Journal of Medical Education Development
Volume:15 Issue: 45, Spring 2022

The study of academic burnout and its predictors as one of the main challenges of the educational system is of great importance. This research was conducted to investigate and explain the role of hope for employment and its subscales in predicting academic burnout.

All health sciences students at Ilam, Arak, Birjand, Semnan, and Hamedan Universities of Medical Sciences, Iran, in 2019 were examined in this descriptive-correlation study. The samples were selected using a stratified random sampling method (n=400). The required data were gathered using the Academic Burnout Questionnaire (developed by Berso et al.) and the Qureshi Rad Employment Hope Questionnaire. The collected data were analyzed in the SPSS-20 software using an independent t-test, one-way ANOVA, and simple and multiple linear regressions.

The results of the study showed that 2.3%, 61.3%, and 36.5% of students suffered from low, medium, and high levels of academic burnout, respectively. The mean ± SD of the hope for employment score was 55.69±14.61, indicating a moderate level of hope for employment among the study participants. Based on the study results, 8.4% of the variance of academic burnout could be predicted by hope for employment (F=37.58, R=0.298, R2=0.086, adjusted R2=0.084, P<0.001).

The study findings revealed the positive effect of hope for employment on academic burnout. In addition to reducing academic burnout, interventions focused on increasing employment hope can also improve the academic performance of health sciences students.

Holistic care is provided by the ability to communicate effectively with patients from different cultures. In this respect, multicultural sensitivity helps communicate effectively with the patient. Therefore, the present study was conducted to investigate the multicultural sensitivity of nursing students and the factors affecting it during the COVID-19 pandemic.

This cross-sectional correlation study was conducted on 245 nursing students of the Zanjan University of Medical Sciences in 2021. Data were collected using two questionnaires of demographic information and multicultural sensitivity. The multicultural questionnaire scored multicultural sensitivity on a Likert scale in the range of 1 to 5. Scores ≤ 3 were unfavorable multicultural sensitivities > 3 were desirable cultural sensitivities. Data analysis was performed using an independent t-test, analysis of variance, and logistic regression in the SPSS statistical software.

The mean total score of multicultural sensitivity was 3.64 ± 0.48. Also, the mean of multicultural sensitivity based on gender, residence, religion, bilingualism, semester, and field of study did not show a statistically significant difference (P < 0.05). The logistic regression model showed that gender and field of study could predict 3 to 6% of changes in multicultural sensitivity.

The findings of this study showed that the multicultural sensitivity of students is favorable, despite their distance from the university environment. However, it is recommended to conduct training to make them more familiar with the cultural habits and health of Iranian ethnic groups.

Critical thinking (CT) is essential in medical education and improves physicians' clinical ability and competency. The present study aimed to determine the CT level and the trend of its changes in medical education at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran, in 2021.

In this cross-sectional descriptive study, the CT levels of 165 medical students in three curricular phases, namely basic sciences, externship, and internship courses were examined. The data collection tool was the California Critical Thinking Skills Questionnaire Form B. Data were analyzed by SPSS (version 20) using t-test, ANOVA, and Pearson correlation coefficient.

The mean score of medical students’ CT was 12.07 ± 4.48 out of a total score of 34. The mean scores of students’ CT in basic sciences, externship, and internship courses were 12.75 ± 4.47, 12.82 ± 5.10, and 10.67 ± 3.49, respectively. There was a significant difference between students' mean scores of CT in different curricular phases (P=0.010). In addition, there was a significant difference between the mean scores of students' CT based on gender, and the mean scores of CT of male students were significantly higher (P=0.049).

The mean scores of CT of medical students were low and did not improve during their university years. Since CT plays an essential role in clinical decision-making, it is necessary for medical teachers and university officials to pay more attention to the medical students' CT development.

It is argued that students have less tendency to communicate in English classes even after several years of attending language courses. The general objective of this research was to find the effective factors for willingness to communicate in English across medical classes.

The participants in this study were 252 medical students from Zanjan University of Medical Sciences who were majoring in one of the fields of dentistry, medicine and pharmacy and were taking the course of English for Specific Purposes. Macintyre’s Willingness to Communicate questionnaire was used to compile the data. After collecting the data using the questionnaire, they were processed in the statistical package. The collected data were then tabulated and analyzed via SPSS (20) and AMOS.

In the structural model, there were significant pathways between self-confidence and motivation and WTC in ESP classes. Motivation had a positive effect on self-confidence. The teacher's immediacy, with its negative impact on shyness, increased the motivation to communicate in the ESP class. On the other hand, the paths of shyness to motivation and self-confidence were negative. All pathways were significant at 0.05.

The findings of this study showed that, as in the previous studies, the tendency to communicate in language classes depends on several variables. Given that communication and speaking are the most important language skills, language learning planning is recommended to consider the importance of this skill. Language teachers should create conditions with low anxiety to encourage learners to speak and communicate. Shyness was another variable during the study that had a negative effect on the WTC. The results of this study also emphasize that highly motivated learners are more likely to participate in classroom activities and communication due to their self-confidence. Also, in this study, the teacher's intervention had a positive effect on reducing anxiety. Thus, it is recommended that teachers play an important role in motivating students to communicate I ESP classes.

The COVID-19 pandemic has created a stressful teaching and learning environment that puts it out of its dynamic state and puts most of the learning burden on the student. The aim of this study was to investigate the relationship between educational environment and self-directed learning in undergraduate nursing students.

In this cross-sectional descriptive study, 200 undergraduate nursing students of Birjand School of Nursing and Midwifery from different terms were studied by available sampling method in the year 1401-1400. DREEM and CHENG online questionnaires were used to evaluate the educational environment and self-directed learning, respectively. The questionnaires were analyzed by SPSS20.

The mean score of educational environment (120.20 ± 27.20) and self-directed learning (75.85 ± 11.73) was obtained. The results of this study showed that there is a direct and significant linear relationship between educational environment and all its dimensions with self-directed learning and all its dimensions (p <0.05). Also, the educational environment was significantly associated with gender and interest in the nursing and self-directed learning with interest in the nursing (p <0.05). Multiple linear regression test showed that the dimensions of the educational environment can predict to 23% (adjusted R2 = 0.232) of self-directed learning changes in nursing students.

According to the results of the study and the sensitivities of the nursing profession, it is recommended to consider self-directed training programs and workshops and to create an educational environment that stimulates this skill.

It is essential to apply the complementary methods of face-to-face education to prevent clinical education disruption during the COVID-19 pandemic. The present study aimed to explain the viewpoint of faculty members and midwifery students on implementing a virtual clinical training protocol for midwifery interns in a gynecology course during the Covid-19 pandemic.

This descriptive qualitative study was performed in Sari Nursing and Midwifery faculty, Sari, Iran, 2020. Purposive sampling continued until data saturation and finished with 16 participants (9 midwifery students and 7 faculty members). A deep semi-structure interview was conducted to collect data. The data analysis was carried out by content analysis with a conventional approach and based on the steps proposed by Graneheim and Lundman.

Four main themes were extracted, including “strengths”, “weaknesses”, “obstacles”, and “facilitators” of the virtual clinical training. These themes consisted of ten sub-themes. Continuous learning, learning development, and facility of education in the crises were strong points of this education method, and its weaknesses were limitations of some educational dimensions and evaluation challenges. The obstacles to virtual clinical trainings were sub-structure problems and educators’ challenges, and the facilitators of this method were strengthening electronic technology, providing prerequisites, and training promotion. scores and the difference between genders was statistically significant.

According to faculty members and midwifery students, although virtual training gynecology clinics could help access a part of educational goals, there are limitations to promoting some dimensions of professionalism. Furthermore, providing infrastructure and prerequisites can improve the efficiency of this method.

Simulation is one of the new learning methods in medical and nursing education that can lead to useful learning outcomes. This study aims to explain the lived experiences of senior nursing students about education in simulated learning environments.

Simulation is one of the new learning methods in medical and nursing education that can lead to useful learning outcomes. This study aims to explain the lived experiences of senior nursing students about education in simulated learning environments.

This qualitative research was based on the phenomenological approach. To collect data, senior nursing students of both genders were purposefully selected and surveyed using in-depth and semi-structured interviews lasting from 40 to 60 min. The interviews continued until theoretical saturation after 15 interviews with the participants. Data were analyzed using Colaizzi’s seven-step method. Data reliability and validity were assessed using the reliability criteria proposed by Lincoln and Guba (1985).

In this study, the main themes include learning, support and technical factors, human factors, and advantages. As a new learning method, simulation encounters support, technical, and human barriers that can be overcome to achieve goals such as learning clinical skills, clinical judgment skills, increasing critical thinking, and improving patient safety.

Simulation is one of the methods that can develop and improve students' basic skills and help in deepening their learning. Nursing schools can provide the necessary provisions and facilities to improve the quality of curricula by expanding and integrating simulations into nursing curricula.

The ultimate goal of educational program evaluation the development of individuals and organizations. Achieving this goal requires evaluation methods with a systematic approach to all components of the program.

In this narrative review study, the keywords "Appreciative Inquiry Approach", Program Evaluation", "Medical Education" were searched in Scopus, Web of Science, EMBASE, and Medline databases between 2010 and March 2021. After removing duplicates and considering the direct relationship of the articles to the study’s aim, full-text articles were reviewed.

In searching for sources, 170 records were found, of which 15 articles were finalized. The steps of the appreciative inquiry approach for the evaluation and development of medical education programs were extracted.

The appreciative inquiry approach, as well as evaluating the program, promotes personal, organizational, and social development by enhancing individual and organizational capacities.