Masumeh Saeidi Medical Education Bulletin 2783-1809 3 4 2022 12 01 Gamification-based Education for University Students: A Systematic Review 535 542 150793 10.22034/meb.2022.345248.1060 EN Raheleh Rahimi Fellowship of Pediatric Intensive Care, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Khatereh Shariati Department of Medical Education, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-0243-844X Azam Mansourzadeh Paris Nanterre University, Paris, France. 0000-0003-2691-7733 Journal Article 2022 06 01 Background: One of the highly effective teaching and learning strategies in the education system is gamification or educational games. This review aimed to investigate the effect of gamification on the satisfaction and learning of Iranian university students. Materials and Methods: In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, ERIC, SID, CIVILICA, Magiran, and Google Scholar search engine) was conducted for relevant studies with no time limit up to April 2022. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure. The quality of the information was evaluated using the Medical Education Research Study Quality Instrument (MERSQI). Results: Six related studies were selected. Based on the results, gamification in learning can alleviate various modern educational difficulties, including decreased student engagement, motivation, and a lack of cooperation. Also, most students were satisfied with the game (90%), and gamification as a new educational method effective and wanted to continue the process in college. Also, 87% of the students evaluated their learning through game-based teaching better than other methods. Conclusion: Gamification could be an effective alternative to conventional teaching in shaping the students’ satisfaction and learning. Further investigation is required using other game elements that promote cooperation, autonomy, and personalization.

https://www.medicaleducation-bulletin.ir/article_150793_63db085b6ec103e9224237a6a32ba94a.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 3 4 2022 12 01 Pros and Cons of Tomorrow's Learning: A Review of Literature of Gamification in Education Context 543 554 153199 10.22034/meb.2022.350941.1063 EN Bita Mirzaie Feiz Abadi MD, Fellowship of Psychosomatic Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-8695-3571 Neda Khalili Samani School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran, & Social Security Organization, Isfahan, Iran. 0000-0002-6176-4309 Alireza Akhlaghi MSc Student of Health Education and Promotion, Yasuj University of Medical Sciences, Yasuj, Iran. Sara Najibi Shoushtari Mother and Child Hospital, Shiraz University of Medical Sciences, Shiraz, Iran. Molood Bolourian MD, Pediatrician, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-5696-0874 Journal Article 2022 07 08 Gamification in learning alleviates some current educational difficulties, including decreased student engagement, motivation and a lack of cooperation among students. As a result, gamification can enhance students' engagement, increase their motivation toward learning, promote collaboration among peers, aid with knowledge retention, provide instant feedback, and establish a positive, personalized learning environment. On the other hand, some challenges in applying gamification in education include being expensive to develop, diminish in value over time, assessment challenges, retaining information, cheating, and regulatory and legal issues. Therefore, training through games can simultaneously accommodate different types of training methods, each of which will have advantages and disadvantages according to the characteristics that should be considered when using the game method. Games in the workplace are a great tool if used properly. Instructional designers must consider the pros and cons before jumping into game development. Ensuring it fits with the learning outcomes will lead to a successful game.

https://www.medicaleducation-bulletin.ir/article_153199_15badf85a4c253afc3b19d41cdd1645f.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 3 4 2022 12 01 Gamification in Higher Education: An Overview 555 562 152306 10.22034/meb.2022.348675.1062 EN Alaa Jasim Alsadaji MSN, Technical Affairs Department, Baghdad Medical City, Baghdad, Iraq. 0000-0001-9042-973X Sadeq Al-Fayyadh MSN, Al-Shaheed Al-Sader General Hospital, Baghdad, Iraq. Saeb Fadhil Al-Saadi Associate Professor, Chair of Adult Nursing, School of Nursing and Midwifery, University of Baghdad, Baghdad, Iraq. Zahid Jasim Mohammed Basic Science Department, College of Nursing, University of Baghdad, Baghdad, Iraq. 0000-0002-7510-5144 Journal Article 2022 06 23 Background: Gamification in learning involves the use of game-based elements such as point scoring, peer competition, teamwork, and score tables to encourage participation, help students assimilate new information, and test their knowledge. We aimed to examine the effectiveness of gamification in students’ learning and motivational outcomes in the educational context. Materials and Methods: In this overview, two independent researchers have selected articles that examine the effect of Gamification on students learning and motivation in the Scopus, EMBASE, Cochrane, Web of Science, ERIC, and Medline databases without time and language restrictions up to July 2022. Results: Finally, 10 relevant studies were selected. Results showed that students reported that gamification was an innovative, engaging, and efficient strategy for delivering curriculum materials; moreover, it was perceived as a fun activity. They can also provide opportunities for risk-free clinical decision-making, distance training, learning analysis, and quick feedback. In addition, the gamification method is statistically effective in improving students’ knowledge, skills, and attitudes. In the field of medical education, the results showed that the medical field has done limited research on the use of gamification in educational platforms. Games in medical education, when used properly, can be a valuable tool for an instructor. Despite many simulation studies and gamification attempts, the medical community has not fully embraced gamification in residency education; and while games are not a substitute for traditional teaching, they do help students to master particularly difficult concepts. Conclusion: Game benefits include improved communication and active learning based on interaction with other players. They help to organize knowledge, engage students, and motivate them to learn difficult material, but they also encourage students to take responsibility for their own learning.

https://www.medicaleducation-bulletin.ir/article_152306_51c48b594806981b63fe16040d93a349.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 3 4 2022 12 01 Analyzing the Factors Affecting Students’ Absenteeism in University Classrooms; A Systematic Review 563 575 153899 10.22034/meb.2022.353007.1064 EN Zahra Babakhanian MA of Accounting, Non-Government Higher Education Institute of Fazilat, Semnan, Iran. 0009-0001-7017-3420 Reyhane Rezvani Khorashadi Pediatrician, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Rahim Vakili Professor, Pediatric Endocrinologist, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0001-5601-9876 Maryam Ajilian Abbasi MSc of Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0003-4921-976X Hossein Akhavan Assistant Professor of Pediatric Intensive Care, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Masumeh Saeidi Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. 0000-0001-5601-9876 Journal Article 2022 07 23 Background: Absenteeism among university students is a common phenomenon that has not received much attention. This study aimed to determine the factors influencing students’ absenteeism in Iranian University classrooms. Materials and Methods: In this systematic review, a systemic search of online databases (Medline, EMBASE, Scopus, Web of Science, Cochrane Library, CIVILICA, SID, Magiran, and Google Scholar search engine) was conducted for related Iranian studies with no time limit up to June 2022, using the related Mesh keywords. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure. Results: Finally, 16 related articles were selected (n=3666). The results showed that various factors, such as the professors’ performance, teaching method, communication skills, evaluation system, educational curriculum, low efficiency of classes, the distance between the class buildings and the dormitory, class schedules, and fatigue from the previous class sessions, affect the attendance of students in the classroom. There was a significant relationship between students’ age and their timely attendance at the classes (p<0.05). The faculty members believed that class attendance was a criterion of student professionalism, while students generally did not agree with it (p = 0.001). Conclusion: The results showed that various factors such as professors’ performance, teaching method, evaluation system, and educational curriculum affect the attendance of students in the classroom. Therefore, it is necessary to investigate these factors causing student absenteeism and take concrete measures to reduce this phenomenon.

https://www.medicaleducation-bulletin.ir/article_153899_92e3cca92c1a5a7da790f20face20530.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 3 4 2022 12 01 Factors Affecting Class Attendance: Perspective of Medical Students at Mashhad University of Medical Sciences, Iran 577 584 154626 10.22034/meb.2022.355354.1065 EN Hassan Derakhshan Shahrabad MSc in Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran. Mohammad Vahedian-Shahroodi Associate Professor of Health Education and Promotion, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-5402-1646 Saeed Parnian Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran. Somayeh Nateghi Mashhad University of Medical Sciences, Mashhad, Iran. Mansoure Alipour-Anbarani Department of Public Health, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran. 0000-0002-9563-7383 Journal Article 2022 08 09 Background: The primary place for teaching, especially difficult scientific subjects is the classroom. Nowadays, many students do not want to attend classes. This study aimed to investigate the factors affecting student attendance in the classroom from the perspective of medical sciences students of Mashhad University of Medical Sciences (MUMS). Materials and Methods: This cross-sectional study was conducted on medical students of MUMS (nursing and midwifery, pharmacy, and health sciences students) who participated in a two-day entrepreneurship workshop using the available sampling method. Data were collected using a standard questionnaire containing demographic questions, and 26 items on factors affecting student attendance in classrooms on a five-point Likert scale were used. The questionnaire was self-administered by the students. The data were analyzed using SPSS software version 16.0. Results: In the study, 101 students of three faculties of MUMS, including nursing and midwifery (39.6%), health sciences (36.6%), and pharmacy (23.8%), participated. The most important factor affecting the attendance of students in the classroom was factors related to professors (3.93+0.61), factors related to the evaluation system (3.87+0.63), and student-related factors (3.86+0.56). The lowest average score was related to the physical conditions of the classroom (3.59+0.77). Conclusion: The attendance of students in classrooms is affected by factors related to the professor, students, and the evaluation system.

https://www.medicaleducation-bulletin.ir/article_154626_1a041f18bcf0ce3065774d527641380e.pdf

Masumeh Saeidi Medical Education Bulletin 2783-1809 3 4 2022 12 01 The Satisfaction with Virtual Education and Related Factors from the Perspective of Medical Students during the COVID-19 Pandemic: A Systematic Review 585 600 168096 10.22034/meb.2023.389106.1075 EN Shahabaldin Beheshti Fard Joint Reconstruction Research Center, Tehran University of Medical Sciences, Tehran, Iran. 0000-0003-3360-0275 Saeideh Anvari Ardekani MD, Neurologist, Department of Neurology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 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 Shima Imannezhad Pediatric Neurologist, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. 0000-0002-5537-2763 Zahra Rajabzadeh Department of Midwifery, Nursing and Midwifery School, Zahedan University of Medical Sciences, Zahedan, Iran Zahra Ahmadi General Physician, Shahrekord University of Medical Sciences, Shahrekord, Iran. Journal Article 2023 03 09 Background: Changes in educational methods and the virtualization of university classes following the COVID-19 pandemic necessitate an evaluation of the opinions of students regarding this method of education. This study was conducted to investigate Iranian medical students’ satisfaction with virtual education and its related factors during the COVID-19 pandemic. Materials and Methods: This study is a systematic review. Two independent researchers selected articles on student satisfaction with virtual education in databases Scopus, EMBASE, Cochrane Library, Web of Science, ERIC, Medline databases, and Google Scholar search engine without time restrictions up to September 2022. The quality of the information was evaluated using the STROBE and COREQ scales. Results: Fifteen related studies were included. The students’ satisfaction with virtual education ranged from 56.3% to 92.15%. The lowest level of satisfaction was related to the items of technical and infrastructural problems, the incompatibility of the volume of course content with the number of courses, and dissatisfaction with the content, assignments/tests, and feedback. There was a significant positive relationship between the students’ satisfaction level and their academic performance, gender, semester, education level, and e-learning experience (p<0.05). Conclusion: The level of students’ satisfaction with the quality of virtual education was average. Therefore, efforts to improve the facilities and infrastructure of hardware and network, paying attention to the diversity and appeal of training with various solutions, providing appropriate content, and better interactions between educators and students can lead to the development of this type of education and maximize student satisfaction.

https://www.medicaleducation-bulletin.ir/article_168096_9a675a3ef727d97acd3a6ae43d7cfb56.pdf