Journal of Education and Health Promotion

Perceptions of medical undergraduate students toward biomedical research – A sequential, explanatory, mixed‑method study from Puducherry, South India

. Gaurang Narayan; . Anandaraj Rajagopal; . Lopamudra Moharana

Volume 13, Issue 1 , January 2023, , Pages 1-7

Abstract

BACKGROUND: Biomedical research is not given adequate attention during undergraduationdue to the failure of the medical curriculum to motivate the students to take up research, teach ... Read More

The impact of a didactic and experiential learning model on health profession students’ knowledge, perceptions, and confidence in the use of telehealth

. Karene Boos; . Kerri Murphy; . Thomas St. George; . James Brandes; . Jane Hopp

Volume 12, Issue 6 , July 2022, , Pages 1-8

Abstract

BACKGROUND: Training of health profession students in telehealth is important to ensure proper implementation for healthcare delivery. This prospective study aimed to analyze the ... Read More

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning: A randomized controlled trial

. Mitra Amini; . Fattaneh Mikaeili; . Farhad Handjani; . Gholamreza Hatam; . Qasem Asgari

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

Abstract

BACKGROUND AND AIM: Parasitology course is one of the basic science courses in the educationalcurriculum for medical students. Since the integration of basic and clinical sciences has ... Read More BACKGROUND AND AIM: Parasitology course is one of the basic science courses in the educationalcurriculum for medical students. Since the integration of basic and clinical sciences has helpedstudents better understand the basic science course content, the aim of the present study was todetermine the effect of integration of basic and clinical aspects of a specific topic in a parasitologycourse on medical students learning.MATERIALS AND METHODS: A randomized controlled trial was conducted on 110 undergraduatefifth‑semester medical students from April to July 2018. The students were randomly divided into twogroups, based on student identification number: Intervention and control groups. The topic selectedfor this study from the parasitology course was “cutaneous leishmaniasis.” At the beginning of theprogram, a dermatologist presented the clinical aspects of the topic to the intervention group. Then,a parasitologist delivered a traditional lecture about the basic aspects of the topic to both groups.The students’ scores on questions related to cutaneous leishmaniasis in the final exam were usedas a measure of learning and teaching outcomes. A questionnaire that consisted of seven items andthree open‑ended questions was used based on the objectives of the randomized controlled trial.Statistical analysis was performed by SPSS software.RESULTS: Based on the result of the final examination, there was no significant difference inthe learning rate of students between the intervention and control groups (P ≥ 0.05). Accordingto students’ comments, the teaching of clinical science alongside basic science increased theimportance of the topic and the students’ interest in basic science. Most students agreed that thismethod prepares them for their clinical years.CONCLUSION: Many medical students believe that the content of many basic science courses areforgotten in the future. Therefore, basic science education alongside clinical science presentationsare suggested.

Competencies required for medical students to confront the COVID‑19 pandemic: A needs assessment study

. Ali Ardekani; . Zahra Rahimian; . Afrooz Feili; . Mitra Amini; . Parinaz Tabari; . Mahsa Moosavi

Volume 11, Issue 8 , September 2021, , Pages 1-7

Abstract

BACKGROUND: The outbreak of coronavirus disease 2019 (COVID‑19) has turned attention to theessential competencies needed to confront pandemics for a physician. However, medical students,as ... Read More

Improving burnout and well‑being among medicine residents: Impact of a grassroots intervention compared to a formal program curriculum

. Amy J. Sheer; . Irene M. Estores; . Rachel Nickels; . Nila Radhakrishnan; . Dianne L. Goede; . Lazarus K. Mramba; . Margaret C. Lo

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

Abstract

BACKGROUND: With growing resident burnout, Accreditation Council for Graduate MedicalEducation issued new requirements for program interventions to optimize resident well‑being. Littleevidence ... Read More BACKGROUND: With growing resident burnout, Accreditation Council for Graduate MedicalEducation issued new requirements for program interventions to optimize resident well‑being. Littleevidence exists on how to best teach resiliency to residents. This study assesses the impact ofboth a grassroots intervention and formal resiliency curriculum on resident burnout and well‑being.MATERIALS AND METHODS: From November 2016 to August 2017, residents in a large InternalMedicine Residency Program participated in grassroots wellness interventions from the resident‑ledGator Council in Gainesville, FL USA. From August 2017 to June 2018, residents participated ina formal program‑driven resiliency curriculum. Wellness interventions included monthly morningreports, bimonthly workshops, and biannual noon conferences. Pre‑ and postintervention MaslachBurnout Inventory (MBI) and Physician Well‑Being Index (PWBI) assessed the effect of bothinterventions on resident burnout and well‑being. Statistical analyses used Student’s t‑test, Fisher’sexact tests, and linear regression model.RESULTS: One hundred and twenty‑two residents participated in grassroots interventions. Onehundred and seventeen (87 residents, 35 students) participated in formal curriculum. Mean MBIscores for all three sections did not differ between pre ‑and postgrassroots intervention (emotionalexhaustion [EE] P = 0.46; depersonalization [DP] P = 0.43; personal accomplishment [PA] P = 0.73])or between pre‑ and postcurriculum (EE P = 0.20; DP P = 0.40; PA P = 0.51). Students scoredhigher burnout levels compared to residents in EE (P = 0.001) and PA (P = 0.02). Pre‑ versuspostcurriculum PWBI scores did not differ among residents (P = 0.20), while PWBI scores improvedamong students (P = 0.01).CONCLUSIONS: This study found no improvement in resident burnout or well‑being from abottom‑up and top‑down approach. Our results imply the need for an early wellness curriculumto improve student well‑being given their higher level of burnout. System‑wide efforts are vital tocombat physician burnout.

Assessing the compliance of educational curricula of selected disciplines with the content standards of cancer‑related palliative care

. Zahra Ebadinejad; . Maryam Rassouli; . Ali Fakhr‑Movahedi

Volume 11, Issue 6 , July 2021, , Pages 1-13

Abstract

BACKGROUND: Management of cancer complications requires the provision of palliative care as acomprehensive care by the main and trained members of this method of care. The aim of the ... Read More

Content analysis of the official curriculum of undergraduate degree in Iran’s medical sciences universities from the perspective of social health: A qualitative study

. Mostafa Amini-Rarani; . Mehdi Nosratabadi

Volume 11, Issue 4 , May 2021, , Pages 1-9

Abstract

BACKGROUND: Social health is considered as an important part of good health both individuallyand socially. The purpose of this study was to examine the content of the official medical ... Read More

Needs assessment of the public health curriculum based on the first‑level health services package in Isfahan University of Medical Sciences

. Pari Moradi; . Athar Omid; . Nikoo Yamani

Volume 10, Issue 11 , November 2020, , Pages 1-7

Abstract

INTRODUCTION: After graduation, public health students should be able to work as health caregivers providing first‑level health care services. Therefore, the educational objectives ... Read More INTRODUCTION: After graduation, public health students should be able to work as health caregivers providing first‑level health care services. Therefore, the educational objectives of public healthbachelor’s programs should ensure that they acquire the capabilities necessary for this purpose.This study identified the educational objectives that are essential for these students and comparedthem with the current curriculum in Isfahan, Iran.METHODS: This needs assessment study was conducted in two phases. In the first phase, theessential educational objectives were identified using a qualitative approach, which involved eightfocus group discussions held by a group consisting of experts of the public health headquarters andpublic health network administration offices of Isfahan province and the public health graduatesworking in the province’s comprehensive health service centers, who were chosen using the purposivesampling method (n = 59). In the second phase, a comparative study was performed by turning thelist of essential educational objectives into a checklist and using it to compare these objectives withthe objectives in the current course plan in the examined curriculum. In the end, a list of educationalobjectives not included in the current curriculum of the public health bachelor’s program was created.RESULTS: The focus group discussions produced 433 educational objectives in the cognitivedomain, 79 objectives in the affective domain, and 179 objectives in the psychomotor domain, whichwere arranged in eight competency categories. Comparison of the essential educational objectiveswith the current curriculum showed that the current curriculum does not cover any of the essentialobjectives regarding care for the age groups of 18–29 and 30–59 and the first aid and only partiallycovers essential objectives in other competency categories.CONCLUSION: This study found that considering the requirements of first‑level health servicesand the tasks expected from public health graduates to be providing these services, the currentcurriculum does not cover all essential learning objectives and should be revised to meet additionalessential educational objectives.

A study on physical activity by a need‑based curriculum for students in a rural area of West Bengal

. Nirmalya Biswas; . Nazrul Mallick; . Aparajita Dasgupta; . Rabindra Nath Sinha; . Indranil Saha; . Bobby Paul

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

Abstract

BACKGROUND: Students must be made aware about the essentiality of optimum level of physicalactivity and the fact that it is the key to good health and an important technique to prevent ... Read More

The role of hidden curriculum in the formation of professional ethics in Iranian medical students: A qualitative study

. Yahya Safari; . Alireza Khatony; . Ehsan Khodamoradi; . Mansour Rezaei

Volume 10, Issue 7 , July 2020, , Pages 1-8

Abstract

INTRODUCTION: Professionalism and medical ethics are a vital quality for doctors, which has beentaken into account seriously in recent years. Perception of the factors affecting professionalism ... Read More

Analyzing the social aspects of the integrated program of field training, research, and rural development course, Faculty of Medicine, University of Gezira, Sudan

. Mohamed H. Ahmed

Volume 9, Issue 9 , September 2019, , Pages 1-7

Abstract

INTRODUCTION: Social factors such as culture, race, education, belief, and living and workingenvironment can be part of the causes of diseases or influence the natural history of a ... Read More

Relooking the curriculum and assessment in undergraduate pathology

. Yookarin Khonglah; . Vandana Raphael; . Jaya Mishra; . Evarisalin Marbaniang; . Zachariah Chowdhury; . Biswajit Dey

Volume 9, Issue 6 , June 2019, , Pages 1-5

Abstract

INTRODUCTION: Pathology is basic science, and steps are being taken to integrate the clinicalsciences in undergraduate pathology curriculum. The present study was undertaken with the ... Read More

Evaluation of educational program in the Master of Medical Education by Eisner’s educational connoisseurship and criticism model

. Fariba Khanipoor; . Mitra Amini; . Laila Bazrafcan

Volume 7, Issue 3 , May and June 2017, , Pages 1-8

Abstract

INTRODUCTION: To be more successful in medical education and identify the strengths andweaknesses of the curriculum in this field, assessment of the students’ views, graduates, ... Read More INTRODUCTION: To be more successful in medical education and identify the strengths andweaknesses of the curriculum in this field, assessment of the students’ views, graduates, professors,and experts is essential. The aim of this qualitative assessment was to identify the strengths andweaknesses of the medical education curriculum.SUBJECTS AND METHODS: This research is a qualitative study using the Eisner’s educationalconnoisseurship and criticism model that was conducted in Shiraz Medical Sciences University in2014. In this research, graduate medical education curriculum was criticized by a team of educationalexperts. Fifteen professors in the first stage of the focus group meeting addressed the threestages of educational criticism. In the second stage, several interviews were conducted with theabove‑mentioned people. In the third phase, the implementation of video recordings from the focusgroup meeting was performed in written form. In the fourth stage, conventional content analysis wasused to analyze the qualitative data.RESULTS: This curriculum has advantages and disadvantages in the constituent elements of theprogram. Its weaknesses include lack of written a guide for practical courses, lack of considerationof joint practical exercise to make integrate between lessons, lack of sufficient attention to aspectsof practical and functional knowledge in this field, lack of attention to performance evaluation anddevelopment, and lack of routine review of the curriculum. On the other hand, the strengths of thisstudy include the suitability of this field for professors and its positive impact on professors andstudents performance in the classroom.CONCLUSION: As medical education is partly an emerging field in Iran and considering theweaknesses, reviewing the curriculum based on the main part of program, the outcomes, curriculumcontent, teaching strategies, student assessment, and course management are recommended.

Introducing a spiritual care training course and determining its effectiveness on nursing students’ self‑efficacy in providing spiritual care for the patients

. Nasrin Frouzandeh; . Fereshteh Aein; . Cobra Noorian

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

Abstract

Introduction: How to train nurses to provide spiritual care, as one of the basic competenciesof nursing, based on patient’s perception and culture has been considered highly important.Although ... Read More Introduction: How to train nurses to provide spiritual care, as one of the basic competenciesof nursing, based on patient’s perception and culture has been considered highly important.Although nurses’ training is recommended in this area, few researches have studied the formatof such programs. This study is conducted with the aim of introducing the training course ofspiritual care and determining its effectiveness on nursing students’ self‑efficacy in providingspiritual care. Materials and Methods: The method of this study was of a pre‑post interventionalresearch. Senior students (n = 30) of the Shahrekord University of Medical Sciences, passingthe training course in the field, were chosen as the studied sample. Study intervention was theimplementation of the designed curriculum based on nursing books, focusing on providing thespiritual care for patients. The dependent variable of the study was the students’ self‑efficacyfeeling in providing spiritual care to the patients. A researcher‑made questionnaire, as well asthe pre‑post interventional tests, was used, then, to assess this variable. By means of StatisticalPackage for the Social Sciences software, data were analyzed, and the level of significance wasconsidered at P < 0.05. Findings: The findings of the study showed that self‑efficacy mean scoreof nursing students in providing spiritual care in the pretest was 13.74, showing the average level ofperceived self‑efficacy. The students’ self‑efficacy mean, after participating in the training spiritualcare programs, however, changed to 21.1, indicating the increased level of self‑efficacy. Resultsof paired t‑test, also, showed that self‑efficacy mean score of the study samples has significantlyincreased in the posttest, compared with the pretest. Discussion and Conclusion: Accordingto these findings, it can be concluded that based on this designated curriculum, students have achance of getting acquaintance with some concepts as: Spirituality and spiritual care, identifying thespiritual needs of patients, and designing a care plan to meet these requirements. These factors,therefore, have a great impact on students’ effectiveness in providing spiritual care for patients.

Assessing critical thinking in medical sciences students in two sequential semesters: Does it improve?

. Zeinab-Sadat Athari; . Sayyed-Mostafa Sharif; . Ahmad Reza Nasr; . Mehdi Nematbakhsh

Volume 3, Issue 1 , January 2013, , Pages 1-5

Abstract

Objectives: Critical thinking is an important outcome criterion of higher education in anydiscipline. Medical and paramedical students always encounter with many new problems inclinical ... Read More

Volume 13 (2023)

Volume 12 (2022)

Volume 11 (2021)

Volume 10 (2020)

Volume 9 (2019)

Volume 8 (2018)

Volume 7 (2017)

Volume 6 (2016)

Volume 5 (2015)

Volume 4 (2014)

Volume 3 (2013)

Volume 2 (2012)

Volume 1 (1900)

Keywords = Curriculum

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