It is vital to set up centers meant to guide and enhance initiatives meant to raise the caliber of instruction in medical institutions. Important institutions in improving educational quality are Medical Education Development Centers (EDCs), which can cooperate successfully with Education Development Offices (EDOs) to help colleges and teaching hospitals in achieving their educational goals [1]. It is quite important and difficult to build or activate EDOs inside the organizational structure. Justification sessions should thus be conducted with the authorities of the EDOs, educational deputies, and faculty/deans to help this. These seminars are meant to familiarize them with the duties, mission, procedures, and communication networks required for successful interventions in colleges and teaching hospitals. This strategy will open the path for the creation of committees concentrated on EDO operations including curriculum development, evaluation, faculty development, and educational scholarships committees. These committees can help EDOs to fulfill their main responsibility of raising the quality of education and learning [2]. Furthermore improving the performance of EDOs is providing faculty members working with EDOs operational plans customized to the particular circumstances of every college and teaching hospital consulting and guiding from the EDC [3]. Improving the knowledge and abilities of faculty members working in EDOs within medical education will considerably affect the essential organizational adjustments aimed at enhancing educational quality. Their engagement in faculty development programs will result in beneficial modifications in their knowledge and attitudes regarding educational principles and techniques [4]. Supervising and evaluating the performance of EDOs encourages the growth and development of both individuals and organizations. To achieve this, comprehensive educational evaluation methodologies should be applied to all program components. Thus, it is advised that the performance evaluation of EDOs comprise adequate quantitative and qualitative methodologies, complemented by feedback based on the evaluation results and monitoring of the modifications performed [5]. In conclusion, the formation and effective operation of EDOs within medical colleges are crucial for boosting educational quality. By increasing collaboration between EDCs and EDOs, we may establish a solid framework that supports curriculum planning, faculty development, and the continual evaluation of educational practices. A comprehensive review of EDO performance, including both quantitative and qualitative methodologies, will give useful insights and support continued enhancements. By prioritizing these activities, medical universities can make major progress toward their instructional goals, eventually benefiting students and the larger healthcare community. We hope this perspective stimulates additional conversation and action targeted at boosting educational development in medical institutions.
Background & Objective: While students' perceptions are rarely discussed in studies on student evaluations of teaching effectiveness, the majority concentrate on the features, validity, and reliability of the questionnaire used, the variables affecting students' ratings, and the proper assessment of teaching quality. Therefore, this study aims to look into how students at Sultan Qaboos University's College of Nursing perceive and behave when evaluating the faculty. Materials & Methods: This cross-sectional descriptive study was carried out in the academic year 2023–2024 during the summer and fall semesters. Two hundred thirty undergraduate students from Sultan Qaboos University's College of Nursing participated in the study. Convenience sampling was employed to gather data. A self-administered questionnaire was used to learn more about the students' opinions of Teaching Effectiveness (SETE). SPSS version 29 was used to analyze the data. The sample's demographics and the items about teaching effectiveness were described using frequency analysis. Furthermore, a correlational test was used to find relationships between SETE levels and demographic characteristics. Results: According to the study, the estimated presence of false information was 47.24%, and the mean perceived accuracy of evaluations was 50.78. A sizable percentage acknowledged providing or being aware of assessments that were either higher or lower than appropriate. There were different opinions about the evaluation process; 84.6% of respondents supported student evaluations, while 55.1% thought teachers read comments. With 76.1% of respondents considering false information to be cheating, ethical issues were raised. Statistical analyses revealed no significant relationships between sex and questionnaire responses, nor between evaluation perceptions, demographic characteristics, and Grade Point Average (GPA). Conclusion: The results show how complicated student opinions are regarding teacher assessments, particularly when it comes to truth and morality. The study calls for improvements in SETE processes to promote more reliable and reasonable evaluations.
Background & Objective: Educational technologies improve instruction and make learning easier. They have several advantages, such as encouraging active learning, raising motivation, and improving the standard of instruction. This study aimed to determine how frequently and how well faculty members at Hamadan University of Medical Sciences used educational technology as a teaching tool. Additionally, it aimed to identify the difficulties related to online learning and collect their opinions on educational technology. Materials & Methods: By the ethical code IR.UMSHA.REC.1402.037, a cross-sectional study, was conducted between early February and early May 2023. The target population consisted of all Hamadan University of Medical Sciences faculty members, of which 139 or so were chosen by stratified random sampling from each particular school. The research instrument was a questionnaire divided into sections covering: 1) socio-demographics and occupation, 2) experience with new educational technologies, 3) a list of these technologies, and 4) questions derived from the validated Technology Acceptance Model (TAM). We utilized a multiple linear regression model to analyze the relationship between demographic variables and outcomes. We also used the chi-square test to compare proportional differences at a 95% confidence level. Results: According to the analysis, 86.33% of faculty members have integrated new educational technologies into their instruction. Wearable technology was used the least for instruction (1.44%), while mobile apps were the most common (53.96%). The majority of new educational technologies (47.48%) were used for theoretical instruction. Conclusion: Given the advantages of educational technologies, investigating how they are currently being used and creating a systematic plan for their successful implementation can benefit faculty, students, and academic institutions. This method should supplement conventional lectures.
Background & Objective: Facilitators commonly ponder how to effectively conclude a learning session, and there are no clear answers. This novel study analyzes the impact of silent recapitulation of presented slides at session end on immediate and short-term knowledge retention among Junior Residents (JR) tested at different time intervals. Materials & Methods: This single-center, prospective, non-randomized interventional study was conducted at Midnapore Medical College in India. Fifteen postgraduate JR of Anaesthesiology attended 14 knowledge-based teaching sessions, while 22 JR participated in the subsequent 14 sessions. Teaching sessions were allocated in a sequential, non-randomized manner, with 50% of sessions ending with a silent recapitulation of PowerPoint slides following Take-Home Messages (THM) (Study group, n = 14 sessions), while the other 50% of sessions ended with a discussion of THM only (Control group, n = 14 sessions). All participating JRs were assessed with five different Multiple Choice Questions (MCQs) each on the first and seventh day after sessions and again at Internal Assessment (IA) after 2 months. Data analysis was performed using paired t-tests for within-group comparisons, unpaired two-tailed t-tests, and ANOVA tests for between-group comparisons. Results: The MCQ scores on day 1 were significantly higher in the study group compared to the control group (82.0 vs. 65.2, p < 0.00). However, mean MCQ scores on day 7 in both groups were significantly different from day 1 MCQ scores but similar to each other (71.2 and 73.5, p = 0.29). The scores at IA improved from day 7 MCQ scores in both the study group (71.2 vs. 82.0, p < 0.05) and the control group (73.5 vs. 83.2, p < 0.05). Conclusion: For JRs, there is significant short-term retention of knowledge after a silent recapitulation of slides at the end of a session compared to the control group.
Background & Objective: The increasing number of international students studying Traditional Chinese Medicine (TCM) in China has brought to light challenges related to the linguistic complexity and specialized terminology of TCM courses, which are primarily conducted in Chinese or English. This Short Communication paper presents an innovative teaching model that combines language instruction with subject-specific content to address these challenges. Materials & Methods: The model was implemented with 128 international students at a Chinese university. Data collection involved tests assessing English and Chinese language skills, TCM knowledge, and student satisfaction through a questionnaire. Results: Students showed significant improvements in language proficiency and TCM knowledge. Responses from the questionnaires indicated high levels of satisfaction, with participants noting advancements in their linguistic skills, mastery of content, and cultural understanding. Conclusion: Integrating language support into subject-specific teaching effectively addresses challenges in international TCM education, offering a replicable model for similar contexts.
Background & Objective: Identifying the learning process of surgical technologist students in the operating room environment can effectively reveal the factors and strategies they use to learn and enhance the quality of their education. This study aimed to elucidate the clinical learning process of surgical technologist students. Materials & Methods: This qualitative study employed a grounded theory approach at Shahrekord University of Medical Sciences in 2022. Data were gathered through six in-depth individual interviews and three focus groups. Purposeful and theoretical sampling persisted until theoretical saturation was achieved. Data analysis was conducted using MAXQDA10 software. Results: Thirteen subcategories and four main categories were found. The core variable was self-protection. Students fear making mistakes in the uncertain learning environment and employ flexible strategies, utilizing relationship-oriented approaches to achieve success while avoiding performance that could hinder learning, thereby preventing issues that would protect themselves. Conclusion: It is essential to enhance students' learning by employing strategies that boost their self-confidence and avoid adhering to the current approach solely for the satisfaction of the training team, thereby preventing numerous negative consequences. Clinical managers are also encouraged to foster an educational atmosphere in the operating room and to cultivate a positive attitude among employees to support student education in these settings. Establishing constructive communication between the clinical environment and the educational system and emphasizing the significance of student education can improve the educational atmosphere in clinical settings.
Background & Objective: Spirituality is regarded as an essential aspect of health, and therefore, it should be incorporated into medical education to foster a holistic understanding of health and to develop fully competent medical professionals. Despite the significance of incorporating spiritual issues into medical education, there has been limited research conducted on this topic in Iran. Various barriers have hindered the implementation of spiritually enriched medical education; however, there are also some factors that facilitate this process. This study attempted to explore the facilitators and barriers of integrating spirituality in medical education through a qualitative content analysis. Materials & Methods: This was a situation analysis designed and conducted as a directed content analysis study. The data collected from interviews with medical education experts and the review of upstream documents were analyzed, revealing findings categorized as internal and external factors. Internal factors were categorized using the McKinsey 7S framework, which includes structure, systems, strategies, skills, staff, style, and shared values. Meanwhile, external factors were classified according to the PEST model, encompassing political, economic, socio-cultural, and technological aspects. Results: The facilitators and barriers identified in this study encompassed a total of 100 concepts. We identified 27 internal and 16 external facilitators, while there were found 41 internal and 16 external barriers. Conclusion: The findings of this study clarify the steps needed to uphold the goals and missions of medical education in the area of spiritual health. Overcoming the barriers while leveraging existing facilitators will be crucial for successfully incorporating spiritual health into Iranian medical education.
Background & Objective: Global education is focusing on the significance of developing competency-based curricula nowadays. This study aims to establish a comprehensive set of essential competencies in pediatric dentistry designated for the curriculum at Damascus University to ensure that the graduates are equipped with the knowledge, skills, and professional attitudes to deliver effective pediatric dental care. Materials & Methods: This qualitative exploratory study used Delphi techniques to build a consensus among experts on the core competencies of the pediatric dentistry curriculum at Damascus University in 2024. This study used two sequential qualitative methods: a focus group and the Delphi technique. A focus group was conducted with one medical education expert and three specialists in pediatric dentistry to develop an initial list of competencies. This list was assessed using a two-round Delphi technique utilized for this purpose. 25 participated in the process, and out of the 34 experts invited, Competencies that garnered at least 80% agreement among the experts were included in the final list. The analysis included descriptive statistics such as mean and standard deviation. Results: The study identified 47 core competencies, of which 15 were related to knowledge: facts and concepts in pediatric dentistry; 21 were related to skills: abilities to perform an activity or a task; and 11 were related to attitudes: feelings or opinions that guide behavior. Conclusion: Identifying a comprehensive framework of essential competencies for the pediatric dentistry curriculum at Damascus University has been successfully established. This framework is good because it aligns differently with global education trends. Still, it aims to improve the dental care provided by future practitioners. The results will be an asset to the curriculum developers and educators in pediatric dentistry to ensure that graduates are better equipped to provide quality care to their young patients.
Background & Objective: Medical professionalism and identity formation are typically learned through hands-on medical training and practice. But during the early COVID–19 pandemic, medical students were displaced from campus. However, they could engage with the characteristics of the profession by critically observing the response of healthcare professionals to the COVID–19 pandemic through news, such other means. and personal experience. The purpose of this study was to explore if preclinical students could discern the core values of their profession in such unusual circumstances. Material & Methods: The qualitative study, content analysis based on the principles of grounded theory, was conducted from October 2020 – January 2021, among the preclinical students of a medical college in India. After an online sensitization, they were asked to write reflection notes. The reflection notes of all 28 respondents were analysed thematically using QDA Miner Lite 2.0.5. Results: There were 28 respondents. An exhaustive number of 15 themes emerged from the analysis of their reflection notes that encompassed various aspects of the medical profession – ranging from good moral character attributes of a healthcare professional to hazards of the profession to the students taking pride in being associated with it. What is identified by a student as being important, may be expected to be learned better by them. Therefore, we may expect these students to have learned about the attributes of medical professionalism and identity formation, which they had identified through reflection, more meaningfully when they joined back Conclusion: Even while off campus, students likely continued to learn about their profession. It is reasonable to expect they may gain a deep understanding of their profession upon resuming their training on campus.
Background & Objective: Insomnia, a widespread sleep disorder, impacts 15-35% of the general population and a concerning 30% of medical sciences students. This study aims to assesses the psychometric properties, factor structure and measurement invariance of the Insomnia Severity Index (ISI) in Iranian medical university students. Materials & Methods: This cross-sectional study included 370 medical university students (54.9% females). After providing a detailed introduction regarding the purpose of the study and receiving participants' consent online, they were requested to fill out the Insomnia Severity Index (ISI) and Pittsburgh Sleep Quality Index (PSQI). Confirmatory factor analysis and hierarchical regression analysis were used to examine the factor structure and predict insomnia severity. Results: The results of descriptive statistics showed that the prevalence of clinical insomnia was 22.6% in male and 27.9% in female students, and 62.2% of male and 67.5% of female students had poor sleep quality. CFA showed that the one-factor model with all items was the most suitable structure (x2 = 13.82, df = 9, GFI = 0.990, CFI = 0.994, TLI = 0.986, RMSEA = 0.038). The study's findings indicate that the ISI exhibits measurement invariance across genders, ensuring its unbiased application for both male and female populations. Furthermore, this scale demonstrated acceptable reliability and validity. Finally, the results of hierarchical regression analysis indicated that the poor sleep quality was a significant predictor of insomnia severity (β = 0.389). Conclusion: The Persian version of ISI showed strong validity and reliability. These findings indicate that insomnia severity could be measured adequately in Iranian samples using the ISI.
Background & Objective: In medical education, effective teaching/learning strategies are crucial, especially those that improve academic motivation and self-control. The aim of this study was to evaluate how the doughnut round teaching method versus the traditional lecture approach affected medical students’ motivation and self-regulation. Materials & Methods: Forty medical students participated in this semi-experimental study. The participants were divided into two groups using the random allocation method through Excel software: The A group was doughnut (20 students), while the B group followed lecture methods (20 students). Both before and after the intervention, assessments were conducted using Hatter's academic motivation scale and Bouffard's self-regulation scale. ANCOVA, the independent t-test, the paired t-test, and the Kolmogorov-Smirnov test were among the statistics we employed for data analysis. Software called SPSS version 16 was used for all of our analyses. Results: The treatment group demonstrated significant improvements in academic motivation (p < 0.001) and self-regulation (p < 0.001) in the post-test, while the control group showed no significant changes. The experimental group's pre-test and post-test scores significantly differed, indicating the effectiveness of the doughnut round teaching method in enhancing self-control and motivation. Conclusion: The round doughnut round teaching technique significantly outperformed the standard lecture style in terms of students' academic motivation and self-regulation. This approach promotes independent study and active participation, which may improve academic performance in medical school.
Background & Objective: Understanding the theoretical concepts of Electronic Medical Records (EMRs) alone is insufficient to prepare students for the professional world. Through Field Study Practices (FSPs), students gain a direct understanding of EMR implementation. The aim of the study was to analyze the role of FSPs in enhancing the skills of Medical Record and Health Information (MRHI) students in using EMR. Materials & Methods: The study used a cross-sectional method conducted on students of the MRHI Department. The samples were taken using a simple random sampling technique totaling 259 students. Data were analyzed descriptively, a Chi-square test and binary logistic regression. Those methods were performed to determine the association in students' understanding and skills of EMR with a significance level of p-value < 0.05 and Adjusted Odds Ratio (AOR) with 95% Confidence Interval (CI). Results: The study found that, the students who had performed FSP in the hospital were 56.4% and Community Health Center (CHC) was 43.6%. There was a significant association between students who participated in the FSP at a Health Care Facility (HCF) and various improvements in their understanding and skills related to Electronic Medical Records (EMR). Specifically, the students showed increased understanding of the concepts and basic functions of EMR (p = 0.001), as well as technical skills for using EMR (p = 0.001). They also demonstrated enhanced knowledge of data security and privacy (p = 0.002), and a better understanding of workflows and procedures for using EMR (p = 0.041). Additionally, students improved their understanding of EMR system integration and interoperability (p = 0.008) and showed compliance with EMR ethics and regulations (p = 0.001). They developed soft skills in the practice environment (p = 0.018) and were better able to analyze and make decisions based on EMR data (p = 0.025). Conclusion: The surdents who participated in FSP can improve their understanding of concepts, technical skills, Data security, workflows, system integrations, regulatory compliances, soft skills developments, and analytical skills.
Background & Objective: One of the key factors influencing the quality of education is the effective teaching practices of professors, which are closely linked to the concentration levels of students in the classroom. Additionally, academic motivation plays a crucial role in enhancing the learning experience. This study aims to investigate the relationship between classroom concentration factors and academic achievement motivation among medical students at Zahedan University of Medical Sciences. Materials & Methods: In this cross-sectional study, 273 students from basic science and preparatory clinical courses completed questionnaires from 22 OCT to November 20, 2023. The data collection tools included two questionnaires: one focused on classroom concentration and the other on academic motivation. The data were analyzed using independent t-tests, Analysis of Variance (ANOVA), and Pearson's correlation coefficient. Results: The study found that the total mean concentration score in the classroom was 61.5 ± 7.9. The Pearson correlation coefficient analysis revealed a direct and significant relationship between mean concentration scores related to environmental factors and professor characteristics and the academic motivation of students. Additionally, there was a direct and significant correlation between the overall concentration score in class and academic motivation (r = 0.174, p = 0.004). Conclusion: It appears that as academic achievement motivation in students increases, their concentration in class also improves. Therefore, to enhance the quality of teaching and learning through various methods, efforts should be made to boost academic achievement motivation.
Background & Objective: Interprofessional education is widely recognized as a fundamental approach for fostering collaborative teamwork and enhancing healthcare delivery. This study examined the impact of an interprofessional education program on the attitudes and clinical skills of medical and nursing students in surgery wards. Materials & Methods: This quasi-experimental study used a single group, pre- and post-test design. Ten 3-hour Interprofessional education sessions were held in the surgery ward for 10 small groups of medical and nursing students (n = 42). Pretests and posttests were administered using a checklist to evaluate the students' clinical skills in dressing replacement. Furthermore, the attitudes of both groups of students toward interprofessional education were assessed with a valid and reliable questionnaire following the educational intervention. Data were analyzed in SPSS software using chi-square, t-test, and Mann-Whitney U tests. Results: A significant difference was observed in the mean scores for dressing replacement skills between medical and nursing students before and after the intervention (p < 0.001). The Mann-Whitney U test indicated that there was no significant difference in the mean scores for attitudes in the two domains of interaction-orientedness (p = 0.733) and professional compliance (p = 0.764). Conclusion: The findings of this study suggest that interprofessional education can effectively enhance the clinical skills of both medical and nursing students, thereby promoting better patient care. It is crucial to foster a positive attitude among learners and educators through training programs to maximize the effectiveness of interprofessional education.
Background & Objective: Ethics in academia is key to creating a quality assurance system in higher education. It reflects progress in society. In simpler terms, building an ethics-focused university requires a clear approach to ethics. This study aims to present a model for an ethicsoriented university within medical schools. Materials & Methods: This study used a grounded theory design and the data theory approach from Strauss and Corbin (1997). It involved 26 professors and experts from medical schools and universities in the 6th macro-region. Semi-structured interviews were conducted to gather data until theoretical saturation was reached. The analysis was done using open, axial, and selective coding methods. Results: The ethics-oriented university model in medical schools was structured with 168 primary codes, 34 subcategories, and six main categories. The findings identified causal conditions such as social and cultural roles, healthy competition, ethical standardization, and value-driven transformation; contextual conditions including fundamental values, ethical environment, culture, and vision; and intervening conditions like trust, spirituality, responsibility, commitment, leadership, and ethical intelligence. The main categories encompass education, research, knowledge, interaction, training, and ethical awareness. Strategies involved institutionalizing ethics, development of professional ethics, ethical planning, developing ethical charters, focusing on ethical community, ethical role modeling, development of ethical capacities, and ensuring ethical sustainability. The outcomes highlighted organizational health, moral growth in society, environmental ethics, individual and organizational development, and social capital. Conclusion: Based on the factors identified in the ethics-oriented university model, recommendations were made for its development and implementation.
Background & Objective: Teaching was primarily didactic and teacher-centered in ancient India. Medical educators have emphasized the need for active learning strategies to engage the students in large classroom teaching. An extensive literature search revealed only minimal publications on the large classroom jigsaw method. Hence, this study was done to introduce and incorporate the jigsaw method as a technique for large classroom teaching and learning in pathology. Further, it was done to assess its effectiveness in a large classroom setting and see how students perceived this method. Materials & Methods: A quasi-experimental study without control groups (One group pretestposttest design) was conducted for 141 MBBS II phase students in a large classroom jigsaw activity from 2023-24. A didactic lecture was taken prior. A pre-test was taken, and the topics for subgroups, study material, and questions were intimated in advance. On the day of the jigsaw activity, students from each group were randomly selected to explain the subtopic to the whole class. Finally, two students were made to summarize. Post-test and feedback were taken, and their validity and reliability were approved. The data was analyzed using descriptive and analytical tests with SPSS Version 20 at a significance level of P < 0.05. Results: The mean marks scored in the post-test was 14.57 ± 3.20 compared to 11.1 ± 3.50 in the pre-test for 20 marks. 89.3% of students scored 50% and above in the post-test. There was a significant performance improvement (p < 0.001). In the feedback, 78.7% of students agreed they would like to participate in similar interactive sessions. The highest satisfaction index, 86.73, was for in-depth coverage of topics. Conclusion: The jigsaw large classroom teaching strategy promotes extensive coverage of topics in a short period and can be used as a tool for revision and knowledge retention in collaborative learning.
Letter to the Editor The idea of Scholarship of Teaching and Learning (SoTL) or educational scholarship, is a complex and interconnected concept that needs more exploration and understanding. Imagine educational scholarship as a river that should flow continuously; this river has its origin, route, and destination. The similarity is that if their movement and continuity are interrupted, which can lead to turmoil, this is not surprising. To understand the process conditions and success factors, knowing about the beginning and end of the path is necessary. Details of this pathway are provided. SoTL involves meeting specific requirements at individual and activity levels. Therefore, it requires prerequisites and agreements. Evidence indicates that this concept needs more explanation and attention, especially in Iran. Educational scholarship brings individual, institutional, and professional benefits. However, one major challenge it encounters, especially in the field of educational research, is the mistaken belief that the two concepts are similar, despite certain similarities. Here, we will explore the fundamental characteristics of SoTL, namely those that distinguish it from educational research, with the intention of providing guidance to those who work in this field.
Background & Objective: Aligning faculty members' learning styles with their teaching approaches is a complicated topic in education. Understanding these inclinations can help enhance pedagogical practices and build a more inclusive learning environment. Thus, this study examined the relationship between learning style preferences and teaching technique choices among Iranian faculty members. Material & Methods: From May to July 2022, a cross-sectional online survey was conducted among faculty members at Iranian medical universities via the Porsline website. Virtual snowball sampling was used to recruit 526 individuals. The VARK questionnaire was translated into Persian and showed excellent reliability, with a Cronbach's alpha of 0.94. The final data collection tools included the translated VARK questionnaire, self-assessment questions about teaching methods, university resources, and digital media center equipment. Analytical methods included descriptive statistics, logistic regression analysis, and chi-square testing for data evaluation. Results: The survey found that clinical teachers preferred reading and writing (54%), whereas fundamental science educators preferred visual-auditory and reading-writing. The effect of gender, field of study, learning style, age, and professional academic factors on the dependent variable, teaching method, was investigated using chi-square tests and logistic regression. The findings revealed that while there was no significant relationship between the variable gender and teaching method, significant associations were found with the variables field of study, learning style, age, and professional academic. Notably, it was observed that the effect size of field of study, age, and professional academic on teaching method is small, while for learning style, it is medium in magnitude. Conclusion: The study uncovers a significant correlation between learning styles and teaching methods, suggesting that their learning backgrounds may shape teachers' teaching methods.
Background & Objective: Burnout is characterized by emotional exhaustion and affects diverse professionals, with healthcare students at high risk due to academic and clinical stressors. The Copenhagen Burnout Inventory–Student Survey (CBI-SS) has not been studied in healthcare students in the Indian context. This study aims to evaluate the psychometric properties of the English version of the CBI-SS. Material & Methods: This cross-sectional study, conducted in 2022, included 416 undergraduate and 107 postgraduate students from health profession institutions at a private university. The response rate was 65.45%. Descriptive and inferential statistics were evaluated for the CBI-SS with 25 items via JMP software. The tool was subjected to content and face validity. The interitem correlation was tested before the scale was subjected to Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The EFA indices considered were Kaiser–Meyer–Olkin test (KMO) and the Bartlett test of specificity. The CFA fit indices included the degree of freedom, Tucker Lewis index (TLI), freedom ratio (χ²/df), Goodness-of-Fit Index (GFI), Comparative Fit Index (CFI), Root Mean Square Error Of Approximation (RMSEA), and Normed Fit Index (NFI). Results: The content validity index averaged 0.9, and face validity was favorable. The Cronbach's alpha scores were between 0.7 and 0.8. The EFA yielded KMO values above 0.9, and Bartlett's test yielded chi-square = 8880.727, df = 300, p < 0.0001. The fit indices for CFA were the Tucker and Lewis indices, with a score of 0.919 and an RMSEA score of 0.068, demonstrating a relationship between the items and the constructs. Conclusion: This study highlights the usefulness of the CBI-SS in assessing burnout in allied health science and dental student populations. The results indicate that the CBI-SS is a reliable and valid instrument for identifying student burnout and developing strategies to prevent burnout among potentially vulnerable student populations in the Indian context.
Background & Objective: Teaching professionalism is one of the foundations of professional development for medical students. The present study aimed to explain the antecedents, attributes, and consequences of professionalism in medical education. Material & Methods: In this study, Rodgers' evolutionary concept analysis approach was used. The search was performed using the keywords "professionalism", "medical education" and similar words in PubMed, Scopus, Scientific Information Database (SID), and Magiran databases and search engine Google Scholar. Literature published in English and Persian was included in the study. 59 articles were analyzed using the content analysis approach and attributes, antecedents, and consequences of professionalism in medical education were identified. Results: The attributes of professionalism in medical education were identified in "the emergence of the professional role models" and "the institutionalization of the culture of professionalism in education". The "manner" and "competence" of professors and "university policy in achieving professionalism" were determined as an antecedent, and the consequences for health stakeholders in "community" and "student" dimensions were defined as the consequences of professionalism in medical education. Conclusion: Professionalism in medical education involves the presence of professional role models and the establishment of a culture of professionalism within educational environments. This includes professional character and competencies and moral qualities such as tolerance, fairness, and respect for human values. The antecedents of professionalism include the manner and competence of professors and the university's plans to achieve professionalism. The consequences of professionalism in medical education include improved health outcomes for the community, enhanced patient satisfaction, and the development of positive attitudes and behaviors in students. Professionalism in medical education aims to train professional students and provide high-quality services to ensure society's health.
