Iranian Journal of Medical Education

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Introduction: Medical students are exposed to variety of stresses which may have effects on their education and health. In this situation "student support systems" are necessary. In Medical School of Isfahan University of Medical Sciences for achieving to the goal of supporting and guiding medical students, Tutor Scheme has been organized. In this study efficacy of the tutor scheme and satisfaction of students and tutors is being evaluated. Methods: This cross-sectional study was done in the Medical School of Isfahan University of Medical Sciences. Target population was all the students that were supported by the scheme (466) and all the tutors (42). Information was taken by 2 types of questionnaire that were prepared by the researcher. Results: 93.3% of tutors and 72.6% of students thought that it is necessary to have a tutor but there was significant difference between their point of view (p<0.0001). 51.06% of tutors and 25.5% of students were satisfied or very satisfied by the scheme and there was significant difference between their point of view (p<0.0001). Satisfaction in tutors and students was linked with same issues such as initiation of meetings by the faculty, holding meetings during the year by tutor, including social and personal discussions besides academics, participating in monthly meetings, importance of the regularity of meetings, holding meetings in special times such as pre exams periods, having the choice to select or change tutor, performing workshops and group sessions for tutors and paying attention to encouraging tutors. 28.9% of the students hadn’t had any meeting with their tutors and 7.8% that were all guest or displaced students didn’t have tutor. Conclusion: tutors and students both think that having tutor is necessary but the low percentage of satisfaction shows that the scheme needs revision and some changes and also needs providing some facilities

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Introduction: Departments are the major sub-system of university and quality improvement of the universities rides on the quality improvement of the departments. The researchers developed, implemented, and evaluated the appropriate components based on the results of self-assessment and external evaluation of institutional accreditation.
Methods: In a case study on 32 departments of Medical Schools, based on accreditation standards, department promotion components were identified. The components were prioritized in terms of importance, measurability and viability with proper scale and weighted by the experts with a focus group. The components' validity was determined by the expert opinion and implemented in the departments after training. A valid and reliable instrument was developed for monitoring and evaluating the fulfillment of the components.
Results: The components of improvement in the department performance including formulation and implementation of the operational plan, website, training areas, faculty members' viewpoints about the department leader, faculty management viewpoints on department accountability, along with a gudline for measuring these components were reached. The mean of the components was 79%. The lowest achievement was related to the component of school participation in the activities of the department and timely presentation of the operational plan (72%) as well as the achievement highest was observance of clinical education standards (92%).
Conclusion: Promotion of website, operational plan, areas of education, increased faculty participation, increased order in the formation of department councils, and increased department accountability were the main results of this study. Evaluation of the department was done on the basis of the realization of the interventions as a chief factor for promoting the executive guarantee. Due to the continuous follow-up and direct supervision of the Faculty Board, the results revealed that the components were in a favorable condition.

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Introduction: Seeing as the active participation of faculty members in the development of world science depends highly on their language knowledge, the Deputy of Education of Isfahan University of Medical Sciences with the approach of developing academic interactions has implemented wide range of language instruction programs. This study endeavored to determine the views of faculty members on the English language instruction program, measuring the level of learning and examining opportunities and challenges through evaluation based on the Kirk Patrick model.
Methods: The population of this cross-sectional descriptive study consisted of faculty members participating in English language instruction classes in the academic year 2020, who were included in the study by census during three semesters (72 individuals). The instrumentation was a questionnaire developed by the researchers to examine the views of the respondents, with authenticated validity and reliability. Data analysis was done using descriptive statistics and average comparison tests, Pearson, Spearman, and Paired t-test.
Results: Sixty-five questionnaires were analyzed. The average final score of the questionnaire is 87.94 out of 130. Suitability and useability of the course, interest in participating in subsequent program and recommending to other colleagues, and the importance of persuading the lecturer to learn English from the opportunities of the program and intensive and stressful course and interference with professors' classes or not having the opportunity to do homework It can be considered as one of the challenges of the course Besides, the scores evaluated by teacher after the English language instruction program led to significantly higher scores, which in turn indicated the applicability of the program.
Conclusion: Faculty members had a high score of the language instruction program and the level of learning has increased. Obtaining the findings of this study and examining its opportunities, it is possible to elevate the English language instruction programs and greatly reduce its shortcomings.