Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601A report on “the first Concept Map Design Contest on Infection Prevention and Control”3101051610.22038/fmej.2018.27596.1181ENArash ArianpoorSurgical Oncology Research Center, Mashhad University of Medical Sciences, Mashhad, Iran0000-0001-5646-2333Emran AskariNuclear Medicine Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-2973-2251Ahmadreza ZarifianStudent Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IranGol Naz BayatStudent Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IranMojtaba DayyaniStudent Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IranSomayeh MahdipourStudent Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.Elahe AminiStudent Research Committee, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.Mohammad Hasan AelamiDepartment of Pediatrics and the Infection Control and Hand Hygiene Research Center, Imam Reza Hospital, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0000-0002-2197-7975Journal Article20171113Background<br /> Concept maps are considered not only as a powerful method of meaningful learning, but also as an instrument for evaluating the efficiency of learning. Different inquiries suggest that concept maps by promoting critical thinking and clinical reasoning may play a significant role in increasing adherence to infection prevention methods and therefore reduce healthcare-associated infections.<br /> Methods<br /> In January 2015, Mashhad Medical Microbiology Student Research Group (MMMSRG) invited all academics from all over Iran to design concept maps trying to answer this focus question: “How can we reduce the Healthcare-associated Infections?”<br /> We received about 40 concept maps, from which 29 met our inclusion criteria. All the C-maps were judged based on the designed rubrics, adapted from Novak and Cronin’s scoring criteria with some modifications.<br /> Results<br /> Among the accepted concept maps, four, which had achieved the most scores and proposed some new ideas in infection prevention and control were chosen as the best concept maps. All the C-maps are available from https://goo.gl/8IEA7i.<br /> Conclusion<br /> In conclusion, our experience indicates a promising role for concept mapping in IPC. We suggest using C-maps as a method for faster and easier learning of infection prevention and control.Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601The effect of three methods of follow-up (Short Message Service SMS , telephone and regular) on the quality of life in heart failure patients11161060610.22038/fmej.2018.17271.1101ENRostam JalaliDepartment of Nursing, Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran0000-0003-1781-9939Azar HoseinpourDepartment of Nursing, Faculty of Nahavand Paramedical Sciences,Hamadan University of Medical Sciences, Hamadan, Iran0000-0002-4209-3482Lida MenatiDepartment of Midwifery, Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran.Mehdi AminiDepartment of psychology, Faculty of psychology and education science, Porto University of psychology and education science, Porto, PortugalJournal Article20160617Introduction<br /> Modern methods and telemonitoring manage care and control of chronic diseases has improved, meanwhile, the hospital use traditional methods to teach their patients.<br /> Aim: to compare the effectiveness of three methods of follow-up (SMS, telephone and regular follow up) on the quality of life in heart failure patients<strong>.</strong><br /> methods<br /> In the randomized clinical trial, , patients with heart failure admitted to Emam Ali and Emam Reza hospitals were selected. The patients or dependent relatives of the patients had used mobile phones and text messages with a written consent participated in the study. With a convenience sampling the patients selected and patients randomly assigned to three groups of SMS, telephone and regular follow-up, respectively. Each patient was assessed before and 1, 2, 3 months after discharge respectively. To collect data, the Minnesota Living With Heart Failure Questionnaire was used. The data analyezed with software SPSS VER19 by paired t test, repeated measure ANOVA and curves.<br /> Finding<br /> Twenty five patients assigned to each group. there wasn’t statistically significant differences between the quality of life in the telephone follow up before and the first, second and third months, as well as in the regular follow-up (36±12.6, 41.7±14.4, 36.5±13.5 and 36±13.2 respectively) and also there wasn’t significant difference between before discharge and after 3 months in regular follow up (38±17 vs 39.7±17.7). in the follow up via SMS there was a significant difference between the quality of life before and the first, second and third months (49.6±21.5, 43.9±16.6, 39.1±13.8 and 38.4±12.6 respectively).<br /> Conclusion<br /> Because the heart failure patients need different education and follow up, the result of this study showed that SMS follow up can promote the patients’ quality of life, but telephone and usual follow up didn’t change the quality of change in heart failure patients. Hence, follow up by SMS may be considerd in these patients.<br /> Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601Motives for Choosing Medicine as a University Major: A Cross-Sectional Study17211102510.22038/fmej.2018.29766.1187ENSaeedeh Saeedi TehraniPhD candidate of Medical ethics, Tehran University of Medical Sciences, Tehran, Iran0000_0002-9776-0828Fariba AsghariMedical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran0000-0002-9807-6390Journal Article20180210Background: Awareness of the motives of the students for choosing to study medicine demonstrates their understanding of the nature of this major and their expectations from their future profession. The evaluation of the volume of students who choose this major with wrong motives is necessary for educational planning of professional commitment. This study was conducted to evaluate the motives of choosing to study medicine in the first-year medical students of Tehran University of Medical Sciences. <br /> Methods:This descriptive analytical study was conducted on first-semester medical students of Tehran University of Medical Sciences in the 2014-15 academic year who were selected through census sampling. The data collection tool was a self-administered questionnaire, which included questions on 17 different motives in a Likert scale in addition to demographic characteristics. <br /> Results: Of 131 distributed questionnaires, 124 (93%) were completed and returned. Eighty-six participants (65.61%) mentioned helping others as their main motive for choosing medicine followed by interest in the human body, interaction with people, professional prestige, and starting a good profession after graduation. On the other hand, unfamiliarity with other majors, competition with others, and teamwork were the least important motives. <br /> Conclusions: The students’ motives are mostly altruistic and in accordance with medical professionalism. These motives should be reinforced to enhance professional performance. Moreover, the faculty of medicine should recognize and offer counseling services to students with undesirable motives.Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601An Investigation of the Application of Different Methods of Student evaluation by clinical education groups of Birjand University of Medical Sciences22261102410.22038/fmej.2018.27269.1178ENFarshid AbediInfectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran Family Medicine Department, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN0000-0001-6920-5512Atefeh SahebkariDepartment of Medical Education, School of Medicine, Birjand University of Medical Sciences, Birjand, IranKhaironnesa RamazanzadeMedical of Education Research Center, Birjand University of Medical Sciences, Birjand, Iran PhD. Student of Curriculum Planning ,Birjand University, Biriand, Iran0000-0001-9647-3037Journal Article20171030<strong>Introduction:</strong> Evaluation is an effective factor to assure the quality of education. Evaluation of clinical education assessment methods, as the most important step in educating certified physicians, is essential in order to determine the strengths and eliminate the defects. Therefore, this study was conducted to assess the evaluation methods of students by clinical education groups of Birjand University of Medical Sciences.<br /> <strong> </strong><strong>Method:</strong> This is a descriptive-cross sectional study conducted in the academic year of 2016-2017. The statistical population consisted of interns in clinical departments of Birjand University of Medical Sciences who were selected by purposeful sampling. The tool for evaluating the researcher-made checklist was based on the ACGME model, whose content and formal validity were confirmed by experts. After collecting data, data were recorded and analyzed in Excel software.<br /> <strong> </strong><strong>Results:</strong> The results of this study showed that most of the tests conducted in internship courses were in the fields of written method, key points and history (76.66% of the clinical groups); in the evaluation by the supervisor, oral exam (40 percent), and in the multi-source evaluation or 360-degree area, only from the work folder (0.33 percent), and in the field of clinical simulation, none of the tests have been used for evaluation.<br /> <strong> </strong><strong>Conclusion:</strong> Considering that the tests evaluated only the knowledge and also evaluated the skills in limited cases, it is suggested that, while creating the ground for increasing the awareness of the professors about other tests, an instruction to necessitate the evaluation of all areas of learning in all clinical sections should be developed.Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601The Relationship between Cognitive and Metacognitive Strategies and Academic Achievement of Students of Birjand University of Medical Sciences27301056810.22038/fmej.2018.27081.1176ENMohammad SaeedzadehMSc Student, Department of educational sciences, Islamic Azad University of Ferdows, Ferdows, Iran0000-0003-1749-9015Mohammad Reza RaeisoonDepartment of Social Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran PhD Student of Higher Education Management, Allameh Tabataba’i University, Tehran, Iran Department of Educational Sciences, Faculty of Educational Sciences,Islamic Azad University of Ferdows,Ferdows, Iran0000-0001-6801-7835Yahya MohammadiMedical Education Development Center, Faculty of Medicine,Birjand University of Medical Sciences, Birjand, Iran PhD Student of Curriculum Development, Allameh Tabataba’i University, Tehran, Iran0000-0002-7749999Journal Article20171022<strong>Background and objectives:</strong> Nowadays, the educational system is considered as the basis and infrastructure of socio-economic, political, and cultural development of the society. Educational progress is one of the important indicators in educational system evaluation. The aim of this study was to determine the relationship between cognitive and meta-cognitive strategies with academic achievement of students of Birjand University of Medical Sciences.<br /> <strong>Method</strong>: The present correlation study was conducted on 342 students of Birjand University of Medical Sciences during the 2016 – 2017 academic year that were selected randomly. The data collection tool included a standard questionnaire for cognitive and meta-cognitive strategies and also the average score of the students in order to study academic achievement. Data were analyzed using SPSS (ver.18) software and descriptive statistics (mean, standard deviation, frequency and percentage of frequency), multiple regression tests, independent t-test and analysis of variance.<br /> <strong>Results</strong>: 58.5% (200 students) of the participants were female. The result of multiple regression showed a significant difference between cognitive and metacognitive strategies with academic achievement (p <0.001). There was a statistically significant relationship between gender and academic achievement of the students (p <0.001) and between the faculty that they belonged to with meta-cognitive strategies (P = 0.40) and academic achievement (P = 0.005).<br /> <strong>Conclusion</strong>: Considering the relationship between cognitive and meta-cognitive strategies and the academic achievement of the students, it is recommended to improve the academic achievement of the students via designing suitable curriculum assignments, teaching learning strategies, and using new educational methods.Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478119991130The Experience of Integration in the Dental Curriculum of the World’s Accredited Universities and How to Apply it in Iran1062110.22038/fmej.2018.30484.1192ENMaryam SafarnavadehEducational Deputy of Ministry of Health and Medical education, Tehran, Iran0000000209867829Samira Ebrahimpour KoumlehDepartment of Educational Science, Science and Research Branch, Islamic Azad University, Tehran, Iran0000-0001-6392-0793Nematollah MousapurElementary Education Department, Nasibeh Teacher Education College, Farhangian University, Tehran, Iran0000-0002-0985-0736Journal Article19991130Introduction: The aim of this paper is to review integration experience in general dentistry curriculum in the world universities in the twenty-first century and advantage of it to review the same curriculum in Iran. <br /> Method: In this study, a qualitative method is used. First, by library research and the analysis and interpretation of data, integration of the dental curriculum were some prestigious universities in the world. Then an image of the situation of Iran was presented. Finally, the ways of using international experience to improve the curricula of dental in Iran were examined.<br /> Findings: Findings show that two types of dental curriculum integration in the first decade of the twenty-first century have been used: horizontal and vertical integration. In terms of numbers vertical integration has more used. Two horizontal and forty cases of vertical integration were identified. <br /> Conclusion: The benefits of integration in a long period of six years in dentistry are very significant. These benefits are related to ease of learning, continuity of retention, reminder speed and precision to use from an educational perspective that each of them is sufficient to review the curriculum of the field. In addition, these empirical grounds, as well as alignment with international pressure and respond to social needs and adapt to labor market conditions, due to the revised curriculum is based on a combination of criteria, necessary and inevitable effects, and of course use more brought to universities based on their global experience and it's timely.Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601Real Time Electronic Formative Assessment in Medical Education and Its Impact on Motivational Beliefs and Self-regulation Strategies42461119310.22038/fmej.2018.32080.1204ENHaniye MastourDepartment of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran0000-0003-4893-0998Saeed Eslami Hasan AbadiDepartment of Medical Informatics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0000-0003-3755-1212Mohammad Reza NiliDepartment of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran0000-0003-2265-9810Ali DelavarDepartment of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran0000-0002-9289-1511Esmaeil ZareiDepartment of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran0000-0003-3584-4118Journal Article20180521<strong>Background and Objectives:</strong> The aim of this study was to investigate the effect of real-time electronic formative assessment-based medical education on learners’ motivational beliefs and self-regulation strategies.<br /> <strong>Methods:</strong> This randomized clinical trial was conducted on 323 students studying at the Medical School of Mashhad University of Medical Sciences, Mashhad, Iran, during the first semester of the academic year of 2017-2018 using a posttest control group design. The investigation of motivational beliefs and self-regulation strategies was accomplished using the Motivated Strategies for Learning Questionnaire. The research hypotheses were studied by means of independent t-test and multivariate analysis of variance.<br /> <strong>Results:</strong> According to the results, there was a significant difference between the control and intervention groups in terms of motivational strategy subscales, namely self-efficacy, intrinsic value, test anxiety, and self-regulation (P0.05).<br /> <strong>Conclusion:</strong> As the findings indicated, the use of real-time electronic formative assessment in the educational environment can enhance students’ motivational beliefs and self-regulation strategies in medical education.<br /> Mashhad University of Medical SciencesFuture of Medical Education Journal2251-83478120180601Just Trust Me: The Essential Demand of Operating Room Students47481017010.22038/fmej.2018.28716.1183ENRoghayeh ZardoshtPh.D candidate Nursing, Student Research Committee, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.0000-0002-2518-9044Hossein Karimi MoonaghiEvidence- Based Caring Research Center, Mashhad University of Medical Sciences, Mashhad, IranDepartment of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IranDepartment of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran0000-0003-0496-2306Journal Article20171228Clinical education is the central part of medical education (1). The importance of learning atmosphere in fostering professional development and role socialization have been well documented (2, 3) The operating room (OR) is a complicated system, which coordinates the person, technology, and patient in a physical environment for achieving optimal outcomes (4). According to Sigurdsson, "OR as a functional context relies on effective multidisciplinary teamwork which makes the OR such a dynamic and challenging area in which to work" (5). The OR is a stressful learning context setting, where mistakes were not allowed. The conflict between emotion and technical responsibilities could constricts the teaching and learning process. This stressful setting has a great impact on students' self-image and their professional growth (6). In addition, the process of transforming information into action, knowledge management does not work properly in the operating room (7). Which can lead to reduced learning opportunities. <br /> An educational environment of OR influences the teaching and learning process