Journal of Advances in Medical Education & Professionalism

Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review

TAYEBEH MAHVAR; MANSOUREH ASHGHALI FARAHANI; AIDIN ARYANKHESAL

Volume 6, Issue 3 , July 2018, , Pages 102-114

https://doi.org/10.30476/jamp.2018.41024

Abstract

Introduction: Classroom management is leading the class bysetting the class schedule, organizing the procedures, supervisingthe learners’ progress, and predicting and solving ... Read More Introduction: Classroom management is leading the class bysetting the class schedule, organizing the procedures, supervisingthe learners’ progress, and predicting and solving their problems.Students’ disruptive behaviors and classroom management arethe most important challenges and concerns of the teachers. Thecurrent review aimed to analyze the classroom managementtechniques and strategies used to cope with the students’disruptive behaviors.Methods: The present study was systematic review. The articlesin Science Direct, PubMed and Scopus databases and GoogleScholar search engine were searched using the keywords ofclassroom management, students’ disruptive behaviors, difficultstudents, and confrontation strategies during 2000-2017. A totalof 31 articles were included in the study for analysis.Results: The results showed all the techniques and strategiesused and teachers’ challenges in dealing with students’ disruptivebehaviors were included in conflict management strategies, whichwere classified into three categories, i.e. cooperative and problemsolving strategies, avoidance strategies and punishment strategies.Moreover, the studies mostly emphasized the use of cooperativeand problem solving strategies, and the most highlighted methodswere making effective mutual communication with studentsto correct their negative behavior, training and preparing theteachers for dealing with the students’ disruptive behaviors andusing various teaching methods and approaches based on theclassroom situation.Conclusion: To cope with the challenges of students’ disruptivebehaviors, the teachers can use different strategies. Also, sufficientknowledge and skills about teaching, familiarity with the relevantand influential disciplines in dealing with students and makingeffective communication in the class can be helpful in developingand enjoying more effective skills in classroom management.Keywords: Problem behavior, Learning, Problem solving, Punishment

Grasha-richmann college students’ learning styles of classroom participation: Role of gender and major

ALI REZA BANESHI; MAHNAZ DEHGHAN TEZERJANI; HASAN MOKHTARPOUR

Volume 2, Issue 3 , July 2014, , Pages 103-107

Abstract

Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science ... Read More

Barriers to integration of behavioral and social sciences in the general medicine curriculum and recommended strategies to overcome them: A systematic review

ZAHRA TABATABAEI; SHAHRAM YAZDANI; RAMIN SADEGHI

Volume 4, Issue 3 , July 2016, , Pages 111-121

Abstract

Introduction: The integration of behavioral and social sciences(BSS) into the curriculum of medical students in order to equipthem with the necessary knowledge, skills and attitudes ... Read More

Design, implementation, and evaluation of principles of writing biomedical research paper course

ALI AKBAR NEKOOEIAN

Volume 1, Issue 4 , October 2013, , Pages 113-118

Abstract

Introduction: Graduate (PhD) students in medical sciences, who will formfuture faculties and investigators in Iran’s Universities of Medical Sciences, are not trained on scientific ... Read More

Script Concordance Test in Pharmacology: Maiden experience from a Medical School in India

MANDEEP KAUR; SHWETA SINGLA; RAJIV MAHAJAN

Volume 8, Issue 3 , July 2020, , Pages 115-120

https://doi.org/10.30476/jamp.2020.85163.1168

Abstract

Introduction: Script concordance test (SCT) is an innovative tool to teach and assess the clinical reasoning skills of medical students. It is the key aspect of clinical competency ... Read More Introduction: Script concordance test (SCT) is an innovative tool to teach and assess the clinical reasoning skills of medical students. It is the key aspect of clinical competency that enables the medical graduates to progress from novice to practicing general practitioner. SCT was used the first time in pharmacology to inculcate clinic reasoning skills in medical students by focusing on the topic of pharmacotherapy.Methods: A SCT with a total of 18 questions, with 15 questions having 3 items each, one having four items and two questions having two items each was administered to 170 second year undergraduate medical students in the subject of pharmacology to assess the clinical reasoning skills. It was an interventional study conducted using convenience sampling technique with a sample size of 170. Aggregate scoring method was used to do the scoring obtained from the answers given by 10 expert-panel members in the field of pharmacology, which were used as an answer key to do the final scoring of the students. Descriptive statistics were computed using Students t test. SCT conductincluded a small-group feedback session to the students post-SCT. A feedback questionnaire was administered to the students one week after the feedback session. Reliability of the SCT andfeedback questionnaire was checked by calculating Cronbach alpha through Siegle reliability calculator. Content validity of the test as well as feedback questionnaire was done by the panel ofexperts included in the study. Results: Though the mean score of the students (27.68±4.59) was significantly lower than the expert panel (40.91±3.52), students were highly satisfied as they expressed that SCT enhanced theirperceived clinical reasoning skills (median value=5) and critical thinking (median value=4). The Cronbach alpha for the test was 0.76. The students were also highly satisfied with the feedbackgiven by the teachers after the SCT (median value=4).Conclusion: SCT enhances critical thinking and clinical reasoning skills of the students, as reported by them. With the conduct of feedback session post-SCT, it can be used as assessment for learning tool and can be well used in a para-clinical subject of pharmacology.

Use of Concept Map as a reinforcement tool in Undergraduate Curriculum: An analytical study

KAUSHIK MUKHOPADHYAY; SONALI MUKHERJEE; ARCHANA DHOK; CHANDAN CHATTERJEE; JOYA GHOSH

Volume 7, Issue 3 , July 2019, , Pages 118-122

https://doi.org/10.30476/jamp.2019.74920

Abstract

Introduction: Ever-expanding medical literature demands successful amalgamation of huge information and clinical practice for budding doctors. This study aimed to find the ... Read More

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

ROYA SADEGHI; MOHAMMAD MEHDI SEDAGHAT; FARAMARZ SHA AHMADI

Volume 2, Issue 4 , October 2014, , Pages 146-150

Abstract

Introduction: Blended learning, a new approach in educational planning, isdefined as an applying more than one method, strategy, technique or media in education. Todays, due to the ... Read More Introduction: Blended learning, a new approach in educational planning, isdefined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods.Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students'email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, pairedt-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference.Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method.Conclusion: The results revealed that the blended method is effective inincreasing the students' learning rate. E-learning can be used to teach somecourses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention.Keywords: Learning, Lecture, Tuberculosis

Professionalism Mini-Evaluation Exercise in Finland: a preliminary investigation introducing the Finnish version of the P-MEX instrument

MAX KARUKIVI; OUTI KORTEKANGAS-SAVOLAINEN; ULLA SAXÉN; KIRSI-MARIA HAAPASALO-PESU

Volume 3, Issue 4 , October 2015, , Pages 154-158

Abstract

Introduction: Teaching medical professionalism is increasinglyacknowledged as an important aspect of medical education.The Professionalism Mini-Evaluation Exercise (P-MEX) is anassessment ... Read More Introduction: Teaching medical professionalism is increasinglyacknowledged as an important aspect of medical education.The Professionalism Mini-Evaluation Exercise (P-MEX) is anassessment tool for evaluating medical professionalism, butno studies using it as a self-assessment instrument have beenreported. This paper reports on a preliminary investigation of theFinnish version of the P-MEX instrument as an assessment andself-assessment measure.Methods: The sample in the present cross-sectional studycomprised all 23 medical students and recent graduates (15 femalesand 8 males) participating in a summer school of psychiatryprogram in 2014. The two-month program combines clinicalwork with multifaceted teaching and intensive tutoring. At theend of the program, the participants’ medical professionalism wasassessed by the tutors and other members of the work communityas well as the students themselves using the Finnish version of theP-MEX instrument. The P-MEX scores were compared, using theFriedman test.Results: The mean values and SD for the P-MEX assessmentswere as follows: tutor assessment 3.26±0.21, work communityassessment 3.23±0.26 and self-assessment 3.01±0.07. Nosignificant gender differences were observed. The tutor and workcommunity assessments were significantly correlated (r=0.573,p=0.040), but the self-assessment scores did not correlate witheither of the other assessments. Overall, the students evaluatedtheir skills significantly poorer in comparison to the otherassessments.Conclusion: Although the small sample size limits thegeneralization of these preliminary results, the Finnish versionof the P-MEX instrument appears to be a feasible measure ofmedical professionalism. The instrument can also be used as aself-assessment instrument, but subjective evaluations should becomplemented with external assessments or feedback in order totake individual and cultural aspects into account.Keywords: Assessment; Medical students; Professionalism

Effectiveness of microteaching as a method of developing teaching competence among in-service medical teachers

VIJAY KAUTILYA DAYANINDHI; SHRUTI PRABHAT HEGDE

Volume 6, Issue 4 , October 2018, , Pages 155-161

https://doi.org/10.30476/jamp.2018.41029

Abstract

Introduction: In spite of the fact that microteaching has beenpracticed extensively in most universities, its actual efficacyhas not been studied systematically. In this study, there ... Read More

Linguistic adaptation and psychometric evaluation of original oral health literacy-adult questionnaire (OHL-AQ)

SHALEEN VYAS; SANDESH NAGARAJAPPA; PRALHAD L DASAR; PRASHANT MISHRA

Volume 4, Issue 4 , October 2016, , Pages 163-169

Abstract

Introduction: Linguistically adapted oral health literacy tools are helpfulto assess oral health literacy among local population with clarity andunderstandability. The original oral ... Read More Introduction: Linguistically adapted oral health literacy tools are helpfulto assess oral health literacy among local population with clarity andunderstandability. The original oral health literacy adult questionnaire,Oral Health Literacy Adult Questionnaire, was given in English (2013),consisting of 17 items under 4 domains. The present study rationalizes toculturally adapt and validate Oral Health Literacy Adult Questionnaireinto Hindi language. Thus, we objectified to translate Oral Health LiteracyAdult Questionnaire into Hindi and test its psychometric properties likereliability and validity among primary school teachers.Methods: The Oral Health Literacy Adult Questionnaire was translatedinto Oral Health Literacy Adult Questionnaire – Hindi Version usingthe World Health Organization recommended translation backtranslationprotocol. During pre-testing, an expert panel assessedcontent validity of the questionnaire. Face validity was assessed on asmall sample of 10 individuals. A cross-sectional study was conducted(June-July 2015) and OHL-AQ-H was administered on a convenientsample of 170 primary school teachers. Internal consistency and testretestreliability were assessed using Cronbach’s alpha and Intra-classcorrelation coefficient (ICC), respectively, with 2 weeks interval toascertain adherence to the questionnaire response. Predictive validitywas tested by comparing OHL-AQ-H scores with clinical indicatorslike oral hygiene scores and dental caries scores. The concurrent anddiscriminant validity was assessed through self-reported oral healthand through negative association with sociodemographic variables.The data was analyzed by descriptive tests using chi-square andbivariate logistic regression in SPSS software, version 20 and p<0.05was considered as the significance level.Results: The mean OHL-AQ-H score was 13.58±2.82. ICC andCronbach’s alpha for Oral Health Literacy Adult Questionnaire – HindiVersion were 0.94 and 0.70, respectively. Comparisons of varyinglevels of oral health literacy with self-reported oral health establishedsignificant concurrent validity (p=0.01). Significant predictive validitywas observed between OHL-AQ-H scores and clinical parameters likeoral hygiene status (p=0.005) and dentition status (p=0.001).Conclusion: The translated and culturally adapted Oral Health LiteracyAdult Questionnaire – Hindi Version indicated good reliability andvalidity among primary school teachers to assess oral health literacyamong Hindi speaking population. Hence, improving OHL levels andimplementing education oriented policies can improve the quality of life.Keywords: Oral health; Health literacy; Validation studies; Reproducibility of results; Translating

Interdisciplinary and inter-institutional differences in learning preferences among Malaysian medical and health sciences students

REBECCA S.Y. WONG; HENG LOKE SIOW; VINOTH KUMARASAMY; NAZRILA SHAHERAH FADHLULLAH SUHAIMI

Volume 5, Issue 4 , October 2017, , Pages 164-171

Abstract

Introduction: The learner-centred approach in medical and healthsciences education makes the study of learning preferences relevant andimportant. This study aimed to investigate the ... Read More Introduction: The learner-centred approach in medical and healthsciences education makes the study of learning preferences relevant andimportant. This study aimed to investigate the interdisciplinary, interinstitutional, gender and racial differences in the preferred learningstyles among Malaysian medical and health sciences students in threeMalaysian universities, namely SEGi University (SEGi), University ofMalaya (UM) and Universiti Tunku Abdul Rahman (UTAR). It alsoinvestigated the differences in the preferred learning styles of thesestudents between high achievers and non-high achievers.Methods: This cross-sectional study was carried out on medical andhealth sciences students from three Malaysian universities following theapproval of the Research and Ethics Committee, SEGi University. Purposive sampling was used and the preferred learning styles were assessed using the VARK questionnaire. The questionnaire was validated prior to its use. Three disciplines (medicine, pharmacy and dentistry) were chosen based on their entry criteria and some similarities in their course structure. The three participating universities were Malaysian universities with a home-grown undergraduate entry medical program and students from a diverse cultural and socioeconomic background. The data were analysed using the Statistical Package for the Social Sciences (SPSS) software, version 22. VARK subscale scores were expressed as mean±standard deviation. Comparisons of the means were carried out using t-test or ANOVA. A p value of <0.05 was considered as statistically significant, and <0.001 as highly significant.Results: Both statistically significant interdisciplinary and inter-institutional differences in learning preferences were observed. Out of the 337 students, a majority of the participants were unimodal learners (n=263, 78.04%). The most common type of learners was the reading/writing type (n=92, 27.30%) while the kinesthetic subscale (M=6.98, SD=2.85) had the highest mean score. Female students (M=6.86, SD=2.86) scored significantly higher than male students (M=6.08, SD=2.41; t(249), p=0.014) in the auditory subscale, whereas Chinese students (M=5.87, SD=2.65) scored significantly higher than Malay students (M=4.70, SD=2.87; p=0.04) in the visual subscale.However, the mean VARK subscale scores did not differ significantlybetween high achievers and non-high achievers (p>0.05).Conclusion: This study gives an insight into the learner characteristicsof more than one medical school in Malaysia. Such multi-institutionalstudies are lacking in the published literature and this study gives abetter representation of the current situation in the learning preferencesamong medical students in Malaysia.Keywords: Learning; Medical students; Health sciences

Student’s perceptions of using scenario-based education to improve civility: A mixed method study

ZAHRA ABEDINI; SOROOR PARVIZY

Volume 7, Issue 4 , October 2019, , Pages 165-174

https://doi.org/10.30476/jamp.2019.74933.

Abstract

Introduction: Academic incivility is one of the major concerns among nursing student that disrupts the learning process and influences the quality of nursing care. Investigating ... Read More

Change Management in Medical Contexts, especially in Medical Education: A Systematized Review

ELHAM KARIMI; ZOHREH SOHRABI; MARYAM AALAA

Volume 10, Issue 4 , October 2022, , Pages 219-227

https://doi.org/10.30476/jamp.2022.96519.1704

Abstract

Introduction: Change is a multifaceted and challenging process. Due to the growing and increasing volume of technologies and organizational processes, there is a need to adapt to these ... Read More

Internal self-assessment study for medical education program and accreditation process

THAMER KADUM YOUSIF AL HILFI

Volume 1, Issue 1 , January 2013, , Pages 7-20

Abstract

Introduction: Attempts from some colleges of medicine in Iraq were made trying to overcome the problems and suffocations that faced undergraduate medical studies in our country and ... Read More

A half-day stroke workshop based on the Kirkpatrick model to improve new clinical staff behavior

MIYAKO SHINOHARA; TAKEHIRO NAKAMURA; NORICHIKA KUNIKATA; HIROSHI OKUDERA; YASUHIRO KURODA

Volume 8, Issue 1 , January 2020, , Pages 10-17

https://doi.org/10.30476/jamp.2019.74874.0

Abstract

Introduction: The present study aimed to determine the validity and usefulness of scales and training programs for clinical staff to evaluate nerve signs as an initial response ... Read More

Medical education in cyberspace: Critical considerations in the health system

SHAHRAM YAZDANI; ZOHREH KHOSHGOFTAR; SOLEIMAN AHMADY; HASSAN RASTEGARPOUR; SEYED ABBAS FOROUTAN

Volume 5, Issue 1 , January 2017, , Pages 11-20

Abstract

Introduction: Over the past few decades, two revolutionaryapproaches have emerged as a new form of medical education:Electronic Medical Education and Web-based Medical Education.A number ... Read More

Effect of a parenting education program on girls’ life satisfactionin governmental guidance schools of Shiraz

MOHAMMAD HOSSIEN KAVEH; LEILA MORADI; LEILA GHAHREMANI; HAMID REZA TABATABAEE

Volume 2, Issue 1 , January 2014, , Pages 12-19

Abstract

Introduction: One of the main determinants of adolescents’ life satisfaction isparenting skills. Due to the lack of educational trials in this field, this researchwas done to evaluate ... Read More Introduction: One of the main determinants of adolescents’ life satisfaction isparenting skills. Due to the lack of educational trials in this field, this researchwas done to evaluate the effect of a parenting education program on girls’ lifesatisfaction in governmental guidance schools of Shiraz city.Methods: This study is aneducational randomized controlled trial. At first,152 female students in 2nd grade of governmental guidance schools and304 parents(152 mother and 152 father) were selected by multistage randomcluster sampling method. Then, they were categorized into experimental andcontrol groups. Before and after the intervention, data were collected from twogroups using multidimensional students’ life satisfaction scale with stability(Cronbach’s alpha=0.89), test–retest and correlation coefficient (r=0.70-0.90).Educational intervention for parents was performed in the experimental groupthrough presentations with question and answer, discussion in small groupsand distribution of educational booklets in 5 volumes. Finally, the data wereanalyzed using SPSS 14 and through Mann-Whitney test, Chi-square test,Fisher’s Exact test, Wilcoxon test.Results: Before the intervention, the experimental and control groups did notshow a statistically significant difference based on the demographic variables.Thetotal of life satisfaction scores and also its subscales in the experimentaland control group, before and six weeks after the educational interventiondidshowstatisticallysignificant difference (P<0.001). The scores of differences(pre-test/post-test) in total life satisfaction between the experimental andcontrol groups were statistically significant difference (P<0.001).Conclusion: According to low scores of the students in the pre-test, especiallyin the control group which didn’t undergo any educational program,holdingscheduled educational intervention is necessary. This study not only supportsthe effectiveness of educational intervention but also recommends furthereducational research to develop knowledge regarding patterns of parentingeducation.Keywords: Adolescent, life, Satisfaction

Technical efficiency of Shiraz school of medicine in research and education domains: a data envelopment analysis

SOMAYEH DELAVARI; RITA REZAEE; NAHID HATAM; SAJAD DELAVARI

Volume 4, Issue 1 , January 2016, , Pages 13-20

Abstract

Introduction: Efficiency evaluation of universities and facultiesis one of the tools that help managers to identify the departments’strengths and weakness. The main objective of the ... Read More

Online-learning: exploring practices among Foundation doctors

FLORENCE KUDZAI KASHORA; DEBBIE-ANNE CHARLES

Volume 7, Issue 1 , January 2019, , Pages 14-19

https://doi.org/10.30476/jamp.2019.41040

Abstract

Introduction: Postgraduate medical education involves the use ofonline-learning tools. However, there is a paucity of data on theuse of online-learning among doctors who are in their ... Read More

Psychometric properties of the communication skills attitude scale (CSAS) measure in a sample of Iranian medical students

AFSANEH YAKHFOROSHHA; MANDANA SHIRAZI; NASER YOUSEFZADEH; AMIN GHANBARNEJAD; MOHAMMADALI CHERAGHI; RITA MOJTAHEDZADEH; BEHROOZ MAHMOODI-BAKHTIARI; SEYED AMIR HOSSEIN EMAMI

Volume 6, Issue 1 , January 2018, , Pages 14-21

https://doi.org/10.30476/jamp.2018.43343

Abstract

Introduction: Communication skill (CS) has been regarded as one of thefundamental competencies for medical and other health care professionals.Student’s attitude toward learning ... Read More Introduction: Communication skill (CS) has been regarded as one of thefundamental competencies for medical and other health care professionals.Student’s attitude toward learning CS is a key factor in designing educationalinterventions. The original CSAS, as positive and negative subscales, wasdeveloped in the UK; however, there is no scale to measure these attitudesin Iran. The aim of this study was to assess the psychometric characteristicof the Communication Skills Attitude Scale (CSAS), in an Iranian contextand to understand if it is a valid tool to assess attitude toward learningcommunication skills among health care professionals.Methods: Psychometric characteristics of the CSAS were assessed byusing a cross-sectional design. In the current study, 410 medical studentswere selected using stratified sampling framework. The face validity of thescale was estimated through students and experts’ opinion. Content validityof CSAS was assessed qualitatively and quantitatively. Reliability wasexamined through two methods including Chronbach’s alpha coefficient andIntra class Correlation of Coefficient (ICC). Construct validity of CSAS wasassessed using confirmatory factor analysis (CFA) and explanatory factoranalysis (PCA) followed by varimax rotation. Convergent and discriminantvalidity of the scale was measured through Spearman correlation. Statisticalanalysis was performed using SPSS 19 and EQS, 6.1.Results: The internal consistency and reproducibility of the total CSASscore were 0.84 (Cronbach’s alpha) and 0.81, which demonstrates anacceptable reliability of the questionnaire. The item-level contentvalidity index (I-CVI) and the scale-level content validity index (S-CVI/Ave) demonstrated appropriate results: 0.97 and 0.94, respectively. Anexploratory factor analysis (EFA) on the 25 items of the CSAS revealed4-factor structure that all together explained %55 of the variance. Resultsof the confirmatory factor analysis indicated an acceptable goodness-offitbetween the model and the observed data. [χ2/df=2.36, ComparativeFit Index (CFI)=0.95, the GFI=0.96, Root Mean Square Error ofApproximation (RMSEA)=0.05].Conclusion: The Persian version of CSAS is a multidimensional, validand reliable tool for assessing attitudes towards communication skillamong medical students.Keywords: Communication skills, Attitude, Psychometrics

Academic training and clinical placement problems to achieve nursing competency

NARJES RAHMATI SHARGHI; ALI ALAMI; SHAHLA KHOSRAVAN; MOHAMMAD REZA MANSOORIAN; ALI EKRAMI

Volume 3, Issue 1 , January 2015, , Pages 15-20

Abstract

Introduction: High quality of care is one of the requirementsof nursing which depends on the nursing competency. In thisconnection, the aim of this research was to determine theproblems ... Read More Introduction: High quality of care is one of the requirementsof nursing which depends on the nursing competency. In thisconnection, the aim of this research was to determine theproblems related to the academic training (nursing’ educationalprogram) and clinical practice to achieve competency from theviewpoint of nurses, faculty members, and nursing students.Methods: The study was an analytical cross-sectional one. Thesample consisted of the academic staff, the third and the fourth yearnursing students and nurses in practice. The instrument of the studywas a two-part researcher-made questionnaire with 22 questionsin the theoretical- clinical realm to assess problems related tothe theoretical and clinical teaching in nursing, and 23 questionsto assess the clinical functions. The questionnaire was validatedin terms of both face and content validity. Its reliability, usingCronbach’s Alpha coefficient, was 0.72 in the theoretical-clinicaland 0.73 in the clinical realm. Both descriptive and analyticalstatistics were used to analyze the data, using SPSS software.Results: The results of this study indicated that from theparticipants’ viewpoints, the most important problems in theacademic education for nurses to acquire competency were asfollows: lack of academic research during the clinical period(88.9%), no application of theoretical aspects of the nursing processin practice (85.6%), insufficient knowledgeable and professionaleducators (81.1%), the use of traditional routine-oriented methodson the wards (75.6%); also insufficient time for performance basedon knowledge in relation to the nurse’s workload (86.5%), weaknessand usefulness of scientific function encouragement systems inclinic (85.2%), and learnt theoretical subjects not coming intopractice in clinical fields after graduation (75.6%).Conclusion: Efforts to reduce the gap between the theoreticaland practical (clinical function) knowledge in educational andwork environment are required to improve the training ofqualified nurses.Keywords: Academic training, Clinical, Achieve, Competency

Feedback is good or bad? Medical residents’ points of view on feedback in clinical education

LEILA BAZRAFKAN; GHOLAM HOSSAIN GHASSEMI; PARISA NABEIEI

Volume 1, Issue 2 , April 2013, , Pages 51-54

Abstract

Introduction: Feedback is very important in education and can help quality in the training process and orient the trainees in clinical contexts. This study aimed to assess the residents’ ... Read More

The effects of educational program on health volunteers’ knowledge regarding their approach to earthquake in health centers in Tehran

ZAHRA JOUHARI; AFSHAR PIRASTEH; GHOLAM REZA GHASSEMI; LEILA BAZRAFKAN

Volume 3, Issue 2 , April 2015, , Pages 56-61

Abstract

Introduction: The people’s mental, intellectual and physical nonreadinessto confront earthquake may result in disastrous outcomes.This research aimed to study of effects of a training ... Read More

Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework

YASAR ALBUSHRA AHMED; SALMA ALNEEL

Volume 5, Issue 2 , April 2017, , Pages 60-66

Abstract

Introduction: Despite the importance of curriculum analysisfor internal refinement of a programme, the approach for sucha step in under-described in the literature. This article describesthe ... Read More Introduction: Despite the importance of curriculum analysisfor internal refinement of a programme, the approach for sucha step in under-described in the literature. This article describesthe analysis of the medical curriculum at the Faculty of Medicine,University of Gezira (FMUG). This analysis is crucial in the eraof innovative medical education since introducing new curriculaand curricular changes has become a common occurrence inmedical education worldwide.Methods: The curriculum analysis was qualitatively approachedusing descriptive analysis and adopting Harden’s 10 Questionsof curriculum development framework approach. AnsweringHarden’s questions reflects the fundamental curricular componentsand how the different aspects of a curriculum framework fittogether. The key features highlighted in the curriculum-relatedmaterial and literature have been presented.Results: The analysis of the curriculum of FMUG revealsa curriculum with interactive components. Clear structuredobjectives and goals reflect the faculty’s vision. The approachfor needs assessment is based on a scientific ground, and thecurriculum integrated contents have been set to meet national andinternational requirements. Adopting SPICES strategies helpsFMUG and students achieve the objectives of the curriculum.Multiple motivated instructional methods are adopted, fosteringcoping with the programme objectives and outcomes. A widerange of assessment methods has been adopted to assess thelearning outcomes of the curriculum correctly, reliably, and inalignment with the intended outcomes. The prevailing conduciveeducational environment of FMUG is favourable for its operationand profoundly influences the outcome of the programme. Andthere is a well-defined policy for curriculum management,monitoring and evaluation.Conclusion: Harden’s 10 questions are satisfactorily addressedby the multi-disciplinary and well-developed FMUG curriculum.The current curriculum supports the well-written faculty missionsand educational objectives. It presents a structured, conceptualframework that supports the validity of the assumption behind thecurriculum. The curriculum enhances intellectual and academicpursuits and supports social accountability.Keywords: Curriculum; Education; Medical; Problem-based learning; Program evaluation

Identifying the challenges to good clinical rounds: A focus-group study of medical teachers

AMIN BEIGZADEH; KAMBIZ BAHAADINBEIGY; PEYMAN ADIBI; NIKOO YAMANI

Volume 7, Issue 2 , April 2019, , Pages 62-73

https://doi.org/10.30476/jamp.2019.44710

Abstract

Introduction: The use of clinical rounds, as an integral part ofclinical teaching to help medical students acquire essential skillsof practicing medicine, is critically important. An ... Read More Introduction: The use of clinical rounds, as an integral part ofclinical teaching to help medical students acquire essential skillsof practicing medicine, is critically important. An understandingof medical teachers’ perceptions concerning the challenges ofclinical rounds can help identify the key areas of focus to betterfoster professional development of medical students. This studyexplored the opinions of medical teachers of Kerman Universityof Medical Sciences about the challenges embedded in clinicalrounds. There is a paucity of studies regarding the topic underinvestigation in our context. Methods: This qualitative study was conducted using aconventional content analysis method. We held a focus groupdiscussion with eight skilled bedside teachers, chosen usingpurposive sampling, from Kerman University of Medical Sciencesin February 2018. The focus group lasted for approximately2 hours. The session was audio-taped. We analyzed data byconsidering the verbatim transcribed document of the audiorecordeddiscussions using conventional content analysis methodfor theme development. Informed consent was obtained from theparticipants. Results: Medical teachers described many primary challenges toclinical rounds. Some of them were multiple students on roundingpractices, time constraints, priority of research and patient care toteaching, and lack of participation and enthusiasm. We categorizedthese varied challenges into 5 specific areas related to (1) system;(2) teachers; (3) learners; (4) patients; and (5) evaluation issues.Focus group participants expressed some suggestions to mitigatebarriers such as having fewer students on the rounds, addressingtime constraints through planning and flexibility, and the provisionof medical education award. Conclusion: Clinical round practices are valuable but repletewith a spectrum of problems. Many challenges affect the qualityof teaching in clinical rounds that should be taken into accountby bedside teachers in order to improve the quality of roundingpractices. The identified challenges can be used in redressingbedside teaching to have more efficient rounding practices.

Volume 12 (2024)

Volume 11 (2023)

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract