Transforming Ophthalmology Training via Mobile Learning during the COVID-19 Pandemic

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Nursing students motivations and satisfaction, Do the motivation and satisfaction of nursing students change during their study years?

Background: Study the level of nursing students` motivations and satisfaction may help policy makers to develop training plans to improve graduates skills and commitment. This study was conducted to investigate nursing students' motivations and satisfaction during study years at Ahvaz Jundishapur University of medical sciences. Methods:It was a cross-sectional study to explore 197 nursing students' viewpoints about their fields. A validated and reliable self-made questionnaire was developed and used. Data analysis was carried out by descriptive statistics, analysis of variance (ANOVA) and t-test using SPSS software (version 16). Results: The study findings showed that the most crucial motivation factors to select nursing course were “job security” and “interest in medical science” with means 3.94 and 3.68 respectively. The mean satisfaction score of the nursing students was under average (2.75). There was significant difference between mean satisfaction scores of the first and last year students (respectively, 3.69 vs. 2.90 p=0.0001). Conclusion: Level of nursing students' satisfaction get reduces after university entrance and during study years gradually. Key words: Nursing student, motivation, satisfactio

Effect of Evidence-Based Education on Nursing Students' Self-Efficacy

Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application. One of the ways to increase self-efficacy is using experience, and results of clinical research. The aim of the present study was to evaluate the impact of evidence-based education on nursing students' self-efficacy. 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 evidence-based education in 2 sessions each lasting 2 hours. Self-efficacy was evaluated before and after training in the control and intervention groups using the generalized self-efficacy (GSE) scale. Data were analyzed using SPSS software, and chi-square, t-test, Mann-Whitney test, and Wilcoxon test. Data were analyzed using confidence interval of 95 ± 2%. Results: Of the students, 33.3% were female and 66.7% male. Mann-Whitney test showed the self-efficacy of the intervention group students to be significantly higher than control group students (P < 0.001). No significant differences were observed in the control group. Conclusion: Evidence-based education causes greater improvement in self-efficacy in comparison to conventional methods. Therefore, the use of this method is recommended in clinical education. Keywords Evidence-based education Efficacy Nursing student

Introducing a mobile learning model in medical education during COVID-19; a critical review

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

Explanation of Residents' Experiences Concerning Medication Errors in Neonatal Intensive Care Units

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

Comparison the effect of Web-based Education and Traditional Education on midwifery students about survey of fetus health

Aims: Web-based education is one of active and new methods for promotion of educational quality. The aim of this study was to compare the effect of web-based and traditional teaching methods on midwifery students' knowledge about survey of fetus health. Methods: In this field-experimental study, 44 midwifery students were divided equally into two groups of web-based (22 students) and face-to-face (22 students). Pre&ndash;post test scores were done for both groups, before and after education, then compared within and between groups by Independent and paired T-test. Results: Based on the findings, there wasn&rsquo;t any significant differences between web-based and traditional education groups score, but both web-based and face-to-face teaching methods were effective on promotion of students&rsquo; knowledge (P<0.02), pre-post test showed both education methods were effective. Conclusion: Web-based teaching seems to be effective as traditional teaching in education of medical students. With regard to advantages of web-based method, it is recommended to be used in university educational programs

A review of the role, status and application of psychometric measurement in medical education tests

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

Comparing the effect of traditional and role-play training methods on nursing students' performance and satisfaction in the principles of patient education course

BACKGROUND: Education is considered as one of the most important well-known roles of nurses, which is based on the patients' needs and awareness level. Thus, training the skill to nursing students is highly prioritized. The present study aimed to compare traditional and role-play training methods on nursing students' performance and satisfaction in the principles of patient education course. Materials and Methods: The present quasi-empirical study was conducted in 2019 among 36 fourth-semester nursing students at the School of Nursing in Borujen branch. In this regard, the students were randomly divided into experimental (n = 18) and control (n = 18) groups and trained through role-play and traditional methods, respectively. The data were collected using demographic questionnaire, training method satisfaction form, and student performance evaluation checklist (30 items), among which the two last ones were researcher made. Then, data were analyzed by SPSS software version 19 and using descriptive and analytical statistical tests such as Chi-square and Mann-Whitney. RESULTS: The results demonstrated a statistically significant difference (P < 0.05) between the mean score of students' satisfaction with teaching method in the control (17.15 +/- 0.89) and experimental groups (19.03 +/- 1.49), as well as between that of their performance in the control and experimental groups (115.31 +/- 2.07 and 118.28 +/- 3.59, respectively). CONCLUSION: Based on the results, role-play training method affected nursing students' performance in the principles of patient education course higher. Thus, using the method in training students and in-service training for nursing personnel is recommended to education planners and nursing education authorities for improving the skill

Effect of a smartphone-based online electronic logbook to evaluate the clinical skills of nurse anesthesia students in Iran: a randomized controlled study

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

Effect of a Short Training Course on Empathy level in Medical Students: A QuasiExperimental Study

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. Keywords: Empathy, Communication, Social Skills, Training Programs, Medical Students, Medical Educatio