Future of Medical Education Journal
Volume:12 Issue: 2, Jun 2022

In the presence of COVID-19, telemedicine is being utilized to limit person-to person spread. Unfortunately, despite this increase in utilization, the amount of training provided to healthcare professionals has not increased with it creating a gap between user and machine.  To combat this problem, the American Medical Association has called for an increase in formalized training for telemedicine. The purpose of this literature review is to provide more recent examples of telemedicine education techniques in order to close this training gap and give providers the tools they need to succeed in the new COVID-19 world.

The authors conducted a retrospective literature review in the United States during April through June of 2020 by searching the PubMed (MEDLINE) database for publications pertaining to telemedicine education and training. After review, 10 pieces of literature were analyzed for methods and skills taught in telemedicine, means to assess competency as well as future directions. 

This study identified a broad scope of skills to be taught from orientation to technology, to patient interaction methods, as well as the current medico-legal guidelines. Using standardized assessments and being supervised by trained physicians, there is a role for telemedicine to be incorporated into formal curricula.

While it is accepted that telemedicine increases access to care, this does not translate to an increase in quality of care. One of the ways to close that gap is by optimizing training. This work provides examples of how telemedicine can be incorporated across all healthcare disciplines.

Research is the source of evidence for all medical and allied procedures. Research misconducts are wrongdoings during the conduct of research which can be committed intentionally or ignorantly. Research misconduct includes plagiarism, falsification and fabrication of results. Novice researchers may commit misconduct unaware of it being an unwanted practice. Therefore, this study aimed to assess the awareness of interns of research misconduct.

The present study was a cross sectional survey that utilized a questionnaire to obtain information on research misconduct among 53 interns at Federal medical center Yola, Nigeria using a purposive sampling technique. Data analysis was done using SPSS V20 utilizing frequency and percentage to summarize the data and chi-square to assess association between categorical variables.

Majority (35.7%) of the participants were within the age range of 26-30. Males were 34 (65.4%) and mostly nurses were 17 (32.5%). Majority of the participants 45 (86.5%) were aware of informed consent but only less than two-fifth (2/5) were aware of declaration of Helsinki. More than 4/5 of the participants were aware of plagiarism (86.8%), fabrication (94.3%) and falsification (86.6%) of results in research.

Participants in this study showed a significant level of awareness of research misconduct.

COVID-19 Pandemic has changed the face of medical education globally. The implementation of infection control policies mandated shut down of medical colleges globally. This led to sudden shift towards online teaching platforms to ensure the continuity of learning. Therefore, this study was planned to assess the impact of online teaching from student’s perspective. 

This is a cross sectional study conducted in an Indian medical college from March to August 2021 on 150 students of II Professional MBBS 2018 batch who were willing to give informed consent. The students were surveyed using google forms. The questionnaire comprised of closed ended questions based on student’s perception towards various aspects of online teaching related to theory classes of II professional’s subjects only. Total 98 responses were obtained and data was analysed with the help of descriptive statistics.

Overall 83.5% students preferred offline/regular classes over online mode. The drawbacks of online classes lied in being non interactive (65.3%), monotonous (13.2%), boring (10.2) and difficult to understand (10.2%).The major advantages perceived were no risk of COVID exposure (57.1%). 63% of students liked uploaded over live lectures. Students found Pharmacology (42.8%)  classes to be most useful and  Microbiology to be least useful(38.7%). 70% of students experienced pandemic related stress due to problems regarding online lectures(42.6%)while 30% were happy due to no risk of COVID exposure(50%).

Overall the students reported negative impact of online teaching during COVID-19 pandemic. The only advantage perceived was safety from COVID exposure. So, there is need of pandemic preparedness for continued medical education.

The present study set out to examine English for Specific Purposes (ESP) for nursing instructors’ perceptions of what constitutes quality ESP delivery and their perceptions on the challenges that may inhibit the provision of the quality in ESP education for nursing students.

To obtain data, first, the questionnaire of quality of education in ESP was given to ESP instructors. They were asked to fill in the questionnaire and rank strategies for effective ESP education. Secondly, 13 volunteer instructors were interviewed to delve into the problems of teaching ESP to nursing students.  Thirdly, to examine ESP students’ expectations, 15 students were interviewed.

The findings from the first research question showed that the quality of ESP courses was not satisfactory. Comprehension of the texts and communication in the foreign language were among what the students’ prioritized. With particular reference to the strategies for effective ESP education, the instructors pointed to the integration of skills. Moreover, the instructors believed that certified professionals need to be hired to go with ESP specialization as well as the fact that a needs-based curriculum has to be redesigned. The major problems that ESP instructors often cope with were i. e., organizational, learner-related, and teacher-related problems.

ESP for the students of nursing seems to be experiencing a deeply-felt demand for reform and this kind of reform depends on a series of remarkable changes. Hence, the present study has important implications for ESP educational policymakers, and curriculum designers.

Professional ethics answers the ethical issues of various professions and has specific principles for it. The purpose of this study was to identify the Components of professional ethics for residents of Iranian universities of medical sciences.

This qualitative study was conducted in Aja University of Medical Sciences. Semi-structured tools were used to collect data. The participants in this study were ethics experts in medical sciences who were selected by purposive sampling. Interviews with 19 experts led to data saturation. Data were analyzed using content analysis by Inductive approach. The Lincoln and Cuba criteria were used to evaluate the study data. 

Based on the findings, 3 main themes including Organizational Ethics, Social Ethics, and Individual Ethics, and 12 sub-themes were obtained, as the components of professional ethics for residents of Iranian universities of medical sciences.

It is recommended that educational officials in university, while paying more attention to professional ethics in the curriculum of residents, may use the results of this study in the development of professional ethics training programs for residents of medical sciences.

The purpose of this study is to design a model for the policy-making process in the education system of the Faculty of Medical Sciences at the Islamic Azad University.

The research method used in this study is mixed. A mixed-methods sequential explanatory design is used to illustrate the methodological discussion. In the qualitative phase, data-based theorizing was done; and in the quantitative part, field research was fulfilled. The sample of the qualitative section consisted of 14 members of the board of trustees of the Azad University selected via purposive sampling.  As with the quantitative section, the statistical population was 110 faculty members of the Faculty of Medical Sciences at Mashhad Azad University from whom 86 ones were adopted through simple random sampling method.

The research findings related to the qualitative phase were the presentation of a policy model in the education system that includes 47 components, 19 subcategories, and 6 main categories. Further, the results obtained from the quantitative phase revealed that social entrepreneurship, as the central category of research, is above average in the educational system of the Faculty of Medical Sciences at Islamic Azad University, Mashhad branch.

According to the theorizing in the research model, it can be concluded that conditions such as social surveying, centralized system, actors, and policy model cause social entrepreneurship to be formed as a central category in education system policy. Strategies such as knowledge-based economics, strategic management, effectiveness, and futures studies as strategies of the education system lead to inclusive employment, professional ethics, social responsibility, and training of skilled manpower.

In our country, one of the first steps to recognize the problems of employee retention, both for policy makers and organizations is to understand the factors expected by employees, so the purpose of this study was to rank the factors affecting the retention of human capital with organizational support approach.

The present study was applied in terms of purpose and the mixed method (qualitative-quantitative) has been used. The statistical population in the quantitative part included the faculty members of Mashhad University of Medical Sciences in the academic year of 2018-2019 that 272 people were selected by stratified sampling method, appropriate to the size of each group, and in the qualitative section, the ideas of 32 experts were used by Delphi technique. The research material was a researcher-made questionnaire extracted from the qualitative section which validity was confirmed by experts and its reliability was calculated higher than 0.7, using Cronbach's alpha coefficient in all Delphi stages. The final questionnaire with 8 dimensions and 53 components was administered among the sample and the data were analyzed using SPSS24 software.

The results showed that both organizational factor (coefficient = 0.94) and personal factor (coefficient = 0.83) had the most impact among the factors and environmental factor (coefficient = 59) had the least impact among the factors, with emphasis on organizational support.

Managers of medical universities should expand the supportive environment and create promotion opportunities in the university, which requires planning and simultaneous attention to all factors of human capital retention, especially through the perceived organizational support by creating trust, confidence and communication in the university environment.

I

In educational programs, two general teaching models are proposed; A master-centered pattern in which the master is the all-encompassing fulcrum. In this model, learners learn and soon forget. Another model that pays special attention to the learner, their needs and abilities is called student-centered. Due to the fact that different people learn in different ways, to achieve better results, therefore, it is necessary not to use only one method in classrooms.

This Quasi Experimental study was performed on nursing students during the first semester of 2018-2019 in Zanjan School of Nursing and Midwifery in one unit of the Adult / Elderly 3 course (neurology). Thus out of 8 sessions, two sessions were presented by lecturing method, three sessions by using peer learning model and three sessions by role-playing method. At the end of the sessions, a satisfaction questionnaire was completed by the students and a test was taken to assess the students' learning.

The results showed that the students had the highest satisfaction in role playing with the mean and standard deviation of 22/23±11/21(p<0/001). The mean of Examination scores in different training methods had no significant difference.

The use of, Role playing method was created more satisfaction in nursing students.

This study was designed to evaluate the effect of a micro-learning enriched environment on general medical students' learning and achievement motivation in gastrointestinal anatomy.

In this quasi-experimental study, the control and the intervention groups consisted of 69 and 66 students of the basic sciences curriculum phase of general medicine, respectively, who had the gastrointestinal anatomy course in the first and second semesters of the academic year 2019-2020. The intervention group's learning environment was enriched using the micro-learning approach, and the control group's teaching method was conventional. Formative and summative assessments were used to evaluate the students' learning, and the Hermans questionnaire was used to determine achievement motivation.

The findings indicated that there was a statistically significant difference between the two intervention and control groups in terms of learning outcomes (P<0.001) and achievement motivation (P=0.042). In addition, there is no significant relationship between gender and grade point average (GPA) factors with achievement motivation (P=0.41, F(3,4)=1.234) and also between gender and GPA factors with learning (P=0.67, F(3, 4)=0.662).

The environment enriched with micro-learning can enhance medical students' learning and achievement motivation.

Today, artificial intelligence (AI) became a hotspot in different fields of sciences, especially in medical education. This term was developed by John McCarthy in which he defined a machine that can intelligently think and perform instead of man more than 66 years ago. However, like many other new advances in educational systems, AI is not fully adjusted in the Iranian medical education system as a developing country. Therefore, we investigated the limitations and obstacles of applying AI in the Iranian medical education system over its advantages. Considering the features and benefits of AI in medical education, it seems that this technology can help to achieve the lofty goals of teaching and learning in medical sciences; But the main question is what are the limitations and obstacles to the apply artificial intelligence in the Iranian medical education system? It can be concluded that whether AI advantages push us to apply it in our medical educational system, but its limitations and obstacles in the Iranian medical educational system make it difficult to use this valuable technology.