Masumeh Saeidi Medical Education Bulletin 2783-1809 2 4 2021 12 01 Factors Affecting Students' Guesswork in Multiple Choice Questions and Corrective Strategies 297 305 139292 10.22034/meb.2021.312176.1032 EN Mohammad Sadegh Golvardi Yazdi Department of Anesthesia and Operation Room, Faculty of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran. Seyed Majid Haghighat Shoar Anesthesiologist, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-7768-6459 Ghasem Sobhani Instructor of Anesthesiology, School of Nursing and Midwifery, Anesthesiology Critical Care and Pain Management Research Center, Hormozgan University of Medical Sciences, Bandar Abbas, Iran. Fatemeh Vafi Sani Master of Operating Room, Department of Operative Room and Anesthetics, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran. Roghaie Khoshkholgh Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran. Nafiseh Mousavi Bazaz Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran. Azam Mansourzadeh Paris Nanterre University, Paris, France. 0000-0003-2691-7733 Journal Article 2021 10 26 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_6e01c5293f52a89765750b1b428b4d7d.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 2 4 2021 12 01 Islam's Emphasis on Health and the COVID-19 Pandemic; A Review based on Islamic Teachings 307 312 141666 10.22034/meb.2021.319665.1041 EN Benyamin Fazli Assistant Professor of Intensive Care Medicine, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-6952-9020 Roghaie Khoshkholgh Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran. Khadijeh Saeidi Expert of Khorasan Razavi Provincial Government, Mashhad, Iran. Abbas Bahreini Namazi Hospital, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran. 0000-0003-4218-7523 Journal Article 2021 12 13 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_d164d1088d75d2b6aff180b01c8b0adc.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 2 4 2021 12 01 Investigation of the Opinions of Professors of Bushehr University of Medical Sciences Regarding Online Teaching during the COVID-19 Pandemic 313 320 131667 10.22034/meb.2021.290312.1004 EN Hamed Azadi Facuilty of Paramedical Sciences, Ilam University of Medical Sciences, Ilam, Iran. Masumeh Ghazanfarpour Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. 0000-0003-4639-3711 Amer Yazdanparast Assistant Professor of Pediatric Cardiology, Department of Pediatrics, Faculty of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran. 0000-0001-7307-4420 Journal Article 2021 06 12 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_93f35aaf2e191125f3f67c6570b04c5d.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 2 4 2021 12 01 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 321 329 135438 10.22034/meb.2021.301099.1022 EN Zahra Abdolreza Gharehbagh 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. Bahar Seifi Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran. Firouzeh Moeini 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. Journal Article 2021 08 23 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_5b2bbcde2f9cc0a5e7f8a2f503669553.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 2 4 2021 12 01 Effect of Psychological Interventions on the Management of Psychological Consequences in the COVID-19 Pandemic: A Systematic Review 331 339 138985 10.22034/meb.2021.311026.1029 EN Anis Montazeri Khadem MA of Clinical Psychology, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran. 0000-0002-9123-8035 Shima Imannezhad Pediatric Neurologist, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Nooshin Abdollahpour MSc of Biophysics, Department of Biology, Faculty of Sciences, Young Researchers and Elite Club, Mashhad Branch, Islamic Azad University, Mashhad, Iran. 0000-0003-2184-3237 Sina Sezavar Department of Dentistry, Golestan University of Medical Sciences, Gorgan, Iran. 0000-0002-0485-2740 Neda Dehghani Department of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran. Majid Sezavar Assistant Professor of Pediatric Intensive Care, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-7109-046X Journal Article 2021 10 18 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_b6059262044eabcb0df593e81b4e5b1c.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 2 4 2021 12 01 Prevalence of Different Types of Cheating in School and Academic Studies in Iran: A Systematic Review and Meta-analysis 341 350 133881 10.22034/meb.2021.295751.1015 EN Mina Akbarirad Internist, Assistant Professor of Internal Medicine, Department of Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-1071-7983 Reza Ahmadi Assistant Professor of Emergency Medicine, Department of Emergency Medicine, Faculty of Medicine, Mashhad University of Medical sciences, Mashhad, Iran. 0000-0003-4921-976X Moslem Ahmadyousefi Givmardi MA of Educational Adminstration, Department of Education, Zarand Branch, Islamic Azad University, Kerman, Iran. 0000-0002-1921-5955 Atiyeh Montazeri Khadem MA of Educational Adminstration, Department of Education, Kerman Branch, Kerman, Islamic Azad University, Iran. Fatemeh Vafi Sani Master of Operating Room, Department of Operative Room and Anesthetics, School of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran. Anis Montazeri Khadem MA of clinical Psychology, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran. 0000-0002-9123-8035 Shahrzad Moeinaddini Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran. Journal Article 2021 07 18 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_08aac6734c98ffc43be20a7f5c662b66.pdf