Journal of Medical Education Development
Volume:14 Issue: 41, Spring 2020

Assessing the undergraduate medical students’ knowledge regarding COVID-19 to determine any gaps in their learning and any misinformation is essential. This study aimed to access the awareness regarding COVID-19 and related myths among undergraduate medical students.

A cross-sectional survey was conducted on undergraduate medical students in a tertiary healthcare teaching institute in a district of central Uttar Pradesh. Unpaired t-test and one-way ANOVA were applied to determine any differences among the mean scores of awareness and myths among gender and batch years. We used boxplots to represent the overall and section-wise correct percentages.

Out of the total 800 students, 494 (61.7%) participated in the study. Most of the participants were first-year MBBS students, 158 (32.0%), and were males (280, 56.7%). The average performance regarding the awareness and myth related to COVID-19 was satisfactory, with a 72.5% overall correct mean score. According to modified Bloom’s cut-off, 406 (82.2%) students performed moderately, followed by 81 (16.4%) students who performed good, and seven (1.4%) performed poorly. Although the majority 489 (99.0%) knew the correct taxonomy of the virus causing COVID-19, 60.0% and 43.0% had difficulty defining the SARS-CoV-2 virus and close contacts, respectively. There was a drastic variation in response to the physical distancing criteria, with only 71 (14.4 %) answered correctly.

As the guidelines regarding COVID-19 are dynamic, there is a need for regular training of undergraduate medical students, focusing on infection control and prevention to keep them updated with the latest and upcoming guidelines.

 Today, a large part of entrepreneurship education is provided to students in medical institutions in the form of a series of workshops. This study aimed to explain the experiences of students of the pathology of the curriculum of entrepreneurship education workshops in the field of medical sciences. 

 This was a qualitative study conducted with a directed content analysis method. Content analysis was carried out based on four components of Ralph Tyler’s model. Subjects were selected from medical students of the University of Tehran attending entrepreneurship education workshops using snowball sampling. Data saturation was reached after semi-structured interviews with 14 individuals. All interviews were transcribed verbatim and manually extracted codes were analyzed.

 In this study, the issues of entrepreneurship education workshops were classified into 18 categories presented in the form of four main components of objectives, content, teaching method, and evaluation in the curriculum. 

 Those involved in medical sciences, as well as those in charge of holding entrepreneurship education workshops, should pay more attention to the curriculum of entrepreneurship education workshops according to the identified pathology in order to provide the necessary space for entrepreneurship training.

Clinical education is a very important and effective part in speech therapy training, without that, it will be very difficult and impossible to train capable and qualified people. It is necessary to investigate the facilitators and deterrents to the quality and quantity of clinical education in the field of speech therapy to study educational problems and provide educational programs in the future.

This is a descriptive-analytical cross-sectional study. 62 undergraduate students and 41 speech therapy instructors (41 people) were included in the study. They completed the consent form and a 62-item questionnaire of facilitators and inhibitors for clinical education. Data were analyzed using SPSS software version 22.

62 students with a mean age of 22.53 ± 1.9 and 41 instructors with a mean age of 36.29 ± 9.9 were studied. According to both groups, the most important facilitating factors were the area of ​​"facilitating characteristics of coaches and instructors" and the most important deterrents were the area of ​​"student dissatisfaction with the way practical and theoretical courses are presented". Based on the results of the independent t-test, in some facilitating and inhibiting factors, there was a significant difference between the opinions of the instructor and the student (p≤0.001).

The most important area of facilitating clinical education is the use of experienced and responsible instructors who have passed appropriate in-service courses in clinical education. The quality of education is necessary to make decisions. It is also necessary to equip the physical spaces of clinics and their facilities and to establish a suitable time interval for presenting practical and theoretical courses.

The complexities of clinical medicine, the advancement of knowledge and experience in medical education, advances in information technology, changes in the delivery of health services, Both of these considerations must be addressed, as well as the need to adjust the curriculum in order to meet the expected capabilities of general practitioners. The aim of this study was to look into the quality of basic and clinical curriculum education, as well as the compatibility of the new curriculumchr('39')s content with the general practitionerchr('39')s expected roles.

A qualitative review (focused community discussion) was performed in 2018 and 2019. In-depth group interviews with medical education experts and selected talented students were conducted to gather data, and classes and themes were extracted using the Granheim and Lundman content analysis method.

Based on the similarity and appropriateness of the results, two groups of 15 codes were identified in the study: adjusting the length of basic sciences and clinical introductory courses, and changing the educational quality of basic sciences and clinical introductions and three categories in the content of clinical education instruction, namely enriching clinical goals With 12 codes, general medicine, content enhancement and organization, and clinical content implementation improvement were established.

Reviewing basic sciences courses with a longitudinal incorporation approach to clinical content, paying attention to the fundamentals of physiopathological reasoning of diseases in clinical planning, and designing an internship strategy focused on clinical reasoning and attending to skills training during the internship course can be beneficial Medical studentschr('39') educational instruments should be suitable for the anticipated plans and tasks.

Medical students should have adequate self-esteem to deal with stressful situations and have proper compatibility. Since self-esteem is affected by internal and external factors, the present study aimed to investigate the relationship between students’ self-esteem with variables of happiness, ethical climate, and perceived stress at Jahrom University of Medical Sciences.

This correlational study was performed in the second semester of 2018-2019 and 316 students were selected by consensus sampling method. Data were collected using the Rosenberg Self-Esteem Scale, Oxford Happiness Questionnaire, Olsonchr('39')s Hospital Ethical Climate Survey, and Cohen’s Perceived Stress Scale. Data analysis was performed in SPSS version 16 using descriptive and analytical statistics.

 In this study, the mean and standard deviation of self-esteem, happiness, ethical climate, and perceived stress were calculated at 4.06±4.45, 41.87±12.39, 91.28±13.81, and 26.39±6.33, respectively. We found a significant correlation between happiness (r=0.431, P<0.001) and perceived stress (r=-0.427, P<0.001) with the self-esteem of students. On the other hand, there was no significant relationship between ethical climates with the self-esteem of students. According to the multiple linear regression analysis results, happiness and perceived stress of students predicted 26% of the self-esteem variance.

Due to the relationship between students’ self-esteem and the variables of happiness and perceived stress, it is recommended that programs be developed to increase happiness and decrease stress in students so that their self-esteem could be improved.

Metacognition and critical thinking are some of the factors that can help students to solve difficult problems. Therefore, it is necessary to examine the relationship between these factors and creative problem solving. Therefore, this study aimed to determine the mediating role of critical thinking in the relationship between metacognition and creative problem solving among students of Zanjan University of Medical Sciences in 1997-98.

This was a descriptive-correlational study. The statistical population was all PhD students in Zanjan University of Medical Sciences in the academic year of 1997-96. The sample size was 311 students using Morgan method and were selected by stratified random sampling. Of the 275, 167 (60.7%) were male and 108 (39.3%) female. Data were collected using Wells & Cartwrightchr('39')s Metacognition Questionnaires (2004), Baser Creative Problem Solving (2004) and Rickets Critical Thinking Questionnaire (2003). Data analysis was performed by using Pearson correlation and multiple regression tests in SPSS 24 software. The four-step method of Baron and Kenny was used to determine the mediator role.

The results showed that there is a relationship between metacognition and creative problem solving (P<0.05). In addition, metacognition can significantly explain creative problem solving in students (P<0.05). The mediating role of critical thinking in the relationship between metacognition and creative problem solving was also confirmed in this study.

Meta-cognition can explain creative problem solving in students. Critical thinking also strengthens the relationship between the two variables of metacognition and creative problem solving in students.

Technology growth results in the advancement of teaching through new educational technology acceptance and readiness, which is known as e-learning. The present study aimed to evaluate technology readiness and its impact on e-learning acceptance among nurses of Rafsanjan University of Medical Sciences.

This descriptive and correlational study was performed on 248 nurses at Ali Ebn Abi Taleb, Moradi, and Nik Nafs hospitals, who were selected based on Morgan table and random stratified sampling according to the service location. In addition, data were collected using Richey’s technology readiness scale and Davischr('39')s technology acceptance model. Moreover, data analysis was performed in SPSS using descriptive statistics, independent t-test, regression test, and Pearson’s correlation coefficient.

In this study, 56 subjects were male and 139 were female. In terms of the level of education, 174 had a BSc while 21 had an MSc. The maximum and minimum work experience was 29 years and 1 year, respectively. According to the results, technology readiness had the highest impact on technology acceptance for e-learning in dimensions of optimism and innovation with a beta value of 0.374 and 0.332, respectively. Furthermore, R2=0.331 showed that about 33% of e-learning acceptance could be predicted by four dimensions of optimism, insecurity, innovativeness, and discomfort.

According to the results of the study, nurses’ readiness to accept e-learning was assessed as moderate due to the novelty of e-learning.

Research is one of the most important factors for the advancement of society. Given the necessity of researching scientific communities and associated mental pressures, researchers experience research anxiety. Therefore, the present study aimed to identify the factors affecting research anxiety.

This is a qualitative research performed with a meta-synthesis method. The statistical population includes all data related to research anxiety published during 2005-2020. In total, we find 463 references, 214 of which are chosen based on their abstracts. Afterwards, 82 references are selected based on content, and a total of 24 references are evaluated by the theme analysis approach as the related resources. Notably, the articles are found from databases of libraries, schools, and websites such as Academic Center for Education, Culture and Research, Noormags, Magiran, scientific articles of national conferences, national journals database, Iran Doc, Civilica, elmnet and valid foreign databases including Science Direct, Google Scholar, Scopus, Springer, and IEEE using the keywords of anxiety, research anxiety, and research barriers. The selected articles are analyzed in MAXQDA 2020 software.

In this study, 103 codes and 13 concepts are extracted into two general components. According to the results, the two general components of internal and external factors affect research anxiety. In this regard, internal factors include methodological skills, research skills, information literacy, emotional, emotional, and management factors. On the other hand, external factors are rules and policies in the field of research, factors related to research centers, organizational attitudes and culture, organizational support, organizational decisions and planning, the research community, and research guide features and characteristics of research demographics.

In order to control research anxiety, researchers can consider appropriate programs and solutions to reduce anxiety by identifying the mentioned factors. In addition, our findings could contribute to the recognition and reduction of research anxiety in researchers.