Journal of Advances in Medical Education & Professionalism

Understanding Surgeon Professionalism in Indonesia: A Qualitative Study in a Multicultural and Resource-Limited Context

DANIEL ARDIAN SOESELO; RETNO ASTI WERDHANI; TOAR JEAN MAURICE LALISANG; AGUS PURWADIANTO; WIRSMA ARIF HARAHAP; RENNIE YOLANDA; THEDDEUS OCTAVIANUS HARI PRASETYONO; DIANTHA SOEMANTRI; ARDI FINDYARTINI

Volume 13, Issue 4 , October 2025, , Pages 294-302

https://doi.org/10.30476/jamp.2025.105730.2126

Abstract

Introduction: Surgeons’ professionalism is vital for ensuring safe surgical care, particularly in Indonesia, where cultural and systemic factors present unique challenges to healthcare ... Read More Introduction: Surgeons’ professionalism is vital for ensuring safe surgical care, particularly in Indonesia, where cultural and systemic factors present unique challenges to healthcare delivery.Professionalism affects surgical outcomes, patient safety, and interprofessional collaboration directly. This study represents the first national-level exploration of surgical professionalism, involving culturally diverse participants from various regions. To explore how healthcare professionals and patients perceive surgeon professionalism in Indonesia, emphasizing cultural and systemic influences.Methods: This qualitative study employed a phenomenological approach to capture the lived experiences and perspectives of informants regarding surgeons’ professionalism. This study was conducted at public, private, and military healthcare institutions in Indonesia, including type B, C,and D hospitals, as well as specialty hospitals. A total of 27 participants, including surgeons, anesthesiologists, pediatricians, internists, operating room nurses, ward nurses, hospital management, and patient representatives, were recruited through snowball sampling to ensurediverse perspectives. In-depth interviews were conducted to elicit the participants’ perceptions of surgeons’ professionalism in their healthcare context. Reflexivity and triangulation methods were applied to ensure validity and minimize bias. The study identified key themes and subthemesof professionalism as perceived by participants, highlighting non-technical aspects of surgeon professionalism in Indonesia.Results: Four non-technical themes of surgeon professionalism were identified: fulfilling roles and responsibilities, upholding integrity, having good communication skills, and engaging in multidisciplinary collaboration. These aspects were influenced by cultural values and systemic challenges, including disparities in healthcare resources.Conclusions: Surgeons’ professionalism in Indonesia is shaped by cultural and structural factors distinct from global standards. The findings provide insights for culturally sensitive interventions that enhance professionalism and surgical care quality in Indonesia. Addressing these unique dynamics is essential for improving patient safety, healthcare outcomes, and professional relationships.

The Impact of Digital Storytelling on Learning Outcomes and Student Satisfaction in Psychology Education for Nursing and Midwifery Students: A Quasi-Experimental Study

MARJAN NOORSHADI; MEHRI YAVARI; HOURA ASHRAFIFARD; SHIMA SADAT ZARIF NAHAD

Volume 13, Issue 4 , October 2025, , Pages 344-352

https://doi.org/10.30476/jamp.2025.104978.2095

Abstract

Introduction: The importance of retaining content in the longterm memory of medical students is well-documented. Given the narrative structure of medical disciplines, digital storytelling ... Read More Introduction: The importance of retaining content in the longterm memory of medical students is well-documented. Given the narrative structure of medical disciplines, digital storytelling is an effective educational tool. This study investigates the effect of digital storytelling on the learning and satisfaction of nursing and midwifery students.Methods: This quasi-experimental study included 20 thirdsemester midwifery students (intervention group, digital storytelling) and 50 first-semester nursing students (control group, traditional lectures), all enrolled in an undergraduate psychology course. Both groups participated in five initial lecturebased sessions. Thereafter, the intervention group received six weekly digital storytelling sessions, each featuring a 3–8 minute narrative followed by instructor-led discussions, while the control group continued with standard lectures and question–and–answer sessions. Learning outcomes were measured using pre- and posttests, and student satisfaction was assessed using a validated questionnaire. Statistical analyses were performed, adjusting forbaseline scores and demographic confounders.Results: The digital storytelling group showed significantly higher post-test scores in learning outcomes (75.21±17.75 vs. 54.97±23.40, p=0.001) and satisfaction (38.15±6.45 vs. 31.22±4.59, p=0.0003) compared to the traditional lecture group. The potential effect of baseline values, as well as non-homogeneous demographic variables across groups, was removed using non-parametric ANCOVA. The result confirmed that gender had no confounding effects on either learning outcomes or satisfaction. Additionally, the differences between the two groups in terms of learning and satisfaction remained significant (p<0.001).Conclusion: Digital storytelling offers a meaningful and learnercentered approach that extends beyond content delivery. By fostering active engagement and deeper cognitive involvement,it transforms traditional instruction into a more personalized and reflective learning experience. This approach is recommended in healthcare education to improve instructional effectiveness andstudent satisfaction.

Teachers’ Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences

ABBAS TAHER ALLAWI GHRABAT; NASROLAH GHASHGHAEIZADEH; JALAL SHANTA JABER; FRANK MOSAVI

Volume 13, Issue 3 , July 2025, , Pages 235-248

https://doi.org/10.30476/jamp.2025.105009.2098

Abstract

Introduction: The COVID-19 pandemic has significantly transformed the educational landscape in Iraq, necessitating a rapid shift from traditional classroom settings to virtual education. ... Read More Introduction: The COVID-19 pandemic has significantly transformed the educational landscape in Iraq, necessitating a rapid shift from traditional classroom settings to virtual education. This study aimed to examine the experiences of Arabic virtual education teachers in Iraq, with a focus on the challenges they faced and the implications of adopting online teaching methodologies.Methods: A mixed-methods approach was applied, incorporating a qualitative-quantitative approach for tool development. The qualitative section dealt with content analysis, while the quantitative section followed a descriptive survey method. The study was performed in 2023. The qualitative sampling was purposeful, involving 15 experts in virtual education from Iraq, whereas the quantitative samples consisted of 368 teachers from 20 schools in Baghdad, Iraq, selected via cluster sampling. The qualitative tool was a semi-structured interview, whereas the quantitative tool was a researcher-made questionnaire consisting of 10 components and 66 items. For data analysis, exploratory factor analysis was carried out. The data were analyzed using SPSS 22 software.Results: A total of 15 educational experts contributed to the qualitative analysis, while the opinions of 398 teachers were inspected through exploratory factor analysis for content analysis. The sample’s adequacy and the test’s suitability were validated using two indicators: Kaiser-Meyer-Olkin (KMO=0.684) and Bartlett’s Test of Sphericity, both being significant at >0.001. Thequantitative findings presented the extraction of 10 factors, which accounted for 85.823% of the total variance at the eigenvalue point. These factors included Utility (9 items), Implications (8 items), Flexibility and Adaptability (7 items), Equity (7 items), Balanced Infrastructure Development (7 items), Evaluation and Motivation Mechanisms (6 items), Management and Policy Making (8 items), Awareness and Empowerment (6 items), Educational Planning (4 items), and Technology Enhanced Learning (3 items).Conclusion: The findings highlight the complex challenges encountered by Iraqi educators in virtual learning environments, underscoring the significance of addressing infrastructural gaps,providing adequate training, and fostering equitable access to technology. By focusing on these domains, educational stakeholders can boost the effectiveness of online education in Iraq, ultimately improving educational outcomes for all students.

The Advantages and Challenges of Electronic Exams: A Qualitative Research based on Shannon Entropy Technique

AHMAD KEYKHA; MASOOMEH IMANIPOUR; JAFAR SHAHROKHI; MOEIN AMIRI

Volume 13, Issue 1 , January 2025, , Pages 1-11

https://doi.org/10.30476/jamp.2024.102951.1987

Abstract

Introduction: The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and ... Read More

Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study

KRISHNAMURTHY SOUNDARIYA; ANANDABASKAR NISHANTHI; RAJALAKSHMI MAHENDRAN; MOUROUGUESSINE VIMAL

Volume 13, Issue 1 , January 2025, , Pages 36-48

https://doi.org/10.30476/jamp.2024.104312.2052

Abstract

Introduction: Implementing “Competency-Based Medical education” in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes ... Read More Introduction: Implementing “Competency-Based Medical education” in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes in the curriculum are usually inundated with challenges. The present study aimed to evaluate the implementation of the CBME curriculum for Phase II medical undergraduates in our institute.Methods: This qualitative study involved faculty members from Pathology, Microbiology, and Pharmacology teaching Phase II medical undergraduates, who participated in three focus groupdiscussions (one per department) to discuss the strategies and challenges in curriculum implementation. A gap analysis followed, with individual in-depth interviews with the departmental heads to identify solutions for the challenges. A review meeting was held with the dean, curriculum committee members, and phase II faculty members to finalize the action plan.Results: A total of 18 faculty members, predominantly females, in different age ranges (29 to 68 years) and teaching experiences (4 to 34 years) participated in this study. The faculty members have adopted various strategies for curriculum implementation such as preparing departmental planners, framing lesson plans, using interactive teaching-learning methods and e-learning, conducting self-directed learning sessions, ensuring alignment and integration, incorporating skill modules, ensuring student logbook maintenance, using appropriate assessment methods and implementing AETCOM modules. However, they faced challenges in implementing self-directed learning sessions, using e-learning platforms and recommended faculty development programs.Conclusion: Our study reveals that the paraclinical departments at our institute have taken appreciable steps in implementing the CBME curriculum for Phase II MBBS students, despite ongoing challenges. Addressing these challenges requires careful planning and evaluation, with faculty sensitization being crucial for smooth implementation. The key outcome of the study was establishing various subcommittees within the Curriculum Committee and Medical Education Unit to facilitate the implementation of various CBME components, supported by regular feedback mechanisms. Also, the action plan was shared with the Medical Education Unit to organize appropriate faculty development programs.

Transforming Education: Case-Based Integrated Learning Development and Implementation – A Mixed Methods Study at a Private Medical College

RAHILA ALI; AZAM AFZAL; SARA SHAKIL; AMBER SULTAN; SHAZIA BABAR; JAVERIA REHMAN; MARIB GHULAM RASOOL MALIK; MOHAMMAD SHAHZAIB QADIR; SADAF KHAN; SANA SAEED

Volume 13, Issue 1 , January 2025, , Pages 49-58

https://doi.org/10.30476/jamp.2024.104285.2048

Abstract

Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote ... Read More Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote critical thinking. To address these challenges, Case-Based Integrated Learning (CBIL) was developed as a novel approach combining immersive and interactive learning techniques. This study aimed to evaluate the effectiveness of CBIL in enhancing engagement, critical thinking, and clinical reasoning among medical students, and explore faculty experiences regarding the pedagogy.Methods: An explanatory-sequential mixed-methods study was conducted in a private medical college in Pakistan. Quantitative data were collected through faculty (n=35) and student (n=122) evaluation surveys, and analyzed using descriptive statistics (mean, standard deviation, frequencies, and percentages). Qualitative data from focused group discussions (FGD) with faculty were analyzed thematically. A committee of clinical faculty and medical educationists developedfour CBIL prototypes. Faculty from various clinical specialties were trained on CBIL concepts and lesson planning, and the prototypes were used to develop engaging cases for subsequent sessions. Participants included faculty from diverse disciplines and students intheir third and fourth years of medical school.Results: The faculty considered the training very effective (overall satisfaction: 5.17±0.89 out of 6), with a vast majority being very satisfied with its relevance (86%, n=30) and structure (91%, n=32).Among students, 95% (n=116) were satisfied with the developed cases. Most of them were also satisfied with the clarity (92%, n=112) and applicability of the cases (96%, n=117). In FGD, facilitators expressed satisfaction with CBIL formats as it provided opportunities for engagement, in-depth analyses, and discussions.Conclusion: Interactive formats like CBIL can engage students by allowing opportunities for interaction, discussion, and peer-learning. This promotes improved understanding and critical thinking. Further exploration of the effectiveness and impacts on the learning of various interactive formats of case-based learning is essential.

Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty

SEYYED ABOLFAZ VAGHARSEYYEDIN; HAKIMEH SABEGHI

Volume 13, Issue 1 , January 2025, , Pages 59-66

https://doi.org/10.30476/jamp.2024.103841.2028

Abstract

Introduction: The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may ... Read More

Benefits and Application of IoB in Educational Businesses: Smart, Sustainable, and Personalized Learning

ZAHRA SADEQI-ARANI; REZA VAHIDNIA; ESMAEIL MAZROUI NASRABADI

Volume 13, Issue 1 , January 2025, , Pages 76-80

https://doi.org/10.30476/jamp.2024.103752.2021

Abstract

The emergence of the Internet of Behaviors (IoB) has created new opportunities for influencing and guiding human decisionmaking. IoB refers to the collection, analysis, and application ... Read More

Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety

SOMAYEH ALIREZAEI; MALIHEH SADEGHNEZHAD; MONIR RAMEZANI

Volume 12, Issue 4 , October 2024, , Pages 243-250

https://doi.org/10.30476/jamp.2024.101869.1947

Abstract

Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to ... Read More Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improvethe students’ abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, andperception of nursing students about patient safety.Methods: This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor’s degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA.Results: The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P=0.264) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (P<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception(35.60±7.51 vs.38.95±8.21)].Conclusion: Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students’ ability to provide safer care for patients.

Iranian English as a Foreign Language (EFL) teachers’ professional development needs in educational contexts: Exploring the challenge of reflective practice

NASRIN SHOKPOUR; NEDA ESLAMPANAH; VAHID ASADI; SHIRLEY O’NEILL; CHRISTOPHER DANN; JENNY WANG

Volume 12, Issue 4 , October 2024, , Pages 261-271

https://doi.org/10.30476/jamp.2024.103180.1995

Abstract

Introduction: This study investigated Iranian, English as a foreign language (EFL) teachers’ attitudes toward reflective teaching compared with their classroom assessment preferences ... Read More Introduction: This study investigated Iranian, English as a foreign language (EFL) teachers’ attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy based instruction. It compared their views in the two key higher education provider contexts of the university and institute.Methods: In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the Teacher Reflectivity questionnaire, and Part C focused on the Classroom Assessment Preferences Survey Questionnaire for Language Teachers. Also, part D administered the Teachers’ Beliefs Inventory for Strategy Instruction. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach’s alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample t-test and ANOVA. Also, Pearson productmoment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant.Results: As shown in Table 2, a statistically significant and positive correlation was found between the teachers’ reflective teaching scores and classroom assessment preference scores (r=0.473, P=0.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers’ attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; P=0.434). Similarly, there was no statistically significant correlation between the teachers’ attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, P=0.752). As shown, no statistically significant difference was observed between the teachers’ attitudes toward reflectiveteaching and their uptake of strategy-based instruction (P<0.05).Conclusion: This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students’ improved language learning outcomes.

The Importance of Modification: An Imperative to Incorporate Machine Learning in Medical Education

FATEME JAVAHERI; NASRIN - KHAJEALI

Volume 12, Issue 4 , October 2024, , Pages 274-275

https://doi.org/10.30476/jamp.2024.101389.1926

Abstract

Considering the increasing usage of Artificial Intelligence (AI) and Machine Learning (ML) in various specializations of medicine, it seems necessary to instruct our medical students ... Read More

Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare

YASAR AHMED; MOHAMED HASAN TAHA; SIMAA KHAYAL

Volume 12, Issue 1 , January 2024, , Pages 1-7

https://doi.org/10.30476/jamp.2023.99751.1854

Abstract

Introduction: The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide ... Read More Introduction: The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with disciplinebased research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges.Methods: We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successfulstrategies employed by some institutions to promote researchteaching integration.Results: The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutionalculture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating researchmethodology throughout the undergraduate curriculum and crossintegrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools canenhance comprehensive cooperation.Conclusion: To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture researchoriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medicalinstitutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.

Exploring BAME Student Experiences in Healthcare Courses in the United Kingdom: A Systematic Review

CALLUM SINGH GREWAL; MOHAMMED BILAL KHAN; JASMIN KIRAN KAUR PANESAR; SIMAL ASHER; NAVJYOT MEHAN

Volume 12, Issue 1 , January 2024, , Pages 8-17

https://doi.org/10.30476/jamp.2023.98882.1825

Abstract

Introduction: Black, Asian, and Minority Ethnic (BAME) students in healthcare-related courses are exposed to various challenging experiences compared to their White counterparts, not ... Read More

The Effect of Using the Community of Inquiry Model on the Quality of Distance Learning of the Airways Management among Anesthesia Nursing Students

ALI KHALAFI; OMID ZAREI; VAHID SAIDKHANI; MOHAMMAD HOSEIN HAGHIGHIZADEH

Volume 12, Issue 1 , January 2024, , Pages 57-65

https://doi.org/10.30476/jamp.2023.99383.1841

Abstract

Introduction: Distance education as a training method is used today to train nurses around the world. This study aimed to determine the impact of using the community of inquiry modelon ... Read More

Prevalence of Persons with Disability Enrolled in Undergraduate Medical Schools in Brazil, 2019

MARIA NASCIMENTO; RHIAN TORRES; AMANDA HOROCHOVSKI; BRUNO BIRMANN; BRUNO TAKAHARA; LUIS SOUZA; KLYNSMAN RIBEIRO; BILLY MCBENEDICT

Volume 11, Issue 4 , October 2023, , Pages 205-212

https://doi.org/10.30476/jamp.2023.99332.1840

Abstract

Introduction: The affirmative policies in Brazil guarantee the provision of undergraduate medical education to People with Disability (PWD). The objective was to estimate the prevalence ... Read More Introduction: The affirmative policies in Brazil guarantee the provision of undergraduate medical education to People with Disability (PWD). The objective was to estimate the prevalence of PWD undergraduate medical students in Brazil in 2019.Methods: This is an exploratory, descriptive study that used census data from the total population of the undergraduate medical students (N=183,646) who were enrolled at the Brazilian medical schools, in 2019. The data are secondary, unidentified and accessed online, and were originally collected by the Higher Education Census conducted by Anísio Teixeira National Institute of Educational Studies and Research (INEP), which used a questionnaire designed to capture information from students and medical courses. The descriptive analysis was based on absolute and relative frequencies.Results: The prevalence of medical students that were PWD was 0.80% (1,460/183,646), and this includes both Brazilian and foreign students. The latter includes people from 76 different countries. Foreign students who are PWD came from eight different countries: Bolivia, Burundi, Cabo Verde, Republic of Congo, Paraguay, Philippines, Singapore and Spain. Most of the PWD were male (51.37%), aged 20 to 24 years (46.78%) and of non-white ethnicity (52.26%). Most students were enrolled in public medical schools (73.97%). A fraction of PWD students (6.51%) was enrolled in medical schools with no specific resource or assistance for PWD. The highest prevalence was the physical disability (39.11%), followed by low vision accuracy (24.45%), intellectual (15.41%), low hearing (14.11%), blindness (3.97%), multiple disabilities (2.47%) and deafness (1.51%).Conclusions: The prevalence of PWD medical students in Brazil is low, and is dominated by students with physical and sensory disabilities but lacks the deaf-blind. Despite the existence of legal regulations favoring PWD to study medicine, some medical schools have not done adequate adjustments to accommodate them. This suggests that affirmative policies for the inclusion of PWD in higher education, particularly in medicine, still need improvement.

Orthopedic oncology residency education, how broad and how deep?

SADEGH SABERI; NIMA BAGHERI; SEYYED HADI KALANTAR; SEYYED SAEED KHABIRI

Volume 11, Issue 4 , October 2023, , Pages 262-264

https://doi.org/10.30476/jamp.2023.98678.1804

Abstract

Orthopedic residency training has long been an area of active research and discussion, and as the knowledge and concepts in subspecialties evolve, it is crucial to investigate the implications ... Read More

Effects of “FIRST2ACT” Model on Knowledge and Practical Skills of Difficult Airway Management in Nurse Anesthesia Students: An Interventional Study

ALI KHALAFI; ALIREZA TORKASHVAND; REZA AKHOONDZADEH; SEYED MAHMOUD LATIFI

Volume 11, Issue 3 , July 2023, , Pages 164-171

https://doi.org/10.30476/jamp.2023.97683.1774

Abstract

Introduction: An important part of anesthesia management is opening and maintaining the patient’s airway. Failure to establish and maintain a safe airway for patients during anesthesia ... Read More

Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment

AZAM NOROUZI; ATEFEH ZABIHI ZAZOLY; ZOHREH SOHRABI; GHOBAD RAMEZANI; GHADIR POURBAIRAMIAN; MOHAMMAD HASAN KESHAVARZI; SOMAYEH ALIZADEH

Volume 11, Issue 3 , July 2023, , Pages 172-178

https://doi.org/10.30476/jamp.2023.95631.1652

Abstract

Introduction: Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. ... Read More Introduction: Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment.Methods: This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Faculty of Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusioncriteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer’s Psychological Empowerment questionnaire was used for data collection in preand post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests.Results: The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001).Conclusion: Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.

Multi-Method Approach of Teaching Professional Ethics to Improve Organizational Commitment and Job Involvement: A Quasi- Experimental Study

MASOUMEH ALBOOGHOBEISH; SIAMAK NAZARI; SARA ADARVISHI; MOHAMAD HOSSEIN HAGHIGHIZADEH

Volume 11, Issue 3 , July 2023, , Pages 179-189

https://doi.org/10.30476/jamp.2023.97638.1772

Abstract

Introduction: Learning professional ethics can enhance the effectiveness of medical graduates as future health care providers. Therefore, this study was conducted to examine the effectiveness ... Read More

Simulation-based Interprofessional Education (IPE) for Enhanced Attitude and Teamwork of Anesthesiology Residents and Nurse Anesthesia Students in Iran

ALI KHALAFI; NOOSHIN SARVI SARMEYDANI; REZA AKHOONDZADEH

Volume 11, Issue 2 , April 2023, , Pages 105-112

https://doi.org/10.30476/jamp.2022.95701.1657

Abstract

Introduction: Simulation-based interprofessional education (IPE) provides the basis for the necessary competencies for interprofessional collaboration. This study aimed to examine the ... Read More

Investigation of Correlation between Coronavirus Anxiety, Academic Motivation and Attitude towards the Field Education in Medical Students

SARA MOHAMMADNEJAD; RAZHAN CHEHREH; ZOLAYKHA KARAMELAHI; BATOL SOLAIMANNZHAD

Volume 11, Issue 2 , April 2023, , Pages 113-119

https://doi.org/10.30476/jamp.2022.95420.1646

Abstract

Introduction: Coronavirus pandemic has created a wide range of psychological complications. Students of medical sciences, like health personnel, are at a high risk of infection with ... Read More

Supportive atmosphere in medical education in the post-COVID-19 era: We are not out of the woods yet!

ALI ARDEKANI; MITRA AMINI; RITA REZAEE

Volume 10, Issue 4 , October 2022, , Pages 217-218

https://doi.org/10.30476/jamp.2022.96371.1697

Abstract

Fortunately, the science worked, and the vaccines developed for coronavirus disease 2019 (COVID-19) have curbed the pandemic. Although new variants still impact the world, the mortality ... Read More

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

KRISHNAMURTHY SOUNDARIYA; GANAPATHY KALAISELVAN; MAHENDRAN RAJALAKSHMI; RAGHAVAN SINDHURI

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

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

Abstract

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

Explanation of the professional development process of general surgery residents in the operating rooms: A situational analysis

LEILA SADATI; SHAHRAM YAZDANI; BABACK SABET; PEIGHAM HEIDARPOOR

Volume 10, Issue 3 , July 2022, , Pages 191-198

https://doi.org/10.30476/jamp.2022.91510.1448

Abstract

Introduction: Numerous factors and elements are effective in the professional development of any field of study, including the educational structure, the individual characteristics ... Read More Introduction: Numerous factors and elements are effective in the professional development of any field of study, including the educational structure, the individual characteristics of learners, and the educational atmosphere prevalent in the educational environment. Understanding each of these factors and elements and the relationships among them can guide educational system administrators in the direction of professional development. Surgical residents’ professional development is no exception to this rule. As a consequence, the present research sought to explain and suggest a model for surgical assistant professional growth in Iranian operating rooms.Methods: The present research was a grounded theory study based on a post-positivist approach, in which data analysis was performed using Clark’s situational analysis methodology by drawing three maps, situational map, social worlds/arenas map, and positional map.Results: In the presence of human and non-human factors, cultural, political, historical, and social components, the ordered situational map demonstrated the complexity of the operating room learning environment. The social worlds/arenas map confirmed the existence of several communities of practice wherein surgical residents were present with different power roles, and the positional map showed role of the educational level in the acquisition of thecompetence in the professional development pathway. Finally, the Triple Helix model of professional development was extracted, which has three components: psychological identity, social identity, and surgical competency.Conclusion: The surgical residents’ professional development in operating rooms occurs due to the acquisition of surgicalcompetency along with the growth of individuals and socialization. As a result, all factors and components impacting the residents’ competence development process in this learning environment must be identified and their linkages clarified.

Basis, Process and Outcomes of a Student Involvement Project for Curriculum Review at the Imperial College School of Medicine

SHARAN J KAPADIA; LANA AL-NUSAIR

Volume 10, Issue 3 , July 2022, , Pages 211-215

https://doi.org/10.30476/jamp.2022.94921.1613

Abstract

Introduction: To help create a Bachelor of Medicine, Bachelor of Surgery (MBBS) curriculum centred around the student voice, the Imperial College School of Medicine (ICSM) recruited ... Read More

Volume 13 (2025)

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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)

Keywords = Education

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