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Showing 2 results for Eslami
Description of the experiences of faculty members from knowledge-enhancing workshops at Ahvaz Jundishapur university of medical sciences: A qualitative study
Mr Ayyub Mojaddami, Mr Akbar Babaei Heydarabadi, Mr Arash Salahshouri, Mr Mohammad Amin Habibi, Mr Saeed Ghanbari, Mr Kaveh Eslami, Mr Abdolhossein Shakurnia, Mrs Elham Karbul, Mojde Ebrahimpour,
Volume 16, Issue 49 (3-2023)
Abstract
Background & Objective: Despite the fact that knowledge enhancement workshops are held in medical sciences universities of the country, studies have shown that the status of programs and activities related to these workshops have not been evaluated. In this regard, the present study aimed to describe the experiences of faculty members from knowledge enhancement workshops held at Ahvaz Jondishapur University of Medical Sciences, Ahvaz, Iran.
Materials & Methods: This inductive qualitative study was performed based on conventional content analysis from October 2021 to May 2022. The required data were collected through 18 in-depth semi-structured and in-person interviews with 16 faculty members of Ahvaz Jondishapur University of Medical Sciences. Participants were selected by purposive sampling method and the sampling continued until data saturation. The data were analyzed in MAXQDA software (version 10) using the Braun and Clarke method.
Results: The interviews were divided into more than 401 open codes, 31 subcategories, 14 categories, and 2 main categories (themes). The themes that emerged included "challenges and weaknesses" and "solutions to improve the workshops". The theme of challenges and weaknesses was divided into eight categories, including the topic needs assessment, appropriateness of the content, methods of holding and teaching, registration in workshops, the time of workshops, the place of workshops, evaluation methods, and instructors of workshops. Moreover, the theme of solutions was divided into six categories, namely improvement of the selection process of instructors, usage of the capable and expert selection process of instructors, improvement of the topic needs assessment methods, modification of content matters, facilitation of information channels, and improvement of the categorization evaluation system.
Conclusion: The main goal of knowledge enhancement workshops is to improve the abilities of professors. Therefore, paying attention to the challenges, weaknesses and providing solutions can improve the quality of these workshops and also encourage the faculty members to participate in them.
 

Relationship between social support, dysfunctional attitude, and perceived academic stress in students of Ferdows school of medical sciences
Ms Raheleh Rajabi , Dr Hassan Eslami Aliabadi , Ms Seyyedeh Sara Afrazandeh ,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: Students constantly go through experiences that can be a source of physical, emotional, or psychological stress. Dysfunctional attitudes are the root of numerous mental health problems. On the other hand, perceived social support is recognized as one of the most effective solutions in the treatment of stress and its related disorders. The present study aimed to assess the relationship of social support and dysfunctional attitude with perceived academic stress in the students of Ferdows School of Medical Sciences.
Materials & Methods: This descriptive-correlational study was conducted on 121 students of Ferdows School of Allied Medicine and Public Health who were selected via stratified sampling method in the academic year 2019-2020. The data collection tools were demographic characteristics form and three standard questionnaires of social support appraisals (SS-A) scale, Vaux A, Student Life Stress Inventory (SLSI), and Dysfunctional Attitude Scale(DAS-26). Data were analyzed in SPSS software (version 22) using descriptive (mean and standard deviation) and inferential statistics (Kolmogorov-Smirnov test to determine whether sample data is normally distributed, Pearson and Spearman correlation test to check the relationship between variables, and independent t-test and analysis of variance to compare means between two groups. A p-value of 0.05 was considered statistically significant.
Results: The mean scores of academic stress and perceived social support of students were reported as 2.61±0.49 and 2.42±0.47, respectively, which were lower than the average. Moreover, the mean score of dysfunctional attitude (110.24±78.5) was higher than the standard. Pearson's correlation test pointed to a significant relationship between social support and academic stress (r=0.36; P< 0.001), dysfunctional attitude and academic stress (P=0.006; r = -0.24) and dysfunctional attitude and social support (P=0.005; R=-0.25).
Conclusion: The results of the present study pointed out that the variables were closely related to each other, highlighting the importance of these issues in student life. In other words, in order to adjust to academic stress, which is the cause of failure and disruption in academic performance, attention should be paid to various factors at the level of the university, society, and most importantly, family where a person is raised. In this regard, culture building is necessary at the university, society, and family level to shape people's attitudes positively and develop creative thinking based on hope and a burning desire for construction.

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