The Journal of Medical Education and Development

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Introduction: Reflection is introduced as a critical component in learning process in clinical education. This study aimed to design and implement education based on reflection in dialysis internship program for undergraduate students.  
Method: The present study was conducted in year of 2017-2018. The population of this study included nursing undergraduate students under dialysis internship program in hospitals affiliated to Tehran University of Medical Sciences. The intervention was carried out in internship sessions by creating planned opportunities for rethinking in small groups and satisfaction of learners was investigated in interventions.
Results: The results showed that satisfaction of students regarding the use of reflection situations in clinical education was good with a Mean±SD of 88.56±12.24. Also, in text analysis, open-ended questions were explained with the 5-step conventional content analysis including mental examination, self-monitoring, innovation in learning, learning pleasure, and self-assessment.
Conclusion: The findings of the present study showed that design and implementation of structured and planned opportunities such as reflection in clinical education process and internship were satisfactory. Therefore, it is suggested to consider planning for reflection opportunities in clinical education proves in nursing.
Keywords: Reflection, Nursing student, Practicum, Dialysis

 

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Objectives: The present study aimed to evaluate the evaluation process in educational groups based on a competency-based approach.
method:
In this study, the evaluation of the program is based on a competency-based approach. For this purpose, the first stage of the evaluation was formulated as a (work sheet). Then, Blurinett developed a comprehensive assessment with an emphasis on a competency-based approach. In the third step, you will find a list of evaluations and related tools and will be placed in the final panel.
Assessing the evaluation of the assisstance groups by observing the site (site visit) was done using checklist and interviews with the educational authorities of the community.
findings:
 According to the evaluation, it was found that 80% of the training groups have a 100% developmental test in the functional domain and in the cognitive domain (at low levels). But in the field of reasoning and attitude, only 6.6% of the educational groups use developmental tests.
On average, 83% of the competencies are measured in clinical education groups. Considering the importance of evaluating all competencies during the years of study, this should attract the attention of the instructors of the educational systems and emphasize the assessment competencies through appropriate tools.
The results of the assessment of the overall assessment status indicate that the highest frequency with respect to the MCQ test method is in the 100% of the group. The test station has been used 92.9% in the second level, although the observation of objective, structured test methods such as OSCE has not been reported in any of the training groups. The third level is Logbook, which has been used electronically in all assisstance groups.
Conclusion:
Considering the importance of empowerment assessment in clinical education groups, it is necessary to plan and implement important measures in the resident groups. It is also recommended to plan for empowering faculty members and create the necessary infrastructure to monitor the usefulness of the tests, monitor the quality of comprehensive assessment programs and develop a competency-based approach to the process in the assistant education groups.

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Introduction: The present study aimed to develop an empowerment course based on project-based learning to enhance scholar skills of faculty members.
Methods: The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. Scholar competencies were developed through modified Delphi technique. The faculty development program finalized based on project-based learning approach by consensus of the participants.
Result: In the present study, 13 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking.
Conclusion: The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems.
Keywords: Project-based learning, Faculty development, Scholarship education, teaching, learning.

 

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Introduction: The present study aimed to develop an empowerment course based on project-based learning to enhance scholar skills of faculty members.
Methods: The program was developed in 4 steps consisted of problem identifications and needs assessment, identifying the goals and objectives, definition of teaching-learning and assessment methods. In the present study, the Delphi technique was applied to assess the needs in the viewpoints of different stakeholders. In addition, we reviewed the literature and documents related to the role of scholar among teachers in Universities of Medical Sciences. The results of the need assessment presented in expert panel. Scholar competencies were developed through modified Delphi technique. The faculty development program finalized based on project-based learning approach by consensus of the participants.
Result: In the present study, 13 competencies of scholarship developed. The empowerment program was designed according to the project-based learning approach. The program included targeting for learning and preparations, searching for defining a problem and designing a question, guiding inquiry for learning and solving problem, analyzing data, reflection as well as the feedback seeking.
Conclusion: The faculty empowerment program can provide situations to achieve the educational scholarship goals through applying the knowledge to the real educational environment. The future studies are recommended to assess the effect of the programs for the faculty competencies and improvement of educational programs in systems.
Keywords: Project-based learning, Faculty development, Scholarship education, teaching, learning.

 

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Introduction: Despite the fact that virtual education has been launched for a short time in medical sciences universities, especially Shahid Sadoughi University of Yazd, it is on initial steps. There is still no information available on the possible effects of this course so that we cannot identify the potential obstacles or problems or use its benefits in efficient way. In the present study, the researchers sought to explain the experiences and perspectives of teachers and students by using qualitative approach.
Methods: This study was conducted using a qualitative approach and semi-structured interview. The target population for the interview was teachers and students who had experienced such courses at Shahid Sadoughi University of Medical Sciences in 2019.
Result: In examining weaknesses in virtual education, four main categories include facilities, equipment, classroom control, inadequate teacher preparation, and student and emotional and cultural issues and eleven subcategories were extracted.
Conclusion: With respect to some obstacles in current education and due to the ever-increasing advances in technology, the use of virtual education methods is needed. If the weaknesses in the implementation of this approach, including upgrading of training and skills levels, technical infrastructure and equipment and cultural context, are fulfilled, it would be more successful.

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Introduction: Educating students in a safe environment such as simulated centers can be effective in providing educational services and preparation for clinical work. Accordingly, the present study was conducted with the aim of designing, implementing and evaluating clinical pharmacology simulation training method for nursing students.
Methods: This study was performed in 2019-2021 in three main phases of design, implementation and evaluation of Pharmaceutical Skills Center in Clinical Skills Center of Tehran School of Nursing and Midwifery. First, the design phase was accomplished by preparing the space and the desired drugs. Due to the prevalence of Covid-19 disease, part of the implementation and evaluation phase was carried out in the virtual context. Before and after the internship, students' knowledge, skills, satisfaction and clinical reasoning were measured using relevant questionnaires and analyzed using descriptive and analytical statistics.
Result: The mean scores of the three variables in terms of pharmacology knowledge, drug calculation skills and clinical reasoning of pharmacology of nursing students before and after the internship were examined. The results demonstrated that all three means were significantly improved compared to that of before the intervention (P <0.001 and P = 0.001). The mean of total students' satisfaction with pharmacology internship course turned out to be 30.57 (3.2), which indicated the relative satisfaction with the training course.
Conclusion: In general, the results of the study indicated an improvement at the level of pharmacological knowledge, clinical reasoning of pharmacology and a significant improvement in pharmacological skills. Despite the limitations of Covid 19, this training method seems to augment the performance of nursing students in pharmacology.

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Education managers can facilitate the improvement of university management by involving faculty members. They have an important role to play in directing the process of change in educational systems. Managers can drive educational innovation and improvement of developmental programs of universities by creating a motivational atmosphere. Education managers are the most important driving factor in managing the mainstream of education and are effective in motivating faculty members to improve their performance and the educational system. This includes the monitoring of sensitivity of educational activities and the complex protocols of universities, made necessary to meet the expectations, monitor the managers in managerial systems, and evaluate the performance of managers and provide feedback to them. Therefore, it can be said that evaluation in universities is a strategic action and managers of the educational system in the educational leadership process need to recognize their strengths and weaknesses and plan based on the results of evaluation. It is necessary to consider development of management skills, Planning to monitor, provide feedback to improve their performance in educational systems. In Shahid Sadoughi University of Medical Sciences, the evaluation of educational managers was designed and implemented based on a multi-source feedback approach. At Shahid Sadoughi University Evaluation of managers is designed from the view of different stakeholders, including senior managers at the faculty level, as well as the educational teachers and leaders, including faculty members. Evaluation was done in two areas of professional behavior and managerial behavior. Feedback on the results will be sent to the educational managers as performance evaluation report.

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Introduction: The aim of the present study was to assess the psychometric properties of the tool for evaluating attitudes toward educational scholarship from the perspective of faculty members in empowerment programs.
Method: The present study is a cross-sectional (descriptive-analytical) study, conducted at Shahid Sadoughi University of Medical Sciences. The Delphi technique was used to evaluate the content and face validity of the Persian version of the questionnaire of Jackson et al 2005. Exploratory factor analysis of the questionnaire was performed for the first time. Internal Consistency test and reproducibility was calculated using Cronbach's alpha, ICC test, respectively.
Results: The results of content validity showed that all items of the questionnaire based on the Lawshe table had values greater than 49.0. Quantitative and qualitative validity of the questionnaire was confirmed. The results of confirmatory factor analysis showed that the items were categorized into two categories: self-efficacy and motivation. The reliability of the questionnaire was confirmed by the internal consistency with Cronbach's alpha = 0.93 and ICC = 0.89 of the questionnaire.
Conclusion: The results confirmed the validity of tool. Therefore this tool could be useful for the evaluation of supportive-educational programs to empower faculty members. In the present study, two factors of self-efficacy and motivation were identified that point to the importance of motivating faculty members that encourages them to start and continue educational research projects. The self-efficacy factor also increases people's belief in the ability to carry out educational research projects.
 Educational scholarship, mentoring, psychometrics, faculty member development

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Introduction: Patient safety training and principles of professional commitment are considered as the most important skills in medical science education systems. Therefore, this study was conducted with the aim of determining the relationship between adherence to interprofessional professionalism and understanding of patient safety and professional commitment among surgical team members in one of the teaching hospitals affiliated to Qom University of Medical Sciences.
Methods: This study is a descriptive-analytical study. The participants were 108 personnel working in the operating room and students of the operating room and intelligence in the field, who were included in the study as a census. In this study, two questionnaires were used: "Assessment of Interprofessional Professionalism" and "Questionnaire of Understanding of Patient Safety". The data were analyzed using descriptive statistics methods.
Result: The results of the regression test showed that all areas of interprofessional behavior have a significant effect on the participants' understanding of patient safety (p<0.05). Pearson's test showed that there was a significant relationship between the scores of the safety culture field in the patient safety understanding questionnaire and the scores of the interprofessional character fields. (p< 0.05)
Conclusion: The results of the present study showed that there is a positive and significant relationship between the scores of people's adherence to the principles of interprofessional behavior and their understanding of patient safety. Therefore, it can be said that the development of interprofessional character proficiencies of health team members can significantly increase their understanding of compliance with safety principles.
 

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Introduction: Clerkship in field is one of the important educational programs in the field of laboratory sciences and providing opportunities for students to learn in clerkship, improved the quality of health services. The aim of this study was to design a structured microbiology clerkship program from the perspective of case based discussion method among laboratory science students.
Methods: This was a single-group intervention study. The participants were from the field of laboratory sciences who participated in clerkship courses (99 participats). Educational intervention based on case-based discussion was designed as a formative evaluation method. Learners' performance was evaluated using a checklist in the stationary test and the students’ satisfaction was evaluated using a questionnaire. The data were analyzed using descriptive and inferential tests.
Results: The students' learning scores after the intervention were in desirable level. The highest learning score related to blood culture evaluation was 8.04±1.54 and the lowest score related to wound culture evaluation was 6.26±1.78. There was no significant difference between the satisfaction scores of the course and the performance evaluation scores of students according to academic year. But the performance of senior year students was significantly better and the students’ satisfaction scores were significantly high and at a good level.
Conclusion: Using the discussion-based teaching method in the clerkship course increased the students' learning and this method can be effective in increasing the skills and learning of the trainees in the field. It is suggested the case based discussion was used in the instructional design of clerkship courses.

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Introduction: This study aimed to assess the ecological status of the educational environment (online) from the perspective of students in the school of PublicHealth at Shahid Sadoughi University of Medical Sciences.
Methods: This was a descriptive cross-sectional study involving 287 undergraduate, graduate, and Ph.D. students from the School of Health, enterd via stratified random sampling. Two questionnaires about the online learning environments that were developed by Kaufmann and Chou were used in the study. The Kaufmann questionnaire included four domains: “instructor behaviors, student connectedness, course structure, and Course Clarity” and Chou’s questionnaire included three domains: "Learning climate, and learning satisfaction". Data were analyzed by SPSS 21 software. Results: Our findings indicate that students viewed the ecological status of the online learning environment as moderate level. The domain ability and learning environment received a score of 3.2 ± 0.62, satisfaction with learning was rated 3.07 ± 0.73, and general learning atmosphere received a score of 3.05 ± 0.73. The teacher's behavior received 3.8 ± 0.83, the structure of the training course 2.92 ± 1.12, the ease of implementation 3.14±0.98, and the interaction of learners 3.66 ± 0.85.
Conclusion: Online teaching and learning is a complex process that involves various factors such as the instructor's skills, inclusiveness, course structure, and educational design. The ease of implementation and interaction of learners are also important in the learning ecology. Therefore, it is essential to have the necessary infrastructure that facilitates the teaching-learning process when planning for the creation and development of online education.

 Corresponding Author:Fatemeh Keshmiri
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Introduction: The study aimed to assess the impact of Case-based Learning on nursing students' sensitivity and moral courage.
Method: The present study is semi-experimental with non-equivalent control group. The research population is nursing students in Medical Sciences who entered the study by census (61 people). The educational program was designed, and the principal learning method was based on case-based learning (CBL). Latzen's ethical sensitivity questionnaire was used to check the level of moral sensitivity, and Sekerka's questionnaire was used to determine the level of moral courage. The students completed the questionnaires before and twice after the educational interventions. The data were analyzed with descriptive and analytical tests (Pearson RM-ANOVA).
Results: The number of 61 students participated in the present study. The 29 people were in the intervention group and 32 in the control group. The average age of the participants was 18.41 ± 0.49. The study results showed that the moral sensitivity scores of the students in the intervention and control groups changed significantly over time (one week and three months after the intervention) compared to before the intervention (P = 0.02). Regarding moral courage scores, no significant change was reported between the intervention and control groups before, one week, and three months after the intervention (P = 0.82).
Conclusion: The present results showed that the educational intervention using the case-based learning method improved the student's moral sensitivity and maintained it over time. However, improvement in moral courage over time has not been reported significantly.

 

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Introduction: With the significant increase in the number and variety of minimally invasive surgical procedures and the growing complexity of tools, equipment, and techniques in laparoscopy, the need for innovative educational methods such as mobile-based learning (M-Learning) has become essential. This study introduced design and development the Laparoscopic Co-Surgeon application.
Methods: The developmental study was conducted in two phases. In the first phase, application designed after explaining the goals and educational content in the expert panel. In the design phase, game-based learning principles, puzzles, and conceptual maps were used. In the second phase, the production of electronic application was developed by experts and its validity was assessed by experts.
Results: The Laparoscopic Co-Surgeon application was developed in six panels. This application was developed using gamification strategies, a puzzle panel with a matching method, a quiz panel, and panels for concept maps, instrument recognition, and surgeries based on conceptual maps, along with animated images and short videos.
Conclusion: The current results confirm the validity of the Co- surgeon application program in teaching surgical technology students related to the identification of laparoscopic surgery tools and their uses. It is suggested to use the Co-Surgeon application as an educational tool in the clinical and specialized training of the disciplines involved in laparoscopic surgeries.


 

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Introduction: This study aimed to review the instructional design principles and learning flow frameworks that underpin the microlearning approach. The study aimed to identify the key principles that should guide the design of content and instructional flow in the microlearning framework.
Method: The present study is a scoping review. A comprehensive search was performed using relevant keywords, including "microlearning," "instructional design," "micro-content," and "learning flow," in the PubMed, Google Scholar, and Scopus databases, without any time restrictions. The inclusion criteria were studies discussing principles for designing and implementing microlearning approach.
Results: The literature review revealed that two distinct frameworks are essential for designing effective microlearning content: "microlearning content design" and "microlearning flow design." Microlearning content design focuses on educational materials development, whereas microlearning flow design centers on the organization of learning content to facilitate optimal learning outcomes.
Conclusion: The findings of this study suggest that microlearning content design should incorporate interactive content, chunked courses with a single learning objective, and concise time frames. Furthermore, the learning flow principle should be guided by a social-supportive structure, varied media formats and immediate feedback. Moreover, the use of cognitive load theory strategies, and multimedia learning principles to create an effectual microlearning framework for faculty development suggest.