Original Article
Mohammadreza Shakibi; Mina Mobasher; Maryam Okhovati; Elham Iranmanesh; Elham Sharifpoor; Manzume Shamsi Meymandi; Mahmoodreza Dehghani
Articles in Press, Accepted Manuscript, Available Online from 28 July 2020
Abstract
Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world. Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of ...
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Background: Several research skills training courses are designed for both faculty members and students in educational and research institutions around the world. Objevtives: The current study aimed to design, implement, and evaluate a short-term research skills training course for faculty members of Kerman University of Medical Sciences. Methods: The current scholarship study was conducted in three stages, in 2017. The first stage comprised of a comparative study needs assessment, and course design. The training course was conducted with the participation of 30 faculty members and the teaching of 10 experienced professors. Participants were evaluated through practical work and homework. Instructors were evaluated by participants using survey forms. The course was evaluated through interviews with several participants and professors. Results: After eight months of research and holding 16 sessions (which each took between 2 to 4 hours), a course with three main modules was designed in 2017. Instructors used appropriate teaching methods, including interaction with participants, problem-solving, discussing, teamwork, and practicing at home. According to the results of the evaluation, the content of the course was appropriate for the research activities of participants. Besides, they believed that the instructors were among the strengths of the course. Conclusion: Certainly, increasing research skills of faculty members will lead to better guidance of assistants and qualitative improvement of research conducted by students.
Letter to Editor
Maryam Alizadeh; Mahboobeh Khabaz Mafinejad
Articles in Press, Accepted Manuscript, Available Online from 21 August 2020
Letter to Editor
Mahmood Reza Dehghani; Somaye Noori Hekmat; Amin Beigzadeh
Articles in Press, Accepted Manuscript, Available Online from 21 August 2020
Letter to Editor
Faisal Muhammad
Articles in Press, Accepted Manuscript, Available Online from 21 August 2020
Brief report
Ali Khaki Sedigh; Mohamad Reza Ahanchian
Articles in Press, Accepted Manuscript, Available Online from 04 September 2020
Letter to editor
Meisam Dastani
Articles in Press, Accepted Manuscript, Available Online from 04 September 2020
Review
Fatemeh Alaee Karahroudy; Effat Sheikhbahaeddinzadeh
Articles in Press, Accepted Manuscript, Available Online from 12 September 2020
Abstract
Background: One of the most important tasks of a university is to assess their weaknesses and build upon their strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational ...
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Background: One of the most important tasks of a university is to assess their weaknesses and build upon their strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational program. Objective: The current study compared the psychiatric nursing curriculum in Iran with that of Canada in order to assess differences and suggest improvements. Methods: This is a descriptive comparative study conducted in 2018. In order to obtain the required information on the psychiatric nursing field, we utilized the Iran Health Ministry website and several Canadian universities offering psychiatric nursing graduate programs. Data was collected through a comprehensive internet search using databases in both Persian and English. We utilized the four steps of the comparison model, also known as Bereday’s four-stage method. Comparative analysis was conducted on the following key areas: the time of starting to approve M.Sc. course, mission, goals, entry requirements, number and similarity of units (theory/practical), and the duration of completing course. Results: The University in Canada has been established earlier than Iran. Psychiatric nursing programs in both countries have defined missions, goals, job responsibilities. The educational program at Brandon University is focused on community needs. It is possible to complete their program on a part- or full-time basis. Additionally, some courses are optional Admission requirements for Brandon University in Canada include practical psychiatric nursing care experience and a relevant degree; however, in Iran the requirements do not include any background or practical experience. The requirements are limited to a bachelor’s degree in nursing and an entrance exam. The program primarily focuses on theory, and was only offered on a full–time basis. Conclusion: Comparing the two curriculums, we noted that the Iran educational program still has weaknesses. In order to improve the quality of education, it is suggested that students volunteer to have psychiatric nursing care experience. The curriculum should also include administration, education, and practice. Additionally, a more flexible curriculum should be offered, one that is based on the needs of Iranian society.
Editorial
Habibeh Ahmadipour
Articles in Press, Accepted Manuscript, Available Online from 17 September 2020
Original Article
Sara Shafian; Peigham Heidarpoor; Kambiz Bahaadinbeigy; Shahram Yazdani
Articles in Press, Accepted Manuscript, Available Online from 23 September 2020
Abstract
Background: The outbreak of 2019 novel coronavirus (2019-nCoV) caused a pandemic in most countries, and how to face the pandemic is a major issue that needs to be addressed worldwide. Objectives: The current study aimed at determining the competitive advantage and scientific strength of medical sciences ...
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Background: The outbreak of 2019 novel coronavirus (2019-nCoV) caused a pandemic in most countries, and how to face the pandemic is a major issue that needs to be addressed worldwide. Objectives: The current study aimed at determining the competitive advantage and scientific strength of medical sciences universities to face this pandemic. Method: A mixed-methods was employed to conduct the current study from May to April 2020 in three steps: a) identifying the academic departments with the most exposure to this pandemic; b) designing the protocol to calculate the scientific strength and competitive advantage, c) allocating the mission to academic departments. Result: The scientific strength and competitive advantage were calculated for clinical and non-clinical departments in all medical sciences universities. The obtained results indicated that some universities, for instance, Tehran, Shahid Beheshti, Iran, Isfahan, Mazandaran, Shiraz, Kerman, and Mashhad, had the most competitive advantage that would increase their responsibility to face this pandemic. Conclusion: Policy-makers that clearly identify the mission and objectives of their institutions and define the relevant tasks may have better performance based on the capacities and abilities of the medical sciences universities.
Original Article
Mehrdad Haghighi; Shahin Salehi; Mehrdad Ghasemian; Mahmoud Nouraei
Articles in Press, Accepted Manuscript, Available Online from 26 September 2020
Abstract
Background: The COVID-19 pandemic has caused many changes in the educational structure of hospitals, so much so that the educational systems tend to use online education. In this regard, the Deputy of Education of Imam Hossein Hospital designed an application to expand this form of education in the hospital. ...
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Background: The COVID-19 pandemic has caused many changes in the educational structure of hospitals, so much so that the educational systems tend to use online education. In this regard, the Deputy of Education of Imam Hossein Hospital designed an application to expand this form of education in the hospital. Method: The present investigation was a scholarly approach study performed in Imam Hossein Hospital in Tehran in several stages during the COVID- 19 outbreak (beginning of March 2020). First, the necessary infrastructure was examined through meetings held in the educational deputy of the hospital. Then, a system was created by the deputy by which teachers could upload educational files in different formats. Finally, the files uploaded by the faculty members were evaluated by the observers. Results: In this study, professors uploaded 234 files in various formats to the hospital website. PowerPoint was the most frequent format in these files, of which 105 (44.8%) were uploaded. 42 (17.9%) files were sent as images. 27 (11.5%) were multimedia files in different formats. And 17 files (7.2%) were about the evaluation of assistants, which was conducted via Google form. Other files in total 43 (18.3%) included other formats. The average score of the educational files uploaded by the faculty members was 17.79 ± 3.26. Conclusion: Since medical education is mostly based on students' clinical practice, the lack of an exclusive platform in this area is quite noticeable. The present study showed that professors at first do not necessarily choose the best platform for providing online education, but the most familiar software available. This trend, however, may change with experience. Therefore, it is better to suggest the best platform for professors from the very beginning of online education.
Original Article
Reza Malek Pourafshar; Reza Shojaeipour; Payam Khazaeli; Azam Bazrafshan; Amin Beigzadeh; Mahmoud Reza Dehghani
Articles in Press, Accepted Manuscript, Available Online from 28 September 2020
Abstract
Background: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. online ...
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Background: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. online exams at the Kerman University of Medical Sciences, (KMUS), Iran. Method: This descriptive-analytical cross-sectional study was conducted in 2020. The study samples included all exams given at the KMUS and midterm exam scores obtained from in-person and online courses in the first and second semesters in the academic year 2019-2020. The exams were selected based on courses, and the same courses were offered both in-person and online; thus, only one group was studied. Course exam indicators, including difficulty and discriminative index, were examined. Data analyzed using SPSS software version 22. Results: The mean of the difficulty index related to in-person and online exams were (0.62 ± 0.1) and (0.68 ± 0.1), respectively. (P=0.01). The mean of the discriminative index related to in-person (0.30± 0.07) and online (0.33± 0.08) exams had no statistically significant difference (P˃0.05). The frequency of easy questions in online exams was significantly higher, (55% vs. 43%) (p = 0.008). The frequency of questions with an appropriate discriminative index was significantly higher for in-person exams compared to online exams (58% vs. 54%) (p = 0.01). Conclusion: The difficulty index was acceptable and appropriate for both in-person and online exams. Both exams had appropriate quality according to the discriminative index .Therefore, it seems that e-learning programs and assessments can be a good alternative to in-person teaching in emergencies.
Original Article
Zahra Ayazi; Soleiman Ahmady
Articles in Press, Accepted Manuscript, Available Online from 29 September 2020
Abstract
Background: In the current COVID-19 crisis, the necessity for respecting social distancing and making the new decisions by officials, and the closure of universities moved the classrooms to entire online home learning. Strategic planning allows the university to adapt its activities to meet the changing ...
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Background: In the current COVID-19 crisis, the necessity for respecting social distancing and making the new decisions by officials, and the closure of universities moved the classrooms to entire online home learning. Strategic planning allows the university to adapt its activities to meet the changing needs of the environment. The TOWS matrix is the tool for strategic analysis used to identify the threats and opportunities in the external environment of a system and recognize its internal weaknesses and strengths. It is necessary to assess the status and formulate a strategy to guide and control the system.
Objectives: The present study aimed at explaining the viewpoints of students and evaluating the phenomenon of virtual education of students during the COVID-19 pandemic in the Virtual School of Medical Education and Management of Shahid Beheshti University of Medical Sciences by identifying and analyzing internal and external factors affecting this system of education.
Methods: The present descriptive-survey described the conditions and characteristics of virtual education and surveyed students' viewpoints on factors affecting this system of education. Then, the internal and external factor evaluation matrices were plotted, and the final score of each factor was achieved by determining its coefficient and rank, and proper strategy was formulated after analysis.
Results: The TOWS matrix analyses showed the overtake of threats by opportunities and the exceed of strengths over weaknesses in factors affecting the virtual education, indicating the strategic status of the virtual education of the virtual school in the ST (strengths-threats) cell. This strategy, while being competitive and interactive, has a convergent diversity, optimizes production, and reduces costs in providing educational services; it also increases the number of customers and orders and is in coordination at technical, tactical, and operational levels. ST is the effective strategy of developing production capacity in virtual education; it is goal-oriented and seeks to do the right thing.
Conclusions: Coronavirus outbreak is not the end of a pandemic, and there is still the risk of the emergence of other diseases and crises, and by fortifying strengths, benefitting from opportunities, reducing weaknesses and fixing threats, and learning from Coronavirus era, this valuable experience can be used in the development of virtual education in the studied and other faculties to provide a suitable strategic basis for planning the virtual education in Iran that can be used as a guideline in future crises by the officials, professors, and students.
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