Journal of Medical Education Development最新文献

{"title":"The Impact of Modified Team-Based Learning on the Learning of Students in an Orthopaedic Course","authors":"K. Husein, E. Mahmoud","doi":"10.5812/jme-127652","DOIUrl":"https://doi.org/10.5812/jme-127652","url":null,"abstract":"Background: This paper presents the results of a modified team-based learning (MTBL) in the Orthopaedic Department of the Omdurman Islamic University. It is a modification of the team-based learning (TBL) developed by Dr. Larry K. Michaelson, who explored the benefit of small group learning within large classes. TBL differs from other forms of small group work, which involves developing and using learning teams in large settings as an instructional strategy. Objectives: The main difference between conventional TBL and MTBL is that students learn in small groups in a single large class with a single facilitator in conventional TBL. In contrast, in MTBL, students learn in separate small classes with different facilitators. In this study, we investigated the impact of MTBL on the learning of students in an orthopaedic course. Students’ satisfaction and grades, following the MTBL for an orthopaedic class, were analyzed and compared to another batch of students in a conventional lecture learning strategy. The two batches were taught by the same faculty members. Methods: The MTBL was implemented as a teaching method in orthopaedics and traumatology course in 2020. A total of 282 students were surveyed for their satisfaction with this new pedagogical approach, and 153 students responded to the questionnaire. We adopted a self-administered questionnaire answering on a five-option Likert scale. The five options represented the levels of agreement. At the end of the course, students’ exam scores were compared to the results of their previous batch, in which teaching was carried out utilizing conventional lectures only (a total of 128 students). Results: The results showed that the majority of the students involved in the study (66.5%) were satisfied with the MTBL. The students thought that it increases the long retention of knowledge and should be used more frequently in the curriculum, and they recommend it to other students. The analysis of the examination results using the Chi-square test revealed a significant difference between the results of the students who studied the course in the form of MTBL and those who studied the course in the form of a traditional lecture with a clear improvement in the results following MTBL orthopaedic course (P-value = 0.0000). Conclusions: We, therefore, conclude that the MTBL where students are divided into separate small groups with different instructors improves the performance and the grades of the students in the exam. It also reveals that the students feel satisfied with the learning technique. We recommend it be more frequently used in the curriculum.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89681128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical Teacher Evaluation Methods in Medical Education: A Systematic Review","authors":"H. Seyedin, S. Moslehi, Mahboubeh Asadzadeh, M. Dowlati","doi":"10.5812/jme-127020","DOIUrl":"https://doi.org/10.5812/jme-127020","url":null,"abstract":"Context: Evaluating systems is one of the essential items affecting faculty member performance. Using an appropriate evaluating system is essential for performing different proper roles for faculty members. Objective: This study aimed to systematically review the models, tools, and challenges of evaluating the performance of clinical faculty members. Methods: This systematic review investigated eight international and four national electronic databases in 2019. Descriptive and thematic analyses were done to extract the most relevant information about the models, tools, and challenges of evaluating the performance of clinical faculty members. Results: In total, 15163 articles were identified, of which 25 met the inclusion criteria. The findings were demonstrated in four main categories of the model of evaluating the performance of clinical faculty members, education, data gathering tools, and challenges of evaluating the performance of clinical faculty members. The main subthemes for evaluating the performance of the clinical faculty member model were systems, structure, indicators, and process. Conclusions: This study recommends policymakers and educational managers to design an appropriate evaluating tool. Further research should be conducted to develop a practical system for solving the mentioned challenges.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86345835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and Psychometrics of Diabetes Knowledge Questionnaire","authors":"A. Mehrabbeik, R. Azizi, M. Rahmanian, N. Namiranian, Marzieh Shukohifar, Mohammadjavad Asi","doi":"10.5812/jme-130597","DOIUrl":"https://doi.org/10.5812/jme-130597","url":null,"abstract":"Background: Due to the important role played by knowledge in controlling and managing diabetes in most educational interventions, the assessment of the individuals’ levels of knowledge is regarded as a key variable when planning the given interventions. Objectives: This study aimed to design and evaluate the psychometric properties of the Diabetic Knowledge Questionnaire for Iranian diabetic patients. Methods: This cross-sectional study was conducted from March 2020 to May 2021 in Yazd, to examine 400 type 2 diabetes mellitus (T2DM) by adopting the simple random sampling method. Exploratory factor analysis was carried out to evaluate the validity, and 2 methods of test-retest and internal consistency were used to evaluate the reliability. Data were analyzed using SPSS 20 and Amos 21 software. Results: The questionnaire’s items were classified into 6 factors based on factor analysis method; that is, a total of 27 questions with the dimensions of general, hypoglycemia, complications, nutrition, physical activity, and insulin were included. Questions 1 to 24 were allocated to patients with oral therapy, and questions 25 to 27 were allocated to patients under insulin therapy. These factors altogether accounted for 78% of the total variance. The internal correlation coefficient (ICC) for the knowledge questionnaire as a whole was 0.85, which demonstrated an acceptable level of reliability. Also, Pearson correlation coefficient of reliability between test times (test-retest) was found to be 0.92. Conclusions: The instrument was a valid scale designed to assess the awareness of patients with T2DM about various aspects of the disease. However, it was suggested that further studies should be conducted to investigated the patients with type 1 diabetes mellitus (T1DM) as well as patients with different age groups and education levels.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82526756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fundamental Factors Effective in Developing a Local Model for Virtual University of Medical Sciences: A Qualitative Study","authors":"A. Habibi, S. Ahmady","doi":"10.5812/jme-131371","DOIUrl":"https://doi.org/10.5812/jme-131371","url":null,"abstract":"Background: Many studies have defined the term ‘virtual university’ as a learner-centered university. Over the past 20 years, the number of virtual universities, especially in medical sciences, has grown rapidly, and the number of online curricula is constantly increasing. On the other hand, regarding the challenges of higher education in the third millennium and considering the 20-Year National Vision of the Islamic Republic of Iran and the potential of information and communication technology, the need to move towards virtual academic education is felt more than ever. Objectives: Accordingly, attempts were made to discover the main and necessary factors affecting the development of a model for virtual university of medical sciences regarding Iran's cultural and social dimensions. Moreover, considering inadequate qualitative research, it was decided to conduct a qualitative study by examining the subjective phenomena and informants’ experiences in the field of virtual university of medical sciences in Iran to reveal their understanding of the main factors affecting the development of the local model for virtual universities of medical sciences. Methods: This qualitative study adopted a thematic content analysis approach. Seven participants were selected using the maximum-intensity sampling method. The data were collected using semi-structured interviews and analyzed according to Braun and Clarke's six-step comparative thematic analysis method. To observe data rigor, Guba and Lincoln's four criteria were used. Results: Out of the seven participants, three cases were male, and four persons were female. The analysis of the data resulted in 520 primary codes, 38 subcategories, and 13 categories. According to the participants' experiences, the four main themes extracted in this study were educational manifestation, technological appearance, Iranian context, and institutional virtual medical education. Conclusions: The data analysis revealed that the virtual university model could be developed by considering curriculum design based on learners’ cognitive needs as well as the effects of technologies on the formation of virtual education culture. Moreover, theories underpinning the traditional education system are no longer responding to the new changes in virtual education, and there is an urgent need for scientific theories tailored to virtual education to manage technology.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75621683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and obstacles of academic culture in institutionalizing quality culture in higher education: A grounded theory study","authors":"Mehdi Ghassabichorsi, M. Hassani, H. Ghalavandi, A. Ghasemzadeh","doi":"10.52547/edcj.15.47.43","DOIUrl":"https://doi.org/10.52547/edcj.15.47.43","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47147642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Boundary spanning in the context of academic education","authors":"M. Nazarzadeh Zare","doi":"10.52547/edcj.15.47.69","DOIUrl":"https://doi.org/10.52547/edcj.15.47.69","url":null,"abstract":"The global society, we live in today, is very intertwined and complicated. Hence, an ability to expand organizational and trans-organizational boundaries plays a critical and vital role in educational systems (1). The concept of boundary spanning, which was formed in the fields of behavioral psychology and organizational theories in the mid-1970s (2), is somewhat unknown in the medical and health education system (3). Meanwhile, one of the important approaches and activities that can help the improvement of health and medical education systems is boundary spanning activities (4). The boundary spanning theory, which was formed based on sociotechnical and open systems theories (5), is defined as creating a capacity for orientation, alignment, and commitment across the borders of an organization in order to realize the goals and visions of that organization (6). The individuals who are called boundary-spanners play an essential role in boundaryspanning activities (7). In the context of a university system, boundary spanners can include faculty members, staff, and university administrators (8). Therefore, at the level of an academic system, boundary spanners should be aware of the priorities and needs of their academic community, as well as their surrounding environment at organizational and extra-organizational levels (9). On the other hand, faculty members, as one of the important human capital of any university, apart from the three roles of education, research, and service delivery, perform a fourth role, which is boundary spanning. In this role, the faculty member can act at two organizational and extra-organizational levels. In this regard, at the organizational level, the boundary spanning role of faculty members is the reduction of tensions and environmental complications, as well as making a link among individuals, disciplines, faculties, and academic departments. Moreover, they contribute greatly to the facilitation of knowledge exchange between individuals and academic departments and, subsequently, the enhancement of teaching and learning quality (9-10). In this regard, recent studies have pointed out that in the context of academic education, faculty members' boundary spanning activities have an influential role in teaching and learning. In the role of a boundary-spanner, the faculty members strive to create a bridge among learners of different genders, cultures, and ethnicities by establishing interaction and communication. In so doing, they not only help create a collaborative learning process but also improve the teaching-learning process through sharing and transferring knowledge and information (11). Hence, the faculty members' use of organizational boundary spanning methods in educational contexts contributes greatly to teaching and learning leadership, creating and maintaining key relationships in the teaching-learning process. Copyright © 2021, This is an original open-access article distributed under the terms of the Creative Co","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical self-efficacy of final-year nursing students: A comparison of a 360-degree evaluation method with a conventional method","authors":"Seyed Kazem Mousavi, Mohsen Kamali","doi":"10.52547/edcj.15.47.27","DOIUrl":"https://doi.org/10.52547/edcj.15.47.27","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online self-regulated learning and related factors among medical sciences students during the COVID-19 pandemic, 2021","authors":"Mahsa Kamali, Fahimeh Ghasemi, Masoumeh Bagheri-Nesami","doi":"10.52547/edcj.15.47.19","DOIUrl":"https://doi.org/10.52547/edcj.15.47.19","url":null,"abstract":"Background & Objective: Learners prefer to use a system for learning that improves their interaction;therefore, self-regulated learning is important. The present study aimed to determine online self-regulated learning (OSRL) and its related factors among medical science students during the COVID-19 pandemic, 2021. Materials & Methods: This cross-sectional study was conducted on 249 students affiliated with Mazandaran University of Medical Sciences, Mazandaran, Iran, using a non-randomized quota sampling method. The required data were collected using a demographic form, an Online Self-Regulated Learning Questionnaire, and a researcher-made questionnaire of related factors of OSRL based on a literature review. The data were analyzed using descriptive and inferential statistical methods, such as ANOVA, t-test, Pearson, and multivariate linear regression using the Enter method. Results: The mean of the total score of self-regulated learning was 80.2±15.5 and in a good range. Among the related factors, students' gender (β=-0.239), marital status (β=-0.210), age (β=0.195), and time management (β=-0.125) explored 16.5% of the variance OSRL. The other variables had no significant relationship with OSRL. Conclusion: In the present study, marital status, gender, age, and time management significantly correlated with the variance of OSRL. Different studies are necessary to investigate the variables that explore OSRL so that educational managers can provide a better virtual learning environment for students by considering these variables. © 2021, International License which permit copy and redistribution of the material just in noncommercial usages with proper citation.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49543606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing flow experience of medical students in cognitive, behavioral, and social educational games: A quasi-experimental study","authors":"M. Alizadeh, Fatemeh Heidari, A. Mirzazadeh, Sana Sadat Peighambardoust, Fatemeh Beheshtizadeh, Azadeh Angouraj Taghavi, Alireza Saramad, L. Janani, Gholamreza Hassanzadeh","doi":"10.52547/edcj.15.47.36","DOIUrl":"https://doi.org/10.52547/edcj.15.47.36","url":null,"abstract":"Abstract","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of the Persian version of the short self-regulated learning questionnaire for medical students: A descriptive study","authors":"Razieyeh Hosseini Ravesh, Rita Rezaiee, L. Mosalanejad","doi":"10.52547/edcj.15.47.1","DOIUrl":"https://doi.org/10.52547/edcj.15.47.1","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}