جستجوی مقالات مرتبط با کلیدواژه "برنامه ریزی درسی" در نشریات گروه "پزشکی"

Rapid advancement in medical education and technological innovation, coupled with limited time for new work, have ushered in a fresh perspective. This study aims to identify the factors influencing learning via mobile phones in medical science universities. This descriptive cross-sectional survey study involved 200 specialists from various medical groups, selected through random quota sampling. Mobile education components were extracted through text analysis and expert interviews, and content validity was established based on the medical experts’ opinions. A Cronbach’s alpha above 0.7 confirmed the reliability of the questionnaire. Data analysis was performed using multivariate regression and independent sample t-test with SPSS-23. The most influential component of the infrastructure of mobile education was the provision of credits. In the dimension of tools and equipment, the provision of various software emerged as the most effective component. Empowerment was the most effective component in the ability dimension and human resource motivation, while curriculum planning was the most influential component in the planning and organization dimension. At the 99% confidence level, all criteria significantly differed from the average value, indicating the model’s appropriateness according to all criteria. With the growing use of Internet technology, e-learning has assumed a pivotal role in higher education. The adoption of mobile education and innovative methods can facilitate learning anytime, anywhere, and compensate for the shortcomings and limitations of traditional learning.

This study was conducted to evaluate the effectiveness of computer game design based on Taba curriculum planning on increasing the factors of Guilford creativity (originality and flexibility). The statistical population of the present study was curriculum specialists, educational psychologists, computer game specialists, and sixth grade teachers. The sample size was selected based on the Morgan table, which was randomly selected from curriculum specialists, sixth grade teachers, educational psychologists, and computer game specialists. The method of data collection according to the subject of research was through interviews with experts and experts in this field. The questionnaire based on which this computer game lesson framework is evaluated by relevant experts has 34 items designed by the researcher. Descriptive and inferential statistics were used to analyze the provided data. The main research findings show that the design of computer games based on the Taba curriculum increases the elements of flexibility and originality. According to the research results, computer games can affect various aspects of learning and creativity and strengthen them in a positive way. Also, the effect of computer games on creativity was proven.

Null curriculum is a type of curriculum which helps to understand concepts that have been ignored in a given curriculum. The purpose of this study was to review the null curriculum in midwifery education from midwifery faculty’s’ viewpoint in Islamic Azad Universities of Fars province.

This qualitative study was carried out using a phenomenological approach. Twelve midwifery faculty members were selected using purposive sampling method. Research Data was collected by semi-structured interviews. The interviews were analyzed using the hermeneutic approach developed by Diekelmann (1989).

The main emerged themes were as follow: 1- The negation of the subject in the intended curriculum include: a. The negation of the subject as a syllabus in the bachelor's degree program in midwifery, b. The negation of the subject in the outline of the midwifery course. C. The negation of the subject because of lesson type (optional or dedicated). 2-the negation of the subject in implemented curriculum due to the kind of department and university directors’, and teachers’ attitude toward the subject matters.

Understanding the neglected sections of the intended and implemented curriculum of midwifery Helps achieving the goals of the discipline better.

WHO requires governments to train and utilize the services of non-physician personnel, especially nurses in managing chronic diseases including diabetes. This study aimed to develop a postgraduate diabetes nursing curriculum in line with the accountable education package.
This study was conducted in Isfahan University of Medical Sciences in 2014 -15 based on Kern’s curriculum planning model steps in two stages: needs assessment (the first step of Kern’s curriculum planning) and curriculum development (the second to sixth steps of Kern’s curriculum planning). Needs assessment was performed using a modified Delphi technique and curriculum development was conducted in cooperation with curriculum specialists and faculty members in the field of diabetes teaching and treatment through holding multiple specialized panels and individual consultations in several stages. For data analysis, qualitative content analysis was used in the first Delphi round and descriptive statistics was used in the second and third rounds.
From the participants’ viewpoints, tasks and roles of diabetes nurse were classified into 6 categories, 9 subcategories and 81 tasks in domains of knowledge and awareness, education, caring and treatment, management and social accountability. Curriculum development for postgraduate diabetes nursing program was achieved according to the decisions of Supreme Council for Medical Education and Ministry of Health and Medical Education and postgraduate statute in four chapters including “curriculum general characteristics, curriculum detailed characteristics, courses characteristics and curriculum evaluation”.
The proposed curriculum was introduced to Specialized Council for Medical Education, Ministry of Health and Medical Education for establishing a new academic major.

The optimal use of information technology in health sector requires due attention to human resources training. The purpose of this study was to determine the future of health information technology positions and professional qualifications of the employees to achieve them.
This qualitative-quantitative study was conducted in 2016. A nonsystematic review of the articles published over the last 10 years was performed in well-known databases and websites using relevant keywords. Positions were extracted and then discussed using the Delphi technique in a panel of experts of 25 members including board members and faculty members of medical universities across the country. Agreed-upon positions were confirmed and job descriptions and professional qualifications were identified and compiled. An applied cross-sectional study was conducted on all health information management employees (38 people) of hospitals affiliated with Kashan University of Medical Sciences to determine the existing gap. A researcher-made questionnaire was developed based on the professional qualifications obtained for the expert panel and distributed after being checked for validity. Reliability was approved with Cronbach's alpha (0.91). Data were analyzed using descriptive statistics in terms of frequency and percentage.
The future health information technology positions were found to be health information management, insurance and accounting, information technology, computer applications, and data management. Professional qualifications of statistics and epidemiology, disease classification, information storage and retrieval, health data management, legal considerations and information security, information technology, and software engineering concepts were determined. The most effective qualification was knowledge of storage and retrieval methods. Employees’ skills in statistics and epidemiology were at an average level.
New positions are constantly being introduced into the field of health information technology. Continuous curriculum revisions and additional courses for insurance and accounting, data storage and retrieval, statistics and epidemiology are essential.

Health literacy is an important competency to maintain health. Schools are a key setting in which health literacy can be promoted. However this depends on the teacher's health literacy that is not always adequate. The present study describes the development of a health literacy curriculum for pre-service teachers using dialogue education approach.
A normative inquiry was applied to develop the components of a dialogic health literacy curriculum. The method included two focus groups with teacher candidates, 13 face-to-face interviews with an expert panel and a survey with 228 professional teachers in 2015. In addition we examined the content of “Theoretical Premises of the Fundamental Reform of the Formal General Education System of the Islamic Republic of Iran” in relation to health education. Data were analyzed using thematic analysis. They were coded and categorized in predetermined themes.
Eight themes emerged as components of a dialogic health literacy curriculum: 1. Characteristics of the learners and educator; 2. Situation that calls for the learning; 3. Ultimate changes; 4. Time frame; 5. Site for the learning events; 6. Content; 7. Learning objectives and 8. Learning tasks. These will be explained in details.
We have developed a dialogic health literacy curriculum to improve health literacy among future teachers to help them to play their critical role in improving health literacy of their future students. An evaluation of the impact of the curriculum is needed.

Entrepreneurs are the driving force behind the progress and economic growth of a society. The first step in developing entrepreneurship in universities is planning and performing an entrepreneurship need assessment. Therefore, the purpose of this study was to perform a need assessment of the course “entrepreneurship and familiarization with business”.
This descriptive cross-sectional research consisted of three parts. The first part; reviewing the literature and the topics of the entrepreneurship course in universities; the second part consisted of interviews with entrepreneurship experts and preparing a list of educational needs in terms of knowledge, skill and attitude in the form of a questionnaire; and in the third part, the Delphi technique and a survey of experts’ opinions were carried out to confirm the needs. Data were analyzed by means of descriptive statistics.
Forty-nine educational topics as and 79 competences were found in the first and the second parts respectively. The third part including the Delphi technique led to 35 educational needs in three areas of knowledge (24), skills (6) and attitudes (5).
Given the educational needs of the entrepreneurship course, it is suggested that the curriculum of the course “entrepreneurship and familiarization with business” in medical universities should be planned according to these needs, thereby taking an effective step toward promoting the economy and empowering the graduates.

Professional duties are regarded as a base for developing the curriculum in a new course. The purpose of this study is to determine the professional duties of postgraduates of family health major according to the viewpoints of stakeholders. In this cross sectional study, five type one universities (high quality universities) and four type two and three universities were randomly selected using Delphi technique. The participants were directors of health departments, the vice chancellor of public health authorities, the assistance and managers of health and treatment networks, the employees of family health units, and also public health undergraduate students. We developed a questionnaire to gather data. The questionnaire consisted of an open ended and some demographic questions. Data was analyzed using the content analysis technique. In this case duties were defined. Then they were prioritized and finalized in a focus group. In the first step of Delphi 190 duties were extracted. Then we classified them, based on priority in the second Delphi, into 102 duties. Finally 16 items were grouped under the domain of providing services to families, 35 items were in the domain of planning, 50 items were in the domain of supervision, 5 items were in the domain of research, 13 items were in the domain of management, and 28 items in the domain of education. In order to plan for the education of required family health experts there is a need to define the duties of family health postgraduates. The results of this study can be used in the planning of the curriculum of this major.

The importance of reproductive health led to establish the MSc in reproductive health program in developed country. In Iran, the program has not been offered yet. The aim of this study was to assess educational needs of MSc program in reproductive health.

This research used Delphi method. Fifteen experts in reproductive health from Iran participated in this study. First, we provided a list of educational needs for every task, then experts confirmed or rejected educational needs and sometimes added new items. In the second round, the experts identified their priorities.

The consensus was reached on 165 educational needs that arranged according to the 45 tasks established for MSc of reproductive health before. In terms of priority, all means of importance were over the score of three. To avoid repeating educational needs general across every task, we categorized the tasks that had similar educational needs.

The reproductive health needs for every society is unique. We noticed cultural, counseling, educational and gender differences. Considering the growth of population in Iran, a local curriculum for this program is needed.a

The education system can reduce the soft threats against countries and provide a base for the improvement of soft power. The purpose of this study was to provide a basic theoretical model of lesson planning that can increase the soft power and reduce the soft threats against the Islamic Republic of Iran. This descriptive-analytical and exploratory study was performed in 2011 through document and library research, brain storming, census and group discussion. The study population consisted of the educationalists of the Ministry of education and the educational sciences professors of Tehran universities. Stratified purposeful sampling was done in two stratifications and 80 people were selected for the study. Data were collected by a researcher-made questionnaire. Data analysis was carried out according to the research questions by descriptive statistics and inferential statistical methods such as factor analysis. After factor analysis, the desired pattern showed to have 6 "religious, philosophical and value", "political-security", "economic", "social", "psychological" and "curriculum management" dimensions, 16 components and 71 indicators. Maintaining and promoting the Islamic values, maintaining and providing the political and security, economic, social and psychological needs and interests are among the most important goals and values that threats against them are considered as threats against national security. Among the measures that can be taken in this field is making changes in the curriculum of schools and universities and leading toward national power and ultimately reduction of soft threats.

Maps can create a deeper insight of our surrounding environment. The map can also be used in curriculum for its reforming, and developing and ultimately improving teaching-learning process. This systematic review aimed to identify applications and benefits of curriculum mapping. Seven search engine and websites were searched using the keywords including curriculum mapping, curriculum map (s), medical, curriculum development and planning. 1100 article was found and 179 article were enrolled in the study. Then the relevant article (i.e. 36 articles) were selected and analyzed. 112 advantage and 111 applications were found in reviewed articles. 32 advantage and 29 applications were listed after removing repetitive cases and merging some cases. The most common mentioned advantage was developing a participation culture (students and teachers participation in curriculum). Most applications of these maps were curriculum monitoring and evaluation from different perspective regarding to the required competencies for students. Various users including curriculum planners, administrators, professors and students use curriculum mapping according to their needs. Regarding the benefits of curriculum mapping and its various applications in the educational system, it is suggested that teachers and administrators in each department, design a curriculum map in a project. In this regard, computer programmers can increase accuracy and speed in the project.

The discipline of family nursing is a specialty in nursing is designed to provide preventive services. Despite the emphasis on family nursing, this curriculum has not been designed in Iran. This study aimed to develop a task-based family nursing curriculum in Iran. This descriptive study was conducted in 2010 – 2011 in Iran. Curriculum planning was done using need-assessment, regular focus groups, discussion with nursing educators, medical education and curriculum planning specialists, nurses and postgraduate nursing students and medical education students. A task-based curriculum was developed based on the structure of the curriculum, which is recommended in the ministry of health and medical education in four seasons. Its courses were health status, chronic illness, family crisis and mental health, family health, geriatric nursing, research methods and statistics, nurse management, information systems, family and patient education, and family's thesis. This study provided a task-based family nurse curriculum that can be used to run this course in Iran. It is hoped that its implementation can decrease some problems resulting from the prevalence of chronic disease and its complications

Learning and performance of different people is influenced by an intrinsic clock and they can be classified into three groups: morningness, eveningness and non morningness-non eveningness. Cognitive performance of people is congruent with such rules and it approach maximum at different times of day. In higher education curriculum planning it is accepted to arrange difficult courses be presented early morning to seek better learning. This study is aimed at investigating the relationship of medical students’ academic merits with their morningness-eveningness schedule with regard to difficult and easy courses. this research is a retrograde descriptive –analytic study. Fifth semester medical students involved in this study. Their morningness-eveningness schedule was defined by the use of a 19 items questionnaire and they were asked to determine difficulty of different courses. The critical threshold for difficulty of each course was considered by 50%. Students’ manuscripts extracted from medical school educational officials. SPSS software (ver 11.5) was used for data analysis through “t”, ANOVA and multiple regression. 63(67% female and 33% male) students participate in the study. Physiology, pathology and parasitology were considered as difficult courses and Islamic ethics, nutrition, analytical history of islam, practical parasitology and physiology considered as easy courses. 11%, 60% and 29% of students were considered morningness, nonmorningness-noneveningness and eveningness, respectively. As a result, eveningness females have a considerable decrease in difficult courses (Pvalue of physiology=0.009, pathology=0.005 and parasitology=0.059). Such decrease in males was not significant. Although, it is believed that difficult courses should be presented in early morning for better learning this study shows that eveningness students’ performance may decline significantly and it is recommended to arrange for difficult courses to be presented in special times for better performance of all students categories.