مجله پژوهش در آموزش علوم پزشکی
سال شانزدهم شماره 1 (بهار 1403)

Various factors influence the level of university participation in the development of MOOCs. This research aims to determine and compare the importance and status of dimensions affecting the development of MOOCs from the virtual education experts’ views in Iranian medical universities.

This descriptive survey was conducted in 2021-2022 from the perspective of 206 experts of virtual education in Iranian medical universities. The questionnaire consisted of 28 questions on a 5-point Likert scale with a cut-off point of 3. The validity of the tool was confirmed using CVR and CVI content analysis, and reliability was confirmed using internal consistency and Cronbach's alpha with a value of 0.949. The data were analyzed using and paired t-test, independent t-test, and ANOVA through SPSS.

The comparison between the current and desired states of the components revealed significant differences in the cultural components (P<0.001, t=32.54), structural components (P< 0.001, t= 31.47), political components (P< 0.001, t= 32.05), and human resources (P< 0.001, t= 34.66). The current situation was found to be below the expected level (desired states). In evaluating the items, the lowest scores were related to holding national festivals(1.67±0.92), encouraging prominent activities(1.67±0.82), the sense of belonging and membership of the national MOOC (1.77±0.95), the existence of motivational mechanisms for teachers (1.82±1.01) and educational experts (1.82±1.13) (P<0.001). In addition, attention to fair power distribution(1.94±1.02) and appropriate profitability for both contracting parties(1.89±1.06) had the lowest average scores. Investigating the  desired status, support services of virtual development centers(4.66±0.66), faculty development (4.65±0.74), motivational mechanisms (4.55±0.79), and compilation of educational indicators and guidelines (4.54±0.79) had the highest averages.

Based on results, The development of MOOCs encompasses multiple dimensions. it seems that determining |motivational mechanisms, the interactive relationship between e-learning policy-makers and universities of medical sciences, fair distribution of power and resources, and the creation of common goals and roadmap to promote integration and synergy in effective and efficient activities is necessary.

The present study is a journey in an honorable past to introduce a role model for today`s learners. Avicenna is a zenith standing on the medicine pinnacle who also was master of other common sciences in his time. He was immersed in immortality education in such a way that after passing 1000 years, it is possible to conduct research on him. The main objective of the present study is to investigate the educational facets of Avicenna life.   

This historical-analytical-educational study is to investigate Shahnameh as basic reference by focusing on Khosravani Education, regarding different narrations according to the study context. Shahnameh stories can be interpreted and inferred in different narrations as mythological, epic, historical, gnostic, political, symbolic, and educational; the appropriate interpretation cannot be achieved providing germane commentaries were securitized meticulously.

Owing to the same nature of reason and wisdom in Shahnameh and the related word families, their bounds, categories, levels, lexical combinations, collocations, and derivations regarding valid studies were scrutinized. A point of consideration on Hikmat and Kherad is a same English equivalent for both which is wisdom.  

In regard with aforementioned sections of the study, three conclusions can be drawn as follows: A) interaction of civilizations and cultures over the years and in this interaction, Iran was a bridge between East and West. B) interaction of sacred books which are identical in foundations and principles and if the similarities are focused then human beings are members of one whole. C) educational similarities of religions possessing same value system owing to the fact that foundation and principles are identical and the understanding of the mentioned issues can be fruitful for the today learner to find the role model.

Flow experience is important factor and indicator for improving students’ learning experience and achievement. The present study aimed to investigate the relationship between academic flow and intrinsic motivation by considering the mediating role of academic engagement among medical students.

This is a cross-sectional study with correlational design. The statistical population of the study was all the students enrolled at Kashan University of Medical Sciences (N=3377) in the 2022-2023 academic year. A total of 356 students were selected by stratified random sampling using proportional allocation method. The participants filled out the Harter’s academic motivation, Reeve and Tseng’s academic engagement, and Martin and Jackson’s academic flow questionnaires. The data were analyzed using descriptive statistics (Mean and standard deviation) and inferential statistics (structural equation modeling (SEM) using the partial least square method through Smart-PLS and SPSS.

Results show that the mean and standard deviation scores of intrinsic academic motivation was (56.13 ± 28.37), academic engagement (97.49 ± 25.06), and academic flow (28.30 ± 5.68) were moderate. The SEM results showed that the proposed model had a good fit with the empirical data. Intrinsic academic motivation could directly and significantly predict the academic flow of the students (ß=0.35, P<.001) and this relationship was mediated by academic engagement (ß=0.12, P<.001) as it was confirmed by the bootstrap estimation method.

Based on the findings, intrinsic academic motivation can promote academic engagement, which may consequently promote students’ academic flow. It is suggested that medical education planners and professors strengthen students’ academic engagement by creating an interactive and collaborative atmosphere and using challenging and engaging assignments, which may substantially enhance students’ flow experience

Health workers should be trained based on the real needs of the society in terms of quantity and quality, so that af ter graduation, they can be employed in organizational positions related to their field of study and solve the health problems of the society by providing relevant services within their scope of duties. The purpose of this study was to explain the required knowledge and skills for public health undergraduates.

This qualitative study was conducted with the content analysis approach and by holding three focus group discussion sessions with 30 health network managers; managers, heads and experts of the technical groups of the deputy of health and the headquarters of health networks, and health care workers of comprehensive urban and rural health service centers in Golestan province. Data analysis was done using thematic content analysis method and MAXQDA software.

After merging the similar codes with each other, finally 55 codes were extracted and classified into 19 subthems and finally categorized into 4 thems. Management information needed by public health graduates included work mission in health, planning and supervision, work ethics and executive processes. Specialized and field information included re-emerging and emerging diseases, population youth, crisis management, mental health, reproductive health, aspects of social health and immunization. The practical skills of individual development included teamwork, communication skills and expression techniques, attracting social participation, using virtual networks and familiarity with information technology. Skills needed to work in the health system included regional situation assessment, operational planning, and first aid.

The required knowledge of public health students can be provided by including the results of the study in the educational curricula and in accordance with the new instructions. Also, the combination of practical skills with theoretical topics during academic semesters and paying more attention to internship courses can train public health students according to the needs of the health system.

Microlearning is one of the new educational methods that is presented in small units in a short period of time. The aim of this study was to compare two methods of traditional teaching and microlearning in the teaching of nanoliposomes for pharmacy students.

This experimental study was conducted in 1402 on 40 pharmacy students of Shahid Beheshti University of Medical Sciences. Students were randomly divided into two groups of traditional education and microlearning. The intervention group received educational content including methods of manufacturing, drug loading, and characterization of pharmaceutical nanoliposomes as microlearning, and the control group also received the common liposome textbook that contains educational content in written form. Educational content was prepared and edited using educational video design software. After the implementation of the intervention, a researcher-made test was used to evaluate the learning in the two groups. The QUIS questionnaire was evaluated regarding validity and reliability and used to measure users' satisfaction with microlearning educational packages. The normality of the distribution of scores was done with the Kolmogorov-Smirnov test and the comparison of two groups with the Mann-Whitney test. Data were analyzed using SPSS.

A total of 40 pharmacy students participated in this study. 20 of them were in the traditional education group (14 women and 6 men) and 20 people were in the microlearning group (12 women and 8 men). There was no significant difference between the two groups in terms of age and grade point average. The results showed that the average scores of the two groups had no statistically significant difference (P=0.381). Also, the overall satisfaction level of students with the educational content was 8.07 (out of 10 marks). The highest score (8.7) was related to the ease of working with the educational package and the sequence of demonstration parts in the educational package, and the lowest score (5.9) was related to the speed of the educational videos.

The results of the present study showed that the use of microlearning content in the field of teaching the methods of making liposomes for students, although it did not lead to an increase in students' grades, but it brought about the satisfaction of the majority of them. The microlearning package can be made available to the audience at any time and place, and this makes them satisfied.

Examining the opinions of medical students about the thesis, its implementation process, and its effectiveness can make the planners, familiar with the strengths and weaknesses of the existing conditions and provide the possibility of its correction. The present study was conducted to investigate the opinions of medical students of Ahvaz JundiShapur University of Medical Sciences regarding the process of general medical thesis implementation.

In this cross-sectional study, the opinions of 247 medical students of Ahvaz Jundishapur University of Medical Sciences were examined through a researcher-made questionnaire whose validity and reliability were confirmed. Questionnaires were distributed and collected face to face and online. Data were analyzed using chi-square and independent t-test through SPSS .

Students with an average score of 1.36 out of 3 stated that the thesis course has little importance and necessity in the curriculum of general medicine course. With an average of 2.5 out of 3, they wanted to replace the clinical course with a thesis course. Students with an average score of 1.85 out of 3 stated that they are relatively satisfied with the ability and cooperation of their guidance teachers. The results showed that there is no statistically significant difference between the students about the importance and necessity of the thesis course by gender (p=0.22, t=1.22) and the grade point average (GPA) (p=0.15, t=1.43). 89 (%79.7) female student and 106 (%85.5) male student stated that if the "thesis" was optional, they would not choose it (p=0.15). No significant difference was observed between the students by GPA with choosing the thesis if it was optional (p=0.41).

According to the results, medical students were relatively satisfied with the ability and cooperation of the supervisors in completing the thesis, but they believed that the thesis unit is not very important in their medical profession and future career, and they wanted to replace it with clinical training courses.

Using innovative teaching methods in response to rapid changes in the needs of communities is fundamental necessity. Virtual education and its diversity compared to traditional methods raise the question of which one will be more effective in achieving educational goals. The aim of this study is to compare the effect of video-based and traditional teaching methods on nursing students' knowledge of gastrointestinal endoscopy care.

This semi-experimental study was conducted on 80 third-year nursing students at Iran University of Medical Sciences who were randomly divided into two groups of traditional and virtual (video-based) training in the practical unit of gastrointestinal endoscopy at Firouzgar Hospital. To evaluate participants` knowledge a specialized 25-question test was administered before and after traditional and video-based training for both groups. Data were analyzed using Descriptive statistics including independent T-test and paired T -test through SPSS.

A total of 80 nursing students participated in the study. The mean age of individuals in the traditional training group was 23.80±3.23 years and in the virtual training group was 21.80±0.21 years. There was no significant difference in the mean pre-training knowledge score between the video-based and traditional groups. Although after intervention, increase in knowledge of video-based group were observed.

This study showed that implementing video-based teaching methods leads to a greater increase in nursing knowledge compared to traditional methods in nursing students. Therefore, developing educational programs using such methods can play a useful role in improving nursing students' knowledge and training nurses with sufficient practical awareness and can replace traditional methods..

The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire.

This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test  through SPSS.  In all tests p-value was less than or equal to 0.05.

A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ±  27.76  . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P<0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P < 0.03).

The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.