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Background & Objective: Educational technologies improve instruction and make learning easier. They have several advantages, such as encouraging active learning, raising motivation, and improving the standard of instruction. This study aimed to determine how frequently and how well faculty members at Hamadan University of Medical Sciences used educational technology as a teaching tool. Additionally, it aimed to identify the difficulties related to online learning and collect their opinions on educational technology.
Materials & Methods: By the ethical code IR.UMSHA.REC.1402.037, a cross-sectional study, was conducted between early February and early May 2023. The target population consisted of all Hamadan University of Medical Sciences faculty members, of which 139 or so were chosen by stratified random sampling from each particular school. The research instrument was a questionnaire divided into sections covering:  1) socio-demographics and occupation, 2) experience with new educational technologies, 3) a list of these technologies, and 4) questions derived from the validated Technology Acceptance Model (TAM).  We utilized a multiple linear regression model to analyze the relationship between demographic variables and outcomes. We also used the chi-square test to compare proportional differences at a 95% confidence level.
Results: According to the analysis, 86.33% of faculty members have integrated new educational technologies into their instruction. Wearable technology was used the least for instruction (1.44%), while mobile apps were the most common (53.96%). The majority of new educational technologies (47.48%) were used for theoretical instruction.
Conclusion: Given the advantages of educational technologies, investigating how they are currently being used and creating a systematic plan for their successful implementation can benefit faculty, students, and academic institutions. This method should supplement conventional lectures.
 

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  Background and Objective: One way to promote education quality is to evaluate faculty activities by students, departmental heads, and the dean. The degree of correspondence between students' and departmental heads' evaluation shows how honest they are in their assessment. The current paper intends to find the truth.

 

  Materials and Methods : Questionnaires were used to conduct the study. It included 18 questions for the faculty, 16 for the students and 28 for the residents. The validity of the questionnaires was already established. Also, reliability of the tests was proved by retests. Opinions were rated on the liker scale. 106 (32 females and 74 males) faculty members, 25 departmental heads and qzl out of lloo students filled out the questionnaires. Spss software was used to analyze the data.

 

  Result: In 61% of cases, correspondence was found between students' and departmental heads' evaluation of the faculty. As departmental heads' expectations differ from those of the students, lack of total correspondence is not unusual. However, in final analysis, 61% correspondence is optimal and acceptable.

 

  Conclusion: It seems that holding workshops, providing material and spiritual support, reducing work load, granting sabbatical leave, and reducing conflict of interest between departmental heads and the faculty can increase the degree of correspondence of evaluation. Also, using maximal adjustment correspondence technique can make the results more accurate.

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Abstract Background and Objectives: The main purpose of this research was the analysis of self leadership strategies and its relationship with psychological empowerment faculty members at University of Isfahan Medical Science.. Material and methods: Research type was applied and descriptive correlative. Statistical population of research included all faculty members at University of Isfahan Medical Science in 2010-2011 academic year who were 643. Statistical sample was 106 who were selected by random stratified sampling method. Results: To gather data, two questionnaires were used: Self- leadership questionnaire with 31 items and researcher made questionnaire of psychological empowerment with 20items. The reliability coefficients of questionnaires were obtained through Cronbach alpha as 0.81 and 0.87. Collected data was analyzed at level of inferential statistics (correlation coefficient, multivariate variance and regression). Conclusion: Result of study showed that there is a significant and positive relation between the Self- leadership behavioral- focused strategies, natural reward strategies, constructive thought strategies and psychological empowerment and among self- leadership strategies, behavioural- focused strategies have significant proportion in anticipating psychological empowerment.

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Background and Objective: The main aim in medical education is teaching students to carry out certain duties in future. The Restorative Dentistry is a very important dental practice in our country. The aim of this study was to determine General Dentistry restorative curriculum's adaptation to restorative dentistry service needs in community. Materials and Methods: In this quantitative cross-sectional study consisting of two phases, data was gathered by two valid and reliable checklists. In first phase, the restorative dental ‎services of ‎‏1027‏ patients in a dental clinic sampled over a period of three months were analyzed by statistical software SPSS‏17. ‏‎and the results were reported. In the second phase, we provided a list of syllabuses and restorative lessons with summarized results of the first phase to Tehran and Shahed University restorative faculty members and asked them to express their views about General Dentistry ‎restorative curriculum's adaptation to the analyzed needs in last phase and results were reported. Results: In first phase, 2362 cases of the restorative service were considered. The results showed ‎that all the syllabuses of restorative curriculum met the restorative needs of the patients. But the amount of time allocated to teaching “theoretical cardiology” and “practical restorative dentistry3” did not meet the students' needs. Conclusion: Restorative lessons syllabus was suitable but time was not sufficient. So the amount of time of teaching should be added to fix the deficiency, so that the quality of education can be promoted. For this purpose using new methods of education via educational package, films and modules may be useful.

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Background and Objective: The clinical curriculum of medical teachers has to be in line with the theoretical curriculum. The present study has compared five aspects of the teachers' interaction between theoretical curriculum and the clinical curriculum. Materials and Method: The method was a descriptive survey. From the stager and intern students of Shahed University, in the academic year 1391-92 (N=175), and with recourse to Krjsy and Morgan table, 120 samples were selected. The researcher-made questionnaire on the interactive aspects of the professors (with reliability confirmed by the experts) was used. Two sections of clinical and theoretical education with recourse to Cronbach alpha presented a validity of 0.97 and 0.95. Results: There existed a meaningful difference between the way of interaction of the professors with students, with their colleague, with people and with the two theoretical and clinical curriculums. The rating average of professors' interactions in both types of curricula included the interaction of professors with the patients, with students, with themselves, with society and with colleagues. Thus, the differences in the various types of interactions in two curriculum types did not change the ratings. Conclusion: The decline in the interaction of professors with the students, society and themselves in clinical curriculum compared to that of the theoretical curriculum is the result of professors' paradoxical actions. Interestingly, the interaction with the college in clinical curriculum increases, which by itself is the sign of a paradox between the teaching and practicing of professors and bears various meanings from students' viewpoints.

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  Background and objective: There are many accredited free open access journals in medical subjects. We do not know how much researchers in this country are aware of them. The aim of this study is to learn about the knowledge of faculty members of Zanjan University of Medical Science about such journals.

  Materials and methods: This is a descriptive cross- sectional study. The questionnaires were made after a pilot study to check the validity of the questions. Of 189 faculty members 95 filled out the questionnaires. Data were analyzed using the Chi-Square testes. The frequencies and the means were also calculated.

  Results: 34.7% of the participants were familiar with free open access journals, but most of them were unaware of the following points: validity of articles, suitability of reviewers, copyright declaration, and financial resources. However, most faculty members believed that free electronic information sources provide the opportunity for high citation . There are high impact factor journals which are widely available and publish articles earlier than others. Most of the participants believed that two important benefits of e-journals are easy accessibility and being free of charge.

  Conclusion: Most participants of our study were not fully familiar with free open access journals. It is recommended that faculty members be made more aware of such journals.

 

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Abstract

  

Background & Objective: ‍‍ Considering the role of universities in specialist training, evaluation of education status and awareness of the weak and strong points in educational process, design and implementation of appropriate programs is necessary. The aim of this study was to compare academic achievement of present medical students with previous graduated ones from the viewpoint of faculty members of Tabriz University of Medical Sciences.

Materials and Methods: This descriptive cross-sectional study was conducted in 2013. The information was collected by a valid and reliable questionnaire that was completed by 140 eligible faculty members employed in medical faculty. The questionnaire was designed to compare educational status of present medical students with that of the previous graduated students. Data were analyzed by using descriptive statistics, independent t-test, and One-way ANOVA and Spearman Correlation coefficient.

Results: More than 50% of the faculty members stated that the medical students’ interest in attending in didactic classes, student responsibility, clinical skills, and medical professionalism is something between worse to much worse than before but students’ tendency to participate in specialty exams and to embark on research activities is something between better to much better. Moreover, most participants believed that there was no difference between current students and graduates in other variables. The participants believed that about 42% of medical graduates have enough clinical skills for independent practice. Spearman's correlation coefficient showed a positive significant correlation between years of services of faculty members and their views in medical students’ clinical skills necessary for independent practice (r=0.529, p=0.000) .

Conclusion : Although aspiration for participation in postgraduate entrance exams and research activities has increased, in general the educational status of medical students has not improved during the last years. According to the viewpoints of faculty members, medical students’ clinical skills necessary for independent practice was not satisfying.

  

Keywords: educational status, medical student, faculty members

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Background/Objective: One of the main tasks of faculty members is research that as a primary need for professional development is recognized. Thus, we attempted to investigate research accountability of faculty members. Methods: This descriptive cross-sectional study was conducted among all faculty members. Questionnaire collected information included personal characteristics, personal obstacles, internal, external organizations barriers and the nature of scientific research. Both descriptive and statistical analysis methods were applied. Results: Internal organizations barriers to the mean and SD 29/54 ± 08/50 points in the first place, nature and methods of scientific research with 03/6 ± 63/55 points in the second rank, personal obstacles with 1/5 ± 64/58 points in the third and external organizations factors with the 9/11 ± 5/64 points in the final rankings were. Conclusion: Improvement the research status dependent on creates a centralized research structure to coordinate intra and extra organization research activities.

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Introduction: Continuing Medical Education (CME) is a key element in increasing the knowledge, skill, quality and effectiveness of health systems. Initially the CME programs were defined as face to face programs, but for many reasons distance learning by CME programs was also introduced. Aim: This study aimed to determine the viewpoints of faculty members of Shahid Sadoughi University of Medical Sciences about distance learning by CME. Methods: In this cross-sectional study, 74 faculty members participating in CME programs in 2011, were selected by convenience sampling method. The data was collected through a researcher-made questionnaire which was complete by self-report then the data were analyzed by SPSS (v.18). Results: 58.6% of subjects agreed with distance learning CME and preferred that over 40% of CME be performed as programs. Among these subjects, 53.7% of them expressed on-line CME as a first priority. Conclusion: the attitudes of faculty members toward distance learning programs were positive and according to these results, distance learning programs including on-line CME are suggested

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Background & Aim: Nowadays, E-learning is one of the most advanced educational techniques. It is therefore important to identify aspects and related factors of e-learning utilize among faculty members thus, this study used the on Theory of Planned Behavior (TPB) to examine factors related to utilize of e-learning method. Material and Method: This descriptive-analytical study was carried out on 200 faculty members of Hamadan which were recruited with a stratified sampling method. The data-gathering tool consisted of a questionnaire based on the TPB constructs and demographic variables whose reliability and validity were approved by the experts. Data were analyzed using Student t-test, One-way ANOVA and Logistic regression in SPSS-16 software. Results: The subjects reported 52.3%, 49.5% and 61.5% of receivable scores of attitude, subjective norm and perceived behavior control, respectively. Among our sample, 42.5% indicated that they have no intention to use e-learning in the future. Also, attitude and perceived behavioral control were the best predictors for behavioral intention in the theory of planned behavior. Conclusion: Results demonstrated the poor intention of faculty members toward e-learning. therefore, it is recommended to implementation educational intervention using the theory of planned behavior with emphasis on attitude and perceived behavioral control as facilitators of the adoption of e-learning in further education programs.

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Background & Objective: A move from medical education based on personal beliefs towards Best Evidence Medical Education seems to be essential. The purpose of this study was to determine the perspective and experiences of medical students and teachers on the role of faculty members in evidence-based education. Materials and Methods: This qualitative study was conducted through content analysis method in Tabriz University of Medical Sciences in 2012. Five students and 13 faculty members were selected by purposive sampling and their experiences and viewpoints were surveyed until achieving data saturation. Data was collected through semi-structured interviews. Qualitative content analysis was used to analyze data. Results: Four main themes were identified: research in education, interpersonal relationships, mastery in teaching, and role models for students. Each theme includes several subthemes. Conclusion: Based on the experiences of participants, in evidence-based education, several roles could be conceded for members of faculty but the research in education influences other roles of faculty members. Improving research in education can facilitate evidence-based education in Medicine.

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Aims: For promoting the quality and quantity of services, increasing competition, efficiency and reducing the costs, universities need creative and innovative professors and teachers. Therefore, the present study was conducted to determine the psychological and organizational factors affecting of faculty members for innovative behavior occurred. Methods: The present study was aimed at applications, and data gathered from the perspective of cross correlation. The population is composed of faculty members of Shiraz University of Medical Sciences (480 participants). Stratified random sampling was done as the sample size was determined using Cochran formula (212) .Data collection is a compilation of six standardized questionnaire package. Questionnaire rating was in the form of five-point Likert scale. The data were analyzed using) lisrel, 8.5 (software. Results: All variables affecting the innovative behavior of faculty members in the form of conceptual model were evaluated and finally conceptual model goodness of fit index was reviewed and approved. Conclusion: Psychological factors have the most influence on innovative behavior and organizational factors have the least impact on the innovative behavior on faculty members.

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Background and Objective: Studies on factors which affect the faculty members' evaluation score by students have shown conflicting results. On the other hand, recognizing effective factors in student evaluation of faculty members can reveal the strengths and weaknesses of this method. This study was carried out to determine the effective factors in evaluation score of faculty members by medical students of Qom University of Medical Sciences.

Materials and Methods: All medical students who were in their first academic semester in 2014-2015 at Qom University of Medical Sciences participated in this study. Evaluation questionnaire and information about students (final score, grade point average and gender) and faculty members information (Sex and academic ranks) were also analyzed.

Results: A total of 1028 questionnaires were evaluated. Faculty members' evaluation scores of female students were significantly higher than males. There was no significant correlation between faculty members' evaluation scores and students’ final score and grade point average. The mean of faculty members' evaluation scores in female faculty members, associate professors and professors were higher than other teachers.

Conclusion: This study revealed that factors related to student and student gender had an impact on evaluation results and also female faculty members and teachers with higher academic degrees had higher evaluation scores. In contrast to some previous studies that demonstrated the impact of student's grade point average and final score on faculty members' evaluation results, this study did not show any correlation among these factors.

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Background and objective: Nowadays, higher education institutions especially universities are the most important knowledge-based organizations. Therefore, promotion of knowledge sharing among faculty members can lead to the enhancement of stored knowledge within the organizational memory. The purpose of this research was to verify knowledge sharing behavior of faculty members of Isfahan selected universities.

Materials and Methods: Research method was descriptive and survey type. Statistical population consisted of 1472 faculty members of Isfahan selected universities (University of Isfahan, Isfahan University of Medical Sciences and Islamic Azad University; Khorasgan Branch) from which a sample of 177 was chosen through stratified random sampling. In order to collect data, a 10-item knowledge sharing behavior questionnaire was used. The questionnaire's validity was confirmed through confirmatory factor analysis and Cronbach alpha coefficient was estimated 0.87. Data was analyzed using SPSS16 and Amos18.

Results: There was a significant difference between faculty members' knowledge sharing behavior considering variables of gender, academic rank, working experience and university.

Conclusion: By developing knowledge sharing culture at universities, knowledge sharing behavior among teachers, students and faculty members can be promoted.

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Background and Objective: Regarding the importance of medical education development, it is imperative to determine the crucial factors which have influence on improvement of academic staff efficiency. Job satisfaction is one of the most important promoters among faculty members for enhancement of teaching quality. This study was conducted to evaluate this satisfaction among faculty members of Zanjan University of Medical Sciences (ZUMS).

Materials and Methods: In this descriptive-sectional study, research population consisted of basic science and clinical faculty members (instructor, assistant professor and associated professor) in 6 faculties of ZUMS in 2013. Data was collected through demographic as well as Herzberg job satisfaction 5-point Likert Scale questionnaire.

Results: Results demonstrated that 35.5% of faculty members' satisfaction score was low, 52.9 was moderate and only 11.9% was high. Satisfaction with nature of the work (82.1) was the uppermost, while salary and benefits were the lowest (41.6). Work place conditions (74.6), job security (53.1), supervision and relations (49.3), and promotion opportunities (45.3) were in the next steps respectively.

Conclusion: ZUMS faculty members were satisfied with nature of their work on the whole. However, by increasing their salaries and job benefits, academic staff efficiency can be improved.

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Background and Objective: Any jobs contain ethical codes that are proportional to their special structure and are called professional ethics. University professors, who are responsible for education and training of students, should be aware of their professional ethics and by making commitment to them, guarantee safety of teaching-learning process. This study was conducted to assess faculty members' professional ethics from students' viewpoint of medical school of Shahed University.

Materials and Methods: This descriptive-sectional study involved 90 students who were selected by stratified random sampling. Research tool was a researcher made questionnaire containing 6 components and 48 items and its content and face validity were approved by experts and its reliability was determined 0.92 by Cronbach's alpha coefficient. Data analysis was carried out using SPSS 20 statistical software and through descriptive statistics and one-sample-T test.

Results: professors' characteristics (3/40±0/71), mastery of subject (3/39±0/79), mastery of teaching methods (3/33±0/86), recognition of different aspects of learners (3/04±0/82), standard evaluation (3/42±0/86) and commitment to university regulations (3/63±0/83) which are different dimensions of faculty members' professional ethics, were evaluated higher than the average level.

Conclusions: Endeavoring to prepare and codify professional ethics charter in universities with collaboration of authorities and experts on the one hand and putting them in curriculum content of in-service teachers on the other hand can help much to improve faculty members' teaching method.

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Background and Objective: Motivation is one of the most important tools for the production of results in the induction of an effective and successful implementation program is foreseen. University professors motivated, as one of the pillars of education need to be effective in teaching students of study aimed to determine the organizational factors affecting job motivation among faculty members was conducted.

Materials and Methods: The present study in terms of purpose, and in terms of gathering information and data of cross correlation. The population of Shiraz University of Medical Sciences faculty members with a total of 210 samples were selected. . Data collection, compilation of five standard questionnaire and scored 5-point Likert questionnaire was for. Data using software (lisrel8.5) were analyzed.

Results: All variables affecting job motivation of faculty members in the form of conceptual model were evaluated and finally conceptual model goodness of fit index was reviewed and approved.

Conclusion: too many variables affect job motivation of faculty members, some of whom were examined. Path analysis results indicate that job satisfaction and management support to the most effective use of the criterion variable of job motivation are significant.

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Background and Objective: One of the main factors for the maintenance of each organization which leads to increasing its productivity is having organizational cultural consistency. Thus the purpose of this research was to study organizational culture of medical centers.

Materials and Methods: In this descriptive-survey study, research population was all faculty members in Arak University of Medical Sciences that 176 people were selected using Cochran Formulate and stratified random sampling. Data was collected using organizational culture questionnaire with 42 items in four components (intellectual, development, consensus and hierarchical) in terms of Likert scale. Content and constructive validity of the questionnaire were confirmed and its reliability coefficient was calculated (0.84) using Cronbach Alpha. Data analysis was done through descriptive and inferential statistics by SPSS18 and Amos Graphic statistical software.

Results: Findings showed that mean score of organizational culture in Arak University of Medical Sciences in intellectual component (3.4±0.57), development (3.33±0.56) and consensus (3.27±0.62) were higher than the average and hierarchical mean score (2.69±0.63) was lower than the average. Also there is no significant difference between faculty members' point of view on organizational culture in terms of gender, field of study, scientific rank, employment status and years of service.

Conclusion: Faculty members believed that organizational culture was higher than intellectual, culture of development and consensus which in turn have more emphasis on innovation and development, risk-taking, efficiency and effectiveness and less emphasis on formalization, centralization, and rule and stability. 

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Background and Objective:  The university culture should be changed to an entrepreneurial atmosphere if a university intends to become entrepreneurial.  According to the importance of an entrepreneurial culture and its complications, according to reports from some universities it is inappropriate, this study aimed to evaluate the gap between perceptions and expectations of faculty members of entrepreneurship culture development at the Zahedan University of medical sciences.

Materials and Methods: This is a cross-sectional study. In June2016, a sample of 205 faculty members were stratified randomly selected out of a population of all faculty members of Zahedan University of medical sciences. The Data collection questionnaire entrepreneurship of culture development was with Cronbach's alpha coefficient 0/71 to analyze the data paired samples of T-test which was used by SPSS21.

Results: Average perceptions of the entrepreneurial culture development and its three components (the management factor, human-psychological factor and strategic orientation) were lower than the average expectations of faculty members (P<0/05). Moreove regarding their sex (P>0/05) there was no significant difference between perception and expectations of faculty members of the entrepreneurial culture development .

Conclusion: The results indicate there are significant gaps between the existing and desired situation of culture entrepreneurship development and to reduce these gap, university senior management should pay close attention to the factors affecting culture entrepreneurship development such as management factor, human-psychological factor and strategic orientation.

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Background and Objective: Classroom management is key factor in achieving to effective teaching-learning process. There are several factors involved in the management of the classroom by faculty members. The purpose of this study was to investigate the structural model of competence, self-efficacy related to classroom management, and classroom management attitudes in the faculty members of Isfahan University of Medical Science  at 2013- 2014 academic years.
Materials and Methods: This research was descriptive-correlational and the subjects consisted of 92 faculty members. Instruments  were Perceived Self-Efficacy in Classroom Management scale (Emmer and Hickman ,1991), Teacher Competency Scale (Seker et al, 2004), and the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998) that distributed among faculty members through proportional stratified sampling. Data were analyzed by correlation, regression analysis and structural equation modeling using SPSS 22 and Amos 22 software.
Results: Results showed a significant correlation between competence, self-efficacy of classroom management, the attitudes and beliefs on classroom control, and demographic factors (teaching experience and degree) with together (p<0/01). The finding of analysis of regression also showed competency scale can predict attitudes and beliefs on classroom control (P<0.01). Moreover based on structural model, the predicted rate of classroom management attitude through competency was 0.56 (Gamma =0.56).
Conclusion: Faculty members of the university can improve and strengthen the management and administration of their classroom by developing their competence in teaching and improving their managerial self-efficacy.