SinaWebMedical Education Bulletin2783-18092120210301Evaluation of Professors' Performance in Online Teaching during Covid-19 Pandemic from the Perspective of Medical Students of Bushehr University of Medical Sciences, Iran12513213154410.22034/meb.2021.289691.1000ENAmer YazdanparastAssistant Professor of Pediatric Cardiology, Department of Pediatrics, Faculty of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran.Rahele RahimiFellowship of Pediatric Intensive Care, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.Roghaie KhoshkholghDepartment of Midwifery, Firoozabad Branch, Islamic Azad University, Firoozabad, Iran.Nahid MarviMSc, Counseling in Midwifery, Department of Nursing and Midwifery, Neyshabur University of Medical Sciences, Neyshabur, Iran.Journal Article20210608<strong><em>Background </em></strong>
One of the popular methods of teacher evaluation is student appraisal. The aim of the present study was to evaluate the professors’ performance in online teaching from the perspective of medical students during the COVID-19 pandemic.
<strong><em>Materials and Methods: </em></strong>The present cross-sectional study was conducted in Bushehr University of Medical Sciences in December 2020. Sample sizes were selected based on simple random sampling method. Data collection was carried out using baseline characteristics and the valid 12-item questionnaire. Medical students were asked to rate the items based on a five-point Likert scale. The questionnaires were distributed among medical students by the researchers (through telephone interviews, web-based questionnaires, and face-to-face visits in hospitals and colleges), and collected after completing. Data were analyzed using SPSS software version 16.0.
<strong><em>Results </em></strong>
A total of 90 medical students participated in the study, of which 57.8% were females. The highest satisfaction rate belonged to the items regarding professor’s knowledge and ability in the effective use of the educational software (83.4%), their use of online systems and communication software to increase communication and effective interaction (83.3%), and their knowledge and mastery of the educational content (82.2%). A statistically significant relationship was found between marital status and students' opinions about items 1-3, 10, and 11, meaning that single students had a more positive opinion about the ability of professors in online teaching.
<strong><em>Conclusion </em></strong>
Medical students of Bushehr University of Medical Sciences were relatively satisfied with their professors’ performance in online teaching during the COVID-19 pandemic and requested professors to provide timely feedback and answers to their questions.SinaWebMedical Education Bulletin2783-18092120210301Covid-19, Challenges and Opportunities of Global Educational Systems13313613155910.22034/meb.2021.289764.1001ENAzam MansourzadehParis Nanterre University, Paris, France.Journal Article20210608<strong>Dear Editor-in-Chief,</strong><br /> The Covid-19 pandemic is the biggest challenge facing global education systems so far. It is evident that the phenomenon of the Covid-19 pandemic is a major crisis in global health and has led to fundamental changes in human behavior on a large scale (1, 2). In this regard, the education sector has been one of the most vulnerable sectors (3, 4). To deal with the consequences of the closure of educational centers and the cessation of educational processes, learners and teachers were forced to use various forms of online education (5-7). With the onset of the Covid-19 crisis, many countries have closed their schools and higher education institutions to allow nearly half a billion students to continue their education remotely. Moreover, the continuation of this process and the subsequent challenges draw an unknown prospect for the global education system (8). The United Nations Educational, Scientific and Cultural Organization (UNESCO) estimates that 89% of students are now facing school closures worldwide, which will have profound impacts on the future of the education system of Iran (7). In addition to the closure of university classrooms, exams, conferences and other public events have been canceled, leaving the next academic year and the admission of new students to universities in a state of ambiguity.SinaWebMedical Education Bulletin2783-18092120210301Students' Challenge in Answer-changing on Multiple-choice Exams; Doubting the Answer or Not? A Systematic Review13714413301510.22034/meb.2021.293511.1008ENSara SaadatPediatric Nephrologist, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0001-9802-1667Masumeh NooriMashhad University of Medical Sciences, Mashhad, Iran.Mansoure Alipour-AnbaraniPh.D Student, Student Research Committee, Department of Health Education & Health Promotion, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran.0000-0002-9563-7383Nafiseh Mousavi BazazStudent Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran.Masoudeh BabakhanianPh.D, Social Determinants of Health Research Center, Semnan University of Medical Sciences, Semnan, Iran.Anis Montazeri KHademMA of Clinical Psychology, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.0000-0002-9123-8035Hamed AzadiFaculty of Paramedical Sciences, Ilam University of Medical Sciences, Ilam, Iran.Journal Article20210704<strong><em>Background </em></strong>
It is generally believed that changing the answer in multiple choice exams is not recommended as it usually changes the correct answer. The aim of this study was to evaluate answer-changing among students on multiple choice examinations and to investigate the advantages and disadvantages of these changes.
<strong><em>Materials and Methods: </em></strong>This systematic review was conducted through a systematic search of electronic resources in English, including Medline (via PubMed), Scopus, Web of Science, Cochrane Library, and EMBASE with no time limit from inception up to December 2020, using the following keywords on their own or in combination: "MCQ", "Multiple choice questions", "Students", "Answer-Changing", "Changing", and "Benefits", "Advantages", "Disadvantages", and "Challenges".
<strong><em>Results:</em></strong> Eleven studies (n = 29.450) satisfied the required conditions to be included in the present research. It was found that changes in the answers were mostly from incorrect to correct. The results demonstrated that in 72% of cases, the students who changed their answers in an MCQ test had their scores increased and in 28% of the cases, the test scores decreased. A qualitative study showed that in general, students prefer not to change the answers and also they do not find it useful. The results of another study showed that 51% of students believed that revising their answers would improve their test scores (P <0.001). Another study found that, once students changed their answers, the MCQ test scores were increased in the High Stake test. Further changes in the answers did not increase the test scores.
<strong><em>Conclusion</em></strong>: Doubting once in each option and changing the answer in MCQ tests is useful and rewarding for students.SinaWebMedical Education Bulletin2783-18092120210301Affecting Factors Related To Pregnancy on Mental Health Problems during the COVID-19 Pandemic: A Systematic Review14515314122410.22034/meb.2021.318238.1039ENSeyed Majid Haghighat ShoarAnesthesiologist, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0001-7768-6459Benyamin FazliAssistant Professor of Intensive Care Medicine, Department of Anesthesiology, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-6952-9020Mehrdad SarabiFaculty of Medicine, Mashhad University of Medical Sciences, Iran.Nahid DonyadidehPediatric Neurologist, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-0302-5276Soleiman NouriDermatologist, Department of Dermatology, Mashhad University of Medical Sciences,
Mashhad, Iran.0000-0002-1090-384xFatemeh SistanianDepartment of Nutrition, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0001-7700-1739Shima ImannezhadPediatric Neurologist, Department of Pediatric, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.Journal Article20211204<strong><em>Background: </em></strong>This study aimed to investigate the effect of pregnancy-related factors on mental health problems during the COVID-19 pandemic.
<strong><em>Materials and Methods: </em></strong>This review was conducted through a systematic search of electronic resources in English, including Medline, Scopus, Web of Science, Cochrane Library, EMBASE, SID, Magiran, CIVILICA, and Google Scholar search engine with no time limit from inception up to February 2021, using the following keywords on their own or in combination: "Factors, Pregnancy, Mental Health, and COVID-19".
<strong><em>Results: </em></strong>Finally, 12 related articles were selected (n=14,776). The results indicated a significant association between the gestational age and anxiety. Women who were in their first and third trimesters after the declaration of the COVID-19 pandemic were at an increased risk of depression and anxiety. The first pregnancy (primigravida) was a parameter significantly correlated (AOR=3.05; 95% CI =1.53–6.08, p=0.001) with general anxiety disorder -7 score. A significant correlation existed between access to antenatal care data through the official social media accounts of hospitals and lower levels of perceived stress, depression, and anxiety. Financial problems and inability to receive informal childcare support independently had a correlation with the Elevated levels of depression symptoms (EPDS score ≥ 13).
<strong><em>Conclusion: </em></strong>Anxiety and depression were prevalent in pregnant women during the COVID-19 pandemic. Education level, primigravida pregnancy, household income, BMI, sleep quality, social and family support, smoking, physical health, ethnicity, and prenatal care of pregnancy were associated with higher anxiety and depression during the COVID-19 pandemic.SinaWebMedical Education Bulletin2783-18092120210301Study of the Relationship between Nurses' Work Experience and Clinical Competency15516213977910.22034/meb.2021.313001.1036ENHadi AbbaspourPhD Candidate, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.Abbas HeydariProfessor, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.Habibollah EsmailyDepartment of Biostatistics, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.Journal Article20211101<strong><em>Background: </em></strong>Assessing nurses’ clinical competency (CC) would play a crucial role in managing the process of providing care and achieving care goals. The importance of the scope of this type of assessment lies in identifying the issues that need to be improved and determining the training needs of nurses. Hence, this study aimed to determine the relationship between nurses’ work experience and their CC.
<strong><em>Materials and Methods: </em></strong>This cross-sectional study was conducted in 2020 on participating clinical nurses at Mashhad University of Medical Sciences, Mashhad, Iran. Sampling was performed in a multi-stage cluster-stratified manner. The clinical competence of 234 nurses was assessed by the Competency Inventory for Registered Nurses (CIRN) questionnaire which consists of 55 items and includes seven dimensions. A total score of 220-275 was considered a high qualification group; 165-220 was considered medium, and less than 165 was considered a low qualification group. Data were analyzed using SPSS software (version 25.0).
<strong><em>Results: </em></strong>CC score was a minimum of 160 and a maximum of 263 with an average of 226.6+ 21.7. There was no significant relationship between work experience and CC of employed nurses (r = 0.06, P = 0.48). Additionally, there was no statistically significant relationship between different groups regarding university education, marital status, gender, and the level of CC of nurses. However, this relationship was significantly different among the employment groups (P=0.04).
<strong><em>Conclusion: </em></strong>The level of clinical competence of nurses did not develop with increasing work experience. Environmental and organizational factors can affect the nurses’ CC. The results of this study require more attention from teaching hospitals managers and the nursing education system.SinaWebMedical Education Bulletin2783-18092120210301Investigating the relationship between Learning Motivation and Quality of Care among Clinical Nurses16317315108510.22034/meb.2022.346239.1061ENNaeem Al-shoelyMSN, Al-Rashad Training Hospital for Psychiatric and Mental Illnesses (Al-Shama'a), Baghdad, Iraq.Seyed Reza MazlomNursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0001-6722-8411Amir Reza Saleh MoghaddamDepartment of Community Health and Psychiatric Nursing, School of Nursing and Midwifery Mashhad University of Medical Sciences, Mashhad, Iran.Journal Article20220608<strong><em>Background: </em></strong>The motivation of nurses to improve their qualifications is essential in the healthcare delivery system. Motivating nurses toward participation in learning activities improves their knowledge, skills, and professionalism. The present study aimed to identify the learning motivation among Iranian clinical nurses and its relationship with the quality of care in health centers.
<strong><em>Materials and Methods: </em></strong>This cross-sectional research was conducted at five hospitals affiliated with Mashhad University of Medical Sciences in 2020. Sampling was done by the random categorical cluster sampling method, and 300 nurses were selected and completed the demographic information form, the Quality Patient Care Scale, and the researcher-made learning motivation questionnaire. Data analysis was performed by SPSS software version 25.0.
<strong><em>Results: </em></strong>The mean and standard deviation of the age of the nurses were 32.9 ± 6.2, ranging from 22 to 55 years. Most of the studied nurses were female (70.0%, 210 cases). The mean score of the nurses’ learning motivation was 104.6 ± 11.1 (out of 130). The mean score of the nurses’ quality of care scores was 204.7 ± 24.8 (out of 268). The Pearson correlation coefficient test indicated a significant linear relationship between learning motivation and quality of care in the studied nurses (p < 0.001, r = 0.31, 95% CI: 0.307-0.313).
<strong><em>Conclusion: </em></strong>Because of the direct relationship between learning motivation and quality of care, it is recommended to adopt appropriate methods for promoting nurses’ learning motivation. This may help increase the quality of care as an essential goal of nursing and the health system.