Background: Bedside teaching (BST) is a crucial component of the clinical skills training program for medical students, where patients are used as educational examples. Understanding patients’ attitudes toward BST is essential for making informed choices and enhancing quality. Objectives: The present study aimed to investigate the attitudes of hospitalized patients toward various aspects of BST. Methods: A cross-sectional study was coanducted involving 250 patients admitted to Shahid Beheshti Hospital in Kashan, Iran. Patients’ attitudes toward BST and influencing factors were assessed using a translated and validated version of the Marwan Questionnaire. Results: The highest level of dissatisfaction was observed with diagnostic or therapeutic procedures performed without the supervising professor (19.4%), while the lowest dissatisfaction was with students reviewing medical records (5.1%). Women expressed significantly more dissatisfaction than men regarding examinations conducted without a teacher and diagnostic and therapeutic procedures, both with and without a teacher present. Conversely, men were more opposed to students’ presence in outpatient clinics (23.8% vs. 5.4%, P < 0.001) and during surgeries (12.7% vs. 4.5%, P = 0.04) compared to women. Conclusions: Overall, patients generally accept the presence of students, irrespective of gender, and the presence of a supervising professor enhances patients’ willingness to participate in BST.

Background: This research aimed to assess the effectiveness of virtual reality-based teaching (VRBT) in enhancing the learning performance and engagement of nursing students in anatomy courses. Methods: A quasi-experimental study with a pretest-posttest design was conducted. Due to the limited number of students enrolled in the course, convenience sampling was employed. Students were randomly assigned to one of two groups: (1) Traditional learning (TL) group and (2) VRBT group. Academic achievement tests were administered to assess learning performance, while a questionnaire on self-reported perceptions of engagement was used to evaluate student engagement. Data were analyzed using t-tests and covariance analysis. Results: The study population comprised 62 fourth-year nursing students enrolled in anatomy courses. The findings revealed that students in the VRBT group demonstrated significantly better learning performance compared to those in the TL group. However, no significant difference in engagement was observed between the VRBT and TL groups. Additionally, students in the VRBT group were more likely to report positive utilization of VR technology in the classroom. Conclusions: This study provides valuable insights into how virtual reality (VR) can improve anatomy learning outcomes for nursing students. The use of VR in anatomy education is strongly recommended.

Background: Project management skills are increasingly vital in today's complex global landscape. However, graduates often lack practical skills, leading to project failures. This study evaluates the effectiveness of modular project management courses in enhancing graduates' skills. Objectives: This study aimed to design, implement, and evaluate a modular project management course that integrates theoretical knowledge with practical skills, using instructional models like ASSURE and Kirkpatrick's evaluation framework. Methods: The study employed a descriptive-analytical approach, targeting university faculty, administrative staff, and graduate students. The course included interactive lectures, simulations, and group workshops. The evaluation utilized semi-structured interviews and pre-and post-tests to assess participant satisfaction and knowledge acquisition. Data were analyzed using qualitative and quantitative content analysis. Results: A total of 150 participants completed the course. Analysis revealed that 85% expressed satisfaction, and pre-and post-test results indicated a significant increase in knowledge (P < 0.001). Qualitative feedback highlighted strengths in hands-on applications and instructor quality while suggesting enhancements in interactivity. Conclusions: Modular project management courses effectively enhance practical skills and knowledge retention among graduates. Continuous evaluation and adaptation are necessary to ensure alignment with professional competencies.

Objectives: This research aims to study the attitude of Shahid Beheshti University of Medical Sciences towards the necessity of implementing interprofessional education (IPE) in 2022. Professors’ research was applied in terms of purpose and descriptive in terms of type. Methods: Considering that the target population is around 2500 people, using Sullivan's formula with a 5% margin of error and a 95% confidence level, the predicted total sample size was 333 people. Sampling was done using cluster and random methods. The study tool included a demographic information questionnaire and a professor attitude questionnaire towards IPE. Data were collected using a standard questionnaire. Out of a total of 330 people selected in the sampling, 138 people completed the questionnaire on Porsline software platform, and 180 completed the questionnaire by visiting in the Porsline. A total of 318 questionnaires were collected. For data analysis, the questionnaire data was entered into SPSS software. Results: The results of descriptive statistics showed that out of 318 professors, 113 have clinical medicine specialties, 26 have medical and health education specialties, 47 have nursing specialties, 72 have basic medical science specialties, 45 have health specialties, and 15 have health specialties. They managed healthcare services. Most of the professors had clinical medical specialties. But in terms of age, the dispersion of people is more, 40.3% of them who are 50 - 60 years old constitute their dominant population. Also, the results of inferential statistics showed that the attitude questions have a significance coefficient of less than 0.05%, which indicates the significant positive attitude of professors in IPE. Conclusions: Research has shown that professors of Shahid Beheshti University of Medical Sciences, on the whole, have a positive attitude towards IPE. The positive effect of IPE in improving the attitude of students towards learning and the need for interprofessional cooperation in the health system indicates the availability and essential and motivational background ideal attitude for the integration of IPE in health sciences. For this purpose, managers should aim to plan and implement IPE in the country’s health education system in order to employ capable and talented workforces to respond to the health and hygiene needs of the current and future generations.

Objectives: This review aims to investigate the impact of economic sanctions, as a form of economic crisis, on medical education. Methods: This research is a review of studies published between 1995 and 2023. A search was conducted in electronic sources, databases, and information repositories. The initial search yielded 313 articles. In the first screening, which involved examining the titles, 173 unrelated articles were removed, leaving 158 articles for the abstract screening stage. During this stage, 95 unrelated articles were excluded, and after accessing and reviewing the full text of the remaining 63 articles, 35 were deemed eligible for review. Results: Economic sanctions are defined as restrictions imposed by one country on the international trade and investment of another to force a policy change. Academic and research systems are often overlooked areas that are severely impacted by sanctions. In Sudan, for example, sanctions led foreign organizations to refrain from cooperating with academics in the country, particularly regarding the publication of articles. Importantly, the negative effects of economic sanctions on education cannot be easily remedied, even long after the sanctions are lifted. Conclusions: The effects of sanctions on education and health have been proven in many countries, including Sudan, Haiti, Zimbabwe, and Iraq. There is an urgent need to specifically focus on the consequences of sanctions on medical education above all other aspects.

Background: To describe the impact of the COVID-19 pandemic on ophthalmic residency training in Nigeria, as experienced by trainers in their local institutions during the first 12 months of the pandemic. Methods: A nationwide, cross-sectional web-based survey was conducted among ophthalmology trainers in accredited ophthalmic residency training institutions in Nigeria during the 13th month of the pandemic (April 2021). Results: A total of 162 trainers from 30 training institutions responded, yielding a response rate of 63%. The mean age of respondents was 51.3 ± 8.6 years. Respondents were affiliated with federal government-owned hospitals (71%), state government-owned hospitals (20.4%), and mission/private hospitals (8.6%). Trainers reported that COVID-19 had a ‘very severe’ or ‘severe’ negative impact on various aspects of training, including surgical skills transfer (73.5%), clinical skills transfer (48.8%), refraction training (46.3%), soft skills transfer (38.2%), and research training (37.6%) in the first year of the pandemic. Facilities for online learning were available to 125 trainers (77%), while 31 trainers (19%) had access to surgical simulation facilities, 32 trainers (20%) used teleophthalmology, and 68 trainers (42%) had access to Electronic Medical Records (EMR). Teleophthalmology and EMR facilities were more available to trainers in private or mission centers compared to those in publicly-owned training institutions. Conclusions: The COVID-19 pandemic had a significantly negative impact on ophthalmic residency training in Nigeria, with surgical training being the most affected area. Online learning technologies played an essential role in mitigating some of these impacts.

Background: Nursing informatics in educational activities can serve as a strategy to bridge the gap between clinical practice and nursing education programs. Objectives: This study aimed to assess the informatics competency of nursing faculty members and its application in educating nursing students at Abadan Nursing Faculty. Methods: This descriptive-analytical research was conducted in 2023 at Abadan Nursing Faculty. The sample consisted of 73 faculty members from the nursing, operating room, and anesthesia departments, who were included in the study through census sampling. Data collection was performed using the standardized Nursing Informatics Competency Assessment Tool (NICAT) and an electronic teaching aids checklist. Data were analyzed using SPSS version 18, with independent t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation at a significance level of P < 0.05. Results: The mean score of faculty members’ nursing informatics competency at the Nursing Faculty was 110 out of a maximum of 150, placing it within the proficient range. The highest score for nursing informatics competency was related to the informatics literacy dimension (47.65), while the lowest was related to the information management skills dimension (19.54). Information management skills (r = 0.881, P < 0.001), computer literacy (r = 0.871, P < 0.001), and informatics literacy (r = 0.976, P < 0.001) were significantly correlated with nursing informatics competency. Faculty members reported the highest use of multimedia content development (mean score = 4.19) and the lowest use of robotic surgery (mean score = 1.71). Conclusions: Faculty members’ informatics competency was reported to be at a proficient level. However, due to advancements in technology and transformations in nursing care, it seems necessary to improve nursing faculty members’ abilities in all aspects, particularly in the information management skills dimension. It is recommended to hold faculty development programs regarding the integration of technology into the curriculum to elevate the quality of education.