نشریه آموزش پزشکی
سال دوازدهم شماره 1 (بهار و تابستان 1402)

Any test as a measurement tool must have sufficient validity and reliability to measure the desired attribute. Multiple-choice tests are the most common types of tests in medical education, which have a high degree of reliability, and this study was conducted with the aim of quantitative and qualitative evaluation of four-choice questions in Shahrood University of Medical Sciences in the academic year of 2021-2022.

This descriptive study was conducted on all General and specialized courses in the two academic years of 2021-2022 at the Shahrood University of Medical Sciences. For the quantitative evaluation of the questions (difficulty index and discrimination index), the Hamava system was used and for the qualitative evaluation, the 14-item checklist of Millman was used.

This study showed that out of 5000 examined questions, 2569 questions (51.4%) had a simple difficulty coefficient and 2500 (50%) had a suitable clean coefficient. And the average standard deviation of the degree of difficulty was 0.700±0.314 and the degree of cleanliness was 0.625±0.247, also 330 questions (48.5%) of taxonomy two and 190 questions (27.9%) were without defects. The most types of defects were the absence of most of the information in the question stems of 196 questions, the presence of negative words in the question stems of 136 questions, and the presence of options for all items in 121 questions, none in 45 questions, and combined options in 34 questions. And in the structure of question 398 (58/1%) was the most type of defect.

To improve the quality of tests and use the results of quantitative and qualitative analysis of questions, practical solutions should be thought of, and professors should be trained in designing and using appropriate questions and preparing for-choice question banks.

The COVID-19 epidemic led to the country's education system being affected due to absenteeism in schools, universities, and colleges. Considering the various dimensions of virtual education such as educational content, teaching-learning activities, feedback, flexibility, and support, it seems that evaluating this educational system requires the knowledge and active participation of teachers and learners and the support of educational centers.

This descriptive-analytical study included 32 faculty members and 212 students from various educational groups of the Shoushtar Faculty of Medical Sciences in 2021. Participants were selected by stratified random sampling. A questionnaire was completed by all participants. SPSS version 20 was used for data analysis. The Chi-square test was used to determine the relationship between qualitative variables, and an independent t-test was used to compare the means. p<0.05 was considered significant.

According to the results, the average age for faculty members and students was 37.15 ± 5.56 and 23.75 ± 6.42, respectively. The study showed that the virtual education system of the Shoushtar Faculty of Medical Sciences is at an average or above-average level from the point of view of students and faculty members. However, the teaching and learning component, from the perspective of students (2.80 ± 1.15) and faculty members (2.95 ± 0.07), was evaluated below the average level (unfavorable level).

To improve the quality of the virtual education system, attention should be paid to removing obstacles and improving virtual education in terms of teaching and learning activities, interaction, and feedback.

Empathy between dentists and patients increases patient satisfaction and the effectiveness of dental treatments. With more empathy, dentists find more competence in taking history, performing clinical examinations and need assessment and treatment plans and giving instructions after treatment, and getting the cooperation of their patients. Research has shown that students' empathy decreases during their studies.

60 students completed the Jefferson Clinical Empathy Questionnaire. Students were randomly assigned to two intervention and control groups of 30 people. The workshop was held for the group. After one month, the clinical empathy questionnaire was completed again by both groups. The questionnaire information of both groups before and after the workshop was entered into SPSS version 21 software and analyzed.

There was no statistically significant difference between the intervention and control groups regarding demographic and educational variables. Also, the average score of Jefferson's empathy in the two groups before the intervention was not statistically significant (P=0.76). However, after holding the training program for the case group, a statistically significant difference was found in the clinical empathy score of the case group and the control group (P=0.03). Also, the difference in the mean empathy score of the case group before and after the intervention was significant (P=0.05). Except for the ethnicity variable (P=0.03), none of the demographic variables had a significant relationship with the empathy score after the intervention.

By teaching communication skills, the level of clinical empathy of dental students can be improved.

Job burnout is one of the challenges of the health system and medical residents are among the most important pillars of service delivery, especially in epidemic conditions, and spiritual intelligence can be proposed as a way to relieve job burnout. The purpose of this study is to investigate the correlation between spiritual intelligence and job burnout in clinical teaching residents of Mazandaran University of Medical Sciences during the COVID-19 pandemic.

This study is a questionnaire-based survey (cross-sectional study) that was conducted in 1400 with the participation of 36 residents from 3 educational groups of Mazandaran University of Medical Sciences. Maslach job burnout and King spiritual intelligence questionnaires were used for primary data collection and correlation analysis was done by calculating Pearson's coefficient (r) and statistical description and analysis was done using IBM SPSS version 25 software.

The average burden of job burnout was 84.44 and the average burden of spiritual intelligence was 47.69. The production of personal meaning had a direct and significant correlation with job burnout, which was also observed in infectious residents. In emergency medicine residents; Job burnout has had a direct and significant correlation with spiritual intelligence and the subscales of critical existential thinking and the production of personal meaning and transcendental consciousness.

According to the findings of the research, there is a need for more studies to examine the correlation between spiritual intelligence and burnout.

This study aims to investigate the effect of the flipped class and the traditional method on the satisfaction, motivation, and learning rate of the diagnostic pathology course. And 4 reviews of dental students in Ardabil were carried out in 1401.

In this study, which was carried out as a time series experimental design (semi-experimental time series), all of 45 dental students of Ardabil, who in the academic semester of 1400-1401 took diagnostic pathology courses 3 and 4 opinions were selected, and entered into the study. After dividing and presenting the content according to the studied variables, two groups receiving traditional education and flipped classroom education were compared. To analyze the data, an independent t-test, Mann–Whitney U, and analysis of variance were used using SPSS version 26 software. A significance level of less than 0.05 was considered.

The results showed that with the increase in the number of quiz, the average learning score of the students in the theoretical diagnostic pathology course 3 and 4 in the flipped classroom method was higher than the traditional teaching method The average total learning by lecture method was 6.12 and by the flipped class method was 8.43 and the standard deviation was 2.59 and 3.40, respectively.
(P < 0.05); However, there was no significant difference in the level of motivation and level of satisfaction in diagnostic pathology courses 3 and 4 in the flipped class and the traditional method (P<0.05).

The results of statistical analysis indicated that flipped class improves the level of learning compared to traditional teaching and thus causes academic progress in students. It is suggested that teachers use active teaching methods to increase productivity.

Considering the importance and necessity of virtual education, this study aims to outline the current status of virtual education studies in Iran's universities of medical sciences from the frame of approved scientific research journals.

The present study is based on the scoping method and by searching the keywords "virtual education", "electronic education", "electronic learning", "web education", "online education", and "distance education". It was done in the information bank of the country's publications (Mag Iran). All the articles available until September 2019 resulting from the research in the medical sciences universities of the country were selected and analyzed based on the studied variables (university of research location, journal, year of publication, statistical population, type of study, instrument, topic, and sampling). 

After removing duplicate and unrelated articles, 115 articles were included in the study. In terms of location, Tehran University (19.1 percent); In terms of the statistical population, nursing students (24.3%); In terms of subject, comparison of traditional and virtual education (27%); and theory courses (77.8%) were studied the most. Most of the research conducted between 2015 to 2018 (51.3%) was conducted, descriptive method (34.8%) was the most used type of study, questionnaire was the most used tool (49.6%) and randomness (39.1%) was the most used sampling method.

Dealing with virtual education has found a special place in universities and it intensified during the corona pandemic. Determining the distribution of research subjects and identifying shortcomings to achieve the effectiveness and adequacy of studies is one of the results of this study. It is recommended to evaluate the student; the type of tools needed and available to the student; Family, cultural, social, and economic dimensions effective in virtual education, especially in second and third-type universities of medical sciences, should be paid more attention in future studies.

The use of the flipped classroom method as an interactive method in the blended learning process is expanding in medical sciences universities. The present study aimed to assess the effect of education using the flipped classroom on students' perception, learning, and satisfaction in interpreting the report of measuring physical harmful factors in the workplace.

The present study is a quasi-experimental design (pre-test-post-test). The research population consisted of 25 professional health students of Shahid Sadougi University of Medical Sciences, who studied in this school during 2021-2022. All the students were included in the study by the census. The educational intervention was conducted using the flipped classroom method in order to develop student's skills in interpreting the report of measuring physical harmful factors in the workplace. Measuring students' views, learning, and satisfaction was conducted by the survey. Data were analyzed using descriptive tests and analysis.

The results showed that the average (standard deviation) of students' learning knowledge scores before the intervention was 51.66(9.06)  (average level). After the intervention 73.54(12.53)  (good level), which was reported significantly has improved (P=0.0001). Students' satisfaction was reported with an average of 4.00 (0.73), which is at a favorable level. Their preparation has a positive and significant relationship with practicality and importance. Also, practicality has a positive and significant relationship with importance, perspective, and satisfaction, and students' understanding has a positive and significant relationship with satisfaction.

Using the flipped classroom method for interpreting and analyzing the results of tests and measurements had a positive effect on students' learning and satisfaction. Also, students' understanding scores regarding the preparation and applicability of education were evaluated at the desired level. It is recommended to use active and cooperative methods such as the flipped classroom method, which emphasizes the application of students' learning.

Considering the importance of learning how to write a proposal for students, this study was performed to develop an online tutorial for “How to write a Proposal” for students and to evaluate its usability.

This study is a developmental research and tool design. “Gamified Online Tutorial based on Self-Determination Theory (GOT-STD) Framework" became the basis for designing the online tutorial "How to Write a Proposal". After compiling and evaluating the content and questions, the online tutorial was designed by observing the structural, educational, and game elements introduced in the GOT-STD framework. In the last step, the usability of the tutorial was evaluated from the perspective of 10 master's students of Kashan University of Medical Sciences.

The usability evaluation results and the students' feedback indicate that the tutorial structure and content are suitable for the students. Some of the structural and content problems of the tutorial were also corrected. Among the positive points of tutorial from the perspective of students are the presentation of content in the form of short films, the possibility of re-reading, the possibility of using without time and place restrictions, the use of examples, practical assignments, step-by-step, good navigation system, communication With the tutorial manager, the appropriate scoring system, and finally, he pointed out that tutorial is fun, competitive and motivating.  

The usability evaluation results and the students' feedback indicate that the designed tutorial can be used as a suitable educational aid tool for medical students.