan University of Medical Sciences.Thirty midwifery students were involved in this study and selected through a random samplingmethod. The EQ questionnaire (43Q) was completed by both the groups, before and after theeducation. The collected data were analyzed using SPSS 14, the independent t‑test, and thepaired t‑test. The statistically significant level was considered to be <0.05. Results: The findingsof the independent t‑test did not show any significant difference between EQ scores of theexperimental and the control group before the intervention, whereas a statistically significantdifference was observed after the intervention between the scores of two groups (P = 0.009).The paired t‑test showed a statistically significant difference in EQ scores in the two groupsafter the intervention in the four‑phase and the control group, respectively, as P = 0.005 andP = 0.018. Furthermore, the rate of self‑efficiency has increased in the experimental groupand control group as 66% and 13% (P = 0.024), respectively. Conclusion: The four‑phaseteaching method can increase the EQ levels of midwifery students. Therefore, the conductionof this educational model is recommended as an effective learning method.

---

• View Article
• PDF 374.15 K

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.

---

• View Article
• PDF 439.29 K

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy

. Ali Noorafshan; . Leila Hoseini; . Mitra Amini; . Mohammad‑Reza Dehghani; . Javad Kojuri; . Leila Bazrafkan

Volume 4, Issue 2 , May 2014, , Pages 1-4

Abstract

  Objective: Learning by lecture is a passive experience. Many innovative techniques have beenpresented to stimulate students to assume a more active attitude toward learning. In this ...  Read More Objective: Learning by lecture is a passive experience. Many innovative techniques have beenpresented to stimulate students to assume a more active attitude toward learning. In this study,simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomyto the medical students. Materials and Methods: We reconstructed a fun interactive model ofteaching anatomy as simultaneous anatomic sketching. To test the model’s instruction effectiveness,we conducted a quasi‑ experimental study and then the students were asked to write their learningexperiences in their portfolio, also their view was evaluated by a questionnaire. Results: The resultsof portfolio evaluation revealed that students believed that this method leads to deep learning andunderstanding anatomical subjects better. Evaluation of the students’ views on this teaching approachwas showed that, more than 80% of the students were agreed or completely agreed with this statementthat leaning anatomy concepts are easier and the class is less boring with this method. More than60% of the students were agreed or completely agreed to sketch anatomical figures with professorsimultaneously. They also found the sketching make anatomy more attractive and it reduced the timefor learning anatomy. These number of students were agree or completely agree that the method helpthem learning anatomical concept in anatomy laboratory. More than 80% of the students found thesimultaneous sketching is a good method for learning anatomy overall. Conclusion: Sketch drawing,as an interactive learning technique, is an attractive for students to learn anatomy.

---

• View Article
• PDF 770 K