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Abstract Background and Aims Nurses are highly susceptible to developing low back pain (LBP), which is considered a common occupational hazard. The present study investigated the efficacy of flexible learning methods on the nurses' awareness, perspectives, and practice regarding the prevention of LBP. Methods In pre‐test posttest quasi‐experimental study conducted from June to December 2019, 153 eligible nurses working in three hospitals were participated. Researchers divided the hospitals into three groups with similar numbers of participants (around 55 each) using a random process. One group received an educational intervention using an audio‐visual animation, another group got a visual pamphlet, and the last group served as a control with no intervention. All nurses completed a validated questionnaire designed by the researchers to assess their awareness, perspectives, and practices related to preventing lower back pain. The questionnaire was given three times: before the intervention, 1 week after, and 4 weeks after. Results The study found that participants in the audio‐visual and visual pamphlet groups scored significantly higher on awareness, perspective, and practice measures compared to the control group. Interestingly, the visual pamphlet group showed even greater awareness and practice scores compared to the audio‐visual group (p

Abstract Background The purpose of this study is to investigate the impact of social media-based microlearning (SMBM) on enhancing the knowledge, self-care, and self-efficacy behaviors of patients with type 2 diabetes (T2D) receiving care at a hospital-based diabetes clinic in Zahedan, Iran. Methods This intervention study was conducted from September 2021 to the end of 2022, with an intervention group (SMBM) and a control group (conventional-based training) consisting of patients with T2D. A total of 80 eligible patients were selected using a convenience sampling method and randomly assigned to either the intervention group (n = 40) or the control group (n = 40). The knowledge level, self-care, and self-efficacy of the samples were assessed before and two weeks after the educational intervention. Data analysis was conducted using SPSS version 24, and independent and paired T-tests were used for analysis. Results The results of the study revealed that after the intervention, the levels of knowledge, self-care, and self-efficacy in the intervention group were significantly higher than those in the control group (p-value

Introduction: Simulation-based education (SBE) is an instructional approach that aims to accurately recreate real-life scenarios and engage learners in the practical application of lesson content. By replicating critical elements of clinical situations, SBE facilitates a deeper understanding and better preparation for managing such conditions in actual clinical practice. SBE offers promising prospects for improving medical education and patient care in various settings,such as outpatient clinics. Therefore, this scoping review aims to determine to what extent the most effective components and standards of the simulation have been considered in outpatient education.Methods: The present scoping review adheres to the guidelines outlined in the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMAScR) checklist” and the “Joanna Briggs Institute (JBI) Reviewers’ Manual”. This review focused on articles that specifically focused on the use of simulation in outpatient education. Google Scholar, PubMed, Scopus, Embase, and ERIC were searched for keywords related to simulation, ambulatory care, outpatient clinics, and medical education from January 1, 2001, to August 12, 2023.Results: The search indicated 513 articles, which were narrowed down by title and abstract relatedness. Twenty-nine articles entered the study’s second phase, and after reviewing their full text, nine articles that explicitly reported simulation use in outpatient education remained. Based on the findings of eligible articles, the ten most frequent components of SBE that should be considered and followed discussed. These features were training facilitators, pre-briefing sessions, the type of simulation techniques, the site of simulation participation, the simulation duration, unit of participation, extent of direct participation, Simulation fidelity, feedback, and debriefing and reflection.Conclusion: SBE is a contemporary method of practical training for medical students that involves realistic modeling or simulation of clinical situations. It enhances learning effectiveness andprovides a safe, educational atmosphere for teaching and learning. Designing simulations adhering to established standards and carefully considering essential components improves efficiencyand effectiveness.

Abstract Background The evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran. Methods This study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis. Results Our findings revealed that the student support system, the course structure, and the infrastructure and technology subscales’ mean scores were significantly higher than the average level (P

Abstract Introduction Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face. Method A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student’s satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA. Results Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P 0.05). The students’ knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758). Conclusion Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.

Abstract Introduction Individuals vary in their selection of health messengers. This research aimed to construct an instrument to measure the preferences of medical students in selecting health messengers and in the next step to validate the aforementioned questionnaire. Method This research is a descriptive survey with an approach to construct a questionnaire. The statistical population included all students studying at Shiraz University of Medical Sciences in March to June 2022 in the academic year 2021-2022. 500 participants were involved in the study. To determine the types of health messengers and review the texts, a group of 15 primary items consisting of the 6 components of academic sources (2-items), formal news sources (2-items), mass media (3-items), internet search (2-items), social networks and messenger applications (4-items), and informal conversation (2-items) were compiled. A 4-point scale was developed the content validity of which was confirmed using CVI and CVR method and the reliability index was calculated to be 0.818. Factor analysis was also used to determine the construct validity and factor loading of each item. Results The research covers university students in different medical fields. Using factor analysis, together with KMO = 0.810 and Bartlett's sphericity index P

Abstract Background and Aims The present study was conducted with the aim of investigating the relationship between health‐promoting lifestyle profile (HPLP) among medical students and contextual factors such as gender, age, field of study, academic level, marital status, history of physical and mental illnesses, and smoking. Methods The present research was conducted in a cross‐sectional method in 2021 on 500 students of Shiraz University of Medical Students. An e‐questionnaire link was sent to them via email. The research tool was the HPLP questionnaire consisting of 52 questions in six domains in a 4‐point Likert scale. Data were analyzed using SPSS software version 24 with one‐sample t‐test, independent t‐test, analysis of variance, and Tukey's post hoc test. Results A total of 500 students fully answered the questions completely. All components of a healthy lifestyle—except for exercise—obtained a score higher than the cut‐off point. The component of Self‐Actualization (spiritual growth) (3.035 ± 0.68) had the highest score, while the lowest score was related to exercise and physical activity (2.126 ± 0.60). Married individuals had a better average health score compared to singles (p = 0.047). The average health score did not have a significant relationship with gender, but significantly related to age, field of study (p

Background: The expansion of E-learning has brought about new ethical challenges concerning academic integrity, privacy, inclusivity, technological impacts, and power dynamics, necessitating careful examination. This article reviews the literature related to ethical issues in online education to prioritize considerations for instructors and educators. Methods: A review of 49 articles on E-learning ethics published during 2005-2022 was conducted. Manuscripts were retrieved via Google Scholar, ERIC, and Education Source databases utilizing “online learning ethics,” “e-learning ethics,” “academic integrity,” and “learner privacy keywords. The articles were analyzed using qualitative synthesis.Results: Key ethical priorities in this study include preserving academic integrity through comprehensive policies, safeguarding learner privacy via data security mechanisms, enhancing inclusivity through design considerations, evaluating technological impacts, and exercising responsible instructor power. Conclusion: Actively addressing ethical complexities enhances academic integrity in digital classrooms, but sustainable engagement with the evolution of e-learning requires continuous participation. The findings shed light on the responsibilities of online educators in empowering diverse learners.

Assessing students is a crucial aspect of the educational process, closely tied to the quality of their learning. Employing a one-group interventional study, we designed and conducted open-book online exams for doctoral students in medical education at Shahid Beheshti University of Medical Sciences (SBUMS), focusing on their perspectives regarding open-book online examination. This assessment spanned from April 2019 to August 2022. To gauge student satisfaction, we utilized Patrick’s evaluation model, employing a researcher-developed questionnaire with confirmed validity and reliability. Additionally, a critique session was conducted for further insights. The analysis of participant satisfaction levels indicates positive feedback and agreement among students regarding the implementation of open-book online examinations. According to the majority of students, this assessment system provided them with valuable and novel experiences. They believed that the online environment stimulated their eagerness to respond to exams, and the ability to access resources enhanced their maneuverability to address all aspects of the questions and designed scenarios. Students expressed concerns during the exam about unforeseen issues typical of online exams, such as power outages, internet interruptions, malfunctioning of exam equipment, etc., potentially hindering their success. The results of this study demonstrate the satisfaction and agreement of doctoral students in medical education with the implementation of open-book online examinations.

Abstract Background Preventing addiction through training takes precedence over treatment and plays a crucial role in enhancing the well-being of adolescents. Utilizing inclusive and participatory methods can significantly enhance the effectiveness of education. Numerous studies have demonstrated that gamification, as an interactive and comprehensive approach, has the potential to boost teenagers’ motivation to engage in learning and contributes to better comprehension. Aim This study aimed to assess the impact of gamification-based training to prevent substance and internet addiction on the knowledge and attitudes of male adolescents. Additionally, the study examined this educational program’s effects on male adolescents’ academic achievement. Methods This study employed a quasi-experimental design with a control group. One hundred fourteen male adolescents were randomly assigned to the intervention or control groups. They completed a pre-intervention questionnaire assessing addiction-related knowledge, attitudes, and academic achievement. Subsequently, the intervention group received the gamification-based drug and internet addiction prevention training. Post-tests were conducted immediately after the training and again one month later for both groups. Results Before the intervention, there were no significant differences in knowledge of substance and internet addiction, attitudes toward substances and the Internet, and academic achievement between the intervention and control groups (P > 0.05). However, after the intervention, the intervention group demonstrated significantly higher scores in knowledge of substance and internet addiction, attitudes toward substances and the Internet, and academic achievement compared to the control group (P

Abstract Background Even though a lot of scholars have been looking at outpatient education lately because it has become more popular and they want to know about its successes, failures, and problems, we have not been able to find a complete study. Therefore, our study aims to gain a deeper understanding of the various aspects of outpatient education based on the actual experiences of medical students, faculty, and residents. Methods Face-to-face and semi-structured interviews were used to collect data for this qualitative study. Until data saturation was reached, the interviews continued. A total of 21 participants from Shiraz University of Medical Sciences, including medical students, residents, and teachers, were enrolled. The Guba and Lincoln-first written standards for scientific accuracy in qualitative research were used to figure out how reliable the data were. Results Fourteen categories were extracted from four main themes. The results show that four categories: “physical space and equipment,” “prerequisites related to the curriculum,” “teaching skills development,” and “near-peer teachers” should be considered for outpatient education preparation. Theme 2, “implementation requirements,” included “student dimension,” “faculty’s commitment to planning,” and “program supervision.” Theme 3, “challenges of outpatient education,” was described by five related categories, including “curriculum implementation challenges,” “student challenges,” “faculty challenges,” “system-related challenges,” and “patient-related challenges.” Finally, two categories emerged about facilitators of outpatient education: internal and external facilitators. Conclusion Outpatient clinics represent a crucial aspect of medical practice. To effectively leverage this resource, preliminary planning, considering all the prerequisites, paying attention to the implementation requirements, getting to know the challenges, and trying to solve them, especially with incentives, are essential.

Background: Academic motivation is a fundamental aspect of learning that provides intensity and direction to a learner’s behavior. In recent years, the flipped classroom teaching method has gained popularity as a pedagogical approach that aims to enhance student learning outcomes and engagement. This study aimed to compare the efficacy of flipped Classroom Approach on elementary school students’ academic motivation and learning achievement. Methods: An educational interventional study employing a pretest-posttest design was conducted with an intervention and a control group. The study enrolled sixty eligible students who were studying in two elementary schools from August to December 2021. They were randomly allocated to intervention (flipped classroom approach, n=30) and control (traditional method, n=30) groups. To measure academic motivation, we used the standardized questionnaire, the Harter Academic Motivation, which consists of 33 questions. Also, for measuring the learning achievement, we developed a 20-item multiple-choice questionnaire. Data were analyzed using IBM SPSS v 22.0. Multivariate analysis of covariance (MANCOVA) was performed. P-value0.05). Additionally, the outcomes demonstrated a significant increase in academic motivation scores among the flipped classroom group, particularly in the areas of preference for challenging academic tasks, focus on students’ curiosity, tendency towards independent mastery, and preference for easy work subscales, compared to the control group (P

IntroductionWriting and publishing scholarly articles in international peer-reviewed journals can be a challenging undertaking for medical and healthcare professionals in universities, especially in non-English speaking countries. Surprisingly, very few faculty members report receiving guidance on scientific writing. To encourage more faculty engagement in professional development courses aimed at enhancing their writing abilities, we have revamped scientific writing courses to incorporate bichronous (a combination of asynchronous and synchronous) teaching methods.MethodsAfter forming a team, we performed a SWOT (strengths, weaknesses, opportunities, and threats) study of the medical faculty’s present programs and proposed alternatives to prior course issues. In this interventional study, fifty-nine eligible medical educators selected by purposeful sampling underwent a two-and-a-half-month bichronous scientific writing course from March to August 2021. The perspectives of the participants were evaluated through a SWOT analysis. The data were collected through online semi-structured interviews, and data collection continued until data saturation was achieved (40 participants). Data were then coded and analyzed based on conventional qualitative content analysis principles.ResultsOur planned blending sequence and e-feedback increased the medical faculty’s drive to learn, self-confidence, and autonomy while improving their writing skills. Poor ICT and network infrastructure hindered course adoption. Due to the course’s time and the faculty’s own online teaching, many battled with computer vision syndrome, self-discipline, and distractions. Our participants struggled with self-discipline and distractions, so setting a daily time limit may help them concentrate.DiscussionGiven the faculty’s demanding professional lives, this designed course provided a learning opportunity for many that would not have been feasible otherwise.

Background: Medical students receive health information from various media sources and messages. Receiving health information can have a significant impact on the students’ dietary habits and healthy lifestyles. This study aimed to investigate the status of medical students’ use of health media and messaging, as well as the contextual variables that affect it.Methods: A survey study was conducted on 500 students of Shiraz University of Medical Sciences during September to December 2022 that were selected by simple random sampling. The research tool was a researcher-made questionnaire consisting of 15 items and six domains on a 4-point Likert scale, with a cutting point of 2.5. The validity of the tool was assessed using the CVI and CVR index, and its reliability was confirmed by internal consistency of 0.818. Data were collected through an e-questionnaire and analyzed using one-sample t-tests, independent t-tests, and ANOVA, using SPSS v.24 software.Results: About 40% of the participants were male. 36.4% were BS students, 27.8% MD, 20.5% MSc degree, and the remaining were in the PhD program. 73.3% of the participants were single, 43.8% lived with their parents, and 28.8% lived in the dormitory. Among the types of health media, Internet searches (M=2.950), verbal conversations (M=2.394), scientific resources (M=2.236), and official health information websites (M=2.128) had the highest means, while mass media like radio and television were the lowest. Contextual factors such as age, field of study, place of residence, marital status, and educational level had a significant effect on the students’ preference (P0.05).Conclusion: Students have access to the Internet and receive most of their information through this medium. Monitoring the sources and content of health information websites, as well as strengthening health media literacy among students, are of great importance

Abstract Aim This study aimed to compare the efficacy of e‐flipped and online case‐based workshops on the nurses' knowledge, attitude and behaviour regarding thalassemia during the COVID‐19 pandemic. Design A pre‐test–posttest interventional study was conducted with two intervention groups and a control group. Methods One hundred and fifty nurses were recruited from comprehensive urban health centres in June–December 2020. The nurses were randomly allocated to one of the three groups: case‐based e‐flipped workshop (n = 50), case‐based online workshop (n = 50) and control (n = 50). A researcher‐made questionnaire was completed by eligible subjects at baseline, after the end of the training sessions and 4 weeks after interventions to assess their knowledge, attitude and behaviour. Data were analysed in IBM SPSS v16.0. ANOVA and Tukey's post hoc tests were used to compare the three groups. Results The mean knowledge, attitude and behaviour scores in the intervention groups increased significantly more than that in the control group (p

Abstract Objectives This study investigated the efficacy of flipped approach on the nurses’ knowledge and motivation regarding critical respiratory care during the COVID-19 pandemic. Results This pretest-posttest quasi-experimental study was performed in a hospital affiliated with Shiraz University of Medical Sciences during March-December 2021. One hundred and twenty eligible nurses selected by convenience sampling underwent a seven-day flipped approach respiratory intensive care training. The nurses’ motivation and knowledge were evaluated using the Students’ Motivation Towards Science Learning (SMTSL) and a 20-researcher-made four-option questionnaire before and two weeks after the intervention, for knowledge assessment respectively. The nurses’ knowledge and learning motivation were significantly higher after the intervention (P

Abstract Background Nursing is a profession that has had many ethical aspects and understanding professional belonging and ethics as a deep and complex process is one of the basic concepts in this field. This study aimed to compare the effectiveness of training professional belonging and ethical behaviors in two methods: electronic portfolio and online discussion forum in nursing students. Methods This study is a single-blinded randomized-controlled trial (RCT) with two parallel intervention groups and a third control group. The sample size was 90 selected by block randomization method. The educational contents of professional belonging and ethical behaviors were presented to the participants in two ways: electronic portfolio and online discussion forum. Demographic information form, professional belonging questionnaire, and ethical behaviors questionnaire were applied to collect data. Data were analyzed using SPSS version 24 software. Respectively mean, standard deviation and repeated measured, analysis of variance tests was used in descriptive and analytic statistic. (P value

Abstract Background/Objectives Breast neoplasm is one of the most common cancers in Iranian women due to the late diagnosis. Awareness of breast neoplasm and using Breast Self-Examination (BSE) assist in the early detection and treatment of cancer. This study examined the effectiveness of video-based multimedia training versus face-to-face training in awareness of breast neoplasm and BSE and possible factors affecting their effectiveness. Methods This research was a pre-test, a post-test experimental study comparing the knowledge, attitude, and performance of women about BSE across two training intervention groups (face-to-face versus video-based multimedia). The study was conducted at Shiraz University of Medical Sciences (SUMS), and 100 women between 20 to 60 years old were allocated to each intervention group via multi-stage cluster sampling (n:110). Three valid and reliable researcher-made questioners were used. Data were analyzed using SPSS 24 with independent t-test, paired t-test, and ANOVA. Results Both video-based multimedia and face-to-face training methods significantly increased the participant's knowledge, attitude, and skills about breast self-examination (P

Abstract Objectives Using the Kirkpatrick evaluation model, investigate the effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators. Results This interventional study was conducted on 140 eligible medical educators at Shiraz University of Medical Sciences (SUMS) from 2019 to 2021. A researcher-made questionnaire was developed to assess the impact of the course on three levels of reaction, knowledge, and perceived behaviour using the Kirkpatrick evaluation model. According to the findings, the average reaction and knowledge scores are higher than the desired level, but the perceived behaviour score is slightly lower than the desired level. The e-flipped learning approach can improve medical educators’ knowledge, attitude, and behaviour regarding online teaching.

Background: One of the most common treatments for cardiovascular diseases is coronary angioplasty. Due to the short period of hospitalization, less attention has been given to patients’ education. This study was carried out to investigate the effects of Interactive Multimedia (IM) training on anxiety, uncertainty, and hope among angioplasty patients. Methods: In this interventional study, 90 eligible patients were enrolled one day before angioplasty in September-December 2019. Using the block random sampling method, the patients were assigned to IM training (n=45) or an educational pamphlet (n=45). Anxiety, uncertainty, and hope were evaluated at three periods (before, one day, and two weeks after PCI) using the Depression Anxiety and Stress Scales (DASS-21), Mishel Uncertainty of Illness Scale (MUIS), and Snider Hope scale. The Chi-square test, independent t-test, and repeated measurements using SPSS18 were used for statistical analysis. Results: One week and two weeks after the intervention, the hope score was significantly improved; uncertainty and anxiety levels were reduced considerably more in the multimedia group than in the educational pamphlet (p

Stories can contribute to the emotional well-being of children and storytelling is one of the new methods of teaching in the classroom. The main objective of the present study is to evaluate the effects of integrating digital Storytelling on the level of social intelligence and emotional intelligence in female elementary school students. In this quasi-experimental study, all third grade female elementary school students who were studying in an elementary school in Shiraz were involved based on the census method (N = 60). A quantitative approach was taken and the levels of social intelligence and emotional intelligence were examined in all participants before the training. Tromso social intelligence scale and Bar-on emotional intelligence inventory were used to measure the respondents’ social and emotional intelligence. Simple random sampling was performed and the participants were randomly assigned to either an intervention group in which digital Storytelling was integrated with group discussion (N = 30) or a control group in which there was no intervention (N = 30) using the random allocation software. The results showed that integrating digital storytelling with group discussion led to meaningful improvement in social intelligence and emotional intelligence among the female elementary school students, whereas in the control group no meaningful changes were observed. Therefore, a combination of digital Storytelling with group discussion is a potentially beneficial educational method for female elementary school students.

This study aims to investigate the effectiveness of flipped learning in surgical education in trauma. The participants were 15 first-year general surgery residents in Shiraz medical school. After completing a pre-test, the participants received the learning content in interactive multimedia, podcasts, movies, and books. One month later, they had a face-to-face class based on case-based discussions. An early post-test was performed immediately after the class, and a late post-test was performed one month later. In these tests, the residents' problem-solving abilities were assessed using multiple-choice questions. A semi-structured phone interview was used to measure their attitude towards the learning program. The results showed a significant difference between pre-test and early post-test scores and between pre-test and late post-test scores. However, there was no significant difference between early and late post-test scores. The residents were satisfied with the program's overall usefulness for junior residents. The participants tended to use podcasts more than other materials. They mentioned that the videos and books helped more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with patients in daily encounters.

Introduction: Technical advances highlight the need for dynamic strategies in medical training. Active medical education helps students sufficiently understand the real clinical situation. This study endeavored to compare the effectiveness of technology-enhanced Case-based Educational Intervention with In-person training on Knowledge and Satisfaction of Medical Students at Shiraz University of Medical Sciences. Methods: This study was an educational intervention with a post-test design on 584 medical students of clinical surgery departments (neurology and orthopedics) of Shiraz University of Medical Sciences in the academic year 2017-2019. The research samples were selected by convenience sampling and divided into intervention (case-based technology-based education) and control (scores of students participating in the previous in-person course) based on the non-random Consecutive sampling method. Data collection tools included a final exam in the surgical ward and a researcher-made questionnaire to assess the satisfaction of multimedia content. An independent t-test was used to compare the mean post-test knowledge score of the research samples. Results: The mean and standard deviation of knowledge score after the intervention in the intervention group (13.7±33.1 and 12.9±72.7) were not significantly different from the control group (13.62±2.7 and 13.27±2.7). Besides, 51% of students rated the quality of multimedia content as appropriate. Conclusion: The results revealed that case-based technology-based educational intervention leads to improved learning of medical students similar to face-to-face training. Due to the effectiveness, convenience, and low cost of this method, the use of this method is recommended for medical education in the clinical level.

Background: Breast Neoplasms is believed to be one of the most prevalent types of cancer in women. In the early stages, the disease could be diagnosed and controlled by breast self-examination (BSE). However, attitude barriers stop women to BSE on a number of occasions. We conducted the present study to investigate the attitude barriers of breast self-examination from the perspective of women who referred to health centers affiliated to Shiraz University of Medical Sciences (SUMS). Methods: The current research was conducted as a cross sectional method from August to September 2019 on women aged 20- 60 years referring to health centers affiliated to SUMS. The participants were selected with simple Random sampling and 101 complete questionnaires were returned. The data collection tool was the researcher-made questionnaire comprising 5 components (12 items) in Likert scales. The obtained data were analyzed with SPSS22 software using One sample T-test, Independednt T-test, and Pearson correlation. Results: Except for the component of mental beliefs (P=0.92), all the other components were significantly lower than expected (P

Background: Today, e-learning has become an integral part of educational practice around the world and plays a relatively significant role in student learning. E-learning is an educational approach in which educators and learners make use of electronic tools and technologies to communicate with each other in spite of distance and lack of close communication. The purpose of this study was to compare the effects of e-learning and conventional methods on the academic motivation and performance of fifthgrade elementary school students in Shiraz, Iran. Methods: A descriptive study was conducted in 2019-2020 academic year. A convenience sampling method was applied and the research sample consisted of 268 students (134 in e-learning group; 134 in conventional education group). Data collection tools included the EPT questionnaire (Based on Pham and Taylor) and the academic motivation questionnaire (Vallerand et al.). Independent t-test was used for data analysis. Results: the results showed that the mean of the academic motivation among the e-learning students is higher than the conventional learning students (p

This study aims to explore the research trends in the field of e-learning by analyzing the relevant publications using network analysis and scientific mapping. The data were extracted from the Web of Science database from 1995 to 2018, revealing a growing number of articles published in e-learning. The keywords “e-learning” and “Internet” ranked first and second as the most frequently used terminology. “Internet”, “Blended Learning” and “E-Learning” are recognized as three main categories in the field. The findings also reveal that the research related to Internet, distance learning, learning management system, MOOC and mobile learning has had the greatest impact in the field of e-learning. Further, some topics (e-learning, education, MOOC, learning, online learning, blended learning, learning management system) serve as bridge to connect different topics. The other highly used terms, such as “information technology”, “healthcare”, “management” and “blended learning” represent the emerging topics in this field. In particular, e-learning in health or medical care has been an actively promoted topic in this field.

Background: Higher education is considered as a source of inspiration and a major factor in the development and advancement of every society. The realization of an effective education in any educational institution requires the formation of an efficient teaching-learning process. The purpose of this study was to design a framework for mobile learning in higher education. Methods: It is an analytical-oriented qualitative study in designing a framework-based meta-synthesis. Data were collected through documentary method using search engines as well as valid websites presenting national and international articles. In the search for mobile learning keywords in higher education, 418 Persian and English papers were found and after examining their titles, it appeared that the majority of them covered topics relevant to mobile learning, such as e-learning. Hence, a total of 119 articles were selected to consider their abstracts. Upon studying the abstracts and contents of the above-mentioned articles, 71 papers were chosen. Due to the principles of conducting meta-synthesis research and omitting incomplete papers, 52 articles were selected for content analysis. Results: According to the results, five main dimensions including: strategy, data, process, infrastructure and human forces are recognized for adopting mobile learning in higher education. Infrastructures develop the highest frequency in the considered studies and out of 52 papers only 42 of them have mentioned codes and factors relevant to the infrastructure. Conclusion: Experts in this study provided their assessments and opinions about research findings in order to score, acknowledge and finalize the dimensions of m-learning in higher education.

Introduction: Technology has revolutionised higher education and transformed traditional approaches to teaching and learning. However, application of e-learning in any discipline including nursing requires a model. Aim: To develop an e-learning model for nursing education. Materials and Methods: In this descriptive-analytical study, three stages were followed between June 2017 to December 2018. In the Stage one: review of literature and library search was used in databases of ERIC, PubMed, Science Direct, ProQuest, Scopus, and Google Scholar and Iranian databases of SID, Magiran and Iran Medex using to find available 65 models and their features. In the Stage two, semi-structured interviews with 26 experts in e-learning and quantitative content analysis of the interviews were used, and in the Stage three: The validity of the model was determined by with 12 experts in e-learning and Delphi method, and finally, the model was presented. Results: Seven general components including education, infrastructure, support, culture, ethics/law, evaluation, and learner with 31 subcomponents were determined in stages one and two. They were then used in the development of theelearning model which was validated by Delphi method. Conclusion: The principles of pedagogy were used to develop this model in an understandable and simple manner. Therefore, it can be used in many disciplines.

Background: Education is a process beginning with informing, followed by attitude-making and finally leading to appropriate behavior and performance in trainees. Breastfeeding self-efficacy, as a term, is originated from the social cognitive theory structures of Bandura. This theory refers to one’s beliefs and confidence in her/his ability to perform health behaviors like exclusive and successful breastfeeding. Methods: In this study, 270 pregnant women with gestational age over 30 weeks were selected among those referring to health centers by cluster sampling method. The subjects were randomly divided into 3 groups. One group was considered as the control group and the two other groups were educated through either face to face or small-group methods. Data were collected using a demographic questionnaire, performance assessment check list, and breastfeeding self-efficacy questionnaire. The collected data were analyzed using appropriate statistical tests in SPSS. Results: Data analysis on breastfeeding self-efficacy showed that there was no significant difference between 3 groups before training. The mean scores of women attending face to face and small-group education were 2.89 and 2.88, which increased to 4.73 and 4.18, respectively. There was a significant difference between the intervention groups after education (P < 0.001). Self-efficacy mean scores after delivery showed that face to face education is more efficient. The results showed that there was a significant association between self-efficacy and performance in mothers (P < 0.001). Conclusions: Face to face education method has positive effects on infant feeding pattern, mother performance, breastfeeding satisfaction and beliefs as well as self-efficacy.

BACKGROUND: Professionalism is one of the most important and vital concepts in the medical sciences. With the rapid growth of e-learning in the medical sciences in the past few years, the concept of virtual professionalism has emerged. This study was conducted as a hybrid concept analysis on describing e-professionalism in medical sciences. MATERIALS AND METHODS: This is a qualitative study with a hybrid concept analysis approach, consisting of theoretical stage, field research, and analysis. In the theoretical stage, the concepts of e-professionalism in medical sciences were identified through a review of the literature. During the fieldwork stage, in-depth interviews were conducted with five medical students who were intentionally selected. Finally, after analyzing the literature and the qualitative interviews, a theoretical description of e-professionalism concept in the field of medical sciences was extracted. RESULTS: the themes (3 numbers) and the subthemes (4 numbers) were extracted from 62 codes. These themes include information and communion technology and educational strategies professionalism in medical education. CONCLUSIONS: For describing professionalism, it is necessary to consider education and culture, role models, by emphasizing on the acceptance of professional responsibility, developing and improving social media policies, determining the scope of communication and interaction between individuals, and identifying the boundary between local laws and customs.

BACKGROUND: One of the most important ways to acquire knowledge in the present age is education based on new technologies, including mobile learning. The purpose of this study was to investigate the effect of a multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers. MATERIALS AND METHODS: In this interventional study, 112 health volunteers a Health Centre in Mashhad during 2019–2020 were enrolled. The participants were randomly divided into two groups: mobile education based on Gagne model (n = 56) and conventional lecture (n = 56). A researcher-made questionnaire was completed by the eligible subjects before, after, and 2 months after the intervention to assess their learning, retention and satisfaction in educational methods. Face validity, content validity, and reliability of the data collection tool and model fitness indices were confirmed. Content validity of data collection tools verified by experts and its reliability was calculated to be 0.78. The collected data were analyzed in SPSS-25, using descriptive (mean and standard deviation [SD]) and analytical statistical tests (independent t-test). RESULTS: The results showed that 2 days and 2 months after the intervention, learning, and retention rate was significantly higher in the mobile learning based on Gagne model group in comparison to conventional lecture group (P < 0.001). Furthermore, the intervention group was generally satisfied with the mobile training method. CONCLUSION: Mobile learning based on Gagne model is recommended for improving learning, retention among health-care workers

Abstract Background There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. Methods The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann–Whitney test. A significance level of 0.05 was considered to be statistically significant. Results The mean scores of the experimental group performance level were higher than the mean score of the control group performance level. This difference was statistically significant and students in the experimental group in OSCE stations had significantly higher performance than the control group (P

Objectives: The general objective of this research was to study the learning styles and locus of control of virtual students at Shiraz University of Medical Sciences and its relationship with their academic attainment. Methods: This was a descriptive study carried out during year 2017. One hundred virtual learners from Shiraz University of Medical Sciences were randomly selected as the participants of this study. The instrument used in this study was the Kolb Learning Style Inventory and Rotter locus of control scale (1996). Kolb Learning Style Inventory consists of 12 questions and four sections. Vilkaksn measured the reliability of the study by using Alpha, and reported on high reliability (active examination = 0.67, abstract understanding = 0.83 thinking observation = 0.87, objective experience = 0.82). The stability of Rotter’s questionnaire was reported by franklin to be more than 82%. The quantitative data were analyzed using person product moment correlation, k2, analysis of variance (ANOVA), and independent samples t test. The questionnaires were analyzed using version 20 of SPSS software and the significance level was equal to 0.05. Results: The results indicated that 80% of the students deployed a convergent style of learning. Also, it was found that there was no meaningful relationship between learning styles and academic success (P = 0.61). There was no significant relationship between locus of control and academic achievement (P = 0.51). However, the learners with internal locus of control were older than the ones with external locus of control (P = 0.04). Conclusions: Because of the novelty of virtual education in Iran, it demands more research to specify the degree of success gained by this kind of educational system.

Introduction: E-learning as one of the new methods of learning makes it possible to achieve skills at higher levels without time and space constraints. The purpose of this research was to compare the effect of case-based learning in two ways of personal and off-line (forum) E-learning on the knowledge and attitudes of undergraduate medical students of Shiraz University of Medical Sciences.Methods: This is a semi-experimental research, which was conducted on 44 dental students in the academic year of 2014. Sampling was a block randomizing. Both groups were given written exams before and after teaching in order to evaluate the participants’ awareness and knowledge of the content, the satisfaction level and attitudes of both groups were questioned by the application of an exam following the Likert scale format of 1-5. In this study, a paired samples t-test was used for comparing students’ pretest and posttest scores in each group, and an independent samples t-test was run for comparing the changes in scores, students’ attitudes, and satisfaction in both groups. In case of derivation from the normal distribution hypothesis, non-parametric equivalents were used in these tests. The acceptable significant level was α=0.05.Results: The mean score of primary awareness in both groups of personal and E-learning was statistically the same (p=0.647). A significant increase was observed in the awareness level of people after the application of learning (p < 0.001). The awareness of people in personal and E-learning groups before learning (median=2) was significantly increased compared to that after learning (personal: median=5 and electronic: median=6). The increase of awareness in personal and E-learning groups was statistically the same (p=0.216). Generally, the increase of awareness level was similar in women and men (p=0.822). There was not a significant relationship between people’s attitude with the learning method and age of the participants. Conclusion: Given that the learning and attitudes of students in off-line (forum) E-learning and personal learning was the same, and regarding the effectiveness of E-learning in time reduction and saving of costs and educational facilities, this new method can be used as a part of learning activities in medical learning program.

Given the limitations of traditional teaching methods in the learning process of adolescents, this study was designed to investigate the effects of osteoporosis prevention training through interactive multimedia method on the degree of knowledge and self-efficacy of female high school students. In this interventional study which was conducted in 2016 in Fars province, Iran, 120 high school students were selected through proportional stratified sampling from schools and different classes at first, second, third, and pre-university grades. The participants were randomly divided into two groups, each containing 60 students. Educational interventions for the test group included an interactive multimedia CD, and for the control group was an educational booklet. Before and one month after the intervention the students' level of knowledge and self-efficacy was measured. The spss 19 statistical software was used, and descriptive and analytical tests were performed to analyze the data. Results showed a significant difference in self-efficacy scores after the intervention (P=0.012) with the test group obtained a higher self-efficacy score than the control group. Also, a significant increase was observed in the knowledge score of both groups after the training (P

Background: Management knowledge in the new centuryis, which is more important than anything when it comes to continuous change and development. Any organization that is not adapted with these waves is unsuccessful. The present study tries using the meta-synthesis method to design a comprehensive organizational e-learning model. Methods: This study is a qualitative study, its method is heuristic, in terms of time it is sectional and in terms of purpose it is developmental and applied. This research method is a kind of meta-synthesis method that in order to implement the method, the 7 stage model of Sandelowski and Barroso (2007) was used. In this study, after designing research questions, a systematic search of databases of Persian and English papers, based on keywords related to organizational e-learning and all related and available papers, were collected and reviewed from 1992 to the end of 2015. In other words, to design the research model, no sampling was done; also in order to assess the content validity of the model, professors and experts’ opinions, in the field of e-learning, were used and to assess its reliability, Kappa indicator was used. Results: After performing 7 stages of the meta-synthesis method and reviewing 324 articles in asystematic way, a model was designed with 12 groups (intellectual capital management, e-learning practices, learning facilitating factors, technical infrastructure, educational infrastructure, the people involved, individual factors, information, technical features, training, strategic management, and communication), 49 concepts, and 531 codes. Conclusions: According to the desired reliability and validity of the model designed based on professors and experts’ opinions, this model is recommended to recognize and plan e-learning system in organizations.