Journal of Advances in Medical Education & Professionalism

Abstract Introduction: Medical education is a lifetime learning process stretching from undergraduate to postgraduate, specialty training, and beyond. It also applies to various healthcare professionals, including doctors, nurses, and other allied healthcare professionals. Therefore, it is essential to acknowledge the immense role of artificial intelligence in medical education in the current era of rapidly growing technology.
Methods: High-quality data that met the study objectives were included. In addition, comprehensive investigations on articles available in reputable databases such as PubMed, Research Gate, PubMed central, Web of Science, and Google Scholar were considered for literature review.
Results: Artificial intelligence has fixed various issues in education during the last decade, including language processing, reasoning, planning, and cognitive modelling.
Conclusion: It can be used in medical education in the following forms: Virtual Inquiry System, Medical Distance Learning and Management, and Recording teaching videos in medical schools. It can also enhance the value of the non-analytical humanistic aspects of medicine. The goal of this review article was to present the implications of AI in medical education, now and in the coming years.

Abstract Introduction: Lethal box jellyfish envenomation has been reported in Indonesia and other countries; therefore, medical students should be equipped with related knowledge. The aim of this study was to evaluate the results of summative exams by student cohort and gender and determine the factors that contribute to success in the summative exams after novel intensive instruction in box jellyfish envenomation pathophysiology and first aid in undergraduate medical students in Surabaya, Indonesia.
Methods: This study used explanatory sequential mixed methods, consisting of a cross-sectional study and interviews. A total population sampling of 203 sixth-semester students was employed. Student cohort, gender, previous semester grade point average (GPA), and English proficiency test (EPT) were considered. All statistical tests were carried out using IBM SPSS Statistics version 24.0 for Macintosh. The study was complemented by interviews conducted with 20 students.
Results: The one-way ANOVA test showed that students from the 2016 cohort had significantly higher mean scores in the exam than the 2015 and 2014 cohorts (P=0.002). Independent samples t-test showed that such differences were not gender-specific (P=0.249). In the binary logistic regression, the GPA in the previous semester was the only factor that contributed to success in the summative exam (OR 3.031, 95% CI: 1.520-6.044). All students commented that the lecture and practicum were interesting and beneficial. However, some considered that the language barrier might have prevented them from understanding the topic well.
Conclusion: Results of the summative exam differed by the student cohorts, and previous semester GPA was a predictor of success in the summative exam.

Abstract Introduction: Proper transfer of professional values is an essential part of medical education. Real-life experiences in the educational process are one of the most effective methods for achieving values and assisting students in developing their value framework. This study aimed to develop and characterize the concept of value-rich exposures in medical education to bring this concept closer to the practice.
Methods: In order to perform the synthesis, according to Walker and Avant, a combination of hermeneutic phenomenological method and literature review was used. At first, researchers characterized the concept of value-rich exposures based on the lived experiences of medical students who had participated in a program based on value-rich exposures at Shahid Beheshti University of Medical Sciences in Iran. After that, the literature was reviewed using an integrative review approach. Then we looked at the similarities and differences between the results of the interviews and the literature review and chose the best word to name the themes and subthemes. Finally, to describe the concept of value-rich exposures in medical education, we created a conceptual matrix.
Results: We defined the concept of value-rich exposure in medical education under five themes while implementing the
steps of Walker and Avant’s concept synthesis: probing self-inner values, value-rich program, value mentor, value-rich interactions, and value-rich environment. The elements and relationships of the themes were depicted in the form of a conceptual matrix.
Conclusions: A value-rich exposure is a type of lived experience that occurs during a student’s professional life, a necessity that, with proper planning, can play an important role in shaping medical students’ professional identities.

Abstract Introduction: Considering that academic success is one of the most important topics for medical sciences schools and faculty members, this study was conducted to determine the predictors of academic success in students of Tabriz University of Medical Sciences.
Methods: This cross-sectional study was performed on 542 students of the Tabriz University of Medical Sciences in Iran. The sampling method was stratified at random. The sociodemographic characteristics questionnaire, Multiple Intelligences Profiling Questionnaire (MIPQ), College Academic Self-Efficacy Scale (CASES), Personal Resource Questionnaire (PRQ-85-PART2), and the General Health Questionnaire (GHQ-28) were used to collect data. Data analysis was performed using the SPSS 16 software. The General Linear Model (GLM) was used to determine the predictors of academic success.
Results: According to the Pearson correlation test, there was a significant positive correlation between academic grade point average (GPA) and social support (r=0.10, P=0.048), academic self-efficacy (r=0.36, P<0.001) and there was a significant negative relationship between GPA and total mental health score (r=-0.14; P=0.003) and its subdomains including anxiety (r=-0.10, P=0.027), depression (r=-0.15, P=0.002), and social dysfunction (r=-0.12; P=0.010). According to GLM, the variables of academic self-efficacy, and level of education were among the predictors of academic success, so the GPA increased significantly with academic self-efficacy (β:0.02, P<0.001). The GPA was greater in bachelor’s students than in professional doctorate students (β:0.76, P<0.001). The significance level was considered at P<0.05.
Conclusion: Due to the significant relationship between academic self-efficacy, and educational level with academic success, the promotion of self-efficacy is necessary for all students of all educational levels.

Abstract Introduction: An important part of anesthesia management is opening and maintaining the patient’s airway. Failure to establish and maintain a safe airway for patients during anesthesia is a life-threatening condition. Despite advances in science and technology, difficult airway management is far from ideal. Providing a simulated environment for critical situations seems to be the best way to better educate and prevent medical errors. This study aimed to compare the effect of the FIRST2ACT (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trend) model on knowledge and practical skills of difficult airway management and respiratory accidents between the intervention and control groups.
Methods: This study was a quasi-experimental intervention with before and after design. Sampling was done by census method and the participants were third and fourth-year nurse anesthesia students (n=62). The students were randomly allocated to an intervention group (n=31) educated and practicing based on the FIRST2ACT model and a control group (n=31). The intervention consisted of five stages: developing core knowledge, assessment, simulation, reflective review, and performance feedback, all based on the FIRST2ACT model. Theoretical and practical skills were examined in the participants. Data collection tools included a questionnaire and a checklist.
Results: The results showed that after applying the FIRST2ACT model, the intervention group scored higher than the control group in both theoretical knowledge (17.87±1.43 vs. 12.67±1.35) and practical skills (134.28±3.21 vs. 81.58±8.55). This difference in results between the two groups was statistically significant (P˂0.001).
Conclusion: It can be concluded that using this model was effective to improve the knowledge and practical skills of nurse anesthesia students in the field of difficult airway management and respiratory accidents during anesthesia.

Abstract Introduction: Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment.
Methods: This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Faculty of Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusion
criteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer’s Psychological Empowerment questionnaire was used for data collection in preand post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests.
Results: The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001).
Conclusion: Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.

Abstract Introduction: Learning professional ethics can enhance the effectiveness of medical graduates as future health care providers. Therefore, this study was conducted to examine the effectiveness of professional ethics education based on a multi-method approach in organizational commitment and job involvement of senior nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences (AJUMS), Ahvaz, Iran, in 2022.
Methods: This was a quasi-experimental study with a pre-test post-test design including 64 senior nurse anesthesia students of AJUMS who were selected using census method and randomly divided (using simple random method) into two groups of intervention and control (n=32 each). For the intervention group, two 5-hour training workshops were held in 2 consecutive weeks using different training methods offered in an integrated manner, while participants in the control group received no education. Finally, the data were collected and analyzed using SPSS version 16, based on Kolmogorov–Smirnov test, paired and independent t-tests, chi-square test, and analysis of covariance.
Results: Professional ethics education based on a multi-method approach had a positive effect on the organizational commitment and job involvement of senior nurse anesthesia students. There was a significant difference between the two groups in terms of their job involvement (P=0.005 and F=1.65) and organizational commitment scores (P=0.025 and F=35.56). These findings suggest that professional ethics education based on a multimethod approach can improve job involvement and organizational commitment and its dimensions (normative, continuance, and affective).
Conclusion: Teaching professional ethics by explaining the moral virtues of work, business affairs, and code of professional conduct promotes job involvement and organizational commitment of senior nurse anesthesia students.

Abstract The present age witnesses an incredibly huge volumes of human knowledge in the cyberspace which facilitates access to knowledge either in the form of science or pseudo-science.1 In addition, individuals are now familiar with search tools on the web for meeting their daily basic needs (such as transportation and banking) and some of their higher order needs such as health, diseases, and lifestyle. Admittedly, the pandemic era gave rise to the prevalence of embracing the virtual tools in education and daily life; now in the post-Covid-19 world, learners, in particular, tend to find a solution to most of their educational needs from the worldwide web2, and most may even feel dissatisfied with traditional higher education; they may even avoid seeking technical help from academicians. While specialists are trained in universities or higher education institutes, cyberspace facilities (e.g. YouTube, etc.) keep functioning like a freely-accessed virtual learning environments where individuals from miles away attend virtual presentations to acquire functional skills3 for self-employment, only some of whom may seek degrees/certificates in due course if universities succeed in recruiting them into innovative and blended programs. Consequently, when admitted to universities, these individuals bring unknown worlds of ideas into educational settings.