@article { author = {MIDIK, OZLEM and AYTUĞ KOŞAN, AYŞEN M ELEK and COSKUN, OZLEM and BAYKAN, ZEYNEP and KARABILGIN ÖZTÜRKÇÜ, ÖZLEM SÜREL and ŞENOL, YEŞIM}, title = {Gender in Medical Education in Turkey: The Intern Perspective}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {149-157}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2020.85784.1197}, abstract = {Introduction: Gender insensitivity (lack of gender awareness) in the physician’s professional role and practice can lead to outcomes such as gender discrimination and gender-based harassment in various areas, such as medical education, career opportunities, and specialty selection. The purpose of this study was to reveal the place that the concept of gender occupies in medical education in Turkey by canvassing the opinions of final-year medical students regarding theories of gender roles and socialization, academic capitalism, and liberal feminism.Methods: This study was a Cross-sectional survey. The study population consisted of 1739 interns in six medical faculties in four different geographical regions of Turkey. The reason behind the selection is having different socio-economic factors. Students were selected by simple random sampling technique. For determining it is jumped five students from the lists in faculties. For the validity and reliability of the 14 survey questions, 5 expert opinions were examined and the preliminary instrument was applied to 10 students. Chi-square test was used for comparative analysis.Results: The students who stated that their gender had not affected their educational lives during clinical training reported that it had adversely impacted their internships (p <0.001). More malestudents than female ones stated that male physicians were more confidence-inspiring and more industrious, that they managed better, and that they were more likely to recommend a malesurgeon. A high number of students reported being undecided on the subjects of concepts or behaviors concerning gender/gender inequality.Conclusion: We recommend greater focus on role modeling and purposeful teaching of gender concepts from the earliest stages of medical education, with particular concentration on genderculture within a process of change involving all hospital personnel in order to prevent gender discrimination.}, keywords = {Medical student,Curriculum,Gender}, url = {https://jamp.sums.ac.ir/article_46934.html}, eprint = {https://jamp.sums.ac.ir/article_46934_9ad3dde617a3f5eaa2e310638d1dde17.pdf} } @article { author = {DAS, ABHISHEK and BHATTACHARYA, SHUVRO and CHAKRABORTY, ARANI}, title = {Seven Factors Affecting Medical Undergraduate Students’ Performance in Academics: A Study Using Ron Fry Questionnaire in Eastern India}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {158-164}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2020.86444.1239}, abstract = {Introduction: Undergraduate medical students are adult learners facing various assessments through examination during academic course, but the result is unsatisfactory. This study aimed at identifyingthe gaps in academics and finding out areas for improvement among the identified factors affecting the students’ performance.Methods: A questionnaire survey prospective, cross-sectional, observational, questionnaire- based study was conducted among the 3rd semester undergraduate students (N=215) in a Government Medical College of Eastern India by census method using predesigned, pretested, validated tool designed by Ron Fry. A total of 200 students participated in this study. A closed questionnaire containing 28 questions with dichotomous options was distributed. Data collected were tabulated in MS Excel spreadsheet and evaluated according to the proposed guidelines on seven factors: concentration, comprehension, test anxiety, organization, research aptitude, computer skill, and taking notes. Statistical significance of the data distribution among different groups was estimated using Chi-square tests in MS Excel 2010 software, and p Results: Among 200 participants (response rate=93%), 196 were (Male=142, Female=54) accepted; the respondats’ age range was 18-22 years. Of them, 48 students obtained honours marks (≥75% inany subject). 137 (69.9%) students had lacunae in any of the abovementioned domains, comprehension (97.9%) being the highest. The major determining factors were test anxiety along with note taking and concentration. The differences between the males and females regarding concentration (P=0.008) and note taking (P=0.009) were statistically significant. Test anxiety was the differentiating factor (P=0.013) between honours and non-honours candidates.Conclusion: Researches worldwide have identified extrinsic, intrinsic, personal, and miscellaneous factors affecting the students’ performances. This is a multifaceted issue which can be managed individually. Few of the most important determinants were dealt with in this study. To perform well, every student should understand what to learn, what to remember, and how to represent in examinations. This study will help the education authorities to guide the students and implement Competency Based Medical Education (CBME) based on Attitude, Ethics, and Communication (AETCOM) module in India.}, keywords = {education,Medical,Undergraduate,Surveys and questionnaires,Anxiety,Attention}, url = {https://jamp.sums.ac.ir/article_46935.html}, eprint = {https://jamp.sums.ac.ir/article_46935_cf80981c6287a56f733b941a8c1a48b4.pdf} } @article { author = {VELUSAMI, DEEPIKA and DONGRE, AMOL R and KAGNE, RAJENDRA N}, title = {Evaluation of one-month foundation course for the first year undergraduate students at a Medical College in Puducherry, India}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {165-171}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {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 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.}, keywords = {Medical Students,Medical teaching,Medical college}, url = {https://jamp.sums.ac.ir/article_46936.html}, eprint = {https://jamp.sums.ac.ir/article_46936_a603d369a561c8deb2a115439f5c43bd.pdf} } @article { author = {MISHRA, AMIT KUMAR and MOHANDAS, ROSELIN and MANI, MANIKANDAN}, title = {Integration of Different Disciplines in Medicine: A Vertical Integrated Teaching Session for Undergraduate Medical Students}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {172-177}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2020.87082.1289}, abstract = {Introduction: The medical course is very vast and disciplines are covered in different phases. Most of the teaching methods are didactic and conducted by individual disciplines; that’s why students fail to see the relevance of different disciplines and do not develop the required skills such as critical thinking, problem solving, and decision making. Solution to this is integrated teaching by various disciplines.Methods: A cross-sectional study was conducted among VI semester MBBS students and all the students who attended the class were included, using universal sampling. A descriptive analysis of the feedback was done for the students at the end of an integrated teaching session to assess the perceptions of students towards a new method of integrated teaching. A handout with all the relevant information was shared with the students as the study material. The results were presented in percentages.Results: Ninety seven percent of the students stated that the objective of the session was achieved. Most of the students (92.7%) believed that they had learned new skills which would be applicable in future practice. Most of the students (42.3%) appreciated the problem solving session followed by all the sessions equally (20.7%). Around 97.3% of the students shared that the handouts produced them with valuable information to support the session, and 92.8% of them gave feedback that theywould use it in future as a reference material.Conclusion: The current descriptive analysis shows that students appreciated and enjoyed this new method of teaching learning session with the problem solving section as the most appreciatedpart of the integrated teaching session. The handout was well appreciated and utilized as a reference material during the session and students were also interested in using the same in future as areference material.}, keywords = {Medical education,Teaching,Medical,Feedback}, url = {https://jamp.sums.ac.ir/article_46937.html}, eprint = {https://jamp.sums.ac.ir/article_46937_757f57cf7e81588dcacde36138173f2b.pdf} } @article { author = {SHAFIAN, SARA and HEIDARPOOR, PEIGHAM and OKHOVATY, MARYAM and YAZDANI, SHAHRAM}, title = {Developing a protocol for determining the competitive advantage of clinical specialty and sub-specialty mission differentiation in Iran}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {178-188}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2020.86151.1221}, abstract = {Introduction: The differentiation as a process occurs when new functions emerge in a system, and for this reason the university system is bound to diversify. With the advancement of knowledge and increase in competition, it has become a challenging issue and an inevitable necessity. This study aimed at identifying the dimensions of the differentiation of Iran’s medical sciences universities through determining a protocol of the competitive advantage and scientific strength of clinical specialty and subspatiality departments of research activities.Methods: This was a mixed-methods study; the qualitative study was carried out using a conventional content analysis method. We held a focus group discussion to develop a protocol of scientific strength and competitive advantage for mission differentiation. We used purposive sampling, in February 2019. The sessions were audio-taped. We analyzed the data by considering the verbatim transcribed document of the audio recorded discussions using conventional content analysis method for theme development. In the second stage, we implemented the proposed protocol in thefirst stage through the Scientometrics System for all 66 colleges and universities of the Ministry of Health and Medical Education.Results: The results of the first stage includes a protocol, 4 indices and two formulae for scientific strength and competitive advantage proposed by the expert participants and an executive model designed to clinical specialty and sub-specialty of the college and universities of medical sciences in the research activities. In the second stage, the scientific strength and competitive advantage was calculated for all universities of medical sciences. The results indicated that some universities, for instance, Tehran, Shahid-Beheshti, Iran, Shiraz, Isfahan, etc. had the most competitive advantages among the academic clinical specialty and sub-specialty departments.Conclusion: Besides teaching and research, universities should contribute to local socio-economic development, in the growing conviction that scientific research results and educational skillsare crucial for the economic growth of nations. The enhancement of high-quality education and excellence in teaching will be consistent and sustained in research-intensive universities. Itshould strongly promote the integration and relatedness of teaching and research as an essential characteristic of the university.}, keywords = {Clinical medicine,Hospital departments,Qualitative research,Academies and institutes}, url = {https://jamp.sums.ac.ir/article_46938.html}, eprint = {https://jamp.sums.ac.ir/article_46938_598264d3d8580c66ad252861bfe2c382.pdf} } @article { author = {SABEGHI, HAKIMEH and VAGHARSEYYEDIN, SEYYED ABOLFAZL and SALMANI MOOD, MARYAM}, title = {Collaborative Mentoring: Perceptions of a sample of Iranian Nursing and Midwifery faculties}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {189-195}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2020.86604.1252}, abstract = {Introduction: Mentoring programs have the potential to develop human interaction based on respect, perseverance, and trust. This study aimed to explore the perspectives of a sample of Iranian nursing and midwifery faculty members in Birjand University of Medical Sciences concerning collaborative mentoring.Methods: Experiences from 17 members were collected using semi-structured interviews. Following the approach recommended by Graneheim and Lundman (2004), a qualitative content analysiswas used to analyze the interviews.Results: Two main themes emerged: ‘reaching team satisfaction through an engaging mentorship’ and ‘group journey toward professional actualization’.Conclusions: As a feasible intervention, collaborative mentoring sessions can be used to improve personal life, professional interaction, and satisfaction of nursing and midwifery faculty members.}, keywords = {Mentoring,Nursing,Midwifery,Faculty,Qualitative research}, url = {https://jamp.sums.ac.ir/article_46939.html}, eprint = {https://jamp.sums.ac.ir/article_46939_eaca5633c73d8466c07d44824e84a8c2.pdf} } @article { author = {GUHAN, NAGA and KRISHNAN, PRAKASH and DHARSHINI, PRIYA and ABRAHAM, PHILIP and THOMAS, SUNI}, title = {The effect of mentorship program in enhancing the academic performance of first MBBS students}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {196-199}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.82591.1061}, abstract = {Introduction: Mentoring is a natural process, which blossoms from the desire of experienced veterans to give and the thirst of inexperienced novices to grow. Formal faculty mentoring could help the 1st year students to thrive on the complicated situations in a newer environment and excel in their career. This study was designed to evaluate the effectiveness of mentorship program in improving the academic performance of 1st MBBS students.Methods: 148 first MBBS students of Al Azhar medical college, who were admitted for 2017-18 academic year, were included for this interventional study. Mentorship program was started in ourcollege since January 2018 after first internal exam, wherein the students were equally divided among 6 mentors. At the end of 6 months, to assess the effectiveness of mentorship program, apost-exam was conducted and the marks were compared with the pre-program performance. Paired t test was used to compare the marks before and after the program. Furthermore, the perceptionof mentees on mentorship program was also assessed by a valid questionnaire (score of 1-4).Results: The mean score of students in the exam conducted after mentorship program was significantly higher (p <0.001) than that conducted before commencing mentorship program. Thisincrement in performance is appreciated more in girls rather than the boys. Furthermore, the mentorship program significantly (p <0.001) helped to boost the academic performance in belowaverage students who had scored <50% marks in pre-program assessment. The effectiveness of the mentorship program was further supported by the students’ feedback. 40.5% of the students agreed and 56.8% of them strongly agreed that mentorship program was effective and beneficial to them.Conclusion: The mentorship program obviously improves the academic performance of students, especially below average performers who need extra care and guidance.}, keywords = {Mentorship,Medical education,Academic Performance}, url = {https://jamp.sums.ac.ir/article_46940.html}, eprint = {https://jamp.sums.ac.ir/article_46940_7b94c5dfdd5db2545e89bed73f8f8930.pdf} } @article { author = {KUMAR V, DINESH and MURUGAN, MAGI}, title = {Professionalism in practice: Exploring the ethical perplexity of involving students in Medical Education Research}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {200-203}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2020.74921.0}, abstract = {With the worldwide increase in the number of medical education researches, few ethical quagmires have emerged regarding the recruitment and inclusion of students in research projects. The ethicists often tend to raise questions regarding the possibilities of students getting coerced to participate, such as whether they receive extra course credits in exchange for their participation, or whethertheir privacy is getting violated in the course of data collection. It is the need of the hour to address the perplexity behind these ethical dilemmas. Some answers to the ethical questions might call for implication of change in the organization of research, thereby affecting the output. This commentary tries to address these issues in a genuine manner and affords a way forward in the context of ethics related to educational research. By treading the delicate path between framing the research question which never encompass any ethical breaches and compromising the rigour of the study design to suffice certain baseless hindrances, we could appreciate the importance of practical ethics in educational researches.}, keywords = {ethics,professionalism,Medical education,Research,Recruitment}, url = {https://jamp.sums.ac.ir/article_46941.html}, eprint = {https://jamp.sums.ac.ir/article_46941_23c248d98f837b2b8fa75ced7c526160.pdf} } @article { author = {YAQUB, FATIMA and NUTTALL, CIARA}, title = {Are healthy lifestyle behaviours positively associated with the academic achievement of the university students?}, journal = {Journal of Advances in Medical Education & Professionalism}, volume = {8}, number = {4}, pages = {204-205}, year = {2020}, publisher = {Shiraz University of Medical Sciences}, issn = {2322-2220}, eissn = {2322-3561}, doi = {10.30476/jamp.2019.84152.1129}, abstract = {As 5th year medical students we took great interest in a recent article concerning healthy lifestyle behaviours and their impact on academic success. Bakouei et al undertook commendable analysis, subsequently uncovering positive associations, and we thank the authors for their insights. Given our own experiences, we note a few observations and propose further points for consideration.}, keywords = {Spirituality,society,Medical}, url = {https://jamp.sums.ac.ir/article_46943.html}, eprint = {https://jamp.sums.ac.ir/article_46943_aaa632c03b0390284402dfa4039313c9.pdf} }