ORIGINAL_ARTICLE
Evaluation of Education Development Centers for Medical Sciences: Challenges and Strategies
Background & Objective: The main objective of medical education is the training of competent and qualified personnel to maintain and improve public health In this regard education development centers (EDC) for medical sciences have been established to provide and assess the quality of education Therefore due to the need for these centers this study aimed to examine their challenges and provide strategies to improve their performance Methods: An applied and qualitative study was carried out in 2013 The study population was 288 members of the managers and personnel of study centers and development offices of faculties educational deputies heads of universities and faculty members Data was collected during a 2day scheduled conference in the form of 5 key lectures 3 panels and 6 Focus Group Discussions Data analysis was performed using framework analysis Results: In the correct establishment of the centers 7 key challenges and 18 subchallenges were identified Within the framework of the educational governance and leadership components such as policy making monitoring evaluation and predisposing components of implementation like structure manpower and processes were identified The relationship between policy making evaluation and subcomponents is defined by two key factors of knowledge management and communications Conclusion: EDC centers have been challenged because of moving away from the original position of knowledge management and communications in the field of governance to ensure and improve the quality of education The 3 trends of integration of education and service delivery privatization of services and lack of clarity of interactions between public and private sector have exacerbated these challenges
https://sdme.kmu.ac.ir/article_90350_558ad4278c2d23d45ec43c817be0de3c.pdf
2015-02-01
407
419
Governance and educational leadership
Quality of Education
Education development centers for medical sciences
Ali Akbar
Haghdoost
ahagdoost@kmu.ac.ir
1
Professor of Epidemiology, Department of Epidemiology and Biostatistics, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mozhgan
Emami
2
M.Sc. in Health Services Management, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Reza
Dehnavieh
rdehnavi@gmail.com
3
Ph.D. in Health Services Management, Associate, Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Nader
Momtazmanesh
4
Specialty in Pediatrics, Medical Education Development Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Farangis
Shoghi Shafagh Aria
shoghif@gmail.com
5
M.Sc. in Education Management, Department of Education, Medical Education Development Center, Ministry of Health and Medical Education, Tehran, Iran
AUTHOR
Mohammad Hossien
Mehrolhassani
mhmhealth@kmu.ac.ir
6
Ph.D. in Health Services Management, Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Economic Office, Research Deputy. World Health Report 2000. Tehran: Parliament Researches Center; 2004. Available from: http://rc.majlis.ir/fa/report/show/729070. [In Persian]
1
Zahed Moghaddam HA, Labbaf Ghasemi R, Ghoushkhanei H, Afshari R, Marouzi P. Knowledge of Social Accountability in Medical Education. Future Med Educ J 2013; 3(3): 20-3.
2
Ghorbani R, Aghajani S, Heidarifar M, Andadeh F, Shams Abdari M. Studying the Students' Perspective of Nursing and Paramedical Faculty of Semnan University of Medical Sciences on characteristics of a good educator. J Semnan Univ Med Sci 2008; 10(2): 77-85. [In Persian]
3
Karimi Mootaghi H, Rad M, Bakhshi M. Do new methods of teaching have necessary effectiveness in Iranian medical education?: A systematic review. J Strides Dev Med Educ 2013; (2)10: 153-62. [In Persian]
4
Karimi M. Accountable Medical Sciences Education. J Yazd Med Sci Educ Dev Center 2013; 8(1): 74-6. [In Persian]
5
Khazaei MA. Viewpoint on Medical Education in Iran. Edu Res Med Sci 2013; 2(1):1-2.
6
Education Deputy, Ministry of Health and Medical Education. Duties Regulation of Medical Education Development Center (EDC) and Education Development Office (EDO) and how the interaction between them at the universities of Medical Sciences and Health Services 2009. [Cited 2010 Dec 28]. Available from: www.bums.ac.ir/shares/edc/edc/aeinname.pdf. [In Persian]
7
Alizadeh M, Amini A, Ghaffari R, Hassanzadeh Salmasi S, Poor Abbas A, Salami H, et al. Face of Medical Sciences Education Development Center 2008-2011: For the Education Deputy of Tabriz University of Medical Sciences. 2nd ed. Tabriz: Alvin Publications; 2012. [In Persian]
8
Momtazmanesh N, Shoghi Shafagh Aria F. Medical Education Development Centers (EDC), Medical Sciences Universities: the role, status and achievements. Teb va Tazkiyeh 2010; 19(1): 59-64. [In Persian]
9
Haghdoost AA, Momtazmanesh N, Shoghi F, Mohagheghi M, Mehrolhassani MH. Accreditation the Education Development Centers of Medical-Sciences Universities: Another Step toward Quality Improvement in Education. Iranian J Public Health 2013; 42(1): 134-40.
10
Mohammadi A, Mojtahedzadeh R. Comparative evaluation and ranking of Medical Sciences Education Development Center, Medical Sciences Universities. 1nd ed. Tehran: Ministry of Health and Medical Education, Education Deputy, Medical Sciences Education Development Center; 2008: 70-110. [In Persian]
11
Ritiche J, Liz Spencer. Qualitative data analysis for applied policy research. In: Bryman A, and Burgess RG. (Eds.), Analyzing qualitative data. London: Routledge; 1994: 117.
12
Turani S, Maleki MR, Haghdoost AA. The Backgrounds, consequences, and future of the integration of Medical Education and Health Service Delivery System. HealthMED 2012; 1(16).
13
Peoples J, Wang B. Privatization and Labor Cost Savings: Evidence from Health Care Services. Atl Econ J 2007; 35(2):145–57.
14
Entazari A, Jalili Z, Mohagheghi MA, Momtazmanesh N. Challenges of CommunityOriented Medical Education in Iran. Teb va Tazkieh 2010; 77(52): 52-64. [In Persian]
15
Policy Making Council. Achievements, challenges and prospects facing the health system of Iranian Islamic Republic. 2nd ed. Tehran: Ministry of Health and Medical Education; 2010. [In Persian]
16
ORIGINAL_ARTICLE
A Comparative Study of the Curriculum of Masters Degree in Medical Education in Iran and Some Other Countries
Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland) Calgary (Canada) and Maastricht (Holland) with Iran Methods: Data were gathered by searching university websites and communicating with them The 3 universities of Dundee Calgary and Maastricht which had a high ranking in the medical education major were selected as the study sample The research model used in this study was the Beredy model that specifies the four stages of description interpretation proximity and comparison in comparative studies Results: The universities of Dundee Calgary and Maastricht in stating the general characteristics of curriculum have clearly focused on education in the field of medical sciences Elements of mission vision and value were not observed in their curricula In the universities of Dundee and Maastricht educational strategies and the reason for their application and the manner of course presentation had been explained All 3 universities enrolled bachelor students The course of research in education was emphasized by all universities Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive However for quality improvement the revision of goals and strategies of the discipline is necessary Moreover the presentation of courses in two forms of virtual and traditional education admission of bachelor (BSc) students replacement of compensatory course with prerequisite courses and emphasizing of research method in education courses are recommended
https://sdme.kmu.ac.ir/article_90351_068aa61a4b58a856b8ae2584c896c2db.pdf
2015-02-01
420
433
Comparative study
Curriculum
Beredy model
medical education
Iran
Dundee
Calgary
Maastricht
Hossein
Karimi Moonaghi
karimih@mums.ac.ir
1
Ph.D. in Medical Education, Associate Professor, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Roza
Montazeri
rozamontazeri1@gmail.com
2
M.Sc. in Medical Education, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Hoseinpoor M, Samii H. Assessment of medical interns opinion about education in surgery courses in Isfahan University of Medical Sciences. Iran J Med Educ 2001; 1(3): 31-4. [In Persian]
1
Karimi moonaghi H. Pratical guide to medical sciences students assessment (focused on new methods in clinical assessment). 2nd ed. Mashhad: Mums Publishers; 2014. [In Persian]
2
The top council of medical sciences planning. Master degree of medical education curriculum. Hygiene, Treatment and Medical Education Ministry: Iran, Tehran: 2003. [In Persian]
3
Ghafari R, Amini A, Yazdani SH, Alizadeh M, Salak Ranjbarzade F, Hasanzade salmasi S. The comparative Study: Curriculum of Undergraduate Medical Education in Iran and in a Selected Number of the World’s Renowned Medical Schools. Iran J Med Educ 2011; 11(7): 819-31. [In Persian]
4
Azari A. The necessity of educational planning in society. Public relations of total Islamic publicity office of eastern Azarbayejan. [Cited 2010 May 22]. Available from: http://www.ido.ir/a.aspx?a=1389051703. [In Persian]
5
Assareh A, Bagherzadeh M. A comparative evaluation of vocational curriculum in Britain, Japan, Germany, USA and Iran. Interdisciplinary Journal of Contemporary Research in Business 2013; 4(12): 987-1012.
6
The educational planning unit. Educational planning. Kerman University of medical sciences. [Cited 2010 May 19]. Available from: http://www.kmu.ac.ir/sitewizard/admin/wizard/Default.Aspx?PageId=350. [In Persian]
7
Akbari R. The strategic planning in education. Central election board in education. [Cited 2010 May 19]. Available from: http://selection.behdasht.gov.ir/index.aspx?site id=97&pageid=4564. [In Persian]
8
Dent JA, Harden RM. A practical guide for medical teachers. 1nd ed. Edinborgh: Churchill Livingstone; 2001.
9
Aghazade A. the comparative education. Tehran: Payame Noor University Publications; 2006. [In Persian]
10
Molainejad A, Zekavati A. Comparative study of teacher education curriculum in England, Japan, France, Malaysia and Iran countries. Educ Innovation J 2008; 7(26): 36-62. [In Persian]
11
Jaafari Harandi R, Mirshah Jaafari E, Liaghatdar MJ. The comparative study of sciences curriculum in Iran and some world`s countries. Modern training thoughts 2009; 5(2): 145-93. [In Persian]
12
Zandi B, Farahani A. The comparative study of sport situation in Iran with Canada and America countries. Pract Sport Sci J 2008; 2(12): 97-109. [In Persian]
13
Beredy.G.F. Comparative method in education. Newyork: Winston; 2005.
14
Centre of medical education, university of Dundee. Postgraduate Certificate, Postgraduate Diploma and Masters in Medical Education, information for participant handbook. [Cited 2011 Oct 15]. www.dundee.ac.uk/meded. Available from:
15
Faculty of medicine university Calgary. Msc and Phd Graduate degree in medical education. [cited 2012 Feb 29]. Available from: http://www.ucalgary.ca/files/med/Medical%20 Education%20Brochure%202009%202010.pdf
16
Faculty of health, medicine and life sciences of Maastricht University. Curriculum and Course Design in Medical Education. [cited 2012 Feb 10]. Available from: http://www.maastrichtuniversity.nl/web/main/s itewide/content/sheschoolofhealthprofessionse ducation.htm.
17
The top council of medical sciences planning. Master degree of medical education curriculum. Hygiene, Treatment and Medical Education Ministry: Iran, Tehran. 2010. [In Persian]
18
Kermanshahi S, Meemarian R, Hoseini A, Zamzam S, Nezamli F. The comparison of curriculum of master degree of nursing in Iran and Canada. Educ Dev Med Sci J 2011; 6(4): 48-54. [In Persian]
19
Adib Hajbagheri M. The comparison philosophy, goals and curriculums of postgraduate nursing education in Iran and world. Proceeding of the 5th congress on medical education. Iran J Med Educ 2002; 7: 8-9. [In Persian]
20
Dargahi H, Ghazi Saeedi M, Ghasemi M. The comparative study of E-learning in medical sciences majors in selected countries. Peyavarde Salamat 2009; 3(3,4): 55-69. [In Persian]
21
Mirza Mohammadi MH. The comparative study of Iran`s PHD course curriculum of lesson planning major with abroad Universities. Humanism pathology in Iran: 688-699. [Cited 2013 Jul 14]. Available from: http://www.shmoton.ir/PDF/kongere/6/26.pdf. [In Persian]
22
ORIGINAL_ARTICLE
A Survey of Students Academic Problems and the Duty and Roles of Counselors in Resolving them
Background & Objective: Students are faced with many problems that can be associated with irreversible damage and devastating effects Psychological pressure is caused by changes in living conditions separation from family economic and financial problems marriage employment while studying and consequently educational problems including academic failure unnecessary transfer and changing of field of study and lack of scientific competence and dropping out reduced performance poor educational achievement All these show that the authorities have a grave responsibility in recognizing controlling and preventing educational damages Thus the aim of the present study was to identify students academic problems and the role of lecturers and counselors in resolving these problems from the view of students of Kerman University of Medical Sciences Kerman Iran Methods: The present research is a crosssectional study The data collection tool was a questionnaire consisting of 4 parts demographic characteristics the opinion of students about the counseling duties of lecturers students problems and the role of lecturers in reducing problems Validity and reliability of the questionnaire were determined using content validity and testretest (r = 078) respectively Data analysis was performed using SPSS software Results: Our findings indicate that of the 500 students studied 351 were female (702%) and 149 (298%) male The average age of the participants was 217 years The mean and standard deviation of the students psychoemotional problems was 144 ± 629 educational problems 9711 ± 1151 social and communicative problems 986 ± 796 and financial and economic problems 234 ± 61 Based on the view of students the mean and standard deviation of the role of counselors in the mentioned academic problems was 982 ± 3346 Conclusion: The majority of the problems expressed by students were related to social and educational issues which can cause problems for the students in respect to their educational and professional goals As a result of these problems students may require guidance and counseling services Students inadequate knowledge of consulting services may be the cause of their lack of use of these services for solving their problems With careful planning and updating and expanding counselors activities and knowledge more effective steps can be taken to reduce educational problems and promote the academic status of students
https://sdme.kmu.ac.ir/article_90352_7386cca6430c02298c78493cc6bf491a.pdf
2015-02-01
434
441
Academic problems
Counselors' role
Students
Teachers
Esmat
Noohi
e_nuhi@kmu.ac.ir
1
PhD in Nursing Education, Assistant Professor, Department of Surgical Nursing, School of Nursing and Midwifery, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Ali Akbar
Haghdoost
ahagdoost@kmu.ac.ir
2
Professor of Epidemiology , Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Behshid
Garuosi
3
Professor of Psychiatry, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Hajiaghajani S, Ghorbani R, Jenabi MS, Saberian M. Student's view point on professor's performance, method of selection, description of duties and the extent of responsibilities .J Med Educ 2002; 2(1):31-7.
1
Moghadasi J, Mardani A, Nikfargam M. Effect of counseling strategies to reduce psychological problems of new student university of medical sciences Shahrekord. J Shahrekord Univ Med Sci 2005; 7(2):35-42. [In Persian]
2
Rabiei M, Salehi R, Siyadat SA. A survey of career counseling needs of Shahre-Kord University students. Counseling Research & Developments 2007; 22: 89-106.[In Persian]
3
Nijhof KS, Engels RC. Parenting styles, coping strategies, and the expression of homesickness. J Adolesc 2007; 30(5):709-20.
4
Ratelle CF, Larose S, Guay F, Senécal C. Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum. J Fam Psychol. 2005; 19(2):286-93.
5
Johnson CV, Hayes JA. Troubled Spirits: Prevalence and predictors of religious and spiritual concerns among university students and counseling center clients. J Couns Psychol 2003; 50 (4): 409- 19.
6
Shahidzadeh A, Azin A, Ebadi M, Omidvari S, Garmaroodi Gh, Asadi A. Factors leading neural pressure on medical students of Tehran University of Medical Sciences. Payesh; 2009; 1(9):5-12. [In Persian]
7
Shams B, Gorkyaraghi M, Ebrahimi A, Avijan M, Giahchin A. Problem solving courses and reference material: the attitudes of medical students of Isfahan University of Medical Sciences. Iran J Medi Educ 2006; 6 (2): 63-70. [In Persian]
8
Shafiabadi A. An introductory to concepts and application of counseling. 2nd ed. Tehran: Entesharat-t Payamenoor; 2002. [In Persian]
9
Hazavei SMM, Fathi Y. Student’ satisfaction from academic guidance and consultation at Hamadan University of Medical Sciences. J Shahid Sadoughi Univ Med Sci and Health Serv 2000; 2(8): 64-56. [In Persian]
10
Berzonsky MD, Kuk LS .Identity style, psychosocial maturity, and academic performance. Pers Individ Dif 2005; 39(1): 235-47.
11
Protivnak JJ, Foss LL. An exploration of themes that influence the counselor education doctoral student experience. Counselor Education and Supervision 2009;48(4): 23956.
12
James LM, Taylor J. Impulsivity and negative emotionality associated with substance use problems and Cluster B personality in college students. Addict Behav 2007;32(4):714-27.
13
Dadashzadeh H. Principles of communication and consultation and Technology. Tehran: Publisher Besat; 2000: 2-4. [In Persian]
14
Moadli Z. Survey academic problems of students Nursing and Midwifery, Shiraz University of Medical Sciences in 2004. Proceedings of the News Conference on Nursing and Midwifery; 2007 May 2-3; Lorestan, Iran. 2007. [In Persian]
15
Kolbert JB, Morgan B, Brendel JM. Faculty and student perceptions of dual relationships within counselor education: A qualitative analysis. Counselor Education and Supervision 2002; 41(3): 193-206.
16
Isaak MI, Graves KM, Mayers BO. Academic, motivational, and emotional problems identified by college students in academic jeopardy. J Coll Stud Ret 2006; 8(2): 171-83.
17
Adhami A, Nouhi E, Mohamadalizadeh S, Jalili Z, Fattahi Z. Faculty attitudes toward academic advising and counseling regarding their duties. Iran J Med Educ 2008; 8(1): 714. [In Persian].
18
Shakurnia A, Asadolahi P, Elhampoor H, Khodadadi A. Investigate students' opinions of Ahvaz Jundishapur University of Medical Sciences about the state of current and ideal academic advising. J Ahwaz Univ Med Sci 2011; 10(4): 70-9. [In Persian]
19
Ellen Rimsza M, Kirk GM. Common medical problems of the college student. Pediatr Clin North Am 2005; 52(1):9-24.
20
Hajiaghajani S, Ghorbani RS, Genahi M, Saberian M, Rashidipoor A, Malek Hasan M. Performance, how to select and view the duties of supervisors of Semnan University of Medical Sciences. J Babol Univ Med Sci 2010; 2: 12-7. [In Persian]
21
Hunt J, Eisenberg D. Mental health problems and help-seeking behavior among college students. J Adolesc Health 2010; 46(1):3-10.
22
ORIGINAL_ARTICLE
A Study of the Hidden Factors Effective on Selecting a Supervisor: A Phenomenological Study
Background & Objective: Hidden curriculum is one of the new topics presented by scholars of curriculum development during recent years In this study the criteria for selecting a supervisor were studied through experiences gained by PhD students Methods: This research is a qualitative and a phenomenological study The study participants consisted of 54 graduated PhD students from both medical and nonmedical state and Azad universities Data were collected using semistructured interviews and analyzed using Colaizzi method Moreover simple random sampling method was used Thus the present study focused on the hidden experiences of PhD students on selecting a supervisor Results: In this study 12 main categories were extracted from 123 common factors of this investigation These categories consisted of behavioral and ethical characteristics executive positions scientific positions being wellknown or famous and having access to supervisors skill and mastery in research and statistics specialty and expertise in a specific field access to senior students and limitations and constraints gender supportive ability of supervisors and the anticipating the future Conclusion: The results showed that hidden factors such as ethical and behavioral characteristics of supervisors or professors their academic and scientific ranks governing laws on the universities guidelines and regulations of the universities informal networks and the possible supports and limitations can affect the selection of a supervisor
https://sdme.kmu.ac.ir/article_90353_d3e2061c9105800c87bd9d1b3c4d67fd.pdf
2015-02-01
442
455
Hidden Curriculum
Academic supervisor
Student's experiences
Fatemeh
Robati
robatyfatmeh@yahoo.com
1
Ph.D. in Curriculum Development, School of Education, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
LEAD_AUTHOR
Mohammad Hosein
Yarmohammadian
2
Ph.D. in Curriculum Development, Professor, Department of Educational Planning, Health Management and Economic Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
Ahmad Ali
Foroughi Abari
3
Ph.D. in Educational Sciences, Associate Professor, Department of Educational Sciences, School of Education, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
AUTHOR
Narges
Keshtiaray
4
Ph.D. in Curriculum Development, Assistant Professor, Department of Educational Sciences, School of Psychology and Educational Sciences, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
AUTHOR
Mohammad
Mohammad-Bagheri
5
Specialist in Febrile and Infectious Diseases, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mahdi
Rezaeifar
6
Ph.D. in Pharmaceutical Sciences, Assistant Professor, Department of Pharmaceutical Sciences, School of Pharmacy, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mehrmohamadi M. Curriculum. Perspective, approaches and visions advice. Mashhad: Razavi Press; 2008: 464-73. [In Persian]
1
Yarmohammadian MH. The principles of curriculum. Tehran: Memorial Book; 2007: 18-31. [In Persian]
2
Maleki H. Curriculum development (action). Mashhad: Mensaje Pensamient; 2012: 84-8. [In Persian]
3
Ghoorchian NG. Analysis of the hidden curriculum, a new discussion of the education system in unknown dimensions. Quarterly J Res Planning in Higher Educ 2010; 1: 48-68. [In Persian]
4
Fathi Vajargah K .The identity of the new curriculum. Tehran: Abyzh; 2007:75-81. [In Persian]
5
Bozorg H, Khakbaz AS. Hidden supervisor: the emergent curriculum of advising graduate students thesis (case study:training science course). Curriculum Planning Knowledge & Research in Educational Sciences 2013; 10(9): 38-50. [In Persian]
6
Mossalanejad L, Behbehani M. The role of teachers in shaping the hidden curriculum: A Qualitative Study. Strides Dev Med Educ 2013; 10(2): 130-41. [In Persian]
7
Safaee Movahed S, Attaran M, Tajik Smaeily A. Tacit norms in the selection of supervisors revisited: a phenomenological study. Journal of Higher Education Curriculum Studies 2010; 1(1): 37-9. [In Persian]
8
Attaran M, Zeinabadi H, Tulaby HR. Relationship between supervisor and doctoral student in the writing of a case study. J Higher Education Curriculum Studies 2008:1(1):9-37. [In Persian].
9
Fathi Vajargah K, Arefi M, JaliliNiya F. Hidden curriculum involved in graduate thesis at Shahid Beheshti University. J Higher Education Curriculum Studies 2009: 1(1):96- 118. [In Persian]
10
Evans C, Stevenson K. The learning experiences of international doctoral students with particular reference to nursing students: A literature review. Int J Nurs Stud 2010; 47(2):239-50.
11
Vilkinas T. An Exploratory Study of the Supervision of Ph.D/ ResearchStudents’ Theses. Innovative Higher Education 2008; 32(5): 297-311.
12
Bradbury CJ. Unity and Detachment: A Discourse Analysis of Doctoral Supervision. International Journal of Qualitative Methods 2007; 6(4): 81-91.
13
Margolis E. Hiding and Outing the Curriculum. In The HiddenCurriculum in Higher Education. London: Rutledge; 2001.
14
Townsend M, Barbara B. Is there a hidden curriculum in higher education doctoral programs? Paper presented at the Annual Meeting of the Association for the Study of Higher Education. 1995: 2-5.
15
Pinar WF. Understanding Curriculum. (With William Reynolds , Patrick Stattery, and Peter Taubman). New York: Peter Lang; 1995
16
Pyett PM. Validation of qualitative research in the "real world". Qual Health Res. 2003; 1 3(8):1170-9.
17
Kirk JL, Miller M. Reliability and Validity in QualitativeReserch.California: SAGE; 1986.
18
Ghoorchian NG, Tansaz F. Curriculum development process: as a special filed from ancient world to today's world. Tehran: Research Institute for Higher Education Planning; 1995. [In Persian]
19
Hundert EM, Hafferty FW, Christakis DA. Characteristics of the informal curriculum and trainees' ethical 1996:71(6):624-42. choices. Acad Med
20
D'Eon M, Lear N, Turner M, Jones C; Canadian Association of Medical Education. Perils of the hidden curriculum revisited. Med Teach. 2007; 29(4):295-6.
21
Gazi Tabatabai M, Dadhyr A. The Biases moral norms in academic research. J Tabriz Univ Med Sci 2000; 25(4):187-226. [In Persian]
22
Graves CW. The Levels of Human Existence and their Relation to Welfare Problems, paper delivered. Proceedings at the Annual Conference, Virginia State Department of Welfare and Distribution; 1970 May 6; Roanoke, Virginia. 1970.
23
Armstrong SJ, Allison CW, Hayes J. The effects of cognitive style on research supervision: A study of student–supervisor dyads in management education. Academy Manag Learn Educ. 2004; 3(1): 41-63.
24
Armstrong S, Allison CW, Hayes J. The implications of cognitive style for the management of student-supervisor relationships. Educ Psychol. 1997; 17(1-2): 209-17.
25
Armstrong M, Shanker V. The supervision of undergraduate research: Student perceptions of the supervisor role. Stud High Educ. 1983; 8(2): 177 – 83.
26
Graves CW. The Levels OF Human Existence and their Relation to Welfare Problems. Proceedings of Coference of Virginia State Department of Welfare and Distribution; 2011 May 25; Roanoke, Virginia. 2011.
27
Heinrich KT. Loving partnerships: Dealing with sexual attraction and power in doctoral advisement relationships. J Higher Educ. 1991; 62(5): 514-38.
28
Conrad L, Phillips E. From isolation to collaboration: A positive change for postgraduate women? High Educ. 1995; 30(3); 313- 22.
29
Donald J, Saroyan A, Denison BD. (1995). Graduate Student Supervision Policies and Procedures: A Case Study of Issues and Factors Affecting Graduate Study. Canadian J High Educ. 1995; 25(3): 71-92.
30
.Margolis E. The Hidden Curriculum in Higher Education. New York: Routledge; 2003.
31
Drysdale MTB. Dyad Interdependence: An Examination of Relationship in the Student/Supervisor Graduate Education. Proceedings of the 64th world Conference of the Canadian Psychological Association; 2003 Jun 12-14; Ontario, Canada. 2003.
32
Fazeli N. Adaptive study on the causes of ineffective teaching in the university. Anthropology. 2003; 1(3): 93-132. [In Persian]
33
Attaran M, Zein Abadi H, Tulaby Hassan R. Relationship between supervisor and doctoral student in the writing of a case study. J Higher Education Curriculum Studies. 2008:1(1):9-37. [In Persian]
34
Ives G, Rowley G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students' progress and outcomes. Studies in Higher Education. 2005; 30(5): 535-56.
35
Lindgreen A, Palmer R, Vanhamme J. Beverland M. Finding and Choosing a Supervisor. The Marketing Review. 2002; 3(2): 147-66.
36
Ray S. Selecting a doctoral dissertation supervisor: analytical hierarchy approach to the multiple criteria problem. Int J Doctoral Studies. 2007; 2(1): 23-32.
37
Grevholm B, Persson LE, Peter W. A dynamic model for education of doctoral students and guidance of supervisors in research groups. Educational Studies in Mathematics. 2005; 60(2): 173-9.
38
ORIGINAL_ARTICLE
Design and Evaluation of an Elearning Application for Health Training of the Visually Impaired
Background & Objective: Today new technology has provided the visually impaired with equal opportunities for education and access to essential information The use of these technologies by students with visual impairment is vital The purpose of this study was to design an application for health training of the visually impaired and assess their views about its advantages and disadvantages Methods: This was a qualitative study in which a list of mental health information essential for the visually impaired was provided as a result of interviewing 15 blind individuals with different education degrees Subsequently this information was recorded in audio files by a person with appropriate voice and presented in the form of a multimedia compact disc Finally their views were evaluated Results: The results of this study showed that the blind were generally satisfied with the quality of the software and believed it improves their learning However some of the participants believed its content must be better and present more complete information about diseases They believed that this application should be designed for other health information necessary to them Conclusion: Considering the role of information technology and elearning tools in improvement of learning in the visually impaired and the necessity of health information for them trainers and training managers must consider designing and implementing of such tools to educate essential health issues
https://sdme.kmu.ac.ir/article_90354_172f987359050411cf353271b18ce462.pdf
2015-02-01
456
463
Visually impaired
Health information
e
Learning
Kambiz
Bahaadinbeigi
1
Ph.D. in Medical Informatics, Assistant Professor, Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Zahra Sadat
Izi
2
School of Management and Information Science, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Simin
Salehinejad
s_salehinejad@yahoo.com
3
B.Sc. in Medical Record, Department of Health Information Management and Technology, School of Management and Health Informatics, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Zahra
Jarareh
4
School of Management and Information Science, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Roya
Vatankhah
5
M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Ramezani A, Pardis M, Rafati N, Kazemi-Moghaddam M, Katibeh M, Rostami P, Dehghan MH, et al. Causes of visual impairment among patients referred to a visual rehabilitation clinic in Iran. Korean J Ophthalmol. 2012; 26(2): 80-3.
1
WHO. Visual impairment and blindness. [Cited 2014 Agu 12]. Available from: http://www.who.int/mediacentre/factsheets/fs282/en.
2
Khosravi S, Khosravi F. A Study on the Status of the Special Library for the Blind and Visually Impaired of the National Library of Iran and Proposing Solutions for Improving it. National studies on librarianship and information organization. 2010; 21 (1):63-76. [In Persian]
3
Amin Tahmasbi H, Iagh A, Amouzadeh H. E- Learning Tools and Approaches for Blinds. Proceedings of the 3th National Conference of E-Learing in Medical Sciences; 2010 Feb 16-17; Mashhad, Iran. 2010: 96. [In Persian].
4
Bocconi S, Dini S, Ferlino L, Martinoli C, Ott M. ICT Educational Tools and Visually Impaired Students: Different Answers to Different Accessibility needs. Springer LNCS.2007; 45(56): 491-500.
5
Becker K. the Magic bullet: A tool for Assessing and Evaluating Learning potential in Games. Int J Game-Based Learn. 2011; 1 (1): 19-31.
6
Mirzaei A, Shabani Nia F. Review of E-Learning Modern Systems. Media. 2013; 4 (2): 62-74. [In Persian]
7
Brzoza P. E-Learning platform for interactive access to multimedia materials in daisy format. Conference & Workshop on Assistive Technologies for People with Vision & Hearing Impairments Assistive Technology for All Ages. CVHI 2007.
8
Koganuramath MM, Choukimath PA. Learning Resource Centre for the Visually Impaired Students in the Universities to Foster Inclusive Education. [cited 2009 Oct 8]. Available from: http://crl.du.ac.in/ical09/papers/index_files/ic al-104_215_458_2_RV.pdf.
9
Sirikham A, Sae-Ear Y. The Development of Low Cost Electronic Books for the Blind. Int J Info Educ Technol; 2014; 4(4): 332-5.
10
Atlasi R. Studying the implications of elearning and virtual libraries and their importance for the Blind. J Info Sci. 2008; 2(13): 28-34. [In Persian]
11
Orrico KB. Caring for visually impaired patients. J Am Pharm Assoc. 2013;53(3):e142-50.
12
Velazquez R, Hernandez H, Preza E. A portable eBook reader for the blind. Conf Proc IEEE Eng Med Biol Soc. 2010; 2010: 2107-10.
13
Bayir S, Keser H., Numanoglu G. General review on computer literacy of visually handicapped individuals in Turkey. Procedia Soc Behav Sci 2010; 9: 1475–80.
14
Levy S. T, Lahav O. Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation. Journal of Computer Assisted Learning. 2012; 28(6):499-513.
15
Arrigo M. E-learning accessibility for blind students. [Cited 2005 Jun 7]. Available from: http://medialt.no/pub/utin/Blind%20students. pdf
16
Rasuli B, Fahimnia F. Visually impaired users satisfaction of the services provided by the Central Library and Document Center of the University of Tehran. National Studies on Librarianship and Information Organization. 2013; 24 (3): 38-54. [In Persian]
17
Reicker LI, Tombaugh TN, Walker L, Freedman MS. Reaction time: An alternative method for assessing the effects of multiple sclerosis on information processing speed. Arch Clin Neuropsychol. 2007; 22(5): 65564.
18
Abel SM, Figueiredo JC, Consoli A, Birt CM, Papsin BC. The effect of blindness on horizontal plane sound source identification. Int J Audiol. 2002; 41(5): 285–92.
19
Lockerby C, Rachel B, Biljana Z. Enhancing digital access to learning materials for Canadians with perceptual disabilities: A pilot study". J Visual Impairment Blindness. 2007; 100(8):1-10.
20
NLS/BPH Digital Talking Book Cartridge and Player [Internet]. [Cited 2006 Oct 19]. Available From: http://www.loc.gov/nls/businessplan/playerde scription.html.
21
Simsek O, Altun E, Ateş A. Developing ICT skills of visually impaired learners. Procedia - Social and Behavioral Sciences. 2010; 2(2): 4655-61.
22
Jones R. Teaching Internet skills to pupils with a severe visual impairment. Br J Vis Impair. 2004; 22(3): 84-8.
23
Nooshinfard F, Razavi S. Investigation of Information Needs of Blind and Low-sighted Users in Kerman City and Their Use of Library Services. J Iran Public Libraries Info. 2011; 16(4): 129-49. [In Persian]
24
Siamian H, Hassanzadeh M, Nooshinfard F, Hariri N. Health Information Needs of Blind people in Iran. J Mazandaran Univ Med Sci. 2012; 22 (93): 73-81. [In Persian]
25
Amini R. Health Needs Assessment methodology report in blind veterans 2007. Iran J War Public Health. 2008; 1 (1): 46-57. [In Persian]
26
ORIGINAL_ARTICLE
An Evaluation of Educational Environment from the View of Students of Islamic Azad University Based on Dundee Ready Educational Environment Measure (DREEM) Model
Background & Objective: Universities use different tools to evaluate their own teaching practices and many factors are involved in the education process that may affect learning This study aimed to evaluate educational environment from the view of clinical psychology student of the Science and Research Branch of the Islamic Azad University Tehran Iran based on the Dundee Ready Educational Environment Measure (DREEM) model Methods: This descriptive study was conducted on 30 female students of clinical psychology in Islamic Azad University The subjects were selected through convenience sampling method Data were collected using DREEM and analyzed using SPSS software Results: The majority of samples were 1823 years old and 767% of them were single The mean and standard deviation of students perception score in the 5 domains of learning (total score = 60) teachers (total score = 55) academic ability (total score = 40) educational environment (total score = 50) and social conditions (total score = 35) respectively were 4099 ± 1352 3707 ± 1076 2364 ± 889 3917 ± 1474 and 2220 ± 878 No statistically significant difference was observed between demographic information and mean educational environment score (P < 0001) Conclusion: An important characteristic of the social status of the university is that it directly impacts education Thus the improvement of this status must be prioritized by officials In this respect holding training and retraining classes in order to gain learning skills and improve educational environments consulting students and designing problem management methods may be effective in the educational empowerment of students
https://sdme.kmu.ac.ir/article_90355_f92ec093354105d78b3c1207c8ea0b10.pdf
2015-02-01
464
470
Students
Educational environment
Dundee ready educational environment measure (DREEM)
Zahra
Jalili
zahra.jalili@gmail.com
1
Ph.D. in Health Education and Health Promotion, Associate Professor, Department of Health Education and Health, Promotion School of Medical Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Faeizeh
Sahbaei-Rooy
negoneg@yahoo.com
2
Ph.D. Student in Health Promotion and Health Education, Department of Health, School of Public Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Michael F. Educational research and innovation centre for educational research and innovation. [Cited 2011 Aug 20]. Available from: http://www.oecd.org/edu/ceri/brochure_CERI-final-all--web%20Aug%202013-size.pdf.
1
Seyedabbaszadeh MM. Educational management theory, search and action. (translation). Cecil GM, Hoy KW. 4nd ed, Oroumiye: University Publishing ,Oroumiye; 1991;186-187. [In Persian]
2
Preble B, Gordon R. Transforming School Climate and Learning Beyond Bullying and Compliance. New England: ebook publishing; 2011; 102-10.
3
Faghani M, Jouybari L, Sanagoo A, Mansouriyan A. Views of learners on learning environment based on the model DREEM in Golestan University. J Med Edu Dev. 2013; 6 (12):43-50. [in Persian]
4
Arabshahi S, Kohpaye Zadeh J. University Teachers’ Point of View about Educational Environment in Major Clinical Wards in Educational Hospitals of Iran University of Medical Sciences, Based on Modified DREEM Model. J Strides Dev Med Educ. 2009; 6 (1):29-33. [In Persian]
5
Menaka D, Lokuhetty P, Warnakulasuriya R. Students’ perception of the educational environment in a Medical Faculty with an innovative curriculum in Sri Lanka. South‐East Asian Journal of Medical Education 2011;4(1):9-
6
Iwasiw C, Goldenberg D, Andrusyszyn M. Curriculum Development in Nursing Education. Canada: Jones & Bartlett; 2009: 38-42
7
Habibzade H, Kazemi N, Mhammadpr Y, Khalkhali H. The effect of portfolio educational plan on the perception of nursing students in a clinical educational environment: based on dreem model. J Urmia Nurs Midwifery Faculty. 2013; 11(1): 14-21. [In Persian].
8
Feldmann D, Timothy R. Advances in Accounting Education: Teaching and Curriculum Innovations. London: Emerald Group; 2012: 60-69.
9
Kern D, Patricia A, Hughes, M. Curriculum Development for Medical Education: A Six-Step Approach. Maryland: The Johns Hopkins University Press; 2009.
10
Mojahed S, Nasiriani K, Salimi T, Lotfi H, Khodayarian M. The viewpoints of students in Yazd University of Medical Sciences on selection of adviser faculties. J Strides Dev Med Educ. 2012; 8 (2):115-23.[In Persian]
11
Avizhgan M, Mirshah Jafari E, Nasr A, Changiz T. How do faculty members see the curriculum leadership role in post graduate? a qualitative research. J Strides Dev Med Educ. 2014; 11(2):153-69. [In Persian]
12
Jawaid M, Raheel S, Ahmed F, Aijaz H. Students’ perception of educational environment at Public Sector Medical University of Pakistan. J Res Med Sci. 2013; 18(5): 417–21.
13
Al-Naggar1 R, Abdulghani M, Osman M. The Malaysia DREEM: Perception of medical students about the learning environment in a medical school in Malaysia. Adv Med Educ Pract. 2014; 5:177–84.
14
Zawawi A, Elzuber M. Using DREEM to compare graduating students' perceptions of learning environments at medical schools adopting contrasting educational strategies. Med Teach. 2012; 34(1): S25–31.
15
Ömer Tontuş H. DREEM; dreams of the educational environment as its effect on education result of 11 Medical Faculties of Turkey. Journal of experimental and clinical medicine 2010; 27:104-8.
16
Roff S. The Dundee Ready Educational Environment Measure (DREEM)-a generic instrument for measuring students' perceptions of undergraduate health professions curricula. Med Teach. 2005; 27(4):322-5
17
ORIGINAL_ARTICLE
Presenting a Model of Effective Factors in the Intention to Use Information Technology in Teaching and Learning
Background & Objective: The present study presents a model of effective factors in the intention to use information technology (IT) in teaching and learning among students of Payame Noor University and Shiraz University of Medical Sciences Iran Methods: This was a crosssectional study performed using Krejcie and Morgan s (1970) formula and by considering unreturned questionnaires and eliminating incomplete questionnaires The 120 questionnaires from students of Shiraz University of Medical Sciences and 317 questionnaires from Payame Noor University of Fars province were analyzed using path analysis and AMOS software Results: The results show that the impact of perceived ease of use on students intention to use IT is higher in Payame Noor University students (0338) than Shiraz University of Medical Sciences (0204) The impact of perceived usefulness on intention to use IT was higher among Shiraz University of Medical Sciences (0280) than Payame Noor University students (0218) Moreover the impact of goal achievement on perceived ease of IT use was higher in Payame Noor University students (0356) than Shiraz University of Medical Sciences students (0255) No significant differences were observed between the students of Shiraz University of Medical Sciences and Payame Noor University in other paths Conclusion: The data showed acceptable and favorable fitting with the model Based on the confirmed hypothesis the causal model presented in this study is an appropriate model for universities and other educational institutions that apply technologybased learning as an important strategy in their virtual courses
https://sdme.kmu.ac.ir/article_90356_ab92149a1e55ab2879c1ceb2a15693a6.pdf
2015-02-01
471
484
Goal achievement
Intention to use technology
Perceived ease of use
Cognitive absorption
Perceived usefulness
Computer self
Efficacy
Education
Saeid
Talebi
saeedtaleebi@gmail.com
1
Ph.D. in Planning Distance Learning, Assistant Professor, Department of Educational Sciences, School of Educational Sciences and Psychology, Payame Noor University of Darab, Shiraz, Iran
LEAD_AUTHOR
Saeid
Mazlomian
2
Ph.D. in Planning Distance Learning, Assistant Professor, Department of Educational Sciences, School of Educational Sciences and Psychology, Payame Noor University of Darab, Shiraz, Iran
AUTHOR
Ahmad Reza
Akbari
3
M.Sc. in Educational Administration, Department of Educational Sciences, School of Educational Sciences and Psychology, Payame Noor University of Darab, Shiraz, Iran
AUTHOR
Afifeh
Davodi
4
M.Sc. in Psychology, Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
Talebi S. (dissertation). Presenting the causal model of psychological variable (Computer experience, Subjective norm, Computer anxiety and Computer self efficacy) on actual use of information technology on the basis of Davis’s model. Fars: Payame Noor University of Fars; 2013. [In Persian]
1
Allen IE, Seaman J. Learning on demand: Online education in the United States. Babson: Survey Research Group; 2011: 26.
2
Jong D. (dissertation). Assessing Information Technology- Facilitated Learning in Adult and Higher Education. South Dakota: University of South Dakota; 2003.
3
Hajforosh A, Ourangi. A investigating the result of ICT application at Tehran`s high schools. J Educ Innovation. 2004; 3(9): 11-31. [In Persian]
4
Davidson-Shivers GV. Instructional technology in higher education. Trends and issues in instructional design and technology. 2002: 256-68.
5
Johnson R, Hornik S, Salas E. An empirical examination of factors contributing to creation of successful e-learning environment. Int J Hum Comput Stud. 2008; 66(5): 356-69.
6
Dillon A, Morris MG. How user perceptions influence software use. IEEE Software 1997; 14(4): 58-64.
7
Tselios NK, Daskalakis S, Papadopoulou M. Assessing the Acceptance of a Blended Learning University Course. Educ Technol Soc 2011; 14 (2): 224–35.
8
Venkatesh V, Davis FD. A theoretical extension of technology acceptance model: Four longitudinal filed studies. Management Science 2000; 46(2), 186-204.
9
Saadé RG, Nebebe N, Tan W. Viability of the “Technology Acceptance Model” in Multimedia Learning Environments: A Comparative Study Interdisciplinary. Journal of Knowledge and Learning Objects 2007; 3(1): 175-84.
10
Babaee N. (dissertation). Investigating Effective Factors and Presenting a Practical Guideline to Adoption Mobile Ticketing. Lulea: University of Lulea Technology; 2009.
11
Lee YK. (dissertation). Factors Affecting Leaner Behavioral Intentions to Adopt Web based Learning Technology in Adult and Higher Education. South Dakota: University of South Dakota; 2001.
12
Ku CH. (dissertation). Extending the Technology Acceptance Model Using Perceived user Resources in Higher Education Web- based Online Learning Courses. Florida: University of Central Florida; 2009.
13
Reid M. (dissertation). Integrating Trust and Computer Self- Efficacy into the Technology Acceptance Model: Their Impact on customers’ use of Banking Information systems in Jamaica. Florida: University of Nova Southeastern; 2008.
14
Dorrani k, Rashidi Zinvestigating. The effective factors on technology acceptance among teachers of smart schools at Tehran with emphasizing on TAM model. J Res Educ System. 2007; 1(1): 23-46. [In Persian]
15
Delice M. (dissertation). Explanation of police officers` information technology acceptance using the technology acceptance model and social cognitive theory. Louisville: University of Louisville; 2009.
16
Chatzoglou PD, Sarigiannidis L, Vraimaki E, Diamantidis A. Investigating Greek employees’intention to use web-based training. Comput Educ 2009; 53(3): 877-89.
17
Ajzen I, Fishbein, M. Understanding Attitudes and Predicting Social Behavior. Englewood Cliffs: Prentice-Hall; 1980.
18
Sun H, Zhang P. An Exploration of Affect Factors and Their Role in User Technology Acceptance: Mediation and Causality. J Am Soc Inf Sci Technol 2008; 59 (8):1252-63.
19
Sokura B, Tuunainen V, Öörni A. The Role of Training in Decreasing Anxiety among Experienced Computer Users. Association for Information Systems AIS Electronic Library (AISeL). 2012.
20
Agarwal R, Karahanna E. Time flies whit you're having fun: cognitive absorption and beliefs about information technology usage. MIS quarterly 2000; 24 (4): 665-94.
21
Saade R, Bahli B. The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model. Info Manag 2005; 42(2): 317 -27.
22
Ma Q, Liu L. The Technology Acceptance Model: A Meta-Analysis of Empirical Findings. J Organ End User Comput 2004; 16(1): 59-72.
23
Liao C, Tsou CW, Shu Y. The Roles of Perceived Enjoyment and Price Perception in Determining Acceptance of Multimedia-onDemand. Int J Business Info 2008; 3(1): 2752.
24
Lee S, Kim B. Factors affecting the usage of intranet: A confirmatory study. Comput Hum Behav 2009; 25(): 191-201.
25
Vankatesh V. Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Info System Res 2000; 11 (4): 342-65.
26
Liang Z. (dissertation). Understanding internet piracy among university students: peer-to-peer music downloading. Albany: University of Albany; 2007.
27
Shiue Y M. Investigating the sources of teachers’ instructional technology use through the decomposed theory of planned behavior. J Educ Comput Res 2007; 36(4): 425-53.
28
Chau PY. Influence of computer attitude and self- efficacy on IT usage behavior. J Organ End User Comput 2001; 13(1): 26-33.
29
Yusoff Y, Muhammad Z, Robert E. Individual Differences, Perceived Ease of Use, and Perceived Usefulness in the ELibrary Usage. Comput Info Sci 2009; 2(1) 76-83.
30
Sen S. (dissertation). The effect of technology acceptance on postsecondary African-American students’ achievement in mathematics: A path analytic inquiry. Florida: University of Central Florida; 2005.
31
Ruth CJ. (dissertation). Appling a modified technology acceptance model to determine factors affecting behavioral intentions to adopt electronic shopping on the World Wide Web: a structural equation modeling approach. Philadelphia: University of Drexel; 2000.
32
Yang SK. (dissertation). Teachers’ Perception of Use of Student Performance Information: Technology Acceptance Model. Austin: University of Texas at Austin; 2003.
33
Yang H. (dissertation). The Effect of Technology Acceptance on Undergraduate Students’ Usage of WEBCT as a Collaborative Tool. Florida: University of Central Florida; 2007.
34
Park N. (dissertation). User Acceptance of Computer-based VOIP Phone Service: An Application of the Technology Acceptance Model. Los Angeles: University of Southern California; 2007.
35
Teo T, Lee CB, Chai CS. Understanding perservice teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning 2008; 24(2): 128-43.
36
Porter C, Donthu N. Using the technology acceptance model to explain how attitudes determine Internet usage: The role of perceived access barriers and demographics. Journal of Business Research 2006; 59(9): 999-1007.
37
Pan C. (dissertation). System use of WebCT in the light of the technology acceptance model: A student perspective. Florida: University of Central Florida; 2003.
38
Kulviwat S. Self-efficacy as an antecedent of cognition and affect technology acceptance. Hempstead: University of Hofstra; 2006.
39
Igbaria M, Iivari J. The effects of selfefficacy on computer usage. Omega 1995; 23(6): 587-605.
40
Vankatesh V, Bala H. Technology Acceptance 3 and a Research Agenda on Interventions, Decision Science 2008; 39 (2): 273-315.
41
Daniel F. Diversity as Technology: A New Perspective. Journal of Management 2011; 6(2): 31-40. Diversity
42
Hwang Y, Yi M. Predicting the use of webbased information systems: Intrinsic motivation and self-efficacy. Association for Information Systems AIS Electronic Library (AISeL) 2002: 1076-80.
43
Yi MY, Hwang Y. Predicting the use of webbased information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. Int J Hum Comput Stud 2003; 59(4): 431-49.
44
Zare M, Samani S. Investigating the role of flexibility and family solidarity in children`s goal orientation. Journal of Family Survey 2008; 4(13): 17-46. [In Persian]
45
Joker B. Investigating the relationship between goal achievement and self regulation among various disciplines in Shiraz University. J Hum Soc Sci Shiraz Univ. 2005; 4(22): 57-71. [In Persian]
46
Mohsenpoor M, Hejazi E, Kiamanesh A. The role of self-efficacy, goal achievement and persistence in mathematic course of highschool students at Tehran. Journal of Educational Innovation 2006; 5(16): 9-35. [In Persian]
47
Bandura AEC. Social Foundations of thought and Action: A Social cognitive theory. Englewodd cliffs: Prentice Hall; 1986.
48
Chandra Sh, Srivastava Sh, Theng Y. Role of cognitive absorption and trust for collaboration in virtual world. Pacific Asia Conference on Information Systems (PACIS) 2009; 1-13
49
Tan W. (dissertation). An integrated view of cognitive absorption in a technology mediated learning Environment. Montréal: University of Concordia; 2007.
50
Wolters CA, Daugherty SG. Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. J Educ Psychol 2007; 99(1): 181-93.
51
Park B. (dissertation). Faculty Adoption and Utilization of Web-Assisted Instruction (WAI) in Higher Education: Structural Equation Modeling (SEM). University State Florida; 2003.
52
Hooman H. Structural equation modeling with Lisrel software. Tehran: Samt; 2006. [In Persian]
53
ORIGINAL_ARTICLE
Experiences of Faculty Members in Relation to the Academic Promotion Process
Background & Objective: One of the most important factors in the evaluation of specific performance indices of each university is the professional maintenance and promotion of faculty members This will result in more desirable output results from this system The aim of this study was to explore describe and interpret faculty members experiences of the academic promotion process and its obstacles and problems Methods: A phenomenological approach was used in this research The study population consisted of 22 faculty members of Mashhad University of Medical Sciences Iran who were selected through purposeful sampling Data were collected through semistructured interviews and analyzed using the van Manen method Results: The main theme of passing the academic promotion marsh and 5 subthemes emerged from data analysis The subthemes consisted of problems related to administrative processes problems related to the performance of committees problems related to general competence problems related to the academic promotion guideline and motivational factors Conclusion: Our findings emphasize the problems and barriers of the promotion process Quality assessment homogenization of processes and the use of experts in college committees are some of the factors that affect the promotion process The findings of this study can assist policymakers and administrators of Medical Sciences Universities at different levels in decision making and finding solutions to facilitate the academic promotion process and rectify its problems and obstacles
https://sdme.kmu.ac.ir/article_90357_fe2b29cef444a6b3fd6e9e938400d119.pdf
2015-02-01
485
499
Faculty members
Academic rank promotion
Promotion process
Phenomenology
Hossein
Karimi-Moonaghi
1
Ph.D. in Nursing, Associate Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Akram
Zhianifard
zhianifard.a@gmail.com
2
M.Sc. in Medical Education, Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Hamid
Jafarzadeh
3
Ph.D. in Endodontics, Associate Professor, Department of Endodontics, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Hamid Reza
Behnam
4
M.Sc. in Nursing, Lecturer, Department of Pediatrics, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Jalil
Tavakol-Afshari
5
Ph.D. in Immunology, Professor, Department of Immunology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Teymouri M, Tootoonchi M, Salehi M, Hassanzadeh A. Job Satisfaction among Faculty Members of Isfahan University of Medical Sciences. Iran J Med Educ 2007; 7(2):227-36. [In Persian]
1
Zohal M, Yazdani S, Ghasemi Z, Homayounizand R, Mohebbifar R, Pakniat H. Assessing the effective factors of academic promotion rank of the faculty members of Qazvin Medical University from their point of view, 2011-12. J Med Educ Dev 2012; 5(2):35-41. [In Persian]
2
Bunton SA, Corrice AM. Perceptions of the Promotion Process: An Analysis of U.S. Medical School Faculty. Association of American Medical Colleges 2011; 11(5):1-2.
3
Mohammadi H, Mir Hossein S. A comparative study of criteria Faculty members development in higher education. J Sci Technol Policy Res 2008;3(1):90-106. [In Persian]
4
Liu CQ, Alexander H. Promotion rates for first-time assistant and associate professors appointed from 1967 to 1997. AAMC Analysis in Brief 2010; 9(7). [Cited 2001 May 8]. Available from: www.aamc.org/download/121130/data/aibvol9_no7.pdf.
5
Guglielmo BJ, Edwards DJ, Franks AS, Naughton CA, Schonder KS, Stamm PL, et al. A critical appraisal of and recommendations for faculty development. Am J Pharm Educ 2011;75(6):122.
6
Todisco A, Souza RF, Gores GJ. Trains, tracks, and promotion in an academic medical center. Gastroenterology 2011; 141(5):1545-8.
7
Majdzadeh R, Nejat Sh, Gholami Z, Rashidian A. Satisfaction and opinions of Tehran University of Medical Sciences academic members on its development programs, 2006.TUMS J Payavard Salamat 2008; 2(1):617. [In Persian]
8
Jalili M, Mirzazadeh A, Jaffarian A. The concept of scholarship: educational scholarship and its application in Iran. Iran J Med Educ 2009; 9(2):167-79. [In Persian]
9
Wiese GC, Percuoco RE, Pickar JG, Duray SM, Faruqui SR, Schmiedel GO, et al. Development of an evidence-based application and rubric for evaluating applicants' qualifications for promotion to professor. J Manipulative Physiol Ther. 2007; 30(7):52735.
10
Sanfey H. Promotion to professor: a career development resource. American J Surg 2010; 200(4):554-7.
11
Dolani A, Hariri N, Mohammadhassanzadeh H, Valinejadi A. A Review of Qualitative Research and Current Data Analysis Software. J Health Administration 2012;15(47):77-90. [In Persian]
12
Karimi Moonaghi H, Derakhshan A, Khajedalouei M, Dashti Rahmat abadi M, Binaghi T. Lived clinical learning experiences of medical students: a qualitative approach]. Iran J Med Educ 2012; 11(6):635-47. [In Persian]
13
Karimi Moonaghi H. Qualitative research parallel to quantitative research. J Managemen Med Info 2005; 7(18):60-8. [In Persian]
14
Karimi Moonaghy H, Zubin F, Yavari M, Noghredani M, Abdollahi H. Nurses' experience of dealing with dying patients. J Nurs Midwifery Urmia Univ Med Sci 2013; 11(9):688-97. [In Persian]
15
Gardner SK, Blackstone A. “Putting in your time”: Faculty Experiences in the Process of Promotion to Professor. Innovative Higher Education 2013; 38(5):1-15.
16
Kimuna SC. (dissertation). In their own words: Tenure and promotion experiences and perceptions of African American faculty at a historically White university. Ann Arbor: Ohio University; 2005:1-182.
17
MazloomyMahmoodabad SS, Norouzi S, Norouzi A, MirzaeiAlavijeh M. Educational needs of faculty members of Shahid Sadoughi University of Medical Sciences in 2011. J Med Educ Dev 2012 7(3):79-92. [In Persian]
18
Jabari F, Rajaeipor S, Jafari SE. Survey job motivation of faculty members of Isfahan universities Isfahan universities of Medical Sciences According to Herzberg's theory. J Healthcare Info Manage 2004; 1(1):15-20. [In Persian]
19
Mokhtarnia M, Rezvanfar A, Pouratashi M. An investigation of the achievement motivation of faculty members based upon their job satisfaction dimensions case. Iran J Agricultural Economics Dev 2012;42(4):64754. [In Persian].
20
Asayesh H, Ghorbani M, Safari R, Borghaei A, Rezapour A, Mansoorian M, et al. Effective factors on educational and research activities of the teachers in Golestan University of Medical Sciences. Iran J Med Educ 2011; 11(3):294-5. [In Persian]
21
Gandomkar R, Salsali M, Mirzazadeh A. Factors influencing medical education in clinical environment: experiences of clinical faculty members. Iran J Med Educ 2011;11(3):279-90. [In Persian]
22
Hosaini J, Haji F, Niae M, Nouri M, Blordi A, Negahban E. Overview of the clinical faculty evaluation indices, provide an appropriate model for assessing. Proceedings of the 8th Conference of Medical Education; 2007 Mar 6-8; Kerman, Kerman University of Medical Science. 2007: 115. [In Persian]
23
Amidi Mazaheri M, Karbasi M, Mostafavi F. Challenges of Social, Cultural and Educational Activities in Isfahan University of Medical Sciences, Iran. Health Info Manage 2012; 8(8):1172-90. [In Persian]
24
Dehghani M, Nakhaee N. Faculty evaluation by students: a review of criticisms. Strides Dev Med Educ 2013; 9(2):102-9. [In Persian]
25
Ghafourian Borujerdi M, Shakournia A, Elhampour H. Evaluation results feed back to faculty members of Ahvaz Medical University and its effect on improving the quality of teaching. Iran J Med Educ 2003;3(2):41-6. [In Persian]
26
Simpson D, Hafler J, Brown D, Wilkerson L. Documentation systems for educators seeking academic promotion in US medical schools. Acad Med 2004; 79(8):783-90.
27
ORIGINAL_ARTICLE
Effect of EvidenceBased Education on Nursing Students SelfEfficacy
Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing students selfefficacy Methods: This experimental study was conducted on 48 nursing students in their 3rd semester in Urmia University of Medical Sciences Iran The study subjects were selected using convenience sampling and randomly divided into 2 groups of intervention and control (n = 24) Considering the students training in the orthopedic ward the intervention group participants were divided into 8 groups Students in the intervention group were trained in evidencebased education in 2 sessions each lasting 2 hours Selfefficacy was evaluated before and after training in the control and intervention groups using the generalized selfefficacy (GSE) scale Data were analyzed using SPSS software and chisquare ttest MannWhitney test and Wilcoxon test Data were analyzed using confidence interval of 95 ± 2% Results: Of the students 333% were female and 667% male MannWhitney test showed the selfefficacy of the intervention group students to be significantly higher than control group students (P < 0001) No significant differences were observed in the control group Conclusion: Evidencebased education causes greater improvement in selfefficacy in comparison to conventional methods Therefore the use of this method is recommended in clinical education
https://sdme.kmu.ac.ir/article_90358_96b0c7e03fb27fe3115d3507b1126cb5.pdf
2015-02-01
500
507
Evidence
based education
Efficacy
Nursing students
Hossein
Habibzadeh
1
Ph.D. in Nursing Education, Assistant Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
AUTHOR
Nasrin
Khajeali
nasrinkh2009@yahoo.com
2
M.Sc. in Nursing, Razi Hospital, Jundishapur University of Medical Sciences, Ahvaz, Iran
LEAD_AUTHOR
Hamid Reza
Khalkhali
3
Assistant Professor, Department of Epidemiology and Biostatistics, School of Public Health, Urmia University of Medical Sciences, Urmia, Iran
AUTHOR
Yosof
Mohammadpour
4
Lecturer, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
AUTHOR
Hassanpoor Dehkordi A, Khairi S, Shahrani M. Effects of problem-based learning and lecture based learning, attitudes and practices of nursing students. J Shahrekord Univ Med Sci 2005; 8(3): 76-82. [In Persian]
1
Bowers B, McCarthy D. Developing analytic thinking skills in early undergraduate education. J Nurs Educ 1993; 32(3):107-14.
2
Dicenso A, Cullum N, Ciliska D. Implementing evidence-based nursing: some misconceptions. Evidence Based Nursing 1998; 4(1): 38-9.
3
Pajares F. Self-efficacy Beliefs in Academic Settings. Review of Educational Research 1996; 66(4): 543-78.
4
Bong M. Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions. Contemp Educ Psychol 2001; 26(4):553-70.
5
Linnebrink EA, Pintrich PR. The Role of Self-Efficacy Beliefs in Student Engagement and Learning in the Classroom. Reading & Writing Quarterly 2003; 19(2):119-37.
6
Bandura A. Self-efficacy mechanism in human agency. American psychologist 1982; 37(2):122-47.
7
Zimmermon BJ. Self-Efficacy: An Essential Motive to Learn. Contemp Educ Psycol 2000; 25(1): 82-91.
8
Ozturk C, Muslu GK, Dicle A. A comparison of problem based and traditional education on nursing students' critical thinking dispositions. Nurse Educ Today 2008; 28(5): 627-32.
9
Pajares F. Self-efficacy beliefs in academic setting. Rev Edu Res 1996; 66(4): 24-6.
10
Fereday J, Muir-Cochrane E. The role of performance feedback in the self-assessment of competence: a research study with nursing clinicians. Collegian 2006; 13(1): 10-5.
11
Rahimi A, Ahmadi F. The obstacles and improvingstrategies of clinical education from the viewpoints of clinical instructors in Tehran's Nursing Schools. Iran J Med Educ 2005; 5(2): 73-80. [In Persian]
12
Andrew SW. Self-efficacy as a predictor of academic performance in science. J Adv Nurs 1998; 27(3): 596-603.
13
Harvey V, McMurray N. Self-efficacy: a means of identifying problems in nursing education and career progress. Int J Nurs Stud 1994; 31(5): 471-85.
14
Bandura A. Social Learning Theory. 1nd Edition, Englewood Cliffs: Prentice Hall; 1977.
15
Rasoli A, Valizadeh S, Haji Ebrahim S, Perron K, Abedin k. Applying principles of evidencebased nursing care for urinary incontinence in older women. J Nurs Midwifery 2010; (2)17: 4-11. [In Persian]
16
Defloor T, Van Hecke A, Verhaeghe S, Gobert M, Darras E, Grypdonck M. The clinical nursing competences and their complexity in Belgian general hospitals. J Adv Nurs 2006; 56(6): 669-78.
17
Fesharaki M, Islami M, Moghymyan M, Azarbarzin M. Effect of Teaching through Lecture and lecture with problem-based learning on efficacy of nursing students Najaf Abad Azad University. Iran J Med Educ 2010; (10)3: 269-82. [In Persian]
18
Madarshahiyan F, Hassanabadi M, Khazayi S. Effect of evidence-based method clinical educationon patients care quality and their satisfaction. Bimonthly Educ Strateg Med Sci 2012; 4(4):189-93. [In Persian]
19
Li Y, Wu T, Shang H, Yang K. Strategies for Promoting the Development of Evidence‐Based Medicine in China. J Evid Based Med 2009; 2(1): 47-52.
20
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21
Hommersom A, Lucus PJF, Vanbommel P. Checking the quality of clinical guidelines using automated reasoning tools. Theory and Practice of Logic Programming 2008; 8(5-6): 611–41.
22
Scholz U, Gutiérrez Doña B, Sud S, Schwarzer R. Is General Self-Efficacy a Universal Construct? Psychometric Findings from 25 Countries. Eur J Psychol Assess 2002; 18(3): 242-51.
23
Birjandi P, Bagherkazemi M. The relationship between Iranian EFL teachers’ critical thinking ability and their professional success. English Language Teaching 2010; 3(2), 135-45.
24
ORIGINAL_ARTICLE
Factors Influencing the Process of Continuous Nursing Education Based on the Experiences of Nurses: A Qualitative Study
Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent the achieving of these goals The precise recognition of these factors can result in constructive modification in continuous education programs and achieving of the goals of continuous education (improving patient care) Thus the aim of this study was to explain the factors influencing the successful implementation of the continuous nursing education process based on the experiences of nurses Methods: This qualitative study was conducted in 2012 The study subjects consisted of 28 individuals including nurses nursing supervisors and nursing managers The participants were selected using purposive sampling method Data were collected through unstructured interviews and field notes In addition data analysis was conducted using content analysis Results: From the data 3 main categories of advantage of compulsory education appropriate context for education and passive training were achieved The subcategories of these 3 categories consisted of compulsory training regulations and gaining advantage from training various sources of education suitable educational conditions educational willingness commitment to education and educational competency insufficient educational motivation of employees and managers inadequate educational qualification of nursing managers and passive educational supervision Conclusion: The identification of motivational factors and barriers of the continuous nursing education process based on nurses experiences can assist continuous education program policy makers and planners and nursing managers in the development of continuous education regulations based on effective programs and activities
https://sdme.kmu.ac.ir/article_90359_ac641bd55ff0882008ee644606864d08.pdf
2015-02-01
508
522
qualitative research
Nurses
Effective factors of continuous education
content analysis
Ali Akbar
Vaezi
vaeziali@ssu.ac.ir
1
Ph.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran
LEAD_AUTHOR
Hossein
Tavangar
2
Ph.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran
AUTHOR
Mostafa
Javadi
3
Ph.D. in Nursing, Assistant Professor, Department of Nursing , School of Nursing and Midwifery, Yazd University of Medical Sciences, Yazd, Iran
AUTHOR
Gould D, Drey N, Berridge E-J. Nurses’ experiences of continuing professional development. Nurse Educ Today 2007;27(6):602-9.
1
Aiga H. Reasons for participation in and needs for continuing professional education among health workers in Ghana. Health Policy 2006;77(3):290-303.
2
Gallagher L. Continuing education in nursing: A concept analysis. Nurse Educ Today 2007;27(5):466-73.
3
Hayajneh F. Attitudes of professional Jordanian nurses toward continuing education. J Contin Educ Nurs 2009;40(1):43-8.
4
Ibrahim SA, Mahran SM. Attributes of Nursing Staff Development in Port Said Hospitals. J Nurses Staff Dev. 2010;26(1):E6E13.
5
Flores Peña Y, Alonso Castillo M. Factors influencing nursing staff members' participation in continuing education. Rev Lat Am Enfermagem 2006;14(3):309-15.
6
Baxter P, DiCenso A, Donald F, MartinMisener R, Opsteen J, Chambers T. Continuing education for primary health care nurse practitioners in Ontario, Canada. Nurse Educ Today 2013; 33(4): 353-7.
7
Curran VR, Fleet L, Kirby F. Factors influencing rural health care professionals’ access to continuing professional education. Aust J Rural Health 2006;14(2):51-5.
8
Essa I. Reflecting on some of the challenges facing postgraduate nursing education in South Africa. Nurse Educ Today 2011;31(3):253-8.
9
Govranos M, Newton JM. Exploring ward nurses' perceptions of continuing education in clinical settings. 2014;34(4):655-60. Nurse Educ Today
10
Gray M, Rowe J, Barnes M. Continuing professional development and changed reregistration requirements: reflections. Nurse 2014;34(5):860-5. Educ Midwives' Today
11
Ni C, Hua Y, Shao P, Wallen GR, Xu S, Li L. Continuing education among Chinese nurses: A general hospital-based study. Nurse Educ Today 2014;34(4):592-7.
12
Amerioun A, Ebadi A, Tavakkoli H, Teymourzadeh E, Mousavi M, Momeni K, et al. Survey of related factors with motivation of nurses intend to participating in the in-service training in affiliated baqiyatallah university hospitals in 2010. Iran J Nurs Res 2012;6(23):32-40. [In Persian]
13
Ebrahimi H, Mohammadi Hosseini F, Amirnia M, Mehraee A, Jamali V, Hejazi SA. Factors Influencing Nurses’ Participation in Continuing Education Programs in Tabriz University of Medical Sciences. Iran J Med Educ 2012;12(7):518-26. [In Persian]
14
Shakoor M, Mohammadi SZ. Nurse's Attitude to Ward Deterring Factors of Participation in Continuing Nursing. Sci J Hamadan Nurs Midwifery Faculty 2010;18(1):23-33. [In Persian]
15
Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs 2008;62(1):10715.
16
Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res 2005;15(9):1277-88.
17
Polit DF, Beck CT. Essentials of nursing research: Appraising evidence for nursing practice. New York: Lippincott Williams & Wilkins; 2009.
18
Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse 2004;24(2):105-12. Educ Today
19
Sawchuk ME. Ensure staff competency with point-of-care testing. 2004;35(4):24. Nurs Manage
20
Hegney D, Tuckett A, Parker D, Robert E. Access to and support for continuing professional education amongst Queensland nurses: 2004 and 2007. Nurse Educ Today 2010;30(2):142-9.
21
Richards L, Potgieter E. Perceptions of registered nurses in four state health institutions on continuing formal education. Curationis 2010;33(2):41-50.
22
Chong MC, Sellick K, Francis K, Abdullah KL. What influences Malaysian nurses to participate in continuing professional education activities? Asian Nurs Res (Korean Soc Nurs Sci). 2011;5(1):38-47.
23
Tame SL. Secret study: A new concept in continuing professional education. Nurse Educ Today 2011;31(5):482-7.
24
Brestovacki B, Milutinovic D. Continuing education of paediatric nurses in Vojvodina, Serbia. Nurse Educ Today 2011;31(5):461-5.
25
McWilliam CL. Continuing education at the cutting edge: Promoting transformative knowledge translation. J Contin Educ Health Prof 2007;27(2):72-9.
26
Cohen JD. The aging nursing workforce: How to retain experienced nurses. Journal of healthcare management. J Healthc Manag 2006;51(4):233-45.
27
Huggins K. Lifelong learning—the key to competence in the intensive care unit? Intensive Crit Care Nurs 2004;20(1):38-44.
28
Tabari-Khomeiran R, Kiger A, Parsa-Yekta Z, Ahmadi F. Competence development among nurses: the process of constant interaction. J Contin Educ Nurs. 2007;38(5):211-8.
29
Xiao LD. Continuing nursing education policy in China and its impact on health equity. Nurs Inq. 2010;17(3):208-20.
30
Zhang M, Petrini M. Factors influencing Chinese undergraduate nursing students' perceptions of the nursing profession. Int Nurs Rev 2008;55(3):274-80.
31
ORIGINAL_ARTICLE
Assessment of the Effect of Lecturers Behavior on Clinical Learning from the Viewpoints of Nursing Students
Background & Objective: Clinical teaching is an important process that prepares students for professional life The present study aims to identify bachelor nursing students viewpoints toward the effect of lectures behaviors on their learning during clinical courses Methods: This was a descriptive crosssectional study The participants consisted of 145 nursing students Data collection tool was a sevenpoint Likert scale that measured students viewpoints toward the effect of lecturers behaviors on their learning during clinical courses Finally the data were analyzed using descriptive and inferential statistics methods and SPSS software Results : Data analysis showed that mean effective behaviors was higher than the average limit (559 ± 121) Moreover behavioral characteristics such as interpersonal relations personality teaching ability evaluation and professional competency obtained the highest scores respectively Conclusion: Professional and appropriated behaviors of lecturers during students clinical courses can enhance their learning Thus the executive authorities and training providers in the field of nursing education must provide the necessary circumstance to enhance lecturers behaviors in clinical settings
https://sdme.kmu.ac.ir/article_90360_f270d01b37fade52c649d0c230d5cbeb.pdf
2015-02-01
523
533
Nursing students
Nursing faculty performance
Learning
Ali
Fakhr-Movahedi
alimovi@yahoo.com
1
PhD in Nursing, Assistant Professor, Department of Maternal and Child Health Nursing, School of Nursing and Allied Medical Sciences, Semnan University of Medical Sciences, Semnan, Iran
LEAD_AUTHOR
Sajjad
Sadeghi
2
Medical Student, Student Research Committee, School of Medicine, Semnan University of Medical Sciences, Semnan, Iran
AUTHOR
Mohaddeseh
Yousefpour
3
B.Sc. in Nursing, Emergency ward, Imam Khomeini Hospital Garmsar, Semnan University of Medical Sciences, Semnan, Iran
AUTHOR
Gignac-Caille AM, Oermann MH. Student and faculty perceptions of effective clinical instructors in ADN programs. J Nurs Educ 2001;40(8):347-53.
1
Hassan Zahraei R, Atash Sokhan G, Salehi S, Ehsanpour S, Hassanzadeh A. Comparing the factors related to the effective clinical teaching from faculty members' and students' points of view. Iran J Med Educ 2008;7(2):249-55 .[In Persian]
2
Sahebzamani M, Salahshooran Fard A, Akbarzadeh A, Mohammadian R. Comparison the viewpoint of nursing students and their trainers regarding preventing and facilitating factors of effective clinical teaching in Islamic Azad University, Marageh Branch. Med Sci J Islamic Azad Univ Tehran Med Branch 2011; 21(1):38-43. [In Persian]
3
Holmes SP. Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty. Alabama: Auburn University; 2006.
4
Tavakoli Ghoochani H, Karimi Z, Taefi Z, Hosseini R. Assessment of characteristic of effective clinical educator from nursing and midwifery students viewpoin in North Khorasan University of medical sciences. J North Khorasan Univ Med Sci 2009; 2(3):6570. [In Persian]
5
Hoseini SA, Islamian J, Bakhtiari S. Basic clinical skills of nursing students: a comparison between nursing stu-dents', nursing graduates' and lecturers' viewpoints. Iran J Nursing an Midwifery Research. 2009;14(3): 123-129.
6
Abedini S, Abedini S, Aghamollaee T, Jomeh-Zadeh A, Kamjo A. The clinical teaching problem from nursing and midwifery students viewpoints in Hormozghan University of Medicl Sciences. J Hormozgan Univ Med Sci 2009; 12(4):24953. [In Persain]
7
Salehian M, Armat MR. Qualitative suyvery nursing students experiences to clinical education. J North Khorasan Univ Med Sci 2009;1(2-3):57-63. [In Persain]
8
Tang FI, Chou SM, Chiang HH. Students' perceptions of effective and ineffective clinical instructors. 2005;44(4):187-92. J Nurs Educ
9
de Guzman AB, Ormita MJ, Palad CM, Panganiban JK, Pestaño HO, Pristin MW. Filipino nursing students’ views of their clinical instructors’ credibility. Nurse Educ Today 2007;27(6):529-33.
10
Kelly C. Students' perceptions of effective clinical teaching revisited. Nurse Educ Today 2007; 27(8):885-92.
11
Hanifi N, Parvizy S, Joolaee S. The role of clinical instructor in clinical training motivation of nursing students: a qualitative study. Iran J Nurs Res 2012;7(24):23-33.
12
Shahoei R, Hesami K, Zaheri F, Hashemi Nasab L. The experience of graduated midwifery students about clinical education: A phenomenological study. J Med Educ Dev 2013;8(1):2-13. [In Persian]
13
Heydari M, Shahbazi S, Sheikhi R, Heydari K. Clinical education problems of nursing students in clinical settings. Iran J Health Care 2011;13(1):18-23. [In Persian]
14
Knox JE, Mogan J. Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates. J Adv Nurs 1985;10(1):25-30.
15
Salmani N, Amirian H. Comparison between nursing students and trainers viewpoints about clinical education environment in Islamic Azad university of Yazd, in the year 2006. Strides Dev Med Educ 2006;3(1):1118. [In Persian]
16
Pazandeh F, Abedian K, Jannesari S, AlaviMajd H. Assessment of charactristics of effective clinical educator for nursing and midwifery students point of view. J Nurs Midwifery Shahid Beheshti Univ Med Sci 2007;16(55): 46-54. [In Persian]
17
Makarem S, Dumit NY, Adra M, Kassak K. Teaching effectiveness and learning outcomes of baccalaureate nursing students in a critical care practicum: a lebanese experience. Nursing Outlook 2001;49(1):439.
18
Kube ML. The relationship of nursing faculty clinical teaching behaviors to student learning. Washington: ProQuest LLC; 2010.
19
Ali WG. Caring and effective teaching behavior of clinical nursing instructors in clinical area as perceived by their students. J Educ Pract 2012;3(7):15-26.
20
Lee WS, Cholowski K, Williams AK. Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing. 2002;39(5):412-20. J Adv Nurs
21
Moridi G, Khaledi S. Facilitating and Inhibiting Factors in Clinical Education from Internship Nursing Students Perspective in Nursing and Midwifery Faculty of Sanandaj 2011. J Kurdistan Univ Med Sci 2012;1(1): 1-10. [In Persian]
22
Heshmati Nabavi F, Vanaki Z. Effective clinical instructor: a qualitative study. Iran J Nurs Res 2009;4(13):39-53.
23
Moattari M, Moghaddasi M, Mousavi Nasab M, Razavieh A. The effect of clinical education workshop on nursing and midwifery instructors’ effective behaviors in clinical education. Iran J Med Educ 2006; 6(2): 97-105. [In Persian]
24
Alavi M, Abedi H-A. Nursing students' experiences and perceptions of effective instructor in clinical education. Iran J Med Educ 2008;7(2):325-33. [In Persian]
25
Alavi A, Parvin N. The View Point of Nursing and Midwifery Students About Characteristics of Effective Clinical Instructors. Sci J Hamdan Univ Med Sci 2008;15(1):44-9. [In Persian]
26
Okoronkwo IL, Onyia-pat JL, Agbo MAE, Okpala PU, Ndu AC. Students’ perception of effective clinical teaching and teacher behaviour. Open J Nurs 2013; 3(1):63-70.
27
ORIGINAL_ARTICLE
Exam Anxiety among Dental Students of Kerman University of Medical Sciences Iran in 2013
Background & Objective: Exam anxiety is a significant problem among university students and can be accompanied by a decline in performance and severe psychological problems This study was designed to investigate exam anxiety levels among dental students of Kerman University of Medical Sciences Iran in 2013 Methods: This descriptive crosssectional study was conducted on dental students of Kerman University of Medical Sciences The participants were selected using census method The data collection tool was a questionnaire consisting of the 20item standard Exam Anxiety Questionnaire (Spielberger) demographic characteristics causes of anxiety methods of decreasing exam anxiety and exam method Data were analyzed using SPSS software and linear regression and Student s ttest Results: Of the participants 5657% were men their mean age was 227 ± 218 and 3771% lived with their parents The mean score of the exam anxiety questionnaire was 4729 ± 1057 the maximum score being 80 The first activity during leisure time was exercising (30%) and fear of failure was the first cause of exam anxiety Theoretical final exams were the cause of the exam anxiety in 5490% of participants Seeing friends was the most common method of decreasing anxiety There was no significant correlation between mean exam anxiety score and sex age academic year marriage status and academic performance A significant correlation was observed between area of residence and mean exam anxiety score Conclusion: Based on our findings dental students had varying degrees of exam anxiety Thus we recommend the training of exam anxiety reduction methods during the course of the term by professionals
https://sdme.kmu.ac.ir/article_90361_b0975beff0616944034f894dae748982.pdf
2015-02-01
534
541
Exam anxiety
Dental students
Kerman (Iran)
Molouk
Torabi
drtorabiparizi@yahoo.com
1
PhD in Oral and Maxillofacial Pathology, Associate Professor, Department of Oral and Maxillofacial Pathology, Oral and Dental Diseases Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Jahangir
Haghani
jahangirhaghani@yahoo.com
2
PhD in Radiology, Associate Professor, Department of Oral Radiology, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Marzieh
Karimi Afshar
3
Resident of Orthodontics, Depratment of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Payman
Mohseni
4
Dentist, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Regier DA, Rae DS, Narrow WE, Kaelber CT, Schatzberg AF. Prevalence of anxiety disorders and their comorbidity with mood and addictive disorders. Br J Psychiatry Suppl 1998; (34):24-8.
1
Rada R. Stress, burnout, anxiety and depression among dentists. J Am Dent Assoc. 2004; 135(6):788-94.
2
Diefenbach GJ1, McCarthy-Larzelere ME, Williamson DA, Mathews A, Manguno-Mire GM, Bentz BG. Anxiety, depression, and the context of worries. Depress Anxiety. 2001; 14(4):247-50.
3
Neuderth S1, Jabs B, Schmidtke A. Strategies for reducing test anxiety and optimizing exam preparation in German university students: a prevention-oriented pilot project of the University of Würzburg. J Neural Transm 2009; 116(6):785-90.
4
Brown LA, Forman EM, Herbert JD, Hoffman KL, Yuen EK, Goetter EM. A randomized controlled trial of acceptance –based behavior therapy and cognitive therapy for test anxiety: a pilot study. Behav Modif 2011; 35(1):31-53.
5
Zhang Z, Su H, Peng Q, Yang Q, Cheng X. Exam anxiety induces significant blood pressure and heart rate increase in college students. Clin Exp Hypertens 2011; 33(5):2816.
6
Marazziti D1, Ambrogi F, Abelli M, Di Nasso E, Catena M, Massimetti G, et al. Lymphocyte subsets, cardiovascular measures and anxiety state before and after a professional examination. Stress 2007; 10(1):93-9.
7
Maimanee TA. The impact of exam anxiety on the level of triglycerides in university female students. J Egypt Soc Parasitol 2010; 40(1):259-70.
8
Hashmat S, Hashmat M, Amanullah F, Aziz S. Factors causing exam anxiety in medical students. J Pak Med Assoc 2008; 58(4):16770.
9
Afzal H, Afzal S, Siddique SA, Naqvi SA. Measures used by medical students to reduce test anxiety. J Pak Med Assoc. 2012; 62(9):982-6.
10
Alzahem AM, van der Molen HT, Alaujan AH, Schmidt HG, Zamakhshary MH. Stress among dental students: A systematic review. Eur J Dent Educ 2011; 15(1):8-18
11
Latas M, Pantić M, Obradović D. Analysis of test anxiety in medical students. Med Pregl 2010; 63(11-12):863-6.
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Mc Donald AS. The prevalence and effects of test anxiety in school children. Educ Psychol 2001; 21(1):89-101
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Costarelli V, Patsai A. Academic examination stress increases disordered eating symptomatology in female university students. Eat Weight Disord 2012; 17(3):e164-9.
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Rezazadeh M, Tavakoli M. Investigating the relationship among test anxiety, gender, academic achievement and years of study: A case of Iranian EFL university students. English Language Teaching 2009; 2(4)1-7.
15
Mousavi M, Haghshenas H, Alishahi MJ. Effect of gender, school performance and school type on test anxiety among Iranian adolescents. Iran Red Crescent Med J 2008; 10(1):4-7.
16
Mehrabizadeh Honarmand M, Kazemian Moghadam K. Efficacy of regular desensitization on exam anxiety and academic performance. J Applied Psychol 2007; 2(5):2334. [In Persian]
17
Sadock BJ, Sadock VA. Anxiety disorders. In: Synopsis of Psychiatry.9nd ed. Philadelphia: Lippinctt William & Wilkins Co.; 2003:609.
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Mwamwenda TS. Gender differences in test anxiety among South African University students. Percept 76(2):554. Motor Skills 1993;
19
Başpınar Can P, Dereboy C, Eskin M. Comparison of the Effectiveness of Cognitive Restructuring and Systematic Desensitization in Reducing High-Stakes Test Anxiety. Turk Psikiyatri Derg 2012; 23(1):9-17.
20
Lashkari pour K, Bakhshani N, Solamani MJ. The relationship between test anxiety and academic achievement in students of guidance schools in Zahedan in 2006. Zahedan J Res Med Sci 2006:8(4):253-9. [In Persian]
21
Mehregan F, Najjarian B, Ahmadi A. The relation between test anxiety and performance among Ahvaz university students. Ferdowsi J Psychol 2001; 2:7-24. [In Persian]
22
Mwamwenda TS. Test Anxiety and academic achievement among South African University students. Psychol Rep. 1994; 75(3 Pt 2):15934.
23
Zimer JW, Hocevar DJ. Effects of massed versus distributed practice of test taking on achievement and test anxiety. Psychol Rep 1994; 74(3):915-9.
24
Pradeep ST, Mathur A, Gupta R, Chaudhary S. Assessment of Stress Level among Dental School Students: An Indian Outlook. Dent Res J (Isfahan) 2011; 8(2): 95–101.
25
Polychronopoulou A, Divaris K. A longitudinal study of Greek dental students' perceived sources of stress. Am Dental Educ Assoc 2010; 74(5):524-30.
26
Kiecolt-Glaser JK, Belury MA, Andridge R, William B, Malarkey WB, Glaser R. Omega-3 Supplementation Lowers Inflammation and Anxiety in Medical Students: A Randomized Controlled Trial. Brain Behav Immun 2011; 25(8): 1725–34.
27
ORIGINAL_ARTICLE
The Relationship between Perfectionism Achievement Motivation SelfEsteem and Academic Performance among Nursing Students
Background & Objective: Academic performance is the most important factor in student evaluation Selfesteem is related to selfsatisfaction and perfectionism is the setting of high goals in performance Achievement motivation is the willingness to gain success Because these variables can affect academic performance the aim of this study was to investigate the relationship between students perfectionism achievement motivation selfesteem and academic performance Methods: This was a correlationaldescriptive study Based on Morgan s table 97 students were randomly selected from all last year nursing students of Kerman Branch Islamic Azad University Due to being incomplete 7 questionnaires were excluded The data collection tools consisted of Ahvaz Perfectionism Scale (APS) Hermans Achievement Motivation ( HAMQ) Scale and the Coppersmith SelfEsteem Inventory (SEI) Total average scores of students were considered as academic performance Results: Results showed a positive significant correlation between academic performance and perfectionism achievement motivation and selfesteem (P < 005) Perfectionism achievement motivation and selfesteem predicted 31% variances in academic performance Nevertheless investigation of the liner correlation of these variables showed that only the correlation between achievement motivation and academic performance was meaningful Conclusion: It is seems that for the improvement of students academic achievement perfectionism selfesteem and especially achievement motivation must be taken into consideration
https://sdme.kmu.ac.ir/article_90362_7219610111b7ec68329a4f7c7a191d5c.pdf
2015-02-01
542
549
Academic performance
Perfectionism
Self
esteem
Achievement
Farshid
Khosropour
farshid2002@yahoo.com
1
Ph.D. in Psychology , Department of Psychology , Islamic Azad University, Zarand Branch, Kerman, Iran
LEAD_AUTHOR
Mojgan
Nikoie
2
M.Sc. in Psychology , Islamic Azad University, Zarand Branch, Kerman, Iran
AUTHOR
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ORIGINAL_ARTICLE
Interactive Learning at the University of Medical Sciences in Iran: a necessity
https://sdme.kmu.ac.ir/article_90363_ceb3c5e6b7b01c6dc9ecc894270b1b76.pdf
2015-02-01
550
551
Hamid
Salehiniya
alesaleh70@yahoo.com
1
AUTHOR
Kalbasi S, Naseri M, Sharifzadeh G, Poursafar A. Medical Students’ Learning Styles in Birjand University of Medical Sciences. Strides Dev Med Educ. 2008;5(1):10-6. [In Persian]
1
Shavakhi A, Naderi E, Abesi A. Comparison of the Effects of Three Teaching- Learning Approaches on the Students Learning Performance in Biology Lesson. Daneshvar Raftar. 2008;4(24):53-64. [In Persian].
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Karimi Moonaghi1 H, Mohammady A, SalehMoghaddam A, Gholami H, Karshki H, zamanian N. Comparing the effects of cooperative learning to lecture trainings on the motivational beliefs and self-regulating learning strategies. Iran J Med Educ. 2014;14(5):393-402. [In Persian]
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7
ORIGINAL_ARTICLE
Simulation in Midwifery Education
https://sdme.kmu.ac.ir/article_90364_c3b88126b8de7b29088437a43eae1e0d.pdf
2015-02-01
552
554
زینب
حیدری
1
دانشجوی دکترای بهداشت باروری،دانشکده پرستاری و مامایی ، دانشگاه علوم پزشکی اصفهان ، اصفهان ، ایران
AUTHOR
فریبا
حقانی
2
دکترای تخصصی آموزش پزشکی، دانشیار، گروه آموزش پزشکی،مرکز مطالعات و توسعه آموزش پزشکی ، مرکز تحقیقات آموزش علوم پزشکی ، دانشگاه علوم پزشکی اصفهان ، اصفهان ، ایران
AUTHOR
Semnan University of Medical Sciences and Health Services. Educational deputy. Education development center. Clinical Skills Learning Center. [Cited 2011 Feb 14]. Available from: http://www.sums.ac.ir
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