Background: Students with learning disabilities may face challenges associated with their condition, which could contribute to engaging in risky behaviors. Objectives: This study aimed to investigate the effects of family functioning and cognitive failure in predicting high-risk behaviors among students with a history of learning disabilities. Methods: The statistical population of this descriptive-correlational study included all high school students with a history of learning disabilities in Ahvaz, Iran, in 2023. Convenience sampling with informed consent was employed to select 158 high school students with a history of learning disabilities as the research sample. Data were collected using the High-Risk Behavior Scale, Family Functioning Questionnaire, and Cognitive Failure Questionnaire. Pearson’s correlation coefficient and stepwise regression were used for data analysis. Results: The results indicated a significant negative relationship between family functioning and high-risk behaviors (r = -0.41, P < 0.001). Conversely, there was a significant positive relationship between cognitive failure and high-risk behaviors (r = 0.49, P < 0.001). Family functioning and cognitive failure together predicted 29.4% of the variance in students' high-risk behaviors. Conclusions: These findings suggest that family functioning and cognitive abilities are important factors to consider in understanding high-risk behaviors. Further research using longitudinal or experimental designs is needed to explore the causal relationships between these variables.
{"title":"Roles of Family Functioning and Cognitive Failure in Predicting High-risk Behaviors Among Students with a History of Learning Disability","authors":"Neda Shooshtari, R. Homaei, F. Hafezi","doi":"10.5812/ermsj-145881","DOIUrl":"https://doi.org/10.5812/ermsj-145881","url":null,"abstract":"Background: Students with learning disabilities may face challenges associated with their condition, which could contribute to engaging in risky behaviors. Objectives: This study aimed to investigate the effects of family functioning and cognitive failure in predicting high-risk behaviors among students with a history of learning disabilities. Methods: The statistical population of this descriptive-correlational study included all high school students with a history of learning disabilities in Ahvaz, Iran, in 2023. Convenience sampling with informed consent was employed to select 158 high school students with a history of learning disabilities as the research sample. Data were collected using the High-Risk Behavior Scale, Family Functioning Questionnaire, and Cognitive Failure Questionnaire. Pearson’s correlation coefficient and stepwise regression were used for data analysis. Results: The results indicated a significant negative relationship between family functioning and high-risk behaviors (r = -0.41, P < 0.001). Conversely, there was a significant positive relationship between cognitive failure and high-risk behaviors (r = 0.49, P < 0.001). Family functioning and cognitive failure together predicted 29.4% of the variance in students' high-risk behaviors. Conclusions: These findings suggest that family functioning and cognitive abilities are important factors to consider in understanding high-risk behaviors. Further research using longitudinal or experimental designs is needed to explore the causal relationships between these variables.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammad Mehdi Khazaei, Reza Shamoradiy, E. Niromand, M. Khazaei
Background: Recently, new dimensions have been recognized in the field of intelligence. One of the most important of these is moral intelligence, which has not been extensively addressed in Iran. Objectives: Moral intelligence represents the mental capacity of individuals to relate universal human principles to their values, goals, and actions. It guides all other types of human intelligence towards performing valuable work. Methods: The current descriptive cross-sectional study involved a statistical population of medical students, with a sample size of 248 people selected through random and available sampling methods. To collect data, the standard moral intelligence questionnaire by Lennik, Keel, and Jordan was used. The data collected was analyzed using SPSS-21 software, employing both descriptive and inferential statistics, including Spearman's correlation coefficient. Results: The total score of students' moral intelligence was 76.29 ± 9.80, which is evaluated as good. The area of honesty had the highest score (81.2), while the area of empathy had the lowest score (70.3). Among the indexes, keeping promises scored the highest (93.6), and admitting mistakes and omissions scored the lowest (70.5). Scores were higher among women and married individuals, and moral intelligence scores increased with advancing academic semesters. However, there were no significant differences overall, except that the empathy field had a significant relationship with age (P = 0.031), and gender had a significant relationship with the overall score of moral intelligence (P = 0.041). Conclusions: According to the total moral intelligence score of the students, which was 76.29 ± 9.80, it was determined that the moral intelligence status among the medical students of Kermanshah Medical School is in good condition.
{"title":"The State of Moral Intelligence of Medical Students of Kermanshah University of Medical Sciences in 2022","authors":"Mohammad Mehdi Khazaei, Reza Shamoradiy, E. Niromand, M. Khazaei","doi":"10.5812/ermsj-138729","DOIUrl":"https://doi.org/10.5812/ermsj-138729","url":null,"abstract":"Background: Recently, new dimensions have been recognized in the field of intelligence. One of the most important of these is moral intelligence, which has not been extensively addressed in Iran. Objectives: Moral intelligence represents the mental capacity of individuals to relate universal human principles to their values, goals, and actions. It guides all other types of human intelligence towards performing valuable work. Methods: The current descriptive cross-sectional study involved a statistical population of medical students, with a sample size of 248 people selected through random and available sampling methods. To collect data, the standard moral intelligence questionnaire by Lennik, Keel, and Jordan was used. The data collected was analyzed using SPSS-21 software, employing both descriptive and inferential statistics, including Spearman's correlation coefficient. Results: The total score of students' moral intelligence was 76.29 ± 9.80, which is evaluated as good. The area of honesty had the highest score (81.2), while the area of empathy had the lowest score (70.3). Among the indexes, keeping promises scored the highest (93.6), and admitting mistakes and omissions scored the lowest (70.5). Scores were higher among women and married individuals, and moral intelligence scores increased with advancing academic semesters. However, there were no significant differences overall, except that the empathy field had a significant relationship with age (P = 0.031), and gender had a significant relationship with the overall score of moral intelligence (P = 0.041). Conclusions: According to the total moral intelligence score of the students, which was 76.29 ± 9.80, it was determined that the moral intelligence status among the medical students of Kermanshah Medical School is in good condition.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"93 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141664270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creativity Accreditation Has Potential to Motivate Students with Low Grades to Improve Their Results: A Letter to Editor","authors":"Gholamreza Abdouli, Fateme Sayyahi","doi":"10.5812/ermsj-142326","DOIUrl":"https://doi.org/10.5812/ermsj-142326","url":null,"abstract":"<jats:p/>","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"110 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mahmoud Hosseini-Ashlaghi, Mahsa Gholamhosseinzadeh, F. Zameni, Hasan Siamian
Background: Cloud computing offers benefits such as faster innovation, scalability, and the ability to access data from any internet-capable device. Objectives: To explore and identify the critical success factors for cloud computing deployment and ranking at Mazandaran University of Medical Sciences in 2023. Methods: This study employed a mixed approach (qualitative and quantitative) with an exploratory design. The qualitative part utilized the three-step Delphi method, while the quantitative part employed the descriptive method (survey type). A sample of 276 individuals was selected using the stratified random sampling method. Questionnaires were distributed to participants through various methods. Data analysis involved descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling. Results: The dimension with the highest average value was the service level agreement, with a value of 3.25. In second place was choosing a service vendor, with an average of 3.08, followed by optimization with an average of 2.73, and choosing a model with an average rating of 2. Conclusions: The implementation of cloud computing at Mazandaran University of Medical Sciences could lead to improved quality and efficiency in medical, research, and educational services
{"title":"Identifying and Ranking Critical Success Factors for Cloud Computing Deployment at Mazandaran University of Medical Sciences","authors":"Mahmoud Hosseini-Ashlaghi, Mahsa Gholamhosseinzadeh, F. Zameni, Hasan Siamian","doi":"10.5812/ermsj-142363","DOIUrl":"https://doi.org/10.5812/ermsj-142363","url":null,"abstract":"Background: Cloud computing offers benefits such as faster innovation, scalability, and the ability to access data from any internet-capable device. Objectives: To explore and identify the critical success factors for cloud computing deployment and ranking at Mazandaran University of Medical Sciences in 2023. Methods: This study employed a mixed approach (qualitative and quantitative) with an exploratory design. The qualitative part utilized the three-step Delphi method, while the quantitative part employed the descriptive method (survey type). A sample of 276 individuals was selected using the stratified random sampling method. Questionnaires were distributed to participants through various methods. Data analysis involved descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling. Results: The dimension with the highest average value was the service level agreement, with a value of 3.25. In second place was choosing a service vendor, with an average of 3.08, followed by optimization with an average of 2.73, and choosing a model with an average rating of 2. Conclusions: The implementation of cloud computing at Mazandaran University of Medical Sciences could lead to improved quality and efficiency in medical, research, and educational services","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"18 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parastoo Karimi Aliabadi, Iradj Maleki, S. Moradi, Atefeh Zabihi Zazoly, S. Sarvi, Seyed Muhammad Mehdi Ghaffari Hamedani, Adele Bahar, Mohsen Kalantari
Background: The COVID-19 pandemic has affected educational processes and methods. Identifying and sharing educational experiences helps policymaking and educational decision-making and planning to face similar situations at the national and international levels. Objectives: This study aimed to explore medical students' lived experiences about the effect of the COVID-19 pandemic on their clinical education. Methods: The main question of the research was, “what were the experiences of medical students from training in the clinical environment during the days of COVID-19?” Therefore, this descriptive phenomenological study was conducted at Mazandaran University of Medical Sciences, Mazandaran, Iran, in 2021. The semi-structured virtual interviews were conducted with 18 medical students. Data were analyzed using Colaizz's method. Results: Most participants were female (N = 10), and their average age was 23.71 ± 2.06. The essential experiences were related to three themes and 20 sub-themes. Themes highlighted teaching and learning methods, educational planning and management disruptions, and assessment methods. Virtual teaching and learning included virtual journal clubs, conferences, tumor boards, case reports, morning reports, skill labs, small groups, flipped classroom methods, etc. Disruption in educational planning was mainly observed in rounds and significant rotations. OSCE, logbook, and activity in e-learning were the predominant assessments. Conclusions: Based on the results, three themes were based on medical students’ experiences. According to these themes, COVID-19 was an accelerator for shifting the paradigm in Iran's medical education and students' learning and assessment strategies. Therefore, some departments used COVID-19 as an opportunity and adapted to this shift. However, several departments were disturbed in their planning and management. requiring support and training to face similar situations.
{"title":"The Impact of the COVID-19 Pandemic on Clinical Education: A Descriptive Phenomenological Study","authors":"Parastoo Karimi Aliabadi, Iradj Maleki, S. Moradi, Atefeh Zabihi Zazoly, S. Sarvi, Seyed Muhammad Mehdi Ghaffari Hamedani, Adele Bahar, Mohsen Kalantari","doi":"10.5812/erms-137544","DOIUrl":"https://doi.org/10.5812/erms-137544","url":null,"abstract":"Background: The COVID-19 pandemic has affected educational processes and methods. Identifying and sharing educational experiences helps policymaking and educational decision-making and planning to face similar situations at the national and international levels. Objectives: This study aimed to explore medical students' lived experiences about the effect of the COVID-19 pandemic on their clinical education. Methods: The main question of the research was, “what were the experiences of medical students from training in the clinical environment during the days of COVID-19?” Therefore, this descriptive phenomenological study was conducted at Mazandaran University of Medical Sciences, Mazandaran, Iran, in 2021. The semi-structured virtual interviews were conducted with 18 medical students. Data were analyzed using Colaizz's method. Results: Most participants were female (N = 10), and their average age was 23.71 ± 2.06. The essential experiences were related to three themes and 20 sub-themes. Themes highlighted teaching and learning methods, educational planning and management disruptions, and assessment methods. Virtual teaching and learning included virtual journal clubs, conferences, tumor boards, case reports, morning reports, skill labs, small groups, flipped classroom methods, etc. Disruption in educational planning was mainly observed in rounds and significant rotations. OSCE, logbook, and activity in e-learning were the predominant assessments. Conclusions: Based on the results, three themes were based on medical students’ experiences. According to these themes, COVID-19 was an accelerator for shifting the paradigm in Iran's medical education and students' learning and assessment strategies. Therefore, some departments used COVID-19 as an opportunity and adapted to this shift. However, several departments were disturbed in their planning and management. requiring support and training to face similar situations.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139867938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parastoo Karimi Aliabadi, Iradj Maleki, S. Moradi, Atefeh Zabihi Zazoly, S. Sarvi, Seyed Muhammad Mehdi Ghaffari Hamedani, Adele Bahar, Mohsen Kalantari
Background: The COVID-19 pandemic has affected educational processes and methods. Identifying and sharing educational experiences helps policymaking and educational decision-making and planning to face similar situations at the national and international levels. Objectives: This study aimed to explore medical students' lived experiences about the effect of the COVID-19 pandemic on their clinical education. Methods: The main question of the research was, “what were the experiences of medical students from training in the clinical environment during the days of COVID-19?” Therefore, this descriptive phenomenological study was conducted at Mazandaran University of Medical Sciences, Mazandaran, Iran, in 2021. The semi-structured virtual interviews were conducted with 18 medical students. Data were analyzed using Colaizz's method. Results: Most participants were female (N = 10), and their average age was 23.71 ± 2.06. The essential experiences were related to three themes and 20 sub-themes. Themes highlighted teaching and learning methods, educational planning and management disruptions, and assessment methods. Virtual teaching and learning included virtual journal clubs, conferences, tumor boards, case reports, morning reports, skill labs, small groups, flipped classroom methods, etc. Disruption in educational planning was mainly observed in rounds and significant rotations. OSCE, logbook, and activity in e-learning were the predominant assessments. Conclusions: Based on the results, three themes were based on medical students’ experiences. According to these themes, COVID-19 was an accelerator for shifting the paradigm in Iran's medical education and students' learning and assessment strategies. Therefore, some departments used COVID-19 as an opportunity and adapted to this shift. However, several departments were disturbed in their planning and management. requiring support and training to face similar situations.
{"title":"The Impact of the COVID-19 Pandemic on Clinical Education: A Descriptive Phenomenological Study","authors":"Parastoo Karimi Aliabadi, Iradj Maleki, S. Moradi, Atefeh Zabihi Zazoly, S. Sarvi, Seyed Muhammad Mehdi Ghaffari Hamedani, Adele Bahar, Mohsen Kalantari","doi":"10.5812/erms-137544","DOIUrl":"https://doi.org/10.5812/erms-137544","url":null,"abstract":"Background: The COVID-19 pandemic has affected educational processes and methods. Identifying and sharing educational experiences helps policymaking and educational decision-making and planning to face similar situations at the national and international levels. Objectives: This study aimed to explore medical students' lived experiences about the effect of the COVID-19 pandemic on their clinical education. Methods: The main question of the research was, “what were the experiences of medical students from training in the clinical environment during the days of COVID-19?” Therefore, this descriptive phenomenological study was conducted at Mazandaran University of Medical Sciences, Mazandaran, Iran, in 2021. The semi-structured virtual interviews were conducted with 18 medical students. Data were analyzed using Colaizz's method. Results: Most participants were female (N = 10), and their average age was 23.71 ± 2.06. The essential experiences were related to three themes and 20 sub-themes. Themes highlighted teaching and learning methods, educational planning and management disruptions, and assessment methods. Virtual teaching and learning included virtual journal clubs, conferences, tumor boards, case reports, morning reports, skill labs, small groups, flipped classroom methods, etc. Disruption in educational planning was mainly observed in rounds and significant rotations. OSCE, logbook, and activity in e-learning were the predominant assessments. Conclusions: Based on the results, three themes were based on medical students’ experiences. According to these themes, COVID-19 was an accelerator for shifting the paradigm in Iran's medical education and students' learning and assessment strategies. Therefore, some departments used COVID-19 as an opportunity and adapted to this shift. However, several departments were disturbed in their planning and management. requiring support and training to face similar situations.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139808229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Appropriate clinical evaluation methods correct educational errors, improve clinical training, and better judge students’ skills. Objectives: The present study aimed to evaluate the effects of using objective structured clinical examination (OSCE) and mini-clinical evaluation exercise (Mini-CEX) on operating room students’ performance and satisfaction. Methods: One group was evaluated by the Mini-CEX method and the other by the OSCE method after random allocation. Feedback was subsequently collected, and data were analyzed using descriptive and analytical statistics. Results: No significant difference was observed between the 2 groups regarding main demographic variables. The percentage of satisfaction with the evaluation method was higher in the Mini-CEX group, but this difference was insignificant (P > 0.05). The highest satisfaction was obtained for “fairness” in the OSCE group and “skill promotion” in the Mini-CEX group. The least satisfaction in both groups was related to “stressfulness.” The mean of final performance scores was significantly higher in the Mini-CEX group (P < 0.05). Conclusions: Although both the OSCE and Mini-CEX evaluation methods achieved acceptable satisfaction, the Mini-CEX evaluation method improved the operating room students’ performance in the clinical field. Therefore, this evaluation method is suggested to enhance the operating room students’ clinical skills.
{"title":"Nursing Students’ Performance and Feedback on Two Clinical Evaluation Methods in Operating Room: A Quasi-Experimental Study","authors":"Behzad Imani, Jeyran Asadi Hajivand","doi":"10.5812/erms-137273","DOIUrl":"https://doi.org/10.5812/erms-137273","url":null,"abstract":"Background: Appropriate clinical evaluation methods correct educational errors, improve clinical training, and better judge students’ skills. Objectives: The present study aimed to evaluate the effects of using objective structured clinical examination (OSCE) and mini-clinical evaluation exercise (Mini-CEX) on operating room students’ performance and satisfaction. Methods: One group was evaluated by the Mini-CEX method and the other by the OSCE method after random allocation. Feedback was subsequently collected, and data were analyzed using descriptive and analytical statistics. Results: No significant difference was observed between the 2 groups regarding main demographic variables. The percentage of satisfaction with the evaluation method was higher in the Mini-CEX group, but this difference was insignificant (P > 0.05). The highest satisfaction was obtained for “fairness” in the OSCE group and “skill promotion” in the Mini-CEX group. The least satisfaction in both groups was related to “stressfulness.” The mean of final performance scores was significantly higher in the Mini-CEX group (P < 0.05). Conclusions: Although both the OSCE and Mini-CEX evaluation methods achieved acceptable satisfaction, the Mini-CEX evaluation method improved the operating room students’ performance in the clinical field. Therefore, this evaluation method is suggested to enhance the operating room students’ clinical skills.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"113 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kazem Aryaei Moghadam, Hamdollah Jayervand, B. Makvandi
Background: Academic burnout is a severe problem associated with poor academic performance. Few studies have dealt with the role of stress and time perspective in academic burnout despite significant attention paid to this issue. Objectives: The present study aimed to evaluate the relationship between stress and time perspective with academic burnout in paramedical students. Methods: This descriptive-correlational study was conducted on all paramedical students of Ahvaz, Iran, in 2022. A total of 292 students were selected as the sample through multistage random cluster sampling. The research instruments included the Academic Burnout Questionnaire, the Zimbardo Time Perspective Inventory, and the Medical Student Stressor Questionnaire. Data were analyzed using the Pearson correlation coefficient and stepwise regression. Results: There was a significant positive relationship between stress and academic burnout but a significant negative relationship between time perspective and academic burnout (P = 0.001). Stress and time perspective predicted 42% of the variance of academic burnout. Conclusions: Stress had a positive relationship, and time perspective had a negative relationship with academic burnout. Based on the results, paying attention to the role of stress and time perspective in students' academic burnout is more critical than ever.
{"title":"Evaluation of the Relationship Between Stress and Time Perspective with Academic Burnout in Paramedical Students","authors":"Kazem Aryaei Moghadam, Hamdollah Jayervand, B. Makvandi","doi":"10.5812/erms-136668","DOIUrl":"https://doi.org/10.5812/erms-136668","url":null,"abstract":"Background: Academic burnout is a severe problem associated with poor academic performance. Few studies have dealt with the role of stress and time perspective in academic burnout despite significant attention paid to this issue. Objectives: The present study aimed to evaluate the relationship between stress and time perspective with academic burnout in paramedical students. Methods: This descriptive-correlational study was conducted on all paramedical students of Ahvaz, Iran, in 2022. A total of 292 students were selected as the sample through multistage random cluster sampling. The research instruments included the Academic Burnout Questionnaire, the Zimbardo Time Perspective Inventory, and the Medical Student Stressor Questionnaire. Data were analyzed using the Pearson correlation coefficient and stepwise regression. Results: There was a significant positive relationship between stress and academic burnout but a significant negative relationship between time perspective and academic burnout (P = 0.001). Stress and time perspective predicted 42% of the variance of academic burnout. Conclusions: Stress had a positive relationship, and time perspective had a negative relationship with academic burnout. Based on the results, paying attention to the role of stress and time perspective in students' academic burnout is more critical than ever.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"38 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Organizational Commitment (OC) is an attitude or orientation toward the organization that connects the individual's identity to the organization. Objectives: This study aimed to determine the OC level of Kermanshah University of Medical Sciences (KUMS) faculty members. Methods: This cross-sectional study was conducted among 177 faculty members of KUMS in western Iran. The samples were randomly selected among faculty members. The data were collected by self-reporting using a standard Balfour and Whechler questionnaire and analyzed in SPSS software version 16 using t-tests and Pearson correlations. Results: The mean score of OC was 28.12 (SD: 4.82), ranging from 9 - 45. There was no significant difference between gender and OC (P = 0.239). OC had a positive and significant correlation with age (r = 0.192 & P = 0.011). The relationship between job history and OC was positive but insignificant (r = 0.147 & P = 0.057). Conclusions: According to the OC score, emphasizing the subjects and areas of OC can effectively increase faculty members' dedication to the university.
{"title":"Organizational Commitment in Kermanshah University of Medical Sciences Faculty Members","authors":"M. Mirzaei-Alavijeh, F. Jalilian","doi":"10.5812/erms-138564","DOIUrl":"https://doi.org/10.5812/erms-138564","url":null,"abstract":"Background: Organizational Commitment (OC) is an attitude or orientation toward the organization that connects the individual's identity to the organization. Objectives: This study aimed to determine the OC level of Kermanshah University of Medical Sciences (KUMS) faculty members. Methods: This cross-sectional study was conducted among 177 faculty members of KUMS in western Iran. The samples were randomly selected among faculty members. The data were collected by self-reporting using a standard Balfour and Whechler questionnaire and analyzed in SPSS software version 16 using t-tests and Pearson correlations. Results: The mean score of OC was 28.12 (SD: 4.82), ranging from 9 - 45. There was no significant difference between gender and OC (P = 0.239). OC had a positive and significant correlation with age (r = 0.192 & P = 0.011). The relationship between job history and OC was positive but insignificant (r = 0.147 & P = 0.057). Conclusions: According to the OC score, emphasizing the subjects and areas of OC can effectively increase faculty members' dedication to the university.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"72 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140503424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Khazaei, E. Niromand, Ali Shahsavari, Vida Sepahi
Background: According to the 21st Century Partnership Learning Framework, several competencies or skills should be possessed regarding critical thinking and problem-solving, communication and collaboration skills, creative and updating skills, information and communication technology literacy skills, contextual learning skills, and information and media literacy skills. Increasing critical thinking skills is necessary in modern and advanced educational systems. Objectives: This study aimed to evaluate the critical thinking skills of medical students. Methods: This descriptive and analytical cross-sectional study was conducted on 271 medical students in the primary science section of Kermanshah University of Medical Sciences, Iran, in 2023 who were selected by a convenient sampling method. The data were collected by demographic characteristics and the California Critical Thinking Skills Test (CCTST). Descriptive and inferential statistical methods were used to analyze the data using SPSS software version 21. Results: The total critical thinking skills score in the studied students was 8.89 ± 3.60, equivalent to 25% of the total score. The highest and lowest areas were related to comparative reasoning and inference, with an average of 4.35 ± 1.94 and 2.59 ± 1.56, respectively. There was no significant difference between the average critical thinking skills score regarding age, gender, academic semesters, and living or not in a dormitory. Conclusions: Based on the results, medical students’ critical thinking skills are weak and lower than the exam average. The educational system of Kermanshah University of Medical Sciences should be reviewed in designing a curriculum to foster critical thinking.
{"title":"Evaluation of Critical Thinking Skills in Medical Students of Kermanshah University of Medical Sciences","authors":"M. Khazaei, E. Niromand, Ali Shahsavari, Vida Sepahi","doi":"10.5812/erms-139394","DOIUrl":"https://doi.org/10.5812/erms-139394","url":null,"abstract":"Background: According to the 21st Century Partnership Learning Framework, several competencies or skills should be possessed regarding critical thinking and problem-solving, communication and collaboration skills, creative and updating skills, information and communication technology literacy skills, contextual learning skills, and information and media literacy skills. Increasing critical thinking skills is necessary in modern and advanced educational systems. Objectives: This study aimed to evaluate the critical thinking skills of medical students. Methods: This descriptive and analytical cross-sectional study was conducted on 271 medical students in the primary science section of Kermanshah University of Medical Sciences, Iran, in 2023 who were selected by a convenient sampling method. The data were collected by demographic characteristics and the California Critical Thinking Skills Test (CCTST). Descriptive and inferential statistical methods were used to analyze the data using SPSS software version 21. Results: The total critical thinking skills score in the studied students was 8.89 ± 3.60, equivalent to 25% of the total score. The highest and lowest areas were related to comparative reasoning and inference, with an average of 4.35 ± 1.94 and 2.59 ± 1.56, respectively. There was no significant difference between the average critical thinking skills score regarding age, gender, academic semesters, and living or not in a dormitory. Conclusions: Based on the results, medical students’ critical thinking skills are weak and lower than the exam average. The educational system of Kermanshah University of Medical Sciences should be reviewed in designing a curriculum to foster critical thinking.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"26 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140512095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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