Examining the Effectiveness of Instructional Multimedia Based on Reducing the Extraneous Cognitive Load in English language Learning among Nursing Students
Vahid
Salehi
Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, IRAN
author
Dariush
Noroozi
Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, IRAN
author
Mohammad Hassan
Amirteimoori
Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, IRAN
author
Ali
Delavar
Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, IRAN
author
text
article
2016
eng
Background: Considering the assumptions of cognitive load theory and using its reduction and optimization strategies in the design and development of instructional content is one of the main requirements for achieving effective learning. This study examined the effectiveness of instructional multimedia based on reducing the extraneous cognitive load in English language learning among Nursing students. Methods: In this study, pretest-posttest design with control group was used. The population included all the undergraduate students of Nursing at Alborz University of Medical Sciences in the academic year 2015-2016. Of these, 36 students were selected through a convenience sampling procedure and were randomly assigned to either of two groups in the study: control (n=17) and experimental (n=19). The instruments included instructional multimedia lessons and English grammar tests (pretest and posttest). For data analyses, an analysis of covariance (ANCOVA) was applied. Results: The results showed that the experimental group outperformed the control group on the posttest. This indicated that the instructional multimedia designed based on the reduction of extraneous cognitive load enhanced the learning rate of experimental group when compared to that of the control group. Conclusions: Using instructional multimedia based on the reduction of extraneous cognitive load helps improve learning by lowering the extraneous cognitive load learners experience during the process of learning.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
3
6
https://fmej.mums.ac.ir/article_7624_6b23a3237e2291921524e173848ad7d2.pdf
dx.doi.org/10.22038/fmej.2016.7624
Critical Appraisal of the Validity and Reliability of the Quantitative Studies Published in Iranian Nursing Journals
Abbas
Heydari
Evidence- Based Caring Research Center, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IRAN
author
Fateme
Hajiabadi
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IRAN
author
text
article
2016
eng
Background: Despite progression of knowledge of nursing researcher about importance of psychometric principles of instruments of studies but it seems that this subject is not used correctly in nursing studies. This study is designed to critically assess the validity and reliability of instruments applied in studies published in Iranian nursing journals Methods: This study is a critical review of literature that is used the Morse Critical appraisal method. Therefore all of studies of five Iranian nursing journals that are published in1391 was selected and assessed with a researcher made checklist. Results: In 197 assessed articles 280 instruments consist of 245(87.5%) questionnaire and 35(12.5%) checklist was used. In 60% of instruments the validity and reliability of original copy of instrument, in 42.9% the method for confirmation of validity and in 31.8% the method for confirmation of reliability not mentioned. Conclusions: The results of this study suggest that the quality of confirming validity and reliability of instruments applied in nursing studies is poor therefore this result can be a stimulator factor for nursing researcher to equip themselves with knowledge of psychometric to enhance and facilitate the evidence based practice.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
7
11
https://fmej.mums.ac.ir/article_7561_714f58639cc741808625fc829b4f1a83.pdf
dx.doi.org/10.22038/fmej.2016.7561
From E-learning to Ubiquitous Learning; Theoretical Principles
Mohammad
Zare
Malayer Branch, Islamic Azad University, Malayer, Hamadan, IRAN
author
Rahele
Sarikhani
Malayer Branch, Islamic Azad University, Malayer, Hamadan, IRAN
author
text
article
2016
eng
Background: Because of approaches to learning in every place and at any time, ubiquitous learning with knowledge of the context and framework, and due to the development of wireless technologies and sensors, the learning process has changed. Mobile learning and ubiquitous learning as models of e-learning that refer to the acquisition of knowledge, attitudes and skills through wireless technologies. the purpose of the present research was to investigation two this technology. Methods: this study was a Library research methods and note taking had been utilized. Results: The effectiveness of e-learning and its new methods including mobile learning and ubiquitous learning are in need of attention to the approaches and theories of e-learning, because by employing e-learning methods, we can find solutions for teaching and learning that would meet the needs of today's education and training. Conclusions: In recent years, e-learning researchers have found that the development of wireless communications and sensor technology has changed the research issues of e-learning to mobile learning and then, it has changed mobile learning to ubiquitous learning.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
12
15
https://fmej.mums.ac.ir/article_7625_29f9bc6030e5eeced33368ae3ba98267.pdf
dx.doi.org/10.22038/fmej.2016.7625
Determining Factors Affecting Student- Professor Relationship in Performing Educational and Learning Activities from the Perspective of Male and Female Apprentices, Interns and Assistants Students of Mashhad University of Medical Sciences
Mohammad Reza
Motie
Surgical Oncology Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
author
Fateme Moavenian
Torbati
Surgical Oncology Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
author
Tayebeh
Seyfizadeh
Surgical Oncology Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
author
text
article
2016
eng
Background: Relationships are the foundation of human social life. If this relationship is well established in academic environments, educational objectives are more conveniently obtained. The aim of this studyDetermining factors affecting student- professor relationship in performing educational and learning activities from the perspective of male and female apprentices, interns and Assistants students. Methods: In this study, 240 male and female students studying at the levels of apprenticeship, internship and residency in General Surgery Department of Mashhad University of Medical Sciences were studied in the years 2013-15 for a period of 8 months over two-month terms. The standard questionnaire in three domains of personal, professional and academic characteristics was used. Results: The results showed that in the view of male and female students, factors of gender, student participation, academic rank of the professor and precedent of research projects and educational activities were significantly different. Moreover, a comparison of the views of apprenticeship, internship and residency students with regard to the above three domains suggested that only factors of gender, ease of access outside the class, student participation in class discussions, academic rank and the precedent of research projects and educational activities were significantly different. Conclusions: The findings indicated that with regard to the relationship between professor and students in all above three domains, factors such as humility and modesty, popularity and reputation, agreeability, fairness, accountability, respect for students, problem solving, motivating, utilizing incentive tools, ability to communicate course materials to students, student participation in class discussions, mastery of course materials and familiarity with most recent scientific research had the highest effect whereas gender, academic rank and research precedent of the professor had the lowest effect on student-professor relationship.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
16
19
https://fmej.mums.ac.ir/article_7944_8b902b489d24a9f7b08580c1740e708e.pdf
dx.doi.org/10.22038/fmej.2016.7944
The Effect of Problem-Based Learning Clinical Education on Nursing Student's Critical Thinking
Tayebeh
Moradi
Trauma Nursing Research Centre, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Kashan University of Medical Science, Kashan, Iran
author
Mohsen
Taghadosi
Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran
author
text
article
2016
eng
Background: Problem-based clinical education is an effective strategy for enhancing creativity, group work, leadership and problem-solving skills in nursing students. It seems PBL can improve nursing students’ critical thinking skills. The aim of this study was to investigate the effects of problem-based clinical education on nursing students’ critical thinking. Methods: This randomized controlled trial was conducted in Kashan University of Medical Science in 2015. In total, 36 nursing students were recruited and were allocated to either the conventional or the problem-based clinical education. A demographic questionnaire and the California Critical Thinking Skills Test, Form B, were used for data collection. Students’ critical thinking skills were assessed both at the beginning of their clinical course and one week after it. The SPSS software was employed for performing the independent- and the paired-samples t as well as the Mann-Whitney U tests. Results: The mean of students’ critical thinking score in the conventional clinical education group increased significantly from 10.94±1.85 to 11.88±1.86 (P=0.016). In the problem-based education group, the mean of critical thinking score also increased from 10.72±1.44 to 13.33±1.67 (P=0.0004). Before the study, the groups did not differ significantly regarding the scores of critical thinking. However, the posttest value of critical thinking score in the problem-based education group was significantly higher than the score in the conventional education group. Conclusions: Both conventional and problem-based clinical educations significantly improved nursing students’ critical thinking. However, the problem-based clinical education strategy was more effective than the conventional one.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
20
25
https://fmej.mums.ac.ir/article_7970_dff18517427b7f144111eb3d48ed1433.pdf
dx.doi.org/10.22038/fmej.2016.7970
Experiences of Medical Teachers about Methods, Types, and Barriers of Giving Feedback
Hossein
Karimi Moonaghi
Evidence- Based Caring Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
author
Mansoureh
Vafaee
Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
author
Es-hagh
Ildarabadi
Department of Nursing, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran.
author
Suzanne
Rice
Senior Lecturer: Melbourne Graduate School of Education, The University of Melbourne, VIC 3010, Australia
author
text
article
2016
eng
Background: The aims of the research that formed the basis of the current study are as follows: Determining methods that are used by teachers for giving feedback in clinical settings. Determining types of feedback, teachers give to their students in clinical settings. Determining barriers of giving feedback and its important teachers’ experience in clinical settings. Methods: This applied research was a cross-sectional study that involved 131 medical clinical teachers. Using resources in the library and on the web, we developed a questionnaire comprising two parts: the first part of the questionnaire focused on assessing the methods and types of giving feedback used by the participants (a total of 25 items); the second part focused on determining barriers that teachers experience when giving feedback in clinical setting (8 items). Responses to each question were on a Likert Scale. The validity of the questionnaire was determined using content validity index (CVI) measures, and was confirmed by 10 experts. Reliability was evaluated with Cronbach’s alpha coefficient. Results: Most of the teachers (57.49%) in this study reported giving oral feedback to students, 39.1% reported giving nonverbal feedback and a few of them (3.41%) gave written feedback. Participants allowed to nominate more than one type of feedback. Teachers reported many barriers to giving feedback to students, including lack of knowledge and skill about giving feedback, large numbers of students, lack of time, and fear of students’ negative reaction to feedback. Also, concern about negatively impacting the relationship between students and teachers, and students feeling humiliated were considered moderately important. Conclusions: In general results show that there is considerable capacity to improve the quality and extent of feedback given to health sciences students in clinical settings.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
26
31
https://fmej.mums.ac.ir/article_7999_f1b6be93ce42f66df6cb5922c5fd6856.pdf
dx.doi.org/10.22038/fmej.2016.7999
Analyzing the Difference Between the Current and Desired Situation of Knowledge Management Case Study: the Faculty Members of Birjand University of Medical Sciences
Kherionesa
Ramezanzadeh
Medical of Education Research Center, Birjand University of Medical Sciences, Birjand, Iran
author
Hadi
Poorshafi
Facultie of Education and Psychology, University of Birjand, Birjand, Iran
author
Mohammad Reza
Abedini
Department of Pharmacology, School of Medicine, Birjand University of Medical Sciences, Iran
author
text
article
2016
eng
Background: The present study aimed to analyze the situation of knowledge management among the faculty members in the four components, including creation, linking, organization and storage, and application. Methods: This is a survey research and the results are presented descriptively and analytically. The study tool was a questionnaire of knowledge management with 84 questions (creation of knowledge, linking and sharing of knowledge, organization and storage of knowledge and application of knowledge) in Likert scale. The reliability and validity were 0.80 and CVI=0.93, respectively. The data were analyzed by SPSS 16.Results: The results of the study showed that the average scores of the four components of the faculty members were as follows: creation of knowledge (33±7.09), linking of knowledge (67±15.17), organization and storage of knowledge (47±9.33), and application of knowledge (28±6). Analyzing the relationship between knowledge management and its components with academic degree and the background of the results, it was shown that there is statistically significant difference in the component of the application of knowledge (p>0.05).Conclusions: The status of the faculty members of Birjand University of Medical Sciences was not desirable in the components of linking knowledge, and organization and storage of knowledge. Consequently, it seems essential to take special measures in order to empower team-working and motivate the teachers to share knowledge, such as development of group evaluation processes, group incentive programs and teaching of organization and storage of knowledge.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
32
35
https://fmej.mums.ac.ir/article_8028_c6f3d38d5595ef12343c834243ea1d87.pdf
dx.doi.org/10.22038/fmej.2016.8028
The Effect of Metacognition Instruction in Multimedia-based Learning Environments on Nursing Students’ Spiritual Health
Hossein
Moradimokhles
Department of Educational Technology, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran
author
Jamshid
Heydari
Department of Educational Technology, Allameh Tabataba'i University, Tehran, Iran
author
Vahid
Salehi
Department of Educational Technology, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran
author
text
article
2016
eng
Background: One of the main competencies required for enabling Nursing students to provide effective clinical care is spiritual health. The growth and development of nursing students’ spiritual health rely on strengthening their cognitive and metacognitive components. What is more associated with spirituality and spiritual health is students’ metacognition. This study aimed to investigate the effect of metacognition instruction in multimedia-based learning environments on nursing students’ spiritual health.Methods: In this study, a multiple-group pretest, posttest design was used. The population included all the undergraduate students of nursing at Alborz University of Medical Sciences in the academic year 2015-2016. Of these, 60 were selected through a convenience sampling method and randomly assigned to three experimental groups: face-to-face, online, and blended instruction (each including 20 participants). The instruments included an instructional multimedia and a spiritual health questionnaire. For data analyses, a one-way analysis of variance (ANOVA) was applied.Results: One-way analysis of variance between the experimental groups showed that there were significant differences in terms of the spiritual health variable. Further analyses using Tukey post hoc test revealed that the effect of instruction of metacognitive components on spiritual health in the blended learning environment was higher than face-to-face and online learning environments. In addition, metacognition instruction in face-to-face learning environment had a more positive effect on spiritual health when compared with the online learning environment.Conclusions: Metacognition instruction in blended learning environments was more effective in spiritual health in comparison with face-to-face and online learning environments.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
36
40
https://fmej.mums.ac.ir/article_8172_5f2fa92867cd61b0560e0a3492177db3.pdf
dx.doi.org/10.22038/fmej.2016.8172
Higher Education Spatial Planning Program in Iran and the Role of Centers of Excellences for Medical Sciences: A Way to Achieve to Scientific Authority in the Field of Health
Mehrdad
Mostaghaci
Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
author
Saeedeh
Haji Hosseini
Center of Excellence for Occupational Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
author
Reza
Behnamfar
Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
author
text
article
2016
eng
Dear Editor in chief
Centers of Excellences (CoEs, also known as capability center or competency center) define as a team, a corporate group, or a shared facility that provides research, leadership, best practices, support and training for a specific area. A CoE conducts the organization as a unity in some particular area of focus such as skill, discipline, business, technology, or a broad area of study. A CoE may be aimed at the revival of stopped projects (1, 2). Inside an organization, a CoE point to a specified group of people, a particular department or a shared center. CoE could also demonstrate a network of institutions collaborating with each other to follow excellence in a specific topic (2).
In universities and academic institutions, a CoE refers to a group of people with a perspicuous focus on a specific area of research, and bring together scientists from different areas and provide shared facilities (3). In healthcare services, the term of CoE usually refers to a center that provides appropriate and easily accessible medical services for patients (4).
CoEs are known as one of the most important factors for country development (5). CoEs have additional special characteristics in compared to the other scientific research centers. The diversity of CoEs is one of the development factors in human communities (6). CoEs try to respond to the requirements of the communities using their original components. These essential elements are innovation, competitiveness, quality and technical knowledge (6).
In Iran, several significant proceedings have been accomplished for the establishment of the CoEs. But it is necessary to accelerate this process to achieve the desired results based on the international standards for CoEs, and experiences of developed countries.
Recently, the authors emphasized the importance of CoEs in a Persian letter (7). But given the importance and necessity of it at the international level and opening up a platform for discussion, exchange of ideas and recommendations, this letter is written. We are now working on another manuscript about the CoE development, which will be published early.
High education spatial planning program is one of the most important documents for the evolution of medical education in Iran. High-level political support from mission-oriented, decentralization and enhance the capabilities of the medical universities in Iran, is the main strength of this project (5). Virtual Learning development and preparation the international map for spatial planning are other objectives. For the development of medical education and entering the global arena, we must use a clear model for the CoEs for medical sciences.
High education spatial planning program is a great achievement that will organize health education in Iran. Innovation and evolution culture must be institutionalized with the participation of all stakeholders in the health system. Monitoring the national upstream documents of the health system is necessary for promotion in medical education.
The important objectives of CoEs are: Utilization of comparative advantages and potencies of the universities commensurate with future needs of Iran, knowledge-based development, increase the researchers’ scientific potencies, purposeful expansion of the frontiers of knowledge, innovation in Science and Technology, and promoting the scientific status of each country (8, 9).
Drawing the partnership model of CoEs in achieving scientific authority in the field of health in high education spatial planning program is one of the objectives of Ministry of Health and Medical Education in Iran. Reduce the scientific gap between Iran and health scientific centers in the world is one of the main missions of CoEs. There are potential capacities in CoEs for medical sciences, which could be used for the future developments in medical education in Iran (8).
The original vision for all institutions involved in health in upstream health system documents (such as Comprehensive Scientific Map of Iran, and, Comprehensive Health Scientific Map) is access to scientific authority in the field of health and moving in the frontiers of knowledge. So structure and activities of CoEs should be in the way to achieve these goals (5).
CoEs must specify their path, and move with discernment towards the advancement of medical education. Drawing a bright map for activity and interaction of CoEs and medical universities is an essential need in medical education. CoEs mission in drawing this map, method of the influence of CoEs in medical education, ranking method of CoEs, and criteria for CoEs future development are all important (8, 10).
With organizing of interaction between CoEs and Ministry of Health and Medical Education, the CoEs participation in achieving scientific authority in the field of health will be more and more (11).
A scientific model for the CoEs network should be drawn (11). Draw a clear model for CoEs participation in achieving the goals of the Iran’s health system is necessary. The specific mission of each CoEs should be clearly specified (11). CoEs roles in future developments in health and medical education should be identified. In the ranking process of CoEs, their activities in medical education development should be considered.
In order to increase the visibility, international cooperation of CoEs should be increased. Enhanced international interactions, publication of scientific articles, and demonstrate the scientific capabilities of CoEs could be also helpful in this context (9, 11). It is necessary to identify the index points where we have more ability, and reinforce these points with the support of CoEs (12). Redesign of Iran's scientific development program is one of the main national issues. If Iran wants to move in this direction, the Comprehensive Scientific Map of Iran should be redesign with the participation of CoEs, and in this way special attention to innovation is necessary.
Future of Medical Education Journal
Mashhad University of Medical Sciences
2251-8347
6
v.
3
no.
2016
41
42
https://fmej.mums.ac.ir/article_8034_404d8b55b9d82940f2bfe1b3fe41153d.pdf
dx.doi.org/10.22038/fmej.2016.8034