Learning Styles and Toxicology Knowledge of Medical Students of Mashhad University of Medical Sciences

Background: Considering the breadth of medical knowledge, it is very important to study medical students’ learning and ways to facilitate it. One of the key areas in learning is studying methods. This study aimed to determine the preferred learning style in medical students and the level of learning in a medical discipline (Toxicology) as well as its correlates. Methods: Thirty-seven medical students who were admitted to an internship course, completed a questionnaire about their preferred learning style using the VARK (Visual, Auditory, Read/Write and Kinesthetic) method. Then, a standardized test was applied to measure the students’ score for each level of learning and the total score of learning. Results: The study participants included 20 males and 17 females. The preferred style of learning was mostly (32%) aural. Thirteen (35%) students preferred single-style of learning, and 24 (65%) preferred more than one style. No significant relationship was found between the learning style and the score on each learning level. No significant relationship was found between the preferred learning style and the total score of the final test (P>0.05). There was also no significant difference between persons with regard to single style and multiple styles of learning (P=0.46). The scores of theoretical knowledge was higher than the practical knowledge in all styles and among those with a multiple style of learning.Conclusion: Learning style is just one of the effective factors in medical education and it has no significant relationship with the level of learning. The current training method in some areas (toxicology training) for medical students, is more successful in transferring knowledge than skills to apply that knowledge

Evaluation of inhaler use technique among patients with chronic obstructive pulmonary disease

Introduction: Chronic obstructive pulmonary disease (COPD) is a common medical problem. The improper implementation of inhaler techniques thatare used in such patients leads to the reduced effect of medicines. This study was conducted to evaluate the correct use of various inhalers among COPD patients. Materials and Methods:This observational, cross-sectional study was carried out on 96 patients with COPD aged over 40 years. The samples were selected using asystematic random samplingmethod from patients with COPD referring to the clinics of Ghaem and Imam Reza hospitals, Mashhad, Iran, from March 2018 to March 2019. The subjects were informed that their participation in the study was voluntary. These cases were under the treatment of using at least one inhaled medicine for a month or more. The adopted technique of applying four types of inhalers was evaluated by a standard checklist. The patients' performance scores of all procedures were recorded, and the collected data were analyzed in SPSS software (version 16). Results: Our study revealed that more than 98% of patients used metered-dose inhaler (MDI) spray (P=0.05). The patients' scores on the correct use of MDI, Diskus, Turbuhaler, and HandiHaler inhalers were estimated at 68, 77, 87, and 90%, respectively. The most common mistakes in using MDI and HandiHaler inhalers were related to the 'holding the breath' and "taking a deep inhale' steps after using the inhaler, respectively. Conclusion: Physicians must evaluate and modify the use of inhalers in every COPD patient. It is recommended that easy-to-use inhalers, such as HandiHaler, be prescribed for such patients

The Impact of Micro-Learning Enriched Environment on Learning and Achievement Motivation of Medical Students in Gastrointestinal Anatomy

Background: This study was designed to evaluate the effect of a micro-learning enriched environment on general medical students' learning and achievement motivation in gastrointestinal anatomy. Method: In this quasi-experimental study, the control and the intervention groups consisted of 69 and 66 students of the basic sciences curriculum phase of general medicine, respectively, who had the gastrointestinal anatomy course in the first and second semesters of the academic year 2019-2020. The intervention group's learning environment was enriched using the micro-learning approach, and the control group's teaching method was conventional. Formative and summative assessments were used to evaluate the students' learning, and the Hermans questionnaire was used to determine achievement motivation. Results: The findings indicated that there was a statistically significant difference between the two intervention and control groups in terms of learning outcomes (P<0.001) and achievement motivation (P=0.042). In addition, there is no significant relationship between gender and grade point average (GPA) factors with achievement motivation (P=0.41, F(3,4)=1.234) and also between gender and GPA factors with learning (P=0.67, F(3, 4)=0.662). Conclusion: The environment enriched with micro-learning can enhance medical students' learning and achievement motivation

3D Printed Models for Teaching Orbital Anatomy, Anomalies and Fractures

Purpose: The aim of this study was to determine the efficacy of using 3D printing models in the learning process of orbital anatomy and pathology by ophthalmology residents. Methods: A quasi-experimental study was performed with 24 residents of ophthalmology at Mashhad University of Medical Sciences. Each stratum was randomized into two groups. The educational booklets were distributed, and various forms of orbital 3D models were printed from orbital computed tomography (CT) scans. Knowledge enhancement on the topics was measured by comparing pretest and posttest scores. Results: Thirteen residents who were trained using traditional methods were deemed the control group; while 11 residents who were trained using the 3D printed models were classed as the intervention group. The control group was younger than the intervention group (P = 0.047). The results showed that there was a statistically significant difference in the total posttest scores between the two groups. Based on the repeated measures of the analysis of variance (ANOVA), score variables were significant between the two groups (P = 0.008). Interestingly, the use of the 3D educational model was more effective and statistically significant with the year one residents as compared to the year two residents (P = 0.002). Conclusion: This study is the first one in Iran quantifying the effects of learning using 3D printed models in medical education. In fact, 3D modeling training is seemingly effective in teaching ophthalmic residents. As residents have never encountered such technology before, their experience using 3D models proved to be satisfactory and had a surprising positive effect on the learning process through visual training

Priorities of Medical Education Research at Mashhad University of Medical Sciences based on the model of World Health Organization-Council on Health Research for Development (COHRED)

Background: Due to the variety and extent of health fields and the limitation of resources, as well as the inapplicability of many research activities, it is impossible to work in all research fields to respond to all needs of the society. The aim of this study was to determine the priorities of educational research at Mashhad University of Medical Sciences.Method: This cross-sectional study was carried out at Mashhad University of Medical Sciences. The process for determining research priorities was based on five principles including stakeholder participation, analysis of the existing situation and assessment of needs, specifying research topics, scoring based on criteria, and determining priorities based on maximum agreement. The priorities were based on the four domains of the COHRED model.Results: A total of 39 research topics were obtained; after scoring and analysis, 15 educational research topics were introduced as priority. The first priority was teaching clinical skills (44.95), the second and third research priorities were clinical reasoning skills (44.65) and professional competence of students (44.55).Conclusion: It is hoped that the identifying of educational research priorities, in addition to guiding the research proposals towards the real needs, attract the attention of policymakers, reviewers, and approvers of educational research projects. In this case, it can be used as a tool for the optimal use of limited financial resources for applicable projects

Application of E-learning to Adapt Medical Education during the COVID-19 Pandemic: Experience of a Developing Country

Background: The COVID-19 pandemic has created significant challenges in medical education. The traditional educational model was accepted as a gold standard before COVID-19. However, in the context of the pandemic, it is necessary to provide educational programs through e-learning emphasizing effective interactions.Method: In this study, an attempt has been made to examine the experience of Mashhad University of Medical Sciences regarding adaptation in training medical students and residents in the face of COVID-19 pandemic, emphasizing maintaining the safety of students, residents, faculty members, and patients.Results: In the face of the Covid-19 pandemic, the Faculty of Medicine of Mashhad University of Medical Sciences used novel methods, including the flipped classroom, virtual classes, electronic educational materials, and telehealth clinics. In addition, virtual education was conducted with students'/residents' involvement by holding morning report/case reports/virtual club journal meetings jointly and in collaboration with various training groups. In total, 9638 electronic educational content and 1648 webinar sessions were implemented. Other approaches carried out during the pandemic were planning electronic assessments and conducting online tests.Conclusion: Education with digital technologies and e-learning facilities can partially fill the educational gap in conditions like the COVID-19 pandemic

Interns’ Change Readiness in Terms of Self-assessment of Clinical Competency in Mashhad University of Medical Sciences

Introduction: The ability to perform a self-assessment as a critical competency of professionalism is considered essential for medical students at the Medical Education Accreditation Council. In this study, interns’ status of readiness to change was investigated in terms of self-assessment of clinical competency in Mashhad University of Medical Sciences using construct of the stages of change of trans-theoretical model. Methods: In this descriptive study 127 interns were selected through Morgan table based on convenient sampling in Mashhad University of Medical Sciences in 2013-2014 academic years. The data was collected through a researcher-made questionnaire consisted of three sections: demographic information, background information and questions about the construct of the stages of change. After verifying the validity and reliability, questionnaires were completed through self-administration method. One-way ANOVA, T-test, Kruskal-Wallis and Spearman correlation coefficient were used to analyze the data. Results: More than half of the students (70.48%) were at the early stages of pre-contemplation and contemplation in the Trans-theoretical Model. A Bout (4/9%) of them had passed the pre-contemplation and contemplation and assessed their own clinical competency. Also 15.57% of the students were at the stage that self-assessment of clinical competency was part of their behavior. Conclusion: Results show that most medical students do not assess their clinical performance despite the fact that self-assessment and identification of educational needs are necessary for lifelong learning. It is recommended that self-assessment be used along with other assessment methods

Appropriate Strategies to Empower Faculty Members of Medicine in Education: Viewpoints of Faculty Members of Mashhad School of Medicine

Introduction: Understanding the process of empowerment and promoting universities’ capabilities to create an empowered atmosphere are factors affecting functions of education which require identification of the strategies and effective factors in faculty members’ empowerment. The present study was conducted to identify and determine the most appropriate strategies of educational empowerment for faculty members of medicine from the viewpoints of faculty members of Mashhad School of Medicine. Methods: This descriptive cross-sectional study was conducted in 2012 in Mashhad School of Medicine. Initially, a list of appropriate strategies to empower faculty members was extracted from reviewing documents, literature, and experts’ opinions then, a researcher-made questionnaire was developed based on the list, and after verifying the content validity and reliability by means of test-retest (correlation coefficient at 0.87), was distributed among 96 faculty members (20 faculty members of basic sciences, 76 clinical faculty members) who were selected through stratified random sampling. Each strategy was evaluated as appropriate (3), rather appropriate (2) or inappropriate (1). Data were analyzed using descriptive and inferential statistics (Mann-Whitney and Kruskal-Wallis). Results: The strategies of workshops, observation of the best performance, short-term training courses and fellowship were the most appropriate strategies with means of 2.33, 2.42, 2.51, and 2.59, respectively while monitoring professors’ performance was identified as an inappropriate strategy. Results showed that the strategies of workshops, short-term training courses and fellowship were correlated with the age of faculty members (p0.05). Conclusion: The findings of this study could be helpful for managers, instructors and planners of empowerment courses for faculty members

Psychometric properties of the persian version of the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS)

Abstract Introduction There are numerous cases where artificial intelligence (AI) can be applied to improve the outcomes of medical education. The extent to which medical practitioners and students are ready to work and leverage this paradigm is unclear in Iran. This study investigated the psychometric properties of a Persian version of the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS) developed by Karaca, et al. in 2021. In future studies, the medical AI readiness for Iranian medical students could be investigated using this scale, and effective interventions might be planned and implemented according to the results. Methods In this study, 502 medical students (mean age 22.66(± 2.767); 55% female) responded to the Persian questionnaire in an online survey. The original questionnaire was translated into Persian using a back translation procedure, and all participants completed the demographic component and the entire MAIRS-MS. Internal and external consistencies, factor analysis, construct validity, and confirmatory factor analysis were examined to analyze the collected data. A P ≤ 0.05 was considered as the level of statistical significance. Results Four subscales emerged from the exploratory factor analysis (Cognition, Ability, Vision, and Ethics), and confirmatory factor analysis confirmed the four subscales. The Cronbach alpha value for internal consistency was 0.944 for the total scale and 0.886, 0.905, 0.865, and 0.856 for cognition, ability, vision, and ethics, respectively. Conclusions The Persian version of MAIRS-MS was fairly equivalent to the original one regarding the conceptual and linguistic aspects. This study also confirmed the validity and reliability of the Persian version of MAIRS-MS. Therefore, the Persian version can be a suitable and brief instrument to assess Iranian Medical Students’ readiness for medical artificial intelligence

What style Medical teachers use to learn?

Introduction: Planning and implementation of effective empowerment programs and using appropriate educational methods are prerequisites for empowering teachers of medical colleges. Identification of their learning styles and presentation of training courses according to them seem to be important. This study endeavored to identify the learning styles of faculty members based on Kolb theory at Mashhad University of Medical Sciences in the academic year 2018. Methods: This was descriptive-cross sectional research. The population was 138 teachers of Mashhad University of Medical Sciences that were teaching during the 2018-2019 and were included in level one of empowerment course for educational intents. Based on the universal sampling, the population was selected as the sample. The data collection instrument was Kolb's learning style inventory V.3.1. Data were analyzed through descriptive statistics and Chi-square and Kruskal-Wallis statistical tests. Results: The participation rate of teachers were 77.5%. The teachers' learning styles in order of their prevalence included: 58 assimilating (59.8%), 27 converging (27.8%), 9 diverging (9.3%), 3 accommodating (3.1%). It is not found any significant relationship between dominant learning styles (assimilating and converging) and demographic variables. There was no significant difference between learning styles in basic and clinical teachers as well. Conclusion: Due to the dominant learning style, it is suggested that in empowerment courses, more lecture teaching methods, visual methods and self-study methods with reading materials be used. It should be taken into account that there will be different learning styles in the courses, each of which requires a specific teaching method. Due to the multiplicity of learning styles, various teaching methods need to be employed