جستجوی مقالات مرتبط با کلیدواژه « distance education » در نشریات گروه « پزشکی »

People with a high level of self-directed learning are active learners who have a strong desire to learn, use problem-solving skills, and manage their own learning. The aim of this research was to design and validate the learning model of distance education based on academic motivation and self-directed learning with the mediating role of critical thinking in distance education universities.

The research method was descriptive and of the correlation type using the structural equation method. The research population included all doctoral students in the fields of distance education, educational management, education philosophy, curriculum and educational planning of distance education universities in Tehran province, 2019-2020. Out of which, 200 people was selected by random sampling. The research tools included Vallerand students' academic motivation questionnaire, Fisher's self-directed learning scale and Ricketts critical thinking questionnaire. Data analysis were using SPSS software version 21 and AMOS software version 3.

The findings showed that critical thinking has a mediating role in relation to academic motivation and self-directed learning in distance education universities and the research model has a suitable fit. Academic motivation has an indirect effect on the leader's self-learning through the mediation of critical thinking (P<0.05) and academic motivation has a direct effect on the leader's self-learning (P<0.05).

In order to improve the level of self-directed learning, the distance education system should pay attention to academic motivation and critical thinking in students.

With increasing concerns over the stochastic effects of x-ray radiation in dental radiography, effective education of dental students in this field is important. According to studies, educational softwares enhance learning, therefore the aim of this study was to develop an educational software for dental radiation protection and to compare its effectiveness against classic lectures in Islamic Azad University, Tehran Dental branch.

The study was exploratory in the first stage and a clinical trial in the second. Software was developed based on ADA guideline, using ScreenRecorder and MultimediaBuilder. 46 dental students who have never received any education on dental radiation protection were divided into control (N=22) and test (N=24) groups which have been matched based on the GPA and VARK test results. The test group used the software, while the control group attended a lecture. Students’ learning rates were evaluated by using 2 identical 10-question multichoice tests taken immediately and after two weeks. The results were analyzed in SPSS25 using the Mann-U-Whitney test, independent samples t-test, and Pearson's chi-squared test.

Educational software was developed successfully. In both exams, the mean score in the test group was higher than that in the control group by a statistically significant difference (p<0.001). The mean scores of test group and control group were 8.91±1.31 and 6.13±1.67 in the first exam and 6.79±1.69 and 4.90±2.09  in the second one respectively.

Multimedia educational software can improve learning of principles and methods of dental radiation protection in dental students.

Due to the widespread use of this educational method in the universities of the world and Iran, there is a need to evaluate its quality using indicators and approaches. Therefore, the present study was conducted to evaluate the quality evaluation indicators of electronic education.

The present study was conducted according to the guidelines of PRISMA. For this purpose, Web of Science, PubMed, Scopus, Mogiran, Irandak and SID databases were searched in the period from 2018 to 2022. The search strategy included the concepts of "e-learning", "index" and "medical science students". The criteria for entering this study were original articles in Persian and English. After selecting the studies, data collection was done based on the data extraction form.

A total of 77 articles were included in this review. From the review of studies, 37 indicators in 6 categories of factors related to students (5 indicators), factors related to professors (11 indicators), factors related to educational content (5 indicators), factors related to required facilities (7 indicators), factors related to Management (5 indicators) and factors related to laws and regulations (4 indicators) were obtained.

The results showed that six factors are involved in evaluating the quality of e-learning. Therefore, it is recommended that the managers of the educational systems to ensure the provision of high-quality training by identifying the weaknesses of the electronic learning software system and laying the foundation for their elimination.

The use of telehealth technology, especially in the treatment of arterial diseases, is considered as a new reactive and effective tool in improving doctor-patient communication and improving patients. Aiming to assess the effectiveness and results of in-person consultation with distance learning consultation in the field of arterial diseases, this article provides a detailed look at the advantages and limitations of telehealth in this field.

In order to do a descriptive review article,a search was made in databases including PubMed, Irandoc,Medline, Sid in the time range of 2013 to 2023. Studies that focused on the use of telehealth technology in arterial diseases and compared in-person communication with distance learning consultation were selected, and articles not aligned with the purpose of the study and letter to the editor were excluded from the study. 17 out of 35 articles were finally reviewed.

The presented articles focus on the impact of health technology and telemedicine interventions in the field of cardiovascular diseases. These studies emphasize the benefits of these interventions and the challenges associated with them, and highlight the importance of coordinated communication, collaboration, and ongoing training for health personnel. Articles show that telehealth interventions can be an effective tool, especially in the management of rare diseases such as pulmonary arterial hypertension.

Telehealth interventions in the field of cardiovascular diseases is a safe and effective method, and because it is cheaper than in person consultations and can be used by more people, it is recommended to use this type of interventions for arterial and cardiovascular diseases.

The covid-19 epidemic has led to a severe challenge in the educational system. This study evaluated the readiness of the Isfahan University of Medical Sciences regarding the reopening for face-to-face training during the covid-19 pandemic as a community-based intervention.

In a cross-sectional descriptive study in 2020, the Community Readiness Model (CRM) was used to evaluate the level of readiness of members in the Medical Universities of Isfahan. A standard semi-structured community readiness tool (CRT) was used to collect data. The total readiness score is the average score of the five of the questionnaire. The standard t-test, the one-way ANOVA were conducted to determine differences in mean scores of community sections, and the ANCOVA to evaluate the effects of intervening.

The interviewees were 28 informed individuals in four departments of the academic community. The final readiness score was 6.03 ± 2.9 equivalent to the initial stage of the CRM. students’ awareness of university condition and relevant consequences, gained the highest score (7.14 ± 2.69), whereas financial resources Received the lowest score (4.82 ± 2.94). Significant differences existed between the student section and other sections (P < 0.05).

It is essential to evaluate the readiness for implementing any community-based intervention. analyze the views of stakeholders, and adopt relevant strategies for the readiness that must be done to achieve the expected results. In order to achieve the expected results in the implementation of any community–based intervention, it is necessary to analyze the opinions of stockholders and adopt relevant strategies.

Patients with coronavirus disease 2019 (COVID-19) experience symptoms of cognitive impairment. These patients perceive a lot of stress and are required to comply with quarantine conditions. Remote stress management training, in accordance with the principles of quarantine of these patients, can be effective in their recovery process. Therefore, this study was conducted with the aim of investigating the effect of remote stress management training on the cognitive status of patients with COVID-19.

In this randomized clinical trial, the research population was all the patients with COVID-19 referred to Gharazi Hospital in Isfahan City, Iran, in the winter of 2021. Seventy patients were selected by available sampling method and divided into two intervention and control groups (35 people) by limited randomization method. For the intervention group, the remote stress management online training program was implemented in five 60-minute sessions over two weeks. The control group did not receive training. The cognitive status index was measured using Folstein et al.'s brief cognitive status examination questionnaire [Mini-Mental State Examination (MMSE)] before and after the training sessions. The data were analyzed with SPSS software at two levels of descriptive and inferential statistics and by performing chi-square test, independent t-test, paired t-test as well as the analysis of covariance (ANCOVA).

The comparison of the average scores of the cognitive status in the pre-test and post-test phases of the two groups showed that the remote stress management training had a significant effect on the cognitive status of the patients with COVID-19 and improved this index in the intervention group (P ≤ 0.05).

Based on the results, remote stress management training can improve the cognitive status of patients with COVID-19. Therefore, this method of training is recommended due to the convenience and possibility of using it in the quarantine conditions of these patients.

The present study aimed to assess the effect of asynchronous virtual education based on the concept-based learning approach in biostatistics on the satisfaction and learning of learners.

This is a quasi-experimental study that was conducted in 2022-2023. The participants were undergraduate health information management students. 31 undergraduate students were included in the intervention (n=19) and control (n=12) groups. The intervention group experienced virtual education based on concept-based learning and in the control group, virtual education based on classic electronic content was delivered. The feasibility and satisfaction of the educational e-learning source were evaluated using the Questionnaire for User Interface Satisfaction (QUIS) from the perspective of the students. The students' learning was assessed by scenario-based examination. The data were analyzed using descriptive tests, one-sample t-tests, and covariance analysis.

The results showed that the scores of the intervention group were 16.73 (0.80) and the control group was 14.5 (1.31), (P-Value<0.00001). Comparing the scores with the average score (16) showed that the scores of intervention group students were significantly higher than the average score. (P-Value=0.00001). The results showed that the scores of the control group were significantly lower than the average score. (P-Value = 0.002). The results of the evaluation of conceptual maps in the intervention group were reported by 18 (1.37) at the desired level.

The present results showed using a concept-based approach provides a suitable opportunity for meaningful learning. The use of a concept-based education approach was suggested in programs of virtual education.

Due to the pathogenic nature of the coronavirus, its transmission speed, and also the death percentage caused by this disease, epidemic precautions called "social distancing" or "physical distancing" were carried out in many communications, including the attendance of students at school (2). With the mindset of continuing education, many countries have rushed towards distance education using online platforms and various e-learning systems, which is truly student-centered learning. In this situation, when people are forced to quarantine at home, they will be under pressure in many ways and suffer from many problems, including weight gain, stature abnormalities, irregular sleep, stress and anxiety, and many other physical and psychological problems (9, 10). Meanwhile, children, adolescents, and young people are among the most vulnerable members of society, whose mental health is severely endangered (11). Physical education classes in schools have also been held virtually during this period. Since the process of conducting the class has been based on face-to-face training and the teachers have not been trained to teach this practical lesson virtually and online, and also, since the facilities needed to conduct the physical education classes have been estimated based on the face-to-face method, so investigation and evaluation of the problems and weaknesses as well as the advantages and strengths of the physical education distant learning method are important. Using the phenomenological approach and examining the lived experiences of students who have been the direct audience of virtual education can be beneficial in identifying these weaknesses and strengths, and providing solutions for improvement and modification of the distance education method. Therefore, this study aimed to analyze the lived experiences of students during school closures due to the spread rate of the coronavirus. It is hoped that the results of this research can be useful in identifying the strengths and weaknesses of online physical education classes and improving the quality of distance education methods.

In this educational research, the qualitative method of the phenomenological type was used. The sample size is chosen based on category saturation that is sampling continues until the researchers find that by adding more sample size, new insights, and information are not added to the research) (17). Accordingly, the researchers in the current study reached the saturation of the category with a sample size of 30 people (female students of upper secondary education). To collect information, a semi-structured interview was used in this research, which included questions such as "What negative and unpleasant experiences have you had from attending distant physical education classes?", and "What positive and pleasant experiences have you had from attending distant physical education classes?”. To perform thematic analysis, all the conversations of the participants' interviews were recorded by permission and later transcribed by the researchers. The duration of the interview with each participant was 30 to 40 minutes. To analyze the data in this study the seven-step Colaizzi (1978) method was used including 1- reading the transcript to get familiar with the interview and understand it, 2- extracting the sentences from the transcript that directly pertain to the subject of study, 3- formulating the meaning(s), 4- dividing all meanings into categories or theme clusters, 5- defining all emergent themes in an exhaustive description, 6- describing the basic structure of the focal phenomena, and 7- return the results of the study to the participants to determine their accuracy (19).

The results of the current research were classified into 12 main themes by extracting the positive and negative lived experiences of upper secondary school students from participating in distant physical education classes. The main themes extracted from the interviews are based on the students' lived experiences of distant physical education classes. Positive experiences Facilitating the learning of motor skills Getting to know the concepts and applications of virtual space Reducing the stress caused by Corona No fear of negative evaluation Adherence and commitment to physical activity Promoting and spreading the concepts of health and hygiene Negative experiences Lack of pleasure, vitality, and motivation Lack of effective supervision of the teacher in the learning process Decreased social relationships Restrictions on doing personal and favorite sports activities Inactivity and activity with different intensities Psychological problems

Considering the high goals of the education system concerning the quality of learning, the psychological and social experiences of this era, the anxiety and stress caused by it in students, and their scientific and cultural growth in the framework of the education system, the present study aims to investigate this important issue in the critical period of the coronavirus outbreak. Corona has taken place at the country level with attention and focus on distant education and psychological pressures created on students and the challenges of their progress. The obtained results showed that facilitating the learning of motor skills, getting to know the concepts and applications of virtual space, reducing the stress caused by Corona, not being afraid of negative evaluation, adherence and commitment to physical activity, and promoting and spreading the concepts of health and hygiene are the main themes of positive experiences and lack of Enjoyment, vitality and motivation, lack of effective supervision of the teacher on the learning process, reduction of social relations, limitations in doing personal and favorite sports activities, inactivity and activity with different intensities and psychological problems were among the main themes of students' negative experiences from physical education lessons during the Corona era. Gaining the lived experiences of students in an era like the corona disease causes new theoretical and practical strategies and solutions to be monitored and tested in order not only to prevent a possible stagnation in this field but also to consider the necessity and importance of the body in daily personal and social life. The teaching and learning of physical education lessons should flourish more and be internalized by various individuals and institutions. The urgency and speed of action in converting face-to-face classes to virtual at first seemed difficult and an undesirable method that probably did not lead to good results; However, the results of this research showed that the virtual education method, despite the perceived harms and challenges, contained positive points to consider, such as facilitating learning, controlling the fear of negative evaluation, and spreading the concepts of health and hygiene. These issues, along with strengths such as saving time, reducing air pollution, protecting the environment, and access to high-level professors can create a clear vision of distant education even in non-pandemic times. On the other hand, the negative experiences of students can help find the weaknesses of distance education in the current way and provide solutions to overcome these weaknesses.

This study aims to identify the effective components on professional competencies of faculty members in a distance education platform.Today universities compete in multi-dimensional markets (national and international student, research, enterprise) they are required to maintain solvency and comply with benchmarks and legal frameworks, to produce high quality research work, keep student consumers happy, produce good graduates—the list of imperatives grows. Since the role of higher education is decisive in economic, social, technological and cultural development of the country and the specialized manpower required by different sectors are trained by higher education. Therefore, the strengthening and development of higher education is the basis for the development of other sectors. Among these, one of the main and important factors of the country education system are faculty members. So, their ability and competencies have a direct impact on the performance of higher education.  New missions in the university system and understanding the multi-semantic concept of the university have always been the necessity of paying attention to the subject of faculty members by policy makers and higher education managers. Therefore, the reaction of universities to the issue of faculty members' competencies as one of the main assets of the university has always become an attractive and significant subject in academic circles, so that over time universities and higher education institutions have found that they need programs that essentially help them in managing, developing and improving this capital. This attention comes at a time when confrontation with the developing global economy, global communication through new technologies and systems, the growth of higher education costs, the emergence of new knowledge and research capabilities, the rise of global education and literacy, and the emergence of trans-competitiveness in the fields of higher education have made it inevitable to increase organizational efficiency for universities and higher education centers.Experts believe that faculty members' quality and competence level is one of the important factors in students' success. Therefore, lack of necessary skills and competencies by professors can affect the faculty members and students' performance. Given the importance of the subject over the past decade, the study of faculty members' competencies, especially at the graduate level, has been considered by many researchers in the field of education, teaching and professional development. The importance of this issue is that the students' fate depends on their professors and their level of competence in various fields. Competencies refer to a person's knowledge, skills, abilities, or personality traits that directly affect his or her job performance. The concept of competency has a long history in the field of management and is more applicable to leaders and managers. Competency is a combination of explicit and implicit knowledge, behavior, and skills that give individuals the potential and capacity to perform tasks effectively.The current situation of the country's universities, which with the increasing demand for higher education and increasing degree of degree, along with the increasing tendency of the private and semi-private sector to establish universities and higher education institutions, often of poor quality, can have a negative impact on university faculty performance. Criticisms such as the reduction of quality, the incompatibility of university output with the needs of the labor market, business and the sacrifice of education and research, have targeted these organizations with severe criticism that the lack of attention to it at the micro level, A number of undocumented and unqualified citizens want to occupy top positions at the macro level and will slow down the process of moving towards sustainable development. What are the qualifications of faculty members to affect the development of the distance education system and how vital and sensitive the contribution of each factor is an issue that will be studied in the present study. Currently, one of the most important challenges facing Iran's higher education is the little and brief development of faculty members of universities.The present study seeks to identify the components affecting the professional competencies of faculty members in the context of distance education in order to consider them in policy making and planning to improve the quality of human resource development.

The research design is descriptive survey. The qualitative section was used to deduce the model. In the quantitative stage, the Delphi method based on experts’ judgement was used to indexing the model. The statistical population (N=190) in this research was the faculty members of Payam Noor University of Khorasan Razavi who were selected and navigated based on Krejcie and Morgan (1970) Table of determining sample size (N=120). The data collection instrument was a researcher-made questionnaire that was edited and modified in several stages. The validity of the questionnaire was measured through construct validity and its reliability was calculated through Chorenbach α (94%) Obtained. Based on literature and research history, the components were identified. The identified and effective components on professional competencies of faculty members including knowledge, skills, behavior, attitudes and sub-factors are relevant to each factor.In this paper, recent articles, theses and sources were studied and 120 items related to the professional competencies of faculty members, were extracted and given to the experts in the first stage. Out of this number, 20 items with standard deviations above one and below average were removed based on analysis.In the second stage, the items were examined for re-examination in the form of a questionnaire by 15 experts. In the second stage, 93 items, out of 110, were finally approved.
The professional competency questionnaire of the faculty members has construct validity based on the experts’ view and the reliability of the questionnaire was determined to be 0.943.

To find the effective fundamental variables which affect e-learning, the Delphi method was used. The effectiveness of knowledge factor (0.314), skill factor (0.219), behavior factor (0.125) and attitude factor (0.255) were obtained. In this study, knowledge factor with specific value (6.66) and explained variance (12.40) had the highest share among factors affecting faculty members' competencies. Cultural knowledge with factor load (0.80), computer literacy with factor load (0.78), information literacy with factor load (0.75) and job knowledge with factor load (0.70) are the most effective variables of knowledge factor, respectively. According to the obtained results, it can be stated that the highest value is related to knowledge dimension and the lowest value is related to behavior dimension.

The value of human resources capital in the development and use of main competencies and capabilities cannot be underestimated. For maintaining and following developments in human resources’ tasks and functions, experts in human resource must acquire and develop a new set of competencies to complete their changing roles and responsibilities. Developing learning culture, improving communication channels, developing team skills and creating an organizational climate combined with meaningful feeling, competence, independence, trust and participation can play an important role in promoting faculty members' performance.