جستجوی مقالات مرتبط با کلیدواژه « علوم توانبخشی » در نشریات گروه « پزشکی »

Academic Procrastination (AP) means postponing educational tasks, and Educational Burnout (EB) is a feeling of educational inadequacy. Academic procrastination and burnout are related to poor educational performance. This study aimed to evaluate AP and its effects on EB in rehabilitation students of Iran University of Medical Sciences.

This cross-sectional study was performed on 198 students by census method. Data collection tools included demographic characteristics, Solomon & Rothblum academic Procrastination scale, and the Maslach Burnout inventory. The data were analyzed using T-test, ANOVA, Pearson correlation, and linear regression analysis using SPSS software version 19, and the p-value was considered significant at P<0.05.

The mean and standard deviation was 55.79 ±11.73 for the AP and 52.25 ±16.36 for the EB. The results demonstrated a positive and significant correlation between AP and EB scores. Pearson correlation test showed a positive and significant relationship between Maslach educational burnout and Solomon and Rothblum academic procrastination (P<0.01). Occupational therapy students suffered more burnout than other rehabilitation students (F= 372.5, P=0.002). The field of study and academic procrastination were the predictors of educational burnout (P<0.001), which explained 51.43% of educational burnout among rehabilitation sciences.

Academic procrastination and field of study were predictive factors of educational burnout. Occupational therapy students had the highest amount of educational burnout. Appropriate intervention programs are recommended based on the field of study and academic procrastination to control educational burnout.

The most important mission of medical universities is Training capable  and committed graduates who meet the needs of society and the health system .In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community, they must design their education system based on the needs and priorities of community health.In this regards,this study has been done to identify dimentions  and components of accountable education for rehabilitation sciences curriculum.  

This mixed research was first conducted in a qualitative stage with semi-structured interviews with experts and specialists in the field of rehabilitation by purposive sampling method until theoretical saturation in medical sciences universities of Tehran in 2021.  By analyzing contents of interviews, dimensions,components and indicators were identified and a questionnaire with 136 item was designed that after ensuring its validity and reliability and in order to design an Accountable Education model for the rehabilitation science Curriculum, this questinnaire by 85 deans, deputies, department heads and faculty members of the rehabilitation schools of Tehran Universities of Medical Sciences was completed.Data  were  analyzed through kolmogorov-smirnov test  through SPSS and AMOS.

In the qualitative part of research, 6 dimensions of society, higher health education system, university, professor, student, Curriculum and 21 components and 136 indicators were identified and based on this, an Accountable Education model was designed for the rehabilitation science education program. Quantitative research findings based on CFI, RMSE and Chi-squared showed that the dimensions identified in a homogeneous structure support the constructs of a concept model called the Accountable Education Model for the Rehabilitation Science Curriculum.

This study showed that 6 general dimensions, society, higher health education system, university, professor, student, Curriculum as dimensions of Accountable Education play an important role in fulfilling the mission of third and fourth generation universities.

 Training capable, committed and responsive graduates to the needs of society and the health system can be considered the most important mission of medical universities. In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community they cover, they must design their education system based on the needs and priorities of community health. The purpose of this study is to identify the dimensions and components of Accountable education for the rehabilitation sciences Curriculum in Tehran universities of Medical Sciences.

 This study was conducted with a qualitative approach to identify the dimensions and components of Accountable education in Tehran universities of Medical Sciences in 2021 with the participation of 25 experts in the field of rehabilitation and using the method of content analysis through purposeful sampling. In order to collect data, semi-structured interviews of experts were used. The interview lasted between 45 minutes and 60 minutes and before the interview, the purpose of the study was explained to the participants. Data analysis based on Granheim method and also in order to evaluate the accuracy and robustness of the data, four criteria of acceptability, reliability, transferability and Guba and Lincoln

 The mission of Accountable education is commitment to the direction of education, research and service delivery based on the priority needs and expectations of society, which is achieved by emphasizing the direct and continuous contact of students with society at various levels. After conducting the interviews, 6 dimensions and 21 components were identified as follows and were approved by experts in the form of brainstorming. Dimensions include: 1- Society 2- Higher health education system 3- University 4- Professor 5- Student 6- Curriculum and 21 components and 136 indicators were finalized

 The present study showed 6 general dimensions 1- Society 2- Higher health education system 3- University 4- Teacher 5- Student6-Curriculum as dimensions Accountable education play an important role in fulfilling the missions of third and fourth generation universities. The results of this study are expected to be used by institutional policymakers in the field of rehabilitation sciences in order to institutionalize Accountable education in the field of higher education in order to be able to effectively guide Curriculum towards meeting the needs and expectations of society. It is suggested that due to the importance of responsive education, more extensive studies in this field should be conducted at the level of medical universities in the country.