Search

Considering the increasing usage of Artificial Intelligence (AI) and Machine Learning (ML) in various specializations of medicine, it seems necessary to instruct our medical students on how to utilize them. This paper provides a view on incorporating ML educational content into the medical curriculum.

Background: Information literacy enables learners to master information content and expand their exploration and control to learn more. Information literacy is an essential element in the development of independent and effective learning in higher education. The purpose of the study was to evaluate the organization and use of electronic information and its relationship with some demographic characteristics of students.Method: In this descriptive-analytical study, the studied population included all medical students from the third to the seventh year of medicine at Jundishapur University of Medical Sciences in Ahvaz in the academic year of 2020-2021. The sample size consisted of 302 people, of which 28 people were dropped. Data was collected by using information literacy questionnaire including 30 items and five skills. The validity and reliability of the questionnaire has been checked. The random sampling method was simple. To analyze the data, descriptive and analytical statistics were used using SPSS software at a significance level of p

BACKGROUND: Mobile learning has played an important role during the COVID-19 pandemic and medical schools now consider it as an effective educational method in current and future crises. In this qualitative study, an attempt was made to demonstrate the principles of designing a mobile learning strategy in medical education from the perspective of experts. MATERIALS AND METHODS: The study was conducted by the qualitative content analysis method. The data were collected from July 2022 to Feb 2023. Twelve participants were included in this study from Iran’s medical universities, consisting of two members of the Higher Council of Virtual Education, three educational directors, three clinical faculty members, two faculty members specializing in e-learning and medical education, an educational vice, and a dean. Data were collected using semi-structured interviews and analyzed by Granheim and Lundman’s (2004) method. RESULTS: Out of twelve participants in the study, eight (66%) were males and four (44%) females. Data were classified into eight categories and one theme. Based on the participants’ experiences, the main theme, that is, “the principles of medical education design in mobile learning,” included pedagogical component, interactive design, effective and comprehensive analysis, achieving objectives with the mobile learning platform, generating micro- and interactive e-content, teaching-learning interactive methods, course implementation and interactive evaluation at both micro- and macro-levels. CONCLUSION: Data analysis revealed that in addition to the eight principles in the medical education design in mobile learning, the participants prioritized the two principles of pedagogical component and interactive design over other principles in educational design. Using a successful mobile learning strategy in situations of restrictions limiting physical presence may improve the quality of medical education.

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 inmedical education. We introduced a comprehensive model of mobile learning including specific characteristics of strategies in the context of medical education.

Purpose The present study aimed to investigate the effect of a mini-clinical evaluation exercise (CEX) assessment on improving the clinical skills of nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. Methods This study started on November 1, 2022, and ended on December 1, 2022. It was conducted among 50 nurse anesthesia students divided into intervention and control groups. The intervention group’s clinical skills were evaluated 4 times using the mini-CEX method. In contrast, the same skills were evaluated in the control group based on the conventional method—that is, general supervision by the instructor during the internship and a summative evaluation based on a checklist at the end of the course. The intervention group students also filled out a questionnaire to measure their satisfaction with the mini-CEX method. Results The mean score of the students in both the control and intervention groups increased significantly on the post-test (P

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.

Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: This is a quasi-experimental study conducted on eighty second-year medical students in Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran, 2019. The intervention comprised of a lecture-based short training course, which was taught by a psychiatrist and was held in two sessions (Two hours each) for two consecutive weeks. Empathy was assessed using the Jefferson Scale of Empathy-Student version (JSE) before and after the intervention. Students with empathy scores higher than average were considered high empathy group, and those with scores lower than average as low empathy group. Data were analyzed using paired T-tests through SPSS software, version 16.Results: The mean JSE score was 99.66±13.4 and 101.62 ± 16.37, before and after the -intervention, respectively. However, despite the score increased, the difference was not statistically significant (p=0.054). Nevertheless, the empathy scores of high-empathy students significantly increased after the-intervention (110.49 Vs 114.15, p=0.002). The empathy level also showed a significant enhancement in female students after training (p=0.006).Conclusion: This study shows that a short training course is somewhat effective in developing medical student empathy. The findings suggest a need for revision of content and implementation of this course training into the existing medical curriculum.

Introduction: Measurement has a special place in education. The main challenge of today psychometric measurements is to obtain numerical values for the competencies that can be used as a basis for decision making. In view of this, the purpose of this study is to review the role, position, and application of psychometric measurement in medical education exams. Methods: This review study was conducted through the keywords Measurement, Assessment, Psychometric, Theoretical support, Theoretical Analysis, Theoretical foundation, Psychometric Analysis, Test, Examination, Medical Education, Validity and Reliability at websites such as Google Scholar, PubMed, SID, ERIC and Science direct and has been done on 32 articles without از time limit. Results: From a total of 92 reviewed articles, the documentation of 32 relevant and valid articles was extracted with 31 English articles and a Persian article. Important findings of this study underline the validity, reliability, educational effect, acceptability, cost and applicability as well as sensitivity of the test, which are important features in the psychometrics of medical science tests. These findings highlight the importance of psychometric properties in evaluations in medical education. Conclusion: The results show that due to the importance of psychometric properties in medical education exams, especially in high-sensitivity exams, familiarity with these features and standardization methods of exams is a necessity for medical educators. The use of techniques to increase the validity and reliability of exams and considering the basic principles in the design, preparation, implementation and analysis of exams is recommended to policy makers and examiners, educators and those in charge of higher education.

Abstract Objectives Problem students is one of the important issues in medical education. This study aimed to identify the problem students and the ways for managing these students from the educational experts view. Purposive sampling was used, and data collection continued until data saturation was achieved. Data analysis was performed by the content analysis method based on the Heidegger approach. We interviewed 12 educational experts who had a history of dealing with "problem students”. Results After data analysis, five main themes and 28 categories, and 164 codes were extracted. The reasons for changing a student to a problem students was: student self-regulation skills, multilayer interactions, curriculum failure, identification policy and supportive solutions. The results indicated that despite revision in the curriculum, there were shortcomings in identification and management of problem students. According to participants, existence of a comprehensive system and a capable counseling center can identify the problem student sooner. On the other hand by improving self-regulation skills, active teaching methods and frequent formative evaluation and the use of supportive strategies, problem student can be encouraged to complete their education successfully. This study emphasized faculty development, reviewing the faculty member recruitment, strengthening counseling centers, improving the exams.

Objective (s): Multiple choice questions are the central core of the evaluation of medical students. The purpose of this study was to analyze medical and dentistry basic sciences examinations in Ahvaz Jundishapur University of Medical Sciences in 2015. Methods: A valid checklist for totally 450 multiple choice questions (225 questions for each field), were analyzed in terms of structure, difficulty index, discrimination index and diversion options. Structure of the questions was analyzed by a checklist consisting of 16 items with yes or no formats. Difficulty and discrimination indexes for each question also were examined. To analyze the data, descriptive statistics were used. Results: There were structural problems with 6 and 5 percent of medical and dentistry questions respectively. In For medical examination on average 50.1% required difficulty indexes, 25.8% required discrimination indexes and 73.5% diversion options were achieved. For dentistry examination on average 50.07% required difficulty indexes, 23.07% required discrimination indexes and 53.46% diversion options were achieved. Conclusion: The findings indicated that frequency of the questions with required difficulty index, were rather good but frequency of the questions with required discrimination index, were relatively very low. Diversion options in medical questions were designed better than dentistry questions. Indeed, it seems that examinations of medical and density students need some revisions and corrections.

Introduction: Capability is built upon knowledge and wisdom,and scientific progress and development is associated withwealth production, national and international authority, andindependence. To promote scientific development, as a prerequisiteto the country’s progress in other areas, there is a need for strategicplanning and creating scientific capacities. Today’s world is facinga rapid growth and development in science and technology, anduniversities and higher education centers have an important rolein the society’s development and progress in the areas of humanresources training, science and technology production, andsolving different problems. Considering the Iran’s health scientificroad map and communication of innovation and reform plans, andsince universities are required to identify the areas of authority,this study was conducted to determine the challenges of scientificauthority promotion and proper courses of action.Methods: In this study, content analysis was used as a qualitativeresearch method. The triangulation method was applied for datacollection. Purposive sampling was done to select the participantsfor focused group discussion and data collection continued untildata saturation was achieved. The participants were 19 highereducation experts and MOHME policymakers. The ATLAS.tisoftware version 5.2 was used for analysis of data.Results: The results of the analysis of transcripts obtained fromFGD with higher education experts and MOHME policymakersshowed 4 themes, 10 categories and 43 sub-categories. The resultingthemes included: “Experienced perceptions of scientific authority”,“Requirements of scientific authority”, “Challenges of scientificauthority”, and “Strategies for promoting scientific authority”. Conclusion: Universities and governmental sectors do notrepresent all the capacities, and there are much more capacitiesthat can be exploited with participation of different sectorsand institutions, especially inter-sectoral and inter-universitycollaborations. Many advances in new sciences have occurredin interdisciplinary majors, and these collaborations help to takesolid steps towards scientific authority.

Introduction. Incidence of breast cancer (BC) in 2020 is about 2.26 million new cases. It is the first common cancer accounting for 11.7% of all cancer worldwide. Disease complications and the mortality rate of breast cancer are highly dependent on the early diagnosis. Therefore, novel human breast-imaging techniques play an important role in minimizing the breast cancer morbidity and mortality rate. Electrical impedance tomography (EIT) is a noninvasive technique to image the breast using the electrical impedance behavior of the body tissues. Objectives. The aims of this manuscript are as follows: (1) a comprehensive investigation of the accuracy of EIT for breast cancer diagnosis through searching pieces of evidence in the valid databases and (2) meta-analyses of the results. Methods. The systematic search was performed in the electronic databases including PubMed, Web of Science, EMBASE, Science Direct, ProQuest, Scopus, and Google Scholar without time and language limitation until January 2021. Search terms were “EIT” and “Breast Cancer” with their synonyms. Relevant studies were included based on PRISMA and study objectives. Quality of studies and risk of bias were performed by QUADAS-2 tools. Then, relevant data were extracted in Excel form. The hierarchical/bivariate meta-analysis was performed with “metandi” package for the ROC plot of sensitivity and specificity. Forest plot of the Accuracy index and double arcsine transformations was applied to stabilize the variance. The heterogeneity of the studies was evaluated by the forest plots, χ2 test (assuming a significance at the a-level of 10%), and the I2 statistic for the Accuracy index. Results. A total of 4027 articles were found. Finally, 12 of which met our criteria. Overall, these articles included studies of 5487 breast cancer patients. EIT had an overall pooled sensitivity and specificity of 75.88% (95% CI, 61.92% to 85.89%) and 82.04% (95% CI, 69.72% to 90.06%), respectively. The pooled diagnostic odds ratio was 14.37 (95% CI, 6.22% to 33.20%), and the pooled effect of accuracy was 0.79 with 95% CI (0.73, 0.83). Conclusions. This study showed that EIT can be used as a useful method alongside mammography. EIT sensitivity could not be compared with the sensitivity of MRI, but in terms of specificity, it can be considered as a new method that probably can get more attention. Furthermore, large-scale studies will be needed to support the evidence.

Introduction: Medication errors are a potentially hazardous accident for the patients and can be used as a measure of patient safety in the healthcare system. Neonates are the most vulnerable population because of their body size. The experiences and views of those involved in the healthcare system can be a significant source of information gathering and planning in preventing medication errors. This study aimed to explain the residents' experiences concerning medication errors in the neonatal intensive care units. Method: This qualitative study was conducted using phenomenological method in 2017. Six residents were selected from the neonatal intensive care unit of one of the educational hospitals affiliated with Hamedan University of Medical Sciences using Purposive sampling. Data were collocted through semi-structured audio recording interviews and interviews were continued until data saturation. Finally, the interviews were completely transcribed and analyzed using Colaizzi's method. Results: With comparative analysis of data, 3 categories or themes and 9 subcategories were developed. The main themes include inefficiency in professionalism, Errors in the process of drug prescription by physicians, and individual and psychological characteristics. Conclusion: According to the results, medication errors can be reduced by more clinical supervision on less experienced physicians in patient care, the use of electronic medical records, and the effort of pharmaceutical companies to package medicines appropriately and have efficient management

Introduction: Identifying the learners’ problems early enoughand providing advice from the beginning is definitely an importantinvestment in the training and progress of future practitioners. Thecurrent review aimed at examining factors related to academicfailure of the preclinical medical students.Methods: The study was carried out as a systematic search ofpublications in the following databases published from January1987 to January 2018: PubMed, Web of Knowledge, EducationalResources, Information Center and Scopus. No language limitationwas set for searching the resources. As a comprehensive search, thefollowing keywords were used for the abstract, title and keywordsections: academic performance, academic failure, academicachievement, drop out, academic engagement, learning disorder,medical student, struggle student and problem learner. A valid tool(STROBE) was used to determine the quality of the articles.Results: Most articles discussed personal causes, 7 discussedlearning style, 7 discussed personality traits, 6 discussedmotivational strategies and self-efficacy, 4 discussed quality ofsleep, 4 discussed the effect of stress, 9 discussed demographicfactors, 3 discussed physical activity, 1 discussed copingstrategies, 2 discussed class attendance and 4 discussed studystrategy. Twenty-five articles described instructional designcause, 3 described teaching strategies, 2 described courseassessments, 1 described the course structure, 3 described criticalthinking, 3 described blended learning, 13 described predictivecourses, 14 described admission tests, 1 described the learningenvironment, 2 described curriculum planning and 3 describedthe pre-matriculation program.Conclusion: Medical teachers often do not know which studentsare problem learners or what causes academic failure. The goalof this systematic review was to determine the origin of problemsin learning to identify problem learners. The results indicatesthat managers, policymakers, instructors and counselors canmonitor student academic achievement by careful planning ofinstructional design, attention to an educational environment, useof active teaching methods, continuous assessment of studentsand consideration of personal factors.Keywords: Academic failure, Medical student, Medical Education

Abstract

BACKGROUND: One of the main tasks of educational institutions, in addition to developing students' professional competencies, is to develop decision-making and problem-solving skills, which are themselves influenced by critical thinking that should be developed by instructors at the university. The aim of this study was to compare the level of critical thinking skills in students and faculties of Ahwaz Jundishapur University of Medical Sciences. MATERIALS AND METHODS: In this cross-sectional descriptive study, the sample consisted of 81 medical students and 52 faculty members of the medical school who were teaching and studying in 2021. The research method was descriptiveanalytical and the data collection tool was the California Critical Thinking Questionnaire Form B. SPSS-18 software and t-test were used to analyze the data. RESULTS: The mean score of students' critical thinking skills was 12.49 ± 4.43 and that of faculties was 12.44 ± 3.76 and no significant difference was observed between the scores of the two groups (P = 0.94). CONCLUSION: The findings of the study show that the level of critical thinking skills in both faculties and students is below the standard and poor. The results of the study indicate the weakness of critical thinking in students and faculties in all dimensions, which indicates the need to teach critical thinking skills at the university level. Therefore, educational planners and faculty officials should pay more attention to developing critical thinking skills in their educational programs.

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.

The current outbreak of coronavirus disease 2019 (COVID-19) across the world forced universities to suspend learning to limit the spread of the virus. Many medical schools have shifted to online education as an information delivery mechanism where the educator and learner are separated in space and potentially also in time. This systematic review aims to explore and understand the variety of distance learning strategies in medical students in the contexts of COVID-19. A systematic review was conducted in Web of Sciences, PubMed, Educational Resources and Information Center, and Scopus from December 2019 to July 2020. Eight sets of terminology were used, combining “Distance learning” AND “Medical education” AND “Pandemic.” Studies were reviewed independently by two reviewers. Data were extracted and quality appraised using QualSyst tools, and synthesized by performing thematic analysis. A total of 473 articles were identified after removing duplicates and 314 records were screened, of which 125 were included in this study. The primary articles were 52 primarily qualitative articles. Five learning strategies consisted of technology-enhanced learning (TEL), simulation-based learning, technology-based clinical education, mobile learning, and blended learning. Tools, methods, and learning resources associated with these five learning strategies were extracted from the articles. Our review highlights that TEL and simulation-based learning were more commonly used than others in distance learning in medical education during the COVID-19 pandemic. These strategies have the potential to improve learners' level of knowledge and performance through making online learning resources such as Massive Open Online Courses, virtual clinical cases, and blended sources accessible.

Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing students selfefficacy Methods: This experimental study was conducted on 48 nursing students in their 3rd semester in Urmia University of Medical Sciences Iran The study subjects were selected using convenience sampling and randomly divided into 2 groups of intervention and control (n = 24) Considering the students training in the orthopedic ward the intervention group participants were divided into 8 groups Students in the intervention group were trained in evidencebased education in 2 sessions each lasting 2 hours Selfefficacy was evaluated before and after training in the control and intervention groups using the generalized selfefficacy (GSE) scale Data were analyzed using SPSS software and chisquare ttest MannWhitney test and Wilcoxon test Data were analyzed using confidence interval of 95 ± 2% Results: Of the students 333% were female and 667% male MannWhitney test showed the selfefficacy of the intervention group students to be significantly higher than control group students (P < 0001) No significant differences were observed in the control group Conclusion: Evidencebased education causes greater improvement in selfefficacy in comparison to conventional methods Therefore the use of this method is recommended in clinical education

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.