فهرست مطالب

Future of Medical Education Journal - Volume:9 Issue: 1, 2019
  • Volume:9 Issue: 1, 2019
  • تاریخ انتشار: 1397/12/10
  • تعداد عناوین: 8
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  • Nastaran Maghbouli, Amir Ali Sohrabpour, Farzad Fatehi * Pages 3-8
    Background
    Burnout is a constellation of emotional exhaustion, depersonalization and low sense of personal accomplishment that frequently occurs in people-related professionals such as healthcare personnel. In this cross-sectional study, we proposed to evaluate burnout in one of the tertiary hospitals of Tehran University of medical sciences across different medical specialties.
    Methods
     Maslach Burnout Inventory (MBI) was handed out personally to 204 residents. The demographic questionnaire included age, gender, marital status, the level of residency, the field of residency. We categorized all specialties into 3 subgroups of surgery, internal medicine and paraclinical.
    Results
    Mean age of participants (n = 204) was 31.1 ± 4.6, and 127 (62.3%) subjects were female. Totally, 188 residents (92.2%) were burnt-out. For emotional exhaustion, 173 (84.8%) residents had a moderate or high score, for depersonalization 197 (96.6%) residents, and for low personal accomplishment 182 (89.2%). Between two genders, there was no significant difference of emotional exhaustion score (t = 0.07, p = 0.60) and personal accomplishment (t = -0.59, p = 0.15); however, depersonalization was significantly more prevalent in male reseidents (females: 21.9 ± 5.5, males: 20.6 ± 7.1; t = 1.47, p = 0.04). Regarding marital status, residency year and different specialties, we found no significant difference between male and female subjects.
    Conclusion
    In this study, burnout was very frequent in residents of all groups including different genders, residency years, marital status, and specialties. Given the very high level of burnout in our residents, it is essential to conduct further studies to find the possible causes of burnout and to look for ways to alleviate the situation.
    Keywords: Burnout, Residents, Iran, Gender, Marital status
  • Houra Ashrafifard, Hossein Karimi Moonaghi *, Ali Emadzadeh Pages 9-17
    Background
    Given importance to learning and given priority to this point that human beings acquire more of their abilities and competencies through learning, learning styles are focused as a pivotal factor in realization of mental and potential abilities. Empowering academic members in the areas of teaching, scholarship, and leadership leads to the achievement of the missions and goals of the educational institutions; therefore, identifying their learning styles and providing training courses will become important.
    Methods
      This is a systematic review that aims to study the learning styles of faculty members. Searching for articles was done online using Persian keywords and their Latin equivalents, including learning style, faculty members, Kolb, VARK, Reid’s perceptual learning style preference, Gregorc learning style, Marshall and Merritt learning style, the dominant pharmacy inventory learning styles, individually or in combination in national and international databases, regardless of limitation in time. In the initial search, a total number of 213 studies were found, out of which 15 studies that fully associated with the learning styles of faculty members were carefully reviewed.
    Results
    The findings of the present study were categorized into four tools of Kolb’s learning style,  pharmacy inventory learning styles, Gregorc learning style, and Reid's perceptual preferential learning style, among which the dominant learning style of professors was converging and assimilating of Kolb tool, concrete-sequential of Gregorc tool, and assimilating of the pharmacy inventory learning styles tool.
    Conclusion
    Awareness of different learning styles can be used to evaluate and design educational programs, and it is suggested to design empowerment courses of faculty members based on their learning styles.
    Keywords: Learning Style, Faculty, Empowerment
  • Shahla Karimi, Vajiheh Zohoorparvandeh * Pages 18-24
    Background
    Social responsiveness of the curriculum is aimed at directing all medical education activities to the training of physicians able to meet the health needs of the target community. Since medical education has moved towards a community-centered and community-based approach, significant attention has been paid to the concept of social responsiveness of medical education. Therefore, the biggest challenge of the future medical faculties is their need to show more impact on health through a relationship with the community, which is the same objective of social responsiveness. The purpose of this study is to assess the educational needs of general practitioners for social responsiveness from the viewpoint of medical graduates and educational experts.  
    Methods
    In terms of applied purpose and data gathering method, this is a descriptive study of correlation type with emphasis on structural equation model. The assessment tool was a questionnaire. The statistical population were 140 people, including all medical graduates who had at least one year of their graduation passed, as well as educational experts (educational expert of the department, vice chancellors of education of the departments, and EDC Experts) of Education Development Center of Mashhad University of Medical Sciences. The sample size was estimated as 103 people by Cochran formula.  
    Results
    Findings showed that there is a significant relationship among all areas (clinical, educational, and research) with social responsiveness except advocacy area.  
    Conclusion
    The results of the study indicate the importance of addressing social responsiveness in general practitioners' curriculum as a guide for implementation of the responsiveness plan.
    Keywords: Curriculum, general practitioners, Social responsiveness
  • Abdolreza Gilavand, Jafar Fattahi Asl *, Milad Kameli Pages 25-29
    Background
    Students' educational success depends on various factors, one of the most important factor is applying appropriate study methods To achieve this, a mobile educational application called: "Appropriate study and learning practices for students" was designed by the researchers to investigate the effect of using educational mobile application on study habits for students' educational success.
    Methods
    In this quasi-experimental study, 2 groups consisting of 20 and 21 undergraduate students of Radiology at Ahvaz Jundishapur University of Medical Sciences, in the Southwest of Iran were selected as statistical samples which then they were divided into two groups of intervention group (20 persons) and the control group (21 persons). At the beginning of the first half of the academic year of 2017-2018, this application was given to the intervention group. As the next step, at the end of the second semester of the same academic year, the mean of the students final term score of intervention group[J1]  (Who used this app) was compared with the control group (which did not use this app). Descriptive and inferential statistics were run via SPSS version 22.
    Results
    The results of the study showed that this application had a positive impact on students' educational improvement. Accordingly, the mean and standard deviation of the average final score of the students' academic term were 14.65 ± 1.70 for the control group and 16.95 ± 1.36 for the intervention group. These results showed a significant difference between the control group and the intervention group (P<0.001). Also, the results of the study showed that gender had no effect on increasing the mean of students' final term score in both groups (P>0.005).
    Conclusion
    Using the educational application of appropriate methods of study and learning had a positive impact on students' academic achievement, since it increased their final scores. Learning the appropriate methods of study and learning for students in the form of a curriculum or holding workshops and, of course, with regard to the popularity of smartphones among students, one benefit of mobile education apps can be  students' academic achievement.
    Keywords: Mobile App, Study habits, Educational achievement, Students, Iran
  • Hossein Zakeri, Seyed Mohammad Mousavi, Ali Tabatabaey, Zohre Najafi * Pages 30-37
    Background
    Attention to several clinical issues simultaneously and timeliness of proper treatment is of prime importance in Emergency Medicine. Simulation Based Training is a growing trend for clinical resident training which has been proposed for enhancing of residents multi-tasking abilities. The Simulation Module for Assessment of Resident’s Targeted Event Response is a methodology which derives specific scenario scripts from core competencies intended for residents. In this study we take that methodology one step further and use it to design multiple patient scripts hoping to enhance multiple knowledge and skills including multitasking.
    Methods
     Using qualitative study of literature we derive multiple patient scripts incorporating simulation technologies which aim to obtain multiple clear educational objectives including the skills required for multitasking. Furthermore we test this teaching method on first year emergency medicine residents. We analyze the effects using paired student T-test of pre/posttests. Also the students’ satisfaction and impression about the method is measured using a questionnaire.
    Results
    The step by step development of a multiple patient scrip is described and a sample script is presented. Cumulative scores of skill and knowledge for resident improved significantly (P<0.001) before and after the course. Almost all students (96%) preferred SMARTER-shift to a clinical shift for teaching purposes while only 52% preferred it for practicing the skills they had already obtained.
    Conclusion
    The SMARTER-shift is an effective way for education of multitasking skills to residents of emergency medicine and it is strongly preferred by residents.
    Keywords: Emergency Medicine, Patient simulation, Simulation Training, Medical education, Multitasking
  • Hossein Tireh *, Monavar Afzalaghaee, Mohammad Reza Fayyazi Pages 38-43
    Introduction
    selecting a specialty is one of the most difficult decision of medical practitioners, and this selection depends on personal factors, such as motives and dimensions of personality traits. Therefore, this study investigates relation between of dimensions of Personality traits on selecting the specialty for Medical Students of Mashhad University of Medical Sciences
    Methods
    This cross-sectional study was conducted on 243 medical students of Mashhad University of Medical Sciences in 2016. Data were obtained from two demographics questionnaires and 125-item questionnaire of personality assessment according to Cloninger theory and TCI test. The association among 7 dimensions of personality traits in four groups including surgery-general, internal medicine, diagnostic and psychiatric specialties was assessed by applying SPSS software and Kruskal-Wallis and Mann-Whitney tests. In this study, a= 0.05 was considered as significance level.
    Results
    There was a significant difference between men and women in reward dependency, harm avoidance and self-directedness (p <0.05).women had a higher mean in terms of reward dependence and harm avoidance, however, lower mean regarding the self-directedness dimension. There were significant differences regarding personality dimensions, harm avoidance, persistence and self-directedness among specialties (p <0.05), so that harm avoidance, persistence and self-directedness had the highest mean in psychiatric specialty, surgery-general specialty and diagnostic specialty, respectively.
    Conclusion
    Considering that personality patterns in specialties can be different, thus, awareness of the association between personality traits and the selection of specialty can help students, managers and planners in the future.
    Keywords: Personality, specialty, medicine, Mashhad
  • Amir Hossein Ziaee Mashhadi, Ali Emadzadeh, Masoud Hosseini * Pages 44-50
    Background
    Radiology technology is one major of medical sciences. The graduates are a member of health care system that are responsible for medical cares. The graduates’ viewpoints about the compatibility of the education and professional expectations can be helpful for detecting the defects and making changes in the curriculum.
    Methods
    This descriptive-cross sectional study has been done with 104 radiology technology employee in Mashhad University of Medical Sciences on 2018. The data were collected by a questionnaire, designed by the researcher, and its validity and reliability was confirmed. The questionnaire was filled by the participants and analyzed by SPSS software.
    Results
    The results of this study showed that 36.6% of the participants believe that the practical courses are enough. The major and the expecting occupation were matched 80.6%, 61.4% of the experts were satisfied with the curriculum, and 70.3% of them strongly believed in making changes in the current curriculum.
    Conclusion
    Although the current curriculum is matched with the professional                      duties, it is not appropriate for achieving the educational goals. Also an increase in the practical courses is necessary. Therefore, revising and making changes in the curriculum, is recommended.
    Keywords: Curriculum, Radiology technology employee, Requirement, Professional duties
  • Khaironnesa Ramazanzade, Mohsen Ayati *, Hossein Shokohifard, Farshid Abedi Pages 51-58
    Background
    Pedagogical knowledge management is the management of knowledge and experiences in teaching, assessment, learning theories, and classroom management, and other areas of education. An analytical study of the literature can be helpful in understanding the pedagogical knowledge management approach. Thus, this study aims to perform a synthesis research on the efficacy of pedagogical knowledge management and to explain its applications and strategies. 
    Methods
     The method of this study is the qualitative research synthesis. Data was gathered through searching library resources, theses, and articles in the Google Scholar, Science Direct, SID, Springer, IEEE, and Eric databases. In order to search the domestic and foreign databases, keywords have been used without time limits. A total of 3227 published research papers were identified and 66 of them were selected for analysis.
    Results
     The results of analyzing the studies showed that knowledge management is effective in the field of education and is widely used in the professional development of professors, lesson study, upgrading qualification, curriculum development, evidence-based education, lifelong learning, teaching design and clinical reasoning. According to the results of the research, among approaches regarding knowledge management in education are establishing learning communities, storytelling, knowledge management platforms such as wiki, web2, blogs, etc.
    Conclusion
     The results of this study show the widespread use of pedagogical knowledge management in all areas of education; therefore, identification and implementation of practical strategies such as virtual and real learning communities of professors, storytelling, the establishment of the thoughts room for the proper management of pedagogical knowledge are suggested.
    Keywords: Pedagogical Knowledge Management, Medical education, Research Synthesis