مقالات رزومه دکتر آیین محمدی
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Background
Conflict management skills include the ability of team members to actively use appropriate methods and strategies in different conflict situations. Considering the necessity of effective training in conflict management skills for medical students as a member of healthcare teams, this scoping review study aimed at reviewing the appropriate methods for teaching conflict management to medical students.
MethodsIn this scoping review, PubMed, Eric, ProQuest, Web of Science (WoS), and Scopus databases were systematically searched until May 21, 2023. Titles, abstracts, and full texts were screened separately by 2 researchers. The quality of the articles was assessed using the Best Evidence Medical Education (BEME) tool. Then, a descriptive synthesis was performed, and the results were reported. The Kirkpatrick model was used to evaluate the educational outcomes assessment.
ResultsOut of 2888 retrieved studies, 19 studies were included. Although active and interactive teaching methods such as roleplay, group discussion, and interactive workshops were the most frequently used methods, the results did not pronounce the superiority of one method over others.
ConclusionBased on the results of this scoping review, further research should evaluate the effectiveness of conflict management training methods by focusing on the randomized controlled trial design and using standard and valid tools to assess educational outcomes.
Keywords: Teaching, Medical Students, Conflict Management, Scoping Review} -
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زمینه و هدف
پاسخگویی اجتماعی عبارت است از شناسایی مشکلات و نیازهای جامعه، اقدام برای رفع آن ها و ارزشیابی تاثیر این برنامه ها. دانشگاه های علوم پزشکی با توجه به نقش حیاتی خود در تامین سلامت جامعه، از مهم ترین سازمان هایی هستند که باید پاسخگویی اجتماعی را محقق سازند و آموزش، پژوهش و خدمات خود را برای پاسخ به نیازهای جامعه هدایت کنند. به نظر می رسد که علی رغم تلاش های صورت گرفته، پاسخگویی اجتماعی در عمل و به طور کامل محقق نشده است. هدف از این مطالعه تبیین عوامل موثر بر توسعه ی پاسخگویی اجتماعی با استفاده از نظرات مسئولان توسعه آموزش کشور بود.
روش بررسیاین پژوهش یک مطالعه ی کیفی است که توسط مرکز مطالعات و توسعه آموزش علوم پزشکی وزارت بهداشت، درمان و آموزش پزشکی در سال 2022 انجام شده است. شرکت کنندگان 68 نفر از مدیران مراکز مطالعات و توسعه آموزش و 332 نفر از مدیران دفاتر توسعه آموزش دانشکده ها و بیمارستان های آموزشی دانشگاه های کشور در قالب 8 گروه متمرکز بودند. نتایج با استفاده از تحلیل محتوای کیفی متعارف استخراج شد.
یافته هادر مرحله اول 541 کد استخراج شد که بعد از مشابهت یابی و ادغام آن ها 86 کد نهایی به دست آمد. مجموعه این کدها در 18 زیرحیطه و 6 حیطه «برنامه درسی» شامل بازنگری کوریکولوم ها، رویکردها، واحدها و تم های طولی و رشته های جدید، «آموزش در عرصه های اجتماعی» شامل عرصه های آموزشی و بسترسازی، «دانشجویان» شامل دانشجو به عنوان معلم، آموزش به دانشجو و دانش آموختگان، «استادان» شامل استفاده از خدمات استادان، ایجاد انگیزه و جبران خدمت و مدیریت هیات علمی، «ارزشیابی» شامل ارزیابی دانشجو و ارزشیابی برنامه و «مدیریت» شامل رهبری و مدیریت کلان، ساختار، ارتباطات بین بخشی و پژوهش طبقه بندی شدند.
نتیجه گیریدر این مطالعه، مجموعه اقدامات و عواملی که می تواند موجب پاسخگویی اجتماعی در دانشگاه های علوم پزشکی شود، شناسایی و معرفی شده اند. این عوامل که منطبق با زمینه ی خاص آموزش علوم پزشکی کشور تبیین شده، می تواند برای مدیران ارشد در نظام آموزش پزشکی کشور مورد استفاده قرار گرفته و به عنوان چارچوبی برای تدوین برنامه های بلندمدت و کوتاه مدت ایشان عمل کند.
کلید واژگان: پاسخگویی اجتماعی, مسئولیت پذیری اجتماعی, دانشکده, گروه متمرکز}Background and AimSocial accountability is defined as identifying social problems and needs, planning for resolving them and evaluating the effect of the plans. Considering the vital role in providing public health, the universities of medical sciences are the most important ones for fulfilling this mission and directing their education, research and service activities toward addressing health concerns of the community. Despite of these attempts, social accountability has not realized completely and satisfying yet. The aim of this study was exploring factors affecting social accountability and community-based medical education in universities of medical sciences from Iran’s educational development authorities’ view point.
Materials and MethodsThis was a qualitative study performed by Education Development Center of the Ministry of Health and Medical Education in November 2022. Participants were 68 managers of Education Development Centers and 323 managers of Education Development Offices of schools and hospitals of universities of medical sciences in Iran. Participants were assigned to 8 focus groups. Conventional content analysis was used to extract the categories and subcategories.
ResultsAt the first step 541 codes were extracted which were integrated in to 86 ones after defining similarities. These codes then were categorized into 18 sub-categories and 6 categories, namely “Curriculum” including: curriculum revision, approaches, credits and longitudinal themes and new disciplines, “Community-based education” including: educational fields and creating the foundation, “Students” including: students as teacher, educating students and graduates, “Faculty members” including: faculty members’ services, motivation and compensation and administration, “Evaluation” including: student assessment and program evaluation, and “Management” including: management and leadership, organizations, Interdepartmental communication and research.
ConclusionIn this study a comprehensive collection of factors affecting SA in universities of medical sciences were identified and categorized. These factors that are compatible with medical education context in Iran can be used by top managers and educational administrators as a framework for short and long-term planning.
Keywords: Social Accountability, Social Responsibility, Responsibility, Schools, Focus Groups} -
Background
Metacognitive skills have an important role in training efficient learners and competent clinicians in health professions education. The aim of this systematized review was to determine the factors enhancing metacognitive skills in nursing students.
Materials and MethodsFor data collection, we searched the databases of PubMed, Ovid, Cochrane, Scopus, Web of Science, ProQuest, Springer, EMBASE, Science Direct, PsycInfo, Nursing and Allied Health, and ERIC up to the end of March 2019, using the study key words. We used PRISMA flowchart diagram for reporting the results of the study. Peer‑reviewed articles in English, addressing factors enhancing metacognition in nursing students, were included in our review. The Critical Appraisal Skills Program (CASP) checklist was used for assessing the quality of the included studies.
ResultsOut of 2355 studies, 16 were included for the review. Several factors, namely “specific curricular activities,” “self‑regulated e‑learning modules,” “e‑portfolio,” “cognitive apprenticeship,” “specific teaching techniques for classroom and experiential settings,” “metacognitive wrappers,” “problem‑based learning,” “blended learning,” “grit,” and “clinical log,” enhancing metacognition in nursing students, were extracted.
ConclusionsThe findings of our study can contribute to planning for improvement of learners’ metacognitive skills. However, there is a need for future research on determining further factors influencing nursing students’ metacognitive skills.
Keywords: Cognition, metacognition, metacognitive skills, nursing} -
Background
Accreditation is used to monitor, guide, examine, and assure the quality of higher education. There is no formal evaluation system to ensure the quality and quantity of scientific associations’ activities. So this study aimed to develop and implement a national accreditation system to be applied for biomedical scientific associations through a participatory process among stakeholders.
MethodsConsensus development techniques, i.e., focus group and Delphi methods, were used to design the accreditation system. An expert committee, set up at the recognized accreditation body, devised the accreditation structure, procedure, and permit rules using the focus group technique. Then, we prepared the standards draft which was further modified in an expert panel in focus group sessions and finalized among the stakeholders through the Delphi technique. Finally, the procedure was performed for 66 associations.
ResultsThe accreditation structure, procedure, and standards were determined and legitimized. Standards included 20 ones in four domains of educational activities (3 standards), research affairs (2 standards), cross-sector collaborations (2 standards), and organization and equipment (13 standards). Among 66 associations, 16 and 12 were approved and conditionally approved respectively.
ConclusionIn spite of associations’ influential academic and social activities, no study was found in regards to their accreditation. Standards devised in this research can be employed by scientific associations for developing their plans and enhancing their performance. This experience can be adopted for accrediting not only scientific associations but also any other academic institutions, especially non-student training ones.
Keywords: Accreditation, Standard Preparations, Nongovernmental Organizations, Supervision} -
با توجه به اهمیت و نقش امکانات فضای مجازی در دوران همه گیری کووید-19 و نیز پیش بینی متون علمی معتبر مبنی بر عدم امکان به بازگشت به شیوه های سنتی قبلی، لازم است که حوزه آموزش علوم پزشکی کشور پیش بینی و آمادگی لازم را برای گذار از دوران کرونا به پساکرونا داشته باشد. استفاده بهینه از امکانات و ابزارهای فضای مجازی مستلزم داشتن دانش و مهارت مربوط به آن است و استادان و دانشجویان علوم پزشکی به عنوان نقش آفرینان اصلی این مسیر لازم است این توانمندی ها و مهارت های ضروری مرتبط را داشته باشند. بررسی اولیه و مستندات علمی نمایانگر آن است که در این زمینه کاستی هایی وجود دارد که لازم است برای آن برنامه ریزی شود؛ لذا در این خلاصه سیاستی، توصیه های عملی برای توانمندسازی استادان و دانشجویان علوم پزشکی در زمینه مهارت های ضروری برای ایفای نقش حرفه ای در دنیای مبتنی بر فناوری اطلاعات ارایه شده است.
کلید واژگان: آموزش شایستگی مدار, پزشکی, تکنولوژی اطلاعات, سیاست گذاری}Considering the importance and role of cyberspace facilities during the COVID-19 pandemic and prediction of the literature about the impossibility of returning to the previous traditional methods, it is necessary for the society of Iranian medical sciences education to have the essential plans and prepare for the transition from COVID to Post-COVID time. Optimal usage of cyberspace facilities and tools requires relevant knowledge and skills. As the main players in this path, faculty members and students of medical sciences, , need to gain expertise in essential relevant skills and competencies. Initial review of the literature indicates that there are some shortcomings in this regard. Therefore, this policy brief presents the practical recommendations to empower faculty members and students of medical sciences with regard to the skills essential for playing their professional role in the information technology-based world.
Keywords: Competency-Based Education, Information Technology, Medicine, Policy Making} -
Introduction
Storytelling is one of the earliest ways to share scientific advancements and discoveries. The advent of technology has updated this ancient art into a digitalized form. The boundaries between the digital storytelling (DST), and other types of videos are unclear. Therefore, in this review, the process, aim, producers, and uses of DST in health profession education have been reviewed.
MethodsThis study is a systematized review, which is in nature like a systematic review with only a few differences in the comprehensive search and quality assessment procedure. All studies, whose duplicates were removed, were retrieved from Science Direct, PubMed, and Scopus databases or through google scholar search engine screened in 3 stages: title, abstract and full study. All journal articles including experimental, case study and case report, mixed method, and qualitative studies in English language in the field of health profession education were chosen for this review after being evaluated based on QUESTS dimensions.
ResultsIn total, 35 articles were included in the review. The studies had been done in health promotion, nursing education, medical education, patient education, social work education, andcommunity health education. In some of these studies, the producers and users of digital stories were different, which is in contrast with center for digital storytelling that emphasizes the process of DST. The results of this review showed that all stakeholders of health system could be producers of digital stories with various aims; e.g. community health, empathy promotion, attitude and behaviorchange, clinical thinking, and skills improvement.
ConclusionThis systematized review indicated that DST has some applications in different subjects in different fields of health professions and with a potential to be used by different stakeholders of health system. According to the definition of DST, digital storytelling involves the process of writing a script to produce a digital story by one individual or a group. Consequently, there is a difference between DST and producing a digital story. Therefore, researchers should consider the correct use of this term in their studies. Although few interventional and high-quality studies have been conducted in this area, further quantitative and qualitative research is suggested.
Keywords: Health education, Medical education, Nursing education} -
Background
Increasing the number of students in universities, simultaneously limiting allocation of funds to them, and maintaining the highest efficiency level in education and research are of paramount importance. There are several methods to assess the efficiency of universities, and one of the most widely used of which is data envelopment analysis (DEA). The aim of this study was to determine the input and output criteria to evaluate the efficiency of universities of medical sciences through review-related articles using the DEA method.
MethodsThe time limit for retrieving articles was considered from the beginning of the publication of the first paper in this field until the end of 2017. The data were retrieved from Web of Science, Scopus, Ovid, ProQuest, Science Direct, and PubMed using advanced searches. Inclusion criteria were as follow: relevancy of the articles to the purpose of the research, availability of the articles’ full-text, articles published to the end of 2017, and articles published in English.
ResultsThe most inputs used in the literature to determine university efficiency were number of academic staffs, budget and costs, number of students, number of nonacademic staffs, spaces, and equipment and studentchr('39')s entrance scores. Also, the most outputs used in the literature to determine university efficiency were number of graduates, publications, incomes, number of students, and studentchr('39')s scores.
ConclusionThis study showed that a large number of researchers have focused on measuring and comparing the efficiency of universities to improve efficiency, reduce costs, and manage the resources. Efficiency analysis by DEA allows the policymakers to define and develop policies and guidelines to improve their performances.
Keywords: Education, Efficiency, Data envelopment analysis, Inputs, Outputs} -
Background
Promoting ethics is one of the goals of education, but the free flow of communication and divulging unethical behaviors in e-learning make the urgent need to clarify ethical values. Therefore, the aim of this study was to prepare ethical codes to develop and deliver e-contents
MethodsA draft of e-content ethical codes was prepared based on the literature review. Then, it was further revised by e-learning, medical education, ethics, and e-content experts. Finally, the draft was finalized through a 2-round Delphi process among related experts all over the country.
ResultsThe final document of e-content ethical codes, including introduction, definitions, and 7 ethical code statements, was devised.
ConclusionConsidering the difference between e-content and other kinds of publications, this set of ethical codes can be used straightforwardly to assess ethical aspects of e-contents.
Keywords: Ethical codes, E-content, E-learning, Delphi method} -
مقدمه
یکی از ابعاد مهم در نظام آموزش عالی کشور، پیشرفت تحصیلی دانشجویان است. با شناسایی به موقع دانشجویان در معرض خطر افت تحصیلی و انجام اقدامات لازم می توان موجب ارتقای وضع تحصیلی آن ها گردید. هوش اجتماعی به میزان بسیار زیادی می تواند موفقیت تحصیلی فرد را پیش بینی کند.
هدفهدف از این مطالعه "تعیین ارتباط هوش اجتماعی با پیشرفت تحصیلی در دانشجویان هوشبری و اتاق عمل دانشگاه علوم پزشکی تهران" می باشد.
مواد و روش هااین مطالعه مقطعی در سال 1397 بر روی دانشجویان هوشبری و اتاق عمل دانشگاه علوم پزشکی تهران انجام یافته است. نمونه ها به تعداد 140 نفر و به روش در دسترس انتخاب شدند. ابزار مورد استفاده در این مطالعه شامل پرسشنامه دموگرافیک و پرسشنامه استاندارد هوش اجتماعی "ترومسو" (Tromso Social Intelligence Scale) بود. جهت سنجش پیشرفت تحصیلی از نمره معدل کل دوره تحصیلی دانشجویان استفاده شد. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS نسخه 24 انجام گردید و 0/05 P< به عنوان سطح معنی دار در نظر گرفته شد.
یافته هامیانگین سنی دانشجویان 1/33±20/54 سال بود. میانگین نمره هوش اجتماعی در دانشجویان مرد (0/85±4/75) نسبت به دانشجویان زن (0/77±0/65) بیشتر بود
(0/459, P=138, df= 0/743T=). ضریب همبستگی پیرسون ارتباط آماری مثبت و معنی داری بین پیشرفت تحصیلی با هوش اجتماعی (0/613r=) و کلیه ابعاد آن پردازش اطلاعات اجتماعی (0/581r=)، مهارت های اجتماعی (0/445r=)، آگاهی اجتماعی (0/481r=) نشان داد (0/001P=).بحث و نتیجه گیرینتایج پژوهش نشان داد میانگین هوش اجتماعی و مولفه های آن در دانشجویان در سطح مطلوب قرار دارد. بین هوش اجتماعی و کلیه ابعاد آن با پیشرفت تحصیلی ارتباط مثبت و معنی داری وجود دارد؛ بنابراین برنامه ریزی اساسی توسط مسئولین مربوطه برای ارتقای سطح هوش اجتماعی در جهت افزایش پیشرفت تحصیلی دانشجویان ضرورت دارد.
کلید واژگان: پیشرفت تحصیلی, دانشجو, هوش اجتماعی}IntroductionStudents' academic achievement is one of the important parameters in higher education system. By timely identification of students at risk of dropping out and taking the necessary measures, their academic status can be improved. Social intelligence can greatly predict students’ academic achievement.
ObjectiveThe current study aimed at determining the relationship between social intelligence and academic achievement in anesthesiology and operating room students of Tehran University of Medical Sciences.
Materials and MethodsThe current cross sectional study was conducted on anesthesiology and operating room students of Tehran University of Medical Sciences in 2018. A total of 140 subjects were selected by convenience sampling method. Demographic questionnaire and the Bradbury and Tromso standard questionnaire for social intelligence were employed as data collection instruments. To measure academic achievement, the overall GPA of the students was used. Data were analyzed using SPSS software version 24 and P <0.05 was considered as the level of significance.
ResultsThe mean age of students was 20.54 ± 1.33 years. Mean score of social intelligence was higher in male students than female ones (4.75±0.85 vs. 4.65±0.77) (T= 0.743, df=138, P= 0.459). Pearson correlation coefficient showed a positive and significant correlation between academic achievement and social intelligence (r=0.613) and all its dimensions (i e, social information processing (r=0.581), social skills (r=0.445), and social awareness (r=0.481) (P=0.000).
Discussion andConclusionThe mean score of students' social intelligence and its dimensions was in the desired level. There was a positive and significant relationship between social intelligence and all its dimensions with academic achievement. Therefore, it is suggested to plan for the improvement of social intelligence to promote students’ academic achievement.
Keywords: Social Intelligence, Academic Achievement, Student} -
زمینه و هدف
پیشرفت تحصیلی دانشجویان یکی از شاخص های مهم در ارزیابی نظام آموزشی است. هوش هیجانی یکی از عوامل موفقیت در محیط های آموزشی است که با کمک آن می توان موفقیت در جنبه های مختلف زندگی را پیش بینی نمود. هدف از این مطالعه«تعیین ارتباط هوش هیجانی با پیشرفت تحصیلی در دانشجویان هوشبری و اتاق عمل دانشگاه علوم پزشکی تهران» می باشد.
روش بررسیاین مطالعه مقطعی در سال 1397 بر روی 140 نفر از دانشجویان هوشبری و اتاق عمل دانشگاه علوم پزشکی تهران که به روش در دسترس انتخاب شدند، انجام شد. ابزار شامل دو پرسش نامه دموگرافیک و پرسش نامه استاندارد هوش هیجانی Brad berry-Greaves بود. پیشرفت تحصیلی با نمره معدل کل دوره تحصیلی ارزیابی شد. تجزیه و تحلیل داده ها با نرم افزارSPSS انجام گردید. 0/05P< به عنوان سطح معنی دار در نظر گرفته شد.
یافته هاضریب همبستگی پیرسون ارتباط آماری مثبت و معنی داری بین پیشرفت تحصیلی با هوش هیجانی کل (0/546r=) و کلیه ابعاد آن (خودآگاهی، خودمدیریتی، آگاهی اجتماعی و مدیریت روابط) نشان داد (0/000P=). میانگین نمره هوش هیجانی در دانشجویان زن (11/40±114/11) نسبت به دانشجویان مرد (12/57±113/39) بیشتر بود(0/887P=).
نتیجه گیریمیانگین نمره ی هوش هیجانی دانشجویان و ابعاد آن در سطح مطلوب قرار دارد. بین هوش هیجانی و کلیه ابعاد آن با پیشرفت تحصیلی ارتباط مثبت و معنی داری وجود دارد. لذا برنامه ریزی اساسی توسط مسئولان مربوط برای ارتقای سطح هوش هیجانی در جهت پیشرفت تحصیلی دانشجویان ضرورت دارد.
کلید واژگان: هوش هیجانی, پیشرفت تحصیلی, دانشجو}Background and AimStudents' academic achievement is one of the important indicators in evaluating the educational system. Emotional intelligence is one of the success factors in educational environments that can predict success in different aspects of life.The purpose of this study was to determine the relationship between emotional intelligence and academic achievement in students of Anesthesiology and Operating Room of Tehran University of Medical Sciences.
Materials and MethodsThis cross-sectional study was performed on 140 people of anesthesiology students and operating room of Tehran University of Medical Sciences in 2018. The samples were selected by available method. The instrument consisted of two demographic questionnaires and the Bradbury and Graves' standard questionnaire for emotional intelligence. In order to measure academic achievement, the average score of the whole course of the students was used. Data were analyzed by SPSS software and P<0.05 was considered as significant.
ResultsPearson's correlation coefficient showed a significant positive correlation between academic achievement and total emotional intelligence(r=0.554) and all its dimensions(self-awareness, self-management, social awareness and relationship management)(P=0.000). The mean score of emotional intelligence in female students(114.11±11.40) was higher than that of male students(113.39±12.57)(P=0.887).
ConclusionThe mean score of students' emotional intelligence and its dimensions was in a desired level. There was a positive and significant relationship between emotional intelligence and all aspects of it with academic achievement. Therefore, it is essential for the authorities to plan for the improvement of the level of emotional intelligence for the students' academic achievement.
Keywords: Emotional Intelligence, Academic Achievement, Student} -
Journal of Advances in Medical Education & Professionalism, Volume:7 Issue: 3, July 2019, PP 131 -137IntroductionIn the test-enhanced spaced learning, educationalcontents are presented in small packages of well-developedtest questions with a defined frequency to the learners. It is notclear that applying this educational style might have a positiveimpact on the summative assessment. Therefore, in this studywe assessed the effect of the test-enhanced spaced learning onthe otolaryngology board and annual examinations of residencytraining.MethodsIn a quasi-experimental study with consecutivesampling, all forty-four residents of otolaryngology in four levelsof training in 2016 at Tehran University of Medical Sciences(TUMS) received daily-standardized multiple-choice questionswith a twice-repeated frequency of 10 days. Individual feedbackaccording to one’s response to each test was provided. The resultsof national board and annual exam were compared with the sameresults of all residents of other universities and previous yearTUMS’ residents for whom spaced learning were not applied andthey were considered as the control groups. The board exam hadtwo parts, multiple-choice questions, and computer-based clinicalexamination. The annual exam format was multiple-choicequestions. The total score for each one was 150. Student’s t-testand Mann-Whitney U test were used for comparative analyses.ResultsThe mean of the board exam results showed statisticallysignificant improvement compared to other medical schools(113.6±10.7 vs. 102.9±13.4 in multiple-choice questions,p=0.048, 118.7±12.5 vs. 54.1±60.0 in the computer-based clinicalexamination, p<0.001), while similar comparison results in theprevious year did not show any significant difference.ConclusionSpaced learning with testing effect may be useful inthe clinical education setting to improve the learning outcomes.Keywords: Learning, Cognition, Internship, Residency, Otolaryngology}
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مقدمهاز ابتدای هزاره سوم واژه یادگیری الکترونیکی به کار رفته و تاکنون در حال گسترش است. امروزه این واژه به طور عمده به استفاده از فناوری های برخط برای تقویت فرآیند یاددهی-یادگیری و کسب دانش و مهارت اطلاق می شود. این مطالعه با هدف بررسی سیر تحولات یادگیری الکترونیکی در دانشگاه های علوم پزشکی ایران و معرفی دانشگاه علوم پزشکی مجازی انجام شده است.روش کارپژوهش حاضر یک مطالعه موردی است که با استفاده از تحلیل اسنادی و بررسی متون شامل مجموعه مقالاتی که در زمینه یادگیری الکترونیکی در ایران منتشر شده و نیز مجموعه مصوبات شورای عالی برنامه ریزی علوم پزشکی و شورای گسترش دانشگاه های علوم پزشکی و دانشگاه علوم پزشکی مجازی انجام شده است.نتایجدانشگاه علوم پزشکی مجازی به منظور ارتقای آموزش، پژوهش، تولید و ترویج علم و گسترش مرزهای دانش در حوزه فضای مجازی و در راستای تحقق اهداف طرح تحول و نوآوری در آموزش علوم پزشکی در سال 1394 تاسیس شده است. این دانشگاه همچنین عهده دار کمک به توسعه آموزش مجازی در دانشگاه های علوم پزشکی و توسعه زیرساخت های لازم به تمام دانشگاه های کشور است.بحث و نتیجه گیریدانشگاه علوم پزشکی مجازی برای توسعه یادگیری الکترونیکی، تحقق عدالت آموزشی و ایجاد فرصت-های مختلف آموزشی به صورت مجازی گام های موثری برداشته است. به نظر می رسد در صورت وجود حمایت و تحقق ماموریت های این دانشگاه، شاهد توسعه بیش از پیشی در یادگیری الکترونیکی در سطح دانشگاه های علوم پزشکی کشور باشیم.کلید واژگان: یادگیری الکترونیکی, آموزش مجازی, دانشگاه علوم پزشکی مجازی}IntroductionSince the beginning of the third millennium, the word e-learning has been used and is still expanding. Today, the term refers to the use of online technologies to strengthen the teaching-learning process and gain knowledge and skills. The aim of this study was to investigate the evolution of electronic learning in Iran's medical sciences universities and the introduction of Virtual University of Medical Sciences.MethodsThe present study is a case study using a documentary analysis and review of texts including a series of articles published in the field of electronic learning in Iran, as well as a collection of approvals of the High Council for Medical Planning and the Council for the Development of Medical Sciences Universities and Virtual University of Medical Sciences.RESULTSVirtual University of Medical Sciences has been established in 1394 to promote the education, research, production and promotion of science and the extension of knowledge boundaries in the field of cyberspace and in pursuit of the goals of the development plan and innovation in medical education. The university is also committed to helping the development of virtual education in medical science universities and the development of necessary infrastructures for all universities in the country.ConclusionVirtual virtual medicine university has taken steps to develop electronic learning, realization of educational justice and creation of virtual educational opportunities. It seems that in case of the support and fulfillment of the missions of this university, we will see more development in the field of e-learning at the level of medical universities of the country.Keywords: E-Learning, Virtual Education, Virtual University of Medical Sciences}
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مقدمهبا توجه به سیاست های وزارت بهداشت، درمان و آموزش پزشکی مبنی بر توسعه و تقویت آموزش مجازی در سطح دانشگاه های علوم پزشکی کشور و لزوم برنامه ریزی و هدایت دانشکده ها و مراکز آموزش مجازی در این دانشگاه ها، سیستم ملی اعتباربخشی و ارزشیابی مراکز آموزش مجازی دانشگاه های علوم پزشکی کشور طراحی و مستقر شد.روش کاردر این طرح برای ارزشیابی مراکز آموزش مجازی از رویکرد ارزشیابی مبتنی بر نظر خبرگان و الگوی اعتباربخشی استفاده شد. ابتدا با مطالعات کتابخانه ای وضعیت و ساختار سیستم های اعتباربخشی در یادگیری الکترونیکی در جهان بررسی شد. سپس کمیته ای تخصصی متشکل از صاحب نظران و متخصصان یادگیری الکترونیکی تشکیل شده و پیش نویس استانداردهای اعتباربخشی طراحی شدند. استانداردهای نهایی با استفاده از تکنیک دلفی با نظرات صاحب نظران کشور نهایی گردید. در مرحله بعد ساختار و روند اجرایی اعتباربخشی طراحی شده و در مراجع مربوطه مصوب شد. دستورالعمل های اعتباربخشی مراکز آموزش مجازی نیز تدوین شده و برنامه عملیاتی برای اجرای آن تهیه و ارائه گردید.نتایجآیین نامه چگونگی اجرا و ساختار اعتباربخشی مراکز آموزش مجازی و مجموعه استانداردهای اعتباربخشی در نشست 258 شورای گسترش دانشگاه های علوم پزشکی کشور در بهمن ماه 1395به تصویب رسید. مجموعه استانداردها شامل چهار حیطه حاکمیتی (5 استاندارد)، زیرساخت (6 استاندارد)، فرآیندهای آموزشی (5 استاندارد) و مشاوره و حمایت (3 استاندارد) می باشد.نتیجه گیریهم اکنون از این مجموعه استاندارد برای ارزشیابی مراکز آموزش مجازی کشور استفاده می شود و دانشگاه ها از آنها به عنوان یک راهنما برای توسعه کمی و کیفی بهره می برند.کلید واژگان: اعتباربخشی, ارزشیابی, دلفی, مرکز آموزش مجازی, یادگیری الکترونیکی}IntroductionThe aim of this study was to develop and implement a national accreditation system for virtual centers and schools of Universities of Medical Sciences, according to Ministry of Health and Medical Education policies, which are documented in the package of Medical Education Innovation Plan.MethodsIn this study the expertise oriented approach and accreditation model was chosen for evaluation. At the first step an extensive library study was performed and accreditation and quality assurance systems in developed countries were assessed extensively. Then an expert committee including medical educationists and e-learning specialists was organized. The draft of standards and consequent rules and regulation of accreditation body were designed. Afterward all standards were finalized through a national Delphi process among all eLearning stakeholders around the country.ResultsThese documents were legislated in Ministry of Health and Medical Education. The standards consisted of four main domains: governance (5 standards), infrastructure (6 standards), educational affairs (5 standards) and consultation and support (3 standards).ConclusionCurrently this system is being used for evaluation of virtual centers of Universities of Medical Sciences in Iran.Keywords: Accreditation, Evaluation, Delphi technique, Virtual centers, e-Learning}
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زمینه و اهدافهدف پژوهش حاضر، طراحی و اعتبار یابی الگوی آموزش مبتنی بر موبایل برای خود مراقبتی بیماران دیابتی است.روش بررسیبرای رسیدن به هدف پژوهش، از روش تحقیق ترکیبی استفاده شد. در بخش کیفی برای به دست آوردن الگوی طراحی آموزشی، از تحلیل محتوای استقرایی و در بخش کمی برای اعتباریابی درونی ازنظر متخصصان به روش پیمایشی پرسش نامه ای استفاده شد. به منظور انتخاب مقالات برای تحلیل محتوای کیفی ، ابتدا کلیدواژه ها، برای جستجوی مقالات مشخص گردید. در بخش کیفی، جامعه ی آماری کلیه ی مقالاتی بودند که از بانک های اطلاعاتی مرتبط به موضوع مانند ساینس دایرکت، پروکوئست، ابسکو در بازه زمانی 1990 تا 2016، قابل دانلود بودند و در بخش کمی، 20 نفر از متخصصان تکنولوژی آموزشی، آموزش مبتنی بر موبایل، آموزش پزشکی و برنامه ریزی آموزش الکترونیکی بودند. در این پژوهش از روش نمونه گیری هدفمند استفاده شده، حجم نمونه 40 مقاله و واحد تحلیل محتوا در این پژوهش، مضمون بود.یافته هاطبق تحلیل محتوای انجام شده بر روی مقالات،7 طبقه به این شرح به دست آمد: تجزیه وتحلیل، تعیین هدف، طراحی محتوا، توسعه محتوای الکترونیکی، انتخاب ابزار سیار، طراحی و اجرا آموزشی و ارزشیابی. درنهایت، نتیجه ی تمامی تحلیل محتواهای انجام شده بر روی مقاله ها، در قالب الگو ارائه گردید. نتایج حاصله از اعتبار یابی درونی بر اساس نظر متخصصان نشان داده است که الگوی آموزشی ارائه شده بر مبنای یادگیری سیار، از اعتبار مناسب و خوبی برخوردار است و اثربخشی لازم را برای آموزش به بیماران دیابتی دارد.نتیجه گیریبر اساس نتایج به دست آمده پیشنهاد می شود مجریان این امر از یادگیری مبتنی بر موبایل در توانمندسازی و خود مراقبتی بیماران دیابتی به دلیل تسهیل در دسترسی بهره گیرند.کلید واژگان: یادگیری سیار, تحلیل محتوای کیفی, اعتباریابی درونی, بیماران دیابتی}Iranian Bimonthly of Education Strategies In Medical Sciences, Volume:10 Issue: 4, 2017, PP 312 -321Background And AimsThis study sought to design and validate a mobile-based education model for self-care in diabetic patients.MethodsTo accomplish the objectives of the research, a mixed method research was used. In the qualitative section, to obtain an educational design model, an inductive content analysis was performed. In addition, in the quantitative part, for internal validity, the experts judgment using a questionnaire survey method was used. In order to select the articles for the content analysis in the qualitative part, the keywords were first specified for searching the articles. In the qualitative section, the statistical population consisted of all the articles downloaded from related databases such as Science Direct, Proquest, and Ebsco during the period from 1990 to 2016. In the quantitative section, 20 experts in educational technology, mobile education, medical education and e-learning planning were asked for their judgment. In this research, a purposeful sampling method was used. The sample size included 40 articles and content analysis unit in this study was the theme.ResultsAccording to the content analysis performed on the text of 40 articles, 7 classes were obtained as follows: analysis, goal setting, content design, electronic contentdevelopment,mobileinstrumentselection,educationaldesign and implementation, and evaluation. Finally, the results of all content analyses on the articles were presented as a model. Also, the results of internal validation according to the expert's judgment indicated that the educational model provided on the basis of mobile learning enjoys a good validity and has the effectiveness required for educating diabetic patients.ConclusionsGiven the obtained results, it is suggested that the administrators use mobile-based learning in the empowerment and self-care of diabetic patients due to its facilitation for access.Keywords: mobile learning, qualitative content analysis, internal validation, diabetic patients}
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IntroductionChronic kidney disease (CKD) is a challenging health problem. The present study examined impact of self-care education through e-learning on improving kidney function among individuals with CKD.Materials And MethodsThe studied population consisted of CKD patients receiving care at 10 centers for treating noncommunicable diseases in Tehran. Three centers were randomly selected and 39 patients with a glomerular filtration rate (GFR) less than 60 mL/ min/1.73 m2, minimum education of grade 9, minimum of 2 years of referrals, and computer literacy of the individual or a firstdegree relative were included in the study, while 92 patients were assigned into the control group. Changes in GFR were compared after 6 months following an e-learning program for the patients in the intervention group.ResultsThe mean change in GFR was 7.5 ± 8.9 mL/min/1.73 m2 for the intervention group after the e-learning intervention, while this was -2.3 ± 8.5 mL/min/1.73 m2. The two groups were also significantly different in terms of age, marital status, education level, mean arterial pressure, and serum high-density lipoprotein level, and therefore, multivariable comparison of GFR was made incorporating these factor into the analysis and showed a significant improvement of GFR in the intervention group.ConclusionsAccording to the results of this study, effects of the e-learning educational intervention on improvement in kidney function and CKD treatment were established.Keywords: e-learning, chronic kidney disease, intervention}
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زمینه و هدفبا توجه به رشد و توسعه فن آوری اطلاعات، فرصت های بی نظیری برای هدایت یادگیری در بستر الکترونیکی ایجاد شده است. در این میان، محیط یادگیری الکترونیک در راستای کمک به آموزش مورد توجه قرار گرفته است. از آن جایی که محیط آموزشی یکی از عوامل موثر در موفقیت برنامه آموزشی به شمار می رود، مطالعه حاضر با هدف بررسی عوامل تبیین کننده جو آموزشی در فضای مجازی انجام شد.روش کاراین پژوهش از نوع کیفی و تحلیل محتوا (Content analysis) بود و نمونه گیری در آن به روش هدفمند انجام شد. 11 نفر از دانشجویان و 13 نفر از اعضای هیات علمی در سال 1394 مورد مصاحبه نیمه ساختار یافته قرار گرفتند. مصاحبه ها تا مرحله اشباع داده ها برای دانشجویان و استادان هر کدام به صورت جداگانه ادامه یافت. بعد از انجام مصاحبه، تحلیل محتوای کیفی صورت گرفت.یافته هاپس از تحلیل مصاحبه ها، 685 کد از داده های کیفی استخراج گردید. سپس کدها در چندین مرحله مورد بررسی مجدد قرار گرفت و به 38 زیرطبقه تقلیل یافت. در مرحله بعد، از کنار هم قرار دادن موارد نزدیک به هم، 13 طبقه اصلی و 6 مولفه شامل «جایگاه قانونی مجازی، پشتیبانی از یاد گیرنده، مهارت تدریس، ارزشیابی، حرفه ای گری و اخلاق حرفه ای و خودکارامدی» ایجاد شد.نتیجه گیریاز آن جایی که محیط آموزشی جزء جدایی ناپذیر توسعه برنامه آموزشی به شمار می رود، عوامل تبیین کننده جو آموزشی در فضای مجازی جهت ارزیابی کمی و کیفی آن، شاخص قابل توجهی در پیش بینی پیامدهای آموزشی و از جمله موارد ضروری می باشد.کلید واژگان: جو آموزشی, فضای مجازی, مطالعه کیفی, تحلیل محتوا}
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Interdisciplinary Journal of Virtual Learning in Medical Sciences, Volume:7 Issue: 4, winter 2016, P 8BackgroundNowadays, there is an ongoing development in virtual social networks and their application for patients'' support, diagnosis, self-care, and education. On the other hand, applying short messages as the easiest, simplest, and cheapest way of presenting information would be helpful in this regard. Thus, in this study the effect of social network and sending short messages was assessed on negative thinking status of women.MethodsThis was an experimental study with pretest-posttest design performed in 2015. Out of 1165 women in Mohajeran city, 75 were randomly assigned into three groups of social network, short message, and control. The participants received a compact disc containing e-content about reducing negative thoughts. They filled out the Crandell cognition inventory (CCI) before and immediately after the intervention and also one month later for assessing their negative thoughts. A Telegram group was established for the social network group while follow-up short messages were sent for the other intervention group. SPSS V.21 was used for data analysis by paired t test, one way analysis of variance, analysis of covariance and repeated measures tests. Validity (in terms of content and structure) of the questionnaire was confirmed by comments from experts and professors and Bartlett test (KMO = 0.846, p and lt; 0.001); the reliability was confirmed by Cronbachs alpha coefficient (0.69) and test-retest coefficient (0.928).ResultsThere were significant differences between pretest and posttest scores in social network, short message, and control groups (P value 0.45, 0.001 and lt; 0.001 and lt; respectively). There were also significant differences between pretest and follow-up scores in the abovementioned groups (P value 0.003, 0.012, 0.001 respectively). There was no significant difference in the follow-up scores between three groups (P = 0.917).ConclusionsThe results showed that multimedia e-content merely would reduce participantsnegative thoughts. Therefore, providing multimedia e-content could be beneficial in improving the effectiveness of public health education.Keywords: Social Learning, Distance Education, Community Health Education, Mental Health, Women's Health}
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مقدمهیادگیری الکترونیکی مورد اقبال جهانی قرار گرفته، در عین حال به کارگیری آن مستلزم تغییرات رفتاری در اعضای هیات علمی است. یکی از گام های اجرا و پایش یادگیری الکترونیکی، تجزیه تحلیل مخاطبان است. این مطالعه با هدف تعیین دانش، نگرش و عملکرد اعضای هیات علمی دانشگاه علوم پزشکی تهران درباره یادگیری الکترونیکی انجام شد.روش بررسیمطالعه با استفاده از پرسشنامه پژوهشگرساخته انجام شد. روایی صوری پرسشنامه با استفاده از نظر متخصصان، همسانی درونی آن با استفاده از محاسبه آلفای کرونباخ و روایی ساختاری بخش نگرش آن با استفاده از تحلیل عاملی اکتشافی بررسی شد. پرسشنامه به اعضای هیات علمی دانشگاه علوم پزشکی تهران که دارای پست الکترونیکی آکادمیک فعال بودند ارسال گردید. 218 نفر به پرسشنامه پاسخ دادند.نتایجآلفای کرونباخ پرسشنامه 79/0 به دست آمد. در تحلیل عاملی بخش نگرش، کلیه سوالات در یک عامل بارگزاری شد و 53% از واریانس را تبیین می کرد. نگرش اعضای هیات علمی درباره یادگیری الکترونیکی بیش از نیمی از نمره کل (8/3 از 5) بوده ولی میزان آگاهی و عملکرد ایشان کمتر از نیمی از کل نمره قابل کسب بود. بین نمره دانش، نگرش و عملکرد شرکت کنندگان بر اساس جنس، رتبه و سابقه کار تفاوت معنی داری مشاهده نشد ولی بین دانشکده ها تفاوت معنی دار بود.نتیجه گیرینتایج این مطالعه نشان دهنده وضعیت دانش، نگرش و عملکرد اعضای هیات علمی دانشگاه است. دانشگاه علوم پزشکی تهران در زمینه یادگیری الکترونیکی طی سال های گذشته بسترسازی مناسبی نموده و ضمن راه اندازی سامانه های آموزشی و رشته های مجازی، کارگاه های توانمندسازی متعددی برای اعضای هیات علمی برگزار کرده است؛ و نتایج این مطالعه می تواند ضمن ارزیابی وضعیت موجود دانش، نگرش و عملکرد اعضای هیات علمی، برای بازبینی نیازهای آموزشی اعضای هیات علمی و برنامه های توانمندسازی آنها به کار گرفته شود.کلید واژگان: یادگیری الکترونیکی, آموزش از دور, دانش, نگرش, عملکرد, عضو هیات علمی}IntroductionE-learning is used in the worldwide in higher education to improve the quality of the learning experience by students; at the same time using this approach requires behavioral changes in the faculty members. One of the steps in the implementation and monitoring of e-learning, is audience analysis using techniques such as knowledge, attitude and practices (KAP). This study investigates the knowledge, attitude and faculty members performance of Tehran University of Medical Sciences (TUMS) on e-learning.MethodsThis descriptive, cross-sectional study was conducted in 2014-15 through a research-made questionnaire. Face validity was determined by expert opinion, Cronbachs alpha was measured to assess the reliability and its construct validity was investigated through exploratory factor analysis. . The questionnaire was e-mailed to all TUMS faculty members . 218 faculty members responded to the questionnaire.ResultsThe reliability score of the questionnaire was assessed using Cronbach alphs, and it was 0.79. Exploratory factor analysis of the attitude part of the questionnaire produced a single factor that explained 53% of the variance. The results showed the positive attitude of faculty members regarding e-learning, although their knowledge and practice scores was less than half of the total score. There wass not found any meaningful differences between knowledge, attitude and performance of the participants based on sex, rank and work experience. ANOVA test showed that the difference of scores among schools was statistically significant ( = 0.000; = 0.003 and = 0.000, respectively).ConclusionThe findings of this study showed the state of knowledge, attitude and faculty members performance of TUMS on e-learning. Over the past years, TUMS has established suitable e-learning infrastructure such as educational websites and virtual programs as well as training workshop for faculty members. The results of this study can help the revision and improvement of the faculties educational programs.Keywords: E, Learning, Distance Education, Knowledge, Attitudes, Practice, Faculty Members}
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Background and AimLack of adherence to prescribed medication is a main concern in medicine especially in chronic diseases. The aim of present study was to determine the effect of supportive text message on the adherence to treatment of depression.
Methods & Materials: This quasi-experimental study was conducted on sixty eligible patients with diagnosis of depression who referred to a psychiatry clinic in Shahrekord. The patients were allocated to supportive text message and control groups. The patients in both groups were treated with the same antidepressants; however, the patients in supportive text message group additionally received daily text messages for six weeks. The adherence to medication was assessed by a researcher-made questionnaire and the severity of depression was assessed by Beck depression inventory.ResultsImmediately after intervention, average score of depression showed a significant improvement in both groups (PConclusionDaily supportive text message in this study could not improve antidepressant adherence and depressive symptoms in patients with major depression.Keywords: depression, treatment refusal, text messaging, adherence, medication} -
Journal of Advances in Medical Education & Professionalism, Volume:4 Issue: 3, 2016 Jul, PP 122 -129IntroductionAlthough nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students.MethodsThis is a mixed methods study performed in 2 steps. First, the researchers defined clinical learning in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14.ResultsTo do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55%) was defined by the first 3 factors while the rest of the total variance percentage (59.45%) was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93) confirmed the high internal consistency of the questionnaire.ConclusionResults indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it involves 41 expressions and properties such as instrument design based on perception and experiences of the nursing students about effective factors on clinical learning, definition of facilitator and preventive factors of the clinical learning, simple scoring, suitable validity and reliability, and applicability in different occasions.Keywords: Learning, Clinical, Teaching, Nursing student}
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نامه ای به سر دبیر با عنوان «آیا زمان آن نرسیده که استفاده از آزمون های چند گزینه ای محدود و یا منسوخ گردد؟» در مجله ایرانی آموزش در علوم پزشکی سال پانزدهم، شماره 3 (پیاپی 77)، خرداد 1394صفحه 507-505 به چاپ رسیده است(1).
این نامه در خصوص ناکارآمد بودن آزمون های چهارگزینه ی در ارزیابی دانشجو و عدم توانمندی اساتید در طرح سوالات چهارگزینه ای و مقایسه آزمون دستیاری با آزمون برگزار شده در کشورهایی چون آلمان و فرانسه و پرتغال است و در نهایت در انتقاد از آزمون پذیرش دستیاری کشورمان مطالبی را ارائه نموده است.
ضمن تشکر از نویسندگان مقاله بابت پرداختن به آسیب شناسی آزمون های حوزه پزشکی به ویژه آزمون دستیاری، نکات زیر قابل بحث است:آزمون های چندگزینه ای متداول ترین آزمون های عینی در علوم پزشکی هستند(2) و هنوز برای بررسی سطوح اول و دوم توانمندی ها در هرم میلر بهترین ابزار در دست هستند(3).
سوالات چندگزینه ای برای ارزشیابی معلومات فردی، تصمیم گیری های پزشکی، تفسیرهای آماری ومهارت های ذهنی مانند یادآوری، تشخیص و حل مشکل استفاده می شوند(4). اگر سوالات به خوبی طراحی شوند می توانند سطوح ادراک، فهم و کاربرد را نیز ارزشیابی کنند(5). رایج ترین نوع آزمون کتبی در آموزش پزشکی، آزمون های چند گزینه ای هستند که از حدود پنج دهه قبل در آزمون کتبی بوردهای تخصصی ایالات متحده نیز مورد استفاده قرار می گیرند(6و7). در ایران نیز در آموزش پزشکی آزمون های چند گزینه ای متداول ترین آزمون های کتبی در ارزشیابی دانشجویان گروه علوم پزشکی است(4). دانش مربوط به یک حوزه از علم، بهترین معیار برای شناسایی تخصص افراد است که با آزمون های چند گزینه ای به بهترین نحو سنجیده می شود(8).
در بررسی روند پنج ساله طراحی آزمون های چند گزینه ای ارتقای دستیاری تخصصی پزشکی دانشگاه علوم پزشکی کرمانشاه نیز مشخص گردیده است که آزمون های ارتقای دستیاری از نظر شاخص های کمی ضریب اعتبار، ضریب دشواری، ضریب تمیز و شاخص های کیفی، درصد سوالات بدون اشکال ساختاری و درصد سوالات با تاکسونومی دو و سه، در محدوده قابل قبولی قرار داشتند(9).
مطالعات معتبری به کاربردی و مفید بودن سوالات چند گزینه ای در خارج از کشور پرداخته اند. از جمله در مطالعه ای که به مقایسه نمرات آزمون بالینی ساختارمند عینی دستیاران داخلی دانشگاه اتاوا در یک دوره 8 ساله با نمرات آزمون پراهمیت ملی کالج رویال پزشکان و جراحان کانادا The Royal College of Physicians and Surgeons of Canada (RCPSC) که دارای دو قسمت تستی چهارگزینه ای و عملی است، پرداخته است، همبستگی نزدیک نمرات آزمون بالینی ساختارمند عینی دانشگاه اتاوا و بخش تستی آزمون ملی به دلیل سنجش سطوح بالای شناختی و کاربرد دانش توسط سوالات چند گزینه ای گزارش شده است(10).
با آموزش و تقویت بنیه علمی اساتید و اعضای هیات علمی از طریق کارگاه های توانمندسازی می توان به ارتقای دانش آنها در مفاهیم کیفی سوالات و حیطه های یادگیری اقدام کرد.
در متن مقاله آمده است «استفاده از آزمون چهار گزینه ای به طور کاملا محتمل منجر به موفقیت افرادی خواهد شد که توانایی کم تری در درک، تجزیه و تحلیل و تفکر دارند» که با بررسی منابع به نظر می رسد منبع مرتبط با اظهارنظر فوق به جای منابع 10 و 11 منبع شماره 12 باشد که بنا به نظر نویسندگان مقاله به دلیل حجم پایین جامعه آماری و انجام پژوهش در یک مرکز، نتایج قابلیت تعمیم پذیری مطلوبی ندارد.
در پایان به نظر می رسد که با توجه به کارایی های این نوع از آزمون ها حذف کامل آنها از روند پذیرش، امکان پذیر نباشد و برای برطرف کردن نواقص موجود می توان از استفاده از سیستم آزمون به جای یک ابزار (مثلا استفاده از آزمون عملی در کنار تستی چهارجوابی) استفاده کرد. -
Delphi as a consensus development technique enables anonymous, systematic refinement of expert opinion with the aim of arriving at a combined or consensual position. In this study, we determined the criteria and their weights for Iranian Medical School's ranking through a Delphi process. An expert committee devised 13 proposed criteria with 32 indicators with their weights, which were arranged hierarchically in the form of a tree diagram. We used the Delphi technique to reach a consensus on these criteria and weights among the deans of 38 public Iranian medical schools. For this purpose, we devised and sent a questionnaire to schools and asked them to suggest or correct the criteria and their weights. We repeated this process in two rounds till all the schools reached an acceptable consensus on them. All schools reached a consensus on the set of 13 criteria and 30 indicators and their weights in three main contexts of education, research and facilities, and equipment which were used for Medical Schools ranking. Using Delphi technique for devising the criteria and their weights in evaluation processes such as ranking makes their results more acceptable among universities.Keywords: Delphi technique, Consensus development methods, Ranking, Criteria}
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BackgroundTeachers self-efficacy and development may be conceptualized as their beliefs in their own ability to plan, organize and carry out activities that are required to attain educational goals. In this study, we examined the effect of different medical education training courses (six-day, one- month short- term and six-month long- term courses) on perceived self-efficacy and development.MethodsThis before-after quasi-experimental study was performed on 39 faculty members of Tehran University of Medical Sciences who participated in faculty development courses in 2013. We used valid and reliable scales to measure their perceived self-efficacy and empowerment.ResultsThe results revealed a significant increase in faculty members perceived self-efficacy in pre and posttests in one-month and six-month courses, but no significant difference was found in the six-day course (p=0.004, pConclusionThis study revealed that long- term courses were more effective than the short- term ones. Thus, longitudinal courses are recommended for more effectiveness.Keywords: Self, Efficacy, Power (Psychology), Education, Medical, Faculty Development Programs}
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BackgroundStudying medicine is perceived to be stressful, and a high level of stress may have a negative effect on cognitive functioning and mental health of the students..ObjectivesIn this study, we assessed perceived stress and its severity, sources and determinants..Patients andMethodsIn this cross-sectional study, we assessed the perceived stress and its severity, sources and demographic variables in 341 (136 males, 205 females) randomly selected medical students of Tehran university of medical sciences, Iran, in October 2013. A self-administered valid and reliable questionnaire with a possible range of scores from 0 to 56 was used to collect the data. Stress sources were determined using logistic regression analysis..ResultsThe overall perceived stress mean was 32.02 (SD = 5.08). Eighty-three percent of the medical students perceived stress. Students in clinical phase perceived more stress than basic sciences ones [OR 2.25, 95% CI 1.809 - 4.032]. Logistic regression analysis showed demographic (including gender and residential status), psychosocial and academic factors and the phase of study as sources of stress..ConclusionsThe results of this study show that most of the medical students declared perceived stress. So, a change in medical education environment and empowering students to effectively cope with the perceived stress sources and their families to support their children is needed..Keywords: Students, Medical, Stress, Psychological}
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