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Showing 6 results for Medical Students
Monavvar Moradian Sorkhkalaee, Hassan Eftekhar Ardebili, Saharnaz Nedjat, Narges Saiepour,
Volume 19, Issue 102 (12-2012)
Volume 19, Issue 102 (12-2012)
Abstract
Background : Social capital is defined as norms and networks which provide conditions to people’s participation in social activities in order to profit mutually. Considering the importance of social capital and having less studies done in this area, this research is aimed to study the social capital and factors affecting it among students of Tehran University of medical sciences (TUMS).
Methods: This study is a cross-sectional study. 200 medical students of Tehran University of Medical Sciences, with a mean age (2.34) 22.55 participated in the study. Participants were selected randomly. 36-item Bullen’s questionnaire having 8 dimensions was used for data collection. Finally, data were analyzed using SPSS 18. Data analysis was performed with T-Test, Pearson correlation and ONOVA.
Results: Total means score for social capital was calculated 46.87. Minimum and maximum mean was measured for “participation in local community” and “family and friends connections” dimension, respectively. The study also showed a relationship between social capital with gender, age and language (ethnicity) of participants.
Conclusion: According to the results, there exists a relationship between social capital, in some concepts, with age, gender and Place of Residence. As a guideline, authorities can use it to increase social capital through having appropriate interventions.
Mehdi Jafari, Soleyman Saeedi, Behnam Chahardoli, Hamidreza Paknezhad, Hamed Amani,
Volume 24, Issue 158 (8-2017)
Volume 24, Issue 158 (8-2017)
Abstract
Background: Hepatitis B is a viral infection, which remains a global health problem and annually kills about 800,000 people worldwide. Regarding the changes in the transmission patterns of contamination, training at community level, and especially training of people at risk, can be effective in preventing the disease. The aim of this study was to determine the level of knowledge of students about hepatitis B infection.
Methods: This was a descriptive cross-sectional study. 300 subjects were selected by simple random sampling. The subjects of this study included 162 female students (54%) and 138 male students (46%). For data analysis, descriptive statistics and Pearson correlation coefficient, Chi square and independent t-test was used.
Results: In total, 36% were undergraduate, 40% MD, 16% Masters and 8% were Ph.D. 66% of the subjects had moderate awareness, 10% had low awareness and 24% had good knowledge of hepatitis B infection. Also, the knowledge level of undergraduate students and PhD students was significantly higher than undergraduates and Ph.D. students (p<0.001). Awareness was significantly related to age and marital status. But there was no significant relationship between sex and level of awareness.
Conclusion: our results showed that the majority of subjects had moderate knowledge HB (66% of subjects). Thus the need for more training in this area as well as among the people due to less awareness is felt.
Majid Sadoughi,
Volume 26, Issue 1 (4-2019)
Volume 26, Issue 1 (4-2019)
Abstract
Background: Academic students’ burnout can negatively affect academic performance. Thus, it is highly important to identify related factors, which can prevent this phenomenon. The present study explored the relationship between psychological capital and academic burnout by considering the mediating role of academic engagement among students of Kashan University of Medical Sciences.
Methods: In this descriptive correlational study, multi-stage sampling was used to select 330 students (220 females; 110 males) in Kashan University of Medical Sciences in the 2017-2018 academic years. The participants provided their demographic data and filled in Fredricks engagement scale and, psychological capital scale. The data were descriptively analyzed and correlation analysis and structural equation modeling was used.
Results: The findings indicated that psychological capital could significantly and inversely predict students’ academic burnout. In addition, academic engagement has a mediating role in the relationship between psychological capital and academic burnout. Good statistical fitness was found in the proposed model and there was good agreement between the structured model and empirical data. In this model, all regression weights were statistically significant, and predictor variables could explain 0.51 of the variance in academic burnout.
Conclusion: The promotion of students' psychological capital should be considered at the policy levels of education and implementation of effective interventions in counseling centers of medical universities. This can reduce their academic burnout through an increase in academic engagement
Syed Ebrahim Managhe, Mozhgan Amirianzadeh, Moslem Salehi, Reza Zareii,
Volume 28, Issue 1 (3-2021)
Volume 28, Issue 1 (3-2021)
Abstract
Background & Aims: The moral culture of the students of medical universities reflects the respected values of the educational system of these universities. This kind of culture will affect the way these students work after graduation. The aim of this study was to determine the effect of medical ethics education on the moral culture of medical students. One of the important strategic priorities of education and research of medical universities is education and observance of medical ethics, and in this regard, it is very important to pay attention to education and implementation of ethical culture. On the other hand, teaching the principles of medical ethics should be active and appropriate. And considering that in most medical universities, traditional methods are used to teach medical ethics and research has shown that these methods do not have much effect on changing the moral culture of medical students, so in this study based on the component Medical Ethics in Medical Education, while designing a new educational package, tried to measure and study the impact of medical ethics education on the moral culture of medical students.Ethical culture is an important factor in creating public value and credibility among employees, and if supervisors and field managers are morally influenced, they will eventually create an ethical culture in their organization, which will have a positive effect on the behavior of their subordinates. The existence and implementation of a proper ethical culture in medical universities causes medical students to receive a good model and after graduation, to use this type of culture in society. In our research, we sought to find the answer to this question. Is there a significant difference between the pre-test and post-test scores of the two control groups (the group that was taught medical ethics by the old and traditional methods) and the experimental group (the group that was taught medical ethics with the new training package)? There are selected training courses, in other words, does the new training package have a greater impact on the moral culture of medical students?
Methods: The research method was a quasi-experimental pretest-posttest with a control group. The study sample consisted of four classrooms consisting of 99 students who were selected by cluster random sampling method from nursing students of Shiraz University of Medical Sciences who were taking a course in professional ethics (medical ethics) and by random arrangement, two classes were selected experimentally and two classes as evidence. For the experimental group, a new medical ethics training package was used and for the control group, an old and traditional medical ethics training package was used for teaching. Old and traditional ethics education package. Medicine included pure lectures and in rare cases, PowerPoint presentation, but in the new medical ethics training package, new content and teaching methods that include lectures, PowerPoint presentations, videos, WhatsApp group, texting, CD or flash, photos, PDF and was used, in other words, students participated in an active combination and multimedia educational program.Data collection in the present study was done by referring to research samples by presenting researcher-made questionnaires. Questionnaires were designed in two parts. The first part was related to individual questions and demographic information of the samples and the second part was questions designed in line with the research objectives. The researcher-made questionnaire on moral culture included 24 items and 6 dimensions.Before the intervention, a pre-test was performed to compare the information of the two groups in the selected courses and after the intervention, ie applying an independent variable (new training package), a post-test was performed to compare the final information of the two groups in the selected courses. Finally, based on quantitative results, discussions and conclusions were made.
Results: The mean of pre-test scores in the experimental group is 67.06 and the standard deviation is 8.94. These values in the post-test for the experimental group with an average of 72.15 and standard deviation are 7.41. Therefore, considering that the mean of the post-test in the experimental group was higher than the mean of the control group and based on the obtained t -6.46 in the degree of freedom of 57, there was a significant difference at the level of p <0.01 in the two groups of experiments and controls.
Conclusion: In the present study, participants in the experimental and control groups were not significantly different in terms of demographic information such as age, marital status, field of study, degree and were similar to each other. According to the research questions and based on the obtained results, according to the means in the control and experimental groups based on the obtained t value (-1.63) in the degree of freedom 97, there is a significant difference between the mean scores of the two groups in the pre-test. It is not observed. Also, the mean of pre-test scores in the experimental group is 67.06 and the standard deviation is 8.97. These values in the post-test for the experimental group are 72.15 and the standard deviation is 7.41. Therefore, considering that the mean of the post-test in the experimental group was higher than the mean of the control group and based on the obtained t -6.46 in the degree of freedom of 57, there was a significant difference at the level of p <0.01 There are two groups of experiments and controls. According to the results of this research, it is possible to promote the moral culture in medical students by changing the method and content of medical ethics courses. One of the limitations of the research, which fortunately became an opportunity, is the limitation of face-to-face classes due to the prevalence of coronary heart disease, which caused two-thirds of face-to-face classes to be held virtually, which fortunately was in line with the research hypothesis.
In this study and based on the findings, it was found that teaching medical ethics with a new educational package compared to the old method, has a greater impact on the moral culture of medical students and it is suggested that medical education centers use this package in their training. Also, more attention of educational planners to combined education is very important in teaching medical ethics, and educational planners should pay more attention to this point, especially in clinical settings.
Maryam Kavan, Farshideh Zameni, Taraneh Enayati,
Volume 31, Issue 1 (3-2024)
Volume 31, Issue 1 (3-2024)
Abstract
Background & Aims: Web-based learning, as an innovative educational approach, provides students with access to extensive resources, diverse educational interactions, and personalized learning opportunities. This method utilizes digital technologies to offer flexible learning anytime and anywhere, while multimedia tools and learning management systems make the learning process more interactive and effective. Medical students, due to the specialized and complex nature of their field, require methods that not only enhance their theoretical knowledge but also improve their clinical decision-making abilities. Decision-making self-efficacy, as a key factor in the academic and professional success of these students, can be influenced by modern educational approaches. Web-based learning, by providing virtual learning environments, clinical simulations, adaptive assessments, and intelligent decision-support systems, can play a crucial role in boosting confidence and the ability to analyze clinical situations. However, challenges such as the need for self-regulation, limitations in practical training, and dependence on digital infrastructure must be considered for the effective implementation of this method. Medical students, given the professional nature of their field, need to make precise, rapid, and well-informed decisions. They must be able to analyze scientific data and make optimal choices that directly impact patient health and the quality of medical services. Therefore, decision-making self-efficacy, as one of the most critical factors in their success, plays a key role in their academic and professional performance. Decision-making self-efficacy refers to an individual’s belief in their ability to make accurate and effective decisions and can be influenced by various educational methods. Despite the high importance of this subject, limited research has explored the relationship between web-based learning and decision-making self-efficacy among medical students. Many traditional educational methods used in medical universities are still based on face-to-face, instructor-centered teaching, which may not provide students with sufficient opportunities for critical thinking, problem-solving, and independent decision-making. In contrast, web-based learning, by offering interactive learning environments, medical simulations, adaptive assessments, and virtual clinical scenarios, can create an effective platform for enhancing students’ decision-making skills. Given the significance of decision-making self-efficacy in the learning process and professional performance of medical students, this study aims to develop a web-based learning model and examine its impact on improving decision-making self-efficacy. The goal of this study is to design and propose an educational model that, through online tools and modern educational technologies, can guide students toward more active learning, more informed decision-making, and greater confidence in their academic and professional choices.
Methods: The study employed a mixed-methods approach (qualitative and quantitative). The statistical population in the qualitative section included 20 expert faculty members from Mazandaran University of Medical Sciences and Farhangian University, specializing in the research subject. In the quantitative section, the population comprised 3,719 postgraduate students and medical residents from Mazandaran University of Medical Sciences. A purposive sampling method was used in the qualitative phase, selecting 14 participants, while in the quantitative phase, Cochran’s formula was applied, resulting in a sample size of 384 participants. Data were collected using a researcher-made Web-Based Learning questionnaire and the Betz and Luzzo Professional Decision-Making Self-Efficacy questionnaire. Data analysis was conducted using structural equation modeling with SPSS21, PLS3.2, and MAXQDA2020 software.
Results: The results indicated that, according to experts, the Web-Based Learning questionnaire consisted of six dimensions ranked as follows: educational infrastructure, teaching and learning methods, assessment, learning environment, and resource support. Furthermore, the impact of web-based learning on students' decision-making self-efficacy at Mazandaran University of Medical Sciences was confirmed based on significant factor loadings.
Conclusion: The findings of this study demonstrated that web-based learning significantly influences medical students' decision-making self-efficacy through key dimensions such as educational infrastructure, teaching and learning methods, assessment, learning environment, and resource support. Data analysis revealed that this educational approach, by providing a flexible and interactive learning environment, can enhance students’ decision-making skills. Moreover, the significance of factor loadings confirmed the positive impact of this model. The study underscores the importance of developing and optimizing web-based learning in medical education and suggests that universities strengthen their digital infrastructure and design efficient educational programs to utilize this method as an effective tool for improving students’ decision-making capabilities. However, some challenges associated with web-based learning may negatively affect decision-making self-efficacy. For instance, some students may feel overwhelmed by the vast amount of information or experience a sense of isolation due to the lack of face-to-face interactions. Additionally, time management in online learning poses a significant challenge, which, if not properly addressed, could reduce productivity and lead to a sense of inefficacy. Nevertheless, if students develop self-regulation and time management skills, they can overcome these challenges and fully benefit from web-based learning. Overall, web-based learning, due to its flexibility, accessibility to vast resources, opportunities for interaction, rapid feedback, and diverse teaching methods, can positively influence students’ decision-making self-efficacy. This educational method helps students strengthen their cognitive and analytical skills, gain greater confidence in their decision-making abilities, and ultimately achieve better academic and professional performance.
Mehrangiz Pashapour Badr, Mozaffar Ghaffari Bagtash,
Volume 31, Issue 1 (3-2024)
Volume 31, Issue 1 (3-2024)
Abstract
Background & Aims: Every year knowledge-seekers are admitted into universities as new students. . Researchers believe that students, like employees and workers, engage in compulsive and regular activities [and] on specific goals. Therefore, students' activities can be considered as "work" and "occupation" (1). Excessive study workload, content presentation, professor’s requests and expectations of students, highly educational expenses, and apprenticeship in underrepresented areas in some educational fields such as medicine led to exhaustion, lack of motivation, disinterest to courses, apathy to educational settings and indifference to rules and regulations, and discouragement. Overload of these problems in the long term led to confusion, emotional disturbances and finally burnout. Medical students, rather than other students, are more prone to distress due to patient mortality, exposure to patients with complicated care needs, interpersonal challenges, high workload, visiting too many patients in a day, decision-making responsibility in emergencies without having sufficient knowledge, accountability against their decisions, working under mental pressure to avoid medical errors, being exposed to violence and threats in the workplace, and doing night shifts (3). Burnout is a psychological and emotional fatigue that is the result of chronic stress syndrome such as role burden, pressure and time constraints, and lack of necessary resources to conduct tasks and duties. Research has indicated that academic burnout is similar to job burnout in terms of its features, antecedents, and outcomes. Job burnout is defined as one of the major health indicators of psychological health with three dimensions of fatigue, apathy (doubt and pessimism), and inefficiency (4). Academic burnout in students means feeling exhausted to complete assignments and studying (academic fatigue), having pessimistic attitude to education and educational content (academic disinterest), and a sense of academic incompetence (inefficiency) (2). Students suffering from burnout during their years of study will experience negative effects of burnout and will be less efficient to perform their job tasks and duties and will be less innovative in the future. Psychological research indicates that diverse internal and external factors affect academic burnout. One of these intrapersonal factors is resilience (4). Resilience is a promising and pleasant solution considering stressful situations and people’s inherent capacity to respond and endure the situation and the experience of natural growth in stressful conditions (6). According to Baratz (2015), moral resilience is the ability to cope with situations using values that people believe in, even if to follow them is difficult. Rushton (2016) and Lachman (2016) considering the definition of resilience, believe that it is the ability to return to the primary status and successful coping despite distress and adverse conditions, and it has two components. The first factor is the existing situation and problem that includes moral themes (moral adversity) (7). And the second factor is maintaining coherence and integrity according to personal beliefs and values and performing an action to overcome moral issues. The other variable that could affect academic burnout is responsibility. From Fromm’s point of view, responsibility is an absolute need and an internal commitment of the individual to perform all the responsibilities favorably and it originates from within the individual. Chamuru et al. (cited by Yuzbashi, 2018) found that discipline and achievement orientation, carefulness, persistence, and punctuality are individual performance predictors in different fields such as academic success. On the other hand, irresponsibility in education leads to consecutive failures and quitting the program of study (1-13). Tenacity as a personal characteristic is the source of resistance against life distressful events (9). It is a personality construct that includes committed direction (versus self- alienation), control (versus low power), and understanding the changes and life needs as challenge (versus threats). According to Benishiek and Lopez (2001), students who choose challenging academic programs adopt a behavior that supports them to overcome difficulties of their study program and regulate their emotional reactions when receiving feedback (10). Kobasa theory (1998) indicates that three processes of cognitive evaluation (control, commitment, and the ability to challenge), stability and perseverance are related to the confrontation time with challenging life events (9). Since medical students are responsible for maintaining and ensuring people’s health in the future, to conduct their roles as experts or health care providers (therapists) competently, educational systems must be aware of the stress inducing factors affecting them during their challenging prolonged study years during which they experience unfortunate incidences. There is no doubt that neglecting the problems and their accumulation from one hand led to waste of financial and human resources of educational departments of the universities; and, on the other hand lowers the quality of health care provision at the societal level. Therefore, considering the aforementioned, this study was an attempt to investigate the relationship between the influencing variables of academic tenacity, academic responsibility, and morale resilience on the academic burnout of the medical students and defining an academic burnout model based on these variables.
Methods: The current research is of a descriptive-correlation type (using modeling of structural relationships). The statistical population of this research is all general medical students and assistants. Also, undergraduate students of the 6th semester and above, master's degree and professional doctorate in the fields of basic sciences, rehabilitation, Para medicine and psychology, who were studying in the academic year 1400-1401 at Iran University of Medical Sciences in Tehran and among them, 216 people were selected as available. The criterion of dropping out of studies, unwillingness, for associate and bachelor students was lower than the sixth semester. In this study, students answered questionnaires about demographic information, job burnout, tenacity, moral resilience, and academic responsibility. For data analysis, Pearson, Sobel, bootstrap correlation tests and SEM structural equation modeling were used using SPSS and Amos software (version 23).
Results: Considering that the chi-square index of the hypothetical model was statistically significant at the level of P < 0.05, therefore, the positive relationship of the academic responsibility variable as a moderating variable mediates the relationship between stubbornness and academic burnout and the relationship between moral and job resilience.
Conclusion: In explaining the proposed model, it can be said that resilience does not limit stress, but rather gives people the strength to deal with the problems ahead and move with the flow of life. Academic tenacity also refers to flexibility along with the commitment to carry out scientific and professional activities and follow up and understand students against academic failure. On the other hand, the main basis of responsibility is the way of thinking or attitude and belief of people towards themselves, others and events and happenings in the environment. Therefore, by accepting responsibility, people have the potential and readiness to move towards their goals in the moment so that they can enjoy doing their work and strengthen their sense of responsibility with a sense of worth and commitment to meet their needs. Do others. This sense of responsibility leads to increased tenacity and flexibility and reduces burnout in the same proportion.
Methods: The current research is of a descriptive-correlation type (using modeling of structural relationships). The statistical population of this research is all general medical students and assistants. Also, undergraduate students of the 6th semester and above, master's degree and professional doctorate in the fields of basic sciences, rehabilitation, Para medicine and psychology, who were studying in the academic year 1400-1401 at Iran University of Medical Sciences in Tehran and among them, 216 people were selected as available. The criterion of dropping out of studies, unwillingness, for associate and bachelor students was lower than the sixth semester. In this study, students answered questionnaires about demographic information, job burnout, tenacity, moral resilience, and academic responsibility. For data analysis, Pearson, Sobel, bootstrap correlation tests and SEM structural equation modeling were used using SPSS and Amos software (version 23).
Results: Considering that the chi-square index of the hypothetical model was statistically significant at the level of P < 0.05, therefore, the positive relationship of the academic responsibility variable as a moderating variable mediates the relationship between stubbornness and academic burnout and the relationship between moral and job resilience.
Conclusion: In explaining the proposed model, it can be said that resilience does not limit stress, but rather gives people the strength to deal with the problems ahead and move with the flow of life. Academic tenacity also refers to flexibility along with the commitment to carry out scientific and professional activities and follow up and understand students against academic failure. On the other hand, the main basis of responsibility is the way of thinking or attitude and belief of people towards themselves, others and events and happenings in the environment. Therefore, by accepting responsibility, people have the potential and readiness to move towards their goals in the moment so that they can enjoy doing their work and strengthen their sense of responsibility with a sense of worth and commitment to meet their needs. Do others. This sense of responsibility leads to increased tenacity and flexibility and reduces burnout in the same proportion.
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