ORIGINAL_ARTICLE
Exploring Learners’ Viewpoint regarding Training Program of Health Care Providers Based on CIPP Model
Background: Aiming to explore learners’ viewpoint regarding training program of health care providers based on CIPP model, this research was conducted on health care providers in the city of Sabzevar in 2017. Methods: This cross-sectional study was carried out on 139 health care providers working in the health centers of Sabzevar. The data were collected through a researcher-made questionnaire containing demographic characteristics and evaluation questions of training program of health care providers in four domains: context, input, process, and output. The three modes of undesirable, slightly desirable and desirable were measured in each domain. Results: Through investigating learners’ viewpoint, the results of the research indicated that the situation of context and output of training program of health care providers were highly desirable, while the situation of input and process of the program were somewhat desirable. Overall, the results showed that the highest score among the four factors of the CIPP model belonged to the context factor with the mean score of 39.46 + 8.53 and the product factor with the mean score of 28.61 + 7.36 reflected the lowest score. Conclusion: The final results of the exploring learners’ viewpoint of training program of health care providers indicate a range of slightly desirable to desirable situation for the program. To achieve a highly desirable level, it is incumbent upon the officials to reinforce the important factors such as teaching and assessment methods to their instructors. In addition, creating a definite plan for costs and developing the accessibility of welfare facilities seem to be crucial. Finally, it is worth planning more accurately in order to increase learners’ contribution while undertaking ongoing evaluation to receive feedback for revising the teaching program.
https://fmej.mums.ac.ir/article_13351_fb6a0a51ddfef1682912ea8001ce7f1e.pdf
2019-09-01
3
10
10.22038/fmej.2019.37036.1245
Health care providers
Training program
CIPP Model
Mohammad
Rahimzadeh
rahimzadehm931@mums.ac.ir
1
MSc student, Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Ali
Emadzadeh
emadzadea@mums.ac.ir
2
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Masoud
Hosseini
hoseinim@mums.ac.ir
3
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Rahim
Akrami
akramir@medsab.ac.ir
4
Department of Epidemiology & Biostatistics, School of Public Health, Sabzevar University of Medical Sciences, Sabzevar, Iran
AUTHOR
1. Ebadi Fard Azar F, Haghani H, Hashemi F. Monitoring the national plan family physician and referral system in the city of Robat Karim hospital. Journal of Hospital 2009;8(5):7-12. Persian.
1
2. Sayari AA. Program execution instructions on marginal areas of cities and towns over 20 thousand. Ministary of Health and treatment guidelines. 2017;4:1-3. Persian.
2
3. Jafari AG, Mohammadpur F, Alam Tabriz A. Effective strategies for empowerment of experts staff in health deputy of Shahrekord University of Medical Sciences, Iran, 2005. Journal of Shahrekord University of Medical Sciences 2008;10 (2): 66-71. Persian.
3
4. Riahi F, Mohajer Y, Abbaspour A. Assessment of educational process of payam noor university in Behshahr with emphasis on CIPP model. [Msc thesis]. Behshahr: Payam Noor University; 2012. Persian.
4
5. Yarmohammadi H. Fundamentals and principles of curriculum planning. Tehran book memorial. 2014;13:174. Persian.
5
6. Hadavand S, Rahimi R, Darabi M. Validity Measurement of Cipp Assessment Model in Assessing the Instruction Centers Function: A Case Study on National Iranian Petrochemical Company. Research on Educational Leadership and Management 2014;1(1):119-36. Persian.
6
7. Nikkhah M, Sharif M, Nasr A, TALEBI H. A feasibility study of using evaluation indicators of higher education in evaluation of the post-graduate curriculum, based on the CIPP-model. Biennial Journal of Management and Planning in Educational Systems 2012; 4 (7): 100-132. Persian.
7
8. Alimohammadi T, Rezaeian M, Bakhshi H, VaziriNejad R. The evaluation of the Medical School Faculty of Rafsanjan University of Medical Sciences based on the CIPP model in 2010. Journal of Rafsanjan University of Medical Sciences 2013;12(3):205-18. Persian.
8
9. Scheerens J, Bosker R. The foundations of educational effectiveness. Oxford: Pergamon; 1997.
9
10. Agrawel S. Competency based CIPP model: An integrative perspective. Indian Journal of Industrial Relations. 2008;8(3):8-12.
10
11. Tezakori Z, Mazaheri E, Namnebat M, Torabizadeh K, Fathi S, Ebrahimibil F. The Evaluation of PhD Nursing in Iran (Using the CIPP Evaluation Model). J Faculty Nursing & Midwifery. 2010;12:44-51. Persian.
11
12. Izadi F, Delawar A, Mohajer Y. Evaluation of Marivan Family Physician Plan through Evaluation Model CIPP. [Msc thesis]. Tehran: Allameh Tabatabaei University; 2011. Persian.
12
13. Mahram B, Vahidi M, Mojali M, Hosseini Shaheidi L. Achievement to the educational goals of undergraduate nursing students from view point of students and head nurses. Journal of Nursing Education. 2013;1(2):29-35. Persian.
13
14. Zandavanian NA. A comprehensive evaluation of Khuzestan province teacher training centers, folowing CIPP model. Journal of Educational Sciences and Scycology 2006; 13(2)137-62. Persian.
14
15. Rezapour Mirsaleh Y, Atri Ardakani SA, Behjati Ardakani F. Evaluating the educational performance of Ardakan University based on CIPP model. Higher Education Letter 2017;9(36):7-30. Persian.
15
16. Akpur U, Alci B, Karatas H. Evaluation of the Curriculum of English Preparatory Classes at Yildiz Technical University Using CIPP Model. Educational Research and Reviews 2016;11(7):466-73.
16
17. Ortiz Q, Isabel D, Muñoz Marín JH, Sierra Ospina N. CIPP Model-based Ccntext evaluation on an English language reading comprehension course at a Public University in Colombia. Íkala, Revista de Lenguaje y Cultura. 2015;20(3):293-314.
17
18. Saadat M, Mansoorian MR, Basiri M, Khosravan S. The evaluation of bachelor of nursing’s educational program in Gonabad University of Medical Sciences based on the CIPP model in 2015. [Msc Thesis]. Gonabad: Faculty of Nursing; 2016. Persian.
18
19. Mohebbi N, Yarmohammadian MH. Develop evaluation indicators of Health Information Technology Course at Master's degree in selected Medical Sciences Universities. Health Information Management 2013;10(4(serial No 32)):558-70. Persian.
19
20. Seyf AA. Educational assessment, evaluation and measurement. Tehran: Dowran publication. 2003:392-401. Persian.
20
ORIGINAL_ARTICLE
Studying the Knowledge Management Components from Viewpoint of the Faculty Members: A Study at the Dezful University of Medical Sciences in Southwest Iran
Background: Production, distribution and application of knowledge are considered as the most institutionalized element and raison d’être of universities and higher education institutions, and the knowledge is recognized as the main output of universities. Therefore, this research examines the components of knowledge management from the point of view of the faculty members of Dezful University of Medical Sciences in southwestern Iran.Methods: This descriptive research was conducted in 2018. The statistical population of this research included all faculty members of Dezful University of Medical Sciences in southwest of Iran. Finally, 43 members of them completed questionnaires. The Knowledge Management Standard Questionnaire (Conrad and Newman) has been used to collect information. Descriptive and inferential statistics as well as SPSS version 22 were used to analyze the data. Results: According to the results of the research, the scores of different components of knowledge management were evaluated to be moderate as follows: knowledge creation (21.5 ± 3.8), knowledge preservation (15.8 ± 3.8), knowledge transfer (11.5 ± 3.3), and knowledge application (12.1 ± 3.5). Also, age, educational level, academic rank and experience had no effect on their knowledge management, but male faculty members had higher knowledge management than female faculty members (P = 0.019).Conclusion: The various components of knowledge management among faculty members were moderate according to our evaluation, which, given the 8-year activity of this university, is relatively "desirable"; it is necessary that this potential of knowledge management
https://fmej.mums.ac.ir/article_13352_f41610bd35c1f8a79551f4751cf4eda3.pdf
2019-09-01
11
16
10.22038/fmej.2019.37967.1255
Knowledge Management
Faculty members
Dezful
Iran
Abdolreza
Gilavand
gilavanda@gmail.com
1
Department of Education Development Center, Dezful University of Medical Sciences, Dezful, Iran
AUTHOR
Mohsen
Mohammadbidaghi
mohsenmb57@yahoo.com
2
Department of Education Development Center, Dezful University of Medical Sciences, Dezful, Iran
LEAD_AUTHOR
1. Hsu I-Ch. Knowledge sharing practices as a facilitating factor for improving organizational performance through human capital: A preliminary test. Expert Systems with Applications 2008; 35(3): 1316-326.
1
2. Adineh Qahramani A, Hashempour L, Atapour H. An investigation of status of knowledge management infrastructures in Tabriz University as perceived by its faculty members. Journal of Academic Librarianship and Information Research2011; 45(3): 63-85. Persian.
2
3. Nikbakht A, Siadat SA, Hoveida R, Moghadam A. Study of the relationship between knowledge management and chairperson's leadership styles at Isfahan University of Medical Sciences from faculty viewpoints. Health Inflamm Manag. 2010;7(2):216-24. Persian.
3
4. Fullwood R, Rowley J, Delbridge R. Knowledge sharing amongst academics in UK Universities. Journal of Knowledge Management 2012;17(1): 123-36.
4
5. Mehralizadeh Y, Moghadaspour E, Joudzadeh N. Management and strategic planning. Tehran: Rahemoaser; 2013. Persian.
5
6. Soleimanpour, S. The comparison of infrastructure, the sharing of knowledge from the perspective of faculty members and graduate students martyr Chamran University. Journal of Library and Information Science Studies 2017; 24(19): 21-38. Persian.
6
7. Mohammadi M, Mehraeen E, Bagheri S, arji G. The study of relationship between total quality management and knowledge management from the perspective of academic staff of Zabol University of Medical Sciences. Journal of Zabol University of Medical Sciences and Health Services 2016; 7 (4):1-10. Persian.
7
8. Hejazi A, Nazarpoori AH. Study the barriers of successful implementation knowledge management in universities (Case Study; Farhangian University). Managing Education in Organizations 2018; 7(1):169-203. Persian.
8
9. Gilavand A. Examining the knowledge management status in Iranian Universities: A Review. Indo American Journal of Pharmaceutical Sciences 2017; 4(11):4219-225.
9
10. Karimi Moonaghi H, Hasanian ZM, Ahanchian MR. Knowledge management in medical education. J Med Educ Dev. 2014; 7 (16):94-106. Persian.
10
11. Bahrami S, Yarmohmmadian MH, Ferdosi M, Ojaghi R, Ezadi Varaki FS, Golkar M. The relationship between total quality management and knowledge management from the view of faculty members in University of Isfahan and Isfahan University of Medical Sciences, Iran. Health Information Management 2012; 9(4):558-66. Persian.
11
12. Dehghani Soltani M, Mesbahi M, Avami M, Ramezani S. Effect of using new information technologies on psychological empowerment of employees by explaining the role of mediator of knowledge sharing (Case study: Imam Khomeini Naval Academy’s staff). Journal of Research on Management of Teaching in Marine Sciences 2018; 5(1): 41-59. Persian.
12
13. Gilavand A, Mehralizadeh Y, Hosseinpour M, Torabipour A. A review on pathology of the integration of medical education system with health services at Iran's Ministry of Health and Medical Education. Future Med Educ J. 2018; 8(3):47-56.
13
14. Mirheydari A, Abedi A, Hoveida R, Siadat SA. Meta-analysis of the impact of organizational culture on the establishment of knowledge management in Iranian organizations. Educational Approaches 2011; 20(16):77-96. Persian.
14
15. Feyzi T, Ghatrifi L. Relationship between knowledge management and its components with dimensions of learning organization in Islamic Azad University of Science and Research Branch of Tehran. Mission of Government Management 2010; 1(1):155-84. Persian.
15
16. Nazem F, Karimzadeh S, Ghaderi E. A survey on the relationship between knowledge management, organizational health with personnel entrepreneurship in social security organization of Iran. Soc Res. 2011;3(9):89-115. Persian.
16
17. Tabibi SJ, Nasiri Pour AA, Aghababa S, Nabipour Jafar Abad N. The study of knowledge management principles in teaching hospitals associated with Iran University of Medical Sciences. Health Inf Manag. 2011;8(4):469-78. Persian.
17
18. Rajaeepour S, Bahrami S, Kamali DolatAbadi A, Shabani A. The relationship between the applications of knowledge management indices and faculty member’s educational performance in Isfahan University of medical sciences. Health Inf Manag. 2012;4(32):619-24. Persian.
18
19. Nemati MA, Mohammadi Y, Raeisoon MR. Relationship between knowledge management and educational performance of faculty members. Educ Strategy Med Sci. 2015; 8 (4):203-208.
19
20. Mohammadi Ostani M, Shabani A, Rajaepoor S. The status of knowledge management application in librarians of Isfahan University of Medical Sciences. Iran J Med Educ. 2012;12(2):167-75. Persian.
20
21. Yaghoubi M, Karimi S, Javadi M, Nikbakht A. Correlation study on organization learning and knowledge management in staffs in selected hospitals of Isfahan University of Medical Sciences. J Health Administ. 2011;13(42):65-75. Persian.
21
22. Mirghafoori H, Farhang Nejad M, Sadeghi Arani Z. Evaluating the performance of the health sector in the city of Yazd, applying knowledge management process. J Health Administ. 2010;13(39):79-88. Persian.
22
23. Madhoshi M, Niyazi E. Evaluation level of knowledge management in selected universities. Transform Manag J. 2011;3(6):116-37. Persian.
23
24. Keyvanara M, Yazdekhasty A, Bahrami S, Masodian Y. The relationship between components of knowledge management and organizational intelligence in the schools of Isfahan University of Medical Sciences. Health Inf Manag. 2011;8(5):673-80. Persian.
24
25. Nemati-Anaraki L, Nooshinfard F. Effective organizational factors in knowledge sharing from the viewpoint of faculty Members. J Health Administ. 2014; 17 (56):65-79. Persian.
25
26. Songsangyos P. The knowledge management in higher education in Chiang Mai: A comparative review. Procedia-Social Behav Sci. 2012; 69:399-403.
26
27. Zhao J, Ordóñez de Pablos P, Zhongying Qi. Enterprise knowledge management model based on china’s practice and case study. Comput Hum Behav. 2012; 28:324-30.
27
ORIGINAL_ARTICLE
Predicting Behavior and Intention to Knowledge Sharing in Postgraduate Students Based on the Theory of Planned Behavior
Background: Knowledge sharing in university environments is essential and students' behavior in this field is based on their beliefs, norms and attitudes. Theory of planned behavior is one of the most prestigious behavior prediction models that can be used to examine the ideas, values, and attitudes in the context of knowledge sharing behavior. Considering the role of academics, especially postgraduate students in knowledge sharing, this study conducted with the aim of evaluating knowledge sharing behavior based on theory of planned behavior among postgraduate students. Methods: This descriptive study was conducted on 120 postgraduate students in school of public health of Shahid Sadoughi University of Medical Sciences through stratified sampling method in 2018. The data collection tool was a researcher-made questionnaire with confirmed reliability and validity. Data were analyzed by SPSS/16 included descriptive statistics, Pearson correlation, ANOVA, Independent T-test and linear regression as required. Results: The results showed that correlations between knowledge sharing behavior and intention with all theory of planned behavior constructs were statistically significant. The theory of planned behavior constructs explained 31.5% of the variances in knowledge sharing behaviors and 42.1% of the variances in knowledge sharing intention. Additionally, Subjective norms were the strongest predictor for behavior and attitudes were the strongest predictor for intention. Conclusion: In designing interventions aimed at improving knowledge sharing in universities, initially subjective norms should be addressed, then examined student's intention towards knowledge sharing. So, the theory of planned behavior may be used as a framework for educational interventions to improve knowledge sharing behaviors.
https://fmej.mums.ac.ir/article_13535_0b2d03f74ed978471d2ede97cedb8118.pdf
2019-09-01
17
22
10.22038/fmej.2019.39842.1262
Behavior
Knowledge
Intention
theory of planned behavior
Mahdieh
Momayyezi
mahdieh_momayyezi@yahoo.com
1
Prevention and epidemiology of non-communicable disease research center, School of Health, Shahid Sadoughi University of Medical Sciences,Yazd, Iran
LEAD_AUTHOR
Hossein
Fallahzadeh
hofaab@yhoo.com
2
Research Center of Prevention and Epidemiology of Non-Communicable Disease, School of public health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
AUTHOR
Fatemeh
Mohebinia
mohebinia.f69@yahoo.com
3
Department of Environmental Health, Student Research Committee, School of public health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
AUTHOR
Vida sadat
Anoosheh
v.s.anoosheh@gmail.com
4
MSc student, Department of Ergonomy, School of health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
AUTHOR
1. Imanzadeh A. The relation between knowledge sharing and innovation among the department of extension and rural development students at the college of agriculture in tabriz university. Journal of Agricultural Extension and Education Research 2016;10(2):47-55. Persian.
1
2. kayzouri AH, sadeghi samarjani A. Impact of knowledge sharing on team innovation of faculty members: case study Ferdowsi University of Mashhad. Journal of Innovation and Enterpreneurship 2017;5(10):45-56 . Persian.
2
3. Marzooghi R, Mohammadi M, Keshavarzi F. Presentation of a causal model of campus community quality, knowledge sharing and academic performance among students of Shiraz University of Medical Sciences. Iranian Journal of Medical Education 2014;14(8):704-14. Persian.
3
4. kaffashan M, Aseman Doreh Y, Mohamadian Z. Measuring the effect of effective factors on the formation of knowledge sharing behavior from students' viewpoints (Case Study: Ferdowsi University of Mashhad). Theoretical and Applied Research in Information Science and Knowledge. 2017;7(1):153-73. Persian.
4
5. Bohlul M, Hosseingholizadeh R, Karami M. The Role of Personal, Organizational, and Technological Factors in Predicting Teachers’ Beliefs about Knowledge Sharing. Quarterly Journal Of Education 2015;31(3):137-55. Persian.
5
6. Hosseini Sarkhosh SM, Akhavan P, Kia A, Aminpour AR. Examining Knowledge-sharing Behavior in a Hightech Firm based on Theory of Planned Behavior. Innovation Management Journal 2016;4(4):61-80. Persian.
6
7. Ryu S, Ho S, Han I. Knowledge sharing behavior of physicians in hospitals. Expert Systems with Applications 2003;25(1):113-22.
7
8. Chatzoglou P, Vraimaki E. Knowledge-sharing behaviour of bank employees in Greece. Business Process Management Journal. 2009;15(2):245-66.
8
9. Tohidinia Z, Mosakhani M. Knowledge sharing behaviour and its predictors. Industrial Management and Data Systems 2010;110(4):611-31.
9
10. Zhang P, Ng F. Analysis of knowledge sharing behaviour in construction teams in Hong Kong. Construction Management and Economics 2012;30(7):557-74.
10
11. Kafashan M, Kamalzadeh S, Naji A, Rajabi M. Preconditions and Consequences of Knowledge Sharing Intent among Graduate Students of Shiraz University of Medical Sciences. Library and information research journal 2016;19(3):73-97. Persian.
11
12. Farajpahlou A.H, Soleimanpour S, Haidari GH.R. Knowledge sharing and factors affecting it among graduate students Shahid Chamran University of Ahvaz in the academic year 2016-2017. Journal of study in library and information science 2016;23(18):19-44. Persian.
12
13. Gerber M, Mallett C, Puhse U. Beyond intentional processes: The role of action and coping planning in explaining exercise behavior among adolescents. International Journal of Sport and Exercise Psychology 2011;9(3):209-26.
13
14. Esmaiell panah F, Khayat moghadam S. Surveying the Current Status of Knowledge Sharing among Faculty Members of Universities (Case Study: Islamic Azad University, Mashhad Branch). Journal of Productivity Management 2013;7(26):43-68. Persian.
14
15. Nordin N. A, Daud N, Osman WUKM. Knowledge sharing behaviour among academic staff at a public higher education institution in Malaysia. World Academy of Science 2012;72:234-40.
15
16. Chatzoglou P. D., Vraimaki E. Knowledge-sharing behaviour of bank employees in Greece. Business Process Management Journal 2009;15(2):245-66.
16
17. Chennamaneni A, Teng J, Raja M. Unified model of knowledge sharing behaviours: theoretical development and empirical test. Behaviour & Information Technology. 2012;31(11):1097-115.
17
18. Jeon S, Kim Y, Koh J. An integrative model for knowledge sharing in communities-of-practice. Journal of Knowledge Management 2011;15(2):251-69.
18
19. Goh SK, Sandhu MS. Knowledge sharing among Malaysian academics: Influence of affective commitment and trust. The Electronic Journal of Knowledge Management 2013;11(1):38-48.
19
20. Biranvand A, Shaabani A, Mohammadi Ostani M. Investigating factors affecting knowledge-sharing librarians and introducing a model for predicting their behavior (Case study: Fars Province’s public libraries). Journal of Library and Information Science Studies. 2017;24(19):39-60. Persian.
20
. 21. Chennamaneni A, Teng J, Raja M. A unified model of knowledge sharing behaviours: theoretical development and empirical test. Behaviour & Information Technology 2012;31(11):1097-115.
21
22. So J, Bolloju N. Explaining the intentions to share and reuse Knowledge in the context of IT service operations. Journal of Knowledge management 2005;9(6):30-41.
22
23. Fullwood R, Rowley J, Delbridge D. Knowledge sharing amongst academics in UK universities. knowledge Managemen. 2013;17(1):123-36.
23
24. Yang H.L, Lai C.Y. Understanding knowledge-sharing behavior in Wikipedia. Behavior & Information Technology 2011;82(4):484-12.
24
25. Akhavan P, Hosseini S.H. Social capital, knowledge sharing and innovation capability: An empirical study of R&D teams in Iran. Technology Analysis & Strategic Management 2016;28(1):96-113.
25
26. Akhavan P, Hosseini S.H, Abbasi M, Manteghi M. Knowledge-sharing determinants, behaviors, and innovative work behaviors: An integrated theoretical view and empirical examination. Aslib Journal of Information Management 2015;65(5):562-91.
26
ORIGINAL_ARTICLE
A study of educational needs of general physicians in selected areas
Background:Despite the large amount of information that general physicians need to gain ,It is necessary to prioritize the need for learning in the formulation and design of educational programs. This study aims to determine the most important priorities of general medical graduates in selected areas.Methods:This cross-sectional study (2016) was conducted on 400 general practitioners who had at least 3 years of clinical practice beginning as a general practitioner. Data were collected through demographic variables and valid and reliable researcher-made questionnaire in four domains included internal medicine (18 items), neurological diseases (7 items), pediatrics (26 items) and emergency medicine (20 items). Data were analyzed by SPSS software using descriptive index and chi-square test (P <0.05). Results:Three primary priorities in internal medicine, were blood pressure (76%), diabetes (68.3%) and hyperlipidemia (61.5%), in pediatric, were fever (72%), gastroenteritis (58%) and pneumonia (59.8%). %), in neurology, were Headache (78.3%), dizziness (54.8%) and limb weakness (27.3%) and in emergency, were hypertension (77%), asthma attack (46%) and Trauma (41%). There were no significant differences between education priorities in some internal and pediatric areas including diabetes, fever and enterogastric and sex (p> 0.05). There was a significant difference in the emergency areas and years of employment. (P< 0.05) Conclusion: Assessment of educational need and design of appropriate programs for general practitioners in order to improve the level of knowledge and better performance in order to provide appropriate health care should be prioritized.
https://fmej.mums.ac.ir/article_13559_6971fc0c391b5ff42ddda7b73ef43e39.pdf
2019-09-01
23
27
10.22038/fmej.2019.41004.1272
Educational needs
graduates
General Physicians
Vida
Vakili
1
Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Maryam
Jafari Zaveh
2
Medical student, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Majid Reza
Erfanian Taghvaee
3
Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Somayyeh
Oladi Ghadikolaee
4
School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Seyed Mojtaba
Mousavi Bazaz
mousavim@mums.ac.ir
5
Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
1) Rafiifar Sh, Damari B. Comprehensive system 1. For worksite health education and promotion. Ministry of Health Publication 2005; 200-18. Persian.
1
2) Katayoun Modiri F, Aalavi N, Labbaf GHasemi R, Shams M. Educational needs assessment of general practitioners in affairs of their View Points. Teb & Tazkiyeh. Ministry of Health & Medical Education. 2012; 2(21):40-44. Persian.
2
3) Athar O, Yamani N , Heidari K, Moghadas T, Mousavi A. Educational needs of general practitioners who enrolled as family physicians in National Family Medicine program and referral system. Iranian Journal of Medical Education 2013; 13(5): 470-79. Persian.
3
4) Cantilon P, Jones R. Does continuing medical. Education in general practice make a difference? BMJ, 1999; 318(5):1276-79.
4
5) Arash A, Hesari Z, Alizadeh S, Broomand N. General practitioners assessment of continuing education programs in Golestan University of Medical Sciences. Research in Medical Education 2016; 7(4):64-70. Persian.
5
6) Vakilian A, Iranmanesh F, Shafa M, Moghadam-Ahmadi A, Maleki-Rad F. Educational needs assessment for general practitioners in the field of neurological diseases in the regulatory zone of Rafsanjan University of Medical Sciences, Iran. Strides Dev Med Educ. 2015; 12(3):525-36.
6
7) Peck C, McCall M, McLarn B, Rotem T. Continuing medical education and continuing professional development: international comparisons. BMJ. 2000; 320 (4): 432-35.
7
8) Shirazi M, Zeinaloo AA, Sabouri Kashani A, Alaeddini F. Assessing the gap between current and desirable needs in TUMS CME Unit: participants' viewpoints. Journal of Medical Education 2004; 5(1): 17-23.
8
9) Shirazi M, Zeinaloo AA, Alaeddini F. Study of the needs and methods of general practitioners training from the point of view .Iranian Journal of Medical Education: 2002;2(7):78. Persian.
9
10) Shakurnia A, Elhampour H, Marashi T, Heidari Soureshjani Sh. Concordance of length and contents of continuing medical education programs with educational demands of practicing GPs in Khuzestan Province. Iranian Journal of Medical Education 2007; 7(1): 85-91. Persian.
10
11) Yamani N, Omid A, Najimi A, Shahidi Sh, Aghdak P, Heydary Sharif Abad S, et al. Common and important signs, symptoms and diseases that a general practitioner should know: One step toward socially accountable education. Iranian Journal of Medical Education; Special Issue for Innovation & Transformation in Medical Education 2017; 17(1):1-14. Persian.
11
12) Nouhi E, Reihani H, Nakheii N. Investigation of correspondence between learning needs and the Content of Psychiatry & Pediatric Retraining Programs from the participants’ point of view. Strides Dev Med Educ. 2004; 1(1):10-16.
12
ORIGINAL_ARTICLE
Effect of Communication Skills Training by Workshop and Virtual Methods on Social Phobia in Nursing Students: A Comparative Study
Background: Considering the negative impact of social phobia on social interactions and the positive effect of communication skills training on this condition, the literature on the training methods that would be suitable for people with this condition seems deficient. This study aimed to compare the effect of communication skills training delivered via workshop and virtual methods on social phobia in nursing students. Methods: In this randomized controlled trial, 30 undergraduate nursing students of Mashhad School of Nursing and Midwifery were randomly assigned to two groups of workshop training (n=15) and virtual training (n=15). Workshop-based and virtual (online) trainings were provided in two sessions with a one-day interval. Social phobia was measured by Connor’s Social Phobia Inventory (SPIN) before the intervention, after the intervention, and one month after the intervention. Data were analyzed in SPSS software v.16 using the independent t-test, chi-square test, and repeated measures analysis of variance. Results: The independent t-test showed no statistically significant difference between the mean social phobia scores of the two groups before the intervention (p = 0.96), after the intervention (p = 0.16), or one month after the intervention (p = 0.43). Conclusion: Since students with social phobia tend to avoid social interactions, depending on available educational facilities, both virtual and workshop-based methods of communication skills training can be used to reduce social phobia in these students.
https://fmej.mums.ac.ir/article_13663_c324f428efd0648283c64193dd8047a4.pdf
2019-09-01
28
33
10.22038/fmej.2019.39860.1263
Social phobia
Communication skills
Training
Saeed
Vaghei
vaghees@mums.ac.ir
1
Nursing and Midwifery Care Research Center, Mashhad University of Medical sciences, Mashhad, Iran
AUTHOR
Azam
Mohammadi
salarha961@mums.ac.ir
2
Nursing and Midwifery Care Research Center, Mashhad University of Medical sciences, Mashhad, Iran
AUTHOR
Mehri
Yavari
yavarim@mums.ac.ir
3
Nursing and Midwifery Care Research Center, Mashhad University of Medical sciences, Mashhad, Iran
AUTHOR
Hamidreza
Behnam Vashani
behnamhr@mums.ac.ir
4
Nursing and Midwifery Care Research Center, Mashhad University of Medical sciences, Mashhad, Iran
AUTHOR
Mehri
Movahed
movahedm3@mums.ac.ir
5
Medical Education and Development Center, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Nastaran
Vaghei
nastaranvaghei@yahoo.com
6
Student Research Committee, School of Medicine, Islamic Azad University of Mashhad, Mashhad, Iran
AUTHOR
Hadi
Yazdani
hys_68_by@yahoo.com
7
MSc. Student in Psychiatric Nursing, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
1. Author DJS, Liw CCW, Roest AM, Jonge Pd, Aguilar-Gaxiola S, Al-Hamzawi A, et al. The cross-national epidemiology of social anxiety disorder: Data from the World Mental Health Survey Initiative. BMC-Med. 2017;15(1):1-21.
1
2. Gavric D, Moscovitch D, Rowa K, McCabe R. Post-event processing in social anxiety disorder: Examining the mediating roles of positive metacognitive beliefs and perceptions of performance. Behav Res Ther. 2017;91(1):1-12.
2
3. Hopko D, McNeil D, Zvolensky M, Eifert G. The relation between anxiety and skill in performance-based anxiety disorders: A behavioral formulation of social phobia. Behav Ther. 2001;32(1):185-207.
3
4. Himle JA, Weaver A, Bybee D, O'Donnell L, Vlnka S, Laviolette W, et al. A comparison of unemployed job-seekers with and without social anxiety. Psychiatr Serv. 2014;65(7):924-30.
4
5. Kelley J, Kraft-Todd G, Schapira L, Kossowsky J, Riess H. The influence of the patient-clinician relationship on healthcare outcomes: a systematic review and meta-analysis of randomized controlled trials. PLoS One. 2014;9(4):e94207.
5
6. Eggenberger E, Heimerl K, Bennett M. Communication skills training in dementia care: a systematic review of effectiveness, training content, and didactic methods in different care settings. Int Psychogeriatr. 2013; 25(3): 345-58.
6
7. Erozkan A. The effect of communication skills and interpersonal problem solving skills on social self-efficacy. Educational Sciences: Theory & Practice. 2013;13(2):739-45.
7
8. Loureiro E, Severo M, Bettencourt P, Ferreira M. Attitudes and anxiety levels of medical students towards the acquisition of competencies in communication skills. Patient Educ Couns. 2011;85(3):e272-7.
8
9. Simyarian K, Simyarian G, Tabrizi M. The effect of communication skills training on reducing social anxiety and Improving Interpersonal Relationships of Third grads Girl Students in Mathematics/Physics Field of High Schools in Tehran. Applied Research in Educational Psychology. 2015;1(2):33-45.
9
10. Halls G, Cooper P, Creswell C. Social communication deficits: Specific associations with Social Anxiety disorder. J Affect Disord. 2015;172(1):38-42.
10
11. Laidlaw A. Social anxiety in medical students: Implications for communication skills teaching. Med Teach. 2009;31(7):649-54.
11
12. Lucas R, Promentilla M, Ubando A, Tan R, Aviso K, Yu K. An AHP-based evaluation method for teacher training workshop on information and communication technology. Eval Program Plann. 2017;63(1):93-100.
12
13. Portales-Mananos A, Esteve-Sendra C, Moreno-Cuesta R. The workshop project: active learning methods in design and urban studies. Procedia Soc Behav Sci. 2012;51(1):772-6.
13
14. Machin J. How to organize and run learning workshops. New York: Unicef And United Nations College; 1987.
14
15. Sadock B, Sadock V, Ruiz P. Kaplan and Sadock's Synopsis of Psychiatry: Behavioral Sciences/Clinical Psychiatry. 11th ed ed. New York: Wolters Kluwer; 2015.
15
16. Molaeian S. The structhre and methodolog of E-Learning system.Web Mahhumh. 2011;130: 28-34.
16
17. Barzegar N, Moradi S. Design & Aplication Material Instructional. Eslamshahr: Azad University of Eslamshahr; 1386. Persian.
17
18. RaeisDana N. The quality of patient education pamphlets made by nursing students of Semnan University of Medical Sciences. Iranian Journal of Medical Education. 2006;6(1):33-40. Persian.
18
19. Chien N, Trott T, Doty C, Adkins B. Assessing the impact of video-based training on laceration repair: A comparison to the traditional workshop method. West J Emerg Med. 2015;16(6):856-8.
19
20. Rasouli D, Mohammadpour Y, Safaei Z, Habibzadeh H, Jafarizadeh H. Comparison of self empowerment education through, training packages and training workshop on the empowerment of diabetic patients in diabetes center, Uremia University of Medical Sciences, 1392. Journal of Uremia Nursing and Midwifery Faculty. 2014;12(5):386-93 . Persian.
20
21. vaghee S, Ebadi M, Ardani AR, Asgharipour N, vashhani HB, Salarhaji A. The effect of anger management training using workshop and training package methods on the aggression of patients with addiction. Evidence Based Care Journal. 2016;6(1):37-48.
21
22. Dadashzadeh H, Yazdandoost R, Gharai B, Asgharnezhad Aa. Compare the effectiveness of cognitive behavioral therapy and exposure therapy group in social anxiety disorder. Journal of Psychology University Of Tabriz. 2009; 4(15):103-31. Persian.
22
23. Salehmoghaddam A, Bonjar A, Karimi Moonaghi H, Gholami H. An investigation of the effect of E-learning education method on dietary regimen in type 2 diabetic patients. Journal of Evidence-Based Care. 2014;12(5):386-93.
23
24. Khakbazan Z, Jamshidi F, Mehran A, Damghanian M. Effects of lecture presentation and presenting educational packages on girls’ knowledge about adolescence health. Journal of Hayat 2008;14(1):41-8. Persian.
24
ORIGINAL_ARTICLE
Designing the Model of Influential Factors to Transform Mashhad University of Medical Sciences into a Third Generation University Using a Qualitative Approach
Background: Experts and scholars of higher education believe that entrepreneurship is the condition for the survival and development of universities. Therefore, the purpose of the present study was to recognize the influential factors and design a model in order to transform Mashhad University of Medical Sciences into a third generation university. Methods: This is an applied developmental research, conducted by Delphi method in the second semester of 2018-2019. Thirty scholars were selected via purpose-based sampling including faculty members, managers and experts of Mashhad University of Medical Sciences. Firstly, the factors and components related to the third generation university were extracted via the review of databases and research background. Henceforth, several sessions were held in three phases and the factors and components were developed based on consensus. Results: finally, the appropriate model for the modification of Mashhad Medical University to a third generation university was finalized and 7 factors and 25 components were recognized. The factors included: the development of appropriate organizational strategies and guidelines, creation of contexts and structural conditions in the organization, the focus and attention of management and human resources to entrepreneurship, reformation of the education and research system with the emphasis on entrepreneurship, more interaction with the external environment and internationalization, enhancement of infrastructures, equipment and financial resources, application of cultural and ideological values on the path of change. In accordance with the statistics based on Kendall’s coefficient, for the recognized factors to transform Mashhad University of Medical Sciences to a Third Generation University, the result was equal to 0.79 in the second phase of Delphi technique, and was 0.86 in the third phase. The findings represent strong unanimity of panel members about the factors of the conceptual model of the research. Conclusion: according to the results of three phases of Delphi technique, the seven influential factors were recognized that have impact on the modification of Mashhad University of Medical Sciences to a Third Generation University. Via the explanation and identification of the present status, effective steps could be conducted for the modification of this great university to a Third Generation University and the results could be used in other medical universities of the country.
https://fmej.mums.ac.ir/article_13733_3d2692b899a0eb0d25aeabbfa38e742d.pdf
2019-09-01
34
41
10.22038/fmej.2019.41510.1277
Entrepreneurship
Delphi technique
University
Qualitative research
Third Generation
Nazanin
Zamanian
zamaniann2@mums.ac.ir
1
PhD student, Department of Educational Sciences, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
AUTHOR
Moslem
Cherabin
moslemch2015@gmail.com
2
Department of Educational Sciences, Neyshabur, Branch, Islamic Azad University, Neyshabur, Iran
LEAD_AUTHOR
Nazia Sadat
Naseri
dr.naseri@mail.com
3
Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran
AUTHOR
Ahmad
Zendedel
ah.zendedel@gmail.com
4
Department of Statistics, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
AUTHOR
1) Moghaddasi J, Keikavoosi Arani M, Keikavoosi Arani L. Factors affecting the modification of medical sciences universities into entrepreneurial universities in Iranian higher education system. Journal of Healthcare Management 2016;6(4):49-59. Persian.
1
2) Forouzanfar MH, Mahmoud Abadi M, Ziaee SM. to become the third generation of university the new challenge of entrepreneurship (case study: technical and vocational education centers of Kerman). 3nd international conference on management and entrepreneurship. 2017.
2
3) Abbasi H, Nasiri B, Yancheshmeh RS, Mosleh M. Toward the third generation of medical universities, a strategy for knowledge-based economics. Teb va Tazkiye 2018;27(3): 179-89. Persian.
3
4) Alizadeh Majd AR, Badizadeh A, Hosseini R, Saeednia HR, Alirezaie A. Explaining the Role of Culture in Creating an Entrepreneurial University. Journal of cultural studies communication 2018;14(51): 265-86. Persian.
4
5) Bahramchoobin M, Moshref Javadi MH, Safari A. Evaluating and Ranking Entrepreneurial University Factors: Case of Isfahan Province Universities. Journal of entrpreneurship development. 2017;9(4): 691-710. Persian.
5
6) Raeisoon M, Abbaspour A, Rahimian H, Khorsandi Taskoh A, Borzoian Shirvan S. An exploration of the organizational structure components of universities of medical sciences in transition to third generation university. Journal of Birjand University of Medical Sciences 2018; 25: 1-15. Persian.
6
7) Kyrö P. Towards future university by integrating entrepreneurial and the third generation university concepts - caseAalto from Finland. In: Kask T, Mets T, editors. ESU European University Network on Entrepreneurship Conference. 2010:22-8.
7
8) Khosravi Pour B, Roshani N. The third-generation universities: entrepreneurial and wealth creator, why and how?. The International Congress of Society Empowerment in the Field of Management, Economics, Entrepreneurship and Cultural Engineering. 2017.
8
9) Talebi K, Davari A, Dehghan Najmabadi A. Identifying the influence of intellectual capital on identifying entrepreneurial opportunities in knowledge based companies. Journal of Management Studies 2013;71: 19-48. Persian.
9
10) Hakak M, Hozni SA, Shah Siyah N. Third Generation University is an indispensable necessity for health education.Journal of Medical Education and Development 2018;13(2):161-63. Persian.
10
11) Abbasi H. Commercialization of academic research. [Ph.D. thesis]. Payam Noor University; 2014.
11
12) Jacob M, Lundqvist M, Hellsmark H. Entrepreneurial transformations in the Swedish University system: the case of Chalmers University of Technology. Research policy 2003;32(9):1555-68.
12
13) Röpke J. The Entrepreneurial University: Innovation, academic knowledge creation and regional development in a globalized economy. In: Similarity and difference in the process of economic growth in Germany and Japan after World-War-II to the present time. Tokyo; 2000. p. 39-79.
13
14) Guerrero M, Urbano D. The development of an entrepreneurial university. The Journal of technology transfer 2012; 37(1):43-74.
14
Etzkowitz H, Schuler E, Gulbrandsen M. The evolution of the entrepreneurial university. International Journal of Technology and Globalization. 2004: 1(1): 64–77.
15
ORIGINAL_ARTICLE
Faculty burnout: Does anyone think of that?
Background: Job burnout is one of the factors that decrease the productivity of university faculty members. This is important for teachers who are a critical element of the educational system. Failure to pay attention to environmental and organizational factors as well as psychological and personality traits in professors will lead to adverse effects on their mental health, increasing job burnout and consequently, declining the quality of human capital education. Methods: This study is a narrative review that aimed to investigate the factors affecting job burnout of faculty members. Articles were searched using Persian and Latin keywords including job burnout, resilience, self-care, faculty members, and academic burnout, individually or in combination at SID, ERIC, Noormags, Magiran, Google Scholar, ScienceDirect, PubMed databases regardless time limit. Results: Examination of the texts shows that faculty members are more likely to experience burnout in the dimension of emotional exhaustion and then in depersonalization. Factors affecting job burnout include environmental and organizational (such as workplace, social support) and individual (such as extraversion and idealism) factors. Resilience is one of the factors that will reduce burnout. Conclusion: By combining individual and organizational characteristics with work areas, sustainable workloads, supportive work communities, fairness and meaningful work, along with valuable resilience strategies, burnout can be prevented.
https://fmej.mums.ac.ir/article_13736_3575d4be3b7f14c6bd79b649fd5f733e.pdf
2019-09-01
42
48
10.22038/fmej.2019.36861.1241
Faculty members
Job burnout
Academic burnout
Resilience
Zahra
Mansourian
mansourianz9@mums.ac.ir
1
Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Hossein
Karimi Moonaghi
karimih@mums.ac.ir
2
Evidence- Based Caring Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
LEAD_AUTHOR
Houra
Ashrafifard
ashrafifardh951@mums.ac.ir
3
Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Maryam
AkbariLakeh
m.akbari@sbmu.ac.ir
4
Department of Medical Education, School of Management and Medical Education Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
1. Emadzadeh M. Economics of Education. Isfahan: Publications of Academic Center for Education, Culture & Research; 2003. Persian.
1
2. Galeyie A, Seyad Alavi S. The role of Islamic Azad University in Tehran Suburbs, sustainable development (Case of study: Islamshahr Division). Journal of Iranian Social Development Studies (JISDS). 2013;5(2):103-16. Persian.
2
3. Self-care for teachers. Agnesian Health Care [Internet]. 2004 [cited 30/ 12/ 2014]. Available from: www.dollandassociates.com/.
3
4. Shahsavani K, Faraj Elahi M, Zarif Sanaiey N. Characteristics of a good lecturer from the viewpoints of the students of universities offering virtual education in Shiraz. Magazine of ELearning Distribution in Academy (MEDIA). 2014;5(2):52-60. Persian.
4
5. Karimi Moonaghi H, Akbari Lakeh M, Makarem A, Esmaeili H, Ebrahimi M. Can Spiritual Intelligence Affect Professionalism in Medical Faculty Members? Edu R Med S. 2013;2(1):3-8.
5
6. Karimi Moonaghi H, Zhianifard A, Jafarzadeh H, Behnam H, Tavakol-Afshari J. A survey obstacles and problems promotion process: Untold of faculty members. Journal of Medical Education Development 2015;8(18):37-85. Persian.
6
7. Hakanen J, Bakker A, Schaufeli W. Burnout and work engagement among teachers. J Sch Psychol. 2006;43:495-513.
7
8. Bahrami F, Mokhtari S. Evaluation of burnout and its influencing factors among Esfahan university professors. Career and organizational counseling 2008;2:57-72. Persian.
8
9. Aquino E, Lee Y-M, Spawn N, Bishop-Royse J. The impact of burnout on doctorate nursing faculty's intent to leave their academic position: A descriptive survey research design. Nurse Educ Today. 2018;69:35-40.
9
10. Heidari A, Ahanchiyan M, Mahdizadeh SM. Survey the burnout and its effect in gwork environment factors on nursing faculty members in Khorasan Razavi province in 1391. Journal of Sabzevar University of Medical Sciences. 2014;21(1):17-27. Persian.
10
11. Arefi M, Ghahramani M, Taheri M. Levels of burn out and its relationship with certain demographic factors among faculty members of shahid beheshti university. Journal of Applied Psychology. 2010;4(2):72-86. Persian.
11
12. Skovholt T, Trotter-Mathieson M. The resilience Practitioner : burnout prevention and self-care strategies for health professionals. 2 ed. University of Minnesota & Private Practice2011.
12
13. Kravits K, McAllister-Black R, Grant M, Kirk C. Self-care strategies for nurses: A psycho-educational intervention for stress reduction and the prevention of burnout. Appl Nurs Res. 2010;23(3):130-8.
13
14. Hu Q, Schaufeli WB. The factorial validity of the Maslach Burnout Inventory–student survey in China. Psychol Rep. 2009;105(2):394-408.
14
15. Yavuz G, Dogan N. Maslach burnout inventory-student survey (MBI-SS): a validity study. Procedia Soc Behav Sci. 2014;116:2453-7.
15
16. Korczak D, Huber B, Kister C. Differential diagnostic of the burnout syndrome. GMS Health Technol Assess. 2010;6.
16
17. Abdulghafour YA, Bo-Hamra AM, Al-Randi MS, Kamel MI, El-Shazly MK. Burnout syndrome among physicians working in primary health care centers in Kuwait. Alexandria Journal of Medicine. 2011;47(4).
17
18. Koruklu N, Feyzioglu B, Ozenoglu-Kiremit H, Aladag E. Teachers' Burnout Levels in terms of Some Variables. Educational Sciences: Theory and Practice. 2012;12(3):1823-30.
18
19. Shah DT, Williams VN, Thorndyke LE, Marsh EE, Sonnino RE, Block SM, et al. Restoring Faculty Vitality in Academic Medicine When Burnout Threatens. Academic Medicine. 2018;93(7):979–84.
19
20. Sabagh Z, Hall NC, Sar A. Antecedents, correlates and consequences of faculty burnout. Educational Research 2018;60(2):131-56.
20
21. Olivares-Faúndez VE, Gil-Monte PR, Mena L, Jélvez-Wilke C, Figueiredo-Ferraz H. Relationships between burnout and role ambiguity, role conflict and employee absenteeism among health workers. terapia psicolÓgica. 2014;32(2).
21
22. Kim B, Jee S, Lee J, An S, Lee SM. Relationships between social support and student burnout: A meta‐analytic approach. Stress Health. 2017;34(1):127-34.
22
23. Kouhpayezade J, Aghilinejad M, Mokamelkhah EK, Golabadi M. Professional Burnout and related factors in employees of Ex-Iran University of Medical Sciences faculties in 2010. Razi Journal of Medical Sciences. 2011;18(90). Persian.
23
24. Abdi Masooleh F, Kaviani H, Khaghanizade M, Momeni Araghi A. The relationship between burnout and mental health among nurse. Tehran University Medical Journal. 2007;65(6):65-75. Persian.
24
25. Nikodijević A, Labrović JA, Đoković A. Academic burnout among students at Faculty of Organizational Sciences. Journal for Theory and Practice Management. 2012;64:64-53.
25
26. Brenner AM, Beresin EV, Coverdale JH, Louie AK, Balon R, Guerrero AP, et al. Time to Teach: Addressing the Pressure on Faculty Time for Education. Springer; 2018.
26
27. Karimi Moonaghi H, Rad M, torkmannejad sabzevari M. Management of Challenging Behavior (Incivility) among Medical Students. Future Med Educ J. 2014;4(1):32-7.
27
28. Morgan B, De Bruin K. The relationship between the big five personality traits and burnout in South African university students. S Afr J Psychol. 2010;40(2):182-91.
28
29. Shirey MR. Stress and burnout in nursing faculty. Nurse Educ. 2006;31(3):95-7. 30. Amini F. The relationships between resiliency and burnout in nurses. J Res Dev Nurs Midw. 2014;11:94-102. Persian.
29
31. Taylor J. The Power of Resilience: A Theoretical Model to Empower, Encourage and Retain Teachers. Qual Rep. 2013;1(18):1-25.
30
32. Rostami Z, Abedi M, Schaufeli W. Does interest predict academic burnout? Interdisciplinary Journal of Contemporary Research in Business. 2012;3(9):877-85.
31
33. Haberman M. Teacher burnout in black and white. The new educator. 2005;1(3):153-75.
32
34. Adel A, Gholamrezayi D, Danayi Fard H, Khodad Hosseni S. Analyze the challenges of higher education in the Fifth Development Plan. Strategy For Culture 2014;6(21):139-71. Persian.
33
35. Luthans F, Avolio BJ, Avey JB, Norman SM. Positive psychological capital: Measurement and relationship with performance and satisfaction. Pers psychol. 2007;60(3):541-72.
34
36. Acker GM. Self–care practices among social workers: do they predict job satisfaction and turnover intention? Soc Work Ment Health. 2018;16(6):710-24.
35
37. Grant L, Kinman G. The importance of emotional resilience for staff and students in the ‘helping’ professions: developing an emotional curriculum: The Higher Education Academy; 2013. Available from: https://www.heacademy.ac.uk/system/files/emotional_resilience_louise_grant_march_2014_0.pdf.
36
38. Kenardy D, Young L, Brocque M. Teacher self-care: University of Queensland; 2011.
37
39. Hart PL, Brannan JD, De Chesnay M. Resilience in nurses: an integrative review. Journal of nursing management. 2014;22(6):720-34.
38
40. Almasian A, Rahimikia A. Study of the relationship between the leadership style of managers and Job Burnout among the staff of Lorestan University of Medical Sciences in 2010. Yafteh. 2012;14(1):69-79. Persian.
39
41. McAllister M, McKinnon J. The importance of teaching and learning resilience in the health disciplines: a critical review of the literature. Nurse Educ Today. 2009;29(4):371-9.
40
42. Earvolino‐Ramirez M, editor Resilience: A concept analysis. Nurs Forum; 2007: Wiley Online Library.
41
ORIGINAL_ARTICLE
The viewpoint of Medical Students on the Importance of Clinical Anatomy Education
Background: Anatomy is one of the most important and basic medical science courses in the basic sciences. The aim of this study was to evaluate the importance of anatomy in clinical practice from the viewpoint of intern and extern medical students in Mashhad University of Medical Sciences. Methods: A descriptive study was performed in the year 2017-2018 in which 238 medical student’s (clerkship and internship) were selected by census sampling method in Mashhad University of Medical Sciences. The instrument was a three-part questionnaire which was used after confirmation of validity and reliability. Data were analyzed using SPSS 16 software and T-test (ANOVA, Chi-Square). Results: The mean and standard deviation of students' viewpoint on the aim of anatomy study to improve the specialized skills required (1.80±1.37), clinical importance of anatomy course (1.47±1.42), and importance of anatomy course in medical field(1.42±1.29), that not significant (p>0.05). The mean and standard deviation of male and female students' viewpoint on the method of teaching of anatomy course from the viewpoint of male and female students was respectively, review the theoretical subjects in practical classes (1.43 ± 0.72) and (1.66 ± 0.58), Sincere approach and decorated appearance of the professor(1/56±0.72) and (1/161±0.60), Simultaneous teaching of clinical and applied materials along with theoretical subjects(1/05±0.57) and (1/26±0.57), using the body mass and mass (1±0.52) and (1/21±0.53), which showed a significant difference (p <0.05). Conclusion: The planning for better training in anatomy courses and application of anatomical information to medical students in interships and its stagers is necessary to improve students specialized skills.
https://fmej.mums.ac.ir/article_13761_907a3f837f7068d4887b6a3979edc5bc.pdf
2019-09-01
49
54
10.22038/fmej.2019.40732.1269
Anatomy Education
medical students
Clinical application
Maryam
Yaghoubi
myaghooobi@yahoo.com
1
Clinical Research Unit, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Enam Alhagh
Charkhat Gorgich
enam.gorgij@yahoo.com
2
Department of Anatomical Sciences, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
AUTHOR
Elham
Karimi
elham.karimi@sbmu.ac.ir
3
Department of Biology and Anatomical Sciences, Faculty of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
AUTHOR
Zeinab Sadat
Hosseini
zeinabsh20@yahoo.com
4
Student of Research Committee, Islamic Azad University of Mashhad, Mashhad, Iran
AUTHOR
Nona
Sabeti
ninosb2000@gmail.com
5
Student of Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Amir Reza
Dehghan
dehghanar921@mums.ac.ir
6
Student of Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Ali Akbar
Rajabzadeh
aa.rajabzadeh@mubabol.ac.ir
7
Department of Anatomy, Faculty of Medicine, Babol University of Medical Sciences, Babol, Iran
LEAD_AUTHOR
1.Nagar S, Malukar O, Kubavat D, Prajapati V, Ganatra D, Rathwa A. Students’ perception on anatomy teaching methodologies. Natl J Med Res. 2012;2(1):111-12.
1
2.Teunissen PW, Westerman M. Junior doctors caught in the clash: the transition from learning to working explored. Medical Education 2011;45(10):968-70.
2
3.Pangaro LN. A shared professional framework for anatomy and clinical clerkships. Clinical Anatomy 2006;19(5):419-28.
3
4.Fasel JH, Morel P, Gailloud P. A survival strategy for anatomy. The Lancet. 2005;365(9461):754.
4
5.Raftery AT. Anatomy teaching in the UK. Surgery (Oxford). 2007;25(1):1-2.
5
6.Craig S, Tait N, Boers D, McAndrew D. Review of anatomy education in Australian and New Zealand medical schools. ANZ J Surg. 2010;80(4):212-16.
6
7. Ramsden P. Learning to teach in higher education: Routledge; 2003.
7
8. Siabani S, Moradi MR, Siabani H, Rezaei M, Siabani S, Amolaei K, et al. Students view points on the educational problems in medical school of Kermanshah University of Medical Sciences 2007. Journal of Kermanshah University of Medical Sciences 2009; 2 (41): 162-71. Persian.
8
9.Rezaee R, Keshtkar V. Basic sciences curriculum in medical education. Journal of Advances in Medical Education & Professionalism. 2013;1(1):28-32. Persian.
9
10.Golmohammadi R. Shirzadeh E.Evaluation of teaching ausculation skilla by using surface anatomy instead of gross anatomy for medical students. Journal of Sabzevar University of Medical Sciences 2019; 26(1):119-25. Persian.
10
11. Mohammadi SH, Shafeian R. Effectiveness educational technology on learning anatomy lessons from the viewpoint of medical students.Journal of medical education and development 2018;13(3):260-67. Persian.
11
12. Mehralizadeh S, Pourhoseini M, Ghorbani R, Zolfaghary S. Factors affecting learning of anatomy: students' viewpoints. Iranian Journal of Medical Education 2013;13(1):49-57. Persian.
12
13. Reidenberg JS, Laitman JT. The new face of gross anatomy. The Anatomical Record: An Official Publication of the American Association of Anatomists. 2002;269(2):81-88.
13
14. Mehr-Mohammadi M. Curriculum: views, attitudes and perspectives. Tehran: Ministry of Culture and Islamic Guidance Publication. 2008. Persian.
14
15.Bergman EM, De Bruin AB, Herrler A, Verheijen IW, Scherpbier AJ, Van Der Vleuten CP. Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study. BMC Med Educ. 2013;13(1):152.
15
16.Dahle L, Brynhildsen J, Fallsberg MB, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden. Med Teach. 2002;24(3):280-85.
16
17.Dolmans DH, De Grave W, Wolfhagen IH, Van Der Vleuten CP. Problem‐based learning: Future challenges for educational practice and research. Medical Education 2005;39(7):732-41.
17
18. Khoshay A, Ataei M, Sepahi V, Rezaei M, Bakhtiari S. Clinical application of basic sciences courses: viewpoint of medical students at Kermanshah University of Medical Sciences in 2010. Journal of Medical Education 2014; 2(1):21-28. Persian.
18
19.Gole RA, Meshram P, Hattangdi S. Changes in perception about anatomy subject after 1 st year of medical course. India J Basic Appl Med Res. 2015;4(4):453-57.
19
20. Mazouchian H, Roshangar L, Ranjbarzadeh FS, Piri R, Shoar MK, Marzabadi LR. Medical students' view about the effects of practical courses on learning the general theoretical concepts of basic medical sciences. Research and Development in Medical Education 2014;3(1):21. Persian.
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