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1.
BMC Nephrol ; 25(1): 30, 2024 Jan 24.
Artigo em Inglês | MEDLINE | ID: mdl-38267868

RESUMO

BACKGROUND: Hemodialysis patients are prone to anxiety and depression due to physiological changes and psychological tensions that leave irreversible effects on the patients. In this regard, the present study was an attempt to provide a simulated situation by using virtual reality on the anxiety level of dialysis patients before performing surgical procedures. METHODS: This non-equivalent groups pre-posttest quasi-experimental study was conducted in 2022 in a hemodialysis ward of Imam Khomeini General Hospital affiliated with Tehran University of Medical Sciences. The study population was patients suffering from kidney failure referred to this hospital. The participants were 30 patients selected from the study population, who were allocated into two groups (15 in each experimental and control group). The control group received routine training in the ward. The experimental group participants watched five educational virtual reality (VR) contents in addition to the routine training. They used head-mounted display VR (VR BOX headset 2.0 virtual reality glasses) to immerse in a virtual environment similar to the real world covering the experience of entering the operating room, during the surgery, and after surgery. The data gathering instrument was a valid and reliable anxiety inventory. The collected data was analyzed at a significance level of 0.05. RESULTS: The study findings indicated that the anxiety scores of the experimental and control groups had no significant difference before intervention. However, after the intervention of virtual reality, the state and trait anxiety of the experimental group participants were significantly lower than the control group (P-value < 0.01). CONCLUSION: The application of VR for maintenance hemodialysis patients before invasive surgical procedures decreases patients' anxiety. Considering the devastating and undeniable impacts of anxiety on the lives of patients referring to hemodialysis centers, the application of VR is suggested to decrease their anxiety.


Assuntos
Terapia de Exposição à Realidade Virtual , Humanos , Diálise Renal , Irã (Geográfico) , Ansiedade/etiologia , Ansiedade/prevenção & controle , Hospitais
2.
BMC Med Educ ; 24(1): 936, 2024 Aug 28.
Artigo em Inglês | MEDLINE | ID: mdl-39198877

RESUMO

INTRODUCTION: Studies have reported different results of evaluation methods of clinical competency tests. Therefore, this study aimed to design, implement, and evaluate a blended (in-person and virtual) Competency Examination for final-year Nursing Students. METHODS: This interventional study was conducted in two semesters of 2020-2021 using an educational action research method in the nursing and midwifery faculty. Thirteen faculty members and 84 final-year nursing students were included in the study using a census method. Eight programs and related activities were designed and conducted during the examination process. Students completed the Spielberger Anxiety Inventory before the examination, and both faculty members and students completed the Acceptance and Satisfaction questionnaire. FINDINGS: The results of the analysis of focused group discussions and reflections indicated that the virtual CCE was not capable of adequately assessing clinical skills. Therefore, it was decided that the CCE for final-year nursing students would be conducted using a blended method. The activities required for performing the examination were designed and implemented based on action plans. Anxiety and satisfaction were also evaluated as outcomes of the study. There was no statistically significant difference in overt, covert, and overall anxiety scores between the in-person and virtual sections of the examination (p > 0.05). The mean (SD) acceptance and satisfaction scores for students in virtual, in-person, and blended sections were 25.49 (4.73), 27.60 (4.70), and 25.57 (4.97), respectively, out of 30 points, in which there was a significant increase in the in-person section compared to the other sections. (p = 0.008). The mean acceptance and satisfaction scores for faculty members were 30.31 (4.47) in the virtual, 29.86 (3.94) in the in-person, and 30.00 (4.16) out of 33 in the blended, and there was no significant difference between the three sections (p = 0.864). CONCLUSION: Evaluating nursing students' clinical competency using a blended method was implemented and solved the problem of students' graduation. Therefore, it is suggested that the blended method be used instead of traditional in-person or entirely virtual exams in epidemics or based on conditions, facilities, and human resources. Also, the use of patient simulation, virtual reality, and the development of necessary virtual and in-person training infrastructure for students is recommended for future research. Furthermore, considering that the acceptance of traditional in-person exams among students is higher, it is necessary to develop virtual teaching strategies.


Assuntos
Competência Clínica , Avaliação Educacional , Estudantes de Enfermagem , Humanos , Avaliação Educacional/métodos , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem , Masculino , Feminino
3.
BMC Med Educ ; 24(1): 114, 2024 Feb 05.
Artigo em Inglês | MEDLINE | ID: mdl-38317105

RESUMO

BACKGROUND: Clinical competence is essential for providing effective patient care. Clinical Governance (CG) is a framework for learning and assessing clinical competence. A portfolio is a work-placed-based tool for monitoring and reflecting on clinical practice. This study aimed to investigate the effect of using an e-portfolio on the practitioner nurses' competence improvement through the CG framework. METHODS: This was a quasi-experimental study with 30 nurses in each intervention and control group. After taking the pretests of knowledge and performance, the participants attended the in-person classes and received the educational materials around CG standards for four weeks. In addition, nurses in the intervention group received the links to their e-portfolios individually and filled them out. They reflected on their clinical practice and received feedback. Finally, nurses in both groups were taken the post-tests. RESULTS: Comparing the pre-and post-test scores in each group indicated a significant increase in knowledge and performance scores. The post-test scores for knowledge and performance were significantly higher in the intervention group than in the control one, except for the initial patient assessment. CONCLUSION: This study showed that the e-portfolio is an effective tool for the improvement of the nurses' awareness and performance in CG standards. Since the CG standards are closely related to clinical competencies, it is concluded that using portfolios effectively improves clinical competence in practitioner nurses.


Assuntos
Competência Clínica , Enfermeiras e Enfermeiros , Humanos , Educação Continuada em Enfermagem , Aprendizagem , Conhecimentos, Atitudes e Prática em Saúde
4.
J Vis Commun Med ; 47(1): 1-7, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-38635354

RESUMO

Augmented reality has promised a new paradigm in medical education. Multimedia videos are the most preferred assent for augmentation. So, this study aimed to assess the effect of using an augmented reality infographic poster for delivering micro-videos on the knowledge and satisfaction of medical students in cardiology rotation. Sixty students participated in this quasi-experimental study and were allocated to three study groups; namely routine method, routine method plus offline micro-video delivery, and routine method plus micro-video delivery in an augmented reality infographic poster. The students' knowledge and satisfaction were evaluated through a multiple-choice question pre and post-test and a satisfaction questionnaire respectively. Within-group comparison of pre and post-test scores showed a significant increase in each study group (all p-values = 0.000). The highest post-test score was for the offline micro-video delivery group and pairwise comparisons of post-test scores showed a significant difference between this group and the control one (p-value = 0.013). Additionally, the augmented reality infographic poster group had the highest satisfaction score (p-value = 0.000). This experience showed the positive effect of micro-videos in clinical education. Although students were satisfied with accessing these videos through an augmented reality infographic poster, their knowledge acquisition was better when they received them offline.


Assuntos
Cardiologia , Gravação em Vídeo , Humanos , Cardiologia/educação , Realidade Aumentada , Feminino , Masculino , Estudantes de Medicina , Inquéritos e Questionários , Multimídia , Avaliação Educacional , Adulto Jovem
5.
Med J Islam Repub Iran ; 38: 24, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38783975

RESUMO

Background: Conflict management skills include the ability of team members to actively use appropriate methods and strategies in different conflict situations. Considering the necessity of effective training in conflict management skills for medical students as a member of healthcare teams, this scoping review study aimed at reviewing the appropriate methods for teaching conflict management to medical students. Methods: In this scoping review, PubMed, Eric, ProQuest, Web of Science (WoS), and Scopus databases were systematically searched until May 21, 2023. Titles, abstracts, and full texts were screened separately by 2 researchers. The quality of the articles was assessed using the Best Evidence Medical Education (BEME) tool. Then, a descriptive synthesis was performed, and the results were reported. The Kirkpatrick model was used to evaluate the educational outcomes assessment. Results: Out of 2888 retrieved studies, 19 studies were included. Although active and interactive teaching methods such as roleplay, group discussion, and interactive workshops were the most frequently used methods, the results did not pronounce the superiority of one method over others. Conclusion: Based on the results of this scoping review, further research should evaluate the effectiveness of conflict management training methods by focusing on the randomized controlled trial design and using standard and valid tools to assess educational outcomes.

6.
BMC Med Educ ; 22(1): 860, 2022 Dec 12.
Artigo em Inglês | MEDLINE | ID: mdl-36510225

RESUMO

BACKGROUND: Medical students should effectively manage conflicts in teamwork and communication with other team members. This study aimed to develop and validate a tool to evaluate attitude of medical students and physicians toward conflict management. METHOD: A multi-step process was employed to develop and validate a Conflict Management Attitude Questionnaire (CMAQ) based on the steps recommended in AMEE Guide No. 87. First, the initial items were obtained from the literature review and focus group. After cognitive interviews with the medical students and revision of the questionnaire, content validity was performed by experts. The construct validity and reliability of the questionnaire were assessed using exploratory Factor Analysis (EFA) and Cronbach's alpha coefficient, respectively. RESULTS: This multi-step process resulted in a 12-item, five-point Likert-type questionnaire with satisfactory construct validity. Exploratory factor analysis revealed three factors, comprising the four items from the "perceived interactions in conflict management" subscale loading on the first factor, and five items from the "perceived value of learning conflict management" subscale loading on the second factor, along with three items from the "perceived application of conflict management" subscale loading on the third factor. All subscales described 56.48% of the variance. Validation results showed that Content Validity Index (CVI) and Content Validity Ratio (CVR) were greater than 0.75. Cronbach's alpha coefficient was 0.791. CONCLUSION: This study showed that CMAQ has valid evidence for assessing the attitude of medical students toward conflict management with favorable psychometric properties and strong evidence of construct validity. However, due to the lack of evidence on any specific questionnaire to evaluate the attitude towards conflict management, future studies should conduct a confirmatory investigation regarding other aspects of medical students' attitudes toward conflict management.


Assuntos
Estudantes de Medicina , Humanos , Estudantes de Medicina/psicologia , Reprodutibilidade dos Testes , Inquéritos e Questionários , Psicometria , Análise Fatorial
7.
Med J Islam Repub Iran ; 36: 63, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36128310

RESUMO

Background: Accreditation is used to monitor, guide, examine, and assure the quality of higher education. There is no formal evaluation system to ensure the quality and quantity of scientific associations' activities. So this study aimed to develop and implement a national accreditation system to be applied for biomedical scientific associations through a participatory process among stakeholders. Methods: Consensus development techniques, i.e., focus group and Delphi methods, were used to design the accreditation system. An expert committee, set up at the recognized accreditation body, devised the accreditation structure, procedure, and permit rules using the focus group technique. Then, we prepared the standards draft which was further modified in an expert panel in focus group sessions and finalized among the stakeholders through the Delphi technique. Finally, the procedure was performed for 66 associations. Results: The accreditation structure, procedure, and standards were determined and legitimized. Standards included 20 ones in four domains of educational activities (3 standards), research affairs (2 standards), cross-sector collaborations (2 standards), and organization and equipment (13 standards). Among 66 associations, 16 and 12 were approved and conditionally approved respectively. Conclusion: In spite of associations' influential academic and social activities, no study was found in regards to their accreditation. Standards devised in this research can be employed by scientific associations for developing their plans and enhancing their performance. This experience can be adopted for accrediting not only scientific associations but also any other academic institutions, especially non-student training ones.

8.
BMC Med Educ ; 21(1): 185, 2021 Mar 25.
Artigo em Inglês | MEDLINE | ID: mdl-33766005

RESUMO

BACKGROUND: Entrustable professional activities (EPAs) are those activities that a health professional can perform without direct supervision in a defined environment. Bridging the gap between competencies and learning objectives, EPAs have made assessing the performances of health professional more realistic. The main objective of the present study was developing and customizing EPAs for Iranian Internal Medicine Residency Programs. RESULTS: After reviewing the publications, residency curricula and logbooks, and collecting experts' ideas, the initial list of EPAs was developed. Then, in a focus group, the list was refined, the entrustability level of each residency year was determined, and finally, the EPA-competency cross-tab was established, and in the next step, through a one- round Delphi, the results were validated. Twenty-eight EPAs were developed. Some of them were definitely suitable for the higher levels of residency, such that they had to be accomplished under direct supervision until the end of the program. On the other hand, some of EPAs were those that residents, even from the first year, are expected to perform independently or under indirect supervision. Most of the EPAs cover a wide range of competencies. CONCLUSION: Determining the entrustability level of each residency year in each EPA as well as the competency- EPA matrix has crucial effect on the quality of the graduates. It seems that our findings are applicable in developing countries like Iran.


Assuntos
Internato e Residência , Competência Clínica , Educação Baseada em Competências , Currículo , Humanos , Irã (Geográfico) , Aprendizagem
9.
BMC Nurs ; 20(1): 226, 2021 Nov 10.
Artigo em Inglês | MEDLINE | ID: mdl-34753476

RESUMO

BACKGROUND: Although the use of mobile devices can facilitate the learning process, there may be barriers to using them for learning purposes. This study aimed to identify and investigate the barriers and facilitators of using mobile devices as an educational device from the perspective of nursing students. METHODS: This qualitative descriptive study was conducted in 2020 on undergraduate nursing students of the Nursing and Midwifery Faculty, Tehran University of Medical Sciences. A total of 22 undergraduate nursing students were selected by purposive sampling with maximum variability. Inclusion criteria were Undergraduate nursing education, having mobile devices, and willingness to participate in research. Data were collected through semi-structured individual interviews for 45-75 min in the proposed environment of students until the data were saturated. Data analysis was performed manually using the framework analysis method with the steps: familiarization, identifying a thematic framework, indexing, Charting and Synthesis, Mapping, and Interpretation. Trustworthiness was determined by methods of Credibility, Dependability, Conformability, and Transferability. RESULTS: The majority of participants (45.45%) were 21 years old, 63.63% were women, and 36.36% studied in the 8th semester. Findings from the analysis of interviews showed that barriers to the use of mobile devices were classified into 4 main categories (barriers related to mobile devices, barriers related to Internet access, barriers related to information literacy, cultural-environmental barriers) and 15 subcategories, and facilitating the use of mobile devices was divided into 2 main categories (easy to use mobile devices and easy access to information) and 6 subcategories. CONCLUSION: The results of this study help educational managers and curriculum planners to adapt to technological change, to focus on the many benefits of mobile devices as an educational tool, and to plan to overcome barriers to mobile device use, and use mobile devices to teach theoretical topics and clinical nursing skills effectively.

10.
Med J Islam Repub Iran ; 34: 14, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32551303

RESUMO

Background: Promoting ethics is one of the goals of education, but the free flow of communication and divulging unethical behaviors in e-learning make the urgent need to clarify ethical values. Therefore, the aim of this study was to prepare ethical codes to develop and deliver e-contents. Methods: A draft of e-content ethical codes was prepared based on the literature review. Then, it was further revised by e-learning, medical education, ethics, and e-content experts. Finally, the draft was finalized through a 2-round Delphi process among related experts all over the country. Results: The final document of e-content ethical codes, including introduction, definitions, and 7 ethical code statements, was devised. Conclusion: Considering the difference between e-content and other kinds of publications, this set of ethical codes can be used straightforwardly to assess ethical aspects of e-contents.

11.
Med J Islam Repub Iran ; 34: 42, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32884917

RESUMO

Background: Increasing the number of students in universities, simultaneously limiting allocation of funds to them, and maintaining the highest efficiency level in education and research are of paramount importance. There are several methods to assess the efficiency of universities, and one of the most widely used of which is data envelopment analysis (DEA). The aim of this study was to determine the input and output criteria to evaluate the efficiency of universities of medical sciences through review-related articles using the DEA method. Methods: The time limit for retrieving articles was considered from the beginning of the publication of the first paper in this field until the end of 2017. The data were retrieved from Web of Science, Scopus, Ovid, ProQuest, Science Direct, and PubMed using advanced searches. Inclusion criteria were as follow: relevancy of the articles to the purpose of the research, availability of the articles' full-text, articles published to the end of 2017, and articles published in English. Results: The most inputs used in the literature to determine university efficiency were number of academic staffs, budget and costs, number of students, number of nonacademic staffs, spaces, and equipment and student's entrance scores. Also, the most outputs used in the literature to determine university efficiency were number of graduates, publications, incomes, number of students, and student's scores. Conclusion: This study showed that a large number of researchers have focused on measuring and comparing the efficiency of universities to improve efficiency, reduce costs, and manage the resources. Efficiency analysis by DEA allows the policymakers to define and develop policies and guidelines to improve their performances.

12.
Med J Islam Repub Iran ; 30: 402, 2016.
Artigo em Inglês | MEDLINE | ID: mdl-27683643

RESUMO

BACKGROUND: Teachers' self-efficacy and development may be conceptualized as their beliefs in their own ability to plan, organize and carry out activities that are required to attain educational goals. In this study, we examined the effect of different medical education training courses (six-day, one- month short- term and sixmonth long- term courses) on perceived self-efficacy and development. METHODS: This before-after quasi-experimental study was performed on 39 faculty members of Tehran University of Medical Sciences who participated in faculty development courses in 2013. We used valid and reliable scales to measure their perceived self-efficacy and empowerment. RESULTS: The results revealed a significant increase in faculty members' perceived self-efficacy in pre and posttests in one-month and six-month courses, but no significant difference was found in the six-day course (p=0.004, p<0.001 and p=0.235, respectively). These results were the same for perceived empowerment (p<0.001, p<0.001 and p=0.716 for one-month, six-month and six-day courses, respectively). A significant difference was detected in perceived self-efficacy and participant empowerment components based on the training course (p=0.005; Wilk's Λ=0.345, Partial η2=0.413). CONCLUSION: This study revealed that long- term courses were more effective than the short- term ones. Thus, longitudinal courses are recommended for more effectiveness.

13.
J Res Med Sci ; 20(6): 563-70, 2015 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-26600831

RESUMO

BACKGROUND: There is a global interest for deploying faculty members' activities evaluation systems, however implementing a fair and reliable system is a challenging issue. In this study, the authors devised a model for evaluation of faculty members' activities with regard to their viewpoints and meta-evaluation standards. MATERIALS AND METHODS: The reliability of the current faculty members' activities metrics system was investigated in Medical School of Tehran University of Medical Sciences in 2014. Then authors conducted semi-structured interviews regarding meta-evaluation standards and designed a questionnaire based on interviews' results which were delivered to faculty members. Finally, they extracted the components of the model regarding interviews' content analysis and questionnaire's factor analysis and finalized them in a focus group session with experts. RESULTS: Reliability of the current system was 0.99 (P < 0.05). The final model had six dimensions (mission alignment, accuracy, explicit, satisfaction, appropriateness, and constructiveness) derived from factor analysis of the questionnaire and nine factors (consensus, self-reporting, web-based system, evaluation period, minimum expectancies, analysis intervals, verifiers, flexibility, and decision making) obtained via qualitative content analysis of the interviews. CONCLUSION: In this study, the authors presented a model for faculty members' activities evaluation based on meta-evaluation of the existing system. The model covered conceptual and executive aspects. Faculty members' viewpoints were the core component of this model, so it would be acceptable in a medical school to use the model for evaluating their activities.

14.
Med J Islam Repub Iran ; 29: 252, 2015.
Artigo em Inglês | MEDLINE | ID: mdl-26793643

RESUMO

BACKGROUND: Pamphlet is a tool used for distance continuous professional development programs. In this study, we assessed the impact of an educational pamphlet on improving prescription writing errors in general physicians' performance. METHODS: In this randomized controlled interventional study, we prepared a training pamphlet according to the most prevalent prescription writing problems. We randomized 200 participants among general physicians affiliated with Tehran Social Security Insurance Organization, and randomly divided them into intervention and control groups. Participants' prescriptions (N= 34888) were investigated over a month, and then the prepared pamphlet was sent out to the participants in the intervention group. After three months we examined their one-month prescriptions again (N= 30296) and investigated the changes in prescription errors. RESULTS: There was no significant difference in the mean number of prescriptions in two groups before and after intervention (p= 0.076). Mean number of medicinal items reduced significantly in intervention group. Also mean number of prescriptions including injection drugs (p= 0.024), Corticosteroids (p= 0.036), Cephalosporin (p= 0.017) and non-steroidal anti-inflammatory drugs (p=0.005) reduced significantly. No significant differences were found for other errors. CONCLUSION: This study showed that use of an appropriate pamphlet has a considerable impact on improving general physicians' performance and could be applied for continuous professional development.

15.
Med Teach ; 36(11): 978-82, 2014 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-25072304

RESUMO

BACKGROUND: One of the challenges medical education policy-makers confront is matriculants' informed choice of entering medicine. However, students' reasons for choosing medicine do not seem rational. AIM: We compared students who made an informed choice about entering medicine with those who did not, in terms of academic success. METHODS: The study was carried out with a self-administered questionnaire on 220 final-year medical students randomly selected from six Iranian medical schools. Depending on their informed choice of entering medicine or not at the time of application, they were divided into two groups. We compared these two groups' academic achievement as well as their satisfaction with medicine. RESULTS: The students who had not made an informed choice had a higher tendency not to choose medicine if they were to start over (p value ≤0.001). The pre-admission scores of students who had made an informed choice of medicine were worse than the other group (p = 0.03). However, their final year scores as well as their satisfaction with medicine were higher than the other group. CONCLUSIONS: Idealistic views of medicine should be replaced by rational and logical ones to help students select the careers best suited to their abilities and talents.


Assuntos
Escolha da Profissão , Estudantes de Medicina/psicologia , Estudantes de Medicina/estatística & dados numéricos , Comportamento de Escolha , Teste de Admissão Acadêmica , Escolaridade , Humanos , Irã (Geográfico) , Satisfação Pessoal , Distribuição Aleatória
16.
Med J Islam Repub Iran ; 28: 136, 2014.
Artigo em Inglês | MEDLINE | ID: mdl-25694994

RESUMO

BACKGROUND: Comparing computer and internet based instruction with traditional giving lecture would provide enough evidence to identify best teaching practice. In this study, we compared lecture, interactive internet based and computer based learning regarding medical students' knowledge acquisition and satisfaction in teaching pathophysiology of hematology and oncology. METHODS: Eighty four medical students were randomized into three groups and an identical faculty member conducted the instructions through the above mentioned methods. Students' knowledge was assessed one week before and immediately after the interventions by pre and posttest. Students' satisfaction was assessed using a validated 5-point Likert scale. RESULTS: The results showed that students' satisfaction was significantly higher in interactive internet based group than other ones (p=0.05). There were a significant increase between pre and posttest scores in all groups (p=0.000). We used ANCOVA to compare score changes in the study groups, with posttest scores as the dependent factor and pretest scores as covariate and knowledge acquisition was significantly higher in interactive internet based group than other two groups (p=0.026). CONCLUSION: The study showed that although interactive internet based instruction is a difficult and time consuming method, it is recommended to integrate this method to medical curricula.

17.
J Educ Health Promot ; 13: 232, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-39297103

RESUMO

BACKGROUND: In recent years, educational development centers (EDCs) have evolved among universities from a marginal to a strategic aspect. The present study aimed to achieve an applicable task description at two levels of basic and quality improvement for EDCs and educational development offices (EDOs). MATERIALS AND METHODS: This research used the triangulation method. Initially, the current condition of EDCs across the country was evaluated with an electronic questionnaire in 2019. In the second phase, the modified Delphi method was used in two rounds with purposive sampling and a researcher-made questionnaire. The research participants were from all of the country. In the RAND technique, an electronic questionnaire was sent to 14 experts in medical education. After the analysis, the results were discussed, and the questions were answered again. We determined frequency and used content analysis. RESULTS: The task descriptions containing basic and quality improvement have been developed in three main sections: Organizational communication of EDCs and EDOs for policymaking; organizational structures, organizational charts, and the budget of EDCs and EDOs; and developmental roles of EDCs and EDOs (curriculum policies, curriculum development, blended learning, community-oriented), faculty development, evaluation (student assessment, faculty evaluation, program evaluation, accreditation), research (educational research, educational scholarship, innovative educational designs, events), and students (student committee, talented students). CONCLUSION: The task description guidelines have been prepared with 68 articles in basic and quality improvement and three main sections, including organizational communication of the EDCs and EDOs, organizational structures, the budget of the EDCs and EDOs, and their development roles.

18.
PLoS One ; 19(3): e0298079, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38530814

RESUMO

BACKGROUND: Online Interaction is a critical characteristic of distance learning, and effective online communication models empower students. PURPOSE: This research aimed to explain students' experiences on the quality of interpersonal interactions in e-learning. METHOD: This study was conducted from November 2021 to October 2022. The qualitative descriptive design via conventional content analysis was utilized. Purposeful and maximum variation methods recruited sixteen participants from three medical science universities in Iran. The data were collected through semi-structured, in-depth, face-to-face, or online interviews. Interviews were recorded through a digital recorder, and analysis was achieved simultaneously with data collection using Graneheim and Lundman (2004). The Lincoln and Guba criteria, including credibility, dependability, transferability, and confirmability, were used to improve the trustworthiness of the findings. RESULTS: The results indicated the importance of different dimensions related to teaching-learning. It seems crucial to develop a comfortable and safe environment to improve interpersonal interactions. Educators should be provided with pedagogical skills to support interactions. In addition, focusing on some learners' soft skills is also vital. In addition to the significance of the teacher's inclusive role, the educational content must have critical standards. Constructive feedback and the proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. CONCLUSIONS: The results indicated the significance of different dimensions of teaching-learning as facilitating factors of interpersonal interactions. The proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. IMPLICATIONS: The results of this study give teachers the insight to keep essential issues in mind when developing their online courses and students to be aware of their roles in the online learning process. Also, the characteristics of simultaneous and non-synchronous platforms, social messaging networks, and learner support are crucial.


Assuntos
Instrução por Computador , Humanos , Aprendizagem , Relações Interpessoais , Estudantes , Pesquisa Qualitativa
19.
J Educ Health Promot ; 12: 167, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37404931

RESUMO

BACKGROUND: Novel technologies development has created a new path for education. Digital storytelling (DST) is one of the educational approaches used in universities and scientific centers. We aimed to investigate the effect of DST on Scientific Information Search (SIS) and Information Seeking Anxiety (ISA) in students. MATERIALS AND METHODS: This mixed-method study utilized the pre-test-post-test method containing test and control groups. We used the simple random sampling method (available) and used the formula to determine the sample size. Forty-two people participated in the study. A researcher-made questionnaire was used to collect SIS data and standard questionnaire for ISA data. The teaching approaches were accomplished using DST and the conventional methods in test and control groups, respectively. Using SPSS v. 22, we did paired-sample T-test and independent sample T-test to compare the mean score in before and after intervention in each group. Also Analysis of Covariancetest was used for considering post-test result as dependent variable, groups as independent variables and pre-test score as covariate. RESULTS: The results showed significant changes in mean score between the post-test and pre-test of both questionnaire in both groups. Also, in the post-test, compared to the control group, the experimental group obtained higher scores for SIS, which was statistically significant, and obtained lower scores for ISA, but it was not statistically significant. CONCLUSIONS: It can be concluded that the DST method has a positive impact on learning and reducing ISA compared to the conventional ones, and students' interest and participation in learning have increased using DST method.

20.
Artigo em Inglês | MEDLINE | ID: mdl-36901499

RESUMO

Microlearning is recommended to be implemented within the context of a wider teaching-learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students' knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students participated in this quasi-experimental study which included two control groups (routine teaching and task-based learning methods) and one intervention group (combined microlearning and task-based learning method). Pre- and post-tests of students' knowledge and performance were assessed through a multiple-choice question test and a Direct Observation Procedural Skills (DOPS) instrument, respectively. Performing Analysis of Covariance for knowledge post-test scores among three groups revealed significant differences (F = 3.423, p-value = 0.040) and the intervention group had the highest score. Analyzing DOPS results showed that the intervention group achieved significantly higher scores compared to the control ones for all the expected tasks (p-values = 0.001). The findings of the present study show that the combined strategy of microlearning with task-based learning is an effective clinical teaching method for enhancing medical students' knowledge and performance in a real working environment.


Assuntos
Otolaringologia , Estudantes de Medicina , Humanos , Ecossistema , Aprendizagem , Avaliação Educacional
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