نشریه افق توسعه آموزش پزشکی
سال سیزدهم شماره 2 (تابستان 1401)

The Covid-19 disease pandemic has affected various aspects of life including medical education. Therefore, it has been inevitable to shift medical education programs towards "combined virtual and face-to-face learning and hybrid learning". In this regard, we activated a   virtual education system along with face-to-face training to improve the education of learners in the internal medicine department.

 A present quasi-experimental study without control group was performed on residents of the internal medicine department of Mashhad University of Medical Sciences residing in both Imam Reza and Ghaem hospitals from March 2020 to December 2021 by census. Virtual training started alongside face-to-face training. Student satisfaction was assessed using the Distance education learning environments survey (DELES) questionnaire, the validity and reliability of which have been assessed in previous studies. All learners who did not answer more than one of the 30 questions in the questionnaire and final year students were excluded from the study. Data analysis was performed using SPSS software (22).

 A total of 26 learners were participated in the survey, including 10 men (38.5%) and 12 women (46.5%) and 4 individuals with undisclosed gender. In this survey, the level of satisfaction with the new implemented integrated education program in the internal group was %66.66. The greatest scores given by the learners to the system belonged to the ability to share information and the opportunity to cooperate with other students.

The results of this survey showed that learners were very satisfied with the combined learning system as a part of their educational program. Improving learners' outcomes and feedback after moving to combined method of virtual and face-to-face training, despite all the constraints imposed during the Covid-19 Pandemic era, promises a brighter future in training programs of the internal medicine department.

The curriculum is one of the most important elements of a society's education system. The purpose of this study was to determine the degree of compliance of the undergraduate laboratory sciences curriculum with the job needs of the field based on responsive education.Materials &

This cross-sectional study was performed on 54 final-year students and 150 employees working in the last ten years by census method in 1399. Data has been gathered by a researcher-made questionnaire consisted of three sections: demographic information, a survey on the applicability of courses, and overall satisfaction with the curriculum. The content validity index of the questionnaire was 0.75 and the reliability of the questionnaire was α = 0.88. Data were analyzed using descriptive statistics and independent t-test using SPSS software version 23.

 The hematology (1) and (2) had the maximum amount of application from the student's viewpoint with 51.9% and 59.3% and from the employees' viewpoint with 61.4% and 62.4%, respectively; and the seminar course had the least application from the perspective of students (55.6%) and employees (56.8%). Among the basic courses, the general biochemistry course had the most application from the perspective of students and employees with 33.4% and 36.4%, respectively, and the vital physics course had the least application in job tasks with 63% and 53%, respectively.

The results showed some specific and basic courses had little adaptation with job needs; therefore, it is necessary to revise the curriculum to adapt the lessons based on responsive education.

Teaching styles, refer to the methods teachers use to instruct their students, has a significant role in education and frequently reflects the opinions of the teachers. This study aims to ascertain the preferred techniques of instruction employed by the faculty members of Ahvaz Jundishapur University of Medical Sciences in 2020. It does so because of the significance of teaching methods in students' learning.Materials &

In this cross-sectional descriptive study, 172 faculty members of Ahvaz Jundishapur University of Medical Sciences were included in the study using a stratified sampling method. The 40-question Grasha-Richman standard teaching questionnaire was used to obtain the data. Data were analyzed using descriptive statistics, chi-square test and Pearson correlation by SPSS-18 software.

The 172 faculty members who took part in the survey had an average age of 45.95±8.8 years, with 90 (52.5%) men and 82 (XMRformal authority style (27.9%) and the expert style (23.8%) than other types (p = 0.007). The delegator style and the personal model were the least used styles by the faculty, each with 15.1% and 12.2%, respectively. The facilitator approach was also used by 20.9% of the participants. According to Pearson's correlation coefficient, there is no statistically significant relationship between an instructor's teaching style with their age, gender, academic standing, or teaching experience (p>0.05).

The results showed that faculty members mostly use teacher-centered formal authority and expert styles in their teaching, which are non-interactive and inflexible. Given the importance of teaching strategies in the learning process and the need to increase instructors’ awareness of interactive approaches, it is advisable to enroll in training programs in this area.

According to educational topics and short duration in community medicine course, a practical and concise reference with easy usability in a practical work environment is needed. The aim of this study was to determine the effect of education through mobile phone software on learning community medicine course in internship students of Birjand University of Medical Sciences in 2018.

In this field trial study, medical students in the community medicine internship department were randomly divided into intervention and control groups. The application containing educational materials was designed according to the curriculum topics of the internship course and was installed in the mobile phones of the students of the intervention group before entering the educational field. The results of the end-of-course exam of the two groups were compared .Also The clinical education status questionnaire (DREEM) was completed by students. Data were analyzed using an independent test, Mann-Whitney U and X2 at a significance level of α = 0.05 in SPSS software (16

A total of 132 student with a mean age of 22.9 ± 0.65 years participated in the study. The final score of the Intervention group was 16.81 ± 1.84 and the control group was 16.16 ± 1.64 which was significantly higher in the intervention group (P = 0.03). The mean score of clinical education status was 132.13 ± 4.37 out of 200. The mean score of clinical education status and its dimensions were not significantly different between the two groups. (p>0.05).

The use of mobile application has improved the score of students in social medicine internships and can improve learning by educational planning and production of educational software.

Considering the challenges that COVID-19 disease has created in human life, the study of its various dimensions is one of the topics of interest today. Considering the important role of nurses in combating this disease, in this study we examined the level of knowledge and job stress of nurses working in COVID-19 and non-COVID-19 wards and their relationship with each other.

 We assessed the awareness and job stress of 215 nurses working in COVID-19 wards and also 142 nurses working in other wards in Imam-Reza and Ghaem hospitals in Mashhad, using a researcher-made questionnaire as well as the JRTI questionnaire.

 The mean score of nurses' knowledge was 68.19 ± 17.44. The level of knowledge of nurses working in COVID-19 ward was significantly higher than nurses working in other wards (p = 0.002). The mean score of job stress in nurses was 58.82± 13.17 and there was no significant difference between job stress of nurses working in COVID-19 wards and nurses working in other wards (p = 0.134). There was a negative relationship between awareness and job stress of nurses (r = -0.14, p = 0.007).

Increasing the level of nurses 'awareness reduces their job stress, which shows the importance of increasing nurses' awareness about COVID-19 disease by providing appropriate training.

Accurate and objective evaluation of clinical competence is considered as one of the most important aspects of clinical education of medical students It is where the student's abilities to solve patients' problems are measured. The use of clinical guidelines as standard and up-to-date resources for the management of diseases should be accompanied by appropriate training, regular practice and constant updating to be useful. The aim of this study was to apply the clinical guidelines of family physicians in Social and Family Medicine Internship in to improve clinical competency of medical interns in Golestan University of Medical Sciences in 2019.

 This study is a quasi-experimental study. The number of students in this study was 50 according to the census based on the planning of educational affairs of the medical school in 2019 in Golestan University of Medical Sciences. Interns participated in this study periodically for 4 months based on the selection of the social medicine department. A two-day workshop was held to get acquainted with the topics of the course, knowledge goals, attitudes and skills and educational methods of problem solving and brainstorming techniques. The interns then entered two comprehensive health centers selected by the Vice Chancellor for Education and spent the rest of the course in these centers with the aim of finding problems and providing solutions, using clinical guidelines and patient management. In this study, we used a questionnaire in the form of 13 questions in the areas of "The effect of clinical instruction teaching on learning and decision-making power, scenario design and group activities with answers in a four-choice Likert scale from strongly agree to strongly disagree with a score of 0 to 3.collected information was analyzed with using descriptive statistics in the software excel.

 50 medical interns of Golestan University of Medical Sciences participated in this study. Eighty percent agreed that teaching clinical guidance would lead to more lasting learning on the subject. 90% agreed that it is also effective in the step-by-step treatment of patients. Interns wanted more attention to accompany interns with family doctor visits, more attention to clinical guidelines and algorithms in the management of patients covered by the centers, to make the course content more practical.

Teaching clinical guides to students and emphasizing its importance can play an important role in increasing their skills and abilities in the step-by-step treatment of diseases. As a result, applying disease management training can lead to deeper learning in interns

 Professors and medical and paramedical students who are serving internships in hospitals affiliated to medical universities are always at risk of contracting infectious diseases. Considering the internship units in person, the purpose of this study is to investigate the effect of educational webinars on the level of knowledge related to COVID- 19 and familiarity with self-care methods in professors and students of Ahvaz Faculty of Rehabilitation Sciences.

 This is a cross-sectional study in the first semester of the academic year 1399-1400. Sampling method was as sample available. One day before the internship, a one-day educational webinar was held in Adobe Connect for fourth year undergraduate students of Ahvaz University of Rehabilitation Sciences and their professors and a researcher-made online questionnaire was used before and after the webinar.

 Students' familiarity with self-care methods before and after the webinar showed a significant difference (mean difference = 1.XMRwebinar was significantly higher than students (p = 0.013). 68% of students and 47% of professors reported high satisfaction with the training program. In addition, 56% of students and 51% of professors stated the need for such training programs.

Considering the fact that about one year has passed since the corona virus entered the country, although there is an acceptable level of knowledge about COVID- 19 disease in professors and students, but it seems that Self-care

Philosophy of medicine is the overlap of the philosophy and medicine disciplines. It examines the underlying concepts of the overt and covert phenomena of medicine and the associations among them by inquiring fundamental questions. In this review, we have tried to evaluate the various aspects of philosophy and medicine, explain the necessity of integrated teaching of these disciplines, and analyze the state of medical philosophy education in Iran and around the world, in order to emphasize on the importance of this issue and provide practical solutions to eliminate the current limitations.

A comprehensive search was conducted in the Magiran, SID, Noormags, Iranmedex, Google Scholar, Scopus, and Embase databases, using the keywords related to philosophy, ethics, education, teaching, medicine, medical sciences, and their Persian equivalents. The records were extracted till the end of Bahman 1399 for Persian databases, and till the end of February 2021 for English databases. The articles were reviewed based on their consistency with the research subject, and all related articles were evaluated and critically reviewed. After classifying the results, determining the articles' differences, and with reference to the previous studies, the research components were defined and analyzed.

After extracting the chief components related to the research subject and matching its key concepts among the selected articles, the research results were ultimately presented in four topics, including the definition of the philosophy of medicine, the state of medical philosophy worldwide, philosophy of medicine in Iran, and the approaches to integrate the philosophy and the medical education.

By valuing the worthiness and the morals of medical philosophy, we can be rewarded with the advantages of integrated medical education and philosophy. The results of the previous academic courses in medical philosophy in educational centers around the world confirm the benefits of integrating philosophy into medical education.