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Year : 2019  |  Volume : 8  |  Issue : 1  |  Page : 83

Educational intervention to improve preclinical academic performance: A systematic review

1 Department of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2 Department of Medical Education, Student Research Committee, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3 Elderly Health Research Center, Endocrinology and Metabolism Population Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
4 Department of Medical Education, Virtual School, Tehran University of Medical Sciences; Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran

Correspondence Address:
Dr. Nasrin Khajeali
Department of Medical Education, Student Research Committee, Shahid Beheshti University of Medical Sciences, Tehran
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jehp.jehp_374_18

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INTRODUCTION: One of the major problems of higher education centers is the students' academic failure. Increased monitoring, counseling, or remediation may tax the resources of both the program and the faculty. The present review study gathered evidence highlighted by the experimental studies on the educational intervention with the purpose of improving preclinical medical performance. MATERIALS AND METHODS: To achieve the intended studies, databases of PubMed, Web of Knowledge (Thomson Reuters), Educational Resources and Information Center, and the Scopus were searched. The inclusion criteria were being an interventional study and assessing the educational intervention to preclinical academic performance. The study was carried out as a systematic literature search published between January 1987 and January 2018. Based on valid tool through the best evidence medical education review, after assessing the quality of the studies. RESULTS: Ten studies were enrolled in the review for final evaluation. The Kirkpatrick Model was employed to analyze and synthesize the included studies. CONCLUSION: Reviewing the conducted studies showed that medical students had positive responses and attitudes toward new teaching methods, self-monitoring skills, and attention to physiological needs. The results also indicated that new teaching strategies, attention to self-monitoring skills, and sleep hygiene in medical education could positively affect learning in two domains of Bloom's Taxonomy.

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