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Background: This study aimed to compare the effectiveness of SNAPPS and an integrated model of outpatient education in developing clinical competencies of clerkship students concerning infectious diseases.Method: This study has a quasi-experimental design (pretest, posttest, control group). The experimental and control groups were selected without random placement. The experimental group was trained using the integrated model, whereas the controls were trained with the SNAPPS model. After the data were collected, the test results were analyzed in the three areas of Knowledg, clinical reasoning, and skills using the Wilcoxon test, Mann-Whitney U test, and paired t-test.Results: The mean within-group score changes were significant in both groups concerning clinical reasoning, skills, and cognition. The cognition mean scores in the integrated and SNAPPS models were 18.94 and 18.06, respectively, with a significant difference between the two models (P=0.029). However, there were no significant differences between the groups concerning the mean scores of clinical reasoning (p=0.425) and skills (p=0.092).Conclusion: The integrated model outperformed SNAPPS in increasing the knowledge, clinical reasoning,and skills of clerkship students.

Introduction: Medicine is not only a biological science, but also includes the art of dealing with human and spiritual dimensions. Therefore, this study was conducted to investigate the views of medical education professionals and students regarding the integration of art in the medical science curriculum. Method: In this multi-method research, 22 prominent experts in the field of education and 35 medical education students participated. The research tool was a researcher-made questionnaire with seven questions about the need to combine art in medical education, which was done simultaneously with quantitative study, qualitative study and data analysis. Quantitative study method was used descriptively-analytically and content analysis was used in the qualitative part .The face validity and content of the instrument were confirmed by professors and its reliability was confirmed by Cronbach's alpha coefficient (α = 0.832). Result: Basically, 100% of the experts and 80% of the medical students agreed with the integration of art in medical education. They also acknowledged that it does not officially exist in the country's universities and it is necessary to include in the medical curriculum. Also, art has many applications in medical education, including improving teaching and learning, promoting creativity and emotions, keeping content in mind, applied learning, and fostering critical and creative thinking. Conclusion: The results emphasized the integration of art in the medical curriculum as well as the use of art-based teaching-learning in medical sciences. But it is better to be in such a way that does not impose more educational burden on students.

Introduction: Curriculum needs to be re-evaluated during implementation Graduates' low ability can be related to non-compliance of curriculum content with job need. This study sought to investigate the degree of compliance of content of the general dentistry curriculum with job needs from perspective of Dentists in Birjand and their skills. Methods: This descriptive cross-sectional study was conducted in the academic year 2020 in Birjand. Target group was general dentists in Birjand, namely census sampling. Data were gathered through a researcher-made questionnaire with three sections like this: demographic information, degree of compliance of curriculum content with job need (including 6 subgroups, 93 questions of theoretical courses before and after basic sciences, practical courses before and after basic sciences, pre-clinic courses and internship courses) and skill of dentist at beginning of work (51 items) with 5-point Likert scale The link of electronic questionnaire was sent for dentists via social media (Telegram and WhatsApp). Data were assessed by descriptive statistics Using excel 2013 software. Results: Seventy four questionnaire were completed and analyzed. In basic sciences course, the two lessons of anatomical sciences (3.565 ± 0.882) as well as oral health and society (3.42 ± 0.961) had the most and parasitology (2.116 ± 0.85) and biochemistry (2.159 ± 0.98) had the lowest compliance with job need. In other lessons, compliance with job need was favorable. The dentists' skill level was very low on treatment of the opened sinus, medical emergencies, construction of orthodontic plaque, and crown lengthening. Conclusion: Due to the low degree of compliance of theoretical and practical courses in basic sciences, the use of novel pedagogical methods as horizontal or vertical integration of the curriculum seems to be necessary to establish a relationship between basic and clinical sciences.

Background: The aim of this study was to investigate the satisfaction of professors with the short-term course (fellowship) of medical education in Birjand University of Medical Sciences in the Covid 19 pandemic. The results of this study can be used to plan training courses in person and virtually in post-Corona era. Methods: Initially, needs assessment was conducted for the content of the course, after determining the content, the course was held online through Adobe Connect system and offline through Navid system. Following completing the course, evaluation was done and finally satisfaction with the course assessed based on the questionnaire of 34 items confirmed validity and reliability. The data were analyzed by SPSS software version 18 , using t-test and correlation coefficient. Results: The mean age of participants was 36.34 with a standard deviation of 5.64 years, 56.8% (25 people) were female and 43.2% (19 people) were male. In terms of academic rank, 75% were assistant professors. The average score of satisfaction is equal to 140.48, which indicates a high score of satisfaction with the course. Also, in general, the score of satisfaction is higher than average, in all fields. The average score of satisfaction in men is significantly lower than women. There was no significant relationship between degree, academic rank, age and work experience with satisfaction. Conclusion: Totally, professors' satisfaction with the online and offline medical education fellowship course in the relevant systems is at a high level, so it is suggested that in the post-corona era, combined empowerment courses in person and online should be held.

BACKGROUND: The extent and complexity of knowledge in the field of medicine necessitate modern education systems. Rational performance in the education system depends on the synergy of educators through knowledge sharing as the basis of education. The aim of this study was to investigate the knowledge-sharing strategies in clinical education and its changes during the COVID-19 pandemic. MATERIALS AND METHODS: The content analysis was conducted in 2019 at Birjand University of Medical Sciences. Twenty-seven clinical instructors with enough experience and knowledge in the field of clinical education were chosen based on purposive theoretical sampling. Data collection was done by semi-structured interviews, which continued until data saturation. The interviews were recorded, transcribed, and read several times to obtain a whole understanding. Next, the meaning units and initial codes were identified, and then, they were classified into subcategories and categories. To ensure the trustworthiness of the data, Lincoln and Guba criteria were considered. RESULTS: The results of the study include five pedagogical knowledge-sharing strategies: “peer-helping, clinical education workplace,” “use of cyberspace,” “student mediation,” “working teams,” and “scientific communities.” Coronavirus pandemic was identified as the “facilitator” and the “culturalization factor” of knowledge sharing. In addition, “lack of shared knowledge management,” “lack of compliance with needs,” and “dispersion of content” were considered as barriers to the efficiency of pedagogical knowledge sharing during the coronavirus pandemic. CONCLUSIONS: Sharing knowledge in a clinical education setting could continue by various strategies. The results can be used in planning for the professional development of professors.

Background and Aim: Clinical reasoning is a major and essential skill for disease diagnosis which is necessary for all medical students, the snapps model as a student-centered model can provide the basis for clinical reasoning. The study aimed to compare the impact of the SNAPPS outpatient education model and the conventional method on medical students' clinical reasoning. Clinical reasoning is a major and necessary skill for disease diagnosis learning the skill is both useful and necessary for medical students. The study aimed to compare the impact of the SNAPPS outpatient education model and the conventional method on medical students' clinical reasoning. Materials and Methods: This is a quasi-experimental study with a control group and post-test. The population comprised of medical students in Birjand University of Medical Sciences who entered the infectious diseases ward in the 2015-16 academic year. The sample comprised of 126 students who were assigned into intervention and control groups via simple allocation method. The intervention group was trained with the SNAPPS model, while the matched controls – in terms of gender, education level, and GPA – were trained with the conventional outpatient education method. The clinical reasoning scores of the two groups were assessed using the KF test, and analyzed in SPSS-19 software using the independent t test. Results: The results of this study showed that the clinical reasoning mean score in the intervention group(SNAPPS model) was 17.81 ± 1.20, and that of the control group(conventional method) was 16.85 ± 1.11, with the difference being statistically significant (P = 0.000). Conclusion: The SNAPPS model is an effective model for developing students' clinical reasoning; therefore, application of this method is recommended for all courses in medical education.