Journal of Medical Education Development
Volume:13 Issue: 39, Autumn 2029

Academically good students become good citizens and good citizens make a better society. They are the prospective heirs of a nation, so those factors that influence their academic performance should be taken into consideration to build up an integrated and developed nation.

Objective:

 To find out the factors that potentially influence academic excellence of medical students.

Material and Methods:

A cross-sectional study was carried out among medical students of final year. A predesigned, pretested, structured, self-administered questionnaire was used to collect information. To identify significant predictors of students’ academic performance, Uni-variate and multivariate binary logistics analysis were done.

Results:

A total of 149 students were interviewed. Analysis of average marks in all three professionals revealed that only 59 students (39.60 %) scored equal to or more than 60 %, whereas 90 students (60.40%) had marks below 60 %. In univariate binary logistic regression analysis factors such as gender, area of schooling up to class 12th, education and occupation of parents, history of alcohol consumption and adequate sleep were found to be significant predictors for students’ academic performance. In multivariate binary logistics regression analysis, only gender was the significant predictor.

Conclusion:

 After completing their basic school education, when students enter the professional medical colleges, there are some modifiable and some non-modifiable factors which have great impact on their academic performance. These can be dealt accordingly by the institutional authorities to have better academic performance of the students.

Clinical education accounts for about 50% of nursing education programs and plays an important role in the full achievement of clinical nursing students, so they should change the environment in a way that facilitates studentschr('39') learning and education. The purpose of this study was to determine the effect of supportive clinical environment in internship period on clinical competence of nursing students.

Methods and materials:

 This randomized qusi- experimental study was carried out with 60 nursing students who allocated in two groups of intervention and control randomly in educational hospitals of Mashhad. For interventional students was performed the clinical support program, which included three components of knowledge, skills, and learning platform for two weeks. Before and after the intervention, their clinical competency was measured by Meretoja modified clinical competence scale. Data were analyzed by SPSS software version 16 and independent t-test, Mann-Whitney, paired T-test and Chi-square.

The result of independent t-test showed that after the intervention, the mean score of clinical competency of the students in the intervention group (80.8 ± 16.6 of 100) was significantly (68.3 ± 10.9 of 100) more than the control group (p= 0.003). Also the mean score of clinical competency of the intervention group in the dimensions of patient assistance, education, guidance and therapeutic measures was significantly higher than that of the control group (P <0.05).

Creating a supportive clinical environment will enhance the clinical competence of the students, especially in the areas of patient assistance and further education and guidance, and it is recommended that more attention be paid to planning clinical nursing education.

aside from professional and subjective knowledge effective education requires pedagogical knowledge, which educators need to acquire. The present study aims to explain the ways to achieve pedagogical knowledge by clinical educators in the field of medicine.

in the present qualitative study–grounded theory– 27 clinical instructors of Birjand University of Medical Sciences, with enough experience or knowledge were interviewed (semi-structured interview). Based on Corbin and Strauss’s analytical approach (2008), along with data collection to reach theoretical saturation and grounded theory, constant data comparison was done. Finally, in order to ensure authenticity and consistency of the study Lincoln and Guba’s criteria were used.

The final findings of the research include category: contexts for acquiring and identifying pedagogical knowledge, knowledge acquisition strategies as a study phenomenon and limiting the acquisition and identification of pedagogical knowledge, and consequently the lack and dispersion of pedagogical knowledge as the most important concern. Acquisition and identification skills of pedagogical knowledge as a causal condition and finally improving the quality and development of education, improving student satisfaction and learning as a result.

Acquiring teacher knowledge requires the benefit of individual learning strategies and professional development in the organizational, cultural and individual context. However, examining the results of using these strategies in promoting teacherschr('39') teacher knowledge is a starting point for future research.

Scientific authority which means others’ continuous referral to an individual or organization and being recognized as a theory-maker, leads to develop a society socially, economically and scientifically. The goal of this study was to explain the role of scientific authority in the development process of the country based on the conducted studies.

This study was conducted in the first half of 1396 using the Cochran systematic review protocol and then updated in 1399. Key words including scientific authority, country development, scientific trying and scientific power were searched in GOOGLE SCHOLAR and Iranian databases such as SID and IRANDOC. In addition, manual research was done. After reviewing the title or abstract of the articles, 343 articles entered the preliminary list, of which 45 qualified articles were required to enter the final evaluation.

The most important extracted concepts related to scientific authority included scientific dynamics, civilization, and localization of science, self-belief culture development, systematic reinforcement of interdisciplinary sciences, wealth-making and competition for development.

Scientific authority has an effective role in promoting the countrychr('39')s competitiveness compared to the countries of Iranchr('39')s 1404 vision document. Therefore, in order to achieve scientific development and authority, it is necessary to conduct strategic planning of scientific research in the country with the aim of identifying capacities and directing research to achieve the goals of the 1404 vision document.

The physician- patient relationship requires special communication skills. This relationship, especially when announcing bad news, will cause irreparable discomfort in the patient and his families. Therefore, there is a need for studies in the field of training for physicians so they can make appropriate decisions in these cases.

All emergency medical students in the Iran University of Medical Sciences in 2019 were entered to study. Participants were divided with couple and odd method to in-person (lecture, group discussion) and non- attendance (receiving training packages, slides, and video) training groups with SPIKES. Questionnaire was used to assess the performance and attitude of how to transfer bad news based on the strategy of the SPIKES. The results of pre-test and post-test in both groups were compared and also compared to each other.

The mean scores after the training in in-person group were 121.75 in attitude and in the performance approach 63.45, and in non- attendance group were respected 115.6 and 62.70.Attitude scores in the study groups were not significant (p-value> 0.05) after education than before. However, there was a significant difference (p-value< 0.001) in the comparisons mean scores of performances in the groups.

The results showed the necessity of conducting this study on the other medical specialty students and the inclusion of bad news transmitting skills in the education curriculum.

Providing and receiving feedback during clinical training is one of the indicators of effective teaching and better learning. Different factors are related with efficacy of feedback that may refer to teachers or students. This study aimed at orientation of medical and nursing students to receive feedback in their clinical training course.

This is a descriptive study that was done on 495 students (278 medicine and 217 nursing students) who were selected by quota and convenience sampling. The data collection tool was feedback orientation scale that was completed by students in a self-administered method. Validity and reliability of the questionnaire were determined by content validity and internal consistency (α = 0.90), respectively. The results were analyzed by SPSS software (Ver. 16) using T-Test, ANOVA statistical tests.

In this study, orientation to receive feedback was more than mean score and was significantly higher in nursing students in comparison with medical students (P=0.031, t=-2.94). As well, the students as starters tended more to receive feedback than interns (P=0.01, t=-2.46). There was a significant relationship between the orientation to receive feedback with students’ age, grade point and interest in the major (P <0.05).

With considering of difference in students’ orientation to receive feedback, it is suggested that pay attention on this point in educational planning and try to improve attitude of some students who have a poor orientation to feedback through taking appropriate measures. As a result, the status of more acceptance of feedback will provide to them.

Learning environment has an important role in the process of teaching and learning. The purpose of this study was to examine the relationship of nursing students’ perception of the instructional environment on their academic engagement in Ahvaz Jundishapur University of Medical Sciences in 2018-19 academic years.

This study is a descriptive correlational research. The statistical population consisted of nursing and midwifery school students of Ahvaz Jundishapur University of Medical Sciences of whom 291 students were selected based on Morgan table and through random sampling. Data collection tools were standardized questionnaires of Dundee Ready Education Environment (DREEM) and Academic Engagement Scale (Schaufeli et al, 1996). Descriptive statistics, Pearson correlation coefficient and multiple linear regression were employed for data analysis.

The mean of total score obtained from nursing instructional environment was 125.26±12.81 from 200 (MAX) that signified positive aspects to be more than negative. Findings showed that students’ perceptions of the learning environment would predict their academic engagement (R=0.518, R2=0.269, p<0.01). Calculation of regression coefficients revealed that the five components perception of learning and instruction (DREEM model) had a significant role in predicting studentschr('39') academic engagement (R=0.518, R2=0.269, P<0.01).

Given the role of perception of the learning environment in predicting students’ academic engagement, it is important to pay attention to the role and adjustment of academic environment.

Lighting lessons is necessary for the occupational health students. Educational aids are essential in promotion of learning. This study aims to evaluate students’ learning in practical part of lighting lesson by using educational resources of lighting boards.

In a quasi-experimental study that was carried out on occupational health students of North Khorasan University of Medical Sciences. The samples were divided into case and control groups. Each group consists of 40 participants. The control group was trained in the traditional method and the case group was trained using the educational board. In addition to studentschr('39') feedback, studentschr('39') scores were also judged to assess learning. The scores in both groups were analyzed by SPSS 19 software.

25% (n = 20) of students were male and 75% (n = 60) were female. With the use of educational boards, learning speed, retention of skills, ease of understanding and motivation increased by 85%, 90%, 90% and 95%, respectively. The mean score was 17.75 ± 1.75 in case group and 15.5 ± 2.15 in control group. The mean difference in acquired scores was significant between the case and control groups.

The occupational health studentschr('39') learning improved with the use of educational boards. According to the results of the studentschr('39') comments, this tool can be used as a useful educational tool in presenting this lesson.