@article { author = {Ahmady, Soleiman and Ahmady, Soleiman and Hosseini, Mohammad Ali and Homam, Seyed Mehran and Farajpour, Arezo and Ghitaghi, Mohammad and Hosseini-Abardeh, Maryam}, title = {Challenges of Medical Education at Islamic Azad University Iran from Faculty Perspective: A Qualitative Content Analysis}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {114-132}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Medical education is one of the most important challenges facing Iranian medical authorities Meanwhile Islamic Azad University as a nongovernmental authority for medical education has its own challenges and problems This study aimed to assess faculties perception to identify the challenges in this area to improve the achievement of educational goals and the quality of health care Methods: In this qualitative study in 2014 the conventional content analysis was done for 10 semistructured interviews with the faculty member of Islamic Azad University with experience interest and authority in medical school After implementation of interviews reviews were done several times The open coding system was used to generate initial categories for analysis Results: Analysis of data obtained from interviews with participants resulted seven themes including the public system abandoned the university despite the general acceptance ignoring students positive and negative characteristics problems of clinical faculty challenges of research area challenges in clinical education problems related to the field of interaction with the Ministry of Health and Medical Education and improving strategies Each theme consisted of several subcategories and described the specific aspects of the challenges in this area Conclusion: It is expected that the Ministry of Health and Medical Education in the Stewardship of Health and Medical Education consider the clinical education in Islamic Azad universities in terms of planning and policymaking Islamic Azad University officials also should consider strategies within the organization}, keywords = {Challenges,Clinical education,Education,Medical,Islamic Azad University}, url = {https://sdme.kmu.ac.ir/article_90453.html}, eprint = {https://sdme.kmu.ac.ir/article_90453_d31bad34b6126220906cfae64f946204.pdf} } @article { author = {Asgari, Parvaneh and Asgari, Parvaneh and Mahmoudi, Mokhtar and Bahramnezhad, Fatemeh and Bahramnezhad, Fatemeh and Rafiei, Fatemeh and Khajeh-Goodari, Mohammad}, title = {Comparison of the Effect of Three Methods of Education (Inquirybased Bedside Education and Routine Approach to Clinical Education) on Critical Care Nursing Students Clinical Learning}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {133-141}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Regarding the importance of nursing education promotion there is a need to use methods that have the ability to create knowledge and skills in students This study aimed to assess the effect of education (inquiry bedside education and routine approach to clinical education) on critical care nursing students clinical learning Methods: This quasiexperimental study performed in the intensive care unit (ICU) of Valiasr hospital in Arak Iran during Octobers to March 2014 The subjects were 60 nursing students who were selected via census method and randomly were divided into three groups of 20 subjects After the administration of pretest students in the control group were educated using common method; in one of the experimental groups the inquirybased method and the other group bedside method were used for education for 10 days Then the three groups completed the questionnaires at the end of education again (posttest) Finally data were analyzed using ANOVA pairedt and independentt tests Results: The mean total score of the clinical skills and cognitive domain was significantly difference among the three groups after the intervention (F = 13675 degree of freedom = 2 P = 00001) After testing the homogeneity hypothesis of variances and using GamesHowell posthoc tests the total scores of training in bedside and inquirybased education were significantly more than the routine training after the intervention (P < 00001 and P = 00001 respectively) Conclusion: It seems that two methods inquirybased and bedside education enhanced clinical skills of students Therefore it is recommended to use these two methods of clinical educating to enhance students clinical learning}, keywords = {Inquiry,based education,Bedside education,Routine approach to clinical education,Nursing students}, url = {https://sdme.kmu.ac.ir/article_90454.html}, eprint = {https://sdme.kmu.ac.ir/article_90454_174316c6379703ef90af441c106fa79d.pdf} } @article { author = {Habibi-Kaleybar, Ramin}, title = {GenderBased Differences among the Students of Tabriz University of Medical Sciences in Academic HelpSeeking Styles and Procrastination}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {142-150}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Procrastination is one of the effective factors that reduce students academic performance The rate of procrastination and helpseeking styles may be different in male and female students and this can affect their academic performance So this research aimed to determine the differences among male and female students of Tabriz University of Medical Sciences Iran in academic procrastination and academic helpseeking styles Methods: In this descriptive study research participants included 392 students (234 female and 158 male) of Tabriz University of Medical Sciences in the academic year of 201415 who were selected using stratified random sampling method Procrastination Assessment Scale and academic helpseeking styles questionnaire were performed by the participants Validity and reliability of questionnaires were approved The gathered data were analyzed via SPSS software using MANOVA test Results: There were significant differences among the male and female students regarding procrastination and academic helpseeking style components The mean scores of readiness for the exams and providing the midterm report components (1448) was higher in female students In addition female university students used autonomous helpseeking style (1629) while male university students used avoidant helpseeking style (920) Conclusion: Totally higher or lower scores in students procrastination and academic helpseeking style components depends on factors such as parents attitude or insight to parenting styles This research has implications for teachers educators and consultants which can be used for improving the university students achievement}, keywords = {Academic procrastination,Academic help,seeking style,Gender,Differences}, url = {https://sdme.kmu.ac.ir/article_90455.html}, eprint = {https://sdme.kmu.ac.ir/article_90455_bb7237041b652005b5d219ec21e091d4.pdf} } @article { author = {Rikhtegaran-Tehrani, Ali and Abbasi, Saeed}, title = {Evaluation of Mnemonic Instruction for Management of Patients with Poisoning}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {151-159}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Medical education complexity gets worsen when confronting with a lot of information to be memorized and needs to have new techniques for learning and remembering Mnemonic instruction is a way to help students to remember the information or vocabulary more effectively and easily This study aimed to evaluate the effectiveness of mnemonic instruction among interns in the management of patients with poisoning Methods: A quasiexperimental study performed during 24 months among 120 emergency medicine interns in Rasool Akram Hospital Tehran Iran We evaluated the knowledge of two groups of interns (n = 60) about management of patients with poisoning two times with a selfadministered questionnaire (Cronbachs alpha = 078) At baseline all the participants were filled the questionnaire as their baseline knowledge of poisoning management; then both groups participated in a standard education course for poisoning management In addition we conducted an additional physical class for case group and taught them about the mnemonics instruction in poisoning At the end of ward rotation all participants answered the same questionnaire and the scores were compared between the groups for each time and within the groups for each test Results: Mean scores were statistically different between the two times of testing in each group (P < 0001) In case group the difference between pre and posttest was (453 ± 395) statistically less than the control group (673 ± 326) (P < 0002) Conclusion: Using mnemonics was not effective enough to help interns to remember about management of poisonings better than usual educational activities}, keywords = {Mnemonics,medical education,Emergency medicine,Poisoning,Teaching method evaluation}, url = {https://sdme.kmu.ac.ir/article_90456.html}, eprint = {https://sdme.kmu.ac.ir/article_90456_49c931bfdf0ea1ce8aa4ce3c082cde82.pdf} } @article { author = {Azarnoush, Ali and Salehi, Shayesteh}, title = {The Need for Education and Improvement of Occupational Knowledge: Experience of Telephone Triage Nurses in the 115 Emergency Call Center of the Emergency Medical Services and Disaster Management Center at Kerman University of Medical Sciences Iran}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {160-171}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Efficient emergency call answering services are vital for the medical emergency services all around the world The provision of emergency services is based on ordering and prioritizing received calls In addition educating this kind of services has a prominent role in answer time and quality The aim of this study was to describe the experience of telephone triage nurses in 115 Emergency Call Center of the Emergency Medical Services and Disaster Management Center at Kerman University of Medical Sciences Iran Methods: This study was conducted in form of phenomenological qualitative study The sample was selected based on purposive sampling method including 5 nurses in emergency medical services at Kerman University of Medical Sciences with at least 5 years of experience in the 115 Emergency Call Center Data were collected using deep unstructured individual interviews The average time of each interview was 63 minutes and an electronic recorder was used to record the interviews The data were analyzed using Colaizzi method The collected data were reconsidered by the researcher in order to confirm their reliability Results: From the interviews 737 summarized concepts were extracted and formed 9 thematic categorizations Finally the 3 themes of “performing cultural and societal roles” “performing professional and organizational roles” and “performing personal roles” were obtained Experiences of nurses were stated in the form of a compact and continuum set between strengths opportunities weaknesses and threats Conclusion: The findings of the study can be summarized in two fundamental points First evaluation skills which are used in facetoface consultation cannot be transferred directly by telephone This shows that specific training on telephone consultation treatment evaluation and decisionmaking skills should be provided for triage nurses who work at such centers Second a greater degree of job satisfaction can be achieved among the emerging class of telephone triage nurses through allowing independent decisionmaking and decreasing decisionmaking errors by consistent telephone triage instructions and creating suitable educational methods in order to control experienced stresses These are points that must be considered by the Medical Emergency and Disaster Management Centre to promote occupational knowledge of nurses in 115 Emergency Call Center}, keywords = {Triage nurses,Telephone triage,Experience,Emergency medical dispatcher,Disaster Management Center,Education}, url = {https://sdme.kmu.ac.ir/article_90457.html}, eprint = {https://sdme.kmu.ac.ir/article_90457_c7355c11197ab1386c535d799e093b2a.pdf} } @article { author = {Kahkhayi, Mahbubeh and Nastiezaie, Naser}, title = {The Relationship between Learning Styles (Kolb Learning Styles) and Adaptive Teaching Method; A Case Study on Students of JahadeDaneshgahiApplied Scientific University of Zahedan Iran the Second Semester of 20142015 Educational Year}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {172-181}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Knowledge about the nature and types of learners learning styles can help teachers to adjust their teaching methods with students learning styles to achieve the desired educational outcomes This study aimed to investigate the relationship of students learning styles (based on Kolb learning Styles) and adaptive teaching method Methods: In this descriptivecorrelation study 250 students in ElmiKarbordi higher education ‎center at Zahedan JahadeDaneshgahi Iran were selected via simple random sampling model For collecting the data the learning styles of Kolb and adaptive teaching method questionnaires were used The data were analyzed using Pearson correlation and regression analysis tests Results: The amounts of correlation coefficient of assimilating divergent accommodating convergent learning styles and adaptive teaching method were 0810 0765 0795 and 0809 respectively (P < 0001) In addition based on the regression analysis of learning styles convergent (β = 0491) and divergent (β = 0300) methods had the greatest impacts on adaptive teaching method respectively (P < 0001) Conclusion: Given the positive and meaningful correlation between the learning styles with adaptive teaching method teachers of educational centers are suggested to use adaptive teaching method based on learningbased activities assessment of learners needs engaging students in the teaching process and flexibility for personal development}, keywords = {Learning styles,Kolb learning styles,Adaptive teaching method}, url = {https://sdme.kmu.ac.ir/article_90458.html}, eprint = {https://sdme.kmu.ac.ir/article_90458_b65340f0ee28ec7a7c649c2473fa15d9.pdf} } @article { author = {Khodaei, Alireza and Ganjei, Sasan and Mansourian, Masoumeh}, title = {Factors Affecting Learning and Development of Clinical Skills in Pharmacology Course: Nursing Students Viewpoints Tabriz University of Medical Sciences Iran}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {182-191}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Pharmacology education for nursing students aims to teach them how to acquire the necessary skills in the field of patients pharmaceutical cares; the acquisition of these skills is one of the necessary qualifications in nursing profession This study aimed to determine the factors affecting learning and development of clinical skills in pharmacology course from the viewpoint of nursing students Methods: In this descriptive study 200 nursing students of Tabriz University of Medical Sciences Iran selected through convenient sampling in 2014 were enrolled Data were gathered through a researchermade questionnaire consisted of six categories including instructors clinical competence instructors educational competence instructors interpersonal communication clinical learning environment curriculum planning and student factors The collected data were analyzed through descriptive and analytical statistics (MannWhitney and KruskalWallis tests) Results: Instructors clinical competence (232 ± 033) and clinical learning environment (213 ± 039) had the most and the least effects on learning and development of clinical skills in pharmacology course from the students viewpoints respectively Conclusion: Paying attention to and strengthening the instructors qualifications recruiting efficient teachers and creating appropriate clinical environment can have important role in learning medical care On the other hand considering the motivational factors affecting students success in acquiring knowledge and experience and their appreciation of the importance and necessity of proper medication and providing strategies to increase students clinical learning can facilitate and strengthen learning process of pharmaceutical care}, keywords = {Clinical skills,Learning,Pharmaceutical care,nursing student,Pharmacology course}, url = {https://sdme.kmu.ac.ir/article_90459.html}, eprint = {https://sdme.kmu.ac.ir/article_90459_7c7b75d5d55896a0f6d4603a8c979024.pdf} } @article { author = {Kargar, Marzieyeh and Bagheri, Zahra and Mahfoozi, Rezvan and Razavinejad, Mostajab and Bagheri, Zahra}, title = {The Effect of Teaching through Simulation of the Performance of Nurses in Neonatal Resuscitation in Farideh Behbahani Hospital Iran}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {192-199}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: Nursing staff can prevent asphyxia and neonatal mortality by learning the correct resuscitation principles Therefore this study was performed with the aim to determine the effectiveness of teaching through simulation and filming of the performance of nurses in neonatal resuscitation Methods: In this experimental study 40 nursing staff were divided into teams of 2 nurses through simple randomization The level of knowledge before and after the intervention was evaluated using a written exam To assess performance before and after the intervention simulated environment and scenario building were used All stages of resuscitation of the teams were filmed Before training the experimental group participants viewed their videos and were trained through error analysis practicing on manikin and viewing educational videos of resuscitation (2011) The videos were evaluated and scored by two instructors through doubleblind techniques and using a standard checklist Data were analyzed in SPSS software using independent sample ttest paired ttest repeated measurement and Pearson correlation coefficient Results: The level of knowledge in the control and experimental groups increased by 9 and 10 scores respectively This difference was not statistically significant (P = 0830) Before the training no statistically significant difference was observed in terms of performance (P = 0109) However one month after training a significant difference was observed between the two groups in terms of performance (P < 0001) This reflects the effect of training on performance of the experimental group Conclusion: The results showed that the simultaneous use of simulation and filming for training will be more effective in the learning process Thus it is better that both techniques be used for training to be more effective}, keywords = {Resuscitation,neonate,Nursing performance evaluation,Simulation}, url = {https://sdme.kmu.ac.ir/article_90460.html}, eprint = {https://sdme.kmu.ac.ir/article_90460_2c7a3b56009c434dd38747014fbe9b9b.pdf} } @article { author = {Omidi, Mahmoud and Najafi, Hassan and asatniya, Mehdi B and Alifat, Ayub}, title = {Important Factors in Evaluating the Teachers from Students and Faculty Members Viewpoints Jundishapur (Ahvaz) University of Medical Sciences Iran}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {200-204}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {Background & Objective: One of the main goals of higher education is evaluating teachers educational performance to improve teaching The results may be used to increase the teachers job performance and to promote teaching and learning processes In this regard students evaluation of their teachers is one of the most common evaluation methods in universities and educational centers Thus this study aimed to compare the faculty members and students viewpoints about the factors influencing evaluation of teachers by students Methods: In this crosssectional descriptive study 93 teachers and 93 students selected via stratified random sampling method were enrolled The data collection tool was a researchermade questionnaire containing 3 dimensions moral and behavioral (8 items) educational (10 items) and compliance with training rules (8 items); the face and content validities were confirmed by academic specialists and its reliability was confirmed Data analysis was carried out using SPSS20 statistical software and with help of descriptive statistics and independentt test Results: From the teachers viewpoint the overall mean score of the moral and behavioral educational and compliance with training rules factors were 345 (± 052) 432 (± 084) and 459 (± 058) respectively From the students viewpoints these values were 325 (± 047) 404 (±078) and 436 (± 071) respectively Independentt test showed that with the assumption of equality of variances there were not any significant differences between the characteristics Conclusion: Efforts for improving teacher evaluation in universities with the assistance of authorities and experts and on the one hand using the results in curriculum content of inservice teachers can help much to improve teaching quality}, keywords = {Student,Faculty member,evaluation,Teacher evaluation}, url = {https://sdme.kmu.ac.ir/article_90461.html}, eprint = {https://sdme.kmu.ac.ir/article_90461_9088791e6f51ca9879397624c342c5f0.pdf} } @article { author = {ثناگو, اکرم and منصوریان, فاطمه and جویباری, لیلا}, title = {آموزش پاسخگو: کاهش نگرانی های زنان در اولین معاینه توسط متخصص زنان و ماما}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {205-206}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {}, keywords = {}, url = {https://sdme.kmu.ac.ir/article_90462.html}, eprint = {https://sdme.kmu.ac.ir/article_90462_64da0adcae5456dafd90fc4b3c85cc84.pdf} } @article { author = {ثناگو, اکرم and موسوی, سیده دلارام and جویباری, لیلا}, title = {طبی سازی و طبی زدایی}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {207-208}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {}, keywords = {طبی سازی و طبی زدایی}, url = {https://sdme.kmu.ac.ir/article_90463.html}, eprint = {https://sdme.kmu.ac.ir/article_90463_10fd0c6854b5131c6b0086cd86ba7b00.pdf} } @article { author = {نادری فر, مهین and گلی, حمیده and سالار, علیرضا and قلجایی, فرشته}, title = {Qmethodology: یک روش جایگزین پژوهش در آموزش پرستاری}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {209-213}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {درک تجارب و دیدگاه های دانشجو منجر به افزایش کیفیت برنامه های آموزش پرستاری می شود ضمن اینکه این محقق نمی شود مگر آنکه نگرش ها و ویژگیهای فردی نیز درک شود جهت گردآوری این اطلاعات می توان از پرسشنامه یا مصاحبه و بحث گروهی استفاده کرد Q متدولوژی به عنوان پایه و اساس یک مطالعه سیستماتیک از ذهنیت، دیدگاه، افکار، باورها، نگرش فرد و مانند آن است در این روش پاسخ دهندگان دیدگاه های خود را ارائه می کنند و دخالت محقق در حداقل می باشد روش Q را، پیوند بین روش های کیفی و کمی می دانند انتخاب مشارکت کنندگان از طریق روش های نمونه گیری احتمالی صورت نمی گیرد، بلکه نمونه افراد بطور هدفمند و با اندازه های کوچک انتخاب می شود که آن را به روش کیفی نزدیک می سازد و از سوی دیگر، یافته ها از طریق تحلیل عاملی و به صورت کاملا کمی به دست می آیند در روش Q، به جای متغییرها، افراد تحلیل می شوند این مقاله با هدف بررسی محتوای Q، روش و کاربرد آن به عنوان یک روش پژوهش در زمینه آموزش پرستاری می باشد}, keywords = {Qمتدولوژی,آموزش پرستاری,رویکرد پژوهشی}, url = {https://sdme.kmu.ac.ir/article_90464.html}, eprint = {https://sdme.kmu.ac.ir/article_90464_db73338b0bed4994ff4487ccf42d256d.pdf} } @article { author = {جفایی دلویی, رضا and محمدی, آیین}, title = {نقد مقاله: تدوین استانداردهای آموزشی پایه برای ارزشیابی و اعتبارسنجی برنامه‌ درسی دوره کارشناسی ارشد رشته پرستاری مراقبت ویژه نوزادان: گزارش یک مطالعه Delphi}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {214-215}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {رشد قابل توجه چاپ و نشر مقالات علمی و اهمیت افزایش کیفیت مقالات علمی باعث شده است تا نقد مقاله به عنوان یکی از راه‌های افزایش کیفیت مقالات و رفع ابهام از برخی مطالعات، اهمیت ویژه‌ای پیدا کند در واقع یکی از ابزارهای مناسب ارزشیابی اطلاعات، پدیده نقد است که سبب می شود تا میزان اختلال‌های اطلاعاتی کاهش یابد (1) و سبب افزایش درک و ارتقای توانایی مخاطبان و زمینه‌ساز بهبود کیفیت مقالات منتشر شده در مجلات می‌گردد (2) در نتیجه نقد دقیق و سازمان‌یافته می‌تواند به اثر بخشی محتوای پژوهشی کمک شایانی نماید مقاله‌ای با عنوان تدوین استانداردهای آموزشی پایه برای ارزشیابی و اعتبارسنجی برنامه‌ درسی دوره کارشناسی ارشد رشته پرستاری مراقبت ویژه نوزادان: گزارش یک مطالعه Delphi در دوره 13 شماره 1 چاپ شده است (3) ضمن تشکر از نویسندگان محترم مقاله برای پرداختن به این موضوع مهم موارد زیر قابل بررسی می‌باشد: 1) روش این مطالعه دلفی ذکر شده است و چنین توصیف شده که صاحبنظران پس از انتخاب، در جلسات حضوری، دیدگاه‌های خود را در مورد اهمیت هر یک از گویه های چک لیست استاندارد ارزشیابی برنامه بیان می‌کردند در روش دلفی، به عنوان یک روش جلب توافق آرا، افراد از هویت یکدیگر بی‌اطلاع هستند و بدون حضور فیزیکی و از راه دور (پست یا پست الکترونیکی) نظرات خود را بیان می‌کنند در واقع دلیل این گمنامی این است که روبرو شدن صاحبنظران احتمال خطا در قضاوت را افزایش می دهد (46) لذا متد به کار رفته دلفی نیست   2) هدف این مطالعه تدوین استانداردهای آموزشی پایه بوده است، و میزان و نسبت شاخص روایی در آن کاربردی ندارد این دو شاخص برای تعیین روایی ابزار استفاده می شود و برای بررسی توافق در روش دلفی استفاده نشده است (7) 3) اگرچه هدف از این مطالعه تدوین استاندارد عنوان شده اما به نظر می رسد به جای استاندارد، محققین چک لیست بررسی استانداردها را ارائه کرده اند استاندارد بیانیه‌ایست که حالت و شرایط مربوط به وضعیت مطلوب را نشان می‌دهد چک لیست استانداردها بعد از تهیه استاندارد و طی روند جداگانه‌ای باید تهیه شود (8) این مطالعه که با صرف زمان و تلاش بسیار توسط محققین انجام شده و حاوی اطلاعات مفید و کاربردی می‌باشد قطعاً جای تقدیر و تشکر دارد اما ابهامات ذکر شده می‌تواند از کیفیت مطالعه بکاهد امید است با دقت نظر بیشتر داوران محترم، سطح کیفی مقالات نیز بهبود یابد}, keywords = {}, url = {https://sdme.kmu.ac.ir/article_90465.html}, eprint = {https://sdme.kmu.ac.ir/article_90465_a00287084b97019e1c47f042256746d1.pdf} } @article { author = {}, title = {پاسخ نویسندگان به نقد مقاله: « تدوین استانداردهای آموزشی پایه برای ارزشیابی و اعتبارسنجی برنامه‌ درسی دوره کارشناسی ارشد رشته پرستاری مراقبت ویژه نوزادان: گزارش یک مطالعه Delphi »}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {216-216}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {ضمن تشکر فراوان از منتقدین محترم، امیدوارم پاسخ اینجانب موجب رضایت شما بزرگواران قرار گیرد 1 با توجه به رفرنس شماره 15 مقاله، ساساهرا و همکاران در مطالعه خود که بصورت روش دلفی انجام شده است، نظرخواهی از متخصصین را هم بصورت حضوری با برگزاری پنل و هم بصورت غیرحضوری با ارسال ایمیل انجام دادند در واقع مطالعه ما از نوع دلفی کلاسیک اصلاح شده بود یعنی می‌توان از طریق تغییراتی در روش کار، آن را اجرا کرد همچنین در جلسات حضوری افراد با یکدیگر بحث نمیکردند و نظرات خود را بر روی پرسشنامه‌ها پیاده می‌کردند فقط در مواردی که ابهام وجود داشت از افراد تیم تحقیق بمنظور توضیحات بیشتر جهت رفع ابهام سوال می‌کردند 2 منظور از شاخص اعتبار محتوا و نسبت اعتبار محتوا، بیان اهمیت موضوع بیان شده به عنوان استاندارد در زمینه خاص است زمانیکه همه افراد متخصص یک گویه را مهم دانسته بنابراین حضور آن به عنوان استاندارد قابل درک است در این مطالعه افراد بر اساس اهمیتی که گویه ها داشتند به آنها امتیاز (درجه بندی لیکرت) می‌دادند همچنین در دور اول از درصد جهت پذیرش گویه ها برای دور بعدی استفاده شد اگر بعد از سه دور نظرخواهی، یک گویه همچنان امتیاز بالایی کسب می نمود، معیار حفظ آن گویه در فهرست نهایی استانداردها می‌شد 3 بر اساس مطالعات مختلف از جمله رفرنس 14 این مقاله: گلچین و همکاران (2007) مطالعه‌ای تحت عنوان تدوین استانداردهای کشوری ساختاری در بخش مراقبت ویژه نوزادان بر اساس استانداردهای جهانی در ایران انجام دادند این مطالعه از نوع تلفیقی چندگانه بود که در مرحله‌ اول استانداردهای مراقبت از پایگاه‌های اطلاعاتی و متون معتبر از 10 کشور استخراج شد و از آن برای تدوین پرسشنامه‌ای برای جمع‌آوری نظرات متخصصین در مرحله‌ دوم تحقیق استفاده گردید در مرحله دوم به منظور کسب نظرات از تکنیک دلفی (کلاسیک) استفاده شد و همچنین رفرنس 15 این مقاله و چندین مطالعات دیگر، استانداردهای اولیه با مرور متون گسترده فراهم شده و سپس به روش دلفی مورد نظرخواهی قرار گرفته است}, keywords = {}, url = {https://sdme.kmu.ac.ir/article_90466.html}, eprint = {https://sdme.kmu.ac.ir/article_90466_27d2a03a1e351935450244435d87fc38.pdf} } @article { author = {عبیداوی, ضیاء and بهاروند, پرستو and گرمسیری, مهشید}, title = {نقد مقاله: ادراک دانشجویان از کیفیت خدمات آموزشی در دانشگاه علوم پزشکی تبریز}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {217-218}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {رشد چشمگیر چاپ و نشر مقالات علمی پژوهشگران ایرانی در مجلات داخلی و بین المللی نشانگر عزم راسخ جامعه علمی کشور جهت توسعه و پیشرفت دانش بوده، تحقق این مهم نیازمند افزایش کیفیت مقالات علمی می باشد در همین راستا نقد مقاله نیز یکی از راه های ارتقای کیفیت مقالات و رفع ابهام از برخی مطالعات می باشد مقاله ای با عنوان ادراک دانشجویان از کیفیت خدمات آموزشی در دانشگاه علوم پزشکی تبریز در دوره 12 شماره 3 چاپ شده است (1) در مقالات علمی، نقد دقیق و سازمان‌یافته می تواند متضمن اثربخشی حداکثری محتوای پژوهشی باشد از سوی دیگر باید اذعان داشت که یکی از ابزارهای مناسب ارزشیابی اطلاعات پدیده نقد است که می تواند کاهش میزان اختلالات اطلاعاتی را به دنبال داشته باشد (2) خواندن نقدهای منتشر شده سبب افزایش درک و ارتقاء توانایی مخاطبان و زمینه ساز بهبود کیفیت مقالات منتشر شده در مجلات می گردد (3) در حقیقت مجله گام های توسعه در آموزش پزشکی فرصتی را برای محققین جهت فراگیری نوشتن مقاله و رعایت اصول نگارش علمی فراهم می سازد نقدهای منتشر شده نکات بسیار مفید و کاربردی در خصوص نگارش مقاله داشته و تأثیر بسیار مفیدی بر روند گزارش مقالات دارد (4) بنابراین ضمن احترام به گروه نویسندگان و تیم محترم داوری، برآن شدیم که ابهامات موجود در مقاله مذکور را در جهت افزایش کیفیت مقالات آتی و کاهش خطای نویسندگان و محققین جوان کشور، ذکر و بررسی نماییم لذا نوشته حاضر به منزله ی زیر سوال رفتن کار پژوهشگران نبوده، فرصتی جهت ارتقای دانش محققین در زمینه ی مقاله نویسی و کارهای پژوهشی می باشد و بیشتر رویکرد آموزشی دارد 1 در قسمت روش کار، از پرسشنامه SERVQUAL جهت ارزیابی کیفیت خدمات آموزشی استفاده شده است بنابر اذعان نویسندگان محترم این پرسشنامه شامل 27 سؤال بوده، متشکل از پنج بعد می باشد ابعاد پنج گانه این پرسشنامه شامل ابعاد فیزیکی (4 سؤال در مورد شرایط و فضای فیزیکی محیط، ارائه خدمت از جمله تسهیلات، تجهیزات، کارکنان و کانال های ارتباطی)، تضمین (4 سؤال در مورد شایستگی و توانایی کارکنان برای القای حس اعتماد و اطمینان به مشتری)، پاسخگویی (4 سؤال در مورد تمایل همکاری و کمک به مشتری)، قابلیت اطمینان (5 سؤال در مورد توانایی انجام خدمت به شکل  مطمئن و قابل اعتماد) و همدلی (4 سؤال در مورد احساس تعلق و تعهد کارکنان نسبت به کلیه دانشجویان) بود حال نکته ای که جلب توجه می نماید، تفاوت موجود در مجموع تعداد سؤالات پرسشنامه است به گونه ای که نویسندگان محترم در ابتدا تعداد سؤالات پرسشنامه را 27 مورد ذکر می نمایند در حالی که هنگام ارائه اطلاعات تفصیلی تعداد این سؤالات به 21 مورد تقلیل می یابد از طرفی بر اساس مطالعه نجفی و همکاران (5) که به بررسی ارزیابی کیفیت خدمات آموزشی بر اساس مدل سروکوال پرداخته شده بود سؤالات پرسشنامه بدین شرح می باشد: بُعد تضمین (پنج سؤال)، بُعد پاسخگویی (پنج سؤال)، بُعد همدلی (شش سؤال)، بُعد اطمینان (هفت سؤال)، و بُعد ملموسات (چهار سؤال) 2 در قسمت نحوه نمره دهی هیچ اشاره ای نشده است که به هر یک از طیف لیکرت چه نمره ای تعلق می گیرد نمره دهی طیف لیکرت در این پرسشنامه بدین شرح می باشد: کاملا مخالفم=1، مخالفم=2، نظری ندارم=3، موافقم=4 وکاملاً موافقم=5 3 نویسندگان محترم هیچ اشاره ای به روایی و پایایی این پرسشنامه در ایران نداشته اند در مطالعه نجفی و همکاران (5)، آلفای کرونباخ پرسشنامه 91 درصد و در مطالعه خواجه و باقرزاده (6) 93 درصد، گزارش گردیده است 4 در قسمت روش کار توضیح داده نشده است که به منظور تجزیه و تحلیل اطلاعات از چه آزمون های آماری استفاده شده است در نهایت باید متذکر شد که این مطالعه مقطعی حاوی اطلاعات بسیار مفید و کاربردی برای مسئولین در حیطه های آموزش پزشکی است و می تواند بسیار کاربردی باشد به علاوه غنای این مقاله شایسته تقدیر و تشکر است؛ اما ابهامات مذکور باعث کاهش کیفیت مطالعه می گردد امیدواریم با نگارش مقالات طبق اصول علمی و دقت بیشتر داوران مقالات در هنگام بررسی، شاهد بهبود کیفیت مطالعات انجام شده باشیم}, keywords = {}, url = {https://sdme.kmu.ac.ir/article_90467.html}, eprint = {https://sdme.kmu.ac.ir/article_90467_87193d695819321d84f29089437aa508.pdf} } @article { author = {}, title = {پاسخ نویسندگان به نقد مقاله: « ادراک دانشجویان از کیفیت خدمات آموزشی در دانشگاه علوم پزشکی تبریز »}, journal = {Strides in Development of Medical Education}, volume = {13}, number = {2}, pages = {219-219}, year = {2016}, publisher = {Kerman University of Medical Sciences}, issn = {2645-3525}, eissn = {2645-3452}, doi = {}, abstract = {سردبیر گرامی با سلام احتراماً ضمن تشکر از حضرتعالی در انتقال نظرات یکی از خوانندگان محترم مقاله مذکور، در پاسخ به انتقادات بیان شده موارد ذیل به حضورتان اعلام می گردد: 1 سوالات مربوط به پرسشنامه مطالعه حاضر بر اساس مدل سروکوال 27 آیتم با طیف لیکرت می باشد این تعداد سوالات به درستی و به تفکیک در قسمت یافته ها زیر جدول 1 مقاله بطور دقیق ذکر شده اند اما تعداد سوالات پرسشنامه در قسمت روش کار به اشتباه متفاوت گزارش شده است 2 در پاسخ به سوال دوم، در قسمت روش آخرین پاراگراف به این مطلب به روشنی اشاره شده است 3 با توجه به معروف بودن ابزار اندازه گیری و مدل ارزشیابی بکار رفته در پژوهشهای متعدد داخل لازم به تکرار این مطلب از طرف نویسندگان احساس نشد البته در پژوهش حاضر به روایی و پایایی ابزار در این جامعه آماری اشاره شده است 4 روش تجزیه و تحلیل آماری در قسمت چکیده به روشنی اشاره شده است در عین حال نویسندگان مقاله حاضر ضمن عذرخواهی از وجود اشتباه تایپی در مورد تعداد سوالات در قسمت روش، نهایت تقدیر و تشکر خود را از منتقدین محترم مقاله ابراز می‌دارند}, keywords = {}, url = {https://sdme.kmu.ac.ir/article_90468.html}, eprint = {https://sdme.kmu.ac.ir/article_90468_df16ef4ec529e8469ba72bb3ea830906.pdf} }