Journal of Advances in Medical Education & Professionalism

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 the
merits 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 across
multifarious 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.

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 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 assistance
and 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 recognition
or 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 medical
education.
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.

Abstract Introduction: Reflective thinking offers learners insight and encourages deeper understanding by leveraging past experiences. This study explores the impact of reflective writing, a selfassessment
tool, on undergraduate medical students. The focus is on training students using author-specific reflection rubrics based on Moon’s model.
Methods: A mixed-methods study involving 32 volunteered students undertaking an interactive 3-hour session on reflective thinking and writing (RT&W). 19 students submitted reflections, which were self-graded by students and two faculties independently. The perceptions of students were gathered through questionnaires and focus group discussions. The analysis was done using the mean, inter-class correlational coefficient, and thematic analysis.
Results: Inter-rater reliability and inter-class correlation coefficient for reflective writing rubric scores was 63.2%, i.e. below the acceptable threshold. Cronbach’s Alpha for the learner perception questionnaire was 0.90. The outcome of the student’s perception questionnaire recognized the value of reflective writing in terms of professional skills enhancement (4.83±0.39) and improvement after feedback (4.17±0.72). However, satisfaction with overall training was comparatively lower (2.5±0.52). Focus group discussions revealed six themes.
Conclusion: Reflective writing enhances the learning outcomes, deepens understanding, and refines judgment. The author-specific reflection rubric, though reliable, warrants empirical validation with a larger and more diverse participant pool. Undergraduate programs should prioritize mastery of reflection and metacognitive learning approaches to optimize educational outcomes.

Abstract Introduction: The evaluation of programs in faculties of medicine enables them to adequately reach their mission objectives, and social responsibilities and to correct their potential lacune. Few
publications have described the process of internal evaluation of a program performed by the organizational members. The authors aimed to describe a practical method called the four-axis method to assess curriculum using a practical example.
Methods: The authors performed a descriptive study, highlighting the application of a particular method of evaluation of a program called the four-axis method. It consisted of the assessment of the pedagogical alignment [1], teaching techniques and evaluation tests [2], students’ viewpoints and needs [3], and the teachers’ opinions and needs [4]. To contextualize this method, the authors described a practical experience of the assessment of a multidisciplinary theme (theme 16), which is taught during the second year of medical education. Was performed the evaluation from January 2020 to January 2021. The population studied consisted of the tutors implicated in the teaching of the theme and the students in the second year of medical education who accepted to answer the satisfaction questionnaires. The students and tutors who did not fill out the questionnaires were excluded. No statistical tests were needed because of the descriptive nature of the study.
Results: The most relevant results highlighted that 48.4% of the teachers did not systematically use bioclinical cases involving interactions between students; also, 42.4% of the students believed
that the teaching sessions didn’t introduce practical examples giving rise to interactions between them. Therefore, the 4-axisbased analysis indicated that weaknesses were mostly attributed
to the lack of homogeneity in the teaching methods and techniques which showed the teachers’ difficulties in integrating clinical data into their teaching so that they can help the students to assimilate the fundamental data.
Conclusion: The authors’ used a particular approach since it focused both on an objective evaluation of the teaching methods and the evaluation tests and the students’ and teachers’ viewpoints and needs. The major limitation of this approach was the fact that it could not integrate the educational environment that could impact the students’ performances.

Abstract Introduction: Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications, so that the patients’ safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students’ point of view∙
Methods: This quasi-experimental study was conducted on fifty 5th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, students
were selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing the
training process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach’s alpha=0.86) and
quality of education (Cronbach’s alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software.
Results: Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the median
intervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001).
Conclusion: Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.

Abstract Introduction: Gamification is an innovative learning approach that, when combined with technology, aligns well with students’ preferences. Recognizing the necessity of employing effective educational methods in surgical team training, this study aims to examine the impact of gamification-based educational software on students’ learning and motivation in the surgical technology field.
Methods: This study was conducted as a quasi-experimental single-group pre-and post-test design in Iran in 2023. The study sample comprised 40 undergraduate students majoring in surgical technology, selected through a census method. The educational software is designed according to the nine principles of the model of Karl Kapp and Sharon Buller, using the mechanics, dynamics and aesthetics (MDA) framework. After implementation, the software’s impact on students’ learning and motivation was assessed. The students’ learning levels before and after using the educational software were evaluated using a multiple-choice test. To measure students’ motivation, a researcher-developed questionnaire was utilized. The Shapiro-Wilk test was used to check the normality of the distribution of the studied variables. Through SPSS version 26, descriptive statistics such as frequency, percentage, mean, and standard deviation were analyzed along with inferential statistics, including paired t-tests.
Results: Among the participants, 55% were female, and the sample had a mean age of 22.30±0.99 years. A significant difference was observed between the mean learning scores before and after using the educational software (10.43±4.38 vs. 21±4.11, P<0.001). The motivation level of the students showed a significant increase.
Conclusion: Based on the results of this study, gamification-based software has led to improved learning and increased motivation among students in surgical technology.

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 study aimed to
investigate 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 received
Electrocardiogram 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.

Abstract This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, subtly measures students’ learning progress while the students interact with rich and engaging environments, seamlessly integrating assessment within authentic learning activities. By mirroring the testing scenario with the learning format, stealth assessment mitigates test-related anxiety and promotes continuous engagement in training. It also plays a pivotal role in evaluating 
non-cognitive skills and attributes, such as empathy and ethical decision-making, which are often overlooked by traditional testing methods. Stealth assessment offers advantages in scalability and
efficiency, leveraging technology and automation to streamline data analysis and feedback generation. The adoption of stealth assessment in medical education holds the promise of nurturing self-directed learning, reflective practices, and the development of nuanced skills necessary for medical practice, ultimately producing competent and well-rounded healthcare professionals.

Abstract While the primary preference of peer reviewers for accepting publishable manuscripts is their scientific message to inspire the scholarly audience as well as the novelty of research findings the authors are trying to promote, the quality of writing for publication is also among prominent criteria peer reviewers are concerned with. Generally, the contribution of outstanding articles to the expanding body of knowledge is framed into sophisticated modes of communication, where authors are recommended to use formal, accurate, and intellectual language for expressing the scientific message. Among certain linguistic devices, boosters (used for expressing definite facts) and hedges (used for showing degrees of uncertainty) bear advantageous metadiscoursal functions for scientific writing. Both boosters and hedges are strategies by which authors can adjust the degrees of certainty expressed and avoid absolutism wherever required in a particular context. These can help authors effectively convey their interpretations of research findings.