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Background The importance of immunization and the necessity of achieving the goals of the immunization expansion plan and the critical role of undergraduate public health students in attaining these goals in the Covid-19 pandemic is evident. The present study aimed at investigating the effectiveness of using online educational videos on practical learning of vaccination in the apprenticeship stage during covid-19 pandemic: a randomized controlled trial. Material and methods This experimental study was conducted on 120 students (60 interventions and 60 control groups) at Hamadan University of Medical Sciences during 2019–2020. The intervention included training vaccination skills through educational videos based on self-efficacy theory, which was conducted for two weeks each week in two sessions of two hours for the intervention group using an educational video. A researcher-made questionnaire and a performance checklist were used to collect data. Data were analyzed using SPSS-16 software. Paired t-test, independent t-test, and Chi-square. Results The mean age of the subjects was 22.41 years, and most of the participants were female students (80%). There were statistically significant differences between the intervention and control groups regarding knowledge (19.17±0.92 vs. 16.03±3.00; P<0.001), self-efficacy (40.84±3.71 vs 33.45±4.83; P = 0.01), attitude (22.56±2.95vs 20.28±3.25; P = 0.01) and performance (27.92±6.00 vs 22.38±5.40; P = 0.01) after the intervention. Conclusion According to the findings of this study, the use of educational videos for undergraduate students of public health during the apprenticeship period has a positive effect on the practical learning of vaccination. However, it seems that in non-critical times, online education along with face-to-face education will be more effective for practical training.
Background The importance of immunization and the necessity of achieving the goals of the immunization expansion plan and the critical role of undergraduate public health students in attaining these goals in the Covid-19 pandemic is evident. The present study aimed at investigating the effectiveness of using online educational videos on practical learning of vaccination in the apprenticeship stage during covid-19 pandemic: a randomized controlled trial. Material and methods This experimental study was conducted on 120 students (60 interventions and 60 control groups) at Hamadan University of Medical Sciences during 2019–2020. The intervention included training vaccination skills through educational videos based on self-efficacy theory, which was conducted for two weeks each week in two sessions of two hours for the intervention group using an educational video. A researcher-made questionnaire and a performance checklist were used to collect data. Data were analyzed using SPSS-16 software. Paired t-test, independent t-test, and Chi-square. Results The mean age of the subjects was 22.41 years, and most of the participants were female students (80%). There were statistically significant differences between the intervention and control groups regarding knowledge (19.17±0.92 vs. 16.03±3.00; P<0.001), self-efficacy (40.84±3.71 vs 33.45±4.83; P = 0.01), attitude (22.56±2.95vs 20.28±3.25; P = 0.01) and performance (27.92±6.00 vs 22.38±5.40; P = 0.01) after the intervention. Conclusion According to the findings of this study, the use of educational videos for undergraduate students of public health during the apprenticeship period has a positive effect on the practical learning of vaccination. However, it seems that in non-critical times, online education along with face-to-face education will be more effective for practical training.
This study investigated the efficiency of self-editing to reduce language errors of nurse educators. To achieve this, a checklist was created and 15 nurse educators from three different universities were educated on how to self-edit throughout 10 weeks. Data were obtained through 3 editing tasks before the 10-week education course and 3 editing tasks after the course. The Wilcox on test analysed pre-tests and post-tests, and found a statistically significant difference in terms of noticing the language errors through self-editing. This study suggests nurse educators use the checklist before submitting a manuscript. Also, this study concludes that self-editing is an efficient way of revealing language errors and increasing accuracy in English writing of nurse educators.
BACKGROUND: Although the importance of health promotion and empowerment of the community has been recognized for many years, there are still many barriers to adopting health promotion in the world. One of the solutions is socially accountable medical education and community engagement. OBJECTIVE: This study aimed to compare the medical programs of five medical schools that practiced community-engaged medical education to medical education in Iran. MATERIALS AND METHODS: This comparative study has been performed in 2022 by the four-stage Bereday method, including description (the educational programs of the selected medical schools were examined), interpretation (a validated checklist was prepared according to community-based strategies), proximity (similar and different information was identified), and comparison (solutions were recommended to improve health promotion and community engagement in Iran's medical education program. The purposive sampling method was used to select five universities. RESULTS: Although successful initiatives have been attempted to integrate public health promotion and community orientation into the Iranian curriculum, they do not appear to be sufficient in comparison to leading countries. The main distinction is that the community is actively engaged in all stages of curriculum design, implementation, and evaluation. CONCLUSIONS: Although Iran's medical education program has a long way to go in terms of social accountability, by including more community-oriented initiatives into the curriculum, health needs of the community can be met and physician shortages in poor areas can be alleviated. It is recommended to implement modern teaching methods, to recruit diverse faculty and community members, and to increase the community placement in medical education.
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