Journal of Advances in Medical Education & Professionalism

Review article

Integrating Artificial Intelligence in Medical Education: A Meta-Synthesis of Potentials and Pitfalls of ChatGPT

AHMAD KEYKHA; BEHESHTEH FAZLALI; SARA BEHRAVESH; ZOHREH FARAHMANDPOUR

Volume 13, Issue 3 , July 2025, Pages 155-172

https://doi.org/10.30476/jamp.2024.104617.2071

Abstract

Introduction: ChatGPT serves as a double-edged sword in education, offering either constructive information or potential challenges. Its impact ranges from being a transformative tool ... Read More Introduction: ChatGPT serves as a double-edged sword in education, offering either constructive information or potential challenges. Its impact ranges from being a transformative tool to a disruptive force, making it difficult to evaluate its educational efficacy comprehensively. In light of this complexity, the primary aim of this research was to investigate the opportunities and challenges associated with the integration of ChatGPT into the domain of medical education.Methods: The study utilized the Interaction Equivalency Theorem as its conceptual framework to guide the investigation. To achieve the research objectives, a meta-synthesis of the literature wasconducted to systematically integrate the findings of selected studies. Data collection involved comprehensive searches across specialized academic databases, including Science Direct, Springer, ERIC, Emerald, SAGE, Wiley Online Library, PubMed, and Google Scholar, focusing on publications from 2022 to 2024. 88 articles were meticulously selected based on their relevanceto the research topic. The data were then subjected to thematic analysis, facilitating the extraction of key insights and patterns to address the study objectives.Results: The findings were organized into four primary subthemes highlighting the opportunities presented by ChatGPT in medical education. These sub-themes encompassed benefits for educators, learners, curriculum development, and the learning process. Similarly, the challenges related to the integration of ChatGPT were categorized into four primary sub-themes: addressing the difficulties experienced by educators, learners, curriculum development, and the learning process. Together, these challenges were further delineated into 11 secondary sub-themes,offering a comprehensive analysis of the complexities involved.Conclusion: The findings suggest that improving educational efficiency, assisting with self-development, enhancing communication skills, creating and expanding curriculum, and improving the learning environment are opportunities for utilizing ChatGPT. The study outcomes also reveal that lack of technological knowledge, negative attitudes, reduction in education quality, diminishing students’ capabilities, reducing learning quality, flaws in learning development, difficulties in designing educational content, and bias in learning evaluation are challenges of applying ChatGPT in medical education.

Review article

Intelligent Assessment Systems in Medical Education: A Systematic Review

MAJID ALIZADEH; MARYAM JAFAR SAMERI

Volume 13, Issue 3 , July 2025, Pages 173-190

https://doi.org/10.30476/jamp.2024.104560.2068

Abstract

Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. ... Read More Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. These systems leverage advanced algorithms to rapidly assess the students’ performance and learning progress. This systematic review aimed to examine the role and impact of Intelligent Assessment Systems in improving educational processes, academic evaluation, and learning progress in medical students compared to traditional assessment methods.Methods: This study was conducted using the PRISMA framework for reporting systematic review articles. Databases such as Embase, PubMed, ProQuest, Web of Science, and Scopus up to March 2024 were reviewed using relevant keywords. Eligible articles were selected and evaluated based on predefined inclusion and exclusion criteria.Results: Out of 2741 articles identified, 10 studies were selected for final analysis. This systematic review analyzed 10 studies, demonstrating that interactive assessment systems (IAS) can enhance learning outcomes by up to 40% in certain settings. The findings emphasized the benefits of immediate feedback and reduced instructor workload. The significant role of IAS in enhancing student performance, providing immediate feedback and reducing the workload of instructors was indicated. These systems, through the use of machine learning algorithms and virtual reality simulators, enable more accurate and comprehensive assessment of students’ clinical and cognitive skills. Conclusion: Intelligent Assessment Systems (IAS) significantly improve educational processes and academic evaluation by providing immediate and precise feedback, enhancing student self-efficacy and self-awareness and reducing the training time and costs. The successful implementation of IAS requires careful system design, user training, and continuous technical support. Further studies are recommended to explore the advantages and challenges of these systems and to optimize their implementation in medical education. The long-term impacts of IAS and scalability across educational contexts require further studies. In conclusion, IAS offers transformative potential in medical education globally, provided that challenges are addressed.

Original Article

Nursing Students’ Perspectives on the Relationship between Virtual Reality Simulation and Clinical Decision-Making, Confidence, and Anxiety: A Cross-Sectional Study

HAZEM ALFANASH; MAHMOUD AL-KALALDEH; KHALDOON ALNAWAFLEH; WESAM ALMAGHARBEH

Volume 13, Issue 3 , July 2025, Pages 191-197

https://doi.org/10.30476/jamp.2025.105619.2115

Abstract

Introduction: This study addresses this gap by assessing the relationship of VR simulation with improving clinical decisionmaking, confidence, and anxiety reduction among nursing students. ... Read More Introduction: This study addresses this gap by assessing the relationship of VR simulation with improving clinical decisionmaking, confidence, and anxiety reduction among nursing students. The aim of this study is the relationship between virtual reality simulation and their clinical decision-making, confidence, and anxiety reduction using a cross-sectional study from the perspectives of nursing students.Methods: This cross-sectional study surveyed 200 nursing students enrolled in clinical courses utilizing virtual reality (VR) simulation for educational purposes. A structured questionnairewas used to assess their clinical decision-making, confidence, and anxiety reduction following the VR simulation course. The survey included scales validated through a panel of experts andquestionnaire validation methodologies, using a 5-point Likert scale. Descriptive statistics were used to summarize the data, and inferential statistical tests, including Pearson’s correlation and independent-sample t-tests, were conducted to examine the associations. Multiple linear regression analysis was performed to assess the predictive value of confidence and anxiety on clinical decision-making while controlling demographic variables.Results: A total of 200 nursing students participated in the study. The mean (SD) clinical decision-making score was 3.16 (1.23) out of 5, while confidence and anxiety reduction scores were 2.64 (1.34) and 2.49 (1.32), respectively. No significant correlation was found between decision-making and confidence (r=-0.079, p=0.264) or anxiety scores (r=0.121, p=0.088), but confidence and anxiety scores showed a weak direct correlation (r=0.180, p=0.011). Multiple linear regression analysis revealed that confidence and anxiety were not significant predictors of decision-making, but gender was a significant predictor, with males scoring higher (β=0.19, p=0.041).Conclusions: While VR directly influences decision-making, it has a limited association with changes in nursing students’ confidence and anxiety levels. These findings suggest that VRsimulation alone may not be sufficient for enhancing confidence and reducing anxiety and should be integrated with other instructional strategies to maximize its effectiveness in nursing education. Future studies should explore complementary training methods to improve clinical preparedness.

Original Article

Role of Metacognitive Awareness and Academic Motivation in Medical Undergraduates’ Academic Performance: An Observational Study

NAMITA DESHMUKH; AVINASH BORKAR; HIRKANI MUNIRA ABBAS; SHARMILA JALGAONKAR

Volume 13, Issue 3 , July 2025, Pages 198-205

https://doi.org/10.30476/jamp.2025.105384.2107

Abstract

Introduction: Medical students’ performance is influenced by metacognitive awareness and regulation, alongside selfdetermination or motivation. Understanding these elements is ... Read More Introduction: Medical students’ performance is influenced by metacognitive awareness and regulation, alongside selfdetermination or motivation. Understanding these elements is crucial for creating a curriculum that enhances learning outcomes and academic achievement. This study aimed to assess metacognitive awareness and academic motivation among medical undergraduate (UG) students and to determine the association between metacognitive awareness, academic motivation, and academic performance.Methods: A cross-sectional study was carried out at a medical college on 140 medical undergraduate (UG) students. The data were collected using self-administered questionnaires using Metacognition Awareness Inventory (MAI) and Academic Motivation Scale (AMS). The scores obtained were compared with their academic performance. The data were analyzed using IBM SPSS 20.0. The chi-square test, Mann–Whitney U test, Kruskal–Wallis test, and post-hoc Dunn’s test were used for statistical analysis.Results: The participants included 54.3% males and 45.7% females (age 20.4±0.9 years). High performers scored significantly higher on total (43.14±8.2) and domain-wise MAI scores compared to average and low performers. Female students scored better in all metacognitive domains (40.4±8.0) and had higher motivation scores than males (42.9±10.35). Academic performance was significantly correlated with metacognition regulation subscale scores (r=0.293, p=0.001) and intrinsic motivation scores (r=0.284, p=0.002). Also, metacognition regulation was significantly correlated with intrinsic motivation scores (r=0.376, p=0.00001) as well as extrinsic motivation scores (r=0.223, p=0.01). Intrinsic motivation scores correlated significantly with academic performance, metacognition knowledge subscale scores (r=0.406, p=0.00001), regulation scores,and extrinsic motivation scores (r=0.695, p=0.00001).Conclusions: High performers demonstrate superior metacognitive awareness and intrinsic motivation, especially females. Significant correlations between metacognition, motivation, and academic performance stress the importance of integrating metacognitive regulation strategies into teaching methods to improve the outcomes and motivation.

Original Article

Bridging Simulation and Practice in Medical History Taking: A Comprehensive Needs Assessment of Standardized Patient Competencies in Early Clinical Exposure

SANI BAIMAI; VORAWAN VANICHAROENCHAI; CHERDSAK IRAMANEERAT

Volume 13, Issue 3 , July 2025, Pages 206-217

https://doi.org/10.30476/jamp.2025.106386.2156

Abstract

Introduction: Effective medical history-taking is a cornerstone of clinical practice, yet medical students often struggle due to inadequate structured training and feedback. Standardized ... Read More Introduction: Effective medical history-taking is a cornerstone of clinical practice, yet medical students often struggle due to inadequate structured training and feedback. Standardized patients (SPs) play a crucial role in early clinical exposure (ECE) by providing controlled, realistic patient interactions. However, optimizing SP effectiveness requires a systematic assessment of their competencies.Methods: This study employed a cross-sectional survey design to identify competency gaps in SPs and key areas for improvement to enhance their role in medical training during ECE. A stratified random sampling method was used to recruit 315 medical students from both preclinical (Years 1–3) and clinical (Years 4–6) cohorts at the Faculty of Medicine, Siriraj Hospital, Mahidol University. Data were collected using a structured questionnaire comprising 36 items across three competency domains: ability, suitability, and credibility. Each item utilized a dualresponse 5-point Likert scale to assess both current SP performance and expected competency levels. The instrument demonstrated high content validity, as assessed by three experts (IOC=0.67–1.00), and excellent internal consistency (Cronbach’s alpha=0.976). Data analysis included descriptive statistics to summarize the responses and calculate the Modified Priority Needs Index (PNImodified) to prioritize competency gaps. All analyses were performed using SPSS Statistics Version 30.0.Results: Preclinical students identified realistic role portrayal (PNImodified=0.445), adherence to structured guidelines (PNImodified=0.395), and accurate past medical history portrayal(PNImodified=0.371) as the most critical competency gaps. Clinical students emphasized SPs’ ability to observe non-verbal cues (PNImodified=0.143), provide structured feedback (PNImodified=0.141), and give appropriate feedback to the students (PNImodified=0.126). Across both groups, the three most significant competency gaps were structured feedback on history-taking (PNImodified=0.186), realistic role portrayal (PNImodified=0.181), and appropriate feedback delivery (PNImodified=0.180).Conclusion: Addressing these competency gaps through structured standardized patient (SP) training programs will enhance the effectiveness of medical history-taking education in early clinical exposure (ECE). Future research should prioritize the development of competency-based SP training frameworks and structured feedback models that support both learning outcomes and clinical preparedness. These findings underscore the need for targeted training strategies which aim at strengthening SP competencies, particularly in realistic role portrayal and high-quality feedback delivery, which are essential for improving student engagement, clinical reasoning, and overall performance in simulated patient encounters.

Original Article

The Effect of Social Problem-Solving Skills on Reducing Social Anxiety in Medical Students

ANDI TENRI PADA RUSTHAM; ASTY AMALIA NURHADI; ICHLAS NANANG AFANDI; ISTIANA TAJUDDIN; SRI WAHYUNI; RIZKY AMALIA JAMIL

Volume 13, Issue 3 , July 2025, Pages 218-224

https://doi.org/10.30476/jamp.2025.103845.2069

Abstract

Introduction: Entering College is an important transition from adolescence to young adulthood, with significant changes in habits and learning methods. These changes can cause social ... Read More Introduction: Entering College is an important transition from adolescence to young adulthood, with significant changes in habits and learning methods. These changes can cause social anxiety, especially in competitive fields of study such as medical education. Similar results were found in interviews with first-year medical students at Hasanuddin University, who faced the pressure of adaptation and learning materials. Therefore, social problem-solving skills are needed so that students do not experience social anxiety. Social problem-solving skills are one form of coping that can help adolescents adapt to a new environment. Social problem-solving skills, as one form of coping strategy, are very important for students in dealing with various daily problems and have the potential to cause stress (daily life stressors of problems), especially in the first year of college. This study aimed to examine the magnitude of the influence of social problem-solving skills training on reducing social anxiety in first-year students at Hasanuddin University, Facultyof Medicine.Methods: This study used a quasi-experimental method with a Pretest-Posttest Control Group Design. The respondents in this study were 250 first-year students at the Faculty of Medicine, Hasanuddin University, Makassar. The sample selection in this study was carried out using apurposive sampling method; the experimental and control groups were selected and then categorized into experimental and control groups with low and medium scores on social problem solving skills and high and medium scores on social anxiety as one of the subject criteria. Theinstrument used in the research was the social anxiety scale developed by Liebowitz. The statistical test was an independent sample t-test using IBM Statistics SPSS 26 edition.Results: The results indicated that training in social problem-solving skills influenced the reduction of social anxiety in first-year medical students. The higher the student’s social problem-solving skills, the lower the level of social anxiety, with a mean value for the experimental group pretest of 55.4 and posttest of 46.92. However, for the control group, the mean values of pretest and posttest were 34.0 and 36.6, respectively. The SD values of the experimental group pretest andposttest were 14.84 and 14.69, while for the control group; the SD values of pretest and posttest were 17.2 and 17.9, respectively. While the lower the student’s social problem-solving skills, the higher the level of social anxiety, with a p-value (sig. (2-tailed) of 0.001 or p<0.001).Conclusion: Social problem-solving skill training gives a significant impact in reducing anxiety in first-year medical students.

Original Article

The Relations of Nursing Clinical Teacher Effectiveness, Clinical Belongingness Sense, and Compassionate Competencies among Undergraduate Nursing Students: A Cross-Sectional Correlation Study

SIMA POURTEIMOUR; MOHAMMADALI HOSSEINI

Volume 13, Issue 3 , July 2025, Pages 225-234

https://doi.org/10.30476/jamp.2025.105124.2096

Abstract

Introduction: Nursing teachers influence their students’ views and values, creating Compassionate Competence (CC) and Clinical Belonging Sence (CBS). Their work extends beyond ... Read More

Original Article

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.

Short Communication

The Role of Short Videos in Medical Training: Student Feedback and an Experiential Learning Perspective

DEEPIKA VELUSAMI; SHIVAYOGAPPA S TELI; KRISHNAMURTHY SOUNDARIYA; SENTHAMIL SELVI K; MANGANI MANGALAVALLI S

Volume 13, Issue 3 , July 2025, Pages 249-253

https://doi.org/10.30476/jamp.2024.103929.2036

Abstract

Introduction: Medical education is shifting from traditional didactic lectures to student-centered interacting learning methodologies. Experiential learning, through the usage of multimedia ... Read More Introduction: Medical education is shifting from traditional didactic lectures to student-centered interacting learning methodologies. Experiential learning, through the usage of multimedia tools, has proven effective in enhancing engagement and learning outcomes. Kolb’s experiential learning theory was applied. The study explored the use of student-created videos as an experiential learning tool in first-year MBBS Physiology course. The aim of the study was to evaluate the experiential learning experience of the medical undergraduate students through their feedback.Methods: The educational interventional study was conducted at Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India, from October 2021 to May 2022. All students of 2022 batch, that is, 150 first year MBBS students were divided into 30 small groups with 5 members in each group. Under the guidance of faculty members, the groups created short videos on the assigned physiological concepts, which were uploaded in Learning Management System (LMS)for peer and faculty review. A 15-day period was given for video preparation. A pre-designed 10 questions, Likert scale questionnaire, based on Kirkpatrick’s Model (Level 1), was used to collect data about the students’ learning experience. Open-ended questions were also administered. The questionnaire was validated by experts, with a Cronbach’s alpha of 0.98, ensuring its reliability. Quantitative data were analyzed using OpenEpi version 7.0, measuring the consensus score, and manual content analysis was performed on open-ended responses.Results: From 150 students, 30 videos were successfully submitted. The mean age of the participants was 18.23±0.87 years. Based on the consensus score for the feedback obtained by 138 students, it is reported that 84.22% of students felt more confident in their understanding of the physiological concepts they worked on, and 81.97% gave feedback that the video-making process allowed them to explore their topic deeply. The feedback highlighted the development of essential skills, including critical thinking, communication, and teamwork, with 79.82% recommending this method for future batches. Challenges included are the time-consumingnature of the task and a lack of technical knowledge about video editing software. The consensus analysis indicated strong agreement, reflecting positive reception. This study aligns with Kolb’s experiential learning theory, as students were engaged in all stages of the learning cycle—concrete experience (video creation), reflective observation (peer and faculty feedback), abstract conceptualization (topic research and content structuring), and active experimentation (video sharing and refinement).Conclusion: Student-created videos proved to be successful experiential learning strategy, enhancing both cognitive and practical skills. The activity promoted deeper engagement, critical thinking and facilitated deeper learning of the concepts. Despite few challenges, the method shows promise for wider adoption in medical curricula, supporting the ongoing transition to more interactive and student-centered learning approaches.

Letter to Editor

Harnessing the Power of Social Network Analysis in Medical Education

EHSAN TOOFANINEJAD; MASOMEH KALNTARION; ZEINAB HOSSEINI MOTLAGH; SEYYED KAZEM BANIHASHEM; OMID NOROOZI

Volume 13, Issue 3 , July 2025, Pages 254-255

https://doi.org/10.30476/jamp.2024.102337.1970

Abstract

The medical education scenery is continually changing, calling for innovative ways to support learning processes and outcomes. This letter is devoted to introducing the potential of ... Read More

ChatGPT and Medical Research: A Meta-Synthesis of Opportunities and Challenges

Volume 12, Issue 3 , July 2024, , Pages 135-147

https://doi.org/10.30476/jamp.2024.101068.1910

Abstract

Introduction: The utility of ChatGPT in research is ambiguous, serving as both a boon and bane and presenting challenges and opportunities. Accordingly, this study aimed to delineate ... Read More Introduction: The utility of ChatGPT in research is ambiguous, serving as both a boon and bane and presenting challenges and opportunities. Accordingly, this study aimed to delineate themerits and demerits of ChatGPT within the realm of research.Methods: A meta-synthesis methodology involving a seven-step process was adopted to pursue the research objectives. Data were collected from comprehensive studies across specialized research databases, such as Science Direct, Springer, Eric, Emerald, Sage Journals, Wiley Online Library, PubMed, and Google Scholar, within the time frame spanning from 2022 to 2023. A total of 57 articles were meticulously chosen for analysis through judgmental sampling. Subsequently, key concepts were distilled from these articles and categorized using the thematic analysis approach while considering Karl Llewellyn’s octagonal model from 1963.Results: The outcomes underwent scrutiny employing the thematic analysis strategy devised by Wolcott. The results about the capabilities and constraints of ChatGPT encompass eight dimensions, including formulating the research problem, reviewing relevant literature, selecting an appropriate research design, defining the population and choosing the sample, collecting data, analyzing data, interpreting data, and discussing and drawing conclusions. The credibility of these dimensions was substantiated through adherence to the criteria established by Lincoln and Guba.Conclusion: ChatGPT manifests myriad potentialities and constraints within the research purview based on the results. In light of the expeditious progression of artificial intelligence acrossmultifarious domains, integrating this technological paradigm in research becomes an inexorable imperative, and excluding its use in research is untenable. Thus, policymakers and higher education strategists should devise policies that harness ChatGPT’s potential in research endeavors, engendering many opportunities.

Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study

Volume 12, Issue 2 , April 2024, , Pages 102-110

https://doi.org/10.30476/jamp.2024.99100.1828

Abstract

Introduction: Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacyand ... Read More Introduction: Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacyand success in increasingly complex healthcare environments. Although various forms of novel education are on the rise worldwide, the effects of electronic learning (EL), combined withcollaborative learning (CL) and lecture-based teaching (LBT) approaches, have not yet been validated on academic self-efficacy among undergraduate nursing students.Methods: Utilizing a pre-/post-test comparison-group design, this quasi-experimental study was conducted on 70 undergraduate nursing students of Urmia University of Medical Sciences, Urmia, Iran, selected by the census sampling technique in 2020. The eligible participants were allocated to intervention groups, viz., the EL+LBT group (n=34) and the EL+CL group (n=36). A learning management system (LMS) was used for both intervention groups along with the LBT approach, and then 10 steps were integrated into the CL approach during 14 sessions, lasting 150 minutes. Afterward, a demographic information form and the College Academic Self-Efficacy Scale (CASES) were administered to collect the data. The data were analyzed using descriptive statistics, Chi-square test, independent-samples t-test, and analysis of covariance (ANCOVA).Results: No significant difference was observed in the CASE scores between the students were taught using the EL+LBT (113.76±16.98) and the EL+CL approaches (107.66±16.70) beforethe interventions (P=0.136). However, the CL+EL approaches resulted in the highest changes in the CASE scores at the pre-(107.66±16.70) and post-test (119.08±25.49) stages (P=0.019). Moreover, the female students attending the CL+EL classrooms experienced significantly positive differences in their CASE scores (127.12±30.34), compared to the males (112.65±19.30) (P=0.011).Conclusion: Blending the EL and CL approaches significantly promoted CASE among the undergraduate nursing students in this study by providing sufficient collaboration, essential educational equipment, and better technical support.

Investigating the Effect of Online Gamification on Electrocardiogram Interpretation and Self-Directed Learning in Nursing Students

Volume 12, Issue 3 , July 2024, , Pages 199-207

https://doi.org/10.30476/jamp.2024.101396.1925

Abstract

Introduction: Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient’s life. Therefore, this ... Read More Introduction: Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient’s life. Therefore, this study aimed toinvestigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students.Methods: The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group receivedElectrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test).Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16.Results: The mean and standard deviation of the participants’age was 21.35±1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003).Conclusion: Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.

Study of Deep Learning in Medical Education: Opportunities, Achievements and Future Challenges

Volume 12, Issue 3 , July 2024, , Pages 148-162

https://doi.org/10.30476/jamp.2024.99740.1853

Abstract

Introduction: In this era of progress, interest has developed regarding advancing deep learning (DL) in medicine. However, there has been reluctance to use deep learning, particularly ... Read More Introduction: In this era of progress, interest has developed regarding advancing deep learning (DL) in medicine. However, there has been reluctance to use deep learning, particularly among medical educators. The limitations of previous research were examined in this study, along with the extent to which DL can be used in medical education and its potential impact on educational quality. We were interested in discussing DL’s prospects, and determining whether we could benefit from it in medical education.Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to manage this review procedure. Six databases were searched carefully to obtain relevant studies. Our search identified 981 articles from the database based on our standards. After filtering the duplicated articles, 11 studies were included in the systematic review.Results: The results showed that DL applications attracted researchers’ attention in the medical and education technology owing to their effectiveness to provide the personalized assistanceand feedback. Furthermore, the majority of research concentrated on teaching medical students how to utilize DL applications in the classroom, and all of them tried to improve medical students’proficiency with DL instruments in practical applications. Deep learning components in medical learning environments have two segments—in the educational settings like speech recognitionor Video content analysis for affecting students’ learning, and in the medical settings, applying deep learning from diagnosis to prevention. An integration of them can work better in medicaleducation.Conclusion: Medical education uses DL to improve the students’ education. DL is a powerful instrument which has become more famous in terms of superb outcomes. Besides, using DL in medical education is likely to continue as a hotly debated area of research and a well-known classroom strategy.

Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning

Volume 12, Issue 3 , July 2024, , Pages 163-171

https://doi.org/10.30476/jamp.2024.101594.1938

Abstract

Introduction: Reflective thinking offers learners insight and encourages deeper understanding by leveraging past experiences. This study explores the impact of reflective writing, a ... Read More