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The Motives Behind the Choice of Dental Specialties Among Iranian Dental Students: A Qualitative Study 伊朗牙科专业学生选择牙科专业的动机:一项定性研究
Pub Date : 2021-06-30 DOI: 10.5812/ERMS.115553
Farshad Rahimi, Yasaman Ghaderi Dehkordi, A. Golshah, L. Rezaie
Background: The motivational reasons for choosing dental specialties are highly variable among dental students. A deep understanding of these motives can greatly help in strategic planning in this respect. Objectives: Thus, this study aimed to explore the motivational reasons for choosing dental specialties among dental students. Methods: This qualitative study evaluated the viewpoints of 17 dental students at the School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran who were selected via purposive sampling. Data were collected through semi-structured interviews in the second semester of the academic year 2018 - 2019 and analyzed using the content analysis method. Results: The motivational reasons for choosing dental specialties were categorized into five main categories, including conditions and nature of a specialty (such as acceptance conditions, education, and work), financial return (such as level of income and job market), personal characteristics (such as personal capabilities and characteristics affecting the specialty choice), the external environment (such as the effect of environmental factors on the specialty choice), and academic experiences (such as personality characteristics of mentors affecting the specialty choice). Conclusions: According to the results, the motivational reasons for choosing a dental specialty are highly variable among dental students and influenced by various individual and environmental factors. These motives should be addressed in strategy planning for dental specialty programs.
背景:牙科专业学生选择牙科专业的动机原因差异很大。深刻理解这些动机可以极大地帮助这方面的战略规划。目的:本研究旨在探讨牙科学生选择牙科专业的动机原因。方法:采用有目的抽样的方法,对伊朗克尔曼沙阿医科大学牙科学院的17名牙科专业学生的观点进行定性评价。在2018 - 2019学年第二学期,通过半结构化访谈收集数据,并使用内容分析法进行分析。结果:选择牙科专业的动机原因分为五个主要类别,包括专业条件和性质(如接受条件、教育和工作)、经济回报(如收入水平和就业市场)、个人特征(如个人能力和特征影响专业选择)、外部环境(如环境因素对专业选择的影响)、以及学术经历(如导师的性格特征影响专业选择)。结论:结果显示,牙科专业学生选择牙科专业的动机差异较大,受多种个体因素和环境因素的影响。这些动机应解决在战略规划牙科专业方案。
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引用次数: 0
Status of Knowledge Sharing Intention Among the Faculty Members of Kermanshah University of Medical Sciences, Iran (2019) 伊朗克尔曼沙医科大学教职工知识共享意愿现状(2019)
Pub Date : 2021-06-30 DOI: 10.5812/erms.112084
M. Khosravifar, C. Jalili, F. Jalilian, M. Mirzaei-Alavijeh, Sanaz Morovati
Background: Knowledge sharing within an organization plays a key role in developing scientific production. Objectives: The present study aimed to predict the knowledge sharing intention among the faculty members of Kermanshah University of Medical Sciences (KUMS), Iran. Methods: This cross-sectional study was conducted on 154 faculty members of KUMS in the spring of 2019. Participants were selected via random sampling with a probability proportional to size. Data were collected using self-report questionnaires. Data analysis was performed in SPSS version 16 using independent t-test, one-way analysis of variance (ANOVA), bivariate correlations, and linear regression analysis at 95% significance level. Results: The most significant predictors of knowledge sharing intention were attitude (β = 0.387) and perceived behavioral control (β = 0.215). In addition, the predictive constructs of attitude, subjective norms, and perceived behavioral control constituted 25% of the variation in the outcome measure of knowledge sharing intention. Conclusions: According to the results, designing interventions focusing on the constructs of attitude and perceived behavior control could yield beneficial findings for promoting knowledge sharing among faculty members.
背景:组织内部的知识共享在发展科学生产中起着关键作用。目的:本研究旨在预测伊朗克尔曼沙阿医学科学大学(KUMS)教师之间的知识共享意愿。方法:于2019年春季对我校154名教职工进行横断面研究。参与者是通过随机抽样选择的,随机抽样的概率与大小成正比。采用自我报告问卷收集数据。采用SPSS version 16进行数据分析,采用独立t检验、单因素方差分析(ANOVA)、双因素相关分析和95%显著性水平的线性回归分析。结果:态度(β = 0.387)和行为控制知觉(β = 0.215)对知识共享意愿的影响最显著。此外,态度、主观规范和感知行为控制的预测构念构成了知识共享意愿结果测量变量的25%。结论:根据研究结果,设计以态度和知觉行为控制构念为重点的干预措施,对促进教师之间的知识共享具有有益的效果。
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引用次数: 1
Internal Assessment of the Orthodontics Department of Kermanshah University of Medical Sciences, Iran 伊朗克尔曼沙赫医学科学大学口腔正畸系的内部评估
Pub Date : 2021-06-30 DOI: 10.5812/erms.107978
A. Golshah, H. Maleki, Farshad Rahimi
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引用次数: 0
Internal Assessment of the Nutrition Department of Kermanshah University of Medical Sciences (2018) 克尔曼沙医科大学营养系内部评估(2018)
Pub Date : 2021-06-30 DOI: 10.5812/ERMS.115143
Davood Soleimani, Mehdi Abdollahzadeh, H. Abdollahzad, Mostafa Nachvak, M. Samadi
Background: Internal assessment plays a key role in improving the quality of education. Objectives: The present study aimed to internally assess the nutrition department of Kermanshah University of Medical Sciences (KUMS), Iran. Methods: This cross-sectional study was carried out in the nutrition department of KUMS. Data were collected using the internal assessment questionnaires based on the guidelines and framework of the ministry. Results: The main factors involved in internal assessment included goals, organizational position, management and organization, faculty staff, students, and educational facilities and equipment, which had a favorable status. In addition, the educational courses, curriculum, and teaching/learning strategies had a relatively favorable status, while graduates had an unfavorable status. In general, the mean of all the internal assessment factors was considered favorable. Conclusions: Although the internal assessment indicated the favorable status of the nutrition department of KUMS, special attention should be paid to the graduates in this regard.
背景:内部评价在提高教育质量中起着关键作用。目的:本研究旨在对伊朗克尔曼沙阿医科大学(KUMS)的营养系进行内部评估。方法:横断面研究在库姆斯医院营养科进行。根据教育部的指导方针和框架,使用内部评估问卷收集数据。结果:内部评价涉及的主要因素有目标、组织位置、管理组织、教职员工、学生、教学设施设备等,均处于良好状态。此外,教育类课程、课程设置、教与学策略的地位相对有利,而毕业生的地位相对不利。总的来说,所有内部评价因素的平均值都被认为是有利的。结论:虽然内部评价显示库姆斯大学营养系的状况良好,但毕业生在这方面应引起特别重视。
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引用次数: 0
Evaluation of Professors Toward E-learning During COVID-19 and Its Associated Factors from the Perspective of the Students of Kermanshah University of Medical Sciences (2020) 基于克尔曼沙医科大学学生视角的新冠肺炎疫情期间教师在线学习评价及影响因素(2020)
Pub Date : 2021-06-30 DOI: 10.5812/ERMS.111994
Vida Sepahi, Farhad Salari, A. Khoshay, M. Rezaei
Background: Teacher evaluation is an essential tool in educational processes, which could be performed by various methods, such as the assessment of students' opinions. Currently, the evaluation of university professors by students is an online process implemented by a questionnaire. However, the questionnaire items do not suit the current conditions, and university classes are held virtually or online due to the COVID-19 outbreak. Objectives: The present study aimed to identify the influential factors in teacher evaluation regarding e-learning during COVID-19 from the perspective of the students of Kermanshah University of Medical Sciences in 2020. Methods: This cross-sectional study was conducted on 213 students selected via convenience sampling. Data were collected using a researcher-made questionnaire with 18 items. The face validity of the questionnaire was confirmed by 10 education experts, and its reliability was confirmed at the Cronbach's alpha of 0.96. Data analysis was performed in SPSS. Results: The most to least significant influential factors in the students' evaluation of professors were respectively teacher's educational skills (54.9%), teacher's personal and ethical characteristics (56.6%), and observance of educational principles and rules (43.2%). The viewpoints of the male and female students toward these factors had a significant difference (P < 0.001). In addition, a significant difference was observed between the effects of various factors on the students' evaluation of their professors in different faculties and different educational levels (P < 0.001). Conclusions: According to the results and given the importance of the influential factors in teacher evaluation, the empowerment of professors regarding effective teaching methods and communication skills in e-learning is recommended to improve the quality of virtual education.
背景:教师评价是教育过程中的一个重要工具,可以通过各种方法进行,例如评估学生的意见。目前,学生对大学教授的评估是一个通过问卷调查实现的在线过程。然而,由于新冠肺炎疫情爆发,调查问卷项目不适合当前条件,大学课程以虚拟或在线方式进行。目的:本研究旨在从2020年克尔曼沙赫医学科学大学学生的角度,确定新冠肺炎期间教师对电子学习评价的影响因素。方法:对213名学生进行横断面调查。数据是使用研究人员制作的问卷收集的,共有18个项目。10位教育专家证实了该问卷的表面有效性,其可靠性在0.96的克朗巴赫α下得到了证实。数据分析采用SPSS软件进行。结果:影响学生评价教授的因素从大到小依次为教师的教育技能(54.9%)、教师的个人和道德特征(56.6%)、遵守教育原则和规则(43.2%)。男女学生对这些因素的看法有显著差异(P<0.001),各因素对不同院系、不同教育水平的学生评价其教授的影响存在显著差异(P<0.001),建议教授在电子学习中的有效教学方法和沟通技能方面获得授权,以提高虚拟教育的质量。
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引用次数: 3
Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran 伊朗Ahvaz Jundishapur医科大学药学教员的批判性思维倾向
Pub Date : 2021-01-25 DOI: 10.5812/ERMS.109691
M. Karami, A. Shakurnia
Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.
背景:培养大学生的批判性思维能力和性格是大学教育的重要目标。批判性思维倾向作为教师的一种能力,其评价及其影响因素一直受到教育专家的关注。目的:本研究旨在评估2018年伊朗阿瓦兹·君迪沙普尔医科大学药学教职员工的批判性思维倾向。方法:在这个描述性的横断面研究中,使用由两部分组成的问卷收集数据。第一部分包括人口统计变量,第二部分是里基茨批判性思维倾向量表。本研究共发放问卷41份,共回收问卷36份。数据分析采用SPSS version 18,采用t检验和Pearson相关系数。结果:参与者的批判性思维倾向平均分为134.41分(总分165分)。批判性思维倾向的平均分在性别和学术等级上无显著差异。此外,教师的批判性思维倾向与年龄、工作经验之间无显著相关。结论:由于教师的教育作用和在大学培养批判性思维技能的必要性,必须对教师进行持续培训,以熟悉批判性思维的各个方面和所需的教学策略,然后在学生中推广这些技能。
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引用次数: 2
Exploring the Components of the Research Empowerment Program of the Faculty Members of Kermanshah University of Medical Sciences, Iran Based on the CIPP Model: A Qualitative Study 基于CIPP模型探索伊朗克尔曼沙赫医学科学大学教员研究授权计划的组成部分:定性研究
Pub Date : 2021-01-24 DOI: 10.5812/ERMS.109704
M. Jafari, Susan Laei, Elham Kavyani, R. Jalali
Background: The promotion and organizational growth of the research empowerment program of faculty members require the accurate recognition of the influential components. Objectives: The present study aimed to explore the components of the research empowerment program of university faculty members using the context, input, process, and product model (CIPP). Methods: This qualitative study was conducted using content analysis on 15 faculty members of Kermanshah University of Medical Sciences, Iran in 2020. The participants were selected via purposive sampling. Data were collected via in-depth, semi-structured interviews, and the component analysis was performed using MAXQDA 20. Results: After data analysis, eight main categories were extracted based on the CIPP model, including context component (preparation and planning), input component (content and resources), process component (implementation and control), and product component (performance and correction). Conclusions: According to the results, the research empowerment program of the faculty members could be improved by considering the influential factors in the quality of these programs.
背景:教员研究授权计划的推广和组织成长需要准确认识有影响力的组成部分。目的:本研究旨在使用上下文、输入、过程和产品模型(CIPP)来探索大学教职员工研究授权计划的组成部分。方法:采用内容分析法对2020年伊朗克尔曼沙赫医学科学大学的15名教职员工进行定性研究。参与者是通过有目的的抽样选出的。通过深入的半结构化访谈收集数据,并使用MAXQDA 20进行成分分析。结果:经过数据分析,基于CIPP模型提取了八个主要类别,包括上下文组件(准备和计划)、输入组件(内容和资源)、过程组件(实施和控制)和产品组件(性能和纠正)。结论:根据研究结果,教师的研究授权计划可以通过考虑这些计划质量的影响因素来改进。
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引用次数: 1
Experiences of Medical Students About Computer-based Testing: A Qualitative Study 医学生计算机化测试体验的定性研究
Pub Date : 2021-01-03 DOI: 10.5812/erms.107035
S. Daryazadeh, Atiye Faghihi
Background: In the modern era, the use of new technology is rapidly expanding, and the area of measurement and assessment in medical sciences has also been affected. Considering the increasing use of computer-based testing (CBT), and the viewpoint and experiences of students are paramount in this regard. Objectives: The present study aimed to describe the experiences of medical students regarding CBT. Methods: This qualitative research was conducted using conventional content analysis during 2018 - 2019. The participants included 10 pre-internship medical students who were selected via purposive sampling. Data were collected via semi-structured interviews, and data analysis was performed in MAXQDA 10. Results: Data analysis eventually led to the emergence of two themes, which were examinee-related components that consisted of two categories (experimental and preferred aspects) and test related components that consisted of three categories (technical, financial, and executive aspects). In addition, each category had subcategories. Conclusions: The participants stated their experiences with CBT from different perspectives. Accordingly, CBT could be a proper alternative to paper-based testing if the weaknesses were resolved. Therefore, it is suggested that other CBTs be evaluated similar to the present study to investigate the views of the stakeholders involved in the assessment system.
背景:在现代,新技术的使用正在迅速扩大,医学科学中的测量和评估领域也受到了影响。考虑到计算机测试(CBT)的使用越来越多,以及学生的观点和经验在这方面至关重要。目的:本研究旨在描述医学生关于CBT的经历。方法:本研究采用常规内容分析法,于2018年至2019年期间进行。参与者包括10名实习前的医学生,他们是通过有目的的抽样选出的。通过半结构化访谈收集数据,并在MAXQDA 10中进行数据分析。结果:数据分析最终导致了两个主题的出现,这两个主题是由两类(实验和首选方面)组成的与考生相关的组成部分,以及由三类(技术、财务和执行方面)组成。此外,每个类别都有子类别。结论:参与者从不同的角度陈述了他们的CBT经验。因此,如果薄弱环节得到解决,CBT可能是纸质测试的合适替代方案。因此,建议对其他CBT进行类似于本研究的评估,以调查参与评估系统的利益相关者的意见。
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引用次数: 2
Identifying the Strategies of Learning Transfer to Workplace in Kermanshah Universities: Content Analysis 克尔曼沙大学职场学习迁移策略的识别:内容分析
Pub Date : 2020-12-29 DOI: 10.5812/erms.103913
Sayyed Mohammad Reza Mostafaei, Fataneh Khakrah, Faramarz Malekian
Background: The persistent success of any organization depends on the effective and constant learning of its staff, as well as the communication of the learned material to improve job performance. Objectives: The present study aimed to elaborate on the strategies of learning transfer to the workplace based on content analysis in the universities of Kermanshah, Iran, especially Kermanshah University of Medical Sciences. Methods: The sample population included the universities of Kermanshah province, and the participants were 15 faculty members and the specialists in training and improvement of university human resources, who were selected via purposeful sampling. Data were collected via semi-structured interviews, and the validity of the questions was assessed based on the perspectives of the experts. Data analysis was performed using qualitative content analysis, and the findings were validated by member checking and peer debriefing. Results: The strategies to transfer leaning included organizational learning culture, development of participation and the teamwork culture, institutionalizing experiences and expertise in the organization, performance management, career path management, revision and modification of rules and regulations, creating opportunities to apply, improvement of scientific interactions, and promoting the status of training units. Conclusions: By applying the identified strategies, universities will be able to increase the rate of learning transfer, which in turn enhances the effectiveness of organizational training.
背景:任何组织的持续成功都取决于其工作人员的有效和持续学习,以及交流所学材料以提高工作业绩。目的:本研究旨在基于内容分析,阐述伊朗克尔曼沙大学,特别是克尔曼沙医学科学大学的学习转移到工作场所的策略。方法:样本人群包括克尔曼沙省的大学,参与者是15名教师和大学人力资源培训和改善专家,他们是通过有目的的抽样选择的。通过半结构化访谈收集数据,并根据专家的观点评估问题的有效性。数据分析采用定性内容分析,研究结果通过成员检查和同行汇报进行验证。结果:转移学习的策略包括组织学习文化、发展参与和团队合作文化、将组织中的经验和专业知识制度化、绩效管理、职业道路管理、修订和修改规则和条例、创造应用机会、改善科学互动、,以及提高培训单位的地位。结论:通过应用确定的策略,大学将能够提高学习迁移率,从而提高组织培训的有效性。
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引用次数: 0
Evaluation and Comparison of the Characteristics of a Capable Teacher in the Viewpoint of the Students and Professors of the Medical, Dentistry, and Pharmacy Schools of Kermanshah University of Medical Sciences, Iran 从伊朗克尔曼沙赫医学科学大学医学、牙科和药学院的学生和教授的角度评价和比较合格教师的特点
Pub Date : 2020-12-26 DOI: 10.5812/erms.100847
Mostafa Godiny, Atefeh Khavid, S. M. Mousavi
Background: The quality of education could be promoted by identifying the characteristics of efficient teachers. Objectives: The present study aimed to evaluate and compare the characteristics of a capable teacher in the viewpoint of students and teachers. Methods: This study was conducted on 234 participants selected from the Medical, Dentistry, and Pharmacy schools of Kermanshah University of Medical Sciences in Kermanshah, Iran. Data were collected using a questionnaire with three sections, including the characteristics of the teachers in theoretical teaching, clinical teaching, and evaluation. Results: No significant differences were observed in teachers’ characteristics in theoretical and clinical teaching between the viewpoints of the students and teachers of the dental school, while teachers’ characteristics in theoretical and clinical teaching differed in the viewpoint of the participants of the pharmacy and medicine schools. Conclusions: According to the results, the students of the pharmacy school and the teachers of the dental school placed more emphasis on teachers’ characteristics in theoretical teaching than clinical teaching, and evaluation.
背景:识别高效教师的特征可以促进教育质量的提高。目的:本研究旨在从学生和教师的角度评价和比较合格教师的特征。方法:本研究选取了234名来自伊朗克尔曼沙医科大学医学院、牙科学院和药学院的参与者。采用问卷调查法收集数据,问卷分为理论教学特点、临床教学特点和评价特点三部分。结果:牙科学校的学生和教师在理论教学和临床教学方面的特点无显著差异,而药学学校和医学院的学生和教师在理论教学和临床教学方面的特点有显著差异。结论:从结果来看,药学院学生和牙科学院教师在理论教学和评价中更重视教师的特点,而在临床教学和评价中更重视教师的特点。
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引用次数: 0
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Educational Research in Medical Sciences
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