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Volume 4, Issue 7 (2-2012)
Abstract: Learning from best practices in improving the productivity of human societies. One of the main factors that cause great damage is not enough information about natural disasters and man-made and the lack of attention to the importance and role of public security, health and disaster relief is on. People involved in assisting in disaster relief and can help relieve the suffering of people in accelerating the accident is seen and it is important to realize that when people have enough knowledge and awareness necessary to rescue issues. We solve problems and crises that are so severe it requires knowledge of the accident or disaster is always welcome. Specific climatic and geological conditions of our country, therefore, the constant damage caused by natural disasters has been. On the other hand the volume of the extent of damage and losses caused by natural disasters so that the prevention, response, recovery and preparedness against them without extensive and comprehensive public participation is expected. Experience has shown that one of the basic principles of disaster, disaster preparedness is The initial condition for the promotion of public awareness, create understanding, sense of responsibility and public participation in businesses with disaster preparedness And other relief aid and enhance their potential as individuals with the aim of reducing vulnerability is In this regard, one of the methods of prevention and public participation and comprehensive, accurate and comprehensive education of all age groups and Social setting and provide appropriate education and promotion messages and activate them in the field of disaster reduction is a damages. The need for disaster education and different ways to different audiences and the role of information Timely and appropriate information and messaging right in order to reduce losses from disasters, the main objectives of the country.
Volume 5, Issue 9 (1-2013)
Background and Objective: The purpose of this research was an analysis of the relationship between negotiation styles and managers' conflict management strategies at Kashan University of Medical Sciences. The research questions were set forth on the basis of such styles (factual, analytic, normative and intuitive) and conflict management strategies (problem solving, control and avoidance of confrontation). Materials and Methods: The research method was descriptive – correlative. Statistical population included 95 managers of Kashan state and Azad University. 84 managers were selected as the statistical sample utilizing classified random sampling. Data was collected by 2 close ended negotiation skills and conflict management questionnaires on the basis of Likert 5 grade scale. Reliability of the questionnaires was estimated to be 0.90 and 0.88. Results: The results indicated that the most common negotiation style used by managers was the factual style, and the least was analytical negotiation style.
Volume 6, Issue 12 (12-2013)
Background and Objective: Using personal time management skills is one of the most important factors in academic achievement. Students can use it to plan and organize their time schedule . This study was performed to investigate using personal time management skills and its relationship with time spending satisfaction.
Materials and Methods : This cross-sectional descriptive-analytic research was performed in 2010 with 332 students of Zahedan University of Medical Sciences. Samples were selected through stratified sampling and in each category by systematic sampling . A questionnaire was used to measure students’ time management skills in four aspects. Validity and reliability of the questionnaire was assessed. Data were analyzed by SPSS software.
Results : Students’ personal time management skills was from moderate to low. Students’ performance was better in time planning aspect and poorer in commitment to implementing aspect. Students’ were relatively satisfied with time management. There was a significant relationship between students’ personal time management skills and students’ time satisfaction. Students of School of Rehabilitation Sciences were the best and students of Health School were the poorest in time management. Female students' scores were higher than those of males.
Conclusion: Students’ personal time management skills were less than average. Thus, it seems necessary to plan for improving students' time management skills in order to enhance their satisfaction.
Volume 7, Issue 14 (6-2014)
Background: Faculty members’ performance in administrative services to academy and society is considered in their academic promotion criteria. This study assesses the reasonability and attainability of these indicators according to the faculty members working in Iranian Medical Universities in 2011-2012. Methods: This cross-sectional descriptive study was performed in 13 medical universities in Iran. Using stratified sampling, 350 faculty members were selected. A researcher-made questionnaire was used to assess the attainability and reasonability of service indicators mentioned in promotion bylaw with a scoring scale of 1-5. Mean and standard deviation of scores for each indicator was calculated. Results: The total mean scores of 11 service indicators, for reasonability and attainability were 32.18(±12.11) and 39.37(±11.58), out of 55, respectively. The highest reasonability scores belonged to “being administrator of research projects”, “administrating activities in Educational Development Center (EDC)”, and “managerial activities in different levels”. The highest attainability scores were given to “administrative activities in scientific journals”, “being administrator of research projects”, “administrating activities in Educational Development Center (EDC)”, and “effective work in scientific associations”. Conclusion: Faculty members did not rate service indicators mentioned in promotion bylaw as much reasonable, but believed that they are somehow attainable. Revision of these indicators to make them more relevant to the responsibility values is recommended. Also developing management skills and providing appropriate partnership opportunities for faculty members’ service tasks, and facilitating their cooperation with scientific journals and associations, could improve the attainability of these indicators.
Volume 7, Issue 16 (12-2014)
Introduction: Knowledge is the most essential asset for medical sciences education and universities to create value and valuable advantage for its potential in human societies. Universities of medical sciences to become the knowledge base organization depended to knowledge management activities seriously. Low information about knowledge management and ambiguity in this area are causing insufficient and improper utilization of knowledge in the organizations, especially educational organizations. Despite the importance of knowledge management, there is little knowledge about it. Therefore, it is need to be known how to manage it. The purpose of the present article was to study the state of medical knowledge management. Method: This study was a narrative review study. A literature review was done for information in some scientific sites, Internet and knowledge base resources such as Science Direct, Elsevier ،Web of Sciences (ISI), SINAHL, Embas, Ebsco, Ovid, Google Scholar, proQuest and knowledge base resources in Iran such as SID, given key words includes knowledge, knowledge management, health sciences, higher education in distinctly and combination form, in varied sites with Persian and English words. Then reviewed articles and journals and selected appropriate articles, summarized selected content, compared and described various aspect of subject. This study was done by 17 published knowledge management articles in the field of Medical science in Iran and aboard. Results: Review results indicated that faculty, staff and stakeholders of the healthcare system maintain convert tacit knowledge to explicit knowledge, apply it in clinical guidelines, via creating, capturing, sharing and applying knowledge for teaching, learning and research in community health promotion. Organizational learning process was continuous and permanent in Medical Sciences Universities. Knowledge embedment in the equipment and its application for education and care such as decision support systems in the clinical setting were another dimension of knowledge management at the Medical Sciences University. Infrastructure of knowledge management is necessary to created and continues for the implementation of knowledge management such as leadership, culture and technology. Conclusion: Knowledge management is an approach that prepares the advanced practice in health sciences member boards, stakeholders and students via creating, capturing, sharing and usage for the ever-changing health educational environment. It means that Knowledge management persuades Medical Sciences Universities to work more smartly, efficiently, and cost-effectively. There is necessary to reinforcing knowledge management to promote knowledge management programs implementation in health science education.
Volume 8, Issue 17 (4-2015)
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.
Volume 8, Issue 20 (1-2016)
Background and Objective: The purpose of this project was applying IMCI (Integrated Management of Childhood Illness) as an educational intervention for the medical trainees, interns and pediatric residents in approach with sick children.
Materials and Methods: In this educational intervention all of the trainees, interns, and residents at Golestan Medical Sciences University in 2010-2011 participated in the research. The procedures of implementation and evaluation were documented. In order to study the participants' experiences and perspectives (faculty members, students, mothers of children) semi-structured interviews were conducted. Data was analyzed using content analysis method.
Results: The MANA Program was a practical approach in educational programs for the medical students in pediatrics wards. The analysis of participants' experiences revealed five themes "usefulness of IMCI teaching method", " IMCI implementing problems", "algorithmic thinking", and "feasibility". The analysis of care receivers' experiences indicated two main themes "satisfaction" and "sometimes boredom".
Conclusion: To get the best results in implementing IMCI Program in clinical pediatrics courses, modifications and changes in the current health care settings and also integrated and continuous coordination is highly essential.
Volume 9, Issue 23 (9-2016)
Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways.. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan.
Materials and Methods: This study is descriptive-correlational (regression). The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used.
Results: Mean scores were as follows: designing and organizing (3.49±0.452), leadership (3.58±0.422), monitoring and control (3.42±0.48), evaluation (2.92±0.708), classroom management (3.35±0.346), academic procrastination (2.05±1.169). Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391,-0.414,-0.544 and -0.637 (p<0.01) respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01).
Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination.
Keywords: Classroom management, Designing and organizing, Leadership, Monitoring and control, Evaluation, Academic procrastination.
Volume 10, Issue 26 (9-2017)
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.
Volume 11, Issue 29 (6-2018)
Background & Objective: Recognition and elimination of weaknesses in the internship courses of health service management are essential to improving their quality and efficacy. The present study aimed to evaluate the viewpoints of health service management students toward the challenges in the design and implementation of internship courses at the Faculty of Management and Information in Tabriz University of Medical Sciences, Iran.
Materials and Methods: This qualitative research was conducted on the health service management students at the Faculty of Management and Information in Tabriz University of Medical Sciences in 2014. Data were collected via focused group discussions attended by 8-10 individuals per session. Data analysis was performed using content analysis.
Results: Challenges in internships 1-4 for bachelor’s degree students were assessed in three areas, including the problems relating to instructors, internship courses, and cartable from the perspective of the students. In total, 8 main themes and 30 subthemes were extracted in each area.
Conclusion: According to the results, the internship curricula of health service management students should be completely modified to eliminate the weaknesses. These changes must include the correction of the course design and syllabi and essential revision of the cartable based on the latest information on health systems and labor market needs.
Volume 11, Issue 31 (12-2018)
Background & Objective: Motivation and interest play a major role in the learning process, and the student's academic motivation depends on teaching style to some extent. In fact, a student-oriented and flexible learning method can increase the activities of learners. This study aimed to describe the effects of education management on the academic motivation of medical students in education management pattern, compared to the traditional method in the morning report topic.
Materials and Methods: This quasi-experimental study had a pretest-posttest design and was conducted on 30 medical students of Baqiyatallah University of Medical Sciences, Tehran, Iran, randomly divided into two test and control groups. Data were collected using Harter's Holding School questionnaire. Data analysis was performed using descriptive (mean and standard deviation) and inferential (independent t-test and univariate intergroup covariance) statistics.
Results: In this study, the mean and standard deviation of academic motivation in the two groups of education management and traditional method were 92.53±10.126 and 12.68±116.66, respectively. Comparison of d mean score of satisfaction of students in two groups and univariate intergroup covariance (F=6.816 and P=0.015) showed a significant difference between the satisfaction scores of students in the two research groups (ɑ<0.05).
Conclusion: According to the results of the study, the academic motivation of medical students was higher with the education management method, compared to traditional education. The model of education management led to better education and increased the academic motivation of students in the field of medicine by increasing motivation and reinforcing participatory spirit in these individuals.
Volume 12, Issue 33 (6-2019)
Background and Objective: Given the importance and status of faculty members in universities, the advancement of the duties and missions of the higher education system and rapid development of the technologies and challenges faced by educational institutions require proper measures for the continuous development and overall improvement of these systems, especially the improvement of the capacities, scientific capabilities, and professional skills of faculty members through knowledge management. The present study aimed to assess the role of the elements of knowledge management in the improvement of the faculty members in distance education universities by designing an appropriate model.
Materials and Methods: This applied, qualitative research was conducted on the faculty members of distance education research universities in Iran, including 5,101 faculty members. The participants were selected via stratified random sampling (n=357) and based on Morgan's table. Data were collected using a questionnaire. The validity of the research instrument was confirmed by experts, and its reliability was confirmed using the Cronbach's alpha, which was estimated at 0.89 for knowledge management and 0.91 for knowledge development items. Data analysis was performed in SPSS using the Kolmogorov-Smirnov test for data normalization. In addition, the path and fitting of the model were examined using structural equations in AMOS software.
Results: In this research, knowledge management indicators (creation, sharing, storage, and application of knowledge) affected all the improvement indicators (individual, professional, and organizational), so that the overall effect of knowledge management on improvement was estimated at 69.3 in the model fitting index table.
Conclusion: According to the results, knowledge management is a conscious strategy for creating, sharing, storing, and applying knowledge, thereby enhancing the performance of the faculty members in distance education universities and enabling them to become an efficient element of change in universities.
Volume 14, Issue 44 (1-2022)
Introduction: The quality of education depends on several factors, including classroom management; The first level of educational management is classroom management, which plays a key role in shaping the structure of education, teaching process and the development of personality and the mental, emotional, educational and training process of learners. The aim of this study was to investigate the effect of classroom management on the responsibility of dental students.
Methods: The present study is descriptive, in terms of purpose is applied research and correlational. The statistical population of the present study was 132 students of Rafsanjan Dental School after the basic sciences exam, and 97 people were selected as the available sample. The research instruments were Wolfgang-Glickman 1986 class management style questionnaire and Costa and McCar 1991 five-factor list responsibility questionnaire. Research data were analyzed using statistical tests of mean, standard deviation and simple regression in spss26 software and confirmatory factor analysis in Amos26 software.
Results: the regression coefficient of education management was 0.50, individual management was 0.61 and behavior management was 0.36 and the regression coefficient between the classroom management and responsibility variables was 0.74.
Conclusion:The results showed that the classroom management style of the professors of the dental school is interventional and all three dimensions of education management, people management and behavior management have a positive and significant effect on studentschr('39') responsibility. Dental students will gain more responsibility during the training by benefiting from the guidance and support of professors.
Keywords: Classroom Management, Responsibility, Dental Students
Volume 15, Issue 46 (9-2022)
Background & Objective: Graduate students, in addition to engaging with complex academic content in the university environment, mainly acquire new roles in society. Coordination between learning and performing social tasks requires high time management skills. This study was performed to determine the factors affecting the time management of Iranian graduate medical sciences students during the coronavirus disease 2019 (COVID-19) pandemic.
Materials & Methods: This web-based cross-sectional study was conducted across Iranian medical sciences universities in 2019, using web sampling through the official social networks of medical sciences universities in Iran. The data were collected using an online version of time management questionnaire by Trueman and Hartley (1996). Data were analyzed in SPSS software (version 22) through descriptive statistics and multiple linear regression analysis.
Results: In total, 362 graduate students in different majors of medical sciences participated in this study. The mean (SD) score of the total time management of students was obtained at 47.27(5.47). According to the results of multiple linear regression analysis, among 13 individual and academic variables of students, educational level (P=0.019, β=-0.126) and duration of study per day (P=0.002, β=0.172) were effective in predicting time management skills.
Conclusion: The time management skill of Iranian medical sciences students is relatively desirable. However, masters' students had better time management, compared to Ph.D. and residency students. Furthermore, the duration of study per day is a stronger factor in predicting the time management of graduate students.
Volume 17, Issue 54 (7-2024)
The demands on educational managers in medical universities are growing as a result of organizational transformations in healthcare, the increasing complexity of healthcare services, and evolving concepts in medical education, such as new teaching methods, assessment, and learning approaches (1). These demands aim to enhance the quality of medical education and provide better healthcare services to the community. To meet these needs, various strategies are proposed. It is essential to have education development centers (EDCs) and Educational Development Offices (EDOs) that are responsible for guiding and improving the quality of educational activities in universities (2). Studies have shown that the presence of EDCs has led to the improvement of educational quality in medical science universities (3).
To manage the quality of educational development activities across all educational institutions within universities, EDOs operate as the executive body of the EDC within medical schools and educational centers. These offices have defined some responsibilities at the conceptual, executive, and supervisory levels to guide the development of educational quality in faculties and teaching hospitals. However, can these offices cope well with these huge tasks? Educational Development Offices face various challenges that reduce their effectiveness in fulfilling these responsibilities.
The major known challenges that EDCs and EDOs confront in performing their roles for the development of medical education within medical universities include inadequate familiarity of planners, policymakers, and faculty members with education as a specialized field; inadequacy of educational strategies and programs at universities; issues related to student evaluation of professors and communication of the evaluation results to faculty members; attention to differences in teaching experience and background among faculty members in conducting faculty development programs; supervision of implemented teaching methods by faculty members; and the adoption of various electronic teaching methods. Among the other challenges, one can mention multiple organizational roles of faculty members and the justification of the importance and responsibilities of EDOs by college/hospital administrators and even some EDCs (3-5).
The results of conducted studies demonstrated that challenges arising from a lack of scientific awareness or organizational importance are fundamentally significant. These challenges include limited familiarity of educational planners and policymakers with the science of education, as well as an absence of profound understanding by college/hospital administrators and even some EDOs and EDCs of the importance and responsibilities of educational development offices. University faculty members face serious challenges in managing these offices due to their multiple organizational roles and responsibilities within the university. For instance, clinical faculty members should manage hospital-based educational development offices, which, in addition to their educational, clinical, and research roles, present some difficulties. Performing this task becomes more challenging when hospital administrators fundamentally do not believe in the necessity of these offices for improving the quality of the hospital.
Considering the increasing complexity and multidimensionality of educational processes in medical universities, and based on existing evidence, it is doubly important to support the readiness of collaborating faculty members in educational development offices to fulfill leadership roles and embrace managerial responsibilities, while also creating motivation to engage in practical and complex issues related to enhancing learning quality. Emphasizing formal and informal training programs within organizations and raising awareness among influential individuals in the education field can be useful in addressing these challenges. Enhancing management and leadership skills through relevant empowerment courses will lead to a change in the perception of leadership roles; gaining awareness of the organization's impact on educational leaders' performance, organizational mission, and commitment to fulfilling them; self-awareness of strengths and weaknesses; increased motivation and self-confidence in assuming leadership responsibilities; increased knowledge of leadership concepts, principles, and strategies; changing one's leadership style; and embracing new leadership roles and responsibilities (6).
Focusing on the quality of medical education is at the core of the responsibilities of educational institutions, and to achieve this, it is required to establish and strengthen organizational mechanisms, including the creation and enhancement of educational development offices in faculties and hospitals. Paying attention to the challenges faced by these organizations and striving to address them will significantly enhance the quality of education. To overcome these challenges, the engagement and commitment of all beneficiaries within universities, including administrators and faculty members, are required.
Volume 18, Issue 2 (7-2025)
Background & Objective: Clinical education is a fundamental part of nursing education. Management's role in nursing is vital and is closely related to the quality of care in medical centers. The present study was conducted to explain the experiences of final-year nursing students from the nursing management internship course.
Materials & Methods: The present study is a conventional content analysis study conducted with the participation of 18 final-year nursing students. Data collection was done through semi-structured interviews. The interviews were transcribed verbatim and analyzed using MAXQDA software version 2020, from which themes were inductively extracted. Data analysis led to the extraction of two themes and seven categories.
Result: The first theme was guiding experiences, which included five categories of professional communication practice: strengthening teamwork skills, understanding multiple roles, understanding legal aspects, and enhancing personal development. The second theme was obstacles and experiences, which included two categories: understanding work stress and an inappropriate organizational atmosphere.
Conclusion: According to the findings of the present study, passing the nursing management internship course can lead to the formation of a real perception of the tasks and responsibilities of the nursing profession in students. These perceptions can either strengthen or weaken students' professional outlooks. Therefore, the findings of this study can be valuable in designing nursing internships.
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