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.
