Journal of Advances in Medical Education & Professionalism

Exploring the challenges of professional identity formation in clinical education environment: A qualitative study

FATEMEH KESHMIRI; SHERVIN FARAHMAND; FATEMEH BAHRAMNEZHAD; HOOMAN HOSSEIN-NEJAD NEDAEI

Volume 8, Issue 1 , January 2020, , Pages 42-49

https://doi.org/10.30476/jamp.2019.74806.0

Abstract

Introduction: This study aimed to explore the challenges of professional identity formation at clinical education environments from the faculty members’ viewpoints.Methods: ... Read More

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

Combination of different clinical reasoning tests in a national exam

ANAHITA SADEGHI; ALI ALI ASGARI; NEZARALI MOULAEI; VAHID MOHAMMADKARIMI; SOMAYEH DELAVARI; MITRA AMINI; SETAREH NASIRI; ROGHAYEH AKBARI; MOJGAN SANJARI; IRAJ SEDIGHI; PARISA KHOSHNEVISASL; MANOUCHEHR KHOSHBATEN; SAEED SAFARI; LEILY MOHAJERZADEH; PARISA NABEIEI; BERNARD CHARLIN

Volume 7, Issue 4 , October 2019, , Pages 230-234

https://doi.org/10.30476/jamp.2019.83101.1083

Abstract

Introduction: Clinical reasoning as a critical and high level of clinical competency should be acquired during medical education, and medical educators should attempt to assess ... Read More Introduction: Clinical reasoning as a critical and high level of clinical competency should be acquired during medical education, and medical educators should attempt to assess this ability in medical students. Nowadays, there are several ways to evaluate medical students’ clinical reasoning ability in different countries worldwide. There are some well-known clinical reasoning tests such as Key Feature (KF), Clinical Reasoning Problem (CRP), Script Concordance Test (SCT), and Comprehensive Integrative Puzzle (CIP). Each of these tests has its advantages and disadvantages. In this study, we evaluated the reliability of combination of clinical reasoning tests SCT, KF, CIP, and CRP in one national exam and the correlation between the subtest scores of these tests together with the total score of the exam.Methods: A total of 339 high ranked medical students from 60 medical schools in Iran participated in a national exam named “Medical Olympiad”. The ninth Medical Olympiad was held in Shahid Beheshti University of Medical Sciences, Tehran, Iran, under the direct supervision of the Ministry of Health and Medical Education in summer 2017. The expert group designed a combination of four types of clinical reasoning tests to assess both analytical and non-analytical clinical reasoning. Mean scores of SCT, CRP, KF, and CIP were measured using descriptive statistics. Reliability was calculated for each test and the combination of tests using Cronbach’s alpha. Spearman’s correlation coefficient was used to evaluate the correlation between the score of each subtest and the total score. SPSS version 21 was used for data analysis and the level of significance was considered <0.05.Results: The reliability of the combination of tests was 0.815. The reliability of KF was 0.81 and 0.76, 0.80, and 0.92 for SCT, CRP, and CIP, respectively. The mean total score was 169.921±41.54 from 240. All correlations between each clinical reasoning test and total score were significant (P<0.001). The highest correlation (0.887) was seen between CIP score and total score.Conclusion: The study showed that combining different clinical reasoning tests can be a reliable way of measuring this ability.

Experiences of students and faculty members about using virtual social networks in education: A qualitative content analysis

ALI DEHGHANI; JAVAD KOJURI; MOHAMMAD REZA DEHGHANI; ABDOLKHALEGH KESHAVARZI; SEDIGHEH NAJAFIPOUR

Volume 7, Issue 2 , April 2019, , Pages 86-94

https://doi.org/10.30476/jamp.2019.44712

Abstract

Introduction: Virtual social networks are increasingly beingused by academics and students in health sciences. It is necessaryto examine opportunities and challenges of these networks ... Read More

Needs assessment for standardized educational program for Iranian Medical Students in crisis and disaster management

RITA REZAEE; MAHMOUDREZA PEYRAVI; MILAD AHMADI MARZALEH; AMIR KHORRAM-MANESH

Volume 7, Issue 2 , April 2019, , Pages 95-102

https://doi.org/10.30476/jamp.2019.44713

Abstract

Introduction: Early education and training are mandatory toraise the knowledge and awareness of the healthcare staff. Iranis a disaster prone area with a high number of emergencies.This ... Read More

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.

Assessing clinical reasoning skills using Script Concordance Test (SCT) and extended matching questions (EMQs): A pilot for urology trainees

SYED MUHAMMAD NAZIM; JAMSHEER J. TALATI; SHEILA PINJANI; SYED RAZIUDDIN BIYABANI S; MUHAMMAD HAMMAD ATHER; JOHN J. NORCINI

Volume 7, Issue 1 , January 2019, , Pages 7-13

https://doi.org/10.30476/jamp.2019.41038

Abstract

Introduction: Clinical reasoning skill is the core of medicalcompetence. Commonly used assessment methods for medicalcompetence have limited ability to evaluate critical thinking andreasoning ... Read More Introduction: Clinical reasoning skill is the core of medicalcompetence. Commonly used assessment methods for medicalcompetence have limited ability to evaluate critical thinking andreasoning skills. Script Concordance Test (SCT) and Extended Matching Questions (EMQs) are the evolving tests which areconsidered to be valid and reliable tools for assessing clinicalreasoning and judgment. We performed this pilot study to determinewhether SCT and EMQs can differentiate clinical reasoning abilityamong urology residents, interns and medical students. Methods: This was a cross-sectional study in which an examinationwith 48 SCT-based items on eleven clinical scenarios and four themedEMQs with 21 items were administered to a total of 27 learners atthree differing levels of experience i.e. 9 urology residents, 6 internsand 12 fifth year medical students. A non-probability conveniencesampling was done. The SCTs and EMQs were developed fromclinical situations representative of urological practice by 5 contentexperts (urologists) and assessed by a medical education expert.Learners’ responses were scored using the standard and the graduatedkey. A one way analysis of variance (ANOVA) was conducted tocompare the mean scores across the level of experience. A p-value of <0.05 was considered statistically significant. Test reliability was estimated by Cronbach α. A focused group discussion with candidates was done to assess their perception of test. Results: Both SCT and EMQs successfully differentiated residents from interns and students. Statistically significant difference in mean score was found for both SCT and EMQs among the 3 groups using both the standard and the graduated key. The mean scores were higher for all groups as measured by the graduated key compared to the standard key. The internal consistency (Cronbach’s α) was 0.53 and 0.6 for EMQs and SCT, respectively. Majority of the participants were satisfied with regard to time, environment, instructions provided and the content covered and nearly all felt that the test helped them in thinking process particularly clinical reasoning.Conclusion: Our data suggest that both SCT and EMQs are capable of discriminating between learners according to their clinical experience in urology. As there is a wide acceptability by all candidates, these tests could be used to assess and enhance clinical reasoning skills. More research is needed to prove validity of these tests.

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

Exploration of faculty members’ perceptions about virtual education challenges in medical sciences: a qualitative study

MOHAMMAD HASAN KESHAVARZI; SEYED KAMRAN SOLTANI ARABSHAHI; BANAFSHEH GHARRAHEE; ZOHREH SOHRABI; MARJAN MARDANI HAMOOLEH

Volume 7, Issue 1 , January 2019, , Pages 27-34

https://doi.org/10.30476/jamp.2019.41042

Abstract

Introduction: Virtual education is among the important factorsimproving the learning of medical students. This study aimed toexplain the perceptions of faculty members towards the challengesof ... Read More

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Keywords = Education

Exploring the challenges of professional identity formation in clinical education environment: A qualitative study

Abstract

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

Abstract

Combination of different clinical reasoning tests in a national exam

Abstract

Experiences of students and faculty members about using virtual social networks in education: A qualitative content analysis

Abstract

Needs assessment for standardized educational program for Iranian Medical Students in crisis and disaster management

Abstract

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

Abstract

Assessing clinical reasoning skills using Script Concordance Test (SCT) and extended matching questions (EMQs): A pilot for urology trainees

Abstract

Online-learning: exploring practices among Foundation doctors

Abstract

Exploration of faculty members’ perceptions about virtual education challenges in medical sciences: a qualitative study

Abstract