Research and Development in Medical Education
Volume:12 Issue: 1, 2023

Community health workers (CHWs) act as a bridge between community and clinical care in caring for HIV patients. This study aimed to evaluate the effectiveness of peer education in improving HIV knowledge, attitude, and perception of CHWs in Babol, Iran in 2019.

This was a quasi-experimental study conducted among CHWs in the health centers of Babol, Iran. The city was divided into two areas of the North and the South according to the geographical map. Then, based on the list of the health centers in each of the areas, one health center was randomly selected and assigned to either the experimental or the control group.

Following peer education, all study variables including knowledge score, attitude, and perception about HIV-related issues significantly improved in the experimental group compared to the pre-intervention phase (P = 0.002, P = 0.02, and P = 0.00 respectively). The most significant change was in misconception score with a approximately large effect size (0.78), presenting an increase of 95.53% from 15 to 29.33 after the intervention, while attitude and knowledge respectively presented 85.04% and 81.07% increase with a smaller effect size of 0.57 and 0.52.

In the study peer education proved to be an effective strategy in improving the knowledge, attitudes, and perception of CHWs concerning HIV/AIDS. Therefore, the peer-topeer training model can fill a critical gap in the training of CHW based on the idea that not only do the CHWs themselves need to enhance their knowledge of related topics but they also need to train others. In turn, this will result in providing cost-effective health promotion and prevention services in a more culturally appropriate manner.

Developing standards for Health Promotion Hospitals (HPH) plays a crucial role in hospital accreditation. This study aimed to compare the development of HPH standards in public and private hospitals in Tabriz, Iran in 2021.

This descriptive-analytical and cross-sectional study was conducted to evaluate all public and private hospitals in the city. Data were collected using observation and interviews through a valid and reliable HPH checklist. Data were analyzed using t test.

The study found that the standards for patients’ data and interventions (77.38%), continuity in treatment and cooperation (69.38%), management policy (61.92%), patient evaluation (60.76%), and providing a healthy workplace (42.7%) had the highest scores, respectively. Private hospitals scored higher than public hospitals in all dimensions. There was a significant difference between public and private hospitals regarding the total score (P = 0.001), management policy(P = 0.01), patient information and interventions(P = 0.003), and continuity in treatment and cooperation (P = 0.002).

The competitive atmosphere among private hospitals appears to have improved their status in HPP, while public hospitals were less concerned with competition and improving their performance in this field. Additionally, ignoring human resource management policies has made the managers of all hospitals feel the need for further upgrading in terms of standards for promoting a healthy work setting.

The students’ ability to withstand the effect of stress is significantly determined by their coping ability. Their inability to cope effectively with stress may lead to low academic performance. This study aimed to investigate academic pressure and coping style as predictors of the academic performance of nursing undergraduates.

This study adopted a cross-sectional descriptive research design. The target population was nursing undergraduates at the Federal University of Birnin-Kebbi. A sample size of 118 was selected as respondents. Data were collected and analyzed using Statistical Package for the Social Science (SPSS) version 26. Frequencies and percentages, Pearson product moment correlation, and multiple linear regression were used in data analysis.

The respondents’ mean age was 25.09 (SD = 4.53). Females were 55.9%. There was a weak negative correlation between cumulative grade point average (CGPA) and mean academic stress (AS) (r = -0.141, P = 0.065), a weak positive correlation between CGPA and mean stress coping style (SCS) (r = 0.237, P = 0.005), and a weak positive correlation between mean AS and mean SCS was 0.008 (P = 0.466). Mean AS was not a significant predictor of academic performance t (115) = -1.589, P = 0.115. Mean SCS was a significant predictor of academic performance t (115) = 2.656, P = 0.009.

The mean AS was not a significant predictor of academic performance. However, the mean SCS was a significant predictor of academic performance with a positive and significant correlation.

The current study was conducted to explore the level of career resilience among nurses working in medical centers affiliated with the Tabriz University of Medical Sciences, and examine whether organizational education and other characteristics, such as background variables, have any effect on that resilience. This is of particular importance in light of the COVID-19 pandemic, which resulted in nurses playing a more prominent role than other medical staff when dealing with infected patients and consequentially experiencing a greater impact on their career resilience.

This research study was a descriptive correlational design using a stratified sampling technique. A total of 351 participants, all nurses from medical education centers affiliated with the Tabriz University of Medical Sciences, were selected. Questionnaires covering career resilience, organizational education, and demographic items were used to collect the data. SPSS 22 was used to carry out the analyses, including t-tests, Pearson correlations, and linear regression tests.

The results showed that nurses had an average career resilience score of 56.4 out of a possible 100 with an average organizational education score of 48.6. Bivariate relationships revealed statistically significant associations between career resilience and organizational education (P < 0.001), years of employment (P < 0.001), and education level (P < 0.05). Although there was no statistically significant relationship between career resilience and sex in the bivariate analysis, sex was found to be significant in the multivariable analysis (P < 0.05).

Organizational education is essential for nurses to maintain career resilience. To that end, hospitals and medical education centers should offer regular programs centered on enhancing career resilience and helping nurses manage job-related stress.

In recent years, research has witnessed an exciting change toward well-being and health instead of emphasizing disorders and inefficiency. The current study aimed to assess the effect of a mindfulness-based resilience training program on the psychological well-being of medical students during the COVID-19 pandemic.

The current study was quasi-experimental with a control group and a pre/post design. A sample of 30 students was randomly selected from a community of medical students at the Tabriz University of Medical Sciences in the academic year 2021-2022. These students were randomly divided into two groups of 15 participants. The tools used in this research included Ryff’s Psychological Well-Being Questionnaire (PWB-18) and an integrated training program for resilience and mindfulness.

The findings showed an integrated training program of resilience and mindfulness positively affected students’ psychological well-being. In addition, this intervention was able to explain 59% of the combined variance of psychological well-being variables.

The results of the current study found that an integrated training program of resilience and mindfulness can improve individuals’ psychological well-being during a difficult situation such as the COVID-19 pandemic.

 Science is constantly advancing, and educational content must be updated accordingly to meet students’ academic needs. This study aimed to assess the educational needs of both students and instructors for English in pharmacy.

 This qualitative study included a sample of 65 junior pharmacy students and a total of 11 pharmacy lecturers at Hormozgan University of Medical Sciences during the academic year 2020-2021. The students were selected using purposive sampling methods while the lecturers were selected through consensus sampling. Based on previous studies analyzing the educational needs of ESP and through verbal communication with students, an interview protocol was developed. Data were collected through structured interviews with the participants, and the findings were presented using descriptive statistics.

 The lecturers believed that reading comprehension is the most crucial skill, followed by writing, speaking, and listening, respectively. However, students mentioned that the need for speaking skills is almost as important as the need for other skills. They expressed their enthusiasm for communicating verbally in specific contexts, such as scientific conferences, highlighted the need for learning pharmacy terminology, academic writing skills, prescription abbreviations, and medical terminology, respectively. The participants in our course anticipate that it will be co-facilitated by TEFL specialists and pharmacists.”

 Both language instructors and pharmacists should take immediate action to advance Pharmacy ESP. Reading comprehension is a crucial skill for this course. Writing skills can be improved through educational workshops. The prerequisite and general English syllabi should be enriched with a focus on speaking skills or extracurricular courses should be devoted to developing students’ competencies. In this manner, the listening skills will be improved as well.

 The nationwide lockdown following the COVID-19 pandemic tremendously impacted the medical teaching-learning process. This study aimed to assess medical teachers’ perceptions about various aspects of online teaching-learning during the lockdown.

 A survey questionnaire was developed using Google Forms and emailed to medical teachers in India. Responses were analyzed and their significance was assessed using a chi-square test with an alpha of 0.05.

 Out of 294 eligible responses, 70% belonged to deemed universities. 42.86% of teachers were preclinical, 23.81% paraclinical and 33.33% belonged to clinical subjects. Overall, 93.88% of faculty felt online teaching is time-consuming and 92.52% felt face-to-face classes are better. Almost 52% of faculties were reluctant to continue online classes after the lockdown. Approximately 53% of teachers believed that the maximum number of students would have utilized this facility, but still, a significant number of teachers were uncertain whether students would have benefited this activity. A significantly greater number of preclinical and paraclinical teachers conducted both theory and practical examinations as well as viva examinations, whereas clinical teachers primarily conducted theory examinations. Only 21.77% of teachers were satisfied with the conduct of examinations.

 Medical teachers have adapted themselves to teaching online during the COVID-19 pandemic. Google Classroom was the most preferred platform and live synchronous classes were the most preferred choice for delivering the classes. Most of the faculty perceived that online teaching was time-consuming. They were skeptical about the active involvement of students in this process. Moreover, they felt that the reliability of online assessments needed improving.

 Burnout is a stress-related syndrome that affects medical students. Certain environmental and personal factors can contribute to the onset of burnout and lead to serious consequences such as dropping out of school, sleep disorders, depression, and even suicide. Professional commitment is a personal characteristic that positively influences burnout.

 This research was conducted to determine the differentiation of burnout levels among medical school students based on certain variables and examine the impact of professional commitment on burnout. The research sample consisted of a total of 130 individuals studying of Medical Faculty in Türkiye. Descriptive and correlational research techniques, including survey models, were utilized in the study. Data were collected through online platforms and face-to-face surveys. The collected data were analyzed using the SPSS program.

 The research findings revealed that male students had higher depersonalization scores than female students (P<0.05). Emotional exhaustion and depersonalization scores were found to be higher among students with poor academic performance (P<0.017), those who did not choose medical school willingly (P<0.017), and those who chose medical school due to family pressure (P<0.05). Among female students, those who chose medical school willingly and those who chose it as their dream profession had higher scores of professional commitment. As professional commitment scores increased, burnout scale scores and their subscales, including exhaustion, depersonalization, and reduced personal accomplishment, decreased (P<0.05).

 The findings of the study indicate a relationship between professional commitment and burnout, suggesting that professional commitment can reduce burnout levels. This highlights the importance of increasing the level of professional commitment among medical students, who are future physicians. Strengthening students’ commitment to their profession can decrease the risk of burnout and improve the quality of healthcare services.

 The COVID-19 pandemic declaration in 2019 required schools and universities to close, challenging students and their education. The mandatory stay-at-home quarantine rules and change to online education accentuate how mental health plays a crucial role in maintaining performance during challenging times. Coping self-efficacy (CSE) is associated with higher mental health levels and resilience to distress. Therefore, this study aimed to evaluate students’ CSE and related factors.

 In this cross-sectional study, CSE scores and demographic characteristics of the participants were evaluated through online questionnaires. A total of 364 medical students from Tabriz University Medical Sciences completed the questionnaires and were included in the study. CSE scores of students and their demographic characteristics were obtained, and the analysis was performed using a t-test and one-way ANOVA.

 Of those included, 37.1% were males and the mean CSE score of the students was 83.75±24.8. Students’ type of residence was found to be significantly related to their CSE scores (P=0.003). Students living with their spouses had the highest CSE scores, while those living with their parents had the lowest CSE scores. The association of CSE scores with gender, marital status, academic year of study, and source of income was not significant.

 According to the findings of this study, students living with their parents had the lowest CSE scores. CSE plays a crucial role in managing distressful events, and our findings may be useful in identifying groups prone to stressful factors and help enhance future educational policies and planning.

 The critical nature of the medical field necessitated an investigation into the evaluation of Iran’s medical education policies. This study aimed to identify strategies for evaluating medical education policies in Iran.

 This research, a mixed-method study, was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study. This mixed-method research was conducted using grounded theory and a cross-sectional survey. Interviews were carried out with 17 individuals, including members of parliament, policymakers, and policy professors, using non-random method methods. Questionnaires were developed from the coded and validated interviews using the triangulation method. A total of 200 individuals were selected for this study.

 The results revealed that the strategies for evaluating medical education policies encompass a range of factors. These include a simultaneous focus on institutional and non-institutional agendas, prioritization of social benefits, implementation of economic strategies, updating of resources and information, precise definition and design of policies, executive strategies, and policy considerations.

 In the evaluation of policies, it is essential to adopt a community-oriented approach, with a focus on decentralization and public interests. This approach ensures that the objectives and general health needs of the population are met in a reasonable manner.

 The COVID-19 pandemic has presented a significant challenge to education systems worldwide, disrupting traditional teaching and learning methods. This study aims to explore the perceptions of medical students at Abadan University of Medical Sciences regarding electronic assessment methods during the pandemic.

 This qualitative study utilized conventional content analysis and involved medical students in their second semester of 2021 who had chosen a unit during the pandemic.

 Through the analysis process, the participants’ experiences were categorized into six main classes, which included the following: information technology infrastructure, teaching methods of teachers, design of virtual exam questions, monitoring of online exams, psychological issues, and types of virtual assessment.

 The medical students shared their experiences with virtual assessment during the pandemic, highlighting challenges related to internet infrastructure, communication issues between teachers and students, exam monitoring, psychological factors, reduced learning efficiency due to virtual summative assessment alone, and better learning efficiency through formative assessment alongside summative assessment. They also suggested improvements to online exams, such as increasing the number of questions on each page, allowing the possibility to return to previous questions, and ensuring non-randomness in clinical questions.

 It has been experienced that the COVID-19 pandemic affects students’ physical and psychological health as well as their mortality risk; therefore, during the COVID-19 pandemic, it is crucial to recognize that medical students’ social health is more important than ever before.

 This cross-sectional study was conducted on medical students at preclinical and clinical training levels. The population of the study included medical students of the faculty of medicine at Tabriz University of Medical Sciences, Iran. We used the Raosoft sample size calculator. This study was conducted using an online Standardized questionnaire of “Keyes’s Social Well-being” and a demographic scale in the Persian language from the 5th to 29th of October, 2020. We applied the Mann-Whitney test to compare mean scores concerning gender, marital status, level of education, and residence. P value<0.05 was considered statistically significant.

 The current study involved 242 female and 118 male medical students with average ages of 22.54 (SD=2.41) and 22.48 (SD=2.36) respectively. The majority of participants (294) were single; more than half of them (204) lived in the dormitory. The participants had an average social health score of 84.21 (SD=8.34), indicated a low level of social health in this study. Moreover, we found that social health score was associated with education level, residence, gender, and marital status (P<0.05).

 During the COVID-19 pandemic, it is crucial to provide medical students with appropriate social health programs to improve their quality of life and increase their achievement.