جستجوی مقالات مرتبط با کلیدواژه "الگوی توسعه حرفه ای" در نشریات گروه "پزشکی"

The present research was conducted with the aim of designing a professional development model based on the indicators (self-awareness, individual motivation, effective motivation and mental health) of primary school principals with a future research approach.

The research method was mixed. The statistical population included all principals of primary schools in Karaj city in the academic year of 2021-2022, in the qualitative part, 10 people were selected by purposeful sampling and in the quantitative part, and 270 people were selected by stratified random sampling. In order to check the validity of the questionnaire, confirmatory factor analysis was used, and in order to check the research questions, structural equation modeling was used with the help of SmartPLS3 software.

The results showed that the variable path coefficient of personal skill and professional development of primary school principals was 0.535 and the t-statistic was 6.255, the variable path coefficient of leadership and management skills and professional development of primary school principals was 795. 0.0 and the t-statistic was 14.582, the variable path coefficient of educational skill and professional development of primary school principals was 0.758 and the t-statistic was 13.873. The variable path coefficient of research skill and professional development of primary school principals in Karaj is 0.707 and the t-statistic is 12.661, the variable path coefficient of the individual dimension and professional development of primary school principals is 0.721 and the t-statistic is It was 8/883. Thevariable path coefficient of interpersonal dimension and professional development of primary school principals in Karaj city is 0.843 and the t-statistic is 9.138, the variable path coefficient of personal capabilities and professional development of primary school principals is 0.848 and also, the t statistic was 9.145. The validation of the professional development model of primary school principals is well done and the model has a strong fit.

The results showed that the three main components of this research, i.e., individual skills, interpersonal skills, and individual capabilities, can be an effective model for the professional development of elementary schools and have useful results in improving the quality and efficiency of the educational system.

in order to improve the quantitative and qualitative educational process,the third-generation medical universitie need the medical education administrators who possess the sufficient knowledge, skills and insight to manage educational process in a university However, many administrators don’t have adequate access to effective professional development to deal with the challenges of the innovative and entrepreneurial universities. This study aimed at identifying the components of professional development of medical education administrators among third-generation universities.

This is a qualitative study regarding the practical purposes,types of data and data analysis methods. To this end a sample of twelve medical education administrators in all universities of medical sciences in the country(Iran) participated in this study that were selected by purposive sampling and complementary snowball sampling. Data were collected using semi-structured interview method and analyzed using inductive content analysis method with maxqda10 softwareValidity and reliability of the study were determined by Guba and Lincoln methods.

383 open source 25 subcategories and 6 main categories of professional development of medical education managers were obtained. Based on the findings, professional development of managers in 6 dimensions including: educational development, researchdevelopment,management skills development, leadership skills development, skills development Individual and contextual development were identified.

Among the six dimensions of the model of professional development of medical education managers in the third generation university, the highest codes are related to the dimension of leadership skills development, which is suggested to be considered as a priority in holding professional development skills training courses for managers.

Aims: Qualitative and quantitative improvement of medical education needs informed mangers, who have necessary skills and knowledge for educational management of the large number of students and faculties in universities of medical sciences. However many of clinical department chairs start their work without being prepared for the upcoming challenges. This study carried out to provide a pattern of professional development of medical education administrators in this level.
This qualitative study carried out through content analysis method in Tehran, Iran, and Shahid Beheshti Universities of Medical Sciences in 2016 by conducting semi-structured interviews with 20 medical education administrators. Data were collected by semi-structured interviews and field notes and then were analyzed by contract qualitative content analysis.
499 initial codes were put into 137 concept codes, and were divided in a total of 26 sub-components and 6 main dimensions. The main dimensions were educational guidance development (4 sub-components), research guidance development (3 sub-components), clinical guidance development (4 sub-components), managerial skills development (4 sub-components), leadership skills development (6 sub-components) and personal self-development (5 sub-components).
six dimensions of professional development in this research as a pattern for professional development programs of clinical department chairs in universities of medical sciences can show positive outcomes on improving the quality of medical education. Most referred codes were development of leadership skills. It shows implementing professional development courses which can affect in improving leadership skills of department chair is more important.