ORIGINAL_ARTICLE
Content analysis of educational assistants views regarding the evaluation of Mashhad University of Medical Sciences’ professors in educational clinical departments: a qualitative study
Background: Instructors play an instrumental role in education, particularly in medical sciences where they are regarded as the most influential factor in the process of education. The present study was carried out with the aim of demonstrating assistants’ views about professors’ teaching in Mashhad School of Medicine. Methods: The current study is a qualitative analysis in which the written views of 639 assistants in Mashhad School of Medicine was studied. Data was analyzed using the summative content analysis method. Results: The themes that appeared in this study include professional qualification and personal features. Professional qualifications included command of knowledge, interest and practical skill. The theme of personal features included personality traits and ethical behavior. Conclusion: Based on the findings of this study, it can be seen that while teaching, every behavior and aspect of an instructor is observed by assistants; which plays an important role in the training of the assistants. Thus, in addition to an instructor’s knowledge and practical skills, which are important in their own right, their views and behavioral and personality traits are also influential as models for their assistants and will influence their lifestyle in their professional life in the future.
https://fmej.mums.ac.ir/article_11927_148af4b6d554898d47e0cc1e029bd3ac.pdf
2018-12-01
3
7
10.22038/fmej.2018.31134.1196
Content Analysis
Education
Evaluation
Ali Akbar
Heidari
heidariaa6@gmail.com
1
Department of educational development, School of medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Alireza
Khooei
khooeiar@mums.ac.ir
2
Department of social medicine, School of medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Maliheh
Dadgarmoghadam
dadgarmm@mums.ac.ir
3
Department of pathology , School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Bastani P, Amini M, Tahernejad A, Rouhollahi N. The Tehran University of Medical Sciences faculty members’ viewpoints about the teachers’ evaluation system: a qualitative study. Quarterly Journal of Torbat Heydarieh University of Medical Sciences 2014;2(1):7-16. Persian.
1
Seldin P. The use and abuse of student rating of professor. Chron High Educ. 1993; 39:40.
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Dehghani M, Nakhaee N. Teacher evaluating by the students: a review on criticisms. Development Steps in Medical Education 2012; 9(2):102-9. Persian.
4
Ministry of Health. Executive order for the promotion of faculty members of universities and higher education institutions in the medical sciences universities of the Islamic Republic of Iran [Internet]. 2015 [cited 2017 Apr 12]. Available from:http://aac.behdasht.gov.ir/index.aspx?siteid=179&fkeyid=&siteid=113&pageid=10063
5
Iman M, Noushadi M. Qualitative content analysis. Pazhuhesh 2011-12:3(2):15-44. Persian.
6
Sharifnia H, Ebadi A, Afshar M. Good professor features from students and nursing teachers' perspectives, a qualitative study. Quarterly Journal of Health Breeze 2013;2(1):1-10. Persian.
7
Cheraghi M, Ghiasvand Sh, Esmaeili M. Features of prominent professor, a qualitative study. Journal of Urmia Nursing and Midwifery Faculty 2013;12(2):86-93. Persian.
8
Jang S, Guan S, Hsieh H. Developing and instrument for assessing college student's perceptions of teacher's pedagogical content knowledge. Proc Soc Beh Sci. 2009; 1:596-606.
9
Salmeh F, Yaghobi T, Yaghobian M. The characteristics of effective professors from nursing student's perspective. Iranian J Med Edu. 2003;3(10):26-30.Persian.
10
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11
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Sahenk S. Characteristics of the headmasters, teachers and students in an effective school. J Med Edu. 2010; 19(2):4299-304.
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Little M, Kobak R. Emotional security with teachers and children’s stress reactivity: A comparison of special education and regular classrooms. J Clin Child Adol Psycho. 2003; 32:127-38.
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Zhang L. From conceptions of effective teachers to styles of teaching: Imp for High Edu. 2009; 19:113-18.
23
ORIGINAL_ARTICLE
Predict of nursing students job stress on the Hackman & Oldham’s job characteristics model
Background: Job stress is one of the most important diseases of the century, plays a major role in today's organizations which researchers are trying to control and reduce it. One method for control and reduce of stress is hidden in job and its characteristics. Nursing students are faced continually with one of the stressful job. Hackman & Oldham Job Characteristics Model is famous theory in this field that focus on job and its characters. The purpose of this study is to study the role of job characteristics on job stress in nursing at hospitals Based on the view of nursing student that affiliated with the University of Medical Sciences. Methods: This study is a descriptive-correlation. The population includes all nursing students who are work in hospitals affiliated with Kurdistan University of Medical Sciences at 2014. The sample consisted of 140 nursing students who were selected by stratified sampling method. Required data was collected by two standard questionnaires, Wagner job characteristics and Elliott job stress. Data by SPSS software using Pearson correlation coefficient and linear regression method was analyzed. Results: Data analysis showed significant inverse relationship between all characteristics of job with job stress (p=0.01). As well as, Except Feedback, four other features include a variety, identity, significance, freedom have significant role in explaining the variance of job stress. The coefficients are orderly (-0.42), (-0.373), (-0.147) and (-0.111). Conclusion: Job characteristics can reduce stress among nursing students working in hospitals. So that by applying techniques such as career development, job enrichment and training, nursing jobs excitation power increases. This leads to increased motivation and decreased job stress among nursing students.
https://fmej.mums.ac.ir/article_11926_423556b25415981b2f1860606d70f3de.pdf
2018-12-01
8
13
10.22038/fmej.2018.32656.1207
Heckman and Oldham Model
Job Characteristics
Job Stress
Nursing
Abbas
Khakpour
khakpour@malayeru.ac.ir
1
Department of Education, Faculty of Literature and Humanities, Malayer University, Malayer, Iran
LEAD_AUTHOR
Hamdullah
Habibi
hamdullahhabibi@yahoo.com
2
Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
AUTHOR
Shabnam
Fathi
shabnamfathi@yahoo.com
3
Department of Nursing, Faculty of Nursing and midwifery, Kurdistan University of Medical Sciences, Sanandaj, Iran
AUTHOR
Sarikoc G, Demiralp MB, Oksuz, E, Pazar, B. Turkish version of the student nurse stress index: validity and reliability. Asian Nur Res. 2017; 11(2):128-33.
1
Alvani M. Public management. Tehran: Ney publication; 2006. Persian.
2
Gelsma TI, Doef MV, Maes S, Akerboom S, Verhoven C. Job stress in the nursing profession: the influence of organizational and environmental conditions and job characteristics. Int J Stress Manag. 2005; 12(3):222-40.
3
Saatchi M. Work psychology (application of psychology at work, organization and management).Tehran: Virayesh publications; 2013. Persian.
4
Ross R, Ltmayr E. Occupational stress. Khajepour GH, translator. Tehran: Baztab publication; 2011.
5
Jahedbozorgan N. The amount and sources of job stress in NIOC [MSc Thesis]. Tehran: University of AL Zahra; 2004. Persian.
6
Abazari F, Abaszadeh A, Arab M. The amount and sources of stress in nursing students. Strides Dev Med Educ. 2004; 1(1): 23-31. Persian.
7
Juliet GJ, Vijila K. Impact of organizational climate on job stress for women employees in information technology sector in India. Asia Pacific J Res Bus Manag. 2012; 2(6): 66-76.
8
McCarthy B, Trace A, O’Donovan M, Brady-Nevin C, Murphy M, O'Shea M, O'Regan P. Nursing and midwifery students' stress and coping during their undergraduate education programs: An integrative review. Nurse Educ Today 2018; 61:197-209.
9
Steers RM, Lyman P. Motivation and behavior at work (Volume II). Alavi A, translator. Tehran: Public Administration Training Center (the former); 1996.
10
Griffin R, Moorhead G. Organizational behavior. Alvani SM, Memarzade GH, translators. Tehran: Morvarid publication; 2014.
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Robbins SP. Management of organizational behavior. Arabi SM, Parsaeyan A, translators. Tehran: Office of Cultural Studies Publications; 2014.
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Iranezhad Parizi M. Management of organizational behavior (in the era of globalization). Tehran: Managers publisher. 2008. Persian.
13
Korman A. Industrial and organizational psychology. Shokrkon H, translator. Tehran: Roshd publication; 2007.
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Hackman JR, Oldham GR. Motivation through the design of work: Test of a theory. Organ Behav Hum Perform. 1976; 16:250-79.
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Hackman JR, Lawler EE. Employee reactions to job characteristics. J. Appl. Psychol. 1971; 55:159-70.
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Devaro J, Li R, Brookshire D. Analyzing the job characteristics model: new support from a cross-section of establishments. Int J Hum Resour Man. 2007; 18(6): 986.
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Graham, AM, Lindo J, Bryan VD, Weaver S. Factors associated with stress among second year student nurses during clinical training in Jamaica. J Prof Nurs. 2016; 32(5): 383-91.
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Scott JB, Erik RE, Steven JI. The importance of the critical psychological states in the job characteristics model: A Meta – analytic and structural equations modeling examination. Organ Behav Hum Perform. 2003; 24(3): 354-81.
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Admi H, Moshe-Eilon Y, Sharon D, Mann M. Nursing students' stress and satisfaction in clinical practice along different stages: A cross-sectional study. Nurse Educ Today 2018; 68:86-92.
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Hoy WK, Miskel C. Educational administration, theory, research and practice, 9nd Ed. New York: McGraw-Hill; 2012.
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Sinervo T. Work in care for the elderly combining theories of job design stress, information processing and organizational cultures [MSc thesis]. University of Helsinki; 2000.
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Habibi H. Examine the relationship between job characteristics and motivation in learning environments. J Edu. 2010; 104:117-38. Persian.
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Loher BT, Noe RA, Moeller NL, Fitzgerald, MP. A meta-analysis of the relation of job characteristics to job satisfaction. J Appl Psychol. 1985; 70(2):280-89.
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Hunter PE. Viability of the job characteristics model in a team environment: Prediction of job satisfaction and potential moderators [PhD thesis]. University of North Texas; 2006.
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Enns A, Eldridge GD, Montgomery C, Gonzalez VM. Perceived stress, coping strategies, and emotional intelligence: A cross-sectional study of university students in helping disciplines. Nurse Educ Today 2018; 68: 226-31.
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Watson R, Watanabe K, Yamashita A, Yamaguchi M, Bradbury-Jones C, Irvine F. A Japanese version of the stressors in nursing students (SINS) scale. Int J Nurs Sci. 2018; 5(2):181-85.
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Jahanbakhsh ganje S, Arizi samani HR. The relationship between job demands, job control, job stress, employees' positive affect and negative affect. Journal of Cognitive and Behavioral Sciences 2012; 2(2): 75-90. Persian.
28
Faraji O, Valiey S, Moridi G, Ramezani, AA, Rezaei farhani M. Examine the relationship between job characteristics and job stress among nurses in hospitals of Kurdistan Medical Sciences University. Nursing Research 2012; 7(25): 54-63. Persian.
29
Lambert EG, Cluse-Tolar T. This job is killing me: the impact of job characteristics on correctional staff job stress. Appl Psychol Crim Justice 2007; 3(2): 50-72.
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Sims A. Job characteristics and role stress: mental health in the work place. Individual Research Project Summaries, Psychology [Internet]. 2014 [cited 2014 August 12]. Available from: http://www.laurenscharff.com/courseinfo/497studentproj/AmandaSimms.pdf.
31
Volpe U. Workplace stress among non-doctor trainees in psychiatric rehabilitation. Eur Psychiatry 2017; 41, S63.
32
Simonelli-Muñoz AJ, Balanza S, Rivera-Caravaca JM, Vera-Catalán T, Lorente AM, Gallego-Gómez JI. Reliability and validity of the student stress inventory-stress manifestations questionnaire and its association with personal and academic factors in university students. Nurse Educ Today 2018; 64:156-60.
33
Arnetz BB, Arnetz JE. Organizational climate, occupational stress, and employee mental health: Mediating effects of organizational efficiency. J Occup Env Med. 2011; 53(1): 34-42.
34
ORIGINAL_ARTICLE
An assessment of the current status of the organizational structure and its dimensions in medical universities for transition to the third generation university
Background: In today's competitive world, it is hardly possible to achieve strategic goals without having a well-structured organization. Therefore, universities need to focus on improving their organizational structure in order to achieve their goals and sustain their activities. The purpose of this study was to assess the current status of organizational structure dimensions in universities of medical sciences for transition to the third-generation university. Methods: This was a descriptive-analytic study. The statistical population included all managers and healthcare management specialists in universities of medical sciences of the 9th Planning Macro-Region of the country totaling 614 individuals. Using Cochran’s formula, 265 people were selected randomly via stratified random sampling method. To collect data, a researcher-made questionnaire was used, which held 52 items on the 5-point Likert scale. The questionnaire was confirmed by faculty members in terms of formal and content validity, and its reliability was obtained through Cronbach's alpha coefficient as 0.95. SPSS14 software and descriptive and inferential statistics were used to analyze the data. Results: The results showed that the mean scores for all structural dimensions in the universities of medical sciences were lower than average (score=3) in the present situation, including informal relationships (2.43 ± 0.63), trust-based relationships (2.57 ± 0.61), interaction-based relationships (2.52 ± 0.49), emotion-based relationships (2.72 ± 0.54), formalization (2.82 ± 0.64), complexity (2.99 ± 0.52), concentration (2.83 ± 0.49), and professionalism (2.90 ± 0.50). These relationships were statistically significant (p = 0.0001). Conclusion: According to the results, universities of medical sciences require a fundamental change in their current organizational structure in order for transition to the third-generation university.
https://fmej.mums.ac.ir/article_11922_1b07e1b7deafcca446b6ab6dcb4c5ac1.pdf
2018-12-01
14
19
10.22038/fmej.2018.34433.1222
Organizational structure
Transition to third generation university
University of medical sciences
Mohammadreza
Raeisoon
raeisoon49@gmail.com
1
PhD Student, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
Abbas
Abbaspour
abbaspour@atu.ac.ir
2
Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
LEAD_AUTHOR
Hamid
Rahimian
3
Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
AUTHOR
Ali
Khorsandi Taskoh
4
Department of Educational Planning and administration, Faculty of Psychology and Educational Sciences, Allameh Tabatabae'i University, Tehran, Iran
AUTHOR
Samad
Borzoian Shirvan
5
Department of Educational Planning and administration, Faculty of Psychology and Educational Sciences, Allameh Tabatabae'i University, Tehran, Iran
AUTHOR
1- Nemati MA, Mohammadi Y, Raeisoon MR. Relationship between knowledge management and educational performance of faculty members. Educ Strategy Med Sci. 2015; 8 (4):203-8. Persian.
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2- Vatankhah N, Rezai Moghaddam K. Components and barriers of the college of entrepreneurship establishment from the perspective of cooperative member and non-member students of Shiraz University. Scientific and Research Quarterly Journal of Co-Operation and Agriculture 2015; 4(15):17-40. Persian.
2
3- Gholipour Solymani A, Talebi kelidbari S. University and entrepreneurship features [Internet]. 2010 [updated 2010 Oct 20; cited 2017 Apr 14]. Available from: http://marketingarticles.ir/ArtBank/KARAFARINY.pdf
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4- Torkzadeh J, Dehghan Harati F. Developing and validating a scale to assess organizational behavior foundations. Mediterr J Soc Sci. 2016; 7(6):61-71.
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5- Kalay F, Lynn GS. The impact of organizational structure on management innovation: an empirical research in Turkey. Journal of Business Economics and Finance 2016; 5(1):125-37.
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6- Ayers D, Dahlstrom R, Skinner SJ. An exploratory investigation of organizational antecedents to new product success. J Mark Res. 1997; 34(1):107–16.
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7- Strese S, Meuer MW, Flatten TC, Brettel M. Organizational antecedents of cross-functional coopetition: The impact of leadership and organizational structure on cross-functional coopetition. IND MARK MANAG. 2016; 53:42-55.
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8- Miles RE, Snow CC. Organization theory and supply chain management: an evolving research perspective. Journal of Operations Management 2007; 25(2):459-63.
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9- Kordnaiej A, Ahmadpour M, Shams S. Designing the organizational structure of entrepreneurship centers and schools. Quarterly Journal of Humanities 2005; 9(2):119-56. Persian.
9
10- Mintzberg, H. Structure in 5 designing effective organizations. Faghihi A, Vaziri Sabeghi H, translators. Publications Center for Public Administration Education; 2016.
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11- Jofreh M, Baba Beik R. Conflict Management Strategies and Organizational Structure, Quarterly Journal of Business Management 2010; 6(2):189-213. Persian.
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12- Aghajani HA, Alizadeh R. Organic or mechanical evaluation of existing organizational structure of Islamic Azad University, Noshahr and Chalus Branch, and determining the preferred structure from employees perspective. Journal of Humanities and Social Sciences Research 2004; 4(12):13-40. Persian.
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13- Izadi Yazdan Abadi A, Behrangi MR. Evaluation and analysis of the organizational structure of Tarbiat Moallem University" A comparison between status Quo and satisfactory situation". Quarterly Journal of Research and Planning in Higher Education 2006; 12 (2):23-38. Persian.
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14- Marshale S, Maureen LA, Russell SC. The effect of organizational structure on perceptions of procedural fairness. J Appl Psychol. 2000; 85(2):294-304.
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15- Katsikea E, Theodosiou M, Perdikis N, Kehagias J. The effects of organizational structure and job characteristics on export sales managers’ job satisfaction and organizational commitment. J World Business 2011; 46 (2):221–33.
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16- Kezar A, Eckel P. The effect of institutional culture on change strategies in higher education: universal principles or culturally responsive concepts? J Higher Educ. 2002; 73(4):435-60.
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17- Faramarzinia Z, Farhadi Rad H, Mehralizadeh Y. Analysis of the feasibility of implementing an entrepreneurial university model: a case study of Shahid Chamran University . Iranian Journal of Engineering Education 2016; 18(71):65-86. Persian.
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18- Monavarian A. The development structural components in fit with knowledge management approach. Information Technology Management 2011; 3(7):113-30. Persian.
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19- Mortazai H, Salehi M, Niaz Azari K. Identify factors affecting the organizational structure dimensionin entrepreneurial university and its role in creating a knowledge-based economy. Quarterly Professional Journal of Social Sciences 2018; 12 (41): 31-60. Persian.
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20- Mohammadi Kangarani H, Ghonchepour D. Delineation and analysis of intra organizational formal and informal relationships through network analysis (Case study: Natural resources organization of Hormozgan province). Iranian Journal of Forest 2013; 1(5):43-53. Persian.
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21- Bagheri M, Dehnad H. Comparison of the effect of informal communications on effective communication in the organization, at two levels of operational and excellence. Proceedings of the 3rd International Conference on Modern Research in Management - Economics and Accounting, 2015 Nov 16; Tehran, Iran. Available from: http://scholar.conference.ac/ index.php/download/ file/3238
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22- Claver S, Zaragoza-Sa´ez P, Pertusa O. Organizational structure features supporting knowledge management processes. Journal of Knowledge Management 2007; 11(4): 45-57.
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23- Davidsson P. The domain of entrepreneurship research: Some suggestions. In: Katz J, Shepherd D, editors. Cognitive Approaches to Entrepreneurship Research (Advances in Entrepreneurship, Firm Emergence and Growth, Volume 6) Emerald Group Publishing Limited; 2003.
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24- Aghababaei R, Rahimi H. The study of structural aspects of knowledge-based organizations in Kashan University of Medical Sciences. Research in Medical Education [Internet]. 2016; 8(2):1-8. Available from:
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http://rme.gums.ac.ir/article-1-300-fa.html
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25- Wissema, JG. Towards the third generation university: Managing the university in transition. Edward Elgar Publishing; 2009.
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26- Jadidi R, Memari F, Anbari Z. The relationship between organizational structure and organizational intelligence in teaching hospitals of Arak University of Medical Sciences. J Arak Uni Med Sci. 2013; 16(8):21-31. Persian.
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31
ORIGINAL_ARTICLE
How e-learning creates new opportunities in hospital settings? Innovations in a low resource setting
Background: E-learning and telemedicine have become common methods in changing and developing medical education and clinical processes. The purpose of this study was to describe the innovations of blending e-Learning into the educational and medical processes of hospital services Methods: The process of action research included plan, act, observation and reflection was followed. Implementation, which took 18 months, included purchasing and installing the required software and administration of new educational and medical processes. The result reflected in regional and national innovation councils among universities of medical sciences and minister of health and in Iran. Results: Incorporation of eLearning into medical and educational processes resulted in practical innovations. The first was setting up an e-clinic, which was formed based on virtual and online communication between the hospital's clinic and distant rural health centers. It prevented from unnecessary referrals and created an accountable paradigm of medical education based on a triple consultation between family physicians (GPs), specialists and patients in rural and urban communities. Another innovations were the development of a joint clinic of diabetes and ophthalmology specialists, running online medical classes, online morning reports meetings and holding OSCE using virtual reality technology. Moreover, with the establishment of virtual reality technology, novel productions in medical education also emerged. Conclusion: the result reveled eLearning and telemedicine create novel opportunities in health systems toward accountable education and improving both equity and efficiency in health service provision.
https://fmej.mums.ac.ir/article_11924_eb778182cca9d40b552b21f2c69b640b.pdf
2018-12-01
20
24
10.22038/fmej.2018.34586.1224
Distance learning
E-health
Hospital Management
Virtual Reality
Seyed Farzin
Mircheraghi
mircheraghi.sf@gmu.ac.ir
1
Department of Internal Medicine, School of Medicine, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
Reza
Esmaeili
esmaeili.r@gmu.ac.ir
2
Department of Public Health, Faculty of Health, Gonabad University of Medical Sciences, Gonabad, Iran
LEAD_AUTHOR
Abdoljavad
Khajavi
abjkhajavi@yahoo.com
3
Department of Community Medicine, school of Medicine,Social Development and Health Promotion Research Center, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
Seyed Farzam
Mircheraghi
s_farzin_mircheraghi_1984@yahoo.com
4
Disease Prevention and Control Office, Health Deputy, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
Reza
Ahmadi
dr_rezaahmadi@yahoo.com
5
Department of Family Medicine, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Saeed
Erfanoor
saeed.erfanpoor@yahoo.com
6
Department of Community Medicine, School of medicine, Social Determinants of Health Research Center, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
Moosa
Sajjadi
sajjadi1975@gmail.com
7
Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
Fateme
Valirad
valirad.f@gmail.com
8
Department of Internal Medicine, School of Medicine, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
Ali
Alami
alialami65@hotmail.com
9
Department of Public health, School of Health, Social Determinants of Health Research Center, Gonabad University of Medical Sciences, Gonabad, Iran
AUTHOR
1. Lau F, Bates J. A review of e-learning practices for undergraduate medical education. J Med Syst. 2004;28(1):71-87.
1
2. Ellaway R, Masters K. AMEE Guide 32: E-learning in medical education Part 1: Learning, teaching and assessment. Med Teach. 2008;30(5):455-73.
2
3. Neto EDM, Castro GLF, Soares MFV, Cunha MR, Laterza GB, Santos CP, et al. Telemedicine in graduate medical education: a vision of the medical courses in a developing country. J Int Soc Telemed eHealth. 2017;5:34-1-4.
3
4. Telemedicine: opportunities and developments in member states. Report on the second global survey on eHealth 2010. [Internet]. 2010 [cited: 2018 Apr 8] Availble from: http://www.who.int/goe/publications/goe_telemedicine_2010.pdf.
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5. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Acad Med. 2006;81(3):207-12.
5
6. Ward JP, Gordon J, Field MJ, Lehmann HP. Communication and information technology in medical education. The Lancet 2001;357(9258):792-6.
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7. Masic I. E-learning as new method of medical education. Acta Inform Med. 2008;16(2):102.
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8. Fong B, Fong ACM, Li CK. Telemedicine technologies: Information technologies in medicine and telehealth: John Wiley & Sons; 2011.
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9. Azizi F. Medical education in the Islamic Republic of Iran: three decades of success. Iran J Public Health. 2009;38(Suppl 1):19-26.
9
10. Sharifi M, Ayat M, Jahanbakhsh M, Tavakoli N, Mokhtari H, Wan Ismail WK. E-health implementation challenges in Iranian medical centers: a qualitative study in Iran. Telemed J E Health 2013;19(2):122-8.
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11. Standing C, Standing S, Gururajan R, Fulford R, Gengatharen D. Coming to terms with knowledge management in telehealth. Syst Res Behav Sci. 2018;35(1):102-13.
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12. East L, Robinson J. Change in process: bringing about change in health care through action research. J Clin Nurs. 1994;3(1):57-61.
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13. Montgomery A, Doulougeri K, Panagopoulou E. Implementing action research in hospital settings: a systematic review. J Health Organ Manag. 2015;29(6):729-49.
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14. Lewis M, Prunuske A. The development of an indigenous health curriculum for medical students. Acad Med. 2017;92(5):641.
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15. Mohamed K, Hunskaar S, Abdelrahman S, Malik E. Telemedicine and e-learning in a primary care setting in Sudan: the experience of the Gezira Family Medicine Project. Int J Family Med. 2015;2015:716426.
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16. Esmaeili R, Hadian M, Rashidian A, Shariati M, Ghaderi H. The experience of risk-adjusted capitation payment for family physicians in Iran: A qualitative study. Iran Red Crescent Med J. 2016;18(4):e23782.
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17. Ricci MA, Caputo MP, Callas PW, Gagne M. The use of telemedicine for delivering continuing medical education in rural communities. Telemed J E Health. 2005;11(2):124-9.
17
18. Chan RP, Patel SN, Ryan MC, Jonas KE, Ostmo S, Port AD, et al. The global education network for retinopathy of prematurity (Gen-Rop): development, implementation, and evaluation of a novel tele-education system (an American Ophthalmological Society thesis). Trans Am Ophthalmol Soc. 2015;113:T2-1-T2-26.
18
19. Bienzle H. E-hospital: Experiences with e-learning activities for patients. Vienna: die. 2008.
19
20. Nagunwa T, Lwoga E. Developing elearning technologies to implement competency based medical education: Experiences from Muhimbili University of Health and Allied Sciences. Int J Educ Dev Using Inf Commun Technol. 2012;8(3):7-21.
20
21. Djukic T, Mandic V, Filipovic N. Virtual reality aided visualization of fluid flow simulations with application in medical education and diagnostics. Comput Biol Med. 2013;43(12):2046-52.
21
22. Merchant Z, Goetz ET, Cifuentes L, Keeney-Kennicutt W, Davis TJ. Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Comput Educ. 2014;70(2014):29-40.
22
23. Lee DH, Kim JG, Kim CW, Lee CH, Lim JH. The usefulness of 3-dimensional virtual simulation using haptics in training orotracheal intubation. Biomed Res Int. 2013;2013:534097.
23
24. Gal GB, Weiss EI, Gafni N, Ziv A. Preliminary assessment of faculty and student perception of a haptic virtual reality simulator for training dental manual dexterity. J Dent Educ. 2011;75(4):496-504.
24
ORIGINAL_ARTICLE
Comparative assessment of Iranian midwifery education curriculum against ICM global standards for midwifery education
Background: The aim of this study was to evaluate the strengths and weaknesses of the midwifery curriculum in Iran according to ICM Global Standards for Midwifery Education. Methods: In this comparative study the Iranian midwifery education curriculum in the part of ‘Competency in provision of care during pregnancy was compared against ICM Global Standards for Midwifery Education (2010) by three researchers using a checklist. In each item (35 items in knowledge domain and 26 item in the skill domain), the entire Iranian midwifery curriculum was searched for similar content, as well as the related courses by numbers. Also evaluation was done for ‘adequacy’ of each item by a 4 point Likert scale (Adequate, Relatively adequate, Relatively inadequate, Inadequate). Results: Quality assessment distribution of the Iranian midwifery curriculum in terms of Basic knowledge and Skill domain in context of ‘Competency in Provision of Care during Pregnancy’ shows that from 35 items in basic knowledge domain, 47.57 % were adequate, 15 % relatively adequate, 2.85 % relatively inadequate and 2% were inadequate. In Skill domain from 26 items, 53.85% were adequate and 46.15% were relatively inadequate. In two items there is no related content in this curriculum including” Signs of female genital cutting and its effects on reproductive health” and “Normal limits of results from community-relevant laboratory tests commonly performed in pregnancy”. Conclusion: The curriculum of midwifery education in Iran covers ICM Global Standards for Midwifery Education (2010) in ‘Competency in Provision of Care during Pregnancy’ domain except for two items. Therefore, not covering these important issues is one of the most noteworthy weaknesses of this curriculum and should be considered in future reforms.
https://fmej.mums.ac.ir/article_11923_782b9c6a4c8e4c294e29523714563061.pdf
2018-12-01
25
30
10.22038/fmej.2018.33550.1212
Curriculum
Education
International Confederation of Midwifes
Midwifery
Narjes
Bahri
nargesbahri@yahoo.com
1
Department of Midwifery, faculty of medicine, Gonabad University of Medical Sciences< Gonabad< Iran
AUTHOR
Mahbubeh
Tabatabaeichehr
chehr192@gmail.com
2
Department of Midwifery, School of Nursing and Midwifery, North Khorasan University of Medical Science, Boujnurd, Iran
AUTHOR
Robab
Latifnejad Roudsari
latifnejadr@mums.ac.ir
3
Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
1. Campbell J, Fauveau V, Hoope-Bender P, Matthews Z, McManus J. The state of the world‘s midwifery 2011 [Internet]. New York: UNFPA; 2011. Chapter 1, Midwifery around the world. [cited 2018 Dec 10]. Available from: https://www.unfpa.org/sites/default/files/pub-pdf/en_SOWMR_Full.pdf
1
2. Hogan MC, Foreman KJ, Naghavi M. Maternal mortality for 181 countries, 1980–2008: a systematic analysis of progress towards millennium development goal 5. The Lancet 2010; 375:1609–23.
2
3. WHO, UNICEF, The world bank. Trends in maternal mortality 1990 to 2008: Estimates. World Health Organization,Geneva; 2010.
3
4. Khan KS, Wojdyla D, Say L, Gulmezoglu AM, VanLook PF .WHO analysis of causes of maternal death: a systematic review. The Lancet 2006; 367:1066–74.
4
5. Adegoke AA, Mani S, Abubakar A, Van den Broek N. Capacity building of skilled birth attendants: a review of pre-service education curricula. Midwifery 2013; 29(7):e64-72. doi: 10.1016/j.midw.2012.08.009.
5
6. Albarran JW, Rosser EA. The challenges facing midwifery educators in sustaining a future education workforce. Midwifery. 2014; 30(8):949-55. doi: 10.1016/j.midw.2013.07.016.
6
7. United Nations Population Fund. Strengthening Midwifery [Internet]. [cited 2018 Dec 10]. Available from: http://www.unfpa.org/webdav/site/global/shared/documents/Midwives/Midwifery%20brochure-Sep13.pdf.
7
8. Bullough C, Meda N, Makowiecka K, Ronsmans C, Achadi EL, Hussein J. Current strategies for the reduction of maternal mortality. BJOG. 2005;112(9):1180-8.
8
9. Fullerton JT, Johnson PG, Thompson JB, Vivio D. Quality considerations in midwifery pre-service education: exemplars from Africa. Midwifery 2011; 27(3):308-15. doi: 10.1016/j.midw.2010.10.011.
9
10. The World Health Report 2005—Make every mother and child count [Internet]. [cited 2018 Dec 10] Geneva,WHO. Available from: http://www.who.int/whr/2005/en.
10
11. Adequate midwifery could save 3.6 million lives, new report shows [Internet]. 2011 [updated 20 June 2011; cited 2018 Dec 10]. Avalaible from: http://www.unfpa.org/public/home/news/pid/7859.
11
12. Carolan-Olah M, Kruger G. Final year students' learning experiences of the bachelor of midwifery course. Midwifery 2014; 30(8):956-61. doi:10.1016/j.midw.2013. 07.010.
12
13. International Confederation of Midwives. Companion guidelines for ICM Global Standards for Midwifery Education [Internet]. 2010; amended June 2013, [cited 2018 Dec 10]. Available from: www.internationalmidwives.org.
13
14. International Conference of Midwives, [Internet]. 2012. [cited 2018 Dec 10] Available from: http://www.internationalmidwives.org/Whoweare/tabid/1087/Default.aspx.
14
15. International Confederation of Midwives. Global Standards for Midwifery Education 2010, Amended [Internet]. 2013. [cited 2018 Dec 10]. Available from: http://www.internationalmidwives.org.
15
16. Fullerton JT, Thompson JB, Severino R; The International Confederation of Midwives essential competencies for basi midwifery practice. An update study:2009–2010. Midwifery 2011; 27(4):399-408. doi: 10.1016/j.midw.2011.03.005.
16
17. International Confederation of Midwives. 2013. Curriculum mapping tool: concordance of midwifery Curriculum whth ICM essential competencies for basic midwifery practice [Internet]. [revised 2013 May; cited 2018 Dec 10]. Available from: http://www.internationalmidwives.org.
17
18. Bogren MU, Wiseman A, Berg M. Midwifery education, regulation and association in six South Asian counteries: a descriptive report. Sex Reprod Health 2012; 3(2):67-72.
18
19. Apay SE, Kanbur A, Ozdemir F, Pasinlioglu T. Midwifery education in Turkey. Coll Antropol. 2012; 36(4):1453-6.
19
20. Shaban I, Leap N. A review of midwifery education curriculum documents in Jordan. Women Birth. 2012;25(4):e47-55. doi: 10.1016/j.wombi.2011.09.001.
20
21. Assessment of the quality of training of community midwives in Pakistan: September 2010. [Internet]. [cited 2018 Dec 10]. Available from:
21
http://www.trfpakistan.org/LinkClick.aspx?fileticket=jNucN7xoy_E%3D&tabid.
22
22. Making pregnancy safer: The critical role of the skilled attendant. A joint statement by WHO ICM FIGO [Internet]. Geneva: World Health Organization; 2004. [cited 2018 Dec 10]. Available from: http://whqlibdoc.who.int/publications/2004/9241591692.pdf?ua=1.
23
23. Fauveau VS, Sheratt Della R, De Bernis Luc. Human resources form health: multi-purpose or specialists? Hum Resour Health 2008; 6:21.
24
24. Fullerton J, Thompson JB, Lacey M. Examining Q4the evidence for The International Confederation of Midwives’ essential competencies for midwifery practice. Midwifery 2005; 21:2–13.
25
25. Ahadi H, Khadivzadeh T, Seyyedalavi GH, Esmaiili H. Women’s circumcision in Minab: prevalence, knowledge, attitude. J Qazvin Univ Med Sci 2003; 7(4):14-20. Persian.
26
26. Pashaie T, Rahimi A, Ardalan A, Majlesi F. Prevalence of female genital mutilation and factors associated with it among women consulting health centers in Ravansar City, Iran. SJSPH. 2012; 9(4):57-68. Persian.
27
ORIGINAL_ARTICLE
Instructional design: missing loop in e-learning educational softwares for medical education
Background: E-learning is one of the new ways to learn nowadays which for efficient e-learning in their formulation of electronic content that is usually presented through instructional software we should care. Not using educational design in designing software content is considered one of the main challenges in e-learning and also failures of this educational system. This study aims to investigate the Missing loop of educational design in educational software in e-learning in educational environments for medical education. Methods: Qualitative content analysis method of deductive type is used in this study. The Society of the study is chosen from MA students of e-learning courses in medical education faculty of Shahid Beheshti University of Medical Sciences for which the purposeful sampling is used and 60 students are selected. The instrument for the study was Semi-structured interview through which the interviews were held with the individuals about the instructional software used in teaching in a purposeful way. The time for each interview ranged from 20 minutes up to 1 hour and all the interviews were lasted for a week. The interviews were held at the level of theoretical saturation until reaching a response. The questions of the interviews for the students were designed based on the standards of electronic learning equipment which included five levels of content, tracking, educational design, and educational and technical media. Results: The results show that the software used in teaching for the students in medical education faculty of Shahid Beheshti University of Medical Sciences has the smallest correspondence with the criteria used from the aspect of electronic learning equipment standards and there are lots of problems especially in some aspects of content, tracking and educational design. The existence of such varied problems in medical educational software is arising from problems in technological approach and educational approach such as educational design. This proves the necessity of attention to the principles of instructional design in both preparation and production of such software. Conclusion: This survey suggests that paying attention to the principles of design in the preparation and development of educational software can, as an approach, respond to some of the educational needs and improve the quality and effectiveness of educational training. Developing the educational software based on educational design patterns is one of the basic challenges of e-learning and also it’s the key to success for this educational system. It’s necessary that executing agencies and organizations and universities of e-learning have special attention to educational design and implementation of scientific approaches to put it into practice.
https://fmej.mums.ac.ir/article_11413_9fac406f59547600ad90a421f37d6357.pdf
2018-12-01
31
38
10.22038/fmej.2018.33822.1217
Criteria and standards
Educational softwares
E-learning
Instructional design
Medical education
Qualitative content analysis
Maryam
Ghasemi
maryamghasemi82@yahoo.com
1
PhD candidate, Department of Education, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
AUTHOR
Hashem
Fardanesh
hfardanesh@modares.ac.ir
2
Department of Education, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
LEAD_AUTHOR
Javad
Hatami
j.hatami@modares.ac.ir
3
Department of Education, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
AUTHOR
Soleiman
Ahmady
soleiman.ahmady@sbmu.ac.ir
4
Department of Medical Education, faculty of Medicine, Shahid Beheshti University, Tehran, Iran
AUTHOR
Moradi R, Mohammadi Mehr M, Khazaee F. Design, production and implementation of electronic content (educational multimedia). Course of microbiology of students of AJA University of Medical Sciences based on Ghaeeee's design pattern and its effectiveness. AJA University of Medical Sciences research project; 2015. Persian.
1
2. Hofmann J. Blended learning instructional design: A modern approach. InSync Trainnig. Available from: https://www.insynctraining.com/pages/Blended_Learning_Instructional_Design A_Modern_Approach.pdf
2
3. Gibbons AS, Boling E, Smith K. MInstructional design models. 2013.
3
4. Gibbons AS. An architectural approach to instructional design. New York: Routledge; 2013.
4
5. Lu L. Digital native preservice teachers: Growing up with technology, not growing up learning with technology. Proceeding of the Association for Educational Communications and Technology (AECT) Annual Conference, Jacksonville, FL, 2014.
5
6. Spencer-Oatey H. What is culture? A compilation of quotations. GlobalPAD Core Concepts. [cited 2012]. Available from:
6
https://warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills/global_pad_-_what_is_culture.pdf
7
7. Taghi Yareh F, Siyadati M. Criteria for choosing content creation tools in e-learning. Quarterly journal of research and planning in higher education 2008; 13(1): 75-92. Persian.
8
8. Sakiroglu U, Akkan Y. Views of the instructors through dynamic education content design in web environment. Procedia-Soc Behav Sci 2009; 1(1): 1012-16.
9
9. Bull C. Learning theories and instructional design media. Journal of education in multimedia and hypermedia 2005; 77(2): 171-89.
10
10. Zandi S, Abedi D, Yousefi A, Changiz T, Yamani N, Kabiri M. Introduction to e-learning as a new educational technology and its integration into medical education programs. Iranian journal of medical education 2004; 4(1): 61-70.Persian.
11
11. Eskandari H. E-learning curriculum standards. Tehran: University Publications; 2010: 66-77. Persian.
12
12. Amir Teymouri MH. Educational message design. Tehran: Samt; 2012: 33-9. Persian.
13
ORIGINAL_ARTICLE
The compatibility of the new undergraduate nursing curriculum with occupational needs from the viewpoint of the faculty members of some north and north-west Universities of Medical Sciences of Iran
Background: Nursing education is part of the higher education system that deals with human life and considering its quantitative and qualitative aspects is very important. Understanding educational needs is a prerequisite for successful education. This study is aims is to investigate the compatibility of nursing undergraduate curriculum with occupational needs from the viewpoints of faculty members of some north and north-west universities of medical sciences of Iran. Methods: This is a cross-sectional descriptive study conducted with the participation of 61 nursing faculty members of Ardebil, Urmia, Zanjan, Tabriz, and Rasht Universities of Medical Sciences in the fall of 2017 using the census method. A checklist containing the curriculum of undergraduate nursing based on the approved headings of the Ministry of Health and Medical Education was used. Data were analyzed by SPSS software. Results: The findings of this study showed that the highest compatibly with job requirements from the viewpoint of faculty members based on the checklist scores from 1 to 4 was related to biochemistry with a mean and standard deviation of 2.1 ± 1.03, among specific courses, epidemiology with mean and standard deviation of 1.90 ± 0.99, and among internship and field apprenticeship, adult and elderly internships with mean and standard deviation of 1.51 ± 0.03. Conclusion: The findings of this study indicate that the curriculum developed for the undergraduate nursing degree is not suitable for nursing job requirements and needs modifications in some aspects. Therefore, presenting the results of this study can be used developing and modification of the undergraduate nursing curriculum based on occupational needs.
https://fmej.mums.ac.ir/article_12033_fac96ffd20c062a395afe63fb4819d46.pdf
2018-12-01
39
45
10.22038/fmej.2018.34659.1225
Curriculum
Faculty Member
Occupational Needs
Undergraduate Nursing
Morteza
Behnam
mortez.behnam@gmail.com
1
BSc Student, Department of Nursing, Khalkhal University of Medical Sciences, Khalkhal, Iran
AUTHOR
Aziz
Kamran
2
Health Education Department, Ardabil University of Medical Sciences, Ardabil, Iran
AUTHOR
Mohamad Taghi
Savadpoor
3
Medical-Surgical Department, Ardabil University Medical Sciences, Ardabil, Iran
AUTHOR
Khadijeh
Nasiri
khadije.nasiri@yahoo.com
4
Medical-Surgical Department, Khalkhal University of Medical Sciences, Khalkhal, Iran
LEAD_AUTHOR
Mehran
Khaki
5
BSc Student, Department of Nursing, Khalkhal University of Medical Sciences, Khalkhal, Iran
AUTHOR
Nima
Ghassemi
6
BSc Student, Department of Nursing, Khalkhal University of Medical Sciences, Khalkhal, Iran
AUTHOR
Fatemeh
Mohamadi
7
BSc Student, Department of Nursing, Khalkhal University of Medical Sciences, Khalkhal, Iran
AUTHOR
Fatemeh
Gholinezhad
8
BSc Student, Department of Nursing, Khalkhal University of Medical Sciences, Khalkhal, Iran
AUTHOR
Mehrnaz
Kooshanfar
9
BSc Student, Department of Nursing, Khalkhal University of Medical Sciences, Khalkhal, Iran
AUTHOR
Samira
Emami
10
Pediatrics Department, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
AUTHOR
Rozita
Cheraghi
11
Medical-Surgical Department, Faculty of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
AUTHOR
Ebadi A, Vanaki Z, Nahrir B, Hekmatpou D. Pathology of continuing educational programs in Iran medical society. Stride in Development of Medical Education 2008; 4(2): 140-5. Persian.
1
Ghahrman Tabrizi K, Tondnevis F, Amirtash A, Kadivar P. Relationship between organizational culture and creativity of faculty members in physical education groups at Iranian state universities. Journal of Motion Sciences and Sport 2005; 6(1):139–50. Persian.
2
Allen DL, Caffesse RG, Bornerand M, Frame JW, Heyboer A. Participatory continuing dental education. Int Dent J. 1994; 44(5): 511-19.
3
Dagenais ME, Hawley D, Lund JP. Assessing the effectiveness of a new curriculum: Part I. J Dent Educ. 2003; 67(1):54-47.
4
Doglas L. The effective nurse: leader and manager. Nikshokrnia F, translator. Tehran: Boshra publication; 1996.
5
Dehghan Nayeri N, Nazari AA, Salsali M, Ahmadi F, Adib Hajbaghery M. Iranian staff nurses’ views of their productivity and management factors improving and impeding it: a qualitative study. Nurs Health Sci. 2006; 8(1):51-6.
6
Azizi F. Medical education: mission, vision and challenges. 1st ed. Tehran: Ministry of Health and Medical Education. 2003: 186-200. Persian.
7
Abdolahyan M. Methods of teaching and learning in nursing education. Babel Medical Publishing; 2003. Persian.
8
Bourbannais FF, Langford S, Giannantoni L. Development of a clinical evaluation toolfor baccalaureate nursing students. Nurse Educ Pract. 2008; 8(1): 62-71.
9
Elcigil A, Yildirim Sari H. Determining problems experienced by student nurses in their work with clinical educators in Turkey. Nurse Educ Today 2007; 27(5): 491-8.
10
Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students’ perspective on clinical education in Gonabad University of Medical Sciences. Iranian Journal of Medical Education 2005; 5 (1):70-78. Persian.
11
Nikbakht AR, Lipson JG, Emami A. Professional nursing in Iran: an overview of its historical and Socio cultural framework. J Prof Nurs. 2004; 20(6): 396-402.
12
Adib Hajbaghery M, Salsali M. A model for empowerment of nursing in Iran. BMC Health Serv Res. 2005; 5(24): 2-11.
13
Sohrabi S, Deris F, Hashemi SM. Causes for uselessness of theoretical instructions in patients bedsides: investigation of nurses and Midwives viewpoints. Research in Medical Sciences 1998; 3(1): 71-3. Persian.
14
Salehi SH, Tavakol z, Hasanzahraie R, Bashardost N, Mahjur SR. The performance evaluation of BS nursing graduates based on their own perspectives and their head nurses in the hospital affiliated to Isfahan University of Medical Sciences in 2002. Iranian Journal of Medical Education 2002; 4: 44-55. Persian.
15
Abdolahzadeh F, Niknam F, Alizadeh M. Determining the most influential factors in educational planning from the perspective of students. Special Supplement for 8th National Congress of Medical Education .Kerman. 2007; March 6-8:232. Persian.
16
Toulabi T, Janani F, Qurbanmohammadi E. The appropriateness of educational programs' objectives for professional needs: The viewpoints of Khorramabad School of Nursing and Midwifery graduates. Iranian Journal of Medical Education 2009; 8(2): 263-73. Persian.
17
Arefi M. Strategic curriculum in higher education. Tehran: Shahid Beheshti University of Medical Sciences; 2005. Persian.
18
Jahangiri L, Mucciolo TW, Choi M, Spielman AI. Assessment of teaching effectiveness inU .S. Dental schools and the value of triangulation. J Dent Educ. 2008; 72(6):707-18.
19
Farahani M, Ahmadi F. Doctoral nursing students’ viewpoints about the nursing PhD curriculum. Iranian Journal of Medical Education 2006; 6(1): 83-92. Persian.
20
Mirzabeigi Gh, Sanjari M, Shirazi F, Heidari Sh, Salemi S. Nursing students' and educators' views about nursing education in Iran. Nursing Research 2011; 6(20):68-74.
21
Bouzarjomehri F, Nafisi Moghadam R. Attitude of medical students of Shahid Sadoughi University of Medical Sciences towards change in the medical physics curriculum. Journal of Medical Education and Development 2012; 7 (3):58-66. Persian.
22
Nouhi E, Kohan S, Haghdoost A, Nazari R. Theoretical nursing courses application in clinical field: clinical nurse teachers & students perspectives in Mazandaran University of Medical Sciences . Iran Journal of Nursing. 2007; 20(52):29-38. Persian.
23
Way M, Macneil M. Baccalaureate entry to practice: A system view. J Contin Educ Nurs. 2007; 38(4):164-9.
24
Borzou R, Safari M, Khodavisi M, Torkaman B. The viewpoints of nurses towards applicability of nursing curriculum in hospitals affiliated to Hamedan University of Medical Sciences. Iranian Journal of Medical Education 2009; 8(2):205-11. Persian.
25
Babamohammadi H, Khalili H. Critical thinking skills of nursing students in Semnan University of Medical Sciences. Iranian Journal of Medical Education 2004; 4(2): 23-31. Persian.
26
Adib Hajbagheri M, Salsali M, Ahmadi F. Clinical decision-making: a way to professional empowerment in nursing. Iranian Journal of Medical Education 2003; 3(2): 21-5. Persian.
27
Wagner EH, Reid RJ. Are continuity of care and teamwork incompatible? Med Care 2007;45(1): 6-7.
28
Brazil K, Howell D, Marshall D, Critchley P, Van den Elzen P, Thomson C. Building primary care capacity in palliative care: proceedings of an interprofessional workshop. J Palliat Care. 2007; 23(2):113-16.
29
Bégat I, Ellefsen B, Severinsson E. Nurses' satisfaction with their work environment and the outcomes of clinical nursing supervision on nurses' experiences of well-being: a Norwegian study. J Nurs Manag. 2005 May; 13(3): 221-30.
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Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today 2004 Feb; 24(2):105-12.
31
Biabangardi Z, Parsa S, Haji Kazemi E, Khanjari S, Shahpurian F, Mashayekh F. Program evaluation of nursing educational opinions of graduates and undergraduates. Research in Medical Sciences 1998; 3(1): 28- 32. Persian.
32
ORIGINAL_ARTICLE
The differences between dentistry education system in Iran and other countries
Background: The current study aimed to evaluating the dentistry education system in Iran and comparing it with selected dental schools in Turkey, the Philippines, Hungary, Ukraine, Russia, Armenia, and Azerbaijan. Methods: The study was accomplished by the analyses of the documents available on web sites, links correspond to curriculum, the education program of general dentistry, and the transcripts of Iranian dentistry students graduated from foreign schools attending an advance standing program at Tabriz Dental School. Results: The results of the current study indicated that in all the selected faculties, the course-oriented curriculum is used. The odontology system is used in the dental schools of Iran, Turkey, and the Philippines. Conclusion: It is suggested offering courses in medical ethics, the principles of law, and the constitution of the Islamic Republic of Iran to all the students graduated from other countries. Specialized lessons offered to the graduated students from Russian and Ukrainian dental schools seem to be sufficient, but students graduated from other countries should pass orthodontics, pediatrics, and diagnosis courses.
https://fmej.mums.ac.ir/article_12097_ce7fb06e718317f8881f380aa2a86f5f.pdf
2018-12-01
46
51
10.22038/fmej.2018.35477.1231
Dentistry
Educational Curriculum
Graduated Students
Tahereh
Ghaffari
tahereh_ghaffari@yahoo.com
1
Prosthodontics Department, Dental Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
AUTHOR
Fahimeh
Hamedirad
fahimeh.hamedirad@gmail.com
2
Dental materials research center, Health research institute, Babol University of Medical Sciences, Babol, Iran
LEAD_AUTHOR
Ehsan
Ghadamyari
ehsanghadamyari@ymail.com
3
Graduated, Dental Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
AUTHOR
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2- Berry J. Globalization and its implication for dentistry. ADA News (2006). [Internet]. [cited Aug 10, 2011]. Available from: www.ada.org/prof/resources/pubs/adanews/adanewasarticle.asp?articleid=1883.
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3-Donaldson ME, Gadbury–Amyot CC, Khajotia SS, Nattestad A, Norton NS, Zubiaurre LA, Turner SP. Dental education in a flat world: advocating for increased global collaboration and standardization. J Dent Educ. 2008; 72(4):408-21.
3
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