ORIGINAL_ARTICLE
Factors Affecting Students' Guesswork in Multiple Choice Questions and Corrective Strategies
One of the main concerns of those in charge of education and evaluation in universities is the issue of students guessing the answer in multiple-choice questions. This is concerning because a student who guesses the correct answer may lack the required knowledge. The results of various studies show that students use guessing to different extents. Factors of personality, gender, cultural differences, and cognitive level of questions, situation, test conditions, and test-takers affect students' guessing. Using multiple-choice questions, reducing the structural errors of the question, increasing the number of options, adding the ‘I do not know’ option, using a negative score, using the confidence assessment model, eliminating the option, and the liberal method have been suggested as solutions to deal with guessing answers in multiple-choice questions.
https://www.medicaleducation-bulletin.ir/article_139292_69e70a6dc336edd702ff683797734026.pdf
2021-12-01
297
305
10.22034/meb.2021.312176.1032
Effective Factors
guessing
multiple choice questions
Student
Solutions
Mohammad Sadegh
Golvardi Yazdi
golvardy@yahoo.com
1
Department of Anesthesia and Operation Room, Faculty of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
AUTHOR
Seyed Majid
Haghighat Shoar
majidhshoar@gmail.com
2
Anesthesiologist, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Ghasem
Sobhani
gh.asemsobhani@yahoo.com
3
Instructor of Anesthesiology, School of Nursing and Midwifery, Anesthesiology Critical Care and Pain Management Research Center, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
AUTHOR
Fatemeh
Vafi sani
vafi@yahoo.com
4
Master of Operating Room, Department of Operative Room and Anesthetics, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran.
AUTHOR
Roghaie
Khoshkholgh
roghayekhoshkholgh@gmail.com
5
Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.
AUTHOR
Nafiseh
Mousavi bazaz
mousavibn@gmail.com
6
Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Azam
Mansourzadeh
az.mansorzadeh@gmail.com
7
Paris Nanterre University, Paris, France.
LEAD_AUTHOR
ORIGINAL_ARTICLE
Islam's Emphasis on Health and the COVID-19 Pandemic; A Review based on Islamic Teachings
Coronavirus disease 2019 (COVID-19) is a contagious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Since December 2019, the disease has spread worldwide, leading to an ongoing pandemic. As no effective vaccine has been successfully developed globally so far, an important point in dealing with this disease can be the emphasis of experts on health measures in preventing the transmission and spread of this disease. The Abrahamic faiths all have emphasized the importance of assisting others and saving lives in their teachings. Muslims constitute the world's second-largest religious group, making up about a quarter of the world population. One of the characteristics of Islam is to encourage people to observe purity in various aspects of life, such as ablution, which is washing of the hands and face five times a day before saying prayers. The prophet Mohammad (PBUH) has also emphasized cleanliness and purity as part of the faith and its necessity.With the news of the global spread of the coronavirus, various health guidelines have been issued by experts to prevent the spread of the virus. However, it must be borne in mind that what is now recommended by doctors and health experts to prevent COVID-19 disease has been emphasized by Islam 1400 years ago. Human societies can achieve health and perfection by following Islamic precepts, and in this case, COVID-19 will not have a chance to emerge. As some individuals may be wary of following the preventative measures for COVID-19 by government and international organizations, followers of the religion should utilize religious teachings to reiterate the importance of these measures for the safety of the community.
https://www.medicaleducation-bulletin.ir/article_141666_06c4b07d823c86c2ceb7e8e99d433037.pdf
2021-12-01
307
312
10.22034/meb.2021.319665.1041
COVID-19
Health
Prevention
Islam
Benyamin
Fazli
benjamin.fazli@yahoo.com
1
Assistant Professor of Intensive Care Medicine, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Roghaie
Khoshkholgh
roghayekhoshkholgh@gmail.com
2
Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.
AUTHOR
Khadijeh
Saeidi
3
Expert of Khorasan Razavi Provincial Government, Mashhad, Iran.
AUTHOR
Abbas
Bahreini
bahreini.prof@gmail.com
4
Namazi Hospital, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
LEAD_AUTHOR
ORIGINAL_ARTICLE
Investigation of the Opinions of Professors of Bushehr University of Medical Sciences Regarding Online Teaching during the COVID-19 Pandemic
Background Online teaching in many countries, is a new and emerging phenomenon and has not yet been tested in a practical and comprehensive manner. The aim of the present study was to investigate the opinions of university professors about online teaching during the COVID-19 pandemic.Materials and Methods: The present cross-sectional study was performed in Bushehr University of Medical Sciences, Bushehr, Iran in 2021. Census sampling was used to select faculty members. Data collection was carried out using baseline characteristics and a valid 20-item questionnaire. Faculty members were asked to rate the items based on a five-point Likert scale. Data were analyzed using SPSS software version 16.0.Results A total of 60 faculty members participated in the study. Findings showed that 80% of professors were satisfied with online teaching. On the other hand, 40% of the professors rated the access to the services of the online support and technical team as inappropriate, and 28.3% of them also stated that the training provided by the university officials for working with online systems is inappropriate. Moreover, a total of 45% of the professors were dissatisfied with the low speed of the Internet and its frequent unavailability. The results also showed a statistically significant relationship between the field of study, academic rank, and teaching experience and satisfaction with online teaching (P<0.05).Conclusion More than two-thirds of professors were satisfied with online teaching. However, they expressed concern regarding the lack of timely access to the support team, the low speed of the Internet and frequent outages, the poor capabilities of online systems in interacting with students, and concerns about the security of the online network.
https://www.medicaleducation-bulletin.ir/article_131667_053de353b1ff8aa3fc2c8c5b82c2baa5.pdf
2021-12-01
313
320
10.22034/meb.2021.290312.1004
COVID-19
professors
online teaching
opinions
Hamed
Azadi
azadi-h@medilam.ac.ir
1
Facuilty of Paramedical Sciences, Ilam University of Medical Sciences, Ilam, Iran.
AUTHOR
Masumeh
Ghazanfarpour
masumeh.ghazanfarpour@yahoo.com
2
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran.
AUTHOR
Amer
Yazdanparast
ameryazdanparast1964@gmail.com
3
Assistant Professor of Pediatric Cardiology, Department of Pediatrics, Faculty of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran.
LEAD_AUTHOR
ORIGINAL_ARTICLE
Assessing the Quality of E-learning Courses during the COVID-19 Pandemic from the Perspective of Nursing Students of Islamic Azad University, Tehran Branch, Iran
Background: The present study aims to evaluate the quality of online teaching courses during the COVID-19 pandemic from the perspective of nursing students of Islamic Azad University, Tehran Branch, Iran.Materials and Methods: The present cross-sectional study was performed at Tehran Islamic Azad University in 2021. Simple random sampling was used to select nursing students. Data collection was carried out using baseline characteristics and a valid 13-item questionnaire. Nursing students were asked to rate the items based on the five-point Likert scale. The questionnaires were distributed among nursing students by the researchers (through telephone interviews, web-based questionnaires, and face-to-face visits in hospitals and colleges), and collected after completion.Results: A total of 900 nursing students participated in the study. The highest average satisfaction with the quality of the teaching courses was related to the items of clear information about the objectives and lesson description at the beginning of the course, organization and logical sequencing of content to achieve the teaching objectives, and the appropriateness of assignments and online tests to the objectives and content of the course. The lowest level of satisfaction was related to the items of technical and infrastructural problems, the mismatch between the volume of course content and the number of courses, and dissatisfaction with the contents, assignments/tests, and the feedback. There was a statistically significant relationship between gender, school year, history of attending face-to-face and online classes, and commenting on the quality of online teaching (P<0.05).Conclusion: Students had above-average satisfaction with the quality of online teaching. Satisfaction was higher in women, third-year students, and students who had the experience of attending face-to-face classes than other students.
https://www.medicaleducation-bulletin.ir/article_135438_345bab5e5d76a166994df4dca2caa28b.pdf
2021-12-01
321
329
10.22034/meb.2021.301099.1022
-learning
Nursing students
COVID-19
Quality
Zahra
Abdolreza Gharehbagh
lgharebagh@gmail.com
1
MSc, PhD Candidate In Medical Education, Department Of Medical Education, Tehran University Of Medical Sciences, Tehran, Iran And Faculty Member, Department Of Pediatric Nursing, Faculty Of Nursing And Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
AUTHOR
Bahar
Seifi
2
Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
AUTHOR
Firouzeh
Moeini
fi.moeini@gmail.com
3
MSc, PhD Candidate in Medical Education, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran AND Faculty Member, Department of Adult-Geriatric Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran.
LEAD_AUTHOR
ORIGINAL_ARTICLE
Effect of Psychological Interventions on the Management of Psychological Consequences in the COVID-19 Pandemic: A Systematic Review
Background: COVID-19 disease, in addition to endangering physical health, has irreversible psychological effects. Therefore, it is necessary to know effective psychological therapies to deal with coronavirus disease. The aim of this study is to investigate the effect of psychological interventions on the management of psychological consequences of the COVID-19 pandemic.Materials and Methods: This review was conducted through a systematic search of electronic resources in English, including Medline, Scopus, Web of Science, Cochrane Library, and EMBASE with no time limit from inception up to August 2021, using the following keywords: (COVID-19 OR SARS-CoV,) AND (Mental Disorder OR Mental Health OR Psychiatric Disorders, OR Psychological) AND (Crisis intervention OR Crisis service OR psychological interventions in crises.Results: Five studies were included in the review. Based on the review results, mental health in the context of the current COVID-19 epidemic in hyperactive children can be enhanced by using Mindfulness-based Interventions and Philosophy for Children. Hyperactivity may improve in primary school children in the context of COVID-19 epidemics using a mandala drawing intervention and an emotion-based directed drawing intervention. Psychological interventions (such as internet-based integrated intervention, online multimedia psychoeducational interventions, and digital cognitive behavioral therapy) caused a statistically significant decrease in the levels of stress, depression, and anxiety and increased resilience in adults with COVID-19.Conclusion: Psychological interventions improve mental health by reducing stress, depression, and anxiety and increasing the resilience of adults with COVID-19, as well as reducing hyperactivity in children during the COVID-19 pandemic.
https://www.medicaleducation-bulletin.ir/article_138985_7d089bd033d2dd272972b54f04f1a66c.pdf
2021-12-01
331
339
10.22034/meb.2021.311026.1029
COVID-19
Management
psychological interventions
psychological consequences
Anis
Montazeri Khadem
montazerianis@gmail.com
1
MA of Clinical Psychology, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
AUTHOR
Shima
Imannezhad
imannezhadsh@mums.ac.ir
2
Pediatric Neurologist, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Nooshin
Abdollahpour
nooshin.ap@gmail.com
3
MSc of Biophysics, Department of Biology, Faculty of Sciences, Young Researchers and Elite Club, Mashhad Branch, Islamic Azad University, Mashhad, Iran.
AUTHOR
Sina
Sezavar
sinaszr79@gmail.com
4
Department of Dentistry, Golestan University of Medical Sciences, Gorgan, Iran.
AUTHOR
Neda
Dehghani
nedi_1360@yahoo.com
5
Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.
AUTHOR
Majid
Sezavar
sezavarm@mums.ac.ir
6
Assistant Professor of Pediatric Intensive Care, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
LEAD_AUTHOR
ORIGINAL_ARTICLE
Prevalence of Different Types of Cheating in School and Academic Studies in Iran: A Systematic Review and Meta-analysis
Background: The education system and society suffer huge costs because of cheating. It is important to address this phenomenon since the cheating person often transfers this inappropriate behavior into working environments after graduation. Moreover, the motivation to avoid cheating decreases in honest people. The present review investigated the prevalence of cheating on academic and school examinations and projects.Materials and Methods: In this systematic review and meta-analysis, English electronic databases, including PubMed, Scopus, Web of Science, and Cochrane Library were searched with no time and language limitation up to December 2020. Main keywords were (Cheating OR Plagiarism OR Dishonesty) AND (College OR student OR School OR Exam). Meta-analysis was carried out using the Comprehensive Meta-Analysis software (CMA).Results: Six studies involving 1474 subjects were included in the study. The overall cheating frequency regardless of cheating type was 68% (95% CI: 54-79%; heterogeneity: I2: 96%), and 87% (95% CI: 36- 98%; heterogeneity: I2: 96%) of students had experienced cheating at least once during an examination, and 64% (95% CI: 49-76%; heterogeneity: I2:97%) during the academic period. Frequency of plagiarism in writing theses and essays was 51% (95% CI: 9.6- 91%; heterogeneity: I2: 97 %:). According to one study, female students reported significantly lower acts of cheating than male students.Conclusion: The results show that the average of cheating in examinations, projects and dissertations is higher than average. Given the results, it is necessary to minimize the cheating behavior among students through the necessary training, creating stricter rules, imposing more penalties on offenders, and preventing competitive behaviors in the classroom.
https://www.medicaleducation-bulletin.ir/article_133881_a445a479c442b2e1ac80d39eda0710e4.pdf
2021-12-01
341
350
10.22034/meb.2021.295751.1015
Prevalence
cheating
School
academic
Iran
Systematic review
Mina
Akbarirad
akbariradm@mums.ac.ir
1
Internist, Assistant Professor of Internal Medicine, Department of Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
AUTHOR
Reza
Ahmadi
ahmadi_ums@yahoo.com
2
Assistant Professor of Emergency Medicine, Department of Emergency Medicine, Faculty of Medicine, Mashhad University of Medical sciences, Mashhad, Iran.
AUTHOR
Moslem
Ahmadyousefi givmardi
iran.m.yusfi.69@gmail.com
3
MA of Educational Adminstration, Department of Education, Zarand Branch, Islamic Azad University, Kerman, Iran.
AUTHOR
Atiyeh
Montazeri Khadem
at.khadem@gmail.com
4
MA of Educational Adminstration, Department of Education, Kerman Branch, Kerman, Islamic Azad University, Iran.
AUTHOR
Fatemeh
Vafi sani
vafi@yahoo.com
5
Master of Operating Room, Department of Operative Room and Anesthetics, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran.
AUTHOR
Anis
Montazeri Khadem
montazerianis@gmail.com
6
MA of clinical Psychology, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
LEAD_AUTHOR
Shahrzad
Moeinaddini
shahrzad_mo@yahoo.com
7
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran.
AUTHOR