Development of Medical Etiquette from New Strategies by Art in Education: A Case Study during and before COVID-19

Background: Medical education professionally requires the development of analytical and diagnostic thinking skills, not just accumulation. It used to help the student from exposure to real estate problems by developing analytical skills. Objectives: This case study reports the process of design and educational outcome of teaching medical etiquette from new student–center strategies by art. Methods: In this experience, the educational process started during the two courses of medical etiquette courses and is performed every semester from 2018. Combination casebased/scenario-based teaching with art in education in traditional and virtual conditions during three concurrent years was a unique experience to teaching medical etiquette courses. Results: As a result, this program created fun, engagement, different teaching of lessons in interaction with teamwork, rethinking in performance, and student’s excitement and motivation in presenting the students’ learning products. Conclusion: This process is an active cycle of reflection on performance and program and can be used as a model by medical etiquette teachers. We suggest more research should be developed by researchers to access all aspects of program in students’ learning and indicators. Keywords: Medical, Ethics, Teaching, Active learning, Learning, Strategies, Professionalis

The Benefits of Problem-Based Learning as Active Learning in Theoretical Physiology of Autonomic Nervous System Course for Medical Students

Background: Traditional teaching methods such as lectures alone cannot meet educational needs in the medical sciences. It is necessary to supplement lectures with additional methods in order to prepare the students for problem solving in real situations. Objectives: The present study aimed at employing the problem-based learning (PBL) method in the theoretical physiology of autonomic nervous system (ANS) course for medical students and comparing the results with the customary method of lectures. Methods: In 2014, first-year medical students enrolled in the neurology curricular block at Tehran University of Medical Sciences were randomly assigned to two groups. One group participated in classes with lectures, while the other group was divided into subgroups of 10 for PBL sessions. In the first session of PBL, a scenario pertaining to ANS was presented, and then the students were asked to expand the scenario and discuss it using brainstorming method. The first session was held on introducing a reference for studying. In the second session, students in each group presented the results of their individual studies, and a representative from each group gave a report in line with the educational objectives of the class. Finally, a short-answer final test and survey were administered. Data were analyzed using independent samples t-test and Levene’s test. Results: Based on results, mean scores of students in the PBL group (15.20 ± 3.31) were significantly higher than those of students in the lecture group (12.38 ± 4.49) (P < 0.001). Based on the survey, students preferred PBL to lectures. Conclusions: PBL promotes motivation, self-confidence, and communication skills, all of which contribute to the better learning of the students who attended the theoretical physiology of ANS course. Keywords: Lectures, Problem-Based Learning, Physiology, Autonomic Nervous System, Students of Medicin

A survey of the factors affecting the students' clinical skills in Jahrom University of Medical Sciences

Introduction:There is a strong demand for high quality, cost effective clinical education experiences that facilitate the students' learning in the clinical setting. Clinical teaching is a challenging task and the instructors can use strategies to change the quality of clinical instruction. This study aimed to determine the factors affecting the students' clinical skills.Material and Methods:This is a cross-sectional study on nursing students of Jahrom University of Medical Sciences who were selected through simple sampling. Data were collected through a valid and reliable questionnaire on effective strategies of clinical skills including five domains of environmental, psychosocial, students, teaching and-learning strategies, and psychosocial classified based on5 point Likret style. The highest percentage in different domains was calculated based on their importance.Results:According to the results, the mean scores of environmental, psychosocial and teacher factors were higher than teaching-and learning strategies and student factors. There was a significant relationship between environmental factors and the students' clinical skills. (p=0.05)Conclusion:We recommend that effective factors in clinical skills should be considered in curriculum planning to enhance and facilitate the students' learning skills in the clinical wards

Comprehensive genotype-phenotype correlation in AP-4 deficiency syndrome; Adding data from a large cohort of Iranian patients

Mutations in adaptor protein complex-4 (AP-4) genes have first been identified in 2009, causing a phenotype termed as AP-4 deficiency syndrome. Since then several patients with overlapping phenotypes, comprised of intellectual disability (ID) and spastic tetraplegia have been reported. To delineate the genotype-phenotype correlation of the AP-4 deficiency syndrome, we add the data from 30 affected individuals from 12 out of 640 Iranian families with ID in whom we detected disease-causing variants in AP-4 complex subunits, using next-generation sequencing. Furthermore, by comparing genotype-phenotype findings of those affected individuals with previously reported patients, we further refine the genotype-phenotype correlation in this syndrome. The most frequent reported clinical findings in the 101 cases consist of ID and/or global developmental delay (97%), speech disorders (92.1%), inability to walk (90.1%), spasticity (77.2%), and microcephaly (75.2%). Spastic tetraplegia has been reported in 72.3% of the investigated patients. The major brain imaging findings are abnormal corpus callosum morphology (63.4%) followed by ventriculomegaly (44.5%). Our result might suggest the AP-4 deficiency syndrome as a major differential diagnostic for unknown hereditary neurodegenerative disorders