Masumeh SaeidiMedical Education Bulletin2783-18095120240601Psychological Disorders and Quality of Life among Medical Residents before, during and after the COVID-19 Pandemic: A Systematic Review86387719972310.22034/meb.2024.466537.1092ENHashemLashgari KalatDepartment of Pediatrics, Clinical Research Development Center of Children's Hospital, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.0000-0001-8431-0126ShahabaddinSorouriAssistant Professor of Pulmonology, Faculty of Medicine, Lung Diseases Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-9563-7383MaryamMirzaeiDepartment of Obstetrics and Gynecology, Jiroft University of Medical Sciences, Jiroft, Iran.0000-0003-4921-976XNedaDehghaniDepartment of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.SahebehDadshahiNursing Research Center, Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran.0000-0002-0546-8628Journal Article20240706<strong><em>Background: </em></strong>The COVID-19 pandemic has posed a significant threat to both the physical and mental health of individuals, adversely affecting their quality of life (QoL) by causing various psychological issues. This study aims to review the updated estimates of the prevalence of psychological problems and QoL status among Iranian medical residents before, during, and after the COVID-19 pandemic, as well as to discuss the factors influencing these conditions.
<strong><em>Materials and Methods: </em></strong>In this systematic review, a search of online databases (Medline, Scopus, Web of Science, ERIC, CIVILICA, and Google Scholar) was conducted with no time limit up to March 2024. The quality of the information was evaluated using the STROBE tool.
<strong><em>Results: </em></strong>Nine relevant studies were selected. Medical residents exhibited a high prevalence of severe to extremely severe depression (23%), severe to extremely severe anxiety (24.9%), and severe to extremely severe stress (33.8%) during the COVID-19 pandemic. Anxiety symptoms increased from 8% pre-COVID-19 to 24.9% during the pandemic, while depression rates rose from 19% to 23%. A statistically significant relationship was observed between anxiety and factors such as gender, field of study, number of patient visits, and city of study (p < 0.05). Symptoms of depression were more prevalent among female residents, singles, obstetrics and gynecology residents, non-native residents, and those in direct contact with COVID-19 patients (p < 0.05). High levels of stress were more common in female residents and those in surgery and anesthesia compared to non-surgical fields (p < 0.05). Additionally, female residents reported a lower quality of life during the COVID-19 pandemic (p < 0.05).
<strong><em>Conclusion: </em></strong>Based on the results, medical residents were at high risk of developing anxiety, stress, and depression during the COVID-19 pandemic. Additionally, the quality of life was lower among female residents during this period.
https://www.medicaleducation-bulletin.ir/article_199723_7362fdbacbe88f6f975493a7479295e8.pdfMasumeh SaeidiMedical Education Bulletin2783-18095120240601The Future Studies: A Neglected Necessity in Iran’s Higher Education System87988119992710.22034/meb.2024.467072.1093ENKhaterehShariatiDepartment of Medical Education, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-0243-844XJournal Article20240709Future studies represent a systematic exploration of possible, probable, and preferable futures, encompassing the underlying worldviews and myths that shape human perspectives. In recent years, the discipline has evolved from merely predicting future scenarios to mapping alternative futures and actively shaping desired outcomes at both collective external and individual inner levels (1-5). Futurology emerges as a dynamic, interdisciplinary field that aggregates and analyzes trends using professional and lay methodologies, composes potential future scenarios, examines sources, patterns, and causes of change and stability, and develops strategic foresight. Internationally, this academic domain is known by various terminologies, including future studies, future research, strategic foresight, futuristics, future thinking, futuring, and futurology, with "future studies" and "strategic foresight" being the most prevalent terms. The field can be conceptualized as a branch of social sciences and an extension of historical analysis, seeking to understand continuity and potential transformations. Its core objective is to systematically comprehend past and present patterns while exploring potential future events and trends (8). Recognizing its significance, UNESCO designated December 2 as World Future Day to promote inclusive, cross-disciplinary dialogues about future studies (9).
Research demonstrates that contemplating the future is not a novel concept; human wisdom and inherent desires for immortality and progress have long motivated individuals to anticipate and prepare for potential scenarios across personal and collective domains—including family, business, society, and global contexts. Throughout history, people have consistently sought to understand and prepare for future events and transformations. The fundamental distinction between contemporary foresight and historical approaches lies in the systematic application of scientific principles within future studies. The emergence of modern futurism over the past half-century is primarily attributed to the accelerating rate of societal change. Increasingly rapid transformations generate greater uncertainties, thereby emphasizing the critical importance of future research (10-12). Contemporary crises and dynamic global changes represent the most compelling rationale for strategic future-oriented thinking, underscoring the discipline's relevance in navigating complex, unpredictable landscapes (13).https://www.medicaleducation-bulletin.ir/article_199927_efbce743517cb81d1e1a00c7ad1ea73d.pdfMasumeh SaeidiMedical Education Bulletin2783-18095120240601Health Professions Students’ Attitudes toward Their Field of Study and Future Career: A Systematic Review88390519355110.22034/meb.2024.451182.1091ENMohammadVahedian-ShahroodiProfessor, Department of Health Education and Health Promotion, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran0000-0002-5402-1646FatemehBehzadMSc in Health Education and Health Promotion, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0003-4964-8054MaryamAjilian AbbasiMSc in Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0003-4921-976XFatemedBahrani FardMSc in General Psychology, Bushehr University of Medical Sciences, Bushehr, Iran.0000-0003-2652-5481Journal Article20240405<strong><em>Background: </em></strong>The increasing number of medical sciences graduates is one of the problems in society, and there are concerns among them about their fields and future careers. This study aims to review the attitude of Iranian health professions students toward their field of study and future careers.<br /><strong><em>Materials and Methods: </em></strong>In this systematic review, a search was conducted of online databases (Medline, EMBASE, Scopus, Web of Science, PsycINFO, ERIC, SID, CIVILICA, and Google Scholar search engine) for relevant studies up to December 2023. The quality of the selected studies was evaluated using the STROBE checklist.<br /><strong><em>Results: </em></strong>A total of 27 studies were included (with 4805 individuals). The highest level of satisfaction with the field of study was related to dental and medical students, and the lowest interest was related to health and paramedical students (p<0.05). Among the health profession students, the environmental health and healthcare management students had the most negative attitude towards their field of study, and public health students had the most negative attitude towards their future career than other health students. There was a significant correlation between students' attitudes toward their field of study and their attitudes toward future careers (p<0.05).<br /><strong><em>Conclusion: </em></strong>Health professions students, especially environmental health and healthcare management students, had a negative attitude toward their field of study, and public health students had a negative attitude toward their future careers. Therefore, standard evaluations and proper planning should be carried out based on the future vision for the acceptance of these fields in universities, as well as empowering health profession students in entrepreneurship to create self-employment.https://www.medicaleducation-bulletin.ir/article_193551_3862ae99b942ffc93cb7eb5b6a6eebed.pdfMasumeh SaeidiMedical Education Bulletin2783-18095120240601Burnout in Medical Residents: A Systematic Review of Literature90792020005010.22034/meb.2024.467255.1094ENFazlollahMojahedMD, Anesthesiologist, Department of Anesthesiology, Bushehr University of Medical Sciences, Bushehr, Iran.HassanShafieiMD, Infectious Disease Specialist, Borazjan, Iran.0000-0002-6844-771XMohammadEslamianDepartment of Neurosurgery, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran.0009-0006-8524-2122NedaDehghaniDepartment of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.Journal Article20240710<strong><em>Background: </em></strong>Burnout is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. This study aims to review the current knowledge of professional burnout and its related factors among Iranian medical residents.<br /><strong><em>Materials and Methods: </em></strong>In this review, a systematic search of online databases (Medline, EMBASE, Scopus, Web of Science, ERIC, ProQuest, SID, CIVILICA, and Google Scholar search engine) was conducted for relevant studies with no time limit up to March 2024. Two reviewers evaluated the quality of eligible studies and carried out the selection procedure. The quality of the information was evaluated using the STROBE statement.<br /><strong><em>Results: </em></strong>In this comprehensive review of seven studies involving 1,000 medical residents, the overall burnout prevalence across all specialties was 82.1% (ranging from 67.4% to 96.9%), with 84.8% reporting high emotional exhaustion (EE), 96.9% demonstrating high depersonalization (DP), and 89.2% exhibiting low personal accomplishment (PA) scores. A significant relationship was found between burnout and multiple factors including age, gender, year of residency, marital status, academic rank, parental status, monthly on-call frequency, work sector, clinical learning environment, and leisure time (p<0.05). Notably, depersonalization scores were significantly higher among internal medicine residents compared to surgical residents (p=0.04), and EE was more pronounced in single and first-year residents than in married and more advanced-grade residents (p<0.05), highlighting the complex and multifaceted nature of professional burnout in medical training.<br /><strong><em>Conclusion: </em></strong>Based on the results, the prevalence of burnout among medical residents was significantly higher than anticipated and alarmingly concerning. Given the critical implications of burnout, early recognition and proactive prevention strategies can be instrumental in safeguarding residents' mental health, enhancing their professional performance, and ultimately improving their overall quality of life and patient care.https://www.medicaleducation-bulletin.ir/article_200050_1ee0311af5dcb63f181f0c6d1b0d78ed.pdfMasumeh SaeidiMedical Education Bulletin2783-18095120240601Comparing the Perspective of Medical and Non-medical Sciences Students regarding the Characteristics of a Good Teacher: A Systematic Review92193520029810.22034/meb.2024.467729.1095ENHashemLashgariAssistant Professor of Pediatric Neurology, Department of Pediatrics, Hormozgan University of Medical Sciences, Bandar Abbs, Iran.0000-0001-8431-0126FahimehKhorasaniDepartment of Nursing and Midwifery, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran.0000-0002-1809-9649MohammadVahedian ShahroudiProfessor, Department of Health Education and Health Promotion, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-5402-1646MahdiehParhoonBSN, Bushehr Heart Center Hospital, Bushehr University of Medical Sciences, Bushehr, Iran.MaryamAjilian AbbasiMSc of Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0003-4921-976XMoloodBolourianMD, Pediatrician, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-5696-0874Journal Article20240713<strong><em>Background: </em></strong>Numerous studies have explored various characteristics of effective teachers, yet efforts persist in identifying the most prevalent attributes. This study aims to compare the perspectives of Iranian medical and non-medical sciences students regarding the characteristics of a good teacher.<br /><strong><em>Materials and Methods:</em></strong> In this systematic review, a systematic search of online databases (Medline, EMBASE, Scopus, Web of Science, ERIC, and CIVILICA), and Google Scholar search engine was conducted for relevant studies with no time limit up to February 2024. The quality of the information was evaluated using the STROBE checklist.<br /><strong><em>Results: </em></strong>Finally, 16 related articles were included. The most important characteristics of an effective university teacher were categorized differently for medical and non-medical students. Medical sciences students emphasized three domains: personal characteristics (appearance, communication skills, professional ethics, respect for students), scientific characteristics (scientific mastery, teaching and evaluation skills), and clinical characteristics (clinical skills, counseling, guidance, role modeling). Non-medical students identified three categories of teacher characteristics: cognitive capabilities (scientific ability, creativity, scholarship), emotional capabilities (communication skills, professionalism, justice, positive thinking, student respect), and behavioral capabilities (evaluation skills, adaptability, teaching skills, student encouragement).<br /><strong><em>Conclusion: </em></strong>Based on the results, the perspectives of medical and non-medical students regarding the characteristics of an effective teacher were largely similar. Both groups emphasized the significance of communication skills, professional ethics, and student-centered approaches, revealing a comprehensive understanding of effective teaching that extends beyond traditional academic performance.https://www.medicaleducation-bulletin.ir/article_200298_6974931f8e652cdba9859e8f06b8a22b.pdfMasumeh SaeidiMedical Education Bulletin2783-18095120240601Curriculum Transformation: Integrating Climate Change Education as a Critical Imperative93793921034010.22034/meb.2024.491347.1101ENShokofehMasoudiInstructor, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0003-0565-4292Journal Article20241129Climate Change Education (CCE) is increasingly recognized as a critical strategy for preparing individuals and communities to address complex climate challenges. CCE integrates comprehensive educational approaches across formal, non-formal, and informal learning environments, targeting understanding, awareness, and proactive engagement with climate issues at all educational levels (1).
The primary objective of CCE is to empower learners with essential knowledge, skills, values, and attitudes that transform them into effective agents of change within their communities and broader societal contexts. Globally, nations are progressively embedding climate education into their educational frameworks, demonstrating a strategic commitment to sustainable development. Notable examples include Italy's integration of climate education into civics curriculum since the 2020/21 school year and South Korea's comprehensive implementation across all educational levels in 2007, underscoring the international recognition of CCE's pivotal role in addressing environmental challenges (2).
The integration of climate change into students' curricula is critical for cultivating comprehensive awareness and empowering future generations with essential skills to address this complex global challenge. As climate change profoundly influences multiple societal dimensions, educators must strategically prioritize its inclusion in academic programs to:https://www.medicaleducation-bulletin.ir/article_210340_84676873d6e5d46426bc4f9d9aa96834.pdf