Journal of Medical Education and Development

Development of “Systemic Connections Between Oral Diseases and General Health” Course in the Curriculum of General Medical Practice Education: An Assessment of a Necessity Study

2025-06-29T07:35:09+00:00

Introduction: Considering the impact of oral health on general body health, this study aimed to determine the necessity of designing an educational program titled "Oral Health and its Relationship with General Health" from the perspective of faculty members and educational experts in medical and dental faculties.

Methods: In this descriptive-cross-sectional study, the target population of 378 individuals, including 278 medical faculty members, 69 dental faculty members, and 31 educational experts from the university's educational deputy, medical faculty, and dental faculty, completed a researcher-made, validated, and reliable questionnaire. Data analysis was performed using SPSS 22 statistical software and statistical tests such as t-test, ANOVA, and Pearson correlation coefficient.

Results: The response rate was 66.6%, and 252 questionnaires were completed. 129 participants (51.2%) were male, and 123 (48.8%) were female. 87.7% of participants agreed on the necessity of developing and adding the discussed topic to the medical curriculum. 33.7% of participants agreed with providing education during the internship period, 47.2% with a duration of 4 weeks, 81% with the course being taught by oral and maxillofacial disease specialists, and 50.6% with this education being provided in the dental school's clinical departments.

Conclusion: From the perspective of most participants, developing the mentioned course in the general medical education curriculum is essential. Therefore, it is suggested that the course be considered by relevant planners when revising medical internship educational programs.

Medical Students' Perceptions of the Professional Atmosphere in Clinical Education Environments Using the UMKC-SOM Professional Atmosphere Questionnaire

2025-06-29T07:35:08+00:00

Introduction: The educational environment is a crucial factor in professionalism development, and regular evaluation with appropriate strategies is necessary to maintain and foster professionalism. This study was designed and implemented with the aim of investigating medical students' perceptions of the professional environment in clinical education environments.

Method: In this cross-sectional study conducted in 2023 (1402 SH), medical students in their internship and internship stages completed the UMKC-SOM Professional Environment Questionnaire using a census method. The Persian version of the questionnaire was completed by the students in electronic and paper form after its validity and reliability were confirmed.

Results: In the present study, 295 clinical medical students were examined. The mean overall score of students' perception of the professional environment was 107.75 ± 0.138. There was no significant difference between the mean overall score of medical students' perception of the professional environment by gender (P < 0.05). There is a significant difference between the overall average score of medical students' perception of the professional environment by educational level (P < 0.001).

Conclusion: In general, the average score of students' perception of the professional environment is acceptable and higher than the average, but the average score of medical intern students is lower than the average score of medical externs, given the experience, greater presence, and greater interaction of interns with the clinical environment, which seems to be important for medical education program administrators.

Workplace-Based Assessment of Clinical Competencies in Pediatric Residents

2025-06-29T07:35:06+00:00

Introduction: The assessment of clinical competencies in medical residents through workplace-based evaluation methods can significantly contribute to the enhancement of their performance and learning outcomes. In the present study, we evaluated the clinical competencies of pediatric residents using two assessment tools: the Mini-Clinical Evaluation Exercise (Mini-CEX) and 360-degree feedback.

Methods: This descriptive-analytical study was conducted on 18 pediatric residents at Shahid Sadoughi University of Medical Sciences. Clinical competencies were assessed using the Mini-CEX across seven functional domains, along with 360-degree evaluations incorporating perspectives from faculty members, patients, nurses, peers, and self-assessments.

Results: The 360-degree evaluation scores (73.93 ± 14.61) indicated that residents' clinical competencies were above average. The Mini-CEX scores demonstrated a progressive improvement across all three residency years, with mean scores advancing from intermediate to excellent levels. Comparative analysis revealed that second-year residents achieved higher scores than third-year residents, while first-year residents obtained the lowest scores.

Conclusion: The findings suggest that third-year residents exhibited relative weaknesses in non-technical skills. Consequently, we recommend greater emphasis on communication skills and professionalism competencies within training

Studying the Status of Academic Self-efficacy and its Relationship with Research Self-efficacy in Students of Jahrom University of Medical Sciences, 2024

2025-06-29T07:35:05+00:00

Introduction: Given the unclear relationship between academic and research self-efficacy and, the present study investigated the association of academic self-efficacy and research self-efficacy in students of Jahrom University of Medical Sciences in 2024.

Method: This descriptive-analytic cross-sectional study included 384 students. The Owen & Froman Research Self-Efficacy Questionnaire and the Phillips & Russell Student Academic Self-Efficacy Questionnaire were used to collect data. Data analysis was performed Independent Sample T-tests, analysis of variance, and Pearson correlation coefficient at a significance level of <0.05.

Results: In this study, the mean age of students was 22.62±2.4 years. Most of the students were female (57.3%), single (90.9%), from the medical school (49.7%), and non-local (77.9%). Based on the results, the academic self-efficacy score was high in 15.6% of the students, moderate in 80.2%, and low in 4.2%. In terms of research self-efficacy, only 26% had high self-efficacy, 46.1% had moderate self-efficacy, and 27.9% had low self-efficacy. No significant association was observed between academic self-efficacy and demographic variables. The research self-efficacy score was significantly lower at the medical school (P = 0.004). A weak inverse linear correlation was observed between research self-efficacy score with academic self-efficacy (r = -0.338, P < 0.0001) and academic semester (r = -0.107, P = 0.03).

Conclusion: Few students reported high academic and research self-efficacy. Thus, implementing short-term practical workshops, curriculum revision, and incentive systems is recommended to enhance students' academic and research self-efficacy.

Explaining the Dimensions of Effective Clinical Evaluation in Medical Education: Medical Students' Perspectives

2025-06-29T07:35:04+00:00

Introduction: Clinical evaluation is an essential part of medical students' education and can have a great impact on the learning process and development of their clinical skills. This study examined medical students' perspectives on clinical evaluation.

Method: This qualitative study used thematic analysis method and the six-step framework developed by Brown and Clark to analyze data to examine the perspectives of 31 medical students in their clinical internship and clinical training levels from Yazd and Kerman Universities of Medical Sciences in the academic year 1403-1404. Participants expressed their views on clinical evaluations through semi-structured interviews. The accuracy and validity of the data were ensured through the criteria of Goba and Lincoln.

Results: The results of the content analysis showed that participants raised two main themes and five sub-themes regarding clinical evaluation. The main themes included evaluation goals (Pedagogical orientation, feedback-based improvement cycle and perceived competence) and the evaluation process (learning-evaluation paradigm fit and educational justice).

Conclusion: The findings of this study indicate that medical students consider clinical assessment to be effective when it has three key characteristics: first, it acts as a tool to guide the learning process, second, it provides constructive and timely feedback, and third, it is implemented with educational equity. From the participants’ perspective, when assessments are appropriate to learning objectives and conducted fairly, they not only improve the quality of education, but also increase students’ self-confidence and motivation. These results emphasize the need to review clinical assessment practices by considering these key components.

Stealthy Assessment in Game-Based Learning: A Narrative Review Study

2025-06-29T07:35:03+00:00

Introduction: Game-based learning (GBL) has great potential as an engaging learning method in medical education. Stealthy assessment, seamlessly integrated into the game, can provide valuable information about learners’ performance without causing the anxiety caused by traditional tests. The aim of this study is to determine the applications, benefits, and challenges of Stealthy assessment in GBL in medical education.

Methods: The presented narrative review was conducted by systematically searching PubMed, Scopus, Web of Science, ERIC, MagIran, IranDoc, and SID databases between 2010 and 2025. The keywords used in the search included “Stealthy assessment", "education", "formative assessment," and "game-based learning". Screening, data extraction, and content analysis were performed independently by two researchers based on the inclusion criteria.

Results: Ultimately, 25 studies were reviewed. Findings indicate that Stealthy assessment can provide personalized feedback, assessment of non-cognitive skills, increase in motivation, and valid data exhibition in game-based learning. Findings also indicate that Stealthy assessment faces challenges in the areas of accurate assessment design, data validity and reliability, ethical considerations, and cost and time.

Conclusion: Stealthy assessment in GBL environments can evolve the way we assess and learn, providing new opportunities for personalized feedback, measuring complex skills, and promoting self-regulation. But its practical success requires careful validation, consideration of ethical dimensions, and the development of longitudinal and comparative studies.

Effectiveness Evaluation of "Refining Instruction and Support for Staff in Medical Education" Program on Improving the Knowledge Perspectives of Medical Education Development Office Experts

2025-06-29T07:35:01+00:00

Introduction: The importance of human resources in medical universities has received special attention. Given the vital role of education development office experts in improving the education in medical universities, this study aimed to evaluate the effectiveness of the training program "Refining Instruction and Support for staff in Medical Education" on improving the knowledge and perspectives of medical education development office experts.

Method: A quasi-experimental study was designed to implement and evaluate a medium-term program which was developed based on literature review, study of upstream documents, and needs assessment through focus groups with medical education experts. The program consisted of eight training workshops. Which was conducted as a census on 16 experts from the development offices of Kerman University of Medical Sciences. Effectiveness was evaluated through pre-test and post-test.

Results: A significant increase in the knowledge of the participants was observed, so that the average scores increased from 2.05 ± 1.87 to 3.75 ± 1.51, with the greatest change observed in the area of guiding gifted students. Also, in this study, the experts' perspective score increased from 73.11 ± 12.83 to 76.83 ± 7.88, indicating a positive change in their perspective towards their role in improving education.

Conclusion: These findings emphasize the necessity of specialized training for experts from education development offices and indicate that such programs can strengthen the culture of continuous learning and professional development.

Integration of Medical Education in the National Health Service Delivery System: Achievements and Challenges

2025-06-29T07:35:00+00:00

The Article Abstract is not Available.

Team Objective Structured Clinical Examination (TOSCE): a golden key for developing teamwork skills in nursing students

2025-06-29T07:34:59+00:00

The Article Abstract is not Available.

From the Static Web to the Metaverse: Evolution in Medical Education

2025-06-29T07:34:58+00:00

The Article Abstract is not Available.

Developing Professional Competencies in Medicine: Application of the Triple Jump Model in Problem-Based Learning in Medical Education

2025-06-29T07:34:57+00:00

The Article Abstract is not Available.