فهرست مطالب shahram shayan

Educational managers at universities of medical sciences are the suppliers of human resources to the healthcare system. Thus, attention to their professional empowerment can play a prominent role in improving the quality of medical science education.

The present study was implemented through the method of modeling and in the three stages of conceptual, modeling, and validation. The research environment was the medical science universities of Iran and the sampling method was purposive. The two qualitative approaches of literature review and semi‑structured interview were used to develop the components of the model. The results were then integrated, the relationships between the components were investigated, and the model was eventually finalized. The resulting scores were analyzed using MicMac software.

Twelve categories and 20 subcategories were identified in the first micro‑study (desk research). Qualitative analysis of the interviews in the second stage led to the identification of 21 subcategories and seven categories. Components of the conceptual model were extracted from the results of the two first stages, both of which were aimed at the extraction of concepts relevant to dynamic empowerment of medical science educational managers, and the conceptual model for dynamic empowerment of medical science education managers was designed in the six categories of education, decision‑making, organization, belief, dynamic capabilities, and environment after the interactions between the components were studied.

Results of the present study revealed that dynamic empowerment of the managers is a multifaceted and multidimensional concept, and all of the factors incorporated in the conceptual model for dynamic empowerment of managers must receive special attention.

Empowerment is the key to the effectiveness of the managers and the organizations, of which “Dynamic Empowerment” assumes a strategic role in the organizations. Evidence shows that managers have a significant role in the dynamics of organizations.Particularly, among different approaches to empowerment, no studies have been reported concerning the dynamic empowerment of university managers and the elements of dynamic empowerment. Considering this requirement, the study was performed to identify the components of dynamic empowerment among educational managers of medical universities using content analysis.

The study was a review with a qualitative approach, since qualitative method based on conventional content analysis was used to analyze the content of texts and papers related to dynamic capabilities and empowerment. The population was papers related to the keywords of dynamic capabilities and empowerment in English and Persian, published during 2000-2020 as review and original research papers in electronic databases “Pub med”, scholar “Google”, “Sage.org”, “Science Direct”, “Magiran” and “SID.ir”.After studying their fit with the two keywords “empowerment and dynamic capabilities,” 10 models, 10 review papers, 10 research papers, and 10 definitions of the related books underwent content analysis using the conventional approach. Content analysis in MAXQDA20 software was used to analyze the texts.

The results indicated that dynamic empowerment components among managers are summed up in 12 categories and 22 subcategories, which were extracted from 64 main and 226 open codes. Twelve dynamic empowerment categories were skills and capabilities, human resources, managerial capabilities, leadership, structural, executive, procedural, dynamic processes, educational, communicative, operational, and evaluation.

According to these results, one can reach a conceptual conclusion on the components of the dynamic empowerment program of managers, by compiling whose model on the managers of Iranian universities of medical sciences; one can design a dynamic empowerment model for university education managers.

The quantitative growth of higher education system and consequently medical education in recent years has caused the quality of Important Components in Education, specially the exams with less consideration..

The purpose of this study is “the Identification of effective factors in improving the quality of medical specialty board exams from the perspective of stakeholders”

In order to analyze this descriptive-analytical study, in the first step, three groups of stakeholders including board members, assistants and program managers were asked to give their viewpoints on the factors affecting the quality improvement of the speciality board exam in the four fields studied using a questionnaire.

Based on the results of the study, it was found that the participants rated the impact of organizational, psychological, physical and factors along with the designing of the test questions on improving the quality of the specialty board exams above the average. Moreover in the quantitative analysis, the results in the four fields showed that the highest percentage of difficult questions were related to questions with moderate difficulty and in index of discrimination, questions have appropriate dicriminatin index. Also, the KR20 Reliability test in all four fields have been above 0.8.

The results of this project emphasize more on the influential components that improve the quality of tests which include organizational, psychological , physical and factors along with designing the test questions. Moreover, the participation of all the stakeholders in the survey provides comprehensive findings which may or help improve the holding of the specialty board exam along with the preparation and design of test questions. Keywords: improvement , board examination , stakeholders

Employees are constantly in need of training, which by comprehensive evaluation can be aware of effectiveness of the educational outcomes. The purpose of this study was assessment of the Effectiveness of Staff In-Service Training System, Tehran Taleghani Hospital with Kirickpatrik Approach, which would ultimately be a guide for hospitals by producing a guideline. This is a descriptive-survey research. The statistical population was operating room staff about 50 people. The sampling method is Convenience sampling and the sample size is 48 people. Data analysis was performed in accordance with four level of the Kirkpatrick model including reaction levels (researcher-made questionnaire and face-to-face interview), learning (pre-post written tests and skill tests such as OSCE), behavior (360-degree evaluation), and outcomes (Change of indicators) and data were analyzed by SPSS software Findings showed that mean scores in the reaction stage (136.35) and in the learning stage, t-test statistics of the pre and posttest in writing exam (12.93), and OSCE (8.45) and, in behavior stage the mean score of 360 degrees from the viewpoints of head nurses (55.83 ± 7.96) and colleagues (44.29 ± 6.92) And junior colleagues (39.85±4.75) self-assessment (57.5±3.01) patients (13.25 ±0.001) and in the result stage hospital indices were significantly different and change. At the reaction stage, the participants were satisfied and significant changes in the mean score of the pre-posttest of the written and OSCE shows that learning occurred. Based on the analysis of 360 degrees evaluation from the perspective of five sources of assessment about 50% of the learning transmit to the work place and that cause changes in the hospital's indicators.

One of the main duties of universities in Iran is training of general students. Therefore, the educational process of dental students of general dentistry should be evaluated and compared in all of these universities. The aim of this study was to evaluate the views of dental students in Isfahan, Yazd, Kashan in comprehensive science exams.

In this descriptive cross-sectional study, 277 students of Medical Universities of Isfahan, Yazd and Kashan participated in the study. A data collection tool was a pre-made questionnaire, containing 26 questions in five options in seven areas. Data were analyzed by SPSS software, that is to say, One-way ANOVA and Pearson correlation coefficient T-test were used for data analysis.

Comparison of mean scores in the University of the United University based on one-way ANOVA showed a significant difference in the benefit of the test (2. 894 ± 0. 94) (f =. 05, p =. 698), and the mean value (± 11. 55) / 3) (f = 717/3 = p <0. 05) between universities. Based on student admission quota at university and based on T-test, there was no significant difference as far as gender was considered. There was no significant difference between the males and females based on student admission quotas in the university and based on the T-test. There was no significant difference between the two groups in terms of the content of the questions based on the one-way ANOVA test (p> 0. 05) ± 3. 09) (2. 362 f =, p <0. 05), and test benefits (2. 8 ± 0. 94) (f = 0. 059, p <0. 05).

In this study, although most students considered the basic science exam as essential for measuring information, they did not consider the test score to be a student's knowledge. Considering all the findings of the research, it seems that the revision of the basic science exam and its holding as a comprehensive dental exam in the late stages of the general course has more beneficial effects on the goals of the new dental curriculum.

Background and

In this study, the learners' performance has been developed as a tool for recording learning experiences, documenting the stages of learning and assessment of apprenticeship training, providing appropriate comprehensive coverage, teacher and educational system as well as curriculum modification.

This research is a descriptive study conducted in 1397 in the country. The statistical population of this research is all the experts responsible for higher education in 47 universities. After reviewing the texts and performing a focal group, a preliminary questionnaire was compiled and a sample was taken. The apparent and content validity of the questionnaire was carried out using the opinions of the experts of the Ministry of Health and Health and some managers and educators on the basis of scientific criteria. The reliability of the questionnaire was determined by Cronbach's alpha test of 96%.
Findings: The questionnaires were compiled with 17 modules and 205 skills based on the approved curriculum. After the survey, the expected competency level of each skill was obtained. In the Procurator Skills section, a total of 32 trial skills were extracted and the proposed clinical performance was presented in the form of a scoreboard.

The results of the study introduces a valuable tool for evaluating the ability of learners who are interested in evaluating the skills of learners based on modern and up-to-date assessment methods

In the era of increasing development of electronic technology, using technology and making favorable changes in student assessment have a prominent role. The purpose of this study was to review the evolution process of student assessment methods in medical education and report its process in Iran based on the 8-step model) In Line with the Package for Medical Sciences Assessment System and Tests Promotion).
In this narrative review, databases of SID, Magiran, PubMed, Eric and Google Scholar were searched for articles published from 1950 onward in Persian and English using the keywords assessment, computerized test, evolution, change and medical education.
A total of 28 highly relevant articles were reviewed from 76 publications. Based on the 8-step model of change, the evolution process of student assessment has occurred as 1: creating necessity, 2: forming a powerful coalition, 3: creating a vision for change, 4: communicating with the vision, 5: removing the obstacles, 6: creating short-term achievements, 7: founding and building the change, 8: institutionalizing the change.
The eight steps of change and evolution of Graduate and Medical Education Council tests have been administered with due precision in Iran. Given the challenges facing each change and in line with more favorable administration of this process in the coming years, identifying existing executive problems and contributing to resolve them would be an effective and constructive step forward.

The health system development plan is currently one of the most fundamental changes in Iran. The purpose of this study was to determine the amount of attention to the components of change in health Development plan from the Viewpoint of staff in Al-Zahra hospital in Isfahan and Afzalipour hospital in Kerman in 2015.
In this quasi-experimental study , the staff of Al-Zahra hospital in Isfahan and Afzalipour hospital in Kerman were selected by convenience sampling method. Data were collected using a researcher-made questionnaire and its validity and reliability were taken into account. Data were analyzed by SPSS version 21 and two-way multivariate analysis of covariance was used as appropriate at a significant level of p The average rate of attention to the components of change in three factors namely "support and planning", "training and counseling", and efficiency" Were respectively 3.93±0.63, 2.91±0.86 and 2.3±0.69. The overall mean of attention to change components was 2.83±2.52.
The mean of the total score showed that less attention has been paid to the components of change in the Health Development Plan. We suggest conducting a national survey to identify faulty components and elements in order to take corrective measures.

Teaching-Research Nexus (TRN) is one of the most fundamental issues in higher education management. This issue faces greater challenges in Iranian universities of medical sciences due to their more complex structure and obligations in contrast to universities under the supervision of Ministry of Science. Therefore, this study tried to design an appropriate model of teaching-research nexus for Iranian universities of medical sciences by identifying the determining components involved in the interaction and nexus between teaching and research in the world’s top universities. Using a review study, documents available in the university websites of the world’s top 10 countries (according to Shanghai Ranking of 1 to 5 top universities in each country), as well as Times Higher Education Ranking (medical sciences), and the literature on components affecting research-teaching nexus were reviewed and analyzed. The obtained components were classified through the three-dimensional conceptual model into structural, environmental, and behavioral factors. The results of the review of the world’s top 32 universities and relevant research literature led to the identification of 17 major and 42 minor components which were designed and presented in the three-dimensional conceptual model based on their homogeneity. According to the model, the extracted major and minor components were classified into structural, environmental, and behavioral factors and their interactive relationship was identified. The components presented in the proposed conceptual model can be employed as the main part of formulating “organizational strategies” in order to align teaching and research and to be able to benefit from such interaction in universities and institutes of higher education.

Assessment is one of the teachers' most important activities in teaching process which bears many purposes. With the rapid change of different sciences,old methods and tools are not meeting the present needs. Since in medical sciences, half of the educational course, including nursing courses,occurs at patients' bedside, the assessment of clinical competency is of great importance. In this study the goals , skills and expected level of competency for each skill and procedural skills needed for training nursing studentsreceivingcardiac care field training compiled.

This research was a descriptive measurement study conducted in Esfahan in 2010-2011. Research community was nursing trainers who are responsible for training students takingcardiac care field training coursesin state medical science universities all over the country. Sampling was performed first in the form of the multi-stage cluster and then after selecting the colleges , their trainers entered the study in the form of census. To gather the information, after literature review and performing a focusing group, an initial questionnaire was compiled and survey was conducted using Delphi three-stage method.

After literature review and focus group, 23 modules and 142 skills in the first section and 14 general procedural skills and 15 special procedural skills in the second stage were compiled. Finally after passing the Delphi stages, 150 skills in the form of 23 modules in the first section and 14 general procedural skill and 13 special procedural skills were obtainedin the second section. The expectancy levels of all the skills were also determined.

This study has introduced an assessment pattern in the form of clinical performance logbook which can be a valuable tool for assessing the clinical competency of nursing students receiving field training in cardiac care units(CCU).

In recent decades integration of pedagogic and technologic approaches resulted in a change in main structure of universities. Appearance and utility of electronic education especially in assessment system and examinations of medical students, necessitates designing new assessment methods and tools. This study is to discuss and design EPMP software as an appropriate tool for measurement of the ability in students’ clinical reasoning and problem solving. Regarding the structure of PMP examination, this software was designed in form of a three layer object generated using program C language and visual studio.Net with software base of SQL server 2000 as well as Ajax software to promote user interface (UI) to be used as an internet explorer IEO6. This soft ware represents patients’ problem in form of some text hints and fixed and animated pictures through simulation and then with some questions, lets the student or assistant follow up patients’ management and treatment. Because of the consistency of the designed software with international standards, this was welcomed by faculty members and assistants in university level and board of examinations. Assistants’ survey results showed their desire to hold these examinations with more frequencies within their education period and the potentiality to enable them to work with computer more skillfully.

Assessment tools of academic achievement in the field of surgery have always been received considerable attention. The issue that has received less attention is that which one of these methods has higher efficiency to cover appropriately educational objectives in surgical groups. This survey aimed to evaluate the results of three examinations (including OSCE, in-group educational assessment, final improvement examination) of neurosurgical assistants of Isfahan University of Medical Sciences in 2009-2010. In this retrospective cross-sectional study, results of examinations (OSCE, the annual improvement examination and in-group educational assessment) of neurosurgical assistants of Isfahan University of Medical Sciences were investigated. Scores from all three tests were extracted and analyzed. The 1-4 academic -year's scores of 15 individuals from 18 residents were analyzed. The results of these exams showed that there is a significant difference between the scores in OSCE, the annual improvement examination and in-group educational assessment. This difference for the results of in-group exam was significant in comparison with the two other exams (p=0.000), but the results did not show significant difference (p=0.21) for annual improvement examination in comparison with OSCE. In addition, high grade residents’ score in OSCE and in-group was somehow similar and their mean rank was close together. But their scores in in-group exams showed considerable difference. Although annual improvement examination will be held as MCQ, and measures scientific and cognitive assistants’ ability and OSCE essentially assess psychomotor capabilities, but accurate planning and applying the MCQ is effective on its result. Holding annual improvement examination as focused, its proper conducting by Medical Education Development Center, participating all professors in designing questions, proper questions distributing of all references, applying two axes table tables for designing questions, its quality, adherence to the principles of designing question, using more than 70 percent questions in the taxonomy of two or three are factors which are effective for closing this test to the standard tests and making an accepted tests for assessing academic progress and differentiating assistants.

This study has tried to design educational program indicators for internal evaluation of graduate courses in health school. Regarding the systemic approach in educational framework, the related indicators have been categorized in three groups as input, process and output. First, indicators of graduate educational programs were defined based on different resources and scholar's comments through Delphi method and then the present educational status was revealed by the designed indicators. The data were collected by a questionnaire and through going over notes and evidences. The findings have been presented in form of charts and diagrams. In this study, total of 100 indicators related to educational programs were defined and investigated, based on three elements of input, process and output, in fields of academic members, educational programs, students, grants, facilities, structural indicators, official capacities, space and equipments, program management, learners, produced knowledge and scientific professional services. Regarding the findings related to the present condition and the possibility of comparing some indicators with those of four years ago, the following issues are suggested to be considered: Screening positive points of health school in domains of academic members regarding the number, variation and scientific rank, and present appropriate physical space, the necessity of conducting graduate education in health school and establishment of new courses, shifting attention to distant learning and online short term and open educational courses as a must for universities in direction of scientific and financial independency. There should also be reinforcement of data bases used by students, organizing the budget and school grants in dimensions of education and research, reinforcement of school interaction with industry with respect to school potentialities, holding refresher courses in form of continuing education programs, educational workshops and sabbaticals. It is suggested to make reinforcement of managerial staff's potentialities through holding educational courses specialized for managers and eventually to take actions to access main mission of the health school to produce knowledge and to distribute that through supporting students as well as provision of research culture and creativity among academic members to have a better scientific presentation through publications of articles in international ISI.

The aim of this study was to use Classical Test Theory (CTT) software for qualitative and quantitative analysis of Multiple Choice Questions (MCQ) for Master students of health discipline. This study was carried out on two groups each including 50 undergraduate students of public health, and two groups of 50 and 26 undergraduate students of occupational health. The final exams were done to determine academic achievement of students using MCQ during the years 2004 and 2005 in the department of environmental health, school of health in Isfahan University of Medical Sciences. The questions were analyzed by CTT software in two phases before and after quantative analysis. Having qualitative analysis performed, the questions set for the first stage exam were modified. At the following year, another group of students were examined using those modified questions of the first stage. Reliability coefficient for two exams of industrial solid wastes and health of water, before the quantitative analysis of the questions, were obtained 0.576, and 0.359, respectively. After quantitative analysis of these questions, the coefficients values improved to 0.671 and 0.694, respectively. The method of question analysis in this study led to improving reliability coefficient in the second stage. This coefficient is still far away from desirable coefficient (reliability coefficient greater than 0.8). Therefore, these questions still need to be modified, and analyzed again using the CTT software.

Using multiple choice question tests, as an objective testing method, is the most common students evaluation procedure, and it is very important to design these tests properly.This study aimed to assess clerkship tests of general medicine courses in the training group of dermatology, psychiatry, gynecology, ophthalmology and neurology of medical college of Isfahan University of Medical Sciences both quantitatively and qualitatively. This descriptive cross- sectional study was done on the latest tests of clerkship courses of general medicine including dermatology, psychiatry, gynecology, ophthalmology, and neurology in 2008. The quantitative and qualitative indexes of 15 previously held tests were extracted by using valid and reliable checklists used for determining questions with inappropriate question discrimination index, difficulty coefficient, question with 3 choices of zero, reliability coefficient, question distribution based on the announced topics, the scope of questions based on the objectives, the question types based on taxonomy. Data were analyzed through SPSS software using descriptive statistics. Among the quantitative indexes, mean of queations with inappopriate discrimination index was 24%, difficult questions 4.1%, and questions with 3 choices of zero was 12.9%. The average of questions distribution basedon the announced topics and the reliability coefficient were 98% and 77.92%, respectively. among the qualitative indexes, the highest relative frequency of questions were in the fild of signs and symptoms with 30.75 % and the first taxonomy with 59 %. Considering the importance of using standard questions (which are according to the rules for designing multiple choise question) for holding appropriate exams, continuous review of test questions and administering training courses on test questions designing, creating question banks and putting emphasis on preparing two dimensional tables for tests before giving exams are effective on improvement of the quality of the questions.

It is over a decade since the last revision in the curriculum of master of anatomy. The recent scientific and technologic progresses as well as the present weaknesses in the curriculum of anatomy push us to a new revision in this curriculum. This study was designed to determine the educational needs and practical skills of Master's degree (MS) graduates of anatomy regarding their professional needs. In this descriptive study, the viewpoints of expert faculty members in the country, about educational needs of MS of anatomy was asked by a questionnaire. In total, 53 questionnaires were returned. Moreover, the managers of the institutions who could employ MS anatomy graduates were interviewed. Finally the data was analyzed, and while the graduate's professional tasks were ranked, their educational needs were determined also. Comparing the present curriculum with graduate's educational needs and also with educational programs in other countries revealed some headings to be added to the current curriculum including: "research methodology and biostatistics", "advanced microanatomical methods" (as an independent subject), "teaching methodology", "laboratory rotations", "cell biology", "how to fix and dissect a cadaver", "English for special purposes", "computer", "model making", "comparative anatomy", "clinical anatomy", and "practical pathology". In order to improve the curriculum leading to MS in anatomy, in addition to adding some new subjects and headings, more emphases on practical skills and increasing the credits of thesis is needed.