Journal of Medical Education Development最新文献

{"title":"Multicultural Sensitivity and Related Factors in Nursing Students of Zanjan University of Medical Sciences during the COVID-19 Pandemic","authors":"Zeynab Bakhteri, N. Hanifi, N. Jafari Varjoshani","doi":"10.52547/edcj.15.45.19","DOIUrl":"https://doi.org/10.52547/edcj.15.45.19","url":null,"abstract":"Background & Objective: Holistic care is provided by the ability to communicate effectively with patients from different cultures. In this respect, multicultural sensitivity helps communicate effectively with the patient. Therefore, the present study was conducted to investigate the multicultural sensitivity of nursing students and the factors affecting it during the COVID-19 pandemic. Materials & Methods: This cross-sectional correlation study was conducted on 245 nursing students of the Zanjan University of Medical Sciences in 2021. Data were collected using two questionnaires of demographic information and multicultural sensitivity. The multicultural questionnaire scored multicultural sensitivity on a Likert scale in the range of 1 to 5. Scores ≤ 3 were unfavorable multicultural sensitivities > 3 were desirable cultural sensitivities. Data analysis was performed using an independent t-test, analysis of variance, and logistic regression in the SPSS statistical software. Results: The mean total score of multicultural sensitivity was 3.64 ± 0.48. Also, the mean of multicultural sensitivity based on gender, residence, religion, bilingualism, semester, and field of study did not show a statistically significant difference (P < 0.05). The logistic regression model showed that gender and field of study could predict 3 to 6% of changes in multicultural sensitivity. Conclusion: The findings of this study showed that the multicultural sensitivity of students is favorable, despite their distance from the university environment. However, it is recommended to conduct training to make them more familiar with the cultural habits and health of Iranian ethnic groups. © The Authors.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42944650","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":"The Viewpoints of Faculty Members and Midwifery Students on the Implementation of a Virtual Clinical Training Protocol for Midwifery Internship in a Gynecology Course during COVID-19 Pandemic: A Descriptive Qualitative Study","authors":"J. Ganji, Marjan Ahmad Shirvani, Tahereh Tayebi, N. Motahari-Tabari","doi":"10.52547/edcj.15.45.57","DOIUrl":"https://doi.org/10.52547/edcj.15.45.57","url":null,"abstract":"Background & Objective: It is essential to apply the complementary methods of face-to-face education to prevent clinical education disruption during the COVID-19 pandemic. The present study aimed to explain the viewpoint of faculty members and midwifery students on implementing a virtual clinical training protocol for midwifery interns in a gynecology course during the Covid-19 pandemic. Materials & Methods: This descriptive qualitative study was performed in Sari Nursing and Midwifery faculty, Sari, Iran, 2020. Purposive sampling continued until data saturation and finished with 16 participants (9 midwifery students and 7 faculty members). A deep semi-structure interview was conducted to collect data. The data analysis was carried out by content analysis with a conventional approach and based on the steps proposed by Graneheim and Lundman. Results: Four main themes were extracted, including “strengths”, “weaknesses”, “obstacles”, and “facilitators” of the virtual clinical training. These themes consisted of ten sub-themes. Continuous learning, learning development, and facility of education in the crises were strong points of this education method, and its weaknesses were limitations of some educational dimensions and evaluation challenges. The obstacles to virtual clinical trainings were sub-structure problems and educators’ challenges, and the facilitators of this method were strengthening electronic technology, providing prerequisites, and training promotion. scores and the difference between genders was statistically significant. Conclusion: According to faculty members and midwifery students, although virtual training gynecology clinics could help access a part of educational goals, there are limitations to promoting some dimensions of professionalism. Furthermore, providing infrastructure and prerequisites can improve the efficiency of this method. © 2021.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46873668","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":"Baseline Assessment of Communication Skills of Undergraduate Medical Students at a Medical College in Bhopal","authors":"A. Athavale","doi":"10.52547/edcj.15.45.1","DOIUrl":"https://doi.org/10.52547/edcj.15.45.1","url":null,"abstract":"","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47551361","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":"Effectiveness of Video-assisted Debriefing Versus Standard Oral Debriefing Following Screen-based Simulation (CyberPatient TM) Training","authors":"Toktam Masoumain Hosseini, S. Ahmady","doi":"10.5812/jme-127021","DOIUrl":"https://doi.org/10.5812/jme-127021","url":null,"abstract":"Background: A common recommendation to develop skillful practice is to playback videos during debriefing; however, no study has addressed the advantages of such a technique. Objectives: The present study aimed to compare the pedagogical effectiveness of video-assisted debriefing and oral debriefing in simulation-based training. By comparing video-assisted debriefing and traditional oral debriefing, it was hypothesized that video-assisted debriefing would improve medical students' decision-making skills and professional attitudes. Methods: This quasi-experimental study used a pretest-posttest design. The study encompassed 76 medical students in the fourth year of their seven-year training program. The participants were selected using a census and were then randomly divided into intervention (video-assisted debriefing, n = 36) and control (oral debriefing, n = 40) groups. The required data were collected using a demographic information questionnaire, the Penn State College of Medicine Professionalism Questionnaire, and Lauri and Salantera’s (2002) Clinical Decision-making Questionnaire. Descriptive statistics such as mean and standard deviation were used to describe the participants’ characteristics. Paired t-test and independent t-test were run to compare the medical students’ clinical decision-making and professional attitude scores before and after the intervention within and between the groups. Results: There was no significant difference in the medical students’ clinical decision-making skills between the two groups before the intervention (P = 0.09); however, significant differences were observed in both groups after the intervention (P < 0.001). Moreover, there was no significant difference in the professional attitude of medical students between the two groups before the intervention (P = 0.03); however, there were significant differences in both groups after the intervention (P < 0.001). Conclusions: The findings revealed that simulation-based training with video-assisted debriefing was more effective in developing the undergraduate medical students' decision-making skills and promoting their professional attitudes.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82013105","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":"The Way of Breaking Bad News by Nurses: A Report from Guilan Academic Hospitals","authors":"Gelareh Biazar, Ali Pourramzani, H. S. Fayazi, Reyhaneh Shahrokhi Rad, M. Habibi, Zahra Atrkarroushan, M. Ahmadi, Fatemeh Ramezani Kashal","doi":"10.5812/jme-120468","DOIUrl":"https://doi.org/10.5812/jme-120468","url":null,"abstract":"Background: Breaking Bad News (BBN) is a multidisciplinary and unpleasant task, and nurses play a vital role in this process as they are often exposed to such situations. It is a critical duty that has not been adequately addressed. Objectives: This study investigated the performance of nurses in academic hospitals affiliated with Guilan University of Medical Sciences (GUMS) regarding BBN. Methods: During 2020, eligible nurses were interviewed, and a questionnaire containing 16 items about environmental and psychical support was filled out. The first 10 questions evaluated psychical support, and the next six assessed environmental support. Each question scored 10, \"never,\" to 50, \"always.\" Results: A total of 384 out of 410 nurses filled out the questionnaires, and a response rate of 93.65% was obtained. As shown, 346 (90.1%) responders were women, and 38 (9.9%) were men. Also, 289 (75.3%) had passed educational courses. A positive association was observed between psychical and environmental support and age (P = 0.007, P = 0.003) and years of experience (P = 0.013, P = 0.004). However, there was no significant difference respecting educational programs (P > 0.05). Conclusions: This study revealed that the current educational programs are not practical and could not induce a significant difference in nurses' answers. Effective interventions to improve nurses' communication skills are strongly warranted.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83159215","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":"Explanation of Non-Iranian Students’ Views on the Quality of Learning Experiences at Shahid Beheshti University of Medical Sciences, Tehran, Iran","authors":"Somayeh Akbari farmad, Masoume Hashemi, Somaye Sohrabi","doi":"10.5812/jme-119704","DOIUrl":"https://doi.org/10.5812/jme-119704","url":null,"abstract":"Background: Learning experiences help learners achieve educational goals and are usually related to the educational context that occurs in teaching groups, teacher-student relationships, and teaching-learning activities. Objectives: The current study aimed to explain the views of non-Iranian students on the quality of learning experiences at Shahid Beheshti University of Medical Sciences, Tehran, Iran. Methods: This was a qualitative study with the directional content analysis method. The participants were 12 non-Iranian students studying in the last year or before the last year in medicine, nursing, and paramedical faculties of Shahid Beheshti University of Medical Sciences who were randomly selected from non-Iranian students for semi-structured oral interviews. The interviews continued until data saturation. Results: After content analysis, 85 initial codes were extracted. Based on the relationship between the codes, 14 subcategories were obtained and placed into 4 main categories. The main categories were available resources, available content, learning flexibility, and the quality of professors’ relationships with students. Conclusions: Based on the results, the quality of learning experiences plays a critical role in effective learning. Paying attention to the experiences and viewpoints of non-Iranian students studying at Shahid Beheshti University of Medical Sciences is very important to improve the quality of learning experiences and attract non-Iranian students.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86872888","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":"Professional Medical Teachers: What Do They Have to Declare Aloud?","authors":"S. Moradi","doi":"10.5812/jme-123745","DOIUrl":"https://doi.org/10.5812/jme-123745","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80311520","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":"Addressing Challenges of Undergraduate Medical Education in India Through Massive Open Online Courses (MOOCs)","authors":"Rakesh Kumar","doi":"10.5812/jme-118562","DOIUrl":"https://doi.org/10.5812/jme-118562","url":null,"abstract":"Context: Massive open online courses (MOOCs) have much potential in higher education, including medical education. This paper explores the challenges and potential solutions through planning, developing, and integrating MOOCs into the medical curriculum. Evidence Acquisition: A non-systematic review study was conducted in March and April 2021. A comprehensive literature search was done on Pubmed, Scopus, Web of Science, Google Scholar, and websites to retrieve articles on MOOCs and medical education using relevant search terms. Results: With their wide availability, open access, and affordability, MOOCs have attracted the attention of several educationalists and learners. Indian medical undergraduates face several problems, such as introducing the new competency-based curriculum, information overload, the COVID-19 pandemic, and increased health care demand. The advantages of MOOCs can be leveraged to solve some of the problems in medical education. They can be effectively used to educate and empower the general public and provide patient education and continuous professional development. Conclusions: With embedded advanced interactive tools, MOOCs have the potential to reshape medical education. Sustained commitment, promotion competition, and collaboration can help overcome the common barriers to MOOC development and integration into the undergraduate medical curriculum.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80352162","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":"Debriefing is Missing Loop of Simulation-enhanced Clinical Education: Prescription for Best Practice","authors":"Toktam Masoumain Hosseini, S. Ahmady","doi":"10.5812/jme-127075","DOIUrl":"https://doi.org/10.5812/jme-127075","url":null,"abstract":"<jats:p />","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79260443","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":"Evaluation of Foundation Course for First-Year Medical Undergraduates in a Medical College of Eastern India","authors":"Mousumi Datta, S. Bhattacharya, Soumitra Mondal","doi":"10.5812/jme-122116","DOIUrl":"https://doi.org/10.5812/jme-122116","url":null,"abstract":"Background: The foundation course (FC) is proposed for undergraduate medical students in India at the beginning of the curriculum. The present study planned to evaluate the FC conducted at Medical College Kolkata, India, by comparing students’ ratings of pre-course and post-course skills. Objectives: This study aimed to assess the self-rated baseline communication skills, interpersonal skills, intellectual skills, self-management skills, learning skills, and management-career skills of recently admitted medical undergraduates and the magnitude of change in self-rated skills by completing the FC. Methods: A random sample of 100 Bachelor of Medicine and Bachelor of Surgery students admitted in 2021 were enrolled for this prospective pre-post study. Data collection was electronic by self-administered 39 items on skills in a learning questionnaire. This questionnaire had six subscales, including communication skills, interpersonal skills, intellectual skills, self-management skills, learning skills, and management-career development skills, which were to be rated within 1 - 6, with 1 as the worst and 6 as the best. The outcome was calculated as total and subscale mean with their confidence interval, comparison of mean, and percentage of skill improvement. Results: In this study, 97 respondents completed the questionnaires. The mean age of the subjects was 19.8 years, and 62.9% of the participants were male. The total score and scores for all subscales improved after the FC, with significant improvement in communication (P = 0.001), interpersonal (P = 0.008), management-career development (P = 0.002), and overall learning skills (P = 0.001). Interpersonal and communication skills were significantly higher for students staying at the campus hostel and having knowledge of the local language (P < 0.05). Conclusions: Communication and interpersonal skills improved following the FC at the study institute, although the course was only moderately successful in the improvement of overall learning skills. Hostel living and local vernacular reinforced skills are learned in FC.","PeriodicalId":30594,"journal":{"name":"Journal of Medical Education Development","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82685920","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}