Learning
در نشریات گروه پزشکی-
هدف
بازخورد روشی است که مشارکت فراگیر را در یادگیری تسهیل می کند و موجب بهبود عملکرد و شکوفایی استعداد دانشجویان می شود. هدف از این مطالعه بررسی ارزیابی دانشجویان از طراحی، اجرا و ارایه بازخورد سازنده توسط استاد بر رضایت مندی، نگرش و پیشرفت تحصیلی درک شده دانشجویان بهداشت عمومی در کلاس های حضوری و مجازی سامانه نوید بوده است.
روش هامطالعه حاضر به صورت مقطعی بر روی 60 نفر از دانشجویان بهداشت عمومی دانشگاه علوم پزشکی اراک به مدت 3 نیمسال تحصیلی (سال 1400-1399) در درس آموزش بهداشت و ارتباطات انجام گرفت. ارایه بازخورد با توجه به شیوع کووید-19 و آموزش مجازی بصورت مجازی سامانه نوید و حضوری سرکلاس ارایه گردید. ابزار جمع اوری اطلاعات پرسشنامه ای شامل رضایت مندی (13 آیتم)، نگرش نسبت به بازخورد (5 آیتم) و پیشرفت تحصیلی (1 آیتم) بود. پرسشنامه ها بعد از پایان ترم توسط دانشجویان تکمیل گردید. ارزشیابی با استفاده از سطح اول هرم کرک پاتریک (واکنش یا رضایت) و سطح دوم هرم (موفقیت تحصیلی درک شده) انجام گرفت. داده ها با استفاده از نرم افزار spss تحلیل گردید.
نتایجدر این مطالعه میانگین و انحراف معیار نمره رضایت مندی از بازخورد استاد 6/0±3/4، نگرش به بازخورد استاد 8/0±8/3 (از 5 نمره) بدست آمد. از نظر سطح رضایت مندی دانشجویان از بازخورد استاد 75 درصد مطلوب و 25 درصد متوسط گزارش گردید. ارزیابی موثر بودن بازخورد از دیدگاه دانشجویان "خیلی زیاد" 9/48 درصد و "زیاد" 7/27 درصد بود. رضایت کلی از بازخورد 1/85 درصد دانشجویان گزینه خیلی زیاد و زیاد را انتخاب کرده بودند. موفقیت تحصیلی درک شده توسط دانشجویان 9/31 درصد "خیلی زیاد" و6/42 درصد " زیاد" گزارش شد. از نظر نگرش نسبت به بازخورد 6/76 درصد معتقد بود، بازخورد گرفتن به موفقیت کمک می کند و 9/63 درصد بازخورد را واضح و قابل درک و گزارش کرده بودند.
نتیجه گیریبا توجه به رضایت بالای دنشجویان از ارزیابی بازخورد استاد و تاثیر آن در افزایش عمق یادگیری به خصوص در آموزش های مجازی پیشنهاد می گردد با توجه به نتایج این مطالعه بر ارایه بازخوردهای به موقع، واضح و اختصاصی و قابل درک برای دانشجویان توسط اساتید تاکید گردد.
کلید واژگان: ارزیابی استاد، بازخورد، دانشجویان، رضایت، یادگیریIntroductionFeedback is a process that facilitates inclusive participation in learning. The aim of this study was to evaluate students’ perceptions of the design and implementation of constructive feedback on satisfaction, attitude, and perceived academic academic achievement among public health students.
MethodsThis cross-sectional descriptive study that was conducted on 47 public health students of Arak University of Medical Sciences in the health education and communication course in 3 semester in 2020-2021. The implementation stages of the present study include the preparation and determination of lesson outlines, situation analysis, implementation and providing feedback both individually and in groups, and according to the spread of covid-19 and virtual training, feedback was provided in both virtual and face-to-face classroom environments. Data collection with questionnaire including demographic variables, satisfaction (13 item), attitude (5 item) and progressive educational (1 item). Finally, the evaluation stage was done using the first level of the pyramid (reaction) and the second level of the Kirkpatrick pyramid (satisfaction). Data analysis was done using SPSS software version 22 and descriptive statistics.
ResultsThe average satisfaction score and attitude towards feedback were 4.3±0.6 and 3.8±0.8 ( out of 5) , respectively. About 75% of students reported high satisfaction and and 25% average satisfaction towards feedback . Regarding the effectiveness of feedback, the rate of 17% of students chose the option “high” and 45% “very high”. Totally, 85.1% of the participants had “very high” and “high” feedback satisfaction. The perceived academic achievement reported as “very high” by 31.9% and “high” by 42.6%. Concerning attitudes towards feedback, 76.6% believed that receiving feedback contributes to achievement, and 63.9% stated that the feedback was clear and understandable. In terms of satisfaction level, 75% satisfactory satisfaction, 25% moderate were reported. 48.9% of the students reported that the feedback was very effective, 27.7% effective. Total satisfaction is 85.1%. progressive educational in students is 31.9% very high, 42.6% is high. 76.6% reported that the feedback time was appropriate, 63.9% reported that the feedback was specific.
DiscussionConsidering the high satisfaction of students with feedback and its effect in increasing the depth of learning, especially in virtual education, it is suggested to emphasize on providing timely, clear, specific and understandable feedback for students, according to the results of this study.
Keywords: Evaluation Of Teacher, Feedback, Students, Satisfaction, Learning -
Introduction
This study aimed to investigate health anxiety and its relationships with academic performance and learning styles among nursing students during the COVID-19 pandemic.
MethodsA cross-sectional design was employed, involving 365 participants selected through stratified random sampling in Iran in 2021. Data were collected using Health Anxiety Inventory, Visual, Aural, Reading/Writing, and Kinesthetic Learning Styles Questionnaire and students’ self-reported grade point average (GPA). Data were analyzed using descriptive and inferential statistics (independent samples t-test, one-way ANOVA, Pearson correlation coefficient and chi-square test) by SPSS version 13.
ResultsThe mean (SD) health anxiety score among nursing students was 24.33(9.79) on a range of 0-54; and the mean (SD) of GPA was 15.60 (1.51) on a range of 0-20. The majority of students (85.8%) had a unimodal learning style, with the dominant pattern being kinetic-motor (39.7%). The study found a negative correlation between health anxiety and academic performance (r=-0.19, P≤0.05). However, no significant association was identified between health anxiety and learning style (r=-0.27, P=0.42). The analysis of health anxiety among participants indicated notable differences based on demographic factors such as sex, interest in nursing, and education level (P<0.001).
ConclusionThis study revealed a moderate level of health anxiety among Iranian nursing students during the COVID-19 pandemic and identified a significant negative correlation between health anxiety and academic performance. These findings underscore the need for interventions targeting health anxiety to potentially improve academic outcomes for nursing students, as reducing anxiety levels can enhance focus, learning capacity, and overall academic performance.
Keywords: Health Anxiety, Learning, Nursing Student, COVID-19 -
Journal of Advances in Medical Education & Professionalism, Volume:13 Issue: 2, Apr 2025, PP 117 -122Introduction“Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” in addition to other explicit roles expressed by the regulatory body. Fostering the learning skills plays a major role in helping to attain clinical competence. Hence, this study aimed to implement and evaluate the effectiveness of an interactive “Workshop on Learning Skills” organized for the first-year medical undergraduates.MethodsA mixed-method study was carried out by the Medical Education Unit. Based on purposive sampling, 100 first-year undergraduates were included as the study participants. Aninteractive, activity-oriented workshop on the “Learning skills module” was conducted for the participants in small groups on textbook reading, note-taking, presentation skills, interpretation ofillustrations, and enhancing memory. The reaction of the learners and the retro-pre-evaluation of the learning skills were assessed using a self-administered questionnaire. Dennis-Congo’s studyskills inventory was administered before and readministered 10 months after the workshop. Quantitative data were analysed with Mean±SD, and a cluster analysis with frequency count was done for qualitative data.ResultsAround 57% of the participants rated the workshop as “excellent”. There was a statistically significant difference (p<0.001) in the mean scores of the “Retro-Pre evaluation” on textbook reading, note-taking, presentation skills, interpretation of illustrations, and enhancing memory. However, there was no significant difference in Dennis Congo Study Skills Inventory scores. Students expressed practical difficulties in applying the learning strategies and demanded reinforcement and follow-up sessions to induce a strong behavioural change.ConclusionThe workshop-based approach in instilling learning skills is well received by the students. However, behavioural changes strongly demand reinforcement and follow-up sessions.Keywords: Learning, Memory, Medical Education
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Introduction
Formative Assessment is integral to medical education, serving the purpose of enhancing learning efficacy, providing feedback to students and faculty, and refining teaching methodologies for student advancement and academic progression. This study was therefore designed with the aim of investigating formative assessment and its impact on the education of students.
Materials and MethodsThis study was a scoping review are based on Arksey and O'Malley's framework. Published studies from 2000 to 2024 were retrieved from Web of Science (WOS), Scopus, PubMed/Medline (NLM), and ERIC. The keywords of education, teaching, learning, medical education, Formative Assessment and their English equivalents were used.
ResultsA total of 2,433 articles were initially identified, with 53 meeting the inclusion criteria. After screening, 16 key conceptual areas related to the impact of Formative Assessment in medical education were identified. These areas include web-based self-assessment, feedback, longitudinal assessment, classroom interaction, dynamic evaluation, motivation, cumulative learning impact, continuous revision, reflection, OSCE, clinical reasoning, instructor experience, and strategies for student success.
ConclusionThe findings of this review show the impact of Formative Assessment on learning, teaching and introduce some methods of Formative Assessment in medical education and the benefits of using them. By integrating these strategies into your teaching practice, you can generate a dynamic learning environment that supports ongoing student development and fosters a culture of continuous improvement.
Keywords: Formative Assessment, Learning, Medical Education, Scoping Review -
Journal of Advances in Medical Education & Professionalism, Volume:13 Issue: 2, Apr 2025, PP 93 -104IntroductionThe increase in migration movements, global health challenges, and the requirements of different organizations have emphasized the importance of Constructing Intercultural Competence (ICC). However, not all countries have policies to achieve this. Therefore, this research aimed to understand the process of constructing Intercultural Competence in theprofessional training of Health Sciences students.MethodsA qualitative study with a Grounded Theory design was conducted. Semi-structured interviews, lasting 40 to 50 minutes, were conducted with students in their last year of training tocomply with the intensity sampling. Theoretical sampling was achieved using the Constant Comparative Methods, interview refinements, and data saturation by program and university topropose theoretical codes. Focused Coding allowed grouping and establishing relationships between the codes and categories. Two accredited Ethics Committees in Chile approved the study.Results106 students from three universities, including medicine, midwifery, nursing, nutrition, dentistry, pharmacy, and kinesiology, participated. Two categories were formed: 1) the construct of Intercultural Competence, composed of seven stages which were named Sentient Intercultural Self-Efficacy; and 2) precursors of the construct of Intercultural Competence, composed of intrapersonal characteristics, the nature of empathy and the materialization of will.ConclusionThe precursors to the construction seem to favor critical thinking, which enables the development of Sentient Intercultural Self-Efficacy. However, the strong influence of validscientific evidence, combined with vicarious learning, causes a setback in achieving the construction. This demonstrates the need to develop a critical perspective among students to challenge the prevailing status quo characterized by an equality and ethnocentric approach to patient care. Achieving Intercultural Alternative Thinking, where individuals are open to incorporating other treatment alternatives that may not necessarily have scientific evidence but could benefit patient recovery, is essential.Keywords: Cultural Competence, Grounded Theory, Healthcare, Intercultural Competence, Learning, Students
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Introduction
Critical thinking is one of the most key skills needed by an outstanding student, which can lead to beneficial results by influencing the learning process. Measuring the state of critical thinking among students and searching for the relationship of this variable with factors such as learning styles can be a guide for policymakers and educational managers in designing and revising educational strategies. Therefore, the present study was conducted with the aim of investigating the relationship between critical thinking and learning styles.
Materials and MethodsThe current study was a cross sectional research which conducted in 2023. The participants were 110 first-year students who studying at Ilam University of Medical Sciences in the fields of health, nursing and midwifery, medical emergencies and allied health professions. The data were collected using VARK learning styles questionnaire and the California Critical Thinking Skills Test Questionnaire Form B. Statistical tests included independent t-test and analysis of variance (ANOVA) which imported to SPSS V.21 at the level of significance less than 0.05.
ResultsThe average critical thinking score of the participants was 8.55. More than half of the studied students had two or more learning styles. There is a statistically significant relationship between single-style and multi-style modes of VARK learning and evaluation skills (p=0.034) and inductive reasoning (p=0.009) of critical thinking.
ConclusionIt is necessary to strengthen the skills related to reasoning and critical thinking among students of medical sciences with a longitudinal theme approach, both in the form of official curriculum and in the form of short-term training courses.
Keywords: Thinking, Learning, Medicine, Students -
Background
Appropriate training methods enhance the quality of chest compressions (CC), a critical component of cardiopulmonary resuscitation (CPR), thereby improving outcomes for cardiac arrest patients.
ObjectivesThis study aimed to evaluate the effects of visual, direct, and combined feedback on improving the quality of CC.
MethodsIn this field trial study, 90 nurses in Birjand were randomly assigned to three groups: Direct feedback, visual feedback, and combined feedback. The quality of CC on a manikin was assessed using a CPR METER (Q-CPR) before the intervention, immediately after the intervention, and two months later. Data were analyzed using SPSS 22 software, employing one-way ANOVA, one-way repeated measures ANOVA, paired samples t -test, and chi-square tests at a significance level of 0.05.
ResultsThe baseline characteristics (resuscitation experience, work experience, participation in CPR workshops, age, and education level) showed no significant differences among the three groups. Before the intervention, the CC quality scores were similar across the groups (P < 0.05). Immediately after the intervention, the average CC quality scores in the direct, visual, and combined feedback groups increased significantly to 74.45 ± 8.17, 85.14 ± 5.15, and 95.67 ± 6.32, respectively (P < 0.05). In the two-month follow-up, compared to the immediate post-intervention scores, the average CC quality scores decreased to 66.29 ± 8.40, 78.13 ± 6.88, and 91.26 ± 7.29 in the direct, visual, and combined feedback groups, respectively. However, the rate of reduction in the combined feedback group was significantly lower than in the other groups (P < 0.0001).
ConclusionsThe quality of CC among nurses can be significantly improved through the use of direct, visual, and combined feedback. The combined feedback approach demonstrated superior effectiveness in both immediate improvement and sustained quality over time, highlighting its value in resuscitation training programs.
Keywords: Learning, Chest Compression, Feedback, Direct, Visual -
Objective (s)
Three physiological processes interact: sleep, learning, and stress. It is essential to understand how stress affects and interacts with the link between sleep, learning, and memory since it has long been recognized that sleep plays a crucial role in memory consolidation and learning. Through naloxone injection in the Baso Lateral Amygdala (BLA), this study intends to shed light on the interactions between stress, learning, and sleep, as well as the function of the opioid system and its impact on Brain-Derived Neurotrophic Factor (BDNF) production in the hippocampus.
Materials and MethodsMale Wistar rats (n=77) in eleven groups were implanted with electroencephalogram (EEG) and electromyography (EMG) recording electrodes, and the BLA area was bilaterally cannulated. Recordings of Rapid Eye Movement (REM) and Non-Rapid Eye Movement (NREM) sleep and wakefulness steps were made for the three hours prior to and three hours following the implementation of the immobility stress protocol and learning with the Barnes maze for three consecutive days. Also, the animals’ memory was tasted 48 hr later. Before the stress and learning procedure, naloxone was injected into each BLA three times in a row at a dosage of 0.05 μg or 0.1 μg in a volume of 0.5 μl. A molecular biomarker of learning and stress, BDNF, was also examined.
ResultsThe study demonstrated that the immobility stress model lowers REM and NREM sleep. On the other hand, putting the learning technique into practice results in more REM and NREM sleep, and stress situations do not stop this rise after learning. Naloxone injections in the BLA region also enhance learning and memory, preventing stress-related REM and NREM sleep loss. Additionally, stress lowers BDNF expression in the hippocampal region. BDNF expression rises in the hippocampus throughout the learning process, and naloxone administration in the BLA area also raises BDNF expression in the hippocampus.
ConclusionStress generally reduces REM, NREM, and BDNF expression in the hippocampal region. Under stress, using the learning protocol increases REM, NREM sleep, and BDNF. Naloxone injection in BLA improves memory and learning, reducing stress-induced memory loss.
Keywords: BDNF, BLA, Learning, Memory, Naloxone, Sleep, Stress -
Interdisciplinary Journal of Virtual Learning in Medical Sciences, Volume:16 Issue: 1, Mar 2025, PP 1 -7
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.
Keywords: Education, Teaching, Technological Pedagogical Content Knowledge, TPACK, Artificial Intelligence, Learning -
Interdisciplinary Journal of Virtual Learning in Medical Sciences, Volume:16 Issue: 1, Mar 2025, PP 103 -106
The impact of technological changes on life and business has been profound, creating new demands for enterprises today. The concept of labor in the modern era necessitates a workforce with new capabilities. Educational institutions address these needs by aligning their programs with labor market demands. As the global economy increasingly relies on knowledge, a growing academic focus has been on universities' roles in regional economies. This trend acknowledges their role as catalysts for economic development and innovation. The current article reviews the book “The Future of Education and Labor,” which explores the multifaceted impacts of technological changes, along with their economic and educational effects. The book posits that as automation and technological advancements transform the labor landscape, educational institutions must adapt to prepare future workers effectively. Each chapter features insights from various experts, offering a comprehensive view of the pertinent issues.
Keywords: Education, Economics, Learning, Marketing, Book Review -
مجله علمی دانشگاه علوم پزشکی کردستان، سال سیام شماره 1 (پیاپی 136، فروردین و اردیبهشت 1404)، صص 82 -92زمینه و هدف
یکی از اولین نیازهای آموزشی اتخاذ روش های نوین به منظور توانمندسازی و بهبود عملکرد فراگیران است. آموزش مهارت های بالینی به دانشجویان یک امر چالش برانگیز است و اساتید باید دانشجویان را به شکل موثری برای ایفای نقش خود در عرصه خدمات بهداشتی و درمانی مهیا کنند. هدف از انجام این مطالعه "تعیین تاثیر آموزش تلفیقی معاینه پستان بر میزان یادگیری و مهارت دانشجویان کارشناسی مامایی دانشکده پرستاری و مامایی دانشگاه علوم پزشکی کردستان " بود.
روش بررسیاین پژوهش یک مطالعه نیمه تجربی از نوع قبل و بعد، در سال 1400 بود. جامعه این پژوهش را کلیه دانشجویان ترم دوم و چهارم کارشناسی مامایی تشکیل داد. تعداد 30 دانشجو به روش سرشماری وارد مطالعه شدند. ابزار گردآوری اطلاعات در این مطالعه شامل فرم مشخصات دموگرافیک، پرسشنامه پژوهش گرساخته یادگیری معاینه پستان و چک لیست مشاهده مهارت بالینی معاینه پستان بود. برای تحلیل داده های مطالعه از نسخه 12 نرم افزار STATA استفاده شد. برای اهداف توصیفی، از جدول توزیع فراوانی و میانگین و انحراف معیار استفاده شد. برای متغیرهای یادگیری و مهارت قبل و بعد از مداخله، از آزمون ناپارامتری ویلکاکسون استفاده شد و سطح معنی داری کمتر از 0/05 در نظر گرفته شد.
یافته هامیانه و برد میان چارکی میزان یادگیری قبل و بعد از مداخله در شرکت کنندگان به ترتیب 8 و 4 به 19 و 7 بود که اختلاف آماری معناداری را نشان داد؛ هم چنین میانه و برد میان چارکی میزان مهارت معاینه پستان قبل و بعد از مداخله در شرکت کنندگان به ترتیب 8/45و 5/97 به 114/34و 25 بود که اختلاف آماری معناداری را نشان داد(001/0=P).
نتیجه گیریاین مطالعه نشان داد که استفاده از آموزش تلفیقی در معاینه پستان می تواند سبب افزایش یادگیری و مهارت دانشجویان مامایی شود.
کلید واژگان: سرطان پستان، دانشجو، یادگیری، مهارت بالینی، آموزشBackground and AimOne of the first educational needs is to adapt new methods to empower and improve the performance of learners. Teaching clinical skills to students is a challenging task, and professors must prepare students in a more effective way to play a role in the field of health care services. The purpose of the study was to “determine the effect of integrated breast examination training on the learning and skills level of Undergraduate midwifery students of Kurdistan University of Medical Science”.
Material and MethodsThis research was a Quasi-experimental before and after study in 2022.The community of this research was made up of all second and fourth semester midwifery students. 30 students were included in the study by census method. The data collection tool in this study included a demographic profile form, the researcher’s questionnaire for learning breast examination, and the checklist for observing the clinical skills of breast examination. STATA software version 12 was used to analyze the study data. For descriptive purposes, frequency distribution table and mean and standard deviation were used. For the learning and skill variables before and after the intervention, Wilcoxon’s non-parametric test was used, and the significance level was considered less than 0.05.
ResultsThe median and interquartile ranges of the learning rate before and after the intervention in participants were 8 and 4 to 19 and 7, respectively, which showed a significant statistical difference. Also the median and interquartile range of breast examination skills before and after the intervention in participants were 8.45 and 5.97 to 114.34 and 25, respectively, which showed a statistically significant difference (P= 0.001).
ConclusionThis study showed that the use of Integrated Learning in Breast Examination can increase learning and skill in Midwifery students.
Keywords: Breast Cancer, Student, Learning, Clinical Skill, Training -
هدف
آلزایمر یکی از دمانس های شایع است که در ابتدا با آسیب سیناپسی مشخص می شود و با از دست دادن نورون ها و اختلالات شناختی مانند اضطراب و افسردگی همراه است. یورولیتین ها ترکیبات فنولی طبیعی هستند و به وفور در رژیم غذایی انسان یافت می شوند و از هیدرولیز الاژیتانین ها توسط میکروبیوتای روده کاتابولیز می شوند. آن ها دارای خواص ضدالتهابی و آنتی اکسیدانی هستند و در اختلالات مغزی، به ویژه در اختلال عملکرد حافظه، موثرند. این مطالعه با هدف بررسی اثر تجویز یورولیتین A و B بر اختلالات یادگیری و حافظه و همچنین، رفتارهای شبه اضطرابی در موش صحرایی نر بالغ با مدل بیماری آلزایمر انجام شد.
مواد و روش هادر این مطالعه ی تجربی، 70 سر موش صحرایی نر بالغ نژاد ویستار به طور تصادفی، به 10 گروه هفت تایی تقسیم شدند. گروه کنترل سالم، گروه شم: موش های این گروه حلال استرپتوزوتوسین (آسکوربیک اسید 1/0 درصد در سالین) را به صورت تزریق درون بطنی-مغزی و حلال یورولیتین (DMSO) را به صورت تزریق درون صفاقی دریافت کردند. گروه کنترل مثبت: موش های این گروه استرپتوزوتوسین را به صورت تزریق درون بطنی-مغزی و ممانتین را به صورت تزریق درون صفاقی دریافت کردند. گروه کنترل منفی: موش های این گروه استرپتوزوتوسین را به صورت تزریق درون بطنی-مغزی دریافت کردند. گروه های تیمار 1-6: موش های این گروه ها استرپتوزوتوسین را به صورت تزریق درون بطنی-مغزی و یورولیتین A و یورولیتین B را به مدت 14 روز به صورت تزریق درون صفاقی دریافت کردند. پس از دوره ی تیمار، میزان یادگیری و حافظه ی موش های صحرایی به وسیله ی آزمون احترازی غیرفعال و رفتارهای شبه اضطرابی به وسیله ی آزمون ماز صلیبی مرتفع اندازه گیری شد.
یافته هانتایج حاصل از تجزیه وتحلیل آماری با استفاده از آزمون واریانس یک طرفه (ANOVA) و آزمون درون گروهی Tukey که در نرم افزار R انجام شد، نشان داد که در آزمون احترازی غیرفعال، استرپتوزوتوسین سبب اختلال معنی داری در یادگیری و حافظه در گروه کنترل منفی شد (01/0 <p)، درحالی که تیمار با یورولیتین A و B به مراتب بهتر از داروی استاندارد (ممانتین) بود و به طور درخور توجهی، عملکرد حافظه را بهبود بخشید (05/0 <p). علاوه بر این، نتایج حاصل از آزمون ماز صلیبی مرتفع حاکی از افزایش معنی دار رفتارهای شبه اضطرابی در گروه کنترل منفی نسبت به گروه کنترل بود (001/0<p)، درحالی که تیمار با یورولیتین A وB به طور معناداری، این رفتارها را کاهش داد (01/0 <p).
نتیجه گیرینتایج این مطالعه حاکی از آن است که یورولیتین A و B احتمالا به دلیل داشتن خواص آنتی اکسیدانی و ضدالتهابی، از مغز در برابر اثر استرپتوزوتوسین محافظت می کنند و در نتیجه، عملکرد یادگیری و حافظه را بهبود می بخشند و همچنین، رفتارهای شبه اضطرابی را کاهش می دهند.
کلید واژگان: استرپتوزوتوسین، اختلالات یادگیری و حافظه، بیماری آلزایمر، رفتارهای شبه اضطرابی، یورولیتین A، یورولیتین BAimsAlzheimer’s disease is one of the most common dementias, which is initially characterized by synaptic damage and subsequently accompanied by neuronal loss and cognitive impairments, such as anxiety and depression. Urolithins are natural phenolic compounds found abundantly in the human diet and are catabolized from the hydrolysis of ellagitannins by the gut microbiota. They possess anti-inflammatory and antioxidant properties and have been found to be effective in brain disorders, particularly memory dysfunction. This study aimed to investigate the effect of Urolithin A and B administration on learning and memory impairments as well as anxiety-like behaviors in adult male rat models of Alzheimer’s disease.
Materials & MethodsIn this experimental study, 70 adult male Wistar rats were randomly divided into 10 groups of seven, including the healthy control group, the Sham group: received streptozotocin solvent (ascorbic acid 0.1% in saline) as intracerebroventricular (ICV) injection and urolithins solvent (DMSO) as intraperitoneal (IP) injection, Positive control group: received streptozotocin as ICV injection and memantine as IP injection, Negative control group: received streptozotocin as ICV injection, Treatment groups 1 to 6: received streptozotocin as ICV injection and urolithin A and urolithin B as IP injection for 14 days. After the treatment period, the learning and memory of the rats were measured by the passive avoidance test, and the elevated plus maze test measured anxiety-like behaviors.
FindingsThe results of statistical analysis using one-way variance test (ANOVA) and Tukey's post hoc test, performed in R software, showed that in the passive avoidance test, streptozotocin caused a significant impairment in learning and memory in the negative control group (P<0.01), while the treatment with urolithin A and B significantly improved memory performance, much better than the standard treatment (memantine) (P<0.05). Furthermore, the results of the elevated plus maze test also indicated a significant increase in anxiety-like behaviors in the negative control group compared to the control group (P<0.001), while the treatment with urolithin A and B significantly reduced these behaviors (P<0.01).
ConclusionThe results of this study indicated that urolithin A and B, probably due to their antioxidant and anti-inflammatory properties, protected the brain against the effects of streptozotocin injection, and consequently, improved learning and memory performance and reduced anxiety-like behaviors.
Keywords: Alzheimer’S Disease, Anxiety-Like Behaviors, Learning, Memory Impairments, Streptozotocin, Urolithin A, Urolithin B -
مجله علمی دانشگاه علوم پزشکی کردستان، سال بیست و نهم شماره 6 (پیاپی 135، بهمن و اسفند 1403)، صص 105 -124زمینه و هدف
هدف از این پژوهش شناسایی مولفه ها و روش های به کاررفته میکرو ارگونومی در آموزش عالی در پژوهش های صورت گرفته در این حوزه به روش سنتز پژوهی بود. رویکرد روش شناختی در این پژوهش کیفی با استفاده از راهبرد سنتز پژوهی ترکیبی و روش تحلیل محتوا بود.
مواد و روش هابا رجوع به پایگاه های معتبر مقاله و علمی، تعداد 105 مقاله بدون در نظر گرفتن محدوده زمانی در زمینه میکرو ارگونومی در آموزش عالی یافت شد که از بین آن ها تعداد 14مقاله به عنوان نمونه و به صورت هدفمند انتخاب گردید.
یافته هایافته های پژوهش مهم ترین شاخص های شناسایی شده در حوزه پژوهش های میکرو ارگونومی در آموزش عالی را نمایان ساخت که طراحی ارگونومیک تجهیزات، لوازم و ابزارهای آموزشی و یادگیری، ایجاد تطابق بین ابعاد بدنی و ابعاد میز و صندلی های مورداستفاده، طراحی ارگونومیک فضاهای دانشگاهی، ارگونومی در نظم، انضباط، نظافت، تعمیرات و نگهداری، ارگونومی ویژه جنسیت و افراد با سنین بالاتر، ارگونومی در انجام وظایف و تعیین بارکاری، ارگونومی محیطی و شرایط جوی، آموزش عمومی ارگونومی از آن جمله هستند.
نتیجه گیریمیکرو ارگونومی از مهم ترین علومی است که اجرای آن در آموزش عالی مورد نیاز بوده و بر روی سلامتی دانشگاهیان و نیز در اثرگذاری بیشتر آموزش و یادگیری نقش دارد.
کلید واژگان: میکرو ارگونومی در آموزش، یادگیری، آموزش عالی، نیازمندی های ارگونومیک، رضایتمندیScientific Journal of Kurdistan University of Medical Sciences, Volume:29 Issue: 6, 2025, PP 105 -124Background and AimThe purpose of this study was to identify the components and methods of microergonomics used in higher education in the studies conducted in this field by the method of synthesis. The methodological approach in this study was qualitative using synthesis research and content analysis method.
Materials and MethodsRegardless of the time frame 105 articles were found by referring to the reliable article and scientific databases, in the field of microergonomics in higher education. Among these articles, 14 were selected as samples purposefully.
ResultsThe findings of his study revealed the most important indicators identified in the field of microergonomics research in higher education, which included the ergonomic design of teaching and learning equipment, supplies and tools, matching of the body dimensions and the dimensions of tables and chairs used, the ergonomic design of university spaces, ergonomics for order, discipline, cleaning, repairs and maintenance, special ergonomics for women and older people, ergonomics in performing tasks and determining workload, environmental ergonomics and atmospheric conditions and also general ergonomics education.
ConclusionMicroergonomics is one of the most important sciences whose implementation is needed in higher education, and it plays a role in the health of academics and in making teaching and learning more effective.
Keywords: Micoergonomic Education, Learning, Higher Education, Ergonomic Requirements, Satisfaction -
مقدمه
یادگیری موثر نتیجه آموزش صحیح در یک محیط مناسب و از طریق روش های خلاقانه، فراگیر و تشویقی است. این مطالعه با هدف بررسی رویکرد جدید فعال یادگیری خرد و پیامدهای استفاده از آن در آموزش پزشکی انجام شد.
روش بررسیاین مطالعه مروری روایتی از طریق جستجوی منابع فارسی و انگلیسی در پایگاه های معتبر علمی ملی و بین المللی شامل SID، Magiran، PubMed، Science Direct و Scopus، و موتور جستجوی Google Scholar، با استفاده از کلیدواژه های یادگیری خرد، میکرولرنینگ، دانشجو، و آموزش پزشکی در بازه زمانی 2015 تا 2024 میلادی انجام شد. فرایند انتخاب مقالات براساس نمودار PRISMA انجام شد و کیفیت مقالات منتخب با استفاده از ابزارهای STROB و CASP مورد ارزیابی قرار گرفت. پس از حذف مقالات تکراری، عنوان و چکیده مقالات باقیمانده بررسی و مقالات غیرمرتبط با موضوع مطالعه حذف شدند؛ سپس متن کامل مقالات باقیمانده مورد بررسی قرار گرفت.
نتایجدر مجموع، 16 مقاله وارد مطالعه شدند. نتایج حاصل از بررسی مطالعات حاکی از آن بود که یادگیری خرد به دلایل سهولت دسترسی، ارتقای یادگیری فعال، ذخیره زمان و بهره وری بالا منجر به تسهیل فرایند یاددهی- یادگیری می شود. استفاده از این روش در آموزش پزشکی، می تواند به پیامدهای مثبتی از جمله افزایش دانش، مهارت، مشارکت، علاقه، انگیزه، روحیه کار گروهی، اعتمادبه نفس و رضایتمندی فراگیران منجر گردد.
نتیجه گیریگنجاندن روش یادگیری خرد در برنامه درسی دانشجویان علوم پزشکی می تواند موجب ارتقای دانش و مهارت، تغییر نگرش فراگیران و بهبود فرایند درمان و مراقبت از بیماران شود.
کلید واژگان: آموزش، آموزش پزشکی، دانشجو، میکرولرنینگ، یادگیری خرد، یادگیریIntroductionEffective learning results from correct education in an appropriate setting and through creative, inclusive, encouraging methods. This study aimed to investigate the new active approach of microlearning and the consequences of its use in medical education.
MethodThis narrative review was compiled by searching Persian and English Iranian and international scientific databases, including SID, Magiran, PubMed, Science Direct, and Scopus, and the Google Scholar search engine, using keywords such as “education,” “learning,” “ microlearning,” “student,” and “medical education,” from 2015 to 2024. The articles selection process was based on the PRISMA diagram, and the quality of the selected articles was assessed using the STROBE and CASP tools. After removing duplicate articles, the titles and abstracts of the remaining articles were reviewed, and unrelated articles were removed. Then, the full text of the 16 articles was reviewed.
ResultsThe study included 16 articles in total. Microlearning facilitates the teaching-learning process in learners due to its ease of access, flexibility, promotion of active learning, time-saving, and high productivity. Microlearning in medical education can improve learner knowledge acquisition and retention, skills and performance, participation, interest, teamwork, motivation, self-confidence, and satisfaction.
ConclusionUsing the microlearning method in the curriculum of medical sciences students can lead to the improvement of knowledge and skills, change the attitudes of learners, and improve the process of treatment and care for patients.
Keywords: Education, Medical Education, Student, Microlearning, Learning -
Background
The assessment of learners is a fundamental element in medical science curricula. The Direct Observation of Procedural Skills (DOPS) exam is a valuable way to assess clinical skills. The present study aimed to assess the clinical skills of operating room students of Neyshabur University of Medical Sciences, Iran, using the DOPS exam, and determine the effect of the exam on the learning and satisfaction of the learners.
Materials and MethodsThe current study was a semi‑experimental study that used a single‑group posttest study design. The statistical sample included 30 operating room students. The 5 skills were selected for assessment and the assessment checklist was designed by the researcher and approved by the expert panel. Moreover, 3 researcher‑made questionnaires were used to examine the students’ skills and opinions regarding facilitating learning and their satisfaction with the DOPS examination. Mann‑Whitney, Kruskal‑Wallis, and Wilcoxon tests were used to analyze the data.
ResultsThe results showed that there was a significant difference between the scores of the students in the first and second examinations (z = ‑4.243, p < 0.001), and the students› scores increased significantly on the second examination. The learners were satisfied with the way the DOPS exam was conducted, and their satisfaction score of this exam was 90.7 out of 120. Furthermore, students agreed that this exam affected learning facilitation. Their score on the effectiveness of this exam was 93.9/120.
ConclusionsAlthough the DOPS examination is one of the clinical assessment methods for learners, it can be used as an instructional tool in the learning process.
Keywords: Assessment, Direct Observation Of Procedural Skills, Learning, Satisfaction -
Nursing education, requires critical attention to the science of pharmacology as well as employment of the relevant clinical skills. Therefore, the present study intends to investigate the insights of nursing students about clinical pharmacology courses. This cross-sectional descriptive study was performed on a community consisted of all nursing students who selected their clinical pharmacology course. The researcher-built questionnaire was the tool for collecting the data. Descriptive (percentage, mean and standard deviation) and analytical (t-test and Mann-Whitney non-parametric test) statistics were utilized to analyze the data using SPSS-22. The ethical considerations of the research were observed. Based on the findings, the variables of gender and the pharmacology grade achieved in the second semester predicted the level of satisfaction with clinical pharmacology course among the students as well as studying about the medicines before starting the internship. Regarding the relative satisfaction in this study, 85% of the students found the applications employed for learning clinical pharmacology contents effective to boost their skills and knowledge so that it would be recommended to use the novel educational methods for better learning of the course.
Keywords: Satisfaction, Nursing Students, Clinical Pharmacology, Learning -
Background & Objective
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.
Material & MethodsA 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.
ResultsThree 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.
ConclusionThis 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.
Keywords: Learning Environment, Teaching, Learning, Medical Education, Medical Students, Nigeria -
Background
Ischemic stroke can lead to cognitive impairment, and nonsteroidal anti-inflammatory drugs (NSAIDs) have been shown to slow down the progression of Alzheimer›s disease (AD). This study focused on rodent models to investigate the impact of ischemic stroke and the potential benefits of aspirin in reducing cognitive impairment.
MethodsThe Morris water maze (MWM) was used to evaluate memory and learning in seven groups (N=63) of Wistar rats. Brain ischemia was induced in rat models through temporary blocking of both common carotid arteries and permanent blocking of the middle cerebral artery (MCA). Aspirin 20, 40, and 80 mg/kg IP was administered 30 minutes and 2 hours after stroke induction in both ischemic and non-ischemic rats. Injections were continued for seven consecutive days in these groups, and learning and memory were evaluated after the last injection.
ResultsData analysis of the MWM test showed a significant increase in escape latency and swim path length to find the platform in the ischemic groups compared to control rats (P<0.005). Despite improvement in all experimental groups after intervention (P<0.001), the scores for spatial learning were significantly decreased by aspirin in no-ischemia+ASA groups compared to the control group (P<0.05). In the ischemia+ASA groups, aspirin at the dose of 20 mg/kg but not at the high dose (80 mg/kg) improved spatial learning compared to the control group.
ConclusionRepeated treatments with aspirin may impair spatial learning and memory in normal rats, however, aspirin at a low dose of 20 mg/kg may improve learning impairment after ischemic stroke.
Keywords: Aspirin, Cerebral Ischemia, Learning, Memory, Rats, Stroke -
سردبیر گرامی وضعیت چالش برانگیز دنیای امروز و سرعت پیشرفت در علوم مختلف باعث شده است تا موسسات آموزش عالی رویکردهای یاددهی و یادگیری خود را به روز کنند. هدف از این بهبود، حمایت از فراگیران برای افزایش توانمندی های خود و دستیابی به عملکرد مناسب در دنیای پیچیده فعلی است؛ به طوری که به عنوان عامل تغییر و پاسخ گو به نیازهای اجتماعی و سازمانی عمل کنند (1). موسسات آموزشی علوم پزشکی نیز باید همسو با چالش های دنیای واقعی بر توسعه مدل های یادگیری بالینی موفق سرمایه گذاری کنند که مهارت ها و نگرش های لازم برای یادگیری مادام العمر و پیشرفت حرفه ای مستمر دانشجویان را فراهم نمایند. رویکرد کوچینگ که به کارگیری آن از سال 2000 و به ویژه در سال های اخیر در آموزش علوم پزشکی شتاب گرفته است، می تواند دراین راستا تاثیرگذار باشد (2 و 3). در آموزش بالینی، کوچینگ به عنوان رویکردی حمایتی برای فراگیرانی که می خواهند با تعیین اهداف به حداکثر پتانسیل خود دست یابند، عمل می کند (4). این رویکرد برپایه گفتمان یک به یک است که شامل سوالات شفاهی و بازخورد میان مربی و دانشجو در محیط یادگیری بالینی است (1). مدل های مختلفی برای اجرایی کردن این رویکرد وجود دارد، اما مدل گرو (GROW) به عنوان مناسب ترین مدل برای آموزش دانشجویان مطرح است. مشارکت در این مدل معمولا قبل از جلسه مقدماتی آغاز می شود، جایی که کوچ درباره معنای کوچینگ و نتایج موردانتظار توضیح می دهد و اهداف واضح و قابل اندازه گیری تعیین می کند. در مرحله واقعیت، کوچ از فراگیر سوالاتی درباره دسترسی به اهداف و موانع موجود می پرسد تا به خودآگاهی او کمک کند. سپس، کوچ به او کمک می کند تا خلاقانه راه های رسیدن به اهداف را کشف کند. در مرحله پایانی، دانشجو و کوچ توافق می کنند که چه اقداماتی را در زمان مشخص انجام دهند و فراگیر تا چه میزان باید متعهد و پاسخ گو باشد (5). به منظور افزایش بعد حمایتی این رویکرد، می توان از سایر منابع و رویکردهای حمایتی مانند ناظر آموزشی، راهنمای مطالعه یا کارگاه های مبتنی بر سناریوهای موارد واقعی نیز استفاده کرد (6). با توجه به ماهیت فرایند کوچینگ، می توان دریافت که این فرایند زیربنای فلسفه یادگیری است که به دانشجویان کمک می کند تا مسئولیت یادگیری خود را بپذیرند و برمبنای یادگیری فراگیرمحور به جست وجوی یادگیری بپردازند. این امر ازطریق تعیین اهداف یادگیرنده محور، انتخاب راهکارهای دسترسی به این اهداف و ارزیابی یادگیری خود به تحقق می پیوندد. در این رویکرد، کوچ ها به عنوان پشتیبان دانشجو عمل و آن ها را به پرسش و جست وجوگری تشویق می کنند (7). اگرچه فرایند کوچینگ با تعامل مبتنی بر اعتماد و احترام شکل می گیرد، مسئولیت تغییرات ایجادشده برعهده دانشجوست و کوچ نقش نظارتی دارد. کوچ با استفاده از تکنیک های گوش دادن فعال و پرسیدن سوالات باز، به تعیین اهداف و راه های دسترسی به آن ها کمک می کند که این خود به خودتوانمندسازی دانشجو منجر می شود (4). همچنین، کوچینگ فرصت های یادگیری تجربی برای فراگیران فراهم می کند؛ زیرا کوچ از موقعیت های بالینی یک تجربه یادگیری معنادار ایجاد می کند که شامل بازاندیشی و بازخورد است (7). در طول این گفتمان، کوچ به طور معناداری عملکرد دانشجو را در موقعیت بالینی مشاهده و ارزیابی و آن ها را تشویق می کند تا بر شیوه های انجام کار خود بیندیشند. با مطرح کردن سوالات تحلیلی و ارائه بازخورد، کوچ ها دانشجویان را به چالش می کشند و کمک می کنند تا نگرانی ها و نقاط ضعف عملکرد خود را شناسایی کنند. این تعاملات مستمر و هدفمند بین کوچ و فراگیر، مهارت های تفکر و استدلال بالینی دانشجویان را بهبود می بخشد و شکاف بین تئوری و عمل کاهش می یابد (2). براین اساس، کوچینگ به عنوان یک رویکرد آموزشی، پتانسیل ایجاد فضایی را دارد که به دانشجویان در دستیابی به اهداف آموزشی و پیشرفت در محیط های بالینی کمک کند. این رویکرد می تواند در آموزش پزشکی بسیار کاربردی باشد. با توجه به جدید بودن رویکرد کوچینگ در حوزه حرفه های مراقبتی و محدودیت مطالعات در این زمینه، انجام تحقیقات بیشتر درزمینه کوچینگ حرفه های مراقبتی و توسعه و ارزیابی مداخلاتی درزمینه کوچینگ در عملکرد بالینی ضروری است.
کلید واژگان: دانشجویان علوم پزشکی، منتورینگ، یادگیریDear Editor The challenging conditions of today's world and the rapid advancement in various sciences have prompted higher education institutions to update their teaching and learning approaches. This improvement aims to support learners in enhancing their capabilities and achieving effective performance in the current complex environment, enabling them to act as agents of change and respond to social and organizational needs (1). Medical education institutions must also invest in developing successful clinical learning models that align with real-world challenges, equipping students with the skills and attitudes necessary for lifelong learning and continuous professional development. The coaching approach, which has gained momentum in medical education since 2000, particularly in recent years, can play a significant role in this regard (2, 3). In clinical education, coaching serves as a supportive approach for learners aiming to maximize their potential through goal setting (4). This method is grounded in one-on-one dialogue, which includes verbal questioning and feedback between the coach and the student within the clinical learning environment (1). While various models exist for implementing this approach, the GROW model is regarded as the most suitable for training students. Participation in this model typically begins before the introductory session, where the coach explains the concept of coaching, outlines expected outcomes and establishes clear, measurable goals. During the reality stage, the coach poses questions to the learner about their progress toward goals and the obstacles they encounter, fostering greater self-awareness. The coach then assists the learner in creatively exploring strategies to achieve their objectives. In the final stage, the student and coach agree on specific actions to be taken within a designated timeframe and clarify the learner's level of commitment and accountability (5). To further enhance the supportive aspect of this approach, additional resources and strategies, such as educational supervisors, study guides, or workshops based on real-case scenarios, can also be utilized (6). Given the nature of the coaching process, it is clear that this approach underpins a philosophy of learning that encourages students to take responsibility for their own learning and engage in learner-centered exploration. This is achieved by setting learner-centered goals, selecting strategies to reach these goals, and self-assessing their learning. In this framework, coaches typically position themselves as supportive guides, encouraging students to question and explore (7). While the coaching process thrives on interactions built on trust and respect, the responsibility for making changes ultimately rests with the learner and the coach assuming a supervisory role. The coach employs active listening techniques and open-ended questions to assist in goal setting and establish pathways toward achieving them, empowering the learner in the process (4). Moreover, coaching creates experiential learning opportunities, as coaches design meaningful learning experiences derived from clinical situations that incorporate reflection and feedback (7). Throughout this dialogue, coaches closely observe and evaluate the student's performance in clinical settings, encouraging them to reflect on their practice methods. By asking analytical questions and providing constructive feedback, coaches challenge students to identify their concerns and areas for improvement. These ongoing, purposeful interactions between the coach and learner enhance the students' critical thinking and clinical reasoning skills, helping to bridge the gap between theory and practice (2). Based on this, coaching is an educational approach with the potential to create an environment that supports students in achieving their educational goals and advancing in clinical settings. This approach can be particularly effective in medical education. Given the emerging nature of coaching in this field and the limited existing research, further studies are needed to explore coaching in healthcare professions, as well as to develop and evaluate interventions related to coaching in clinical performance.
Keywords: Learning, Medical Students, Mentoring
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