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.
{"title":"The Motives Behind the Choice of Dental Specialties Among Iranian Dental Students: A Qualitative Study","authors":"Farshad Rahimi, Yasaman Ghaderi Dehkordi, A. Golshah, L. Rezaie","doi":"10.5812/ERMS.115553","DOIUrl":"https://doi.org/10.5812/ERMS.115553","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46174105","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. 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。
{"title":"Status of Knowledge Sharing Intention Among the Faculty Members of Kermanshah University of Medical Sciences, Iran (2019)","authors":"M. Khosravifar, C. Jalili, F. Jalilian, M. Mirzaei-Alavijeh, Sanaz Morovati","doi":"10.5812/erms.112084","DOIUrl":"https://doi.org/10.5812/erms.112084","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42947211","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":"Internal Assessment of the Orthodontics Department of Kermanshah University of Medical Sciences, Iran","authors":"A. Golshah, H. Maleki, Farshad Rahimi","doi":"10.5812/erms.107978","DOIUrl":"https://doi.org/10.5812/erms.107978","url":null,"abstract":"<jats:p />","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288746","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}
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.
{"title":"Internal Assessment of the Nutrition Department of Kermanshah University of Medical Sciences (2018)","authors":"Davood Soleimani, Mehdi Abdollahzadeh, H. Abdollahzad, Mostafa Nachvak, M. Samadi","doi":"10.5812/ERMS.115143","DOIUrl":"https://doi.org/10.5812/ERMS.115143","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47006688","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: 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.
{"title":"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)","authors":"Vida Sepahi, Farhad Salari, A. Khoshay, M. Rezaei","doi":"10.5812/ERMS.111994","DOIUrl":"https://doi.org/10.5812/ERMS.111994","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45216226","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 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。
{"title":"Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran","authors":"M. Karami, A. Shakurnia","doi":"10.5812/ERMS.109691","DOIUrl":"https://doi.org/10.5812/ERMS.109691","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44666945","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 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.
{"title":"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","authors":"M. Jafari, Susan Laei, Elham Kavyani, R. Jalali","doi":"10.5812/ERMS.109704","DOIUrl":"https://doi.org/10.5812/ERMS.109704","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44947240","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: 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.
{"title":"Experiences of Medical Students About Computer-based Testing: A Qualitative Study","authors":"S. Daryazadeh, Atiye Faghihi","doi":"10.5812/erms.107035","DOIUrl":"https://doi.org/10.5812/erms.107035","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49100988","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}
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.
{"title":"Identifying the Strategies of Learning Transfer to Workplace in Kermanshah Universities: Content Analysis","authors":"Sayyed Mohammad Reza Mostafaei, Fataneh Khakrah, Faramarz Malekian","doi":"10.5812/erms.103913","DOIUrl":"https://doi.org/10.5812/erms.103913","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44097020","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 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.
{"title":"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","authors":"Mostafa Godiny, Atefeh Khavid, S. M. Mousavi","doi":"10.5812/erms.100847","DOIUrl":"https://doi.org/10.5812/erms.100847","url":null,"abstract":"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.","PeriodicalId":32200,"journal":{"name":"Educational Research in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41409655","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}