Journal of Medical Education Development
Volume:14 Issue: 44, Winter 2022

Nurses are on the front line in the fight against COVID-19. It is crucial to develop the nursing profession and support nurses as the key members of  health care system to create a standard and safe care services and respond effectively to the crisis. Following suggestions are provided in nursing training, research and supporting nurses to improve the nursing status, reduce nurses workload, and increase the quality of services to prevent, control, and treat COVID-19.

The objective of the study to assess the incidence of the prescription errors done by the medical practitioners and to grade its severity as per NCC MERP criteria and their compliance with the WHO core drug prescribing guidelines. The study focuses on the feedback by the doctorsrelated to the prescription errors and the reasons for the same.

A multicenter, cross-sectional study was conducted in Out-patient departments of several hospitals in Hyderabad wherein 360 prescriptions were randomly selected and assessed for prescription errors. A self assessment form for the overall prescription skills was given to the medical practitioners along with the feedback from for improvement of the same.

Evaluation of the prescriptions had shown that almost all the prescriptions did not comply with the set WHO core drug indicators and majority of the prescriptions landed under the category of clinically insignificant errors of the NCC MERP criteria.The feedback from the doctors laid emphasis on the integration of the pharmacology with the clinical medicine during the internship.

The study focuses the significant lack in the prescribing competencies amongst the medical practitioners and noncompliance with the WHO Set guidelines for core drug prescribing. The study emphasizes on the need of the medical education department to focus on the same for the prevention of the significant errors and help in reducing the disease burden on the society.

The present study was undertaken to determine the perception of medical students towards the Online Assessment in North Indian medical university amidst COVID-19 Pandemic.

An online questionnaire was validated and distributed among 500 medical students of a tertiary care hospital in North India. The consent was taken and the responses were analyzed anonymously. It consisted of standard Likert scale questions, close-ended and open-ended questions comprising a total of 22 questions. The questionnaire was grouped into 4 categories such as demographics, Comparison between traditional and online assessment, Advantages and limitations, and Acceptance of online assessment. The responses were analyzed by using descriptive analyses.

Out of the 500 students, 430 responded out of which 57.8 % were females and within 20-25yrs (86.8%). 54.6 % students found online exams less stressful, comfortable (58.13%) & within the covid norms (75.11 %). Limitations included no interaction with patients (64.88%),social isolation (36.04%) & bad internet connection (80.9%). 50 % of undergraduate students preferred traditional assessment while 30% prefer blended method and least number of students preferred online assessment (20%).

The results show that undergraduate students prefer traditional than online assessment. The online assessment provides several limitations such as technical issues, no interaction with patients, etc. The student's responses provided the educators an insight into the online assessment and will help in improving the assessment method.

The preceptorship model is a training and learning approach, evaluation of benefits of challenges of which can contribute to the improvement of education quality and training of efficient nurses. The present study aimed to review the challenges and benefits of the preceptorship model in nursing clinical education.

This study was conducted as a narrative review. To select articles, Farsi databases such as Magiran, Google Scholar, SID, and Barakat Knowledge Network System using keywords of “preceptorship”, “nursing education”, “challenge”, “preceptor”, and “nursing student” were searched. In addition, databases of Google Scholar, Scopus, Science Direct, PubMed and Web of Science were investigated applying keywords of preceptorship, nursing education, nursing student, challenge and preceptors. Inclusion criteria were Farsi and English articles published up to 2020 with no time limits, access to full texts of the articles and relevance to the research objective. In the end, 10 out of 160 extracted articles were considered appropriate and entered into the study.

In this study, the challenges of the preceptorship model were related to preceptors (high workload and insufficient time for education), preceptees (students’ lack of desire for direct care and lack of motivation) and the education atmosphere (insufficient support by school managers and poor correlation between theory and clinic). On the other hand, the benefits of the preceptorship model were related to students (reduced clinical errors and development of nursing skills) and education (ensuring compliance with the policies and procedures of the organization and targeted internships)

According to the results of the study, despite the numerous barriers to the implementation of the preceptorship model, it has many benefits. Therefore, our findings could help clinical instructors and nursing education authorities eliminate the challenges of the implementation of the model, which increases the quality of students’ clinical education.

Medical education and training efficient human resources have always been among educational planners’ concerns. Given the history of medical education in our country, identification of medical education problems, barriers, and challenges and attempting to eliminate or correct them will increase the chance of achieving educational goals and training expert, capable and efficient people. Therefore, the present study aimed to analyze the educational challenges of general medicine students at North Khorasan University of Medical Sciences.

This qualitative study was performed on 15 faculty members, medical students, the head of the medical education department, treatment vice-chancellors, and education and research vice-chancellors using conventional content analysis in 2020. The subjects were selected by purposive sampling.

In this study, the most important educational challenges of medical students were classified into three categories of educational structures, training processes, and underlying components and seven sub-categories of human resources, physical space, equipment, planning, management, evaluation and monitoring, motivational causes and professionalism.

Our findings provided a deeper understanding of the educational challenges of medical students, comprehension of which helps develop the field of medicine and eliminate its barriers.

Evaluation is a major step in the educational process that measures learners' abilities and test analysis is a tool to measure its effectiveness. The pre-internship exam is a test by which qualification of medical assessed before entering the internship stage. Therefore, its analysis can indicate its evaluates the competencies of medical students. In this study, the quantitative and qualitative indices of pre-internship exams of medical students of Hamadan University of Medical Sciences were studied.

In this documentary research, all pre-internship questions in September 2018 to 2020, were assessed in terms of taxonomy, structural defects, and difficulty, discrimination indexes. The taxonomy of the questions was evaluated based on Bloom's classification, the structure of the questions based on the Millman checklist, and the index of difficulty and discrimination using the Excel forms available at the university. Data analysis was performed using SPSS 20 software.

In 2018, 56% of the questions and in 2019 and 2020, 64% of the questions were designed at the level of taxonomy 2 and 3. More than 90% of the questions haven't any structural defects. The difficulty index of the questions was on average at the appropriate level, but the discrimination index of the questions was moderate in 2018 and 2020 and weak in 2019.

In attention to the amount of questions with a negative discrimination index, the review of questions, options and the key questions after designing the exam is suggested.

Faculty members are the main stakeholders of the higher education system and play a pivotal role in the performance of universities. Therefore, identifying the entrepreneurial competencies of faculty members could enhance the quality of universities. The present study aimed to propose an entrepreneurial competency development model for faculty members.

This was an applied study in terms of objective and an integrated study (qualitative-quantitative) in terms of implementation. The sample population of the qualitative section included 25 university elites, entrepreneurs, professors, and the faculty members of the development and entrepreneurship sectors in the quantitative section. In total, 1,500 participants were selected from universities across Iran. Morgan’s table was used to estimate the sample size at 306. In the quantitative section, data were collected using a researcher-made questionnaire, which was developed based on the findings of the qualitative section. The validity of the quantitative section was evaluated and confirmed by face and content validity, and reliability was confirmed using Cronbach’s alpha coefficient. Data analysis was performed in SPSS and PLS by open, axial, and selective coding and structural equation modeling.

According to the qualitative findings, the influential factors in the development of entrepreneurial competencies of faculty members included five main categories (entrepreneurial competencies, skills, personal competencies, entrepreneurial facilitators, and intervening factors) and 85 sub-categories. Correspondingly, the entrepreneurial competency model of faculty members was developed, and the results of the quantitative section indicated the good fit of the model.

Entrepreneurial competency of faculty members is a multidimensional and complex framework, affected by several factors such as personal characteristics, skills, cultural background, and organizational structure.

The quality of education depends on several factors, including classroom management; The first level of educational management is classroom management, which plays a key role in shaping the structure of education, teaching process and the development of personality and the mental, emotional, educational and training process of learners. The aim of this study was to investigate the effect of classroom management on the responsibility of dental students.

The present study is descriptive, in terms of purpose is applied research and correlational. The statistical population of the present study was 132 students of Rafsanjan Dental School after the basic sciences exam, and 97 people were selected as the available sample. The research instruments were Wolfgang-Glickman 1986 class management style questionnaire and Costa and McCar 1991 five-factor list responsibility questionnaire. Research data were analyzed using statistical tests of mean, standard deviation and simple regression in spss26 software and confirmatory factor analysis in Amos26 software.

the regression coefficient of education management was 0.50, individual management was 0.61 and behavior management was 0.36 and the regression coefficient between the classroom management and responsibility variables was 0.74.

The results showed that the classroom management style of the professors of the dental school is interventional and all three dimensions of education management, people management and behavior management have a positive and significant effect on studentschr('39') responsibility. Dental students will gain more responsibility during the training by benefiting from the guidance and support of professors.

Bulky material publication in disparate fields is an encarnation of swift science development. Therefore, academics need peruse voraciously to keep up-to-date; the situation is direr concerning students.

The present process is a follow-up process in which students took a course (including training, tools, study skills, learning contracts, feedback, and follow-up). The present process, commencing in February 2016 based on theoretical studies by the faculty members of Language group, was designed in two main phases and several steps. Initially, surprise reading-comprehension and speed tests were given to the students. AnkiDroid and ReaderAcer were employed so as to boost the students' general lexicon and first speed-reading sub-skill (first semester), and academic vocabulary and second speed-reading sub-skill (second semester). Each session, 15 and 5 minutes were spent onspeed-reading sub-skills and lexicon development, respectively. struggling students were supported through learning contracts.

Students improved their reading speed and vocabulary knowledge by 4.5 and approximately 2 times, respectively. According to the students, the utility of the skills was also expanded to other courses; this claim is justifiable considering the transferability of acquired skills.

This process was presented as a general language course, where time limit was extremely tangible. Overall, the students were satisfied with the process, and the joy of learning new and useful points rendered the process for the students hard to miss. Researchers believe that the special courses of learning, motivation and study planning techniques are very effective in improving educational and community spirits when conducting educational processes.