SinaWeb
Medical Education Bulletin
2783-1809
3
2
2022
06
01
Prevalence of Academic Burnout among Medical Students Worldwide: A Systematic Review
417
430
EN
Bita
Mirzaie Feiz Abadi
0000-0001-8695-3571
MD, Fellowship of Psychosomatic Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
bita_mirzaie@yahoo.com
Benyamin
Fazli
0000-0002-6952-9020
Assistant Professor of Intensive Care Medicine, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran.
benjamin.fazli@yahoo.com
Maryam
Naseri
0000-0002-8420-0485
Fellowship of Pediatric Intensive Care, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
maryamnaseri63@yahoo.com
Neda
Khalili Samani
0000-0002-6176-4309
School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran, & Social Security Organization, Isfahan, Iran.
neda.khalili.samani.1368@gmail.com
Shima
Imannezhad
Pediatric Neurologist, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
imannezhadsh@mums.ac.ir
Sara
Najibi
Shoushtari Mother and Child Hospital, Shiraz University of Medical Sciences, Shiraz, Iran.
saranajibi@yahoo.com
10.22034/meb.2022.327622.1049
<strong><em>Background: </em></strong>Medical training is stressful and may negatively affect students. This study aimed to summarize and compare studies on academic burnout among medical students worldwide.<br /><strong><em>Materials and Methods</em></strong> In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, and Cochrane Library, CIVILICA, and Google Scholar search engine) was conducted for relevant studies with no time limit up to December 2021. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure. The quality of the information was evaluated using the STROBE positioning guidelines.<br /><strong><em>Results: </em></strong>Finally, 34 studies from 18 countries across all continents (a total of 9,199 medical students) were included in the study. The students’ academic burnout across worldwide studies ranged from 8.9% (Saudi Arabia) to 91.1% (Iran). Based on the results, the highest prevalence of each dimension of the syndrome was estimated at 93.1% for emotional exhaustion, 97.2% for cynicism, and 20.7% for academic efficacy. Female medical students, relatively older students (> 30 years), those in the third year of study, and students pursuing primary care are at an increased risk for burnout.<br /><strong><em>Conclusion: </em></strong>Today, burnout is prevalent during medical training. The prevalence of academic burnout among students varied from 8.9% to 91.1% in different countries. Psychological and managerial interventions can help students with burnout. It is necessary to pay more attention to female, relatively older, and the third year medical students.
Academic burnout,Medical students,Prevalence,Worldwide
https://www.medicaleducation-bulletin.ir/article_144240.html
https://www.medicaleducation-bulletin.ir/article_144240_2093784e9985a14e7ab99d28e91157db.pdf
SinaWeb
Medical Education Bulletin
2783-1809
3
2
2022
06
01
The Effect of Flipped Classroom on Student Learning Outcomes; An Overview
431
440
EN
Hadi
Anjomshoaa
Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
Amir Hosein
Ghazizadeh Hashemi
Associate Professor of Otorhinolaryngology, Shaheed Beheshti University of Medical Sciences, Tehran, Iran.
Alaa
Jasim Alsadaji
0000-0001-9042-973X
MSN, Technical Affairs Department, Baghdad Medical City, Baghdad, Iraq.
alsadejia982@mums.ac.ir
Zahid
Jasim Mohammed
0000-0002-7510-5144
Basic Science Department, College of Nursing, University of Baghdad, Baghdad, Iraq.
dr.zahid@conursing.uobaghdad.edu.iq
Shokofeh
Masoudi
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
masoudish@mums.ac.ir
10.22034/meb.2022.332357.1052
<strong><em>Background: </em></strong>In flipped classrooms (FCs), teaching takes place before class. This study reviews the evidence of the effectiveness of flipped classrooms compared to traditional teaching and examines the effects of FCs on student learning outcomes.<br /><strong><em>Materials and Methods</em></strong>: In this overview, two independent researchers screened the articles studying the effect of flipped classrooms on students learning on databases Scopus, EMBASE, Cochrane, Web of Science, ERIC, and Medline without time and language restrictions up to Feb 10, 2022.<br /><strong><em>Results: </em></strong>A total of 14 systematic reviews and meta-analyses (including 699 studies from 2010 to 2022) were reviewed. Results showed that the FC is fitting with the revised Bloom’s Taxonomy<strong> </strong>and<strong> </strong>has positive effects on student learning activities such as academic performance, learning motivation and engagement, social interaction, self-directed learning skills, brain-based learning, problem-based learning, multiple intelligence, student understanding, student participation, student attitudes, and lowering student anxiety. On the other hand, a meta‑analysis of 271 studies showed a slight effect of the FC on learning (Hedges’ g = 0.35, 95% CI [0.31, 0.40]), and effects on student satisfaction (Hedges’ g = 0.16, 95% CI [0.06, 0.26]) were also small. Meanwhile, some challenges were also identified, such as challenges for students (lack of student motivation to watch the pre-recorded video lectures), for teachers (the need for more preparation, difficulty controlling pre-class activities of students), and technical challenges (problem of technology and internet access).<br /><strong><em>Conclusion: </em></strong>Although flipped classrooms are effective alternatives in teaching and learning, the evidence is still not enough to conclude the advantages of FC over the traditional approach, and flipped classrooms may not be suitable for every course, teacher, or student.
Flipped classroom,Students,Teachers,effect
https://www.medicaleducation-bulletin.ir/article_145743.html
https://www.medicaleducation-bulletin.ir/article_145743_b0734696e832bc193b200e43ad6e641d.pdf
SinaWeb
Medical Education Bulletin
2783-1809
3
2
2022
06
01
Learning Styles of Medical Students: A Systematic Review
441
456
EN
Fahimeh
Shakeri
MSc of Midwifery, Shiraz University of Medical Science, Shiraz, Iran.
fahimehshakeri36@gmail.com
Masumeh
Ghazanfarpour
0000-0003-4639-3711
Department of Midwifery, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.
masumeh.ghazanfarpour@yahoo.com
Narges
Malakoti
Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.
narges.malakoti@gmail.com
Maryam
Soleimani Houni
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran.
soleimanihm951@mums.ac.ir
Zahra
Rajabzadeh
Department of Midwifery, Nursing and Midwifery School, Zahedan University of Medical Sciences, Zahedan, Iran.
zahra.rajabzadeh6967@gmail.com
Sara
Saadat
0000-0001-9802-1667
Pediatric Nephrologist, Assistant Professor, Department of Pediatrics, Division of Nephrology, Dr. Sheikh Hospital, Mashhad University of Medical Sciences, Mashhad, Iran.
dr.sarasaadat90@gmail.com
10.22034/meb.2022.328652.1050
<strong><em>Background: </em></strong>Knowledge of the learning style of students allows educational methods to be adapted with their learning style and leads to higher educational efficiency. The present study reviews and compares published articles on the learning styles of medical students worldwide using the VARK or Kolb’s questionnaires.<br /><strong><em>Materials and Methods:</em></strong> In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, Cochrane Library, CIVILICA, and Google Scholar search engine) was conducted for related studies using VARK or Kolb inventories and related Mesh keywords with no time limit up to December 2021. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure.<br /><strong><em>Results: </em></strong>A total of 34 studies from 14 countries assessing the learning style of 6,161 medical students were included. There was a variation in learning style preference among preclinical and clinical students based on gender and educational levels (P<0.05). Based on Kolb’s learning style inventory (874/6,161), a majority of students had the accommodator learning style (54.6%), while convergers (52%), assimilators (47%), and divergers (19.7%) were fewer. Based on the VARK inventory, the students’ preference towards multimodal learning style (bimodal) across worldwide studies ranged from 13.2% (Saudi Arabia) to 87% (Iran), with 70% being kinesthetic. Among the unimodal learning preferences, kinesthetic (69.2%), and auditory (55.9%) were the most preferred.<br /><strong><em>Conclusion: </em></strong>Medical students have different learning styles, and faculty members must pay attention to this issue and use different and innovative teaching methods.
Learning Style,Medical students,VARK inventory,Kolb learning style inventory
https://www.medicaleducation-bulletin.ir/article_144485.html
https://www.medicaleducation-bulletin.ir/article_144485_a1759704fa8057d65b051052dc5ac4f1.pdf
SinaWeb
Medical Education Bulletin
2783-1809
3
2
2022
06
01
The Effectiveness of the Flipped Classroom from the Perspective of Medical Students: A Systematic Review of the Literature
457
464
EN
Masumeh
Noori
MD, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
Neda
Dehghani
Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.
nedi_1360@yahoo.com
Molood
Bolourian
MD, Pediatrician, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
bolourianm971@mums.ac.ir
Saba
Vakili
MD, Evelina London Children’s Hospital, Guy’s and St. Thomas’ National Health Service Foundation Trust, London, UK.
saba.vakili@doctors.org.uk
10.22034/meb.2022.331913.1051
<strong><em>Background: </em></strong>The rapid growth and pervasiveness of the Internet have led to the advance of online technologies and dramatic changes in teaching and learning methods. One of these methods is the Flipped Classroom. The present study reviews the studies on the effectiveness of the Flipped Classroom from the perspective of Iranian medical students.<br /><strong><em>Materials and Methods:</em></strong> In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, Cochrane Library, CIVILICA, Magiran, SID, and Google Scholar search engine) was conducted for related studies in reliable Persian and English databases with no time limit up to January 2022. Two reviewers carried out the study selection.<br /><strong><em>Results: </em></strong>Finally, seven studies with a sample size of 440 medical students were included in the study. The results showed that 90% of students believed that this educational method improves learning, 80% believed that it increases their interest in learning and participation, and 41.8% believed that this method reduces stress in the classroom. The majority of students (79.1%) preferred flipped classroom teaching to the traditional method. This educational method also created satisfaction, self-regulated learning, more attractiveness, and better motivation in students' learning. In the flipped classroom, students were more willing to participate and engaged in much interaction, discussion, and critical thinking.<br /><strong><em>Conclusion: </em></strong>Flipped classroom teaching improves learning, reduces classroom stress, and increases student satisfaction. Due to the high volume of educational content in medical science education and the limited opportunity in the classrooms, this educational method and other student-centered methods are recommended.
Flipped classroom,effect,Iran,Medical Sciences,Satisfaction,Students
https://www.medicaleducation-bulletin.ir/article_145615.html
https://www.medicaleducation-bulletin.ir/article_145615_2657c780130635f40b3d7ede3bb152aa.pdf
SinaWeb
Medical Education Bulletin
2783-1809
3
2
2022
06
01
Using the Jigsaw (Puzzle) Method in Academic Environments: Benefits and Challenges
465
473
EN
Anis
Montazeri Khadem
0000-0002-9123-8035
MA of Clinical Psychology, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
montazerianis@gmail.com
Roghaie
Khoshkholgh
Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.
roghaiekhoshkholgh@gamil.com
Fatemeh
Vafi sani
000-0001-9711-4714
Master of Operating Room, Department of Operative Room and Anesthetics, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran.
vafi@yahoo.com
Zari
Dolatabadi
Department of Reproductive Health and Midwifery, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
10.22034/meb.2022.333390.1053
<strong><em>Background: </em></strong>Over the past few decades, collaborative teaching methods have attracted the attention of university professors. Numerous researches in this field emphasize the need for a systematic review. The present study aimed to review the studies on the effectiveness of the Jigsaw educational method on university students and expresses the advantages and disadvantages of this educational method.<br /><strong><em>Materials and Methods:</em></strong> In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, Cochrane Library, Magiran, CIVILICA, SID, and Google Scholar search engine) was conducted for related national studies with no time limit up to December 2021. Qualitative, experimental, and quasi-experimental studies were included. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure.<br /><strong><em>Results: </em></strong>Finally, ten studies (n= 535 students) were selected. The national literature review indicated that the Jigsaw method is effective in improving students' knowledge and skills. This method increases motivation to learn and improves deep learning, creates enjoyable learning, increases academic success, self-confidence, and self-esteem, updates information, and promotes interpersonal communication. This cooperative method can be used in different fields of study (educational sciences, English, nursing, anesthesiology, and operating room). Nevertheless, the Jigsaw teaching approach can pose challenges for both the teacher and the learner. The ineffective involvement of learners, crowded classrooms, piece learning, and a lack of final ending are among the most significant of these issues.<br /><strong><em>Conclusion: </em></strong>Each educational method has its strengths and weaknesses. By eliminating the weaknesses of the Jigsaw method, this educational method in Iran’s educational system can have positive effects on learners' knowledge and academic performance.
Academic Environments,Challenges,Learning,Jigsaw,Puzzle,University Students
https://www.medicaleducation-bulletin.ir/article_146209.html
https://www.medicaleducation-bulletin.ir/article_146209_c1667e2dd63193967e679308362d2538.pdf
SinaWeb
Medical Education Bulletin
2783-1809
3
2
2022
06
01
Reflections on Using Open-ended Questions
475
482
EN
Zahra
Abdolreza Gharehbagh
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.
lgharebagh@gmail.com
Azam
Mansourzadeh
Paris Nanterre University, Paris, France.
az.mansorzadeh@gmail.com
Atiyeh
Montazeri Khadem
0011-4204-0003-0000
MA of Educational Adminstration, Department of Education, Kerman Branch, Kerman, Islamic Azad University, Iran.
at.khadem@gmail.com
Masumeh
Saeidi
Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
saeidi.masumeh20@gmail.com
10.22034/meb.2022.333518.1054
In open-ended questions, unlike closed-ended ones, the learner has to formulate and present the desired answer. One of the important reasons for using open-ended questions over the years is the low probability of guesswork and cheating in this type of question. It is also stated that these questions go beyond testing the memory and can assess the understanding level and problem-solving ability of students. As professors are highly familiar with designing open-ended questions and their ease of design, this type of question has always been popular among evaluators. However, open-ended questions, especially with an extended response, are not welcomed by learners.<br />Due to the subjective nature of assessing tests and scoring essays, there is a possibility of errors in the process of correcting these questions, including the Hallo effect, Mechanics effect, Order effect, Item-to-item carryover effect, and Test-to-test carryover effect. These errors have to be minimized by measures such as question-by-question correction of all test takers at the same time and without time interval, the anonymity of test sheets, and a scoring rubric. Also, the mentality of the correctors affects the scoring process, reducing the reliability of the test. Answering open-ended questions takes a long time; therefore, fewer questions can be evaluated in each test. This lowers the content validity of tests. Despite the benefits of open-ended questions, they are not suitable for all occasions. In selecting the type of written tests, the homogeneity between the assessment method and the intended educational goal should be considered.
advantages,Disadvantages,essay,Examiner,Open-ended question
https://www.medicaleducation-bulletin.ir/article_146266.html
https://www.medicaleducation-bulletin.ir/article_146266_7f58c4ff1fabd91ee2d431493c3799b6.pdf