Journal of Advances in Medical Education & Professionalism

The Cognitive Error Styles of Midwifery Students in Clinical Decision-Making: A Directed Qualitative Content Analysis Study

HADIS SOURINEJAD; ELHAM ADIB MOGHADDAM; SAYED AHMAD REZA RAEISI DEHKORDI; ZIBA RAISI DEHKORDI

Volume 13, Issue 4 , October 2025, , Pages 334-343

https://doi.org/10.30476/jamp.2025.107111.2191

Abstract

Introduction: Cognitive error styles refer to faulty patterns of thinking that can negatively influence individuals’ decision-making and behavior. Among midwifery students, identifying ... Read More

Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman

MOHAN B SANNATHIMMAPPA; VINOD NAMBIAR; RAJEEV ARAVINDAKSHAN; ANIL KUMAR

Volume 10, Issue 1 , January 2022, , Pages 12-21

https://doi.org/10.30476/jamp.2021.92361.1481

Abstract

Introduction: Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students’ learning. ... Read More Introduction: Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students’ learning. The present study aimed to qualitatively explore the students’ perception of the effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes.Methods: A cross-over interventional study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases on four different dates. 139 participants were divided into 4 groups [35 each in A, B, C, & 34 in D]. For TBL session 1, Group A and group B were the study and control groups, respectively. For the second session on different topics, the groups were reversed with group B and group A as the study and control groups, respectively. The same was followed for groups C and D. The means and standard deviations of the pre-test and post-test scores were compared after calculating the improvement in scores from pre- to post-tests. Repeated measures ANOVA suitably coded in SPSS for cross-over design was used to find out confounding by sequence of interventions with a p-value of on a 3-point Likert scale. The data were analyzed using SPSS version 22 and expressed as number and percentage. Results: The post-test scores of the students who participated in the TBL session were significantly higher when compared to the self study (SS) arm. The overall improvement in scores was 4.98 (1.4) in TBL group, whereas in the SS arm it was only 2.29 (1.51). The new method was found far superior to the self-study method regardless of being applied before or after the comparison mode of self-study (p <0.0001). The scores of the self-study was marginally better when offered first rather than after a TBL session, indicating the negative effect of cross-over on SS mode (P=0.024). The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive in terms of an opinion survey which had a Cronbach’s alpha of 0.932. The majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement through student-led discussions. Many stated that TBL enhanced their critical thinking, problem-solving ability, communication skills, and knowledge. Conclusion: TBL is an instructive and highly structured teachinglearning strategy, welcomed by the majority of our participants. Online TBL sessions are effective in fostering the students’learning and can be used confidently when needed.

The effect of test-enhanced spaced learning on the otolaryngology board and annual examination results: A quasi-experimental study

SASAN DABIRI; AEEN MOHAMMADI; RITA MOJTAHEDZADEH

Volume 7, Issue 3 , July 2019, , Pages 131-137

https://doi.org/10.30476/jamp.2019.74696

Abstract

Introduction: In the test-enhanced spaced learning, educational contents are presented in small packages of well-developed test questions with a defined frequency to the learners. ... Read More

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Keywords = Cognition

The Cognitive Error Styles of Midwifery Students in Clinical Decision-Making: A Directed Qualitative Content Analysis Study

Abstract

Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman

Abstract

The effect of test-enhanced spaced learning on the otolaryngology board and annual examination results: A quasi-experimental study

Abstract