جستجوی مقالات مرتبط با کلیدواژه « دانشجویان علوم پزشکی » در نشریات گروه « پزشکی »

Stress is an inseparable part of human life and plays a significant role in student environments as an effective factor in performance, psychological tensions, and interpersonal relationships. This study was conducted with the aim of determining the amount of stress and the effective factors of occupational stress in students of North Khorasan University of Medical Sciences.

This cross-sectional descriptive-analytical study was conducted on 266 students of medical sciences in North Khorasan. The samples were selected using an availability sampling method. Data collection was done based on a demographic form and the Medical Student Stress Questionnaire. The collected data were analyzed in SPSS24 statistical software using descriptive statistics and analytical tests, such as independent t-test, one-way analysis of variance, and linear regression analysis.

Most of the participating students were female, accounting for 165 (62%) individuals, with an average age of 21.51 ± 2.94 years. Amongst, 241 participants (90.6%) were single, while 25 cases (9.4%) were married. About 30 individuals (11.3%) were medical students, 96 people (36.1%) were nursing students, and the rest included other paramedical fields. The results showed that the students' stress was, on average, at an extreme level. Stress had a statistically significant relationship with age, field of study, level of computer proficiency, and female gender (P<0.05).

Considering the extreme level of stress in medical students, educational managers must adopt methods to control stress in medical students.

Despite the importance of clinical evaluation in performance-oriented fields of medical sciences, this field is still facing a challenge, one of the most important obstacles of which is the lack of familiarity with the evaluation goals of tools or methods and criticism of these tools and methods. The present study was conducted with the aim of introducing the tools and procedures for evaluating the clinical performance of medical students and the advantages and limitations of each of these tools and methods.

This systematic review is based on PRISMA 2020 guidelines and by searching for evidence in external and internal databases PubMed, Web of Science, CINAHL, Irandoc, Magiran and SID and Google scholar search engine using the keywords Clinical performance, Clinical evaluation, Clinical appraisal, Clinical examination, OSCE, Assessment tool, assessment standards, clinical assessment practices, medical sciences students and their Persian equivalents were carried out until 2023. The inclusion criteria included: high-quality articles (based on the risk of bias tools, ROB 2 and STORBE), English or Persian language, descriptive, quasi-experimental and interventional studies, qualitative or letter to the editor, studies focused on clinical evaluation methods or tools, and full-text studies. Finally, the clinical performance evaluation tools and methods extracted from the evidence were summarized and categorized.

A total of 2031 article titles were determined, after screening and removing duplicates, 22 articles were included in the study for final analysis. The most common tools of evaluating students' clinical performance included: 1- structured observation and assessment of clinical performance (SOAP) (n=126), 2- Competency Inventory of Nursing Students (CINS) (n=4) and 3- Clinical Nursing Competence Questionnaire (CNCQ) (n=3). Also, the most common methods of evaluating students' performance and clinical skills included: 1- Objective structured clinical examination (OSCE) (n=2166), 2- Logbook (n=722) and 3- Direct observation of procedural skills (DOPS) and Mini Clinical Evaluation Exercise (Mini-CEX) (n = 53) that each of these tools and methods has unique objectives, advantages and limitations.

Considering the purpose of evaluation, psychometric characteristics, and the advantages and limitations of each method or tool, each or a combination of them can be used to evaluate students. Of course, it is suggested to modify these methods and tools by conducting studies in a way that is more practical for the clinical evaluation of students and facilitates its use.

The need for education accountability in today's society in order to fulfill the social mission of universities is more than ever. The aim of this study was to design and evaluate general scales for students' operational learning.

 This was an instrument design study with combined (sequential exploratory) approach that conducted in 2021 in a sample of students of various fields of medical sciences. First, by qualitative data collection, content analyzing of the texts, the primary scales were formulated. After that the pilot study, the reliability and validity evaluation of the tool and the formulation of the final version were developed. To determine the validity of the tool, face, content and construct validity and to determine reliability, Cronbach's alpha as well as split-half were used. The appropriateness of exploratory analysis to identify the structure was determined with KMO indices and Bartlett's test.

First, 42 items were determined in the design of the questionnaire, and in the validity and reliability process, the number of items reached 38 items. The CVI and CVR indices were 79% and 62%, respectively. Factor analysis showed that 7 factors (problem solving ability, feeling of competence in the field, concern, social skills, awareness of the application of the field, responsibility and skill in the field) have an eigenvalue of more than 1, which explained 80.30% of the variance. The reliability of the tool was obtained with Cronbach's alpha of 0.976 and Gutman's coefficient value was also 0.945.

The findings showed the validity and reliability of the tool for measuring students' operational learning. Therefore, it can be used as a valid tool in universities of medical sciences.

Face many ethical challenges during this course. Since ethics is an important factor in providing health services to clients, this study was designed to explain the ethical challenges in training in viewpoint of medical students. This qualitative study was conducted with content analysis approach. Purposeful sampling was performed and data were collected using in-depth, face-to-face and semi-structured individualized interviews. Data analysis was done simultaneously with qualitative content analysis using inductive approach according to Elo and Kingaz (2008). In this study, information was gathered after interviewing 40 students of Hormozgan University of Medical Sciences. The mean age of participants was 22/67±1/22 years. After analyzing the text of the interviews, two themes and seven categories were finally obtained. Themes were named under the headings: ethical challenges in clinical field and ethical challenges in clinical training supervisors. According to the results of interviews with different students, it is imperative that the faculty members pay special attention to the ethical challenges in hospitals and clinics and consider the necessary steps to familiarize students with ethical issues, how to deal with these issues and how to make decisions in ethical situations.

Flow experience is important factor and indicator for improving students’ learning experience and achievement. The present study aimed to investigate the relationship between academic flow and intrinsic motivation by considering the mediating role of academic engagement among medical students.

This is a cross-sectional study with correlational design. The statistical population of the study was all the students enrolled at Kashan University of Medical Sciences (N=3377) in the 2022-2023 academic year. A total of 356 students were selected by stratified random sampling using proportional allocation method. The participants filled out the Harter’s academic motivation, Reeve and Tseng’s academic engagement, and Martin and Jackson’s academic flow questionnaires. The data were analyzed using descriptive statistics (Mean and standard deviation) and inferential statistics (structural equation modeling (SEM) using the partial least square method through Smart-PLS and SPSS.

Results show that the mean and standard deviation scores of intrinsic academic motivation was (56.13 ± 28.37), academic engagement (97.49 ± 25.06), and academic flow (28.30 ± 5.68) were moderate. The SEM results showed that the proposed model had a good fit with the empirical data. Intrinsic academic motivation could directly and significantly predict the academic flow of the students (ß=0.35, P<.001) and this relationship was mediated by academic engagement (ß=0.12, P<.001) as it was confirmed by the bootstrap estimation method.

Based on the findings, intrinsic academic motivation can promote academic engagement, which may consequently promote students’ academic flow. It is suggested that medical education planners and professors strengthen students’ academic engagement by creating an interactive and collaborative atmosphere and using challenging and engaging assignments, which may substantially enhance students’ flow experience

Early maladaptive schemas are known as cognitive or behavioral patterns that categorize information and organize relationships between them. This research aimed to investigate the relationship between early maladaptive schemas and mental health in students at Hamadan University of Medical Sciences.

This study was a descriptive-analytical cross-sectional study, with a statistical population consisting of students from the faculties of medicine, dentistry, and pharmacy at Hamadan University of Medical Sciences and Health Services in the academic year 2021-2022, totaling 968 individuals. The required sample size for the regression method was determined to be 178 individuals using the Green formula. The sampling method was performed using relative stratified random sampling due to the homogeneity of the study community units.

The results of the Spearman correlation test showed a significant negative relationship (P=0.01) between early maladaptive schemas and mental health in students. Specifically, there was a negative and significant relationship between early maladaptive schemas and various aspects of mental health, such as self-regulation, limitations, other-directedness, over-vigilance, and social inhibition.

In summary, there was a significant negative relationship between early maladaptive schemas and the mental health of students at Hamadan University of Medical Sciences. This study can be used to understand the factors affecting the mental health of students and their relationship with early maladaptive schemas.

In the medical education literature, spiritual health is considered an intrinsic essence and an essential element of culture, and it appears uniquely in every society. Dealing with spiritual health in educational and therapeutic systems depends on proper planning. Therefore, this study aims to explain the necessary infrastructure for the introduction of spiritual health issues into medical education from the perspective of Shiraz University of Medical Sciences students.

This qualitative study was conducted using the content analysis method. The data were collected via face-to-face and semi-structured interviews with 15 students of Shiraz University of Medical Sciences who were selected by purposive sampling and analyzed using the coding method.

The results obtained from the analysis of research interviews led to the identification of 4 main categories of planning, implementation, content, and professors. The planning category included 5 concepts of foundation, proper timing, holding a workshop, being included in the chart of elective courses, and holding a fellowship course. The implementation category included 4 concepts face-to-face training, non-assignment-oriented, interactive training and classes, and reasoning-based training. The content category included 4 operational and practical concepts of the presented content, based on existing scientific references, content with research support, a combination of current topics in the field of spiritual health, and localized studies based on the cultural-religious context of the country. The category of professors included 4 concepts: behavioral characteristics of professors, gender diversity, interdisciplinary nature of professors, and having expertise in different fields of medicine.

According to the findings, for the inclusion of spiritual health issues in a practical way in the medical education system, it is necessary to think about the necessary measures in terms of planning, proper timing, implementation method, and teaching professors so that it becomes a professional and systematic education considering the religious values of the country and the cultural and social variables.

Dear Editor, The spirituality makes a person understand the meaning and purpose of his/her life and achieve satisfaction and happiness. Spirituality causes more harmony between physical, mental and social dimensions of health and increases the adaptability of a person to the surrounding world, improves his attitude towards the world, and reduces negative emotions and tensions. The medical education system is responsible for training medical sciences’ students and preparing them to work in the health system and should consider education and training students in spirituality. The institutionalization of spirituality in the medical education primarily leads to the improvement of health and the reduction of students' anxiety and depression. There are also positive correlation between spirituality and mental health, quality of life, satisfaction and commitment of healthcare workers. Also, studies proved the positive role of spirituality in increasing hope, improving quality of life and reducing depression and stress of patients. Therefore, the concepts, principles and techniques of strengthening spirituality should be taught to medical students (knowledge), so that they gain sufficient motivation for spiritual care of themselves and others (attitude) and by applying these knowledge and skills meet the spiritual needs of patients (performance).

The coronavirus pandemic (Covid-19) caused severe stress and decreased communication skills among various groups, including medical students. Therefore, this study aimed to determine the effect of communication skills training on the components of corona stress in students of medical sciences.

This study was applied in terms of purpose and followed a quasi-experimental design with a pretest-posttest and a control group. The research population included students of the Islamic Azad University of Tehran, Medical Sciences Branch, in the 2021-2022 academic years. A total of 170 students were selected as the sample by simple random sampling and were randomly divided into two equal groups through a draw. The experimental group received four 120-min sessions of communication skills training for one month, and the control group did not receive any training during this period and remained on the waiting list for training. The research tools included a demographic characteristics questionnaire and the “Corona Stress Scale”. The content validity was confirmed by experts’ opinions, and the reliability was calculated by internal consistency using Cronbach’s alpha coefficient. Data were analyzed using tests of chi-squared, independent sample t-test, and multivariate analysis of covariance in the SPSS software (version 26).

The results showed that the experimental and control groups did not significantly differ in any variables of gender (χ2=0.46, P=0.496) and mean age (t=-1.49, P=0.135). In addition, it was found that communication skills training reduced corona stress psychological states (F=1518.06, P=0.001), corona stress physical states (F=2197.35, P=0.001), and corona stress-related behaviors (F=1220.10, P=0.001) in medical students.

Communication skills training was effective in reducing the components of corona stress in medical students. Therefore, to reduce corona stress, communication skills training can be used, along with other effective training methods.

Considering the complexity and variety of histological concepts and the positive impact of virtual systems on the teaching of this course, a study was conducted to design, implement, and evaluate the Histohub software in medical students.

A semi-experimental study was conducted on Babol University of Medical Sciences students in 2021. The educational content of the Histohub software was designed based on the approved subject of the histology course in the form of electronic files using PowerPoint, Camtasia, and V-Recorder. The effect of the educational software on students' satisfaction and learning was evaluated using a valid and reliable satisfaction questionnaire and the final test scores of the histology course. The data was described by SPSS21 software.

In this study, 90 medical students with an average age of 20.04±1.59 participated. The total satisfaction questionnaire score was 25.4 ± 4.7 (out of 30 points). The item related to "learning improvement" by the Histohub had the highest score (4.42±0.73) and "learning continuity" had the lowest score (4.15±0.86) out of 5 points. The highest score in the histology course (18.54±2.31) out of 20 scores was related to medical students.

Teaching histology using the Histohub software can improve the level of satisfaction and learning of medical students, which can be included in the combined teaching of this course.

The COVID-19 pandemic led to changes in the medical education process. The aim of this study was to explain the process of virtual medical education during the COVID-19 pandemic.

The present qualitative study with a grounded theory approach was conducted on 40 medical students of Shiraz University of Medical Sciences. Data were collected using in-depth semi-structured interviews and focus groups. Purposeful and theoretical sampling methods were used. Data analysis was conducted by Strauss and Corbin’s approach in 2015. 

The findings showed that at the beginning of the COVID-19 pandemic, medical students were faced with insufficient virtual education infrastructure. The challenges of poor time management and lack of management of resources and facilities were reported in the virtual medical education process. During the COVID-19 pandemic, no need for physical presence inthe academic environment, and always educational content was virtual medical education opportunities. During the virtual medical education process, students used strategies such as developing self-directed virtual learning, effective virtual student-teacher communication, teaching management, and e-learning development. Finally, e-learning was associated with consequences such as physical and mental complications and effects, familiarity with new methods of e-learning, efficient and effective learning of theoretical courses, the gap between theory and practice, and change in the type of interaction. 

Medical students in the virtual education process were faced with insufficient educational infrastructure, the challenge of poor time management, and a lack of resources and facilities management. Medical students using opportunities and strategies such as the development of e-learning and education management tried to increase their learning.

Emotional intelligence (EI) is one of the most important factors that affect the education, performance and quality of interactions between different people in a society. Today, paying attention to different dimensions of EI and their proper management is an important issue in the rationale of educational management. The aim of this study was to determine the relationship between EI and HRB in medical students of Islamic Azad University, Urmia Branch.
This is a cross-sectional descriptive study that investigated the relationship between EI and HRB among medical students of Islamic Azad University, Urmia Branch in 1998-99. The statistical population of this study included 260 medical students of Urmia Azad University who were evaluated using the Gelman EI Questionnaire.
This study showed that students need intervention to control and promote EI to reduce the impact of EI on HRB (P=0.001). Also, the incidence of high-risk behavior in female students was significantly higher than male student (P=0.001).
The results of the present study showed that there is a close relationship between EI and the occurrence of risky behavior in students and in order to control EI and improve its various dimensions need positive interventions in the form of workshops and extracurricular classes for students, Professors and parents of students.

Understanding the area of study stimulates the student. Therefore, students should pick their field of study with more information so that they get more engaged in it to complete the responsibilities assigned in the future as well as possible. The purpose of this study was to ascertain the attitude of Shiraz University of Medical Sciences environmental health students regarding their field of study and potential future careers.

This study was a cross-sectional, descriptive research study on medical education. In this study, 120 students studying environmental health engineering at Shiraz University of Medical Sciences had their attitudes and knowledge assessed using a questionnaire created by the University of Minnesota, America, and the results were then analyzed using chi-square and t-tests.

According to the research's findings, more than 80% of students chose their field of study without having any prior knowledge of it, more than 90% did not place it among their top priorities, and 80% claimed that their field of study depended on whether or not their employment position is acceptable.

According to the data, the majority of students had an unfavorable perception about entering this field. As a result, it is necessary to thoroughly present this discipline to students before they begin studying it, as well as to update its subject headings to better meet societal demands.

Academic burnout has significant negative consequences for students. Accordingly, identifying inhibiting factors is of particular importance. The purpose of this research was to investigate the mediating role of academic grit in the relationship between the academic self-efficacy and academic burnout in medical students.

The study was descriptive with a correlational design. The population consisted of all students of Kashan University of Medical Sciences, Iran, in academic years 2022-2023 among which 391 students were selected through the use of multistage sampling. The data collection instruments included Questionnaires of Midgley academic self-efficacy, Bresso et al.'s academic burnout and general grit of Duckworth and Quinn. The data were analyzed using Pearson's correlation coefficient and Structural Equation Modeling.

The results revealed that academic self-efficacy directly predicts academic grit (p<0.01, ß=0.63) and the direct effect of academic self-efficacy on students' academic burnout is negative and significant. (p<0.01, β=0.31). Besides, academic self-efficacy could indirectly affect academic burnout through academic grit. (p<0.01, ß=0.29). This way, it can be inferred that academic grit plays a mediating role in the relationship between academic self-efficacy and academic burnout.

Strengthening students' academic self-efficacy can increase their academic stability and thus help to reduce their academic burnout. Therefore, it is suggested to pay attention to the improving of self-efficacy and academic grit in educational programs.

Due to the importance of the teaching and learning process in virtual space and the necessity of its effectiveness and improving the quality of education, the present study was conducted in 1400 in order to examine the quality of virtual education of Covid-19 from the perspective of students of Mazandaran University of Medical Sciences.

This descriptive-analytical-cross-sectional study was conducted on 205 students in the form of virtual education in the academic year of 2011-2014. The data collection tool was a researcher-made questionnaire containing 20 questions. Amos and SPSS software were used for data analysis.

The mean score of virtual education quality was 61.9±9.17, with a minimum and maximum score of 21 and 79, respectively. Overall, 22.4% of the students gave an undesirable score, 51.2% a relatively desirable score, and 26.4% a desirable score. In addition, the variables of the year of admission, academic level, employment status, faculty, and age were significantly correlated with the virtual education quality score (P-Value < 0.05). Confirmatory factor analysis showed a direct relationship between the three areas of educational content, evaluation, and interaction between the instructor and the student, with correlation coefficients of 0.96, 0.87, and 0.91, respectively.

The average of each of the quality components of virtual education in Mazandaran University of Medical Sciences has been at a relatively favorable level. The highest average was related to the educational content component and the lowest average was related to the teacher-student interaction component.

 One of the indicators influencing the academic success of students is their perception of academic self-efficacy. This study endeavored to investigate the effectiveness of Lent and Brown's social-cognitive therapy on the perception of academic self-efficacy and its sub-components among students at Isfahan University of Medical Sciences.

 The population for this semi-experimental study was all conditional students of Isfahan University of Medical Sciences, of which 60 students were selected by easy sampling method and were assigned to two experimental and control groups. The experimental group received Lent and Brown social cognitive counseling and the control group received current counseling from the University Counseling Center. The instrument was the students' academic self-efficacy questionnaire. Inferential tests used in this research included one-way analysis of variance, independent t test and analysis of covariance (ANCOVA)

 In the experimental group after the intervention, the average score of self-efficacy changed from 92.5±14.3 to 96.9±13.8 and from 94.7±8.9 to 95.5±0.9 in the control group. The change in self-efficacy score in the social intelligence group was 4.4 vs. 0.7 in the control group. The findings revealed that there was a significant difference between the experimental and control groups in the perception of academic self-efficacy as well as the two components of academic skill self-efficacy and academic performance self-efficacy. (p<0.05)

 According to the results of this study, it is suggested that counseling centers of medical sciences university’s use the effectiveness of Lent and Brown's social cognitive counseling method to counsel students with academic failure.

 Considering the problems of traditional teaching methods in promoting the professions of medical students and the urgent need of this group to update their knowledge, educational methods should be adopted that can enhance students' reasoning, judgment, and decision-making. Therefore, this study investigates the effect of the problem-solving teaching through flipped-learning pattern on the capability of their problem-solving styles.

 This quasi-experimental study is pre- and post-test. The statistical population was students of medical sciences at Mashhad University of Medical Sciences. It performed during 14 periods in two control and experimental groups at Aladdin English Center in Mashhad. Participants were 120 individuals available by random replacement. To collect data, a questionnaire taken from other studies was first administered to the two groups as a pre-test. Then, in the control group, the teaching method was in traditional, and in the experimental group, it was under the problem-solving teaching through flipped-learning pattern. The effect of this teaching method was investigated by comparing the post-test scores of the two groups. Data analysis was performed through descriptive statistics.

 According to the findings, mean and standard deviation results were 5.05±15.62 obtained in the pretest of constructive problem-solving styles and 1.61±20.78 in non-constructive. Meanwhile, they were 5.86±17.16 in constructive and 2.44±21.86 in non-constructive in the post-test of the control group. The same cases in the experimental group were 2.95±12.66 in the pretest of constructive problem-solving styles and 0.91±19.76 in non-constructive, changing to 6.59±18.68 in the post-constructive and 2.81±22.4 for the non-constructive.

 Learning in this way is one of the basic needs of today's education at all levels. Considering the benefits such as enhancing analytical thinking, critical thinking, creativity, confidence in decision making, and problem-solving, it can be used as a complementary method alongside traditional teaching methods.

Problem-solving is one of the most important issues in the field of psychology. It seems that solving social problems as an external variable has an important role in the acceptance of information technology. Therefore, the aim of the present study was to investigate the relationship between social problem solving and the use and acceptance of web-based resources in educational-research activities based on acceptance and technology model.

The present study is an applied research that adopted a survey method. The statistical population of the study consisted of students of medical sciences of Kermanshah University of Medical Sciences and Islamic Azad University. The data collection tools were two social problem-solving questionnaires and a researcher-made questionnaire based on the TAM. The data analysis was based on multiple regression and SPSS 22 software.

The findings of the present study indicated that the social problem-solving variable as the external variable of the TAM had an effect on the perceived usefulness and perceived ease of use web resources. Also, all the structures of the TAM were able to explain the actual use of Web resources.

Overall, results showed that social problem solving has a direct relationship with the use of web resources to meet the educational and research information needs of medical students. As such, these students use the social problem-solving style when they face problems.

Considering the importance of using e- learning in the medical education system, this study aims to investigate the role of students' characteristics, content quality and knowledge management in using  e- learning system through the mediation of e-learning acceptance among students of Shiraz University of Medical Sciences.

In terms of purpose and nature, this research is applied and in terms of data collection, it is a descriptive correlation based on structural equation modeling. The statistical population of the study consisted of 4064 students of all undergraduate students of Shiraz University of Medical Sciences. 351 people were selected as a sample through Morgan table by  proportional stratified random sampling method. Data collection tools in the variables of student characteristics, content quality, actual use of the system and learning acceptance was a 21-item researcher-made questionnaire and in the knowledge management variable was a standard 24-item questionnaire. The validity of the questionnaires was confirmed by logical (formal and content) and construct validity (confirmatory factor analysis) and the reliability of the questionnaires was confirmed by Cronbach's alpha method. Data were analyzed at two levels of descriptive (frequency, mean, standard deviation) and inferential (structural equations) using SPSS  and Lisrel software.

The results indicate that among the variables of students' characteristics with acceptance of e-learning (β= 0.65), content quality with acceptance of e-learning (β= 0.42), knowledge management with acceptance of e- learning (Β =0.51) and acceptance of e- learning with real use of the system (β= 0.13) There is a positive and significant causal relationship. Student characteristics, content quality and knowledge management mediate e- learning acceptance indirectly affect the actual use of the e- learning system. Therefore, the mediating effect of e- learning acceptance in this study was confirmed.

Based on findings of this study, it can be seen that an increase in the scores of student characteristics, content quality, knowledge management and acceptance of e- learning will be associated with an increase of using e- learning among the students. According to the research findings, it is suggested to policy makers and university administrators by holding workshops and training courses, considering the variables of the present research, to prepare the ground for real use and acceptance of e- learning in the learning process of the University of Medical Sciences.

The purpose of this study is to design, validity and reliability of students' hidden curriculum questionnaire. The research is of descriptive and instrumental type and is in the category of survey research. The initial questionnaire was designed in 66 items with a combination of document study, research and semi-structured interviews with experts of Urmia University of Medical Sciences. Formal validity, content-dependent validity was evaluated quantitatively and qualitatively, and construct validity was investigated by exploratory and confirmatory factor analysis. After determining the content validity quantitatively and qualitatively and the construct validity, the questionnaire was reduced to 52 items. The threshold coefficient was calculated for all items of the questionnaire and for all items more than 50% of the respondents answered the appropriate option and the threshold coefficient of all items above/ 42. Was obtained, and their validity was finally confirmed. The result is that the hidden curriculum questionnaire has good validity and reliability.