Journal of Advances in Medical Education & Professionalism

Review article

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner

KAILASH CHAROKAR; PUJA DULLOO

Volume 10, Issue 3 , July 2022, Pages 135-144

https://doi.org/10.30476/jamp.2022.94833.1609

Abstract

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fastgrowing medical field. The present Competency-Based Medical ... Read More

Review article

Introducing a mobile learning model in medical education during COVID-19; a critical review

MASOMEH KALANTARION; MOHAMMAD-MEHDI SADOUGHI; SOLEIMAN AHMADY; PER KALLESTRUP; MARZIEH KATIBEH; NASRIN - KHAJEALI

Volume 10, Issue 3 , July 2022, Pages 145-155

https://doi.org/10.30476/jamp.2022.93494.1534

Abstract

Introduction: 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 ... Read More

Original Article

Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students’ perceptions

JANARTHANI LOHITHARAJAH; PUNITHALINGAM YOUHASAN

Volume 10, Issue 3 , July 2022, Pages 156-162

https://doi.org/10.30476/jamp.2022.93731.1548

Abstract

Introduction: 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 ... Read More

Original Article

Developing measures of immersion and motivation for learning technologies in healthcare simulation: a pilot study

CHRIS JACOBS; JACOB M. RIGBY

Volume 10, Issue 3 , July 2022, Pages 163-171

https://doi.org/10.30476/jamp.2022.95226.1632

Abstract

Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersivedevices, such as, 360-degree films and virtual reality have become ... Read More Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersivedevices, 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.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.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.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.

Original Article

Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students

MOHAN B SANNATHIMMAPPA; VINOD NAMBIAR; RAJEEV ARAVINDAKSHAN

Volume 10, Issue 3 , July 2022, Pages 172-178

https://doi.org/10.30476/jamp.2022.94275.1576

Abstract

Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical ... Read More Introduction: 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.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-pointLikert 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.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.Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve themetacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

Original Article

Rearrangement of mentoring components for Student Achievement of medical universities

AHMAD KEYKHA; ELHAM KEYKHA

Volume 10, Issue 3 , July 2022, Pages 179-190

https://doi.org/10.30476/jamp.2022.93404.1526

Abstract

Introduction: Mentoring programs are the most important factor in the achievement of students’ human capital. However, in Iran’s higher health education system, these initiatives ... Read More

Original Article

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

LEILA SADATI; SHAHRAM YAZDANI; BABACK SABET; PEIGHAM HEIDARPOOR

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

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

Abstract

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

Original Article

Barriers of physician-patient relationships in professionalism: A qualitative study

MOHAMMAD HASAN KESHAVARZI; SAEEDE SAFAIE; SEYED ALI AKBAR FAGHIHI; SOOLMAZ ZARE

Volume 10, Issue 3 , July 2022, Pages 199-206

https://doi.org/10.30476/jamp.2022.94010.1563

Abstract

Introduction: Undoubtedly, there are several obstacles in the path of medical professionalism. This study examines these obstacles in the relationship between physician and patient. ... Read More

Brief report

An Evaluation of Non-Uniform Grade Distribution with the Emergency Medicine Off-Service Standardized Letters of Evaluation

JORDAN GOWMAN; BERNADETTE DAZZO; JACE COON; TRACY KOEHLER; RYAN OFFMAN; JOSEPH BETCHER

Volume 10, Issue 3 , July 2022, Pages 207-210

https://doi.org/10.30476/jamp.2022.93990.1561

Abstract

Introduction: Standardized Letters of Evaluation (SLOEs) are designed to objectively compare medical students to their peers for completed emergency medicine (EM) rotations to be used ... Read More

Commentary

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

SHARAN J KAPADIA; LANA AL-NUSAIR

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

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

Abstract

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

Journal of Advances in Medical Education & Professionalism

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Volume & Issue: Volume 10, Issue 3, July 2022, Pages 135-215

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner

Abstract

Introducing a mobile learning model in medical education during COVID-19; a critical review

Abstract

Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students’ perceptions

Abstract

Developing measures of immersion and motivation for learning technologies in healthcare simulation: a pilot study

Abstract

Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students

Abstract

Rearrangement of mentoring components for Student Achievement of medical universities

Abstract

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

Abstract

Barriers of physician-patient relationships in professionalism: A qualitative study

Abstract

An Evaluation of Non-Uniform Grade Distribution with the Emergency Medicine Off-Service Standardized Letters of Evaluation

Abstract

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

Abstract