مجله پژوهش در آموزش علوم پزشکی
سال سیزدهم شماره 2 (تابستان 1400)

Teaching and assessment of medical curriculums affected by Covid-19 global crisis. e-assessment during Covid-19 global crisis leads to stress and anxiety in medical students and educators. some following solutions and recommendations can help to mitigate medical educators’ and students’ anxiety and apprehension.

Nursing knowledge and profession will not develop well, if the quality of the doctoral program of nursing is not systematically examined Quality of the  program  needs to reviewing and evaluating  the programs periodically by the Internal and External Quality Assurance Committee. In this regards, this comparative study of educational system of nursing doctorate in Iran and Duke University has been done.

This descriptive-comparative study was conducted in 2020. The four-stage Bereday model include description, interpretation, proximity and comparison were used to compare the nursing educational system in Iran and Duke University. After collecting data, the data were classified and compared.

Although Duke University and Iran curricula have similarities in philosophy, job position, course content, teaching techniques, and student evaluation, there are differences in both curricula, including the use of nursing metaparadigms. In the curriculum of Duke University, all four metaparadigms of nursing have been discussed but in the curriculum of Iran, two metaparadigms have been mentioned. How to admit students and manner of education are the other subjects. Educational techniques and job position are among the similarities between the two educational programs, but the most important differences between them are educational content and way of admitting students.

Although the new curriculum of the Doctor of Nursing has tried to pay attention to the clinic in addition to educational programs, but the recent curriculum in Iran, despite all its efforts to train clinical staff, is more educational and requires another curriculum to train clinical staff. However, in the curriculum of Duke University, nursing Ph.D education course separate from doctorate clinical nursing. Therefore, It is suggested to initiate a specialized clinical doctorate course in the coming years and separate it from training course which have different goals.

Academic burnout is a factor in reducing productivity And resilience is one of the strategies to deal with job stress and burnout. The aim of this study was to investigate the status of academic burnout and resilience and the relationship between them in dental school professors.

This descriptive-correlation study was conducted in 2015. 81 faculty members from the School of Dentistry of Mashhad University of Medical Sciences were selected by simple random sampling. Data were collected  by using a Modified Maslach Burnout Inventory for university professors, and Modified Conner-Davidson Resilience Scale (MCD-RISC). Statistical tests such as t-test, one-way ANOVA, correlation were applied to analyze. P-value <0.05 was considered significant.

The mean total score of academic burnout was 48.68 +- 14.99. In emotional exhaustion, Most faculty members were in the low class (n= 53), in the personal adequacy dimension were in the extreme category (n= 80) and in the depersonalization dimension were in the extreme category (n = 52). 79 faculty members (97.5%) had high resilience and 2.5% (2faculty members) had low resilience. There was invers correlation between resilience and academic burnout in the dimensions of emotional fatigue (r = -0.48) and metamorphosis (r = -0.36) and was direct correlation between dimension of personal adequacy and resilience (r = -0.67).

Resilience empowers a person to manage stress and prevent academic burnout. Training methods of self-care methods in psychological, physical, spiritual, emotional, communicative, and vocational dimensions, through workshops, conferences, scientific-mental support, specialization, and professional empowerment of professors, is essential.

The concept mapping method has been used in nursing education for many years; However, limited studies have examined its effect on critical thinking skills and nursing care program design. The aim of this study was to investigate the effect of concept mapping method on critical thinking skills and nursing care program in nursing students.

This two- group educational trial was conducted as a pre-test and post- test on 84 nursing students who were selected using convenience sampling, in 2018- 2019. control group were  taught using traditional nursing care plan and and experimental group by concept mapping  respectiely.Critical thinking skills were measured with the California Critical Thinking Test, which yielded five subscales: analysis, evaluation, inference, deductive and inductive reasoning. Nursing processes were scored using a concept map scoring scale. Descriptive statistics, chi- square, independent and paired t- test and analysis of covariance were used to analyze the data.

Analysis of covariance showed that the scores of critical thinking of the experimental group in the areas of analysis (p = 0.046) and deductive reasoning (p = 0.025) were significantly higher than the control group. Also, the score of the nursing process in the experimental group was higher than the control group (p < 0.001).

The findings suggest that concept mapping is effective to strenghten students᾽ analysis and inductive reasoning of critical thinking and designing nursing care plan.

Organizational culture is considered as an important element in the body of an organization that has a positive impact on the performance of the every organization, so that the success of any organization depends on culture of the organization, partly. Much research has been done on the role of this factor in promoting organizational productivity and achieving organizational goals. The present study was conducted to determine the impact of  Components   of Organizational Culture on components of  the Faculty Members᾽ development in Islamic Azad Universities of Khorasan Razavi.

This cross-sectional study conducted on 291 faculty members of Islamic Azad Universities of Khorasan Razavi using stratified random sampling in ​​the academic year of 2016-2017. Two questionnaires of organizational culture (derived from Denisonchr('39')s organizational culture model) and improvement (derived from Ijtihad et al., study) were used for measurements .Data were analyzed by Linear regression test, t-test, one-way ANOVA through SPSS.

The findings showed that the components of involvement (β = 0.159), adaptability (β = 0.153) and compatibility (β = 0.117) had a significant effect on the educational component of development.  Compatibility (β = 0.291) had a significant effect on the research component of development. Involvement (β = 0.187), compatibility (β = 0.384) had a significant effect on the individual component of development.  Involvement (β = 0.359), compatibility (β = 0.183) and adaptability (β = 0.119) had a significant effect on the organizational component of development. Involvement (β = 0.213), compatibility (β = 0.267) had a significant effect on the moral component of development. Components of both organizational culture and development were similar in gender and academic rank among the participants.

From this study, it was concluded that the components of organizational culture had a significant effect on the components of faculty members᾽ development. When the organizational culture is in the direction of development, faculty members perform their duties with more motivation and enthusiasm in educational, research, personal, organizational and moral dimensions.

Given the importance of nursing education and evaluation and the need to make correct decisions in critical situations by students also to promote critical thinking in nursing students, researcher decided to assess efficacy of clinical evaluation  by  two methods of direct observation of procedural skills and portfolio on critical thinking of students.

 in this interventional study 32 Students of the 5 th semester of the Bachelor of Nursing, Khomein College of Nursing which divided into two groups with pre- test &   post- test  participated  in 2013  . At the beginning, critical thinking disposition questionnaire ( CTDI) was completed  by students.  Then, Class was divided into two groups randomly . In each group, one of the evaluation methods containing Portfolio and Direct Observation of Procedural Skills (DOPS) was executed. At last critical thinking disposition questionnaire again was completed and results were evaluated. Data were analyzed by descriptive statistics and independent t- test through SPSS.

The results showed that the total score of tendency to critical thinking in the portfolio group was as follow: before the evaluation  method (240/97±21/25) and after the evaluation method (266/50±21/32),also, in the direct observation skill group before evaluation (242/17±20/85) and after evaluation was (248/17±18/24). There are statistically significant differences between the two groups and in the portfolio evaluation group this difference was greater (P≤0/001). This difference is also significant in all subgroups of truth-seeking, critique, analytical power, organizational power, self-confidence, search, and growth. (P =0/001).

According to the results of the study, tendency to critical thinking in portfolio method shows significantly different so, it is suggested portfolio with  high executive capabilities, identical and valid method in critical thinking of nursing students  as well as acceptance of professional responsibility in medical sciences is used.

Entrepreneurship of faculty members is one of the important issues and necessities of the academic community. The purpose of this study is to identifying and explaining the dimensions, components of entrepreneurial competencies of faculty members.

This is a qualitative study based on Strauss and Corbin’s Foundation Data Theory, has been done in 1399 and the opinions of the interviewees about the components of entrepreneurial competencies of the faculty members (specialists and entrepreneurship faculty members) were analyzed. The research tool was in-depth and exploratory interviews. Findings were validated through member matching, peer review, and pilot interviews. Data analysis was performed using open and axial and selective coding.

After completing the interviews, open, axial and selective coding process were identified in the form of six dimensions of the paradigm model  including : Causal conditions (components of university entrepreneurship central resource for entrepreneurial professors and gaining entrepreneurial capabilities ) the main categories consist of  ( entrepreneurial competencies of faculty members), strategies (managerial, competency, cultural), contextual characteristics such as  (alignment with macro goals, characteristics of competitive environment, entrepreneurial insight of officials), intervening factors such as (Defective support system, existing research system, inefficient structural system and consequences at individual, academic and national levels) .

The findings of this study provide the dimensions and components of the development of entrepreneurial competencies of faculty members in the form of a paradigm model and allow universities to use more professors of entrepreneurship.

Attendance of students in theoretical classes is one of the requirements of the educational environment that has been neglected in recent years. Therefore, the purpose of this study is investigating the factors affecting the presence of dental students of Isfahan Dental School in theoretical classes.

This descriptive cross- sectional study was performed on all undergraduate students of Isfahan Dental School from the entrance of the 2013 to 2016. The census was conducted by a questionnaire containing 34 questions which the reliability and validity were confirmed. Data were analyzed using Chi- square test, T-test and One- way analysis of variance, Spearman and Pearson correlation coefficient using SPSS. 

 A total of 267 students ,50/6% (135 persons) were boys and 62/9% (168 persons) lived with their families. The mean age of the students was 23/43 ± 2/77. From the studentschr('39') attitude, the field of professors and their teaching methods (3/91±0/51) was the most effective factor and the field of studentschr('39') problems (3/53±0/95) had the least effect on studentschr('39') presence in theoretical classes. The most important factors affecting the presence of students were the teacherchr('39')s teaching method (73/8%) and the applicability of the subjects presented on the patientchr('39')s bedside (72/7%). The mean scores of all fields except the students᾽ problems field were significantly higher in the girls rather than the boys.

From the studentschr('39') point of view, professors have a very special role in the attendance of students in theoretical classes, therefore improving the quality of chr('39') teaching, holding expression art workshops, as well as promoting and modifying educational programs, will help students to reduce their absence from the class.