teaching

The purpose of the present study was to investigate the perceptions of Yazd University of Medical Sciences students about the positive aspects of electronic teaching on face-to-face teaching in the post-COVID-19 pandemic.

This was a qualitative research with a phenomenological approach. Participants in the research included 10 students of Shahid Sadoughi University of Medical Sciences, Yazd,  in the academic year 2022-2023 who were selected through purposive sampling. The research data collection tool included a semi-structured interview. Method of data analysis adapted from Smith  was used, and the criteria of rigor and trustworthiness were considered.

Eexperienced perceptions of medical students regarding the positive effects of electronic teaching were investigated and four main themes, including improving the hardware and software of virtual education, understanding the value of medical staff and health laws, increasing knowledge sharing and the role of virtual education, facilitating access to national and international education, and 12 sub-themes were achieved.

Based on the results of the current research, the positive experiences gained from e-learning during the COVID-19 pandemic can be used when distance learning is necessary, such as air pollution or unexpected events. Therefore, policy makers and planners of medical education can improve the quality of education by taking advantage of these experiences.

Teaching was primarily didactic and teacher-centered in ancient India. Medical educators have emphasized the need for active learning strategies to engage the students in large classroom teaching. An extensive literature search revealed only minimal publications on the large classroom jigsaw method. Hence, this study was done to introduce and incorporate the jigsaw method as a technique for large classroom teaching and learning in pathology. Further, it was done to assess its effectiveness in a large classroom setting and see how students perceived this method.

A quasi-experimental study without control groups (One group pretest-posttest design) was conducted for 141 MBBS II phase students in a large classroom jigsaw activity from 2023-24. A didactic lecture was taken prior. A pre-test was taken, and the topics for subgroups, study material, and questions were intimated in advance. On the day of the jigsaw activity, students from each group were randomly selected to explain the subtopic to the whole class. Finally, two students were made to summarize. Post-test and feedback were taken, and their validity and reliability were approved. The data was analyzed using descriptive and analytical tests with SPSS Version 20 at a significance level of P<0.05.

The mean marks scored in the post-test was 14.57 ± 3.20 compared to 11.1 ± 3.50 in the pre-test for 20 marks. 89.3% of students scored 50% and above in the post-test. There was a significant performance improvement (p < 0.001). In the feedback, 78.7% of students agreed they would like to participate in similar interactive sessions. The highest satisfaction index, 86.73, was for in-depth coverage of topics.

The jigsaw large classroom teaching strategy promotes extensive coverage of topics in a short period and can be used as a tool for revision and knowledge retention in collaborative learning.

Leadership skills are key to providing safe and standardized care in complex clinical settings. Nursing instructors and educational institutions’ understanding of successful teaching techniques for enhancing leadership skills allows for the implementation of suitable measures to increase teaching efficacy and leadership competencies among nursing students. The objective of this study was to systematically review studies on educational strategies aiming to develop leadership skills among nursing students.

A systematic review was conducted to recruit studies published between 2000 and July 2023 in PubMed, Web of Science, Google Scholar, and Scopus using a combination of predetermined keywords. Two independent reviewers screened and selected studies, and methodological quality was assessed using the Joanna Briggs Institute (JBI) scale and mixed-methods appraisal tool (MMAT).

Nine out of 419 articles were selected based on the PRISMA protocol and entered the structured review process. Most studies were conducted in the university and clinical environments, and the duration of training interventions in most of the studies was more than six months. Effective teaching methods for enhancing leadership skills among nursing students included student-oriented conferences, student-led dedicated education, integrating leadership development programs into the curriculum, hosting leadership development courses, utilizing interactive mobile applications, such as mPreceptor, and implementing the near-peer supervision educational model.

Implementing different educational strategies based on the capacities and facilities of educational institutions can improve leadership skills in nursing students. Our findings maybe interested in lecturers and university professors who look for developing nursing leadership education.

Intervention programs focused on character empowerment provide teachers with the tools to achieve personal well-being and develop resilience in challenging situations.

This study aimed to investigate the effectiveness of character empowerment training on the emotional responses of primary school teachers in Yazd city during the 2021 - 2022 academic year.

The research employed a semi-experimental design with a pretest-posttest approach and a control group. The statistical population consisted of primary school teachers in Yazd, from which 30 individuals were selected using convenience sampling. These individuals were randomly assigned to either the experimental group (15 teachers) or the control group (15 teachers). Teachers were first paired based on their teaching experience, prior participation in similar courses, and educational level. One individual from each pair was then randomly allocated to the experimental group, and the other to the control group. The research instrument used was the Teachers' Emotions Questionnaire. The experimental group underwent character empowerment training over two months, comprising 12 sessions of 50 minutes each. Data were analyzed using SPSS software version 26, employing an ANCOVA model and MANCOVA test.

The findings revealed a significant difference between the two groups in terms of the emotions of pride (32%), anxiety (18%), and anger (47%). Specifically, character empowerment training increased the emotion of pride (P < 0.01) while reducing anger and anxiety (P < 0.05). However, there was no significant difference between the experimental and control groups regarding the emotion of enjoyment (P < 0.01).

Enhancing awareness of character empowerment and integrating it into daily practices can help teachers experience heightened pride, reduced anger, and lower anxiety levels, while also enabling them to recognize and appreciate their positive attributes.

The COVID-19 pandemic significantly impacted educational systems, leading to the rapid adoption of distance education. This shift affected midwifery departments in Turkey, raising items about its appropriateness for such a practical discipline.

This study aimed to evaluate the attitudes of educators in Turkish university midwifery departments toward distance education during the pandemic.

This cross-sectional study was conducted on 87 academic midwives in midwifery departments of universities in Turkey from June to December 2020. Data was collected online using a structured survey by a researcher. A survey was developed by trainers based on literature to understand the attitudes and opinions of the trainers towards distance education during the COVID-19 pandemic.

The mean (SD) age of participants was 36.13 (12.92) years and 12.64 (8.83) years of university teaching experience. A majority strongly disagreed that distance education suits midwifery curricula (36.8%), and 77% strongly disagreed with using distance education for practical courses. However, 27.6% were undecided on its suitability for theoretical classes.

Most midwifery educators believe that distance education is not entirely suitable for teaching the midwifery curriculum. To increase the effectiveness of distance education, a hybrid education model should be adopted; theoretical courses should be conducted remotely, and practical courses should be conducted face-to-face. Digital simulations and virtual laboratories should be expanded to support practical training. Academicians should be trained on interactive methods to increase student participation, the infrastructure of universities' distance education systems should be strengthened, and access problems should be resolved.

Medical education requires systematic strategies to optimize the incorporation of technology into educational strategies. A prominent framework for achieving this integration is the Technological Pedagogical Content Knowledge (TPACK) model. The advent of Artificial Intelligence (AI) has significantly influenced all aspects of education, impacting both teachers and students in their academic endeavors. Integrating AI with TPACK has created a new approach, the AI-TPACK framework, which is explored in this study. By incorporating AI-specific knowledge and skills, this framework enables educators to effectively utilize AI technologies in their teaching, adapting to their students' diverse contexts and needs. The significance of this integrated model is underscored by various studies that highlight AI's transformative effects on teaching and learning methods. A strong TPACK, combined with AI tools, appears to enhance teaching outcomes and enrich learning experiences. Furthermore, research demonstrates the crucial role of AI-driven intelligent tutoring systems in improving student performance in medical education by providing tailored feedback and dynamically adjusting educational content to individual learning needs. This article further investigates the transformative influence of AI in medical and health sciences education through the lens of the AI-TPACK framework. It explores how educators can align technological innovation with pedagogical effectiveness and content mastery to create meaningful learning experiences. Additionally, it emphasizes the necessity of AI-TPACK while addressing its advantages, considerations, and implications.

Online learning has become an integral part of modern education, offering flexibility and accessibility to learners worldwide. In the context of occupational hazards, ionizing radiation poses a considerable risk in operating rooms, potentially causing severe and irreversible harm to those working in these environments. This review study aimed to compare the effectiveness of multimedia and instructional booklet methods in educating Iranian operating room staff regarding radiation protection principles.

This review employed a comparative literature analysis. Relevant studies were identified using keywords like ‘Radiation Safety Training,’ ‘Multimedia Learning,’ ‘Instructional Booklets,’ ‘Operating Room Staff,’ ‘E-learning in Healthcare,’ and ‘Comparative Educational Approaches.’ These terms helped identify studies focusing on radiation safety and effective educational methods in medical contexts from journals indexed in scientific databases, including ScienceDirect, PubMed, Scopus, SID, Magiran, and Eric databases and the Google Scholar search engine, covering the time frame from 2014 to 2024. Articles that did not align with the research objective or were published as letters to the editor were excluded from the study. The articles were evaluated using the SANRA Checklist and reviewed by two education specialists.

From the 36 articles identified, 16 were selected as relevant to educating Iranian operating room staff on the principles of radiation protection. The studies consistently demonstrated that multimedia training, encompassing elements such as videos, interactive simulations, and virtual reality, led to notable improvements in knowledge scores compared to traditional instructional booklets.

The research findings indicated the effectiveness of both educational methods. However, the multimedia approach increased awareness among the research participants more effectively than the other two methods. Therefore, based on the study results, this educational method is recommended for teaching topics related to radiation protection principles.

Virtual education has become essential in today's educational systems, particularly during global challenges like the COVID-19 pandemic. This study examines how effective the virtual education model is in improving Arabic language teaching at the secondary school level in Iraq. This research employed a sequential mixed-methods design involving two phases: a Delphi study followed by a survey. The study was conducted over nine months in 2023 in Baghdad, Iraq. The Delphi phase aimed to establish consensus among 15 experts in virtual education, specifically focusing on Arabic language instruction, who were purposively selected in Baghdad, Iraq. For the survey phase, 368 participants were chosen using stratified random sampling techniques outlined in the Krejcie and Morgan table. The research utilized a researcher-developed questionnaire designed to assess the efficacy of the virtual education model in Arabic language teaching. Qualitative data were analyzed using inductive content analysis, and a significance level (p-value) of 0.05 was applied to determine statistical significance. Statistical analyses were performed, including Exploratory and Confirmatory Factor Analyses (EFA and CFA) using SPSS version 27 and AMOS version 23. The results of EFA highlight three key factors influencing the implementation of virtual education: government initiatives aimed at advancing technology, the rising demand for flexible learning options due to political instability, and a global trend toward digitizing educational materials. The results of the CFA demonstrated acceptable factor loadings, all exceeding 0.3, with a chi-square/df ratio of 1.46, an Incremental Fit Index (IFI) of 0.90, a Comparative Fit Index (CFI) of 0.90, and a Root Mean Square Error of Approximation (RMSEA) of 0.0054, indicating a good model fit. Factor loadings for key dimensions ranged from 0.401 to 0.967 (p<0.001), confirming strong correlations between the variables and their respective dimensions. The findings provide insights into optimizing virtual education models tailored to Arabic language teaching, highlighting the influence of government initiatives, the demand for flexible learning options, and global trends in educational digitization. Also, the findings contribute to advancing knowledge on educational practices in Iraq and provide insights into optimizing virtual education models tailored to Arabic language learning contexts.

Teaching and professional development is one of the vital components in the educational process. The present study aimed to design a mentoring model to train newly recruited teachers to improve their quality of life and mental health.

This explanatory and sequential study was conducted in the education organization of Gilan province in two qualitative and quantitative sections. In the qualitative section of the exploratory method, semi-structured interviews were conducted using purposeful sampling. Teachers with more than 20 years of experience, retired, clerics with more than 20 years of experience, senior managers, and newly recruited teachers were included in the study. Sampling continued until reaching a theoretical saturation (23 people). The statistical population in the quantitative stage included 265 people selected by stratified sampling. In the quantitative section, confirmatory factor analysis and LISREL software were used.

The thematic analysis method was used to analyze the interviews and qualitative results were designed as a thematic network, a global theme, 8 organizing themes, and 43 basic themes. The organizing themes included the human elements of mentoring, educational, Islamic, structural, social, research, and mental health. In this section, the fit indices indicate the validity of an effective communication model with a mentoring approach, which was associated with improving teachers' quality of life and mental health.

Human elements of mentoring, educational, structural, social, and research are crucial in mentoring newly recruited teachers. Thus, executives and relevant respondents should focus exclusively on implementing the research model.

With increased interest in understanding the role of the Learning Environment (LE) in effective teaching and learning, this study explores how medical students in Nigeria perceived their LE and its impact on their education.

A thematic analysis approach was adopted for this qualitative study, using focus group discussion to gather data on students’ experiences. Purposive sampling was used to choose participants after considering the representation of different subgroups and genders in the study population. Four focus groups were conducted to ensure data saturation. Each focus group consisted of eight participants, each with at least two females, a ratio similar to what was obtained in the study population. An interview guide based on some concepts of the Dundee Ready Education Environment Measure (DREEM) and other areas of interest was employed to navigate the interviews. An inductive thematic analysis involving a line-by-line examination of the transcripts was conducted to generate codes and identify various sub-themes and themes from the data.

Three main themes were identified. The first theme—pedagogical bedrock includes basic necessities, resource sufficiency, and expectations versus realities. These elements contribute to an effective teaching and learning environment, while their absence impedes learning. The second, the Promoters, encompasses factors in the learning environment that facilitate learning and comprises two sub-themes: the learning atmosphere and social perception. The third theme, Proficiency appraisal, focuses on students’ perceived achievement of learning outcomes and the relevance of their learning experiences, incorporating both alignment and strategies.

This research provided a sound understanding of the strengths and challenges in the LE and how these may influence the overall learning outcomes. Focused interventions can ensure an enhanced LE that will ultimately translate to enhanced teaching and learning outcomes.

Motivation of university faculty members can be defined as general processes that initiate, sustain, and regulate goal-directed behaviors by faculty members.

This study aimed to determine the motivational factors affecting the educational performance of faculty members of Kermanshah University of Medical Sciences (KUMS).

This cross-sectional study was conducted on 177 faculty members of KUMS in western Iran who were randomly selected samples. The data were collected through self-reporting using a standard questionnaire. The t -test and Pearson correlation were performed using SPSS software version 16 to analyze the data.

The average age of academic members was 40.43 years (SD = 7.99), and the average job history was 11.96 years (SD = 9.40). The average score for motivational factors was 63.75 (95% CI: 61.53 - 65.98), with scores ranging from 18 to 90. "Working with competent colleagues" and "inherent interest in teaching" received the highest average score among external and internal motivational factors, respectively.

This study identified two key factors that significantly affect the teaching performance of professors: Working with competent colleagues and inherent interest in teaching. These findings are valuable for university administrators to develop effective motivation programs for faculty members.

Using novel educational methods in teaching medical sciences is very important. The SCORPIO model is one such method that can be used as an interactive educational station and a combination of other educational methods. The purpose of this study was to determine the effectiveness of the SCORPIO model in the acquisition of knowledge and skills of airway management during peri-anesthesia induction among undergraduate nursing anesthesia students.

The present study was a randomized controlled study with a pre-test-post-test design including an intervention and a control group. The participants were undergraduate nursing anesthesia students studying in the 3rd and 5th semesters. Sixty students were selected using convenience method and were randomly assigned to intervention and control groups. In order to collect data, a researcher-made questionnaire was used to assess the students’ knowledge and an OSCE test to assess their skills. The intervention group attended three 2-hour training sessions where the knowledge and skills of airway management during peri-anesthesia induction was taught using the SCORPIO model. The control group, on the other hand, received the same content through conventional teaching methods including lectures and the use of manikins in three 2-hour sessions.

There was no statistically significant difference between the two groups in terms of demographic characteristics (p<0.05). The mean score of students' knowledge of airway management during peri-anesthesia induction before the intervention was (1.83) 12.47 in the intervention group and (1.71) 12.63 in the control group. Also, the mean score of students' skill of airway management during peri-anesthesia induction before the intervention was (1.44) 12.07 in the intervention group and (1.43) 12.43 in the control group, which indicated no statistically significant difference according to independent t-test (p=0.71 and p=0.32, respectively). After the intervention, however, the results of the paired t-test showed a statistically significant difference between the two groups in terms of the knowledge and skill scores, with the students in the intervention group obtaining higher scores of knowledge and skills (p<0.001), while this was not the case in the control group (p=0.26 and p=0.64, respectively).

The SCORPIO model improves the knowledge and skills of airway management peri-anesthesia induction in undergraduate nursing anesthesia students

The education of medical sciences requires a fundamental change to improve clinical decision-making capacities by using new teaching methods.

The present study aimed to compare the effect of the Flipped classroom (FC) with demonstration education (DE) in the practical skill of nasogastric tube (NGT) insertion.

The present interventional study was conducted in a faculty of nursing for two sequence semesters. Nursing students were selected by census sampling method and then randomly allocated to two groups, FC (19 and 17 participants) and DE (18 and 19 participants). In the DE method group, the NGT insertion was explained to the nursing students in the skill laboratory. Then, in the FC group method, a week ago, the video and the written educational content related to the NGT insertion procedure were provided to the nursing students. In both groups, two sessions were provided for the nursing students to practice the NGT insertion procedure independently on the Moulage. A comparison of the practical skill and satisfaction scores was done one week after intervention in both groups. The descriptive statistics, chi-square, Fisher exact test, and Mann Whitney u test were applied using the SPSS software, version 24. A P-value less than 0.05 was considered statistically significant.

The results of the statistical tests showed a non-significant difference between the two groups in terms of age, mean diploma score, gender, marital status, native status, and living in a dormitory. In the first semester, the practical skill score was non-significantly higher in the FC group [FC: 70.00 ± 2.16 vs. DE: 68.94 ±1.62, p=0.105], but in the second semester, it was significant in the FC group [FC: 67.70 ± 5.65) vs. DE: 61.00 ± 7.64, p=0.005]. The nursing students in the FC group had significantly higher satisfaction compared to the DE group in both semesters [FC: 99.44 ±1.61 vs. DE: 93.10 ±4.70, p<0.001 and FC: 94.11 ± 6.18 vs. DE: 86.15 ± 6.31, p=0.001, respectively).

This study showed FC method can be used as a satisfactory and effective teaching approach in NGT insertion. So, it is recommended that educational managers consider it because of the high satisfaction of nursing students in clinical teaching.

Students' cognitive capacities are enhanced via the implementation of innovative pedagogical practices, which in turn motivate them to apply their reasoning abilities to solve issues more efficiently and with better quality. Therefore, the current study was conducted to compare problem-solving learning (PBL) and lecture methods on the level of satisfaction with teaching and learning.

This was a quasi-experimental research which done in the Ilam university of medical sciences in the 2022 by a study sample consisting of forty emergency medical associate students by convenient sampling approach and random allocation to control and intervention groups by dice-throw. The tools also included questionnaires on demographic information, satisfaction with teaching, and learning rate, which were completed before and two weeks after the end of the intervention. Descriptive and analytical tests were done in SPSS V.16 by considering alpha at the level of 0.05.

The mean and standard deviation of the total age of the participants was 20.09±1.14. Before intervention, there wasn’t any significant difference in learning satisfaction and learning rate between two groups. However, after intervention, there was a significant difference in learning satisfaction and learning rate between two groups (P=0.003 and P=0.001).

Teaching by problem-solving methods has increased the satisfaction of teaching and improved the learning rate of students.

 This study compares traditional teaching methods with cutting-edge virtual reality (VR) technology to assess its effectiveness in teaching basic concepts to children with autism spectrum disorder (ASD).

 Thirty-two children with ASD were included in the study and randomly assigned to either the VR or the control group. For the VR group, a teaching material was developed as an easy-to-play VR game called Geometry Park to teach concepts of shapes and colors to children with ASD, by virtually traveling through a world filled with geometrical shapes in different colors and sizes. For the control group, similar teaching material was prepared using flashcards with shapes and colors similar to those in Geometry Park. Each subject underwent ten play-and-learn sessions. At the end of the sessions, the research assistant asked them to identify 23 shapes and colors using “test flash cards” and reported the scores for each item.

 The result of the two-sample t-test did not show a statistically significant difference between the means of the two groups (P=0.45), which might be a false negative due to Type II error. However, a medium effect size was observed for the VR group compared to the control group (Cohen’s d=0.39).

 The results of this experiment did not demonstrate a statistically significant difference between the VR and the control groups. However, a medium effect size was found for the VR group, which is “clinically significant”.

Lesson study (LS) offers a systematic, but flexible, approach for enhancing the quality of teaching and learning in Health Professions Education (HPE). There is increasing global use of LS in primary, secondary and higher education, with studies highlighting its impact on enhancing the quality of both teaching and learning through the professional development of teachers. During LS, teachers collaboratively research their own practice with a variety of stakeholders, including students, subject specialists and education experts. The article describes how LS can be practically adapted and implemented in a variety of both academic and clinical settings across the continuum of HPE.

Diverse perspectives have been documented regarding the attributes of outstanding university faculty members. It is crucial to consider the evolving demands and expectations of students at the University of Medical Sciences, which change with age and educational stages. Extracting students' opinions and expectations can yield valuable insights into the attributes required of faculty members in academic institutions.

This study aimed to identify health professions students’ perceptions of the attributes of a good faculty member.

A qualitative study was conducted using a conventional content analysis approach. The participants in this study were health professions students (medicine, nursing, midwifery, laboratory sciences, operating room technology, anesthesia, prehospital emergency, pharmacy, dentistry, and health) at Alborz University of Medical Sciences, who were purposefully selected. Study data were gathered by conducting in-depth, face-to-face, and semi-structured personal interviews with 23 students, as well as a group interview with seven students. The data analysis followed the conventional content analysis approach, using the steps proposed by Lundman and Granheim.

Study participants’ perceptions of good faculty attributes fell into two main categories: Personality attributes and professional attributes. Personality attributes included appearance and personality traits. Professional attributes encompassed scientific and scholarly qualities, as well as teaching skills.

Our findings reveal that study participants placed significant emphasis on both personality and professional attributes when defining good faculty characteristics. Sub-categories such as appearance, personality traits, scientific expertise, and teaching skills emerged as important factors shaping student perceptions of faculty members. This underscores the multifaceted nature of what constitutes an effective faculty member in students' eyes and highlights the importance of cultivating a diverse range of attributes within academia. Future research could delve deeper into each sub-category to refine our understanding of what truly defines effective faculty members.

Medical education emphasizes the importance of facilitating deep learning, promoting professional behavior, and fostering skillful problem-solving in practical courses.

To determine student satisfaction, knowledge, and skill levels using the virtual flipped classroom method for the pre-laboratory immunohematology course in laboratory sciences.

This semi-experimental (before-after) study included 42 laboratory science students who completed the practical immunohematology course. The intervention involved three steps of the virtual flipped classroom method. Knowledge was assessed with multiple-choice questions (MCQs), satisfaction was measured using a rating scale, and students' skills were evaluated using a rating scale. Data were analyzed using descriptive and analytical statistical tests in STATA 14.

The results showed that the post-test knowledge score had an average of 7.42, significantly higher than the pre-test score of 4.04 (P < 0.05). Additionally, 92.85% of students reported being satisfied with the course. Regarding skill evaluation, 95.23% of students stated, "I think I have now really achieved it or a part of it."

The virtual flipped classroom method in the immunohematology pre-laboratory course had a positive impact on students' learning and satisfaction. This teaching approach has the potential to improve teaching effectiveness, create an interactive learning atmosphere, and could be implemented in similar courses.

The present study investigated how a general hospital is restructured in Iran when transforming from a non-teaching into a teaching hospital.

This applied study was conducted based on a mixed-method design from 2020 to 2021 using a systematic search and review, document analysis, comparative and cross-sectional design, multiple voting technique, and qualitative phenomenological method.

The conceptual framework of the components of a hospital as a system includes inputs (governance and policy-making, goals and mission, clinical and support departments, physical space, clients, and human resources), processes (internal and external relations, key processes, type and level of services, and teaching mission systematization), and outputs (performance evaluation, internal and external customer satisfaction, human capital empowerment, organizational behavior, income-cost management, cost-effectiveness and efficiency, service quality, and legal and social responsibility).

The findings from the present study depicted how the components of teaching and non-teaching hospitals are restructured when changing their functions. Restructuring an established organization, such as a hospital, is very challenging and requires multiple changes. This study had some implications including highlighting the need to formulate protocols for restructuring non-teaching hospitals into teaching hospitals or constructing new teaching hospitals, classifying teaching hospitals and clarifying their differences, focusing on the teaching mission in hospitals, and reviewing and updating the integration of medical education in providing health services.