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

The requirement for virtual education during the COVID-19 epidemic and the rapid shift from face-to-face to fully virtual instruction has confronted professors and students with numerous challenges. Accordingly, the present review study examines the challenges and barriers faced by professors in virtual education during the COVID-19 era in Iran.

For this purpose, international databases including Web of Science, PubMed, Scopus, and Persian databases including SID, Magiran, and the Iran Medical Research Articles database, as well as the Google Scholar search engine, were searched using keywords related to Covid-19, virtual education, challenges, barriers, and Iran until January 1, 2022. Inclusion criteria were original articles that examined the challenges of professors in virtual education during the COVID-19 era in Iran from the perspective of professors and educators.

A total of 14 articles were included in the study. The results showed that the most important challenges or obstacles in virtual education during the COVID-19 epidemic are infrastructural and technical obstacles, lack of interaction and participation between students and professors in the class, lack of appropriate lesson plans and effective evaluation systems, lack of skills in using virtual and computer education tools, high costs of purchasing equipment, and the occurrence of physical, mental, and psychological problems among learners.

Based on the results of this study, it is necessary for relevant organizations and institutions to consider training professors and students to use and apply virtual education tools, as well as upgrading and strengthening appropriate virtual education infrastructure.

Given the varying sensitivities of ethical issues in different professions and recognizing that educational environments, particularly medical universities, bear the crucial responsibility of educating and training skilled and committed human resources to meet societal needsand contribute to the comprehensive development of healthcare system, this study aimed to propose a model for simulating factors influencing the professional ethics development (PED) among medical university professors.

This research was exploratory in terms of its purpose and adopted a mixed-method approach (qualitative-quantitative). The study population for the qualitative phase consisted of medical university lecturers, while for the quantitative phase, it included lecturers at Ardabil University of Medical Sciences. Snowball sampling was employed in the qualitative phase until theoretical saturation was achieved (13 participants), while in the quantitative section, it was done judgmentally (30 participants). The data collection instruments were interviews for the qualitative phase and Fuzzy Delphi questionnaires for the quantitative phase. Qualitative data was analyzed using content analysis to identify main themes and sub-themes for the development of professional ethics among medical university lecturers. Subsequently, in the quantitative phase, the identified influencing factors were prioritized using the Fuzzy Delphi method. Finally, the criteria obtained from the qualitative analysis were simulated using an agent-based modeling approach. Data analysis for the qualitative phase was conducted using MAXQDA 20 software, while for the quantitative phase, Excel 16and AnyLogic8.9software were employed.EthicalConsiderations:Ethical principles and data confidentiality were strictly adhered to throughout the study. Questionnaires were completed with informed consent and a clear explanation of the research objectives was provided to participants.

Based on the research findings, 51 primary codes, 10 sub-themesand 3 main themes (individual, educationaland research) were identified. The individual factor was recognized as the most influential factor in the development of professional ethics among medical university lecturers. Furthermore, the results indicated that the level of professional ethics development among medical university lecturers reached 90% at the end of the simulation period.All necessary validations regarding the simulation were conducted, confirming the results through 120 tests.

Considering the research findings, it is recommended that the heads of medical universities pay special attention to the identified influencing factors, particularly the individual factor, which plays a significant role in developing professional ethics among lecturers.

University professors,due to their great impact on their environment,especially students, in addition to performing their scientific and research duties, also have a sensitive moral role in educating students.Therefore,it is necessary to address professional ethics in this group.

This study was conducted to determine the level of professional ethics in faculty members and teachers based on self-assessment in Shahroud University of Medical Sciences.

In this descriptive-analytical study conducted in the academic year 2022-2021,121 faculty members and teachers of Shahroud University of Medical Sciences were included in the study by counting method.To collect data,two questionnaires were used: demographic information and quality of performance of Sadat et al.Data were collected and analyzed using SPSS software version 18 with the help of descriptive and analytical statistics (P <0.005).

Out of 121 teachers participating in the study,70 (57.9%) were male and the rest were female and the mean age of the participants was39.14±6.18 years.The highest age group of participants(66 people)was between 36-45 years (54.5%)and the most active place was the teachers(46 people)of the medical school(38%).In terms of education, having a degree,71 people had a doctorate (58.7%), 108 people had a scientific degree(89.3%)and 79 people had a history of1-5 years(65.3%).There was no significant relationship between ethics score and any of the demographic variables.The mean and standard deviation of the morality score was151.29± 16.30.And the highest scores,respectively, related to the areas of practical commitment34.57 ± 4.04,professional ability of33.76 ± 4.35,The management and leadership of the class was30.68±3.89,the professional ethics was26.42 ± 2.69 and the scientific and educational ability was25.84 ± 3.38.

The level of professional ethics in general among the professors of Shahroud University of Medical Sciences is at a high level,but some scores in the fields are low,which is necessary. University officials should promote these sub-areas by holding workshops, training courses, pamphlets and ethical charters.

Nowadays, under the influence of global events and conditions, universities have become institutions to strengthen scientific and educational exchanges, and this role is affected by the two phenomena of globalization and internationalization. Globalization has created a transnational nature for technical and scientific capacities in the world and has influenced the expansion of the international higher education market. The internationalization of higher education refers to the set of activities related to the development of inter-university scientific exchanges and cooperation. In other words, it is a process by which a university integrates the international dimension in its teaching, research, and service functions. The purpose of this study was to identify the factors affecting the internationalization of medical education from the viewpoints of lecturers at Semnan University of Medical Sciences.

This study was applied in terms of purpose and was conducted in a descriptive and cross-sectional method. The statistical population included all lecturers (faculty and non-faculty members) of Semnan University of Medical Sciences in the academic years 2019-2020. According to Cochran’s formula, 155 lecturers were selected as the research sample. Correspondingly, The research instrument was a questionnaire based on the 5-point Likert scale and covered 7 domains. The content validity of the instrument was determined using the viewpoints of the panel of experts. The reliability of the questionnaire was calculated by Cronbach’s alpha coefficient of 0.82.

Analysis showed that among the factors mentioned from the viewpoints of lecturers at Semnan University of Medical Sciences, equipment-technological factors (mean of 4.23 out of 5), then structural-academic factors (mean of 4.11), and content-educational factors (mean of 4.04) have the effective factors on the internationalization of medical education at Semnan University of Medical Sciences.

It can be acknowledged that to expand the internationalization of the university, the equipment-technological, structural-academic, and content-educational factors must be considered by managers and those who are involved in the evolution and innovation packages in medical education.