Journal of Advances in Medical Education & Professionalism

Review article

The Advantages and Challenges of Electronic Exams: A Qualitative Research based on Shannon Entropy Technique

AHMAD KEYKHA; MASOOMEH IMANIPOUR; JAFAR SHAHROKHI; MOEIN AMIRI

Volume 13, Issue 1 , January 2025, Pages 1-11

https://doi.org/10.30476/jamp.2024.102951.1987

Abstract

Introduction: The electronic exam is one of the foremost imperative instruments for evaluating students’ execution. Accordingly, this study aimed to identify the advantages and ... Read More

Review article

Exploring the Transformative Potential of Learning Analytics in Medical Education: A Systematic Review

EHSAN TOOFANINEJAD; SHANE DAWSON; SOMAYE SOHRABI; MASOMEH KALANTARION

Volume 13, Issue 1 , January 2025, Pages 12-24

https://doi.org/10.30476/jamp.2024.103973.2034

Abstract

Introduction: Learning Analytics (LA) has emerged as a potent tool in medical education, offering data-driven insights and personalized support to learners. This systematic review aims ... Read More

Original Article

Developing a Mobile Application-based System for Enhancing Medical Skill Training

TING-SHENG WENG; XUAN-REN CHEN

Volume 13, Issue 1 , January 2025, Pages 25-35

https://doi.org/10.30476/jamp.2024.103650.2019

Abstract

Introduction: In a regional hospital in Southern Taiwan, an average of 25 heart surgeries are performed annually, with surgical education conducted one-on-one. This indicates thatopportunities ... Read More Introduction: In a regional hospital in Southern Taiwan, an average of 25 heart surgeries are performed annually, with surgical education conducted one-on-one. This indicates thatopportunities for paramedics to participate in surgical procedures are quite limited. Although 80 paramedics in the hospital can perform surgical procedures, 69 have more than two years ofexperience, and only 19 are selected by surgeons to perform surgical procedures. Consequently, paramedics without hands-on experience are likely to feel panicked and helpless.Methods: The present study employed a systematic software development approach to create a mobile application-based medical skill training system. Initially, we conducted a comprehensiveneeds analysis through in-depth interviews with cardiac surgery nurses and administrators to accurately identify the key training requirements. In the system architecture design phase, we chose Windows Server as the operating system, combined PHP and Apache to handle web service requests, used MariaDB for data storage and management, and applied FastAPI to facilitate dataexchange with other services. Client-side development utilized the Flutter framework, ensuring a consistent user experience across iOS and Android platforms.Results: We also designed complex data structures to accommodate testing and recording needs, including exam data, question types, and option records. For user flow implementation, we developed a complete process including user registration, subject management, test preparation, and evaluation. Finally, we implemented core functionalities such as the login interface, question selection, and test interface to ensure the system’s comprehensiveness and practicality. This multi-stage development approach aimed to create an efficient, user-friendly, and adaptive training platform to meet the specific needs of cardiac surgery nursing staff.Conclusion: The development and implementation of the mobile application-based system for enhancing medical skill training has demonstrated significant potential in addressing the challenges of paramedics in cardiac surgery settings. While the initial results are promising, further long-term studies are needed to assess the impact on actual surgical outcomes and patient care quality.

Original Article

Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study

KRISHNAMURTHY SOUNDARIYA; ANANDABASKAR NISHANTHI; RAJALAKSHMI MAHENDRAN; MOUROUGUESSINE VIMAL

Volume 13, Issue 1 , January 2025, Pages 36-48

https://doi.org/10.30476/jamp.2024.104312.2052

Abstract

Introduction: Implementing “Competency-Based Medical education” in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes ... Read More Introduction: Implementing “Competency-Based Medical education” in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes in the curriculum are usually inundated with challenges. The present study aimed to evaluate the implementation of the CBME curriculum for Phase II medical undergraduates in our institute.Methods: This qualitative study involved faculty members from Pathology, Microbiology, and Pharmacology teaching Phase II medical undergraduates, who participated in three focus groupdiscussions (one per department) to discuss the strategies and challenges in curriculum implementation. A gap analysis followed, with individual in-depth interviews with the departmental heads to identify solutions for the challenges. A review meeting was held with the dean, curriculum committee members, and phase II faculty members to finalize the action plan.Results: A total of 18 faculty members, predominantly females, in different age ranges (29 to 68 years) and teaching experiences (4 to 34 years) participated in this study. The faculty members have adopted various strategies for curriculum implementation such as preparing departmental planners, framing lesson plans, using interactive teaching-learning methods and e-learning, conducting self-directed learning sessions, ensuring alignment and integration, incorporating skill modules, ensuring student logbook maintenance, using appropriate assessment methods and implementing AETCOM modules. However, they faced challenges in implementing self-directed learning sessions, using e-learning platforms and recommended faculty development programs.Conclusion: Our study reveals that the paraclinical departments at our institute have taken appreciable steps in implementing the CBME curriculum for Phase II MBBS students, despite ongoing challenges. Addressing these challenges requires careful planning and evaluation, with faculty sensitization being crucial for smooth implementation. The key outcome of the study was establishing various subcommittees within the Curriculum Committee and Medical Education Unit to facilitate the implementation of various CBME components, supported by regular feedback mechanisms. Also, the action plan was shared with the Medical Education Unit to organize appropriate faculty development programs.

Original Article

Transforming Education: Case-Based Integrated Learning Development and Implementation – A Mixed Methods Study at a Private Medical College

RAHILA ALI; AZAM AFZAL; SARA SHAKIL; AMBER SULTAN; SHAZIA BABAR; JAVERIA REHMAN; MARIB GHULAM RASOOL MALIK; MOHAMMAD SHAHZAIB QADIR; SADAF KHAN; SANA SAEED

Volume 13, Issue 1 , January 2025, Pages 49-58

https://doi.org/10.30476/jamp.2024.104285.2048

Abstract

Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote ... Read More Introduction: Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote critical thinking. To address these challenges, Case-Based Integrated Learning (CBIL) was developed as a novel approach combining immersive and interactive learning techniques. This study aimed to evaluate the effectiveness of CBIL in enhancing engagement, critical thinking, and clinical reasoning among medical students, and explore faculty experiences regarding the pedagogy.Methods: An explanatory-sequential mixed-methods study was conducted in a private medical college in Pakistan. Quantitative data were collected through faculty (n=35) and student (n=122) evaluation surveys, and analyzed using descriptive statistics (mean, standard deviation, frequencies, and percentages). Qualitative data from focused group discussions (FGD) with faculty were analyzed thematically. A committee of clinical faculty and medical educationists developedfour CBIL prototypes. Faculty from various clinical specialties were trained on CBIL concepts and lesson planning, and the prototypes were used to develop engaging cases for subsequent sessions. Participants included faculty from diverse disciplines and students intheir third and fourth years of medical school.Results: The faculty considered the training very effective (overall satisfaction: 5.17±0.89 out of 6), with a vast majority being very satisfied with its relevance (86%, n=30) and structure (91%, n=32).Among students, 95% (n=116) were satisfied with the developed cases. Most of them were also satisfied with the clarity (92%, n=112) and applicability of the cases (96%, n=117). In FGD, facilitators expressed satisfaction with CBIL formats as it provided opportunities for engagement, in-depth analyses, and discussions.Conclusion: Interactive formats like CBIL can engage students by allowing opportunities for interaction, discussion, and peer-learning. This promotes improved understanding and critical thinking. Further exploration of the effectiveness and impacts on the learning of various interactive formats of case-based learning is essential.

Original Article

Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty

SEYYED ABOLFAZ VAGHARSEYYEDIN; HAKIMEH SABEGHI

Volume 13, Issue 1 , January 2025, Pages 59-66

https://doi.org/10.30476/jamp.2024.103841.2028

Abstract

Introduction: The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may ... Read More

Original Article

Determinants of Educational Procrastination among Medical Students at Shahid Beheshti University of Medical Sciences

SOLEIMAN AHMADY; HOSSEIN KARIMI MOONAGHI; ALI KHERADMAND

Volume 13, Issue 1 , January 2025, Pages 67-75

https://doi.org/10.30476/jamp.2024.104251.2047

Abstract

Introduction: Educational procrastination is a pervasive issue among students, influenced by a range of demographic, psychological, and behavioral factors. This study aimed to assessthe ... Read More

Commentary

Benefits and Application of IoB in Educational Businesses: Smart, Sustainable, and Personalized Learning

ZAHRA SADEQI-ARANI; REZA VAHIDNIA; ESMAEIL MAZROUI NASRABADI

Volume 13, Issue 1 , January 2025, Pages 76-80

https://doi.org/10.30476/jamp.2024.103752.2021

Abstract

The emergence of the Internet of Behaviors (IoB) has created new opportunities for influencing and guiding human decisionmaking. IoB refers to the collection, analysis, and application ... Read More

Journal of Advances in Medical Education & Professionalism

Articles in Press

Current Issue

Volume 13 (2025)

Volume 12 (2024)

Volume 11 (2023)

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Volume & Issue: Volume 13, Issue 1, January 2025, Pages 1-80

The Advantages and Challenges of Electronic Exams: A Qualitative Research based on Shannon Entropy Technique

Abstract

Exploring the Transformative Potential of Learning Analytics in Medical Education: A Systematic Review

Abstract

Developing a Mobile Application-based System for Enhancing Medical Skill Training

Abstract

Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study

Abstract

Transforming Education: Case-Based Integrated Learning Development and Implementation – A Mixed Methods Study at a Private Medical College

Abstract

Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty

Abstract

Determinants of Educational Procrastination among Medical Students at Shahid Beheshti University of Medical Sciences

Abstract

Benefits and Application of IoB in Educational Businesses: Smart, Sustainable, and Personalized Learning

Abstract