Journal of Advances in Medical Education & Professionalism

Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage

ELHAM NASIRI; NASRIN SHOKRPOUR

Volume 12, Issue 1 , January 2024, , Pages 45-50

https://doi.org/10.30476/jamp.2023.99829.1856

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 ... Read More

Requirements of the Post-Pandemic World: A Call to Include Augmented Reality to Renovate Traditional Textbooks

NEMATULLAH SHOMOOSSI; NASRIN SHOKRPOUR

Volume 11, Issue 3 , July 2023, , Pages 190-192

https://doi.org/10.30476/jamp.2023.98420.1801

Abstract

Incivility as a Barrier against Learners’ Achievement in Virtual Settings: Stressing an Overlooked Concern and a Call for Research

NEMATULLAH SHOMOOSSI; NASRIN SHOKRPOUR

Volume 11, Issue 2 , April 2023, , Pages 130-131

https://doi.org/10.30476/jamp.2023.98199.1792

Abstract

Students’ incivility in higher education is a serious issue with undesirable impacts such as disturbed learning, interruption in the leaning and teaching environment, and stressful ... Read More

Policy on Duplicate Publication: Professional Ethics

JAVAD KOJURI; PARISA NABEIEI; NASRIN SHOKRPOUR

Volume 11, Issue 1 , January 2023, , Pages 1-2

https://doi.org/10.30476/jamp.2022.97492.1761

Abstract

- Read More

Emotional intelligence skills: is nurses’ stress and professional competence related to their emotional intelligence training? a quasi experimental study

AFAGH AGHAJANI INCHE KIKANLOO; KATAOUON JALALI; ZAHRA ASADI; NASRIN SHOKRPOUR; MALIHEH AMIRI; LEILA BAZRAFKAN

Volume 7, Issue 3 , July 2019, , Pages 138-143

https://doi.org/10.30476/jamp.2019.74922

Abstract

Introduction: Emotional intelligence is a social skill that controls stress and affects one’s ability to cope with the demands and environmental pressures; it so can ... Read More Introduction: Emotional intelligence is a social skill that controls stress and affects one’s ability to cope with the demands and environmental pressures; it so can improve professional competence in health care providers such as nursing students. Training on emotional intelligence increases the mental health and influences the mutual relationships, stress, depression and aggression. This study aimed to determine the effect of emotional intelligence skills training program on the stress and academic success of nursing students in a higher education health complex.Methods: This study is a quasi-experimental study with an educational intervention. The participants included 100 students of nursing selected by stratified random sampling from both genders. They were randomly categorized into two intervention and control groups including 50 subjects, respectively. We used Meyer and Salvia model in Emotional Intelligence training in the intervention group. During the training sessions in the intervention group, the control group did not receive any intervention. Academic stress and professional competence in both groups were measured before and two weeks after the experiment. SPSS version 21 was used to analyze the data, using Paired t-test, independent t-test, Wilcoxon, Mann-Whitney and Chi-Square tests. Results: The mean age of the participants was 20±2.14 years old. According to the results, the mean difference of the changes in the professional competence (p<0.001), total academic stress(p<0.001), and the four areas of academic stress such as emotional response (p<0.001), physical response (p<0.001) and physiological response (p<0.001) were significant. The intervention group, as compared with the control group, showed no significant effect on the other factors of academic stress such as frustration, conflict, academic pressure, changes and self-imposed stress.Conclusion: The education of emotional intelligence components can improve the efficiency of nursing care services and professional competence due to deceased stress.

The impact of the teachers’ non-verbal communication on success in teaching

FATEMEH BAMBAEEROO; NASRIN SHOKRPOUR

Volume 5, Issue 2 , April 2017, , Pages 51-59

Abstract

Introduction: Non-verbal communication skills, also called signlanguage or silent language, include all behaviors performed in thepresence of others or perceived either consciously ... Read More Introduction: Non-verbal communication skills, also called signlanguage or silent language, include all behaviors performed in thepresence of others or perceived either consciously or unconsciously.The main aim of this review article was to determine the effectof the teachers’ non-verbal communication on success in teachingusing the findings of the studies conducted on the relationshipbetween quality of teaching and the teachers’ use of non-verbalcommunication and also its impact on success in teaching.Methods: Considering the research method, i.e. a review article,we searched for all articles in this field using key words suchas success in teaching, verbal communication and non-verbalcommunication. In this study, we did not encode the articles.Results: The results of this revealed that there was a strongrelationship among the quality, amount and the method of usingnon-verbal communication by teachers while teaching. Based onthe findings of the studies reviewed, it was found that the morethe teachers used verbal and non-verbal communication, the moreefficacious their education and the students’ academic progresswere. Under non-verbal communication, some other patterns wereused. For example, emotive, team work, supportive, imaginative,purposive, and balanced communication using speech, body, andpictures all have been effective in students’ learning and academicsuccess. The teachers’ attention to the students’ non-verbalreactions and arranging the syllabus considering the students’mood and readiness have been emphasized in the studies reviewed.Conclusion: It was concluded that if this skill is practicedby teachers, it will have a positive and profound effect on thestudents’ mood. Non-verbal communication is highly reliable inthe communication process, so if the recipient of a message isbetween two contradictory verbal and nonverbal messages, logicdictates that we push him toward the non-verbal message and askhim to pay more attention to non-verbal than verbal messagesbecause non-verbal cues frequently reveal the intention of thesender of the information and reflect his/her emotional reactions.Based on the obtained results of this study, it is recommendedthat attention to non-verbal communication skills can make apositive change in the future of a student’s life. It seems necessaryfor the teachers to practice and learn effective communicationskills, especially for those who always interact with a largegroup of students. One of the factors contributing to the success or failure of students is the quality of the relationship and howthe teacher builds this relationship with students. Especially, itis more effective for students who are more responsive to humanrelations and communication skills. Finally, it is recommendedthat the teachers should improve their communication skills tohave better communication with their audience. The authoritiesare recommended to help improve the teachers’ level ofcommunication skills through holding training courses.Keywords: Communication; Teacher; Teaching

Evaluation of medical education virtual program: P3 model

RITA REZAEE; NASRIN SHOKRPOUR; MARYAM BOROUMAND

Volume 4, Issue 4 , October 2016, , Pages 202-205

Abstract

Introduction: In e-learning, people get involved in a processand create the content (product) and make it available for virtuallearners. The present study was carried out in order to ... Read More

Medical ethics as practiced by students, nurses and faculty members in Shiraz University of Medical Sciences

LEILA BAZRAFCAN; PARISA NABEIEI; NASRIN SHOKRPOUR; NEDA MOADAB

Volume 3, Issue 1 , January 2015, , Pages 33-38

Abstract

fulfilling the related responsibilities has ethical aspects thatmust be addressed carefully. Each role requires extensivetraining, which usually takes place in university institutions.Ethics ... Read More

The summer school students’ viewpoints about important factors in learning, Shiraz University of Medical Sciences

LEILA BAZRAFCAN; FARIBA HAGHANI; NASRIN SHOKRPOUR

Volume 2, Issue 2 , April 2014, , Pages 77-81

Abstract

Introduction: The main goal of education is learning and change in behaviorwhich has been revolutionized in the 21st century due to the rapid andwidespread changes in science. The traditional ... Read More Introduction: The main goal of education is learning and change in behaviorwhich has been revolutionized in the 21st century due to the rapid andwidespread changes in science. The traditional approach to education doesno longer meet the learners’ needs, necessitating new changes in educational curricula. This study was designed to determine the factors influencing learning in the 21st century and find out the students’ viewpoints on this issue.Methods: This is a descriptive study aiming at determining the students’ views on new approaches to learning in the 21st century. To do so, a researcher-made questionnaire was designed. It contained 30 questions in 3 sections including demographic data, background questions and two open questions about their suggestions and criticisms. The reliability and validity of the questionnaire was pilot-tested and measured, which proved to be describable. 150 students participating in university summer schools in Shiraz were enrolled. The questionnaires were sent to the students in person and through electronic mails. The students were asked to return the completed questionnaires to the given email address. The data were analyzed in SPSS, version 14, using descriptive statistics of frequency, mean, percentage and standard deviation, one sample t-test. p<0. 05 was considered as statistically significant.Results: 150 questionnaires were appropriately filled out and given to theresearchers. The results indicated that, according to the students, 6 factorsincluding the use of computer in teaching, enhancement of virtual learning,the use of mobile in relations, enjoyment of electronic learning contexts, the learning focus on attitudes and the facilitating role of the lectures were the most influential factors in learning. On the other hand, the government’s responsibility and responsiveness, creativity and risk taking, increase in the social relationship among the learners, focus on practical skills, and management were considered as the least influential factors in learning in the 21st century.Conclusion: It seems that the students philosophically tend to approveconstructivism and cooperative learning which is learner-centered ascompared to conventional education which is teacher-contended. Accordingto experts, this type of viewpoint is in the same line with new approaches toteaching and education in the present era. Moreover, it impacts the reforms, complementation and expansion of methodology greatly.Keywords: Learning, Summer school, Students, View points

Journal of Advances in Medical Education & Professionalism

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Author = NASRIN SHOKRPOUR

Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage

Abstract

Requirements of the Post-Pandemic World: A Call to Include Augmented Reality to Renovate Traditional Textbooks

Abstract

Incivility as a Barrier against Learners’ Achievement in Virtual Settings: Stressing an Overlooked Concern and a Call for Research

Abstract

Policy on Duplicate Publication: Professional Ethics

Abstract

Emotional intelligence skills: is nurses’ stress and professional competence related to their emotional intelligence training? a quasi experimental study

Abstract

The impact of the teachers’ non-verbal communication on success in teaching

Abstract

Evaluation of medical education virtual program: P3 model

Abstract

Medical ethics as practiced by students, nurses and faculty members in Shiraz University of Medical Sciences

Abstract

The summer school students’ viewpoints about important factors in learning, Shiraz University of Medical Sciences

Abstract