Introduction: It is very important to create an effective virtual learning environment similar to the environment of a university classroom. Paying attention to the student's sense of place is required in this virtual learning space. Virtual learning environments have a significant effect on student's thinking, feelings, interaction, performance and participation. Considering the ambiguity of concept’s dimensions in medical education literature and the importance of familiarity with the concept, a scoping review study was conducted. This study aims to identify the components of the sense of place concept in medical students’ virtual education space. Method: A six- step scoping review methodology was followed to identify and report on literature that describes components of sense of place concept in virtual medical education: Identify the research question, Identify relevant studies, Select studies to be included, Chart the data, Collate, summarize and report results, and Consult with stakeholders. To find related studies, a search was made in Web of Science, ERIC, Google scholar and manual search in specialized journals of medical education from 2000 to 2022. Screening of studies was done during 2 stages and the final articles were selected based on the inclusion and exclusion criteria of the studies. Results: In total, 31 articles related to the concept of sense of place in the virtual education of medical students were reviewed. The studies included 11 descriptive cross- sectional articles,6 educational intervention articles, 5 qualitative articles, 4 mixed- method articles, and 5 review articles. A review of the studies carried out in this field led to the identification of components of creating a sense of place in the medical education environment of medical students, which include: guided learning context, virtual learning context based on technology, cognitive presence teacher, contribution of students, socialization processes, learner characteristics, proper organization of medical curriculum and institutional factors. conclusion: By identifying the factors which influence creating of the sense of place in virtual education ,the designers of electronic learning environment, medical teachers and managers of medical education can help to involve more students in the learning process and contribute to their academic success by considering these factors during virtual teaching and designing virtual learning environments.
Introduction: Virtual education in the field of medicine is not a new topic, but it has received special attention due to the limited attendance of students during the covid-19 pandemic. In the current research, the methods of face-to-face training and offline training (virtual- electronic) in learning the concepts of advanced cardiopulmonary resuscitation have been carried out among interns in the emergency department of Besat Hospital in Hamadan Methods: In this interventional study, 60 medical interns from the emergency department of Ba'ath Hospital, Hamadan, were randomly divided into two groups of 30 people in the first 6 months of 2019, one group receiving face-to-face training and the other group receiving non-attendance (virtual) training. were trained. The theoretical and practical skills of both groups were evaluated and measured before and after the training and were compared and analyzed using descriptive statistics and inferential statistical tests. Results: The average theory score of interns under non-face-to-face training was significantly higher than that of interns under face-to-face training (P=0.013). However, no significant difference was observed in terms of the average OSCE score (P=0.136). The academic level and basic information of the studied interns were the same in both groups, so there was no statistically significant correlation between the students' theory and ASK scores with age, sex, academic average, and months of internship. In terms of students satisfaction, there was no significant difference between the students under face-to-face and non-face-to-face education in terms of satisfaction. Conclusion: Both face-to-face and non-face-to-face training methods are effective in learning advanced cardiopulmonary resuscitation concepts in emergency department interns. The effectiveness of non-attendance training in learning theoretical knowledge is more than practical skills.
Introduction: Clinical education is one of the most important parts of medical and paramedical education that prepares students for clinical skills in a clinical environment. Since the evaluation of clinical education environment using an appropriate tool has an important role in increasing students' motivation and learning, this study was conducted to investigate the educational environment of the operating room of the Zahedan University of Medical Sciences. Methods: This descriptive- analytical cross- sectional study was conducted in 2021 using valid and reliable questionnaire (IMOTEC) by census sampling method on 48 operating room students of the Zahedan University of Medical Sciences. Data were analyzed using descriptive statistics Independent t- test, ANOVA through SPSS. Results: Out of 48 participants who completed the questionnaire, 27 (56.2%) were girls and 21 (43.8%) were boys. From the perspective of 75% of students, the educational atmosphere of the operating room of the Zahedan University of Medical Sciences was evaluated as favorable. Of the five areas of educational atmosphere, the coaching area received the highest score (40.25 ± 11.70) and the support area received the lowest score (4.62 ±3.12). There was no significant difference between the operating room educational atmosphere and its domains among male and female students. Conclusion: According to the current findings, the total score of the evaluation of the educational atmosphere of the operating room was at a favorable level from the students' view point. Due to the low level of students' satisfaction in the field of support,it is suggested by improving supportive learning environment in clinical education can promote the satisfaction in the field of support and workload.
Introduction: Using smart phone and social media in medical education get popular. This study aimed to evaluate the effect of providing a study guide and rules of endodontics department with smart phone based on Tritapp application as one of the special medical social networks on general dentistry students' satisfaction and self- reporting of their capabilites in fundamental endodontics course. Methods: This quasi- experimental study was performed on fourth year general dentistry students of Tehran University of Medical Sciences in Endodontics Basics course. The students were divided into two equal random groups. In the control group, the rules and textbook of practical endodontics basics were presented in the relevant common method, while in the experimental group, in addition to the usual method of endo department, the rules of endo department were presented using the social network Tritapp. Then, in order to assess satisfaction, at the end of the course, a valid and reliable questionnaire for measuring satisfaction was provided to students. Finally, the obtained data were analyzed using Chi- square, t- test and Mann- Whitney statistical tests through SPSS. Results: The evaluation of students' satisfaction with Tritapp software showed that in the field of TritApp design 44.5%, in the field of easy application and use of the software, 55.5%, in the field of receiving appropriate and complete answers from the support system, 27.8%, and in the field of this software being helpful in the corona pandemic period, 83.4% answered in the affirmative and strongly agreed state. Despite the overall level of satisfaction with the study guide and department rules between the intervention group and the control group there was no statistically significant difference (p>0.05), but descriptively, in the intervention group, higher satisfaction was observed than the control group, in a way that all the students in the intervention group (100%) believed that the use of TritApp software as a teaching application helps to provide a study guide and endodontic department rules that will prevent the students from going astray and wasting time. Also, there was no statistically significant difference between students in the intervention group and the control group in the field of self- expression of competence (p>0.05). Conclusion: In both groups, satisfaction of providing a study guide and self-expression of competency were the same. It seems that the student support in conventional mode and by social media affect similar on satisfaction of dental students in fundamental endodontic course.
Introduction: Universities of medical sciences are the pillars of the health system, and Accreditation is one of the methods of evaluation of these universities. Therefore, the aim of this study was identification and ranking of effective factors on proper implementation of accreditation at Zabol University of medical sciences . Methods: The research method was a combination of qualitative and quantitative survey and data collection was library-field using questionnaire. Statistical community in the qualitative section was 20 experts in the related fields, and the statistical population in the quantitative part included all managers and faculty members of Zabol University of medical sciences that 120 people were selected by Cochran formula as a statistical sample. Sampling in the qualitative part was purposeful and in quantitative part, was random sampling. The data collection tool was a researcher-made questionnaire consisting of 93 items, which included 20 dimensions of factors affecting accreditation. The statistical methods used in this study were confirmatory factor analysis, factor load and t-statistic by bootstraping method through Smart PLS and SPSS. Results: Based on results 20 dimensions and 109 components were identified.The identified factors were effective in the path of proper implementation of accreditation in Zabol University of medical sciences as follows: The dimensions of clinical education (961.0), financial management (930.0), educational and administrative atmosphere (929.0), goals and missions of the university (918.0), organizational structure (910.0) ), Information Technology (903.0), Management (902.0), Teaching-learning process (902/0), Education staff (899.0), Learners (894.0), Humanities resources (894.0), Services and Facilities (888.0), Learning Resources (881.0), Organizational Citizenship (803.0), Accreditation (734.0), Research Services (717.0), Quality Assessment and Quality Assurance (713.0), International Cooperation (699.0), Innovation and Entrepreneurship (670.0) and Cultural Programs (610.0). Conclusion: According to the results and common presentation of medical sciences education with health care services, reviewing accreditation indicators particularly in clinical education because of no attention to clinical education components in accreditation components of medical sciences universities, is necessary.
