جستجوی مقالات مرتبط با کلیدواژه « دانشکده » در نشریات گروه « پزشکی »

Social 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.

This 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.

At 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.

In 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.

Investigating the factors influencing the research experience can help to improve the quality of dissertations. The aim of this study was to Assessment of graduate Satisfaction of the Factors Affecting the Research Experience in Faculty of Management and Medical Information in Tabriz in the Years 96-93.

This study is a descriptive cross-sectional. The statistical population of the study is graduates of postgraduate studies who have written and defended their dissertation from the beginning of 1393 till the end of 1396. The data gathering tool was a questionnaire. Sampling was done by census method and the data were analyzed using descriptive statistics (frequency and mean).

The results of the study show that the graduates of the Facultychr('39')s infrastructure and facilities, providing the conditions and the fields of intellectual growth and thesis implementation, the least satisfaction, and the factors of expanding skills, thesis test, and supervisors were most satisfied. Concerning approval of the preliminary thesis project, the satisfaction level is moderate and the graduates are satisfied with the duration of the approval of the proposal in the faculty and department.

If attention is paid to the factors involved in the process of doing the thesis, and especially the factor of infrastructure and facilities in the priority of higher education planning, the motivation of individuals to continue their studies, theses and articles are written and printed better, in the result of Iranchr('39')s position in scientific production is rising.

The aim of the current study was to determine the cognitive-behavioral factors affecting education in the Faculty of Pharmacy at Iran University of Medical Sciences. This was a descriptive-analytical study with a cross-sectional design, implemented in the late 2019 and early 2020, using census sampling method. The data collection tool was a questionnaire prepared based on the previous phases of the study including a systematic review, a qualitative phase, and a Delphi study. The SPSS software was used to analyze the data. Since the dependent variable had a normal distribution, independent sample t-test was used. According to the results, Iranian professors and students believed that innovation, anxiety and psychological stress, and concentration are the most important cognitive-behavioral factors affecting education. On the other hand, foreign professors and students believed that the most important factors affecting education were attempt to search information, intrapersonal intelligence, cognitive competence, and awareness. The cognitive-behavioral factors selected by Iranian students were different from those selected by foreign students. Therefore, policymakers, planners, managers, and experts must take into account the results of this study, particularly as far as Pharm.D. programs are concerned.

Education is one of the most important needs of human societies which has a fundamental role in the development of countries. This study was the first to be conducted on international pharmacy students in Iran with the aim of identifying their learning styles and its impact on their learning ability. The statistical population of this study included the international pharmacy students of Iran University of Medical Sciences. The sample size was 40 students. The data were collected through demographic information and Kolb’s learning style questionnaire which were then analyzed using SPSS and EXCEL. The age of the students was 26-28 years, and the mean of the grade point average of the students was 12.98 ± 1.62. According to the results, the learning style of 70 the population under study is accommodator and have an activist and pragmatist learning style, while 30 percent have a reflector and theorist learning style that is assimilator. Correlation coefficients showed no significant relationship between individual and academic variables such as gender (P=0.994), age (P=0.383), basic education (P=0.114), and educational level based on year of entry (P=0.219). Therefore, considering that accommodator learning style is the predominant learning method of international pharmacy students in Iran university of medical sciences, educational methods based on hands-on approach, with a strong preference for doing rather than thinking through role-playing and practice methods and receiving feedback in the education of this group are appropriate.

  Considering the high importance of the university in country development, evaluation of the performance of the departments in universities is of great importance. The present study was conducted in 2018 with the aim of identifying the factors of organizational performance evaluation in departments of Mashhad University of Medical Sciences. The statistical population of this study consisted of 30 experts familiar with organizational performance assessment of educational departments and management professors and 90 managers and deputies of educational departments in Mashhad University of Medical Sciences. Sampling method was census, with a sample of all experts and 72 managers and deputies. In this research, a researcher-made questionnaire based on the Delphi study was used. The significance level of Bartlett's sphericity test in exploratory factor analysis by SPSS software version 22 is 2385.152 and 0.0001, respectively, which indicates that the sample size is suitable for performing factor analysis.
Findings: This research, based on background review and experts’ opinions, identified 35 indicators. Regarding the literature, the components of performance evaluation of faculty departments of Mashhad University of Medical Sciences were divided into 6 components of individual factors, factors related to role, intragroup factors, organizational factors, out-of-organization factors and methods efficiency factors. The most important indicators of the performance evaluation components of the faculties of Mashhad University of Medical Sciences include intragroup communication, organizational structure, personnel empowerment, organizational strategic thinking, and learning power. The necessity and effort of the group members and the relevant authorities to improve the status of the educational groups is very important and managers of the departments should be encouraged to use new methods for performance evaluation, which ultimately leads to performance process improvement and achievement of organizational goals.

Although Mentoring programs are one of the essential reasons of professional development for medical students, most academics experience lack of them. Following Tehran university of Medical Sciences (TUMS) mentoring program for residents, this study was conducted to review clinical mentoring programs, their goals, effects and practical points about their design, implementation and evaluation. A PubMed literature search was conducted for years 2000 - 2015 using the following keywords or their Combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship, coaching, and clinical education. Although a total of 664 publications were identified, only 15 papers met the selection criteria for structured programs. The study evaluated 15 articles which focused on programs with the goals of clinical and professional skills’ training, familiarity with job prospects, improvement of physical and mental health, and students’ interest in specialized disciplines for future, research activities and role modeling. In those programs, mentor selection criteria was age and gender, interest, volunteering, and good academic background. Mentor- mentee matching was done through the profiles containing the educational CV, the priorities of life and work, and out-of-work interests which was done by the system in most of the cases. In some cases, the mentees selected their mentor themselves. Mentors training was done through booklets or by holding workshops with content consist of “mentoring”, “leadership” and “team-work”concepts. Monitoring of the programs was done by faculty members through the mentees and in other cases, through the mentors, by telephone or by the questionnaire. In these programs, in addition to financial encouragement, educational incentives have been used to support mentors. In evaluation of programs, quantitative and qualitative methods (interviews and focus groups) were used. The papers emphasized on the success reason of their clinical mentoring programs in empowering mentors, effective motivational methods for mentors, regular mentor-mentee relationships, monitoring the performance of mentors, and financial and professional support of mentors preserve a mentor for a long period and create; 1) a culture of mentoring, 2) a network of people for sharing experiences and 3) use the support of experienced academics. Mentoring programs are considered to be the causes of the professional growth of medical students, which is recommended to be implemented at the medical faculties. These programs should be targeted and always evaluated. Also, in designing these programs in addition to the progression of the mentee, there should also be rewards for mentors. By scrutinizing the various programs and reporting them, effective steps can be taken in designing future programs

  Efficiency and productivity are considered as the most important performance indicators of an educational organization. This study aimed to estimate the efficiency and productivity of schools in Ahvaz University of Medical Sciences, Ahvaz, Iran. This descriptive study was based on panel and time series data. In total, seven schools of Ahvaz Jundishapur University of Medical Sciences were assessed during 2011-2015 in terms of efficiency and productivity. The input and output indexes were determined based on research and educational performance of schools. In this research, data envelopment analysis method and the Malmquist productivity index (MPI) were used to analyze the efficiency and productivity of schools, respectively. Data analysis was performed in Deap.2 software. In this study, mean index of changes in management, scale, technical and technological efficiency over five years were 1 (constant), 0.991 (decreased), 0.991 (decreased), and 0.862 (decreased), respectively. In addition, all efficiency and productivity indexes grew in 2014, compared to the other years. Moreover, the mean total productivity of schools evaluated in the research was reported to be 0.855. Therefore, the schools had a relative decline in productivity (15.5%) during 2011-2015. Furthermore, the total productivity index increased in 2012 (+19.8%) and 2014 (+73.4%). Among the schools assessed, the schools of medicine (47%), health (43%), pharmacy (32%), nursing (14%), and dentistry (13%) had a reduction in productivity, respectively. On the other hand, the schools of paramedical (80.1%) and rehabilitation (18.4%) had the highest rate of productivity growth among the schools of Ahvaz University. According to the results of this study, efficiency and productivity of evaluated schools required improvement. In this regard, the most important factor for the increase and decrease of total productivity index of the schools was technological efficiency

Integrated solid waste management is one of the biggest environmental challenges facing the public and private institutions. This requires knowledge of the composition and sources of waste production. The aim of this study was to determine the quality and quantity of common waste at the faculty of health and nutrition and medical schools.
Material and This study was a cross sectional and descriptive study on the point of all-waste generated in both schools. A total of 24 samples were taken and weighted from each school. Data were analyzed with SPSS and Excel. T-test was used for comparison of means following normality test of the data.
Average of waste produced at faculties of health and nutrition and medicine were 37±7 and 30±3 kg per day, respectively. Paper and metals were the highest and lowest part of solid waste, respectively with daily average of 15 and 2 kg. Paper is accounted about 40 to 45 percent by weight of the total waste. Per capita waste production in the faculty of health and nutrition is nearly twice faculty of medicine. The total waste per capita of university was estimated at about 15 kg per person per year.
University solid waste per capita, especially the amount of paper, is high compared with the other researches. The highest amount of waste material examined in this study is recyclable at source. Training programs and changes in attitude and practice must be applied for students and staff to produce less waste to protect environment and natural resource and create a green university.

The present study was carried out as part of the needs assessment program of virtual training at Isfahan University of Medical Sciences with the aim of evaluating the readiness level of faculties with regard to virtual training from the perspective of the deputies and authorities of education development offices at the faculties.
This study was a descriptive cross-sectional research. An 18-item researcher-made instrument was used for assessing the following four domains: infrastructures (4 items), faculty’s resources (2 items), students’ readiness (5 items), faculty members’ readiness (6 items) and their attitudes towards virtual training (1 item). Data were collected through the officials in each faculty and analyzed by means of descriptive statistics.
The mean score of readiness in the field of virtual training development was 4.99±1.20. Among the four domains, students’ readiness (5.38±1.37) and resources (4.60±1.65) had the highest and lowest scores respectively. The mean score of attitudes revealed a moderate level of the subjects’ attitudes.
The results showed that despite their moderate attitude to virtual training development in the faculties, the participants assessed the faculty members and faculties’ readiness for planning and resource supply as inadequate. Nevertheless, the faculty infrastructures had a more favorable status compared to the other two domains from the respondents’ viewpoints.

Assessment is an integral part of the management of medical universities. This manuscript is a report of performance assessment of faculties of Shahid Sadoughi University of Medical Sciences.
Performance assessment process was started from 2013. A team of experts was formed in order to evaluate performance of various schools across the university. After determining indices of performance assessment by the team of experts, and obtatining approval from the Board of Directors of university; Field phase of assessment was conducted from 2013-2014.
The highest final score in the evaluation of the implementation process was gained by the School of Public Health (67.5 and 72), in 2013 and 2014 respectively, and the lowest by School of Pharmacy 28.60 and 29.25). School of Paramedical Science had the best progress (21.55) over the two years and School of Pharmacy had the lowest progress (0.65) over the same period. Generally, the final score of all schools improved.
Faculties officials were informed about the results and were encouraged to improve their position in the future ranking.

Higher education system is a great asset and play different roles in societies. Ensuring of acquisition of knowledge, skills and competencies were required by the graduates and the need for evaluation as a management practice are prerequisite for this system. The present study aimed to assess the common methods of educational evaluation from the views of faculty members in Urmia University of medical sciences. In this cross-sectional study, 167 members of the Faculty of Urmia Medical Sciences were selected in 2013. Data were collected by a Researcher made questionnaire. Friedman test, t-test and ANOVA were used for data analysis. Of 165 respondents, 27 were PhD and 108 were medical specialists. From the view of faculty members, participatory and goal-free models were more favorable. Analysis of the results revealed preference models on the basis of teaching experience; gender and having managerial position were not significant. ANOVA and LSD tests showed that in the goal-oriented model, difference of mean scores between the ranks of associate professor (3.77) and assistant professor (4.12), (P=0.003) and in the management-oriented model difference of mean scores between the ranks of lecturer (4.66) and assistant professor (4.38), were significant(P=0.04). Viewpoint and preferences of faculty members indicated that not only the defined goals objectives and results but also unforseen actual results, participation of stakeholders, particularly students, who were important in the selection of evaluation models must be considered, so that it will strengthen their credibility and effectiveness.

Adopting the academic lifestyle environment، as a new life style، make the using of advisors unavoidable for students. The aim of the present study is to investigate Students'' perspective about duties and performances of academic advisors in the school of Health of Mashhad University of Medical Sciences in 2013.

In this descriptive and cross- sectional study، 97 students were selected using stratified and simple sampling method. A the researcher made questionnaire including 34 items in 3 fields، which has been designed for each duties and performances of academic advisors from the students'' perspective، were used to gather data which has been analyzed using descriptive statistics، t-test and ANOVA by SPSS 16. 5 at 0. 05 significant level.

The main duties of advisors from the students perspective، respectively، were: to familiarize the students with rules and regulations of universities (3. 9±1. 4)، to evaluate the student’s academic achievements (3. 2±1. 4) and to prepare the students to accept the future responsibility (2. 97±1. 4). As about 10. 3% of the students ranked the advisors performance as good، 56. 7% as moderate and 33% as weak.

the students evaluated the duties of the academic advisors as important but the performance of the advisors was not satisfactory from their perspective. The counseling process should consider as a specialty task which need education and we need to facilitate the relation between University Counseling Office and the academic advisors to promote their knowledge and performance.

Teacher evaluation plays an important role in educational planning and educational quality improvement in the universities. Universities are faced with using the appropriate methods and resources for evaluation the faculty members’ performance as a challenge. This study aimed to determine the correlation between the teacher ’s evaluation scores obtained from the students، department heads and faculty deans. In this descriptive-cross-sectional study، evaluation scores of 205 basic sciences faculty members of Ahvaz Jundishapur University of Medical Sciences in 2011-12 were studied. The scores were related to the all non-clinical faculty members that were obtained from the students، department heads and faculty deans. Data were collected using three questionnaires which validity and reliability were approved formerly. Data were analyzed by SPSS 18 software using Pearson correlation coefficient. The mean score of teacher evaluation by the students، department heads and faculty deans were 4. 07±0. 40، 4. 44±0. 49 and 4. 39±0. 52، respectively. There was a significant correlation between the evaluation scores of department heads and the faculty deans (p=0. 0001; r=0. 0575)، but no significant correlation was observed in the other cases. Level of agreement between department heads and the faculty deans in teacher evaluation is higher than the level of agreement with the students.

Professionalism is one of the most important issues in medical ethics which trainers have a very effective role in training and assessing it. This study was performed to evaluate professionalism in academic staff by self-assessment in Shiraz University of Medical Sciences (SUMS). In this descriptive and cross sectional study، 122 clinical faculties of Shiraz University of Medical Sciences were selected randomly. A translated version of a standard questionnaire was administered to participants after its validity and reliability checking. A variety of faculty staff from different educational wards completed the questionnaire in a self-assessment way. The data were analyzed using descriptive statistics and chi-square test. The results show that in general، 79. 4% of the participants evaluated their ability of professionalism in a high excellent level، 20. 4% in an acceptable level and 0. 2% in an unacceptable level. They evaluated their ability in reliability and confidence، responsibility toward patients and students، respect to others، cooperation and collaboration with colleagues and students in a high level. They reported their ability in creativity and innovation in treatment management and organization skills in an unacceptable level. There wasn''t any significant statistical difference in different groups of faculties. Attention to professionalism is obvious between different educational groups. It seems that، cultural and educational intervention in a number of domains such as leadership skill، cooperation and collaboration، management and organization skills is necessary.

After two decades of expansion of universities of medical sciences and increasing the number of students as one of the most attainable solutions to overcome sub-standard status of Iranian workforce in health section, quality of medical education has recently taken priority in national health plans. The purpose of this study was designing a benchmark tool for determining differences in the field of education among schools offering nutrition programs in Iran by stratifying their educational services.

To measure the educational performance of schools providing nutrition programs nationwide, a benchmarking tool consisting of more than 50 indicators was developed by a special committee via brainstorming and nominal group. The weight given to each indicator was defined through consensus developing methods. Each school was asked to introduce a representative who would complete a questionnaire designed to collect schools’ information. Next, all the divisions were visited by one of the project's members and the school’s representative. Then, data retrieval was performed and verified at the project’s office. The average score of each school for each indicator was calculated. Finally, a special computer software was applied to perform the final analysis.

A total of 50 indicators were designed in the form of tree diagram and were weighted via consensus agreement. The medical universities offering nutritional programs were compared using the designed model.

This study defined the educational strengths and weaknesses of nutrition program in Iranian schools that could be used as a measure for authorities to devise practical strategies for qualitative and quantitative improvement in medical education.

Nowadays، the necessity of revising medical education programs towards accountability for societies’ needs are extensively considered. Given the necessity of dealing with this issue in the medical education curriculum of our country، Iran، the aim of the present article was to determine the different dimensions of socially accountable medical schools. In this review study، the Pubmed (http: //www. ncbi. nlm. nih. gov/pubmed)، Google scholar (http: //scholar. google. com/) and Highwire (http: //highwire. stanford. edu/) search engines were searched using “socially”، “accountable”، “medical” and “school” as the keywords. This search strategy retrieved 13 articles. Furthermore، it was tried that by altering the search strategy plus searching the reference lists of the retrieved articles، the most relevant and up-to-date articles were determined. Findings and Evidences suggest that a social accountable medical school is a school in which educational، research، health and medical care programs are revised based on the relevant priorities of a society including health requirements and ethical guidelines. Moreover، the selection criteria of academic members and students plus appraisal programs of medical schools are done in a way that accountability in front of society is considered at the center of attention. Accountability in front of the societies'' needs is one of the most important priority in revising medical education around the word. It is necessary that this goal is also adopted by other health sciences'' schools.

Much of activities in today's world are based on information and less time is dedicated to gain experience and knowledge. Therefore, different organizations compete based on their knowledge. In such a situation, knowledge management provides necessary tools to improve the performance of human resources and creates competitive advantages. This paper sought to determine the relationship between the components of knowledge management and organizational intelligence in schools of Isfahan University of Medical Sciences. This descriptive, correlational study included the employees of different schools at Isfahan University of Medical Sciences (n= 380) during 2009-2010 from which 130 subjects were selected using stratified random sampling. Data was collected by a researcher-developed questionnaire and the Organizational Intelligence Survey provided by Karl Albrecht. Both face and content validity were assessed to determine the validity of the questionnaire. In addition, reliability of the questionnaire was confirmed by Cronbach's alpha coefficient (r1 = 0.86; r2 = 0.92). Data was analyzed using SPSS16 at two levels of descriptive and inferential statistics. Knowledge management and organizational intelligence levels were less than the average level. A significant correlation was found between scores of knowledge management and organizational intelligence components. Moreover, the mean difference of components of knowledge management and organizational intelligence based on demographic characteristics was significant at a level of P ≤ 0.05. Organizational intelligence among the schools of Isfahan University of Medical Sciences would be improved by means of application of up-to-date knowledge, distribution, exchange and sharing knowledge, and awareness of environmental factors.

Job burnout is a common disorder in work places which has negative impacts on job satisfaction, physical and mental health status of employees of faculties. Aim of this study was to investigate job burnout and related factors in employees of Ex-Iran University of Medical Sciences faculties.

In a cross-sectional survey, in the year 2010, 445 employees of Ex-Iran University of Medical Sciences, with total job history of more than one year and recent position history of at least 6 months, were included in study. A questioner included demographic questions and the Maslach Burnout Inventory (MBI) for evaluating job burnout was used in this study. The data analyzed with statistical methods. p<0.05 used for significance in this study.

Mean of emotional exhaustion scores was 13.13 (±9.8), depersonalization 4 (±4.49) and personal accomplishment 22.63(±10.13). In analysis of variance, emotional exhaustion and depersonalization levels in female workers was more than males and in employees with job history of ≤10 years was higher than others (p<0.05). Emotional exhaustion and depersonalization levels in employees with above diploma degree was higher than others (p<0.05). In employees of Hygiene faculty, personal accomplishment was lower and depersonalization was higher than other faculties. In analysis of regression only duration of work, was negatively correlated with job burnout.

Generally job burnout in emotional exhaustion and depersonalization was mild and in personal accomplishment was high. Employees with lesser duration of work had more job burnout. Probably, female workers, above diploma workers and workers of some faculties were more susceptible to job burnout. It is necessary to have a suitable approach for this.

In the present epoch with scientific competitions, test anxiety is increasing day by day and this anxiety can lead to distraction of mind. Occupation of the mind can result in inadequate information processing and causes the students to be deprived of their major potentialities. The aim of this study was to assess the level of test anxiety and its related factors in the students of Kurdistan University of Medical Sciences. This was a descriptive-analytic study. The study population included 374 students. Data were collected and recorded in valid and reliable spielberger's test anxiety questionnaire and demographic characteristics of the subjects were recorded in another questionnaire. SPSS statistical software was used for data analysis. 55.9% of the subjects were female, 58.8% were between 18-20 years of age, 92.5% were single, 19.8% were medical students, 50.8% had associate degree and 38.5% were from medical school. Evaluation of test anxiety showed: 48(12.8%) subjects had healthy anxiety level, 272 (72.7%) had relative healthy anxiety level & 54 (14.4%) had morbid anxiety level. There was a significant relationship between educational degree & morbid anxiety level and this anxiety was higher in those with associate degree (p<0.05). No significant relationship was detected between morbid anxiety level and variables such as age, gender and different faculties (p>0.05). There were significant relationships between anxiety level and educational fields in different fields of study, so that laboratory sciences students had a high level of test anxiety (p<0.05). In this study there were students with high anxiety levels. Considering the negative effects of this kind of anxiety on educational performance of the students, psychological counseling and identification of the causes of anxiety and designing plans for elimination of these causes are recommended.