A Comparative Study of the Effect of Two Methods of Online Education Based on Sweller'S Cognitive Load Theory and Online Education in A Common Way on the Academic Engagement of Medical Students in Anatomy.

Background: One of the most important indicators of the quality of education and academic achievement is students' academic engagement, and the progress of using online education has fundamentally changed the learning-teaching processes Therefore, the aim of this study was to compare the effect of two methods of online education based on Sweller's cognitive load theory and online education in a conventional method on the academic engagement of medical students in anatomy. Methods: The present study was a quasi-experimental study with two groups not identical to the before and after design. To collect information, the Shuffle and Becker academic engagement questionnaire with Cronbach's alpha of 0.85 was used. The subject was 104 basic science students. General medicine students were divided by non-random method into two groups of intervention (n = 52) and control (n = 52). After the intervention, a post-test was taken. After collecting data, this data was entered into SPSS software version 24. Results: The results of the independent t-test showed that there is a statistically significant difference between the mean scores of academic engagement in the control and intervention groups after the intervention and also, the results of the dependent t-test showed that online teaching of anatomy course based on Sweller's cognitive load theory has a positive and significant effect on medical students' academic engagement. Conclusion: Considering the results of this study and the significant effect of online education based on cognitive theory, it is suggested that teachers and educators be educated about the basic principles of load cognitive theory so that they can apply these principles due to the limited capacity of active memory.

Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment.

Introduction: Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment. Methods: This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Faculty of Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusion criteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer's Psychological Empowerment questionnaire was used for data collection in pre- and post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests. Results: The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001). Conclusion: Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.

Underpinning Learning Theories of Medical Educational Games: A Scoping Review.

Background: Gamification is the process of game thinking and game mechanics to attract learners and solve problems. It is a unique growing phenomenon in education and training programs. Educational games, by application of game design and game elements in learning environments, motivate students to learn and improve the teaching and learning process. Herein, this scoping review presents an overview of the theoretical underpinnings of gamification that is crucial in understanding the theoretical pillar of successful educational games. Methods: This scoping review follows Arksey and O'Malley's stages of scoping review. In this review, the gamification in medical education articles that implicitly or explicitly presented underpinning learning theories of gamification in medical education was retrieved. So, keywords such as gamification, learning theories, higher education, and medical education were searched in Scopus, PubMed, WEB OF SCIENCE, EMBASE, ERIC, and Cochrane Library from 1998 to March 2019. Results: The search indicated 5416 articles which were narrowed down by title and abstract relatedness. 464 articles entered the second phase of the study and after reviewing their full text, finally, 10 articles which were explicitly and implicitly reported the underpinning learning theories remained. Conclusion: Gamification is a strategy using game design techniques for non-game experiences for more effective learning and provides a more attractive environment for teaching and learning. Designing gamification based on learning theories (behavioral, cognitive, and constructivist), makes them more efficient, and the application of learning theories in designing gamification is recommended.

The relationship between personality traits and learning styles in medical education students at Iran University of Medical Sciences: A cross-sectional study.

BACKGROUND: The relationship between personality traits and learning styles is an attractive subject for researchers. "Learning Style" indicates on a method of education for effective studying. The Kolb's Learning Style is a known theory in the field of learning style. The Kolb's four learning styles include: Divergent, convergent, assimilating, and accommodating. Furthermore, personality, known as relatively fixed and durable characteristics that distinguish people from each other, and personality contains five broad identified traits of extraversion, agreeableness, openness, conscientiousness, and neuroticism. In this study, we intended to evaluate the relationship between personality traits and learning styles in medical education students. MATERIALS AND METHODS: This research was an observational analytic cross-sectional study that was conducted on medical education students at Iran University of Medical Sciences, between 2018 and 2019, and 31 students were participated as volunteers. NEO Five-Factor Inventory and the Kolb's learning style inventory (version 3.1) were used to evaluate the students' personality traits and learning styles, respectively. The simple and multiple analysis of multinomial logistic regression were used for statistical analysis. RESULTS: The results indicated that if one unit would be added to the score of the "Extraversion" personality trait, the estimated odds, by which the student's learning style would become "Accommodating" rather than "Assimilating," is 1.3 times more than the basic condition, in which "Extraversion" score would be remained unchanged (P = 0.035). CONCLUSION: It seems that "Accommodating" learning style might be related to "Extraversion" personality trait in medical education students. However, researches with a larger population are suggested.

Study of medical students' learning approaches and their association with academic performance and problem-solving styles.

BACKGROUND: Learners have various processing and understanding of the environment and issues and choose different strategies for problem-solving considering learning and studying approaches. The purpose of this study was to examine medical students' learning approaches and their association with academic performance and problem-solving styles. MATERIALS AND METHODS: This study was conducted using the descriptive-correlational method. The statistical population comprised medical students of Iran University of Medical Sciences during the academic year of 2019-2020. Of them, 168 subjects were chosen based on simple random sampling and Morgan Table. Study tools include the Standard Approaches and Study Skills Inventory for Students (ASSIST) Questionnaire, which includes 18 items and a Likert five-choice spectrum, and includes a deep, superficial, and strategic approach. Its reliability was determined by Cronbach's alpha of 0.81. Problem-Solving Style Questionnaire developed by Cassidy and Long was used. This instrument included 24 items and 6 components, and its reliability equaled 0.83, which was their grade point average. Data were analyzed using normality tests, paired t-test, Pearson correlation coefficient, and regression through SPSS 16 software. RESULTS: Results implied the positive and significant relationship between deep-strategic approaches, problem-solving styles, and academic performance of medical students (P < 0.001); furthermore, there was no significant difference between learning approaches based on gender (P > 0.001), while there was a significant difference between two groups in terms of problem-solving styles (P < 0.001). CONCLUSION: Because deep and strategic approaches predict academic performance and problem-solving styles, the diagnostic assessment must be done at the beginning of the educational process to determine the type of learners' approaches. Such an evaluation can be used to implement instructional strategies and educational designs to improve the academic performance of students.

Change Management in Medical Contexts, especially in Medical Education: A Systematized Review.

Introduction: Change is a multifaceted and challenging process. Due to the growing and increasing volume of technologies and organizational processes, there is a need to adapt to these changes because adaptation to changes is essential for the organization survival. The purpose of this study was to investigate change management in medical education in order to identify and categorize the strategies, barriers, and other important issues related to change management. Methods: A systematized review of the related studies was carried out according to the Khan et al.'s guideline. Five bibliographic databases and search engines including Cochrane Library, Eric, PubMed, SCOPUS, and Web of Sciences were searched. The following keywords were used with a period constraint of 2017 to March 2021 to search various online data sources: change management and medical issues. Advanced search options and Boolean operator (AND) were also used to find out more relevant records. Results: Overall, 498 records were identified. After removing duplicate records and those with irrelevant titles, abstracts, or full texts, we selected 40 articles for data extraction. The Kotter model is frequently used to manage change. Also, consideration of resistance to change and having a plan for it have been important elements of change management. Conclusion: In most cases, resistance to change was observed, and several ways for resolution merged. Resistance to change and coping strategies are considered as one of the most important factors that must be considered in change situations. Awareness of change management principles and utilization of available models can pave the way for management of the change.

Professionalism among academic educational leaders: A concept analysis.

Introduction: The concept of professional ethics of academic educational leaders is an abstract concept for which several highly context-dependent definitions have been provided in the literature. The analysis of this concept is critical to reaching a shared understanding, developing behavioral standards, and designing evaluation measures at universities of medical sciences. Methods: To explain the concept of professionalism among academic educational leaders, Walker and Avant's eight-stage concept analysis method was adopted. After an extensive review of resources, 37 articles were included and the antecedents, attributes, and consequences of the concept were extracted. Results: An examination of the resources and concept analysis revealed that professionalism in academic educational leaders has three main attributes of care ethics, justice-oriented ethics, and ethics of criticism, and its formation depends on personal characteristics, professional capabilities, and having a systemic view. Conclusions: The identification of components and professional characteristics of professionalism among academic educational leaders provides a shared understanding of professionalism and is a basic step towards designing measures to evaluate this concept.

Identification of change leadership dimensions and components in medical science education to move toward the third-generation universities: A qualitative study.

BACKGROUND: Change is a multidimensional and pervasive issue in the modern world, and organizations are constantly changing in social, cultural, political, economic, and technological fields. Change leadership is a model that employs a combination of leadership styles to keep the employees and the organization prepared for learning and continuous growth. This study aims to identify the dimensions and components of change leadership in medical sciences education to move toward third-generation universities through a qualitative approach. MATERIALS AND METHODS: The present study was an applied explorative qualitative study. Participants included the experts in the field of management and key informants in the field of change leadership and third-generation universities who were selected through purposive sampling. The research tool was semi-structured interviews aimed at the identification of dimensions and components of the change leadership. Interview-guided questions were about change leadership to move toward the third-generation universities followed by probing questions. Colaizzi content analysis technique was used to analyze the data. RESULTS: Data from interview transcript analysis resulted in the identification of 335 initial codes, 13 subcategories, and 3 categories or dimensions. The main categories included "change leadership roles and specifications," "providing a context and preparing for change," and "change leadership process and path." Each of the main dimensions included several components. CONCLUSION: The importance of leadership in the process of change is since change entails the establishment and institutionalization of new systems and structures which is impossible without an effective leadership style. Leaders have high expectations of their followers and inspire them to strive toward organizational goals and facilitate the realization of the shared vision through encouraging them. As a leadership paradigm for organization performance improvement capable of encouraging employees and building an organizational culture in which ethical procedures are considered behavioral norms, change leadership seeks to predict the environment changes so that it can move in accordance with them.

The viewpoints of medical sciences wealth creators regarding the wealth creation strategies and path in medical sciences universities.

BACKGROUND: In the recent years, the wealth creation of educational institutions has attracted an enormous attention in different countries. Exploring experiences of these institutes help to improve the wealth creation of universities. In this regard, this study was an attempt to explain the viewpoints of the wealth creators of medical sciences regarding wealth creation strategies and define the general path of wealth creation in medical sciences universities. MATERIALS AND METHODS: This qualitative study was conducted at Iran University of Medical Sciences, Tehran, Iran, in 2021. Participants were the experienced knowledgeable wealth creation experts. Fourteen semi-structured interviews were conducted to reach data saturation. Interview guided questions were about strategies and paths of wealth creation followed by probing questions. Data were analyzed using conventional qualitative content analysis. RESULTS: Data analysis showed that the most important strategies were related to nine extracted categories of "the productions", "contracts and relations", revising, predicting and foresight" -, "education", "research", "healthcare services", " interdisciplinary fields between Information Technology (IT) and health-care", " saving and maintenance", and "altering the procedure of the wealth accelerator centers." In general, wealth creation path in medical sciences includes six main categories. CONCLUSIONS: The result of this study provide an opportunity for educational policy-makers and authorities to improve wealth creation in medical universities. Especially, accentuated by the COVID-19 pandemic, to consider the interdisciplinary fields between IT and health-care and integrating technology to the various categories of medical sciences are absolute needs.

Hidden Curriculum in Medical Residency Programs: A Scoping Review.

Introduction: Hidden curriculum is important in medical education and has numerous, long-lasting effects on medical residency. The present scoping review seeks to investigate, identify, and plot the main concepts relating to hidden curriculum and its dimensions, domains, impacts and factors in medical residency courses based on the main references and evidence. Methods: Scoping review methodology was used to guide a search of electronic databases for relevant papers. Of the 394 abstracts initially identified, after screening of both abstracts and full-text papers, 43 studies were selected for inclusion in this review. Following abstraction of key information from each study, a content analysis was undertaken. Results: Eleven themes were identified from the content analysis: 1) Organizational Issues (13.77%), 2) Socio-cultural Issues (10.5%), 3) Professional Issues (13.41%), 4) Communicational Factors (8.7%), 5) Educational Issues (22.83%), 6) Resident Personal Characteristics (21.01%), and 7) Resident Educational Characteristics (9.78%). Among the extracted effective hidden curriculum factors, the role modeling had the highest frequency and was emphasized in the studies. Conclusions: Although this study explained and identified the components, elements and also the preparation of the initial format of the hidden curriculum framework of the medical residency program, its results can reduce the negative effects of the hidden curriculum on it. More extensive and in-depth studies with different qualitative methods or mixed methods related to the hidden curriculum in different contexts and disciplines of medical residency are recommended to define characteristics of a constructive hidden curriculum of medical residency programs.

Challenges and Expectations of Diabetic Foot Care from the Patients' Point of Views.

INTRODUCTION: Diabetic foot ulcer (DFU) as a common complication of diabetes needs a multi-disciplinary care approach in which the patient suffering from DFU is considered as a member of the care team. According to the effective role of patients in DFU prevention and management, this study was an attempt to explore patients' views and expectations regarding provision of DFU preventive and therapeutic care to facilitate the process of care and management. METHODS: A qualitative research approach, using two focus group discussions, was conducted with patients suffering from diabetes and DFU. The questions designed to encourage the discussion were focused on the patients' experience of foot and DFU care. We continued the discussions until we reached data saturation. The participants' responses were recorded via a recorder and by taking notes. Afterwards, the discussions were transcribed and common themes were identified and categorized. RESULTS: Initially, fifty-seven codes were extracted which were then summarized and classified. Afterward, three themes and six sub-themes were determined as follows: defective education and ineffective communication("a defect in the patient education system", "impaired communication"), multi-faceted challenges of wound healing ("out of pocket expenses, treatment compliance", "non-physical injury"), and full support ("empathy" and "patient-centeredness"). CONCLUSION: According to patients' views, patients' concerns, and their socioeconomic conditions should be taken into consideration in designing an effective DFU care plan. In this regard, a strong communication with the patients to prepare a holistic care intended for patients' full support would be essential.

The role of glass ceiling in women's promotion to managerial positions from the perspective of faculty members at Iran University of Medical Sciences.

BACKGROUND: In recent years, many changes have been observed in women's roles in organizations. In Iran, women face challenges to be promoted to high-level organizational positions. The present study aimed to examine the role of glass ceiling in promoting women to managerial positions from the perspective of the faculty members at Iran University of Medical Sciences. MATERIALS AND METHODS: This research was an applied study in terms of objectives and a descriptive-survey study in terms of data collection, variable monitoring and control, and generalizability. The statistical population of the study encompassed all clinical and basic sciences faculty members at Iran University of Medical Sciences in 2019-2020. The simple random sampling method was adopted, and the study instrument was the standard questionnaire of women's beliefs about glass ceiling developed by Smith (2012). To analyze the data, descriptive and inferential (namely paired-sample t-test and one-sample t-test) statistics were run in the SPSS software. RESULTS: The results revealed that glass ceiling dimensions could predict 48% of the variance of women's promotion to managerial positions. Furthermore, a significant difference was noticed between men and women's perspectives toward glass ceiling (P < 0.001); however, there was no significant difference between the two groups of clinical and basic sciences (P > 0.001). CONCLUSIONS: Failure to provide appropriate opportunities for qualified women to be promoted to managerial positions would result in nonexploitation of about half of the available capacities and talents. Women have unique abilities and soft skills in the human resource management. At the macro-level, policy-makers and planners to review the plans and delegation of organizational-managerial positions and also to further consider the role of women in managerial positions by observing gender justice and meeting criteria such as capability and expertise.

Elaboration of indices of the Third Generation of the universities of medical sciences: Status quo assessment of Iran University of Medical Sciences.

BACKGROUND: Universities are changing from government organizations into third generation. The aims of this study were to identify the dimensions and components of a third-generation university and assessment of the status quo of Iran University of Medical Sciences. MATERIALS AND METHODS: This study was mixed method. In the qualitative phase, participants consisted of experts of academic management and scholars in third-generation universities. The dimensions and components of a third-generation university were identified by content analysis. A questionnaire was prepared according to dimensions and components with Cronbach's alpha of 0.86. In the quantitative phase, participants consisted of managers and experts of Iran University of Medical Sciences; they completed the questionnaire to assess the status quo of Iran University. Data analysis was performed by Colaizzi's and SPSS software. RESULTS: Third generation of universities of medical sciences has 2 dimensions and 17 components. Software dimension consists of course content, attitude, vision and mission of the university, organizational culture, instructors, students, employees, academic management and leadership, international approach, and social accountability components. Hardware dimension consists of organizational structure, academic infrastructures, knowledge commercialization, and communication with the government, education system, university environment, and university independence components. Status in Iran University of Medical Sciences in hardware dimension was 2.53, and in software dimension, it was 2.96. CONCLUSION: Universities are required to respond to the changes in community. Therefore, universities need to change their structures, goals, approaches, perspectives, and intra-organizational and extra-organizational communications to be able to move toward a university which is entrepreneur, skill teaching, wealth generating.

Towards the third generation universities: The core innovative function approach.

Background: Undoubtedly, economic and social value added depends on the functions of universities. Moving toward third-generation universities (3rd GU) is an inevitable process. These universities need different functions than traditional ones; therefore, identifying and determining their functions is essential. The purpose of this study is to collect, match and explore the functions of universities in the transition to 3rd GU and ultimately offer a functional model of the 3rd GU for the use of professors, academics and policymakers in order to evaluate and promote universities. Methods: A critical review method was adapted. Literature was included based on their relevant empirical data to research objectives and referral rates, and texts with more conceptual richness entered the study without time limitations. Results: A total of 20 texts were included in the final analysis. While presenting the basic model, extracts the overarching concepts associated with the success of 3rd GU. These key concepts include the 7 core functions of innovative and entrepreneurial activities, supportive activities (financial and non-financial), entrepreneurial education ( curriculum and academic workforce empowerment), creation and provide applied knowledge, boundary-spanning function or communications and interactions with other elements of the national innovation system (state and industry), develop innovative and entrepreneurial culture and institutional governance and leadership in the direction of economic growth and development. Conclusion: Using new functions at universities would be a move toward 3rd GU, economic growth and development in the country. So, these functions are a practically useful guide to policymakers to estimate the rate of success in each university and deliver the necessary suggestions to provide the mechanisms for the establishment of a successful university.

Exploring the challenges of educational accreditation of teaching hospitals and providing the solutions.

BACKGROUND: In the recent years, the accreditation of educational institutions and hospitals has attracted a lot of attention in different countries to ensure the quality of medical education. In this regard, examining the experiences of different countries will help to improve the world and local standards. This study was an attempt to explore the lived experiences of senior managers about the educational accreditation challenges and appropriate strategies to overcome these challenges. MATERIALS AND METHODS: The authors used a phenomenological approach to explore the lived experiences of the senior managers about educational accreditation of teaching hospitals affiliated to Iran University of Medical Sciences. Semi-structured interviews were conducted to reach data saturation. For this purpose, three semi-structured face-to-face interviews and six electronic interviews were conducted. Data were analyzed using the Colaizzi method. RESULTS: Data analysis showed that the most important challenges of educational accreditation of teaching hospitals were related to standards and criteria, executive policies of accreditation, and educational, attitudinal, and financial infrastructures. The strategies expressed by the participants were categorized into four themes including reviewing and revising standards and criteria, planning for education, providing human and financial resources, and modifying the executive structure of accreditation. CONCLUSIONS: In order to improve the quality of educational accreditation programs, it is necessary to identify and find a solution for the existing challenges by experiential support of the senior managers of teaching hospitals and the other stakeholders (e.g., faculty members and students). It also provides an opportunity for educational policy-makers to improve the hospital's educational accreditation program.

Diabetic foot care course: a quasi-experimental study on E-learning versus interactive workshop.

BACKGROUND: Nurses, as multidisciplinary Diabetic Foot Care (DFC) team members, need to be trained in DF prevention and management. Regarding the increasing use of e-learning educational courses as the new learning strategy with potential benefits among health care providers, this study attempted to evaluate the educational effects of an e-learning course on DFC compared to that of an interactive workshop in the related knowledge attainment. METHODS: This was a quasi-experimental study compared two non-randomized groups consisting of nurses who attended an e-learning course (intervention group) and a face-to-face interactive workshop (control group) on DFC using a pre- and post-test design. The eligible nurses enrolled by convenience sampling. All five e-modules on DF prevention and care were the same for both groups. A P value of <0.05 was considered as significant. RESULTS: The study findings indicated that both e-learning course and interactive workshop increased DFC knowledge among nurses. There is a significant difference between the learning level (after training) in the intervention and control groups (P < 0.01). CONCLUSIONS: The findings suggest that the e-learning course of DF could be as effective as conventional educational methods. However, considering the time, cost savings and providing an opportunity to learn anytime and anywhere, of the e-learning course, it is recommend for the future and required that more health care providers be trained to use of distance learning.

A qualitative approach to identify barriers to multi-professional teamwork among medical professors at Iranian teaching hospitals.

BACKGROUND: In some cases of diseases, such as infectious, neurological and chronic ones prevention and treatment is complex. Therefore, a single medical specialty alone cannot effectively manage treatment of patients due to health care needs of them and complexities of treatment. Instead, a team composed of different healthcare disciplines with effective, continuous, and organized communication must follow up various aspects of patient care. In this regard, the present qualitative study aimed to shed light on the experiences of clinical teachers of multi-professional teamwork barriers within Iranian teaching hospitals. METHODS: In this qualitative research, the experiences of medical clinical teachers of multi-professional teamwork barriers within teaching hospitals were explained. Sampling was theoretical and the data were collected from experienced clinical teachers and medical students studying at several Universities of Medical Sciences through semi-structured interviews and observation, which were continued until data saturation. Fifteen clinical teachers and five medical students participated in the study. The interviews were analyzed using conventional content analysis. RESULTS: Three main categories were extracted. The first category was "enhancing the culture of interdisciplinary education" included "paving the way for an interdisciplinary culture", "enhancing teamwork culture", and "having a general view of medical sciences instead of specialization". The second category was "barriers of interdisciplinary education" included "influence of the dominant culture of specialization in society", "poor interdisciplinary education infrastructure", and "individualism as a value of society". And the third category was "consequences of specialization" included "medical sciences education under the shadow of specialization", "possibility to harming patients", and "distrust of society in the services provided by the 1st and 2nd level centers". CONCLUSION: It seems that attitudinal barriers, teamwork difficulties, and the culture of individualism are evident in Iran; more, roles of the healthcare team and the status of each member is not clear. Designing interactive curriculum and arranging clinical settings to facilitate exchange of ideas among clinical teachers and students of different disciplines, is a step forward to achieving a common value concept, language, and common perception, and establishing cooperation and understanding among disciplines involved, which leads to further understanding of the professional responsibilities of other disciplines.

Comparing peer education with TBL workshop in (EBM) teaching.

Background: Evidence-based medicine is one of the most important topics in medical sciences that requires a proper teaching method. Very few studies have evaluated EBM education outcomes through peers and TBL workshops. The purpose of this study was to compare the effect of evidence-based medicine (EBM) education through peers with TBL workshop method in medical students. Methods: This quasi-experimental study was conducted on 42 medical students of the Faculty of Medicine in Iran University of Medical Sciences (IUMS) in 2019 who were selected through convenience sampling. Students were divided into 2 experimental and control groups based on the randomized blocking method. The data collection tools were 2 questioners that evaluated EBM knowledge and satisfaction in both intervention and control groups. The knowledge of students was compared using pretest and posttest and their satisfaction was evaluated at the end of the TBL workshop and peer education. Data were analyzed by SPSS software and descriptive tests (t test and ANOVA), and significance level was set at 0.95. Results: A significant difference was found between the level of basic knowledge (pretest) and secondary knowledge (posttest) in the EBM education through TBL workshop method compared to peer method. The average scores gained by students in TBL workshop were 3.8 more than the peer teaching method. The results of the Satisfaction Questionnaire were 74% in control group and 86% in the experimental group. Conclusion: EBM education through TBL workshop both increased students' knowledge and satisfaction compared to peer education. Thus, it can be concluded that providing EBM education by expert and qualified teachers through face to face teaching strategy can be effective in knowledge translation. However, peers can participate in educational sessions as facilitators.

Exploring the features of mobile phone application of anatomy in basic medical sciences: a qualitative study.

BACKGROUND: The importance of mobile phones has become one of the new research topics in health professions education due to the ease of access and flexibility. Although novel approaches to health professions education recommend the use of educational technologies, such as mobile applications, a limited number of studies have been conducted with regard to learning anatomy through mobile applications. Considering the increasing needs of medical students for mobile technology to meet their educational needs, wants and desires, we decided to explore the features of an anatomy mobile application. METHODS: This qualitative study was conducted in two stages of holding focus groups, and an expert panel session. Students of basic Medical sciences, and faculty members of anatomy at Iran University of Medical Sciences formed the research participants. Semi-structured interviews and note-taking were used to collect the data. Moreover, Brown and Clark methods were used for thematic analysis. Finally, four criteria presented by Lincoln and Guba for qualitative studies were used to ensure the credibility, confirmability, trustworthiness and transferability of the data. RESULTS: Based on the data analysis, 37 codes that could be used to design anatomy mobile content for medical students were extracted. These features were categorized into eight main themes of "visual richness", "scientific comprehensiveness", "auditory richness", "affordability", "user-friendliness", "self-assessment", "interactive content" and "user support". CONCLUSION: This study explored the features of an anatomy application that can be used by educational app developers. Anatomy departments at Medical Universities, policymakers, and curriculum planners in the field of medical education can also adopt the findings of the present study.

Humanism in clinical education: a mixed methods study on the experiences of clinical instructors in Iran.

BACKGROUND: Medical education is currently more considerate about the human dimension. The present qualitative study aimed to explain the experiences of clinical professors with regard to humanism in clinical education in Iran. METHODS: This mixed methods study had two phases, a quanitative phase of scientometrics and a qualitative phase of a content analysis. In the scientometrics phase, Ravar PreMap and VOSviewer software programs were utilized for plotting the conceptual networks. The networks were analyzed at the micro-level based on centrality indices (closeness, degree, and betweenness). The conceptual network was plotted and the prominent topics in clinical education were identified using co-word analysis. In the second qualitative phase on the topic, based on the scientometrics phase, semi-structured interviews were conducted with clinical professors. The interviews were transcribed verbatim and analyzed. RESULTS: On the basis of the analysis of titles, abstracts, and keywords of the retrieved articles on clinical education from ISI Web of Science, Scopus, and PubMed, 1412 keywords were extracted. After the refining process, 356 keywords with 6741 relations remained. Upon plotting the conceptual network, 19 conceptual clusters related to clinical education were obtained. Then, micro-level network analysis (centrality criteria) indicated that the keyword humanism with the frequency of 137 had the highest rate (97.753), closeness (97.802), and betweenness (13.407). Moreover, from the interview data analysis, two themes of "intertwined nature of the human spirit in clinical education" and "humanistic behavior of professors in clinical education" were extracted. CONCLUSION: As a part of the educational culture, humanistic values must be intertwined with the medical education curriculum. In this regard, humanism and clinical reasoning are the two major clusters of clinical teaching; moreover, altruism and adherence to humanistic values, and scientific qualification are other main pillars that should be considered as the criteria for the selection of clinical professors and medical students.