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Introduction: The aim of this study was to assess the knowledge and skill of clinical residents in Tabriz University of Medical Sciences, northwestern Iran, (as the future specialists), as well as their attitudes on the necessity of patient education, and the practice and responsibility of the residents in this field. Methods: Knowledge, attitudes, and practices of a random selection of 380 clinical residents at Tabriz University of Medical Sciences were assessed in 2011 through a comprehensive questionnaire about education. The data were analyzed using SPSS software. Results: There was no significant relationship between the two variables of sex and study period and the knowledge variable during the residency. However, there was a significant positive correlation between knowledge and age variables (P<0.05). The level of knowledge rose with aging because the amount of the model significance was less than 0.05. Besides, the coefficient of sex was positive by regression analysis. There was no significant relationship between the previous variables and attitude variable. No significant relationship was seen between the previous variables and practice variable. Conclusion: The influence of age, sex, and year of study was apparent in the knowledge of the residents, but no considerable influence was shown in their practices and attitudes. Some educational strategies are needed to improve the practices and attitudes of the training group. [ABSTRACT FROM AUTHOR]

Background: Patients undergoing coronary artery bypass graft surgery (CABGS) may fail to adhere to their treatment regimen for many reasons. Among these, one of the most important reasons for nonadherence is the inadequate training of such patients or training using inappropriate methods., Objective: This study aimed to compare the effect of gamification and teach-back training methods on adherence to a therapeutic regimen in patients after CABGS., Methods: This randomized clinical trial was conducted on 123 patients undergoing CABGS in Tehran, Iran, in 2019. Training was provided to the teach-back group individually. In the gamification group, an app developed for the purpose was installed on each patient's smartphone, with training given via this device. The control group received usual care, or routine training. Adherence to the therapeutic regimen was assessed using a questionnaire on adherence to a therapeutic regimen (physical activity and dietary regimen) and an adherence scale as a pretest and a 1-month posttest., Results: One-way analysis of variance (ANOVA) for comparing the mean scores of teach-back and gamification training methods showed that the mean normalized scores for the dietary regimen (P<.001, F=71.80), movement regimen (P<.001, F=124.53), and medication regimen (P<.001, F=9.66) before and after intervention were significantly different between the teach-back, gamification, and control groups. In addition, the results of the Dunnett test showed that the teach-back and gamification groups were significantly different from the control group in all three treatment regimen methods. There was no statistically significant difference in adherence to the therapeutic regimen between the teach-back and control groups., Conclusions: Based on the results of this study, the use of teach-back and gamification training approaches may be suggested for patients after CABGS to facilitate adherence to the therapeutic regimen., Trial Registration: Iranian Registry of Clinical Trials IRCT20111203008286N8; https://en.irct.ir/trial/41507., (©Banafsheh Ghorbani, Alun C Jackson, Mohammad Noorchenarboo, Mohammad H Mandegar, Farshad Sharifi, Zohrehsadat Mirmoghtadaie, Fatemeh Bahramnezhad. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 10.12.2021.)