جستجوی مقالات مرتبط با کلیدواژه "دانشجویان علوم پزشکی" در نشریات گروه "پزشکی"

Blended learning is one of the most powerful and common educational methods for creating deep learning experiences and achieving high levels of learning. Although studies have shown that the use of blended learning is increasing, the role of this educational approach in the clinical education of students has received less attention. This research was conducted with the aim of determining the role of blended learning in the clinical education of students.

A total of 850 articles were extracted after searching Pubmed, Scopus, Web of Science, Magiran, SID, and Google Scholar databases, with the keywords: "Blended learning," "Clinical performance," "Clinical competence," and "Health professional students." Then, the full text of 48 studies was included in the review.

Experts have focused on blended learning from different perspectives. This concept can be referred to from three dimensions: background and necessity, effects and consequences, and design and implementation.

Due to the rapid changes in technology and the lack of a fixed model for blended learning, as well as the multidimensionality of clinical environments and students' clinical performance, all these factors together can be further discussed and studied in future research.

The aim of the present study was to determine the effectiveness of the educational program based on the Blended learning approach on the motivation of progress and academic engagement of the Islamic studies courses of the students of Arak University of Medical Sciences

The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research was formed by all the students of Arak University of Medical Sciences in the academic year of 2023-2024. Among the above population, 30 expert students who had taken the Islamic Revolution course in the first half of the academic year were selected using the available sampling method as the sample size, and then randomly selected samples in the form of experimental and control groups (each group 15 people) were placed. The participants of the experimental group benefited from the combined learning approach and the control group from the conventional method for one academic semester. The data collection tool was McInerney and Sinclair's (1992) and Rio's (2013) academic engagement questionnaires. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis) were used.

The findings showed that after adjusting the pre-test scores, there is a significant difference between the experimental and control groups in the variables of motivation for progress and academic engagement.

Based on the findings of the research, it can be said that the purposeful integration of technology-based approaches in the education curriculum, including the Islamic Revolution course, can increase students' motivation for progress and academic engagement.

Communication skills are one of the most important characteristics of medical science students, as it directly influences patient care, professional relationships, and overall healthcare efficiency. In recognition of this importance, this study aims to evaluate the verbal communication skills of students at Ardabil University of Medical Sciences, examining the impact of various demographic factors on these skills.

This descriptive cross-sectional study included a sample of 282 students from diverse disciplines within the university. Data were collected using the standard Pierre Desrosiers communication skills questionnaire, which provides a reliable metric for assessing verbal communication proficiency. Following data collection, results were analyzed using SPSS20 software, allowing for comprehensive descriptive and analytical statistical evaluations.

The findings revealed that the average communication skills score among students was 105.18±11.05, categorizing their abilities as medium to high. Notably, the study identified significant demographic influences on communication skills, with female students, non-native students, those in advanced academic years, and students with higher grade point averages exhibiting superior verbal communication abilities.

In conclusion, in summary, while medical students at Ardabil University display commendable verbal communication skills, a structured intervention focusing on the enhancement of these abilities is vital. Implementing comprehensive communication training can bridge the gap between current performance levels and the standards necessary for successful medical practice.

Considering that working with virtual education equipment increased significantly during the COVID-19 era, the purpose of this research was to investigate the association of complaints of musculoskeletal disorders with the use of electronic equipment during virtual education.

This cross-sectional study was carried out on a group of students in the first four years at Babol University of Medical Sciences, whose courses were mostly presented virtually. Data collection tools included a demographic information form and the standard Nordic questionnaire. Data were analyzed in SPSS22 software using descriptive and inferential statistical indicators, including the Chi-square statistical test. The significance level was considered at 0.05.

The data obtained from 318 medical sciences students showed that 83.6% of them complained of pain in the musculoskeletal system during the past year. More than 21% of the participants had to take medicine, 19.9% needed to visit a doctor, and 4.1% had to use physiotherapy services. The results also showed there was a direct and statistically significant correlation between the frequency of complaints regarding musculoskeletal pain and discomfort in the past week and year and the level of use of virtual teaching devices (P≤0.001).

The expansion of virtual education in universities and the prolonged and continuous use of electronic educational equipment can be effective in increasing the frequency of complaints of musculoskeletal disorders among medical sciences students. Moreover, the lack of regular physical activity, smoking, high levels of stress, insomnia, and fatigue among medical students were also known as other effective factors.

Self-esteem is one of the essential components in maintaining mental and physical health. Individuals who have positive self-esteem are more flexible and able to accept their strengths and weaknesses. The results of studies have shown that increasing self-esteem leads to increased self-confidence and efficiency in students. The aim of this study is to investigate the relationship between different dimensions of self-esteem and academic performance in students of Alborz University of Medical Sciences.

This descriptive-correlational study was conducted among 704 students of Alborz University of Medical Sciences in 2020. Data were collected using Cooper Smith's standard self-esteem questionnaire and demographic characteristics questionnaire. The samples were selected randomly and classified according to the number of students in each field. Students' academic performance was obtained using the cumulative grade point average of the past semesters by self-report method. Data were analyzed using descriptive statistics, Pearson correlation tests and multivariate linear regression.

The results showed that the mean and standard deviation of self-esteem in the general dimension was 18.24 (4.1), in the social dimension was 5.03 (1.79), in the family dimension was 5.7 (2.15), and in the academic dimension was 5.65 (1.67). Also, there was a significant correlation between academic performance and self-esteem in the general dimension (p < 0.01, r=0.12), social dimension (p < 0.01, r=0.14), family dimension (p < 0.01, r=0.20), and academic dimension (p < 0.01, r=0.34). Multiple linear regression results showed that the academic self-esteem dimension had the greatest effect on academic performance, so with other variables constant, on average, with an increase of one unit in academic self-esteem score, academic performance would increase by 37%.

The highest correlation between academic self-esteem and academic performance was observed. It is recommended that instructors pay more attention to this dimension of self-esteem in students in order to improve academic performance in classroom and clinical environments.

Rumination is a prevalent issue among medical science students, potentially affecting their academic performance. This study aims to evaluate the effectiveness of Mandala therapy in reducing rumination among medical science students at the Islamic Azad University, Tonekabon branch.

Methods & Materials:

 This quasi-experimental study employed a pre-test, post-test design with a control group. A total of 40 medical students from the Islamic Azad University, Tonekabon branch, who exhibited signs of rumination participated in the study in 2023. Participants were selected through convenience sampling and randomly assigned to either the experimental group (20 participants) or the control group (20 participants). The intervention consisted of four 60-minute sessions of Mandala therapy. Data were collected using the Nolen-Hoeksema and Morrow's rumination questionnaire. Descriptive statistics and analysis of covariance (ANCOVA) were performed using SPSS version 26 to analyze the data.

Demographic analysis indicated no significant differences between the experimental and control groups concerning gender, age, or semester (P<0.001). The ANCOVA results revealed that the Mandala Therapy intervention significantly reduced the rumination scores of the experimental group compared to the control group (P<0.005).

The results suggest that rumination levels in the experimental group decreased significantly following the intervention compared to the control group. Therefore, Mandala therapy may serve as an effective non-pharmacological approach for mitigating rumination among medical science students.

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.

Every year knowledge-seekers are admitted into universities as new students. . Researchers believe that students, like employees and workers, engage in compulsive and regular activities [and] on specific goals. Therefore, students' activities can be considered as "work" and "occupation" (1). Excessive study workload, content presentation, professor’s requests and expectations of students, highly educational expenses,  and apprenticeship in underrepresented areas in some educational fields such as medicine led to exhaustion, lack of motivation, disinterest to courses, apathy to educational settings and indifference to rules and regulations, and discouragement. Overload of these problems in the long term led to confusion, emotional disturbances and finally burnout. Medical students, rather than other students, are more prone to distress due to patient mortality, exposure to patients with complicated care needs, interpersonal challenges, high workload, visiting too many patients in a day, decision-making responsibility in emergencies without having sufficient knowledge, accountability against their decisions, working under mental pressure to avoid medical errors, being exposed to violence and threats in the workplace, and doing night shifts (3). Burnout is a psychological and emotional fatigue that is the result of chronic stress syndrome such as role burden, pressure and time constraints, and lack of necessary resources to conduct tasks and duties. Research has indicated that academic burnout is similar to job burnout in terms of its features, antecedents, and outcomes. Job burnout is defined as one of the major health indicators of psychological health with three dimensions of fatigue, apathy (doubt and pessimism), and inefficiency (4). Academic burnout in students means feeling exhausted to complete assignments and studying (academic fatigue), having pessimistic attitude to education and educational content (academic disinterest), and a sense of academic incompetence (inefficiency) (2). Students suffering from burnout during their years of study will experience negative effects of burnout and will be less efficient to perform their job tasks and duties and will be less innovative in the future. Psychological research indicates that diverse internal and external factors affect academic burnout. One of these intrapersonal factors is resilience (4). Resilience is a promising and pleasant solution considering stressful situations and people’s inherent capacity to respond and endure the situation and the experience of natural growth in stressful conditions (6). According to Baratz (2015), moral resilience is the ability to cope with situations using values that people believe in, even if to follow them is difficult. Rushton (2016) and Lachman (2016) considering the definition of resilience, believe that it is the ability to return to the primary status and successful coping despite distress and adverse conditions, and it has two components. The first factor is the existing situation and problem that includes moral themes (moral adversity) (7). And the second factor is maintaining coherence and integrity according to personal beliefs and values and performing an action to overcome moral issues. The other variable that could affect academic burnout is responsibility. From Fromm’s point of view, responsibility is an absolute need and an internal commitment of the individual to perform all the responsibilities favorably and it originates from within the individual. Chamuru et al. (cited by Yuzbashi, 2018) found that discipline and achievement orientation, carefulness, persistence, and punctuality are individual performance predictors in different fields such as academic success. On the other hand, irresponsibility in education leads to consecutive failures and quitting the program of study (1-13). Tenacity as a personal characteristic is the source of resistance against life distressful events (9). It is a personality construct that includes committed direction (versus self- alienation), control (versus low power), and understanding the changes and life needs as challenge (versus threats). According to Benishiek and Lopez (2001), students who choose challenging academic programs adopt a behavior that supports them to overcome difficulties of their study program and regulate their emotional reactions when receiving feedback (10). Kobasa theory (1998) indicates that three processes of cognitive evaluation (control, commitment, and the ability to challenge), stability and perseverance are related to the confrontation time with challenging life events (9). Since medical students are responsible for maintaining and ensuring people’s health in the future, to conduct their roles as experts or health care providers (therapists) competently, educational systems must be aware of the stress inducing factors affecting them during their challenging prolonged study years during which they experience unfortunate incidences. There is no doubt that neglecting the problems and their accumulation from one hand led to waste of financial and human resources of educational departments of the universities; and, on the other hand lowers the quality of health care provision at the societal level. Therefore, considering the aforementioned, this study was an attempt to investigate the relationship between the influencing variables of academic tenacity, academic responsibility, and morale resilience on the academic burnout of the medical students and defining an academic burnout model based on these variables.

The current research is of a descriptive-correlation type (using modeling of structural relationships). The statistical population of this research is all general medical students and assistants. Also, undergraduate students of the 6th semester and above, master's degree and professional doctorate in the fields of basic sciences, rehabilitation, Para medicine and psychology, who were studying in the academic year 1400-1401 at Iran University of Medical Sciences in Tehran and among them, 216 people were selected as available. The criterion of dropping out of studies, unwillingness, for associate and bachelor students was lower than the sixth semester. In this study, students answered questionnaires about demographic information, job burnout, tenacity, moral resilience, and academic responsibility. For data analysis, Pearson, Sobel, bootstrap correlation tests and SEM structural equation modeling were used using SPSS and Amos software (version 23).

Considering that the chi-square index of the hypothetical model was statistically significant at the level of P < 0.05, therefore, the positive relationship of the academic responsibility variable as a moderating variable mediates the relationship between stubbornness and academic burnout and the relationship between moral and job resilience.

In explaining the proposed model, it can be said that resilience does not limit stress, but rather gives people the strength to deal with the problems ahead and move with the flow of life. Academic tenacity also refers to flexibility along with the commitment to carry out scientific and professional activities and follow up and understand students against academic failure. On the other hand, the main basis of responsibility is the way of thinking or attitude and belief of people towards themselves, others and events and happenings in the environment. Therefore, by accepting responsibility, people have the potential and readiness to move towards their goals in the moment so that they can enjoy doing their work and strengthen their sense of responsibility with a sense of worth and commitment to meet their needs. Do others. This sense of responsibility leads to increased tenacity and flexibility and reduces burnout in the same proportion.

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).

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.

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.

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.