Showing 10 results for Art
Mohsen Alipour, Mahin Gangkhani, Mehdi Eskandari, Ali Rostami, Javad Tajkey, Mohammad Reza Jafari,
Volume 4, Issue 7 (2-2012)
Abstract
Abstract
Background and Objectives: Since internal evaluation is an effective procedure toward improving quality, universities should consider self-evaluation priority and pave the way for continuous quality improvement. To this end, department of physiology and pharmacology followed this approach for the first time to achieve the mentioned goal.
Material and methods: In this descriptive-analytical and cross-sectional study, based on the internal evaluation pattern, the evaluation criteria were investigated in the department including a) department objectives, management and organization b) teaching staff c) educational courses and curriculums followed by the department and learning and teaching process d) students. Each criterion included a set of markers, and the data were gathered through the forms and questionnaires and classified according to the key variables, then analyzed using qualitative statistical tests and Likert scale.
Results: Overall, the results obtained from the internal evaluation revealed that the situation in the department of physiology and pharmacology of medical school in the mentioned criteria is relatively desirable.
Conclusion: Based on the findings of this study, it seems that there are some weak points which were revealed following the internal evaluation in the department.To improve the department situation in the future, planning, sensible decision making, and the support of authorities are necessary.
Alireza Biglari, Susan Feizi, Mohammd Masoud Vakili,
Volume 9, Issue 22 (7-2016)
Abstract
Background and Objective: Several Studies indicate ascended scientific productivity of Iran in all academic fields including medical sciences universities. The aim of this study was to figure out scientific production by researchers of Zanjan University of Medical Sciences from March 2001 to March 2015.
Materials and Methods: This research was a descriptive study in which data was collected by searching Web of Science, Medline, Scopus and Magiran databases.
Result: Results indicated that researchers of Zanjan University of Medical Sciences had published 449 articles in ISI, 289 in Pubmed, 773 in Scopus, 764 scientific articles in Magiran and 51 books during 2001-2015. Among all the faculties and research centers, School of Medicine was in the first place regarding article publication indexed in the 4 mentioned databases. Among the findings 94.3% of articles were original and 76.5% of books were compilations. Also, 59.1% of articles were written in English and 61% of articles were published in Iranian journals.
Conclusion: The findings indicated that the status of article and book publication in ZUMS has had an ascending order from 2001 to 2015. The Faculty of Medicine indicated a great share in this regard.
Alireza Shoghli, Khadijeh Roshenas,
Volume 9, Issue 22 (7-2016)
Abstract
Background and Objective: Assessment and evaluation of quality of education and performance of academic departments at universities are highly important. A common model to evaluate performance of an organization and its branches is Balanced Score Card. This study aimed to develop a model based on Balanced Score Card and Analytic Hierarchical Process in order to assess the performance of academic departments of Zanjan School of Pharmacy.
Materials and Methods: In this descriptive study, 24 academic members of six departments of Zanjan Pharmacy School and 100 pharmacy students were surveyed. Data was gathered through questionnaires and semi-structured interviews. Collected data was organized by Excel and then weighted and analyzed using Expert Choice software version11 and SPSS 16.
Results: According to results, in the learning environment, growth and development dimension with weighted score of 0.377, customer (0.345), process (0.158) and financial perspective (0.121) were ranked respectively. Pharmaceutics and food and drug control departments achieved highest performance respectively.
Conclusion: Findings of this research could be used to provide and develop an appropriate combination of BSC and AHP techniques to give an image of four perspectives application of BSC in educational environment and in addition it can be used in planning and promoting the performance of similar educational systems by improving the quality of performance assessment and ranking.
Reza Shami, Davood Kia Kojouri, Alireza Biglari, Mohamdreza Mehrasbi, Alireza Shoghli, Hamid Gharehbaghi,
Volume 11, Issue 32 (3-2019)
Abstract
Background & Objectives: This research aimed to determine the relationship between awareness of Islamic citizenship rights and organizational similar-to-me of education managers of Zanjan University of Medical Sciences, Zanjan, Iran.
Materials and Methods: This descriptive and correlational research was performed on all education department managers and faculty members with a history of education department management. Convenience sampling was applied to select 117 subjects who had passed online courses on citizenship rights. Moreover, data were collected using a researcher-made questionnaire in the form of a five-point Likert scale. In addition, data analysis was performed applying Lisrel 8.5.
Results: In this study, the results demonstrated that in the direct path, the principle of dignity (path coefficient=-0.20) had the most effect on the dependent variable. However, in the indirect path, the variables of freedom of expression (-0.17), social-political right (-0.15), and freedom of thought (-0.04) had the most impact on the dependent variable of the research (organizational similar-to-me of education department managers) due to the mediating variable of the right to security.
Conclusion: According to the results of the study, all variables exerted impacts on the indirect path through the mediating role of the right to security. In order to better realize Islamic citizenship rights, it is recommended that the right to security (occupational-psychological) be provided so that a decrease could occur in the organizational similar-to-me effect in education department managers.
Dr Rita Mojtahedzadeh, Dr Mahnaz Akbari Kamrani,
Volume 16, Issue 51 (5-2023)
Abstract
Background & Objective: Changing the type of care in the family health internship curriculum towards continuing care programs can lead to the development of the professional identity of learners. This study was conducted with the aim of designing, implementing and evaluating a tele-continuous care program after delivery for midwifery students.
Materials & Methods: In this educational process, each student under the direction of the support team was responsible for the continuing care of his client for 6 weeks after delivery. The program was designed based on Taylor's curriculum development model and the evaluation of learners was done by qualitative interviews and completion of portfolios during the course at two levels of reaction and learning Kirkpatrick's model.
Results: Data in the three main categories was categorized as "learning", "continuous care" and "health provider" with sub-categories include new concept of postpartum period, knowing more about the profession of midwifery, improving communication skills with the client, strengthening the student's self-confidence, eagerness to learn, new experience of taking history, not being judged by others, daring to ask questions, synergy of knowledge, walking in mother's shoes, increasing intimacy, anticipating upcoming issues, availability, ability of follow-up, sense of pleasantness, sense of support, earlier familiarization of the client with the conditions ahead, trust of the client and more motivation to provide service.
Conclusion: It appears that placing midwifery students in a continuing care model will provide them the opportunity to experience a rich holistic learning.
Nilofar Bahmie, Leili Mosalanejad, Zahra Karimian, Navaz Emadi,
Volume 16, Issue 51 (5-2023)
Abstract
Background & Objective: While there are numerous advantages to using cyberspace for students' learning, it also increases the likelihood of unethical behavior. Therefore, this qualitative study aimed to identify and analyze ethical faults in cyberspace at Jahrom University of Medical Sciences.
Materials & Methods: This study was conducted at Jahrom University of Medical Sciences over a five-year period using a qualitative approach with thematic analysis. The population included 467 students, who were divided into ten groups and had taken a medical etiquette course. The students were asked to draw their desired factors in a visual art format as tree branches while working in teams to express ethical faults and issues in cyberspace. A total of 9 focus groups and 23 teamwork documents were analyzed, and groups with comprehensive analysis of the issue were selected by purposive sampling and focus groups interview to continue until data saturation was achieved. Braun & Clark's six-phase framework was used for thematic analysis in data analysis.
Results: The findings of this study identified three major themes or factors related to cyberspace, including reasons, faults, and preventive solutions that had creator-dependent 27 factors (Sub-themes) and 160 codes. These themes revealed the major ethical concepts in cyberspace from the student's viewpoint.
Conclusion: As technology develops rapidly, it is crucial to ensure integrity in education for all stakeholders related to an online learning community. Therefore, educational institutions need to focus on preventing cyber faults by educating and training users.
Dr Sima Pourteimour, Safura Yaghmaei, Raheb Ghorbani,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: The increased use of electronic resources in education has necessitated the transformation of traditional teaching methods into modern educational technologies. The present study aimed to compare the effects of inquiry-based learning(IBL) and smartphone-based application learning (SBAL) on clinical performance self-efficacy (CPSE) of undergraduate nursing students in the neonatal intensive care unit (NICU).
Materials & Methods: This quasi-experimental study was conducted at the NICU of Urmia University of Medical Sciences in Urmia, Iran, between September 2020 and February 2021. A convenience sampling method was used to select 64 undergraduate nursing students who were assigned to three groups. The SBAL group (n=21) and the IBL group (n=22) received six training sessions (60 minutes each session) along with conventional clinical education, while the control group(n=21) received conventional clinical education. All groups completed the CPSE scale before and after their internship. Data were analyzed in SPSS software (version 24) using statistical tests, including Chi-square, paired t-test, ANOVA, Kruskal-Wallis, and Bonferroni multiple comparisons. A p-value of less than 0.05 was considered statistically significant.
Results: The mean increase in the total CPSE score was significantly different among the three groups (P<0.001). The SBAL (P<0.001) and IBL (P<0.001) groups demonstrated a more marked increase in the CPSE score compared to the control group. In addition, the increase in scores in all CPSE domains was higher in the intervention groups trained by SBAL (P<0.001) and IBL (P<0.01) compared to the control group. Nonetheless, there was no significant difference in the increase in CPSE scores between the SBAL and IBL groups (P>0.05).
Conclusion: The findings of this study suggested that both SBAL and IBL can enhance the CPSE of nursing students undergoing conventional clinical training. Nevertheless, no significant difference was observed between the two methods in terms of improving the self-efficacy of clinical performance. Future studies with larger sample sizes are recommended to compare the effectiveness of these methods.
Dr Homeyra Khoddam, Dr Solmaz Halakou , Dr Mahnaz Modanloo, Dr Nasrin Nikpeyma, Dr Seyed Babak Mojaver Aghili,
Volume 17, Issue 55 (6-2024)
Abstract
Dear Editor
Medical education is facing daunting challenges caused by social changes and a failure to use new approaches. Curriculum reform is a difficult process since it can be affected by various factors, including existing values, resistance to change, and the accreditation process. To tackle this problem, it is necessary to use evidence-based methods to bring about changes aligned with contextual possibilities and needs (1, 2). In this regard, it is necessary to use new approaches to identify educational problems, implement context-based interventions, and evaluate them (3). In 2019, the action research approach was proposed with the aim of using an evidence-based curriculum as an effective method for improving the quality of teaching and solving curriculum problems. In this approach, self-reflection is used to identify problems and develop educational processes, which can improve educational performance (4).
In this type of research, during a team process, a group of researchers and stakeholders identify and evaluate existing problems. Thereafter, according to the possibilities and conditions of the desired context, the necessary interventions are proposed, and in a collaborative process, appropriate options are selected and used (5-7). In the executive nature of this method, all people who are involved in the change process participate in the study (8) and get a common understanding of the conditions in which the problem exists (9). The main goals of action research include generating knowledge, making changes in the performance of a group of people, empowering participants, as well as increasing awareness and commitment (10).
Action research implies an approach in which the distance between the working environment and the context of knowledge generation is reduced as much as possible. However, it should be kept in mind that the practical application of knowledge is not easily possible due to the inherent complexity of the practice, and it faces daunting challenges (11-13). These challenges have been addressed in a framework entitled " Promoting Action on Research Implementation in Health Services (PARIHS) ". Unlike previous researchers who introduced the practical application of knowledge as a linear process, the developers of this framework believe that the successful application of evidence is the result of a complex interaction of several factors (14).
The initial version of the PARIHS framework was developed inductively by Kistone et al. (1998) as a conceptual framework. The initial hypothesis of this framework is that the successful use of evidence in practice is a function of the mutual effects of the three basic elements of evidence, the type and nature of the context, and the quality of process facilitation. In this framework, "context" is an acceptance of change and new ideas. This important dimension includes the culture that governs the context, the leadership approaches used, how managers are evaluated, as well as access to human, financial, and support resources and required infrastructure.
In order to make change, it is necessary to pay attention to all these dimensions, and the intended interventions to cause change should be explained based on these dimensions (15). Therefore, in the first step, for the educational development of medical sciences, it is necessary that the problems be investigated and identified by managers and stakeholders based on the existing conditions in order to create changes, and then solutions be proposed based on appropriate evidence. "Evidence" in the PARIHS framework includes research results, stakeholders' experiences, and information extracted from the environment. It is worth noting that research findings are only one of the constituent elements of evidence. That is to say, the findings of well-designed research are necessary but not sufficient. Other dimensions of the resulting evidence, including the experiences of people and the examination of the environment, are equally important (15). Another critical point is that research evidence is not always used in practice and requires special arrangements.
"Facilitation," as the third arm of the PARIHS framework, has a key role in the process of evidence application. This dimension is described as a process or role needed by people to use evidence. The role of the facilitator is to work with relevant stakeholders to identify and review available evidence and find strategies to support its implementation in the context of research implementation (16,14). The typical model of facilitation includes the presence of external and internal facilitators who provide opportunities for critical thinking and development in cooperation with each other.
The external facilitator (external change agent) is responsible for developing training courses and acting as an external consultant, while the internal facilitator (internal change agent) is in charge of implementing changes in the local context. To implement facilitation, the duties of stakeholders and their participation in the study should be clarified (16). In this regard, in educational environments, in line with the implementation of the framework, we need to know how to engage emotionally and intellectually with the proposed change and attract the cooperation of individuals, teams, and organizations to create and maintain it in a receptive and supportive context.
According to the mentioned issues, the use of the PARIHS framework in action research provides new opportunities for performance development for the progress of medical science education. The integration of these two methods leads to the identification of the problem, the implementation and evaluation of the process and outcomes during the cycles of the research action, and paying attention to the basic elements of the PARIHS framework can increase the probability of success in the practical application of knowledge. In fact, during the process of action research, the problems in the context are extracted based on the information existing in the context, including the environment and experiences of students, professors, and officials. Thereafter, in order to find appropriate interventions, the research findings are combined with the information obtained from the experiences of beneficiaries and the data available in the context. Finally, context-based solutions will be identified, implemented, and evaluated during brainstorming sessions.
Mr Ali Mazlomi, Dr Hossien Momeni Mahmouei, Dr Ali Akbar Ajam,
Volume 18, Issue 2 (7-2025)
Abstract
Background & Objective: Artificial Intelligence (AI) is transforming education by taking on tasks once reserved for humans, resulting in a revolution in the field. This study provides a comprehensive analysis of the components and indicators of AI in the students' education process.
Materials & Methods: This study employed a qualitative meta-synthesis approach, following the model proposed by Erwin et al. (2011). A total of 244 articles were included, consisting of scientific papers published in reputable journals such as PubMed and others, covering the years 1393 to 1403 AD (2014 to 2023) and focusing on the role of AI in the educational process of students. A purposive sampling method was used to select 32 qualitative studies from these 244 articles. Data were collected through qualitative analysis of the documents. Scott's (2012) coding method was used to ensure the coding process's reliability, as MacHie (2012) recommended. The inter-rater reliability was calculated at 85.4%.
Results: Based on the analysis of the selected qualitative studies, the components of artificial intelligence in the students' education process were categorized into six major dimensions and 21 sub-components. The identified dimensions include: (1) Knowledge of AI Elements (e.g., educational and learning approaches, program structure, effective learning strategies, educational impact, and learning perception), (2) Planning Knowledge (e.g., curriculum design and educational planning), (3) Humanistic Knowledge (e.g., emotional literacy, motivation, creativity, and interpersonal interaction), (4) Contextual Knowledge (e.g., understanding of culture, social context, and professional skills), (5) Meta-Knowledge (e.g., perceptual insight, experience-based learning, creative cognition, and technological proficiency), and (6) Attitudinal Knowledge (e.g., learners' positive or negative attitudes toward AI in education).
Conclusion: Based on the findings, effectively applying AI in the educational process requires attention to several key elements. These include AI literacy, planning knowledge, humanistic knowledge, contextual knowledge, meta-knowledge, and attitudinal knowledge for learners across all fields.
Dr Omid Saed,
Volume 18, Issue 2 (7-2025)
Abstract
Abstract
Recent estimates indicate that medical students check their smartphones over 100 times daily, frequently during academic activities, lectures, and study sessions. This pervasive digital engagement may seem innocuous, but growing evidence highlights a darker side: a strong association between excessive smartphone/social media use and academic procrastination. Over 60% of medical students report experiencing moderate to high levels of academic procrastination, with smartphone and social media use identified as major contributing factors. Integrating smartphones and social media into everyday life has significantly enhanced connectivity and information access. However, among medical students, excessive digital engagement has been associated with academic procrastination, negatively impacting academic performance. Recent studies underscore the urgency of addressing this issue through evidence-based interventions.
