Journal of Advances in Medical Education & Professionalism

A Study on the Performance and Perception of Medical students in Online Spotter versus Traditional Spotter Examinations

SANGEETHA ARUMUGAM; NANDHA KUMAR SUBBIAH; SONY JHANSI PRIYA

Volume 10, Issue 4 , October 2022, , Pages 246-252

http://dx.doi.org/10.30476/jamp.2022.94591.1597

Abstract

Introduction: Medical institutions around the world are exploring various newer modes of teaching and assessmentmethods to incorporate into the teaching curriculum. In this changing ... Read More Introduction: Medical institutions around the world are exploring various newer modes of teaching and assessmentmethods to incorporate into the teaching curriculum. In this changing situation, e-learning methods are being widely used. For determining the effectiveness of a new learning method, assessment should be done since learning and assessment are intricately associated. One such newer method of testing practical anatomy knowledge is online spotter examination. The present study was conducted to correlate the students’ performance between traditional and online spotter exam and analyse the students’ perception about both exam patterns.Methods: A cross-sectional descriptive study was conducted among 120 first year medical students after obtaining ethical approval from the Institute Research and Ethics committee. Students were selected using simple random sampling method. Two modes of practical examination, traditional and online spotter, were conducted. After the examination, mean scores of OSE and TSE were compared using independent sample t-test. A questionnaire was given to collect data on their perception about the exam pattern, and the responses were scored using Likert scale.Results: The performance mean score in online spotter exam was higher compared to traditional spotter exam. Analysis of the students’ perception about the exam pattern revealed that they preferred the online examination. This could be attributed to advantages of online teaching and learning using audio-visual aids with good quality images (84=70%), easy to answer in multiple choice question (78=65%), quick results (108=90%), absence of bias in evaluation (108=90%), easy for future online postgraduate entrance exams (114=95%), and overall time limit and its advantages (84=70%);the only drawback was anxiety about internet connectivity (96=80%).Conclusion: Online spotter exam can be conducted for routine formative assessment under controlled conditions to improve the students’ knowledge and enhance their confidence and adaptability for future online exams.

Critical appraisal skills training to undergraduate medical students: A Randomized Control Study

SARVIN SASANNIA; MITRA AMINI; MAHSA MOOSAVI; AMIR ASKARINEJAD; MANA MOGHADAMI; HASTI ZIAEE; FATEMEH VARA

Volume 10, Issue 4 , October 2022, , Pages 253-258

http://dx.doi.org/10.30476/jamp.2022.94852.1610

Abstract

Introduction: Critical appraisal skills are presumed to perform a principal part in evidence-based health education and practice methods. This study aimed to design an educational intervention ... Read More Introduction: Critical appraisal skills are presumed to perform a principal part in evidence-based health education and practice methods. This study aimed to design an educational intervention around critical appraisal in this context, evaluate the efficacy of the teaching methods, and investigate critical appraisal skills training to undergraduate medical students.Methods: In this prospective Randomized Control Trial (RCT), 256 sixth-year undergraduate medical students from Shiraz University of Medical Science, Shiraz, Iran, participated. 124 of the students were not taught critical thinking methods as a control group, and 132 participants were taught critical thinking methods by multimedia and attended an online Critical Appraisal Skills (CAS) training workshop as an intervention group. We used the Critical Appraisal Skills Programme (CASP) questionnaire to evaluate students’ knowledge, attitude, confidence, and appraisal skills. This questionnaire was translated into Persian for the first time in Iran by Shokooh Varai, et al. They investigated its validity and reliability,the reliability of the questionnaire being obtained by the Richardson Index (0.75), and the validity being confirmed by some faculty members of Tehran Nursing and Midwifery School. To compare both control and intervention groups, we used an independent t-test and a Chi-Square test at a significance level of 5%, and to analyze the demographic information, we applied some descriptive statistics: frequency, frequency percentage, mean and standard deviation. Allof the statistical approaches were analyzed, using SPSS 22.Results: In all dimensions of the critical appraisal skills, medical students who completed the critical appraisal multi-media training and workshop performed better than those who did not (control group), and this difference was statistically significant (P<0.05). Moreover, the Chi-Square test results showed no statistical relationship between the groups regarding the demographic variables (P>0.05). Also, the Cohen’s D effect size values in the knowledge and confidencedimensions were greater than 0.5; this meant a large effect. Regarding the attitude and appraises Skill dimensions, the effect size was between 0.2 and 0.5, which meant a medium effect.Conclusion: Teaching critical appraisal skills through multi-media and CAS online workshops to medical students effectively improves the students’ knowledge and confidence in appraising articles. This teaching also indicated a medium effect on students’ attitudes and behavior. Our findings can justify implementing critical appraisal skills teaching modules in the undergraduate medical education curriculum.

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner

KAILASH CHAROKAR; PUJA DULLOO

Volume 10, Issue 3 , July 2022, , Pages 135-144

http://dx.doi.org/10.30476/jamp.2022.94833.1609

Abstract

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical ... Read More

Rearrangement of mentoring components for Student Achievement of medical universities

AHMAD KEYKHA; ELHAM KEYKHA

Volume 10, Issue 3 , July 2022, , Pages 179-190

http://dx.doi.org/10.30476/jamp.2022.93404.1526

Abstract

Introduction: Mentoring programs are the most important factor in the achievement of students’ human capital. However, in Iran’s higher health education system, these initiatives ... Read More

Well-being assessment in medical students since the COVID-19 pandemic: a mixed method study

SARAH MICHAUD; OUASSIM MANSOURY; LATIFA ADARMOUCH; MOHAMED AMINE; FRANCIS GUILLEMIN; MAJDA SEBBANI

Volume 10, Issue 2 , April 2022, , Pages 83-90

http://dx.doi.org/10.30476/jamp.2022.93642.1542

Abstract

Introduction: Since the COVID-19, changes have occurred for the Moroccan medical students, which represent a vulnerable population. Coping with this situation could be difficult. ... Read More Introduction: Since the COVID-19, changes have occurred for the Moroccan medical students, which represent a vulnerable population. Coping with this situation could be difficult. Our objective was to estimate and understand the psychosocial barriers to the medical students’ well-being at the Faculty of Medicine and Pharmacy of Marrakesh (FMPM) by evaluating their coping strategies, difficulties and needs.Methods: We conducted a mixed method study among pregraduate medical students. For the quantitative part, we did a cross-sectional study using an online four-part self-administeredquestionnaire. We compared Likert scales of perceived wellbeing before and one year after the lockdown. The scales ranged from 0 (very low state of well-being) to 10 (complete state ofwell-being). Coping strategies were assessed by the Brief-COPE questionnaire. The qualitative perspective was a case-study with semi-structured interviews using an interview guide based onthe literature review. Finally, a one-phase triangulation analysis, underlined by a convergence model, was done.Results: We had 355 participants for the quantitative part (participation rate of 16.6%). The mean age was 19.2±1.6. The female/male sex ratio was 1.8. The first cycle students represented 76%. The well-being mean state was better before than after the pandemic (7.8 vs 5.4; p <0.001). The main coping strategy was the acceptance of the situation (5.8±1.7). According to the students, their principal need for promoting their well-being at the faculty was having courses about technologies for studies (89.3%). For the qualitative part, we interviewed 16 students. Thirteen had a decline of their well-being after the lockdown. Isolation and adaptation to e-learning were the principal difficulties. However, mainly, they adopted engaging in coping strategies.Conclusion: The medical students’ well-being decreased since the COVID-19 pandemic. Students adopting coping strategies were in the best well-being state. Psychosocial and solution basedmeasures should be put in place at the FMPM to foster the students’ well-being.

Empathy scores amongst undergraduate medical students and its correlation to their academic performance

ARSLAAN JAVAEED; ASIFA ABDUL RASHEED; ANUM MANZOOR; QURRA TUL- AIN; PRINCE RAPHAEL D COSTA; SANNIYA KHAN GHAURI

Volume 10, Issue 2 , April 2022, , Pages 99-104

http://dx.doi.org/10.30476/jamp.2022.93026.1512

Abstract

Introduction: Empathy is one of the soft skills required for building rapport and having meaningful patient-doctor interaction. Its effect on academic performance at the undergraduate ... Read More Introduction: Empathy is one of the soft skills required for building rapport and having meaningful patient-doctor interaction. Its effect on academic performance at the undergraduate level amongst Pakistani medical students is not known. This study was done to assess the relationship between empathy and gender, and the academic performance of undergraduate medical students of Azad Kashmir.Methods: This cross-sectional study was done in Poonch Medical College, Azad Kashmir, Pakistan, from May 2018 to May 2019. The sample size for this study consisted of 200 students, determined by Krejcie and Morgan sample size determination chart. Students who agreed to participate in the study were enrolled according to convenience sampling using google forms. The Interpersonal Reactivity Index (IRI) questionnaire was utilized as the data collection tool. Data were analyzed using SPSS version 25. The ethical review board approved the study. Comparisons between males and females at the IRI questions level, IRI domains level, and total IRI were made using the Mann-Whitney U test. The Spearman Rank Correlation test was used to assess the correlation between academic performance, IRI domains, and total IRI scores. A one-way ANOVA test was done to assess the relationship between academic performance and their study years. Results: A total of one hundred and fifty-one students (males 83, females 68, response rate 75.5%) participated in the study from the third to the final year of medical college. The mean empathyscores of males and females were 90.76±8.39 and 91.72±9.76 (P=0.552). On the empathic concern scale, female students had significantly higher empathy scores (25.44±3.49) than males(23.78±3.88) (P=0.008). No significant correlation was found between the empathy scores and academic performance, using Spearman’s correlation test (P>0.05).Conclusion: Females showed significantly higher empathy scores than males for two Interpersonal Reactivity Index items and empathic concern scale. Overall, male and female students had similar total empathy scores. The relationship between empathy and academic performance was non-significant.

Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey

ALIASGHAR HAYAT; KARIM SHATERI; SEPIDEH KAMALIAN FARD; ELNAZ SABZI SHAHR BABAK; HATAM FARAJI DEHSORKHI; MOHAMMAD HASAN KESHAVARZI; KIMIYA KALANTARI; ALIREZA SHERAFAT; SEYED ABDOLLAH GHASEMTABAR

Volume 10, Issue 2 , April 2022, , Pages 105-112

http://dx.doi.org/10.30476/jamp.2021.91264.1438

Abstract

Introduction: Evidence suggests that the performance of medical students is affected by the quality of teaching of clinical teachers, and the higher teachers’ teaching ... Read More

Virtual reality-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students: Virtual reality in medical education

SAMAN BEHMADI; FARIBA ASADI; MARYAM OKHOVATI; ROGHAYE ERSHAD SARABI

Volume 10, Issue 1 , January 2022, , Pages 48-53

http://dx.doi.org/10.30476/jamp.2021.89269.1370

Abstract

Introduction: Epidemics such as the recent one, COVID-19, have caused a change in education and its methods. Virtual simulation is one of the types of technology used in medical ... Read More Introduction: Epidemics such as the recent one, COVID-19, have caused a change in education and its methods. Virtual simulation is one of the types of technology used in medical education andrelated sciences. Virtual simulation provides practical and clinical medical education in a safe, cost-effective, reproducible, and flexible learning environment where students can practice over and over in a standard environment. This study was conducted to compare the effect of virtual-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students in educational and medical centers affiliated to Birjand University of Medical Sciences Ferdows, Paramedical School, in 2020.Methods: This is a quasi-experimental study. All 44 students of emergency medicine registered for triage course participated in the study. They were divided into two homogenous groups whichwere matched based on their grade point average. The simple triage and rapid transport (START) triage course was taught in the traditional way- lecture based- from the beginning of the semesterto the middle of the semester; then, the other group (simulationbased) was trained in the second half of the same semester using virtual simulation. Results: The students’ rate of learning was measured by their scores at the end of the course exam in both groups. The mean scores of virtual simulation-based education were slightly higher than those of the lecture-based education, but it was not statistically significant (P>0.05). The students were more satisfied with virtual simulation-based education than the lecture-based and the difference between the mean scores of satisfaction was statistically significant (P>0.05).Conclusion: The results of this study suggest that VR can effectively improve knowledge in undergraduate emergency student’s education, but it was not more effective than traditionaleducational methods. More experimental studies with a larger sample size are needed to confirm that virtual simulation-based education can more effectively improve knowledge in teaching practical lessons such as triage.

Increasing medical student confidence in gender and sexual health through a student-initiated lecture series

JASMIN MAHABAMUNUGE; KAYLA MOREL; JOHN BUDROW; INNES TOUNKEL; CASSIDY HART; CAMILLE BRISKIN; MADISON KASOFF; SARAH SPIEGEL; DONALD RISUCCI; JENNIFER KOESTLER

Volume 9, Issue 4 , October 2021, , Pages 189-196

http://dx.doi.org/10.30476/jamp.2021.90099.1398

Abstract

Introduction: Medical students self-report insufficient training in topics of gender and sexuality in medicine, which may ultimately lead to negative health outcomes in patients ... Read More Introduction: Medical students self-report insufficient training in topics of gender and sexuality in medicine, which may ultimately lead to negative health outcomes in patients for whom they willprovide care. This study aims to identify whether a studentinitiated lecture series on topics related to gender and sexual health leads to greater student comfort with discussing topics related to diverse sexual content.Methods: Medical students matriculated during two consecutive academic years were invited to participate in the lecture series. Investigators administered anonymous pre- and post-seriessurveys (n=152 and 105 respondents, respectively) using google forms. Respondents rated their comfort levels discussing relevant topics and provided narrative feedback concerning strengths andareas for improvement of the lecture series. Overlaps between the 95% confidence intervals around pre- and post-series percentage of students comfortable/very comfortable discussing each topicwere examined to compare pre- vs post-series comfort ratings. Narrative comments were reviewed for thematic feedback.Results: 105 medical students completed the lecture series, with 80% identifying as female. Self-assessed comfort levels across all seminar topics were greater in post- versus pre-lecture seriessurveys with the following topics showing the biggest differences (percentage of students “somewhat” or “very” comfortable [95% confidence intervals]: discussing sexuality with gender (68%[59-77] vs. 29%[22-36]) and sexual minority patients (84%[77-91] vs. 49%[41-57]), HIV prevention counseling (70%[61-78] vs. 20%[20-34]), identifying female genital cutting (44%[34-53] vs. 11%[6-16]), and discussing intimate partner violence (65%[55-74] vs. 33%[25-40]). Qualitative analysis indicated respondents found the lectures to be effective and believed they should be integrated into the required medical school curriculum. Conclusion: Our student-initiated lecture series was associated with greater student comfort discussing topics related to gender and sexuality with patients. This framework represents a usefulmethod to address gaps in medical education and has the potential to improve health outcomes in multiple populations.

Assessment of Medical Professionalism among Students and Faculty Members of Shalamar Medical and Dental College, Lahore

SHAZIA RASUL; M. ZAHID BASHIR; SAROSH SALEEM; SHABNAM TAHIR; AFLAK RASHEED; MUHAMMAD ALI SABIR

Volume 9, Issue 4 , October 2021, , Pages 204-210

http://dx.doi.org/10.30476/jamp.2021.88433.1342

Abstract

Introduction: Medical professionalism is an essential part of training and professional development of medical students. Unprofessional behavior in medical school may lead ... Read More Introduction: Medical professionalism is an essential part of training and professional development of medical students. Unprofessional behavior in medical school may lead to professional misconduct in the future careers. The Learner’s Attitude of Medical Professionalism Scale (LAMPS) is a self-assessment questionnaire. It has been used in this study to assess and compare self-reported attitudes about different domains of medical professionalism among First and Final Year studentsand Faculty of Shalamar Medical and Dental College (SMDC). LAMPS has been used to identify the gaps in the attitudes of medical students and professionals, which can be addressed through a training program of professionalism.Methods: This is a cross-sectional survey conducted in SMDC from June to Dec 2018. First Year and Final Year Students and Faculty were recruited by non-probability convenience sampling. The sample size was calculated by the Cochran’s Formula, keeping the level of significance at 5% and margin of error at 3%. The reliability of LAMPS using Cronbach’s alpha is 0.7. It has been validated by 32experts followed by pilot testing. The domains of professionalism were scored according to Likert Scale. The data were analyzed using SPSS 24. T-test was used for comparison of the means.Results: There were a total of 204 study participants; 88 students from First Year, 78 from Final Year and 38 Faculty Members. Honor/Integrity was the most valued trait and Excellence/Autonomy wasthe lowest scored domain of medical professionalism. There was a significant difference among attitudes of the First and Final Year students in the domains of Excellence/Autonomy and Altruism.Excellence/Autonomy and Honor/Integrity showed a significant difference between the Final Year students and Faculty.Conclusions: Medical students and faculty have significantly different views of certain attributes of professionalism. Honor/Integrity was the most valued trait and Excellence/Autonomy was the lowest valued trait of medical professionalism.

Professional identity of medical students: Proposing a Meta Static Structural Model

LEILA AFSHAR; SHAHRAM YAZDANI; HOMA SADEGHI AVVAL SHAHR

Volume 9, Issue 4 , October 2021, , Pages 211-220

http://dx.doi.org/10.30476/jamp.2021.89121.1364

Abstract

Introduction: The realization of professionalism and its desirable consequences, as the most important goal of medical education, primarily depends on identifying the process ... Read More

Medical students during the COVID-19 pandemic: Considerations and arguments on their clinical engagement

PANAGIOTIS STACHTEAS; NIKOLAOS VLACHOPOULOS; EMMANOUIL SMYRNAKIS

Volume 9, Issue 4 , October 2021, , Pages 238-242

http://dx.doi.org/10.30476/jamp.2021.89092.1363

Abstract

During the recent COVID-19 pandemic, the clinical exposure of medical students has been hindered while the impact on medical education is under investigation. The potential ... Read More

Social accountability: Attitudes and awareness among undergraduate medical students in Morocco

MAJDA SEBBANI; LATIFA ADARMOUCH; ADIL MANSOURI; MOHAMED AMINE

Volume 9, Issue 1 , January 2021, , Pages 1-7

http://dx.doi.org/10.30476/jamp.2020.87197.1298

Abstract

Introduction: As future health professionals, medical students should be aware of their social accountability and their role in the society. The aim was to assess the attitudes ... Read More Introduction: As future health professionals, medical students should be aware of their social accountability and their role in the society. The aim was to assess the attitudes and awarenessof medical students regarding the social accountability and to identify the factors determining their attitudes and possible levers for action.Methods: Online survey among undergraduate students at the medical school in 2019 (N=2128). The data collection tool was developed based on the literature review, the principles of social accountability SR and the toolkit (The development of the Students’ Toolkit on Social Accountability of Medical Schools was a collaboration between the International Federation of Medical Students’ Associations (IFMSA) and the Training for Health Equity Network (THEnet). The data were collected inDecember by LimeSurvey software version 1.90 and analyzed by SPSS version 16 according to the usual descriptive and bivariate. The Fisher test was used to compare two percentages and theStudent t-test to compare two means on two independent samples (significance level was 0.05). The verbatims were grouped and analyzed. Results: 271 students participated (response rate=12.7%). The mean age was 20.6±2.6 years (N=257). The Female/Male ratio was 1.85. Only 33.5% had heard of social accountability. It waslinked to “commitment to the community” in 75.1% of cases, “to be a good citizen” in 66.1% and “to be responsible for one’s actions” in 56.4%. Nearly 79% thought that students did not really have a role in society and that they should focus on their studies. Being a member of an association was a factor determining the positive attitude towards the SA (82.1% versus 65.2%, P=0.031). Students believed that the school had some strategies of social accountability. The results of the verbatim emphasize the need to multiply the practices and opportunities for interaction with thesocial environment for students.Conclusion: The level of knowledge of the concepts by the students seems to be average. It would be necessary to look for the means to plead in favor of reinforcing our school strategies to concretize the principles of SR while training the students.

Rising to the challenge: medical students as Doctors’ Assistants; an evaluation of a new clinical role

DANIELLE M LAVENDER; ANDREW P DEKKER; AMOL A TAMBE

Volume 9, Issue 1 , January 2021, , Pages 26-33

http://dx.doi.org/10.30476/jamp.2020.87764.1320

Abstract

Introduction: The COVID-19 Pandemic brought clinical placements to a halt for many UK medical students. A University Hospitals Trust offered clinical phase students the opportunity ... Read More

Psychometric properties of the Persian version of bedside teaching (BST) Instrument

MOHAMMAD SAEED GHARAATI JAHROMI; MITRA AMINI; MAHSA MOOSAVI; ALIREZA SALEHI; SOMAYEH DELAVARI; ALI ASGHAR HAYAT; PARISA NABEIEI

Volume 9, Issue 1 , January 2021, , Pages 44-49

http://dx.doi.org/10.30476/jamp.2020.88501.1343

Abstract

Introduction: Bedside teaching plays a crucial role in acquiring essential clinical skills. Therefore, the main aim of this study is assessing the validity and reliability ... Read More

Evaluation of one-month foundation course for the first year undergraduate students at a Medical College in Puducherry, India

DEEPIKA VELUSAMI; AMOL R DONGRE; RAJENDRA N KAGNE

Volume 8, Issue 4 , October 2020, , Pages 165-171

http://dx.doi.org/10.30476/jamp.2020.86857.1272

Abstract

Introduction: Medical Council of India has revised the undergraduate medical curriculum by introducing “Competencybased Medical Education” which emphasizes the ... Read More Introduction: Medical Council of India has revised the undergraduate medical curriculum by introducing “Competencybased Medical Education” which emphasizes the foundation course of one-month duration. This period is said to be essential for students to get acclimatized to the new college environment. The present study evaluated the first one-month foundation course from students and faculty members’ point of view.Methods: The present study was program evaluation. The study participants were all 150 first year medical students joining the college and preclinical department faculty in the academic year, 2019-20. The foundation program was pre-planned and implemented as per the Medical Council of India guidelines. The program was evaluated using a pre-designed questionnaire where the items were aligned with the research question and inputs were obtained from all faculty members. Kirkpatrick framework level 1 was used for evaluation. Feedback was received from the faculty members by force field analysis and from student’s using a five-point Likert scale. A summative approach to the qualitative content analysis was done to identify certain themes from the text data and infer meaning for the force field analysis obtained from the faculty. Considering the high rating for most of the sessions, we arbitrarily considered values above 75% to reflect good consensus and below 75% to reflect poor consensus. Consensus measure expressed in percentage was obtained for each item. Thequantitative data were analyzed using open Epi info version 7.0.Results: The consensus scores ranged from 73.7 to 83.3 percent. The sessions on learning styles, student support system, selfdirected learning, communication skills, medical ethics, soft skills,and orientation to health systems in India reflected good consensus, indicating that these sessions were well received by the students. Other sessions like stress management, interpersonal skills,presentation skills, email writing and ethics for mobile usage reflected poor consensus, implying the need for further improvement. As per the faculty perception, good coordination, teamwork, and proper planning at interdepartmental and intradepartmental levels were the key features for the successful implementation of the course. Conclusion: Overall, the sessions in the foundation course were well received by the students. As felt by both students and faculty, more interactive sessions need to be incorporated. The major strength of the course was the skill module, visit to special school, and field visit to the community and primary health center. The findings will help us to improve our next year foundation program to meet the purpose of the Foundation course.

Academic procrastination of medical students: The role of Internet addiction

ALI ASGHAR HAYAT; JAVAD KOJURI; MITRA AMINI

Volume 8, Issue 2 , April 2020, , Pages 83-89

http://dx.doi.org/10.30476/jamp.2020.85000.1159

Abstract

Introduction: The internet is an essential and widely used tool for college students; however, high internet dependency can have negative consequences for students, especially ... Read More Introduction: The internet is an essential and widely used tool for college students; however, high internet dependency can have negative consequences for students, especially regarding academiccareers. Such students may tend to postpone their academic tasks. Hence, the current study examines the effect of Internet addiction on academic procrastination among medical students.Methods: We applied a cross-sectional correlational research design. 233 medical students of Shiraz University of Medical Sciences were selected through convenience sampling and participated in this study. To collect the data, we used two valid and reliable questionnaires. The first was Young’s Internet addiction questionnaire (IAT-20), which consists of 20 items based on a 5-point Likert-type scale. The second was Solomon and Rothblum academic procrastination questionnaire, whichconsists of 18 items based on a 5 point Likert-type scale. We used Pearson correlation, independent T-test, and One-Way ANOVA to analyze the data in SPSS version 22, and considered a significancelevel of p <0.05. Results: Results showed that 57.1% of the respondents were females, and the remaining were males. Findings indicated that 8 (3.43%) of the participants were classiﬁed as severe internetaddicted, and 28.85% of them had a high level of academic procrastination. The results indicated that there was a positive and significant correlation between Internet addiction and academic procrastination (r=0.39, with p <0.01). Also, there was a positive correlation between academic procrastination dimensions (writing a term paper, studying for an exam, keeping up with weekly reading assignments, performing administrative tasks, attending meetings and performing academic tasks in general) and Internet addiction (r=0.22, r=0.32, r=0.21, r=0.29, r=0.33, and r=0.23, respectively, with p <0.01). Finally, the results revealed that male students and those living in the dormitory had a higher level of Internet addiction and procrastination compared to female onesand those living at home (p <0.01). Conclusion: The findings of the current research reveal that a considerable number of students have levels of Internet addiction and procrastination; the study highlights that students with high levels of Internet addiction are more likely to be at an increased risk of negative outcomes such as insufﬁciently controlled Internet use.

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

http://dx.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

The role of academic self-efficacy in improving students’ metacognitive learning strategies

ALI ASGHAR HAYAT; KARIM SHATERI

Volume 7, Issue 4 , October 2019, , Pages 205-212

http://dx.doi.org/10.30476/jamp.2019.81200.

Abstract

Introduction: Metacognitive strategies play an essential role in students’ learning and achievement; therefore, identifying their antecedents should be considered. This ... Read More

Intangibility of the invisible hand – Analysing the micro-dynamics of novice mentoring program based upon one institutional experience

DINESH KUMAR. V; ANEESH BASHEER

Volume 7, Issue 4 , October 2019, , Pages 220-223

http://dx.doi.org/10.30476/jamp.2019.81615.1025

Abstract

Although mentoring has been regarded as an essential component in the developmental phase of medical students, it is the nature of hierarchical relationship and the quality ... 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

http://dx.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.

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

http://dx.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

The influence of role-modeling on the clinical empathy of medical interns: A qualitative study

NAHID AHMADIAN YAZDI; SHOALEH BIGDELI; KAMRAN SOLTANI ARABSHAHI; SAEIDEH GHAFFARIFAR

Volume 7, Issue 1 , January 2019, , Pages 35-41

http://dx.doi.org/10.30476/jamp.2019.41043

Abstract

Introduction: Clinical empathy ascertains the quality of doctorpatientrelationship and entails beneficial outcomes for bothparties. Role-modeling is a major factor in promoting clinicalempathy ... Read More

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Keywords = Medical students

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