Global Medical Teacher

AbstractThis qualitative study is an attempt to find a deeper understanding of the concept of global medical teacher. Data was collected from faculty members of Tehran University of Medical sciences. All participants were selected through snowball sampling. A semi-structured interview with follow up probes was carried out. All interviews were audio-taped, transcribed, and analyzed.According to one of the emerged categories, themes and sub-themes, global teacher is described as “spirit of education”, “leader” and “creator of change”. It is noteworthy that participants of this study were fully concerned about holistic educational role of teachers.Meanwhile, the requirements of the global world necessitate training of competent learners, which is quite indispensable to promote success of education system. In this stance, spiritual role of teachers amalgamated with their roles as leader and creator of change in educational settings are of major importance. Therefore, definition of “teacher” as one of the major elements of the teaching-learning process should be examined and a new concept must emerge to adapt the evolving needs of this era

Multi-Dimensional Model of Cooperative Learning

This study was an attempt to apply a multi-dimensional model of cooperative learning to motivate students in five steps and increase their engagement in active classroom activities. However, it was conducted in face-to-face (F2F) contexts. We believe the findings are applicable in virtual and hybrid contexts

Modern Educational Technologies in Medical Education: A Dream that is a Reality

There is an increasing demand for accountability in higher education and, at the same time, an increasing focus on improved teaching and learning (1). Meanwhile, human society has entered the era of information explosion and the Internet, and education is no exception (2). In this regard, Medical Education has undergone significant changes in the last couple of years, and medical educators experienced intense evolutionary changes due to the COVID-19 pandemic. The pandemic drastically affected the nature and methods of education (3), and educators all over the world focus more on modern educational technologies, which aim to promote students learning and improve their enthusiasm and initiatives in learning (2). These technologies provided opportunities for hybrid education and are a transition from teacher-directed to learner-centered methods and self-directed learning that puts this industry on edge

Comparison of the effects of vid-cast and lecture-based training courses on burn knowledge among medical interns at the Motahari burn hospital

Background: A training course on burn infection and care is one of the courses that medical students take during their internship. This training course has not yet been taught through e-learning in medical schools in Iran. Therefore, this study aimed to compare the effects of two methods: traditional lecturing and employing a vid-cast with interactive electronic content, on the knowledge of interns in a training course on burns. Methods: This quasi-experimental study with a pre-post non-equivalent group design was conducted among medical interns taking burn rotation training courses at the Motahari burn hospital, affiliated with the Iran University of Medical Sciences. The two groups were given a pre-test at the beginning of the course. One group was given in-person lectures, and the other was given the same content in the form of a vid-cast with interactive electronic files. At the end of the rotation course, a post-test was administered on the planned content, and scores of both groups were compared. Results: The pre-test mean scores in the lecture group before and after the training intervention were 8 and 14.2, respectively; this difference was significant (P<0.001). The difference between the pre-test and post-test mean scores in the vid-cast group was also significant (P<0.001).The mean of post-test scores in the lecture group was 14.92 and 17.24 in the e-learning group; this difference was also significant (P<0.001). Conclusion: Post-test scores in the e-learning group were higher with a significant statistical difference, suggesting that the e-learning outperformed their counterparts in the traditional lecture model. It is recommended that e-learning be used either as a supplementary or the main method of training in burn infection and care for interns

Establishing an Online Writing Center for Health Professions Education

Purpose: This study aimed to identify the commonly-used modules of Online Writing Centers worldwide to establish the first Online Writing Center in the context of health professions education in Iran. Design/methodology/approach: This observational study was conducted during 2019-2021. In the initial round of search, we identified 61 eligible OWCs whose websites comprised 14 common modules. Then, we searched the top universities according to 2021 Times Higher Education World University Ranking. We probed the modules of the writing centers of the included universities by using a Google form. We identified the modules repeatedly appearing on the websites of the writing centers, and then reviewed the content of each module in order to find a common label which could later be used for constructing our online writing center. Findings: Our final search yielded 26 universities with 22 common modules. The researchers came to a consensus about the modules to be included and the labels assigned to them. Finally, a website was created, and the modules were included. Value of paper: Online Writing Centers scaffold students by giving feedback on word choice errors and assist them in producing grammatically accurate texts. The Online Writing Centers being designed based on the findings of this study can assist many researchers who intend to publish their scientific findings in English

Investigating the Relationship Between Internet Addiction and Academic Archievement of Medical Students (2013)

Intensive use of the internet can be associated with negative psychological consequences and behavioral changes. These consequences affect different aspects of life including physical, mental and spiritual health and academic performance of the students as users. In this regard, this study is an attempt to determine the rate of internet addiction and its relationship to academic achievement among medical students of basic sciences studying at Tehran University of Medical Sciences. In this cross-sectional study, a sample size of 417 participants had been selected by stratified random sampling. To collect data a demographic questionnaire and a Farsi version of Young Internet Addiction Test was used. Descriptive statistics (frequency distribution, frequency Percent, mean and standard deviation) and inferential statistics (Pearson correlation test, chi-square and t-test) were used to analyze data. 57 out of 417 participants of the study (15.2%) had internet addiction. There was a significant relationship between time spent on the internet (p≤0.001) and number of failed credits in the semester prior to the study (P≤0.02 and r=-0.136). Internet addiction was not significantly associated with sex, age, age of the first internet use, parental education and academic achievement. By medical students of basic sciences internet addiction had no significant relationship with academic achievement; however, to study the effects of Internet addiction on other aspects of medical students' life is suggested

Psychometric analysis of the ambulatory care learning education environment measure (ACLEEM) in Iran

Background: Examining educational environment (academic and clinical) by means of a valid, reliable and comprehensive questionnaire is a major key in achieving a highly qualified student - oriented curricula. The Persian translation of Ambulatory Care Learning Education Environment Measure-ACLEEM questionnaire has been developed to support this goal, and its psychometrics has been explored in this administration in teaching hospitals affiliated to Tehran University of Medical Sciences. Methods: This descriptive - analytical study involved medical residents in four major clinics. In this study, the ACLEEM Questionnaire was conducted after translating and retranslating the questionnaire and examine the face and content validity, construct validity, test retest reliability and internal consistency coefficient. Results: In this study, 157 out of 192 residents completed the questionnaire (response rate 82). The mean age of the residents was 31.81 years. The final mean of the questionnaire was calculated as 110.91 out of 200 (with 95 confidence interval). Test - retest stability of the questionnaire was between 0.322 and 0.968. The face validity of the questionnaire was confirmed. The content validity ratio was 0.64; and content validity Index was 0.78. In Exploratory factor analysis, eight factors were confirmatory that changed the orientation of some questions. The Cronbach's alpha coefficient of the whole questionnaire was 0.936. Conclusion: According to the data, the Persian version of the ACLEEM questionnaire has sufficient psychometric reliability and validity to be used for conducting research, teaching and practicing the educational learning environment in ambulatory care in Iran

Evidence-Based Medicine in Iranian Schools of Traditional Medicine According to Experts

Background & Objective: Most experts of Iranian traditional medicine believe that it is absolutely necessary and inevitable to update the field to utilize evidence in education of Iranian traditional medicine students and treatment of its patients. In this regard, this study attempted to evaluate utilization of evidence-based medicine (EBM) in the curriculum of School of Iranian Traditional Medicine. Methods: In this qualitative study, semi-structured, individual, and face-to-face interviews were done to collect Iranian traditional medicine expert’s point of views in regard to EBM. Content analysis was done to analyze the data. Results: The study findings were classified in two major categories including EBM in the curriculum of Iranian traditional medicine, and EBM application in Iranian School of Traditional Medicine. The sub-categories were also mentioned. Conclusion: Although some sections of PhD program in traditional medicine are related to evidence based medicine, it is not satisfying yet. Therefore, the concept and principles of evidence based practice should be included in theory and practice. Keywords Evidence-based medicine Iranian traditional medicine Curriculu