ORIGINAL_ARTICLE
Nursing Knowledge-Sharing in Mobile Social Networks as a Means of Professional Dynamic Interactions: A Qualitative Content Analysis
Background: Nurses play a key role in maintaining and promoting community health; therefore, they need to constantly upgrade and update their professional knowledge through knowledge management process. Nowadays, knowledge-sharing within social networks is considered as a modern and effective strategy for the co-creation of new knowledge that would not be possible without the active participation of the members. The present study aimed to examine experiences of nursing knowledge-sharing in social networks based on smartphones. Methods: This was a qualitative content analysis conducted between 2017 and 2019 in Tehran, Iran. Participants were eighteen nurses from virtual communities in social network platforms and included nursing-related virtual specialty groups. They were selected by purposive sampling and sampling continued until data saturation was achieved. Strategy of data collection included in-depth and semi-structured interviews. The data were analyzed using Landman and Grenheim method with the aid of MAXQDA 10 software. Results: During the data analysis, six main categories emerged, including: a) “The emergence of virtual communities”, b) “Professional setting”, c) “Professional Virtual Communities”, d) “Dynamic interactions”, e) “Organizing and advancing” and f) “Outcomes of interaction in virtual communities”. Data analysis indicated that the main concern of nurses was professional advancement which encouraged them to create and join virtual communities to share knowledge. Dynamic interactions were also the main phenomenon studied. Conclusion: This study provided a better and deeper understanding of the phenomenon of sharing nursing knowledge in virtual communities based on smartphones. The acquired concepts can be used in creating professional virtual communities as well as diagnosing their complications
https://ijvlms.sums.ac.ir/article_48055_b0371c6d5643f7864595e67cf357dbb7.pdf
2022-03-01
1
14
10.30476/ijvlms.2021.91508.1102
interaction
knowledge management
Qualitative research
Smartphone
Social networking
Content analysis
Jamileh
Mokhtari Nouri
mokhtari@bmsu.ac.ir
1
Quran and Hadith Research Center, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
AUTHOR
Abbas
Ebadi
ebadi1347@bmsu.ac.ir
2
Behavioral Sciences Research Center, Life style institute, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
AUTHOR
Milad
Rezaiye
miladrezaiye73m@gmail.com
3
Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Saeed
Babajani Vafsi
babajanisaeed@gmail.com
4
Department of Nursing Management, Faculty of Nursing, Baqiyatallah University of Medical Sciences, Tehran, Iran
AUTHOR
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83
ORIGINAL_ARTICLE
A Qualitative Study on Teaching Visual Texts by Using Reciprocal Teaching Approach in a Virtual General English Course During the Covid-19 Pandemic
Background: During the Covid-19 pandemic, teaching and learning have taken a detour, and the unexpected shift from faceto-face to virtual learning has made instructors and learners think about new methods for more effective virtual instruction. The present study aimed at examining a new method for enriching the medical students’ understanding of visual texts through applying Reciprocal Teaching (RT) strategies during the Covid-19 pandemic. Methods: The study had a qualitative action-research design. The participants of the study were 54 medical students enrolled in an online General English course at Birjand University of Medical Sciences during the Fall semester of 2020. The class was held twice a week for 24 sessions. The strategies of RT were integrated into watching films that were used as teaching materials (visual texts). The researcher used semi-structured interviews and field notes and also recorded the class sessions for data collection. The collected data were analyzed through thematic analysis. Results: The results showed that the students found using RT strategies advantageous in the understanding of films and in improving their language proficiency. They reconceptualized the importance of their film-watching habit, and revalued the importance of films for language learning, and considered them as textbooks that could be divided into different sections such as introduction, body, and conclusion. In addition, they discussed different sections of the films with peers and wrote summaries about them which improved both their language proficiency and their knowledge about medical terminologies. Conclusion: The findings of this study showed that applying RT strategies in virtual classes can be advantageous in helping medical students recognize the importance of films and use them as reliable sources for language learning. Therefore, as today’s students are called ‘digital natives’, it is suggested that the RT strategies and the new modes of instruction be integrated into teaching medical students.
https://ijvlms.sums.ac.ir/article_48106_c3a6c1d27662137e67c389428be4eabd.pdf
2022-03-01
15
22
10.30476/ijvlms.2022.91127.1094
English language learning
Students
Medical
education
Distance
Reciprocal teaching
Teaching
Visual texts
Nargess
Hekmati
nargess.hekmati@gmail.com
1
Department of General Courses, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
LEAD_AUTHOR
Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of Covid-19 pandemic. International Journal of Educational Research Open. 2020;1: 100012. doi: 10.1016/j.ijedro.2020.100012.
1
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Ahmadi MR, Ismail HN. Reciprocal teaching strategy as an important factor of improving reading comprehension. Journal of Studies in Education. 2012;2(4):153-173. doi: 10.5296/jse.v2i4.2584.
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Palincsar AS, Brown AL. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction. 1984;1(2):117–175. doi:10.1207/s1532690xci01021.
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Rosenshine B, Meister C. Reciprocal teaching: a review of the research. Review of Educational Research. 1994;64(4): 479-530. doi:10.2307/1170585.
6
Koda, K. Insights into second language reading: a cross-linguistic approach: Cambridge University Press; 2004.
7
Myers PA. The princess storyteller, Clara clarifier, Quincy questioner, and the wizard: Reciprocal teaching adapted for kindergarten students. The Reading Teacher. 2005; 59(4):314-324. doi: 10.1598/RT.59.4.2.
8
Werner W. Reading visual texts. theory and research in social education. 2002;30(3): 401-428. doi: 10.1080/00933104.2002.10473203.
9
Arnold J. Affect in language learning. Cambridge University Press; 1999.
10
Kasper, LF. Film imagery: a visual resource for clarifying content and developing academic writing skill. In: Kasper LF, editors. Content-based college ESL instruction: Lawrence Erlbaum; 2000.
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14
Farazkish M, Montazer GA. E-learning readiness among faculty members of Iranian universities: a survey of 23 universities. Interdiscip J Virtual Learn Med Sci. 2019;10(4):54-64. doi:10.30476/ijvlms.2019.84302.1003.
15
Hosseini MS. The effect of online interpretations via interactive white boards on vocabulary learning. Interdiscip J Virtual Learn Med Sci. 2020;11(1):37-45. doi: 10.30476/ijvlms.2020.84307.1002.
16
Ghorbani AT, Zarifsanaiey N, Negahban MB. Comparing the impacts of e-learning and conventional education on students’ academic motivation and performance: a descriptive Study. Interdiscip J Virtual Learn Med Sci. 2020;11(3):170-179. doi: 10.30476/ijvlms.2020.86756.1039.
17
Malekipour A. Effectiveness of e-curriculum in social networks during the Covid-19 pandemic: parents’, teachers’ and students’ perspectives. Interdiscip J Virtual Learn Med Sci. 2020;11(4):207-214. doi: 10.30476/IJVLMS.2020.47098.
18
ORIGINAL_ARTICLE
Presenting a Causal Model of Factors Affecting Metacognitive Awareness: The Mediating Role of Goal Orientation and Self-efficacy with Seamless Flipped Learning among Medical Sciences Students in General English Course
Background: Metacognitive awareness is the most important form of new learning science. It enables the learner to maintain his or her learning path and to think. A seamless flipped learning class reinforces this process. The aim of this study was to investigate the causal relationships between the need to know, metacognitive beliefs, and metacognitive awareness with the mediating role of goal orientation and self-efficacy among students of Shiraz University of Medical Sciences. Methods: This was a cross-sectional descriptive-correlational study in terms of methodology. The statistical population of this study included all undergraduate Medical Sciences students at Shiraz University of Medical Sciences who were enrolled in a General English course in the academic year 2020–2021 (n=2455). The study sample included 380 students, who were selected by a multistage sampling method based on Morgan’s table. Participants completed an integrated questionnaire that included: metacognitive awareness, need for cognition, goal orientation, self-efficacy, and metacognitive beliefs. All the questionnaires had good validity and reliability. Path analysis was used to analyze the data, which was done with Amos 22, Lisrel 8.50, and SPSS 22. Results: Four factors of metacognitive beliefs, need to know, goal orientation, and self-efficacy have a significant effect on metacognitive awareness in students. Among the endogenous variables, selfefficacy had the most effect (0.19) and metacognitive beliefs had the least effect (0.164) on the metacognitive awareness variable. Conclusion: The results obtained for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents. Accordingly, this model can assist educational leaders in their decision-making and policy-making to improve student learning outcomes.
https://ijvlms.sums.ac.ir/article_48145_38f733d818fe34335666cddb99378bb4.pdf
2022-03-01
23
33
10.30476/ijvlms.2022.93435.1123
Metacognition
Metacognitive beliefs
Need to know
Orientation
Self-efficacy
Seamless flipped learning (SFL)
Fahime
Rajabi
rajabi.fahime@yahoo.com
1
Department of Educational Sciences, Faculty of Humanities, P.N.U Graduate School, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Mohamad Hasan
Seyf
mh-seyf@yahoo.com
2
Department of Educational Sciences, Faculty of Humanities, Payame Noor University of Shiraz, Tehran, Iran
AUTHOR
Mohammad Reza
Sarmadi
ms84sarmadi@yahoo.com
3
Department of Educational Sciences, Faculty of Humanities, Payame Noor University of Shiraz, Tehran, Iran
AUTHOR
Sayeed
Talebi
a-shiralipor@yahoo.com
4
Department of Educational Sciences, Faculty of Humanities, Payame Noor University of Shiraz, Tehran, Iran
AUTHOR
Limueco JM, Prudente MS, editors. Flipped classroom enhances student's metacognitive awareness. Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning; 2019. doi:10.1145/3306500.3306507.
1
Lai C-L, Hwang G-J. A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education. 2016;100:126-40. doi:10.1016/j.compedu.2016.05.006.
2
El-Banna MM, Whitlow M, McNelis AM. Flipping around the classroom: accelerated Bachelor of Science in Nursing students' satisfaction and achievement. Nurse education today. 2017;56:41-6. doi:10.1016/j.nedt.2017.06.00.
3
Hwang G-J, Lai C-L. Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Journal of Educational Technology & Society. 2017;20(1):184-97. doi:10.1007/s40692-015-0043-0.
4
Mei L, Zhou L, Fan F, editors. Construction of Seamless Flipped Learning Mode under the Open University Vision. Proceedings of the 2019 4th International Conference on Distance Education and Learning; 2019. doi:10.1145/3338147.3338167.
5
Hwang G-J, Lai C-L, Wang S-Y. Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education. 2015;2(4):449-73. doi:10.1007/s40692-015-0043-0.
6
Hsiao C-C, Huang JC, Huang AY, Lu OH, Yin C, Yang SJ. Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms. Interactive Learning Environments. 2019;27(8):1160-77. doi:10.1080/10494820.2018.1522651.
7
Luong C, Strobel A, Wollschläger R, Greiff S, Vainikainen M-P, Preckel F. Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential. Learning and Individual Differences. 2017;53:103-13. doi:10.1016/j.lindif.2016.10.019.
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19
Subasi M. Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science. Science Education International. 2020;31(4):328-33. doi:10.33828/sei.v31.i4.1.
20
Wimmer S, Lackner HK, Papousek I, Paechter M. Goal orientations and activation of approach versus avoidance motivation while awaiting an achievement situation in the laboratory. Frontiers in psychology. 2018;9:1552. doi:10.3389/fpsyg.2018.01552.
21
Jaleel S. A Study on the Metacognitive Awareness of Secondary School Students. Universal Journal of Educational Research. 2016;4(1):165-72. doi:10.13189/ujer.2016.040121.
22
Mahmoud Alilou M, Movahedi Y, Karazi Notash H. The role of metacognitive beliefs in predicting pathological worries in students with test anxiety. Journal of School Psychology. 2015;4(3):86-101.
23
Najafizadeh A, Safavi S, Farmani F, Salari M. Evaluation Of Metacognitive Beliefs Role In Cognitive Emotion Regulationand Mindfulness Of Women In The First Pregnancy In Qom (2016). 2019.
24
Siqueira S. Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English. Education Sciences. 2021;11(5):235. doi:10.3390/educsci11050235.
25
Nakhostin Goldoost A, Ghazanfari A, Sharifi T, Chorami M. The effect of metacognitive skills training on academic self-efficacy and academic eagerness of 10th grade male students in Ardabil. Journal of school psychology. 2019;8(2):131-55. doi: 10.22098/JSP.2019.817.
26
ORIGINAL_ARTICLE
The Effectiveness of Flipped Classroom and Cooperative Teaching Methods on the Creativity of Students
Background: Creativity is the process of evolution, development, and reconstruction of existing knowledge, which is regarded as problem-solving. The present study aimed to investigate the effectiveness of flipped classroom and cooperative teaching methods on the creativity of senior high school students. Methods: The research method was quasi-experimental, with a pre-test and post-test design and a control group. The statistical population included all high school students in Ahvaz in the academic year 2019-2020. Using the cluster-random sampling method, one school was randomly selected from the all-girls senior high schools in Ahvaz. Forty-five students were selected and randomly divided into two experimental groups and a control group (n=15 per group). The research instrument included the Abedi’s Creativity Test (CT). The experimental groups were taught using flipped classroom and cooperative teaching methods, while the control group received usual training. Data analysis was done using a one-way analysis of covariance. Results: The mean±SD of the creativity for the flipped classroom, cooperative teaching, and control groups in the post-test phase were 126.60±15.39, 135.90±17.52, and 98.45±13.66, respectively. The results showed that both the flipped classroom and cooperative teaching methods enhanced the creativity of senior high school students (p <0.001). Conclusions: According to the results, there was no significant difference between the two methods in terms of creativity in the students. Therefore, the flipped classroom and cooperative teaching methods can be employed to promote students’ motivation and creativity.
https://ijvlms.sums.ac.ir/article_48147_ae790ce466b62a2edb40d636a0224a26.pdf
2022-03-01
34
42
10.30476/ijvlms.2022.92658.1116
education
Cooperative behavior
Creativity
Flipped Classroom
effectiveness
Students
Tayebeh
Fallah
tabefal@yahoo.com
1
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
AUTHOR
Fariba
Hafezi
fhaffezi@gmail.com
2
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
LEAD_AUTHOR
Behnam
Makvandi
makvandi203@gmail.com
3
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
AUTHOR
Sasan
Bavi
sassanbavi@gmail.com
4
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
AUTHOR
Burksaitienė N. How Can University Learning Environment Contribute To Students’ Creativity? Lithuanian Students’ Perspective. Creativity Studies. 2018;11(1):162-71. doi: 10.3846/cs.2018.271.
1
Cioca L-I, Nerișanu RA. Enhancing Creativity: Using Visual Mnemonic Devices in the Teaching Process in Order to Develop Creativity in Students. Sustainability. 2020;12(5):1985. doi: 10.3390/su12051985.
2
Heidarzadeh B, Shakerian S, Moghaddamifard Z. Study of Creativity Among Postgraduate Students in School of Medicine, Shahid Beheshti University of Medical Sciences. J Med Edu. 2020;19(4):e111956. doi: 10.5812/jme.111956.
3
Soh K. Fostering student creativity through teacher behaviors. Thinking Skills and Creativity. 2017;23:58-66. doi: 10.1016/j.tsc.2016.11.002.
4
Chen C-H, Chiu C-H. Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. Computers & Education. 2016;103:99-113. doi: 10.1016/j.compedu.2016.09.007.
5
Aminizadeh M, Rasouli Ghahfarokhi SM, Pourvakhshoori N, Beyramijam M, Majidi N, Shahabi Rabori MA. Comparing the effects of two different educational methods on clinical skills of emergency intermediate technician: A quasi-experimental research. J Educ Health Promot. 2019;8:54. doi: 10.4103/jehp.jehp_323_18. PubMed PMID: 31008121; PubMed Central PMCID: PMCPMC6442246.
6
Ritter SM, Gu X, Crijns M, Biekens P. Fostering students' creative thinking skills by means of a one-year creativity training program. PLoS One. 2020;15(3):e0229773-e. doi: 10.1371/journal.pone.0229773. PubMed PMID: 32196509.
7
Steen-Utheim A, Foldnes N. A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education. 2017. doi: 10.1080/13562517.2017.1379481.
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Persky AM, McLaughlin JE. The Flipped Classroom - From Theory to Practice in Health Professional Education. Am J Pharm Educ. 2017;81(6):118. doi: 10.5688/ajpe816118. PubMed PMID: 28970619; PubMed Central PMCID: PMCPMC5607728.
9
O'Flaherty J, Phillips C. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. 2015;25:85-95. doi: 10.1016/j.iheduc.2015.02.002.
10
Long T, Cummins J, Waugh M. Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education. 2017;29(2):179-200. doi: 10.1007/s12528-016-9119-8.
11
Novak G, Patterson E. An Introduction to Just in Time Teaching (JiTT), Just in Time Teaching: Across the Disciplines, Across the Academy, Sterling, VA: Stylus Publishing, pp. 3–24. 2010.
12
McGee M, Stokes L, Nadolsky P. Just-in-Time Teaching in Statistics Classrooms. Journal of Statistics Education. 2016;24(1):16-26. doi: 10.1080/10691898.2016.1158023.
13
Chan S-Y, Lam YK, Ng TF. Student’s perception on initial experience of flipped classroom in pharmacy education: Are we ready? Innovations in Education and Teaching International. 2020;57(1):62-73. doi: 10.1080/14703297.2018.1541189.
14
Khayat M, Hafezi F, Asgari P, Talebzadeh Shoushtari M. Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students. J Med Edu. 2020;19(3):e110069. doi: 10.5812/jme.110069.
15
Noteborn G, Garcia G. Turning MOOCS around: Increasing undergraduate academic performance by reducing test-anxiety in a flipped classroom. 2015. p. 3-24. doi: 10.1016/B978-0-12-800649-8.00003-1.
16
Yilmaz R. Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior. 2017;70:251-60. doi: 10.1016/j.chb.2016.12.085.
17
Albert M, Beatty BJ. Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades. Journal of Education for Business. 2014;89(8):419-24. doi: 10.1080/08832323.2014.929559.
18
Evseeva A, Solozhenko A. Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral Sciences. 2015;206:205-9. doi: 10.1016/j.sbspro.2015.10.006.
19
Alamri MM. Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning. 2018;11(1):103-19. doi: 10.1504/IJTEL.2019.096786.
20
Li B-Z, Cao N-W, Ren C-X, Chu X-J, Zhou H-Y, Guo B. Flipped classroom improves nursing students' theoretical learning in China: A meta-analysis. PLoS One. 2020;15(8):e0237926-e. doi: 10.1371/journal.pone.0237926. PubMed PMID: 32853214.
21
Limniou M, Schermbrucker I, Lyons M. Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Education and Information Technologies. 2018;23(2):797-817. doi: 10.1007/s10639-017-9636-8.
22
Sergis S, Sampson DG, Pelliccione L. Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior. 2018;78:368-78. doi: 10.1016/j.chb.2017.08.011.
23
Thai NTT, De Wever B, Valcke M. The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education. 2017;107:113-26. doi: 10.1016/j.compedu.2017.01.003.
24
Morton DA, Colbert-Getz JM. Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anat Sci Educ. 2017;10(2):170-5. doi: 10.1002/ase.1635. PubMed PMID: 27427860.
25
Shahani S, Chalak A, Heidari Tabrizi H. The Iranian Intermediate EFL Learners` Attitudes towards Using Flipped Teaching via Google Classroom. Research in English Language Pedagogy. 2021;9(1):90-112. doi: 10.30486/relp.2020.1880561.1159.
26
Gillies RM. Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education. 2016;41(3):39-54. doi: 10.14221/ajte.2016v41n3.3.
27
Van Ryzin MJ, Roseth CJ. Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. J Educ Psychol. 2018;110(8):1192-201. doi: 10.1037/edu0000265. PubMed PMID: 30911200.
28
Baloche L, Brody CM. Cooperative learning: exploring challenges, crafting innovations. Journal of Education for Teaching. 2017;43(3):274-83. doi: 10.1080/02607476.2017.1319513.
29
Catarino P, Vasco P, Lopes J, Silva H, Morais E. Cooperative Learning on Promoting Creative Thinking and Mathematical Creativity in Higher Education. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 2019;17(3):5-22. doi: 10.15366/reice2019.17.3.001.
30
Healy S, Block M, Kelly L. The Impact of Online Professional Development on Physical Educators‘ Knowledge and Implementation of Peer Tutoring. International Journal of Disability, Development and Education. 2020;67(4):424-36. doi: 10.1080/1034912X.2019.1599099.
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33
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34
Abedi J. Creativity and a new way of measuring it. Psychological Research. 1992;2(2):46-54.
35
Marashi H, Khatami H. Using Cooperative Learning to Boost Creativity and Motivation in Language Learning. Journal of Language and Translation. 2017;7(1):43-58.
36
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37
ORIGINAL_ARTICLE
Experience of Medical Ethics in Practice: A Qualitative Study among Medical Students in South of Iran
Background: Studying ethics teaches students to think critically about life, carefully evaluate the activities, choices, and decisions that are encountered at different stages of life, and also take a deeper look at the world. Other dimensions of education have been less investigated than moral aspects of education. The current study aims to investigate the experience of medical ethics in practice among medical students. Methods: This is a qualitative study that investigates zone 5 of medical education in Iran. This is a conventional content analysis carried out in 2017. The participants consisted of 44 medical students from five central colleges located in the southern regions of Iran who were selected by the purposeful sampling method. The process of data collection was performed using Focus Group Discussions, and then an inductive data analysis was carried out. Results: Five themes and 11 subthemes emerged from the data. The themes included one-dimensional teaching methods, uselessness, negative hidden curriculum, suppression, and ignoring virtual education. Conclusion: It was shown that the ethics of education in this context was in crisis because the main purposes of medical education were ignored and led to unexpected outcomes that did not follow the main purposes. Medical students were made the focal point of medical education, but they were overlooked in this context. Theoretically, medical instructors had to update their instructional methods to achieve joint interests and mutual understanding with their students. However, it was found that the health system in Iran required a practical curriculum reformation based on the requirements of medical students and the nature of the social environment. It was concluded that medical instructors should change their instructional points of view and behaviors.
https://ijvlms.sums.ac.ir/article_48148_410c39609006fb817a376a2acdf58f11.pdf
2022-03-01
43
53
10.30476/ijvlms.2022.92413.1112
Medical education
Medical Students
ethics
Virtual Education
Ahmad
Kalateh Sadati
asadati1392@gmail.com
1
Department of Sociology, Yazd University, Yazd, Iran
AUTHOR
Seyed Taghi
Heidari
heydari.st@gmail.com
2
Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
Kamran
Bagheri Lankarani
lankaran@sums.ac.ir
3
Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
Mohammad Hasan
Keshavarzi
keshavarzi20014@gmail.com
4
Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
LEAD_AUTHOR
Jagsi R, Lehmann LS. The ethics of medical education. Bmj. 2004;329(7461):332-4.
1
Soleimanpour Omran M. The effect of educating environmental ethics on behavior and attitude to environment protection. European Online Journal of Natural and Social Sciences: Proceedings. 2014;3(3(s)):141-50.
2
Roberts LW, Warner TD, Hammond KAG, Geppert CM, Heinrich T. Becoming a good doctor: perceived need for ethics training focused on practical and professional development topics. Academic Psychiatry. 2005;29(3):301-9.
3
Sethuraman K. Ethics of patient care by trainee-doctors in teaching hospitals. Journal of postgraduate medicine. 2003;49(2):159.
4
Gbadamosi G. Academic ethics: what has morality, culture and administration got to do with its measurement? Management Decision. 2004. doi: 10.1108/00251740410565172.
5
Sadati AK, Lankarani KB. The pattern of educator voice in clinical counseling in an educational hospital in Shiraz, Iran: a conversation analysis. Journal of Medical Ethics and History of Medicine. 2017;10.
6
Boon H. Raising the bar: Ethics education for quality teachers. Australian Journal of Teacher Education. 2011;36(7):76-93.
7
Birkelund R. Ethics and education. Nursing ethics. 2000;7(6):473-80. doi: 10.1177/096973300000700603.
8
Carr D. Professionalism and ethics in teaching: Routledge; 2005.
9
Corsa AJ. Empathy and moral education, Theatre of the Oppressed, and The Laramie Project. Journal of Moral Education. 2021;50(2):219-32. doi: 10.1080/03057240.2019.1703658.
10
Hargreaves A. The emotional geographies of teachers’ relations with colleagues. International journal of educational research. 2001;35(5):503-27. doi: 10.1016/S0883-0355(02)00006-X.
11
Reuben JA. The making of the modern university: Intellectual transformation and the marginalization of morality: University of Chicago Press; 1996.
12
Beaty MD, Henry DV. The Schooled Heart: Moral Formation in American Higher Education: Baylor University Press; 2007.
13
Sonnentag TL, McManus JL, Wadian TW, Saucier DA. Prioritizing morality in the self and consistent moral responses despite encouragement to behave immorally. Journal of Moral Education. 2019;48(4):412-22. doi: 10.1080/03057240.2018.1469479.
14
Yaghoubi Jami P, Mansouri B, Thoma SJ, Han H. An investigation of the divergences and convergences of trait empathy across two cultures. Journal of Moral Education. 2019;48(2):214-29. doi: 10.1080/03057240.2018.1482531.
15
Höffding. On the relation between sociology and ethics. The Sociological Review. 1905(1):175-86.
16
Habermas J, McCarthy T, McCarthy T. The theory of communicative action: SciELO Brasil; 1984.
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Ewert GD. Habermas and education: A comprehensive overview of the influence of Habermas in educational literature. Review of educational research. 1991;61(3):345-78. doi: 10.3102/00346543061003345.
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Azizi F. The reform of medical education in Iran. Med Educ. 1997;31(3):159-62. doi: 10.1111/j.1365-2923.1997.tb02559.x. PubMed PMID: 9231131.
19
Simforoosh N, Ziaee S, Tabatabai SH. Growth trends in medical specialists education in Iran; 1979-2013. Archives of Iranian medicine. 2014;17(11):771-5. doi: 0141711/aim.0011.
20
Sohrabi Z, Kheirkhah M, Vanaki Z, Arabshahi KS, Farshad MM, Farshad F, et al. Lived experiences of educational leaders in Iranian medical education system: a qualitative study. Global journal of health science. 2016;8(7):251.
21
Tavakol M, Murphy R, Torabi S. Medical education in Iran: an exploration of some curriculum issues. Medical education online. 2006;11(1):4585. doi: 10.3402/meo.v11i.4585.
22
Kalantari S, Koochaki GM, Jouybari L, Sanagoo A, Aghaie Nejad A. Teaching professionalism and professional ethics using the hidden curriculum. JNMS. 2016;3(3):54-5.
23
Larijani B, Zahedi F, Malek Afzali H. Medical ethics in the Islamic Republic of Iran. EMHJ-Eastern Mediterranean Health Journal, 11 (5-6), 1061-1072, 2005. 2005.
24
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25
Liamputtong P. Focus group methodology: Introduction and history. Focus group methodology: Principle and practice. 2011;224.
26
Lemon LL, Hayes J. Enhancing trustworthiness of qualitative findings: Using Leximancer for qualitative data analysis triangulation. The Qualitative Report. 2020;25(3):604-14.
27
Shenton AK. Strategies for ensuring trustworthiness in qualitative research projects. Education for information. 2004;22(2):63-75. doi: 10.3233/EFI-2004-22201.
28
Onwuegbuzie AJ, Dickinson WB, Leech NL, Zoran AG. A qualitative framework for collecting and analyzing data in focus group research. International journal of qualitative methods. 2009;8(3):1-21. doi: 10.1177/160940690900800301.
29
Association WM. Declaration of Helsinki, ethical principles for medical research involving human subjects. 52 nd WMA General Assembly, Edinburgh, Scotland. 2000.
30
Habermas J. Between facts and norms: Contributions to a discourse theory of law and democracy: John Wiley & Sons; 2015.
31
Meisenbach RJ. Habermas's discourse ethics and principle of universalization as a moral framework for organizational communication. Management Communication Quarterly. 2006;20(1):39-62. doi: 10.1177/0893318906288277.
32
Sadati AK, Iman MT, Lankarani KB, Derakhshan S. A critical ethnography of doctor–patient interaction in southern Iran. Indian J Med Ethics. 2016;1(3):147-55.
33
Sadati AK, Tabei SZ, Ebrahimzade N, Zohri M, Argasi H, Lankarani KB. The paradigm model of distorted doctor-patient relationship in Southern Iran: a grounded theory study. Journal of medical ethics and history of medicine. 2016;9.
34
Faize FA, Nawaz M. Evaluation and Improvement of students' satisfaction in online learning during COVID-19. Open Praxis. 2020;12(4):495-507. doi: 10.5944/openpraxis.12.4.1153.
35
Farsi Z, Aliyari S, Ahmadi Y, Afaghi E, Sajadi SA. Satisfaction of the Quality of Education and Virtual Education during the Covid-19 Pandemic in Nursing Students of Aja University of Medical Sciences in 2020. Journal of Military Medicine. 2021;23(2):174-85. doi: 10.30491/JMM.23.2.174.
36
Sadati AK, Iman MT, Lankarani KB, Ebrahimzadeh N. From good to great physician: a critical ethnography based on patients' views. Journal of medical ethics and history of medicine. 2016;9.
37
Gratz E, Looney L. Faculty resistance to change: an examination of motivators and barriers to teaching online in higher education. International Journal of Online Pedagogy and Course Design (IJOPCD). 2020;10(1):1-14. doi: 10.4018/IJOPCD.2020010101.
38
Sadati AK, Iman MT, Lankarani KB. Medical paraclinical standards, political economy of clinic, and patients’ clinical dependency; a critical conversation analysis of clinical counseling in south of Iran. International journal of community based nursing and midwifery. 2014;2(3):157.
39
ORIGINAL_ARTICLE
An Interactive Multimedia Training on Anxiety, Uncertainty, and Hope among Patients Undergoing Percutaneous Coronary Intervention: An Interventional Study
Background: One of the most common treatments for cardiovascular diseases is coronary angioplasty. Due to the short period of hospitalization, less attention has been given to patients’ education. This study was carried out to investigate the effects of Interactive Multimedia (IM) training on anxiety, uncertainty, and hope among angioplasty patients. Methods: In this interventional study, 90 eligible patients were enrolled one day before angioplasty in September-December 2019. Using the block random sampling method, the patients were assigned to IM training (n=45) or an educational pamphlet (n=45). Anxiety, uncertainty, and hope were evaluated at three periods (before, one day, and two weeks after PCI) using the Depression Anxiety and Stress Scales (DASS-21), Mishel Uncertainty of Illness Scale (MUIS), and Snider Hope scale. The Chi-square test, independent t-test, and repeated measurements using SPSS18 were used for statistical analysis. Results: One week and two weeks after the intervention, the hope score was significantly improved; uncertainty and anxiety levels were reduced considerably more in the multimedia group than in the educational pamphlet (p <0.001); and repeated measurement analysis confirmed the effectiveness of IM (p <0.001). Conclusion: IM training reduced anxiety and uncertainty and improved hope among patients. Since most patients were illiterate, IM training was easier and more accessible.
https://ijvlms.sums.ac.ir/article_48160_e8019cd5910741d13addbeabf0211e00.pdf
2022-03-01
54
62
10.30476/ijvlms.2022.94449.1134
Percutaneous Coronary Intervention
Angioplasty
Interactive multimedia training
Uncertainty
Anxiety
hope
Sakineh
Gholamzadeh
sakinghsir@yahoo.com
1
Community-based psychiatric care research center, Shiraz University of Medical Science (SUMS), Shiraz-Iran
AUTHOR
Hossein Ali
Moradizadeh
moradizadeh@gmail.com
2
Critical Care Nursing, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
Nahid
Zarifsanaiey
nzarifsanaee@gmail.com
3
Virtual School,
Comprehensive Center of
Excellence for Electronic
Learning in Medical Sciences,
Shiraz University of Medical
Sciences, Shiraz, Iran
LEAD_AUTHOR
Hadi
Raiesi
biostat91@gmail.com
4
Department of Epidemiology and Biostatistics, Faculty of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
AUTHOR
Vidal-Petiot E, Ford I, Greenlaw N, Ferrari R, Fox KM, Tardif JC, et al. Cardiovascular event rates and mortality according to achieved systolic and diastolic blood pressure in patients with stable coronary artery disease: an international cohort study. Lancet. 2016;388(10056):2142-52. doi: 10.1016/s0140-6736(16)31326-5. PubMed PMID: 27590221.
1
Staniute M, Brozaitiene J, Burkauskas J, Kazukauskiene N, Mickuviene N, Bunevicius R. Type D personality, mental distress, social support and health-related quality of life in coronary artery disease patients with heart failure: a longitudinal observational study. Health Qual Life Outcomes. 2015;13:1. doi: 10.1186/s12955-014-0204-2. PubMed PMID: 25608461; PubMed Central PMCID: PMCPMC4311474.
2
Meichenbaum D. Stress inoculation training: A preventative and treatment approach. In: Meichenbaum D, editor. The Evolution of Cognitive Behavior Therapy: A Personal and Professional Journey with Don Meichenbaum. New York: Routledge; 2017. p. 101-24.
3
Al-Lamee R, Thompson D, Dehbi HM, Sen S, Tang K, Davies J, et al. Percutaneous coronary intervention in stable angina (ORBITA): a double-blind, randomized controlled trial. Lancet. 2018;391(10115):31-40. doi: 10.1016/s0140-6736(17)32714-9. PubMed PMID: 29103656.
4
Delewi R, Vlastra W, Rohling WJ, Wagenaar TC, Zwemstra M, Meesterman MG, et al. Anxiety levels of patients undergoing coronary procedures in the catheterization laboratory. Int J Cardiol. 2017;228:926-30. doi: 10.1016/j.ijcard.2016.11.043. PubMed PMID: 27912201.
5
Ho CM, Wu ZT, Wong YS. Use of non-pharmacological intervention to reduce anxiety during cardiac catheterization. Connect: The World of Critical Care Nursing. 2017;11(2):28-32.
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7
Mousavi Malek N, Zakerimoghadam M, Esmaeili M, Kazemnejad A. Effects of Nurse-Led Intervention on Patients' Anxiety and Sleep Before Coronary Artery Bypass Grafting. Crit Care Nurs Q. 2018;41(2):161-9. doi: 10.1097/cnq.0000000000000195. PubMed PMID: 29494371.
8
Geoffroy PA, Godin O, Mahee D, Henry C, Aubin V, Azorin JM, et al. Seasonal pattern in bipolar disorders and cardio-vascular risk factors: A study from the FACE-BD cohort. Chronobiol Int. 2017;34(7):845-54. doi: 10.1080/07420528.2017.1324472. PubMed PMID: 28537802.
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10
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12
Molazem Z, Shahabfard Z, Askari A, Kalyani MN. Effects of a peer- led group education on fear, anxiety and depression levels of patients undergoing coronary angiography. Invest Educ Enferm. 2018;36(1):e13. doi: 10.17533/udea.iee.v36n1e13. PubMed PMID: 29898352.
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Burke RE, Lawrence E, Ladebue A, Ayele R, Lippmann B, Cumbler E, et al. How Hospital Clinicians Select Patients for Skilled Nursing Facilities. J Am Geriatr Soc. 2017;65(11):2466-72. doi: 10.1111/jgs.14954. PubMed PMID: 28682456; PubMed Central PMCID: PMCPMC5681432.
14
Gerity SL, Silva SG, Reynolds JM, Hoffman B, Oermann MH. Multimedia Education Reduces Anxiety in Lung Transplant Patients. Prog Transplant. 2018;28(1):83-6. doi: 10.1177/1526924817746910. PubMed PMID: 29228864.
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Moemeni L, Yarandi AN, Haghani H. Comparative study of the effects of education using vcd and booklet in two different times on pre-operative anxiety. Iran Journal of Nursing. 2009;21(56):81-93
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Sahebi A, Asghari MJ, Salari RS. Validation of depression anxiety and stress scale (DASS-21) for an Iranian population. Iranian Psychologists. 2005;4(1):299-313.
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Stewart JL, Mishel MH, Lynn MR, Terhorst L. Test of a conceptual model of uncertainty in children and adolescents with cancer. Res Nurs Health. 2010;33(3):179-91. doi: 10.1002/nur.20374. PubMed PMID: 20229520; PubMed Central PMCID: PMCPMC2943336.
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Malmir T, Jafari H, Ramezanalzadeh Z, Heydari J. Determining the Effectiveness of Acceptance and Commitment Therapy (ACT) on Life Expectancy and Anxiety Among Bereaved Patients. Mater Sociomed. 2017;29(4):242-6. doi: 10.5455/msm.2017.29.242-246. PubMed PMID: 29284992; PubMed Central PMCID: PMCPMC5723182.
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Jlala HA, French JL, Foxall GL, Hardman JG, Bedforth NM. Effect of preoperative multimedia information on perioperative anxiety in patients undergoing procedures under regional anaesthesia. Br J Anaesth. 2010;104(3):369-74. doi: 10.1093/bja/aeq002. PubMed PMID: 20124283.
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27
ORIGINAL_ARTICLE
E-Learning of Router Applications to Drivers in Order to Reduce Collisions and Road Accidents with Wild Animals
Road collisions are the most important cause of wildlife mortality, and almost all countries are involved in some way. Researchers believe that changing the behavior of drivers through e-learning can help reduce road collisions by informing and raising awareness about the negative consequences of animal deaths on the road; installing warning signs, markings and speed bumps, increasing road lighting, and reducing traffic speeds physically or mentally, by creating speed bumps or increasing obstacles and road curves in high-risk areas can also help. Placing wildlife trails or approaching wildlife crossings in navigation programs like Balad and Neshan that are more popular with drivers can help guide traffic and reduce wildlife crashes. People should be taught how to use the software above to find areas where animals are likely to be on the roads. This will help people avoid accidents with animals on the roads and save them both money and time.
https://ijvlms.sums.ac.ir/article_48184_2b8df2d3848ca85a0746ef46930d2b9e.pdf
2022-03-01
63
65
10.30476/ijvlms.2022.94592.1139
Software
Wildlife
Driver training
Road collisions
Hamid Reza
Sodagar
hamidreza.sodagar@yahoo.com
1
Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran
LEAD_AUTHOR
Mousareza
Es’hagh-Pour Rezaee
reza.rezaee.2019@gmail.com
2
Department of English, Bojnourd University, Bojnourd, Iran
AUTHOR
Reza
Shekarian
reza.ahekarian2022@gmail.com
3
Department of Agricultural Sciences (Watershed Management), University of Agricultural Sciences and Natural Resources, Gorgan, Iran
AUTHOR
Taghi
Rahmati
rahmati.taqi@yahoo.com
4
Department of Crisis Management, Tehran Branch of Science and Research, Islamic Azad University, Tehran, Iran
AUTHOR
Niazmand MR, Tavousi M. Interaction between Electronic Learning and Information Ecology. Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2019; 10(3): 61-62. doi: 10.30476/IJVLMS.2019.45844.
1
Nasiri A, Ganji N. Determining the optimal route of the road network using GIS (Case study: RoodSar-Qazvin route). Human Geography Research. 2021; 53(1):65-84. doi:10/22059/jhgr.2019/278135/1007888.
2
Mousavitbar, S H, Shojaeifard M H, & Mollajafari M. An overview of routing methods based on computational intelligence. Iranian Journal of Mechanical Engineers, 30(1), 49-63. doi: 10.30506/mmep.2021.138050.1861.
3
Mousavi SM, Kazemi E, Poursina M. Road casualties of carnivores with emphasis on road casualties of cheetahs and leopards in Iran, Quarterly Journal of Man and Environment. 2018(45); 145-151.
4
Hedlund JH., Curtis PD, Curtis G, Williams A F. Methods to reduce traffic crashes involving deer: what works and what does not. Traffic injury prevention. 2004; 5(2): 122-131. doi:10.1080/15389580490435079.
5
McCollister MF, Van Manen FT. Effectiveness of wildlife underpasses and fencing to reduce wildlife‐vehicle collisions. The Journal of Wildlife Management. 2010; 74(8): 1722-1731. doi:10.2193/2009-535.
6
Sharma S U, Shah D J. A practical animal detection and collision avoidance system using computer vision technique. 2016; 347-358. doi:10.1109/ACCESS.2016.2642981.
7
ORIGINAL_ARTICLE
Were the Online Training Courses Imparted to Consultants in the COVID Era Really Effective?
This is not hidden but a well-established fact now that, besides the COVID pandemic, there has been another tsunami ongoing in our country for the last two years in the form of online training and webinars. In the pre-COVID era, there was virtually no concept of e-learning in India. (1) Apart from the initiatives of the government of India through various national and statelevel organizations, many professional and scientific associations and the pharma industry have started reaching out to healthcare professionals for the dispensation of knowledge on newer relevant topics in COVID times. It is a personal experience that every day, inboxes are flooded with messages for training sessions, webinars, etc.
https://ijvlms.sums.ac.ir/article_48190_843922e3f40ec14f5052ec8503e15b58.pdf
2022-03-01
66
67
10.30476/ijvlms.2022.94510.1136
Training
Consultants
Covid era
Ruchika
Garg
ruchikagargagra@gmail.com
1
Department of Obstetrics and Gynaecology, Sarojini Naidu Medical College, Agra, India
LEAD_AUTHOR
Akhil
Singh
2
Department of ENT, SN Medical College Agra, Agra, India
AUTHOR
Dhawan S. Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems. 2020;49(1):5-22. doi:10.1177/0047239520934018.
1
Gouëdard P, B Pont, R Viennet. Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers.2020;224, OECD Publishing, Paris. doi:10.1787/8e95f977-en.
2
Adams J, Ngampornchai A. Students’ acceptance and readiness for E-learning in North-eastern Thailand. International Journal of Educational Technology in Higher Education, 2016;13(34), 1-13.
3
Cojocariu VM, Lazar I, Nedeff V, Lazar G. SWOT analysis of e-learning educational services from the perspective of their beneficiaries. Procedia-Social and Behavioural Sciences. 2014; 116, 1999–2003.
4