ORIGINAL_ARTICLE
Move to the Fourth-Generation Universities: A Systematic Scoping Review of Educational and Management Strategies
Background: Higher education is not uniform. There are significant differences between higher education systems among different countries and even among institutions in a similar education or system; therefore, identifying the various types of entrepreneurial activities helps the mission of fourth-generation universities.Objectives: The purpose of this study was to introduce the most important educational strategies to move towards fourth-generation universities.Methods: We systematically searched the international databases, including PubMed, Web of Science, Scopus, ISC, SID, and Google Scholar, until 2021 using some relevant keywords. Then, screening and selecting eligible articles according to inclusion criteria were done by two researchers independently.Results: Soft skills training, sustainable development training, training business law, reviewing the continuous training of professors, promoting ideation and creativity to solve problems, development of interdisciplinary training, decentralization of government accelerators and deployment of private accelerators, privatization of higher education, and internationalization are the most important educational strategies to move towards fourth-generation universities. One of the critical aspects and perspectives of the fourth-generation university is the development of job skills, professions, and competencies and empowerment of students and professors in line with the process of national development and solving society's problems scientifically.Conclusion: This research's analytical results help the universities design and implement their strategies to reach the fourth-generation universities according to the standard implementation models of the fourth-generation universities.
https://sdme.kmu.ac.ir/article_91780_165679d93ce522f761a0fe9423f8f781.pdf
2021-12-01
1
9
10.22062/sdme.2021.196266.1065
Universities
Education
Policy
Fourth-Generation
Amir Mohammad
Salehi
amirchsalehi19171917@gmail.com
1
Student Research Committee, School of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran
AUTHOR
Hossein Ali
Mohammadi
h.mohammadi9091@gmail.com
2
Student Research Committee, School of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran
AUTHOR
Mohammad
Ahmadian
mohammad_ahmadian98@yahoo.com
3
Student Research Committee, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran
AUTHOR
Elham
Khanlarzadeh
khanlarzadeh800@yahoo.com
4
Department of Community Medicine, School of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran
LEAD_AUTHOR
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65
ORIGINAL_ARTICLE
Effect of Integrated Teaching on Students' Learning
Background: Currently medical education in Iran consists of basic sciences, physiopathology and clinical stages. Medical students learn them separately and often are confused that how basic sciences materials would be helpful for the patient’s diagnosis and treatment. Integration of various related subjects during medical education is one the proposed strategy to overcome this problem. Objectives: The present study was conducted to assess the effect of an integrated teaching approach on medical students’ attitudes and knowledge about infection diseases.Methods: This quasi-experimental study was conducted in the infectious disease ward of Valia-e-asr Hospital affiliated to Birjand University of Medical of Sciences, Birjand, Iran. A total of 60 medical students (stagers) were randomly selected and assigned to the control and intervention groups. The two groups were matched based on their grade point average (GPA), age, and gender. An integrated teaching approach was adopted in the intervention group by four epidemiology, microbiology, infectious diseases, and pharmacology professors. The students’ knowledge was assessed by a written exam, and their attitude was evaluated using a questionnaire. Data was analyzed by SPSS version 16 and using paired and independent samples t-test.Results: The analyses showed that 52% of the participants were male. The mean scores in the cognitive and emotional domains (the students’ points of view) were not correlated with students’ gender, and they were not significantly different before (p= 0.12) and after (p= 0.25) the intervention. The students’ final learning scores were significantly higher in the intervention group than that of the control group (16.16±1.17 vs 14.12±1.73; p=0.001).Conclusion: The integration of basic and clinical subjects helps students to better understand the physiopathology of diseases and enhances their satisfaction.
https://sdme.kmu.ac.ir/article_91571_37abd15b2073ed28e877df0e674eca31.pdf
2021-12-01
1
6
10.22062/sdme.2021.192468.1011
Infectious diseases
integrated teaching
Learning
Medical students
Azadeh
Ebrahimzadeh
mr14436@yahoo.com
1
Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Mohammad Reza
Abedini
mohrabe@yahoo.com
2
Cellular and Molecular Research Center, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Kherionesa
Ramazanzade
kh.ramazanzade@yahoo.com
3
Education Development Center (EDC), Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Bita
Bijari
bita.bijari@yahoo.com
4
Department of Community Medicine, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Hamed
Aramjoo
hamedaramjoo76@gmail.com
5
Students' Scientific Research Center, Birjand University of Medical Sciences, Birjand, Iran
AUTHOR
Majid
Zare Bidaki
m.zare@live.co.uk
6
Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
LEAD_AUTHOR
Bandiera G, Boucher A, Neville A, Kuper A, Hodges B. Integration and timing of basic and clinical sciences education. Med Teach. 2013 May;35(5):381-7. doi: 10.3109/0142159X.2013.769674. [PMID: 23444888].
1
Shackebaei D, Karami Matin B, Amolaee K, Rezaie M, Abdolmaleki P, Reshadat S, et al. Achieving the goals of integration of medical education and health service delivery systems from the viewpoint of the faculty members of Kermanshah University of Medical Sciences. Scientific Journal of Kurdistan University of Medical Sciences. 2011;16(1):81-91. [In Persian]
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8
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11
Marreez YM, Wells M, Eisen A, Rosenberg L, Park D, Schaller F, et al. Towards integrating basic and clinical sciences: Our experience at touro university nevada. Medical Science Educator. 2013;23(4):595-606. doi:10.1007/BF03341687.
12
Vyas R, Jacob M, Faith M, Isaac B, Rabi S, Sathishkumar S, et al. An effective integrated learning programme in the first year of the medical course. Natl Med J India. Jan-Feb 2008;21(1):21-6. [PMID: 18472699].
13
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14
Dandannavar VS. Effect of integrated teaching versus conventional lecturing on MBBS phase I students. Recent Research in Science and Technology. 2010;2(11).
15
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16
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17
Uma P, Rajani K, Usha P. Student's perception about integrated teaching in an undergraduate medical curriculum. Indian J Basic Appl Med Res. 2011;4(2):47-52.
18
Brumpton K, Kitchener S, Sweet L. Learning styles in vertically integrated teaching. Clin Teach. 2013 Oct;10(5):282-6. doi: 10.1111/tct.12024. [PMID: 24015731].
19
Zolfaghari M, Negarandeh R, Eybpoosh S. Developing a blended learning program for nursing and midwifery students in Iran: process and preliminary outcomes. Iran J Nurs Midwifery Res. 2013 Jan;18(1):20-6. [PMID: 23983723]. [PMCID: PMC3748550].
20
Vink SC, Van Tartwijk J, Bolk J, Verloop N. Integration of clinical and basic sciences in concept maps: a mixed method study on teacher learning. BMC Med Educ. 2015 Feb 18;15:20. doi: 10.1186/s12909-015-0299-0. [PMID: 25884319]. [PMCID: PMC4365534].
21
ORIGINAL_ARTICLE
A Student-as-Teacher Program: A Pathway to the Accountability of Medical Education Systems
Background: Teaching is identified as a necessary role and responsibility for junior faculty members in their future careers.Objectives: The present study aimed to test the hypothesis that a student-as-teacher (SaT) program can effectively prepare the students for their future roles as teachers and educators.Methods: In this quasi-experimental study, the participants included 143 postgraduate students of 12 doctorate and master’s degree programs at Shahid Sadoughi University of Medical Sciences, who were selected by census method . Nine learning objectives were classified in four competencydomains: (1) adult learning principles; (2) instructional design; (3) teaching and learning processes; and (4) learner’s assessment. The educational methods were based on an active learning approac.Results: The mean score of learners in the practical assessment was 12.5±3.6 out of 15, and their mean score in the modified essay test was 8.5±1.5 out of 10 after the educational intervention. The results showed that the scores of the learners’ attitude about cooperative learning were significantly different before (2.38±0.31) and after (4.15±0.65) the intervention (P=0.0001). Also, the scores of learners’ capabilities in teaching were significantly different before (2.5±0.61) and after (3.80±0.34) the intervention (P=0.0001). The learners considered their teaching capabilities to be at the level of “familiarity without mastery” and “implementation mastery” before and after the intervention, respectively (P=0.0001).Conclusion: It is recommended to develop and implement SaT programs to improve the teaching capabilities of students using innovative teaching methods and prepare them for their future roles as instructors and teachers.
https://sdme.kmu.ac.ir/article_91570_baaf971e103f52eecde2839770ecf24c.pdf
2021-12-01
1
6
10.22062/sdme.2021.195075.1026
Teaching
Competency
Educational Capability
Postgraduate Program
Fatemeh
Keshmiri
keshmiri1395@gmail.com
1
Assistance Professor, Medical Education Department, Educational Developmental Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
LEAD_AUTHOR
Marušić M, Mimica M, Mihanović F, Janković S. Doctoral degree in health professions: professional needs and legal requirement. Acta Med Acad. 2013;42(1):61-70. doi: 10.5644/ama2006-124.72. [PMID: 23735068].
1
Hafler JP. Residents as teachers: A process for training and development. J Nutr. 2003 Feb;133(2):544S-6S. doi: 10.1093/jn/133.2.544S. [PMID: 12566499].
2
Blanco MA, Maderer A, Oriel A, Epstein SK. How we launched a developmental student-as-teacher (SAT) program for all medical students. Med Teach. 2014 May;36(5):385-9. doi: 10.3109/0142159X.2014.886770. [PMID: 24527838].
3
Kurczek J, Johnson J. The student as teacher: reflections on collaborative learning in a senior seminar. J Undergrad Neurosci Educ. 2014 Mar 15;12(2):A93-9. eCollection Spring 2014. [PMID: 24693265]. [PMCID: PMC3971000].
4
Rana J, Sullivan A, Brett M, Weinstein AR, Atkins KM, Group SDW. Defining curricular priorities for student-as-teacher programs: A National Delphi Study. Med Teach. 2018 Mar;40(3):259-266. doi: 10.1080/0142159X.2017.1401216. [PMID: 29171329].
5
Freret T, Rana J, Schwartzstein RM, Gooding HC. Twelve tips for implementation of "student-as-teacher" programs. Med Teach. 2017 Dec;39(12):1221-1226. doi: 10.1080/0142159X.2017.1333591. [PMid:28598708].
6
Mann KV, Sutton E, Frank B. Twelve tips for preparing residents as teachers. Med Teach. 2007 May;29(4):301-6. doi: 10.1080/01421590701477431. [PMID: 17786741].
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Dewey CM, Coverdale JH, Ismail NJ, Culberson JW, Thompson BM, Patton CS, et al. Residents-as-teachers programs in psychiatry: a systematic review. Can J Psychiatry. 2008 Feb;53(2):77-84. doi: 10.1177/070674370805300202. [PMID: 18357925].
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12
Hesketh E, Bagnall G, Buckley E, Friedman M, Goodall E, Harden R, et al. A framework for developing excellence as a clinical educator. Med Educ. 2001 Jun;35(6):555-64. doi: 10.1046/j.1365-2923.2001.00920.x. [PMID: 11380858].
13
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20
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DaRosa D. Residents as teachers: evaluating programs and performance. In: Edwards JC, Friedland JA, Bing-You R, eds. Residents’ Teaching Skills. New York: Springer; 2002:100–14.
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31
ORIGINAL_ARTICLE
A Comparative Study of Doctoral Nursing Education Programs in Iran and Japan
Background: The quality assurance of doctoral nursing education programs is one of the priorities of educational systems, with significant effects on the development and improvement of educational programs. Therefore, identifying the strengths and weaknesses of these programs through comparison can be useful.Objectives: This study aimed to compare the doctoral nursing education programs in Iran and Japan.Methods: In this descriptive and comparative study, which was based on the model proposed by Beredy, the Iranian doctoral program in nursing education was compared with that of Japan in four stages of description, interpretation, juxtaposition, and comparison.Results: The doctoral nursing education program in Japan was older than its Iranian counterpart, based on historical records. The challenges of nursing education in Iran included the student admission system, inflexibility of the program, and emphasis on theoretical education. The strict rules regarding article publication in International Scientific Indexing (ISI) journals and the higher number of credits in the Iranian program, compared to its Japanese counterpart, were among the strengths of Iran’s program, increasing the level of students’ knowledge and preparation for research activities.Conclusion: Comparison of the educational systems of Iran and Japan indicated the need for a more flexible and community-based curriculum in Iran.
https://sdme.kmu.ac.ir/article_91572_7516a0e6838e5584ec2fcdd212df29a0.pdf
2021-12-01
1
6
10.22062/sdme.2021.195312.1036
Nursing
Education
Curriculum
Iran
Japan
Seyedeh Azam
Sajadi
arasajadi@yahoo.com
1
PhD in Nursing, Assistant Professor, Department of Nursing Management, Nursing faculty, Aja University of Medical Sciences. Tehran, Iran.
AUTHOR
Jamileh
Mokhtari Nouri
mokhtari@bmsu.ac.ir
2
2PhD in Nursing, Associate Professor, Department of Nursing Management, Faculty of Nursing, Baqiyatallah University of Medical Sciences, Tehran, Iran.
AUTHOR
Nahid
Rajai
n.rajai22@yahoo.com
3
MSc, Instructor, Department of Maternal and Child Health, Faculty of Aja Nursing, Aja University of Medical Sciences, PhD Candidate in Nursing, Baqiyatallah University of Medical Sciences, Tehran, Iran.
LEAD_AUTHOR
Salminen L, Stolt M, Saarikoski M, Suikkala A, Vaartio H, Leino-Kilpi H, et al. Future challenges for nursing education-A European perspective. Nurs Educ Today. 2010;30(3):233-8. doi:10.1016/j.nedt.2009.11.004. [PMID:20005606].
1
Jafari Asl M, Chehrzed M, Shafipour S, Ghanbari A. Quality of Educational Services from ViewPoint's of Nursing and Midwifery Students of Guilan University Based on Servqual Model. Research in Medical Education. 2014;6(1):50-8. doi:10.18869/acadpub.rme.6.1.50. [In Persian]
2
Naseri N, Salehi Sh. Accreditation of Nursing Education in Iran: Documenting the Process. Iranian Journal of Nursing and Midwifery Research. 2008; 12(4): 136-8.
3
Farajzadeh Z, Rakhsh Khosid M, Izadpanah AM, Saadatjoo SA. Factors affecting quality of education from the viewpoint of graduated nurses working in Birjand hospitals, 2012. Mod Care J. 2014; 11(3):196-202. [In Persian]
4
Borzou SR, Oshvandi K, Cheraghi F, Moayed M S. Comparative Study of Nursing PhD Education System and Curriculum in Iran and John Hopkins School of Nursing. Educ Strategy Med Sci. 2016; 9 (3):194-205. [In Persian]
5
Abedini F, Vafadar Z. Comparative Study of Nursing PhD Course in Iran and a Nursing Faculty in University of Auckland, the USA. Educ Strategy Med Sci. 2020; 13(4):277-86. [In Persian]
6
Adib Hajbaghery M, Nabizadeh-Gharghozar Z, bolandianbafghi S. Comparative Study of Nursing PhD Education System and Curriculum in Iran and Alberta School of Nursing. J Military Caring Sciences. 2019; 6(1):69-78. doi:10.29252/mcs.6.1.69. [In Persian]
7
Molaeenejad A, Zekavati A. A comparative study of the teacher training curriculum system in England, Japan, France, Malaysia, and Iran. Journal of Education Innovation. 2008;7(26):35-2.
8
Mokhtari Nouri J, Nezamzadeh M. Comparative study of nursing education in Iran and Japan. Journal of Clinical Excellence. 2016;4(2):81-99. [In Persian]
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Mehraban MA, Taleghani F. Doctor of nursing practice (initiated or disorder). Iran J Med Educ. 2011;10(5):1140-5.
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Farahani M, Ahmadi F. Doctoral nursing students’ viewpoints about the Nursing PhD curriculum. Iran J Med Educ. 2006; 6(1):83-92. [In Persian]
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16
Zamanzadeh V, Jasemi M, Mansoori A, Khodabandeh F, Alsadat Hoseini F. Doctoral Nursing Students’ Perspectives towards Educational Quality of PhD Course. Iran J Nursing. 2014; 27 (89):30-9. doi:10.29252/ijn.27.89.30. [In Persian]
17
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32
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39
ORIGINAL_ARTICLE
Improving Medical Students’ Essay Writing through Direct Focused Corrective Feedback, Revising Errors, and Group Discussions
Background: Writing in English has always been emphasized in educational programs.Objectives: This study aimed at investigating the effects of direct focused written feedback followed by amendments and group discussions on improving students’ English writing in different fields of medical sciences.Methods: The present research employed a quasi-experimental design. The participants were 168 Iranian undergraduate students from seven entire classes (taught by the main researcher), studying at Ahvaz Jundishapur University of medical sciences in 2019-2020. The writing tasks were the topics suggested at the end of each unit of the Inside Reading ("Intro" and "One") series. The length required for each topic was a paragraph with a hundred words at most. After writing each essay, the researcher spotted grammatical errors, recorded their types and frequencies, and gave direct feedback. The students received the corrected essays, and through group discussions and based on extra explanations provided by the researcher, the students became totally informed of their errors and were asked to apply this knowledge on their succeeding works.Results: Wrong tenses ( 30.47%), incorrect articles (23.48%), word order (17.48%), singular/plural nouns (11.59%), prepositions (10.90%), and subject-verb agreement (6.08%) were found to be the most common errors, respectively.Conclusion: Comparing the number of errors in the first essay with the errors spotted in the second and third essays showed that the corrective feedback was effective in improving the medical students’ essay writing.
https://sdme.kmu.ac.ir/article_91626_65f48690aac3dd989f592b810251c2f7.pdf
2021-12-01
1
6
10.22062/sdme.2021.193967.1020
Writing
Feedback
medical education
Khalil
Tazik
khaliltazik@gmail.com
1
Department of General Courses, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
LEAD_AUTHOR
Tan KN, Manochphinyo A. Improving grammatical accuracy in Thai learners' writing: comparing direct and indirect written corrective feedback. The Journal of Asia TEFL. 2017; 14(3): 430-42. doi:10.18823/asiatefl.2017.14.3.4.430.
1
Ellis R. The Study of Second Language Acquisition. New York: Oxford University Press; 2008.
2
Lyster R, Ranta L. Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition. 1997; 19(1): 37-6. doi.org/10.1017/S0272263197001034.
3
Gass SM, Lewis K. Perceptions of interactional feedback: Differences between heritage language learners and non-heritage language learners. In A. Mackey ed. Conversational interaction in second language acquisition: A series of empirical studies. Oxford: Oxford University Press; 2007: 79-9.
4
Ellis R. The differential effects of corrective feedback on two grammatical structures. In: Mackey A, ed. Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press; 2007: 339-60.
5
Oladejo J. Error correction in ESL: Learners’ preferences. TESL Canada Journal 1993; 10(1): 71-89. doi:10.18806/tesl.v10i2.619.
6
Ahmadpour L, Asadollahfam H, Ahmadpour S. The Timing of Feedback and Learners' Age on Implicit and Explicit Grammar Learning. Research in English Language Pedagogy. 2019; 7(1): 167-86.
7
Ferris DR. Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition. 2010; 32(2): 181-01. doi:10.1017/S0272263109990490.
8
La Russa F. Treating Errors in Learners’ Writing: Techniques and Processing of Corrective Feedback. In: Piechurska-Kuciel E, Szymańska-Czaplak E, Szyszka M. eds. At the Crossroads: Challenges of Foreign Language Learning. Berlin, Germany: Springer; 2017: 3-17. doi:10.1007/978-3-319-55155-5_1.
9
Rezaie A, Izadpanah S, Shahnavaz A. The effects of corrective feedback on Iranian EFL learners' writing. International Journal of English Language & Translation Studies. 2017; 5(4): 107-17.
10
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11
Hounsell, D. Essay planning and essay writing. High Educ Res Dev. 1984; 3(1): 13-31. doi:10.1080/0729436840030102.
12
Chur-Hansen A. Medical students' essay-writing skills: criteria-based self- and tutor-evaluation and the rule of language background. Med Educ. 2000 Mar;34(3):194-8. doi: 10.1046/j.1365-2923.2000.00457.x. [PMID: 10733705].
13
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Hayatbakhsh-Abbasi M, Sepehri G, Ahmadipour H, Bakhshaei S. Evaluation of the Prescription Writing Pattern of Interns for Common Diseases in Kerman University of Medical Sciences Iran in 2013. Strides Dev Med Educ. 2016; 13(1): 34-40. [In Persian]
15
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16
ORIGINAL_ARTICLE
The Costs of Training Medical Parasitology and Mycology Students at Kerman University of Medical Sciences
Background: Training of expert human resources is one of the main and basic objectives of developed countries. One of the important challenges for attainment of this objective is shortage in funding and financial resources. This is while medical branches, due to being specialized and requiring vast practical courses, need spending considerable financial costs for training competent students.Objectives: The present study aimed to estimate the costs of training medical parasitology and mycology students at Kerman University of Medical Sciences.Methods: This was a descriptive research. The data collection tool was a form designed by researchers using various resources. Educational and non-educational costs of the academic year of 2017-2018, with a top-down approach, were analysed to estimate the costs of training and educating post-graduate students. Analyses were made using Microsoft Excel 2013 software.Results: The costs of educating master students in parasitology, Ph.D. students in parasitology, and master students in mycology in the academic year of 2017-2018 were 11,144, 18,365, and 7,821 USD, respectively. Forty-five percent of the total of educational costs was allocated to training Ph.D. students in parasitology alone, and a major share (81%) of these costs had been paid to human resources.Conclusion: Our findings indicated that the financial costs of training and educating students in the parasitology and mycology fields are high, needing the prompt attention of the policymakers of the national medical education system.
https://sdme.kmu.ac.ir/article_91627_c7d3dbcca1c7dbc2279b880625b61763.pdf
2021-12-01
1
6
10.22062/sdme.2021.195134.1029
Cost
Parasitology
Mycology
Kerman University of Medical Sciences
Ph.D. program
MSc. program
Reza
Goudarzi
rgoudarzi@yahoo.com
1
Assistant Professor, Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Majid
Fasihi Harandi
majid.fasihi@gmail.com
2
Professor, Research Center for Hydatid Disease in Iran, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mohammad
Tasavon Gholamhoseini
mohamad.gholamhoseini@yahoo.com
3
Master of Science, Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Mohammad
Ebrahimipour
md.ebrahimi31@gmail.com
4
Assistant Professor, Research Center for Hydatid Disease in Iran, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Ghasempour S, Rahimniya R, Rajabnezhad Z, Dargahi H. Calculating the Final Cost of Student Training by Activity Based Costing in School of Allied Medicine, Tehran University of Medical Sciences. Payavard. 2016; 10 (1) :104-18. [In Persian]
1
Moradi S, Hedayatizadeh-Omran A, Janbabaei G, Alizadeh-Navaei R, Panbehchi M, Geraili B, et al . Activity Based Costing of Educational Services in Faculty of Medicine in Mazandaran University of Medical Sciences, Iran, 2015. J Mazandaran Univ Med Sci. 2018; 28 (163):86-92 [In Persian]
2
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3
Rezaian M, Tavakol Kowsari MA, Nave Ebrahim AR. Analyzing the Challenges of Iranian Non-Governmental and Non-Profit Higher Education Universities and Institutions. Journal of Management and Planning In Educational System. 2018;11(2):9-26. [In Persian]
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Foo J, Ilic D, Rivers G, Evans DJ, Walsh K, Haines TP, et al. Using cost-analyses to inform health professions education–The economic cost of pre-clinical failure. Med Teach. 2018 Dec;40(12):1221-1230. doi: 10.1080/0142159X.2017.1410123. [PMID: 29216780].
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Broad M, Crowther D. Activity Based Costing In Universities‐An Inappropriate Technique? Journal of Applied Accounting Research. 2001;6(2):55-89. doi:10.1108/96754260180001028.
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Walsh K. Economic analysis in medical education: definition of essential terms. Med Teach. 2014 Oct;36(10):890-3. doi: 10.3109/0142159X.2014.917161. [PMID: 25072235].
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Esmaeili R, Kianmehr M, Tahanzade AR, Ehtiati M, Ghorbani A, Pourfatemi A, et al. Calculating the Unit Cost of Student Training at Gonabad University of Medical Sciences in 2017: Using a Step-Down Method. Teb va Tazkieh. 2018;27(3):169-78. [In Persian]
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Haghdoost AA, Amirimoghadam M, Loloei M, Baneshi M-R, Sabbah F, Mehrolhassani M-H. Cost analysis of the education of students in School of Public Health Kerman University of Medical Sciences Iran using activitybased costing model. Strides in Development of Medical Education. 2014;11(1):13-22. [In Persian]
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Rahimniya R, Ram M, Siavashi E, Ghasempour S, Baruni M, KHakian M, et al. Calculating the Cost of Student Services Through Activity Based Costing Method (ABC) at the Department of Student and Cultural Affairs of Tehran University of Medical Sciences in 2011. Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2014;5(2):8-15. [In Persian]
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15
Satpathy S, Kant S, Deka R, Chumber S, Verma R, Gupta SK. Determination of the Cost of Training of Undergraduate Medical (MBBS) Student at All India Institute of Medical Sciences, New Delhi, India. Int J Res Foundation Hosp Healthc Adm. 2013;1(1):1-7. doi:10.5005/jp-journals-10035-1001.
16
Kojouri J, Lotfi F, Amini M, Pilehvar A, Esmaeilzadeh Z. The Percapita Cost of Training Undergraduate Medical Students in Shiraz School of Medicine 2007. Strides In Development Of Medical Education. 2010;7(1):9-16. [In Persian].
17
Yari Tamugheh K, Moradi S, Mohammadi A, Mohammadi K. Cost Of Training Nursing And Midwifery Students By Activity Based Costing At Kurdistan University Of Medical Sciences. Proceedings of the Third International Conference on Accounting, Business Management; 2018 Aug 18; Karaj, Iran. [In Persian]
18
Tasavon Gholamhoseini M, Goudarz R, Nikravesh A, Beig Zade Abassi F. Calculating the final cost of the educational services of Kerman school of Management and Information Sciences through activity-based costing. Iran J Med Educ. 2019; 19 :282-292. [In Persian]
19
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Ofem I. (dissertation). Cost benefit analysis of public university education in Lagos State, Nigeria. Lagos State University: Lagos, Nigeria; 2011.
23
Iyiomo OA, Olayiwola A. Analysis of heterogeneities in the unit cost of university education in Nigeria. European Scientific Journal. 2014;10(13):83-97.
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25
ORIGINAL_ARTICLE
Actual Costs of Residency Training in Teaching Hospitals: A Case of Iran
Background: There was a challenge for teaching hospitals to accept residents for educational goals due to their training costs.Objectives: The present study aimed to estimate the actual costs of residency training in hospitals for policymaking, budgetary impact, and negotiation.Methods: This retrospective study was performed in eight teaching hospitals affiliated with the Iran University of Medical Sciences, Tehran, Iran, in 2018. Two scenarios were designed to estimate the costs of education per resident. All of the resources used by residents in the hospitals were identified. Cost items attributed to the training goals were allocated to the internal medicine and surgical fields; however, for cost items that were used for treatment and education, such as disposables and consumables and equipment, the cost drivers were used. Therefore, the difference between the scenarios was related to the cost drivers.Results: Overall, the selected hospitals had spent $ 586,720.35 and $ 572,358.10 based on scenarios 1 and 2, respectively. The residency training per surgical resident in the hospitals was about 1.2 times higher than an internal medicine resident. Surgery, neurology, urology, and anesthesiology were the fields with the highest costs in the hospitals.Conclusion: Although residency training accounts for a large proportion of hospital costs, employing residents reduces the costs of human resources. Monitoring and controlling costs, as well as resource quotas for resident training, can be a way to reduce educational course costs in hospitals. Universities can cover some parts of the educational costs to motivate hospitals to make an appropriate setting for residents.
https://sdme.kmu.ac.ir/article_91643_3dea9f54ede7b9cea4589951757b57ca.pdf
2021-12-01
1
8
10.22062/sdme.2021.195297.1034
Cost Analyses
Academic Medical Centers
Internship and Residency
Zahra
Meshkani
z_moshkani@yahoo.com
1
Department of Health Economics, School of Health Management and Information Science, Health Management and Economics Research Center, Iran University of Medical Science, Tehran, Iran
AUTHOR
Mahmoud Reza
Alebouyeh
dr.alebouyeh1@gmail.com
2
Associate Professor, Department of Anesthesiology, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Aziz
Rezapour
rezapour.a@iums.ac.ir
3
Associate Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Vahid
Alipour
vahid.alipoor11360@yahoo.com
4
Assistant Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Alireza
Mazdaki
mazdakiii@yahoo.com
5
Ph.D. Student in Policy and Policy Management, Director of Finance, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Nader
Markazi Moghaddam
nmmmoghaddam@gmail.com
6
Assistant Professor, Department of Health Management and Economics, School of Medicine, AJA University of Medical Sciences, Tehran, Iran
AUTHOR
Negar
Yousefzadeh
yousefzadeh.negar@gmail.com
7
Ph.D. Student in Heath Policy, Health Management and Economics Research Center Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Narges
Hakimi
nh8589@yahoo.com
8
Ph.D. Student of Financial Management, Head of Affairs, Endocrine Research Center, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Fitzgerald J, Ravindra P, Lepore M, Armstrong A, Bhangu A, Maxwell-Armstrong C. Financial impact of surgical training on hospital economics: an income analysis of 1184 out-patient clinic consultations. Int J Surg. 2013;11(5):378-82. doi: 10.1016/j.ijsu.2013.02.017. [PMID: 23459186].
1
Walsh K. Cost and value in medical education–what we can learn from the past? J R Coll Physicians Edinb. 2014;44(4):324-7. doi: 10.4997/jrcpe.2014.417. [PMID: 25516905].
2
Waters KP, Mazivila ME, Dgedge M, Necochea E, Manharlal D, Zuber A, et al. eSIP-Saúde: Mozambique’s novel approach for a sustainable human resources for health information system. Hum Resour Health. 2016 Nov 5;14(1):66. doi: 10.1186/s12960-016-0159-y. [PMID: 27814734]. [PMCID: PMC5097348].
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Waters KP, Zuber A, Simbini T, Bangani Z, Krishnamurthy RS. Zimbabwe’s Human Resources for health Information System (ZHRIS)—an assessment in the context of establishing a global standard. Int J Med Inform. 2017 Apr;100:121-8. doi: 10.1016/j.ijmedinf.2017.01.011. [PMID: 28241933].
4
Da’ar OB, Alshaya A. Is it cost-beneficial to society? Measuring the economic worth of dental residency training. Eval Program Plann. 2018 Jun;68:117-123. doi: 10.1016/j.evalprogplan.2018.02.012. [PMID: 29549781].
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Kane RL, Bershadsky B, Weinert C, Huntington S, Riley W, Bershadsky J, et al. Estimating the patient care costs of teaching in a teaching hospital. Am J Med. 2005 Jul;118(7):767-72. doi: 10.1016/j.amjmed.2005.02.011. [PMID: 15989911].
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Edwardson N, Bolin JN, McClellan DA, Nash PP, Helduser JW. The cost-effectiveness of training US primary care physicians to conduct colorectal cancer screening in family medicine residency programs. Prev Med. 2016 Apr;85:98-105. doi: 10.1016/j.ypmed.2016.02.007. [PMID: 26872393].
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Rozenshtein A, Gilet AG, Griffith B, Kamran A, Wiggins III EF, Anderson JC. Radiology residency match: the cost of being in the dark. Acad Radiol. 2018 Nov;25(11):1491-1496. doi: 10.1016/j.acra.2018.04.022. [PMID: 29941399].
11
Huang WW, Feldman SR. The cost of applying to dermatology residency. J Am Acad Dermatol. 2016 Apr;74(4):775-6. doi: 10.1016/j.jaad.2015.12.032. [PMID: 26979363].
12
Tolsgaard MG, Tabor A, Madsen ME, Wulff CB, Dyre L, Ringsted C, et al. Linking quality of care and training costs: cost‐effectiveness in health professions education. Med Educ. 2015 Dec;49(12):1263-71. doi: 10.1111/medu.12882. [PMID: 26611191]. [PMCID: PMC5063180].
13
Zeidel ML, Kroboth F, McDermot S, Mehalic M, Clayton CP, Rich EC, et al. Estimating the cost to departments of medicine of training residents and fellows: a collaborative analysis. Am J Med. 2005 May;118(5):557-64. doi: 10.1016/j.amjmed.2005.02.025. [PMID: 15866261].
14
Oates RK, Goulston KJ. The hidden cost of medical student education: an exploratory study. Aust Health Rev. 2013 May;37(2):185-8. doi: 10.1071/AH12151. [PMID: 23237477].
15
Ghasempour S, Rahimniya R, Rajabnezhad Z, Dargahi H. Calculating the Final Cost of Student Training by Activity Based Costing in School of Allied Medicine, Tehran University of Medical Sciences. Payavard. 2016; 10 (1) :104-18. [In Persian]
16
Esmaeili R, Kianmehr M, Tahanzade AR, Ehtiati M, Ghorbani A, Pourfatemi A, et al. Calculating the unit cost of student training at Gonabad University of Medical Sciences in 2017: Using a step-down method. Teb va Tazkiye. 2018;27(2): 169-78. [In Persian]
17
Central Bank of the Islamic Republic of Iran, Statistics, Foren Exchange Rtae, [cited 2018 Mar 8].Available from: URL: https://www.cbi.ir/exrates/rates_fa.aspx.
18
Rakesh Verma, Shakti Kumar Gupta, Sidhartha Satpathy, Sunil Kant, Sunil Chumber, Deka R. Determination of the Cost of Training of Undergraduate Medical (MBBS) Student at All India Institute of Medical Sciences, New Delhi, India. Int J Res Foundation Hosp Healthc Adm. 2013;1(1):1-7. doi:10.5005/jp-journals-10035-1001.
19
Franzini L, Low MD, Proll MA. Using a cost-construction model to assess the cost of educating undergraduate medical students at the University of Texas--Houston Medical School. Academic Medicine: Journal of the Association of American Medical Colleges. 1997;72(3):228-37. doi: 10.1097/00001888-199703000-00018. [PMID: 9075427].
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Koenig L, Dobson A, Ho S, Siegel JM, Blumenthal D, Weissman JS. Estimating the mission-related costs of teaching hospitals. Health Aff (Millwood). Nov-Dec 2003;22(6):112-22. doi: 10.1377/hlthaff.22.6.112. [PMID: 14649437].
21
Ben-Ari R, Robbins RJ, Pindiprolu S, Goldman A, Parsons PE. The costs of training internal medicine residents in the United States. Am J Med. 2014 Oct;127(10):1017-23. doi: 10.1016/j.amjmed.2014.06.040. [PMID: 25063649].
22
Khuri SF, Najjar SF, Daley J, Krasnicka B, Hossain M, Henderson WG, et al. Comparison of surgical outcomes between teaching and nonteaching hospitals in the Department of Veterans Affairs. Ann Surg. 2001 Sep;234(3):370-82; discussion 382-3. doi: 10.1097/00000658-200109000-00011. [PMID: 11524590]. [PMCID: PMC1422028].
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Iezzoni LI, Shwartz M, Moskowitz MA, Ash AS, Sawitz E, Burnside S. Illness severity and costs of admissions at teaching and nonteaching hospitals. JAMA. 1990 Sep 19;264(11):1426-31. doi:10.1001/jama.264.11.1426. [PMID:2391739].
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Babineau TJ, Becker J, Gibbons G, Sentovich S, Hess D, Robertson S, et al. The cost of operative training for surgical residents. Arch Surg. 2004 Apr;139(4):366-9; discussion 369-70. doi: 10.1001/archsurg.139.4.366. [PMID: 15078701].
25
ORIGINAL_ARTICLE
Relationship between Self-efficacy and Attitudes towards Interprofessional Collaboration and Communication in Learners of Different Disciplines of Medical Sciences
Background: Interprofessional collaboration is defined as a key component of a successful team in healthcare system. Interprofessional collaboration facilitates healthcare team members to provide the effective and safe healthcare services.Objectives: This study aimed at investigating the relationship between self-efficacy and attitudes toward interprofessional communication and collaboration in learners of different disciplines.Methods: This cross-sectional study carried out in Shahid Sadoughi University of Medical Sciences in 2020. In the first phase, the psychometrics properties of the scales; attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication were evaluated. In the second phase, the survey were conducted among 178 residents, medical interns, and nursing students.Results: The validity and reliability of the instruments were confirmed. According to exploratory factor analysis, the items of the self-efficacy in interprofessional collaboration and communication scale were classified into four areas; effective communication with the patient, patient involvement, interprofessional teamwork, and interprofessional interaction. The Cronbach's alpha coefficient was 0.74 and 0.95, and interclass correlation coefficient was 0.76 and 0.90 for attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication scales, respectively. The mean scores of self-efficacies (2.10±0.41) and attitudes toward health care teams (2.17 ±0.43) were at a weak level, and a significant relationship was observed between them (P=0.001, r = 0.80).Conclusion: Regards the confirmation of validation of the tools, the validated instruments can be utilized for formative evaluation of learners in different fields in order to provide the necessary platform for the promotion of interprofessional collaboration behavior in clinical teams.
https://sdme.kmu.ac.ir/article_91755_bc8c385a3de649c3099accdafbdb2a75.pdf
2021-12-01
1
8
10.22062/sdme.2020.193866.1015
Interprofessional
Collaboration
Attitude
Team
self-efficacy
Interprofessional communication
Fatemeh
Keshmiri
keshmiri1395@gmail.com
1
Associate Professor, Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
LEAD_AUTHOR
Health Professions Network Nursing and Midwifery Office within the Department of Human. Framework for Action on Interprofessional Education& Collaborative Practice. Geneva: WHO; 2010.
1
Interprofessional Education Collaborative. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C: Interprofessional Education; 2011.
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Learning together to work together for health. WHO: Geneva. 1988.
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Canadian Interprofessional Health Collaborative (CIHC). A national interprofessional competency framework. [cited 2010 Feb2]. Available From: http://www.ipcontherun.ca/wp-content/uploads/2014/06/National-Framework.pdf.
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Swing SR. Assessing the ACGME general competencies: general considerations and assessment methods. Acad Emerg Med. 2002;9:1278-88. doi: 10.1111/j.1553-2712.2002.tb01588.x. [PMID: 12414482].
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Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007 Sep;29(7):642-7. doi: 10.1080/01421590701746983. [PMID: 18236250].
6
Reeves S. The rise and rise of interprofessional competence. J Interprof Care. 2012 Jul;26(4):253-5. doi: 10.3109/13561820.2012.695542. [PMID: 22676141].
7
Curran V, Hollett A, Casimiro l, Mccarthy P, Banfield V, Hall V, et al. Development and validation of the interprofessional collaborator assessment rubric (ICAR). J Interprof Care. 2011 Sep;25(5):339-44. doi: 10.3109/13561820.2011.589542. [PMID: 21732723].
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Suter E, Arndt J, Arthur N, Parboosingh J, Taylor E, Deutschlander S. Role understanding and effective communication as core competencies for collaborative practice. J Interprof Care. 2009 Jan;23(1):41-51. doi: 10.1080/13561820802338579. [PMID: 19142782].
9
Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach. 2016 Jul;38(7):656-68. doi: 10.3109/0142159X.2016.1173663. [PMID: 27146438].
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Reeves S. A systematic review of the effects of interprofessional education on staff involved in the care of adults with mental health problems. J Psychiatr Ment Health Nurs. 2001 Dec;8(6):533-42. doi: 10.1046/j.1351-0126.2001.00420.x. [PMID: 11842481].
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Bandura A. Self-efficacy in changing societies. New York: Cambridge University Press; 1995.
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Bandura A. On the functional properties of perceived self-efficacy revisited. J Management. 2012;38(1):9-44.
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Mohebi Amin A, Rabiei M. Study of the Relationship between Self-Efficacy Beliefs and Creative Teaching in Mashhad Nursing and Midwifery Faculty. Research in Medical Education. 2019;11(1):10-9. [In Persian]
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Motahari M, Rahimibashar M, Ghasemnegad S. The Relationship between Clinical Self-Efficacy and Academic Achievement Motivation in Nursing Students. Research in Medical Education. 2020;12(2):10-20. [In Persian]
17
Amirizadeh S, Shakerinejad G, Shahri P, Saki-Malehi A. Application of Self-Efficacy Theory in Nutrition Education for Weight Control in Obese and Overweight Female High School Students. Iran J Health Educ Health Promot. 2016;4(2):
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Abdal M, Masoudi Alavi N, Adib- Hajbaghery M. Clinical Self-Efficacy in Senior Nursing Students: A Mixed- Methods Study. Nurs Midwifery Stud. 2015 Sep;4(3):e29143. doi: 10.17795/nmsjournal29143. [PMID: 26576443]. [PMCID: PMC4644605].
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Masoudi Alavi N. Self-Efficacy in Nursing Students. Nurs Midwifery Stud. 2014 Dec; 3(4): e25881. doi: 10.17795/nmsjournal25881. [PMID: 25741520]. [PMCID: PMC4348730].
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Mohammadi Mj, Mohebi S, Dehghani F, Ghasemzadeh MJ. Correlation between Academic Self-Efficacy and Learning Anxiety in Medical Students Studying at Qom Branch of Islamic Azad University, 2017, (Iran). Qom Univ Med Sci J. 2019; 12(12): 89-98. [In Persian]
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Robb M. Self-efficacy with application to nursing education: a concept analysis. Nurs Forum. Jul-Sep 2012;47(3):166-72. doi: 10.1111/j.1744-6198.2012.00267.x. [PMID: 22861653].
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Becker H, Timmerman GM, Delville C, Seo E. A Multifaceted Model to Evaluate Interprofessional Education in Clinical Nurse Specialist Programs. Clin Nurse Spec. Sep/Oct 2017;31(5):243-251. doi: 10.1097/NUR.0000000000000320. [PMID: 28806230].
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Rogers E, King S. The influence of a patient-counseling course on the communication apprehension, outcome expectations, and self-efficacy of first-year pharmacy students. Am J Pharm Educ. 2012 Oct 12;76(8):152. doi: 10.5688/ajpe768152. [PMID: 23129851]. [PMCID: PMC3475781].
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Nørgaard B, Ammentorp J, Ohm Kyvik K, Kofoed PE. Communication skills training increases self‐efficacy of health care professionals. J Contin Educ Health Prof. Spring 2012;32(2):90-7. doi: 10.1002/chp.21131. [PMID: 22733636].
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Nørgaard B, Draborg E, Vestergaard E, Odgaard E, Jensen DC, Sørensen J. Interprofessional clinical training improves self-efficacy of health care students. Med Teach. 2013 Jun;35(6):e1235-42. doi: 10.3109/0142159X.2012.746452. [PMID: 23360486].
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van Schaik S, O'Brien B, Almeida S, Adler S. Perceptions of interprofessional teamwork in low-acuity settings: a qualitative analysis. Med Educ.
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2014 Jun;48(6):583-92. doi: 10.1111/medu.12424. PMID: 24807434.
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Watters C, Reedy G, Ross A, Morgan NJ, Handslip R, Jaye P. Does interprofessional simulation increase self-efficacy: a comparative study. BMJ Open. 2015 Jan 13;5(1):e005472. doi: 10.1136/bmjopen-2014-005472. [PMID: 25586366]. [PMCID: PMC4298099].
42
ORIGINAL_ARTICLE
Professional Ethics in Teaching from the Perspectives of Professors and Graduate Students of Mazandaran University of Medical Sciences: A Comparative Study
Background: Teaching and training require ethical considerations.Objectives: The present study aimed at evaluating teaching ethics from the perspectives of professors and postgraduate students of Mazandaran University of Medical Sciences based on a comparative approach.Methods: A cross-sectional study was performed on all postgraduate students and their professors in the academic year of 2019-2020. A total of 284 postgraduate students and 42 professors were selected using a stratified random sampling method, according to the size of each stratum. The data collection instrument was the standard teacher's professional ethics scale including six subscales and 48 items, scored based on a five-point Likert scale from 1 to 5. Data were analyzed by SPSS version 21 using descriptive statistics, independent samples t-test, and one-way analysis of variance.Results: The total mean score of professional ethics for professors was 3.67±0.63 and 4.29± 0.59 from the students' and professors’ perspectives, respectively. There was a significant difference between the students' and professors’ perspectives in each of the subscales (P<0.0001). There was a significant difference among schools in the teaching techniques mastery and observation of rules subscales.Conclusion: From the perspective of students, the status of teaching ethics is still far from the standard, and it needs more educational plans to improve.
https://sdme.kmu.ac.ir/article_91758_86d5c1b707a1721315b60dcc65858ef7.pdf
2021-12-01
1
6
10.22062/sdme.2021.195301.1035
Professional ethics
Teaching
Professors
Students
Forouzan
Sadeghimahalli
sadeghi.f.ph@gmail.com
1
MSc Student of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Roghayeh
Valipour Khajehghyasi
valipouryasi@gmail.com
2
Ph.D in Curriculum in Higher Education, Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Somayeh
Akbari Farmad
somaiehf60@gmail.com
3
Department of Medical Education, Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Yazdani Sh, Imanipour M. Professional ethics in higher education: dimensions and constructs. Teb va Tazkiye. 2017; 26(4): 272-84. [In Persian]
1
Najafi H, Maleki H. An Assessment of Faculty Members' Professional Ethics from Students' View point in Medical School of Shahed University. Journal of Medical Education Development. 2016; 9(21):93-102. [In Persian]
2
Abbasi R, Taheri Gh, Beheshti J. Investigating Faculty Members’ Professional Ethics in View of Students. Journal of Ethics in Science and Technology. 2018; 12 (4): 60-9. [In Persian]
3
Rice JK. Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute; 2003.
4
Kayzouri AH,Mohammadi Hoseini SA. Students’ Perception of Faculty Members’ Teaching Competence (Case Study: Ferdowsi University of Mashhad). Research in Technic. 2020; 7(4): 107-31. [In Persian]
5
Jadidi H, Esmaeili M, Mohammadian Nasrabadi SE, Soltani Rad Z, Ozami M, Almasi F, et al. Evaluation of the Professional Ethics Status of the Teachers in Sanandaj Islamic Azad University in 2017. Journal of Education Studies. 2017; 2(8):75-86. [In Persian]
6
Imanipour M. Principles of professional ethics in education. Iranian Journal of Medical Ethics and History. 2012; 5(6): 27-41. [In Persian]
7
Nemati MA, Mohseni HS. Ethics in Higher Education: Components, Requirements and Strategies. Research Letter on Ethic in Higher Education. 2010; 63 (1): 9-46. [In Persian]
8
Ferasatkhah M. Code of ethics promotes higher education. J Ethics Sci Technol. 2006; 1(1):13-27. [In Persian]
9
Arasteh HR, Jahed HA. Observing ethics in universities and higher education centers: an alternative for improving behaviors. Science Cultivation Journal. 2011; 1 (2): 31-40. [In Persian]
10
Sobhani Nejad M, Najafi H, Jafari Harandi R, Farmahini Farahani M. Teaching Professional Ethics Components from the Viewpoint of Students Qom University of Medical Sciences. Educ Strategy Med Sci. 2015; 7 (6):399-403. [In Persian]
11
Morris L, Wood G. A model of organizational ethics education. European Business Review. 2011; 23(3):274-86. doi:10.1108/09555341111130254.
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Rotgans JI, Schmidt HG. The role of teachers in facilitating situational interest in an active-learning classroom. Teaching and teacher Education. 2011; 27(1):37-42.
13
Talebzadeh Shoshtari L, Pourshafaie H. Attributions of Successful Professors in Promoting Academic Motivation in Birjand University Students. J Res Plan High Educ. 2011; 17(2):81-97. [In Persian]
14
Kheirkhah M, Soltani Arabshahi K, Meshkat Z. Relationship between Teachers Professional Ethics and Midwifery Students' Self-Efficacy in Shahid Sadoughi University of Medical Sciences, Yazd. 2015. The Journal of Medical Education and Development. 2016; 11 (2): 161-73. [In Persian]
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Azizi N. Professional ethics in higher education: A reflection on strategy of improvement of ethical standards in university education. J Strategy for Culture. 2010; 2(8-9):173-201. [In Persian]
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20
Sepahi V, Karami Matin B, Memar Eftekhary L, Rezaei M, Sabour B, Sadeghi E, et al. Factors affecting teachers’ evaluation from the viewpoint of the students’ at Kermanshah University of Medical Sciences. Education Research Medical Science. 2013; 2(2): 20-6. [In Persian]
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Farmahini Farahani M, Ziaeiyan Alipour F. Faculty members’ teaching quality based on the My course scale from the student’s viewpoint. Educ Strategy Med Sci. 2012; 5(3) :157-61. [In Persian]
22
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Mossadegh H, Birouni K, Pourkarimi J, Abdollahi B. Regarding Professional Ethics Among Professors at Tehran University and Imam Khomeini Institute from Learners Point of View. Irainian Journal of Culture in The Islamic University. 2014; 3 (4): 705-22. [In Persian]
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28
Ozcan K, Balyer A, Servi T. Faculty Members’ Ethical Behaviors: A Survey Based on Students' Perceptions at Universities in Turkey. International Education Studies. 2013; 6(3): 129-42.
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Keenan JF. The Lack of Professional Ethics in the Academy. Louvain Studies. 2011; 35(1-2): 98-116.
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Pourkarimi J, Ghamooshi Z, Ehtesham Z, Mohseni Mehr Z. A Comparative Approach to the Professional Ethics of Scientific Board Members from the Viewpoint of Faculty Members and Students (Case Study: Tehran University). Irainian Journal of Culture in The Islamic University. 2019; 9 (2): 151-86. [In Persian]
32
Sobhaninejad M, Baghaei MR, Najafi H. Study of the Application of Professional Teaching Ethics among Faculty Members of Imam Khomeini Naval Academy at Nosh Teaching in Marine Science. 2017; 4(2): 1-9. [In Persian]
33
Bergman K, Gaitskill T. Faculty and student perceptions of effective clinical teachers: An extension study. J Prof Nurs. Jan-Feb 1990;6(1):33-44. doi: 10.1016/s8755-7223(05)80187-5. [PMID: 2312930].
34
ORIGINAL_ARTICLE
Self-Directed Learning Outcomes and Facilitators in Virtual Training of Graduate Students of Medical Education
Background: Although virtual training has been considered an educational emergency during the coronavirus crisis, it is still discussed in universities as a capacity. Student learning is the concern of all professors. Self-direction is an efficiency indicator in electronic learning (e-learning) widely used in effective educational systems.Objectives: The present study aimed to determine self-directed learning outcomes and facilitators in virtual course students of medical education.Methods: The statistical population of this descriptive-analytical cross-sectional study included the graduate of virtual medical education in the universities of medical sciences in Tehran, Iran, in the academic year 2019. The research instrument was the Persian version of the Self-Directed Learning Readiness Scale. Data analysis was performed using SPSS software (version 16), the indicators of descriptive statistics (e.g., mean, frequency, percentage, and standard deviation), linear regression, and Pearson correlation coefficient.Results: Out of 201 individuals, 46 (22.9%) and 155 (77.1%) students were male and female, respectively. The mean age of the students was 39.93±8.25 years. The mean values of the scores of self-directed learning outcomes and facilitators were 71.8±9.4 (out of 95) and 70.4±10.6 (out of 125), respectively. There was a direct and significant relationship between self-directed learning outcomes and facilitators (P<0.001); accordingly, with the increase of the score of facilitators, the score of self-directed learning also increased. Additionally, the variables of outcomes and facilitators had significant relationships with academic achievement (P<0.001).Conclusion: According to the study results, by increasing self-directed learning facilitators, the outcomes of this type of learning, especially students’ academic achievement, increased. Therefore, it is recommended to increase students’ participation and consolidate self-directed activities. Furthermore, by the application of technology and program appropriate to the subject of the course, professors in virtual training should strengthen and nurture students’ self-direction skills and guide them to do various assignments and activities related to their lesson objectives.
https://sdme.kmu.ac.ir/article_91772_e2343aa2e8fc124f42ee47dc8ca23787.pdf
2021-12-01
1
6
10.22062/sdme.2021.195142.1030
Facilitators
Self-directed Learning
Students
medical education
Academic achievement
Masoumeh
Safikani
m.safikhani100@gmail.com
1
Master Student of Medical Education, Management and Leadership in Medical Education Research Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Noushin
Kohan
nu.kohan@gmail.com
2
Assistant Professor, Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran
AUTHOR
Yunes
Jahani
yonesjahani@yahoo.com
3
Associate Professor of Biostatistics, Health Modeling Research Center, Faculty of Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Esmat
Nouhi
e_nuhi@kmu.ac.ir
4
Associate Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Shieh C-J, Yu L. A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention. Eurasia Journal of Mathematics, Science & Technology Education. 2016;12(4):833-42.
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Nourian A, Nourian A, Ebnahmadi A, Akbarzadeh Bagheban A, Khoshnevisan MH. Comparison of E-learning and Traditional Classroom Instruction of Dental Public Health for Dental Students of Shahid Beheshti Dental School during 2010-2011. J Dent Sch. 2012;30(3):174-83. [In Persian]
2
Allen IE, Seaman J. Going the distance: Online education in the United States, 2011. Sloan Consortium. Babson Park, Massachusetts: Babson Survey Research Group; 2011.
3
Drachsler H, Hummel H, Van den Berg B, Eshuis J, Waterink W, NadolskiR, et al. Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks. Journal of Educational Technology & Society. 2009;12(3):106-24.
4
Beyrer GM. Online student success: Making a difference. Journal of Online Learning and Teaching. 2010;6(1):89-100.
5
Hernández R, Rankin P. Higher education and second language learning: promoting self-directed learning in new technological and educational contexts. Bern: Peter Lang; 2015. doi:10.3726/978-3-0353-0685-9.
6
Rashid T, Asghar HM. Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior. 2016;63:604-12. doi:10.1016/j.chb.2016.05.084.
7
Morris TH. Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning. 2019;30(2):56-66. doi:10.1177/1045159518814486.
8
Tao Y, Li L, Xu Q, Jiang A. Development of a nursing education program for improving Chinese undergraduates' self-directed learning: A mixed-method study. Nurse Educ Today. 2015 Nov;35(11):1119-24. doi: 10.1016/j.nedt.2015.05.016. [PMID: 26070480].
9
Nasri NM, Mydin F. University students' view of self-directed learning in an online learning context. Advances in Social Sciences Research Journal. 2017;4(24):124-17. [In Persian]
10
Kim RH. (dissertation). Self-directed learning management system: Enabling competency and self-efficacy in online learning environments. Claremont, US: The Claremont Graduate University; 2010.
11
Spormann RC, Perez VC, Fasce HE, Ortega BJ, Bastias VN, Bustamante DC, et al. Factors associated with self-directed learning among medical students. Rev Med Chil. 2015 Mar;143(3):374-82. doi: 10.4067/S0034-98872015000300013. [PMID: 26005825].
12
Noohi E, Jahantighi J, Torabi Parezi M, Ramezani A, Ramazani V. Evaluation of the Effect of Problem-based Teaching on Self-directed Learning Readiness of Dentistry Students at Kerman University of Medical Sciences. Journal of Zabol University of Medical Sciences and Health Services. 2015;6(4):34-41. [In Persian]
13
McGrath D, Crowley L, Rao S, Toomey M, Hannigan A, Murphy L, et al. Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills. BMC Med Educ. 2015 Feb 19;15:21. doi: 10.1186/s12909-015-0301-x. [PMID: 25890332]. [PMCID: PMC4336507].
14
De Waard I, Kukulska-Hulme A, Sharples M. Investigating self-directed learning dimensions: adapting the Bouchard Framework. Cham: Design for Teaching and Learning in a Networked World. Spain, Springer; 2015: 395-400. doi:10.1007/978-3-319-24258-3_30.
15
Bail FT, Zhang S, Tachiyama GT. Effects of a self-regulatedlearning course on the academic performance and graduation rate of college students in an academic support program. Journal of college reading and learning. 2008;39(1):54-73. doi:10.1080/10790195.2008.10850312.
16
Shen W-Q, Chen H-l, Hu Y. The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students. BMC Med Educ. 2014 May 27;14:108. doi: 10.1186/1472-6920-14-108. [PMID: 24885557]. [PMCID: PMC4087248].
17
Kohan N. Developing Conceptual Model of Self-directed Learning in Virtual Environment and Designing an Evaluation Tool. Tehran: Tehran University; 2017. [In Persian]
18
Saeid N, Eslaminejad T. Relationship between student’s self-directed-learning readiness and academic self-efficacy and achievement motivation in students. International Education Studies. 2016;10(1):225-32. doi.org/10.5539/ies.v10n1p225.
19
Cazan AM, Schiopca BA. Self-directed learning, personality traits and academic achievement. Procedia Soc Behav Sci. 2014; 127:640-4.
20
Lounsbury JW, Levy JJ, Park S-H, Gibson LW, Smith R. An investigation of the construct validity of the personality trait of self-directed learning. Learn Individ Differ. 2009;19(4):411-8. doi:10.1016/j.lindif.2009.03.001.
21
Keshavarz M, Rahimi M, Esmaeili Z. The Effect of e-Learning on the Academic Development of University Students. Journal of Torbat Heydariyeh University of Medical Sciences. 2013;1(2):13-21. [In persian]
22
Abdullah J, Mohd-Isa WN, Samsudin MA. Virtual reality to improve group work skill and self-directed learning in problem-based learning narratives. Virtual Reality. 2019;23(4):461-71. doi:10.1007/s10055-019-00381-1.
23
Hsu YC, Shiue YM. The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal of Instructional Media. 2005 Apr 1; 32(2):143.
24
Malta S, Dimeo SB, Carey PD. Self-direction in learning: does it change over time?. J Allied Health. Summer 2010;39(2):e37-41. [PMID: 20539919].
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Fidalgo-Neto AA, Alberto AVP, Bonavita AGC, Bezerra RJS, Berçot FF, Lopes RM, et al. PHARMAVIRTUA: educational software for teaching and learning basic pharmacology. Adv Physiol Educ. 2014 Dec;38(4):368-71. doi: 10.1152/advan.00033.2014. [PMID: 25434022].
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Nadi MA. Medical and Dentistry Students' Perceptions of Self directed Learning and its Relationship with Personal Traits. Strides Dev Med Educ. 2012;8(2):173-81. [In Persian]
27
Abraham RR, Fisher M, Kamath A, Izzati TA, Nabila S, Atikah NN. Exploring first-year undergraduate medical students' self-directed learning readiness to physiology. Adv Physiol Educ. 2011 Dec;35(4):393-5. doi: 10.1152/advan.00011.2011. [PMID: 22139776].
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Litzinger TA, Wise JC, Lee SH. Self‐directed Learning Readiness Among Engineering Undergraduate Students. Journal of Engineering Education. 2005;94(2):215-21. doi:10.1002/j.2168-9830.2005.tb00842.x.
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Ahanchian MR, Assarroudi A. The relationship between decision-Making style and self-directed learning in anesthesiology students. Military Caring Sciences. 2015;2(1):24-32. [In Persian]. doi:10.18869/acadpub.mcs.2.1.24.
30
ORIGINAL_ARTICLE
Designing the Comprehensive Educational Faculty Development Program in Kerman University of Medical Sciences Based on Kern Planning Model
Background: Educational development of faculty members requires the adoption of clear and coherent strategies that pave the way for achieving goals in this area.Objectives: This study aimed to design a comprehensive educational faculty development program in Kerman University of Medical Sciences.Methods: In the current descriptive study, we designed a comprehensive educational faculty development program based on four steps of Kern’s curriculum planning model from problem identification and needs assessment to the development of educational strategies in 2020. To implement the steps of problem identification and needs assessment, four focus groups were held with faculty members and some students.Results: The educational needs of faculty members were determined based on the specific characteristics of the program audiences. As a result of the needs assessment, the specific educational needs of each target group were determined in 19 areas and 32 skills. Then, the specific goals and educational strategies of the program were developed.Conclusion: The research led to the development of an educational comprehensive faculty development program. These results can help localize the educational needs of faculty members of different medical universities and improve the faculty development in the country.
https://sdme.kmu.ac.ir/article_91774_876e9036bf1a897b4d30da3795cecd5a.pdf
2021-12-01
1
6
10.22062/sdme.2021.195823.1045
Faculty Promotion
Faculty members
Program development
Kern
Needs assessment
Mahla
Salajegheh
mahla.salajegheh90@gmail.com
1
Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Ali
Norouzi
ali_norozy@yahoo.com
2
Education Development Center, Zanjan University of Medical Sciences, Zanjan, Iran
AUTHOR
Leslie K, Baker L, Egan-Lee E, Esdaile M, Reeves S. Advancing faculty development in medical education: a systematic review. Acad Med. 2013 Jul;88(7):1038-45. doi: 10.1097/ACM.0b013e318294fd29. [PMID: 23702523].
1
Steinert Y. Faculty development in the new millennium: key challenges and future directions. Med Teach. 2000 Jan 1;22(1):44-50. doi:10.1080/01421590078814.
2
Salajegheh M, Gandomkar R, Mirzazadeh A, Sandars J. Identification of capacity development indicators for faculty development programs: A nominal group technique study. BMC Med Educ. 2020 May 24;20(1):163. doi: 10.1186/s12909-020-02068-7. [PMID: 32448229]. [PMCID: PMC7245937].
3
Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006 Sep;28(6):497-526. doi: 10.1080/01421590600902976. [PMID: 17074699].
4
Steinert Y, Mann K, Anderson B, Maureen Barnett B, Centeno A, Naismith L, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Med Teach. 2016 Aug;38(8):769-86. doi: 10.1080/0142159X.2016.1181851. [PMID: 27420193].
5
O'Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011 Apr;86(4):421-8. doi: 10.1097/ACM.0b013e31820dc058. [PMID: 21346505].
6
Steinert Y. Staff development for clinical teachers. The Clinical Teacher. 2005 Dec;2(2):104-10. doi:10.1111/j.1743-498X.2005.00062.x.
7
Sorinola OO, Thistlethwaite J. A systematic review of faculty development activities in family medicine. Med Teach. 2013 Jul;35(7):e1309-18. doi: 10.3109/0142159X.2013.770132. [PMID: 23464818].
8
Steinert Y, Cruess S, Cruess R, et al. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ. 2005 Feb;39(2):127-36. doi: 10.1111/j.1365-2929.2004.02069.x. [PMID: 15679679].
9
Salajegheh M, Mirzazadeh A, Gandomkar R. Evaluation of Faculty Development Programs in Medical Education: A Review Study. Iran J Med Educ. 2018; 18 :435-45. [In Persian]
10
Steinert Y, Cruess RL, Cruess SR, Boudreau JD, Fuks A. Faculty development as an instrument of change: a case study on teaching professionalism. Acad Med. 2007 Nov;82(11):1057-64. doi: 10.1097/01.ACM.0000285346.87708.67. [PMID: 17971692].
11
Topor DR, Roberts DH. Faculty development programming at academic medical centers: identifying financial benefits and value. Med Sci Educ. 2016 Sep;26(3):417-419. doi: 10.1007/s40670-016-0272-5. [PMID: 27695642]. [PMCID: PMC5040470].
12
Phuong TT, Cole SC, Zarestky J. A systematic literature review of faculty development for teacher educators. Higher Education Research & Development. 2018 Feb 23;37(2):373-89. doi:10.1080/07294360.2017.1351423.
13
Guraya SY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi J Biol Sci. 2019 May;26(4):688-697. doi: 10.1016/j.sjbs.2017.10.024. [PMID: 31048993]. [PMCID: PMC6486500].
14
Piryani RM, Dhungana GP, Piryani S, Piryani S, Sharma Neupane M. Evaluation of teachers training workshop at Kirkpatrick level 1 using retro–pre questionnaire. Adv Med Educ Pract. 2018 Jun 18;9:453-457. doi: 10.2147/AMEP.S154166. [PMID: 29950917]. [PMCID: PMC6012551].
15
Colella M, Bisanzo M, Farquhar C, Nambaziira R, Carter E, Gimbel S, et al. Implementation and evaluation of an innovative leadership and teacher training program for non-physician emergency medicine practitioners in Uganda. Afr J Emerg Med. 2019 Mar;9(1):25-29. doi: 10.1016/j.afjem.2018.12.002. [PMID: 30873348]. [PMCID: PMC6400005].
16
Saiki T, Imafuku R, Pickering J, Suzuki Y, Steinert Y. On-site observational learning in faculty development: impact of an international program on clinical teaching in medicine. J Contin Educ Health Prof. Spring 2019;39(2):144-151. doi: 10.1097/CEH.0000000000000253. [PMID: 31045986].
17
Kojuri J, Amini M, Karimian Z, Dehghani MR, Saber M, Bazrafcan L, et al. Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center. J Adv Med Educ Prof. 2015 Jan;3(1):1-8. [PMID: 25587548]. [PMCID: PMC4291502].
18
Fatahi Z, Shakiba Z, Bahman Bijari B, Bahaadinbeigy K, Fasihi Harandi M, Salajegheh M, et al. Design, Implementation, and Evaluation of a Medical Education Fellowship Program for the Faculty Members of Kerman University of Medical Sciences Based on the Kirkpatrick Model. Strides Dev Med Educ. 2018 Dec 1;15(1): e64668. doi:10.5812/SDME.64668.
19
Sweet LR, Palazzi DL. Application of Kern's six-step approach to curriculum development by global health residents. Educ Health (Abingdon). May-Aug 2015;28(2):138-41. doi: 10.4103/1357-6283.170124. [PMID: 26609014].
20
Robertson AC, Fowler LC, Niconchuk J, Kreger M, Rickerson E, Sadovnikoff N, et al. Application of Kern's 6-Step Approach in the Development of a Novel Anesthesiology Curriculum for Perioperative Code Status and Goals of Care Discussions. J Educ Perioper Med. 2019 Jan 1;21(1):E634. [PMID: 31406705]. [PMCID: PMC6685461].
21
Loyal J, Porto A, Camenga D. Creating a Program for Junior Faculty Professional Development: A Tool Kit. MedEdPORTAL. 2018 Apr 6;14:10703. doi: 10.15766/mep_2374-8265.10703. [PMID: 30800903]. [PMCID: PMC6342391].
22
School of Medicine Ardabil University of Medical Sciences. The method of educational development of new faculty members. [cited 2020 Oct 26]. Available From: https://arums.ac.ir/medicine/fa/news.
23
Steinert Y, Macdonald ME, Boillat M, Elizov M, Meterissian S, Razack S, et al. Faculty development: if you build it, they will come. Med Educ. 2010 Sep;44(9):900-907. doi: 10.1111/j.1365-2923.2010.03746.x. [PMID: 20716100].
24
Behar-Horenstein L, Garvan C, Catalanotto F, Hudson-Vassell C. The role of needs assessment for faculty development initiatives. The Journal of Faculty Development. 2014 May 1;28(2):75-86.
25
Dias J, Violato C. A Need Assessment for Faculty Development in Baccalaureate Nursing Programs in Pakistan. International Journal of Security and Networks. 2017 April;3(1):168-78. doi:10.20849/ijsn.v3i1.365.
26
Shah N, Tabassum A, Shah N. A needs assessment for faculty development at two medical colleges of Dow University of Health Sciences, Karachi. Pak J Med Sci. Nov-Dec 2018;34(6):1386-1391. doi: 10.12669/pjms.346.16302. [PMID: 30559790]. [PMCID: PMC6290210].
27
Manzoor I, Zeeshan S, Iqbal A, Fahad Sarfraz. Needs assessment for establishing faculty development program in a private medical college at Lahore. J Ayub Med Coll Abbottabad. Oct-Dec 2018;30(4):539-543. [PMID: 30632332].
28
ORIGINAL_ARTICLE
Review of Checklist and Global Rating Form Scoring Methods in Objective Structured Clinical Examination Stations: A Narrative Review
Background: The objective structured clinical examination (OSCE) is broadly applied to assess the clinical competence of medical students. Despite the widespread use of the OSCE, the scoring methods used in this test can be a potential source of measurement error and affect the accuracy of the scores.Objectives: This study was aimed to investigate the checklist and global rating form scoring methods in OSCE stations.Methods: In this narrative review study, the keywords “OSCE”, “Reliability”, “Validity”, “Utility”, “Global”, and “Checklist” were searched in Scopus, Web of Science, EMBASE, and Medline databases between 2010 and March 2021. After removing duplicates and considering the direct relationship of the articles to the study’s objectives, full-text articles were reviewed.Results: In total , 30 articles were retrived, of which 19 cases were finalized. The results of retrived articles were divided into five categories, including the correlation of scores, subjectivity and objectivity, validity and reliability, ease of use, and the need to train assessors, and the assessed capabilities in scoring by checklists and global rating forms.Conclusion: There is widespread disagreement on the superiority of checklist over global rating form. It is recommended that both scoring methods be used in combination to achieve maximum reliability and validity, to assess student skills based on objective criteria, to avoid applying assessor mentality, and to gain maximum validity in test results.
https://sdme.kmu.ac.ir/article_91775_7d4a88322a05ebca962e6ec8db111c4f.pdf
2021-12-01
1
6
10.22062/sdme.2021.195846.1046
OSCE
Global rating form
Checklist
Mahla
Salajegheh
mahla.salajegheh90@gmail.com
1
Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Nazanin
Shamaeian Razavi
nazaninshrazavi@yahoo.com
2
Department of Midwifery, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
LEAD_AUTHOR
Halman S, Fu AY, Pugh D. Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education. Med Teach. 2020 Nov;42(11):1283-1288. doi: 10.1080/0142159X.2020.1803251. [PMID: 32805146].
1
Alshammari E. Implementing eOSCE during COVID-19 lockdown. Journal of Advanced Pharmacy Education & Research. Jan-Mar. 2020;10(1):175.
2
Lee YH, Lin SC, Wang PY, Lin MH. Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses. BMC Nurs. 2020 Dec 1;19(1):114. doi: 10.1186/s12912-020-00500-3. [PMID: 33292191]. [PMCID: PMC7709429].
3
Daniels VJ, Pugh D. Twelve tips for developing an OSCE that measures what you want. Med Teach. 2018 Dec;40(12):1208-1213. doi: 10.1080/0142159X.2017.1390214. [PMID: 29069965].
4
Homer M, Fuller R, Hallam J, Pell G. Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Med Teach. 2020 Sep;42(9):1037-1042. doi: 10.1080/0142159X.2020.1781072. [PMID: 32608303].
5
Kristina SA, Wijoyo Y. Assessment of Pharmacy Students' Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review. Systematic Reviews in Pharmacy. 2019;10(1):55-60. doi:10.5530/srp.2019.1.9.
6
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41
ORIGINAL_ARTICLE
Learners’ Preferences in English Language Learning: A Cross Sectional Study at Hormozgan University of Medical Sciences
Background: Learning a language has become more highlighted for medical students because it works as an approach for expressing and exchanging thoughts and feelings.Objectives: The present study was conducted to investigate the preferences of English as an international language among Iranian medical students.Methods: This cross-sectional survey was carried out on three different cohorts of language learners from Hormozgan University of Medical Sciences. Four hundred students aged 18 to 46 were selected using the convenience sampling method. Exclusion of the upper-intermediate ones yielded 372 intermediate participants. The English Language Preferences Questionnaire was used to identify the factors on English language learning preferences. Frequency, and Pearson’s correlation coefficient were used to analyze the data using SPSS.Results: Speaking (42.8%) was the most preferred skill. Among participants, 83.1% preferred an English class of different activities, such as group work and projects. Also, 26.5% of students preferred to repeat what they heard, and 4.2% chose to copy from the board. Media and watching movies received a high percentage (81.2%). In addition, 47.8% of the participants preferred an immediate reflection on their errors in front of everyone, 56.5% showed interest in using both the native and English. Moreover, there was a statistically positive relationship between learning activities and task preferences among the participants (r =.39, p<.01).Conclusion: Educational scholars and syllabus designers should focus on incorporating learners' preferences into academic settings to revolutionize the traditional curriculums. These findings have substantial implications for the design of academic English courses for medical students.
https://sdme.kmu.ac.ir/article_91777_079a2af46c353d91e28aca772c7e3299.pdf
2021-12-01
1
7
10.22062/sdme.2021.196170.1060
Language learning
Learner Preferences
students of medical sciences
Hamid
Mahmoodi
1
Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Mehri
Hadad Narafshan
hamidedu30@gmail.com
2
Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
LEAD_AUTHOR
Hassan
Shahabi
3
Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Mahmoodi H, Haddad Narafshan M. Identity types and learners’ attitudes in language learning: Voices from students of medical sciences. Res Dev Med Educ. 2020; 9(1):17. doi: 10.34172/rdme.2020.017
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34
ORIGINAL_ARTICLE
Smoothing Transition from High School to Medical School Through E-Learning Module
Background: Numerous medical students feel that they are not ready to study medicine at the beginning of entering university. One way to reduce the challenges of entering the university is to provide opportunities to familiarize students with the university.Objectives: This study was conducted to design an educational e-learning module for freshman medical students to help a successful transition to university life.Methods: This study was a single-group study with a post-test design at Tehran University of Medical Sciences, Tehran, Iran, within 2018-2019. The transitional e-learning module included content regarding academic integration, social integration, and information integration.The e-learning module for new medical students was implemented as a 20-day course at the beginning of their attendance at the university. After the students completed the e-Learning course or module, a questionnaire was completed to assess students’ attitudes toward the quality of the transitional e-learning module. The data were analyzed using SPSS software (version 22.0).Results: Out of 209 questionnaires, 135 questionnaires were returned. The findings showed that more than 65% of the students believed that the program could prepare them for academic integration into the institution. In total, the highest (8.62±1.15) and lowest (7.07±2.39) scores belonged to the "information integration” and “social integration” sections, respectively.Conclusion: The e-learning module was implemented to provide students with practical support to adapt to the university. The survey findings showed that it helped freshman medical students prepare for academic and information integration into the university.
https://sdme.kmu.ac.ir/article_91778_ffd7b22d1e91b759767910f0211c1a62.pdf
2021-12-01
1
6
10.22062/sdme.2021.195925.1054
Curriculum
medical education
Virtual
Transition
Mahboobeh
Khabaz Mafinejad
mahboobe.mafinezhad@gmail.com
1
Assistant Professor, Department of Medical Education, Education Development Center, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
LEAD_AUTHOR
Sadegh
Jahan
sadeghjahan5@gmail.com
2
General Practitioner, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Kasra
Hatampour
drkasrahatampoor@yahoo.com
3
General Practitioner, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mohammad Reza
Ganjedanesh
mrgd313@gmail.com
4
Medical Student, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Negar Sadat
Ahmadi
negar.ahmadi2011@yahoo.com
5
Medical Student, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Zahra
Valizadeh Samakoosh
valizeh.z96@gmail.com
6
Medical Student, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mojtaba
Rezaiee
morezaeis@gmail.com
7
Medical Student, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mahla
Khaiat Rasouli
mahlarasooly.mr@gmail.com
8
Medical Student, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mobin
Moradi
m.mobin.moradi@gmail.com
9
Medical Student, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
Mohammad
Taherahmadi
mt.aseman2012@gmail.com
10
General Practitioner, Tehran University of Medical Sciences, Tehran, Iran
AUTHOR
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Brown ME, Treviño LK. Do Role Models Matter? An İnvestigation Of Role Modeling As An Antecedent Of Perceived Ethical Leadership. Journal of Business Ethics. 2014; 122(4): 587-98. doi:10.1007/s10551-013-1769-0
28
Lam T, Khoo U, Chan Y, Cheng Y, Chan Y. A transitional course from high school to medical school in a new medical curriculum in Asia: how do the students see it?. Medical Teacher. 2003; 25(1): 89-91. doi:10.1080/0142159021000061486. [PMID: 14741865]
29
Laack TA, Newman JS, Goyal DG, Torsher LC. A 1-week simulated internship course helps prepare medical students for transition to residency. Simulation in Healthcare. 2010; 5(3): 127-32. doi:10.1097/SIH.0b013e3181cd0679
30
Poncelet A, O’brien B. Preparing medical students for clerkships: a descriptive analysis of transition courses. Academic Medicine. 2008; 83(5): 444-51. doi: 10.1097/ACM.0b013e31816be675
31
Teo AR, Harleman E, O’Sullivan PS, Maa J. The key role of a transition course in preparing medical students for internship. Academic medicine: journal of the Association of American Medical Colleges. 2011; 86(7): 860-5. doi: 10.1097/ACM.0b013e31821d6ae2 [PMID: 21617513] [PMCID: PMC3128667]
32
Ruprai R, Ruprai BS. A study on reflection of entry-level foundation course by the first year medical students. National Journal of Physiology, Pharmacy and Pharmacology. 2020; 10(3): 236-41. doi:10.5455/njppp.2020.10.001019202002022020.
33
Hoffman N, Vargas J, Santos J. Blending High School and College: Rethinking the Transition. New Directions for Higher Education. 2008; 144: 15-25. doi:10.1002/he.322
34
ORIGINAL_ARTICLE
Future Studies: Dimensions and Components in the Educational System of a University of Medical Sciences
Background: One way to make change in the field of education is through future studies. Considering the role of future studies in building a better future for the country’s medical education and health system, the establishment of the required bases in medical education is necessary.Objectives: The present study aimed to investigate the dimensions and components of future studies in the educational system of a university of medical sciences.Methods: In this grounded-theory study, the statistical population included expert and knowledgeable faculty members with an experience of delivering services as directors, principals, and deputies of the faculties of Babol University of Medical Sciences, Mazandaran, Iran. In-depth and exploratory individual interviews were held through a questionnaire containing six standard items within October and December 2018.The interview process was completed based on the data saturation law, and the required conclusion was drawn with 10 samples.Results: A questionnaire with 50 components in three main dimensions, including infrastructure (25 components), management and faculty members (9 components), and outputs (16 components), was designed. Moreover, the validity and reliability of the questionnaire were confirmed.Conclusion: It is time to build necessary capacities for future studies in the universities of medical sciences and provide the possibility for extensive participation and support of researchers and faculty members in future studies programs in the field of medical education and health research in Iran. The dimensions and components obtained from this study can be helpful in this regard.
https://sdme.kmu.ac.ir/article_91779_07458baa9ed6907294b51e4fa96408df.pdf
2021-12-01
1
8
10.22062/sdme.2021.194978.1024
Future Studies
Dimensions
Components
Universities
Education
Medical
Science
Monireh
Parvaneh
m.parvaneh20@yahoo.com
1
PhD Student, Department of Educational Management, Sari Branch Islamic Azad University, Sari, Iran
AUTHOR
Kiomars
Niaz Azari
k.niazazari@gmail.com
2
Professor of Human Sciences Faculty, Sari Branch Islamic Azad University, Sari, Iran
LEAD_AUTHOR
Taraneh
Enayati
tenayati@yahoo.com
3
Associate Professor of Human Sciences Faculty, Sari Branch Islamic Azad University, Sari, Iran
AUTHOR
Pedram A, Jalalivand A. Introducting to futures studies, vol 1, 1st ed. Tehran: Training and Research Institute of Defense Industry; 2013.[In Persian]
1
Heidari AH. Futures resrarch. Ketabmah. 2014; 17(4): 70-8. [In Persian]
2
Tishehyar M. Future research in strategic studies, 2nd ed. Tehran: Research Institute of Strategic Studies; 2012.
3
Malekifar A. New thinking for a new millennium, (translation). Slaughter R. 2nd ed. Tehran: Training and Research Institute of Defense Industry; 2016. [In Persian]
4
Majd Rahimabadi O, Fath Elahi A. An introduction of foresight: a look into initial experience of Japan, Germany and Iran. Roshd-E-Fanavari. 2009; 5(17); 63-70. [In Persian]
5
Defense Education and Research Industries Institute. Encyclopedia of Futures Research. 2st ed.Tehran: Training and Research Institute of Defense Industry; 2012. [In Persian]
6
Encyclopedia of Futures Research. 1st ed. Tehran: Training and Research Institute of Defense Industry; 2010. [In Persian]
7
Malekifar A. Futuring alphabet: the science and art of future exploring. 3rd ed. Tehran: Karaneh Elm; 2017.
8
Sharifi T, Tatari M, Sedaghat F, Kalhor R, Mohammadi A. Exploring the Relationship between the students' futuristic skill competence and the quality of students' learning experiences. Iran J Med Educ. 2019; 19:483-93. [In Persian]
9
Pourabbasi A, Kheiry Z, Naghvai Alhosseini S, Akbari H, Larijani B. Medical Education Policy Making in Iran; a review of 40-years experiences. Teb va Tazkiye. 2019; 27(4): 215-23. [In Persian]
10
Mahdi R. Futurology in Higher Education: Strategies and Consequences of the Compatible University with Environment and Society. Journal of Management and Development Process. 2015; 28(1):31-54. [In Persian]
11
Taghipour Karan H, Rezapour Darvish F. Futures studies a new approach in promotion of educational indicators with an emphasis on global trends. [cited 2013 Apr 7]. Available from: https://www.civilica.com/Paper-FUTURESSTUDIES02-FUTURESSTUDIES02_048.html
12
Aminbeidokhti AA, Rastgar A, Nameni A. A future study on higher education approaches in training human capital: A plausible scenario for 2030. Journal of Research and Planning in Higher Education. 2015; 21(3):31-55. [In Persian]
13
Ayatollah Khamenei SA. Strategic statement of the Iran’s leader in the 40th anniversary of the Islamic Revolution of Iran. [cited 2019 Feb 13]. Available from: http://khamenei.ir. [In Persian]
14
Sahebzadeh M. Foresight is a fundamental necessity for the realization of scientific authority in the medical sciences education. Iran J Med Educ. 2018; 18:403-4. [In Persian]
15
Munck R, McConnell G. University strategic planning and the foresight/futures approach: An Irish case study. Society for college and University planning (SCUP). Plann Higher Educ. 2009; 38(1): 31-40.
16
Soleimani Mehr H, Houshyari Afin, M. Objectives and Strategies of Foresight in Education. Proceedings of the 3rd National Conference on Futures Studies; 2015 Jan 29; Tehran, Iran. 2015.
17
Strong KE, Bishop PC. Case Study: Futurizing the K-12 Teaching Practice. Journal of Futures Studies. 2011, 15(4): 181-8.
18
Bell W. Foundation of future studies: History, purposes and knowledge. 1st ed. London, United Kingdom: Routledge; 2003.
19
Pourabbasi A, Emami-Razavi S, Kheiry Z, Naghavi Alhosseini S, Larijani B. Explaining the Position of the “Second Step of the Revolution” Statement Among upper documents of the Islamic Republic of Iran and the Implementation of its Concepts in the Medical Education System. Teb va Tazkiye. 2019; 28(3): 1-10. [In Persian]
20
Strategy Committee. Strategic objective for the University of Oslo in 2020. Oslo: University of Oslo; 2015.
21
Supreme Council of the Cultural Revolution Collection, Approved of the 550 th session, 16.11.2004. 1st ed, Tehran: Supreme Council of the Cultural Revolution Publications, 2018. https://sccr.ir/products. [In Persian]
22
Naserabadi Z. Futures studies. 1st ed. Tehran: Training and Research Institute of Defense Industry; 2010.
23
Jouybari L, Araghian Mojarad F, Sanagoo A. Future Studies: Tomorrow Might Be Quite Different from Today. J Med Educ Dev. 2017; 9(24):1-3. [In Persian]
24
Jalalian N. Futures studies and strategic thinking. Proceedings of the 3rd International Conference on Management Challenges and Solutions; 2016 Apr 10-13; Shiraz, Iran. 2016. [In Persian]
25
Amiri Savad Roudbari A, Marzban Shirkharkolaei, Asgharzadeh Zaferani M. Futures studies and future organizations. Proceedings of the 1st National Conference on Futures Studies. 2012 Dec 24-26; Tehran, Iran. 2012. [In Persian]
26
Vaezi SK, Ghomian MM, Vaghfi SH. Futures Study in Humanities with Knowledge Management Approach; Considerations, Achievements and Effects. Quarterly Journal of Public Organzations Management. 2017; 5(3): 31-46. [In Persian]
27
Marzooghi R, Heidari E, Heidari M. A Study of the Relationship between Qualities of learning Experience and Development of Students Futures Research Ability. Strides Dev Med Educ. 2014; 11(2): 131-8. [In Persian]
28
Ashraf Nazari A, Mahrough F, Abbasi Khoshkar A. Futures Research Methodology of political science and international relations: Relying on the method of Scenario Writing. Political and International Approaches. 2014; 6(1): 9-42.
29
[In Persian]
30
Minsky C. 25 US universities with the most international students. [cited 24 Nov 2015]. Available From: https://www.timeshighereducation.com/student/news/25-us-universities-most-international-students.
31
Aminbeidokhti A A, Nameni A. Providing a model for medium-term futures studies in educational planning field. Scientific Journal Management System. 2015; 4(8): 11-33.
32
[In Persian]
33
Tabatabai S. The Necessity of Futures Studies in Medical Education and health System in Iran. Strides Dev Med Educ. 2015; 12(2): 433-5. [In Persian]
34
Haghdoost AA. Prospective Policy in the health sector in iran; The status and a framework for future. Proceedings of the 2nd National Futures Studies Conference; 2013 Feb 10-14; Tehran, Iran. 2013. [In Persian]
35
Mahmoudzadeh A, Mahboubfar MR. Futures studies in IRAN and challenges facing the development goals of 2025. Proceedings of the 1st National Conference on Futures Studies. 2012 Sep 10-13; Tehran, Iran. 2012.
36
Stukalina Y. Management of the educational environment: the context in which strategic decisions are made. Procedia Soc Behav Sci. 2013; 99(2): 1054-62. doi:10.1016/j.sbspro.2013.10.579.
37
Abeles DP. Do we know the future of the University? On the Horizon, 2006; 14(9): 35-42. doi:10.1108/10748120610674003.
38
Scott P. Policy Process in Higher Education. In: Teixeira P., Shin J. (eds) Encyclopedia of International Higher Education Systems and Institutions. Dordrecht: Springer; 2018. doi:10.1007/978-94-017-9553-1_151-1.
39
Altbach, P. Higher Education and the WTO: Globalization Run Amok. International Higher Education, 2015, 23(1), 2-4. doi:10.6017/ihe.2001.23.6593
40
De Waal AA. The characteristics of a high performance organization. Business Strategy Series. 2007; 8(3): 179-85. doi:10.1108/17515630710684178.
41
Coates J, Durance P, Godet M. Strategic foresight issue: introduction. Technological Forecasting and Social Change. 2010; 77(9); 1423-25. doi:10.1016/j.techfore.2010.08.001.
42
Hoseini Moghadam M, Bashiri H, Heidarzadeh A, Khoshrang H, Dadgaran I. Futures Driven Model of Scientific Excellency, Case Study: Gilan University of Medical Sciences. Journal of Iran Future Studies. 2019; 4(1): 171-205.
43
Masini EB. How to Teach Futures Studies: Some Experiences. J Futures Stud. 2011; 15(4): 111 –20.
44
Freed PE, Mclaughlin DE. Future thinking: Preparing Nurses to Think for Tomorrow. Nurs Educ Perspect. May-Jun 2011;32(3):173-8. doi: 10.5480/1536-5026-32.3.173. [PMID: 21834379]
45
ORIGINAL_ARTICLE
The Relationship between Academic Underachievement and Problematic Cell Phone Use among Medical Students
Background: Academic underachievement is a growing phenomenon among medical students, influenced by several factors.Objectives: This study investigated the relationship between academic underachievement and problematic cell phone use among medical students at Kerman University of Medical Sciences.Methods: This cross-sectional study was conducted on 300 medical students at KUMS during the academic year 2019. The Persian version of Problematic Cellular Phone Use Questionnaire was used for data collection. Also, the demographic data of the students were recorded, and they were asked to declare if they had a history of academic underachievement in the previous year. Data were analyzed by SPSS software version 20.0 using Chi-square test and logistic regression.Results: The mean age of medical students was 22.41±2.6 years, and the majority (74.3 %) of them were female. The chance of academic underachievement was 6.37 times higher in medical students who have problematic cellular phone use compared to those without it (OR=6.37, P=0.001). Also, this chance was 4.45 times higher in medical students who had a history of psychological disorders compared to those without (OR=4.45, P=0.02).Conclusion: The current study revealed that the chance of academic underachievement was higher in medical students with problematic cellular phone use and a history of psychological disorders. Given that academic underachievement is not uncommon, its related factors must be appropriately identified and intervened on time.
https://sdme.kmu.ac.ir/article_91782_cd6dc20d6e6be675a1c8e854ff4ab723.pdf
2021-12-01
1
4
10.22062/sdme.2021.196255.1064
Academic
Underachievement
Cell phone use
Medical students
Saeideh
Moslemizadeh
s.mz1371@yahoo.com
1
General Practitioner, Community and Family Medicine Department, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Habibeh
Ahmadipour
ahmadipour@kmu.ac.ir
2
Associate Professor of Community Medicine, Medical Education Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Esmaeilpour-Bandboni M, Naderi Shad Sh, Kobrai F, Gholami-Chaboki B. Students’ Viewpoints about Academic Failure and Some Related Factors in Guilan University of Medical Sciences. Research in Medical Education. 2017;9(3):65-72. [In Persian]. doi:10.29252/rme.9.3.73
1
Dastranj M, Blocki S, Moazzen M. Factors affecting academic performance of students Payam Bastak In 2011. Univ Shoushtar Res J. 2011; 20(10): 241-57. [In Persian]
2
Sharma N, Advani U, Sharma L, Jain M, Sharma K, Dixit AM. Pattern of mobile phone usage among medical students. International Journal of Academic Medicine. 2019; 5(2): 118-23. doi:10.4103/IJAM.IJAM_61_18
3
Yadav JU, Yadav DJ. Study of mobile phone usage in medical students of deemed university of Western Maharashtra, India. Int J Community Med Public Health. 2017; 4(2):405-8. doi:10.18203/2394-6040.ijcmph20170263
4
Jamal A, Sedie R, Haleem KA, Hafiz N. Patterns of use of ‘smart phones’ among female medical students and self-reported effects. Journal of Taibah University Medical Sciences. 2012; 7(1): 45-9. doi:10.1016/j.jtumed.2012.07.001
5
Siddiqi N, Jahan F, Moin F, Al-Shehhi F, Al-Balushi F. Excessive use of mobile phones by medical students: Should precautions be taken?. Biomedical and Pharmacology Journal. 2017; 10(4): 1631-8. doi:10.13005/bpj/1274
6
Yen C-F, Tang T-C, Yen J-Y, Lin H-C, Huang C-F, Liu S-C, et al. Symptoms of problematic cellular phone use, functional impairment and its association with depression among adolescents in Southern Taiwan. Journal of adolescence. 2009; 32(4): 863-73. doi:10.1016/j.adolescence.2008.10.006. [PMID:19027941]
7
Moslemizadeh S, Ahmadipour H. The Persian Version of 12-item Problematic Cellular Phone Use Questionnaire (PCPU-Q): A Factor Analysis. Russia Open Medical Journal. 2021; 10(3): e0317. doi:10.15275/rusomj.2021.0317
8
Dyrbye LN, Thomas MR, Power DV, Durning S, Moutier C, Massie Jr FS, et al. Burnout and serious thoughts of dropping out of medical school: a multi-institutional study. Academic Medicine. 2010; 85(1): 94-102. doi: 10.1097/ACM.0b013e3181c46aad. [PMID: 20042833]
9
Azari S, Baradaran HR, Fata L. Causes of academic failure of medical and medical sciences students in Iran: a systematic review. Med J Islam Repub Iran. 2015; 29: 302.
10
Tempelaar WM, de Vos N, Plevier CM, van Gastel WA, Termorshuizen F, MacCabe JH, et al. Educational level, underachievement, and general mental health problems in 10,866 adolescents. Academic Pediatrics. 2017; 17(6): 642-8. doi:10.1016/j.acap.2017.04.016 [PMID:28456580]
11
ORIGINAL_ARTICLE
Explaining the Residents’Perception of Desirable Clinical Education: A Qualitative Content Analysis
Background: Specialized and subspecialized medical education is of key importance in the higher education system due to the special role of residents in various fields in the educationalmedical system of universities and the important role of graduates of these fields as specialized and subspecialized physicians in the community health system; therefore, the examination of their views on desirable education can lead to the improvement of the quality of education.Objectives: The present study aimed to explain the views of residents of Kerman University of Medical Sciences, Kerman, Iran, on desirable education. Methods: This study was performed using qualitative content analysis. A total of 17 participants were selected by purposive sampling in the academic year of 2019-2020 from the educational hospitals of Kerman University of Medical Sciences and interviewed in face-to-face and semistructured manners. After collecting the data, all the interviews were implemented and reviewed, and categories were extracted.Results: Data analysis led to the extraction of six main themes, including capable clinical professors, effective clinical environments, comprehensive planning, comprehensive and preventive educational rules and regulations, efforts to improve educational processes, and educational management.Conclusion: Health promotion is one of the needs of today’s society. Clinical education should be responsive to society, and the desirability of this education will lead to community health promotion. In this regard, it is suggested that education and health officials take an effective step toward improving residency course education by proper planning, performing continuous evaluations of the status of residency education, and considering the factors affecting the desirable clinical education.
https://sdme.kmu.ac.ir/article_91790_86d06b0816c10ca8108f79e788f519dd.pdf
2021-12-01
1
8
10.22062/sdme.2021.91790
Residents
content analysis
Clinical education
Qualitative study
Sara
Shafian
hajarshafian@gmail.com
1
Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Soleiman
Ahmadi
2
Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Parvin
Rezaei-Gazki
p.rezai1@gmail.com
3
Department of General Courses, Faculty of Medicine, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
AUTHOR
Roghayeh
Ershad Sarabi
aershad@yahoo.com
4
Department of Health Information Sciences, Faculty of Management and Medical Information Sciences, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
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Abedini S, Aghamolaei T, Jomehzadeh A, Kamjoo A. Clinical education problems: the viewpoints of nursing and midwifery students in Hormozgan University of Medical Sciences. Hormozgan Med J. 2009;12(4):249-53. [In Persian]
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Seabrook MA. Medical teachers' concerns about the clinical teaching context. Med Educ. 2003 Mar;37(3):213-22. doi: 10.1046/j.1365-2923.2003.01437.x. [PMID: 12603760].
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Hoffman KG, Donaldson JF. Contextual tensions of the clinical environment and their influence on teaching and learning. Med Educ. 2004 Apr;38(4):448-54. doi: 10.1046/j.1365-2923.2004.01799.x. [PMID: 15025646].
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Abbaszade A, Borhani F, Sabzevari S. Nursing teachers perception of the challenges of clinical education and solutions: A Qualitative Study. Journal of Qualitative Research in Health Sciences. 2013;2(2):134-45. [In Persian]
21
Assarroudi A, Heshmati Nabavi F, Armat MR, Ebadi A, Vaismoradi M. Directed qualitative content analysis: the description and elaboration of its underpinning methods and data analysis process. J Res Nursing. 2018;23(1):42-55. doi: 10.1177/1744987117741667.
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Corbin J, Strauss A. Basics of qualitative research: Techniques and procedures for developing grounded theory. 4th ed. California: Sage Pub; 2014.
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Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004 Feb;24(2):105-12. doi: 10.1016/j.nedt.2003.10.001. PMID: 14769454.
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Slootweg I, Lombarts K, Van Der Vleuten C, Mann K, Jacobs J, Scherpbier A. Clinical teachers’ views on how teaching teams deliver and manage residency training. Med Teach. 2013;35(1):46-52. doi: 10.3109/0142159X.2012.731108.
27
Shaterjalali M, Yamani N, Changiz T. Who are the right teachers for medical clinical students? investigating stakeholders’ opinions using modified Delphi approach. Adv Med Educ Pract. 2018 Nov 8;9:801-809. doi: 10.2147/AMEP.S176480. [PMID: 30519136]. [PMCID: PMC6235154].
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Esteghamati AR, Baradaran H, Monajemi A, Khankeh HR, Geranmayeh M. Core components of clinical education: a qualitative study with attending physicians and their residents. J Adv Med Educ Prof. 2016 Apr;4(2):64-71. [PMID: 27104200]. [PMCID: PMC4827758].
29
Adhami A, Nakhaei N, Fatahi Z. Residents opinion about the quality of education in different clinical groups of Kerman University of Medical Science. Hormozgan Medical Journal. 2003;7(1):33-8. [In Persian]
30
Abedini S, Kamalzadeh H, Aghamolaei T. Perspectives of medical students regarding criteria for a good university professor, Bandar Abbas, Iran. Hormozgan Medical Journal. 2010;14(3):242-6. [In Persian]
31
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[In Persian]
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Navabi N, Jahanian E, Haji Ahmadi M, Parvaneh M. Criteria for a Desirable Teacher from the View Point of Students of Babol University of Medical Sciences. J Babol Univ Med Sci. 2010; 12 (5) :7-13.
34
Boor K, Teunissen PW, Scherpbier AJJA, van der Vleuten CPMvdL J, Scheele F. Residents’ perceptions of the ideal clinical teacher—A qualitative study. European Journal of Obstetrics & Gynecology and Reproductive Biology. Eur J Obstet Gynecol Reprod Biol. 2008 Oct;140(2):152-7. doi: 10.1016/j.ejogrb.2008.03.010. [PMID: 18455863].
35
van Vendeloo SN, Prins DJ, Verheyen CC, Prins JT, van den Heijkant F, van der Heijden FM, et al. The learning environment and resident burnout: a national study. Perspect Med Educ. 2018 Apr;7(2):120-125. doi: 10.1007/s40037-018-0405-1. [PMID: 29476425]. [PMCID: PMC5889377].
36
Khorsandi M, Khosravi S. Investigation of the View of Nursing and Midwifery Students About Clinical Education Condition in Nursing and Midwifery College of Arak University of Medical Science. J Arak Univ Med Sci. 2005;5(1):29-32.
37
[In Persian]
38
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
39
of View. Iran J Med Educ. 2008; 7(2):249-56.
40
[In Persian]
41
Beigzadeh A, Yamani N, Bahaadinbeigy K, Adibi P. Challenges and Problems of Clinical Medical Education in Iran: A Systematic Review of the Literature. Strides Dev Med Edu.2019;16(1): e89897. doi: 10.5812/sdme.89897.
42
ORIGINAL_ARTICLE
Effect of a Short Training Course on Empathy level in Medical Students: A Quasi-Experimental Study
Background: Empathy is an important component of effective communication of a patientpractitioner relationship. Medical students are expected to know this ability as part of their education.Objectives: This study aimed to assess the effect of a short-training course on the empathy levels of medical students.Methods: This is a quasi-experimental study conducted on eighty second-year medical students in Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran, 2019. The intervention comprised of a lecture-based short training course, which was taught by a psychiatrist and was held in two sessions (Two hours each) for two consecutive weeks. Empathy was assessed using the Jefferson Scale of Empathy-Student version (JSE) before and after the intervention. Students with empathy scores higher than average were considered high empathy group, and those with scores lower than average as low empathy group. Data were analyzed using paired T-tests through SPSS software, version 16.Results: The mean JSE score was 99.66±13.4 and 101.62 ± 16.37, before and after the -intervention, respectively. However, despite the score increased, the difference was not statistically significant (p=0.054). Nevertheless, the empathy scores of high-empathy students significantly increased after the-intervention (110.49 Vs 114.15, p=0.002). The empathy level also showed a significant enhancement in female students after training (p=0.006).Conclusion: This study shows that a short training course is somewhat effective in developing medical student empathy. The findings suggest a need for revision of content and implementation of this course training into the existing medical curriculum.
https://sdme.kmu.ac.ir/article_91806_6c170da05e963b5b2df3ee75b9bbb45a.pdf
2021-12-01
1
6
10.22062/sdme.2021.196387.1070
Empathy
communication
social skills
Training Programs
Medical students
medical education
Abdolhussein
Shakurnia
shakurnia@yahoo.com
1
Immunology Department, School of medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
LEAD_AUTHOR
Mahmood
Maniati
maniatim@yahoo.com
2
Department of General Courses, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
AUTHOR
Nasrin
Khajeali
nasrinkh2009@yahoo.com
3
Educational Development Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
AUTHOR
Maryam
Barani
marymbarani1371@yahoo.com
4
Medical Student, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
AUTHOR
Krishnasamy C, Ong SY, Loo ME, Thistlethwaite J. How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57. Med Teach. 2019 Nov;41(11):1220-1231. doi: 10.1080/0142159X.2019.1630731. [PMID: 31389720].
1
Rosenthal B, Gravrand H, Lisi AJ. Interprofessional collaboration among complementary and integrative health providers in private practice and community health centers. Journal of Interprofessional Education & Practice. 2019;15:70-4. doi:10.1016/j.xjep.2019.02.007.
2
Pohontsch N, Stark A, Ehrhardt M, Kötter T, Scherer M. Influences on students’ empathy in medical education: an exploratory interview study with medical students in their third and last year. BMC Med Educ. 2018 Oct 5;18(1):231. doi: 10.1186/s12909-018-1335-7. [PMID: 30290824]. [PMCID: PMC6173872].
3
Papageorgiou A, Miles S, Fromage M. Does medical students' empathy change during their 5-year MBBS degree? Educ Health (Abingdon). Sep-Dec 2018;31(3):142-147. doi: 10.4103/efh.EfH_279_17. [PMID: 31134944].
4
Rodriguez T, Beck L, Woodmansey K, Hoskin E. Dental Students’ Perceptions of Dentist-Patient Interactions: An Exploration of Empathy in Dental Students. Strides Dev Med Educ. 2018;15(1): doi: 10.5812/sdme.65124.
5
Smith KE, Norman GJ, Decety J. The complexity of empathy during medical school training: evidence for positive changes. Med Educ. 2017 Nov;51(11):1146-1159. doi: 10.1111/medu.13398. [PMID: 28884471]. PMCID: PMC5657391
6
Fragkos KC, Crampton PE. The Effectiveness of Teaching Clinical Empathy to Medical Students: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Academic Medicine: Journal of the Association of American Medical Colleges. 2019;95(6):1-7. DOI: 1097/acm.0000000000003058. [PMID: 31688037].
7
Lam TCM, Kolomitro K, Alamparambil FC. Empathy training: Methods, evaluation practices, and validity. Journal of Multidisciplinary Evaluation. 2011;7(16):162-200.
8
Pham H, Trigg M, Wu S, O'Connell A, Harry C, Barnard J, et al. Choosing medical assessments: Does the multiple-choice question make the grade? Educ Health (Abingdon). May-Aug 2018;31(2):65-71. doi: 10.4103/efh.EfH_229_17. [PMID: 30531047].
9
Hojat M, DeSantis J, Shannon SC, Mortensen LH, Speicher MR, Bragan L, et al. The Jefferson Scale of Empathy: a nationwide study of measurement properties, underlying components, latent variable structure, and national norms in medical students. Adv Health Sci Educ Theory Pract. 2018 Dec;23(5):899-920. doi: 10.1007/s10459-018-9839-9. [PMID: 29968006]. [PMCID: PMC6245107].
10
Patel S, Pelletier-Bui A, Smith S, Roberts MB, Kilgannon H, Trzeciak S, et al. Curricula for empathy and compassion training in medical education: a systematic review. PLoS One. 2019 Aug 22;14(8):e0221412. doi: 10.1371/journal.pone.0221412. [PMID: 31437225]. [PMCID: PMC6705835].
11
D’souza PC, Rasquinha SL, D’souza TL, Jain A, Kulkarni V, Pai K. Effect of a single-session communication skills training on empathy in medical students. Acad Psychiatry. 2020 Jun;44(3):289-294. doi: 10.1007/s40596-019-01158-z. [PMID: 31811627].
12
Winter R, Issa E, Roberts N, Norman RI, Howick J. Assessing the effect of empathy-enhancing interventions in health education and training: a systematic review of randomised controlled trials. BMJ Open. 2020 Sep 25;10(9):e036471. doi: 10.1136/bmjopen-2019-036471. [PMID: 32978187]. [PMCID: PMC7520826].
13
Rahimi-Madiseh M, Tavakol M, Dennick R, Nasiri J. Empathy in Iranian medical students: a preliminary psychometric analysis and differences by gender and year of medical school. Med Teach. 2010;32(11):e471-8. doi: 10.3109/0142159X.2010.509419. [PMID: 21039088].
14
Seeberger A, Lönn A, Hult H, Weurlander M, Wernerson A. Can empathy be preserved in medical education? Int J Med Educ. 2020 Apr 20;11:83-89. doi: 10.5116/ijme.5e83.31cf. [PMID: 32311676]. [PMCID: PMC7246122].
15
Zeyer A, Dillon J. The role of empathy for learning in complex Science| Environment| Health contexts. International Journal of Science Education. 2019;41(3):297-315. doi:10.1080/09500693.2018.1549371.
16
DelPrete A, Giordano C, Castiglioni A, Hernandez C. Medical Students' Attitudes toward non-adherent patients before and after a simulated patient-role activity and small-group discussion: revisited. Cureus. 2016 Apr 19;8(4):e576. doi: 10.7759/cureus.576. [PMID: 27226937]. [PMCID: PMC4873315].
17
Eklund JH, Meranius MS. Toward a consensus on the nature of empathy: A review of reviews. Patient Educ Couns. 2021 Feb;104(2):300-307. doi: 10.1016/j.pec.2020.08.022. [PMID: 32888755].
18
Santiago LM, Rosendo I, Coutinho M-L, Maurício KS, Neto I, Simões JA. Comparing empathy in medical students of two Portuguese medicine schools. BMC Med Educ. 2020 May 13;20(1):153. doi: 10.1186/s12909-020-02034-3. [PMID: 32404095]. [PMCID: PMC7218824].
19
Hojat M, Vergare MJ, Maxwell K, Brainard G, Herrine SK, Isenberg GA, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009 Sep;84(9):1182-91. doi: 10.1097/ACM.0b013e3181b17e55. [PMID: 19707055].
20
Buchman S, Henderson D. Interprofessional empathy and communication competency development in healthcare professions’ curriculum through immersive virtual reality experiences. Journal of Interprofessional Education & Practice. 2019;15(1):127-30. doi:10.1016/j.xjep.2019.03.010.
21
Ruiz-Moral R, de Torres LP, Monge D, Leonardo CG, Caballero F. Teaching medical students to express empathy by exploring patient emotions and experiences in standardized medical encounters. Patient Educ Couns. 2017 Sep;100(9):1694-1700. doi: 10.1016/j.pec.2017.04.018. [PMID: 28487117].
22
Nezam Nia M, Salajegheh M. Effect of Educational Intervention on Empowering the Sense of Empathy in Medical Students: Application of Health Belief Model. Strides Dev Med Educ. 2017;14(3-4): e67435. doi:10.5812/sdme.67435
23
ORIGINAL_ARTICLE
The Comparative Study of Accreditation Standards of Medical Sciences Educational Programs in Iran and Some Other Countries of the World
Background: Program accreditation is a quality assurance educational program implemented in many countries.Objectives: This study aimed to compare program accreditation standards of the Ministry of Health of Iran with several selected countries and to extract program accreditation standards to benefit from the experiences of other countries.Methods: The present descriptive-comparative study was performed in 2020. The information required for the study was collected by searching on the Internet on valid websites of accreditation institutes of medical sciences and higher education in Iran and other countries. Among them, the World Federation for Medical Education (WFME) program accreditation standards and eight countries from different continents were compared with Iran. The research was conducted using the Beredy model.Results: The results showed that the standards in the studied programs were significantly different both quantitatively and qualitatively. It was also found that the accreditation standards of educational programs in Iran, Kazakhstan, and the WFME were consistent regarding the areas’ number and titles, but there was a difference in the number and titles of the criteria and indicators.Conclusion: Considering the vital role of graduates of medical sciences in promoting community health and also given the current and particular situation and the global conflict with COVID-19 epidemic, which has disrupted face-to-face education and evaluation at all educational levels, upgrading and improving the quality of medical education programs seems necessary more than ever. Therefore, to evaluate and promote the quality of these programs, it is suggested to codify accreditation standards of educational programs locally and according to the current conditions.
https://sdme.kmu.ac.ir/article_91807_8bf336e0ab5dcc4dbae3291855b5742a.pdf
2021-12-01
1
11
10.22062/sdme.2021.195607.1038
Accreditation
Educational program
Comparative study
Beredy model
Parvaneh
Sharifi
par.sharifi@gmail.com
1
Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Alireza
Manzari Tavakoli
a.manzari@iauk.ac.ir
2
Assistant Professor, Department of Educational Science and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
LEAD_AUTHOR
Mitra
Kamyabi
kamyabi.mitra@gmail.com
3
Assistant Professor, Department of Educational Science and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Zahra
Zeinaddiny Meymand
zeinaddiny@gmail.com
4
Assistant Professor, Department of Educational Science and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Tamjid Tash E, Moalal Chobgholo M. A comparative study of the process of citizenship education in primary school education, Islamic Republic of Iran, Japan. Soc Sci Stud. 2014;11(40):18-32.
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Jafari Asl M, Chehrzed MM, Shafipour SZ, Ghanbari A. Quality of educational services from viewpoint's of nursing and midwifery students of Guilan University Based on Servqual Model. Research in Medical Education. 2014; 6(1):50-8. doi:10.18869/acadpub.rme.6.1.50. [In Persian]
2
Karimi Moonaghi H, Bagheri M. Jigsaw: A good student-centered method in medical education. Future of Medical Education Journal. 2017;7(1):35-40.
3
Safdari Dah Cheshmeh F, Hassan Zahraei R, Ehsanpour S. Investigating international management and organization standards in midwifery and proposing appropriate national standards. Iranian Journal of Nursing and Midwifery Research. 2005;10(3):77. [In Persian]
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Aliyari S, Maleki H, Pazargadi M, Abbaspour A. Designing Accreditation Model for Curricula of Baccalaureate Degree Nursing Education in Iran. Iran J Med Educ. 2016; 16:328-40. [In Persian]
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Basic medical education WFME global standards for quality improvement–the 2015 revision. Copenhagen, Denmark: WFME Office Copenhagen; 2015.
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AQAS-Decision of the Accreditation Commission. Criteria for programme accreditation. [cited 2019 Feb 26]. Available from:https://www.aqas.eu/downloads/Criteria%20for%20Programme%20Accreditation.pdf.
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Mohammadi R, Fathabadi J, Yadegarzadeh G, Mirzamohammadi M, Parand K. Quality Evaluation in higher education: concepts, principles, approaches & criteria. Tehran: Publication Center of National Organization for Educational Testing; 2006.
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Damme DV. Standards and Indicators in Institutional and Programme Accreditation in Higher Education. A Conceptual Framework and a Proposal; 2011.
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Hämäläinen K, Mustonen K, Holm K. Standards, criteria, and indicators in programme accreditation and evaluation in Western Europe. In: Vlasceanu L, Conley Barrows L. Indicators for Institutional and Programme Accreditation in Higher/Tertiary Education. Bucharest: UNESCO-CEPES; 2004:17-32.
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Van Zanten M, Boulet JR, Greaves L. The importance of medical education accreditation standards. Med Teach. 2012;34(2):136-45. doi: 10.3109/0142159X.2012.643261. [PMID: 22288991].
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Blouin D. Accreditation of Canadian Undergraduate Medical Education Programs: A Study of Measures of Effectiveness. Acad Med. 2020 Jun;95(6):931-937. doi: 10.1097/ACM.0000000000003065. [PMID: 31702693].
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Cueto Jr J, Burch VC, Adnan NAM, Afolabi BB, Ismail Z, Jafri W, et al. Accreditation of undergraduate medical training programs: practices in nine developing countries as compared with the United States. Educ Health (Abingdon). 2006 Jul;19(2):207-22. doi: 10.1080/13576280600783570. [PMID: 16831802].
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Allahdadian M, Salehi S, Hassan Zahraie R, Farahmand H. Proposing Appropriate National Standards for Nursing and Midwifery Education Derived from International Standards: a Case Study, Master of Science in Nursing and Midwifery. Iran J Med Educ. 2008; 8(1):15-22. [In Persian]
23
Naseri N, salehi S, Khalifehzadeh A, Yousefy A. Developing Clinical Nursing Education Standards in Iran Based on International Standards. Iran J Med Educ. 2010; 10(1) :71-81. [In Persian]
24
Safdari R, Meidani Z. Health Services Accreditation Standards for information management in Canada, New Zealand and USA: a comparative study. J Res Health Sci. 2006;6(1):1-7.
25
Aghazade A. The comparative education. Tehran: Payame Noor University Pub; 2006. [In Persian]
26
Molaeinezhad A, Zekavati A. A comparative study of the teacher training curriculum system in England, Japan, France, Malaysia, and Iran. Journal of Educational Innovations. 2008; 7(26): 35-62. [In Persian]
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Jafari Harandi R, Mirshah Jafari, SE, Liaghatdar MJ. A comparative study of the science curriculum in Iran and several countries in the world. Studies in Education & Psychology. 2010;11(1):235-60. [In Persian]
28
Zandi B, Farahani AAF. A Comparative Study of the Status of Physical Education in Iran with American and Canadian Countries. Journal of Movement Science & Sports. 2009;6(12):97-109. [In Persian]
29
Zhu R. (dissertation). A Comparative Study of the College Entrance Examinations (CEEs): SAT and ACT in the United States and Gaokao in the People's Republic of China. Ohio: University of Akron; 2014.
30
ACEN Accreditation Manual. Standards and Criteria,Baccalaureate Atlanta: Accreditation Commission for Education in Nursing; 2017. [cited 2017 Jul 20]. Available from: https://www.acenursing.org/acen-accreditation-manual/i.
31
Medical School Accreditation Committee. Standards for assessment and accreditation of primary medical programs by the Australian Medical Council 2012. Kingston, Australia: Australian Medical Council Limited; 2012.
32
Standards for Programme Accreditation Basic Medical Education General Medicine. Almaty, Kazakhstan: Eurasian Сentre for Accreditation and Quality Assurance in Higher Education and Healthcare; 2017. [cited 2017 Feb 7]. Available from: http://www.ecaqa.org/doxs/ENG/Standards%20for%20BME%20Programme%20Accreditaion%20-%20%20ECAQA%202017.pdf.
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36
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37
ORIGINAL_ARTICLE
Environmental and Occupational Health Students’ Attitudes Toward Social Media in Online Learning During the COVID-19 Pandemic
Background: Individuals engaged in education and health currently during the coronavirus disease 2019 (COVID-19) pandemic find it urgent to avail themselves of high-speed communication and information technology.Objectives: This survey was conducted to investigate the attitudes of environmental and occupational health students toward Social Media (SM) use in online learning during the COVID-19 pandemic.Methods: This was a cross-sectional study which its population consisted of 375 environmental and occupational health students studying at Kerman University of Medical Sciences, Kerman, Iran, in the academic year 2020-2021. The present study followed a quantitative design using the Social Media Attitude Scale designed by Otrar and Argin. The data were analyzed using SPSS software (version 26) and paired t-test.Results: The participants were within the age range of 18-46 years, and 64.8% of them were female. Instagram was the most popular SM (frequency of use: 40%). Twitter (27%), Facebook (20%), and LinkedIn (13%) were placed in the next ranks. The need for sharing (61.4±14.93) was the most preferred dimension of SM. Social competence (54.23±5.17), social isolation (51.33±4.43), and relationship with teachers (40.63±9.7) were placed in the next ranks. Moreover, there was no significant difference between environmental and occupational health students’ attitudes toward SM (P>0.01).Conclusion: Medical universities can use SM for educational purposes by designing a forum for study or helping students with health skills. However, researchers should be aware of health science students’ attitudes toward SM before developing such programs.
https://sdme.kmu.ac.ir/article_91808_8ae46091fc6cd2b341e7d64877330fcd.pdf
2021-12-01
1
5
10.22062/sdme.2021.196657.1080
COVID-19
Pandemics
Social media
Medical sciences
Students
Attitude
Soudabeh
Ghazizadeh Ehsaei
s_ghazizadeh@kmu.ac.ir
1
Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Mehry
Haddad Narafshan
mehri.narafshan@yahoo.com
2
Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
LEAD_AUTHOR
Majid
Zeinali Nejad
mzeinalinejad1926@yahoo.com
3
Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
AUTHOR
Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. [Cited 2020 Mar 27]. Available From: https://vtechworks.lib.vt.edu/bitstream/handle/10919/104648/facdev-article.pdf?sequence=1&isAllowed=y.
1
Haman M. The use of Twitter by state leaders and its impact on the public during the COVID-19 pandemic. Heliyon. 2020 Nov 19;6(11):e05540. doi: 10.1016/j.heliyon.2020.e05540. [PMID: 33294685]. [PMCID: PMC7695954].
2
Limaye RJ, Sauer M, Ali J, Bernstein J, Wahl B, Barnhill A, et al. Building trust while influencing online COVID-19 content in the social media world. Lancet Digit Health. 2020 Jun;2(6):e277-e278. doi: 10.1016/S2589-7500(20)30084-4. [PMID: 32322814]. [PMCID: PMC7173823].
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Tektaş N. A research on university students' social networking habits. J Hist Sch (JOHS). 2014;7(18):851–70.
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Al-Shdayfat NM. Undergraduate student nurses' attitudes towards using social media websites: A study from Jordan. Nurse Educ Today. 2018 Jul;66:39-43. doi: 10.1016/j.nedt.2018.03.017. [PMID: 29660565].
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Arslan A, Kırık AM. Validity and reliability study of the social networking status scale. Journal of Marmara University Social Sciences Institute/Öneri. 2013;10(40):223–31.
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Sarsar F, Başbay M, Başbay A. Use of social media in learning and teaching process. Mersin University Journal of the Faculty of Education. 2015;11(2):418-31.
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Dal NE, Veysel D. Personality Traits And Social Network Sites Usage Habits: A Research On University Students. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2014;6(11):144-62. [In Turkish]
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Otrar M, Argın F, İlkokulu KÜ. The examination of the students’ attitudes towards social media within the context of habits. Journal of Research in Education and Teaching. 2014;3(3):1-13.
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Barnable A, Cunning G, Parcon M. Nursing students’ perceptions of confidentiality, accountability, and e-professionalism in relation to Facebook. Nurse Educator. 2018;43(1):28-31. doi:10.1097/NNE.0000000000000441. [PMID: 28857955].
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54
ORIGINAL_ARTICLE
Evaluation of Medical University Deputies’ and Managers’ Perspectives on the Outcomes of Institutional Accreditation of Medical Universities from 2018-2019
Background: Accreditation is one of the most important ways of guaranteeing the quality of medical education.Objectives: T he aim of this study was to determine medical university deputies’ and managers’ perspectives on the outcomes of institutional accreditation in Iran.Methods: T his was a descriptive-analytical cross-sectional study conducted as a census to assess the views of the deputies and managers of 65 medical universities in Iran on the outcomes of institutional accreditation. T he research tool was a questionnaire consisting of items about institutional accreditation standards in various fields, which was provided to deputies and managers via email or in person. After data collection, data analysis was performed using SPSS software version 22.Results: T he results showed that from the perspectives of medical university deputies and managers, the outcomes of institutional accreditation were satisfactory in the dimensions of mission, management and goals, resources and facilities, faculty members, and student and cultural activities. Also, the outcomes were reported relatively satisfactory in research and staff training dimensions. T he dimensions of staff training and resources and facilities had the lowest (60.34 ±17.22), and highest (73.83 ±15.12) mean scores, respectively.Conclusion: Deputies and managers believed that institutional accreditation had satisfactory impacts on some areas according to the available resources and facilities. Since these areas have a close relationship, the desirability of each area also boosts other dimensions, which ultimately upgrades university credit and qualification.
https://sdme.kmu.ac.ir/article_91809_58f83d1e286212356b9440d46fb8fa43.pdf
2021-12-01
1
7
10.22062/sdme.2021.195647.1040
Accreditation
Institutional Accreditation
outcome
University of Medical Sciences
Somaieh
Mazroie
aliamin201@yahoo.com
1
MSc of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mahmood Reza
Dehghani
m.dehghani436@gmail.com
2
Instructor, General Practitioner, Medical Education Department, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Nikoo
Yamani
yamani@edc.mui.ac.ir
3
Associate Professor, Medical Education Department, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
Sakineh
Sabzevari
s_sabzevari@kmu.ac.ir
4
Associate Professor, Medical Education Department, Education Development Center, Medical Education Leadership and Management Research Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
Naseri borojeni N. Evaluation of international standards of accreditation of nursing education and its adaptation to nursing education in Iran. Isfahan: Isfahan University of medical sciences; 2005. [In Persian]
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Ahmari Tehran H, Raisi M, Dadkhah Tehrani T, Mehran N, Jafarbegloo E. Internal Evaluation of Midwifery Department of Nursing & Midwifery Faculty in Qom University of Medical Sciences. Qom University of Medical Sciences Journal. 2013; 7(1):31-6. [In Persian].
29
Ajam Zibad H, Kianmehr M, Abbasnezhad aA, Hamzei A, Moslem A, Moshari J, et al. Internal Evaluation of Department of Basic Sciences in One of the Universities of Medical Sciences in Iran in 2010. Ofoglt-e-Danesh: Journal of Gonabad University of Medical Sciences. 2011; 17(3):40-9. [In Persian].
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42
ORIGINAL_ARTICLE
Explaining the Status of Soft Skills Training in Dentistry Profession in Basic Sciences Courses and Identifying the Capabilities of These Courses for the Process-Oriented Integration of Soft Skills
Background: The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice.Objectives: The present study was conducted to examine the status of soft skills training in dentistry basic sciences courses and identify the capabilities of each basic sciences course for the process-oriented integration of soft skills in the dentistry profession.Methods: The present qualitative study was conducted in 2018-2019.Semi-structured interviews were used to collect the data. The study’s statistical population included the faculty members of the basic sciences of Isfahan and Mazandaran universities of medical sciences Iran, using purposive sampling. Moreover, the content analysis method was used to analyze the data.Results: Soft skills training in the dentistry profession was not one of the educational objectives of basic sciences courses in this field, and teaching and evaluation methods used by professors had less capability to develop these skills. Additionally, the results showed that most of the identified soft skills in five domains had the integration capability in most basic sciences courses. Only some differences were observed in the integration of soft skills in the cognitiveintellectual domain.Conclusion: It is suggested to include soft skills training in the objectives of dentistry basic sciences courses and consider the capabilities of each course and curricula to correct teaching and evaluation methods in this regard. Furthermore, it is recommended to strengthen the capabilities of basic sciences professors to integrate soft skills.
https://sdme.kmu.ac.ir/article_91810_994004f92e537998b5eb46d455bc72d9.pdf
2021-12-01
1
8
10.22062/sdme.2021.196172.1061
Soft skills
Dentistry
Integration
Roghayeh
Valipour Khajeghyasi
valipouryasi@gmail.com
1
Department of Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran
AUTHOR
Mohammad Reza
Nili
m.nili.a@edu.ui.ac.ir
2
Department of Educational Sciences, Faculty of Educational and Psychology Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
Mohammad Javad
Liaghatdar
javad@edu.ui.ac.ir
3
Department of Educational Sciences, Faculty of Educational and Psychology Sciences, University of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Idrus H, Dahan HM, Abdullah N. Integrating soft skills in the teaching of hard sciences at a Private University: A Preliminary Study. Pertanika J Soc Sci. & Hum. 2014; 22 (S): 17 - 32.
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3
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Kechagias K. Teaching and assessing soft skills, MASS Project report. Neapoli, Greece: School of Thessaloniki. 2011: 189.
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Haselberger D, Oberhuemer P, Perez E, Cinque M, Capasso F. Mediating soft skills at higher education institutions: guidelines for the design of learning situations supporting soft skills achievement. Education and Culture DG Lifelong Learning Programme, European Union; 2012.
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8
Robles MM. Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly. 2012;75(4): 453-65. doi:10.1177/1080569912460400.
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11
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12
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Khajeghyasi RV, Liaghatdar MJ, Nili MR, Shirazi M. Ranking the soft skills of the dental profession based on the importance in job performance: A mixed method study in Isfahan and Mazandaran Universities of Medical Sciences. Dent Res J. 2021;18(1):24. doi:10.4103/1735-3327.313119. [PMID:34249250]
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19
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Colak E. The effect of cooperative learning on the learning approaches of students with different learning styles. Eurasian J Educ Res. 2015; 15(59): 17-34. doi:10.14689/ejer.2015.59.2.
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27
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28
ORIGINAL_ARTICLE
Development of Medical Etiquette from New Strategies by Art in Education: A Case Study during and before COVID-19
Background: Medical education professionally requires the development of analytical and diagnostic thinking skills, not just accumulation. It used to help the student from exposure to real estate problems by developing analytical skills.Objectives: This case study reports the process of design and educational outcome of teaching medical etiquette from new student–center strategies by art.Methods: In this experience, the educational process started during the two courses of medical etiquette courses and is performed every semester from 2018. Combination casebased/ scenario-based teaching with art in education in traditional and virtual conditions during three concurrent years was a unique experience to teaching medical etiquette courses.Results: As a result, this program created fun, engagement, different teaching of lessons in interaction with teamwork, rethinking in performance, and student’s excitement and motivation in presenting the students’ learning products.Conclusion: This process is an active cycle of reflection on performance and program and can be used as a model by medical etiquette teachers. We suggest more research should be developed by researchers to access all aspects of program in students’ learning and indicators.
https://sdme.kmu.ac.ir/article_91757_2c0b7d61dc5a1a986c6647b5b3591f75.pdf
2021-12-01
1
4
10.22062/sdme.2021.196535.1076
Medical
Ethics
Teaching
Active learning
Learning
Strategies
Professionalism
Leili
Mosalanejad
mossla_1@yahoo.com
1
Associate Professor, Medical Education Department, Virtual Center, Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran
LEAD_AUTHOR
Mehdi
Dastpak
md_dataforse@yahoo.co
2
Assistant Professor, Department of English Language, Jahrom University of Medical Sciences, Jahrom, Iran
AUTHOR
Sedigheh
Najafipour
najafipour@author.com
3
Assistant Professor, Department of Medical Education, Jahrom University of Medical Sciences, Jahrom, Iran
AUTHOR
Perez Rivas FJ, Santamaria Garcia JM, Minguet AC, Beamud LM, Garcia LM. Implementation and evaluation of the nursing process in primary health care. Int J Nurs Knowl. 2012 Feb;23(1):18-28. doi: 10.1111/j.2047-3095.2011.01199.x. [PMID: 22613751]
1
Vandsadeqpour A, Bahrami A, Abedi F, Atabati E, Farrokhfall K. Art in Medical Education from the Viewpoint of Birjand University of Medical Sciences Students. J Neyshabur Univ Med Sci. 2020; 8(3) :12-22. [In Persian]
2
Jamshidi HR. Medical Education in 21st-century. Iran J Med Educ. 2000; 1(2):30-7. [In Persian]
3
Panjehpour M, Ataee N. Comparison the effectiveness of problem solving method with lecture-based method in the teaching of metabolic biochemistry. Iran J Med Educ. 2012; 11(9):1318-25. [In Persian]
4
Altenmüller EO. Music in your head. Scientific American Mind. 2004;14(1):24-31.
5
Garmabi H, Malaki H, Beheshti S, Afhami R. Reconsideration of Aesthetic and Artistic Elements for Curriculum in Written Resources and Expert's Viewpoints. Journal of Curriculum Studies. 2016; 10(39): 49-70. [In Persian]
6
PourHoseini M, Sajadi SM, Imani M. Explanation of Dewey's View Indications about Art and Aesthetics for Teaching and Learning Process. Research in School and Virtual Learning. 2015; 2 (7): 83-100. [In Persian]
7
Haidet P, Jarecke J, Adams NE, Stuckey HL, Green MJ, Shapiro D, et al. A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesis. Med Educ. 2016 Mar;50(3):320-31. doi: 10.1111/medu.12925. [PMID: 26896017].
8
Gurwin J, Revere KE, Niepold S, Bassett B, Mitchell R, Davidson S, et al. A Randomized Controlled Study of Art Observation Training to Improve Medical Student Ophthalmology Skills. Ophthalmology. 2018 Jan;125(1):8-14. doi: 10.1016/j.ophtha.2017.06.031. [PMID: 28781219].
9
Mukunda N, Moghbeli N, Rizzo A, Niepold S, Bassett B, DeLisser HM. Visual art instruction in medical education: a narrative review. Med Educ Online. 2019 Dec;24(1):1558657. doi: 10.1080/10872981.2018.1558657. [PMID: 30810510]. [PMCID: PMC6394328]
10
Perry M, Maffulli N, Willson S, Morrissey D. The effectiveness of arts-based interventions in medical education: a literature review. Med Educ. 2011 Feb;45(2):141-8. doi: 10.1111/j.1365-2923.2010.03848.x. [PMID: 21208260].
11
Chikahisa S, Sei H, Morishima M, Sano A, Kitaoka K, Nakaya Y, et al. Exposure to music in the perinatal period enhances learning performance and alters BDNF/TrkB signaling in mice as adults. Behav Brain Res. 2006 May 15;169(2):312-9. doi: 10.1016/j.bbr.2006.01.021. [PMID: 16530277].
12
Baradaran HR, Kuhpayehzadeh J, Ramezani-Givi S, Dehnavieh R, Noori Hekmat S. Managerial Skills Requirement of Medical Students from the Perspective of Students and Physicians: A Case Study of Iran University of Medical Sciences. Research in Medical Education. 2013; 5 (1):1-12. [In Persian]
13
Sharafi H. A study on the possibility of integrating art production and natural science concepts in art curriculum and education. Journal of Educational Innovations. 2011; 10(3): 119-49. [In Persian]
14
Vandsadeqpour A, Bahrami A, Abedi F, Atabati E, Farrokhfall K. The role of the art in medical education from the viewpoint of students of Birjand University of Medical Sciences. J Neyshabur Univ Med Sci. 2020;8(3)12- 22. [In Persian]
15
ORIGINAL_ARTICLE
Effect of Simulation-Based Debriefing on Nursing Students’ Competence in Medication Administration: An Experimental Study
Background: Medication error represents one of the parameters of patient safety.Objectives: The aim of present study was to investigate the effect of the effect of simulation-based debriefing on adherence to correct principles and medication administration competence in nursing students.Methods: Internship nursing students entered this experimental study using the census method. Afterward, the participants were assigned to intervention (n=18)and control (n=17) groups. Two methods were employed for data collection, namely observation and self-report questionnaires. The collected data were analyzed using STATA software (version 12) and non-parametric statistical tests.Results: A significant statistical difference was found between the mean scores of adherence to correct principles of medication administration and medication administration competence before, 2, and 5 weeks after the simulation in the intervention group (P=0.0001).Conclusion: The results revealed that the simulation-based debriefing improved the nursing students’ competence in medication administration. Therefore, this method in various groups of students and a clinical and practical environment is highly recommended for other students in clinical settings.
https://sdme.kmu.ac.ir/article_91783_ee23f79f515df020138e7b69acbdf3c3.pdf
2021-12-01
1
4
10.22062/sdme.2021.195720.1042
Students
Nursing
Medication errors
Simulation Training
Serva
Rezaee
srvarezaee@gmail.com
1
Student Research Committee, Kurdistan University of Medical Sciences, Sanandaj, Iran
AUTHOR
Mohammad-Iraj
Bagheri-Saweh
bagheri57571@gmail.com
2
Clinical Care Research Center, Research Institute for Health Development, Kurdistan University of Medical Sciences, Sanandaj, Iran
AUTHOR
Bijan
Nouri
bijannuri@gmail.com
3
Associate Professor, Social Determinants of Health Research Center, Research Institute for Health Development, Kurdistan University of Medical Sciences, Sanandaj, Iran
AUTHOR
Sina
Valiee
sinavaliee@yahoo.com
4
Associate Professor, Clinical Care Research Center, Research Institute for Health Development, Kurdistan University of Medical Sciences,Sanandaj, Iran
LEAD_AUTHOR
Pourteimour S, Hemmati maslakpak M, Jasemi M. The effect of e-learning on the knowledge, attitude and practice of nursing students about the prevention of drug errors in the pediatric unit. The J Urmia Nurs Midwifery Fac. 2018;16(1):12-21. [In Persian].
1
Pourghane P, Rajabpou -Nikfam M. Experiences of Nursing Students and Clinical Teachers about Clinical pharmacology course: A Qualitative Study. Research in Medical Education. 2016;8(3):53-60. [In Persian]. doi: 10.18869/acadpub.rme.8.3.53.
2
Charkhat-Gorgich E-A-H, Yaghoobi M, Salehinia H, Navidian A, Torabpour M. The types and causes of medication errors in nursing students. Science Road Journal. 2014;2(8):48-54.
3
Bourbonnais FF, Caswell W. Teaching successful medication administration today: More than just knowing your ‘‘rights’’. Nurse Education in Practice. 2014;14(4):391-5. doi:10.1016/j.nepr.2014.03.003. [PMID: 24857050].
4
Haghighat M, Sabety F, Tahery N, Haghighi Zadeh MH. Comparison the Efficacy of Lecture and Cooperative Teaching Method such as Jigsaw Puzzle on Learning and Satisfaction within Nursing Students. Educational Development of Judishapur. 2014;5(3):214-23. [In Persian].
5
Coyne EN, J. Rands, H. Enhancing student nurses' medication calculation knowledge; integrating theoretical knowledge into practice. Nurse Education Today. 2013;33(9):1014-9. doi: 10.1016/j.nedt.2012.04.006. [PMID: 22575572]
6
Chinnock B, Mullan PC, Zinns LE, Rose S, Brown F, Kessler D, et al. Debriefing: An Expert Panel's How-to Guide. Annals of emergency medicine. 2017;70(3):320-2. e1. doi: 10.1016/j.annemergmed.2017.07.005
7
Dudas K, Wheeler J. Faculty Re-enactment Videos as a Tool in Simulation Debriefing. Clinical Simulation in Nursing. 2020; 40:25-30. doi: 10.1016/j.ecns.2019.11.007
8
Gardner R. Introduction to debriefing. Semin Perinatol. 2013;37(3):166-74. doi: 10.1053/j.semperi.2013.02.008. [PMID: 23721773].
9
Jarvill M, Jenkins S, Akman O, Astroth KS, Pohl C, Jacobs PJ. Effect of Simulation on Nursing Students' Medication Administration Competence. Clinical Simulation in Nursing. 2018; 14:3-7. doi: 10.1016/j.ecns.2017.08.001
10
Davies KM, Coombes ID, Keogh S, Whitfield KM. Medication administration evaluation tool design: An expert panel review. Collegian. 2019;26(1):118-24. doi: 10.1016/j.colegn.2018.05.001.
11
Johansson-Pajala R-M, Martin L, Fastbom J, Jorsäter Blomgren K. Nurses' self-reported medication competence in relation to their pharmacovigilant activities in clinical practice. Journal of Evaluation in Clinical Practice. 2015;21(1):145-52. doi: 10.1111/jep.12263. [PMID: 25327625].
12
Lasater K. High-Fidelity Simulation and the Development of Clinical Judgment: Students' Experiences. The Journal of nursing education. 2007;46(6):269-76. doi: 10.3928/01484834-20070601-06. [PMID: 17580739].
13
Musharyanti L, Claramita M, Haryanti F, Dwiprahasto I. Why do nursing students make medication errors? A qualitative study in Indonesia. Journal of Taibah University Medical Sciences. 2019;14(3):282-8. doi: 10.1016/j.jtumed.2019.04.002. [PMID: 31435418] [PMCID: PMC6694917].
14
Durham CF, Alden KR, Hughes RG editor. Enhancing Patient Safety in Nursing Education Through Patient Simulation. Chapter 51 In: Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US). 2008; 3:221-60. [PMID: 21328731]
15
Schneidereith TA. Using simulations to identify nursing student behaviors: a longitudinal study of medication administration. The Journal of Nursing Education. 2014;53(2):89-92. doi: 10.3928/01484834-20140122-07. [PMID: 24444012].
16
Pauly-O'Neill S. Beyond the Five Rights: Improving Patient Safety in Pediatric Medication Administration Through Simulation. Clinical Simulation in Nursing. 2009;5(5): e181-e6. doi: 10.1016/j.ecns.2009.05.059.
17
ORIGINAL_ARTICLE
It is Time to Demystify Research and Publishing in Africa’s Undergraduate Pharmacy Education
https://sdme.kmu.ac.ir/article_91604_72288e36ffa8be9573d6c8c1159e298e.pdf
2021-12-01
1
2
10.22062/sdme.2021.195917.1052
Publish
Research
Undergraduate education
Pharmacy
Deborah Oyine
Aluh
deborah.aluh@unn.edu.ng
1
Department of Clinical Pharmacy and Pharmacy Management, University of Nigeria Nsukka, Enugu State, Nigeria
LEAD_AUTHOR
Maxwell Ogochukwu
Adibe
debharijones@gmail.com
2
Department of Clinical Pharmacy and Pharmacy Management, University of Nigeria Nsukka, Enugu State, Nigeria
AUTHOR
1. Ubaka CM, Ochie UM, Adibe MO. Student pharmacists career choices: a survey of three Nigerian schools of pharmacy. Pharm Pract(Granada). 2013 Jul;11(3):149-55. doi: 10.4321/s1886-36552013000300005. [PMID: 24223080]. [PMCID: PMC3809136]
1
2. Siegel V. Points of view: should students be encouraged to publish their research in student-run publications?: Weighing the pros and cons of undergraduate-only journal publications. Cell Biol Educ. Spring 2004;3(1):26-7. doi: 10.1187/cbe.04-01-0021. [PMID: 22031794]. [PMCID: PMC3197278].
2
3. Newslive. Meet Pharmacy graduate with over 50 research articles - News Live Nigeria [Internet]. [cited 2021 Feb 8]. Available from: https://newslive.com.ng/2021/02/08/meet-pharmacy-graduate-withover- 50-research-articles/
3
ORIGINAL_ARTICLE
Modifying Medical Educational Curricula Based on an Interdisciplinary Approach: A Requirement of the Present Era
https://sdme.kmu.ac.ir/article_91628_4fb5796cbf7f060860ed171b8a9e43ff.pdf
2021-12-01
1
3
10.22062/sdme.2021.91628
Medical
Education
Interdisciplinary Study
Curriculum
Amir Mohammad
Salehi
amirchsalehi19171917@gmail.com
1
Medical Student, School of Medicine, Education Development Committee, Hamadan University of Medical Sciences, Hamadan, Iran
AUTHOR
Mohammad
Ahmadian
mohammad_ahmadian98@yahoo.com
2
Education Development Committee, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran
AUTHOR
Hossein Ali
Mohammadi
karna9091@gmail.com
3
Medical Student, School of Medicine, Hamadan University of Medical Sciences School of medicine, Hamadan, Iran
AUTHOR
Elham
Khanlarzadeh
khanlarzadeh800@yahoo.com
4
Department of Community Medicine, School of Medicine, Hamadan University of Medical sciences. Hamadan, Iran
LEAD_AUTHOR
Khosh Daman S. Interdisciplinary and Multidisciplinary Education Approaches. Proceeding of the First National Conference on Education in Iran 1404; 2011 Oct 30; Tehran, Iran. [In Persian]
1
Hall P, Weaver L. Interdisciplinary education and teamwork: a long and winding road. Med Educ. 2001 Sep;35(9):867-75. doi: 10.1046/j.1365-2923.2001.00919.x. [PMID: 11555225].
2
Bill A, Klein JT. Why a Globalized World Needs Transdisciplinarity. In: Klein JT, Häberli R, Scholz RW, Grossenbacher-Mansuy W, Bill A, Welti M. (eds) Transdisciplinarity: Joint Problem Solving among Science, Technology, and Society. Birkhäuser, Basel: Springer; 2001: 25-34. doi:10.1007/978-3-0348-8419-8_3.
3
Bindler RC, Richardson B, Daratha K, Wordell D. Interdisciplinary health science research collaboration: strengths, challenges, and case example. Appl Nurs Res. 2012 May;25(2):95-100. doi: 10.1016/j.apnr.2010.06.004. [PMID: 20974103].
4
Klein JT. Humanities, culture, and interdisciplinarity: The changing American academy. New York: Suny Press; 2012.
5
Klein JT. Crossing boundaries: Knowledge, disciplinarities, and interdisciplinarities. Virginia: University of Virginia Press; 1996.
6
Mosadeghrad A M, Rahimi-Tabar P. Health system governance in Iran: A comparative study. Razi Journal of Medical Sciences. 2019;26(9): 10-28.
7
Leischow SJ, Best A, Trochim WM, Clark PI, Gallagher RS, Marcus SE, et al. Systems thinking to improve the public's health. Am J Prev Med. 2008 Aug;35(2 Suppl):S196-203. doi: 10.1016/j.amepre.2008.05.014. [PMID: 18619400]. [PMCID: PMC3940421].
8
Vafadar Z, Vanaki Z, Ebadi A. Interprofessional Education a Response to Health System Challenges. Iran J Med Educ. 2014; 14 (2):148-64. [In Persian]
9
ORIGINAL_ARTICLE
Whistle-Blower: Shadowing of the Pandemic on Indian Medical Residency
https://sdme.kmu.ac.ir/article_91692_d8ec01d821d353bc59ef05a5472771b2.pdf
2021-12-01
1
2
10.22062/sdme.2021.196293.1067
COVID-19
Impact
Residency Programs
Medical
India
Prakash
Gondode
drprakash777@gmail.com
1
Department of Anesthesiology, All India Institute of Medical Sciences, Nagpur, India
LEAD_AUTHOR
Ankita
Garg
ankitagarg90@hotmail.com
2
Department of Anesthesiology and Critical Care., Dr Baba Saheb Ambedkar Medical College, New Delhi, India
AUTHOR
Diksha
Gaur
dr.dikshagaur123@gmail.com
3
Department of Anesthesiology, Critical Care and pain Medicine. University College of Medical Sciences, Delhi, India
AUTHOR
Muralidharan
Vittobaraju
dr.muralidharanv@rediffmail.co.in
4
Department of Anesthesiology, Critical Care and pain Medicine. University College of Medical Sciences, Delhi, India
AUTHOR
World health organization. WHO Coronavirus (COVID-19) Dashboard. [cited 2021 Jul 19]. Available from: https://covid19.who.int/
1
Bairy KL, Thirumalaikolundusubramanian P, Sivagnanam G, Saraswathi S, Sachidananda A, Shalini A. Bullying among trainee doctors in SouthernIndia: A questionnaire study. J Postgrad Med. Apr-Jun 2007;53(2):87-90, 90A-91A. doi: 10.4103/0022-3859.32206. [PMID: 17495372].
2
Supe AN. A study of stress in medical students at Seth GS Medical College. J Postgrad Med. Jan-Mar 1998;44(1):1-6. [PMID: 10703558].
3
Azhar GS, Azhar AZ, Azhar AS. Overwork Among Residents in India: A Medical Resident's Perspective. J Family Med Prim Care. 2012 Jul;1(2):141-3. doi: 10.4103/2249-4863.104986. [PMID: 24479024]. [PMCID: PMC3893972].
4
Jaiswal R. Impact of the coronavirus disease 2019 pandemic on resident doctors in India. Cancer Res Stat Treat. 2020;3(5):87-9. doi:10.4103/CRST.CRST_140_20.
5
The Times of India, C.D. Resident doctors on covid duty, starring at academic losses. [cited 2021 Jul 19]. Available from: https://timesofindia.indiatimes.com/city/nagpur/resident-docs-on-covid-duty-staring-at-academic-losses/articleshow/81637300.cms.
6
The times of India, C.D. Concerned over academic loss, resident doctors threatened to stop Covid services. [cited 2021 Jul 19]. Available from: https://timesofindia.indiatimes.com/city/nagpur/concerned-over-academic-loss-resident-doctors-threaten-to-stop-covid-services/articleshow/81861204.cms.
7
The Indian express, T.B. In second year of pandemic, resident doctors on Covid duty rue academic loss. [cited 2021 Jul 19]. Available from: https://indianexpress.com/article/cities/mumbai/in-second-year-of-pandemic-resident-docs-on-covid-duty-rue-academic-loss-7261832/
8
ORIGINAL_ARTICLE
Faculty Members’ Promotion: Challenges and Solutions
https://sdme.kmu.ac.ir/article_91773_3c158fd64e4397200440f83805f0f626.pdf
2021-12-01
1
2
10.22062/sdme.2021.195223.1033
Medical faculty
Promotion
Challenges
Medical sciences
Sara
Shafian
sarashafian62@gmail.com
1
Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
AUTHOR
Mahla
Salajegheh
mahla.salajegheh90@gmail.com
2
Department of Medical Education, Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
LEAD_AUTHOR
RaoufiKelachayeh SS, Askaryan M, Hamidifar F, Rezazadeh Bahadoran H. Explaining Performance Evaluation Criteria for University Faculty Members: A Qualitative Study. Journal of Health Promotion Management. 2020; 9(3):72-83. [In Persian]
1
Zavare JB, Nasr Isfahani AR, NiliM R. Analysis of faculty promotion regulations: Challenges and consequences. Iranian Higher Education. 2018; 10(1):79-98. [In Persian]
2
Ebrahimpour S, Shaditalab Narrative of Women, s Experiences in Promotion to Professorship at Universities of Iran. Social Welfare Quarterly. 2017; 17(66):53-106. [In Persian]
3
Karimi Moonaghi H, zhianifard A, Jafarzadeh H, behnam H, tvakol afshari J. Survey obstacles and problems promotion process: Untold of faculty members. J Med Educ Dev. 2015; 8 (18):73-85. [In Persian]
4
Smith SB, Hollerbach A, Donato AS, Edlund BJ, Atz T, Kelechi TJ. Streamlining appointment, promotion, and tenure procedures to promote early-career faculty success. J Prof Nurs. Sep-Oct 2016;32(5):334-41. doi: 10.1016/j.profnurs.2016.01.011. [PMID: 27649591].
5
Salajegheh M, Gandomkar R, Mirzazadeh A, Sandars J. Identification of capacity development indicators for faculty development programs: A nominal group technique study. BMC Med Educ. 2020 May 24;20(1):163. doi: 10.1186/s12909-020-02068-7. [PMID: 32448229]. [PMCID: PMC7245937].
6
Park KC, Lee CH. A Study on Obstacles and Promotion of Faculty Technology Entrepreneurship. Journal of Digital Convergence. 2019;17(8):81-8.
7
Eckhaus E, Davidovitch N. How Do Academic Faculty Members Perceive the Effect of Teaching Surveys Completed by Students on Appointment and Promotion Processes at Academic Institutions? A Case Study. International Journal of Higher Education. 2019;8(1):171-80. doi:10.5430/ijhe.v8n1p171.
8
ORIGINAL_ARTICLE
Impacts of COVID-19 Pandemic on Medical Education and Students of Bangladesh
https://sdme.kmu.ac.ir/article_91776_e81229b7d46ada0758ddb4efa17ee049.pdf
2021-12-01
1
2
10.22062/sdme.2021.196522.1073
COVID-19
Online learning
Distance learning
Medical students
absenteeism
analytical skills
Clinical Practice Patterns
Kallol
Debnath
kalloldebnath@pharmacy.uoda.edu.bd
1
Department of Pharmacy, Faculty of Life Sciences, University of Development Alternative, Dhaka, Bangladesh
LEAD_AUTHOR
Sharma D, Bhaskar Addressing the Covid-19 Burden on Medical Education and Training: The Role of Telemedicine and Tele-Education During and Beyond the Pandemic. Front Public Health. 2020; 8: 1-14. doi:10.3389/fpubh.2020.589669. [PMID: 33330333] [PMCID: PMC7728659]
1
Biswas RSR, Uddin Impact of COVID19 on Medical Education in Bangladesh. Chattogram Maa-O-Shishu Hospital Medical College Journal. 2020; 19(2). doi:10.3329/cmoshmcj.v19i2.50012
2
Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. Impact of the COVID-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning. PLoS One. 2020; 15(11): e0242905, doi: 10.1371/journal.pone.0242905. [PMID: 33237962] [PMCID: PMC7688124]
3
Johora F, Akter Abbasy A, Tasmin Jeenia F, Chandro Bhowmik M, Moitra P, Ferdoush J. The impact of COVID-19 pandemic on undergraduate medical students of Bangladesh. Journal of Army Medical College Chattogram. 2020;3(1):5-9.
4
Engzell P, Frey A, Verhagen M D. Learning loss due to school closures during the COVID-19 pandemic. Proc Natl Acad Sci U S A. 2021;118(17):e2022376118; .doi:10.1073/pnas.2022376118 [PMID:33827987] [PMCID:PMC8092566]
5
Head JR, Andrejko KL, Cheng Q, Collender PA, Phillips S, Boser A, et al. School closures reduced social mixing of children during COVID-19 with implications for transmission risk and school reopening policies. J R Soc Interface. 2021; 18(177). doi:10.1098/rsif.2020.0970.
6
Papapanou M, Routsi E, Tsamakis K, Fotis L, Marinos G, Lidoriki L, et al. Medical education challenges and innovations during COVID-19 pandemic. Postgrad Med J. 2021. doi:10.1136/postgradmedj-2021-140032 [PMID: 33782202]
7
Liu CH, Lin The impact of COVID-19 on medical education: Experiences from one medical university in Taiwan. J Formos Med Assoc. 2021; 120(9): 1782-4. doi:10.1016/j.jfma.2021.02.016. [PMID: 33757674] [PMCID:PMC7938791]
8
Samaraee The impact of the COVID-19 pandemic on medical education. Br J Hosp Med (Lond). 2020; 81(7): 1-4. doi:10.12968/hmed.2020.0191. [PMID: 32730144]
9