نشریه افق توسعه آموزش پزشکی
سال یازدهم شماره 3 (زمستان 1399)

Pandemic covid  19 has had a profound effect on health and education systems around the world, and many day-to-day works in teaching hospital settings, including hours and teaching methods, have changed dramatically due to student and physician safety and changing inpatients. And medical education policymakers face many challenges in optimizing the education and evaluation of medical students, and should make more use of alternative methods of online education and training technologies and make fundamental changes to traditional methods of medical education. This section is a review of educational curricula and emphasis on educational minimums, which is important to remove and change or create new teaching methods. Different countries pay attention to the fact that the safety of students and professors is an important and necessary point in educational institutions at this critical stage. These points underscore the importance of greater interdisciplinary collaboration and creativity in training and greater adaptation to change.

Education in medical sciences also needs a fundamental change in order to improve the level of education by using modern teaching methods. Using videos during teaching makes students more alert and more motivated and focused on the subject. Since Mashhad University of Medical Sciences is one of the mother universities of the country and the center of educational technology and according to the listed advantages, a study was designed to design, implement educational topics in the form of videos and in the theory classroom for laboratory science students. To be displayed.

 44 laboratory science students were considered as the target group and participated in this scholarly study. The film was designed at the University Study Center and in the classroom, pre-test students consisting of 4 four-choice questions were first taken and the film was screened and then the test post was taken. At the end of the second session, a survey form consisting of 9 questions was given to the students and finally the test and survey results were analyzed with SPSS 21.

 The correct questions answered in the post-test were more than the pre-test, which was a significant level for the first question (p = 0.03) and the next three questions (p <0.001), respectively. Also, the number of wrong questions answered in the post-test was significantly reduced (p <0.001). Surprisingly, almost 80% of students expressed little or no interest in continuing this teaching process.

Despite the fact that the students' scores in the post-test were significantly better than the pre-test, but most students expressed little or no interest in continuing the teaching process using the film.

Educational grand round is a common clinical education method that is implemented in most departments of hospitals and its purpose is to provide an opportunity for students to link theoretical information to practical facts. The purpose of this study is to examine the views and opinions of students and faculty members to find gaps in Grand round of clinical education to take an effective step in training efficient physicians by improving the educational process.

 This cross-sectional study was performed in the pediatrics department of Mashhad University of Medical Sciences. This research was conducted by surveying the people present at the Grand round meetings in the form of a questionnaire. A total of 250 questionnaires were filled from January 2016 to the end of June 2017 among the participants in the grand rounds, of which 235 questionnaires were completed. Data were analyzed using SPSS v.24 software.

 The highest level of satisfaction with the quality of weekly grand rounds is in the group of faculty members with 63.15% and the lowest rate is in the group of interns with 4.34% who evaluated the status of grand rounds very well. While all faculty members and the majority of assistants (70.73%) believed that the intern's presence in the Grand Round was beneficial, about half of the interns (53.62%) acknowledged the usefulness of the Grand Round. The strategy of the faculty members was more emphasis on treatment (42.10%) and problem-based medical reports (36.84%) but more assistants focused on differential diagnoses (46.34%) and medical reports based (34.14%); Interns (63.76%) and stagers (63.20%) emphasized on the discussion of differential diagnoses.

The attitude of stagers and interns is more negative than that of faculty members and assistants regarding the quality of training grand rounds. Their views are also different in important areas such as the patient referral strategy. Therefore, it seems that it is important to conduct further studies with the aim of determining the appropriate standards for training grand rounds for each group of stagers, interns and assistants.

The learning environment is a behavioral determinant and the student's understanding of the environment is very effective in learning and is very important in clinical education. The use of the DREEM model as a diagnostic tool is used to identify the difference between the real environment and the desired environment. The purpose of this study was to investigate the views of medical learners about educational environment.

 This descriptive cross-sectional study was done in 2018 and the views of 143 medical learners (residents, interns, and clerkships) using the DREEM questionnaire in five areas of student perception of learning, professors, educational atmosphere, scientific ability, and social conditions and in Kashan’s Shahid Beheshti Hospital. SPSS16 statistical software, ANOVA and t-test were used to analyze the data.

 Among the different levels of the DREEM model, the student's perception of social conditions had the highest and the student's perception of the teacher had the lowest average score. Students' perceptions of the educational environment were unfavorable in all areas. In terms of age, level of education, and year of residency, no differences were observed between the study groups in any of the 5 areas of clinical environment assessment (P <0.05). In terms of gender, the areas of student perception of the professor, his educational climate, as well as the study of all areas had significant differences (P <0.05) and the areas of student perception of their scientific ability and social conditions did not have significant differences (P>0.05).

Educational environment of clinical departments of university was assessed as unfavorable in all areas. Therefore, more attention of professors to the principles of educational design and the creation of appropriate educational space in order to students’ better learn is essential. The DREEM model can be used to monitor and measure modification and change in clinical education program

There are several tools for evaluating the achievement of educational goals. One of these tools is logbook. The aim of this study was to evaluate the logbook designed in the operative dentistry department from the students’ point of view. 

Materials & Methods:

 In this cross-sectional descriptive study, 60 dental students included the study in the academic year of 2019. Information was collected through a researcher-made questionnaire in three sections: demographic data, logbook evaluation questions, and an open-ended question about suggestions. The validity of the questionnaire was confirmed by faculty members. The reliability of the questionnaire was confirmed by Cronbach´s alpha test with a coefficient of 0.8. Data analysis was performed using descriptive and analytical statistics.

 The mean overall evaluation score of Logbook was 28.98±5.77. 71.7% of students mentioned that the effect of logbook on their knowledge about the evaluation method was high and very high. Regarding the necessity of using logbook, 51.7% of students choose high and very high necessity. Using Pearson correlation test, there was a significant and positive relationship between the students’ final score of semester and their opinion about the Logbook evaluation. There was also a relationship between the logbook evaluation score and the experience of not using the logbook in the education period.

Based on the findings, in general, students' views on the use of logbook were moderate, and since logbook should meet the educational needs of all students, it is necessary to redesign its content.

The aim of the present study was to investigate the hidden and null curriculum in medical sciences in order to design a practical model according to the packages of the transformation and innovation plan "Case Study of Mashhad University of Medical Sciences".

 This qualitative research was a conducted by Granheim and Landman method in three steps include: 1- Semi-structured individual interviews with faculty, administrative staff in educational affairs and medical students in different basic and clinic courses, 2- two group interviews 3- assessing the content of some parts of all medical students logbook include Experiences, criticisms and suggestions from attending in different wards of the hospital and clinical training. .

 After analyzing individual interviews with professors and educational experts, the results showed that the hidden dimensions in the medical curriculum include 17 floors and 79 main codes and its neglected dimensions, including 9 floors and 43 main codes and from analyzing the lived experiences of students in The format of individual, group interviews and analysis of medical records, hidden and null dimensions of the curriculum, based on the design indicators in Mashhad University of Medical Sciences,11 floors and 80 curricula were obtained, based on which, the design of the curriculum model According to the packages of the transformation and innovation plan. The validity of the model was confirmed by the opinion of the elites.

In this study, we analyzed the hidden and null curriculum in medical sciences in order to design a practical model according to the "transformation and innovation plan" packages, which finally designed and presented the proposed model with 4 general themes and 24 floors.

Since basic skills training, focusing on personal skills as well as awareness of the dangers, can play an important role in enhancing students' self-care ability. Therefore, the present study aimed to evaluate the effectiveness of self-care skill plan in seventh grade female students in two districts of Bandar Abbas.

 Therefore, this research is descriptive in terms of research purpose and is applied in terms of research results. Because the results can be applied to the organizations studied. The statistical population included all 7th grade female students in two schools of Bandar Abbas district in the school year of 1397-98. The number of them was 1483 students who were implemented in sixth grade schools in Bandar Abbas during the last academic year. Seventh grade female students were selected through simple random sampling from several schools. The tool used was a researcher-made questionnaire consisting of 32 questions based on a Likert scale (very low, low, limited, excess, and very high). For the analysis and processing of information extracted Questionnaire of Univariate t-test and exploratory factor analysis and confirmatory factor analysis were performed using SPSS and LISREL software

 Exploratory factor analysis showed that the components of self-awareness, self-worth, interpersonal skills and general cognition of high-risk behaviors are the factors affecting students' self-care skills. Confirmatory factor analysis also showed that the items of each factor are factor burden. They have an acceptable level.

Identifying the factors influencing adolescent girls' self-care skills helps them to move from disabilities and skill weaknesses to strong and constructive skills. Teaching these skills can start a movement in the evolution of educational programs to be used in the light of those skills, topics and educational materials as they exist in everyday life, and to link the chains of communication with the real world of students.

Formative assessment can improve the teaching and learning process. It is a kind of continuous assessment that provides effective evidence to which learning outcomes are achieved to improve learners' performance.

This study is a review in which the key phrases including Formative Assessment, Electronic Formative Assessment, Digital Formative Assessment, Computer Assisted Formative Assessment, Feedback, Meaningful Feedback, Cunstructive Feedback, Educational Feedback, Formative Feedback, Effective Feedback and Medical Education in the available international databases such as Scopus, Eric, ProQuest, Google Scholar, PubMed, Wiley Online Library, Science Direct and Web of Science have been reviewed from 2010 to 2020.

A total of 59 documents were evaluated as the most relevant studies. Findings indicated that continuous use of formative assessment and effective feedback leads to efficient results on the teaching and learning process.

Formative assessment has positive results on learning and by providing effective feedback, makes a significant difference in the quality of the teaching and learning process. In fact, effective feedback is the link between formative assessment and learning and is one of the most important elements in learners’ evaluation that leads to the function of assessment as a tool for learning.