Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:12 Issue: 4, Dec 2021

Peer mentoring may have a crucial role in the early years of medical school in terms of academic success. The aim of the current research is to review studies that have investigated the role of peer mentoring in the academic performance of undergraduate preclinical medical students.

An online search using related keywords (peer mentor as its variations with medical students and its variations) in SCOPUS, OVID, Eric, Embase, PubMed, and Web of Science with no time limit consideration was conducted on 2021/07/07. After eliminating duplicates from retrieved records, the titles and abstracts of the remaining articles were studied, and irrelevant articles were removed based on the predetermined inclusion criteria (mentees from undergraduate medical students in the preclinical phase and reporting academic performance as the outcome of the peer mentoring).

Of 294 retrieved records, seven articles remained after the screening and selecting process. Two more articles were also added through hand searching, and nine papers were included in the final analysis. The selected articles were published from 2007 to 2019. Eight articles applied post-only design, and one article used an ex-post facto method. Studies implemented different kinds of peer mentoring models. In most studies, the supportive role of mentors was highlighted. Three studies reported electronic tools for mentoring interactions. Studies reported improvement in mentees’ academic performance in terms of academic success indicators as well as participants’ perceptions about the effectiveness of the program. The overall quality of most articles was low to moderate.

The results indicated that there is an improvement in students’ academic performance after participating in peer mentoring programs based on both subjective and objective outcome measures. The results have implications for virtual teaching in the context that there is limited faculty time and probably less motivation for mentoring activities.

3D-Virtual Reality Learning Environments (3D-VRLEs) have proven effective in stimulating student engagement in teaching and learning processes. However, some principles should be considered before introducing and implementing these learning environments in science education. This paper aims to document the principles that guide the design and development of the 3D-VRLE in science education and to draw the implications for the Omani educational context. A design-based research (DBR) methodology was conducted to gather data using two instruments: literature review and semi-structured interviews. One specialist developer and two Subject Matter Experts were selected for interviews using purposeful sampling. The in-person interviews consisted of seven questions and a three-hour discussion. The questions were centered on the technological features of 3D-VRLE applications, the instructional design process used to develop these educational applications, and the design principles used in their development. Keywords used for the literature review included biology, physics, chemistry, science, DBR, 3D-virtual reality, lab, and learning environment. Inductive thematic analysis was used as a technique for analyzing the interview data. The findings pointed to a systematic and planned design process for 3D-VRLE in accordance with the ADDIE model. It was found that the design principles of the 3D-VRLE should include authentic and instructionally grounded systems, a collaborative and motivating environment, and student-centered instruction. 3D-VRLEs may have significant implications for the teaching of science in terms of the physical arrangement of classrooms, the way the teacher delivers the topic, the number of students in the classroom, and the type of technology that needs to be adopted in schools. This study presented the blueprints required by Omani science curriculum designers for the design/development of 3D-VRLE. This allows them to take the initiative in design and production of relevant learning materials and products and use them effectively in the educational context of Oman.

Using electronic content (text) requires graphic designs; therefore, graphic organization of electronic pages is a necessity. The use of Gestalt visual perception laws has emerged as an effective principle in content design. This research aimed to investigate the use of gestalt visual perception laws in designing electronic pages, and determine its effect on learning the first aid skills. This was a quasi-experimental study with pretest-posttest control group design. The experiment was conducted in the Educational Sciences Department of Arak University in 2018. The participants included 30 students aged 23-25 years. They were selected by convenience sampling and randomly assigned to two groups. The experimental group learned lessons from electronic pages designed using the Gestalt laws, and the control group learned from electronic pages designed without following Gestalt laws. Data collection was performed using a researcher-made test on first aid. For data analysis, descriptive statistics, mean, frequency, standard deviation, and covariance analysis were used. A significant difference was observed between the experimental and control groups in terms of applying Gestalt visual perception laws in learning the first aid. The mean scores of the respective groups were 18.33 and 15.46 for similarity (P=0.001), 17.86 and 13.26 for proximity (P=0.001), and 19.00 and 16.53 for continuity (P=0.001). The results of the experimental group reflected a positive effect. The results indicate the significant effects of applying Gestalt visual perception laws in electronic content design on the learning of first-aid skills. Gestalt Laws have increased interaction by organizing the learning content, as well as bringing graphic unity to pages and simplifying navigation. Therefore, they have improved the learning outcomes.

Following the expansion of the Covid-19 Pandemic, many parts of the world have turned entirely too e-learning. In this regard, universities refused to hold face-to-face training classes and started creating virtual training classes. This study was aimed to investigate the relationship between computer literacy and e-readiness among students. In this cross-sectional study, 100 eligible female students of Yazd University in Iran in age group of 19-21 years were selected by convenience sampling method. They were in the first semester of the academic year 2020-2021 that took the physical education subject and participated in the class through virtual education. Data collection tools were a standard computer literacy questionnaire based on seven ICDL standard skills and a Watkins standard questionnaire were used to measure students' e-readiness. Data were analysed in SPSS-23. Using descriptive statistics and the Spearman correlation coefficient. P-value There is a significant and strong relationship between computer literacy and e- readiness only in the subscale of skills and communication (0.04), But there is no significant relationship between computer literacy and other subscales of e-readiness, such as motivation (0.96), access to technology (0.68), learning ability (0.86), internet group chat (0.96), important issues for successful learning (0.6). The findings of this study showed that there is a significant relationship between computer literacy and e-readiness only in the subscales of skills and communication. There is no significant relationship between computer literacy and other subscales of e-readiness. Having these skills helps the learner to acquire information and knowledge. University policymakers and planners need to pay special attention to improving computer literacy skills and increasing students' e-readiness.

The obvious point is that the optimal use of e-learning education for student teachers needs to examine the executive factors that play a decisive role in improving the quality of e-learning. This study aimed to investigate the status of factors affecting the quality of e-learning from a student teachers’ point of view at the Farhangian University of Yazd.

This descriptive survey was conducted among 314 student teachers at Farhangian University. The samples were selected through simple stratified random sampling during AprilJuly 2021. The status of factors affecting the quality assurance of e-learning was assessed with a researcher-made questionnaire. Data were analyzed in SPSS v.23 using a one-sample t-test, and all statistical tests were run at a significance level of 0.05.

The results showed that the component status of the students’ skills was at a favorable level (3.82). However, the status of factors such as technology infrastructure (2.41), skills of professors (2.28), ease of access to services (2.35), and management structure (2.45) were not in a favorable situation in the implementation of e-learning quality assurance at the Farhangian University of Yazd.

As a result, in order to improve e-learning, university administrators must consider all of the factors influencing the implementation of e-learning quality assurance for teacher students’ learning effectiveness.

The purpose of this paper was to assess Urmia high school teachers’ acceptance of digital game-based learning in view of their perceived usefulness and digital self-efficacy.

A cross-sectional descriptive correlational study was conducted among the educational areas in the academic year 2019-2020 in the city of Urmia. Taking into account all high school teachers (n=436), using Cochran’s formula, 205 teachers were chosen through a relative stratified sampling method, with the female teachers (n=258) and male teachers (n=178). Research instruments included questionnaires based on TPACK-G for evaluating perceived usefulness, computer self-efficacy, and acceptance of digital games. A path analysis was performed on the data using the Lisrel 8.50 and SPSS 22 procedures.

The findings showed that the relationship between all the variables in the study and the acceptance of such learning was significant. The variables that had the smallest relationship with the acceptance of digital game-based learning was the pedagogical knowledge of games (r=0.103, p <0.05), while the most significant relationship was found with the technological knowledge of games (r=0.274, p <0.01). The direct impact (TPACK-G) on teachers’ digital self-efficacy is equal to (0.219, 0.165, 0.187), and on acceptance (0.160, 0.142, 0.222), which is significant at(p <0.01). The most direct impact was found for the usefulness on acceptance (standardized parameter=0.365, p <0.01). The smallest indirect impact was found for the self-efficacy on usefulness (0.027). The direct impact of teachers’ digital self-efficacy and the perceived usefulness on the acceptance of learning based on digital games is equal to (0.300, 0.365) which is significant at (p <0.01). In addition, findings of the study showed that the highest and lowest variances that accounted for the total variance were related to the acceptance of digital gamebased learning (%31) and self-efficacy (%20), respectively.

Teachers’ digital self-efficacy in terms of the ability to adopt technologies in learning and their perceived usefulness is an effective factor in teachers’ decisions regarding the use of digital games in the classroom.

The Community Primary Care Champions (CPCC) Fellowship program trains physicians and physician assistants to expand community underserved partnerships and healthcare transformation. The COVID-19 pandemic required a rapid transition to virtual platforms (e.g. Zoom) to facilitate the safe delivery of medical care and education. This report describes the resulting lessons learned in transitioning to a virtual fellowship. The fellowship involves self-directed learning, didactics, and smallgroup discussions. The first CPCC fellowship cohort included inperson instruction. A second cohort transitioned to a virtual-only format in March 2020 due to COVID-19. A third virtual-only cohort began in September 2020. Focus group data was analyzed for themes in the transition to a virtual format. Key lessons learned were derived during this transition including: 1) Realignment of focus of didactic and discussions for continued fellow engagement; 2) Leveraging virtual tools to optimize impact of activities; and 3) Geographic expansion of fellowship recruitment resulting in a more diverse cohort. A virtual fellowship has also allowed for refocused approaches to learning, building rapport, and an expanded reach in geography. This has enriched the experience of the fellowship by producing primary care champions in leadership and advocacy across practice environments. This supports retention of a virtual CPCC fellowship.

Social accountability serves as an essential factor in improving the quality, efficiency, and responsiveness of health systems (1). Health and medical education policy-makers emphasize social accountability as a measure of medical universities’ commitment with regard to community health priorities (2). In 1995 the World Health Organization (WHO) defined social accountability as: “The obligation of the medical schools to direct their education, research and/or service activities towards addressing the priority health concerns of the community, region, and/or nation they have the mandate to serve. Priority health concerns are to be jointly identified by governments, health care organisations, health professionals, and the public”(3). Social accountability principles oblige education policy-makers to consider costeffectiveness, quality, equity, and relevance in planning, delivering, and evaluation of educational programs, services and research activities (2). Social accountability in medical curriculums would fulfill the target community’s requirements in the health system (4). The Association of Faculties of Medicine of Canada (AFMC) and the Global Consensus for Social Accountability of Medical Schools (GCSA) have emphasized that every medical university’s mission should be based on linking medical education systems with community health requirements.