Future of Medical Education Journal
Volume:9 Issue: 2, Jun 2019

This editorial aims at exploring the centrifugal and centripetal forces in the process of effective medical education within the preceding, performing and following up the standard medical and health training. It advocates for magnifying the educators’ enthusiasm and energy in teaching. In this proactive school of thinking, educators more than students should keep themselves eager and disciplined!
As an example, recall one of many TED (Technology, Entertainment, Design) Talks. Presenters are highly successful academics and non-academics (1) disseminators of science. The fact is that people who present TED talks have never been told what to talk about or how. Within each talk, passion plays an important role. The presenters are natural speakers that first communicate a love for science before they discuss the content.
Do your current lectures reach that level of efficacy? (2). Do we put in enough time to work on our presentations? The fact is that beyond a reasonable or even baseline level of adequacy in teaching, no credential incentives supports excellence (3-5). As a result a big subset of lecturers do not feel the need to play a wider role in the scientific discourse. Even if they do, how much do others hear about ‘down to business’ medical lecturers in the classroom in order to acknowledge them? --- Any publication in a highly prestigious medical journal receives general applause, doesn’t it? (6). The same professional recognition should be provided to educators who use their lectures to inspire the next generation of medical professionals.
The fact is that while some part of the knowledge of the educationist currently disseminates, there is no plan in place to support their urges in more efficient teaching. --- I would like to advocate for the adoption of a perspective anchored in passion; an educator as a militant person, who is simultaneously an activist, enthusiast and a devotee to the cause of medical education. How do you actively involve yourself in a resuscitation process for a near death person? --- Every second counts! The same should be applied to teaching time.
How does militant medical education work?
Suggested militant medical education is a step towards an evolutionary perspective in teaching which promotes the sharing of the educators’ passion. It is a call to mentorship for more engagement and action, and to ignite enthusiasm among the students. --- Do not be passive in education, or so called “passion killers”.
Why not encourage talking dissent to seek opening up students’ participation? If one can apply strategies to intensify health concerns for vulnerable populations such as the elderly, children, and the disadvantaged, they would encourage students to take responsibility in the process of education.
Through a militant education, embolden students to picture the pain and suffering of the sick, and escalate controversies to mobilize students’ attitudes. Inspire proficiency and offer meaningful mechanisms for navigating the students’ rage against illnesses and health injustices among less privileged populations as a part of your teaching (7).
Judiciously integrate passion into your teaching. Let students come out of the panopticon and feel and see the problems. Militant education is outreach, is caring, and is perseverance and resilience. It is having a fire in your heart. Medical education in this school is a holy art!
Popularizing the history of medicine can help to inspire trainees (read 8). It provides attractive evidence and veracity of the postulate “caring is sharing the passion”! (9-23). Create an excited atmosphere in the classroom, discuss ethical dilemmas, provide pearls for the bedside and questions on the fly (24). These will unleash the craving as well as the potential of the students.
Heads up! The “lecturerosphere” is expanding rapidly, and is likely to do so for years to come. State-of-the-art trainee teaching activities including - what I would like to call it - militant education with their scholastic, scientific, and popularizing benefits will gain momentum soon in medial faculties. It has already done so in the case of public education and in the popularisation of science such as TED talks. --- Be inspiring, generate passion among the students, create opportunities for developing the hitherto neglected medial educational potentials. Do not fall behind the academic and non-academic militant educators!

Parent training is an appropriate way to increase their awareness in dealing with a sick child. Childhood illness causes parents to be worried and stressed. Lack of information about disease will increase their concern. Educational programs can reduce parental stress and postoperative complications. In this study, the mothers of Hirschsprung Disease (HD) patients were selected to examine the disease training. The sampling was started by the census method from 2014 and continued until 2017. The statistical population included 2 groups of 30 mothers whose children were less than 6 months old. In one group, disease training was with a doctor and a trained person (group A). In another group, the mother of the treated child was also added to the training group, she was under the control of the educational staff (group B). The designed questions were asked from mothers in both groups before and after the training. The satisfaction level of training was also examined. Finally, the SPSS 23 software was used to analyze the data. The provided training was effective in both groups because the percentage of the responses to questions has significantly increased after the intervention. The results indicated that group B was more satisfied with training. The results showed that the mother’s presence of a child with HD while her child is treated and entered the community had a positive effect on the training and comprehension of the disease in patients’ parents.

Participation is considered as a pivotal concept in understanding classroom instruction and development of critical thinking skills necessary for students. Students who actively participate in classroom settings will perform far more than those who do not. Therefore, it is important to establish a consensus about the underlying reasons for students' lack of participation in classroom activities as interpreted by faculty members. A Delphi technique was used in three rounds to obtain the perspectives of faculty members of Kerman University of Medical Sciences (KMU) concerning students’ lack of participation in class activities in 2014. A total of 13 expert panelists from diverse disciplines were invited to the study using purposive sampling. Content analysis ensured consensus on the identified reasons.  In the first round, 78 reasons were identified by the panelists. After removing duplicates and similarities 52 reasons were obtained and categorized into 14 condensed units. In the second round, preliminary consensus was obtained and the included 14 factors were scored on a Likert scale from 1 to 5 to rank order them. In round three, final consensus was granted from all participants. Data were analyzed using content analysis and by obtaining the sum of answers, seven factors were highlighted as the most important. These included factors related to motivation (4.80), grading system (4.72), meaningful teaching (4.50), major influence (4.27), peers influence (4.13), challenging assignment (4.03), and environmental influence (4.00). Students' learning to a large extent is dependent upon their participation in the classroom. The identification of the reasons concerning students’ lack of participation in this study may help teachers arrange an environment to enrich dynamic learning for every learner to enthusiastically take part in classroom activities.

From the students’ viewpoint the evaluation of teachers is one of the most important tasks of faculty evaluation aiming to strengthen the abilities, modify teachers’ weaknesses, and improve the quality of teaching system. The present study aimed to determine the suitable structure to evaluate faculty members by the students’ questionnaire, at the Health School of Mashhad University of Medical Sciences (MUMS), in the first semester of 2018-2019. The present research is a descriptive-analytic cross-sectional study. The statistical population consisted of students from the School of Health of MUMS, in the first semester of 2018-2019. The Evaluation of Faculty Members by the Students Questionnaire (EFSQ) used at the School of Health of MUMS consisted of 12 questions with a 10-point Likert scale and 4 dimensions. This study used the exploratory and confirmatory factor analysis to assess the suitable structure of the EFSQ. The mean of the total score of the EFSQ was 8.77±1.30 out of 10. The four-dimensional structure was not respectable, and the three-dimensional structure was appropriate. The current EFSQ used in MUMS is inadequate, and it is necessary to be revised.

Various training methods such as lecture-based and media-aided methods are employed to train focused assessment with sonography for trauma (FAST) technique during internship period. The current study aimed at comparing the efficacy of lecture-based and CD-based approaches among medical interns in emergency wards. The current comparative study was conducted on 128 interns randomly assigned into two training groups. The first group (n = 64) was trained through a one-hour training program based on CD in a single session, and the other group (n = 64) was trained through a one-hour face-to-face slide-based session. Before and immediately after the training sessions, the participants were asked to answer the questions about the FAST technique. Also, the questionnaires were emailed to the participants one month later. The mean assessment score was significantly higher in the group trained through the lecture-based method compared with the ones trained with the CD-based method immediately (P <0.001) and one month (P = 0.003) after training. With regard to practical training, the subjects trained through the lecture-based method achieved higher assessment scores than the ones trained through the CD-based method (P = 0.042). A significant increase in the mean assessment score was noted immediately after training (P = 0.023), while a significant reduction in the mean score was found one month after training (P = 0.015) in both groups. The use of the lecture-based approach for FAST training was more effective than the CD-based approach among emergency ward interns.

In the recent decades, worldwide attentions were increased in many countries for example North America and Europe to evaluate physician’s performance and become a necessity. The purpose of this study was to translate and determine the validity and reliability of the Persian version of the 360-degree assessment for anesthesiology residents. It consists of different domains to measure the general capabilities including communication and interpersonal skills, professionalism and residents’ clinical care skills. In this study, we used the questionnaire developed by Calgary University in Canada for the psychometric features. All second and third year residents who were actively engaged in anesthetic induction and were in close contact with their professors were chosen. The raters included five groups of faculty members, operation room staff (senior anesthetic technicians and recovery room nurses), residents’ colleagues, patients and residents themselves (self-assessment). Cronbach's alpha coefficient for each questionnaire was over 0.80. Regarding the construct validity, the correlation between the items constituting each domain and the domain itself was over 0.40. We found a statistically significant difference between the colleagues and patients’ viewpoints. Considering clinical care, we also found a statistically significant difference between the faculty members and patients’ viewpoints. No statistically significant difference was found between the raters’ viewpoints. The present study showed that the Persian version of 360-degree scale is a practical and effective assessment tool with proper reliability and validity to measure the residents’ competence. It is suggested to be applied in other specialties to get more definite results.

Accreditation process has notable effects on quality assurance in medical education and faculty development. This process determine if an institution meets or exceeds minimum standards of quality. At present, there is a lack of a standardized model of accreditation for medical University in Iran. Therefore, this study aimed to design an accreditation model for North Khorasan University of Medical Sciences with a futuristic approach. This was an exploratory sequential Mixed- methods study. The sample consisted of all vice chancellors, departments' managers, administrators and executive bodies of North Khorasan University of Medical Sciences. In the qualitative phase, based on the purposeful sampling method, 10 in-depth semi-structured interviews were performed. After data saturation and identifying key concepts, the literature review was performed to elucidate the theoretical foundations of University Accreditation. In the second phase, based on purposeful sampling method, 259 participants were selected to complete the 75 questions using a researcher made questionnaire. 10 professors evaluated the face and content validity of the questionnaire. An exploratory analysis of content undertaken to identify the 12 main factors of accreditation model and a confirmatory factor analysis was employed to verify the construct validity. A Cronbach alpha coefficient of 0.825 indicated the excellent reliability of the questionnaire. SPSS software and AMOS version 24 were used to analyze the data. Based on the results of exploratory factor analysis, 12 factors were identified as model's main factors, including 1) organizational management (5.21), 2) strategy formulation (4.90), 3) research (4.39), 4) mission and goals (4.13), 5) students (3.84), 6) Informatics' Technology (3.74), 7) Human Resources (3.57), 8) Planning (3.36), 9) Faculty Services (3.11), 10) educational facilities (2.86), 11) financial factors (2.48), and 12) education (2.26). The sum of factors' variance percentages showed that the predictive power of the model is equal to 58.47%. The model has been fitted to measure the accreditation of North Khorasan University of Medical Sciences with a futuristic approach. Therefore, it is suggested that this model can be evaluated for accreditation of similar medical University.

One of the ways for effective communication between learners and instructional multimedia content in mobile learning systems is taking advantage of characters or pedagogical agents. The present study aimed to investigate the effect of the levels of realism in mobile-based pedagogical agents on health e-learning. The study was quasi-experimental with a pretest-posttest design involving three experimental groups. The target population included those participants who themselves or one of their relatives suffered from digestive disorders. The sample consisted of 48 participants selected through a convenience sampling procedure and were randomly assigned to either of the groups. The instruments and materials included instructional multimedia lessons and learning tests (pretest and posttest). The instructional multimedia content consisted of instructional materials related to familiarity with the human digestive system, its function, and relevant disorders. The participants in each group were exposed to the same instructional content but with a different level of realism related to the pedagogical agent (i.e., iconic, semi-iconic, and realistic). The instructional multimedia lessons were delivered through a mobile-based health leaning management system. For the data analysis, an analysis of covariance (ANCOVA) was applied. The results showed that the group with the realistic pedagogical agent (M = 29.29, SD = 4.20), compared with the iconic pedagogical agent (M = 25.53, SD = 2.99), performed better on learning measurement (p = 0.20). The employment of pedagogical agents, as one of the influential tools in improving learners' motivation and learning, should receive greater attention in designing and developing instructional multimedia, especially in the field of health learning services.

There are various methods of teaching adopted by teachers/professors in medical colleges to deliver the lectures to the students. The present study aimed to find out the impact of multimedia as a teaching tool on the performance of the 1st year Bachelor of Medicine and Bachelor of Surgery (MBBS) students for academic achievements. This was a Quasi-experimental study, conducted for three months (April to June 2016) at Muzaffarnagar Medical College, Muzaffarnagar, India.Total of 150 students of the 1st year MBBS were recruited for this study and two groups were formed (i.e. Group I and Group II). Each group included 75 students. Group I were taught by a traditional way of teaching and Group II were taught by using multimedia. Two tools were used viz, pre and posttest based on MCQs to assess the impact of multimedia on students’ academic achievement. After taking the post-academic test, both groups were rotated i.e. in group I, lectures were delivered by using multimedia and in group II, lectures were delivered by the traditional way of teaching in order to get feedback from all 150 students to know the better way of teaching method.   There was no significant difference in the average marks obtained by students between Group I and II (18.73±3.39 % vs. 18.8±3.76 %) before delivering lectures to them. However, after delivering the lectures, the average mark obtained by the students of Group II was found to be significantly higher as compared to Group I (70.78±12.01 % vs. 49.33±9.75 %). The use of interactive multimedia tool found to be more effective for presenting the information than the traditional way of teaching.