Journal of Medical Education Development
Volume:16 Issue: 50, Summer 2023

Clinical education has a very important contribution to the educational process of medical science students. Simple and understandable methods help to learn complex clinical processes, such as cardiopulmonary bypass device. The present study aimed to assess the effectiveness of the cardiopulmonary bypass device educational program using painting and group discussion for anesthesiology students based on the Kirkpatrick model.

This quasi-experimental study was conducted on 30 undergraduate anesthesiology students. The intervention group (n=15) were trained on cardiopulmonary bypass device by painting and group discussion, and the control group (n=15) received common education. Pretest and posttest data were collected in the two studied groups using a researchermade questionnaire to evaluate the reaction and learning. The data were analyzed in SPSS software.

At the reaction level, there was no statistically significant difference between the two groups. At the learning level, the mean score of knowledge in the intervention group changed significantly compared to the control group.

As evidenced by the obtained results, the educational program of cardiopulmonary bypass device using painting and group discussion resulted in positive outcomes in the two evaluated levels of reaction and learning.

With the affluence of use and better accessibility, Massive Open Online Courses (MOOCs) have become essential in imparting education in the ongoing COVID scenario. The study aims to compare the effect of MOOCs versus face-to-face classrooms on medical students’ learning outcomes in anatomy exams at the end of the first year of a medical course.

The cross-sectional study included 300 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in two batches (150 each). The first group underwent a one-year MOOCs group, and the second group experienced a one-year face-to-face classroom. The training program and study materials for the anatomy curriculum were kept the same for both groups by the standard National Medical Council curriculum of India. The assessment was standardized and based on summative University examinations.

The mean score in the university theoretical exam was significantly higher in the MOOCs group as compared to the classroom learning group (66.68 ± 6.61 vs 63.52 ± 7.97, Pvalue: 0.001), whereas the mean scores in the practical examination were significantly higher in classroom learning group as compared to MOOCs group (78.71 ± 6.28 vs. 74.19 ± 7.45, Pvalue: 0.001). The MOOCs group shows better learning in the cognitive domain.

The classroom learning groups performed better in the practical examination, which assesses the psychomotor and affective domain of learning. Hence, a blended T/L method involving both classroom and online methods is recommended as India’s preferred approach to imparting medical education.

Exam anxiety can have an unpleasant effect on students and change exam results. This study aimed to investigate the effect of inhaled lavender essential oil aromatherapy on objective structured clinical examination (OSCE)-induced anxiety.

The present study was conducted as a double-blind, randomized clinical study with a control group. The participants were 51 college students who were randomly divided into two groups of placebo and intervention. The intervention group was given 2 drops of 2% lavender essential oil, and the placebo group was given 2 drops of distilled water. The samples inhaled the essential oil using an absorbable napkin attached to a face mask for 20 minutes. Before the OSCE test, each group's anxiety and vital signs were assessed and recorded before and after the intervention using the Spielberger State-Trait Anxiety Inventory (STAI) and Vital Signs Instruments.

The results of the independent t-test showed that before the intervention, the difference in mean anxiety between the intervention and placebo groups was not statistically significant (44.16±10.58 vs. 41.80±12.54). Even after the intervention, there was no statistically significant difference between the intervention and the placebo groups in terms of mean anxiety values (44.92±12.18 vs. 43.19±13.12).

Inhalation aromatherapy with lavender essential oil does not affect anxiety caused by OSCE test in students.

Self-Directed Learning (SDL) has grown popular in the medical curriculum and is recommended as an effective learning approach for medical students. As medical research is continuously changing and information is exploding, it is critical to prepare doctors for SDL. The present study aimed to assess the impact and perception of SDL among medical students.

This longitudinal study was done among 131 first-year medical students for 2 months. A poster competition was conducted and the students were asked to give their feedback through an online Google form, one week after the competition. Descriptive statistics were applied and analyzed using SPSS software. The location of the participants was obtained, and the geographical data were analyzed in the Quantum Geographical Information System (QGIS).

Among the 131 study participants, 61.8% were female. Almost 94.7% of participants informed SDL was a helpful learning approach and 97.7% informed it had helped them learn at their own pace. SDL exercises also helped the participants determine their level of readiness to learn (52.67%), set learning goals (56.48%), engage in the learning process (75.57%), and evaluate their learning (47.33%).

SDL was deemed beneficial by the majority of participants in terms of grasping the subject and studying at their own speed. Studies correlating the SDL perception and the student’s academic performance are lacking, which makes it difficult to predict their success in the upcoming exams. As a result, additional research is needed in this area.

Professional commitment plays an essential role in the improvement of the performance and professional behaviors of nurses and a major part of it is formed and developed during university education. In this regard, the present research aimed to design and evaluate the development model of professional commitment in nursing students.

The present applied research was quantitative in terms of data type and descriptive in terms of survey-correlation type. The data were collected through a researchermade questionnaire from 305 participants who were selected using a simple random method from nursing students of Islamic Azad University, Karaj Branch, Iran between 2020 and 2021. Data analysis was performed based on factor analysis and structural equation modeling in SPSS (version 26) and Smartpls 3 software.

Sampling adequacy and factors affecting the development of professional commitment were confirmed using exploratory factor analysis in the form of eight factors (individual, structural, socio-cultural, educational, managerial, economic, legal, and spiritual) and 60 components. Furthermore, the factor load of each factor was determined by confirmatory factor analysis. The final model designed by the structural equation method was evaluated as a very good model.

There is a lack of an efficient nursing workforce and the development of professional commitment affects the desire of nurses to remain in their profession and provide quality and safe care. Therefore, it is necessary to consider the approved model resulting from this research as a valid framework in the policy-making of the nursing profession.

The development of virtual education is one of the important needs of universities and one of the main policies of higher education. The present research was conducted based on Bolman and Deal's four-frame model (1991) to compare the existing situation and the importance of the components of virtual education development (structural, human resources, political, and symbolic) from faculty members' perspectives.

This descriptive survey study was conducted in 2019-2020. The research community was the faculty members of Shiraz University of Medical Sciences in 2019 with at least one year of experience (700 people). The sample size was calculated at 220 cases using Cochran's formula, and 156 participants provided complete questionnaires. The research tool was a researcher-made questionnaire consisting of 32 items in four domains- structural, political, human resources, and symbolic (cultural). Form and content validity were confirmed from the perspectives of 10 experts, and construct validity was confirmed with KMO=0.944. Bartlett's Sphericity index was P<0.001, and reliability was reported with Cronbach's alpha of 0.973. Data were analyzed in SPSS software (version 24) using paired t-test, independent t-test, ANOVA, and Pearson's correlation.

There was a significant difference between the existing situation and the importance of the components (favorable) (P<0.001). Based on the four-frame model, the mean scores of human resources, symbolic, structural, and political components were reported as 3.44±0.86, 3.13±1.10, 3.11±0.92, and 2.93±1.07, respectively. There was no significant difference in the mean of the components by gender and years of employment (P>0.05); nonetheless, it was different by academic rank, disciple, and faculty (P<0.05). There was a significant correlation among the components (P<0.01).

As evidenced by the obtained results, the development of virtual education requires close attention to organizational, cultural, human, and political variables. Furthermore, the development is also affected by the culture of the discipline; therefore, a comprehensive examination is needed in the analysis of issues and provision of solutions.

Every society tries to improve its educational systems to educate students to face their problems in daily life easily. Therefore, it is essential to provide optimal learning conditions and situations in the learning process to achieve the best results. The study aimed to investigate the mediating role of self-regulation learning strategies in the relationship of mindfulness and responsibility with interpersonal relationships and social acceptance in general practitioner students.

This cross-sectional study was conducted from January to August 2022. Based on structural equation modeling methodology, 384 medical students of Zanjan University of Medical Science participated in this study by simple random sampling. The questionnaires used included Baer's Mindfulness, Responsibility, Interpersonal Communication Skills, Crown's Social Acceptance, and Self-Regulated Learning Strategies questionnaire. The questionnaire was made electronically using the native Porsline system. Standard equation modeling was used by SPSS (version 24) and Lisrel (version 8.8) software packages to analyze the data with a 95% confidence interval.

The findings demonstrated that mindfulness directly affects interpersonal relationships (P=0.03, β=0.31). The direct effect of mindfulness on social acceptance revealed a positive and statistically significant effect of P=0.04, β =0.28. With a standard beta of 0.33, the results indicated a direct and significant impact of accountability on interpersonal relationships (P=0.03). The results also suggested that the direct effect of responsibility on social acceptance was positive and statistically significant (P=0.01, β=0.45).

According to the findings of the model analysis, responsibility and mindfulness directly affected interpersonal relationships and social acceptance while simultaneously fostering solidarity. Furthermore, the indirect path of responsibility on social acceptance was significant; that is, self-regulation was able to serve as a mediator between responsibility, and social acceptance, and the final model could explain, on average, 50% of the distribution of "interpersonal relations and acceptance" in the student population. Therefore, it is suggested to pay attention to such factors as self-regulation and interpersonal skills in the education of students.

Recognition of the professional role and responsibility is a key component in successfully playing professional roles. The present study aimed to recognition of the components of students' professional responsibilities in the process of clinical education. 

Materials & Methods:

This is a scoping review study. This study searched, databases including Science Direct, Magiran, Web of Science, PubMed, and Google Scholar by keywords of professional responsibility, professional behavior, clinical education, and student.

3821 articles were studied and monitored step by step and finally 44 articles were selected. The evaluation of articles based on content analysis was categorized into six categories and 33 subcategories. The six categories include educational tasks, patient care, communication skills and information exchange, personal development, professional development, and observing professionalism and ethics.

In this study, the components and dimensions affecting the student's professional responsibilities in the education process were extracted. The results could be used in planning educational interventions to improve the professional responsibility of students in clinical education and also to the development of student assessment tool.

Learning about the world's successful educational systems in the field of nursing education can be helpful in planning, especially in the doctoral program, and lead to an increase in the quality of education in this field. Therefore, the present study was conducted with the aim of a descriptive and comparative comparison of the curriculum of nursing doctoral programs in Iran and the University of Massachusetts Boston.

The present study is a descriptive-comparative study. To compare the doctoral nursing curricula of Iran and Boston Massachusetts, related articles and resources along with library studies based on Bereday's four-stage model, including description, interpretation, proximity, and comparison were analyzed.

Integration of the curriculum with a focus on nurse participation in health policies, educational content related to defined roles and more emphasis on educational courses, admission of undergraduate doctoral students, the existence of part-time and full-time courses, and having the practice-focused program alongside Ph.D. were important features of Boston University curriculum. The nursing doctoral curriculum in Iran is done only full time and from master's degree and in a centralized manner. The educational courses do not meet the needs of society and the only nursing doctoral program in Iran is Ph.D.

Boston's nursing Ph.D. curriculum has been developed with a comprehensive view of the real perceived needs of the nursing profession and society. The results of the comparison can be useful in revising Iran's nursing Ph.D. curriculum to improve educational quality.