Volume 14, Issue 1 (Special issue of medical science education 2024)
Clin Exc 2024, 14(1): 24-33 |
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Rahimi Anbarkeh F, Mahdavifard H, Baradaran R, Shikhi A, Etemadian P, Nouri chenarbo M, et al . Effect of Mentoring and Portfolio on the Scores of Musculoskeletal Anatomy of Medical Students at Neyshabur University of Medical Sciences. Clin Exc 2024; 14 (1) :24-33
URL: http://ce.mazums.ac.ir/article-1-815-en.html
URL: http://ce.mazums.ac.ir/article-1-815-en.html
Fatemeh Rahimi Anbarkeh 
, Hamid Mahdavifard , Rahelehe Baradaran , Abolfazl Shikhi , Parisa Etemadian , Mohadeshe Nouri chenarbo , Maryam Hasani keleshtari , Bita Mostafaei , Amirpoya Fatehi hasanabad
, Hamid Mahdavifard , Rahelehe Baradaran , Abolfazl Shikhi , Parisa Etemadian , Mohadeshe Nouri chenarbo , Maryam Hasani keleshtari , Bita Mostafaei , Amirpoya Fatehi hasanabad
Educational Development Center, Neyshabur University of Medical Sciences, Neyshabur, Iran.
Abstract: (1004 Views)
Background and Objectives: Mentoring has been introduced in medical professions; nonetheless, formal mentoring for medical students did not develop until the late 1990s. The present study sought to assess the impact of mentoring alone and along with a portfolio on the improvement of students' academic performance.
Materials and Methods: In this case-control research, the case group consisted of first-semester students of general medicine in the course of skeletal-muscular anatomy. They received the mentoring program and electronic portfolio. The control group in this study encompassed 2021 incoming general medicine students who were not administered the mentoring program. Mentors in this research were third-semester students. The program was implemented for students during one semester, and the results were analyzed using SPSS software (version 20).
Results: The results demonstrated that mentoring was effective in end-of-semester scores; therefore, there was a significant difference between the end-of-semester grades of the two control groups and the case group (P=0.013). There was no significant difference in midterm scores (P=0.157). In addition, the results indicated no significant difference among the six groups of mentee students. Three groups benefited from the mentor alone, and three groups benefited from the mentor plus the electronic portfolio (P=0.323).
Conclusion: The findings of the present research confirmed that the use of mentoring increased scores in the case group. Using the mentorship method improves students' knowledge. This method is based on student-centered education.
Materials and Methods: In this case-control research, the case group consisted of first-semester students of general medicine in the course of skeletal-muscular anatomy. They received the mentoring program and electronic portfolio. The control group in this study encompassed 2021 incoming general medicine students who were not administered the mentoring program. Mentors in this research were third-semester students. The program was implemented for students during one semester, and the results were analyzed using SPSS software (version 20).
Results: The results demonstrated that mentoring was effective in end-of-semester scores; therefore, there was a significant difference between the end-of-semester grades of the two control groups and the case group (P=0.013). There was no significant difference in midterm scores (P=0.157). In addition, the results indicated no significant difference among the six groups of mentee students. Three groups benefited from the mentor alone, and three groups benefited from the mentor plus the electronic portfolio (P=0.323).
Conclusion: The findings of the present research confirmed that the use of mentoring increased scores in the case group. Using the mentorship method improves students' knowledge. This method is based on student-centered education.
Type of Study: case report |
Subject:
آموزش پزشكی
Received: 2024/05/14 | Accepted: 2024/06/22 | Published: 2024/06/22
Received: 2024/05/14 | Accepted: 2024/06/22 | Published: 2024/06/22
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