Journal of Advances in Medical Education & Professionalism

The effects of a peer-led training program on female students’ self-esteem in public secondary schools in Shiraz

MOHAMMAD HOSSEIN KAVEH; MARYAM HESAMPOUR; LEILA GHAHREMANI; HAMID REZA TABATABAEE

Volume 2, Issue 2 , April 2014, , Pages 63-70

Abstract

Introduction: Low self-esteem in adolescence is one of the risk factors fornegative outcomes in important domains of adulthood life. Due to the lackof trials based on modern methods ... Read More Introduction: Low self-esteem in adolescence is one of the risk factors fornegative outcomes in important domains of adulthood life. Due to the lackof trials based on modern methods of teaching in the field of self-esteem, this study aimed to investigate the effects of a peer-led training program on female second graders’ self-esteem in public secondary schools in Shiraz.Methods: The present study is an educational randomized controlled trial. 223 public school female students in the second grade were selected with the Multistage random cluster sampling method. The selected Schools were assigned randomly to experimental and control groups. The data were collected before, one and six weeks after an intervention in the control and experimental group, using Pope’s 5-Scale Test of Self-Esteem with Cronbakh’s alpha reliability of 0.85. The educational intervention in the experimental group was a peer-led approach, using discussion techniques in small groups (the group work, role play and group play) and a 5-volume training manual. The data were analyzed through SPSS, version 14, using Mann-Whitney test, Chi-square test, Wilcoxon and repeated measurements.Results: The results showed that the mean of total self-esteem scores and the sub-scales (except for family self-esteem) in the experimental groups compared to that in the control groups, one and six weeks after the peer-led based approach intervention was significantly different [p<0.001]. Before the intervention, the mean for self-esteem in the experimental groups was 51.80±13.91 but in the first post-test and second post-test the mean increased to 73.72±12.94, and 69.48±12.63, respectively. Before the educational intervention, the frequency distribution of females’ self-esteem in the experimental and control groups did not differ significantly from each other (p=0.340). But during one and six weeks after the intervention, a significant increase was observed between the two groups (p<0.001).Conclusion: The results of this study suggest that peer education is an effective way to promote self-esteem in adolescents. Providing opportunities such as a peer-led approach can help adolescents to acquire practical ways to increase their self-esteem.Keywords: Self esteem, Peer group, Adolescents, Education

Core components of clinical education: a qualitative study with attending physicians and their residents

ALIREZA ESTEGHAMATI; HAMIDREZA BARADARAN; ALIREZA MONAJEMI; HAMID REZA KHANKEH; MEHRNAZ GERANMAYEH

Volume 4, Issue 2 , April 2016, , Pages 64-71

Abstract

Introduction: In medical education, particularly in residencycourses, most of the training occurs in real clinical environments.Workplace-based learning profoundly affects students’ ... Read More Introduction: In medical education, particularly in residencycourses, most of the training occurs in real clinical environments.Workplace-based learning profoundly affects students’ knowledge,attitudes, and practice; therefore, it should be properly planned.Due to the extensiveness of the clinical environment and itsimportance in training residents, investigating how residentslearn in these environments and detecting factors that influenceeffectiveness will help curriculum designers to promoteresidents’ learning by improving their learning environment.Therefore, our qualitative content analysis study, aimed to examinethe experiences and perspectives of internal and surgical residentsand their attending physicians about learning in clinical settings.Methods: This qualitative content analysis study was conductedthrough purposeful sampling. Semi-structured interviews wereconducted with 15 internal and surgical residents and 15 of theirattending physicians at educational hospitals of Tehran Universityof Medical Sciences.Results: The main categories explored in this study were hiddencurriculum, learning resources, and learning conditions. In thecontext of clinical environment and under its individual culture,residents learn professionalism and learn to improve theircommunication skills with patients and colleagues. Because ofclinical obligations such as priority of treating the patients foreducation or workload of the attending physicians, residentsacquire most of their practical knowledge from colleagues, fellows,or follow-up patients in different learning conditions (such as:educational rounds, morning reports and outpatient clinics). Theysee some of their attending physicians as role models.Conclusion: Changing cultural and contextual factors is ofprime importance to promote a learning-oriented environmentin a clinical setting. The present findings will help curriculumplanners and attending physicians to improve residents’ learningby means of appropriate workplace planning and by consideringthe components involved in clinical learning.Keywords: Learning; Teaching hospitals; Workplace; Curriculum; Medical students

The effect of question generation activity on students’ learning and perception

ABDOLHUSSEIN SHAKURNIA; MARYAM ASLAMI; MAHDI BIJANZADEH

Volume 6, Issue 2 , April 2018, , Pages 70-77

https://doi.org/10.30476/jamp.2018.41015

Abstract

Introduction: Student-generated questions can be a very helpfultool in medical education. The use of this activity can allow thestudents to feel more involved in the subjects covered ... Read More Introduction: Student-generated questions can be a very helpfultool in medical education. The use of this activity can allow thestudents to feel more involved in the subjects covered and mayimprove their knowledge and learning. The aim of this study wasto identify the effect of question-writing activity as a stimulusfactor on learning in midwifery students and determine theirperception about this activity.Methods: This quasi-experimental study with two groups ofpre- and post-tests was conducted on two groups of midwiferystudents who had taken the immunology course. Two classesof midwifery students (N=62) participated and were randomlyassigned to two different groups. One class was selected as theexperimental group (n=32) and the other class was consideredas the control group (n=30). The experimental group’s studentswere asked to write questions covering different topics of thesyllabus components taught during 15 weeks from February 2016to May 2016. They were asked to write, answer and explain theirmultiple-choice questions (MCQs). The students’ performance inimmunology course was compared between the two groups at theend of the semester. After their final exam, we asked them to fillin a questionnaire on their views about this activity. The data wereanalyzed by independent t- test using SPSS software, version 18.Results: The differences between pre- and post-test meanscores of the experimental and control groups were 24.53±5.74and 20.63±5.58, respectively. The results of independent t-testshowed that these differences in the two groups were significant(p=0.009). Nevertheless, most of the students stated that questionwritingactivity as a learning tool is an unfamiliar exercise andunpopular learning strategy.Conclusion: Results showed that question writing by students hasbeen found to promote learning when it is implemented as a partof the teaching curriculum in immunology course; therefore, thisactivity could be effective in improving the students’ learning.Keywords: Teaching, Learning, Classroom teaching, Student

Barriers of critical thinking in medical students’ curriculum from the viewpoint of medical education experts: A qualitative study

AFSHINEH KASALAEI; MITRA AMINI; PARISA NABEIEI; LEILA BAZRAFKAN; HOURI MOUSAVINEZHAD

Volume 8, Issue 2 , April 2020, , Pages 72-82

https://doi.org/10.30476/jamp.2020.83053.1080

Abstract

Introduction: The widespread developments of the twentyfirst century have been accompanied by the presentation of intellectual patterns and theories and new achievements. ... Read More Introduction: The widespread developments of the twentyfirst century have been accompanied by the presentation of intellectual patterns and theories and new achievements. These new achievements emphasize the skill of thinking at high levels, especially in the educational system of universities. This skill is essential for medical students; therefore, the present study aimed to investigate the qualitative barriers of critical thinking in medical students’ curriculum.Methods: This is a qualitative study in which the content analysis method has been used. Participants of this study included 11 medical education experts and medical students (6 females and 5 males) who were selected through a semi-structured interview and purposeful sampling. The data analysis method was conventional content analysis. In the next part, by more investigation of the data, various obtained concepts will be presented in the form of themes, categories, and subcategories.Results: We obtained two themes (socio-cultural conditions and traditional and unchanging system of education), eight categories and 14 subcategories.Also, these categories were resistance to critical society, intellectual tension, personality characteristics, lack of understanding of society’s need for criticism, the rule of traditional teaching pattern, lack of critical thinking skills, ineffective evaluation, and difficulty of critical thinking training. Conclusion: Given the results and the main emphasis of curriculum planners on incorporating high-level critical thinking and revision skills into the curriculum, the country’s academic education system requires a change in the thinking style, research, deepening critical thinking, and a change in teachers’attitudes toward curriculum designing (goals, content, teaching and evaluation methods); also, it is suggested that the authorities should pay attention to the need to develop and utilize critical thinking skills in the learners’ education.

The effect of logbook as a study guide in dentistry training

KIANOOSH TORABI; LEILA BAZRAFKAN; SAJAD SEPEHRI; MEHDI HASHEMI

Volume 1, Issue 3 , July 2013, , Pages 81-84

Abstract

Introduction: Although logbook is a useful tool in learning and assessment of the student, its use in the education of undergraduate dentistry students is not well-established. The ... Read More

Evidence-based practice in Physiotherapy curricula: A survey of Indian Health Science Universities

VRUSHALI P PANHALE; BHARATI BELLARE; MARIYA JIANDANI

Volume 5, Issue 3 , July 2017, , Pages 101-107

Abstract

Introduction: Evidence-based practice (EBP) is the conscientious,explicit and judicious use of the current evidence in clinicaldecision making. The physiotherapy profession has expressed ... Read More

Designing and conducting MD/MPH dual degree program in the Medical School of Shiraz University of Medical Sciences

ALIREZA SALEHI; NEDA HASHEMI; MAHBOOBEH SABER; MOHAMMAD HADI IMANIEH

Volume 3, Issue 3 , July 2015, , Pages 105-110

Abstract

Introduction: Many studies have focused on the need of healthsystems to educated physicians in the clinical prevention, researchmethodology, epidemiology and health care management ... Read More

Comparison of differences in performance evaluation of faculty by students with faculty’s self-assessment

KOUROSH AZIZI; TEAMUR AGHAMOLAEI; NADER PARSA; TAHEREH DABBAGHMANESH

Volume 2, Issue 3 , July 2014, , Pages 108-113

Abstract

Introduction:The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students’ ... Read More

Pedagogical mediation using the virtual learning environment and the new generation: A search for improved performance in medical education

JOSE SEBASTIAO AFONSO; PEDRO SOUSA MARTINS; GERALDO FELIPE BARBOSA; LUIZ FERREIRA; MANOEL JOAO BATISTA CASTELLO GIRAO

Volume 6, Issue 3 , July 2018, , Pages 115-122

https://doi.org/10.30476/jamp.2018.41020

Abstract

Introduction: Medical schools face increasing challenges toaccommodate new health care needs. However, little has changedregarding the students’ education. In addition, educators ... Read More Introduction: Medical schools face increasing challenges toaccommodate new health care needs. However, little has changedregarding the students’ education. In addition, educators face thechallenge of improving their teaching approach, making it suitableand effective for the new generation. The purpose of this work wasto describe and contextualize the application of active pedagogicalmethodologies using the virtual learning environment (VLE) as atool to improve the students’ performance.Methods: This research is a quantitative and qualitative casestudy, carried out in one faculty of medicine in the state ofAmazonas. Given a total population of senior students in thisfaculty, the number of participants corresponds to a proportionof 75% in the period of two years. This work required a paradigmshift, by focusing on interactive and technological teaching,professionalism, mentoring, communication, and feedback.Courses using virtual learning environment (VLE) should beprone to interaction, dialogue, collaboration and, asynchronously,autonomy. One of the key aspects of VLE content production isto select appropriate subject matters and texts to be discussed.It is through the VLE contents that the mediation of knowledgeconstruction process and the participants’ interaction takes place.Results: The improvement over the pre-test evaluation wasevident, ranging between 12.59 and 50.9%, depending on thesubject matter, to 81.31% in the final evaluation. In addition, thestudents expressed consistently positive opinions regarding theuse of VLE.Conclusion: The use of VLE as a pedagogical tool, in aninteractive format and appropriate to the transmission ofinformation and knowledge construction, was adequate for anevident improvement in the cognitive performance of the seniorstudents of medicine. In addition, the positive evaluation of thestudents regarding the pedagogical methodology used constitutesan added value of this approach.Keywords: Teaching, Education, Medical, User-computer interface

Validity & reliability of the Persian version of Grasha-Richmann student learning styles scale

ALI REZA BANESHI; NOROUZ ALI KARAMDOUST; REZVAN HAKIMZADEH

Volume 1, Issue 4 , October 2013, , Pages 119-124

Abstract

Introduction: The present study aimed to investigate the psychometricproperties of Grasha-Riechmann Student Learning Styles Scale.Method: The participants included 1039 students (421 ... Read More

Comparison of student performance by assessment through Objective Structured Practical Examination versus the Conventional Method for second year MBBS students in Microbiology

MONIKA RAJANI; BABAJI GHEWADE

Volume 8, Issue 3 , July 2020, , Pages 121-126

https://doi.org/10.30476/jamp.2020.86029.1210

Abstract

Introduction: Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competencebasedevaluation. ... Read More Introduction: Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competencebasedevaluation. Thus this study was designed to compare the effectiveness of Objective Structured Practical Examination with that of Conventional Practical Examination.Methods: This interventional study was carried out in Department of Microbiology at CIMSH, Lucknow over six months from October 2019 till March 2020. One hundred second year MBBS students were enrolled. The students were divided into two groups of fifty for the conventional examination group (controls) and the OSPE group. On the first day, the cases appeared for OSPE while the controls for conventional examination. On the second day, the groups were crossed over. The students appearingfor OSPE were assessed by their scores at different stations. Feedback forms with a pre structured questionnaire were given to the students and the examiners after OSPE on both days to recordtheir perceptions. Finally, the students’ scores were tabulated and compared statistically. Microsoft Excel and SPSS were used for data analysis. The data was presented as percentages, mean andstandard deviation. Student t test was used and the significance was checked, using P value <0.05.Results: Overall in OSPE, the students scored higher and the result was statistically significant. The proportion of students in higher marks range was more for OSPE than that for the conventional method. The difference was statistically significant (p <0.001). Feedback taken from examiners as well as from the students in the form of a structured questionnaire to analyze their perceptions was very encouraging.Conclusions: OSPE is a comprehensive assessment modality for practical evaluation of MBBS students. OSPE proved to be an effective tool that improved the students’ scores in microbiology.

Developing an instrument to measure effective factors on clinical learning

IDEH DADGARAN; MANDANA SHIRAZI; AEEN MOHAMMADI; ALI RAVARI

Volume 4, Issue 3 , July 2016, , Pages 122-129

Abstract

Introduction: Although nursing students spend a large partof their learning period in the clinical environment, clinicallearning has not been perceived by its nature yet. To develop ... Read More Introduction: Although nursing students spend a large partof their learning period in the clinical environment, clinicallearning has not been perceived by its nature yet. To develop aninstrument to measure effective factors on clinical learning innursing students.Methods: This is a mixed methods study performed in 2 steps.First, the researchers defined “clinical learning” in nursingstudents through qualitative content analysis and designeditems of the questionnaire based on semi-structured individualinterviews with nursing students. Then, as the second step,psychometric properties of the questionnaire were evaluated usingthe face validity, content validity, construct validity, and internalconsistency evaluated on 227 students from fourth or highersemesters. All the interviews were recorded and transcribed, andthen, they were analyzed using Max Qualitative Data Analysisand all of qualitative data were analyzed using SPSS 14.Results: To do the study, we constructed the preliminaryquestionnaire containing 102 expressions. After determinationof face and content validities by qualitative and quantitativeapproaches, the expressions of the questionnaire were reduced to45. To determine the construct validity, exploratory factor analysiswas applied. The results indicated that the maximum variancepercentage (40.55%) was defined by the first 3 factors while therest of the total variance percentage (59.45%) was determinedby the other 42 factors. Results of exploratory factor analysis ofthis questionnaire indicated the presence of 3 instructor-staff,students, and educational related factors. Finally, 41 expressionswere kept in 3 factor groups. The α-Cronbach coefficient (0.93)confirmed the high internal consistency of the questionnaire.Conclusion: Results indicated that the prepared questionnairewas an efficient instrument in the study of the effective factors onclinical learning as viewed by nursing students since it involves41 expressions and properties such as instrument design based onperception and experiences of the nursing students about effectivefactors on clinical learning, definition of facilitator and preventivefactors of the clinical learning, simple scoring, suitable validityand reliability, and applicability in different occasions.Keywords: Learning; Clinical; Teaching; Nursing student

A comprehensive model of hidden curriculum management in medical education

SEDIGHEH MOMENI; SHAHRAM YAZDANI; LEILA AFSHAR; MUHAMADREZA ABDOLMALEKI

Volume 7, Issue 3 , July 2019, , Pages 123-130

https://doi.org/10.30476/jamp.2019.45010

Abstract

Introduction: Hidden curriculum plays a main role in professional learning, formation of professional identity, socialization, moral development and learning values, attitudes, ... Read More

Health students’ expectations of the ideal educational environment: a qualitative research

TEAMUR AGHAMOLAEI; MANDANA SHIRAZI; IDEH DADGARAN; HOOMAN SHAHSAVARI; AMIN GHANBARNEJAD

Volume 2, Issue 4 , October 2014, , Pages 151-157

Abstract

Introduction: Educational environment is an important determinant ofstudents’ behavior and its elements are associated with academic achievement and course satisfaction. The aim of ... Read More

Leadership and management curriculum planning for Iranian general practitioners

SHAHLA KHOSRAVAN; HOSSEIN KARIMI MOONAGHI; SHAHRAM YAZDANI; SOLEIMAN AHMADI; MOHAMMAD REZA MANSOORIAN

Volume 3, Issue 4 , October 2015, , Pages 159-165

Abstract

Introduction: Leadership and management are two expected featuresand competencies for general practitioners (GPs). The purpose of thisstudy was leadership and management curriculum ... Read More Introduction: Leadership and management are two expected featuresand competencies for general practitioners (GPs). The purpose of thisstudy was leadership and management curriculum planning for GPswhich was performed based on Kern’s curriculum planning cycle.Methods: This study was conducted in 2011-2012 in Iran using anexplanatory mixed-methods approach. It was conducted throughan initial qualitative phase using two focus group discussions and28 semi-structured interviews with key informants to capture theirexperiences and viewpoints about the necessity of managementcourses for undergraduate medical students, goals, objectives, andeducational strategies according to Kern’s curriculum planning cycle.The data was used to develop a questionnaire to be used in a quantitativewritten survey. Results of these two phases and that of the review ofmedical curriculum in other countries and management curriculumof other medical disciplines in Iran were used in management andleadership curriculum planning. In the qualitative phase, purposefulsampling and content analysis with constant comparison based onStrauss and Corbin’s method were used; descriptive and analytic testswere used for quantitative data by SPSS version 14.Results: In the qualitatively stage of this research, 6 main categoriesincluding the necessity of management course, features and objectivesof management curriculum, proper educational setting, educationalmethods and strategies, evolutionary method and feedback resultwere determined. In the quantitatively stage of the research, fromthe viewpoints of 51.6% of 126 units of research who filled out thequestionnaire, ranked high necessary of management courses. Thecoordination of care and clinical leadership was determined asthe most important role for GPs with a mean of 6.2 from sampleviewpoint. Also, team working and group dynamics had the firstpriority related to the principles and basics of management with amean of 3.59. Other results were shown in the paper.Conclusion: Results of this study indicated the need to provideeducational programs for GPs; it led to a systematic curriculumtheory and clinical management using Kern cycle for generalpractitioner’s discipline. Implementation and evaluation of thisprogram is recommended.Keywords: Curriculum; Management; Medical education; General practitioner

Medical students’ occupational burnout and its relationship with professionalism

SEDIGHEH EBRAHIMI; FATEMEH ATAZADEH

Volume 6, Issue 4 , October 2018, , Pages 162-167

https://doi.org/10.30476/jamp.2018.41032

Abstract

Introduction: Occupational burnout is a prevalent syndromeamong medical students as well as other health professionals. Itmay be an important factor contributing to professional conducts.The ... Read More

Effective teaching methods in higher education: requirements and barriers

NAHID SHIRANI BIDABADI; AHMMADREZA NASR ISFAHANI; AMIR ROUHOLLAHI; ROYA KHALILI

Volume 4, Issue 4 , October 2016, , Pages 170-178

Abstract

Introduction: Teaching is one of the main components in educationalplanning which is a key factor in conducting educational plans. Despitethe importance of good teaching, the outcomes ... Read More Introduction: Teaching is one of the main components in educationalplanning which is a key factor in conducting educational plans. Despitethe importance of good teaching, the outcomes are far from ideal. Thepresent qualitative study aimed to investigate effective teaching in highereducation in Iran based on the experiences of best professors in thecountry and the best local professors of Isfahan University of Technology.Methods: This qualitative content analysis study was conductedthrough purposeful sampling. Semi-structured interviews wereconducted with ten faculty members (3 of them from the bestprofessors in the country and 7 from the best local professors).Content analysis was performed by MAXQDA software. The codes,categories and themes were explored through an inductive processthat began from semantic units or direct quotations to general themes.Results: According to the results of this study, the best teachingapproach is the mixed method (student-centered together withteacher-centered) plus educational planning and previous readiness.But whenever the teachers can teach using this method confront withsome barriers and requirements; some of these requirements areprerequisite in professors’ behavior and some of these are prerequisitein professors’ outlook. Also, there are some major barriers, some ofwhich are associated with the professors’ operation and others arerelated to laws and regulations. Implications of these findings forteachers’ preparation in education are discussed.Conclusion: In the present study, it was illustrated that a goodteaching method helps the students to question their preconceptions,and motivates them to learn, by putting them in a situation in whichthey come to see themselves as the authors of answers, as the agentsof responsibility for change. But training through this method hassome barriers and requirements. To have an effective teaching; thefaculty members of the universities should be awarded of thesebarriers and requirements as a way to improve teaching quality.The nationally and locally recognized professors are good leaders inproviding ideas, insight, and the best strategies to educators who arepassionate for effective teaching in the higher education. Finally, itis supposed that there is an important role for nationally and locallyrecognized professors in higher education to become more involvedin the regulation of teaching rules.Keywords: Teaching; Higher education; Requirements; Barriers; Qualitative research

Early clinical exposure program in learning renal physiology

ARMAN DEHGHAN; MITRA AMINI; MOHAMMAD MAHDI SAGHEB; SEYED MOSTAFA SHIDMOOSAVI; PARISA NABEIEI

Volume 5, Issue 4 , October 2017, , Pages 172-176

Abstract

Introduction: Teaching renal physiology for undergraduatemedical students in an understandable way using methods whichimprove their deep learning has always been a problem. In thisstudy, ... Read More Introduction: Teaching renal physiology for undergraduatemedical students in an understandable way using methods whichimprove their deep learning has always been a problem. In thisstudy, Early Clinical Exposure (ECE) was used in teaching renalphysiology for the second year medical students in Shiraz MedicalSchool. This article aims to introduce and develop this programand also measure the attitude of medical students toward ECE inlearning renal physiology.Methods: This is a mixed method study conducted on 120 secondyear undergraduate students. After performing the course, bothqualitative and quantitative methods were used for measuring theviewpoints of the students. In the qualitative part, 10 high rankmedical students were selected. These students participated inbrain storming sessions to express their opinion about the programbased on the strengths and weaknesses. For trustworthiness of thequalitative part, member check and peer check were done. In thequantitative part, a researcher-made questionnaire was used basedon the objectives of the program in a 4 point Likert scale. Thevalidity of questionnaire was determined by medical educationexperts and reliability was determined after a pilot study.Results: Based on the results of the quantitative part of the study,98 percent of the students stated that the ECE program wasgenerally a useful program. In the qualitative part, the students’comments were obtained. The benefits of the program weresummarized in 4 main themes. These themes are “understandingof renal physiology”, “Integration of basic and clinical knowledge”,“Improvement of attitude toward importance of physiology”, and“encouragement to study”. In response to the questions aboutnegetive aspects of this program in qualitative part, the two mainthemes were insufficient time and large grup size.Conclusion: Students reported that ECE was useful, but theystated that they needed to have more encounter with patientsand more hospital teaching. The results also reveal that this ECEprogram is an excellent approach to strengthen learning in adifficult subject like renal physiology. This approach is adjustableto other basic science topics and subjects as well.Keywords: Early clinical exposure; Integration; Learning

Exploring undergraduate medical students’ perception of learning procedural skills and its outcomes in clinical settings

MOHAMMAD REZA MANSOORIAN; MOHAMMAD JALILI; SHAHLA KHOSRAVAN; MOHAMMAD SHARIATI

Volume 7, Issue 4 , October 2019, , Pages 175-182

https://doi.org/10.30476/jamp.2019.74866.0

Abstract

Introduction: Learning procedural skills is one of the essential aspects of undergraduate medical education. However, learning procedural skills in clinical settings is less ... Read More

Implementation and Evaluation of Competency-based Medical Education in Phase I of Undergraduate Medical Curriculum

KRISHNAMURTHY SOUNDARIYA; GANAPATHY KALAISELVAN; MAHENDRAN RAJALAKSHMI; RAGHAVAN SINDHURI

Volume 10, Issue 4 , October 2022, , Pages 228-234

https://doi.org/10.30476/jamp.2022.94999.1616

Abstract

Introduction: Adaptation to the “Competency-based Medical Education” (CBME) is a major challenge faced by medicalcolleges all over India. Hence, the present study aimed ... Read More

A comparison between peer-assisted learning and self-study for electrocardiography interpretation in Thai medical students

JAKRIN KEWCHAROEN; NATTAWAT CHAROENPOONSIRI; SITTINUN THANGJUI; SOWITCHAYA PANTHONG; WASANA HONGKAN

Volume 8, Issue 1 , January 2020, , Pages 18-24

https://doi.org/10.30476/jamp.2019.81458.1006

Abstract

Introduction: Peer-assisted learning has been shown to be an effective teaching and learning method. However, this technique has not been proven in Thai medical school. We ... Read More Introduction: Peer-assisted learning has been shown to be an effective teaching and learning method. However, this technique has not been proven in Thai medical school. We aimed to comparethe effectiveness of peer-assisted learning and self-study in interpreting an electrocardiogram in Thai medical students.Methods: This is a prospective, randomized controlled trial, conducted in Chonburi teaching hospital, a community hospital affiliated with Chulalongkorn University. All medical students from the fourth and fifth years, a total of eighty students, were randomly assigned to two groups of peer-assisted learning (PAL) and self-study (SS) via stratified randomization done by computer-generated randomization. The two groups were matched for sex and grade point average. In the PAL group,teaching was performed by the fourth and fifth year medical students. We conducted five weekly study sessions. Different topics of electrocardiogram interpretation were assigned to tutors for teaching. SS group would separately study the same topic on their own. Constructed response questions were used to assess the students at the beginning as a pre-test and after a five-weeksession as a post-test. Online self-assessment was delivered to students one month after the study.Results: Mean pre-test and post-test score was put into the analysis and compared across groups using t-test. No significant difference in pre-test score was observed between the two groups in the same academic year. There was a significant difference between the mean post-test score between the fourth year PAL and SS groups. Also, the mean difference score in the fourth year PAL group was higher than the fourth year SS group. However, in the fifth year group, there was no significant difference between the PAL and SS groups in the mean post-test score and mean difference score. Conclusion: In conclusion, peer-assisted learning is an interesting method to improve understanding and interpreting skills of basic ECG better than self-study in the early clinical year medical students.

The relationship between emotional intelligence and job stress in the faculty of medicine in Isfahan University of Medical Sciences

NIKOO YAMANI; MARYAM SHAHABI; FARIBA HAGHANI

Volume 2, Issue 1 , January 2014, , Pages 20-26

Abstract

Introduction: health care professionals especially clinicians, undergo lots ofjob stress (JS). Emotional intelligence (EI) is among the variables that appear to be associated with stress. ... Read More

Analysis of Iran’s National Medical Education Evolution and Innovation Plan using the Michelle and Scott’s model of policymaking

ATA POURABBASI; HAMID AKBARI; AMIR AHMAD AKHVAN; ALI AKBAR HAGHDOOST; ZAHRA KHEIRY; REZA DEHNAVIEH; HAMED RAHIMI; SOMAYEH NOORI HEKMAT; BAGHER LARIJANI

Volume 7, Issue 1 , January 2019, , Pages 20-26

https://doi.org/10.30476/jamp.2019.41041

Abstract

Introduction: Lack of a clear policy for the development of healthhuman resources has created inconsistencies. These imbalancesare threats to the health system to achieve its goals. ... Read More

Implementation and evolution of the horizontal integration at shiraz medical school

MITRA AMINI; JAVAD KOJURI; ALI MAHBUDI; FARHAD LOTFI; ATEFEH SEGHATOLESLAM; ZAHRA KARIMIAN; MESBAH SHAMS

Volume 1, Issue 1 , January 2013, , Pages 21-27

Abstract

Introduction: General medical education starts with basic sciences whichusually continue about 2.5 to 3 years. In this period, the students study basic medical sciences and then start ... Read More

Medical students’ and physicians’ attitudes toward patients’ consent to participate in clinical training

ATHAR OMID; PARNAZ DANESHPAJOUHNEJAD; OMID PIRHAJI

Volume 3, Issue 1 , January 2015, , Pages 21-25

Abstract

Introduction: The responsibility of the medical training teamtowards a patient referring to an academic medical center hasnot been fully clarified. In this article we have looked at ... Read More

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