جستجوی مقالات مرتبط با کلیدواژه « کیفیت آموزش » در نشریات گروه « پزشکی »

Considering the importance of the quality of education in universities on the growth and development programs of the country, this study aimed to explain the opinions of students, professors, and educational managers regarding the factors affecting improving education quality at Hamadan University of Medical Sciences.

This qualitative study used conventional content analysis to understand the experiences of students, professors, and managers at Hamadan University of Medical Sciences. Participants were selected through purposeful sampling with diversity in considering faculty, educational group, level, age, and gender. The interviews in person included in-depth interviews with 20 students, 8 professors, and 3 educational managers. The responses were analyzed using the Graneheim and Lundman model.

The factors affecting the improvement of education quality from the students’ perspective were determined in four main contexts: the professor’s teaching method in class, modern teaching techniques, appropriate interactions between professor and student, and the availability of educational infrastructures. The effective factors from the educational managers’ perspective were identified in two prominent contexts: the professor’s teaching in class and appropriate interactions between professor and student. The effective factors from the professors’ perspective were identified in four main contexts: professors’ motivation, empowering professors, professors’ and students’ characteristics.

Improving the quality of education depends on appropriate interactions between professors and students, professors’ teaching methods, modern teaching techniques, and educational infrastructures. Also, the motivation and empowerment of professors and the characteristics of professors and students play a significant role in this field. Therefore, to improve the quality of education, educational managers must pay attention to these factors.

Continuous improvement of the quality of the education system requires assessment of the performance of teachers in order to make more informed decisions regarding the improvement of teaching methods. The study aims to explore the educational performance of Mashhad health faculty members from the perspective of graduate students through a qualitative approach.

The study was conducted as a qualitative content analysis. The research population was post graduate students. Sampling was started based on the objective and continued until information saturation, i.e. no new information was received, in the form of theoretical sampling. It was used to collect data through face-to-face interviews. Immediately after conducting the interviews, the recorded voices of the participants were typed word by word in Word software and analyzed using MAXQDA10 software.

The functional challenges of professors from the point of view of postgraduate students were identified in four areas: structural, moral, scientific competence and communication skills in 10 subcategories (lack of time management, student abuse, lack of inclusiveness, not updating the curriculum, unavailability of faculty member, lack of specialized guidance, several teachers for one lesson, lack of expression, lack of knowledge, and lack of experience).

Updating educational curricula, more interaction between professors and students, using professors with executive skills and experience in related courses, strengthening communication skills and expression techniques, having patience and tolerance, and observing professional ethics can play an important role in the educational performance in faculty member.

Covid-19 is a respiratory disease that was first identified in Wuhan, China. With the spread of the virus, the education system faced a completely new and huge crisis. Most of the schools from elementary to university were closed. The purpose of the study is to investigate the quality of virtual education from the perspective of Tabas Nursing Faculty students during the COVID-19 pandemic in 1399-1400.

This research is a cross-sectional descriptive study and the statistical population was 180 students of Tabas College of Nursing. The data measurement tool is a researcher-made questionnaire consisting of two parts: the demographic profile form and the second part of the education quality evaluation questionnaire, including 5 subscales (technology and infrastructure, access and ease, education, communication and satisfaction) and 31 indicators, where a 6-point Likert scale including completely disagree with a score of 1 and completely agree with a score of 6 was considered. For the validity of the study tool, CVR and CVI were used, then the reliability of the tool was calculated using Cronbach's alpha. Data analysis was done using SPSS version 22 software. A significance level of less than 0.05 was considered.

The total score of education quality was 108.53 ± 30.56 with a range of 31-186. The average quality of virtual training based on the Likert scale was 3.60 with a standard deviation of 1.01, which showed that the quality of virtual training was almost equal to the mean of the tool (3.5). In terms of the average score of the total quality of education, it was higher than the mean of the tool.

The quality of virtual education in the associate degree in emergency medicine compared to other bachelor's degrees in nursing and operating room has been reported at a favorable level. This method effectively increased the knowledge and attitude of students in different fields.

The purpose of this research is to present a suitable model for the teaching-learning process in the country's university system.

The research method has been done in terms of practical purpose and exploratory method. The method of data collection was done using a mixed method and the data collection tool was a questionnaire. Therefore, on this basis, 269 people from all managers, assistants, professors and employees of the Islamic Azad University of Damavand branch cooperated in this research. The analysis of the collected data was done in two descriptive and inferential ways.

the results showed that: the component of occupational and educational attitudes and learning motivation, the component of student preparation and self-efficacy, the component of active participation in learning, the component of motivation and attitude to transfer, the component of internal norm and perceived behavioral control and Yadasapari, the quality component of needs assessment and scheduling of training courses, the quality component of merit selection and professional characteristics of the course instructors, the component of the features of the content provided and the quality of learning evaluation, the component of access to instructors and auxiliary resources, the support component (colleagues, training officers and senior managers), the component Organizational learning culture, support component were considered as variables of the teaching-learning process in the university system.

According to the results, finally, the component "support and service compensation system and employment opportunity" under the title "components of the teaching-learning process in the university system" was approved.

Porpose: The present study sought to evaluate the quality of virtual education in teaching English as a foreign language (TEFL) courses at the wake of COVID-19. In addition, ways to knowledge sharing in the courses was investigated.
The statistical population of the quantitative section consisted of 95 TEFL professors and the qualitative section consisted of 13 TEFL professors in the first semester of the 2020-21 academic year. Data collection was carried out in two phases. First, in the quantitative section, the e-learning quality assessment questionnaire was given to the participants. In the qualitative phase, semi-structured interviews were conducted. Quantitative data analysis was performed using one-group t-test using SPSS software.
Based on the findings, the professors reported that the quality of e-learning was at acceptable level. The results of qualitative findings also showed that strategies to improve student participation in distance education are educational strategies, communication strategies, strategies to strengthen cooperation between students.
Since learning and teaching different types of interaction in virtual learning systems is of particular importance, special attention should also be given to promoting the level of interaction with students, increasing cooperation between students, choosing the appropriate method to engage students in the course.

Research on the quality of teaching in schools is one of the most important issues. On the one hand, it is a suitable feedback for the analysis of educational issues, basic decisions and strategic planning at the disposal of officials and those involved in education, and on the other hand, by knowing the quality of their performance during teaching, teachers will be able to improve their teaching methods. As a result, the quality of their teaching will increase. This study aims at developing a model for improving the quality of education in Ahvaz High schools based on the grounded theory.

This was an applied and qualitative research using the grounded approach. The statistical population was a group of experts including teachers and principals of high schools and from the field of education selected by purposive sampling and theoretical saturation. Through a semi-structured interview and studying the review of literature, data were collected. In the current research, the reliability was evaluated through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the analysis of the grounded theory was used for the categorization of the interviews.

185 concepts were obtained by classifying these concepts into 23 sub-categories, and in the central coding stage, 10 main categories were classified. They included teachers, management and schools, school organization, school environment, school facilities, curriculum content, credits, satisfaction level, academic progress and academic motivation. Finally, in the advanced coding stage, the categories revealed in the form of 6 dimensions of the paradigm model with their relationships, were included in the pattern.

The obtained strategic conditions indicated the existence of two important strategies including school budget and satisfaction level of teachers and two important results of progress and academic motivation to improve the quality of education.

The present study was a cross-sectional study that was performed on all students using the census method. Out of 716 visits, 248 students were observed and after fulfilling the inclusion and exclusion criteria, 225 people participated in the sampling. Due to the epidemic of corona virus, it was designed electronically using the Serqual questionnaire and the samples were filled. Mann-Whitney, Kruskal Wallis and Bonferroni tests were used for the variables. Data analysis was performed using SPSS 22.

The present study was a cross-sectional study that was performed on all students using the census method. Out of 716 visits, 248 students were observed and after fulfilling the inclusion and exclusion criteria, 225 people participated in the sampling. Due to the epidemic of corona virus, it was designed electronically using the Serqual questionnaire and the samples were filled. Mann-Whitney, Kruskal Wallis and Bonferroni tests were used for the variables. Data analysis was performed using SPSS 22.

The highest mean of students' perception was the confidence dimension (2.97 ± 0.79) and the lowest was the tangible dimension (2.72 ± 0.93( The highest average expectation is related to the tangible dimension (3.97 ± 0.88) and the lowest average is related to the guarantee dimension (3.67 ± 0.75( The highest mean gap is related to the guarantee dimension (1.24 ± 1.25) and the lowest is related to the tangible dimension (-0.91 ± 1.03(.

The findings of the present study showed that students' expectations from the services received in five dimensions of the quality of educational services were not fully met. Due to the current situation and crisis, a high and new step can be taken in educating students by raising the quality of virtual education

One of the duties of the government is to train and provide the expert workforce to provide quality health services to society. During the last four decades, the Ministry of Health and Medical Education has prioritized one of the policies to increase the number of medical science students or to improve the quality of education based on the needs of society. Following the approval and initiation of the policy to expand the number of medical sciences students and considering its proponents and opponents, in this article, various aspects of increasing students include the supply of workforce in response to the demands of society and the challenges of ensuring the quality of education has been discussed. Previous studies show this is a multifaceted issue that requires comprehensive mixed-method studies taking into account all the influencing factors such as the high tendency of health workers to immigrate, low retention in less privileged areas, economic problems and other factors. In addition, expanding the numbers requires infrastructure, concise planning to provide high-quality education, and monitoring of the educational system and learners in terms of achieving the desired competencies. In case of not paying attention to ensuring the quality of education in all three dimensions of input, process and output, the increase of numbers will ultimately be counterproductive and will lead to jeopardizing the safety and health of patients.

Most studies that examine the difference between expectation and perceptions in educational systems evaluate this gap from the perspective of service recipients. However, the opinion of service providers (faculty members) should not be ignored because it can be provide the opportunity to design reformations in order to increase educational service quality. The aim of this study was to evaluate the educational service quality from the perspective of faculty memebers of Mashhad Unievrsit of Medical Sciences in 2018.

This cross-sectional study was performed on 178 faculty members at different levels using a questionnaire to evaluate the quality of educational services based on the SERVQUAL model. The validity and reliability of this questionnaire has been proven in previous studies. Participants were selected by available sampling method and experessed their opinions in five dimensions of service quality, including confidence, assurance, accountability, empathy and physical in the two areas of present and desired status (Likert scale 1 to 4 ).

From the perspective of faculty members, there was a statistically significant difference between the present and the desired status in all five dimensions. Overall, the highest gap was in the accountability dimension (-0.59±0.50) and the lowest gap was in the confidence dimension (-0.21±0.56). The lowest reported gap was reported by associate professors (-0.25±0.29) and the highest gap was reported by professors (-0.52±0.39).

From the faculty memberschr('39') point of view, the quality of educational services is lower than expected, although this negative gap is not large. To make up for this small gap, it is advisable to review the statements made by faculty members in this report. This study can lead to the development of strategies to improve the quality of university education.

The purpose of this study is to identify and rank the factors affecting the quality of education based on brain-based learning. The approach of the present study was mixed (qualitative-quantitative). The statistical population in the qualitative section of experts has sufficient experience and expertise in the field of education and learning, which in this study is considered 10 people. The statistical population in the quantitative section of the professors of the Research Institute of Neurological Sciences affiliated to Baqiyatallah University and Allameh Tabatabai University, the statistical population was 50 people. Data collection tools are semi-structured in the qualitative part of the interview and in the quantitative part of the questionnaire. In the quantitative part of the research tool, a researcher-made questionnaire was made. Qualitative data analysis was analyzed by systematic data method and quantitative data analysis by Spss and expert choice software. The main and sub-categories related to brain-based learning statistics and causal factors affecting this phenomenon include: brain physiology factors, meaning search, perceptions, environmental factors, teacher role and physical activity, as well as two factors of educational organizations perspective and style support Brain-centered learning in educational quality was identified as underlying factors. Based on the results of the analyzes with AHP technique, the final weight of meaning search factor was obtained in the first rank, brain physiology factor in the second rank, environmental factors in the third rank, teacher role in the fourth rank, physical activity in the fifth rank and perceptions in the sixth rank.

Improving the quality of education is always one of the concerns of universities. It seems that by taking advantage of the visible and hidden capacities that exist in educational scholarship, a step can be taken in this direction. So far, scholarly activities and their necessity have not been given enough attention and perhaps.

 Studies show that neglect or dislike of this matter (educational scholarship), more than anything in the lack of complete familiarity of professors and managers in higher education with the capacities and advantages of this approach, so in this study we try It was explained how to formulate an educational research process and through this, a small step can be taken to meet this need.

 This study is presented in the form of concept, importance, goals, how to design, implement and develop the educational research process, challenges and obstacles in this regard and its management strategies. Developing a scholarly process requires at least a few steps of needs assessment, design and implementation of intervention, evaluation, dissemination and dissemination of the educational process.

Despite the importance of educational scholarship, it seems that this has not found its true place among faculty members. One of the reasons and challenges in this field is the culture and the inability to implement and compile the relevant process by those involved, which can be done by getting to know them and helping them.

Acquisition of basic skills and professionalism in medicine depends on the quality and quantity of education in clinical settings. This study aimed at assessing the quality of clinical education in different departments of Mazandaran University of Medical Sciences.

This descriptive study was conducted in medical clerkships and interns (n=175). The participants were selected via census sampling in 2019. Data were collected using a checklist based on clinical education standards of Iran Ministry of Health and Medical Education. Written comments from clerkships and interns on the compliance of morning report training programs, clinical trainings, clinical rounds, grand rounds, journal club, and clinical skills center with clinical training standards were received. Data analysis was performed in SPSS V16.

The morning report program and clinical skills center program had the highest (85.1%) and lowest (72.2%) scores in clinical education. We observed significant differences between these scores and the scores for other clinical programs (P>0.05). The quality of all clinical education programs was similar according to men and women. The clerkship and interns had different ideas about the status of all clinical education programs except in the morning report program and the clerkship were more satisfied with clinical education programs.

From the studentschr('39') point of view, the morning report program was of acceptable quality, but the clinical training programs, club journal, grand rounds, and clinical skills center had some drawbacks. Training workshops for clinical professors is recommended to enhance the standards of clinical training programs.

The present study was conducted to evaluate the educational quality of faculty members from students' point of view.  The present study was applied in terms of purpose and descriptive-case study in terms of data collection. Hence, the statistical population included all 15 faculty members of Farhangian University of Zanjan in Shahid Beheshti and Al-Zahra campuses in the academic year 2009-2010, that they were examined by census due to limited professors. Moreover, 129 out of 929 students were selected by Cochran's formula and simple random sampling method to evaluate the quality of teaching by professors. Three researcher-made questionnaires were used to collect data and then the data were analyzed using T-sample and SPSS software. The findings showed the students claimed that scientific ability and teaching methods were less than average and the law enforcement of professors was not at an acceptable level. According to these findings, the design of correctional programs in educational groups, such as holding training courses, can provide a foundation of scientific strengthening of professors and their familiarity with modern teaching methods.

Training clinical students who learn the theoretical lessons in hospitals in practice will play an important role in improving treatment processes and providing better services to patients. Therefore, the purpose of this study is to identify the factors affecting the quality of clinical education in hospitals in Saveh City.

Methods & Materials:

 This research is a combination of exploratory studies and exploratory projects. In the qualitative stage, the qualitative method of Grand Strauss and Corbyn 1998 was used to explain the quality of clinical training. Since the students who have taken clinical courses in the Faculty of Medical Sciences of Saveh Hospitals in 1398-1397 are about 200 people and the professors and educators who teach these people are about 20 people, which according to Karajsi and Morgan, the sample size should be 140, of which 20 were interviewed and 120 were filled out with paper and electronic questionnaires. In this study, semi-structured interviews, and a researcher-made questionnaire with Cronbach’s alpha coefficient of 0.598 were selected as the data collection method. This research was performed using the qualitative method and using MAZQDA 10 and SPSS 26 software, the items obtained from qualitative research were collected and exploratory factor analysis was used to identify the factors.

Ethical Considerations: 

Considering that this study is one of the research priorities of Saveh School of Medical Sciences, it has a research license letter (No. 24.127. D.99).

 The results showed that the factors affecting the quality of clinical education include five factors. The first factor is space and facilities, the second factor is the improvement of educational processes, the third factor is educational and managerial deficiencies, the fourth factor is the evaluation of the teacher and the fifth factor is the qualitative improvement of education.

 According to the quantitative and qualitative results of this study and by interviewing twenty experienced professors and student representatives, the factors affecting the quality of clinical education in Saveh hospitals were identified.

Evaluation, play a role in increasing motivation, raising the level of students knowledge, and improving the quality of teaching. Today, educational technology is used to assess the level of learning and to improve the level of student’s knowledge and to increase the incentive to participate in classrooms. This article aims to design and implement an online test system to conduct continuous tests over the term and compare students’ quality of education to the past semester that did not participate in these tests.

A questionnaire was developed and distributed among the students participating in online tests. Then, extracted data from 200 questionnaires were analyzed using descriptive and analytical statistical methods, including SPSS and MATLAB software.

The results showed that the mean mid-scores without conducting an online test for medical informatics courses 2, system programming and microprocessor 1 were 2.71±0.43, 2.84±0.35, and 2.53±0.37, respectively, and for the online test, respectively. The mean value of the results were 3.07±0.17, 3.36±0.24, and 3.15±0.21, respectively. Data analysis showed that students who participated in online tests were significantly discriminated from those who did not participate in this test. The p-values of medical informatics courses 2, system programming and microprocessor 1 were 0.028, 0.018, 0.016, respectively.

According to the results obtained in this study, it can be concluded that participation in continuous online tests has a significant role in increasing student information, reducing absenteeism over the term, and ultimately increasing final grades.

The current study aimed to design and explain the communication model of ISO role in human resource education quality.

This study was cross-sectional (quantitative and qualitative) that was done via Grounded theory. The statistical population of the study in the qualitative section included professors and experts (n=10) who were selected by purposive sampling method and in the quantitative section, the statistical population was all employees of Tehran Amir al-momenin Hospital (n=370) in the year 2019 that based on the Cochran formula, 226 people were selected by random sampling. Data were collected using a researcher-made questionnaire on the quality of human resources education (40 items). The face and content validity of the instrument was confirmed by experts and its reliability was confirmed by Cronbach's alpha method. The data were analyzed by exploratory factor analysis and structural equation modeling via PLS software.

The results showed that the quality of human resources education had five components of educational needs analysis, curriculum design, and implementation of the training process, evaluation of the training process and monitoring of the training process.

In this model, the mentioned components had the most impact on the quality of human resources education with 11.83%, 8.79%, 7.84%, 6.72% and 6.72% variance, respectively. Also, the components were able to explain 77.70% of the variance in the quality of human resources training and had a good fit model.

Due to the integration of education and treatment in teaching hospitals, the quality of residents’ education has been affected by the implementation of the healthcare transformation plan system. The purpose of this study was to provide a model for improving the quality of Residents Education based on healthcare transformation plan.

This qualitative study was conducted on 24 managers, professors and assistants of Mashhad University of Medical Sciences using a grounded theory approach and Purposeful sampling was performed until theoretical saturation and confidentiality of information was achieved. Data were  collected through semi-structured interviews and open coding was done using MAXQDA10, in the next step the open source categories were identified as axial categories, and in the last stage, the relationship between the axial categories (selective coding) was determined.

Findings based on analyzing data including : ground condition (burden of treatment), causal condition (clinical education), intervening condition (supervision process) and strategies (education standardization, Qualification of education, promotion of professional ethics and preservation of human dignity and comprehensive review of pre-implementation transformation plan), and implications (reducing teacher and assistant therapeutic work, motivating residents, reducing medical error, increasing education time ,increasing supervision of occupational therapist and assistant).

Increasing the quality and quantity of education in medical universities will definitely have a positive effect on how patients are treated and on their health over time. The results showed that by creating appropriate infrastructure in educational hospitals, quality of residents' education will be improved as one of the key elements in promoting and improving educational system performance before and after implementation of health system development plan.

The quality of teaching is one of the most important indicators of decision-making regarding promotion of academic rank, basic promotion, extension of contract, conversion of faculty members' employment status in different medical schools. Appropriate evaluation of teaching quality can be an effective step in making the right decisions about the mention processes. This study aimed to compare the undergraduate and post graduate points of view about the teaching quality of staffs they were exposed to them and also evaluate the effect of factors such as academic ranking, teaching experience and full timing on teaching quality.

In this analytical cross sectional study all faculty members were considered as the target population. Stratified sampling based on academic groups was done. Teaching quality survey questionnaire was used to measure the staff´s teaching quality. Data were analyzed using paired t-test and multivariate analysis variance using SPSS software (11.5).

The mean+SD of quality of teaching in undergraduate and postgraduate points of view were 81.90+9.24 and 74.10+9.32 respectively and the difference was statistically significant (P=0.01). Full-timing (P=0.01) and the staffs gender (P=0.01) were two effective factors on teaching quality. Bonferoni test showed that in postgraduate students there was no significant difference in the mean of comments in any of the factors but at the undergraduate level, there was a significant difference in teaching quality based on teaching experience (P=0.03).

Teaching experience is an influential factor on teaching quality, especially in general education. This important issue should be considered in educational planning.

Evaluation is one of the most important parts of the process of improving and improving the quality of education in educational units. The aim of this study was to compare and review the main approaches to assessing the quality of higher education from the perspective of experts in Zabol University of Medical Sciences. The statistical population of this study consisted of all the experts and authorities responsible for assessing the quality of education in Zabol University of Medical Sciences. A total of 10 people were selected by census method as a statistical sample. In this research, AHP hierarchical analysis questionnaire was used for data collection. In order to increase the accuracy and speed of calculations, expert selection software was used for weighting and ranking of factors. In order to ensure the validity of the questionnaire, the qualitative method, ie, the viewpoints of the experts and professors have been used and the amendments and their changes have been applied to the questionnaires after the discussion. Cronbach's alpha formula was used to measure the reliability of the questionnaire. Cronbach's alpha coefficient for the 10 items of the questionnaire (0.85) was obtained which shows a high reliability. The highest weight is the internal evaluation with the final weight (0.263). Therefore, according to the criterion of compliance with the goals, the first rank has internal evaluation. After that, the final weighting (0.249) is ranked second. The statistical analysis with the final weight (0.162) and the practical test with the final weight (0.127) are in the third and fourth rank. The external evaluation with the final weight (0.087) was ranked last. The results of the prioritization of the evaluation methods showed that internal evaluation is the most important method for evaluating educational quality in Zabol University of Medical Sciences.