Future of Medical Education Journal
Volume:13 Issue: 2, Jun 2023

Understanding Physiological concepts is the backbone of Medicine. Active learning strategies can strengthen this process. The aim of this study was to introduce Model construction and its presentation as a self-directed learning tool (SDL) for the subject of Physiology.

The 2nd semester, 1st MBBS students Batch 2021-2022 actively worked in groups to construct physical models. Outcome of the educational intervention was calculated through post test scores, assessment of the models by judges, and student feedback regarding the SDL activity of model construction and presentation.

The comparison between scores for pre-test (8.1 ± 0.8) and post-test (12.8 ± 2.6) taken at the end showed that there was a statistically significant difference (p<0.05) in the scores. Evaluation of the model showed that groups scored well for all criteria except in their ability to answer queries. Students strongly supported Competitiveness (87%) and group discussions (79%). Some agreed that this activity was time consuming and tiring (45%).

Application of a Physiological concept in form of case scenarios acted as a trigger hence the search for answers initially generated interest and curiosity. The active engagement learning strategy resulted in knowledge gain as evidenced by student’s performance in the post test and their ability to represent information on a physical model. Conventional teaching can be accompanied by similar strategies which are realistic, assure student participation and desirable learning outcomes.

In the education process, instructors and students are in constant interaction with each other. Faculty members play a significant role in students’ education process. This study aimed to explain the concept of competency among faculty members of Guilan University of Medical Sciences.

In this qualitative study, using the content analysis method, 16 faculty members of Guilan University of Medical Sciences in 2018 who were willing to participate in the study were selected through the purposive sampling method. Data were collected through semi-structured interviews, and their experiences and viewpoints were surveyed until data saturation was reached.

In this study, five categories were extracted: individual characteristics, individual skills, scientific knowledge, using new technologies, and receiving internal and external organizational support. Furthermore, ‘The competent faculty member: a perfect human with all qualifications necessary for education’ emerged as the main theme.

Based on the results, faculty members considered all the necessary qualifications for a professor in the education process as the criteria for competency. Consideration of the qualifications stated by the faculty members can help the managers and those involved in the field of education in enhancing and promoting faculty members’ competency. The results of this study can be used as enlightenment for further studies in this field.

Physiology is one of the most basic lessons among medical education courses. The teacher can facilitate the teaching process for compensating deficiencies in textbooks.

This study was a descriptive cross-sectional study and the available sampling method was used. The study population in this study was students of Abadan University of Medical Sciences who had physiology lessons in their curriculum in the first semester of the 2019-2020 academic years.

The results showed that respect for the student's personality, teacher's scientific mastery of the subject of teaching and a few minutes break between teaching with %95.7, the flexibility of the teacher and the interest in teaching with 92.7%, the up-to-datedness of the teacher with 92.7%, and the way of speaking and pleasantness of the teacher with 91.3% have the greatest impact on increasing learning of students. On the other hand, teacher's strictness with %46.5 and teacher's stubbornness with %8.7 had the least effect on increasing student's learning

The results obtained regarding the correct communication skills between teacher and students as the most effective in better learning physiology lessons and the highest scores, respectively, were:: teacher's scientific mastery, teacher's expression, respect for the student's personality by the teacher, teacher's up to dateness, teacher's flexibility, teacher's sobriety, teacher's appropriate class management, teacher's high self-confidence, teacher's patience, teacher's kindness, and teacher's interest in teaching.

The lack of familiarity with netiquette or social etiquette in virtual space overshadows teaching and learning processes. Learning netiquette (virtual ethics) is one of the ways to deal with the negative effects of education in the virtual space in universities to improve the effectiveness of education. The purpose of this research was to familiarize with Netiquette and examine its necessity in the virtual education of medical students.

Articles using Persian keywords and their Latin equivalents, which include "virtual education” "Netiquette” "virtual space" and "electronic learning” separately and combined in internal and external sites: Scopus, Magiran, Irandoc, SID, Noormags, PubMed as well as Google Scholar search engine were searched regardless of the time limit.

Commitments in cyberspace are in the form of virtual commitments that are often anonymous and unrealistic, they weaken the context of moral and educational commitments in users and make the requirements of adhering to these commitments lighter.

The lack of familiarity with netiquette and virtual professionalism causes defects in the two critical elements of the educational system (teacher and student) the emergence of misunderstandings and sometimes behaviors far from the dignity of each of them, as one of the critical issues in this research.

Teaching evidence-based practice in undergraduate nursing students is limited and requires a complex and step-by-step approach. The aim of this study was exploring the effect of a two-year educational-supportive intervention on undergraduate nursing students, evidence-based practice competency.

  This semi-experimental single-group study was conducted in Amol Nursing School from June 2017 to July 2019. Sixty -two undergraduate nursing students who were entered in same academic year, participated in this study as a census.  After assessing the evidence-based practice competency, a two-year educational-supportive intervention was conducted. In the third year, students were taught how to design clinical questions and critique the use of its results in responding. In the fourth year, students performed the above activities under the supervision of faculty members. At the end of the course, the competency level of evidence-based practice was considered as one of the seven test stations, as a post-test.

The average age of the students was 20.46±0.92 years and most of them (51.61%) were women. The evidence-based practice competency score of the students before and after the intervention was 13.71±2.31 and 34.71±5.19, respectively, and this difference was statistically significant (P<0.001). Comparison of evidence-based practice competency scores based on gender did not show any statistical difference (P>0.05).

The findings showed that the educational-supportive intervention implemented to improve evidence-based practice competence of undergraduate nursing students was effective. Therefore, nursing education practitioners and planners can use this model to nursing education.

Information literacy enables learners to master information content and expand their exploration and control to learn more. Information literacy is an essential element in the development of independent and effective learning in higher education. The purpose of the study was to evaluate the organization and use of electronic information and its relationship with some demographic characteristics of students.

In this descriptive-analytical study, the studied population included all medical students from the third to the seventh year of medicine at Jundishapur University of Medical Sciences in Ahvaz in the academic year of 2020-2021. The sample size consisted of 302 people, of which 28 people were dropped. Data was collected by using information literacy questionnaire including 30 items and five skills. The validity and reliability of the questionnaire has been checked. The random sampling method was simple. To analyze the data, descriptive and analytical statistics were used using SPSS software at a significance level of p<0.05.

The mean score of information literacy of medical students was 2.72± 0.56 out of 5. Comparing the mean scores of information literacy between the level of information literacy of medical students in basic, clerkship and internship courses showed that there is a statistically significant difference, as well as in higher levels the level of information literacy of students increases.

The results of this study showed that the average information literacy of medical students was moderate. Since the students were studying for a professional doctorate, it requires special attention to improve their literacy level.

There is valid evidence that supports the impact of active teaching methods on student-related outcomes. One of these active teaching-learning approaches is co-teaching. This study aimed to determine the effect of co-teaching on nursing students' academic engagement and exam anxiety.

This study was conducted with a two-group semi-experimental design. In total, 35 undergraduate nursing students in the second semester of 2021-2022 at Lorestan University of Medical Sciences, who had chosen the Fundamental of Nursing course, was selected by whole enumeration based on the inclusion criteria. Teaching was provided conventionally for the control group (n =18) while co-teaching was done for the intervention group (n = 17). The participants completed the academic engagement scale and the exam anxiety scale at two points: the end of the 10th session and the end of the 20th week. Data were analyzed using t-test, paired t-test, and chi-square in Stata 17 software.

The results showed that the collaborative teaching approach, compared to conventional teaching, had no significant difference in the students' average score of academic involvement and test anxiety.

The co-teaching method did not show any difference in the variables of academic involvement and test anxiety compared to conventional teaching. More studies are suggested to plan co-teaching methods.

The COVID-19 pandemic has created significant challenges in medical education. The traditional educational model was accepted as a gold standard before COVID-19. However, in the context of the pandemic, it is necessary to provide educational programs through e-learning emphasizing effective interactions.

In this study, an attempt has been made to examine the experience of Mashhad University of Medical Sciences regarding adaptation in training medical students and residents in the face of COVID-19 pandemic, emphasizing maintaining the safety of students, residents, faculty members, and patients.

In the face of the Covid-19 pandemic, the Faculty of Medicine of Mashhad University of Medical Sciences used novel methods, including the flipped classroom, virtual classes, electronic educational materials, and telehealth clinics. In addition, virtual education was conducted with students'/residents' involvement by holding morning report/case reports/virtual club journal meetings jointly and in collaboration with various training groups. In total, 9638 electronic educational content and 1648 webinar sessions were implemented. Other approaches carried out during the pandemic were planning electronic assessments and conducting online tests.

Education with digital technologies and e-learning facilities can partially fill the educational gap in conditions like the COVID-19 pandemic.

There has been a rapid growth in human motivation research in the last two decades, with a special emphasis on achievement-oriented studies. Recent research in the motivation area has focused on achievement goal orientations, as there has been an increase in achievement goal research in social, psychological and specifically educational studies. In the context of Iranian’s educational system, every year many students enter universities based on academic achievement during their high school period. Among them some find the way to enter Medical Universities with different motivation factors. Learners’ motivation to succeed as university students varies and motivation is crucial to their performance. Taking into account the competitive nature of medical education and the responsibilities upon medical students and their critical role in patient care, it is significant to know the types of achievement goals namely “mastery-oriented goals” and “performance-oriented goals” that medical students develop in their educational career. In addition, medical teachers’ perspective regarding these goals and what approach is adopted by them if of utmost importance in terms of learning. By the same token, as the practice of medicine is dynamic and lifelong learning is essential, mastery-oriented learning can ensure that graduates are more qualified for their future tasks as medical doctors.