نشریه راهبردهای توسعه در آموزش پزشکی
سال نهم شماره 3 (پیاپی 21، پاییز 1401)

In recent years, The effect of many factors on the judgment and cognitive biases of physicians have been noticed. The present study was conducted with the aim of investigating the relationship between personality dimensions and clinical experience with the cognitive processing of physicians in Khorram Abad city.

This study was conducted in the spring and summer of 1401 in Khorramabad city. The current research is cross-sectional and its type is applied. Its statistical population was all the doctors of Khorram Abad city, 300 of whom were randomly selected. Out of the 300 sample participants in this research, 291 people completely completed the NEO and logical-experimental thinking style questionnaires. Multiple regression method and IBM SPSS Statistics 25 software were used to check the research hypotheses.

The results regarding research hypotheses showed that at the significance level of 0.05, the relationship between personality dimensions and cognitive processing is 4.6, and the dimensions of psychoticism and agreeableness have an inverse relationship with cognitive processing. Also, regarding different levels of clinical experience (students, novices and those with several years of work experience), the results showed that at a significance level of 0.05, cognitive processing decreases with increasing experience (they have an inverse relationship) and in students, compared to other levels, processing cognitive is higher.

According to the obtained results, it can be said that the dimensions of personality and clinical experience are significantly related to the cognitive processing of physicians. The obtained results can be effective in improving the performance of doctors and treatment staff.

In order to improve and enhance the quality of clinical education, a continuous assessment of its current status is necessary to identify its strengths and weaknesses. This study aimed to determine the quality of clinical education from the perspective of dental students at Rafsanjan School of Dentistry.

This cross-sectional, descriptive-analytical study was conducted on 108 fourth, fifth, and sixth year dental students at Rafsanjan School of Dentistry in 2021 using a census method. Eighty-nine students gave back the questionnaires. Data were collected through a questionnaire consisting of demographic questions and 26 questions on the five dimensions of educational quality using the Likert scale. The minimum score was 26 and the maximum was 130. Data were analyzed using SPSS software and descriptive statistics, as well as parametric analysis (ANOVA, t-test, and Pearson) based on the normal distribution of the data with a significance level of 0.05 (α=0.05).

The mean age of the students was 23.83±2.2, with 49 females and 40 males. The mean scores indicated that the most and least important factors affecting the quality of clinical education were related to student interaction and evaluation, respectively. The surgery department had the highest quality and the restorative department had the lowest quality compared to other clinical departments. According to the Pearson test, there was no significant relationship between the year of admission and the clinical quality of any of the departments(pvalue>0.05)

The important strategies to increase the quantitative and qualitative level of performance in various clinical departments of dentistry are for the school officials to be aware of the level of clinical education quality. Therefore, it is recommended to continuously assess the current situation, analyze the problems, and identify the challenges to improve the quality of clinical education.

Given that societal needs are constantly evolving in today's world, it is necessary to create changes in our education. Since non-clinical sciences constitute a significant portion of medical education, the diversity and permanence of these disciplines require lifelong learning tailored to them. Considering that the use of teachers' experiences can play an important role in achieving this goal, it is appropriate to extract and explain these experiences.

This qualitative study was carried out in a semi-structured interview with 14 faculty members of Isfahan and Bushehr University of Medical Sciences. The participants in this study were non-clinical faculty members in various fields. Data analysis was performed using content analysis method in seven steps.

From the coding and classification of the obtained data, faculty members referred to four main themes as experiences, including " criteria for selecting a teaching method", "factors to consider in teaching", "effective factors in teaching and classroom" and "transferring educational experiences to other faculty members".

Most participants introduced successful experiences such as attractive teaching, practical teaching, creating intimacy with students, and understanding of student specific conditions. Regarding unsuccessful and negative experiences, they refered to lack of interest and motivation of professors, insufficient familiarity with innovative teaching methods and lack of mastery of subject matter by professors and insufficient coordination between students and professors.

Due to the importance of the teaching and learning process in virtual space and the necessity of its effectiveness and improving the quality of education, the present study was conducted in 1400 in order to examine the quality of virtual education of Covid-19 from the perspective of students of Mazandaran University of Medical Sciences.

This descriptive-analytical-cross-sectional study was conducted on 205 students in the form of virtual education in the academic year of 2011-2014. The data collection tool was a researcher-made questionnaire containing 20 questions. Amos and SPSS software were used for data analysis.

The mean score of virtual education quality was 61.9±9.17, with a minimum and maximum score of 21 and 79, respectively. Overall, 22.4% of the students gave an undesirable score, 51.2% a relatively desirable score, and 26.4% a desirable score. In addition, the variables of the year of admission, academic level, employment status, faculty, and age were significantly correlated with the virtual education quality score (P-Value < 0.05). Confirmatory factor analysis showed a direct relationship between the three areas of educational content, evaluation, and interaction between the instructor and the student, with correlation coefficients of 0.96, 0.87, and 0.91, respectively.

The average of each of the quality components of virtual education in Mazandaran University of Medical Sciences has been at a relatively favorable level. The highest average was related to the educational content component and the lowest average was related to the teacher-student interaction component.

Given the significant impact of appropriate evaluation on gaining confidence in the practical skills of students in a real-world environment, this study was conducted to investigate the comparative practicum in the field of environmental health engineering based on professional competencies and the actual needs of the health system.

This descriptive-analytical study was conducted through a census method on 16 environmental health engineering practicum students, 9 health center experts, and 4 faculty members involved in the practicum at Arak University of Medical Sciences in the academic year of 2021-2020. Data sources included surveys of target groups, as well as the curriculum of environmental health engineering. The data were collected through a researcher-made questionnaire and analyzed using SPSS16.

Hydraulic workshop (7.80±22.8) and facilities (81±21) were the most productive practicum fields, while the lowest mean evaluation by students was observed in fields such as food materials laboratory (55±21) and microbiology (75±22). Moreover, the hydraulic workshop had the highest effectiveness (78±24), while the GIS workshop had the lowest effectiveness (58±21). From the perspective of faculty members and health center experts, the practical implementation of the practicum lacked the necessary efficiency to foster creativity and technology in students.

It is necessary to strengthen skill-enhancing workshops in the practicum period and provide the necessary facilities to achieve job-related, professional, and human resource development goals in this field. An implementation in other universities, considering the existing potential and strengthening these tools, is recommended to ensure the quality of the practicum program.

This study was conducted with the aim of investigating the relationship of self-directed learning with metacognitive strategies and happiness of medical students of Mazandaran University of Medical Sciences in 2022.

This descriptive-cross-sectional study was conducted by correlational method. The data collection tool is Williamson's self-directed learning questionnaire with reliability 0.93, Wells and Carteret's metacognition with reliability 0.91, and OHQ with reliability 0.87. The validity of all three questionnaires was approved by experts. The statistical population includes 362 students, 193 of whom were randomly selected from Sari (156) and Ramsar campus (43). The result of the Kolmogorov test showed that all the data of the study were normal, therefore, to determine the status of the variables, the One Sample T Test was used to determine the relationship between them, and the Pearson Correlation Coefficient was used with SPSS software.

The average scores of self-directed learning (3.63) and metacognition (3.33) in students were higher than average, and the level of happiness (1.36) was lower than average. A significant relationship (r=0.493+) was seen between self-directed learning and happiness with a confidence level of 95% and Sig=0.000. Also, there was a significant relationship (r=0.89+) between self-directed learning and metacognitive strategies with Sig 0.0000. In addition, with df=191 and P-Value<0.05, no significant difference was observed in self-directed learning, metacognitive skills, and happiness among the students of Sari College and Ramsar Campus.

The self-directed learning skills and metacognition of medical students are acceptable, but proper planning is necessary to increase their happiness.

The present study aimed to assess the effect of asynchronous virtual education based on the concept-based learning approach in biostatistics on the satisfaction and learning of learners.

This is a quasi-experimental study that was conducted in 2022-2023. The participants were undergraduate health information management students. 31 undergraduate students were included in the intervention (n=19) and control (n=12) groups. The intervention group experienced virtual education based on concept-based learning and in the control group, virtual education based on classic electronic content was delivered. The feasibility and satisfaction of the educational e-learning source were evaluated using the Questionnaire for User Interface Satisfaction (QUIS) from the perspective of the students. The students' learning was assessed by scenario-based examination. The data were analyzed using descriptive tests, one-sample t-tests, and covariance analysis.

The results showed that the scores of the intervention group were 16.73 (0.80) and the control group was 14.5 (1.31), (P-Value<0.00001). Comparing the scores with the average score (16) showed that the scores of intervention group students were significantly higher than the average score. (P-Value=0.00001). The results showed that the scores of the control group were significantly lower than the average score. (P-Value = 0.002). The results of the evaluation of conceptual maps in the intervention group were reported by 18 (1.37) at the desired level.

The present results showed using a concept-based approach provides a suitable opportunity for meaningful learning. The use of a concept-based education approach was suggested in programs of virtual education.