سلیمان احمدی

Educational needs assessment as the first step of educational design consists of identifying educational needs and ranking them in order of priority. The best method to determine the educational needs of faculty members is a comprehensive needs assessment, taking into account all the main roles mentioned and their sub-roles. For this purpose, there is a need for a standardized tool that includes all the roles of a faculty member. This research was conducted to provide a valid and reliable tool for assessing the educational needs of the academic staff members of the emergency medicine and radio-oncology departments of Shahid Beheshti University of Medical Sciences, Iran and Tehran.

The research method is quantitative and of the instrument design type. In the first stage, the educational needs assessment tool of academic staff members, which was designed in English in a foreign study and was used and evaluated by emergency medicine specialists, was translated into Persian in the second stage. In the first stage, a translator specialized in medical education and fluent in English did the translation. In the second stage, the initial translation was edited by a panel of bilingual experts in English and the target language to complete the translation. Then, during group or individual meetings with the group of experts, the roles and questions of the questionnaire were discussed and finally, the face and content validity were assessed. Exploratory and confirmatory factor analysis was used to determine construct validity and Cronbach's alpha coefficient was used to determine reliability.

The findings showed that most of the questionnaire items had acceptable content validity (0.75 to 1). Cronbach's alpha coefficient and intraclass correlation coefficient were reported as 0.82 and 0.83, respectively. Factor analysis confirmed the existence of construct validity in the questionnaire questions

According to the findings, the Persian version of the educational needs assessment questionnaire of academic staff is a reliable and validated tool that can be used for research, educational and practical purposes.

Achieving competence as the main goal in medical education requires a dynamic and active learning process that includes the characteristics of a community of inquiry framework. This theoretical framework provides an overall and coherent structure of an interactive educational experience with a focus on the learning process. Therefore, the purpose of this research was to develop a competency-oriented educational model for medical sciences based on the framework of the community of inquiry.

This was a qualitative and quantitative research. The qualitative part was conducted using qualitative content analysis of documents and focus group discussions, while the quantitative part involved internal validation of the educational design model through a descriptive survey method (based on experts' opinions) and a researcher-made questionnaire. The sampling method was purposeful, focusing on specific or unique cases continuing until theoretical saturation was reached.

Using qualitative content analysis (36 documents, 33 articles, and three books) and focus group discussions (with the participation of 14 experts in medical education), the dimensions of competence, principles of competency-based medical education, and principles of inquiry community were identified. Based on theoretical foundations, these were categorized into three domains: affective, cognitive-skills, and metacognitive, along with their subcategories. The alignment of these dimensions led to the formation of a competency-based medical education model, grounded in the inquiry community framework. Internal validation of the developed model was conducted using a researcher-made questionnaire and the participation of 14 experts in educational technology and medical education. According to the specialists' opinions, the developed model achieved a relatively high internal validity (T=14.52, P<0.0001).

In this study, the competency-based educational design model for medical education, based on the inquiry community, exhibited appropriate design and organization, flexibility, and adaptability to individual learning needs, even in unpredictable situations within medical education. Its design and organization can be continuously refined and improved throughout the educational experience. Given that it achieved a relatively good internal validity according to the opinions of specialists in medical education and educational technology, it can be introduced as a suitable model in the field of competency-based medical education.

Individual differences in learning, including students' learning styles, play a crucial role in enhancing the quality of teaching and learning. Learning styles refer to the preferred way an individual perceives, processes, and stores information. Students with different learning styles learn in distinct ways and respond differently to educational stimuli.The problem is important between the student learning style and the teaching method they prefer. This study evaluates by student learning style.

This descriptive-analytical study employed the VARK questionnaire to assess the learning styles of public health students from grades one to eight using a random sampling method. The collected data were analyzed using SPSS21 statistical software and descriptive-analytical statistics.

34.83% of the students exhibited a single learning style preference. Among these, the most prevalent style was Visual (50%), with Kinesthetic (3.03%) being the least common.When considering all students, the distribution of learning styles was as follows, 50% of the view of the 50% visuality in the field; 34.85%; 12.12% of the kinetic and 3.03% kinetic. Among students with multiple learning style preferences, the most common combination was Auditory-Reading/Writing and Visual-Auditory.

Understanding student learning styles helps faculty choose the most effective teaching methods. Aligning learning activities with student preferences can significantly improve the learning process and enhance the effectiveness of tutorials. However, the generalizability of these findings might be limited due to the sample size and the focus on a specific student population.

Defining educational objectives is a major constituent of education systems. Competence is one of the objectives in medical education. As such, this study endeavors to identify the dimensions of competence in the field of medical education.

This study was conducted in two parts: qualitative content analysis of documents and focus group discussion (expert group). Documents were purposefully selected based on scope review and extensive search in Web of Science, Scopus, Pubmed, Science Direct, and SID databases with keywords qualification, competence, education, medical sciences. The participants in the group discussion were selected using a targeted method and were 14 professors and PhD candidates of the medical education department. Coding and data analysis were done based on two Meiring models for documents and Grandim-Volandman for focus-group discussion and validation of findings with the participation of the research team and peer review.

In an extensive search, 573 documents (books and articles) identified. By screening through the review of title 282 documents, reviewing the title and abstract, 28 documents were selected and finally by gradually studying the abstract and the full texts, 9 documents were selected. The results were combined with the findings of the focus group discussion analysis and formed a model of competency dimensions. As a result, competence dimensions were defined in three general categories: emotional, cognitive-skill-thinking, and meta-cognitive as well as 22 sub-categories.

Competency in medical education goes beyond the acquisition of knowledge and skills expected for licensure, which are often described in national standards. Competency includes transferable knowledge and skills, self-reflection, and higher-level thinking or metacognition that is achieved through active learning methods.

Afghanistan's attitude towards dam construction and water infrastructure projects is from two aspects: First, compensating for the deficiencies in the development of water, agricultural and economic infrastructures that have suffered stagnation and backwardness during the years of war, occupation and destruction, and Second, the application of hydro hegemony policy (instrumental role of water) as a part of hydro political, geopolitical policy (water against immigrants and water against oil) and Afghanistan's foreign policy in political and diplomatic exchanges with two neighboring countries, Iran and Pakistan; As a landlocked country. The main source of water supply in Mashhad is mainly underground sources. The main source of water supply in Mashhad is mainly underground sources, however, climatic changes (drought), the state of internal resources, and on the other hand, the continuous growth of the population (and in proportion to the growth of demand), have made water supply dependent on external sources. With the construction of Selma Dam on the main branch of Harirud, the water flow to Dosti Dam has decreased by 40%. The investigations of this article show that the water shortage crisis in Northeast Iran, It has geopolitical, social, political-security, economic, environmental and etc. consequences.

This research is taken into account as descriptive – analytical based on nature and method. Information on the research has been gathered in the attributive method and by referring to valid sources.

General view of the hydrology of Mashhad In total, there are more than 736,000 agricultural wells in the country, and 320,000 of them are illegal. Of this amount, 4144 wells belong to the Mashhad plain, most of which are in a supercritical condition. Part of Mashhad's surface water supply is provided by 24 rivers. There are four rivers in Ahmadabad sector, six rivers in Torgabeh sector, four rivers in Razavieh sector, six rivers in Central sector and four rivers belonging to Kalat sector. Most of these rivers are in critical condition. According to the agreements made between the governments of Iran and Turkmenistan, the manner and extent of using the water of Harirrud River and Dosti Dam have been determined. However, there is no agreement with the Afghan government in this regard. Undoubtedly, the construction and completion of water structures on Harirrud, despite a legal vacuum, regardless of the water share and the understanding of the water bottlenecks of the three countries in the common catchment area, will bring water tensions in the future. In total, the tensions caused by water shortage and dehydration in Mashhad metropolis are as follows:-Today, water has emerged as a geopolitical issue, and it affects state relations. Afghanistan's rulers of all orientations know that through water control, they will be able to control their neighbors; in this case, Afghanistan looks at Hirmand and Harirrud rivers as a political tool, and it has based foreign policy doctrine towards Iran and Pakistan on this basis.
-Water, as a rare and non-renewable resource, is the main factor of life and development and the possibility of collision of groups; it increases people and population centers together.
-The security-political tensions of water shortage in Mashhad metropolis are caused by two factors: the high rate of Mashhad's urban population, the reverse migration of villagers and suburban towns to Mashhad metropolis, and unforeseen expenses caused by the rate of the pilgrim population.
-Environmental stresses caused by water shortage in various ways, such as climate change in the region (such as the Hamon area), storms, intensification of fine dust, subsidence, emptying of underground aquifers, intensification of diseases, etc. The climate of Khorasan Razavi, according to the condition of underground water and superficial and in spite of Afghanistan's continuous dam constructions, is susceptible to very acute and severe environmental crises.
- The agricultural sector, as the largest consumer of water in the world, provides food security. Moreover, any change in climatic conditions and access to the required water and threats to the water security of the countries will also be threatened. In general, due to the lack of water, the amount of production of some products will decrease, and that is why we are facing food security.

Problems related to access and lack of water include a wide range of environmental, social, security, political and economic issues such as climate change, migration from the village to the city and the depopulation of border areas, competition and conflict between different social groups, problems related to the field of health is like all kinds of diseases, food insecurity, reduction of quality of life, mental and psychological problems, etc. The water crisis in Mashhad metropolis is a smaller picture of the big picture of the water crisis in Iran. To advance water goals, the Islamic Republic of Iran, in common water areas, while adopting active water diplomacy with its neighbors and establishing an agreement, should give legal and international legitimacy to this issue. However, this research believes that due to the inherent nature of competition over vital resources and the selfish views of upstream countries, expecting water supply from outside the basin is somewhat unrealistic. In general, the focus should be on low-cost and possible methods, for example, reforming the agricultural model within the framework of the principle of sustainable development, collection of runoff water, and utilization and recovery of wastewater and greywater. With these methods, spending less on the coast (compared to sea transfer plans, inter-regional transfer, importation, etc.), it is possible to compensate for part of the country's water tensions.

There is no funding support. Authors’ Contribution Authors contributed equally to the conceptualization and writing of the article. All of the authors approved thecontent of the manuscript and agreed on all aspects of the work declaration of competing interest none.   Conflict of Interest Authors declared no conflict of interest.   Acknowledgments  We are grateful to all the scientific consultants of this paper.

One of the evaluation methods is based on the performance of objective structured clinical examination. Passing this exam is necessary for medical students to graduate, practice medicine and participate in a specialized course. This study is designed to analyze the quality of these tests using psychometric indicators.

In this cross-sectional descriptive study, the test of three periods of clinical competence, respectively, were analyzed. Average (standard deviation), the cut-off score was (by borderline regression method), rejection rate, R2 determination coefficient, root mean square error to estimate the the cut-off score, difficulty coefficient, neatness coefficient were calculated in individual stations and the whole test.

64 medical students along with 26 expert examiners from each station were present in this exam. According to the cut-off score in the 31st exam, all students got a passing grade and we did not fail. The total RMSE was equal to 0.55 and the value of R2 in different stations was obtained from 0.46 to 0.85. The hardest and easiest stations based on the difficulty coefficient were gynecology, social medicine and orthopedics respectively. In the 32nd exam, the rejection rate was one person (0.23%). The total RMSE was 0.57 and the value of R2 in different stations was obtained from 0.38 to 0.87. The most difficult and the easiest stations based on the difficulty coefficient were radilogy, emergency medicine and surgery respectively. In the 33rd exam, all students got a passing grade. Total RMSE was equal to 0.76 and R2 value was obtained in different stations from 0.39 to 0.95. The most difficult and easiest stations based on the difficulty coefficient were internal glands and surgery respectively.

To improve the quality of the OSCE exam, measuring its quality is vital. The use of several psychometric indicators can be an important step in determining the quality of the test. The results obtained during the three test periods indicate that the quality of the test is acceptable in most of the stations and some cases need to be reviewed and improved.

Effective clinical training promotes critical thinking and increases students' self-confidence regarding their abilities to perform professional responsibilities. Despite numerous quantitative studies, this concept is still not clearly defined. The purpose of this study is to investigate of midwives' perception and point of view of effective midwifery clinical training. This research is qualitative and content analysis type. The participants were 14 midwives who were selected based on the objective. Data was collected using semi-structured individual interviews and rapid review of documents and texts. Data analysis was done using content analysis method. 9 classes, 27 sub-classes or sub-categories related to the views of midwives on effective clinical midwifery training and explaining their understanding of the concepts were extracted. There were factors related to the instructor, factors related to the student, factors related to the clinical environment, factors related to treatment, etc. Effective clinical training in midwifery requires the provision of facilities, clinical environment equipment, the use of theoretical and practical skills of instructors, interaction and communication with students and staff of the department and the treatment team, and the up-to-date knowledge of instructors and professors determines the quality of clinical education.

Empathy is one of the most important concepts in patient care. This study aims to design and implement an early patient contact program and investigate its effect on the empathy of medical students in Qom, Iran.

This is a case-control interventional study. Sixty-four students from Qom University of Medical Sciences were recruited by a convenience sampling method and were randomly divided into intervention and control groups. The instrument was the Jefferson Scale of Empathy. First, empathy training was provided to the both groups. Then, the intervention group participated at three sessions of attending hospital. The collected data were entered into SPSS software, verion 22 and analyzed by chi-square test and paired t-test.

There was no significant difference between the two groups before the intervention. After the intervention, the empathy score was 74.04±10.32 in the intervention group and 68.31±8.14 in the control group; the difference between the groups was statistically significant.

Early patient contact before the start of the internship period increases the empathy of medical students.

Due to the importance of the health transformation plan in delivery of the effective health services and the efficient response to the health needs of population, present study aimed to identify solutions in order to strengthen the health transformation plan and resolve its existing challenges.

This was a qualitative study conducted through two focus group discussions.  A purposeful sample of 18 managers and health executives of Kurdistan health system participated in the study. Data analysis was done using MAXQDA version 12 and was based on the content analysis method.

Four themes and eighteen sub-themes emerged from analysis. The topics included education and information, modification of service packages, reforms in the physical structure, human resources and financial resources of the project and changes in policy and governance perspectives. In this regard, informing the society about the importance of the health transformation plan, especially from preventive outlooks, gaining the support of other institutions affecting health, the effective implementation of family physician plan and the referral system, developing a monitoring and evaluation system, modification of the software and electronic structures of the program, amendments in the payment system, more support given to the health sector from the Ministry of Health, and promoting inter, intra relationships in the health sector were suggested in this study.

In order to overcome existing challenges in the path of health transformation plan, it is necessary to adopt strategies focusing on strengthening the health transformation plan from the health promotional and preventive dimensions, allocate stable income of the government to health plans, monitor and evaluate health services continuously.

Most higher education curricula do not provide the competencies graduates need in the occupational fields, resulting in waste of money and lower effectiveness while increasing the number of unemployed graduates. Competency-based education is an innovative educational model that can solve such problems and lead education activists to design competency-based curricula. Therefore, this study aimed to identify the necessary competencies in the master's curriculum of medical education.

Byham and Moyer’s methodology was used to determine the competency model in this research. Accordingly, the relevant literature and 37 similar curricula were primarily reviewed, after which interviews were conducted with 17 members of the medical education evaluation board and professors and 15 graduates working in this field. An initial list of competencies was prepared in the third step, which were then validated using SPSS 25 to provide the final list of competencies of medical education graduates in the last stage.

The 61 final competencies obtained in the study were divided into 5 areas of education, evaluation, research, management, and professionalism and 26 sub-areas.

The analysis of the obtained competencies can provide policy makers and medical education proofers with deeper insights and knowledge to employ when assessing educational needs, setting goals, designing content, planning curriculum, performing educational assessment and evaluation and developing curriculum.

Using a flipped classroom with proper design improves learning and competencies. The aim of this study was to investigate the effects of the virtual flipped classroom on teaching dermatology to medical internship students.

Methods and Materials:

 A quasi-experimental study with a pre-test post-test group design was conducted on 38 medical internship students of Mashhad University of Medical Sciences in the second semester of the academic year 1399-1400. The stages of the study were: pre-testing at the beginning of the course, presenting electronic content in the field of dermatology, participating in online flipped classrooms, and finally conducting a post-test. To achieve satisfaction, a questionnaire was provided to students and the mean score of the questions was compared using a one-sample t-test with a mean value of zero. The effect on learners' knowledge was investigated by comparing the mean scores of pre-test and post-test using paired t-test.

Thirty-eight interns, including 17 males and 21 females with an average age of 24/8 ± 0/57 years and an average grade of 88/0 ± 8/3 (out of 100 scores) were enrolled. The mean score of all satisfaction questionnaire items was significantly higher than zero. The increase in post-test score compared to pre-test was statistically significant (t = 2.82; P = 0.009). There was no significant relationship between gender, age, and grade point average with satisfaction and learning.

Interns have a positive attitude towards the virtual flipped classroom. Dermatology virtual flipped classroom can significantly improve the level of knowledge of them.

Structural changes following the socialization of medical education in the last decade have not only been effective in transforming the medical and health care professions but also has an impact on issues related to the welfare and health of society. Despite the basic steps that have been taken in presenting such programs during various medical education courses around the world, little research has been conducted on the development and implementation of community-based medical programs in Iran. The present study aimed to explain the dimensions and components affecting the implementation of community-based medical education from the perspective of family physicians of Ilam University of Medical Sciences, Ilam, Iran.

This study was conducted based on the qualitative approach and content analysis method. The data were then collected using semi-structural interviews and an interview guide. The study population consisted of family physicians working at health centers affiliated to Ilam University of Medical Sciences, Ilam, Iran, in 2019. According to the data saturation, 30 cases were selected using the purposive sampling method. Data were analyzed through qualitative content analysis using the Burningham method and MAXQAD10 software. The validity of the research findings was ensured by members' review methods, researcher immersion, and the multidimensionality of the data with Goba and Lincoln criteria.

According to the analytical findings of the interviews, 121 initial codes, 41 subcategories, 13 categories, and 5 main themes affecting the implementation of community-based medical education were obtained. The five main themes included "conceptual analysis", "professional credibility", "professional challenges", "realization", and "facing real conflicts".

The results showed that what is taught under the name of medical education in practice could not meet the real needs of society and hinders people from reaching an acceptable level of social health. Therefore, considering the dimensions arising from the views of family physicians in future planning can be implemented to compensate for the existing shortcomings.

Covid- 19 pandemic has caused challenges in Health higher education system. In order to manage these challenges, policies have been recommended, which most of those can be applied in the post- Covid- 19 era. The purpose of this study is to investigate challenges, approaches and achievements in Health higher education system, due to Covid- 19 pandemic.

The method of this study is ”Narrative review” of literature.In this manner, databases (SID, Google Scholar, ERIC, Cochrane collaboration, PubMed) were searched, using the determined key words. After studying sixty- five selected articles, challenges, policies and achievements in Health higher education, due to Covid- 19 pandemic were determined.

Obtained results indicate that the Covid- 19 pandemic has caused challenges related to students, curriculum, research and economical supports in Health higher education system. Accordingly, eight approaches related to students, nine approaches in curriculum field, four approaches in research, and five approaches related to economical system have been recommended, in order to continuation of educational, evaluation and research programs. Thirteen of these approaches can be considered as the achievements in post Covid- 19 era.

In addition to identification of challenges and managerial policies in dealing with crisis, consideration of opportunities due to crisis can lead to new era toward major changes in health higher education in post Covid- 19 era.

The most important mission of medical universities is Training capable  and committed graduates who meet the needs of society and the health system .In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community, they must design their education system based on the needs and priorities of community health.In this regards,this study has been done to identify dimentions  and components of accountable education for rehabilitation sciences curriculum.  

This mixed research was first conducted in a qualitative stage with semi-structured interviews with experts and specialists in the field of rehabilitation by purposive sampling method until theoretical saturation in medical sciences universities of Tehran in 2021.  By analyzing contents of interviews, dimensions,components and indicators were identified and a questionnaire with 136 item was designed that after ensuring its validity and reliability and in order to design an Accountable Education model for the rehabilitation science Curriculum, this questinnaire by 85 deans, deputies, department heads and faculty members of the rehabilitation schools of Tehran Universities of Medical Sciences was completed.Data  were  analyzed through kolmogorov-smirnov test  through SPSS and AMOS.

In the qualitative part of research, 6 dimensions of society, higher health education system, university, professor, student, Curriculum and 21 components and 136 indicators were identified and based on this, an Accountable Education model was designed for the rehabilitation science education program. Quantitative research findings based on CFI, RMSE and Chi-squared showed that the dimensions identified in a homogeneous structure support the constructs of a concept model called the Accountable Education Model for the Rehabilitation Science Curriculum.

This study showed that 6 general dimensions, society, higher health education system, university, professor, student, Curriculum as dimensions of Accountable Education play an important role in fulfilling the mission of third and fourth generation universities.

 Training capable, committed and responsive graduates to the needs of society and the health system can be considered the most important mission of medical universities. In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community they cover, they must design their education system based on the needs and priorities of community health. The purpose of this study is to identify the dimensions and components of Accountable education for the rehabilitation sciences Curriculum in Tehran universities of Medical Sciences.

 This study was conducted with a qualitative approach to identify the dimensions and components of Accountable education in Tehran universities of Medical Sciences in 2021 with the participation of 25 experts in the field of rehabilitation and using the method of content analysis through purposeful sampling. In order to collect data, semi-structured interviews of experts were used. The interview lasted between 45 minutes and 60 minutes and before the interview, the purpose of the study was explained to the participants. Data analysis based on Granheim method and also in order to evaluate the accuracy and robustness of the data, four criteria of acceptability, reliability, transferability and Guba and Lincoln

 The mission of Accountable education is commitment to the direction of education, research and service delivery based on the priority needs and expectations of society, which is achieved by emphasizing the direct and continuous contact of students with society at various levels. After conducting the interviews, 6 dimensions and 21 components were identified as follows and were approved by experts in the form of brainstorming. Dimensions include: 1- Society 2- Higher health education system 3- University 4- Professor 5- Student 6- Curriculum and 21 components and 136 indicators were finalized

 The present study showed 6 general dimensions 1- Society 2- Higher health education system 3- University 4- Teacher 5- Student6-Curriculum as dimensions Accountable education play an important role in fulfilling the missions of third and fourth generation universities. The results of this study are expected to be used by institutional policymakers in the field of rehabilitation sciences in order to institutionalize Accountable education in the field of higher education in order to be able to effectively guide Curriculum towards meeting the needs and expectations of society. It is suggested that due to the importance of responsive education, more extensive studies in this field should be conducted at the level of medical universities in the country.

This study aimed to investigate the psychometric properties of the Persian version of Penn State Professionalism Questionnaire (first developed by Blackall et al 2007) to assess attitudes toward professionalism. This psychometric study was conducted through cluster random sampling on N=340 of medical students of medical universities in Iran. To determine the psychometric properties of the questionnaire, the Persian version of PSQP was developed for cultural adaptation based on international guidelines. Face, content, and construct validity and reliability were assessed. Out of the 340 participants in this study, 144 (42.2%) were male and 197 (57.8%) were female. The average age was between 24 and 30 years (89.4%). The mean ratio and index of content validity were calculated to be 0.9. The reliability of questionnaire was above 0.85. The highest correlation was between the variable of professionalism and the altruism subscale (0.92) while the lowest correlation was with excellence subscale (0.87). The correlation between subscales of PSQP was 0.825, which is at a high level. Confirmatory factor analysis was performed using Varimax rotation on the 35 components, which showed that there are six subscales with high eigenvalue in which scale questions are loaded. It was found that the PSQP has acceptable validity and reliability in the Iranian society. The PSQP can be used to assess the attitudes toward professionalism. It is a suitable self-assessment tool to assess attitudes toward professionalism in medical students.

Clinical education is specifically significant in nursing and midwifery schools. For optimal education, it is essential that students receive feedback from instructors before encountering patients to prevent harm in actual settings. This study aimed to determine midwifery students' viewpoint about feedback and its impact on learning in Clinical Skills Centers (CSCs).

This was a descriptive study whose participants took part through census sampling (n=32). Considering the inclusion criteria, 27 students were eligible, who participated after filling out written informed consents. The first phase of the study was qualitative, using content analysis approach to explain midwifery students' viewpoints in CSCs. Using elicitation method, and considering CVR and CVI, a questionnaire was prepared containing 22 items in four sections.

The majority of the students (69.8%) had a positive view about learning in CSCs, 77.8% felt they had a moderate to high level of knowledge about CSC, and 88.9% believed that they should review their learnings before starting a new session in CSC. They mostly believed that the old and poor quality models are the most important problems they encountered (66.7%.). Students alleged that getting feedback from lecturers improves learning, but they preferred to receive it privately.

Although satisfied with clinical skills centers, shortcomings and inappropriate behaviors can affect students’ interest and motivation. Students feel positive about receiving feedback in CSC, since receiving productive feedback enhances motivation and optimizes learning.

Self-directed learning is one of the most practical competencies that makes a person independent in learning and paves lifelong learning. Due to the rapid growth of knowledge and technology in nursing, self-directed learning is more important. This study aimed to investigate the level of self-directed learning readiness in nursing students of Shahid Beheshti University of Medical Sciences.

In this cross-sectional study, the study population included bachelor and master nursing students studying in the second semester of the 2020-2021 academic years in the School of Nursing and Midwifery of Shahid Beheshti University of Medical Sciences.  The sample size was estimated to be at least 225 students who were selected by stratified random-sampling among the students. A questionnaire consisting of two parts was used for data collection. The first part of the questionnaire included the demographic data of the participants. The second part assessed the level of self-directed learning readiness of students by Gaglilmino's self-directed learning questionnaire.

A total of 225 students (68% female) participated in the study. The average total score of students from the self-directed learning readiness questionnaire was 214.44±19.05. Eight percent of students had a low level, 13.8% had a medium level, and 78.2% had a high level of self-directed learning readiness. There was a statistically significant relationship between age (P=0.003) and gender (P=0.04) of students with their level of self-directed learning readiness. There was no statistically significant relationship between students' educational level and self-directed learning readiness.

Nursing students of Shahid Beheshti University of Medical Sciences have a relatively high level of self-directed learning readiness. However, reviewing the educational programs of nursing students at the bachelor and master levels (more emphasis on group learning and critical thinking) and paying attention to the student-centered principle in the educational process can improve students' skills in this area.

Foundation of higher education  in each country  are focused on : more access to education, improving the quality of education, and increasing educational justice in society. Internationalization of higher education in the field of medical education is the process of purposeful integration of international, intercultural, or global dimensions in medical education to improve its quality and prepare graduates for professional activities in the world. In this study, the educational measures taken during the COVID -19 pandemic were examined and its adaptation to the internationalization program of medical education was performed.

This systematic review was performed, on articles published with Iranian origin in both Persian and English languages about internationalization of medical education during the Corona COVID-19 pandemic and extracted from the Scopus database, Web of Science, PubMed, Cochrane Library, Medlib, Science Direct, Google Scholar, Irandoc, Magiran, and SID, from 2020 to 2021, by using the selected keywords including: Corona virus, COVID-19 , Medical education , Internationalization and  IRAN. Search result consist of 1490 articles and after reviewing and deleting duplicate and unrelated articles and using the evaluation checklist, 20 related articles were selected and entered into the study.

The systematic review of 20 selected articles indicated that the occurrence of the Corona COVID-19 pandemic expressed synchronicity of changing the educational culture of medical universities and the teaching-learning paradigm shift. These changes increased students' self-confidence and faculty members᾽ effort to empower themselves. Educational  infrastructure (software and hardware) were reviewed and appropriate solutions to solve the problems were presented.

The proceeding to change the attitude of learners and teachers toward the use of virtual education, along with appropriate infrastructure design of technologies, appropriate cultural context, implementation of content development workshops, creating the necessary software and hardware infrastructure as well as motivating teachers and students to have using the virtual education system to reduce current challenges and promoting educational process were effective. The medical education in the Corona outbreak was not only successful in improving the quality of education but also responded to the three concerns of the country's higher education in the field of health to create access, improve the education quality and increase justice and educational equality and achieving global legitimacy.

Today, the medical education system in Iran has made significant progress in the development of strategic plans in medical education. The reform and innovation in medical education programs is one of the steps of the health system reform plan, which was presented in the year 2015 along with a view to the policies, plans, and strategies of the country. This study was conducted to evaluate the quality of reform and innovation program from the perspective of experts.

This qualitative study was done through a content analysis approach. Interviews were used to collect information. The study was based on purposive sampling method and sample size was based on saturation phenomenon. Fifteen experts in this field were interviewed in person and by telephone. Data analysis was performed through the 5-step Graneheim and Lundman method.

A total of 108 codes were solicited from the participants. Due to the similarities and differences between the codes, different classes and subcategories were obtained. Altogether, the different classes and subclasses obtained were placed in the form of five themes. These five main themes were complexity, challenge of documenting and central reporting, comprehensiveness, educational discourse, as well as new horizons.

The innovation program in medical science education enhanced the interaction and purposeful communication between the universities of the region and created a discourse of reform and innovation in higher education. Considering the strengths and weaknesses of this program (according to the view of experts), the executive planning of this plan can be brought closer to reality.

The preceptorship model is one of the well-known clinical nursing education strategies that transfer experiences from experienced nurses to nursing students and novice nurses. This study endeavored to identify the challenges of implementing this model in clinical nursing education from the perspective of faculty members, instructors, and nursing students of Shahid Beheshti University of Medical Sciences.

The study was conducted with a qualitative approach by the content analysis method. Semi-structured interviews were employed to collect data. Interviewees were selected through purposive sampling from faculty members, instructors, and nursing students of Shahid Beheshti University of Medical Sciences. Parallel with the interviews, content analysis was performed according to Landman and Grenham's methods.

A total of 15 interviews were conducted and analyzed. According to the findings, possible barriers during the effective implementation of this model were: lack of nursing staff, lack of skilled nurses as preceptors, lack of sufficient interaction between educational and clinical system, lack of necessary support from hospital executives, and poor relationship between physicians and nurses. In this study, 18 major strategies for the successful implementation of the preceptorship model were presented. The importance of them were allocating material and spiritual incentives to motivate the preceptors; interaction between the nursing school and hospitals in training nursing students, involving hospital managers and officials in implementing the model; the collaboration of nursing instructors and faculty members with preceptors in the process of education and clinical evaluation of students; participatory selection of preceptors and their continuous training during the process.

The findings revealed that the preceptorship model could be an interactive process between the nursing schools and hospitals. The nursing students, preceptors, nursing instructors, clinical faculty members, hospital managers, and other health workers took part in this process.

Nursing managers have a significant and important role in the delivery of health services. It is essential to educate and develop these managers. The purpose of this study was to determine and prioritize the educational needs of nursing managers in Shahid Beheshti University of Medical Sciences.

This was a descriptive cross-sectional study. All the nursing managers employed in governmental hospitals affiliated to Shahid Beheshti University of Medical Sciences were studied. The data collection tool was a questionnaire. Data were analyzed using SPSS22 software.

The results of this study on the demographic findings of nursing managers in Shahid Beheshti University of Medical Sciences showed that most of the subjects had a more than 25 years of service experience in nursing education. The priority of the needs of nursing managers was the safety and control of infection (with the mean of 2.49), followed by the domain of communication, ethics, and professional rules (with the mean of 2.48) and the lowest priority was related to the average education (2.16).

Regarding the important role of nursing managers in hospitals and the necessity of continuing education and their impact on their job skills, educational planning should be based on educational needs. Based on the results, accurate and realistic planning could be done in the field of training nursing managers.

Inter-professional collaboration is one of the most important components of patient safety.Understanding the components of interprofessional collaboration is essential. So far, few studies have been conducted on interprofessional cooperation in the operating room, worldwide and in Iran.The aim of this study was to explain the experiences of operating room staff from the components and examples of interprofessional collaboration using the phenomenological approach by Colaizzi method (1978). The aim of this study was to explain the experiences of operating room staff from the components and examples of interprofessional collaboration using the phenomenological approach by Colaizzi method (1978). The aim of this study was to explain the experiences of operating room staff from the components and examples of interprofessional collaboration using the phenomenological approach Colaizzi method (1978).

12 employees working in different professions in the operating room of Qom hospitals were included.The study was conducted in a qualitative phenomenological manner with the Colaizzi method and structured goal-based interviews.

From the analysis of the obtained data, 6 Emergent Them and 20 Theme Clusters were obtained as follows: “Organization” (goal setting and shared resources), “Professional Identity” (commitment,mutual‏respect, synergy‏ and clear role),”Communication”  (Collaboration, Trust, Information Sharing, and Conflict Management “Team Characteristics (Flexibility, Experience, Participation, Teamwork, and responsibility،accountability)”, Leadership and Management (Operating Room Leadership, Hierarchy Structure, Climate, Working Conditions, and Capacity)  “Coordination” (planning)

Staff training and explaining the experience of  other operating room staff about the components of Inter-professional collaboration, could be considered as one of the main steps to achieve inter- Inter-professional collaboration and patient safety. The results of this study can  be helpful education officials in improving and improving the quality of joint inter-professional training programs.