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Rasul S, Chaudhry S, Rasheed A. The Effect of Teaching Professionalism by Using Real Lifetime Scenarios in Undergraduate Medical Students: An Educational Trial. J Adv Med Educ Prof 2024; 12:79-87. [PMID: 38660431 PMCID: PMC11036315 DOI: 10.30476/jamp.2024.100869.1904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Revised: 01/08/2024] [Indexed: 04/26/2024]
Abstract
Introduction The objective of this research is to evaluate the effect of teaching professionalism by real lifetime scenario to undergraduate MBBS medical students. Methods This comparative quasi-experimental trial was conducted in OBS/GYN department from May 2019 to Jan 2020. The final year MBBS students of Shalamar Medical and Dental College, Lahore, who attended the clinical rotation of Gynae OBS were enrolled in the study using consecutive sampling. Each batch consists of 15 students. The first two batches were taken as active control, whereas the third batch was taken as an interventional group. The certified faculty in medical education assessed professionalism by using P-MEX at the start and end of the rotation in the gynae ward. P-MEX data are presented as mean and standard deviation. The comparison between the two groups was done using independent sample t-test, and pre- and post-comparison within group was done by paired sample t-test. P-value less than 0.05 was considered as significant. Results Among the 45 students, 28(62.22%) were male and 17(37.78%) were female. Age and gender were statistically similar in both groups. The average total score, at the start of the rotation of the intervention group was 1.95±0.294, whereas the active control group was 2.23±0.31. At the end of the rotation, the average total score of the intervention group was 3.22±0.48 and active control was 2.56±0.53. Pre- and post P-MEX score was statistically significant with P<0.001. Conclusion This research showed that the teaching of professionalism using real lifetime scenarios led to statistically significant improvement of professionalism in the form of P-MEX mean score among final MBBS students.
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Affiliation(s)
- Shazia Rasul
- Adjunct Faculty Medical Education, Shalamar Medical & Dental College, Lahore, Pakistan
| | - Saima Chaudhry
- Department of Oral Pathology, University of Health Sciences, Lahore, Pakistan
| | - Aflak Rasheed
- Department of Rheumatology, Sheikh Zayed Post Graduate Medical Institute, Lahore, Pakistan
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Sumathy MK, Zayapragassarazan Z, Pai DR, Wyawahare M. Core Procedural Skills to be Taught for III-Year Undergraduate Medical Students: A Modified Delphi Study. J Adv Med Educ Prof 2024; 12:88-94. [PMID: 38660436 PMCID: PMC11036319 DOI: 10.30476/jamp.2023.100111.1873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 12/06/2023] [Indexed: 04/26/2024]
Abstract
Introduction While medical students are expected to learn procedural skills during their training, there is no consensus on their level of learning. Further, the most essential procedural skills across medical curricula which need to be taught during their III-year clinical posting are often not considered. The purpose of this study was to identify the core procedural skills needed to be taught during the III-year undergraduate medical students clinical posting. Methods A three-round, online Modified Delphi method was used to identify consensus on selecting the most essential procedural skills prescribed in National Medical Commission (NMC) curriculum 2019. In Round 1, a list of 54 procedural skills from the National Medical Commission's (NMC) Graduate Medical Education Regulations (GMER) 2019 curriculum was distributed to 22 experts in pre-clinical medical education and multidisciplinary clinicians.They rated the skills in terms of importance. In Round 2, the skills that received consensus in Round 1 were presented, resulting in 13 skills for evaluation. Round 3 further narrowed down the skills to a final consensus of 6. An interclass correlation coefficient of 0.767 among experts indicates a substantial level of reliability. Results Consensus was achieved for six procedural skills, each demonstrating over 80% agreement among the experts. These skills include basic life support, intravenous cannulation, urinary catheterization for both male and female patients, nasogastric tube insertion, oxygen administration, and basic suturing. Notably, all these skills received the highest level of agreement, surpassing 90% consensus. Conclusions The results of the modified Delphi study offer crucial insights into the procedural skills that should be included in the curriculum for third-year undergraduate medical students during their clinical rotations in a tertiary care teaching hospital. Faculty members at these institutions differ in their opinions regarding the importance of teaching specific procedural skills, influenced by their teaching background and the student cohorts they instruct. From a comprehensive list, six skills have been pinpointed as the most vital through the modified Delphi technique. Moreover, the Delphi technique is acknowledged as a valuable method for achieving a consensus on prioritizing the training of certifiable skills.
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Affiliation(s)
- Masanam Kasi Sumathy
- Department of Medical Education, Jawaharlal Institute of Medical Education and Research (JIPMER), Puducherry, India
| | | | - Dinker Ramananda Pai
- Surgery and Director of Medical Simulation Centre, Mahatma Gandhi Medical College and Research Centre, Puducherry, India
| | - Mukta Wyawahare
- Department of Medicine, Jawaharlal Institute of Medical Education and Research (JIPMER), Puducherry, India
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Nasiri E, Shokrpour N. Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage. J Adv Med Educ Prof 2024; 12:45-50. [PMID: 38313421 PMCID: PMC10837470 DOI: 10.30476/jamp.2023.99829.1856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Accepted: 11/29/2023] [Indexed: 02/06/2024]
Abstract
Introduction Medical education is beyond gaining a certain level of knowledge and mastering a specific set of skill. Medical students should try to improve the self and system, which necessitates personal growth and professional identity development. In this study, we aimed to investigate the factors which contribute to the formation of professional identity of medical students in basic sciences stage and finding out the significance of each factor. Methods In this cross-sectional practical survey, semi-structured interviews were done with 10 medical students. The interview results yielded several items, which were used to make a 14-item questionnaire, the validity and reliability of which were verified. The contribution of the items to the factors was verified through factor analysis, the prerequisites of which were KMO and Bartlett test, which were done and approved. The significance of the factors obtained was evaluated and ranked through one sample t-test and Friedman test, respectively. Results The result showed that professional identity development in the stage of basic sciences was influenced by several factors, including educational, socioeconomic, personal, and familial ones. Also, the personal factor ranked first, followed by socioeconomic, educational, and familial factors, respectively. Conclusion In this study, it was concluded that the participants were more influenced by their own personal attitudes as compared to their familial, socioeconomic, or educational factors. Moreover, the factors which contributed to the professional identity of medical students were not at the same level of significance. To train physicians with high professional identity, medical education authorities are recommended to consider the above-mentioned factors.
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Affiliation(s)
- Elham Nasiri
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nasrin Shokrpour
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Abdul-Wahab Kadhum A, Rushdi Abdullah A, Mujahid A. Increasing Levels of Serum Anti-Spike S1-RBD IgG after 120 Days of the Pfizer-BioNTech-mRNA Second Dose Vaccination. Arch Razi Inst 2023; 78:1071-1075. [PMID: 38028836 PMCID: PMC10657966 DOI: 10.22092/ari.2022.359934.2517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Accepted: 11/26/2022] [Indexed: 12/01/2023]
Abstract
Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) mRNA vaccines, such as Pfizer-BioNTech, have demonstrated high efficacy; however, there is limited data on the duration of immune responses besides their relationships with age, gender, body mass index (BMI), and the presence of previous coronavirus disease-2019 (COVID-19) infection. This study aimed to evaluate SARS-COVID-19 Anti-Spike IgG levels after 30 days (one month) and 120 days (four months) of the 2nd dose of Pfizer-BioNTech vaccine given to medical students at Al-Iraqi University, Baghdad, Iraq. This study was performed after the obtainment of the acceptance and approval of the Medical College of Al-Iraqi University and the Iraqi Ministry of Health. Two groups of students were randomly picked up from the Medical College of Al-Iraqi University. They were completely vaccinated by administering two doses of Pfizer-BioNTech/0.5 ml for each dose. After taking their permission, 5 ml of their blood (one group after one month and the second group after four months of vaccination) was drawn in the Higher Education lab inside the Medical College of Al-Iraqi University. It took approximately four months to collect the samples (from October 2021 until February 2022). Following that, serological analysis was done for measuring the SARS-CoV-2 spike protein IgG by using Elabscience/SARS-CoV-2 spike protein IgG ELISA Kit (USA) (+ve <0.06) that was performed in the Higher Education lab of Medical College of Al-Iraqi University. Demographic data were also collected from participants, including age, gender, BMI, blood group, and the presence of previous COVID-19 infection. For statistical analysis, SPSS (version 26) and STATISTICA (version 12) were used to input, check, and analyze data. Standard approaches of frequencies and percentages were used for qualitative variables, while for quantitative variables, mean±standard deviation was used. A P-value of <0.05 was considered a significant plasma level of the SARS-COVID-19 Anti-Spike IgG. The study results showed that in group 1 (after one month of the 2nd dose), the male-female ratio was 62.2: 37.8, the mean age of the vaccinated students was 28.2000 years old, and the BMI was 25.5454 kg/m2 with 33.3% previously COVID-19 infected individuals. In group 2 (after four months of the 2nd dose), the male-female ratio was 44.4: 55.6, the mean age of the vaccinated students was 25.8444 years old , and the BMI was 24.7584 kg/m2 with 24.4% previously COVID-19 infected individuals. The plasma levels of SARS-COVID-19 Anti-Spike IgG after the 2nd dose of the Pfizer-BioNTech vaccine in group 1 (one month) and group 2 (four months) were statistically non-parametric. Once the independent two samples Mann-Whitney test was used, a significant difference (P<0.05) was observed in SARS-COVID-19 Anti-Spike IgG plasma levels after 30 days of the 2nd dose of the Pfizer-BioNTech vaccine administration, compared to the 120 days of administration. In conclusion, SARS-COVID-19 Anti-Spike IgG levels significantly increased in group 2 (four months after the 2nd dose of the Pfizer-BioNTech vaccine), compared to group 1 (one month after the 2nd dose of the Pfizer-BioNTech vaccine).
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Affiliation(s)
- A Abdul-Wahab Kadhum
- Medical Microbiology Department, Medical College, AL-Iraqia University, Baghdad, Iraq
| | - A Rushdi Abdullah
- Medical Microbiology Department, Medical College, AL-Iraqia University, Baghdad, Iraq
| | - A Mujahid
- Medical Microbiology Department, Medical College, AL-Nahrain University, Baghdad, Iraq
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Pirzadeh A, Kamran A, Hasanzadeh M. The Relationship between Professional Identity, Performance and Attitude to Medical Errors Self-reporting among Medical Students. J Adv Med Educ Prof 2023; 11:61-67. [PMID: 36685145 PMCID: PMC9846100 DOI: 10.30476/jamp.2022.94403.1584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 08/18/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Medical errors are a serious problem in providing medical care and ensuring the health of society, and discovering the causes of errors to minimize the possibility of their occurrence is one of the main challenges in the field of treating patients. This study aimed to determine the relationship between professional identity, performance and attitude to self-reported medical errors among medical interns of Ardabil University of Medical Sciences. METHODS This cross-sectional analytical study was conducted on 187 medical interns with census method in five Ardabil educational hospitals in the second semester of 2020-2021. Data collection tool was a questionnaire consisting of 3 parts (demographic, self-reported attitude towards medical errors and professional identity). The validity of the questionnaire was evaluated using Content validity index (CVI) and Content validity ratio (CVR). The reliability of the attitude section was 0.78 and 0.86 for professional identity section. Data analyses were performed using the IBM SPSS Statistics, version 21 by descriptive statistics, such as mean and standard deviation and independent T-test, chi-square and one-way ANOVA. P-values <0.05 were considered statistically significant. RESULTS The mean scores of students' attitudes towards self-report and professional identity were 55.6±8.8 and 60.4±9.8. Less than 50% of the students declared the possibility of reporting their medical errors. There were no significant differences in the mean scores of self-reported attitude, medical error and professional identity according to grade point average, type of faculty and students' gender (P>0.05). CONCLUSION The attitude and performance of students regarding the self-disclosure of medical errors was not satisfactory, and it seems that the analysis of the educational programs in the education of medical errors and the legal and ethical aspects of errors needs serious attention.
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Affiliation(s)
- Akbar Pirzadeh
- Department of Surgery, School of Medicine, Fatemi Hospital, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Aziz Kamran
- Department of Community Medicine, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran
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Saeed S, Kashif U, Zaki S, Samad K, Yousuf MZ, Raza M, Jabbar S, I Khan U. Teaching Clinical Skills Using Online Modality through Modified Peyton's Framework: An Experience from a Medical University in Pakistan. J Adv Med Educ Prof 2023; 11:15-23. [PMID: 36685146 PMCID: PMC9846095 DOI: 10.30476/jamp.2022.95986.1669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 10/22/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Medical institutions worldwide faced an unprecedented situation during COVID-19 of identifying alternative strategies to sustain the continuum of learning process. This led to several innovations in the traditional medical curriculum. This study explored the effectiveness and feasibility of using the Peyton's framework modified for a virtual platform (Microsoft Teams) for teaching clinical skills to first and second-year medical students at The Aga Khan University, Karachi, Pakistan. METHODS In 2020-2021, the modified Peyton's framework was integrated in the clinical skills (CS) curriculum for all first- and second-year students (N=200). For evaluation, a mixed-method design was used, with pre-and post-session questionnaires. Students' satisfaction was obtained through the standard session evaluation tool of the university. For the qualitative arm, to explore the instructors' experiences, purposive sampling was used (n=8) and a focused group discussion (FGD) was conducted. Finally, performance of the students at the end of year summative Objective Structured Clinical Examination (OSCE) was compared with the students of previous year. Quantitative data were analysed using STATA® version 15.1, using paired t-test to compare the differences in OSCE scores in selected CS stations. A p-value of <0.05 was considered significant for all tests. The FGD was transcribed and analysed through manual content analysis. RESULTS Nine clinical skills (that included history and examination skills) were taught using the virtual platform. There was a significant improvement in post-session questionnaires in seven of these skills (p value <0.01). Session evaluations showed that most students were satisfied with the learning experience. The instructors showed that the online teaching offered a promising platform for teaching history taking skills. The OSCE scores showed mixed results, with significant improvement in two out of four repeated stations by using paired t-test [abdominal exam (87.33 ± 8.99, <0.001); and precordial examination (88.45 ± 8.36, 0.001)]. CONCLUSIONS Modifying Peyton's framework to a virtual platform allowed us to sustain the continuum of clinical education during the COVID-19 pandemic. The results support the use of a blended learning environment for teaching clinical skills.
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Affiliation(s)
- Sana Saeed
- Department of Pediatrics and Child Health and Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Urooj Kashif
- Department of Obstetrics and Gynecology, The Aga Khan University, Karachi, Pakistan
| | - Samar Zaki
- Department of Family Medicine, The Aga Khan University, Karachi, Pakistan
| | - Khalid Samad
- Department of Anesthesiology, The Aga Khan University, Karachi, Pakistan
| | - Muhammad Zuhair Yousuf
- Department of Biological & Biomedical Sciences, The Aga Khan University, Karachi, Pakistan
| | - Mahanoor Raza
- Department of Pediatrics and Child Health and Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Shahjahan Jabbar
- Office of Undergraduate Medical Education, The Aga Khan University, Karachi, Pakistan
| | - Unab I Khan
- Department of Family Medicine, The Aga Khan University, Karachi, Pakistan
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Arumugam S, Kumar Subbiah N, Jhansi Priya S. A Study on the Performance and Perception of Medical students in Online Spotter versus Traditional Spotter Examinations. J Adv Med Educ Prof 2022; 10:246-252. [PMID: 36310672 PMCID: PMC9589066 DOI: 10.30476/jamp.2022.94591.1597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 05/11/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Medical institutions around the world are exploring various newer modes of teaching and assessment methods to incorporate into the teaching curriculum. In this changing situation, e-learning methods are being widely used. For determining the effectiveness of a new learning method, assessment should be done since learning and assessment are intricately associated. One such newer method of testing practical anatomy knowledge is online spotter examination. The present study was conducted to correlate the students' performance between traditional and online spotter exam and analyse the students' perception about both exam patterns. METHODS A cross-sectional descriptive study was conducted among 120 first year medical students after obtaining ethical approval from the Institute Research and Ethics committee. Students were selected using simple random sampling method. Two modes of practical examination, traditional and online spotter, were conducted. After the examination, mean scores of OSE and TSE were compared using independent sample t-test. A questionnaire was given to collect data on their perception about the exam pattern, and the responses were scored using Likert scale. RESULTS The performance mean score in online spotter exam was higher compared to traditional spotter exam. Analysis of the students' perception about the exam pattern revealed that they preferred the online examination. This could be attributed to advantages of online teaching and learning using audio-visual aids with good quality images (84=70%), easy to answer in multiple choice question (78=65%), quick results (108=90%), absence of bias in evaluation (108=90%), easy for future online postgraduate entrance exams (114=95%), and overall time limit and its advantages (84=70%);the only drawback was anxiety about internet connectivity (96=80%). CONCLUSION Online spotter exam can be conducted for routine formative assessment under controlled conditions to improve the students' knowledge and enhance their confidence and adaptability for future online exams.
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Sasannia S, Amini M, Moosavi M, Askarinejad A, Moghadami M, Ziaee H, Vara F. Critical appraisal skills training to undergraduate medical students: A Randomized Control Study. J Adv Med Educ Prof 2022; 10:253-258. [PMID: 36310666 PMCID: PMC9589073 DOI: 10.30476/jamp.2022.94852.1610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Accepted: 05/15/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Critical appraisal skills are presumed to perform a principal part in evidence-based health education and practice methods. This study aimed to design an educational intervention around critical appraisal in this context, evaluate the efficacy of the teaching methods, and investigate critical appraisal skills training to undergraduate medical students. METHODS In this prospective Randomized Control Trial (RCT), 256 sixth-year undergraduate medical students from Shiraz University of Medical Science, Shiraz, Iran, participated. 124 of the students were not taught critical thinking methods as a control group, and 132 participants were taught critical thinking methods by multi-media and attended an online Critical Appraisal Skills (CAS) training workshop as an intervention group. We used the Critical Appraisal Skills Programme (CASP) questionnaire to evaluate students' knowledge, attitude, confidence, and appraisal skills. This questionnaire was translated into Persian for the first time in Iran by Shokooh Varai, et al. They investigated its validity and reliability, the reliability of the questionnaire being obtained by the Richardson Index (0.75), and the validity being confirmed by some faculty members of Tehran Nursing and Midwifery School. To compare both control and intervention groups, we used an independent t-test and a Chi-Square test at a significance level of 5%, and to analyze the demographic information, we applied some descriptive statistics: frequency, frequency percentage, mean and standard deviation. All of the statistical approaches were analyzed, using SPSS 22. RESULTS In all dimensions of the critical appraisal skills, medical students who completed the critical appraisal multi-media training and workshop performed better than those who did not (control group), and this difference was statistically significant (p<0.05). Moreover, the Chi-Square test results showed no statistical relationship between the groups regarding the demographic variables (p>0.05). Also, the Cohen's D effect size values in the knowledge and confidence dimensions were greater than 0.5; this meant a large effect. Regarding the attitude and appraises Skill dimensions, the effect size was between 0.2 and 0.5, which meant a medium effect. CONCLUSIONS Teaching critical appraisal skills through multi-media and CAS online workshops to medical students effectively improves the students' knowledge and confidence in appraising articles. This teaching also indicated a medium effect on students' attitudes and behavior. Our findings can justify implementing critical appraisal skills teaching modules in the undergraduate medical education curriculum.
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Affiliation(s)
- Sarvin Sasannia
- Research Committee, School of Medicine, Shiraz University of Medical Science, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mahsa Moosavi
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Amir Askarinejad
- Research Committee, School of Medicine, Shiraz University of Medical Science, Shiraz, Iran
| | - Mana Moghadami
- Research Committee, School of Medicine, Shiraz University of Medical Science, Shiraz, Iran
| | - Hasti Ziaee
- School of Medicine, University of Central Lancashire, Preston, England
| | - Fatemeh Vara
- Research Committee, School of Medicine, Shiraz University of Medical Science, Shiraz, Iran
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Charokar K, Dulloo P. Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learne. J Adv Med Educ Prof 2022; 10:135-144. [PMID: 35910513 PMCID: PMC9309162 DOI: 10.30476/jamp.2022.94833.1609] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 05/21/2022] [Indexed: 06/15/2023]
Abstract
The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fast-growing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-to-practice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.
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Affiliation(s)
- Kailash Charokar
- Department of General Surgery and Medical Education Unit, People's College of Medical Sciences & Research Center, Bhopal, Madhya Pradesh, India
| | - Puja Dulloo
- Department of Physiology, Faculty NMC Nodal Center, Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India
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Keykha A, Keykha E. Rearrangement of mentoring components for Student Achievement of medical universities. J Adv Med Educ Prof 2022; 10:179-190. [PMID: 35910519 PMCID: PMC9309167 DOI: 10.30476/jamp.2022.93404.1526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 02/22/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Mentoring programs are the most important factor in the achievement of students' human capital. However, in Iran's higher health education system, these initiatives have received less attention. The goal of this research is to reorganize the components of mentoring for medical university student achievement. METHODS This qualitative study was conducted using a Meta synthesis method. Keywords of mentoring medical students, mentoring academics students, human capital development, student development, and mentoring were searched in database: Science Direct, Springer, Wiley Online Library, ERIC, Sage, Emerald, Pub Med from 2000 to 2021. Out of total 91 studies, finally 51 studies were selected. RESULTS The findings are divided into two parts. The first part deals with the characteristics of faculty members and students in the mentoring programs of medical universities. These features include student-specific characteristics, faculty-specific characteristics and common characteristics. In the second part of findings, the components of mentoring programs were extracted. These components include university, communication, soft capacities; before the implementation of the program, during program implementation, monitoring and evaluation of program implementation, and consequences of program implementation. CONCLUSION The suggested components should be examined by managers of the higher health education system for student human capital development due to the relevance of mentoring programs in the development of medical students' human capital.
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Affiliation(s)
- Ahmad Keykha
- Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
| | - Elham Keykha
- Department of Oral Medicine, Dentistry School, Qom University of Medical Science and Health Services, Qom, Iran
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Hayat AA, Shateri K, Kamalian Fard S, Sabzi Shahr Babak E, Faraji Dehsorkhi H, Keshavarzi MH, Kalantari K, Sherafat A, Ghasemtabar SA. Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey. J Adv Med Educ Prof 2022; 10:105-112. [PMID: 35434151 PMCID: PMC9005757 DOI: 10.30476/jamp.2021.91264.1438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 11/14/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Evidence suggests that the performance of medical students is affected by the quality of teaching of clinical teachers, and the higher teachers' teaching quality leads to better students' clinical performance. Hence, the present research aimed to investigate the association between teaching self-efficacy and quality of bedside teaching among medical teachers. METHODS This is a cross-sectional study. To this end, 242 medical teachers and 830 medical students from 6 universities in different cities were selected using convenience sampling. The medical teachers filled out Physician Teaching Self-Efficacy Questionnaire (α=0.93), and medical students completed the quality of bedside teaching questionnaire (BST) (α=0.91). Confirmatory factor analysis (CFA), Pearson correlation coefficient, and multiple regression were used to analyze the collected data through SPSS 23 and Smart-PLS3 software. RESULTS The results of confirmatory factor analysis (CFA) demonstrated that all items and measurement models had adequate reliability and validity to enter the final analysis (α>0.7, CR>0.7 AND AVE>0.50). Furthermore, the results showed teaching self-efficacy (r=0.27, p<0.001) and its components including self-regulation (r=0.24, p<0.001), dyadic regulation (r=0.22, p<0.001), and triadic regulation (r=0.33, p<0.001) had a positive and significant relationship with quality of bedside teaching. Also, the results of multiple regression revealed that among the predictor variables, only the triadic regulation variable could predict the quality of bedside teaching of medical teachers (β=0.326, p<0.001). CONCLUSION According to the findings, as the medical teachers' teaching self-efficacy improves, they can provide high-quality teaching to students, which in turn will lead to better learning and, therefore better performance for medical students.
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Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Karim Shateri
- Department of Primary Education, Abdanan Center, Islamic Azad University, Abdanan, Iran
| | | | | | | | | | | | - Alireza Sherafat
- School of Medicine, University of Central Lancashire, Preston, England
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Javaeed A, Abdul Rasheed A, Manzoor A, Ain QT, Raphael D Costa P, Ghauri SK. Empathy scores amongst undergraduate medical students and its correlation to their academic performance. J Adv Med Educ Prof 2022; 10:99-104. [PMID: 35434146 PMCID: PMC9005761 DOI: 10.30476/jamp.2022.93026.1512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Empathy is one of the soft skills required for building rapport and having meaningful patient-doctor interaction. Its effect on academic performance at the undergraduate level amongst Pakistani medical students is not known. This study was done to assess the relationship between empathy and gender, and the academic performance of undergraduate medical students of Azad Kashmir. METHODS This cross-sectional study was done in Poonch Medical College, Azad Kashmir, Pakistan, from May 2018 to May 2019. The sample size for this study consisted of 200 students, determined by Krejcie and Morgan sample size determination chart. Students who agreed to participate in the study were enrolled according to convenience sampling using google forms. The Interpersonal Reactivity Index (IRI) questionnaire was utilized as the data collection tool. Data were analyzed using SPSS version 25. The ethical review board approved the study. Comparisons between males and females at the IRI questions level, IRI domains level, and total IRI were made using the Mann-Whitney U test. The Spearman Rank Correlation test was used to assess the correlation between academic performance, IRI domains, and total IRI scores. A one-way ANOVA test was done to assess the relationship between academic performance and their study years. RESULTS A total of one hundred and fifty-one students (males 83, females 68, response rate 75.5%) participated in the study from the third to the final year of medical college. The mean empathy scores of males and females were 90.76 ± 8.39 and 91.72 ± 9.76 (p-value = 0.552). On the empathic concern scale, female students had significantly higher empathy scores (25.44 ± 3.49) than males (23.78 ± 3.88) (p-value=0.008). No significant correlation was found between the empathy scores and academic performance, using Spearman's correlation test (p>0.05). CONCLUSION Females showed significantly higher empathy scores than males for two Interpersonal Reactivity Index items and empathic concern scale. Overall, male and female students had similar total empathy scores. The relationship between empathy and academic performance was non-significant.
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Affiliation(s)
- Arslaan Javaeed
- Department of Pathology, Poonch Medical College, Rawalakot, Azad Kashmir, Pakistan
| | - Asifa Abdul Rasheed
- Department of Pathology, Poonch Medical College, Rawalakot, Azad Kashmir, Pakistan
| | - Anum Manzoor
- Department of Pathology, Poonch Medical College, Rawalakot, Azad Kashmir, Pakistan
| | - Qurra-Tul Ain
- Department of Pathology, Poonch Medical College, Rawalakot, Azad Kashmir, Pakistan
| | | | - Sanniya Khan Ghauri
- Department of Emergency Medicine, Shifa International Hospital, Islamabad, Pakistan
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13
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Behmadi S, Asadi F, Okhovati M, Ershad Sarabi R. Virtual reality-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students: Virtual reality in medical education. J Adv Med Educ Prof 2022; 10:48-53. [PMID: 34981005 PMCID: PMC8720154 DOI: 10.30476/jamp.2021.89269.1370] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Revised: 12/11/2020] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Epidemics such as the recent one, COVID-19, have caused a change in education and its methods. Virtual simulation is one of the types of technology used in medical education and related sciences. Virtual simulation provides practical and clinical medical education in a safe, cost-effective, reproducible, and flexible learning environment where students can practice over and over in a standard environment. This study was conducted to compare the effect of virtual-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students in educational and medical centers affiliated to Birjand University of Medical Sciences Ferdows, Paramedical School, in 2020. METHODS This is a quasi-experimental study. َAll 44 students of emergency medicine registered for triage course participated in the study. They were divided into two homogenous groups which were matched based on their grade point average. The simple triage and rapid transport (START) triage course was taught in the traditional way- lecture based- from the beginning of the semester to the middle of the semester; then, the other group (simulation-based) was trained in the second half of the same semester using virtual simulation. RESULTS The students' rate of learning was measured by their scores at the end of the course exam in both groups. The mean scores of virtual simulation-based education were slightly higher than those of the lecture-based education, but it was not statistically significant (P>0.05). The students were more satisfied with virtual simulation-based education than the lecture-based and the difference between the mean scores of satisfaction was statistically significant (P>0.05). CONCLUSION The results of this study suggest that VR can effectively improve knowledge in undergraduate emergency student's education, but it was not more effective than traditional educational methods. More experimental studies with a larger sample size are needed to confirm that virtual simulation-based education can more effectively improve knowledge in teaching practical lessons such as triage.
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Affiliation(s)
- Saman Behmadi
- Management and Leadership in Medical Education Research Centre, Kerman University of Medical Sciences, Kerman, Iran
| | - Fariba Asadi
- Ferdows Paramedical School, Birjand University of Medical Sciences, Birjand, Iran
| | - Maryam Okhovati
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Roghaye Ershad Sarabi
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
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Stachteas P, Vlachopoulos N, Smyrnakis E. Medical students during the COVID-19 pandemic: Considerations and arguments on their clinical engagement. J Adv Med Educ Prof 2021; 9:238-242. [PMID: 34692862 PMCID: PMC8521214 DOI: 10.30476/jamp.2021.89092.1363] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 03/01/2021] [Indexed: 06/13/2023]
Abstract
During the recent COVID-19 pandemic, the clinical exposure of medical students has been hindered while the impact on medical education is under investigation. The potential negative impact of medical students on transmission rates, along with the shortages of Personal Protective Equipment (PPE), their lack of proper training, and their limited ability to work independently, give rise to reasonable concerns regarding their involvement in pandemic management. Nevertheless, the heavy workload could soon provoke severe deficiencies in the frontline medical workforce. Hence, the possibility of covering gaps in human resources by effectively deploying students should not be rejected in advance. Additionally, a pandemic poses a valuable learning opportunity for high-quality medical education. The aim of this commentary is to present a discussion with supporters and opponents of medical student engagement in the pandemic management and their involvement in placements requiring physical contact with patients. We also attempt to elucidate the necessary conditions for the students' possible involvement in clinical settings.
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Affiliation(s)
- Panagiotis Stachteas
- Laboratory of Primary Health Care, General Practice and Health Services Research, Faculty of Medicine, Aristotle University of Thessaloniki, Greece
| | - Nikolaos Vlachopoulos
- Laboratory of Primary Health Care, General Practice and Health Services Research, Faculty of Medicine, Aristotle University of Thessaloniki, Greece
| | - Emmanouil Smyrnakis
- Laboratory of Primary Health Care, General Practice and Health Services Research, Faculty of Medicine, Aristotle University of Thessaloniki, Greece
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Rasul S, Zahid Bashir M, Saleem S, Tahir S, Rasheed A, Ali Sabir M. Assessment of Medical Professionalism among Students and Faculty Members of Shalamar Medical and Dental College, Lahore. J Adv Med Educ Prof 2021; 9:204-210. [PMID: 34692858 PMCID: PMC8521216 DOI: 10.30476/jamp.2021.88433.1342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Accepted: 06/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Medical professionalism is an essential part of training and professional development of medical students. Unprofessional behavior in medical school may lead to professional misconduct in the future careers. The Learner's Attitude of Medical Professionalism Scale (LAMPS) is a self-assessment questionnaire. It has been used in this study to assess and compare self-reported attitudes about different domains of medical professionalism among First and Final Year students and Faculty of Shalamar Medical and Dental College (SMDC). LAMPS has been used to identify the gaps in the attitudes of medical students and professionals, which can be addressed through a training program of professionalism. METHODS This is a cross-sectional survey conducted in SMDC from June to Dec 2018. First Year and Final Year Students and Faculty were recruited by non-probability convenience sampling. The sample size was calculated by the Cochran's Formula, keeping the level of significance at 5% and margin of error at 3%. The reliability of LAMPS using Cronbach's alpha is 0.7. It has been validated by 32 experts followed by pilot testing. The domains of professionalism were scored according to Likert Scale. The data were analyzed using SPSS 24. T-test was used for comparison of the means. RESULTS There were a total of 204 study participants; 88 students from First Year, 78 from Final Year and 38 Faculty Members. Honor/Integrity was the most valued trait and Excellence/Autonomy was the lowest scored domain of medical professionalism. There was a significant difference among attitudes of the First and Final Year students in the domains of Excellence/Autonomy and Altruism. Excellence/Autonomy and Honor/Integrity showed a significant difference between the Final Year students and Faculty. CONCLUSIONS Medical students and faculty have significantly different views of certain attributes of professionalism. Honor/Integrity was the most valued trait and Excellence/Autonomy was the lowest valued trait of medical professionalism.
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Affiliation(s)
- Shazia Rasul
- Shalamar Medical & Dental College (SMDC), Lahore, Pakistan
| | - M Zahid Bashir
- Shalamar Medical & Dental College (SMDC), Lahore, Pakistan
| | - Sarosh Saleem
- Shalamar Medical & Dental College (SMDC), Lahore, Pakistan
| | - Shabnam Tahir
- Shalamar Medical & Dental College (SMDC), Lahore, Pakistan
| | - Aflak Rasheed
- Federal Post graduate Medical Institute Sheikh Zayed Hospital, Lahore, Pakistan
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Mahabamunuge J, Morel K, Budrow J, Tounkel I, Hart C, Briskin C, Kasoff M, Spiegel S, Risucci D, Koestler J. Increasing medical student confidence in gender and sexual health through a student-initiated lecture series. J Adv Med Educ Prof 2021; 9:189-196. [PMID: 34692856 PMCID: PMC8521215 DOI: 10.30476/jamp.2021.90099.1398] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 03/29/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Medical students self-report insufficient training in topics of gender and sexuality in medicine, which may ultimately lead to negative health outcomes in patients for whom they will provide care. This study aims to identify whether a student-initiated lecture series on topics related to gender and sexual health leads to greater student comfort with discussing topics related to diverse sexual content. METHODS Medical students matriculated during two consecutive academic years were invited to participate in the lecture series. Investigators administered anonymous pre- and post-series surveys (n=152 and 105 respondents, respectively) using google forms. Respondents rated their comfort levels discussing relevant topics and provided narrative feedback concerning strengths and areas for improvement of the lecture series. Overlaps between the 95% confidence intervals around pre- and post-series percentage of students comfortable/very comfortable discussing each topic were examined to compare pre- vs post-series comfort ratings. Narrative comments were reviewed for thematic feedback. RESULTS 105 medical students completed the lecture series, with 80% identifying as female. Self-assessed comfort levels across all seminar topics were greater in post- versus pre-lecture series surveys with the following topics showing the biggest differences (percentage of students "somewhat" or "very" comfortable [95% confidence intervals]: discussing sexuality with gender (68%[59-77] vs. 29%[22-36]) and sexual minority patients (84%[77-91] vs. 49%[41-57]), HIV prevention counseling (70%[61-78] vs. 20% [20-34]), identifying female genital cutting (44% [34-53] vs. 11%[6-16]), and discussing intimate partner violence (65%[55-74] vs. 33%[25-40]). Qualitative analysis indicated respondents found the lectures to be effective and believed they should be integrated into the required medical school curriculum. CONCLUSION Our student-initiated lecture series was associated with greater student comfort discussing topics related to gender and sexuality with patients. This framework represents a useful method to address gaps in medical education and has the potential to improve health outcomes in multiple populations.
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Affiliation(s)
- Jasmin Mahabamunuge
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Kayla Morel
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - John Budrow
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Innes Tounkel
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Cassidy Hart
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Camille Briskin
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Madison Kasoff
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Sarah Spiegel
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Donald Risucci
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
| | - Jennifer Koestler
- New York Medical College, Department of Medical Education, School of Medicine, Valhalla, NY, USA
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Afshar L, Yazdani S, Sadeghi Avval Shahr H. Professional identity of medical students: Proposing a Meta Static Structural Model. J Adv Med Educ Prof 2021; 9:211-220. [PMID: 34692859 PMCID: PMC8521217 DOI: 10.30476/jamp.2021.89121.1364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 06/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The realization of professionalism and its desirable consequences, as the most important goal of medical education, primarily depends on identifying the process and mechanism of the professional identity formation, which in turn requires the accurate identification of components and structure of the concept of professional identity. Therefore, the aim of this study was to synthesize a static structural model for professional identity, based on the results of our previous research. METHODS In this study the theory or model construction methodology was used to synthesize a static structural model of professional identity formation for medical students. In this regard, the Walker and Avant method was followed through three steps: specifying focal concepts, reviewing the literature, and organizing concepts into an integrated and efficient representation. RESULTS In this study, based on the analysis of 9 selected conceptual models in the field of socialization and professional identity, first the key concepts of each model were extracted and then by carefully examining these concepts and determining their relationships and reviewing related texts, dimensions and components of professional identity were determined and presented in the form of a comprehensive structural static model. CONCLUSION The advantage of the proposed model over the existing models is the explicit presentation of the dimensions, constructs, and sub-constructs of the concept of professional identity. In addition, this model can be used as a general pattern in all non-medical professions.
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Affiliation(s)
- Leila Afshar
- Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Shahram Yazdani
- Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Homa Sadeghi Avval Shahr
- Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Sebbani M, Adarmouch L, Mansouri A, Amine M. Social accountability: Attitudes and awareness among undergraduate medical students in Morocco. J Adv Med Educ Prof 2021; 9:1-7. [PMID: 33521135 PMCID: PMC7846711 DOI: 10.30476/jamp.2020.87197.1298] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION As future health professionals, medical students should be aware of their social accountability and their role in the society. The aim was to assess the attitudes and awareness of medical students regarding the social accountability and to identify the factors determining their attitudes and possible levers for action. METHODS Online survey among undergraduate students at the medical school in 2019 (N = 2128). The data collection tool was developed based on the literature review, the principles of social accountability SR and the toolkit (The development of the Students' Toolkit on Social Accountability of Medical Schools was a collaboration between the International Federation of Medical Students' Associations (IFMSA) and the Training for Health Equity Network (THEnet). The data were collected in December by LimeSurvey software version 1.90 and analyzed by SPSS version 16 according to the usual descriptive and bivariate. The Fisher test was used to compare two percentages and the Student t-test to compare two means on two independent samples (significance level was 0.05). The verbatims were grouped and analyzed. RESULTS 271 students participated (response rate = 12.7%). The mean age was 20.6±2.6 years (N = 257). The Female/Male ratio was 1.85. Only 33.5% had heard of social accountability. It was linked to "commitment to the community" in 75.1% of cases, "to be a good citizen" in 66.1% and "to be responsible for one's actions" in 56.4%. Nearly 79% thought that students did not really have a role in society and that they should focus on their studies. Being a member of an association was a factor determining the positive attitude towards the SA (82.1% versus 65.2%, p=0.031). Students believed that the school had some strategies of social accountability. The results of the verbatim emphasize the need to multiply the practices and opportunities for interaction with the social environment for students. CONCLUSION The level of knowledge of the concepts by the students seems to be average. It would be necessary to look for the means to plead in favor of reinforcing our school strategies to concretize the principles of SR while training the students.
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Affiliation(s)
- Majda Sebbani
- Community Medicine and Public Health Department, Research laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
- Clinical research unit, Mohammed VI university Hospital, Marrakech, Morocco
| | - Latifa Adarmouch
- Community Medicine and Public Health Department, Research laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
- Clinical research unit, Mohammed VI university Hospital, Marrakech, Morocco
| | - Adil Mansouri
- Community Medicine and Public Health Department, Research laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
- Clinical research unit, Mohammed VI university Hospital, Marrakech, Morocco
| | - Mohamed Amine
- Community Medicine and Public Health Department, Research laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
- Clinical research unit, Mohammed VI university Hospital, Marrakech, Morocco
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Lavender DM, Dekker AP, Tambe AA. Rising to the challenge: medical students as Doctors' Assistants; an evaluation of a new clinical role. J Adv Med Educ Prof 2021; 9:26-33. [PMID: 33521138 PMCID: PMC7846712 DOI: 10.30476/jamp.2020.87764.1320] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Accepted: 12/06/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The COVID-19 Pandemic brought clinical placements to a halt for many UK medical students. A University Hospitals Trust offered clinical phase students the opportunity to support the National Health Service (NHS) in newly defined roles as Doctors' Assistants (DAs). This study evaluates the experience of students working in a single NHS Trust. To our knowledge, this is the first report of medical students' perspectives on taking up a novel clinical role in the UK. METHODS An anonymised novel electronic survey was sent to all 40 DAs across a single University Hospitals Trust via email to determine student perceptions of several aspects of the role, including its value to learning and development, impact on well-being, and benefit to the clinical environment. A formal statistical analysis was not required. RESULTS Of the total cohort participating in the programme, 32 DAs responded (80% response rate). The experience was considered valuable to multiple aspects of learning and development, particularly familiarisation with the role of a Foundation doctor. Levels of confidence in training and support were high, and most DAs felt valued as part of the clinical team, and experienced no mental health issues resulting from their role. 53% of the participants felt their work was necessary or valuable to the team, and all reported a positive experience overall. CONCLUSION A new role allowed medical students to effectively provide clinical assistance during the COVID-19 pandemic. This provided immediate support to clinical teams as well as learning opportunities for the participants without detriment to their mental well-being, and could be a model for effective retention of medical students in clinical environments in the face of resurgence of COVID-19.
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Affiliation(s)
- Danielle M Lavender
- Department of Trauma and Orthopaedic Surgery, University Hospitals of Derby and Burton NHS Foundation Trust, UK
- University of Nottingham, UK
| | | | - Amol A Tambe
- Department of Trauma and Orthopaedic Surgery, University Hospitals of Derby and Burton NHS Foundation Trust, UK
- University of Nottingham, UK
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20
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Gharaati Jahromi MS, Amini M, Moosavi M, Salehi A, Delavari S, Hayat AA, Nabeiei P. Psychometric properties of the Persian version of bedside teaching (BST) Instrument. J Adv Med Educ Prof 2021; 9:44-49. [PMID: 33521140 PMCID: PMC7846718 DOI: 10.30476/jamp.2020.88501.1343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 12/06/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Bedside teaching plays a crucial role in acquiring essential clinical skills. Therefore, the main aim of this study is assessing the validity and reliability of the Persian version of German bedside teaching (BST) instrument. This instrument was specially developed for evaluation of bedside teaching. METHOD The present cross-sectional study was conducted on 150 last year medical students, using convenience sampling. The Persian version of the bedside teaching (BST) was used for data gathering. To calculate the reliability of the questions, Cronbach's alpha was used and to determine the construct validity of the questionnaire, confirmatory factor analysis was used. All analyses were performed in LISREL 10 and SPSS 21 software. RESULTS Cronbach's alpha indicated excellent reliability for each subscale (α =0.77-0.85). All of the value of the questions are more than a significant number of 1.96 and concluded to be significant. There was an acceptable fit between the hypothetical model and the data and all comparative fit indices (CFI, NFI, RFI, IFI) showed good model fitness. BST is a valid and reliable instrument for the assessment of clinical teaching at bedside. It has 18 items with 5 point Likert scales. CONCLUSION The findings suggest that the Persian version of the BST questionnaire is a valid and reliable tool for the evaluation of teachers and providing feedback in a clinical setting. However, more studies should be conducted in other cities in Iran.
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Affiliation(s)
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mahsa Moosavi
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Alireza Salehi
- Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Somayeh Delavari
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Parisa Nabeiei
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
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Velusami D, R Dongre A, N Kagne R. Evaluation of one-month foundation course for the first year undergraduate students at a Medical College in Puducherry, India. J Adv Med Educ Prof 2020; 8:165-171. [PMID: 33178844 PMCID: PMC7642479 DOI: 10.30476/jamp.2020.86857.1272] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Accepted: 08/22/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Medical Council of India has revised the undergraduate medical curriculum by introducing "Competency-based Medical Education" which emphasizes the foundation course of one-month duration. This period is said to be essential for students to get acclimatized to the new college environment. The present study evaluated the first one-month foundation course from students and faculty members' point of view. METHODS The present study was program evaluation. The study participants were all 150 first year medical students joining the college and preclinical department faculty in the academic year, 2019-20. The foundation program was pre-planned and implemented as per the Medical Council of India guidelines. The program was evaluated using a pre-designed questionnaire where the items were aligned with the research question and inputs were obtained from all faculty members. Kirkpatrick framework level 1 was used for evaluation. Feedback was received from the faculty members by force field analysis and from student's using a five-point Likert scale. A summative approach to the qualitative content analysis was done to identify certain themes from the text data and infer meaning for the force field analysis obtained from the faculty. Considering the high rating for most of the sessions, we arbitrarily considered values above 75% to reflect good consensus and below 75% to reflect poor consensus. Consensus measure expressed in percentage was obtained for each item. The quantitative data were analyzed using open Epi info version 7.0. RESULTS The consensus scores ranged from 73.7 to 83.3 percent. The sessions on learning styles, student support system, self-directed learning, communication skills, medical ethics, soft skills, and orientation to health systems in India reflected good consensus, indicating that these sessions were well received by the students. Other sessions like stress management, interpersonal skills, presentation skills, email writing and ethics for mobile usage reflected poor consensus, implying the need for further improvement. As per the faculty perception, good coordination, teamwork, and proper planning at interdepartmental and intradepartmental levels were the key features for the successful implementation of the course. CONCLUSION Overall, the sessions in the foundation course were well received by the students. As felt by both students and faculty, more interactive sessions need to be incorporated. The major strength of the course was the skill module, visit to special school, and field visit to the community and primary health center. The findings will help us to improve our next year foundation program to meet the purpose of the Foundation course.
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Affiliation(s)
- Deepika Velusami
- Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Kallitherthalkuppam, Madagadipet, Puducherry- 605 107, India
| | - Amol R Dongre
- Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital, Kallitherthalkuppam, Madagadipet, Puducherry-605 107, India
| | - Rajendra N Kagne
- Department of Forensic Medicine, Sri Manakula Vinayagar Medical College and Hospital, Kallitherthalkuppam, Madagadipet, Puducherry-605 107, India
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Hayat AA, Kojuri J, Amini M. Academic procrastination of medical students: The role of Internet addiction. J Adv Med Educ Prof 2020; 8:83-89. [PMID: 32426392 PMCID: PMC7188941 DOI: 10.30476/jamp.2020.85000.1159] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 02/03/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The internet is an essential and widely used tool for college students; however, high internet dependency can have negative consequences for students, especially regarding academic careers. Such students may tend to postpone their academic tasks. Hence, the current study examines the effect of Internet addiction on academic procrastination among medical students. METHODS We applied a cross-sectional correlational research design. 233 medical students of Shiraz University of Medical Sciences were selected through convenience sampling and participated in this study. To collect the data, we used two valid and reliable questionnaires. The first was Young's Internet addiction questionnaire (IAT-20), which consists of 20 items based on a 5-point Likert-type scale. The second was Solomon and Rothblum academic procrastination questionnaire, which consists of 18 items based on a 5 point Likert-type scale. We used Pearson correlation, independent T-test, and One-Way ANOVA to analyze the data in SPSS version 22, and considered a significance level of p < 0.05. RESULTS Results showed that 57.1% of the respondents were females, and the remaining were males. Findings indicated that 8 (3.43%) of the participants were classified as severe internet-addicted, and 28.85% of them had a high level of academic procrastination. The results indicated that there was a positive and significant correlation between Internet addiction and academic procrastination (r=0.39, with p<0.01). Also, there was a positive correlation between academic procrastination dimensions (writing a term paper, studying for an exam, keeping up with weekly reading assignments, performing administrative tasks, attending meetings and performing academic tasks in general) and Internet addiction (r=0.22, r=0.32, r=0.21, r=0.29, r=0.33, and r=0.23, respectively, with p<0.01). Finally, the results revealed that male students and those living in the dormitory had a higher level of Internet addiction and procrastination compared to female ones and those living at home (p<0.01). CONCLUSION The findings of the current research reveal that a considerable number of students have levels of Internet addiction and procrastination; the study highlights that students with high levels of Internet addiction are more likely to be at an increased risk of negative outcomes such as insufficiently controlled Internet use.
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Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Javad Kojuri
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
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Hayat AA, Shateri K. The Role of Academic Self-Efficacy in Improving Students' Metacognitive Learning Strategies. J Adv Med Educ Prof 2019; 7:205-212. [PMID: 31750358 PMCID: PMC6820011 DOI: 10.30476/jamp.2019.81200] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/17/2019] [Accepted: 08/07/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Metacognitive strategies play an essential role in students' learning and achievement; therefore, identifying their antecedents should be considered. This study indicated how self-efficacy, as motivational beliefs, affects the meta-cognitive strategies of medical students using a SEM approach. METHOD The present study was a quantitative cross-sectional research design, using a Smart-PLS 3 approach in which 225 medical students at Shiraz University of Medical Sciences were selected, using simple random sampling. Pintrich and De Groot's (1990) students' self-efficacy for learning and performance questionnaire and metacognitive learning strategies questionnaire developed by Dowson and McInerney (2004) were used to collect data. The collected data were analyzed using SPSS 21 and PLS 3 software. RESULTS The validity and reliability of research questionnaires were confirmed by confirmatory factor analysis. The results showed self-efficacy had a positive and significant relationship with planning (r=0.24, p<0.001), monitoring (r=0.30, p<0.001) and regulating (r=0.31, p<0.001). Furthermore, self-efficacy had direct, positive and statistically significant effect on metacognitive learning strategies (β=0.42, p<0.001). CONCLUSION The findings suggest students who believe they are capable to learn and to do their academic tasks are more effective in adopting meta-cognitive strategies to achieve learning objectives than students who do not maintain such optimistic beliefs. Therefore, it is recommended that the officials of Shiraz University of Medical Sciences provide opportunities for strengthening the students' self-efficacy and metacognitive learning strategies through providing training courses. In these courses students should be explicitly instructed how a specific learning strategy is adopted, why it is important and when and how it applies to the specific task.
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Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Karim Shateri
- Department of primary education, Abdanan Center, Islamic Azad University, Abdanan, Iran
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Mansoorian MR, Jalili M, Khosravan S, Shariati M. Exploring undergraduate medical students' perception of learning procedural skills and its outcomes in clinical settings. J Adv Med Educ Prof 2019; 7:175-182. [PMID: 31750355 PMCID: PMC6820010 DOI: 10.30476/jamp.2019.74866.0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Accepted: 06/03/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Learning procedural skills is one of the essential aspects of undergraduate medical education. However, learning procedural skills in clinical settings is less widely considered. This study aimed to explore the Iranian undergraduate medical students' perception of learning procedural skills and its outcomes in three universities of medical sciences in Iran. METHODS A descriptive exploratory qualitative methodology with an in-depth unstructured, face-to-face interview, and content analysis was used in this study. Sixteen students in clinical phases of general medical education programs from educational hospitals were selected using purposive sampling. According to the preferences of the participants, the interviews were conducted in medical schools or in hospitals. RESULTS The students participating in this study included 7 females and 9 males (totally 16 people) with a mean age of 23.7 years old with a range of 21-27 years. The three main themes of this study were "the gap of transferring formal teaching from skill lab to clinical placement", "learning self-leading procedural skills in clinical settings", and "students' dissatisfaction with patients' vulnerability" with 8 subthemes which were extracted and explained based on the students' perception. CONCLUSION Unsupervised and self-learning by medical students and weakness in controlling the learning process have undesirable results for patients and students.
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Affiliation(s)
- Mohammad Reza Mansoorian
- Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammad Jalili
- Emergency Medicine, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
| | - Shahla Khosravan
- Management and Community Health Nursing Department, Social Determinants of Health Research Centre, Gonabad University of Medical Sciences, Gonabad, Iran
| | - Mohammad Shariati
- Department of Community Medicine, Medical Education Department, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
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Sadeghi A, Ali Asgari A, Moulaei N, Mohammadkarimi V, Delavari S, Amini M, Nasiri S, Akbari R, Sanjari M, Sedighi I, Khoshnevisasl P, Khoshbaten M, Safari S, Mohajerzadeh L, Nabeiei P, Charlin B. Combination of different clinical reasoning tests in a national exam. J Adv Med Educ Prof 2019; 7:230-234. [PMID: 31750362 PMCID: PMC6820014 DOI: 10.30476/jamp.2019.83101.1083] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 05/04/2019] [Accepted: 08/23/2019] [Indexed: 05/21/2023]
Abstract
INTRODUCTION Clinical reasoning as a critical and high level of clinical competency should be acquired during medical education, and medical educators should attempt to assess this ability in medical students. Nowadays, there are several ways to evaluate medical students' clinical reasoning ability in different countries worldwide. There are some well-known clinical reasoning tests such as Key Feature (KF), Clinical Reasoning Problem (CRP), Script Concordance Test (SCT), and Comprehensive Integrative Puzzle (CIP). Each of these tests has its advantages and disadvantages. In this study, we evaluated the reliability of combination of clinical reasoning tests SCT, KF, CIP, and CRP in one national exam and the correlation between the subtest scores of these tests together with the total score of the exam. METHODS In this cross sectional study, a total number of 339 high ranked medical students from 60 medical schools in Iran participated in a national exam named "Medical Olympiad". The ninth Medical Olympiad was held in Shahid Beheshti University of Medical Sciences, Tehran, Iran, under the direct supervision of the Ministry of Health and Medical Education in summer 2017. The expert group designed a combination of four types of clinical reasoning tests to assess both analytical and non-analytical clinical reasoning. Mean scores of SCT, CRP, KF, and CIP were measured using descriptive statistics. Reliability was calculated for each test and the combination of tests using Cronbach's alpha. Spearman's correlation coefficient was used to evaluate the correlation between the score of each subtest and the total score. SPSS version 21 was used for data analysis and the level of significance was considered <0.05. RESULTS The reliability of the combination of tests was 0.815. The reliability of KF was 0.81 and 0.76, 0.80, and 0.92 for SCT, CRP, and CIP, respectively. The mean total score was 169.921±41.54 from 240. All correlations between each clinical reasoning test and total score were significant (P<0.001). The highest correlation (0.887) was seen between CIP score and total score. CONCLUSION The study showed that combining different clinical reasoning tests can be a reliable way of measuring this ability.
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Affiliation(s)
- Anahita Sadeghi
- Digestive Disease Research Institute, Tehran University of medical Sciences, Tehran, Iran
| | - Ali Ali Asgari
- Digestive Disease Research Institute, Tehran University of medical Sciences, Tehran, Iran
| | - Nezarali Moulaei
- Infectious Diseases and Tropical Medicine Research Center, Resistant Tuberculosis, Institute, Zahedan University of Medical Sciences, Zahedan, Iran
| | - Vahid Mohammadkarimi
- Department of Internal Medicine, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Somayeh Delavari
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Setareh Nasiri
- Department of Gynecology Oncology, Iran University of Medical Sciences, Tehran, Iran
| | - Roghayeh Akbari
- Department of Internal Medicine, Babol University of Medical Sciences, Babol, Iran
| | - Mojgan Sanjari
- Endocrinology and Metabolism Research Center, Institute of Basic and Clinical Physiology Sciences, Kerman University of Medical Sciences, Kerman, Iran
| | - Iraj Sedighi
- Department of Pediatric, School of Medicine, Hamedan University of Medical Sciences, Hamedan, Iran
| | - Parisa Khoshnevisasl
- Zanjan Social determinants of health research center, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Manouchehr Khoshbaten
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Saeed Safari
- Department of Surgery, Firoozgar general hospital, Iran University of Medical Sciences, Tehran, Iran
| | - Leily Mohajerzadeh
- Pediatric Surgery Research Center (PSRC), Research Institute for Children Health (RICH), Mofid Children's Hospital (MCH), Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran
| | - Parisa Nabeiei
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
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Ebrahimi S, Atazadeh F. Medical Students' Occupational Burnout and its Relationship with Professionalism. J Adv Med Educ Prof 2018; 6:162-167. [PMID: 30349827 PMCID: PMC6191830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/09/2018] [Accepted: 10/09/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Occupational burnout is a prevalent syndrome among medical students as well as other health professionals. It may be an important factor contributing to professional conducts. The aim of this study was to determine the prevalence of burnout among medical students of Shiraz University of Medical Sciences at clinical level and its relationship with professionalism. METHODS In this cross-sectional study, all medical clinical students who had spent a minimum of six months of the first year of clinical level and who were in their final year, in 2015-16 were examined (using the census method). Data were gathered using demographics, educational background, and the dimensions of professionalism questionnaires and Maslach Job Burnout Inventory. Data analysis was performed using descriptive statistics, ANOVA and Pearson correlation test by SPSS, version 14. A p-value of <0.05 was considered statistically significant. RESULTS The total mean score of burnout was 61.37+20.44 (moderate). In this study, 54.3% of the students had low, 35.2% moderate and 10.4% high job burnout. There was a negative correlation between job burnout and professional ethics with Pearson correlation test (p <0/000, r=0.23). There was no significant relationship between the increase in academic years and burnout. CONCLUSION Regarding the high prevalence of burnout and its adverse effects among medical students, developing a workplace assistance program and adequate facilities to help them is necessary. Also, due to the negative correlation between professionalism and burnout, continuous training of professional ethics should be taken into consideration by educational authorities.
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Affiliation(s)
- Sedigheh Ebrahimi
- Department of Medical Ethics, Shiraz University of Medical Sciences, Shiraz, Iran
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Boysen-Osborn M, Wray A, Hoonpongsimanont W, Chakravarthy B, Suchard JR, Wiechmann W, Toohey S. A Multiple-Mini Interview (MMI) for Emergency Medicine Residency Admissions: A Brief Report and Qualitative Analysis. J Adv Med Educ Prof 2018; 6:176-180. [PMID: 30349829 PMCID: PMC6191827] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/27/2018] [Accepted: 06/26/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION A multiple-mini interview (MMI) is a type of structured interview, which may assess many non-cognitive domains in residency applicants. There are few studies on MMI during the emergency medicine (EM) residency admissions process in the United States. We sought to determine the strengths, weaknesses, and acceptability of a pilot MMI for EM residency admissions. METHODS We piloted a five-station MMI with nine residency applicants. Following the MMI, we surveyed all participants, using 15 open- and closed-ended questions. Using grounded theory analysis, we coded the responses to the post-intervention survey to uncover the strengths and weaknesses of the MMI for EM residency admissions. RESULTS All nine students completed the survey. A positive theme that emerged from the survey was that the MMI was a positive, unexpected experience (all respondents, n=9). Candidates felt they were able to showcase unique talents, which would not be observed during a traditional interview (n=3). A negative theme that emerged from the survey was that the experience was intimidating (n=3). Candidates felt that the MMI left out important aspects of a typical interview day (n=3); such as, time for the candidate to become more familiar with the program. CONCLUSIONS An MMI may be a positive experience for candidates, but may also induce more anxiety. The MMI may omit an important piece of the interview day: an opportunity for the applicants to familiarize themselves with the residency program.
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Affiliation(s)
- Megan Boysen-Osborn
- University of California, Irvine, Department of Emergency Medicine, Orange, CA, USA
| | - Alisa Wray
- University of California, Irvine, Department of Emergency Medicine, Orange, CA, USA
| | | | - Bharath Chakravarthy
- University of California, Irvine, Department of Emergency Medicine, Orange, CA, USA
| | - Jeffrey R Suchard
- University of California, Irvine, Department of Emergency Medicine, Orange, CA, USA
| | - Warren Wiechmann
- University of California, Irvine, Department of Emergency Medicine, Orange, CA, USA
| | - Shannon Toohey
- University of California, Irvine, Department of Emergency Medicine, Orange, CA, USA
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Khazaei MR, Zarin A, Rezaei M, Khazaei M. Factors affecting the results of comprehensive pre-internship exam among medical students of Kermanshah University of Medical Sciences. Korean J Med Educ 2018; 30:131-139. [PMID: 29860779 PMCID: PMC5990899 DOI: 10.3946/kjme.2018.88] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Revised: 01/23/2018] [Accepted: 03/04/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE This study was aimed to evaluate the factors affecting the results of comprehensive pre-internship exam (CPIE) among medicals students of Kermanshah University of Medical Sciences. METHODS In this descriptive-analytical study, all students (n=240) participating in CPIE over a 3-year period (2012-2014) were selected. Data were gathered by a questionnaire, including the CPIE results and educational and demographic data. Spearman correlation coefficient, Mann-Whitney U-test, and analysis of variance were used to analyze the association of students' success with study variables. Also, regression analysis was applied to determine the role of independent variables in students' success. RESULTS The frequency of the failed units in apprenticeship course was one of the most important risk factors associated with failure in CPIE. Average scores of pre-internship course were the most important factors of success in CPIE. The CPIE score had the highest direct relationship with grade point average (GPA) of apprenticeship course, total GPA of all three courses, GPAs of physiopathology and basic sciences courses, and score of comprehensive basic sciences examination, respectively. CONCLUSION CPIE showed the highest inverse correlation with the number of failed units in apprenticeship course. The most important factors influencing this exam were failure in apprenticeship course and GPA of previous educational stages.
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Affiliation(s)
- Mohammad Rasool Khazaei
- Fertility and Infertility Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Afshin Zarin
- Fertility and Infertility Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mansuor Rezaei
- Fertility and Infertility Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mozafar Khazaei
- Fertility and Infertility Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Hur Y, Cho AR, Kim S. Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education. Korean J Med Educ 2018; 30:119-130. [PMID: 29860778 PMCID: PMC5990895 DOI: 10.3946/kjme.2018.87] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Accepted: 04/24/2018] [Indexed: 05/13/2023]
Abstract
PURPOSE The purpose of this study was to explore the possibility of mentoring as an alternative to the current student support system based on our experiences of developing, operating, and evaluating a mentoring program. METHODS In 2014 and 2015, a total of 29 mentoring pairs were selected to be trained as mentors and mentees. The mentoring program was evaluated by the following methods. First, at the end of the one-on-one mentoring program, the mentee made a presentation summarizing their experiences and submitted a portfolio. Second, suggestions from the mentors and mentees were gathered from a survey and from a focus group interview. The quantitative data were analysed using descriptive statistics, frequency, and the Mann-Whitney U-test using SPSS version 21.0. RESULTS One-on-one mentoring sessions were carried out an average of five times during the semester. The topics of discussion were very diverse, including career coaching, personal counselling, journal club, field trips, leisure activities, and volunteering. Mentors and mentees showed high satisfaction rates regarding the content and administration of the program (mentors: 4.15±0.59, mentees: 4.00±1.58). However, the duration of the mentoring program was given a comparatively low rating (mentors: 3.15±1.09, mentees: 3.24±1.03). CONCLUSION Overall, the implementation of the mentoring program was successful. Based on the content of the main activities, we can confirm the possibility of implementing an individualized support program for solving the mentoring issues faced by medical students.
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Affiliation(s)
- Yera Hur
- Institute of Medical Education, Hallym University College of Medicine, Chuncheon, Korea
| | - A Ra Cho
- Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea
| | - Sun Kim
- Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea
- Corresponding Author: Sun Kim (https://orcid.org/0000-0002-5152-9153) Department of Medical Education, College of Medicine, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul 06591, Korea Tel: +82.2.2258.7200
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Jung H, An J, Park KH. Analysis of satisfaction and academic achievement of medical students in a flipped class. Korean J Med Educ 2018; 30:101-107. [PMID: 29860776 PMCID: PMC5990896 DOI: 10.3946/kjme.2018.85] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2018] [Revised: 04/23/2018] [Accepted: 04/24/2018] [Indexed: 05/07/2023]
Abstract
PURPOSE The purpose of this study was to examine the satisfaction of medical students in flipped learning and analyzed academic achievement in comparison with lecture class. METHODS The subjects were 40 students who participated in flipped learning during neurology course in the second year. After performing flipped learning, formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method. RESULTS The students showed a high level of frequency in using lecture notes (80.6%) and lecture slides (74.2%) among the pre-class learning resources. The average score (3.89) was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning (3.62). The average score of the students in the formative assessment was 4.28 points (out of 10 points) in the lecture class, while it was 5.56 points (out of 10 points) in the flipped learning class thus showing a statistically significant difference (t=-4.203, p<0.001). CONCLUSION It was observed from the responses of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expect that this result will be useful as basic data for medical school to try flipped learning in the future.
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Affiliation(s)
- Han Jung
- Department of Urology, Gachon University College of Medicine, Incheon, Korea
| | - Jungsuk An
- Department of Pathology, Gachon University College of Medicine, Incheon, Korea
| | - Kwi Hwa Park
- Department of Medical Education, Gachon University College of Medicine, Incheon, Korea
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Park KH, Park SG. The effect of communication training using standardized patients on nonverbal behaviors in medical students. Korean J Med Educ 2018; 30:153-159. [PMID: 29860781 PMCID: PMC5990900 DOI: 10.3946/kjme.2018.90] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Accepted: 04/16/2018] [Indexed: 05/14/2023]
Abstract
PURPOSE Nonverbal communication (NVC) is important in the patient-physician relationship, but the effect of NVC education is not well kown. In this study, we try to identify if students' NVC abilities are improved through communication training. METHODS First-year medical students conducted medical interviews, which were performed with standardized patients (SPs) before and after communication skill education, and recorded in video. Fifty-one students were enrolled for this study. Two researchers used the NVC checklist, which consists of 12 nonverbal behaviors, to analyze and compare the students' nonverbal expressions in the interviews recorded before and after the education. RESULTS After the students participated in communication training, open body position and adequate facial expression were increased while unnecessary silence, un-purposive movements, and giggling were decreased. These results can be interpreted as positive effects of the education. However, hand gesture was increased as a negative effect of the education. The total NVC score of the 12 nonverbal behaviors in the NVC checklist improved significantly, rising from 8.56 to 10.03. CONCLUSION Communication skill education using SPs can improve nonverbal behaviors of medical students, especially facial expression, un-purposive movement, body position, unnecessary silence, and giggle, but not hand gesture. Further research is needed on a variety of teaching methods to improve NVCs.
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Affiliation(s)
- Kyung Hye Park
- Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
| | - Seung Guk Park
- Department of Family Medicine, Inje University College of Medicine, Busan, Korea
- Corresponding Author: Seung Guk Park (https://orcid.org/0000-0002-2986-3729) Department of Family Medicine, Inje University Haeundae Paik Hospital, Inje University College of Medicine, 875 Haeun-daero, Haeundae-gu, Busan 48108, Korea Tel: +82.51.797.3220 Fax: +82.51.797.0589
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Hur Y, Cho AR, Kwon M. Development of a systematic career coaching program for medical students. Korean J Med Educ 2018; 30:41-50. [PMID: 29510607 PMCID: PMC5840563 DOI: 10.3946/kjme.2018.80] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Revised: 01/15/2010] [Accepted: 01/16/2018] [Indexed: 05/28/2023]
Abstract
PURPOSE This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. METHODS The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. RESULTS The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. CONCLUSION The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school's curriculum and educational environment.
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Affiliation(s)
- Yera Hur
- Department of Medical Education, Konyang University College of Medicine, Daejeon, Korea
| | - A Ra Cho
- Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea
| | - Mihye Kwon
- Department of Internal Rheumatism, Konyang University College of Medicine, Daejeon, Korea
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Ojeh N, Sobers-Grannum N, Gaur U, Udupa A, Majumder MAA. Learning style preferences: A study of pre-clinical medical students in Barbados. J Adv Med Educ Prof 2017; 5:185-194. [PMID: 28979913 PMCID: PMC5611428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/05/2017] [Accepted: 07/14/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. METHODS The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. RESULTS The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. CONCLUSION The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching strategies to cater to the students' needs as well as help the students in becoming aware of their learning style preferences to enhance learning.
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Affiliation(s)
- Nkemcho Ojeh
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, West Indies
| | - Natasha Sobers-Grannum
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, West Indies
| | - Uma Gaur
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, West Indies
| | - Alaya Udupa
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, West Indies
| | - Md Anwarul Azim Majumder
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados, West Indies
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Kohoulat N, Hayat AA, Dehghani MR, Kojuri J, Amini M. Medical students' academic emotions: the role of perceived learning environment. J Adv Med Educ Prof 2017; 5:78-83. [PMID: 28367464 PMCID: PMC5346172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/16/2016] [Accepted: 01/07/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Research shows that there is a relationship between students' perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes, so, in this study the relationship between medical students' perception of learning environment and academic emotions was examined. METHOD The research method used was descriptive-correlative. The statistical population consisted of medical students of Shiraz University of Medical Sciences. Stratified sampling method was used to select 342 participants. They completed self-report questionnaires of Dundee Ready Educational Environment Measure (DREEM) and Achievement Emotions Questionnaire (AEQ). All descriptive statistics, Pearson's correlations and simultaneous multiple regression were performed using SPSS 14 software. RESULTS Simultaneous multiple regression of the students' perceived learning environment on their academic achievement emotions showed that the perceived learning environment predicts the students' academic emotions.
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Affiliation(s)
- Naeimeh Kohoulat
- Educational Psychology Department, Kharazmi University, Tehran, Iran
| | - Ali Asghar Hayat
- Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mohammad Reza Dehghani
- Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Javad Kojuri
- Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
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