Introduction: Education in the medical sciences, which somehow deals with the health and lives of human beings, seems to be a stressful experience, and this stress is greater than ever during the Covid-19 pandemic. This study endeavored to examine the levels and sources of Covid-19 stress in medical students and related factors. Methods: In this cross-sectional analytical study, 423 students of Saveh University of Medical Sciences participated in the academic year 2021. The instrumentation was the COVID-19 related Healthcare Students Stress Scale which was used after validation and reliability. Data were analyzed using descriptive and analytical methods (independent t-test and one-way analysis of variance) at a significant level of 0.05. Results: The mean standardized score of Covid-19 stress (out of 4 scores) in the areas of fear of catching coronavirus 3.31±0.98, changes in education 3.01± 0.77, non-compliance of health protocols 2.28±0.81, social constraints were 2.11±0.95, and worrying news and overload information was 2.09±0.95. There was a statistically significant relationship between Covid-19 stress score with field of study, gender and academic year (p<0.05). There was no significant relationship between age and place of residence with Covid-19 stress score (p>0.05). Conclusion: Covid-19 stress was high in students, accordingly it seems essential that medical sciences students have the ability to cope with stress, and also should identify the sources of Covid-19 stress in students and take supportive measures to eliminate or reduce sources of stress.
Introduction: The preceptorship model is one of the well-known clinical nursing education strategies that transfer experiences from experienced nurses to nursing students and novice nurses. This study endeavored to identify the challenges of implementing this model in clinical nursing education from the perspective of faculty members, instructors, and nursing students of Shahid Beheshti University of Medical Sciences. Methods: The study was conducted with a qualitative approach by the content analysis method. Semi-structured interviews were employed to collect data. Interviewees were selected through purposive sampling from faculty members, instructors, and nursing students of Shahid Beheshti University of Medical Sciences. Parallel with the interviews, content analysis was performed according to Landman and Grenham's methods. Results: A total of 15 interviews were conducted and analyzed. According to the findings, possible barriers during the effective implementation of this model were: lack of nursing staff, lack of skilled nurses as preceptors, lack of sufficient interaction between educational and clinical system, lack of necessary support from hospital executives, and poor relationship between physicians and nurses. In this study, 18 major strategies for the successful implementation of the preceptorship model were presented. The importance of them were allocating material and spiritual incentives to motivate the preceptors; interaction between the nursing school and hospitals in training nursing students, involving hospital managers and officials in implementing the model; the collaboration of nursing instructors and faculty members with preceptors in the process of education and clinical evaluation of students; participatory selection of preceptors and their continuous training during the process. Conclusion: The findings revealed that the preceptorship model could be an interactive process between the nursing schools and hospitals. The nursing students, preceptors, nursing instructors, clinical faculty members, hospital managers, and other health workers took part in this process.
Introduction: Curriculum revision with a new perspective on knowledge, skills, and learning is a step towards evolving and updating pedagogical content. This study endeavored to review PhD curriculum of health policy based on the required capacities for graduates. Methods: This study was conducted at Tabriz University of Medical Sciences (in the academic years 2016-2018) based on Dennis Modified Model. We used a set of methods such as review of documents, comparative study, interview, focus-group discussion and panel of experts for gathering data. The study was conducted in four stages including need analysis, explaining the required competencies, modifying, adapting, and rewriting the initial curriculum, and finalizing the curriculum. Finally, the final curriculum was sent to the Ministry of Health and Medical Education. Data were analyzed through a conceptual framework approach and through content analysis. Results: The content of the course was designed based on the outcomes of the course and the plans and tasks of the graduates of this field. Graduates' abilities were extracted in 5 areas including policy making, policy analysis, leadership and social communication, as well as education and research. Some lessons were removed and some were added. Besides, the change in the content of specific courses was emphasized given the approval of similar disciplines and attention to optional courses in order to Specializing the course. Conclusion: Reviewing the curriculum of the doctoral program in health policy and its implementation can lead to develop the more purposeful teaching-learning process, implementing the capability-based training and responsive education, increasing the specialized knowledge and technical skills of graduates, that enhance their success possibility in the future job. It is suggested that special attention has been paid to this issue and the requirements, challenges and appropriate strategies for precise and scientific review of various fields in medical and paramedical education be examined.
Introduction: Tolerance of emotional distress is one of the effective components in mental health and the study of factors affecting it, including object relationships and cognitive regulation of emotion is of particular importance. The aim of this study was to investigate the mediating role of cognitive emotion regulation in the relationship between object relationships and tolerance of emotional distress in nursing students of the University of Tehran. Methods: The method of this research is correlational research based on structural equation modeling. The statistical population of this study consisted of all students of the first semester of the academic Faculty of Nursing, University of Tehran in year of 2019. In this study, 280 people were randomly selected to determine the sample according to the number of observed variables and assigning a coefficient of 20 to each variable and taking into account the possibility of incomplete questionnaires. Data collection tools included Object Relationships Scale, Cognitive Emotion Regulation Scale, and Emotional Distress Tolerance Scale. Data analysis tools were SPSS18 and AMOS-23. Results: The results showed that between the relationship between object and emotional distress tolerance (p <0.01, r =-0.36) and between maladaptive strategies of cognitive emotion regulation and emotional distress tolerance (p <0.01, r -0.39) There is also a significant relationship between adaptive strategies of cognitive emotion regulation and tolerance of emotional distress (p<0.01, r=0.36). The findings also confirmed the mediating role of emotional distress tolerance (p<0.01, B=0.60) in the relationship between object relationships and emotional distress tolerance. Conclusion: The results of the present study confirmed the need to pay attention to object relationships and cognitive emotion regulation in predicting emotional distress tolerance in students. Therefore, teaching and strengthening object relationships and cognitive emotion regulation can be considered as an effective way to reduce students' emotional distress.
Introduction: Acquiring competence in clinical skills is one of the important goals of undergraduate nursing education. Assessing the achievement of this goal is the responsibility of nursing schools. In this regard, this study endeavored to determine the competencies of senior nursing students in clinical skills. Methods: This descriptive cross-sectional study conducted in the year 2017. The population was 56 senior nursing students who were selected through census method. Data collection instruments were clinical skills checklist adapted from reputable and up-to-date textbooks. The evaluation methods were Objective Structured Clinical Examination (OSCE) and Direct Observation of Procedural Skills (DOPS). Data were analyzed using independent t-test. Results: The results revealed that 76.75% of the senior nursing students had desirable and desirable competencies in clinical skills. Students scored the highest and lowest (81.66%) in the skill of inserting a urinary catheter and measuring vital signs (58.95%) None of the contextual variables had a significant relationship with students' competence in clinical skills (P>0/05) Conclusion: Insufficient competence in intramuscular injection can be due to insufficient exposure of students to the method during internships. Students' lack of competence in measuring vital signs and subcutaneous injections, which are repetitive skills, requires serious consideration.
Introduction: Empowering students and preventing academic failure is one of the prominent issues for medical students. Causes and factors during students' studies reduce the quality of students' learning process and leads to academic and conditional dropout of some students. This study sought to investigate these factors from the view of Isfahan medical students. Methods: This qualitative study was conducted with a phenomenological approach and a review of the lived experiences of probationary students in the academic years 2018-2019 at Isfahan University of Medical Sciences. Data were collected using semi-structured interview individually in writing and by voluntary sampling method and based on content analysis strategy were analyzed manually. Results: A total of 31 probationary students were interviewed until the theoretical saturation of the data was reached. As to the analysis of the interviews, a total of 131 open codes, 30 pivotal codes and 5 selective codes were obtained. The highest number of factors of academic failure from the views of students were placed in the selection code of individual factors. Other factors of academic failure were in 4 selection codes of educational environment, psychological factors, factors related to family and community, factors related to professors. The common codes cited by students are as follows: lack of motivation, distraction, financial difficulties, teacher rigor, depressed mood, frustration with future careers, parental incompetence, and low self-esteem. Conclusion: Considering the causes and different areas that are effective in creating academic failure, it is necessary to have an integrated and comprehensive view of education authorities and families in dealing with the issue of academic failure.
Introduction: The development of health services in recent years has made it necessary to train nurses especially at the master's level. In so doing, psychiatry nursing was set up in Iran for better nursing care to psychiatric patients and the curriculum was established in the year 2011. In this study, due to the lack of comprehensive evaluation of the adequacy of the new curriculum in this field as an important component, the opinions of educators in the field of psychiatric nursing was solocited. Methods: This qualitative study was performed using Conventional content analysis in the academic year 2018. Participants were 9 psychiatric nursing lecturers with at least 2 semesters of teaching experience from universities across Iran randomly selected to take part in semi-structured oral interviews (30-60 minutes) and continued until data saturation, and open-source codes were extracted by repeated reading of the interviews. Results: After reviewing the gathered data, 90 primary open codes were extracted, which were divided into 4 categories and 5 sub-categories based on the relationship between the codes. Of these, 25% of the codes were related to the overall structure of the curriculum, 28.7% were related to the educational efficiency, 22.22% were related to the research efficiency and 24.07% of the codes were related to the clinical efficiency of the curriculum. Conclusion: The results revealed the inefficiency of the curriculum in various aspects of education, research and clinical, which in turn suggests the reevaluation of the program to solve problems based on the views of educators.
Introduction: Curriculum needs to be re-evaluated during implementation Graduates' low ability can be related to non-compliance of curriculum content with job need. This study sought to investigate the degree of compliance of content of the general dentistry curriculum with job needs from perspective of Dentists in Birjand and their skills. Methods: This descriptive cross-sectional study was conducted in the academic year 2020 in Birjand. Target group was general dentists in Birjand, namely census sampling. Data were gathered through a researcher-made questionnaire with three sections like this: demographic information, degree of compliance of curriculum content with job need (including 6 subgroups, 93 questions of theoretical courses before and after basic sciences, practical courses before and after basic sciences, pre-clinic courses and internship courses) and skill of dentist at beginning of work (51 items) with 5-point Likert scale The link of electronic questionnaire was sent for dentists via social media (Telegram and WhatsApp). Data were assessed by descriptive statistics Using excel 2013 software. Results: Seventy four questionnaire were completed and analyzed. In basic sciences course, the two lessons of anatomical sciences (3.565 ± 0.882) as well as oral health and society (3.42 ± 0.961) had the most and parasitology (2.116 ± 0.85) and biochemistry (2.159 ± 0.98) had the lowest compliance with job need. In other lessons, compliance with job need was favorable. The dentists' skill level was very low on treatment of the opened sinus, medical emergencies, construction of orthodontic plaque, and crown lengthening. Conclusion: Due to the low degree of compliance of theoretical and practical courses in basic sciences, the use of novel pedagogical methods as horizontal or vertical integration of the curriculum seems to be necessary to establish a relationship between basic and clinical sciences.
Introduction: Parallel with the educational transformation and innovation plan in the health education system and the rapid developments in Information and Communication Technology, e-learning has been a challenge. The study endeavoured to design and validate the conceptual model of e-learning in universities of medical sciences in the years 2018-2019. Methods: In the qualitative phase of this mixed exploratory study, a total of 30 participants included university experts in the field of e-learning, were selected through snowball purposive sampling and in the quantitative phase, through a descriptive survey, a sample of 146 faculty members at Semnan University of Medical Sciences were selected. The instruments were semi-structured interviews and a researcher-made questionnaire. In the qualitative phase, the systematic approach of Strauss and Corbin was conducted in three stages of open, axial, and selective coding. As to the quantitative phase, confirmatory factor analysis was employed. Results: The conceptual model of e-learning in universities of medical sciences involved four significant dimensions: academic, spatial regions, national (macro) and international. Besides, 22 components and 222 indicators were extracted. In the quantitative phase, the results confirmed the good fit of the model. Conclusion: To design a model of e-learning in universities of medical sciences, academic, spatial regions, national (macro), and international dimensions should be considered.
Introduction: Technical advances highlight the need for dynamic strategies in medical training. Active medical education helps students sufficiently understand the real clinical situation. This study endeavored to compare the effectiveness of technology-enhanced Case-based Educational Intervention with In-person training on Knowledge and Satisfaction of Medical Students at Shiraz University of Medical Sciences. Methods: This study was an educational intervention with a post-test design on 584 medical students of clinical surgery departments (neurology and orthopedics) of Shiraz University of Medical Sciences in the academic year 2017-2019. The research samples were selected by convenience sampling and divided into intervention (case-based technology-based education) and control (scores of students participating in the previous in-person course) based on the non-random Consecutive sampling method. Data collection tools included a final exam in the surgical ward and a researcher-made questionnaire to assess the satisfaction of multimedia content. An independent t-test was used to compare the mean post-test knowledge score of the research samples. Results: The mean and standard deviation of knowledge score after the intervention in the intervention group (13.7±33.1 and 12.9±72.7) were not significantly different from the control group (13.62±2.7 and 13.27±2.7). Besides, 51% of students rated the quality of multimedia content as appropriate. Conclusion: The results revealed that case-based technology-based educational intervention leads to improved learning of medical students similar to face-to-face training. Due to the effectiveness, convenience, and low cost of this method, the use of this method is recommended for medical education in the clinical level.
Introduction: Preceptors are one of the important factors affecting the quality of clinical education. This study sought to investigate the role of preceptor in surgical technologist students' satisfaction with clinical education course in Shahid Sadoughi University of Medical Science. Methods: This descriptive cross-sectional study was conducted as a census among undergraduate students of surgical technology at Yazd University of Medical Sciences in the academic year 2018 (80 samples). A standard questionnaire including items about the satisfaction with instructor and the demographic characteristics of the students and the instructor was completed by the students. The collected data were analyzed using descriptive and inferential statistics. Results: In general, 31 students (43%) had high satisfaction, 22 students (31%) had moderate satisfaction and 19 students (26%) had low satisfaction with their instructor role. Satisfaction with the female instructor was lower than the male instructor in all areas (mean score of satisfaction with the male instructor was 33 and female instructor was 29). The highest score of satisfaction was related to the social etiquette and behavior of the instructor and mutual respect (with an average of 3.7). The main dissatisfaction of students was inappropriate evaluation (with an average of 2.7). Conclusion: The clinical instructor should be more sensitive to the type of communication with the student and keeping in mind that motivating of students is an indispensable part of their learning. A comprehensive framework for evaluating students and monitoring its implementation by the instructor should be set throughout university. Clinical preceptors who have enough time to train students should be selected.
Introduction: Action research is one of the ways to promote clinical education. This study sought to investigate the possible effect of using one-by-one model to improve of quality in clinical learning of midwifery students in Shahid Sadoughi University of Medical Sciences. Methods: This action research study was conducted through Lewin's model with the participation of stakeholders including midwifery students, midwifery experts, and midwifery department head. Five focus-group discussions were held. Data were analyzed through conventional qualitative content analysis and the suggested solutions to promote the quality of clinical learning were designed as a one-by-one teaching model. Then, according to developed training program, intervention was conducted in two semesters. Results: The findings of the first stage revealed that the average number of students in each group and in each work shift, and the average number of services provided (delivery, IUD insertion) in a work shift were not desirable which showed shortcomings in the factors of skills, personality, and management in clinical education of midwifery students. After implementing a one-by-one model in two semesters, effective hours of student presence in the clinic and the number of services performed by them increased in each work shift and generally skill, personality, and management of the improved factors. Conclusion: Applying a one-by-one model has an effective role in promoting the quality of clinical learning of midwifery students, but planning and attracting the participation of an educational colleague are challenging tasks.
Introduction: According to the Transformation and Innovation Package in Medical Education, medical universities are expected to move to third generation (i.e., entrepreneurial) universities. This study endeavored to design a framework for organizational characteristics affecting organizational entrepreneurship in medical universities. Methods: Using content analysis method, 16 health management and higher education specialists were included in the study by purposive and snowball sampling. The method of data collection was semi-structured interview and interviews were conducted in the participants’ professional contexts between April and October of the academic year 2020. To ensure the validity of the data, methods such as continuous review and simultaneous analysis of data, feedback to participants and observer review were used. Data were analyzed and coded manually by the researchers. Results: In this study, the framework of organizational characteristics affecting organizational entrepreneurship in medical universities was designed and the dimensions, criteria, and indicators of this framework were identified. According to this framework, organizational characteristics affecting organizational entrepreneurship consists of seven dimensions are like this: community responsiveness, knowledge and innovation, organizational intelligence and adaptability, financial independence, culture of partnership and entrepreneurship, entrepreneurial manpower, an entrepreneurial and technology-based curriculum. Conclusion: The framework of organizational characteristics affecting organizational entrepreneurship can be a good basis for the movement of medical universities towards organizational entrepreneurship. It is suggested that based on the framework of organizational characteristics, the current situation of organizational entrepreneurship in medical universities and its distance from the desired situation need to be evaluated.
Introduction: Measurement has a special place in education. The main challenge of today psychometric measurements is to obtain numerical values for the competencies that can be used as a basis for decision making. In view of this, the purpose of this study is to review the role, position, and application of psychometric measurement in medical education exams. Methods: This review study was conducted through the keywords Measurement, Assessment, Psychometric, Theoretical support, Theoretical Analysis, Theoretical foundation, Psychometric Analysis, Test, Examination, Medical Education, Validity and Reliability at websites such as Google Scholar, PubMed, SID, ERIC and Science direct and has been done on 32 articles without از time limit. Results: From a total of 92 reviewed articles, the documentation of 32 relevant and valid articles was extracted with 31 English articles and a Persian article. Important findings of this study underline the validity, reliability, educational effect, acceptability, cost and applicability as well as sensitivity of the test, which are important features in the psychometrics of medical science tests. These findings highlight the importance of psychometric properties in evaluations in medical education. Conclusion: The results show that due to the importance of psychometric properties in medical education exams, especially in high-sensitivity exams, familiarity with these features and standardization methods of exams is a necessity for medical educators. The use of techniques to increase the validity and reliability of exams and considering the basic principles in the design, preparation, implementation and analysis of exams is recommended to policy makers and examiners, educators and those in charge of higher education.
Introduction: Today, there is a growing trend towards e-learning, and on the other hand, the use of workshop teaching methods is still considered. This study endeavored to determine the the possible effect of e-learning and workshop methods on the rate of learning to care for patients with cardiac dysrhythmias in nursing students. Methods: This quasi-experimental study included two pre-test-post-test groups without control group that was performed on 60(Two groups of 30) undergraduate nursing students of Lorestan University of Medical Sciences through convincing sampling method. Data collection instrument was a multiple-choice test. Data were analyzed using with descriptive (mean and standard deviation) and independent paired sample t-test methods. Results: The mean and standard deviation of learning score in e-learning and workshop training groups were 11.29± 2 2.68 and 10.41±1.35 respectively. The results showed that both e-learning and workshop training are effective in students' learning, but no significant difference was found between the effect of web-based and workshop training methods on learning (P <0.05). Conclusion: E-learning is one of the basic needs of the current education at all levels education. Due to such advantages as flexibility as well as lack of time and space constraints, it can be used as a complementary method in academic level.
Introduction: Professionalism is now considered as a key component of health care providers. This systematic review endeavored to examine domestic and international documents regarding professionalism education in medical students and consequences. Methods: This Narrative review employed the English and Persian keywords of medical professionalism, Medical professionalism, curriculum, professionalism curriculum, medical education, and combining these keywords in electronic databases as Scopus, Web of Sciences and Medline was done using Google scholar and Google. National electronic databases SID, Magiran and Iranmedex were included as well. The articles and sources reviewed were from the years 1999 to 2019. Finally, 38 articles and three books were reviewed. This way, extraction of materials was done. Results: This Narrative review indicates that in the dimension of professionalism education, 11 components (curriculum, educational structure, individual factors, human factors, appropriate model, environmental factors, learners' experiences, use of appropriate learning theories, norms, motivational factors and appropriate evaluation) is more important. Professionalism training leads to the crystallization of consequences, most of which include 7 consequences; the crystallization of the traditional values of being a physician, professional commitment, socialization, professional competence, building trust in communication, forming values and forming the professional identity of learners. Studies underlined that the role of the hidden curriculum in teaching professionalism and shaping consequences. Conclusion: The Medical education should be reviewed in such a way that the professionalism education of medical students is included in all levels of education in addition to paying more attention to the hidden curriculum, as well as developing a written formal curriculum for medical professionalism.
