Journal of Medical Education Development最新文献_第8页

Implementation and Evaluation of Self-Directed Learning Activity in Biochemistry for First-Year MBBS Students MBBS一年级学生生物化学自主学习活动的实施与评价

Journal of Medical Education Development Pub Date : 2022-08-31 DOI: 10.5812/jme-126957

Silpa Thota, H. Nimmanapalli, A. Bitla

{"title":"Implementation and Evaluation of Self-Directed Learning Activity in Biochemistry for First-Year MBBS Students","authors":"Silpa Thota, H. Nimmanapalli, A. Bitla","doi":"10.5812/jme-126957","DOIUrl":"https://doi.org/10.5812/jme-126957","url":null,"abstract":"Background: Self-directed learning (SDL) is an essential teaching-learning method for transforming medical students into lifelong learners. In SDL, learners are responsible for undergoing their learning process and gradually shifting learning control from teacher to themselves. However, First-year MBBS students are in need of receiving training and support to become self-directed learners. Hence, the present study aimed to evaluate the outcomes of adopting SDL alone as well as supplementing SDL with a lecture for first-year MBBS students in biochemistry. Objectives: Implementation of self-directed learning activity in Biochemistry and evaluation of its outcome for first-year MBBS students. Methods: A Cohort study was carried out to investigate first-year MBBS students in the Department of Biochemistry at SVIMS, Tirupati. The study was conducted in two sessions. In session one, Lecture cum SDL was implemented; whereas in session two, only SDL was employed. A pre-and post-test was performed before and after completion of both sessions. Pre- and post-test answer sheets were evaluated, and students’ perception forms were analysed. Results: There was a statistically significant increase in post-test scores compared to pre-test scores. Moreover, there was a statistically significant increase in post-test scores of Lecture cum SDL session compared to post-test scores of SDL session alone. Conclusions: Overall performance of the students was improved when a topic was taken as a didactic lecture followed by an SDL session; this may have been indicative of an improvement in learning outcomes when adopting SDL module.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77194449","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}

引用次数: 1

Modeling Health Workforce Planning in Specialties and Subspecialties: A Need-Adjusted Demand Model 建模卫生人力规划专业和亚专业:一个需求调整的需求模型

Journal of Medical Education Development Pub Date : 2022-08-30 DOI: 10.5812/jme-129840

S. Bosak, S. Yazdani, M. Ayati, Jalil Koohpayezade

{"title":"Modeling Health Workforce Planning in Specialties and Subspecialties: A Need-Adjusted Demand Model","authors":"S. Bosak, S. Yazdani, M. Ayati, Jalil Koohpayezade","doi":"10.5812/jme-129840","DOIUrl":"https://doi.org/10.5812/jme-129840","url":null,"abstract":"Background: Need and demand modeling is one of the conceptual approaches of health workforce planning. In many models of this field, “need” is not considered. Each country should model according to its context. Objectives: The present study aimed to design a need adjusted with demand model of the health workforce in the fields of specialties and subspecialties. Methods: Walker and Avant’s synthesis theory method was used for modeling in this study. The concepts of need and demand were chosen as the focal concepts. In addition, to find the components related to the concepts and the relationships between these components, the result of a previous systematic review and a supplementary study of viewpoints of research teams were used. In the last step, the graphic form of the model was presented. Results: The need-adjusted demand model was presented in this study. In this model, the types of flows were headcounts. Actual need, willingness, and ability to use health services were considered. Finally, the number of full-time equivalents of physicians was estimated. Conclusions: In this model, a series of main components that are headcounts and a series of influential factors that affect the main factors through rates were considered.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74295267","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}

引用次数: 2

A Comparative Study of Case-Based Learning vs. Traditional Teaching Method in Pathology in Indian Medical Graduates 印度医学毕业生病理学案例学习与传统教学方法的比较研究

Journal of Medical Education Development Pub Date : 2022-08-27 DOI: 10.5812/jme-127188

Arpita J. Nishal, Jitendra Patel, Rishikesh Balvalli, Preeti P. Yadav, Parmita Jayani, Ravina Singh, Shraddha Kankariya

{"title":"A Comparative Study of Case-Based Learning vs. Traditional Teaching Method in Pathology in Indian Medical Graduates","authors":"Arpita J. Nishal, Jitendra Patel, Rishikesh Balvalli, Preeti P. Yadav, Parmita Jayani, Ravina Singh, Shraddha Kankariya","doi":"10.5812/jme-127188","DOIUrl":"https://doi.org/10.5812/jme-127188","url":null,"abstract":"Background: There has been a substantial shift in the educational curriculum in Indian medical institutes with a more experiential approach toward teaching. One such method is case-based learning (CBL). Objectives: This study aimed to compare CBL with traditional method and gain students’ and teachers’ feedback. Methods: This was a cross-sectional study conducted in the Pathology Department among second-year bachelor of medicine and bachelor of surgery (MBBS) students. The students were divided into two groups of 75 students: group A was given anemia cases, and group B was given jaundice cases. After covering theory lectures on these topics, the students were given pre-test multiple-choice questions (MCQs). This was followed by this was followed by subdividing students into five groups and conducting three CBL sessions. This was followed by post-CBL test. Data were compared using paired t-test and analyzed using SPSS software version 16. Results: Out of 150, 110 students attended the pre-and post-CBL test and completed the feedback form. There was a significant improvement (P < 0.001) in the mean scores of students in both groups A and B from 8.31 and 7.54 to 13.44 and 12.71, respectively. Regarding the student feedback, it was revealed that 87% of the students agreed with the usefulness of CBL in better understanding of the topic and retention in memory. They also acclaimed that it encouraged their critical thinking and decision-making qualities. Among the faculties, all of them agreed with the incorporation of CBL in the routine curriculum. Conclusions: CBL improves students’ logical, analytical and clinical skills, which helps bridge the gap between theoretical knowledge and clinical skills. Rather than replacing, it serves better as an adjunct to the traditional lectures.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85350597","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}

引用次数: 0

Performance Prediction of the Family Medicine Applicants of Oman Medical Specialty Board in Multiple Mini-interviews Using the International Foundations of Medicine Exam and Situational Judgment Test 利用国际医学基础考试和情景判断测验预测阿曼医学专业委员会家庭医学申请者在多个小型面试中的表现

Journal of Medical Education Development Pub Date : 2022-08-20 DOI: 10.5812/jme-126449

Rahma Said Al Hadhrami, Najlaa Jaafar, Badriya H. AL FARSI, Asma Al Belushi

{"title":"Performance Prediction of the Family Medicine Applicants of Oman Medical Specialty Board in Multiple Mini-interviews Using the International Foundations of Medicine Exam and Situational Judgment Test","authors":"Rahma Said Al Hadhrami, Najlaa Jaafar, Badriya H. AL FARSI, Asma Al Belushi","doi":"10.5812/jme-126449","DOIUrl":"https://doi.org/10.5812/jme-126449","url":null,"abstract":"Background: Entry into postgraduate medical training programs should be based on valid selection measures predictive of training performance. A situational judgment test (SJT) is often used during the residency selection process to measure knowledge and behavioral attributes. Objectives: This study aimed to test the validity of the International Foundations of Medicine (IFOM) examination and an SJT for predicting performance during multiple mini-interviews (MMI) of the applicants for a family medicine residency program in Oman. Methods: This retrospective cross-sectional study was conducted at Oman Medical Specialty Board (OMSB) during the application process for the academic year 2021. Data were collected from 80 applicants to the OMSB Family Medicine Residency Program. Before participating in the MMI panels, all applicants underwent pre-interview tests (comprising the IFOM examination and SJT). Multiple regression analysis was performed to determine the predictors of the MMI score. Results: A total of 67 applicants completed the entire selection process cycle and were included in the study. The SJT score was a significant predictor of the MMI score (r = 0.367; P = 0.002), whereas the IFOM score was not a significant predictor (r = 0.105; P = 0.396). Conclusions: This study supports using SJT as an additional selection measure alongside the MMI panel for entry to OMSB residency training.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80578132","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}

引用次数: 0

Academic Burnout and its Relationship with Employment Hope among Health Sciences Students 健康科学专业学生学业倦怠及其与就业希望的关系

Journal of Medical Education Development Pub Date : 2022-08-01 DOI: 10.52547/edcj.15.45.8

T. Askaripoor, Hamed Aghaei, A. Rahmani, V. Abolhasannejad, Masoud Shafii motlagh, A. Abbasi, M. Ghaffari, E. Kazemi

引用次数: 1

Critical Thinking of Medical Students: Does it Change During the Study in Medical School? 医学生的批判性思维：在医学院学习过程中会发生变化吗？

Journal of Medical Education Development Pub Date : 2022-08-01 DOI: 10.52547/edcj.15.45.26

Reza Sharifinia, A. Shakurnia

引用次数: 2

Effective Factors in Medical Students' Willingness to Communicate in the Course of English for Specific Purposes 医学生专业英语课程中交流意愿的影响因素

Journal of Medical Education Development Pub Date : 2022-08-01 DOI: 10.52547/edcj.15.45.34

Giti Karimkhanlooei, N. Motamed, Hamid Gharehbaghi

引用次数: 0

Relationship between Educational Environment and Self-Directed Learning in Nursing Student in COVID-19 Pandemic 新冠肺炎疫情期间护生教育环境与自主学习的关系

Journal of Medical Education Development Pub Date : 2022-08-01 DOI: 10.52547/edcj.15.45.47

Mahnaz Bahrami, H. Sabeghi, M. Zohourparvaz, Hossein Karimi Moonaghi

{"title":"Relationship between Educational Environment and Self-Directed Learning in Nursing Student in COVID-19 Pandemic","authors":"Mahnaz Bahrami, H. Sabeghi, M. Zohourparvaz, Hossein Karimi Moonaghi","doi":"10.52547/edcj.15.45.47","DOIUrl":"https://doi.org/10.52547/edcj.15.45.47","url":null,"abstract":"Background & Objective: The COVID-19 pandemic has created a stressful teaching and learning environment that puts it out of its dynamic state and puts most of the learning burden on the student. The aim of this study was to investigate the relationship between educational environment and self-directed learning in undergraduate nursing students. Materials & Methods: In this cross-sectional descriptive study, 200 undergraduate nursing students of Birjand School of Nursing and Midwifery from different terms were studied by available sampling method in the year 1401-1400. DREEM and CHENG online questionnaires were used to evaluate the educational environment and self-directed learning, respectively. The questionnaires were analyzed by SPSS20. Results: The mean score of educational environment (120.20 ± 27.20) and self-directed learning (75.85 ± 11.73) was obtained. The results of this study showed that there is a direct and significant linear relationship between educational environment and all its dimensions with self-directed learning and all its dimensions (p <0.05). Also, the educational environment was significantly associated with gender and interest in the nursing and self-directed learning with interest in the nursing (p <0.05). Multiple linear regression test showed that the dimensions of the educational environment can predict to 23% (adjusted R2 = 0.232) of self-directed learning changes in nursing students. Conclusion: According to the results of the study and the sensitivities of the nursing profession, it is recommended to consider self-directed training programs and workshops and to create an educational environment that stimulates this skill. © 2022, Zanjan University of Medical Sciences and Health Services. All rights reserved.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41560595","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}

引用次数: 0

Appreciative Inquiry Approach in Evaluation of Medical Education Programs: Definition and Application 医学教育项目评价中的欣赏探究法:定义与应用

Journal of Medical Education Development Pub Date : 2022-08-01 DOI: 10.52547/edcj.15.45.77

M. Salajegheh

引用次数: 0

Lived Experiences of Nursing Students Concerning Education in Simulated Learning Environments: A Phenomenological Study 护生在模拟学习环境中的生活体验与教育——一项现象学研究

Journal of Medical Education Development Pub Date : 2022-08-01 DOI: 10.52547/edcj.15.45.68

H. Ostadhasanloo, F. Mahmoodi, Y. Adib, V. Zamanzadeh

引用次数: 0