Future of Medical Education Journal
Volume:12 Issue: 3, Sep 2022

In order to improve student’s learning skill, digital instructional approaches such as gamification are used in routine practice. We aimed to obtain systematic experience on the feasibility of Kahoot app, when utilized in addition to traditional classroom education for students as Teaching-Learning-Assessment tool.

This prospective study conducted at department of biochemistry, MNR Medical College & Hospital, Sangareddy India during the year Jan to Feb 2020. The students included were of phase I medical students, dental students and physiotherapy students. The students were taught with four different topics and after completion groups were switched. Before switching groups, they were given with the multiple choice questions of two topics. The MCQ test was of total 50 marks. The satisfaction survey in Google form was collected.

Among 344 students, 221 (64.2%) were medical students, 79 (23%) were Dental and 44 (12.8%) were physiotherapy 1st yr students. There was significant higher mean test scores in group A compared to group B and group D from group C. Students strongly agreed that Kahoot help to retain the knowledge (60.5%), simplifies complex subject (41.9%), learning was fun (74.4%), enhance the understanding of subjects (53.5%), and 90.7% responded they want the Kahoot based learning frequently.

The study showed the utility of game based learning apps like Kahoot use in competency based medical education as real-time TLA assessment tool is beneficial. Improvement in the learning ability and simplifying the complex subjects was the perception of the students.

Due to the need for autonomy (self-control and self-management), desire to learn, and performance of medical students to learn English conversation, the present study aims to investigate the effect of conducting the flipped learning pattern on improving effective teaching strategies.

The present study is a quasi-experimental pretest-posttest design with a control group. The statistical sample was selected in an accessible manner with a random replacement of 100 people (50 people in each group). To collect data, the Fisher, King, and Tague’s (2001) autonomy and self-directed questionnaire was first administered to control and experimental groups. Then the control group learned English conversation in the usual way and the experimental group under the flipped learning pattern. Finally, a post-test was performed in both groups.

The results of univariate analysis of covariance (ANCova), repeated measures test and comparison of self-directed learning readiness of the studied samples before and after the intervention showed a significant effect of this teaching method on improving students' self-direction and autonomy.

The results indicated that the value and acceptability of the pattern besides traditional teaching methods have a great impact on students’ autonomy, desire to learn, and learning performance. Implementing similar research in different courses and on more examples is two suggestions for future research.

Health indicators and working conditions of midwives differ from each other in Turkey, Greece and Germany. This research is a comparison of midwifery undergraduate programs of three countries, and the conformity of the curriculum to ICM standards has been evaluated.

This research was prepared in partnership with a European Union Project. This comparative study evaluated midwifery school curricula based on core competencies for Midwifery Practice, which focuses on ICM's midwifery education curriculum and is updated in 2019. In this study, competencies specific to pre-pregnancy and prenatal care, competencies specific to care during childbirth and childbirth, and curriculum content related to competencies specific to ongoing care of women and newborns were questioned.

A large part of the curricular undergraduate programs of the three countries are at the level to meet the competencies set by the ICM. It has been observed that in subjects such as preparation for birth, supporting the mother's post-pregnancy mourning process that results in abortion, and postpartum baby loss, delivery techniques for the fetus in different presentations, appropriate maneuvering and position change skills in emergency situations, newborn and adult advanced resuscitation skills, methods and techniques to reduce pain at birth, there is no standard or no content.

Educators need to focus on inadequate areas to educate students which can meet the qualifications specified by the ICM. Theoretical and practical skills to train advanced midwives, midwifery programs should be opened taking into account internship opportunities.

This study aims to analyze the impact of international students’ feelings of loneliness on academic performance in Medical Universities.

The present qualitative research has been done using the meta-synthesis method. Accordingly, the following specialized keywords were sought: “loneliness international students (and academic performance),” “loneliness of international medical students (and academic performance),” “depression of international students (and academic performance),” and “depression of international medical students (and academic performance).” The reputable scientific databases, as sources of this search, are: Science Direct, Springer, Wiley Online Library, PubMed, ERIC, Sage Journals, and Emerald, and the dating spectrum is 2000-2021. Finally, out of 60 reviewed studies, 35 studies reached the final analysis.

In response to the first question, the most important psychological and physical components of loneliness affecting the academic performance of international students in medical universities are the components of psychosis, communication isolation, physical weakness, socio-cultural maladaptation. In response to the second question, the most important negative consequences of feeling lonely on the academic performance of international students in medical universities, are the components of academic failure (academic stress, low academic performance), In response to the Third question the most important solutions at the individual level to alleviate the feeling of loneliness of international students in medical universities to improve academic performance are categorized: improving mental health, development of communication, physical improvement, academic achievement and socio-cultural compromise In response to the fourth question, the most important strategies at the university level to alleviate the feeling of loneliness of international students in medical universities to improve academic performance identified university policies, capacity building and empowerment of international students.

Considering the importance of having truck with the feeling of loneliness by international medical students to improve academic performance and create mental and physical health among them, the identified components should be considered by the managers of Iran’s higher education system.

In early 2020, due to COVID-19, public lockdowns challenged the academic community by conducting a wide range of remote exams. The current study planned to survey the faculty member's perspective on the challenges and the solution approach ahead of this sudden transmission and the feasible medical educational assessments conducted in an online Take-home format.

The current paper was a cross-sectional and descriptive study. We collected data through an online interview form consisting of close-ended and open-ended questions completed by Iranian universities of medical sciences teachers. We analyzed the received data using descriptive, inferential statistics and a thematic analysis approach through SPSS25 and MAXQDA2020 software.

A total of 574 medical teachers enrolled in our survey. Midterm university exams and internal-university language tests were selected, by responders, as a suitable option for holding online assessments. Other summative or sensitive assessments were not eligible to use this process. We also extracted 640 codes related to challenges and solution approaches. The significant difficulties were the problems in the executive infrastructure (124codes), and improving the implementation of online testing (84 codes) was considered the best feasible solution in teachers' perceptions.

The results showed that teachers believed that high-stake tests, according to the current technical and cultural infrastructure, are not far from the mind and access. Still, there is a critical need to explore more to provide a stable and reliable online exams environment.

The choice of a medical specialty is an important issue that has implications both for medical students and the healthcare system. This study aimed to explore the Specialty preferences and motivational factors influencing career preferences of medical students in Ahvaz, Southwest Iran.

A questionnaire-based, cross sectional study was performed on 198 medical students during the academic year 2018-2019. Data were collected using a questionnaire scored based on a five-point Likert scale. Data were analyzed with SPSS version 19 using descriptive and analytical statistics. P <0.05 was considered significant.

The mean age of the students was 26.8±1.4 years; 71(36%) were male and 134(68.4%) were single. The most popular specialty was radiology (n=45; 22.7%), followed by dermatology (n=35; 17.7%) and ophthalmology (n=31; 15.7%). The least popular specialties were psychiatry (n=1; 0.5%), emergency medicine (n=1; 0.5%), and anesthesia (n=0; 0.0%). Most of the reasons for specialty choice were personal interest (4.54 out of 5), achieving abilities and competence to promote health in the community (4.05), and income and prestige (4.04).

 This study provides insights into the motivational factors that influence the Specialty preferences of Iranian medical students. The most influencing factors in specialty choice were personal interest, achieving abilities and competence to promote community health, and income and prestige, respectively. Identification of factors influencing specialty choice among medical students can help to plan postgraduate training and health manpower programs.

Evaluation of educational services through appropriate tools is very important. The present study was conducted to translate the Evaluation and Feedback for Effective Clinical Education (EFFECT) questionnaire from English into Persian and assess the validity and reliability of the translated version.

Initially, the EFFECT questionnaire was translated from English into Persian based on the International Quality of life Assessment (IQOLA) for cultural adaptation. To quantitatively evaluate the content validity of the questionnaire, the content validity ratio (CVR) and the content validity index (CVI) were used. To assess internal consistency, ninety-four occupational therapy students completed the translated EFFECT questionnaire. To measure test-retest reliability, 35 occupational therapy students filled out the translated questionnaire again after two weeks interval.

The EFFECT scores of the items ranged from 3.95 to 4.77, all of which were at an acceptable level. The CVR scores of 48 items (necessity) were higher than 0.59. Seven items received CVR scores of less than 0.59. Fifty-one items obtained CVI scores of higher than 0.79 (clarity). Four items did not achieve a minimum acceptable score of 0.79. The test-retest reliability range of 0.75 to 0.91. The Cronbach’s alpha varied from 0.84 to 0.94, revealing a very desirable internal consistency in all seven domains. The total value of Cronbach’s alpha was 0.98.

The Persian version of the EFFECT questionnaire has good validity and reliability in occupational therapy education and can be employed as an appropriate tool to assess the quality of clinical education in occupational therapy.

Dynamic establishment and optimal continuity of the educational system is strongly influenced by the quality and quantity of planning. However, planning teaching and learning activities is the most important one. The aim of this study was to evaluate students’ satisfaction with the teaching assistant method and determine factors affecting it in Sabzevar University of Medical Sciences.

In this cross-sectional study, 49 undergraduate nursing (29 students) and public health (20 students) students with non-experience of teaching assistant method were selected through simple random sampling method. Data were collected with a modified questionnaire and its validity and reliability was measured.

The mean score of satisfaction was 33.70±1.04 from 48 total scores. There was a significant relationship between gender and field of study variables with satisfaction variable (P < 0.05). Public health students and male students were more satisfied with the teaching assistant method. The mean scores of satisfactions in public health (mean score =36.30) and male students (mean score =35.50) were higher than nursing (mean score =31.17) and female students (mean score =32.59) respectively.

Evaluation of the students' satisfaction showed that students' satisfaction with the teaching assistant method is higher than average and using this method can be effective in improving the education system.