Shiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner1351444848710.30476/jamp.2022.94833.1609ENKAILASHCHAROKARDepartment of General Surgery and Medical Education Unit, People’s College of Medical Sciences & Research Center, Bhopal, Madhya Pradesh, India0000-0002-0540-6726PUJADULLOODepartment of Physiology, Faculty NMC Nodal Center, Pramukhswami Medical College, Bhaikaka University,
Karamsad, Gujarat, IndiaJournal Article20220301The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning<br />fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-topractice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.https://jamp.sums.ac.ir/article_48487_0c70da74e39c1e94bace4a4e933b7527.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Introducing a mobile learning model in medical education during COVID-19; a critical review1451554848810.30476/jamp.2022.93494.1534ENMASOMEHKALANTARIONDepartment of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran;0000-0003-4778-3973MOHAMMAD-MEHDISADOUGHIOphthalmic Research Center, Research Institute for Ophthalmology and Vision Science, Shahid Beheshti
University of Medical Sciences, Tehran, Iran0000-0003-2611-0526SOLEIMANAHMADYDepartment of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran0000-0003-0551-6068PERKALLESTRUPCentre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark0000-0001-6041-4510MARZIEHKATIBEHCentre for Global Health, Department of Public Health, Aarhus University, Aarhus, Denmark0000-0002-1542-7117NASRIN -KHAJEALIDepartment of Medical Education, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran0000-0003-4929-812xJournal Article20211104Introduction: Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy was the COVID-19 pandemic. However, the educational pedagogy of such technology has been neglected. This article aimed to critically review available mobile learning models in medical education to suggest a comprehensive model in the field of mobile learning.<br />Methods: We conducted this critical review based on the five steps of the Carnwell and Daly method. For a comprehensive systematic search from 2000 to April 2021, the following keywords were used: Personal Digital Assistant, m learning, Mobile learning, Ubiquitous learning, U learning, medical students, and medical education. 3176 studies in PubMed, Scopus, ERIC, Magiran, and Web of Science were identified. In total, 8 articles entered the study.<br />Results: Eight models of mobile learning in medical education were identified. The key features of each model were extracted and integrated into the new model for the successful design and implementation of mobile learning. This model includes three main elements of mobile learning: 1-stakeholders, 2-interaction, and 3-technology, which are influenced by external factors including Mobiquette, legitimacy, and awareness.<br />Conclusion: The results of this study are an important contribution to the knowledge collection in mobile learning in<br />medical education. We introduced a comprehensive model of mobile learning including specific characteristics of strategies in the context of medical education.https://jamp.sums.ac.ir/article_48488_fac0064a4602ec457286b7294dbe1341.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students’ perceptions1561624848910.30476/jamp.2022.93731.1548ENJANARTHANILOHITHARAJAHDepartment of Pathophysiology, Faculty of Health-Care Sciences, Eastern University, Sri Lanka0000-0002-1354-8548PUNITHALINGAMYOUHASANCentre for Medical and Health
Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, New ZealandDepartment of Medical
Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka0000-0002-3435-7839Journal Article20211124Introduction: Gamification of learning is a novel pedagogical approach in education, and Kahoot is one of the game-based learning platforms widely used for formative assessments in realtime. This study aimed to explore the medical students’ perception of using Kahoot in remote learning.<br />Methods: The mixed-method study was carried out among 72 medical students (in third-year) at Eastern University, Sri Lanka, following a formative assessment on immunology conducted via zoom video conferencing and Kahoot. The students’ perception was collected through a google form, which consisted of 13 statements with a 5-point Likert scale and an open-ended question. Descriptive statistics and Mann-Whitney test were computed using SPSS ver. 25. A content analysis was employed to interpret the qualitative statements.<br />Results: The participants’ age ranges from 23-28 years with male-female ratio of 1:1.57. The majority of the students felt<br />happy (73.6%) while playing Kahoot remotely and recommended it (84.7%) for formative assessment in future. The participants agreed that Kahoot increased the focus, understanding of the subject, helped retain knowledge, motivated them to learn, provided fun during learning, and kept them active throughout. The majority of the participants agreed that Kahoot was an effective tool for distance learning. Internet connectivity and switching between two applications were identified as difficulties while playing remote mode Kahoot quizzes.<br />Conclusion: The online gaming platform Kahoot has a positive impact on learning immunology. Kahoot maintains its fun and enjoyable nature and motivates students to learn during remote teaching of immunology.https://jamp.sums.ac.ir/article_48489_b4703f493587c8cd4ffb10e5e1b5aa9e.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Developing measures of immersion and motivation for learning technologies in healthcare simulation: a pilot study1631714849010.30476/jamp.2022.95226.1632ENCHRISJACOBSSwindon Academy, Great Western Hospital, Swindon, UKUniversity of Bath, Swindon, UK0000-0002-3638-5454JACOB M.RIGBYSchool of Geographical Sciences,
University of Bristol, University Road, Bristol, BS8 1SS, UK0000-0001-9653-5007Journal Article20220412Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersive<br />devices, such as, 360-degree films and virtual reality have become new ways of simulating clinical experiences. The aim of the study was to validate and test reliability of a new measure of engagement.<br />Methods: A between-participants design of 2 groups viewing a clinical consultation on a 360-degree headset or 2D monitor was conducted following computer random allocation of 40 healthcare professionals recruited from scheduled teaching. Twenty-three were assigned to 360-degree and 17 to 2D Medias. Adapted Immersion Experience Questionnaire (AIEQ) and Abridged Intrinsic Motivation Inventory (AIMI) were modified to match factors relating to clinical encounters. AIEQ and AIMI were utilised as the data collection tool by each group following video viewing. Spearman’s rank correlation was used to assess relationship between immersion and motivation. Comparisons between 360-degree and 2D media responses were made using Wilcoxon’s signed ranks test. Internal reliability coefficients of adapted measures were calculated with Cronbach alpha scores.<br />Results: Total immersion scores were statistically higher in those experiencing 360 (P<0.05), with a median difference of 14.50 (95% CI 6.50-22.00). A positive correlation existed between the total AIEQ and total score of the AIMI in both groups (rs=0.88, n=17, P<0.001). Internal consistency and reliability was demonstrated with a high Cronbach alpha score for the AIEQ (α=0.91). AIMI subscale alpha value was also high at (α=0.95) which shows the measures to be of high internal reliability.<br />Conclusions: Adaptation and validation of existing measures for use in healthcare education can be used to quantify levels of immersion and motivation. Standardising measures for use in evaluating new Technology Enhanced Learning is a step to aid understanding on how we develop these tools in medical education and how we might learn from immersive technology.https://jamp.sums.ac.ir/article_48490_b17328a8bca7c4d2b90b0dcb31c2f3a8.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students1721784849110.30476/jamp.2022.94275.1576ENMOHAN BSANNATHIMMAPPADepartment of Microbiology, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Sultanate of Oman0000-0002-3429-7004VINODNAMBIARDepartment of Microbiology, College of Medicine and Health Sciences, National University of Science and Technology, Sohar Campus, Sultanate of Oman0000-0002-8671-5570RAJEEVARAVINDAKSHANDepartment of community medicine, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India0000-0003-4209-0772Journal Article20220109Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology.<br />Methods: The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students’ perception on concept map-based learning strategy was assessed. A pre-designed, selfadministered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-point<br />Likert Scale and an open-ended question to receive students’ comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students’ comments on open ended question.<br />Results: Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills.<br />Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve the<br />metacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.https://jamp.sums.ac.ir/article_48491_81c1e31d50416d5c51ad8f4d63e230ce.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Rearrangement of mentoring components for Student Achievement of medical universities1791904849210.30476/jamp.2022.93404.1526ENAHMADKEYKHADepartment of Educational Management and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran0000-0002-3925-1339ELHAMKEYKHADepartment of Oral Medicine, Dentistry School, Qom University of Medical Science and Health Services, Qom, Iran0000-0002-6050-9613Journal Article20211026Introduction: Mentoring programs are the most important factor in the achievement of students’ human capital. However, in Iran’s higher health education system, these initiatives have received less attention. The goal of this research is to reorganize the components of mentoring for medical university student achievement.<br />Methods: This qualitative study was conducted using a Meta synthesis method. Keywords of mentoring medical students,<br />mentoring academics students, human capital development, student development, and mentoring were searched in database: Science Direct, Springer, Wiley Online Library, ERIC, Sage, Emerald, Pub med from 2000 to 2021. Out of total 91 studies, finally 51 studies were selected.<br />Results: The findings are divided into two parts. The first part deals with the characteristics of faculty members and students in the mentoring programs of medical universities. These features include student-specific characteristics, faculty-specific characteristics and common characteristics. In the second part of findings, the components of mentoring programs were extracted. These components include university, communication, soft capacities; before the implementation of the program, during program implementation, monitoring and evaluation of program<br />implementation, and consequences of program implementation.<br />Conclusion: The suggested components should be examined by managers of the higher health education system for student human capital development due to the relevance of mentoring programs in the development of medical students’ human capital.https://jamp.sums.ac.ir/article_48492_49568ed2ac42911abf50876538bbe1e7.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Explanation of the professional development process of general surgery residents in the operating rooms: A situational analysis1911984849310.30476/jamp.2022.91510.1448ENLEILASADATIDepartment of Operating Room, School of Allied Medical Sciences, Alborz University of Medical Sciences, Karaj, Iran0000-0002-3728-150XSHAHRAMYAZDANIDepartment of Medical Education, Virtual School of Medical Education & Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran0000000291937557BABACKSABETFaculty of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, IranPEIGHAMHEIDARPOORDepartment of Medical Education, Virtual School of Medical Education & Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran0000-0002-2761-0234Journal Article20210607Introduction: 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.<br />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.<br />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 the<br />competence 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.<br />Conclusion: The surgical residents’ professional development in operating rooms occurs due to the acquisition of surgical<br />competency 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.https://jamp.sums.ac.ir/article_48493_74a3765a20317b8180d39cf609a45c12.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Barriers of physician-patient relationships in professionalism: A qualitative study1992064849410.30476/jamp.2022.94010.1563ENMOHAMMAD HASANKESHAVARZIClinical Education Research Center, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz Iran0000-0003-4216-1171SAEEDESAFAIEShiraz University of Medical Sciences, Shiraz, IranSEYED ALI AKBARFAGHIHIClinical Education Research Center, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz Iran0000-0001-9586-4650SOOLMAZZAREClinical Education Research Center, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz Iran0000-0002-2531-8395Journal Article20211218Introduction: Undoubtedly, there are several obstacles in the path of medical professionalism. This study examines these obstacles in the relationship between physician and patient. Therefore, this study was conducted to explore the barriers of physician-patient relationships in professionalism based on physician experiences.<br />Methods: It was a qualitative study with a conventional content analysis approach. Our participants were 14 patients and 11 physicians. The sampling method was purposive, and data was collected through semi-structured interviews and field notes. Interviews continued until data saturation.<br />Results: Findings of the study regarding barriers of patientphysician relationship were classified into five main categories:<br />misperception of the physician’s identity, unprofessional behavior of the physician, physician’s sense of self-superiority, patients’ cultural differences, and lack of supportive services in the health care system.<br />Conclusion: The results of this study showed that the communication challenges between physician and patient were<br />not limited to the physicians’ education. Part of these challenges depends on the patients and their culture. Another part of these challenges is directly related to the medical and management system structure.https://jamp.sums.ac.ir/article_48494_a129da493f3d66009e5c65acdff9489d.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701An Evaluation of Non-Uniform Grade Distribution with the Emergency Medicine Off-Service Standardized Letters of Evaluation2072104849510.30476/jamp.2022.93990.1561ENJORDANGOWMANWest Michigan Emergency Medicine Residency, Trinity Health West Michigan, Michigan State University, Michigan, USA0000-0002-0477-1094BERNADETTEDAZZOWest Michigan Emergency Medicine Residency, Trinity Health West Michigan, Michigan State University, Michigan, USAJACECOONWest Michigan Emergency Medicine Residency, Trinity Health West Michigan, Michigan State University, Michigan, USATRACYKOEHLERMercy Health Muskegon, Michigan State University, Michigan, USA0000-0001-8293-5616RYANOFFMANWest Michigan Emergency Medicine Residency, Trinity Health West Michigan, Michigan State University, Michigan, USA0000-0002-1980-0847JOSEPHBETCHERWest Michigan Emergency Medicine Residency, Trinity Health West Michigan, Michigan State University, Michigan, USA0000-0003-4443-3820Journal Article20211216Introduction: Standardized Letters of Evaluation (SLOEs) are designed to objectively compare medical students to their peers for completed emergency medicine (EM) rotations to be used in the EM residency match. In an attempt to adapt quickly to the lack of availability of in-person EM rotations due to COVID restrictions, “off-service” SLOEs (OSLOEs) were allowed in place of traditional SLOEs. The purpose of this study was to assess the utility of OSLOEs for candidate selection during the 2020-21 application cycle at a single EM residency.<br />Methods: A retrospective cohort review of all OSLOEs submitted during the 2020-21 academic year to an EM residency program was performed. A total of 270 OSLOES were eligible for review. Summary statistics were calculated for the study variables recorded, including global rank, grade, categorical details, and rank.<br />Results: Of the 270 OSLOEs reviewed, 61.9% ranked candidates in the top 10% of their class, with 95% being ranked in the top two categories. Over 90% of students were graded as honors or high pass and over 75% of students were ranked in the top 1/3 for each specific OSLOE category.<br />Conclusion: Our findings reveal questionable utility of the objective measures in the OSLOE as there are signs it may suffer from non-uniform grade distribution, leading to low utility for candidate selection. Our data shows marked over-ranking within the highest 2 categories. EM program directors and faculty should use caution as the OSLOE may not carry the same weight as a traditional SLOE when objectively evaluating prospective<br />students for a match into EM.https://jamp.sums.ac.ir/article_48495_1b059c18ea95dc5ac8583b40c98dd014.pdfShiraz University of Medical SciencesJournal of Advances in Medical Education & Professionalism2322-222010320220701Basis, Process and Outcomes of a Student Involvement Project for Curriculum Review at the Imperial College School of Medicine2112154849610.30476/jamp.2022.94921.1613ENSHARAN JKAPADIAImperial College School of Medicine, London, UK0000-0003-2664-2549LANAAL-NUSAIRImperial College School of Medicine, London, UKJournal Article20220308Introduction: 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 two medical students for a two-week student-staff collaboration in Summer 2019 for its wider curriculum review. This writeup discusses the background, processes, and outcomes of the collaboration and includes some student reflections.<br />Methods: The team comprised a member of the faculty and two medical students (the authors). We met daily for two weeks and focussed on the Bioregulatory Systems (BRS) module of Year 1. There were three key areas of work: learning objectives, large-group sessions, and small-group sessions. Each aspect involved planning, implementation, and reflection. For example, learning objectives were recategorized and reorganised, students fed back on a new slide template for large-group sessions, and new small-group sessions were designed. Feedback from the staff was collected verbally, and the medical students submitted feedback in the form of a mid-project interview, a post-project report, and<br />informally.<br />Results: We achieved such outcomes as reorganising and refining learning objectives, improving large-group teaching sessions, and refining and creating small-group teaching sessions. Following the collaboration, we had a debrief session.<br />Conclusion: This collaboration was highly valuable for both students and faculty; the feedback revealed that the ideas,<br />discussions, and outputs had a substantial impact. Overall, student-staff collaboration will become increasingly valuable as we emerge from COVID-19; we hope this write-up informs and inspires more ‘students as partners’ projects worldwide.https://jamp.sums.ac.ir/article_48496_8efb80edf04491d62b96476d3825cd7a.pdf