Context: Ethics is important in higher education, especially in medical universities. Educational commitment is an essential part of ethics in higher education, which has received less attention. This study aimed to evaluate the educational commitment in universities of Iran and compare it with top global universities with an emphasis on medical universities. Methods: This qualitative study has used a comparative study by George Brady's model. The population consisted of the top 100 global universities and 539 Iranian universities regarding educational commitment based on related documents, which were selected by a complete enumeration sampling method. Results: The educational commitment led to better educational efficiency in universities with an emphasis on medical universities. Therefore, eight main parts were proposed to formulate and promote the educational commitment in universities with an emphasis on medical universities. Conclusions: According to the results, educational commitment in universities with an emphasis on medical universities led to better educational efficiency but was not considered properly by the Iranian universities, unlike the top global universities. Iranian medical universities were in better condition. Furthermore, the universities with an educational commitment did not have a specific unity in expressing their content. Therefore, the present study is necessary, which requires special attention from relevant managers.
{"title":"Comparing the Educational Commitment of Iranian and Top Global Universities with Emphasis on Medical Universities","authors":"Vahid Vahedjavan, Saide Taghizade","doi":"10.5812/erms-123522","DOIUrl":"https://doi.org/10.5812/erms-123522","url":null,"abstract":"Context: Ethics is important in higher education, especially in medical universities. Educational commitment is an essential part of ethics in higher education, which has received less attention. This study aimed to evaluate the educational commitment in universities of Iran and compare it with top global universities with an emphasis on medical universities. Methods: This qualitative study has used a comparative study by George Brady's model. The population consisted of the top 100 global universities and 539 Iranian universities regarding educational commitment based on related documents, which were selected by a complete enumeration sampling method. Results: The educational commitment led to better educational efficiency in universities with an emphasis on medical universities. Therefore, eight main parts were proposed to formulate and promote the educational commitment in universities with an emphasis on medical universities. Conclusions: According to the results, educational commitment in universities with an emphasis on medical universities led to better educational efficiency but was not considered properly by the Iranian universities, unlike the top global universities. Iranian medical universities were in better condition. Furthermore, the universities with an educational commitment did not have a specific unity in expressing their content. Therefore, the present study is necessary, which requires special attention from relevant managers.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44665989","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: Assessing student attitudes and satisfaction with electronic exams (e-exams) is crucial to evaluating e-learning. Objectives: This study aimed to evaluate students' attitudes and satisfaction regarding e-exams during COVID-19. Methods: This cross-sectional study was conducted on 620 volunteer students of Birjand University of Medical Sciences (BUMS), who were selected based on random sampling method. The data collection tool was a researcher-made questionnaire with three sections of demographic information, attitude (including six dimensions and 19 questions), and satisfaction (including nine dimensions and 19 questions). A 5-point Likert scale was used for scoring, and the data were analyzed using t-test, ANOVA, and Pearson correlation coefficient at the significant level of 0.05. Results: In this study, 620 students (56% women and 44% men) participated from June to September 2020. The mean age was 21.97 ± 3.27, and the mean students' attitude and satisfaction score was 59.18 ± 7.99 and 65.73 ± 10.05, respectively. The mean attitude and satisfaction scores by gender were not significantly different. The mean attitude and satisfaction scores regarding academic semester (P-values = 0.001 and 0.019, respectively), faculty (P-values = 0.001 and 0.002, respectively) and degree (P-values < 0.001 and = 0.006, respectively) were significantly different. A positive and significant correlation was found between students' attitudes and students' satisfaction, as well as between students' age and attitudes. Conclusions: According to the results, overall attitude and satisfaction were excellent and above average. Better attitudes toward e-exams were associated with a higher satisfaction level. E-exam validity and reliability concerns should be addressed in order to improve students' attitudes.
{"title":"Attitudes and Satisfaction of Medical Sciences Students with Electronic Exams at Birjand University of Medical Sciences","authors":"Z. Zahedi, H. Salehiniya, A. Zarei, H. Abbaszadeh","doi":"10.5812/erms-120807","DOIUrl":"https://doi.org/10.5812/erms-120807","url":null,"abstract":"Background: Assessing student attitudes and satisfaction with electronic exams (e-exams) is crucial to evaluating e-learning. Objectives: This study aimed to evaluate students' attitudes and satisfaction regarding e-exams during COVID-19. Methods: This cross-sectional study was conducted on 620 volunteer students of Birjand University of Medical Sciences (BUMS), who were selected based on random sampling method. The data collection tool was a researcher-made questionnaire with three sections of demographic information, attitude (including six dimensions and 19 questions), and satisfaction (including nine dimensions and 19 questions). A 5-point Likert scale was used for scoring, and the data were analyzed using t-test, ANOVA, and Pearson correlation coefficient at the significant level of 0.05. Results: In this study, 620 students (56% women and 44% men) participated from June to September 2020. The mean age was 21.97 ± 3.27, and the mean students' attitude and satisfaction score was 59.18 ± 7.99 and 65.73 ± 10.05, respectively. The mean attitude and satisfaction scores by gender were not significantly different. The mean attitude and satisfaction scores regarding academic semester (P-values = 0.001 and 0.019, respectively), faculty (P-values = 0.001 and 0.002, respectively) and degree (P-values < 0.001 and = 0.006, respectively) were significantly different. A positive and significant correlation was found between students' attitudes and students' satisfaction, as well as between students' age and attitudes. Conclusions: According to the results, overall attitude and satisfaction were excellent and above average. Better attitudes toward e-exams were associated with a higher satisfaction level. E-exam validity and reliability concerns should be addressed in order to improve students' attitudes.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43859363","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}
E. Niromand, Seiydeh Sana Hosseini, S. Hosseiny, M. Khazaei
Background: Quantitative and qualitative improvement of graduate student projects requires recognizing the problems of the target group perspective. Objectives: This study aimed to evaluate the research self-efficacy of students and the effectiveness of their research professors. Methods: This cross-sectional analytical study was conducted on all graduate students of basic sciences at the medical school by census method (116 people) in 2019 who were in dissertation compiling process with their supervisors. Two separate questionnaires were designed for professors and students. The data were analyzed by descriptive statistics using SPSS Software Version 16 and their relationship were examined by the Pearson correlation coefficient. Results: According to the data collected from 116 students, 65.5% were female, 69% were single, 91.4% were master's, and 8.6% were doctoral. The self-efficacy was divided into 7 areas, which was assessed based on the students' point of view. The highest score was in ethics (3.77 ± 0.9), and the lowest score was in qualitative research and statistical methods (3.01 ± 0.8). Regarding the evaluation of professors from students, self-efficacy in ethics (4.67 ± 0.66) and implementation method had the highest scores, and self-efficacy in statistics and analysis had the lowest score (3.25 ± 1.18). Pearson correlation measurements indicated that the score of the students' research method had a significant relationship with areas, including conceptualization, report writing, and translation of English texts (P < 0.05). Conclusions: Getting a good grade from students, especially high score in ethics, shows the effectiveness of the activities and the weakness in qualitative research and statistical analysis.
{"title":"Comparison of Research Self-Efficacy of Graduate Students and the Effectiveness of their Supervisors in Kermanshah University of Medical Sciences","authors":"E. Niromand, Seiydeh Sana Hosseini, S. Hosseiny, M. Khazaei","doi":"10.5812/erms-120198","DOIUrl":"https://doi.org/10.5812/erms-120198","url":null,"abstract":"Background: Quantitative and qualitative improvement of graduate student projects requires recognizing the problems of the target group perspective. Objectives: This study aimed to evaluate the research self-efficacy of students and the effectiveness of their research professors. Methods: This cross-sectional analytical study was conducted on all graduate students of basic sciences at the medical school by census method (116 people) in 2019 who were in dissertation compiling process with their supervisors. Two separate questionnaires were designed for professors and students. The data were analyzed by descriptive statistics using SPSS Software Version 16 and their relationship were examined by the Pearson correlation coefficient. Results: According to the data collected from 116 students, 65.5% were female, 69% were single, 91.4% were master's, and 8.6% were doctoral. The self-efficacy was divided into 7 areas, which was assessed based on the students' point of view. The highest score was in ethics (3.77 ± 0.9), and the lowest score was in qualitative research and statistical methods (3.01 ± 0.8). Regarding the evaluation of professors from students, self-efficacy in ethics (4.67 ± 0.66) and implementation method had the highest scores, and self-efficacy in statistics and analysis had the lowest score (3.25 ± 1.18). Pearson correlation measurements indicated that the score of the students' research method had a significant relationship with areas, including conceptualization, report writing, and translation of English texts (P < 0.05). Conclusions: Getting a good grade from students, especially high score in ethics, shows the effectiveness of the activities and the weakness in qualitative research and statistical analysis.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47986487","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}
S. Daryazadeh, M. Yavari, M. Sharif, Mohammad Javad Azadchahr, Marzieh Kiani
Background: It is essential to recognize the influential factors in academic achievement to prevent academic failure. The present study aimed to investigate the correlation between self-esteem and academic self-concept in medical students. Methods: This descriptive-analytical cross-sectional study was performed on 126 medical students (residents, interns, and clerkships) at Shahid Beheshti Hospital in Kashan, Iran in 2018. Data were collected using Rosenberg self-esteem and self-concept questionnaires. Data analysis was performed in SPSS version 16 using descriptive statistics (frequency distribution and central indices) and inferential statistics (Pearson’s correlation-coefficient). Results: A significant positive correlation was observed between academic self-concept and self-esteem (r = 0.351; P < 0.001), and the higher score of academic self-concept in the medical students increased their self-esteem. Conclusions: According to the results, self-esteem and academic self-concept were significantly correlated. Therefore, universities and professors must pay attention to students' self-concept and self-esteem, improve their positive attitude toward themselves, and prevent negative attitudes.
{"title":"Correlation Between Self-esteem and Academic Self-concept in Medical Students","authors":"S. Daryazadeh, M. Yavari, M. Sharif, Mohammad Javad Azadchahr, Marzieh Kiani","doi":"10.5812/erms-119946","DOIUrl":"https://doi.org/10.5812/erms-119946","url":null,"abstract":"Background: It is essential to recognize the influential factors in academic achievement to prevent academic failure. The present study aimed to investigate the correlation between self-esteem and academic self-concept in medical students. Methods: This descriptive-analytical cross-sectional study was performed on 126 medical students (residents, interns, and clerkships) at Shahid Beheshti Hospital in Kashan, Iran in 2018. Data were collected using Rosenberg self-esteem and self-concept questionnaires. Data analysis was performed in SPSS version 16 using descriptive statistics (frequency distribution and central indices) and inferential statistics (Pearson’s correlation-coefficient). Results: A significant positive correlation was observed between academic self-concept and self-esteem (r = 0.351; P < 0.001), and the higher score of academic self-concept in the medical students increased their self-esteem. Conclusions: According to the results, self-esteem and academic self-concept were significantly correlated. Therefore, universities and professors must pay attention to students' self-concept and self-esteem, improve their positive attitude toward themselves, and prevent negative attitudes.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46629131","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}
Masood Saidi, S. Shobeiri, Mahdieh Rezaee, P. Ahmadi
Background: Concerns about the environment have persisted over decades, and governments determinedly pursue the issue of environmental education. Designing an integrated curriculum is an effective approach to learning, participation, behavior, and critical thinking. Objectives: The presented study aimed to propose and validate an integrated model of environmental education curriculum for general medicine. Methods: This study was conducted using a mixed method (quantitative and qualitative). Data were collected using a questionnaire and via interviews. By using the Morgan’s table, the target population was determined to be 280 in Isfahan University of Medical Sciences (15 professors and 265 students). Results: The students had inadequate knowledge and low positive attitudes toward environmental education. Given the maximum consistency of the data obtained and the curriculum models provided by Silver and Alexander and Taylor and Kelvin, the integrated environmental education curriculum model was designed in 11 stages, including needs assessment, objectives, content, area determination, learning materials and resources, learning-teaching strategies, implementation and the role of professors, grouping, time, place, and evaluation. The proposed model was validated based on experts’ comments, and the content validity ratio was considered appropriate. Conclusions: Considering the integrated features of the proposed model, it applies to all stages of medical education and could foster effective interactions between students and environmental education during the seven-year study period, which confirms the efficacy of the model if implemented correctly. Considering the subjects of environmental education based on health-centered environment and the effects on physical, mental, and social health, the proposed model recognizes the contents of the current medical curriculum (i.e., disease prevention and treatment and the position of integration in organizing the content). In addition, it selects the contents of the model, which are reflected in its integrated approaches. The model composes of thematic knowledge, efficient knowledge, and functional knowledge in environmental education in medicine in the form of an integrated curriculum.
{"title":"Designing and Validating an Integrated Environmental Education Curriculum Model for General Medicine","authors":"Masood Saidi, S. Shobeiri, Mahdieh Rezaee, P. Ahmadi","doi":"10.5812/erms.120546","DOIUrl":"https://doi.org/10.5812/erms.120546","url":null,"abstract":"Background: Concerns about the environment have persisted over decades, and governments determinedly pursue the issue of environmental education. Designing an integrated curriculum is an effective approach to learning, participation, behavior, and critical thinking. Objectives: The presented study aimed to propose and validate an integrated model of environmental education curriculum for general medicine. Methods: This study was conducted using a mixed method (quantitative and qualitative). Data were collected using a questionnaire and via interviews. By using the Morgan’s table, the target population was determined to be 280 in Isfahan University of Medical Sciences (15 professors and 265 students). Results: The students had inadequate knowledge and low positive attitudes toward environmental education. Given the maximum consistency of the data obtained and the curriculum models provided by Silver and Alexander and Taylor and Kelvin, the integrated environmental education curriculum model was designed in 11 stages, including needs assessment, objectives, content, area determination, learning materials and resources, learning-teaching strategies, implementation and the role of professors, grouping, time, place, and evaluation. The proposed model was validated based on experts’ comments, and the content validity ratio was considered appropriate. Conclusions: Considering the integrated features of the proposed model, it applies to all stages of medical education and could foster effective interactions between students and environmental education during the seven-year study period, which confirms the efficacy of the model if implemented correctly. Considering the subjects of environmental education based on health-centered environment and the effects on physical, mental, and social health, the proposed model recognizes the contents of the current medical curriculum (i.e., disease prevention and treatment and the position of integration in organizing the content). In addition, it selects the contents of the model, which are reflected in its integrated approaches. The model composes of thematic knowledge, efficient knowledge, and functional knowledge in environmental education in medicine in the form of an integrated curriculum.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41251161","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}
S. Daryazadeh, M. Yavari, S. Madani, Abbas Taghavi-Ardakani, Mohammad Javad Azadchahr, Farshad Shayeghi
Background: E-learning is an essential application of information and communication technology, which is emphasized in facilitating teaching-learning activities and the use of online resources. Objectives: The present study aimed to investigate the correlation between e-learning attitudes and academic achievement in medical students. Methods: This cross-sectional study was conducted on 154 residents, interns, and clerkships at Shahid Beheshti Hospital in Kashan, Iran in 2020. Data were collected using two standard questionnaires, and the students' grade point average (GPA) was considered as their academic achievement. Data analysis was performed in SPSS version 26 using descriptive statistics (frequency tables) and inferential statistics (independent t-test, ANOVA, and correlation-coefficient) at the significance level of P ≤ 0.05. Results: The students’ attitude toward e-learning was considered favorable with the score estimated at 77.5. However, the students’ attitude toward e-learning had no significant correlation with their academic achievement (P = 0.169). Conclusions: Given the satisfaction of the students with e-learning, we could use the capacities and strengths of e-learning to ensure the quality of learning in medical education. Furthermore, these capacities could be employed to overcome the barriers and limitations of traditional education, especially during the COVID-19 pandemic.
{"title":"Correlation Between the E-learning Attitude and Academic Achievement of Medical Students in Clinical Levels","authors":"S. Daryazadeh, M. Yavari, S. Madani, Abbas Taghavi-Ardakani, Mohammad Javad Azadchahr, Farshad Shayeghi","doi":"10.5812/erms.120391","DOIUrl":"https://doi.org/10.5812/erms.120391","url":null,"abstract":"Background: E-learning is an essential application of information and communication technology, which is emphasized in facilitating teaching-learning activities and the use of online resources. Objectives: The present study aimed to investigate the correlation between e-learning attitudes and academic achievement in medical students. Methods: This cross-sectional study was conducted on 154 residents, interns, and clerkships at Shahid Beheshti Hospital in Kashan, Iran in 2020. Data were collected using two standard questionnaires, and the students' grade point average (GPA) was considered as their academic achievement. Data analysis was performed in SPSS version 26 using descriptive statistics (frequency tables) and inferential statistics (independent t-test, ANOVA, and correlation-coefficient) at the significance level of P ≤ 0.05. Results: The students’ attitude toward e-learning was considered favorable with the score estimated at 77.5. However, the students’ attitude toward e-learning had no significant correlation with their academic achievement (P = 0.169). Conclusions: Given the satisfaction of the students with e-learning, we could use the capacities and strengths of e-learning to ensure the quality of learning in medical education. Furthermore, these capacities could be employed to overcome the barriers and limitations of traditional education, especially during the COVID-19 pandemic.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47297539","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: Academic counseling is a relationship between academic advisors and students and an effective approach to preventing students’ academic failure and improve the educational system at the university level. Students' satisfaction with academic advisors could affect the quality of academic counseling. Objectives: The present study aimed to investigate the influential factors in dental students’ satisfaction with academic advisors. Methods: This qualitative study was conducted using conventional content analysis on 17 students of the School of Dentistry of Kermanshah University of Medical Sciences, Iran who were selected by purposive sampling in 2019. Data were collected via semi-structured interviews, which were recorded, transcribed verbatim, and analyzed by qualitative content analysis. Results: Two main themes were extracted, which were the academic advisor’s image and students’ expectations. Four main categories and 12 subcategories were also obtained. The main categories were the academic advisor’s characteristics, academic advisor’s position, student-advisor communication, and students’ needs. Conclusions: According to the results, several factors may affect the satisfaction of dental students with academic advisors, such as the advisor’s characteristics, communication between advisors and students, and general attitudes toward academic advisors in the educational system. These findings should be addressed in strategy planning in order to increase students’ satisfaction with academic advisors.
{"title":"Dental Students’ Satisfaction with Academic Advisors: A Qualitative Study","authors":"A. Golshah, Solmaz Sadegh, L. Rezaie","doi":"10.5812/erms.121312","DOIUrl":"https://doi.org/10.5812/erms.121312","url":null,"abstract":"Background: Academic counseling is a relationship between academic advisors and students and an effective approach to preventing students’ academic failure and improve the educational system at the university level. Students' satisfaction with academic advisors could affect the quality of academic counseling. Objectives: The present study aimed to investigate the influential factors in dental students’ satisfaction with academic advisors. Methods: This qualitative study was conducted using conventional content analysis on 17 students of the School of Dentistry of Kermanshah University of Medical Sciences, Iran who were selected by purposive sampling in 2019. Data were collected via semi-structured interviews, which were recorded, transcribed verbatim, and analyzed by qualitative content analysis. Results: Two main themes were extracted, which were the academic advisor’s image and students’ expectations. Four main categories and 12 subcategories were also obtained. The main categories were the academic advisor’s characteristics, academic advisor’s position, student-advisor communication, and students’ needs. Conclusions: According to the results, several factors may affect the satisfaction of dental students with academic advisors, such as the advisor’s characteristics, communication between advisors and students, and general attitudes toward academic advisors in the educational system. These findings should be addressed in strategy planning in order to increase students’ satisfaction with academic advisors.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49520395","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: The narrative approach emerged in the late 19th century to humanize medicine, and narrative medicine was proposed to cultivate four skills, including empathy, reflection, professional commitment, and trust. Objectives: The present study aimed to describe the challenges of implementing the first narrative medicine course in Iran. Methods: This qualitative study was conducted using an inductive approach in 2020. In total, 18 medical interns were selected via purposive sampling and enrolled in the study. Data were collected via in-depth semi-structured individual interviews. Data analysis was performed in the MAXQDA10 software. Results: In total, 523 codes were extracted, and the identified challenges were classified into three main categories and eight subcategories, including individual barriers (learners' attitudes, individual identity, and opposition to the clinical teacher), educational barriers (unsupported change, disorganization of sessions, educational atmosphere, and hidden curriculum), and environmental barriers (physical factors). Conclusions: According to the results, the narrative approach in medicine could be used efficiently through subsequent courses in various medical universities. It is recommended that expert opinions be considered in the implementation of such courses.
{"title":"Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis","authors":"S. Daryazadeh, P. Adibi, N. Yamani","doi":"10.5812/erms.119457","DOIUrl":"https://doi.org/10.5812/erms.119457","url":null,"abstract":"Background: The narrative approach emerged in the late 19th century to humanize medicine, and narrative medicine was proposed to cultivate four skills, including empathy, reflection, professional commitment, and trust. Objectives: The present study aimed to describe the challenges of implementing the first narrative medicine course in Iran. Methods: This qualitative study was conducted using an inductive approach in 2020. In total, 18 medical interns were selected via purposive sampling and enrolled in the study. Data were collected via in-depth semi-structured individual interviews. Data analysis was performed in the MAXQDA10 software. Results: In total, 523 codes were extracted, and the identified challenges were classified into three main categories and eight subcategories, including individual barriers (learners' attitudes, individual identity, and opposition to the clinical teacher), educational barriers (unsupported change, disorganization of sessions, educational atmosphere, and hidden curriculum), and environmental barriers (physical factors). Conclusions: According to the results, the narrative approach in medicine could be used efficiently through subsequent courses in various medical universities. It is recommended that expert opinions be considered in the implementation of such courses.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48709976","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}
Vida Sepahi, A. Abbaspour, A. Khoshay, K. Rezaei, M. Rezaei
Background: The office of institutional research (IR) is an efficient part of universities and is responsible for guiding academic research. IR plays a pivotal role in improving the quality of higher education and universities through targeted research. Objectives: The present study aimed to propose a conceptual model of IR for the medical universities of Iran. Methods: This qualitative case study was performed on experts and managers at Kermanshah University of Medical Sciences, Iran. 10 subjects were selected via purposive sampling, and data were collected via in-depth semi-structured interviews, text mining, and observation until reaching theoretical saturation. The validity of the research was confirmed based on Lincoln and Guba's evaluative criteria. The retest and inter-coder reliability of the interview texts and documents were confirmed at 0.85%, and 0.81 and 0.79, respectively. Data analysis was performed using thematic analysis. Results: We developed a model consisting of four inclusive themes, including: information authority, spin doctor, policy analyst, and scholar and researcher. Furthermore, the proposed model had 17 organizing and 71 basic themes. Conclusions: Our model with themes and organizing could be used by the medical universities of Iran to guide the measures taken to establish an IR office in these institutions.
{"title":"Presenting a Conceptual Model of Institutional Research Office for the Medical Universities of Iran: A Case Study","authors":"Vida Sepahi, A. Abbaspour, A. Khoshay, K. Rezaei, M. Rezaei","doi":"10.5812/erms.121865","DOIUrl":"https://doi.org/10.5812/erms.121865","url":null,"abstract":"Background: The office of institutional research (IR) is an efficient part of universities and is responsible for guiding academic research. IR plays a pivotal role in improving the quality of higher education and universities through targeted research. Objectives: The present study aimed to propose a conceptual model of IR for the medical universities of Iran. Methods: This qualitative case study was performed on experts and managers at Kermanshah University of Medical Sciences, Iran. 10 subjects were selected via purposive sampling, and data were collected via in-depth semi-structured interviews, text mining, and observation until reaching theoretical saturation. The validity of the research was confirmed based on Lincoln and Guba's evaluative criteria. The retest and inter-coder reliability of the interview texts and documents were confirmed at 0.85%, and 0.81 and 0.79, respectively. Data analysis was performed using thematic analysis. Results: We developed a model consisting of four inclusive themes, including: information authority, spin doctor, policy analyst, and scholar and researcher. Furthermore, the proposed model had 17 organizing and 71 basic themes. Conclusions: Our model with themes and organizing could be used by the medical universities of Iran to guide the measures taken to establish an IR office in these institutions.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429776","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}
Gholamreza Marmarian, Mahammad Hassani, B. Mohajeran
Background: Today, the health higher education system has a privileged position in maintaining, rebuilding, producing, and creating new knowledge and responsibilities in medical universities. Solving these problems requires adopting a scientific and research approach in order to provide fair conditions and equal educational opportunities. Objectives: The present study aimed to evaluate the determinants of equal access to higher health education opportunities in Kermanshah University of Medical Sciences (KUMS), Iran. Methods: This descriptive cross-sectional study evaluated contextual, input, process, and output indicators. Samples included the documents and statistics of seven schools of KUMS and 358 students of these schools in the academic year 2020 - 2021. Census sampling was used for the documents, and relative stratified random sampling was applied for the descriptive sections. Data analysis was performed in SPSS using TOPSIS and multiple linear regression models in a stepwise manner. Results: The independent variables were significant regarding the variable of inequality in educational opportunities among the medical students of KUMS (F = 590.11; P < 0.001). The variables of the model explained 99.7% of the variance of the dependent variable, indicating inequality between the KUMS medical schools in terms of the studied indicators. Conclusions: Government policies should be focused on the development of educational equality in medical sciences on all levels of health, education, and technological developments. Our findings indicated differences between the medical schools of KUMS in terms of educational indicators and the location of the schools in less privileged, semi-privileged, and privileged areas.
{"title":"Determinants of Equal Access to Higher Health Education Opportunities in Kermanshah University of Medical Sciences, Iran","authors":"Gholamreza Marmarian, Mahammad Hassani, B. Mohajeran","doi":"10.5812/erms.119466","DOIUrl":"https://doi.org/10.5812/erms.119466","url":null,"abstract":"Background: Today, the health higher education system has a privileged position in maintaining, rebuilding, producing, and creating new knowledge and responsibilities in medical universities. Solving these problems requires adopting a scientific and research approach in order to provide fair conditions and equal educational opportunities. Objectives: The present study aimed to evaluate the determinants of equal access to higher health education opportunities in Kermanshah University of Medical Sciences (KUMS), Iran. Methods: This descriptive cross-sectional study evaluated contextual, input, process, and output indicators. Samples included the documents and statistics of seven schools of KUMS and 358 students of these schools in the academic year 2020 - 2021. Census sampling was used for the documents, and relative stratified random sampling was applied for the descriptive sections. Data analysis was performed in SPSS using TOPSIS and multiple linear regression models in a stepwise manner. Results: The independent variables were significant regarding the variable of inequality in educational opportunities among the medical students of KUMS (F = 590.11; P < 0.001). The variables of the model explained 99.7% of the variance of the dependent variable, indicating inequality between the KUMS medical schools in terms of the studied indicators. Conclusions: Government policies should be focused on the development of educational equality in medical sciences on all levels of health, education, and technological developments. Our findings indicated differences between the medical schools of KUMS in terms of educational indicators and the location of the schools in less privileged, semi-privileged, and privileged areas.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44885073","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：