Journal of Advances in Medical Education & Professionalism

Editorial

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

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Review article

Change Management in Medical Contexts, especially in Medical Education: A Systematized Review

ELHAM KARIMI; ZOHREH SOHRABI; MARYAM AALAA

Volume 10, Issue 4 , October 2022, Pages 219-227

https://doi.org/10.30476/jamp.2022.96519.1704

Abstract

Introduction: Change is a multifaceted and challenging process. Due to the growing and increasing volume of technologies and organizational processes, there is a need to adapt to these ... Read More

Original Article

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 medicalcolleges all over India. Hence, the present study aimed ... Read More

Original Article

The impact of tutor expertise on the students’ scores in active learning methods: a meta-analysis

MONA MLIKA; MOHAMED MAJDI ZORGATI; FAOUZI MEZNI

Volume 10, Issue 4 , October 2022, Pages 235-245

https://doi.org/10.30476/jamp.2022.94450.1589

Abstract

Introduction: The tutor’s role has been changing in the active learning methods in comparison to the traditional ones. Tutors are encouraged to become facilitators and to guide ... Read More Introduction: The tutor’s role has been changing in the active learning methods in comparison to the traditional ones. Tutors are encouraged to become facilitators and to guide the students to construct a new knowledge by making bridges with the old one. Tutor’s expertise in the active methods has been discussed with different results. The aim of this study was to assess the impact of tutor expertise on the students’ scores in active learning methods.Methods: The authors conducted this meta-analysis under the guidelines of a critical tool for systematic reviews (AMSTAR2). PubMed, Embase, Cochrane library, Scopus and Science Direct were the databases used for searching. The articles included compared students’ learning scores according to tutor expertise between 2 groups of students with an active method of learning. The Review Manager software 5.3 was used to conduct this metaanalysis. We considered the mean difference as the effect size.Results: 3169 students and 222 learning groups of 5 to 10 students were included in this study. The combined mean difference reached 0.84 with 95% CI [0.22, 1.46]. A significant difference between the two groups was observed in favour of the non-expert group (P=0.008). The heterogeneity I-square was evaluated to 98%. The Funnel plot reflected no publication bias (P=0.21). A sub-group analysis was performed taking into account the studies dealing with medical curriculum and the assessment methods used. It showed a significant difference between the two groups in favour of non-expert tutors (P<0.05).Conclusion: Even if the results of this meta-analysis couldn’t be conclusive and can’t induce recommendations, they highlighted the tendency of non-expert tutors to be more student-centred. The heterogeneity observed can be decreased by establishing consensual definitions of expertise and assessment tools in further research studies in order to reflect the validity and efficiency of different tutoring styles in active learning methods.

Original Article

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

SANGEETHA ARUMUGAM; NANDHA KUMAR SUBBIAH; SONY JHANSI PRIYA

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

https://doi.org/10.30476/jamp.2022.94591.1597

Abstract

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

Original Article

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

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

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

https://doi.org/10.30476/jamp.2022.94852.1610

Abstract

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

Original Article

Professionalism among academic educational leaders: A concept analysis

HENGAMEH HABIBI; SHOALEH BIGDELI; ZOHREH SOHRABI; ABBAS EBADI

Volume 10, Issue 4 , October 2022, Pages 259-266

https://doi.org/10.30476/jamp.2022.93131.1517

Abstract

Introduction: The concept of professional ethics of academic educational leaders is an abstract concept for which severalhighly context-dependent definitions have been provided in the ... Read More

Original Article

Psychometric Properties of Clinical Learning Environment Comparison Survey Questionnaire in Nursing Students

SHIRIN RIAHI; MINA ABOLFAZLIE; MOHSEN ARABI

Volume 10, Issue 4 , October 2022, Pages 267-273

https://doi.org/10.30476/jamp.2022.95206.1630

Abstract

Introduction: Continuous evaluations of clinical education and learning in nursing require the use of valid and reliableinstruments. The present study aimed to evaluate the validity ... Read More

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Volume & Issue: Volume 10, Issue 4, October 2022, Pages 217-273

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

Abstract

Change Management in Medical Contexts, especially in Medical Education: A Systematized Review

Abstract

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

Abstract

The impact of tutor expertise on the students’ scores in active learning methods: a meta-analysis

Abstract

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

Abstract

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

Abstract

Professionalism among academic educational leaders: A concept analysis

Abstract

Psychometric Properties of Clinical Learning Environment Comparison Survey Questionnaire in Nursing Students

Abstract