ORIGINAL_ARTICLE
Strategies to Reduce Absenteeism from the Viewpoints of Students in Shahrekord University of Medical Sciences
Background: In order to transfer teachers’ knowledge, the presence of students is necessary in the classroom. Despite numerous studies on the causes of absence, the strategies of its reduction have not been yet investigated and this study intends to address this issue. Methods: Inthis cross-sectional study 401 students were participated who were selected with systematic random sampling. The students were from different departments of Medicine, Nursing and Midwifery, Health and Paramedicine. A researcher-developed questionnaire was used for data collection. Analysis was performed by SPSS 16 and PResults:Mean scores given by the students to the strategies of absenteeism reduction in order of importance were: mastery of teacher over the course content (4.21±1.06), teacher’s attention to students’ learning (4.19±0.97), teacher’s well-behaving and respectfulness attitude towards students(4.12±0.95), making the class atmosphere cheerful (4.10±1.03), teaching main contents of course (4.05±1.03), applicational teaching and trying to attractive the content (4.04±0.99), giving importance to the students' attendance (4.04±0.99), using a variety of teaching methods and new contents (4.03±1.02), responding to the students’ questions properly (4.03±1.02), and continuous evaluation (4.00±1.13). Conclusions: The main proposed strategies to reduce absenteeism, were teacher-related. To implement this strategy, mastery over the course content, teacher’s attention to students’ learning, teacher’s well-behaving and respectfulness attitude towards students, making the class atmosphere cheerful, applicational teaching, focusing on main course content, giving importance to the students' attendance, using a variety of teaching methods, and continuous evaluation were suggested.
https://fmej.mums.ac.ir/article_7071_470ccbbbbd2019b23705e77379ab1504.pdf
2016-06-01
3
8
10.22038/fmej.2016.7071
Strategies
Reduction
Absenteeism
Students
Shahrekord Medical Sciences
Masoumeh
Delaram
masoumehdelaram@yahoo.com
1
Department of Midwifery, Faculty of Nursing & Midwifery, Shahrekord University of Medical Sciences, Shahrekord, IRAN
LEAD_AUTHOR
Fariba
Asefi
faribaasefi@yahoo.com
2
Department of Midwifery, Faculty of Nursing & Midwifery, Shahrekord University of Medical Sciences, Shahrekord, IRAN
AUTHOR
Sahand
Shams
sahandsolaris@gmail.com
3
Department of Veterinary, Faculty of Veterinary Medicine, Shahrekord University, Shahrekord, IRAN
AUTHOR
1. Desalegn AA, Berhan A, Berhan Y. Absenteeism among medical and health science undergraduate students at Hawassa University, Ethiopia. BMC medical education. 2014;14:81.
1
2. Horton DM, Wiederman SD, Saint DA. Assessment outcome is weakly correlated with lecture attendance: influence of learning style and use of alternative materials. Advances in physiology education. 2012;36(2):108-15.
2
3. Deane RP, Murphy DJ. Student attendance and academic performance in undergraduate obstetrics/gynecology clinical rotations. Jama. 2013;310(21):2282-8.
3
4. Lipscomb M, Snelling PC. Student nurse absenteeism in higher education: An argument against enforced attendance. Nurse education today. 2010;30(6):573-8.
4
5. Silva ET, Nunes Mde F, Queiroz MG, Leles CR. Factors influencing students' performance in a Brazilian dental school. Brazilian dental journal. 2010;21(1):80-6.
5
6. Eisen DB, Schupp CW, Isseroff RR, Ibrahimi OA, Ledo L, Armstrong AW. Does class attendance matter? Results from a second-year medical school dermatology cohort study. International journal of dermatology. 2015;54(7):807-16.
6
7. Subramaniam B, Hande S, Komattil R. Attendance and achievement in medicine: investigating the impact of attendance policies on academic performance of medical students. Annals of medical and health sciences research. 2013;3(2):202-5.
7
8. Vessey JA, Sherwood JJ, Warner D, Clark D. Comparing hand washing to hand sanitizers in reducing elementary school students' absenteeism. Pediatric nursing. 2007;33(4):368-72.
8
9. Doyle L, O'Brien F, Timmins F, Tobin G, O'Rourke F, Doherty L. An evaluation of an attendance monitoring system for undergraduate nursing students. Nurse education in practice. 2008;8(2):129-39.
9
10. Fleming N, Amies Oelschlager AM, Browner-Elhanan KJ, Huguelet PS, Kaul P, Talib HJ, et al. Resident education curriculum in pediatric and adolescent gynecology: the short curriculum. Journal of pediatric and adolescent gynecology. 2014;27(2):117-20.
10
11. Timmins F, Kaliszer M. Absenteeism among nursing students - fact or fiction? Journal of nursing management. 2002;10(5):251-64.
11
12. Vakili A, Teimouri M, Ghorbani R. REASONS OF ABSENCE FROM CLINICAL FOUNDATION CLASSES FROM THE VIEWPOINTSOF MEDICAL STUDENTS OF SEMNAN UNIVERSITY OF MEDICAL SCIENCES. 2013.
12
13. Karami M, Amanat A, RASEKH JA, SOTOODEH JA. The evaluation of effective factors on attendance in theoretical classrooms, from the viewpoints of medical students of Jahrom’s University of Medical Sciences. 2013.
13
14. Moazami F, Bahrampour E, Azar MR, Jahedi F, Moattari M. Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study. BMC medical education. 2014;14(1):1.
14
15. Mattick K, Crocker G, Bligh J. Medical student attendance at non-compulsory lectures. Advances in health sciences education : theory and practice. 2007;12(2):201-10.
15
16. Chan WP. Assessment of medical students' knowledge retention in a diagnostic radiology course: lecture attendees versus absentees. Annals of the Academy of Medicine, Singapore. 2009;38(3):237-9.
16
17. Millis RM, Dyson S, Cannon D. Association of classroom participation and examination performance in a first-year medical school course. Advances in physiology education. 2009;33(3):139-43.
17
18. Saad ST, Carvalho HF. Motivating medical students to learn basic science concepts using chronic myeloid leukemia as an integration theme. Revista brasileira de hematologia e hemoterapia. 2015;37(1):63-6.
18
19. Gump SE. Daily class objectives and instructor's effectiveness as perceived by students. Psychological reports. 2004;94(3 Pt 2):1250-2.
19
20. Haghighi S, Rokhafroz D, Sayadi N. The Study of the Interaction Effects between Students and Instructors from Shushtar Nursing Students’ Perspective. Future of Medical Education Journal. 2015;5(4):20-4.
20
21. Hasanzadeh M, Maroozi P, Asadi R, Zoobin F, Shafiee-Jafarabadi MN. Importance of infrastructure and learners readiness for administration of E-learning in undergraduate medical education. Future of medical education journal. 2014;4(2):24-9.
21
22. Rostamzadeh Z, Zareh Z, Homan K. The viewpoint of paramedical students’ of Urmia University of Medical Sciences about the influential factors on teachers’ evaluation. Future of Medical Education Journal. 2013;3(3):41-6.
22
23. Wittmann M, Boehm O, Thiessen N, Hoeft A, Knuefermann P, Baumgarten G. [Student evaluation of anesthesiological teaching: steering instrument of a continuous improvement process]. Der Anaesthesist. 2012;61(7):588-90, 92-6.
23
24. Mills LM, Rhoads C, Curtis JR. Medical Student Training on Code Status Discussions: How Far Have We Come? Journal of palliative medicine. 2016;19(3):323-5.
24
25. Avramov P, Avramov M, Jukovic M, Kadic V, Till V. Virtual simulation as a learning method in interventional radiology. Medicinski pregled. 2013;66(7-8):335-40.
25
ORIGINAL_ARTICLE
The Impact of Using E-Portfolio on Nursing Students' Learning in Physiology Course
Background: The Modern Electronic Technologies have had a deep impact on traditional methods of education and brought forth new methods for effective education. Electronic portfolio is one of the newest methods of teaching. Therefore, the purpose of the present research was to study the impact of using e-portfolio on Nursing Students' Learning in Physiology Course. Methods: The design of the study was a pre-test/post-test one with an experimental group and a control group. The population of the study included all Nursing students of Nursing Faculty of Malayer city in the academic year 2014-15. The sample of the study was selected using available sampling and included 30 students who were placed in an experimental group (n = 15) and a control group (n = 15). The instrument used in this study was a learning test of basic Physiology Course developed by the researcher himself; the face validity of the test was judged by experts of subject and the pre-test and post-test method showed that the reliability of the test is, respectively 0.78 & 0.81. In order to collect data, at first, Pre-test learning were taken from experimental and control groups. Then, the control group, educational content related to physiology course was instructed through traditional methods and experimental group, the same content were instructed through e-portfolio method (with Use google chrome) during one academic semester. Finally, Learning post-test were taken from both groups. The obtained data were analyzed through the SPSS software and an independent t-test used to analyze the data. Results: The results of the study demonstrated that Using E-Portfolio method on increase in the amount of learning in nursing students of experimental group (t:10.38, P:.001). Conclusions: According to the results and effectiveness in the use of electronic portfolio in the teaching-learning process in the physiology course, recommended the use of this electronic technology in nursing education and consequently medical education.
https://fmej.mums.ac.ir/article_7155_d530134c4c58e2bace6080ba06f1818b.pdf
2016-06-01
9
12
10.22038/fmej.2016.7155
E-Portfolio
Learning
Medical education
Morteza
Malmir
1
Tuyserkan Branch, Islamic Azad University, Tuyserkan, Hamadan, IRAN
AUTHOR
Mohammad
Zare
zareeducation@gmail.com
2
Malayer Branch, Islamic Azad University, Malayer, Hamadan, IRAN
LEAD_AUTHOR
Rahele
Sarikhani
sarikhanieducation@gmail.com
3
Malayer Branch, Islamic Azad University, Malayer, Hamadan, IRAN
AUTHOR
Vahid
Mansouri
4
Payamnoor University, IRAN
AUTHOR
Mostafa
Salari
5
Central Tehran Branch, Islamic Azad University, Tehran, IRAN
AUTHOR
1. Zarei Zavaraki E, Rezaei I. The Impact of Using E-portfolio on Attitude, Motivation and Academic Achievement of Students in K. N. Toosi University's E- Learning Center, educational measurement periodical; 2001, 2(5), PP:67-96. (in Persian)
1
2. Rezaei I. The Impact of Using E-portfolio on Attitude, Motivation and Academic Achievement of Students in K. N. Toosi University's E- Learning Center, M.A thesis, faculty of psychology and educational science, Allameh Tabatabai University; 2011. (in Persian)
2
3. Badali M, Seraji F, Mehraban J, Zibaparcham Sh. the impact of using electronic portfolio on test anxiety and self-esteem among university students, educational psychology periodical; 2014;10(32), PP:95-114. (in Persian)
3
4. Barrett, H. Researching electronic portfolios and learner engagement: The REFLECT initiative [White paper, Electronic version[; 2005.
4
5. Gaytan, J., Mcewan, B.C. Effective online instructional and assessment strategies. American journal of Distance Education; 2007; 21(3), p 117-132.
5
6. Barbera, E. Mutual feedback in e-portfolio assessment: An approach to the netfolio system. British journal of educational technology; 2009; 40(2), p 342-357.
6
7. Chen, c., chen, m. Mobile formative assessment tool based on data mining techniques for supporting web-based learning. Computers and education; 2009; 52(1), p 256-273.
7
8. Wang, c.x. Comprehensive assessment of student collaboration in electronic portfolio construction. Techtrends; 2009; 53(1), p 58-66.
8
9. Bartlett, A., Sherry, A.C. Two views of electronic portfolio in teacher education: non-technology undergraduates and technology graduate students. International journal of instructional media; 2006; 33(3), p 245-253.
9
10. Emami H Aghdasi M, Asousheh A. E-learning in Medical Training, medical research magazine; 2009; 33(2), p 102-111. (in Persian)
10
11. Rovai AP. A constructivist approach to online college learning. Internet and Higher Education, 2004; 7(2), p79-93.
11
12. Noohi E, Abbaszadeh A, Maddah SSB. [Collaborative learning and communication technology in postgraduate students’ education]. Future of Medical Education journal. FMEJ. September; 2013; 3(3), p15-19. (in Persian)
12
13. Said-Zakerin, M., Khorrami- Markani, A. & Khorrami- Markani, M. H. Learning based on E-Portfolio in Nursing Education. Journal of Nursing and Midwifery Faculty of Shahid Beheshti University; 2009; 19(66), p 43-49. (in Persian)
13
14. Jasper M A. The Potential of the professional portfolio for nursing. Journal of Clinical Nursing; 1995; 4(50), p 249-255.
14
15. Tiwari A Tang C. From process to outcome: The effect of portfolio assessment on student learning, Nurse Education Today; 2003; 23(4), p 269–277.
15
16. Dana Mazra’e A. the impact of using E-portfolio on university students’ self-regulated learning strategies, M.A thesis, Allameh Tabatabai University, Tehran; 2003.
16
17. Chi-chang chang. Self-evaluated effects of web-base portfolio Assessment for various student motivation levels, learning forum London 2010 proceeding. Elfel; 2010.
17
18. Piri A, Sabzevari S, Borhani F. Comparison the effect of two education method “electronic and lecture education of pain management” on knowledge and attitude regarding pain in nursing student at Zabol and Zahedan Medical University in 2014. Future of medical education journal 2015; 5(3): 29-33. [In Persian].
18
19. Zare Bidaki M, Naderi F, Ayati M. Effects of mobile learning on paramedical students’ academic achievement and self-regulation. Future of medical education journal 2013; 3(3): 24-8. [In Persian].
19
20. Azarfar A, Vakili R, Ravanshad Y, Rabiee M, Mohebi Amin S, Kouzegaran S. Evaluation of the effect of short message service on teaching key points in pediatrics. Future of medical education journal 2015; 5(2): 22-5. [In Persian].
20
ORIGINAL_ARTICLE
Credibility of the Pattern of Educational Qualification of Faculty Members
Background: the success of faculty members of Medical Sciences Universities in medical education arena requires qualification and capabilities authentication in relation with education. In order to achieve these capabilities, it is necessary to use new and influential approaches of empowerment. One of the appropriate approaches is “Competency Based Training” (CBT). In this method, competencies of each profession are identified. Then, educational programs are designed and held to gain the competency for each person in an organization. One of the important steps of CBT is to codify and credit competency Model. Therefore, the purpose of the present study is to credit competency model for medical sciences professors. Methods: This study was conducted in 2014. This is a descriptive cross-sectional study conducted on 120 faculty members of Mashhad University of Medical Sciences. This study used census.The questionier emailed for all faculty member. After 20 days sent remail . The validity was assessed based on experts’ opinion and reliability was evaluated by Cronbach’s alpha. Results: the results showed that the success of faculty members in education required four main competencies including research competencies, medial competencies, teaching competencies and general competencies. Almost all of them are necessary. Conclusions: according to results of the study, credibility of the model is confirmed and this competency model that is codified and credited can be used for different purposes such as selection and recruitment of faculty members, educational needs-assessment and programming, development and empowerment of them. These findings were compatible with other studies in this field.
https://fmej.mums.ac.ir/article_7510_3143629a2caf2b02bad880302cf50ca4.pdf
2016-06-01
13
18
10.22038/fmej.2016.7510
Credibility
Competency Model
Competency Based Training
Faculty Member
Masoomeh
Mohammad Hossein Zadeh
1
Medical Education Development Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Mahmood
Saeedi Rezvani
2
Education and Psychology Department, Ferdowsi University, Mashhad, IRAN
AUTHOR
Shokofeh
Masoodi
masoudish@mums.ac.ir
3
Nursing and Midwifery School, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
1- Mollaee Nezhad A, Zekavati A, Comparative Analysis of Training Teachers Curriculum in England, Japan, France, Malaysia, and Iran. Educational initiative Quarterly, 2008; N 26, p. 36 – 62.
1
2 – Afshar, M, Hasanzadeh Taheri M M. Assessing faculty members by students in different educational levels. Journal of Birjand University of Medical Sciences. 2010; 17 (2- 43): 126 - 118
2
3- Kiymet S. Teachers’ Competencies. Cultura. International Journal of Philosophy of Culture and Axiology,2010;7:1
3
4- Terese Stenfors-Hayes , Ha°kan Hult , Lars Owe Dahlgren ,What does it mean to be a good teacher and clinical supervisor in medical education?, Adv in Health Sci Educ (2011) 16:197–210.
4
5- Khandaghi A, Aghili A. Assessing the capability of Teacher Training Centers to train teachers in teaching arena. Teacher Training Curriculum Seminar, 2012, Tehran.
5
6- Haghjo L, Nejat S, Gholami Zh, Neili Ahmadabadi M, Ashorkhani M, Majd zadeh S. How to determine subjects and contents of lifelong educational programs in Iran, Challenges and Obstacles, Journal of Isfahan Medical University, 2012:719, 705 - 190
6
7- Momeni Mahmoee, H, Shariatmadari A, Naderi E. Curriculum based on competency in post graduate studies, Bojnord Azad University of Islamic Republlic Jounal, no 17, 129-156:87
7
8-Harden RM, Crosby JR, Davis MH. AMEE Guide No. 14: Outcomebased education: Part 1 – an introduction to outcome-based education. Med Teach;1999. 21(1):7–14.
8
9- Maudsley G,Strivens J cience’, ‘critical thinking’ and ‘competence’ for Tomorrow’sDoctors. A review of terms and concepts Medical Education, Volume 34, Issue 1,pages 53–60 , January,2000.
9
10- Shasti S, Competency-Based Training. Educational Strategy Journal. 1389.3 period, no. 77-80:2
10
11- Karami M, Teachning managers with competency model. Tadbir journal, 2005. 18th year. No. 179
11
12- Yosofi A. Training based on competency. Teaching Iranian Medical Sciences Journal, 2005. 213 – 214 (2).
12
13- Dianati M. Orafaee M, (2009) Competency, contents and application, no. 14-19:206
13
14- Purcell Nigel. Lloyd-Jones Gaynor.Standards for medical educators. MEDICAL EDUCATION 2003;37:149–154.
14
15 - FRANK JASON R & et al, Toward a definition of competency-based education in medicine: a systematic review of published definitions, MEDICAL TEACHING, 2010; 32: 631-637.
15
16 - Cate, Olle ten and Scheele, Fedde, Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice, Academic Medicine, Vol. 82, No. 6 / June 2007: 542-547.
16
17 - Albanese M, Mejicano G, Anderson W, Gruppen L, Building a competency-based curriculum: the agony and the ecstasy, Advances in Health Sciences Education Theory Pract. (15 May 2008), pp. 1-16-16. Available from: http://www.citeulike.org/article/7617996/ (Accessed21 Jul 2013).
17
18-Levinson W. 2009. Time for innovation: The ABIM view of competencybased education. Academic Internal Medicine Insight, 7(3):6–7.
18
19-Glasgow N, Wells R, Butler J, Gear A, Lyons S, Rubiano D. 2006.Using competency-based education to equip the primary health care workforce to manage chronic disease. Australian Primary HealthCare Research Institute. Available from: http://www.acerh.edu.au/
19
publications/Glasgow_APHCRI-Report_Summary_Sep06.pdf (Accessed 17 April 2012).
20
20-Aggarwal R, Darzi A. 2007. Competency-based training and practice – what does it really mean? J Am Coll Surg 205(1):192–193.
21
21 – Harden R.M , Crosby J. R. Davi M. H. S, AMEE Guide No. 14: Outcome-based education: Part 1Ð An introduction to outcome-based education, Medical Teacher, Vol. 21, No. 1, 1999
22
22- Salari, Ziaodin. The essence of using competency based teaching to empower human resources. First National Makran coastal development and Iran Navy authority of Islamic Republic of Iran Conference, 2012. Essay code 1187. 1-6
23
23- Mohammad Hosseinzadeh and Karami,The development of faculty member educational competency modle of Mashhad univer sity of medical science.EDC BOKLET.2015.
24
24- Selvi Kiymet. Teachers’ Competencies. Cultura. International Journal of Philosophy of Culture and Axiology,2010 vol. VII, no. 1
25
25-McGaghie WC, Miller GE, Sajid AW, Telder TV. 1978. Competency-based curriculum development in medical education. Geneva: World Health Organization. Available from: http://whqlibdoc.who.int/php/ WHO_PHP_68.pdf (Accessed 7 June 2012).
26
ORIGINAL_ARTICLE
The Effect of Spiritual Support on Caregiver's Stress of Children Aged 8-12 with Leukemia Hospitalized in Doctor Sheikh Hospital in Mashhad
Background: Since the caregivers of cancer patients have the main and basic role in caring, supporting and monitoring of treatment of these patients, providing their mental health is essential to continue such a care. Paying attention to spiritual needs is recognized as an indispensable component of the holistic care in nursing. Because of the importance of spirituality in recent years in the field of health, this research is done with the purpose of effect of Spiritual Support on caregiver's stress of children aged 8-12 with leukemia. Methods: In this clinical trial study 60 caregivers of children with leukemiaparticipated. Intervention group was instructed 5 sessions based on spiritual intervention according to the Richards and Bergin patternand focusing on the rituals of Islam every day during sixty minutes. Research tools consisted of demographic data questionnaire, spiritual health questionnaire, DASS questionnaire that was completed before and after the intervention. Statistical data were analyzed with SPSS version 16. Results: Based on the results with Paired t-test to compare before and after the intervention, stress in intervention group was significantly lower than the control group (p= 0.067). Conclusions: With respect to the results of this study, the stress inn intervention group were meaningfully lower than the control group, as a result the sessions of spiritual support had been able to reduce the stress of caregivers of children with leukemia. So it is recommended, such interventions be done for caregivers of children with leukemia due to the low cost, safety and effectiveness.
https://fmej.mums.ac.ir/article_7511_6b30364947c833ae9217a4bab3250412.pdf
2016-06-01
19
25
10.22038/fmej.2016.7511
Spirituality
Leukemia
stress
Caregiver
Elham
Zafarian Moghaddam
1
School of Nursing and Midwifery, Mashhad University of Medical Science, Mashhad, IRAN
AUTHOR
Hamidreza
Behnam Vashani
behnamhr@mums.ac.ir
2
School of Nursing and Midwifery, Mashhad University of Medical Science, Mashhad, IRAN
LEAD_AUTHOR
Tayebeh
Reihani
3
School of Nursing and Midwifery, Mashhad University of Medical Science, Mashhad, IRAN
AUTHOR
Saeed
Namazi Zadegan
4
Faculty of Medicine, Mashhad University of Medical Science, Mashhad, IRAN
AUTHOR
1. Taghizadeh Kermani A, Hosseini S, Salek R, Pourali L. Improving Knowledge and Attitude of Nurses Working in Chemotherapy Wards through a Short Educational Course: A Successful Experience in Mashhad. FMEJ.5;4.2015.
1
2. Hashemizadeh H. Jafarzadeh A. Broumand H. Risk Factors and the Most Common Initial Symptoms of Acute Lymphoblastic Leukemia in Children. Iran Journal of Nursing . 2011; 24( 72): 67-77.
2
3.Sajjadi H, Roshanfekr P, Asangari B, Zeinali Maraghe M,Gharai N, Torabi F.Quality of life and satisfaction with services in caregivers of children with cancer. IJN. 2011; 72(24): 8-17.
3
4. Sargolzaie N, Khalili M, Jahantigh M, Kiani F, Naderi A. Effect of Integrated Management of Childhood Illness Training on Medical Student’s Knowledge and Clinical Skills. FMEJ. 2015.
4
5. Meraviglia MG. Critical analysis of spirituality and its empirical indicators. Prayer and meaning in life. J Holist Nurs. 1999 Mar; 17(1): 18-33.
5
6.Cotton S, Larkin E, Hoopes A, Cromer BA, Rosenthal SL. The impact of adolescent spirituality on depressive symptoms and health risk behaviors. Journal of Adolescent Health 2005; 36: 529.e7-529.e14.
6
7. Pierce, L., Stiener, V., Havens, H.&Tormohlen, K. (2008). Spirituality Expressed by Caregivers of Strorie Survivors. West J nurs Res.; 30 (5): 606-619.
7
8. Lyon, B &Ebright, P.R..The role of religious/ spirituality in cancer patients and their caregivers. 2004.www.the free library.com.
8
9. Penman J, Oliver M, Harrington A. Spirituality and spiritual engagement as perceived by palliative care clients and caregivers. Australian journal of advanced nursing, 2009: 26(40): 29-35.
9
10. Vellone E, Rega ML, Galletti C, Cohen MZ. Hope and related variables in Italian cancer patients.Cancer Nurs. 2006 Sep-Oct; 29(5): 356-66.16.
10
11. Boyd MA. Psychiatric Nursing Contemporary Practice. 2nd ed. Philadelphia: Lippincott Williams & Wilkins; 2001.
11
12. Beery TA, Baas LS, Fowler C, Allen G. Spirituality in persons with heart failure. J Holist Nurs 2002; 20(1): 5-25.
12
13. Teymouri F. Alhani F. Kazemnejad A. The effect of family-centered empowerment model on the Quality of life of school-age asthma children. 1390; 6 (20).
13
14. Curley A.M, Moloney-Harmon A.P. Critical Care Nursing of Infant and Children. Pennsylvania: W.B. Saunders. 2001.
14
15. Greasey G, Ottlinger K, Devico K, Murray T, Harvey A, Hesson-McInnis M. Children’s affective responses, cognitive appraisal, and coping strategies in response to negative affect of parents and peers. Journal of Exprimental child Psychology. 1997; 39-59.
15
16. McClain-Jacobson C, Rosenfeld B, Kosinski A, Pessin H, Cimino JE, Breitbart W. Belief in an afterlife, spiritual well-being and end-of-life despair in patients with advanced cancer. Gen Hosp Psychiatry 2004; 26(6): 484-6
16
17. Gulbeyaz, Can., Akin, S., Aydiner.A., Ozdilli, K., Oskay, U &Durna, Z. A psychometric vaidatin study of the quality of life and Famcare scales in Turkish cancer family caregivers. Qual life Res. 2011. 10: 512-520 [20(8): 1319-29].
17
18. GHeisar SH, Vaziri SH, Mousavi M, Hashemie M, Kashani F. The effect of Spirithality on quality of life of mothers of children with cancers. 2012.
18
19. Navidian A, Pahlevan Zade S, Yazdani M. The effect of family psychoeducation on depression, anxiety and stress of caregivers of psychological patients. Journal of Kermanshah Medical School 1389: 14(3).
19
20. Naji Esfahani H, Musarezaie A, Momeni Ghaleghasemi T, Karimian J, Ebrahimi A. The Relationship between Spiritual Wellbeing and Stress, Anxiety, and Depression in Patients with Breast Cancer. Journal of Isfahan Medical School. 2012; 30(195).
20
21. Bolahri G, Nazari GH, Zamaniyan S. Effective therapeutic spirituality to reduce the amount of intellectual depression, anxiety and stress in women with breast cancer. Sociol Women 2012;3(1):85-116.
21
22. Sanaei B, Nasiri H. [The effect of cognitive-spritual group therapy in reducing depression and anxiety in patients with mood disorders in Isfahan Noor Medical Center] [Article in Persian]. Couns Res Dev 2011;2(7-8):89-97.
22
23. Simoni J, Marton M, Kerwin J. Spirituality andpsychological adaptation among women with HIV/AIDS: implications for counseling. J Couns Psychol 2002;49(2):139-47.
23
24. Hayley Harriet R. Hope and ways of coping after breast cancer .Ph.D. dissertation of Arts in clinical psychology in Johannesburg University;2008.. Available at: http://ujdigispace.uj.ac.za:8080.
24
25. Fallah R, Gilzari M, Dstani M, Akbari M. Integrating spirituality into a group psychotherapy program for women surviving from breast cancer .[Article in Persian] Thought Behav Clin Psychol 2011;5(19):65-76.
25
26. Rippentrop, E.A., Altmaier ,E.M., Chen ,J.J., Found ,E.M.,&Keffala. The relationship between religion/ spirituality and physical health, mental health, and pain in a chronic pain population. Pain, 2005 Aug; 116 (3): 311-21.
26
27. Tuck J. A critical review of a spirituality intervention. West J Nurs Res 2012 Oct; 34(6):712-35.
27
28. Hart SL, Hoyt MA, Diefenbach M, Anderson DR, Kilbourn KM, Craft LL, et al. Meta-analysis of efficacy of interventions for elevated depressive symptoms in adults diagnosed with cancer. J Natl Cancer Ins 2012 Jul;104(13):990-1004.
28
29. Ghahari S, Fallah R, Bolhari J, Moosavi SM, Razaghi Z, Akbari ME. [Effectiveness of cognitive-behavioral and spiritual-religious interventions on reducing anxiety and depression of women with breast cancer] [Article in Persian]. Know Res Appl Psychol 2012 Winter;13(4):33-40.
29
ORIGINAL_ARTICLE
Investigating the Evaluators’ Correspondence Rate (Learners, Colleagues, Authorities) Regarding the Quality of Promoted Professors’ Educational Activities in the Medical Science University
Background: Every year a number of Iran’s faculty members in Medical science universities got promoted to a higher scientific rank with respect to their history of administrative and scientific services and research and educational activities. One of the faculty promotion criteria is assessing the quality of their educational activities which encompass four areas (training, professional and social ethics, and class management). In Medical Science University, Professor’s assessments will be performed by students, colleagues, head of the department, hospital educational assistant as well as self-assessment. This study has the aim of examining the corresponding rate of evaluators’ opinions regarding the assessed quality of promoted professors’ educational activities in the Medical Science University from the year1390 to 1394. Methods: In this cross-sectional study, 160 promoted faculty members from fundamental and clinical group, from the year 1390 to 1394, were chosen as a case study. However, since there were a limited number of professors, the whole society was considered as a sample by the census. The data collection was based on some questionnaires that their validity and stability were confirmed by the Minister of Health and Medical education and were adjusted based on a Likert Scale (from very good to very bad).These questionnaires were filled by learners, heads of departments, colleagues, hospital, educational assistant as well as self-assessment. Then the given scores were separated elicited through medical science assessment expert and the information was analyzed by SPSS (11.5) software with a statistical test of the correlation coefficient. Results: investigating the correlation coefficient of students’ colleagues, head of the department, hospital and university educational assistant opinions regarding the assessment of promoting faculty members show that their ideas display no meaningful correspondence and agreement in the area of education (P=0. 07). In other assessment areas, there is a meaningful correspondence of evaluators’ opinions. Conclusions: our findings reflect that there is a meaningful correspondence of evaluators’ opinions except in the area of education. We can refer to evaluators’ lack of, accurate understanding of the professors’ teaching styles as one of the main reasons of such in correspondence.
https://fmej.mums.ac.ir/article_7512_ec198ffaf20fc6d068d8e8f8089fb632.pdf
2016-06-01
26
30
10.22038/fmej.2016.7512
Evaluation
Education
Faculty
Learner
Aliakbar
Heidari
1
School of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Amir Hosein
Kayzouri
2
Hakim Sabzevari University, Sabzevar, IRAN
AUTHOR
Nazanin
Zamanian
zamaniann2@mums.ac.ir
3
School of Medicine, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
1- Quality of Clinical Education In Birjand Medical School From The Students Perspective. Zohreh Khazaei; Khaironnesa Ramezanzadeh; Mitra Moodi; Meysam Moradi. Future of Medical Education Journal. Vol,2, Issue,1, March202, Page 22-26
1
2- Guba Eg, Lincoln Ys. Fourth Generation Evaluation. 1st Ed. New Bury Park, Ca: Sage, 1989, Chap 5, Page 140.
2
3- Patton Mq. Utilization-Focused Evaluation. 3rd Ed. New Yourk: Sage. 1997: Chap13:291.
3
4- Seif Aa: Educational Measurement, Assessment And Evaluation. 6th Ed. Tehran: Doran. 2007, Chap18,Pages 485-500[Persian]
4
5- Colletti Je, Flottmesch Tj, O Connell Ta , Anlel Fk , Asplin Br : Developing A: Standardized Faculty Evaluation In An Emergency Medicine Residency . Journal Of Emergency Medicine 2010;39:662-668
5
6- Bowles Lt: The Evaluation of Teaching. Med Teach 2000; 22:221-224.
6
7- Report of the Task Force on Student Evaluation of Teaching. University Of North Carolina April 1999, Available At: Www. Unc. Edu/ Faculty/ Faccoun/ Reports/ 1998-99/ R99tfset. Htm
7
8- Totonchi m,changiz t, alipoor l, and yemani n: the view of Isfahan academic staffs about faculty evaluation. Iranian med edu 2006; 6:23-26.
8
9- Shakournia a, motlagh ma, malayen a, jahan mardi a, and kamili sani h: the view of jondispour medical university student about faculty evaluation. Iranian j edu res 2005 ;5:109-117
9
10- Blanch – hartigan d: medical Student’s self- assessment of performance: result from three meta-analyses. Patient educ couns 2011; 84:3-9
10
11- The Comparison of the Characteristics of Effective Teaching from Instructors' and Students' Viewpoint, Yazd Shahid Sadooghi University of Medical Sciences. Seyed Jalil ,Mirmohammadi Meybodi; Saeed Mazloomi Mahmodabadi; Hasan Shahbazi; Zahra Sharifpoor; M Zeynolabedini. Future of Medical Education Journal. Volume 2, Issue 4, December 2012, Page 24-31
11
12- Gien-Lant T. Evaluation of faculty teaching effectiveness toward accountability in education. Nurs Edu1991;30:92-95
12
13- Tahmasebi s,valian a,moezizadeh m.The survey of Correlation between Evaluation scores by General Student, Residents and officials of Shahid Beheshti dental School. Journal of Dental School of Shahid Beheshti University of Medical Sciences 2011; 29:353-360. [In Persian]
13
14- Rahnema Sh, Jennings F, Kroll P. Student perception of the "Student Evaluation of Instruction" form as a tool forassessing instructor's teaching effectiveness. NACTA Journal Sep 2003. [cited 2007 Jan 9]Available from: http://findarticles.com/p/articles/mi_qa4062/is_200309/ai_n93011043.
14
15- Tamar AI. Teaching effectiveness as measured by student ratings and instructor self-evaluation. Higher Education 1982; 11: 629-34.
15
16- Tazakori Z, Akharbin K, Abedi A, Molaei B,Aroujalipour A. Correlation between four teacher evaluationforms in Ardabil Medical University. Iran J Health Care.2008; 10(4):13-24. [Persian].
16
17- Tahmasbi S, Vallian A, Moezzyzadeh M. The correlation between the students’ & authorities’ ratings for faculty evaluation in Shahid beheshti School of Dentistry. JDent Sch Shahid Beheshti Univ Med Sci. 2012;29(5):358-65.[Persian]
17
18- Arabi Mianroodi A, Asgari Baravat Z, Khanjani N. Explaining the pros and cons of different sources of FacultyEvaluation from the viewpoints of Medical University Academics. Stride Dev Med Educ. 2012;9(1):65-76.[Persian]
18
19- Safari S. The role of different informational sources in educational evaluation of faculty members. Q J Res Plan High Educ. 2010; 16(1):69-85. [Persian]
19
ORIGINAL_ARTICLE
Validity of Student Course Final Exams Scores through Determine Correlation, Health School, Mashhad University of Medical Sciences
Background: Final exam is one of evaluation methods of students. We can utilize indexes such as difficulty index and discrimination index in order to analyze each test questions or to determine questions taxonomy. However, these methods have inter- testing look and do not consider the relationship between various tests results. Inter correlation between final exam score and the average indirectly shows the relationship between various tests results. The present study is performed with the aim of determining Bachelor students’ scores correlation rate in the curriculum year of 92-93 in health college of Mashhad Medical Sciences. Methods: in this cross- sectional study 158 B.S students were examined in three different health areas of interest in Health College. Average, students’ scores in each course and curriculum case demographic characteristics were elicited. We used Pierson test for correlation test of students’ scores with total grade. Test level of significance considered p<0, 05. Results: research findings shows that a higher average in Mashhad indigenous and female students than Mashhad non- native and male students. Furthermore, the results of scores correlation test with grade indicate the least correlation rate in general courses than in specific courses. Conclusions: we can make use of this methodology for test assessment with respect to correlation test validity and simplicity.
https://fmej.mums.ac.ir/article_7514_45ccd618d0d7334b88d8c63d7526f65d.pdf
2016-06-01
31
37
10.22038/fmej.2016.7514
Results Validity
Health College
Monavar
Afzalaghaee
afzalaghaeem1@mums.ac.ir
1
Department of Biostatistics, School of Health, Health Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Zohre
Moeini
moeini.zohre@yahoo.com
2
Student Research Comitee, Shiraz University of Medical Sciences, Shiraz, IRAN
AUTHOR
Mojtaba
Afsharnia
mafsharnia200@yahoo.com
3
Department of Environmental Health Engineering, Gonabad University of Medical Sciences, Gonabad, IRAN
AUTHOR
Roya
Peirovi
peirovi.r@gmu.ac.ir
4
Department of Environmental Health Engineering, Gonabad University of Medical Sciences, Gonabad, IRAN
LEAD_AUTHOR
Hadi
Eslami
hadieslami1986@yahoo.com
5
Environmental Science and Technology Research Center, Department of Environmental Health Engineering, Shahid Sadoughi University of Medical Sciences, Yazd, IRAN
AUTHOR
Hossein
Alidadi
6
Department of Environmental Health Engineering, Health Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
1. Sedghi Bokani, N., Soofi, S., “The role of higher education in the national development in accordance with spatial planning”, Localization of development of Higher Education regional Seminar, Azad Islamic University, Sanandaj, 2010
1
2. Sharifzadeh F. The Necessity of Identifying Educational System and its Role Regarding Country’s Social-Scientific Development: A Research on University Undergraduate Public Administration Program. Sociological Cultural Studies. 2011; 2(1):79-112.
2
3. Bijari B, Javadinia SA. The Study of Medical Students' Satisfaction with Active Participation in the Presentation of the Topic of Poisoning. Future of Medical Education Journal. 2014; 4(1):3-7.
3
4. Adhami A, JAVADI Y, HAGHDOUST A. Relationship between facilities and manpower or basic sciences departments and academic achievement or medical students in Kerman. 2002.
4
5. Adhami A, Javadi Y, Haghdost AA. Relationship between facilities and manpower of basic sciences departments and academic achievement of medical students in Kerman. The Journal of Qazvin University of Medical Sciences. 2002; 6(2):56-63.
5
6. Danesh kazemi AR, Davari AR, Momeni Sarvestani M. Correlation between the scores of dental students in theory and practical restoration courses from 1991 till 2012. The Journal of Medical Education and Development. 2013; 8(2):0-.
6
7. Hejazi, E., “Ethnical Necessities and features of students’ assessment”. Abstracts of the First national Seminar of Methods of Teaching and Learning at University and Theological Schools (2015)
7
8. Mahmoodi MR, Baneshi MR, Mohammad Alizadeh S. Influence of Assessment Method Selection in Studying and Learning Approaches: Is It Necessary to Change Assessment Style? Future of Medical Education Journal. 2014;4(2):35-40.
8
9. Delaram M. Evaluation of Students by Faculty Members and Educational Staff at Shahr-e-Kord University of Medical Sciences in 1386-87. The Journal of Medical Education and Development. 2008; 2(2):9-15.
9
10. Bahmanabadi S, Baluchzade F. Determining the Role of Achievement Objectives in Mediating the Relationship between Classroom Assessment Structure and Academic Achievement: A Descriptive Study. Iranian Journal of Medical Education. 2013; 13(2):123-33.
10
11. Karamdoost Norouz Ali, “Analyzing the relationship between students’ evaluation of professors’ teaching at psychology and education faculties and their mean score of the courses during from 98 – 99 till 2000 – 2001”, Journal of Psychology and Education, (2004), 34.1.
11
12. Komeili, Gh., Rezaee, Q., Faculty member’s method of evaluation at Zahedan University of Medical Sciences”. Iranian Journal of Medical Sciences. 52-57: 1.4 (2001)
12
13. Adhami A, Haghdoost AA, Khazaeli P, Afzali M. Internal Consistency of Academic Scores as an Index of the Validity of Course Exams: a study in Faculty of Pharmacy, Kerman University of Medical Sciences. Strides in Development of Medical Education. 2012; 9(1):58-64.
13
14. Campos-Outcalt D, Witzke D, Fulginiti J. Correlations of family medicine clerkship evaluations with scores on standard measures of academic achievement. Family medicine. 1994;26(2):85-8.
14
15. Saravani S, Dehghan Haghighi J, Abed-Saeedi Z, Homayouni Zand R. An Examination of Effective Factors on Academic Success of Students of Zahedan Medical University. Future of Medical Education Journal. 2013;3(3):35-40.
15
16. HAGHDOUST A, Esmaeili A. INTERNAL CONSISTENCY OF MEDICAL STUDENTS'SCORES IN GENERAL AND BAISC SCIENCE EXAMS, KERMAN UNIVERSITY, IRAN. 2006.
16
17. Bienstock JL, Martin S, Tzou W, Fox HE. Medical students' gender is a predictor of success in the obstetrics and gynecology basic clerkship. Teaching and learning in medicine. 2002; 14(4):240-3.
17
ORIGINAL_ARTICLE
Do Nonverbal Behaviors of the Professor During Classroom Teaching Affect the Level of Students’ Learning?
Background: Achieving the characteristics of effective teaching can play an undeniable role in assurance of education. The aim of this study was to assess the relationship between some nonverbalbehaviors of university professors during classroom teaching and the level of students’ learning. Methods: In this cross sectional study, a list of professors’ nonverbal behaviors and dynamic characteristics during classroom teaching, which might lead to a more efficient learning, was prepared based on a focus group discussion composed of the selected students. These items were checked according to the check list, by two students after attending each session. At the end of each session an exam which was validated based on the lesson plan with appropriate validity was held to evaluate the amount of learning in the students. The correlation between the students’ scores and the nonverbal behaviors of the professor was analyzed by SPSS software (α=0.05) and Pearson correlation test. Results: A significant correlation was found between “professor’s walking in the class” (P=0.028) and “using hand movements during teaching” (P=0.002) and the increase in the mean of students’ scores. Conclusions: According to the limitations of this study, nonverbal behaviors such as teacher’s walking in the class and using hand movements during teaching can significantly increase the learning level of students during classroom teaching.
https://fmej.mums.ac.ir/article_7515_ec5bee3b777b0f7a1eb27c4188372514.pdf
2016-06-01
38
41
10.22038/fmej.2016.7515
Education
Professor
Student
Learning
Nonverbal Behaviors
Majid
Akbari
1
Center of Excellence in Medical Education Technology, Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
Atefeh
Nemati-Karimooy
nematika@mums.ac.ir
2
Department of Restorative Dentistry, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, IRAN
LEAD_AUTHOR
Fatemeh
Zourmand-Ghasemi
zourmandf881@mums.ac.ir
3
Mashhad University of Medical Sciences, Mashhad, IRAN
AUTHOR
1. Benor DE, Leviyof I. The development of students' perceptions of effective teaching: the ideal, best and poorest clinical teacher in nursing. The Journal of nursing education. 1997;36(5):206-11.
1
2. Bland CJ, Wersal L, VanLoy W, Jacott W. Evaluating faculty performance: a systematically designed and assessed approach. Academic medicine. 2002;77(1):15-30.
2
3. Seif A. Methods of educational measurement and evaluation. Tehran: Doran Pub. 2003:439-73.
3
4. Eisner EW. The enlightened eye: Qualitative inquiry and the enhancement of educational practice: Macmillan New York; 1991.
4
5. Mousapour N. [The Concept of Teaching and its Essential questions. Strides in Development of Medical Education.] 2004;1(1):48-56. (Persian)
5
6. Rubin L. Artistry in teaching. Educational leadership. 1983;40(4):44-9.
6
7. Zahorik JA. Teaching: Rules, Research, Beauty, and Creation. Journal of Curriculum and Supervision. 1987;2(3):275-84.
7
8. Delaram M. [Clinical Education from the Viewpoints of Nursing and Midwifery Students in Shahrekord University of Medical Sciences.] Iranian Journal of Medical Education. 2006;6(2):129-35. (Persian)
8
9. Safavi A. General teaching methods and techniques. Tehran: Mahyar Pub. 2003.
9
10. Ghadami A, Salehi B, Sajadi S, Naji H. [Students' Points of View Regarding Effective Factors in Establishing Communication between Students and Faculty Members.] Iranian Journal of Medical Education. 2007;7(1):149-54. (Persian)
10
11. Myers A, Anderson S, Odhiambo E. How Teacher Positioning in the Classroom Affects the On-Task Behavior of Students. e-Journal of Student Research Volume 2 Number 1 Spring 2010. 2010;2(1):1-9.
11
12. Aliasgharpour M, Monjamed Z, Bahrani N. [Factors Affecting Students' Evaluation of Teachers: Comparing Viewpoints of Teachers and Students. Iranian Journal of Medical Education.] 2010;10(2):186-95. (Persian)
12
13. Zare Bidaki M. Academic Excellent Educators: A Student Election or an Administrator Selection? Future of Medical Education Journal. 2016;6(1):41-3.
13
14. Akbari Lakeh M, Karimi Moonaghi H, Makarem A. Medical faculty members’ teaching competencies and factors affecting it. Future of medical education journal. 2012;2(3):7-10.
14
15. Vafaee Najar A, Laelemonfared E, Nasrollahi S, Ebrahimipour H. Content Analysis of Course Plans Presented by Teachers in the School of Health of Mashhad University of Medical Sciences (2012-2013). Future of Medical Education Journal. 2014;4(4):3-7.
15
16. Esfendiyari Gh, Study the Stressors in Students of Kurdistan University of Medical Sciences and Its Relation to Their General Health in 1999, Teb va Tazkieh, 2001(43):57-64. (Persian)
16
17. Akbari M, Moeintaghavi A, Ghanbari H, Bageri M, Otoufi A. [A Comparison of the Students’ and Teachers’ Viewpoints about the Characteristics of a Good Teacher in Dentistry.] J Mash Dent Sch. 2015;38(4):281-90. (Persian)
17
18. Hossini M, Sarchami R. [Attitude of students of Qazvin Medical University towards priorities in teachers assessment.] Journal of Qazvin University of Medical Sciences. 1381;22:33-7. (Persian)
18
19. Dadkhah B, Mohammadi M, Mozafari N, Mohammadnejad S, Molaee B, Dadkhah D, Students Viewpoint about the features of a good university professor in Ardabil university of Medical Sciences in 2008, Scientific and research journal of Ardabil University of Nursing and Midwifery, 2009;11(4):44-50.
19
20. Teylor T, Rivikin E. Teachers ,schools and academic achievement. Washington DC:National Bureau of Economic Research.
20
ORIGINAL_ARTICLE
Quality Assessment of Staff in-service training from View Points of Employees Ahvaz Jundishapur University of Medical Sciences
Background: Medical sciences universities have great mission to train efficient, professional and committed human resources to solve the health need of people. This research aimed to study the quality assessment of staff in-service training from viewpoints of employees Ahvaz Jundishapur University of Medical Sciences based on servqual model between 2011-2015. Methods: This is a descriptive, cross-sectional study which was conducted in December 2015. Its population included 1210 persons who were formal staffs or contractors of central university and colleges located on campus, with at least a bachelor's degree. The sample size was estimated 292 persons based on Cochran formula. Then, the sample of each course (public, professional and computer) were selected randomly. The data was collected by using Servqual questionnaire. In order to analyze the data, descriptive and inferential statistics (including frequency, frequency, density, standard deviation, SD) and given to abnormal distribution of data, Kolmogrov Smirnov test and nonparametric tests of Wilcoxon and Kruskal-Wallis were used with the software of SPSS V 21. Results: The results showed that from the 5 dimensions of the service quality, two dimensions of empathy and reliability have no negative gaps, the dimensions of credibility(-1.44), tangible (-0.66) and responsiveness (-0.41) have negative gaps and there are no significant differences between the quality of public, professional and computer educational services(P>0.05). Conclusions: It is recommended that this university prioritize those dimensions that had the highest gap (Tangibles, Responsiveness and Creditability) to allocate the resources and effort to address problems and enhance the quality of education.
https://fmej.mums.ac.ir/article_7516_05ce322d6f47a0f44a814950b9a5b488.pdf
2016-06-01
42
46
10.22038/fmej.2016.7516
Staff in-service Training
Ahvaz Jundishapur University of Medical Sciences
Iran
Abdolreza
Gilavand
gilavanda@gmail.com
1
Department of Education Development Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, IRAN
LEAD_AUTHOR
1.Gilavand A, Hosseinpour M. Investigating Employees' Satisfaction with E-learning Inservice Training Courses at Ahvaz Jundishapour University of Medical Sciences and Health Services in 2014, Educational Developement of Jundishapur. 2015; 6(3): 253-260(in Persian).
1
2. Hosseinpour M, Moghadasi M. Gilavand A. The effect of psychological empowerment training on work adjustment and vitality of nurses in Apadana Hospital in Ahvaz. Journal of Academic and Applied Studies. 2015;5(7):2538
2
3. Mosadeghrad AM, Ferdosi M. Leadership, job satisfaction and organizational commitment in healthcare sector: Proposing and testing a model. Mat Soc Med. 2013;25:121–6. doi: 10.5455/msm.2013.25.121-126.
3
4.Gilavand A, Dadgarinejad A, Pezhman M. Individual barriers to doing research among non-faculty staff of Ahvaz Jundishapour university of medical and health services , World Journal of Pharmacy and Pharmaceutical, 2015; 4(4): 123-133
4
5. Badiee ava Sh, Ravanshad Y, Froozandehfar H, Samadi hasanabad S.Analysis of In-service Virtual Training Courses from the Expert Staffs' Perspective of Vice Chancellor for treatment of Mashhad University of Medical Sciences (2013). Future Med Educ J 2013; 3(4): 25-28.
5
6. Mosadeghrad AM. Why TQM does not work in healthcare organisations. Int J Health Care Qual Assur. 2014;27:320–35. doi: 10.1108/ijhcqa-11-2012-0110.
6
7.Kebriaei A, Roudbari M Quality Gap in Educational Services at Zahedan University of Medical Sciences: Students Viewpoints about Current and Optimal Condition. Iranian Journal of Medical Education 2005; 5(1): 53-60. (Persian)
7
8.Sahney S, Banwet DK, Karnues S. An Integrated Framework for Quality in Education: Application of Quality Function Deployment, Interpretive Structural Modeling and Path Analysis. Total Qual Manag;2006;17(2):265-85.
8
9.Sirvanci MB. Critical Issues for TQM Implementation in Higher Education. TQM Magazin;2004;16(6):382-6
9
10.Jafari Asl M, Chehrzed M, 3Shafipour S, Ghanbari A. Quality of Educational Services from ViewPoint's of Nursing and Midwifery Students of Guilan University Based on Servqual Model. Research in Medical Education. 2014; 6 (1):50-58(Persian)
10
11.Hang K, Bradley G. Measuring the performance of IT service: An assessment of SERVQUA.International journal of accounting information systems;2002; 3: 151-164.
11
12.Zafiropoulos C. Students attitudes about educational service quality, The Cyprus Journal of Sciences, 2006; 4: 13-23.
12
13.Caruana A, Ewing MT. Assessment of the three column format SERVQUAL: an xperimental approach. Journal of business research;. 2000; 49 (2) :57-65
13
14.Bodvarsson B, Gibson WA.(2002),. Tipping and service quality: A reply to LYNN. The social science journal;. 2002; 39 (5) :471-476
14
15.Tam M. Measuring quality and performance in higher education. Qual High Educ;2001 ;7(1):47-54.
15
16.Ramsden PA. A performance indicator of teaching quality in higher education: The course experience questionnaire. Stud High Educ;1991;16(2):129-50.
16
17.Hill Y, Lomas L, Mac Gregor J. Students Perceptions of quality in higher education. Quality Assurance in Education; 2003;11(1): 15-20
17
18.Van Duong D, Binns CW, Lee AH, Hipgrave DB. Measuring client-perceived quality of maternity services in rural Vietnam. Int J Qual Health Care;2004;16(6):447-52.
18
19.Ranjbar Ezzatabadi M,Bahrami MA, Zare Ahmadabadi et al. HGap Analysis between Perceptions and Expectations of Service Recipients through Servqual Approach in Yazd, Afshar Hospital. Journal of toloo-e- behdaht. 2010;9(23):44-56.
19
20.Shams L, Mahmoudi S, Maleki M, Ameli E, Mousavi S. Educational service quality of Tehran University of Medical Sciences: the students’ perspective. RJMS. 2014; 21 (124) :37-46( Persian)
20
21.Kavosi Z , Rahimi H, Qanbari P, Haidari L, Bahmaei J Investigation of quality gap of educational services from the viewpoints of students of Shiraz University of Medical Sciences, 2012-2013 Sadra Med Sci J. 2014; 2(2): 161-172
21
22.Enayati T, Zameni F, Nasirpoor Deravi N. Assessing the quality of educational service in Mazandaran University of Medical Sciences using Servqual Model. JHPM. 2013; 2 (2) :32-39 (Persian
22
23.Changyzi Ashtiyani S, Shamsi M. Students Viewpoints about Quality of Educational Health-Care at Arak University of Medical Sciences in 2009 . Research in Medical Education. 2011; 3 (1) :17-26 (Persian)
23
24.Haresabadi M, Bibak B, abbasi Z. Quality Gap in Educational Services at North Khorasan University of Medical Sciences(2011): Students Viewpoints about Current and Optimal Condition. Journal of North Khorasan University of Medical Sciences. 2013;5(4):722(Persian)
24
25.Kebriaei A, Akbari F.Quality gap of educational services at Zahedan University of Medical Sciences, Iran. Bangladesh Med Res Counc Bull. 2008;34(3):76-80.
25
26.Seyedaskari S, Shafa M, Iranmanesh F, Beigzadeh A, Mohammad Pour Ravari M. Quality Assessment of Educational Services for Residents in Teaching Hospitals of Kerman University of Medical Sciences, Iran, based on the SERVQUAL Model. Strides Dev Med Educ. 2015; 12 (1) :159-167 (Persian)
26
27.Nekoei-Moghadam M, Amiresmaili M. Hospital services quality assessment: hospitals of Kerman University of Medical Sciences, as a tangible example of a developing country. Int J Health Care Qual Assur. 2011;24(1):57–66.
27
28.Mohamadi A,vakili M. Evaluating Educational Services Quality in Zanjan University of Medical Sciences from Students Point of View. J Med Edu Dev. 2011; 3 (5):31-41(Persian)
28
29.Mohebi S, Adeli Sh, Arsang Sh, Heidari M, Safaeipour R, Tabeshnia Z, et al. A study of quality of educational services from the viewpoint of students of Qom University of Medical Sciences based on servqual model, 2013, Iran.Qom Univ Med Sci J. 2015;9(6):66-76. (Persian)
29
30. Nabilou B, Davoud Khorasani-Zavareh D. Quality Gap in Reality and Their Educational Expectations. Iran Red Crescent Med J. 2014 Sep; 16(9): e14254. doi: 10.5812/ircmj.14254 PMCID: PMC4270665
30
31.Gilavand A,Barekat Gh. Evaluation of the in-service training courses impact on empowerment of National Iranian South Oilfields company’s employees. Journal of Academic and Applied. 2015; 5(8): 56-70
31
32.Gilavand A. An Analytical Review of Regulations on Promotion of Faculty Members of Universities and Institutions of Higher Education, Ministry of Health and Medical Education of the Islamic Republic of Iran (An Analytical Review). Journal of Academic and Applied. 2015; 5(10): 38-45
32
33.Gilavand A. The Comparison of Iranian and Foreign Students’ Motivations to Choose Dentistry Field of Study. Int J Pediatr 2016; 4(6): 1993-2010
33
34.Ayatollahi J, Sharifi M. R,Marjani N, Ayatollahi F. Assessing quality of education services at Yazd University of Medical Sciences in 2010.Journal of Medical Education and Development. 2012; 7(2): 21-30
34
35. Markovic S, Raspor S. Measuring perceived service quality using Servqual: A case study of the creation hotel industry, Management. 2010;5(3):73
35
36. Barnes BR. Analyzing service quality: The case of postgraduate Chinese students. Total Qual Manag Bus Excell,. 2007; 18(3): 313-331.DOI:10.1080/14783360601152558
36
37. Gilavand A, Hosseinpour M. Investigating the Impact of Educational Spaces Painted on Learning and Educational Achievement of Elementary Students in Ahvaz, Southwest of Iran. Int J Pediatr 2016; 4(2): 1387-96.
37
38.Gilavand A, Jamshidnezhad A. The Effect of Noise in Educational Institutions on Learning and Academic Achievement of Elementary Students in Ahvaz, South West of Iran. Int J Pediatr 2016; 4(3): 1453-63.
38
39. Gilavand A, Espidkar F, Gilavand M. Investigating the Impact of Schools' Open Space on Learning and Educational Achievement of Elementary Students in Ahvaz, Southwest of Iran, Int J Pediatr 2016; 4(4): 1663-1670.
39
40 .Gilavand A, Gilavand M, Gilavand S. Investigating the Impact of Lighting Educational Spaces on Learning and Academic Achievement of Elementary Students. Int J Pediatr 2016; 4(5): 1819-28.
40
41. Gilavand A. The Impact of Educational Furniture of Schools on Learning and Academic Achievement of Students at Elementary Level. Int J Med Res Health Sci. 2016; 5(7S): 343-348.
41
42. Gilavand A. Investigating the Impact of Environmental Factors on Learning and Academic Achievement of Elementary Students: Review. Int J Med Res Health Sci. 2016; 5(7S) 360-369.
42
43. Lewinski P. Effects of classrooms’ architecture on academic performance in view of telic versus paratelic motivation: a review. Front Psychol. 2015; 6: 746.
43