Future of Medical Education Journal
Volume:12 Issue: 4, Dec 2022

Pharmacy students have a rigorous academic workload that can interfere with their sleeping time. This study aimed to determine the correlates of sleep quality with mental health and academic performance of final-year pharmacy students at a Nigerian university.

The present study used the paper-based self-administered questionnaires such as the Pittsburgh Sleep Quality Index, Generalized Anxiety Disorder Scale, and Patient Health Questionnaire to conduct a cross-sectional study among final-year pharmacy students at the University of Nigeria, Nsukka, Enugu State, Nigeria. The questionnaires were validated and reliable, as their Cronbach’s alpha were within acceptable range (α > 0.7). The examination score in clinical pharmacy courses was used to assess students' academic performance. The data analysis was performed using descriptive statistics and Pearson correlation.

Of the 274 respondents, about 186 (68%) students had bad sleeping habits. The prevalence of anxiety and depression were found to be present in 134 (48.9%) and 128 (46.7%), respectively. Anxiety (r = 0.229, p < 0.01) and depression (r = 0.211, p < 0.01) had a positive relationship with students’ quality of sleep. However, no connection was found between sleep quality and academic performance (r = -0.022, p > 0.05).

The quality of sleep among final-year pharmacy students was linked to anxiety and depression. However, student’s sleep quality has no bearing on academic success.

Incivility during the learning process has consequences for instructors and learners. The purpose of this study was to explore the strategies clinical instructors use in the prevention of nursing students’ incivility during their preparatory nursing training.

This study was conducted using qualitative methods involving semi-structured interviews of clinical instructors who were selected by purposive sampling. 10 interviews were conducted and data saturation was achieved. The text of the interviews was transcribed verbatim and analyzed using thematic content analysis (Graneheim and Lundman 2004).

In order to prevent incivility, strategies included restating the rules and boundaries, culture shaping through group work, reenergizing the students, and coordinating instruction. Incivility requires a range of active management approaches and pre-planning to reduce incidence.

Clinical instructors and educational managers should continually monitor incivility within their educational systems and seek innovative and effective approaches to address issues as they arise. Incidence of incivility is an increasing likelihood and planning is necessary to raise awareness for students and instructors of these behaviors, in order to establish a closer working relationship and become familiar with each others’ perspectives. This will help foster a culture conducive to learning rather than conflict.

After the COVID-19 outbreak, most education systems have adopted online learning as alternatives to face-to-face learning. The aim of the present study was to evaluate the effect of e-learning compared with face-to-face learning in diagnosing oral diseases among dental students.

The present experimental study was conducted in 2020 at the Faculty of Dentistry, Ahvaz Jundishapur University of Medical Sciences. A total of 54 dental students (11th semester) who have not yet taken or passed the practical diagnostics course 3 participated in the study. The participants were divided into two groups of A (traditional teaching method) and B (e-learning teaching method). In the first week after the completion of training, a test was taken to assess the immediate learning. At the end of one month, the groups were tested again. Finally, the students' scores in both tests were analyzed. Data were analyzed using SPSS version 26.

The mean scores of the two groups in the first test were not significantly different. The mean score of traditional and electronic methods in the second exam was higher than the first exam (p <0.001). The mean score of the combination of traditional and e-learning methods was more than e-learning alone. (p <0.01).

Traditional or electronic education can support student learning; however, e-learning alone cannot compensate for traditional learning. Successful learning can be achieved through the combination of traditional learning and e-learning (blended model). E-learning can be used as a complementary method to face-to-face learning.

Substance Use Disorders (SUD) are one of the biggest public health problems nationally and globally. It is necessary to provide specific educating programs about SUDs. The purpose of this study was to integrate some trainings which are related to substance use disorders in general medicine education.

This study was a quasi-experimental and pre-test post-test intervention research. Participants were 114 students studying at different stages of medical education at Shahrekord University of Medical Sciences. The training program was designed based on the training model of David Kern. Training was integrated into pharmacology, psychology, poisoning and forensic medicine courses.  The present researchers organized a life skill workshop for third-semester medical students. The students visited an addiction treatment exhibition during community medicine externship as well. Assessment tools included questionnaires to assess knowledge, attitude, and satisfaction. Data were analyzed by SPSS 18 software.

In all interventions, the mean score of knowledge and knowledge self-assessment increased significantly after the intervention (p<0.001). Students' attitudes about the curriculum were favorable. Satisfaction of the majority of students about the program was high. The highest level of satisfaction was related to the internship addiction emergency program.

The positive effect of all interventions on the perception, attitude, and satisfaction of medical students emphasized that modifying the medical educational curriculum through considering the pattern, content, and results of the interventions can be very effective in improving the performance of physicians in the field of addiction management.

Creating conditions that guarantee the engagement of students in e-learning (online) courses and their academic achievement, has been very important and especially, after the outbreak of Covid-19 pandemic, it became even more necessary. The purpose of this study is to determine the effect of online students' engagement on the achievement of learning, based on the mediating variables of online learning readiness and climate, by answering research questions.

The present study was fundamental and the statistical population were all students studying in the second half of the academic year 2020-2021, the undergraduate and graduate courses who had enrolled in virtual higher education courses and at least passed one semester final exam in the virtual course, (LMS course). The sample size was influenced by the assumptions of exploratory factor analysis and the number of constituents of five questionnaires. Using the facilities of the Internet and registration in Google, the questionnaires were provided to students by the researcher for 37 days, and according to self-declaration, 407 answers that were fully identified in every way, were selected and used in the final calculations. This study was derived from the distance education planning doctorate that was conducted in the year 2020-2021 at the graduate education center of Payam Noor University, Tehran.

The engagement of online students had a direct effect on two intermediate variables (readiness for learning and online learning climate). It also had a direct impact on the achievement in online learning.

There were strong relationships between the online students' readiness and engagement and the quality of online learning climate with academic achievement.

Today, the discussion of ethical behavior and ethical values is a prerequisite for management, and all managers and employees of organizations must respect these principles. The purpose of this study was identifying the dimensions and components of ethical leadership in educational managers of Mashhad University of Medical Sciences with competency approach

In this research, a qualitative method and the grounded theory approach were employed. The population of the study was educational managers and educational assistants of Mashhad University of Medical Sciences in the academic year 2019-2020 among whom sixteen were selected through theoretical sampling method. The data collection method was a semi-structured interview. The information obtained from the interview was analyzed using content analysis technique in data theory using MAXqda10 software.

  From the initial analysis of qualitative research data 513 codes were identified. In the next step, using axial coding, the identified codes were classified into 17 subcategories. Analysis of qualitative data showed that the component of ethical competence with sub-components (ethical knowledge, ethical attitude, and ethical skills) and technical competence with sub-components (technical knowledge, technical attitude, and technical skills) are the main components of ethical leadership in educational administrators of the University of Mashhad Medical Sciences.

According to the dimensions of competency identified in the educational managers, it can be said when a training manager has the characteristic of ethical leadership he also knows what is morally right (ethical competence) and how to do it (Technical competence).

Mentorship programs are becoming increasingly common in undergraduate medical education all over the world. However, very few medical colleges are running mentorship programs in India. A mentorship program was introduced in I Q City Medical College for the first year MBBS students to help them cope up with the stress of the new environment. The aim of this study was to evaluate the mentorship program with regard to its efficacy, utility, limitation and potential for improvement after successful completion of one year of the program.

It was a questionnaire based cross sectional study including 143 mentees and 15 mentors conducted in a tertiary care teaching hospital for five months from November 2019 to March 2020. The feedback was collected with a pre validated questionnaire containing 10 questions (8 close ended and 2 open ended). Feedback of closed ended questions were obtained by using a 5-point Likert scale (1 to 5) where 5 indicated ‘Strongly Agree’ and 1 indicated ‘Strongly Disagree’.

Out of 143 mentees, 124 (86.7%) and out of 15 mentors, 10 (66.7%) mentioned that mentorship program is necessary for the welfare of the students. However, it was also noted that better communication and frequent meetings can improve the outcome of the program.

Mentorship program is deemed essential, however, a well-structured framework and dedicated time from both mentors and mentees will make the program more successful. This type of feedback evaluation is however important to validate such program.

Faculty members, as the most important elements in universities, play an important role in realizing the goals and missions of universities and higher education institutions. Establishing interaction and professional communication among faculty members is one of the important topics. The purpose of this study was to explain the factors influencing the professional interactions of faculty members.

The present study was a qualitative research. The semi‑structured interview was used for data collection. The participants in the study were 12 faculty members and 5 students who were selected by purposive sampling. The interviews continued until data saturation was reached. The text of the interviews was analyzed by the thematic analysis using the method of Braun and Clark (2006).

Based on the analysis of the data, 6 main themes and 25 sub-themes were obtained. The main themes included “individual factors”, “human relations”, “faculty professionalism”, “the importance of side studies”, “contextual factors”, and “organizational factors”.

The results of this study indicated the affective factors on the professional interactions of faculty members from the perspective of faculty members and students. It is suggested that universities of medical sciences use the results of this study to create and improve the professional interactions of their faculty members.

Increased attention to spirituality in health issues in recent years has led to the recognition of the need to incorporate spirituality in medical education. Accordingly, healthcare providers need educational interventions and related curricula designed and implemented to develop their spiritual competencies. As a result of the perceived need to integrate spirituality into medical education and as a response to this need, spirituality has been addressed by medical schools throughout the world. Nevertheless, few medical schools have integrated spirituality into their curriculum as a core and mandatory course. Students in different disciplines of healthcare are required to pass spirituality courses to understand the role of spirituality in the health of their patients (knowledge), appreciate and favor the inclusion of spirituality in their healthcare and be adequately motivated (attitude), and gain the required skills and abilities to address the spiritual needs of their clients (practice) in a reasonable and satisfactory level. Several studies suggest the integration of spirituality in both undergraduate and postgraduate programs as mandatory courses. So, it seems necessary to integrate spirituality into medical education as required rather than in optional courses.