The Journal of Medical Education and Development

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Information grows very fast and transmission of data from one person to another may not be the most efficient way of learning. Virtual education follows this goal as a relatively new and efficient approach. Although, this kind of education, including using computers and internet has prepared golden opportunities for students problems and barriers exist. Reviewing the benefits and limitations of this method is the aim of present paper. First, introduction, definition, virtual education features and a short history of virtual education are given. Then, their benefits and limitations are considered from different aspects such as economic, time, culture and education. Finally, the changes in role and position of teachers in virtual education are reviewed and also their benefits and limitations are discussed.

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Introduction: The necessity of closed and continuous relationships, team work and collaboration between various health professions in treatment and care have confronted health ethics with many challenges. Inter-professional education has been proposed as an effective strategy to address this gap internationally. This study has been done to determine process of ethical growth and achieving ethical competency in health sciences students during inter-professional education.

 

Methods: This interpretive- integrative literature review study has been done in 2013 with integrative search in Pub med, CINHAL, Ovid, Science Direct data bases as well as Google scholar using key words including inter-professional education and ethics. All English language papers published between 2000 and 2013 were included. Of 155 retrieved articles, 15 documents were appropriate based on critical appraisal criteria and analyzed according to thematic synthesis method.. Then extracted text were entered and managed by MAXQDA software.

 

Results: Promotion of professional socialization process of health sciences students”, “creating a common values system” and “forming inter-professional identity” were the three main themes emerge indicating process of ethical growth in health sciences students during inter-professional education. The themes were explained by theories such as social contact, human development, transformational learning situated learning, constructivist learning and social cognitive They are the conceptual framework in inter-professional education model.

 

Conclusion: Inter-professional education with promotion of professional socialization process of health sciences' students, renewing and internalization of inter-professional common values and forming inter-professional identity, as complement of professional identity , empowers and enables students for effective collaboration with others. These facilitates ethical and safe performance of the graduates in clinical environments.

 

 

 

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  Introduction : Standardized patients, people who are prepared to act as patient as if they are factual and proven performance.

  Methods : BEME systematic review of the current approach was for the first time. Databases searched in this study, Scopus, Medline Cinahl, Web of science, Eric, Cochrane, Jama, Ebsco. According to the study, the general criteria for inclusion of articles to study 42 papers were accepted for inclusion into the check list. Check list used is taken from the BEME coding sheet that fits certain criteria, it was added to the study objectives and was developed.

  Results : 42 Articles entered into the study, all articles were searched using electronic search. According to a Check list design , types of communication skills that have been studied in this way that doctors and patients communicate Article 7 , Article 2 to start the discussion with the patient, listening skills Article 7 , Article 16 verbal communication with the patient, patient 18, article nonverbal communication , such as body movements , eye contact , etc. 7 articles to gather information , to communicate article 5 , article 5 to understand the patient's perspective , article 13 words, bad news patient (e.g. adversity , cancer, etc ) , articles 10 to empathize with the patient.

  Conclusions : Standardized patients as a teaching method and teaching and assessment practices in recent years have been considered. The lack of articles in the area, the possibility of a vacuum in the decisions of the causes that systematic crossings are operating, particularly the kind of BEME and update that due to the growth of the papers in this area, partly to solve this problem will help.

 

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Introduction: Feedback is an inseparable and integral part of learning. It promotes students' learning towards achieving goals. In the training of health professions, little feedback or a paucity of feedback can be observed. Giving correct feedback is another important matter that must be taken into account. Therefore, the aim of this study was to present the principles of feedback, its effective characteristics, the strategies, and models of feedback. Methods: In order to identify the relevant articles, online databases as Elsevier, Google Scholar, SID, and Magiran were searched using keywords such as feedback, clinical evaluation, clinical education, and feedback models were used. About Persian articles, the year of 1385, and Latin articles the year of 2000 have been considered as a base year. Totally, 49 articles were met the review potentiality. 34 articles were identified as relevant ones and included in the study as well as 15 papers were excluded due to being irrelevant. Results: Feedback must be considered as one of the most important tenets of clinical education like an agent for reflection and improvement. Feedback will be considered effective when it is intended as a certain period in education and its principles and characteristics will be considered and presented with appropriate strategies and models. If feedback is provided in an appropriate manner and with suitable information, the performance of the learner can be improved. Conclusion: Constructive and meaningful feedback is an essential part of teaching and learning for students to get instrumental information. Thus, teachers and clinical instructors must receive adequate training on feedback. Familiarity with models and strategies of feedback can pave the way towards providing effective and constructive feedback.

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Introduction: Using case based learning (CBL) provides various experiences for students including improvement of problem solving skills, construction of knowledge, and enhancement of communication and cooperation skills. The main challenge here is that faculty members are not aware of case based discussion models as well as its effectiveness. The aim of this study is reviewing the related evidence on the models, applications, effectiveness and challenges of cased based teaching method.

Method: In this review article, Google Scholar, PubMed, ERIC, Willy and ProQuest were searched. The search period was limited from October 2005 to 2015. Case based learning, case based teaching, case method teaching, and case based discussion were chosen as keywords.

Result: Eighty papers and two dissertations were retrieved. Duplicates were eliminated and 64 articles were reviewed and categorized. Finally 20 articles that wereentered to the  review. The definition of case-based learning as a way to an authentic education, models and applications of case based learning based on analyzing the learning environment, scenario writing and also the effectiveness of CBLwere considered in this article.

Conclusion: Although there was no consensus on the definition of case-based learning, paying attention to the underlying principles of CBL such as the quality of scenarios and choosing a right type of the models based on level of students’ knowledge, could lead to provide a rich learning experience for students.

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Introduction: Motivation is essential for increasing the quality of nursing education. This study aims to review published evidence on management of classrooms for unmotivated students.
Methods: An integrative review of evidence based on Broom protocol was conducted in three stages; literature search, data evaluation and data analysis. Databases of SID, Magiran, IranMedex, Irandoc, MEDLINE, EMBASE, EBSCO and CINAHL were all searched.  The searched key words were classroom management, unmotivated, students, management style in classroom and instructional skill. Of 1464 full texts and abstracts identified 43 articles were chosen based on inclusion criteria. For data analysis, data extracted from primary sources, after comparing one by one, data were integrated, ordered, categorized and summarized.
Results: there are variety of challenges and solutions for classroom management to boost students' motivation, which categorized in three themes: use of modern teaching methods, improve the learning environment and improve interaction and communication.
Conclusion: A new instructional strategy should be used for the improvement of classroom management to motivate unmotivated students.

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Introduction: Use of appropriate teaching-learning strategies play a unique role in improving the learning process of medical students. This research aims to investigate what, why and how serious games affect teaching methods.
Methods: This review paper extracted papers published on serious game conception, medical education, serious gaming applications, universities experiences, and serious games strategies from global scientific databases including; Scopus, Science Direct, Google Scholar، and domestic scientific databasessuch as; Magiran, Noormags and  SID. 
Results: Serious games have been promoted widely in medical education to challenge the users to solve their problems in teaching and learning. This method was found entertaining by learners as well as teachers and provided opportunities for development of different competencies for the learners.
Conclusion: These games play an important role in obtaining the necessary competencies for learners in medical education. We recommend decision makers to introduce this method to the Iranian medical education.

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Introduction: Critical thinking is an essential skill and the ultimate goal for medical education. This study aimed to compare the critical thinking skills among medical and paramedical students who studied at the Fasa University of Medical Science.
Method: A cross- sectional analytical study was conducted on 231 medical and paramedical students in 2015. The subjects were selected using a randomized stratified method. The critical thinking of students was investigated using California B questionnaire. Data were analyzed using descriptive statistics by SPSS v. 22.0.
Results: The mean score of students' critical thinking was (2.3 ± 7.11). The results showed an overall weakness in utilizing critical thinking skills in Fasa medical students. Also, the overall mean scores of critical thinking skill and different aspects of the skill were compared across the two groups. A significant difference was found between the two groups.
Conclusion: University education should address the critical thinking skills more. To achieve this, universities should train their students accordingly.
Key words: Critical thinking, skill, education, medical, paramedical, students, Fasa University of Medical Science
 

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Introduction: The emergence of new generation of universities has changed mission and higher education goals from learning-centered and research-based process towards creation of entrepreneurial university. The purpose of this research was reflection on the formation of entrepreneurial university of Medical Sciences with emphasis on solutions and challenges.
Methods: In this narrative review, relevantpapers were identified by the following keywords: entrepreneurial university, entrepreneurship , medical sciences, development of entrepreneurial Universities, and entrepreneurial university challenges from scientific databases including; Eric, Sage Journals, Wiley Online Library, Emerald, Science Direct, Taylor & Francis and Persian scientific databases such as; Magiran, Noormags and  Scientific Information Database (SID).
Result: The development of entrepreneurial university of medical sciences needs leadership and administration, entrepreneurship culture, relationship with industry and technology transfer. Also for developing entrepreneurial university of medical sciences, there are challenges such as educational and research challenges, cultural and social challenges andeconomic and financial challenges.
Conclusion: Policymakers and medical authorities should notice the above mentioned challenges and help the higher education system to overcome them.
Keywords: Entrepreneurship, medical education, commercialization, entrepreneurial university
 

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Introduction: In the recent decades, reflection have been introduced as a valuable element in nursing education and a learning tool in improving nursing professional practice. The study of reflection and reflective practice topics and applications in nursing education facsilitates closing the gap between theory and practice and promoting critical thinking. The aim of this study was to evaluate the position and reflective practice is in nursing education.
Methods: In this review article the required content was obtained by searching databases from Persian electronic databases including (Irandoc, SID, Magiran, Iranmedex) and English databases including; (Pubmed, ERIC, Google scholar, Proquest andElsevier). All published paper  between 2019 and 1992 were retrieved. The content of 172 papers were examined and 31 related papers were included.
Result: Utilizing reflection on nursing education is done through various strategies including; a)need of improvement, b) the improvement of professional practice, c) the promotion of critical thinking, and d) placement of the patient at the heart of learning activity.
Conclusion: Reflective practice provides a learning tool which mayto promote essential skills of critical thinking, self-direction , gap reduction between theory and practice and professional development in nursing education.
Keywords: Reflection, Reflective practice, Nursing education, Nursing student
 

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Introduction: Portfolio is one of the active learning strategies for clinical education. By making portfolio, students present their own projects including clinical learning activities at or near the end of a clinical course. The purpose of this study was to investigate the application of this tool in nursing education in order to know the advantage and limitation of the tool.
Methods: This study reviews the literature published in Farsi and English with the possibility of accessing the full text of the article over the past five years related to the use of portfolio in nursing education. A literature review was done by searching the keywords portfolio and nursing in the databases including; Web of Science, and ProQuest and scientific search engine such as Google Scholar. After removing repetitive and non-related items, 17 articles were selected accordingly.
Result: The review of literature suggests that the portfolio is used in different schools and courses of nursing students with different goals such as assessment, evaluation, training; and performance improvement. Using portfolios has some advantages and limitations that need to be determinate for designing and implementing portfolios. Some benefits of portfolios were development of skills, fostering active learning, improvement of clinical competencies, and satisfaction of students from assessment and academic achievement. Its limitations include the lack of clarity and time constraints for completing it.
Conclusion: The portfolio facilitates the monitoring of nurses' professional development and facilitates knowledge management. Therefore, designing and using this tool is recommended to improve the clinical competence of nursing students in undergraduate, graduate and postgraduate studies in Iran. However, the scope and purpose of using the portfolio should be specified and potential  users should be well aware of the issue and its importance, and to learn the skills necessary to use it.
Keywords: Portfolio, Nursing, Education, Assessment, Learning.
 

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Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality.
Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood   and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research.
Result: Colombia School of Nursing has a long history of Nursing PhD Education.curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education.
Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.
Keywords: Colombia School of Nursing, Curriculum, Comparative Study, Iran, Bereday’s Model, Nursing PhD.

 

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Introduction: Universities are responsible for nurturing nurses who have clinical skills and confidence. Self-confidence is one of the main components of clinical work and, nursing students have more efficient self-confidence. This review study aimed to find strategies for self-confidence improvement in nursing students.
Methods: To conduct this review study initially, using the keywords self-confidence, professional self-confidence and the self-confidence of nursing students in Persian and English, separately and in combination, between 2008 and 2018, a total of 1536 articles were obtained from Medline, CINAHL, ProQuest, Ovid and Science Direct databases. The full text of the articles was reviewed for inclusion and exclusion criteria and finally, 16 articles were selected for the final analysis.
Result: The findings indicated the efficacy of the short-term educational program on self-confidence skills of baccalaureate nursing students. Studies have shown that students demonstrate greater abilities in terms of knowledge, critical thinking, clinical understanding, or satisfaction upon simulation-based learning.
Conclusion: Simulation-based nursing educational interventions have strong and special educational effects in the field of psychology, especially in promoting the self-confidence of nursing students. Therefore, due to its positive effect on students' self-confidence, this method is proposed as a superior educational method in nursing students.

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Introduction: The interrelationship between medical science and literature is undeniable; obviously, the Literature has been enriched with the views of those in the medical field, also masterpieces in the field of literature have been created by medical writers. Conversely, the medical profession owes much to those who, through literary skills, have succeeded in conveying certain ideas to the general public and carved in human ethics and virtues in this profession.
Methods: This study is based on literary masterpieces using a descriptive and analytical approach, investigating the influence of literature and medicine on each other.
Result: If literature is indebted to medical science, medical science is also influenced by literature, that is since the purpose of a literary work is to arouse sympathy in the reader or spectator, the design of a patient's suffering in a literary work evokes a passionate sympathy in the physician and especially compels or inspires the physician to take action on the patient's suffering that will be more effective if this empathy leads to compassion. In addition, the literature stimulates a sense of responsibility and commitment to fellow human beings and also plays an important role in regulating the patient's history and diagnosis and treatment of the disease by the physician.
Conclusion: Medical students, by reading the literature, in addition to finding skills in biography and diagnosis and treatment, learn commitment and empathy that will be impactful in reducing human suffering.

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Introduction: Accreditation is one of the most important tools to improve the quality of education in nursing. This study has made a comparative comparison of the accreditation model of the Bachelor of Nursing training program in Iran, Canada and the United States.
Methods: A descriptive and comparative study was conducted in 2021. keywords like "accreditation", "undergraduate nursing", "educational program or curriculum", "Canada", "Iran", and "America" were searched in Persian and English via relevant sites and the Bereday model in 4 stages of description, interpretation, proximity, and comparison was used for comparative comparison.
Results: Accreditation in the Iranian model is more focused on managerial, structural and administrative standards. In the American model, it focuses on global developments in the field of health, providing educational programs with intercultural and transnational perspectives, interprofessional cooperation, distance education, evaluating learning outcomes and using its results in the development of education. The Canadian model focuses on participatory management, inspirational leadership, development of nursing professional competencies tailored to community health needs, team care in various areas of prevention, treatment and rehabilitation, interprofessional training, independence and freedom of action in budgeting for faculty members.
Conclusion: Between the three study models, the Canadian and American models totaly specializes in nursing, and of course the Canadian model is more comprehensive, and since there are no specific accreditation standards for nursing in Iran, these two programs can be used as a suitable model to be taken.
 

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Introduction: One of the educational practices in medical knowledge, Clinical and hospital methods, is Dar al-Hekmeh and Self-reading Style. This method has a fascinating history; in fact, its formation was due to the religious restrictions of scholars of Hanafi jurisprudence in schools and mosques In Transoxiana region during the Samanids (874-1004 CE).
Methods: Scrutinizing works which concern Iran civilization including primary written resources as well as newly conducted studies, not only did the present research attempt to investigate this important historical era but it also aimed to present the general scheme of medical education in the way of self-reading of during the Samanids through categorizing the garnered information.
Results: Contrary to the notion that the creation of this constraint caused scientific stagnation, by examining and summarizing the existing material, but this limitation has deepened the medical knowledge. Even this has led to the development of equipped libraries and the access of scholars of science and doctors to these libraries, and this ultimately led to the study and research many books and writing useful books on medicine and pharmacy.
Conclusion: A fleeting glimpse at medical education or other various methods existing in the era of Islamic Civilization reveals the importance this teaching procedure assumed in during the Samanids, whose considerable attention to the subject of medical education for Clinical and hospital methods, Dar al-Hekmeh and Self-reading Style expanded its influence in other parts of the world, thereby fundamentally evolving methods and mechanisms employed in history of the world so as to teach medical sciences.

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Introduction: Nowadays, according to the variety of businesses for entrepreneurial nurses, they can have a tangible role in delivering safe, high-quality, patient-centered, accessible, and economical care through their creative activities. The current study is a review study of entrepreneurial studies to review and summarize data in the field of entrepreneurship in nursing.
Methods: In the current review study, articles in English relating to the aim of the study were searched and evaluated by using keywords related to “nurse” and “entrepreneurship” from 2000 to 2021 in various databases including Web of Science, PubMed, Factiva, EMBASE, Scopus and google scholar search engine. The search strategy was written based on Mesh terms and syntaxes specific to each database. Inclusion criteria were relating to the subject and having an accessible full text. The rest of the articles were excluded. Two researchers searched independently. After extracting articles, duplicates were excluded. Then an expert reviewed and categorized included studies.
Results: Entrepreneurial nurses need personal, interpersonal, commercial, and strategic skills. They can work as social, business, and inter-organizational entrepreneurs. However; entrepreneurial nurses have been constantly facing numerous personal, sociocultural, academic, organizational, etc. obstacles. Therefore, there must be internal and external stimuli in order to motivate them to overcome these obstacles.
Conclusion: Nurses have multiple needs in order to play they’re entrepreneurial role. Thus, it’s necessary to attempt to identify the obstacles and needs of entrepreneurial nurses and solve them to provide the necessary backgrounds for their creative activities so that they can meet the health needs of individuals and societies.
 

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Introduction: Due to the widespread use of this educational method in the universities of the world and Iran, there is a need to evaluate its quality using indicators and approaches. Therefore, the present study was conducted to evaluate the quality evaluation indicators of electronic education.
Method: The present study was conducted according to the guidelines of PRISMA. For this purpose, Web of Science, PubMed, Scopus, Mogiran, Irandak and SID databases were searched in the period from 2018 to 2022. The search strategy included the concepts of "e-learning", "index" and "medical science students". The criteria for entering this study were original articles in Persian and English. After selecting the studies, data collection was done based on the data extraction form.
Results: A total of 77 articles were included in this review. From the review of studies, 37 indicators in 6 categories of factors related to students (5 indicators), factors related to professors (11 indicators), factors related to educational content (5 indicators), factors related to required facilities (7 indicators), factors related to Management (5 indicators) and factors related to laws and regulations (4 indicators) were obtained.
Conclusion: The results showed that six factors are involved in evaluating the quality of e-learning. Therefore, it is recommended that the managers of the educational systems to ensure the provision of high-quality training by identifying the weaknesses of the electronic learning software system and laying the foundation for their elimination.