Journal of Advances in Medical Education & Professionalism

Editorial Board

Volume 1, Issue 1 , January 2013

Abstract

Medical education is a new discipline whichstarted about 50 years ago. The pioneer of thisdiscipline was George Miller from the Universityof Chicago who suggested most of prominentmedical ... Read More Medical education is a new discipline whichstarted about 50 years ago. The pioneer of thisdiscipline was George Miller from the Universityof Chicago who suggested most of prominentmedical professionals have little or no knowledge ofpsychology of learning and advocated the validity ofpresent medical education in the world.He hypothesized that while very eminent and welltrained scientific oriented medical teachers were verywell qualified in their prospective field of medicine,they were not well aware, nor utilized the psychologyof learning. Therefore, their effort in training medicalstudents was partially wasted. He emphasized thegoal oriented learning and suggested that we, asacademic teachers of medical sciences, must switchour emphasis from teaching to learning. He alsoproposed that every teacher of medicine” clearingthe objective and every course in medicine” it wasthe further the fact that the objective should be in theform of “behavioral objective” and emphasized thatthis objective should be well spelled out and clearlydefined and written in advance.Fortunately, one of our academicians, Dr. BahmanJoorabchi, who was in Chicago gets in touch withDr. Miller and soon became the pioneer of medicaleducation after his return to Shiraz Medical School.In early 1970’s the Department of Medical Educationwas established in Shiraz Medical School. A numberof workshops were carried out by Dr. Joorabchifor professors of clinical and basic sciences. Also anumber of professors from different disciplines, fromboth clinical and basic sciences, were sent to Chicagoto get up-to-date in medical education. On return,they themselves became the instructor and facilitatorof these workshops.These workshops were so successful that soon entiremedical schools of Iran became interested and invitedthe Shiraz group to carry on these workshops all overthe country.The World Health Organization noted thegreat success of this department and soon Shirazbecame the World Health Organization Center formedical education for the entire region of EasternMediterranean.In early 2011, based on the demand of participantsof these workshops, we started planning a publication.We hope that all interested individuals as well asformer scholars of this department collaborate withus to achieve our mission. We are looking forward toall constructive suggestions and criticism. The youngand enthusiastic staff of this department are keen toreceive your correspondence and emails.

Evaluation of problem-based learning in medical students’ education

MOHAMMAD HADI IMANIEH; SEYED MOHSEN DEHGHANI; AHMAD REZA SOBHANI; MAHMOOD HAGHIGHAT

Volume 2, Issue 1 , January 2014, , Pages 1-5

Abstract

Introduction: In traditional medical education systems much interest isplaced on the cramming of basic and clinical facts without considering theirapplicability in the future professional ... Read More Introduction: In traditional medical education systems much interest isplaced on the cramming of basic and clinical facts without considering theirapplicability in the future professional career. The aim of this study is to evaluatea novice medical training method (problem-based learning) as compared tothe contemporary teacher-based medical education or traditional methods.Methods: Selection of the study subjects was done through simple sampling andaccording to the division of medical students introduced from Medical Facultyto the Pediatrics Department with no personal involvement. 120 medicalstudents were assigned to 8 groups of 15 students each. For four months, 4groups were trained with traditional method and 4 other groups underwentproblem-based learning method on selected subject materials. In each method,a pre-course test at the beginning and a post-course test at the end of eachcourse were given to each group. The questionnaire used in this study as theinstrument was composed of 39 questions, 37 multiple choice questions andtwo short answer questions. Three professors of pediatric gastroenterologisttook part in the training. Two of these professors were responsible for solvingtask training method. The third professor used traditional teacher-centeredmethodology to eliminate any possible bias. Scores obtained from these testswere analyzed using Paired t-test and independent t-test. P values of less than0.05 were considered as significant.Results: The mean±SD scores of the students undergoing the traditionalmethod were 14.70±3.03 and 21.20±4.07 in the first and second test,respectively. In problem-based learning, the mean±SD scores were 15.82±3.29in the first and 27.52±4.72 in the second test. There was a significant differencebetween the mean scores of post-course exams of the two groups (p=0.001),while no significant difference was observed between the mean scores of precourseexams of the groups (p=0.55).Conclusion: It may be concluded that problem-based learning method leadsto a significant increase in learning and recalling output compared to thetraditional method. Given the evolving medical education in the country’smedical schools toward problem-based learning, it is suggested that thegrounds be laid so that this change will take place based on thought, principlesand problem solving.Keywords: Medical students, Education, Teaching, Problem based learning

Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

JAVAD KOJURI; MITRA AMINI; ZAHRA KARIMIAN; MOHAMMAD REZA DEHGHANI; MAHBOOBEH SABER; LEILA BAZRAFCAN; SEDIGHEH EBRAHIMI; RITA REZAEE

Volume 3, Issue 1 , January 2015, , Pages 1-8

Abstract

Introduction: In the design of educational programs, much attentionhas been paid to teaching methods, needs assessment, an importantpart of the development of educational programs, ... Read More Introduction: In the design of educational programs, much attentionhas been paid to teaching methods, needs assessment, an importantpart of the development of educational programs, generally isneglected. Another important aspect in educational program design isassessing effectiveness. The aims of this study were to design a formalneeds assessment program to define the core contents of a facultydevelopment program, and to determine whether participation in thefaculty development program reinforced new teaching skills.Methods: A teacher-training program was designed at ShirazUniversity of Medical Sciences to help medical instructors boosttheir teaching skills. Needs assessment was done with nominal grouptechnique followed by a 5-point Likert scale questionnaire. Theprogram, imparted in workshop format, covered effective teachingmethods, feedback, assessing knowledge and time management.Instruction was in the form of lectures, group discussions, casesimulations, video presentations and role-plays. The program wasevaluated in several phases using data triangulation and multi-itemassessments of overall program quality in three major dimensions:Kirkpatrick program evaluation model, evaluation of theeducational environment and qualitative analysis with open-endedquestions. All participants in the study belonged to the academicstaff of Shiraz University of Medical Sciences (n=396).Results: Seven main categories were derived from nominal grouptechniques and questionnaires. After the program, participantsrated the quality of the program highly. They felt that the educationalintervention was appropriate and had a positive impact on theirknowledge of effective teaching methods, feedback, knowledgeassessment and time management. Assessment of the effectivenessof the program showed that participants reported significantimprovements in their teaching abilities.Conclusion: Our faculty development program have a significantpositive effect on medical university teaching staff members’competencies. Further research is needed to investigate whetherthe faculty development program actually results in improvedteaching performance.Keywords: Faculty, Teaching, Effectiveness, Assessment, Needs assessment

A case-based approach for teaching professionalism to residents with online discussions

MARK T. NADEAU; JAMES TYSINGER; MARCY WIEMERS

Volume 4, Issue 1 , January 2016, , Pages 1-7

Abstract

Introduction: Programs must demonstrate that their residentsare taught and assessed in professionalism. Most programsstruggle with finding viable ways to teach and assess this criticalcompetency. ... Read More Introduction: Programs must demonstrate that their residentsare taught and assessed in professionalism. Most programsstruggle with finding viable ways to teach and assess this criticalcompetency. UTHSCSA Family and Community MedicineResidency developed an innovative option for interactive learningand assessment of residents in this competency which would betransferrable to other programs and specialties.Methods: The innovative approach uses an asynchronous onlineformat on Blackboard. Threaded discussions on Blackboardrequire thoughtful reflective writing after case assessmentand critical evaluation of other resident posts. Participation,content and progress of all resident postings are monitored byadministrative staff and faculty. Faculty can further engage theresidents at any point to deepen the discussion and learning.Results: 100% of all senior residents attained the required learningobjectives. All were actively engaged in the assignments. Six caseshave been developed using a Learning Matrix to demonstrateevaluation areas from the specialty specific competencies. Writtenfeedback from residents verified the validity of case content incontext of their current clinical practice. Postings by residentshave provided value and insight for the faculty to access theprofessional development of our Family Medicine residents. TheClinical Competency Committee evaluates all third year residentsusing this information specific to the professionalism milestones.By using an asynchronous online approach to case discussion, allresidents are involved with all aspects of this curriculum.Conclusions: More specific measurable learning outcomesare possible using this approach. Resident participation andengagement is easier to track and monitor than a lecture-basedformat and easier to capture valuable data than relying onevaluation feedback. Our Annual Review process will identifyareas for improvement in the existing cases and help createsupplemental cases based on a needs assessment by the faculty.Keywords: Milestones; Professionalism; Residency; e-learning

Effect of formative evaluation using direct observation of procedural skills in assessment of postgraduate students of obstetrics and gynecology: Prospective study

NAINA KUMAR; NAMIT KANT SINGH; SAMAR RUDRA; SWANAND PATHAK

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

Abstract

Introduction: Direct Observation of Procedural Skills (DOPS)is a way of evaluating procedural skills through observation inthe workplace. The purpose of this study was to assess the ... Read More Introduction: Direct Observation of Procedural Skills (DOPS)is a way of evaluating procedural skills through observation inthe workplace. The purpose of this study was to assess the role ofDOPS in teaching and assessment of postgraduate students and toknow the effect of repeated DOPS on improvement of the skillsand confidence of the students.Methods: This prospective study was conducted in the Obstetricsand Gynecology department of a rural tertiary centre in NorthernIndia in two phases. All postgraduate students (n=20) wererandomly divided year-wise into two groups, using lottery systemsuch that both groups had equal number of first, second andthird year students for didactic lecture/simulation teaching usingmannequins, with hands-on exposure on Active management ofthird stage of labor (AMTSL) and Postpartum hemorrhage (PPH)management. In the first phase, Group 1 received simulationteaching using mannequins with hands on for 4 sittings, and Group2 received didactic lecture on AMTSL. Following the students’performance of AMTSL steps on delivering women, theircompetencies were assessed using DOPS structured checklist often points on 6 sessions. The students’ performance in six DOPSwas compared between the two groups. In the 2nd phase, afterflipping of the groups, group one received didactic lecture, andgroup 2 simulation teaching on PPH management with hands onfor 4 sittings, followed by comparison of six DOPS performancein both groups. The data were analyzed by Wilcoxon rank-sum(Mann–Whitney) test using SPSS software, version 20.Results: In both phases, significant difference was observedbetween the two groups on first DOPS comparison (1st phase:p=0.000; 2nd phase: p=0.002), with simulation group performingbetter. Comparison of sixth DOPS in the two groups revealed nodifference in both phases, but significant difference on first andsixth DOPS comparison in each group (p=0.000).Conclusion: Repeated DOPS results in improved skills andconfidence of students in managing real life obstetric emergenciesirrespective of the teaching modality.Keywords: Direct observation; Procedural skills; Postpartum hemorrhage; Clinical competency

Impact of immediate feedback on the learning of medical students in pharmacology

DINESH K BADYAL; SUMAN BALA; TEJINDER SINGH; GAURAV GULREZ

Volume 7, Issue 1 , January 2019, , Pages 1-6

https://doi.org/10.30476/jamp.2019.41036

Abstract

Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to ... Read More Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to evaluatethe effect of computer-based immediate feedback on the medicalstudents’ learning in a pharmacology course. Methods: In this prospective intervention study some feedbackmodules in pharmacology (FMP) were prepared in two topics:the cardiovascular system (CVS) and chemotherapy, using blanktemplates on “Hot Potatoes” software. The FMP included MCbasedquestions and two versions were developed: one withfeedback (FMP-1) and the other without feedback (FMP-2). TheFMP-1 module provided immediate feedback for each option thestudent chose. The students (n=48) were randomized by computergenerated random number table to two groups A and B to receivethe module in CVS, i.e., FMP-1 and FMP-2, respectively. A crossoverdesign was adopted to expose all students to immediatefeedback modules. The test scores were compared and feedbackwas obtained from students and faculty using a validatedquestionnaire. A focus group discussion was conducted to clarifythe issues raised by the students. Results: The module with immediate feedback was much better appreciated by the students than the module without feedback. The students spent more time on FMP-1 (42±7.00 minutes vs 27±12.36 minutes; p<0.001 in chemotherapy and 40±12.11 minutes vs 24±6.01 minutes; p<0.001 in CVS). However, there was no statistically significant difference in mean test scores. The qualitative data collected provided important information on the value of immediate feedback. The students believed that immediate feedback was an excellent way for self-assessment and improved their deeper understanding of content areas. They also felt that it supplemented their traditional learning habitsand stimulated them to read more. The students enjoyed its nonthreatening nature.Conclusion: Immediate feedback improved the deeper understanding of pharmacology and its relevance to medicine for the two topics although immediate feedback did not improve test scores. Overall, immediate feedback had a positive impact on the students’ self-directed learning.

Clinical skills temporal degradation assessment in undergraduate medical education

JOSEPH FISHER; REBECCA VISCUSI; ADAM RATESIC; CAMERON JOHNSTONE; ROSS KELLEY; ANGELA M TEGETHOFF; JESSICA BATES; ELAINE H SITU-LACASSE; WILLIAM J ADAMAS-RAPPAPORT; RICHARD AMINI

Volume 6, Issue 1 , January 2018, , Pages 1-5

https://doi.org/10.30476/jamp.2018.43340

Abstract

Introduction: Medical students’ ability to learn clinicalprocedures and competently apply these skills is an essentialcomponent of medical education. Complex skills with limitedopportunity ... Read More Introduction: Medical students’ ability to learn clinicalprocedures and competently apply these skills is an essentialcomponent of medical education. Complex skills with limitedopportunity for practice have been shown to degrade withoutcontinued refresher training. To our knowledge there is noevidence that objectively evaluates temporal degradation ofclinical skills in undergraduate medical education. The purposeof this study was to evaluate temporal retention of clinical skillsamong third year medical students.Methods: This was a cross-sectional study conducted at fourseparate time intervals in the cadaver laboratory at a publicmedical school. Forty-five novice third year medical studentswere evaluated for retention of skills in the following threeprocedures: pigtail thoracostomy, femoral line placement, andendotracheal intubation. Prior to the start of third-year medicalclerkships, medical students participated in a two-hour didacticsession designed to teach clinically relevant materials includingthe procedures. Prior to the start of their respective surgeryclerkships, students were asked to perform the same threeprocedures and were evaluated by trained emergency medicineand surgery faculty for retention rates, using three validatedchecklists. Students were then reassessed at six week intervalsin four separate groups based on the start date of their respectivesurgical clerkships. We compared the evaluation results betweenstudents tested one week after training and those tested atthree later dates for statistically significant differences in scoredistribution using a one-tailed Wilcoxon Mann-Whitney U-testfor non-parametric rank-sum analysis.Results: Retention rates were shown to have a statisticallysignificant decline between six and 12 weeks for all threeprocedural skills.Conclusion: In the instruction of medical students, skilldegradation should be considered when teaching complextechnical skills. Based on the statistically significant decline inprocedural skills noted in our investigation, instructors shouldconsider administering a refresher course between six and twelveweeks from initial training.Keywords: Clinical skills, Assessment, Medical education

Philosophy of medical education

HOSSAIN RONAGHY

Volume 1, Issue 2 , April 2013, , Pages 43-45

Abstract

Introduction: Education is defined as an art with scientific principle. It isdescribed as a form of learning by which knowledge, skills and attitudes of an age group are transferred ... Read More

The effectiveness of cognitive behavior stress management on functional dyspepsia symptoms

ZAHRA DEHGHANIZADE; YADOLAH ZARGAR; MAHNAZ MEHRABIZADEH HONARMAND; AHMAD KADKHODAIE; MAJID EYDI BAYGI

Volume 3, Issue 2 , April 2015, , Pages 45-49

Abstract

Introduction: Functional dyspepsia and digestive disorders arecommon, debilitating and costly. Little information is availableabout the role of stress management in terms of cognitivebehavioraltreatment ... Read More Introduction: Functional dyspepsia and digestive disorders arecommon, debilitating and costly. Little information is availableabout the role of stress management in terms of cognitivebehavioraltreatment of dyspepsia. The purpose of this studywas to investigate the effectiveness of cognitive-behavioral stressmanagement on functional dyspepsia symptoms in patients whoreferred to digestion clinics in Ahvaz.Methods: This was a quasi-experimental study, using pretest,post-test and follow-up with control group. The samplesize was decided according to availability. For this purpose, 30patients were selected using Rome-III diagnostic criteria withdiagnosis of functional dyspepsia. They were divided with blockrandomization into two experimental and control groups (Eachwith 15 subjects). The experimental group received 10 sessions ofcognitive behavioral stress management. But, the control groupdid not receive any intervention. Two groups were assessed atpost-test and follow-up after the intervention. Data collection inthis study was based on the NDI index. All subjects completedthe NDI index for evaluating dyspeptic symptoms in the pre-testphase. At the end of interventions and post-test phase, both groupscompleted the NDI index. Also, all subjects completed a monthafter the end of the the NDI index in order to follow the effects oftreatment. After the follow-up, the data were analyzed using theSPSS 14 and univariate analysis of variance. The significance levelwas considered p<0.05.Results: The result of this study showed that there were significantdifferences between the experimental and control groups in termsof functional dyspepsia in the post-test (p=0.000). Also, therewere significant differences between the experimental and controlgroups in terms of functional dyspepsia in the follow-up (p=0.000).Conclusion: The results of the present study suggest thatcognitive-behavioral stress management strategies are effectivein reducing symptoms in patients with functional dyspepsia.So, cooperation among gastroenterologists, psychologists andpsychiatrists can have positive effects on these patients.Keywords: Cognitive behavior, Dyspepsia, Stress

System based practice: a concept analysis

SHAHRAM YAZDANI; FAKHROLSADAT HOSSEINI; SOLEIMAN AHMADY

Volume 4, Issue 2 , April 2016, , Pages 45-53

Abstract

Introduction: Systems-Based Practice (SBP) is one of the sixcompetencies introduced by the ACGME for physicians toprovide high quality of care and also the most challenging of themin ... Read More

Designing a system of mentorship in Shiraz University of Medical Sciences

MITRA AMINI; JAVAD KOJURI; MOHAMMAD REZA DEHGHANI; ARASH MANI; PARISA NABEIEI; ROYA KHALILI; HOURI MUSAVI NEZHAD

Volume 5, Issue 2 , April 2017, , Pages 49-50

Abstract

As you know, one of the new programs ofthe medical universities is to familiarizethe students to the medical atmosphere withthe help of compassionate and experienceduniversity professors. ... Read More As you know, one of the new programs ofthe medical universities is to familiarizethe students to the medical atmosphere withthe help of compassionate and experienceduniversity professors. The program is plannedand implemented under the title of mentorship,in which an experienced instructor takes theresponsibility of orientation, guidance and problemsolving of a number of students. The studentsat the time of admission face some problems,usually due to the young age, unfamiliarity withthe university context, the amount of the texts,etc.; therefore, they feel somehow defenselessin this atmosphere. In this program, which waslongitudinal and often causes a long-term andfriendly relationship between the professor andstudents during the education years, these problemsof students discuss with teachers (Mentor) andin this interact somewhat elevated. To do theappropriate implementation of this concept inthe university, the university was required to befamiliar with the concept of mentorship at the firststep (1). So, the Education Development Center ofShiraz University of Medical Sciences (EDC) hasimplemented this issue in a series of educationalfellowship workshops for the professors ofpostgraduate levels.In teaching this concept, the Jowhari model(Joseph Luft and Harry Ingham famous model)(2) has attracted the attention of authoritiesand professors of this period. In educating theconcept of mentoring, the development of selfgeneralizationwindow of the professors wasconsidered. Because this section covers theability of communication and flexibility in theleadership of the individuals, development ofthe window (area) decreases the incidence ofconflicts and misunderstandings and strugglesbetween individuals in this regard. To developthis area, there was an attempt in this period thatthe professors get familiar with the two methodsof self-openness and feedback. This educationalprogram was a pilot which was implementedin the country for the first time in one of thefellowship programs for the faculty members.Then, according to the results and positivefeedbacks, it was applied more extensively. Sofar, this subject has been trained in 5 differentfellowship training courses of the professors inthe form of diverse topics, such as the mentorshipconcept in educating the students, counseling andmentoring models and evaluation and feedbackprinciples. The results of the training showsachievement of the educational goals (85%),applicability of the educational materials (93%),and relevance of the educational environment (78%) in the universities. So, due to the newnessof this concept in the country and the necessityof its performance, doing more studies onthe improvement of this concept in the otherprofessor of this university seems necessary.

Online formative assessments: exploring their educational value

KAVITHA NAGANDLA; SHARIFAH SULAIHA; SIVALINGAM NALLIAH

Volume 6, Issue 2 , April 2018, , Pages 51-57

https://doi.org/10.30476/jamp.2018.41011

Abstract

Introduction: Online formative assessments (OFA’s) have beenincreasingly recognised in medical education as resources thatpromote self-directed learning. Formative assessments ... Read More Introduction: Online formative assessments (OFA’s) have beenincreasingly recognised in medical education as resources thatpromote self-directed learning. Formative assessments are usedto support the self-directed learning of students. Online formativeassessments have been identified to be less time consuming withautomated feedback. This pilot study aimed to determine whetherparticipation and performance in online formative assessments(OFA’s) had measurable effects on learning and evaluate thestudents’ experience of using the OFA’s in the department ofObstetrics and Gynaecology.Methods: This is a cross-sectional study conducted amongfourth year medical students (n=92) during their seven weekpostings in Obstetrics and Gynaecology. Five sets of onlineformative assessments in the format of one best answers (OBA),Objective structured practical examination (OSPE) and Shortanswer question (SAQ) with feedback were delivered over fiveweeks through the online portal. The mean scores of the endof posting summative exam (EOP) of those who participated inthe assessments (OFA users) and of those who did not (non-OFAusers) were compared, using Students t-test. The frequency oftool usage was analysed and satisfaction surveys were utilized atthe end of the course by survey questionnaire using the five pointLikert scale.Results: The mean scores of the students in end of postingsummative examination marks for students who had participatedin the online formative assessment (OFA users) and for those whohad not (non OFA users) showed no significant difference in allthe three components OBA, SAQ and OSPE (p=0.902, 0.633,0.248). Majority of the students perceived that OFAs fulfilled thestated aims and objectives and so they would persuade their peersto participate in the OFAs.Conclusions: Online formative assessments are perceived astools that promote self-directed learning, improved knowledgeand tailor learning for individual learning needs and style.Keywords: Assessments, Self-directed learning, Education

Students teaching students: A novel solution for teaching procedures via instruction on the corpse

CARLOS E GARCIA RODRIGUEZ; RAJ J SHAH; CODY SMITH; CHRISTOPHER J GAY; JARED ALVARADO; DOUGLAS RAPPAPORT; WILLIAM RT J ADAMAS-RAPPAPORT; RICHARD AMINI

Volume 7, Issue 2 , April 2019, , Pages 51-55

https://doi.org/10.30476/jamp.2019.44708

Abstract

Introduction: Increased faculty and resident responsibilities have ledto the decreased time available for teaching clinical skills to medicalstudents. Numerous advances in education ... Read More Introduction: Increased faculty and resident responsibilities have ledto the decreased time available for teaching clinical skills to medicalstudents. Numerous advances in education and simulation haveattempted to obviate this problem; however, documented success islacking. Our objective was to describe a novel fresh cadaver-based,student-driven procedural skills lab and to compare the educationaleffectiveness of student instructors to the senior instructor (SI). Methods: This was a prospective study performed at an academic medical center. A pilot program, “Students Teaching Students,” was introduced where four trained first-year medical students (TMS)instructed 41 other untrained first-year medical students in technical procedures. This study compared the teaching evaluations of the SI with the TMS teaching equivalent procedures. Paired t-test was used to determine statistically significant changes in procedural confidence between pre- and post-training. Utilizing a post-training questionnaire, average post-training confidence improvement values and objective post-training test scores of the participants were compared between TMS and SI, using a 2 sample t-test. Statistical significance was considered as a pResults: Twenty-nine out of 39 (74%) students completed the questionnaire. Both groups demonstrated a statistically significant improvement in subjective confidence level in performing each procedure when pre- and post-training scores were compared, while there was no statistically significant difference found in cognitive knowledge between the groups (p=0.73). There was no statistically significant difference in the mean confidence improvement between the SI and TMS groups for chest tube insertion (2.06 versus 1.92 respectively, p=0.587), femoral line placement (2.00 versus 1.94 respectively, p=0.734) or student test score (88% versus 85% respectively).Conclusion: Our results demonstrate that first-year medical students well-trained in technical skills, such as our TMS, may be a valuable additional teaching resource. The Students Teaching Studentsprocedure lab employed in this study was effective at immediately increasing first-year medical students’ confidence and technical skill. First-year medical students well-trained in technical skills, such as our TMS, may be a valuable additional teaching resource.

Influential factors on learning through the hidden curriculum in the perspective of undergraduate baccalaureate nursing students

ZOHREH KARIMI; TAHEREH ASHKTORAB; EESA MOHAMMADI; HEIDARALI ABEDI

Volume 2, Issue 2 , April 2014, , Pages 53-57

Abstract

Introduction: Nursingcurriculum is not always overt; it can also exist covertlyin the form of a hidden curriculum. This study aims to explain the factorsinfluencing learning through ... Read More

A new method of recording attendance improves the academic performance of medical students

HIMEL MONDAL; KOUSHIK SAHA; SHAIKAT MONDAL; PIYALI SAHA; SAIRAVI KIRAN BIRI

Volume 8, Issue 2 , April 2020, , Pages 55-60

https://doi.org/10.30476/jamp.2020.81723.1029

Abstract

Introduction: Students’ engagement during the collection of attendance (SEdCA) is a method where students write the answer to a question related to the topic of preceding ... Read More

Teaching communication skills and medical ethics to undergraduate medical student

SADIA AHSIN; AFSHAN SHAHID; GHULAM MURTAZA GONDAL

Volume 1, Issue 3 , July 2013, , Pages 72-76

Abstract

Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness ... Read More

A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members

ALIREZA YOUSEFI; LEILA BAZRAFKAN; NIKOO YAMANI

Volume 3, Issue 3 , July 2015, , Pages 91-98

Abstract

Introduction: The supervision of academic theses at theUniversities of Medical Sciences is one of the most importantissues with several challenges. The aim of the present studyis to ... Read More

Considering social accountability in rehabilitation therapy school

HAJAR SHIEH; MITRA AMINI; FATEMEH MIR; PARISA NABEIEI; JAVAD KOJURI

Volume 5, Issue 3 , July 2017, , Pages 93-94

Abstract

As you know, there is increasing attention insocial accountability concept for medicaland other health professional schools. Despite theuniqueness of the concept of social accountability,it ... Read More As you know, there is increasing attention insocial accountability concept for medicaland other health professional schools. Despite theuniqueness of the concept of social accountability,it has different definitions in various fields. TheWorld Health Organization (WHO) has describedsocial accountability generally as follows: “theobligation to direct education, research andservice activities toward addressing the priorityhealth concerns of community, region, ornation”(1). Applied to health professional schools,the idea of social accountability recognizes it’sprospective for transforming community byacting throughout the educational, researchand healthcare delivery, on a mixture of socialdeterminants of health factors and for helpingto make a proficient and equitable health system.One of the health professional schools inShiraz University of Medical Sciences is theSchool of Rehabilitation Therapy. This school iscommitted to lead and stimulate positive changesthat improve quality of lives through rehabilitationeducation, research and practice. As part of thiscommitment, the mission of this school is to teachoccupational therapists, physiotherapists andphysiotherapy scientists who contribute to wellbeingand welfare of the community. This schoolis recognized for excellent social accountability.In a qualitative study, we developed theindicators for assessing the concept of socialaccountability in this school based on the extensiveliterature review and expert opinions. Finally,57 indicators were determined for assessing thesocial accountability and used for assessment ofsocial accountability in this school (2).The results showed that considering thehealthcare needs of the community for educationand research, provision of interdisciplinaryeducation for students, addition of the idea ofsocial accountability in the accreditation system,teaching professionalism to students before theclinical courses, and cooperation with otherstakeholders (including academic health centers,physician communities, and other relevantparamedical schools) were reported as some of thestrengths of this school. Some of the weaknessesof this school were lack of continuous evaluationprograms for precise analysis of the currentneeds of the society and lack of correspondencebetween some of the elective training programswith the accountability approach. What’s more,the willingness of the community to participatein the health programs, lifestyle changes andchange in the public approval for services ineducational fields are some of the existing trendsin this school.It seems necessary that social accountabilityconcept of rehabilitation therapy schools shouldbe further taken into consideration as a meansof improving the outcomes of rehabilitationeducation, research and services.In conclusion, all health professional schools should contribute to the needs of society byeducating their students well in this field. Throughaccomplishment of these aims, these schools canplay the maximum effective role in the health ofthe community.

The role of critical thinking skills and learning styles of university students in their academic performance

ZOHRE GHAZIVAKILI; ROOHANGIZ NOROUZI NIA; FARIDE PANAHI; MEHRDAD KARIMI; HAYEDE GHOLSORKHI; ZARRIN AHMADI

Volume 2, Issue 3 , July 2014, , Pages 95-102

Abstract

Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical ... Read More Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences.Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05.Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles.Conclusion: The results of this study showed that the learning styles, criticalthinking and academic performance are significantly associated with oneanother. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.Keywords: Learning, Performance, Student

Reflection for the undergraduate on writing in the portfolio: where are we now and where are we going?

MOHAMED H AHMED

Volume 6, Issue 3 , July 2018, , Pages 97-101

https://doi.org/10.30476/jamp.2018.41021

Abstract

Introduction: The portfolio can be seen as a tool for assessmentof a variety of learning activities that differ in content, usage, andassessment. The portfolio not only meets the learner’s ... Read More Introduction: The portfolio can be seen as a tool for assessmentof a variety of learning activities that differ in content, usage, andassessment. The portfolio not only meets the learner’s educationalneeds but also the political and public reassurance demand thatthe health professional has achieved the required competency ofthe curriculum that allows him or her to practice safely with orwithout supervision in the health organization.Methods: An in-depth search on Google Scholar, Medline andPubMed was conducted using the terms “reflection and portfolio”with especial emphasis on undergraduates. All the manuscriptscollected were critically reviewed regardless of the date ofpublication.Results: Even though the systematic review showed thelimited effect of the educational impact of the portfolio on theundergraduate, numerous benefits can be seen, e.g. improvementin the relationship between students and tutors, an increasein general knowledge, awareness and reflection. Reflectionfor medical undergraduates in portfolio per se was associatedwith improvement in communications skills, professionalismand better achievement in postgraduate studies and increase inexperiential learning. Interestingly, the portfolio was shown to beuseful for undergraduate and tutors in filling the gaps of learningin clinical surgery, urology and geriatric medicine. In addition,for dental and nursing students it was associated with an increasein professionalism, clinical competency, and self-confidence.Lack of integration of reflection throughout the curriculum of themedical school was considered one of the main problems.Conclusion: Further research is needed to address the followingquestions (i) it will be of interest to assess if there is anydifference in reflective portfolio between students from problembasedlearning (PBL) curriculum and those from traditionalcurriculum. (ii) Assess the difference in reflective portfoliobetween community-oriented and PBL curriculum and PBLand traditional curriculum (iii) if there is any difference in thereflective portfolio in these three curriculums, it will be of interesthow this can alter the evidence base of the educational effects ofthe portfolio. In other words, is there any curriculum that willconsistently produce evidence based educational effects of theportfolio?Keywords: Medical education, Reflection, Portfolio

Interprofessional education in the integrated medical education and health care system: A content analysis

MAHBOOBEH KHABAZ MAFINEJAD; SOLEIMAN AHMADY; SEYYED KAMRAN SOLTANI ARABSHAHI; SHOALEH BIGDELI

Volume 4, Issue 3 , July 2016, , Pages 103-110

Abstract

Introduction: The current literature supports the inclusion ofinter-professional education in healthcare education. Changes inthe structure and nature of the integrated medical education ... Read More

Teaching statistics to medical undergraduates using interactive and participatory sessions

THULASINGAM MAHALAKSHMY; AMOL R DONGRE; GANAPATHY KALAISELVAN

Volume 1, Issue 4 , October 2013, , Pages 106-112

Abstract

Introduction: In India, medical undergraduates think that statistics is difficultto understand. Often, it is taught just before final assessment examinationusing didactic lectures, ... Read More Introduction: In India, medical undergraduates think that statistics is difficultto understand. Often, it is taught just before final assessment examinationusing didactic lectures, with little use of medical examples and less focus onapplication. Hence, we prepared interactive, participatory sessions for teachingbiostatistics to medical undergraduate.Methods: The sessions were delivered by a facilitator. It had clearly specifiedobjectives, teaching learning strategies. A needs assessment was done byinterviewing the students who had undergone traditional biostatistics teachingmethodology. Specific learning objectives for the sessions were finalizedusing the Delphi technique and review of University syllabus. Two trainedCommunity Medicine faculties designed the lesson plans ‘backwards’ fromdesired outcome to content, teaching/learning strategies, assessment andevaluation process (Outcomes-based lesson planning). Forty, third-semester(Para-clinical phase of the second year) medical undergraduates undertookthese seven teaching sessions. The session followed adult learning principlesand included group discussions, games and reflections. We evaluated theimpact of the sessions using in-depth interviews, retrospective post-then-preself-assessment and a pre-announced written test.Results: With traditional statistics teaching methodology, students perceivedit as a standalone subject and were not interested in statistics. Studentswho underwent the sessions commented that the sessions were enjoyable,interesting, and participatory and more than %90 of them felt they wereengaged throughout the session. They also narrated various instances wherethey could apply the biostatistics learning. In the post-then-pre-assessmentmedian post-session scores for all the objectives were significantly higher(p <0.050).Conclusion: Use of interactive, participatory sessions for teaching biostatisticsto medical undergraduates resulted in a positive reaction and better learning.They also applied these concepts while reading textbooks, listening to lecturesand during clinical postings.Keywords: Biostatistics, Teaching, Medical undergraduates

Trait emotional intelligence and self-assessment of classroom learning in medical students

HIMEL MONDAL; SHAIKAT MONDAL

Volume 8, Issue 3 , July 2020, , Pages 109-114

https://doi.org/10.30476/jamp.2020.84674.1147

Abstract

Introduction: Trait emotional intelligence (EI) is the selfperception of emotional abilities. It is an important predictor of academic performance. Students’ self-assessment ... Read More

The hybrid model of clinical skills teaching and the learning theories behind it.

SATEESH BABU ARJA; SIREESHA BALA ARJA; SAMIR FATTEH

Volume 7, Issue 3 , July 2019, , Pages 111-117

https://doi.org/10.30476/jamp.2019.74838

Abstract

Introduction: There are two popular methods of clinical skills teaching. One is Peyton’s method, and the other one is Robert Gagne’s method. A hybrid model which ... Read More Introduction: There are two popular methods of clinical skills teaching. One is Peyton’s method, and the other one is Robert Gagne’s method. A hybrid model which is a combination of both teaching methods is developed and implemented at Avalon University School of Medicine in Clinical Skills. The aim of the study was to evaluate the hybrid model of clinical skills teaching.Methods: This is a quasi-experimental study where a control group with a sample size of 26 was compared with two study groups; one group included 24 participants, and as the other one consisting of 16 subjects selected without randomization. All students in the class were included in the study, except for those withdrew voluntarily. The quantitative data were gathered in the form of a questionnaire on the Likert scale which was collected as the end of course evaluations. The quantitative data for the responses on the Likert scale was analyzed for descriptive statistics: Mean, Median, and Mode. The quantitative data also included the students’ performance on assessments of clinical skills which was analyzed using ANOVA test. The qualitative data were gathered in the form of open-ended questions in the end of course evaluations. The qualitative data were also collected from the faculty members who were the examiners for the clinical skills course as the feedback taken from them. Results: There was a significant improvement in the feedback of students (end of course evaluations) after implementing the hybrid model of clinical skills teaching which was shown by increased Mean, Median, Mode for the most pointers on the Likert scale. Also, there was a notable improvement in the performance of students with a significant p-value (p<0.05) on ANOVA test.Conclusion: The hybrid model is very effective in teaching clinical skills. This teaching method can be evaluated by replicating this study at larger institutions with more number of students.

Validity of transactional analysis and emotional intelligence in training nursing students

BRANDI L WHITLEY-HUNTER

Volume 2, Issue 4 , October 2014, , Pages 138-145

Abstract

Introduction: Emotional intelligence (EI) is considered a critical componentof a nurse’s characteristic trait which is known as a significant predictor of aperson’s job performance ... Read More Introduction: Emotional intelligence (EI) is considered a critical componentof a nurse’s characteristic trait which is known as a significant predictor of aperson’s job performance and life success. Transactional Analysis (TA) plays a fundamental role in nurse-patient communication and managing emotionsduring difficult dialect with patients. The aim of this review is to discuss theframework of EI and TA, and how the combined theories can be utilized tofurther educate nurses and enhance the patient’s experience. Exploring the idea of combining EI, TA, and other theories and adding these addendums to the nursing curriculum may advance the empathy and communication skills of nursing students.Methods: The method used in this review is a literature search using databases, such as Medline, EBSCO, and Google Scholar, etc. to form a critical discussion of this area. Key words such as emotional intelligence, transactional analysis, nursing curriculum, and relating theoretical models were used to identify applicable documents. Four studies involving EI and TA were sampled. A combination of data collection tools, such as lecture series and intervention programs, were used to authenticate the results. Other instruments used were ego state questionnaires, empathy, and five point Likert scales. No study design or type of literature was excluded in healthcare to substantiate the application of EI and TA into the nursing curriculum.Results: Sixteen nurses attended a six-week psycho-education program using communication and empathy scales, and patient satisfaction surveys to improve their empathetic and communication skills. The result of the mean communication score (177.8±20) increased to (198.8±15) after training (p=0.001). The empathy score increased from 25.7±7 to 32.6±6 (p=0.001). The overall result reflects that training can improve emergency nurse’s communication and empathy skills.Conclusion: The data suggests there are under-researched theories withfuturistic topics that have value to the nursing community. Suitable evaluation of these theories is vital to nursing education. Implementation and training for nursing students and existing nurses may help shift the culture of medical education ahead by creating a more educated and empathetic work environment.Keywords: Emotional intelligence, Transactional analysis, Patient, Communication, Nursing, Students, Curriculum

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)

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