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Introduction: Mobile learning has gained significant attention in medical education in recent years. The COVID-19 crisis has further accelerated its adoption. A lack of research on student perceptions of mobile learning during pandemics limits strategies for maintaining education during these times. This study examines the perceptions of medical students in Iran regarding the mobile learning during COVID-19. It is imperative that these perceptions are understood to optimize mobile learning effectiveness in medical education during disruptions. Method: A cross-sectional study was done in 2022 among 785 medical students in Iran who spent summer semester. Convenience sampling was used to select the sample. We used Biswas et al.'s scale for measuring medical students' perceptions of mobile learning during pandemics. Face and content validity was determined by qualitative methods. Internal consistency was measured with Cronbach's Alpha (0.79). Data was collected through an online questionnaire. To analyze the data, descriptive and analytical statistics were conducted with SPSS software at a significance level of p<0.05. Results: In total, 1,200 medical students were asked to complete the survey, and 785 responded, resulting in a 65.4% response rate. Mobile learning has been embraced by majority of medical students, with Android devices being used the most frequently. They also have frequent access to the internet, and they rely on a wide range of apps and platforms for academic purposes. Students perceive mobile devices to be highly advantageous for improving subject knowledge (Mean = 4.71±0.58), accessing study materials (Mean = 4.44±0.75), and providing flexible learning opportunities (Mean = 4.40±0.79). Despite this, participants were less confident about the ability of mobile devices to assist with specific study problems (Mean = 3.12 ± 1.28), facilitate class discussions (Mean = 3.33 ± 1.38), and overcome screen size limitations (Mean = 3.32 ± 1.38). Conclusion: Medical students in Iran have widely adopted mobile learning and perceive it as beneficial for acquiring knowledge, accessing material, and being flexible during COVID-19. M-learning's effectiveness in specific learning activities must be investigated in further research, and concerns regarding problem-solving, discussion facilitation, and screen size limitations should be addressed. [ABSTRACT FROM AUTHOR]

Background: E-learning was considered an appropriate alternative to face-to-face education during the COVID-19 pandemic. It ensured the continuity of learning and protected students against the risk of virus transmission in the university environment. Objectives: The present study investigates the role of e-learning skills in the academic success and satisfaction of medical students during the COVID-19 pandemic. Methods: The statistical population of the present study included all medical students at Ahvaz Jundishapur University of Medical Sciences in southwest Iran in 2021. Ultimately, 260 people participated in the study. To collect data, two researcher-made questionnaires were used: One for assessing e-learning skills and another for measuring students' academic satisfaction. Additionally, the GPA from their previous three semesters was used to measure the level of academic success. Results: The results revealed that e-learning skills (mean ± SD = 3.79 ± 0.68), academic satisfaction (mean ± SD = 3.88 ± 0.65), and student's academic success (mean ± SD = 15.8 ± 1.62) were above the average. Also, a positive and significant correlation was found between the e-learning skills of students and their level of academic success and satisfaction. Conclusions: According to the results, there was relative satisfaction with e-learning compared to traditional teaching techniques. Having e-learning skills also increased satisfaction and, thus, improved the academic success of students. In other words, this learning method helped students improve their academic performance as well as their clinical and communication skills. [ABSTRACT FROM AUTHOR]

Empathy is an essential attribute that enables physicians to comprehend the condition and emotions of their patients, facilitating accurate responses. Consequently, empathy has been linked to improved diagnoses and enhanced clinical outcomes. This study aimed to assess the changing patterns of empathy levels among medical students during their academic tenure in medical school. A descriptive study was conducted using convenience sampling, involving 361 medical students in Ahvaz, Iran, between September and December 2021. Empathy levels were assessed using the Persian adaptation of the Jefferson Scale of Empathy (student version) (JSE-S). Statistical analyses were conducted using the t-test and variance analysis (ANOVA). Based on the empathy scale (ranging from 20 to 140), the mean empathy score among medical students was found to be 106.42±14.8, exhibiting variations based on study year, gender, and grade point average (GPA) (p < 0.01). Notably, a significant decline in empathy scores was observed in final-year students compared to their counterparts in the first year (113.39 vs. 97.05; p < 0.001). Female students and those with higher GPAs demonstrated a higher level of empathy (p < 0.001). The results of the present study revealed that medical students in Iran exhibit a moderate level of empathy compared to findings from local studies. Furthermore, the findings suggest a decline in empathy levels as students progress through their years in medical school. Based on these findings, it is strongly recommended to integrate empathy training into the medical curriculum. Such an approach would enhance student learning and contribute to positive patient care outcomes. [ABSTRACT FROM AUTHOR]

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Background: Gallery Walk (GW) is a student-centered educational method emphasizing team-based learning. In this approach, students actively participate in the learning process while the instructor is a facilitator. Objectives: This study was conducted to compare the effectiveness of the GW method to the lecture method in teaching the topic of general anesthesia care during the induction phase. Methods: This study employed a quasi-experimental design with a pre-test-post-test approach involving 60 nurse anesthesia students at Jundishapur University of Medical Sciences in Ahvaz, Iran, in 2022. The data were collected through 30 four-choice questions assessing the knowledge of nurse anesthetists in the main stages of general anesthesia induction. After randomly assigning students into two homogeneous groups, an intervention group (GW) and a control group (lecture), the study investigated the effects of the two educational methods on learning outcomes and retention of general anesthesia care during the induction phase. This was done by comparing the mean scores of the students on three tests. Results: There was a significant difference between the two groups in terms of the mean scores of the immediate posttest (GW: 22.3 ± 0.47, lecture: 20.8 ± 1.01) compared to the pretest (GW: 15.13 ± 0.87, lecture: 14.73 ± 1) (P < 0.001). Additionally, there was a significant difference in the mean scores of the one-month posttest (GW: 23.37 ± 0.61, lecture: 17.33 ± 1.12) (P < 0.001) between the two groups. No significant difference was observed between the two groups regarding the mean scores on the immediate posttest (P = 0.186). Unlike the lecture group, there was no significant difference between the mean scores of immediate and delayed (one-month) posttests in the GW group (P = 0.16). Conclusions: The GW method not only enhances knowledge but also proves to be significantly more effective than the lecture method in retaining knowledge of general anesthesia care during the induction phase. Therefore, GW is recommended as an effective educational method for topics that require long-term retention. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to evaluate a smartphone-based online electronic logbook used to assess the clinical skills of nurse anesthesia students in Iran. Methods: This randomized controlled study was conducted after tool development at Ahvaz Jundishapur University of Medical Sciences in Ahvaz, Iran from January 2022 to December 2022. The online electronic logbook involved in this study was an Android-compatible application used to evaluate the clinical skills of nurse anesthesia students. In the implementation phase, the online electronic logbook was piloted for 3 months in anesthesia training in comparison with a paper logbook. For this purpose, 49 second- and third-year anesthesia nursing students selected using the census method were assigned to intervention (online electronic logbook) and control (paper logbook) groups. The online electronic logbook and paper logbook were compared in terms of student satisfaction and learning outcomes. Results: A total of 39 students participated in the study. The mean satisfaction score of the intervention group was significantly higher than that of the control group (P=0.027). The mean score of learning outcomes was also significantly higher for the intervention than the control group (P=0.028). Conclusion: Smartphone technology can provide a platform for improving the evaluation of the clinical skills of nursing anesthesia students, leading to increased satisfaction and improved learning outcomes. [ABSTRACT FROM AUTHOR]

Objective: This study was conducted with the aim of theoretically explaining the concept of reflection in medical science education in texts and identifying the dimensions and characteristics of education based on reflection and their application in clinical nursing education and existing models in 2021. Methods: This scoping review was conducted in five phases following the method developed by Denyer and Tranfield. The scope of the review was limited to Reflection and Reflective in nursing education. Using the keywords in combination and separately, they were searched in databases of ERIC/ www.iranmedex.com/ www.magiran.com/ www.irandoc.ac.ir/ www.sid.ir/ www.medlib.ir/ All Sciences/ Web of Science/Search Engines Google/Google scholar/Scopus/Ovid/ERIC/Wiley/PubMed and Science Direct from1970s to 2021. Results: Based on inclusion and exclusion criteria, 24 articles and documents were selected. During the theoretical explanation of the concepts and components of reflection in clinical nursing education, the model is abstracted. In this model: The Clinical education triangle has 3 main components in its three angles: patient, teacher, or tutor, and student. It is necessary that the sides of this triangle including teaching-learning, teaching-caring, and caring-learning to be formed in the best way and to serve the student and the patient. Conclusion: The results of this study emphasize the practical and constructive nature of knowledge in learning based on reflection and its special position so that by eliminating the gap between theory and practice in nursing education, one can see the excellence of the operational part of education and promotion of the level of health of the society by providing an appropriate performance of the nursing staff. [ABSTRACT FROM AUTHOR]

Consultation needs assessment for medical students is the first step to identify, plan and organize students advising process at universities. The aim of this study was to assess the consultation needs of medical students at Ahvaz Jundishapur University of medical sciences in Ahvaz, Iran. This cross-sectional study was conducted on 270 medical students. We collected data by a questionnaire including 30 questions in five areas. The most important of counseling needs for medical students were as: personal needs, educational needs, mental and emotional needs, family and marriage needs and occupational needs. The results showed significant differences in consultation needs of medical students with respect to gender and place of residence. The findings may provide useful information and options for policy makers, planners and decision makers to provide advisory services to medical students at universities more appropriately. [ABSTRACT FROM AUTHOR]

Objective: This article performs a systemic review of psychometric properties and factor structure of the Compulsive Internet Use Scale (CIUS), the scale for assessing Internet addiction behavior in clinics and research fields. Method: Studies measuring psychometric properties and factor structure of CIUS (original version) were searched through MEDLINE in PubMed, SCOPUS, Pub Psych, google scholar and SID & Iran medex (Iranian database). A total of 18 studies (24 samples) including 44,198subjects were reviewed in our study. Results: Based on meta-analysis for internal consistency, the pooled Cronbach's alpha coefficient from all study was 0.47(95percent confidence interval [CI], 0.46-0.49). Based on meta-analysis for internal consistency adolescence subgroup was 0.48 (95percent confidence interval [CI], 0.45-0.51), and addicted to behavior addiction subgroup was 0.48 (95 percent CI, 0.44-0.51), in general population subgroup was 0.47(95percent confidence interval [CI], 0.42-0.53), in university student subgroup was 0.47(95percent confidence interval [CI], 0.43-0.51), in internet user was 0.45(95percent confidence interval [CI], 0.43-0.47), by cultural of country for collectivistic society was 0.49(95percent confidence interval [CI], 0.46-0.52), and individualistic societies was 0.46 (95 percent confidence interval [CI], 0.44-0.47) and based quality assessment subgroup for study was 0.47(95percent confidence interval [CI], 0.46-0.49). Discussion: Future studies should be conducted on the multiethnic population and cross-cultural designee. Future studies should be developed and reported based on the COSMIN checklist. [ABSTRACT FROM AUTHOR]

Competing Interests: The authors declare no conflicts of interest.

Introduction: Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy was the COVID-19 pandemic. However, the educational pedagogy of such technology has been neglected. This article aimed to critically review available mobile learning models in medical education to suggest a comprehensive model in the field of mobile learning., Methods: We conducted this critical review based on the five steps of the Carnwell and Daly method. For a comprehensive systematic search from 2000 to April 2021, the following keywords were used: Personal Digital Assistant, m learning, Mobile learning, Ubiquitous learning, U learning, medical students, and medical education. 3176 studies in PubMed, Scopus, ERIC, Magiran, and Web of Science were identified. In total, 8 articles entered the study., Results: Eight models of mobile learning in medical education were identified. The key features of each model were extracted and integrated into the new model for the successful design and implementation of mobile learning. This model includes three main elements of mobile learning: 1-stakeholders, 2-interaction, and 3-technology, which are influenced by external factors including Mobiquette, legitimacy, and awareness., Conclusion: The results of this study are an important contribution to the knowledge collection in mobile learning in medical education. We introduced a comprehensive model of mobile learning including specific characteristics of strategies in the context of medical education., (Copyright: © Journal of Advances in Medical Education & Professionalism.)

Identifying the learners' problems is important. Besides, many factors are associated with academic failure, among which time management and stress are more important than any others based on evidence. By using a systematic review and meta-analysis, this study aims to synthesize the findings of studies about the correlation of time management and stress with academic failure to suggest a more in-depth insight into the effect of these two factors on academic failure. Four databases were searched from the inception of January 2018. Publication bias was evaluated visually using funnel plots and sized up by Egger's test. Ninety-four articles were found to be qualified for inclusion after full-text review and additional manual reference made. Of these, 8 were studies of educational interventions that were reviewed in this paper. Regarding the relation of stress and academic performance, the Funnel plot (results not shown) and Egger's test showed no publication bias in the studies ( P = 0.719). Based on this result, the estimated pooled correlation (reverted by hyperbolic tangent transformation) between stress and academic performance was found to be -0.32 (95% confidence interval: -0.38--0.25). In conclusion, the review recognized a series of potentially mutable medium-to-large correlates of academic achievement, time management, and stress. It would be essential to have experimental data on how easily such self-regulatory capacities can be altered, and these interventions could help students enhance their potential, providing empirical tests for offered process models of academic achievement., Competing Interests: There are no conflicts of interest., (Copyright: © 2021 Journal of Education and Health Promotion.)

Introduction: One of the major problems of higher education centers is the students' academic failure. Increased monitoring, counseling, or remediation may tax the resources of both the program and the faculty. The present review study gathered evidence highlighted by the experimental studies on the educational intervention with the purpose of improving preclinical medical performance., Materials and Methods: To achieve the intended studies, databases of PubMed, Web of Knowledge (Thomson Reuters), Educational Resources and Information Center, and the Scopus were searched. The inclusion criteria were being an interventional study and assessing the educational intervention to preclinical academic performance. The study was carried out as a systematic literature search published between January 1987 and January 2018. Based on valid tool through the best evidence medical education review, after assessing the quality of the studies., Results: Ten studies were enrolled in the review for final evaluation. The Kirkpatrick Model was employed to analyze and synthesize the included studies., Conclusion: Reviewing the conducted studies showed that medical students had positive responses and attitudes toward new teaching methods, self-monitoring skills, and attention to physiological needs. The results also indicated that new teaching strategies, attention to self-monitoring skills, and sleep hygiene in medical education could positively affect learning in two domains of Bloom's Taxonomy., Competing Interests: There are no conflicts of interest.