Journal of Education and Health Promotion

Abstract BACKGROUND: Incivility is one of the significant challenges that affect nursing education. Uncivil
behaviors have a significant upward trend compared to the past in nursing education. This study
was conducted to explore academic incivility from the perspective of nursing students and faculty.
MATERIALS AND METHODS: This study was conducted in 2021 using a descriptive qualitative
method. Fifteen baccalaureate nursing students and six faculty were selected using purposeful
sampling method. Data was collected through in‑depth semi‑structured interviews, and a qualitative
content analysis was applied for data analysis.
RESULTS: Data analysis revealed four categories, namely, ineffective teaching–learning, inapposite/
unreasonable requests, behaviors disrupting mutually respectful environment, and academic
dishonesty, and 14 subcategories.
CONCLUSION: To reduce incivility, closer attention needs to be paid to the admission of faculty as
well as training them to use effective communication techniques and interactive teaching methods.
In addition, nursing students must be provided with the training about uncivil behaviors. Furthermore,
clear and precise rules and regulations concerning incivility incidence should be developed and
implemented in the universities.

Abstract BACKGROUND: One of the main tasks of educational institutions, in addition to developing students’
professional competencies, is to develop decision‑making and problem‑solving skills, which are
themselves influenced by critical thinking that should be developed by instructors at the university.
The aim of this study was to compare the level of critical thinking skills in students and faculties of
Ahwaz Jundishapur University of Medical Sciences.
MATERIALS AND METHODS: In this cross‑sectional descriptive study, the sample consisted of
81 medical students and 52 faculty members of the medical school who were teaching and studying
in 2021. The research method was descriptiveanalytical and the data collection tool was the California
Critical Thinking Questionnaire Form B. SPSS‑18 software and t‑test were used to analyze the data.
RESULTS: The mean score of students’ critical thinking skills was 12.49 ± 4.43 and that of faculties
was 12.44 ± 3.76 and no significant difference was observed between the scores of the two
groups (P = 0.94).
CONCLUSION: The findings of the study show that the level of critical thinking skills in both faculties
and students is below the standard and poor. The results of the study indicate the weakness of critical
thinking in students and faculties in all dimensions, which indicates the need to teach critical thinking
skills at the university level. Therefore, educational planners and faculty officials should pay more
attention to developing critical thinking skills in their educational programs.

Abstract BACKGROUND: The ability to interact and communicate effectively is one of the factors affecting the
performance of faculty members, which is considered one of their basic competencies. The purpose
of this study was to identify the factors affecting on interaction of faculty member with student and
colleague, through the synthesis of literature.
MATERIALS AND METHODS: The research method was qualitative with a meta‑synthesis approach.
Meta‑synthesis was performed with Sandelowski and Barroso method. After the research of databases
in the period 1995–2021, 259 studies were collected and finally 48 sources were selected and were
included in the analysis phase. Coding method was used to analyze the data.
RESULTS: Analyzing the findings of previous researchers and synthesizing the results, 155 codes,
18 subcategories, and 6 categories were identified and validated through kappa coefficient. The
categories included “emotional‑cognitive factor,” “sociocultural factor,” “communication factor,”
“professional factor,” “educational factors,” and “management factor.”
CONCLUSION: Based on the findings of this study and the importance of faculty members’
interactions in medical universities, it is recommended that university officials and administrators
use the results of this study to provide a suitable platform for creating and strengthening these
interactions through holding workshops.

Abstract BACKGROUND: Intellectual property rights (IPRs) are increasingly becoming significant for
sustainable growth of today’s knowledge‑based society. An inappropriate knowledge regarding IPR
can fail to reserve rights for one’s intellectual creation. Hence this study was planned with an aim to
assess knowledge, awareness, and practices regarding intellectual property rights in India amongst
the health-care professionals in Belagavi city.
MATERIALS AND METHODS: A descriptive cross‑sectional study was conducted among the
postgraduate students and faculty of six health‑care professional institutions in Belagavi, Karnataka.
A total of 724 responses were recorded using convenient sampling. Data was collected using
self‑administered validated questionnaire which included demographic details and total 20 questions
pertaining to knowledge, awareness, and practices regarding IPR. Two‑point Likert scale was used.
Descriptive statistics, Mann–Whitney U‑test, and Chi‑square test were applied.
RESULTS: A total of 724 responses were recorded, 411 from postgraduate students and 313 from
faculty of 6 health‑care professional institutions. It was observed that 24.3% and 39.3% of postgraduate
students and faculty participants, respectively, had maximum knowledge while 35.5% of faculty and
27.5% of postgraduate students had maximum awareness regarding IPR in India. Only 17.6% and
10.2% of faculty and postgraduate students had previously attended workshops on IPR.
CONCLUSION: The present study identified that both faculty and postgraduate students of health‑care
profession have less knowledge and awareness regarding IPR. However, both knowledge and
awareness regarding IPR were better among faculty when compared to postgraduate students.
Thus, the academic community requires a higher level of sensitization and exposure to IPR in India.

Abstract BACKGROUND: Faculty development programs as useful approaches for organizational development
improved competencies in faculty members which assist them to cope with workload and environment
changes. Evaluating organizational development for faculty development programs provides insight
into the impact of these programs on system development. The aim of present study was conducted
to study the organizational development for faculty development programs at Kerman University of
Medical Sciences.
MATERIALS AND METHODS: This analytical and cross‑sectional study was conducted between
October and December 2020. The organizational development for faculty development questionnaire
was sent to a simple random sampling of 100 faculty members who had been participated in the
“Medical Education Fellowship” program. The data were analyzed using descriptive statistics including
independent sample t‑test, one‑way ANOVA, and post hoc, using version 24.0 of SPSS.
RESULTS: The response rate was 82%. Most of the faculty highly agreed that the “Medical Education
Fellowship” program had produced organizational development. The score of the “Development and
sustaining faculty development programs” domain (mean = 3.35, standard deviation [SD] =0.96) was
higher than “Development and innovation in teaching and learning process” (mean = 3.31, SD = 0.74).
CONCLUSIONS: Specific characteristics of the organizational development process for faculty
development programs in health profession education were recognized. The findings emphasized on
the importance of these interventions on creating developments in the broader community system.

Abstract BACKGROUND: Case‑based learning (CBL) is an established bidirectional active learning approach
where students learn concepts by solving cases or problems under the guidance of a facilitator. In
the present study, the awareness and acceptance level of faculties to implement this method of
teaching were assessed by behavioral analysis.
MATERIALS AND METHODS: This cross‑sectional study was done through two workshops
organized at NDRI Karnal on December 16 and 17, 2019, and BHU Varanasi on March 1, 2020.
Fifty‑four faculties from different applied sciences participated. The participants were given an insight
into this teaching tool through didactic lecture and hands‑on training session about implementation
of this method. Pre and post‑ session responses were compared through a set of questionnaires
and the behavioral change was analyzed by using SPSS version 22. P ≤ 0.05 was considered as
statistically significant.
RESULTS: Only 31.5% faculties were aware of the active learning methods though 83% agreed that
active learning is better than conventional teaching. 96% agreed that CBL is a better way to develop
concepts and nearly 81% agreed that more learning could be done with lesser efforts. The clinical
decision‑making improve significantly. Pre and post‑session mean scores of effectiveness of CBL
as a teaching tool were 2.44 ± 0.63 and 2.72 ± 0.53, respectively.
CONCLUSION: CBL originally is a mode of imparting knowledge in a student‑centric bimodal learning.
Acceptance to the mode is increasing among faculties despite of many deterrents.

Abstract BACKGROUND: Videoconferencing has been used as a modality of online medical teaching
by various institutes. There is a paucity of studies reporting the perception of medical teachers
toward teaching using teleconferencing platforms. The objective of this survey was to evaluate the
perception of medical teachers toward teaching using videoconferencing platforms such as Zoom
meet, Google meet, and Google classroom during the COVID‑19 pandemic. Our hypothesis was
teaching faculty would have a positive perception and experience toward web‑based teaching
modalities.
MATERIALS AND METHODS: Medical teachers of a medical college were invited to participate
in a prospective observational cross‑sectional online survey. The faculty demographic information,
perception, experience, and satisfaction were noted. Perception data were presented as proportion
and percentage.
RESULTS: 104 out of 160 faculty members participated in the study (response rate = 65%).
61 male (58.7%) and 43 female (41.3%) faculty members participated in the study. The mean age
of the faculty members was 39.3 years ± 13 (range: 27–69 years). Laptop (n = 73 [70.2%]) was the
most commonly used electronic device by the faculty members for conducting e‑teaching sessions
followed by smartphone (n = 25 [24%]). Google meet was the most preferred videoconference tool
for online teaching. Ninety‑six faculties (92.2%) were satisfied with the e‑teaching method adopted
by the institute. Eighty‑three faculty (79.8%) perceived the e‑teaching method to be very useful and
quite useful as a modality for teaching during the lockdown period.
CONCLUSIONS: The teaching faculties had a positive perception toward digital education methods
adopted for teaching of undergraduate medical students at our institute.

Abstract BACKGROUND: Organizational capacity development is an important outcome of faculty
development programs, but there is a lack of an appropriate instrument for its evaluation.
AIMS AND OBJECTIVES: The aim of this study was to develop a questionnaire to evaluate the
organizational capacity development for faculty development programs and to test its psychometrics.
MATERIALS AND METHODS: The initial capacity development for faculty development
questionnaire (CDQ‑FD) of 26 items was developed based on a literature review and opinion
of experts. Content validity ratio (CVR), content validity index (CVI), content validity index for
items (I‑CVI), and the content validity index for scales (S‑CVI) were computed for content validity.
Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were performed for construct
validation.
RESULTS: The score for CVR, CVI, I‑CVI, and S‑CVI was 0.71, 0.83, 0.87, and 0.90, respectively.
EFA resulted in a three‑factor model with total variance extraction of 64%. Cronbach’s alpha and
Spearman Brown coefficient were investigated for reliability assessment. The Cronbach’s alpha of
overall scale was 0.8 and the test‑retest reliability of the overall scale was 0.78. The final CDQ‑FD
contained 21 items and three categories.
CONCLUSIONS: The CDQ‑FD questionnaire appears to be a valid and reliable instrument for the
evaluation of organizational capacity development for faculty development in the medical education.

Abstract BACKGROUND: India is at the nascent stage of competency‑based medical education. Faculties
trained in medical education are the main driving force for change. The present study explores
the perception of faculties about the current practices and problems in medical/dental/nursing
undergraduate assessment, barriers to adoption of best practices, and solutions for addressing them.
METHODOLOGY: A qualitative study was designed and data collected through an asynchronous
online discussion forum. A group of 31 health professionals (FAIMER fellows selected on the basis
of active participation in department of medical education of respective colleges) participated in the
forum. An open‑ended topic guide with prompts was designed. The forum was initiated by release
of discussion topics (threads) at the start of the month and remained in forum throughout the month.
Researchers moderated and recorded day‑to‑day events. All online forum data were coded line by
line and analyzed using conventional content analysis.
RESULTS: Four categories generated were: (1) Low utility of current skill assessment system due
to low validity and reliability; (2) Barrier in adopting newer assessment tool due to the absence of
felt need of faculties and students, mistaken beliefs, and limited resources; (3) Poor implementation
of newer assessment tools such as formatives and objective structured clinical examination with
no blueprinting; and (4) Solutions proposed were regular formative assessment, criterion‑based
examination, quality‑assured faculty development programs, and administrative support.
CONCLUSIONS: Barriers in adopting newer assessment tools are related to the faculty’s perception
and resource constraint. This can be addressed by quality‑assured faculty development programs
and effective implementation of competency‑based education.

Abstract OBJECTIVES: The objective of this study was designed to investigate medical students’ perceptions
of small group teaching effectiveness in a hybrid curriculum.
MATERIALS AND METHODS: A cross‑sectional, descriptive survey was conducted at the School
of Medicine, The University of the West Indies, St. Augustine where we collected the data from
195 undergraduate students. A self‑administered questionnaire consisting of 25 items was used to
measure students’ perception on the effectiveness of problem‑based learning (PBL) with regard to
learning experience, teamwork, confidence, communication skills, and role of the tutor. Statistical
analyses included mean and standard deviation for the description of each item; t‑test to compare
the mean scores for gender and class year, and one‑way analysis of variance between groups for
age group comparisons.
RESULTS: The students overall perceptions of small group teaching effectiveness showed that the
PBL sessions were beneficial to their learning process (mean: 3.63 ± 0.46). Students have positive
perceptions toward small group effectiveness, particularly in learning experience (mean: 3.98 ± 0.63)
and teamwork (mean: 3.67 ± 0.58). The mean scores, measuring teamwork, for 2nd year students was
significantly higher than that for 1st year students (3.76 ± 0.55 and 3.55 ± 0.60 respectively, P = 013).
A similar significant trend was observed between 2nd year and 1st year students on communication
skills (3.48 ± 0.67 and 3.29 ± 0.55, respectively, P = 0.046).
CONCLUSIONS: PBL is an effective small group teaching method for medical students. Faculty
development and students’ training programs are required before implementing PBL.

Abstract Introduction: Works evaluation and critique is one of the most important phases in scientific
production cycle. Reviewers need some aptitude about rules and principles of writing good review.
Considering the important role of books for storage and transferring the scientific findings, book
reviewing is vital to scientific progress. Despite this fact, investigation of Isfahan University of Medical
Science’s journal, demonstrated the number of published book reviews to be very small. This study
aims to investigate the influence of reviewing training courses on participants’ book reviewing
awareness, attitude, and aptitude. Materials and Methods: The study method is experimental with
two group design (with pre‑test and post‑test) and applied. Statistical population is of all faculty
members of the faculty of management and medical information of Isfahan University of Medical
Science, including both hired and contracted employees, which, according to faculty’s department
of Education, consists of 86 people. The sampling method used in this study is random. Number
of samples in case and control groups was calculated using the following equation of n= (z1 + z2)
2 (2s2)/d2 and is 15 people. One checklist and two questionnaires were the means of data collection.
Data were analyzed using SPSS 18.0 software and two level of descriptive (mean and SD) and
inferential statistics (t‑test and t‑paired). Results: Findings showed that the mean score of awareness
of book reviews in case group increased meaningfully after the training course (55.7) compared to the
score prior to the intervention (33.1), P < 0.001. On the other hand, the mean score of awareness of
book reviews in control group remained mostly the same before (31.6) and after intervention (35.1),
P = 0.35. The mean score of attitude toward book reviews showed no significant difference before
and after intervention in both case group (71.4 before intervention and 74.4 after intervention,
P = 0.11) and control group (70.9 before intervention and 74.4 after intervention, P = 0.91).
The mean score of book reviewing aptitude in case group showed a significant increase from
10.2 ± 6.7 before intervention to 53.6 ± 26.3, showing a 43.4 increase (P < 0.001), while the control
group’s mean score showed no significant
difference (8.5 before intervention and 8.6 after
intervention, P = 0.996). Conclusion: This study
showed a significant influence of training course
on participants’ book reviewing aptitude and
awareness. But attitude toward book reviews
was in good level from the beginning to the end
and remained mostly unchanged.