Subjects -> EDUCATION (Total: 2528 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2168 journals)
    - HIGHER EDUCATION (154 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2168 journals)            First | 1 2 3 4 5 6 7 8     

Showing 801 - 857 of 857 Journals sorted alphabetically
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access   (Followers: 2)
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 14)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 16)
Interchange     Hybrid Journal   (Followers: 1)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 4)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education     Open Access   (Followers: 10)
International Education Research     Open Access   (Followers: 8)
International Education Studies     Open Access   (Followers: 10)
International Educational Research     Open Access  
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 9)
International Journal for Educational Integrity     Open Access   (Followers: 3)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 1)
International Journal of Accounting     Hybrid Journal   (Followers: 1)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Advancement in Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 26)
International Journal of Assessment Tools in Education     Open Access   (Followers: 7)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 19)
International Journal of Bullying Prevention     Hybrid Journal  
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 5)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 7)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 3)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 5)
International Journal of Critical Pedagogy     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 4)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 3)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Development Education and Global Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 35)
International Journal of Distance Education and E-Learning     Open Access   (Followers: 3)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 14)
International Journal of Early Years Education     Hybrid Journal   (Followers: 11)
International Journal of Education     Open Access   (Followers: 17)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 10)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 2)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 6)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 17)
International Journal of Educational Methodology     Open Access  
International Journal of Educational Psychology     Open Access   (Followers: 16)
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Technology     Open Access   (Followers: 3)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Ethics Education     Hybrid Journal  
International Journal of Evaluation and Research in Education     Open Access   (Followers: 11)
International Journal of Experiential Learning & Case Studies     Open Access   (Followers: 1)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 4)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Education     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 2)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 24)
International Journal of Indonesian Education and Teaching     Open Access  
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 8)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Integrated Education and Development     Open Access  
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Education     Open Access   (Followers: 1)
International Journal of Language Teaching and Education     Open Access   (Followers: 1)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 23)
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)     Open Access   (Followers: 4)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 10)
International Journal of Management in Education     Hybrid Journal   (Followers: 8)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of New Education     Open Access   (Followers: 1)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 12)
International Journal of Nursing Student Scholarship     Open Access   (Followers: 2)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 3)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Practice-based Learning in Health and Social Care     Open Access   (Followers: 2)
International Journal of Public Legal Education     Open Access   (Followers: 1)
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 38)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 4)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 19)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 20)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 19)
International Journal of Research in Education Methodology     Open Access   (Followers: 11)
International Journal of Research in Undergraduate Mathematics Education     Hybrid Journal  
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 11)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 13)
International Journal of School & Educational Psychology     Hybrid Journal  
International Journal of School Social Work     Open Access   (Followers: 2)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 25)
International Journal of Science and Technology Education Research     Open Access   (Followers: 10)
International Journal of Science Education     Hybrid Journal   (Followers: 30)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 10)
International Journal of Servant-Leadership     Full-text available via subscription   (Followers: 1)
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Sociology of Education     Open Access   (Followers: 9)
International Journal of STEM Education     Open Access   (Followers: 6)
International Journal of Synergy and Research     Open Access  
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 4)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 6)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 1)
International Journal on Lifelong Education and Leadership     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Online Journal of Teachers in Collaboration     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 3)
International Review of Education     Hybrid Journal   (Followers: 7)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 26)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
International Technology and Education Journal     Open Access  
Interritórios     Open Access  
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access   (Followers: 1)
Investigaciones Sobre Lectura     Open Access  
Investigating the Child’s World     Open Access   (Followers: 2)
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
IRJE (Indonesian Research Journal in Education)     Open Access   (Followers: 1)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access   (Followers: 2)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access  
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Issues in Language Instruction     Open Access   (Followers: 2)
Istanbul Journal of Innovation in Education     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano a scuola     Open Access   (Followers: 1)
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access  
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 3)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JAMP : Jurnal Administrasi dan Manajemen Pendidikan     Open Access   (Followers: 1)
JEKPEND : Jurnal Ekonomi dan Pendidikan     Open Access   (Followers: 2)
Jendela Olahraga     Open Access  
JET (Journal of English Teaching)     Open Access  
JIKAP PGSD : Jurnal Ilmiah Ilmu Kependidikan     Open Access   (Followers: 2)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMIR Medical Education     Open Access   (Followers: 1)
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
JOHME : Journal of Holistic Mathematics Education     Open Access  
Jornal Internacional de Estudos em Educação Matemática     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 27)
Journal for STEM Education Research     Hybrid Journal  
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)

  First | 1 2 3 4 5 6 7 8     

Similar Journals
Journal Cover
Journal of Advances in Medical Education & Professionalism
Number of Followers: 10  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2322-2220 - ISSN (Online) 2322-3561
Published by Shiraz University Homepage  [13 journals]
  • Online formative assessments: exploring their educational value

    • Authors: KAVITHA NAGANDLA, SHARIFAH SULAIHA, SIVALINGAM NALLIAH
      Abstract: Introduction: Online formative assessments (OFA’s) have been
      increasingly recognised in medical education as resources that
      promote self-directed learning. Formative assessments are used
      to support the self-directed learning of students. Online formative
      assessments have been identified to be less time consuming with
      automated feedback. This pilot study aimed to determine whether
      participation and performance in online formative assessments
      (OFA’s) had measurable effects on learning and evaluate the
      students’ experience of using the OFA’s in the department of
      Obstetrics and Gynaecology.
      Methods: This is a cross-sectional study conducted among
      fourth year medical students (n=92) during their seven week
      postings in Obstetrics and Gynaecology. Five sets of online
      formative assessments in the format of one best answers (OBA),
      Objective structured practical examination (OSPE) and Short
      answer question (SAQ) with feedback were delivered over five
      weeks through the online portal. The mean scores of the end
      of posting summative exam (EOP) of those who participated in
      the assessments (OFA users) and of those who did not (non-OFA
      users) were compared, using Students t-test. The frequency of
      tool usage was analysed and satisfaction surveys were utilized at
      the end of the course by survey questionnaire using the five point
      Likert scale.
      Results: The mean scores of the students in end of posting
      summative examination marks for students who had participated
      in the online formative assessment (OFA users) and for those who
      had not (non OFA users) showed no significant difference in all
      the three components OBA, SAQ and OSPE (p=0.902, 0.633,
      0.248). Majority of the students perceived that OFAs fulfilled the
      stated aims and objectives and so they would persuade their peers
      to participate in the OFAs.
      Conclusions: Online formative assessments are perceived as
      tools that promote self-directed learning, improved knowledge
      and tailor learning for individual learning needs and style.Keywords: Assessments, Self-directed learning, Education
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
  • The educational effects of mobile learning on medical sciences students: A
           systematic review in experimental studies

    • Authors: HAMID REZA KOOHESTANI, SEYED KAMRAN SOLTANI ARABSHAHI, LADAN FATA, FAZLOLLAH AHMADI
      Abstract: Introduction: The demand for mobile learning in the medical
      sciences educational program is increasing. The present review
      study gathers evidence highlighted by the experimental studies
      on the educational effects of mobile learning for medical sciences
      students.
      Methods: The study was carried out as a systematic literature
      search published from 2007 to July 2017 in the databases PubMed/
      Medline, Cumulative Index to Nursing and Allied Health Literature
      (CINAHL), Web of Knowledge (Thomson Reuters), Educational
      Resources and Information Center (ERIC), EMBASE (Elsevier),
      Cochrane library, PsycINFO and Google Scholar. To examine
      quality of the articles, a tool validated by the BEME Review was
      employed.
      Results: Totally, 21 papers entered the study. Three main
      themes emerged from the content of papers: (1) improvement in
      student clinical competency and confidence, (2) acquisition and
      enhancing of students’ theoretical knowledge, and (3) students’
      positive attitudes to and perception of mobile learning. Level 2B
      of Kirkpatrick hierarchy had been examined by all the papers and
      seven of them had reported two or more outcome levels, but level
      4 was not reported in the papers.
      Conclusion: Our review showed that the students of medical sciences
      had positive response and attitudes to mobile learning. Moreover,
      implementation of mobile learning in medical sciences program
      might lead to valuable educational benefits and improve clinical
      competence and confidence along with theoretical knowledge,
      attitudes, and perception of mobile learning. The results indicated
      that mobile learning strategy in medical education can positively
      affect learning in all three domains of Bloom’s Taxonomy.
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
  • The effect of question generation activity on students’ learning and
           perception

    • Authors: ABDOLHUSSEIN SHAKURNIA, MARYAM ASLAMI, MAHDI BIJANZADEH
      Abstract: Introduction: Student-generated questions can be a very helpful
      tool in medical education. The use of this activity can allow the
      students to feel more involved in the subjects covered and may
      improve their knowledge and learning. The aim of this study was
      to identify the effect of question-writing activity as a stimulus
      factor on learning in midwifery students and determine their
      perception about this activity.
      Methods: This quasi-experimental study with two groups of
      pre- and post-tests was conducted on two groups of midwifery
      students who had taken the immunology course. Two classes
      of midwifery students (N=62) participated and were randomly
      assigned to two different groups. One class was selected as the
      experimental group (n=32) and the other class was considered
      as the control group (n=30). The experimental group’s students
      were asked to write questions covering different topics of the
      syllabus components taught during 15 weeks from February 2016
      to May 2016. They were asked to write, answer and explain their
      multiple-choice questions (MCQs). The students’ performance in
      immunology course was compared between the two groups at the
      end of the semester. After their final exam, we asked them to fill
      in a questionnaire on their views about this activity. The data were
      analyzed by independent t- test using SPSS software, version 18.
      Results: The differences between pre- and post-test mean
      scores of the experimental and control groups were 24.53±5.74
      and 20.63±5.58, respectively. The results of independent t-test
      showed that these differences in the two groups were significant
      (p=0.009). Nevertheless, most of the students stated that questionwriting
      activity as a learning tool is an unfamiliar exercise and
      unpopular learning strategy.
      Conclusion: Results showed that question writing by students has
      been found to promote learning when it is implemented as a part
      of the teaching curriculum in immunology course; therefore, this
      activity could be effective in improving the students’ learning.Keywords: Teaching, Learning, Classroom teaching, Student
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
  • Procedures on the newly deceased: An ethical and educational challenge

    • Authors: MAHBOOBEH SABER, SEYED ALI ENJOO, ALI MAHBOUDI, SEYED ZIAADIN TABEI
      Abstract: Introduction: The newly deceased patients have long been used
      in medical schools to teach clinical skills without any challenges
      as it helps to train skilled doctors. Nowadays, the use of moulages
      and simulators are common in teaching clinical skills since these
      tools provide the opportunity for frequent practice without any
      pain and injury. There are specific procedures which still require
      the use of cadavers. However, the increased significance of
      patient rights has generally challenged the practicality of using
      the deceased bodies for this purpose. This study was designed
      with the aim of determining to what extent clinical skill training
      is dependent on the recently deceased patients.
      Methods: This was a cross-sectional mixed-method triangulation
      design conducted in two phases. In the first phase, a researcher-made
      questionnaire was used to collect quantitative data of the medical
      students and residents. The data were used to assess the frequency
      of experience. In the second stage, semi-structured interviews were
      conducted with faculty members and fellows in order to evaluate
      the educational impact of this type of procedure and the influential
      factors. The quantitative data were analyzed using statistical
      software, and the qualitative codes were extracted following a
      content analysis. Finally, a comparative analysis was performed.
      Results: Twenty five residents (26%) and seven medical students
      (14%) had the experience of performing procedures on the
      recently deceased patients for training purposes. About half of
      the residents and 33% of the medical students had observed their
      colleagues practicing procedures on cadavers. In the qualitative
      phase, the main categories included professional ethics, law and
      educational requirements.
      Conclusion: A relatively low number of medical students and
      residents had experienced procedures on the newly deceased
      patients. In this regard, ethical, religious and legal concerns might
      have played a part despite the desire to learn. It would be effective
      to direct these educational experiences toward procedures
      that cannot be mastered through moulages and simulators, and
      to lay the legal and executive ground so that performing these
      procedures under the supervision of professors, and with a level
      of documentation would have no legal challenges.Keywords: Cadaver, Learning, Clinical skills, Ethics
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
  • The effect of cardiac arrhythmias simulation software on the nurses’
           learning and professional development

    • Authors: LEILA BAZRAFKAN, MEHDI HEMMATI
      Abstract: Introduction: One of the important tasks of nurses in intensive
      care unit is interpretation of ECG. The use of training simulator is
      a new paradigm in the age of computers. This study was performed
      to evaluate the impact of cardiac arrhythmias simulator software
      on nurses’ learning in the subspecialty Vali-Asr Hospital in 2016.
      Methods: This study was conducted by quasi-experimental
      randomized Salomon four group design with the participation
      of 120 nurses in subspecialty Vali-Asr Hospital in Tehran,
      Iran in 2016 that were selected purposefully and allocated in 4
      groups. By this design other confounding factors such as the
      prior information, maturation and the role of sex and age were
      controlled by Solomon 4 design. The valid and reliable multiple
      choice test tools were used to gather information; the validity of
      the test was approved by experts and its reliability was obtained
      by Cronbach’s alpha coefficient 0.89. At first, the knowledge and
      skills of the participants were assessed by a pre-test; following
      the educational intervention with cardiac arrhythmias simulator
      software during 14 days in ICUs, the mentioned factors were
      measured for the two groups again by a post-test in the four
      groups. Data were analyzed using the two way ANOVA. The
      significance level was considered as p<0.05.
      Results: Based on randomized four-group Solomon designs and
      our test results, using cardiac arrhythmias simulator software
      as an intervention was effective in the nurses’ learning since a
      significant difference was found between pre-test and post-test
      in the first group (p<0.05). Also, other comparisons by ANOVA
      test showed that there was no interaction between pre-test and
      intervention in all of the three knowledge areas of cardiac
      arrhythmias, their treatments and their diagnosis (p>0.05).
      Conclusion: The use of software-based simulator for cardiac
      arrhythmias was effective in nurses’ learning in light of its
      attractive components and interactive method. This intervention
      increased the knowledge of the nurses in cognitive domain of
      cardiac arrhythmias in addition to their diagnosis and treatment.
      Also, the package can be used for training in other areas such as
      continuing medical education.Keywords: Cardiac arrhythmia, Software, Learning, Nursing education
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
  • Strategies to curb young researchers from predatory publishers

    • Authors: THORAKKAL SHAMIM
      Abstract: This letter addresses the current scenario of
      predatory publishers in the medical field
      and strategies to curb young researchers from
      predatory publishing. Today, the increasing
      trend and magnitude of predatory publishers
      have proposed a big challenge to young
      researchers in the medical field (1). Predatory
      publishers are publishers which publish papers
      with questionable peer review, charge enormous
      publication fees with unknown location of
      the real controlling entity (2). Jeffry Beall has
      updated the lists of predatory publications more
      recently (3). Predatory publishers are publishing
      bogus research which are harmful to the patient
      and the public and cause threat to the integrity of
      scientific research (4). It was evident from a recent
      study from India that predatory publications may
      have several publication houses with different
      names under a single roof to trap authors from
      different geographic locations (5). People with no
      research interest, persons with intention of quick
      publication for promotion, innocent researchers
      unaware of predatory unscientific practice are
      often victims to predatory publishers (6). More
      recently, World Association of Medical Editors
      has conveyed information about the role of
      Directory of open access journals (DOAJ).
      Beall’s list of predatory publications and think
      check submit criteria in distinguishing predatory
      from legitimate publications were appreciated
      throughout the globe (7). The young researchers
      should keep the above attributes related to
      predatory publishers in mind.
      The following strategies (individual- wise and
      community- wise) should be implemented to curb
      young researchers from predatory publishing.
      If the researcher had got invitation to submit
      an article from a predatory publisher as email,
      he/she should follow Beall’s list of predatory
      publications, think check submit criteria and
      Directory of open access journals (DOAJ) and
      PubMed indexation to authenticate the publisher.
      World Association of Medical Editors should
      initiate continuing medical education programs
      and workshops regarding predatory publishers
      throughout the globe through regional bodies
      such as Indian Association of Medical Journal
      Editors (India), Pakistan Association of Medical
      Editors (Pakistan) and Iranian Society of Medical
      Editors (Iran). The members of the above-said
      associations should conduct workshops and
      continuing medical education programs in
      regional areas to encourage ethical publishing
      in future. It will be more interesting if World
      Association of Medical Editors has come up with
      predatory publishers, detecting software installed
      in Medical Universities similar to plagiarism
      detection software to halt the flourishing of
      predatory publishers.
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
  • Comparing Kirkpatrick’s original and new model with CIPP evaluation
           model

    • Authors: ROGHAYEH GANDOMKAR
      Abstract: In a young field like educational program
      evaluation, it is inevitable that conceptual
      frameworks such as Kirkpatrick model are
      revised with time and with greater knowledge.
      The New World Kirkpatrick Model (NWKM)
      is the new version of Kirkpatrick model which
      is more welcome to context and process, and
      hence probably much closer to the context–
      input–process–product (CIPP) model (1). The aim
      of this paper is to explore the similarities and
      differences between three well-known evaluation
      models including the original and new versions
      of Kirkpatrick model and CIPP model.
      The original version of Kirkpatrick model is an
      outcome-focused model evaluating the outcomes
      of an educational program, for instance, in the field
      of medical education, in four levels of reaction,
      learning, transfer and impact, respectively (2). The
      model is rooted in reductionist approach suggesting
      that the educational program success or lack of
      success can be explained simply by reducing the
      program into its elements and examining them (i.e.
      its outcomes) (3). Yet, Kirkpatrick’s original model
      fails to provide the evaluators with an insight
      into the underlying mechanisms that inhibit or
      facilitate the achievement of program outcomes
      (4). In response to this shortcoming, the new
      version of Kirkpatrick model added new elements
      to recognize the complexities of the educational
      program context (5).
      The most highlighted changes have been
      occurred at Level 3 to include processes that
      enable or hinder the application of learned
      knowledge or skills. The required drivers that
      reinforce, monitor, encourage, and reward
      learners to apply what is learned during training,
      on the job learning that happens outside the
      formal program and Learners’ motivation and
      commitment to improve their performance on the
      job are interfering factors that may influence the
      given outcomes at level 3. Learners’ confidence
      and commitment, and learners’ engagement and
      subject relevance ware added to Level 2 and level
      1, respectively, to broaden the scope of evaluation
      at these two levels (5).
      Although the NWKM appears to better
      embrace the complexity of educational programs,
      some investigators may declare that it would be
      similar to CIPP evaluation model. I suppose that
      there are some fundamental differences between
      them. The CIPP model stems from the complexity
      theory that takes into account the educational
      program as an open system with emergent
      dynamical interactions among its component
      parts and the surrounding environment. As aresult, CIPP pays explicit and implicit attention
      to the program context by considering context
      evaluation as a separate component of four
      complementary sets of evaluation studies, as
      well as identifying the contextual factors in
      other components of the model by employing
      a variety of qualitative methods (6). On the
      other hand, the NWKM is limited to measuring
      some confounding factors such as learner
      characteristics or organizational factors on
      program outcome achievement (1).
      Kirkpatrick, like many traditional program
      evaluation models, focuses on proving something
      (i.e. outcome achievement) about a program. Thus,
      it is usually conducted at the end of the program.
      CIPP, on the other hand, acknowledges program
      improvement, so providing useful information
      for decision makers during all phases of program
      development even when the program is still being
      developed (7). The NWKM has broadened the
      scope of traditional model by adding some
      process measures enabling evaluators to interpret
      the outcome evaluation results, but with the aim
      of proving an educational program.
      Overall, notwithstanding some improvement,
      NWKM has still some theoretical differences
      with the CIPP model resulting in varied
      methodological and practical preferences.
      However, it is not unexpected to witness more
      convergence around these evaluation models with
      greater knowledge and experience in the future.
      PubDate: 2018-03-14
      Issue No: Vol. 6 (2018)
       
 
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