@article{ author = {Rezaei, Habibolah and Yamani, Nikoo}, title = {Null Curriculum: Neglected or ineffective}, abstract ={Introduction: Null curriculum is one type of curriculum. In relation to this type of curriculum, little research has been carried out in the world indicating the neglect of this concept. The aim of this study was to review the concept of null curriculum from different viewpoints. Methods: In this review study, the databases of SID, Iranmedex, Irandoc, and Magiran, Pubmed central, Eric and Google scholar were reviewed using the keywords null curriculum, neglected curriculum, omitted curriculum, neutral curriculum and ineffective curriculum. Results: Search results yielded 70 articles and 15 books that were somehow related to null curriculum. After the reviews, 18 articles and books that were closer to the research goal were selected. Two perspectives of curriculum planning experts and medical education experts were identified on null curriculum. The former believe that null curriculum is the neglected curriculum while the latter state that null curriculum is the ineffective curriculum. Conclusion: Considering the different definitions of null curriculum from the viewpoints of curriculum planning experts and medical education experts, it is recommended that those who want to have a practical use of this concept should first ground their definition on one of these viewpoints in order to avoid confusion.  }, Keywords = {Null curriculum, neglected curriculum, omitted curriculum, ineffective curriculum, neutral curriculum}, volume = {17}, Number = {0}, pages = {561-570}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3928-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3928-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Shahidi, Shahrzad and Vafamehr, Vajiheh and Dadgostarnia, Mohamm}, title = {Comparison of the scores in essay part and MCQ part of renal pathophysiology exam and surveying students’ views about the effect of such exams on their study}, abstract ={Introduction: In order to benefit from the advantages of essay exams, one must be sure to reliably judge students based on essay test scores. The aim of this study was to examine the correlation of scores in the essay and MCQ parts of renal pathophysiology final exam and students’ views about the effect of the type of test on their study. Methods: This descriptive correlational survey was performed in Isfahan School of Medicine from fall 2015 to winter 2017. Three groups of students (n=455) participated in the renal pathophysiology and took a test consisting of 36 multiple-choice and 10 essay questions. The MCQ part was graded in OPSCAN software. The correlation of MCQ and essay scores was investigated via bivariate correlation and paired t-test was used to compare the mean scores. Students’ views about the type of test and its effect on their study were surveyed by means of a Likert-scale questionnaire. Results: There was a strong positive correlation between the scores in essay and MCQ parts in the three groups (group 1: r=0.631 n=151 p<0.0005; group 2: r=0.710 n=136 p<0.0005; group3: r=0.716 n=168 p<0.0005). More than 50 percent of students stated that they had spent more time for studying this course than for those courses with MCQ-only mode of exam. Conclusion: Considering the high and positive correlation between the scores in the MCQ and essay parts of the exam, essay tests can be used along with MCQ tests to assess students’ level of learning in renal pathophysiology and to increase their motivation for deeper study.}, Keywords = {Essay test, MCQ test, student evaluation, introduction to clinical medicine course}, volume = {17}, Number = {0}, pages = {552-560}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4712-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4712-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Kadkhodaie, Mahbobeh sadat and AkhavanTafti, Mahnaz}, title = {The Effect of Academic-Professional Skills Training on Students’ Perception of the Educational Environment at Isfahan University of Medical Sciences}, abstract ={Introduction: The ability of students to efficiently use the learning environment leads to a better perception of and proper interaction with it. The aim of this study was to investigate the effects of academic-professional skills training on students’ perception of the educational environment.  Methods: This quasi-experimental research employed a pretest-posttest with a control group design. The sample included 24 students of faculty of nutrition and food sciences at Isfahan University of Medical Sciences who were selected through random cluster sampling and assigned to experimental and control groups. The experimental group participated in 7 academic-professional skills training programs, while the control group received no intervention. Measurement tool was Dundee Ready Education Environment Measure (DREEM). Data were analyzed using descriptive and inferential statistics (MANCOVA).  Results:The means and standard deviations of posttest scores in the experimental and control groups were as follows, respectively. For students’ overall perception: 125/22±16/07 and 123/17±15/51 (total score=200) (P<0/05); for perception of instructors: 27/75±4/78 and 24/16±4/72 (P<0/05); for students’ perception of their own academic ability: 25/41±3/82 and 21/50±6/50 (P<0/05); and for perception of the social conditions of education: 22/41±0/90 and 18/2±16/65 (P<0/05). All these differences were significant. However, no significant difference was found between the two groups in perception of learning and perception of educational atmosphere.  Conclusion:Results suggest that training of some strategic skills to students may help improve their perception of the educational environment so they can have a better attitude toward various academic and professional tasks. }, Keywords = {Academic- professional skills, Perception of the educational environment, Students of Medical Sciences}, volume = {17}, Number = {0}, pages = {541-551}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4148-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4148-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Kahkhaie, Mohammad and Nastiezaie, Naser and Marziyeh, Afsaneh}, title = {A Comparative Study of Workplace Happiness among Faculty Members with Different Employment Status}, abstract ={Introduction: Happiness can boost faculty members’ positive emotions on the one hand and enhance productivity by decreasing negative emotions on the other. Previous research on workplace happiness has ignored the role of employment status. Therefore, the purpose of this study was to compare workplace happiness among tenured and contract faculty members. Methods: This study was a descriptive cross-sectional research. Statistical population included all faculty members of University of Sistan and Baluchistan. A sample of 183 (121 tenured and 62 contract faculty members) were selected by stratified random sampling method. The following standard questionnaires were used to measure the variables: organizational justice, job security, job meaningfulness, job interest, participation, interaction and organizational learning. Content validity and Cronbach’s alpha coefficient were utilized to determine the questionnaires’ validity and reliability. Data were analyzed using independent t-test. Results: The mean scores of tenured and contract faculty members respectively were calculated for the areas of job interest (3.99±0.56 and 4.08±0.57, P=0.322), job meaningfulness (3.96±0.59 and 4.01±0.69, P=0.759), organizational learning (3.96±0.41 and 4.01±0.33, P=0.395), participation (4.06±0.55 and 4.09±0.52, P=690), interaction (4.17±0.55 and 4.25±0.48, P=0.380), job security (4.89±0.39 and 4.05±0.56, P=0.001) and organizational justice (4.21±0.42 and 3.91±0.67, P=0.001). A significant difference was found between the two groups in organizational justice and job security of tenured faculty members. Conclusion: Although findings indicated that workplace happiness of faculty members was not much affected by the employment status, university administrators could facilitate the contract-to-tenure process and thus improve job stability and workplace happiness of contract faculty members.  }, Keywords = {Workplace happiness, faculty members, employment status, job security}, volume = {17}, Number = {0}, pages = {531-540}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4329-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4329-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Hashemimoghadam, Shamsa aldin and Moslemi, Zahr}, title = {Correlation of Critical Thinking Skills and Metacognitive Strategies with Information Literacy of Graduate Students}, abstract ={Introduction: Information literacy is a set of skills for identifying and accessing the right information resources, and the ability to use them purposefully and is a tool for individual empowerment, which is very important for students. The purpose of this study was to assess the correlation of critical thinking skills and metacognitive strategies with information literacy of graduate students. Methods: This descriptive correlational study was conducted on 274 graduate students of Arak University in 2012-13 academic year. Subjects were selected using stratified random sampling. Data collection tools were California Critical Thinking Skills Form B, metacognitive state questionnaire and a researcher-made information literacy questionnaire.  Cut-off point was set at 20 for critical thinking skills. The highest and lowest scores were 80 and 20 respectively in the metacognitive state questionnaire and for information literacy they were 145 and 29 respectively. Multiple linear regression and correlation were used to analyze the data. Results: The mean score of critical thinking skills was 21.46±7.12 and at a desirable level. The mean score of metacognitive strategies was 62.36±7.67. The mean score of information literacy was 96.72±15.19. No significant relationship was found between critical thinking skills and information literacy (p=0.924, r=0.006) and also between critical thinking skills and metacognitive strategies (p=0.883, r=-0.009).  However, there was a significant relationship between metacognitive strategies and information literacy (p=0.0001, r=0.431). Results of regression analysis showed that only metacognitive strategies was the fitted predictor of information literacy. Conclusion: As metacognitive strategies of students increase, so does their information literacy. It is therefore suggested to include metacognitive strategies training in higher education programs so that students will act as independent learners in self-learning processes.}, Keywords = {Critical thinking skills, metacognitive strategies, information literacy, graduate students}, volume = {17}, Number = {0}, pages = {522-530}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4297-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4297-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Rasouli, Mohammad Aziz Rasouli}, title = {Quality of education in community medicine externship and internship: Perspective of medical students of Kurdistan University of Medical Sciences}, abstract ={Introduction: Community medicine externship and internship programs in the health field prepare medical students for entry into the family medicine program and implementation of community-based medical services, especially in rural areas. The aim of this study was to assess the quality of education in community medicine externship and internship from the viewpoints of medical students of Kurdistan University of Medical Sciences. Methods: In this descriptive, cross-sectional study, the views of all community medicine students at Kurdistan University of Medical Sciences (55 externs and 53 interns) in 2014 were investigated. Data were collected using a valid and reliable questionnaire. A three-point Likert scale of good (score 3), average (score 2) and weak (1) was used to scale the items. The final mean scores of good, average and weak levels were calculated as above 2.4 (67%), from 1.7 to 2.4 (33%-67%) and below 1.7 (33%) respectively. Descriptive statistics was used to analyze the data. Results: From the viewpoint of externs, the mean scores of briefing classes (2.8, 83.6%), vaccination and cold chain training (2.9, 96.4%) and trainers’ ability to respond to educational needs (2.7, 81.8%) were at a good level. From the interns’ viewpoint, the mean scores of briefing classes (2.7, 64%) and problem solving and prioritization training (2.4, 58.5%) were at good level. Interns’ satisfaction rate with the two items of enhancing treatment management skills (2.05, 32.3%) and health education (2.2, 28.3%) was at a low (weak) level. Conclusion: Maintaining and promoting the quality of education in the field of externship, and promoting the quality of education in the field of internship seem to be necessary.  }, Keywords = {Education quality, externship, internship, community medicine, kurdistan}, volume = {17}, Number = {0}, pages = {516-521}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4344-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4344-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Nakhaey, Omid reza and Hosseini, Seyed Masoud and Vakili, Vida and MosaFarkhani, Ehs}, title = {Comparing Pharmacy Students’ Perceptions and Expectations of Quality of Educational Services at Mashhad University of Medical Sciences Based on SERVQUAL Model}, abstract ={مقایسه انتظارات و ادراکات دانشجویان داروسازی در مورد کیفیت خدمات آموزشی در دانشگاه علوم پزشکی مشهد بر مبنای مدل سروکوال   امیدرضا نخعی، سید مسعود حسینی*، ویدا وکیلی، احسان موسی فرخانی     چکیده مقدمه: در نظام‌های آموزش عالی دانشجویان به عنوان مشتریان اصلی خدمات آموزشی می‌توانند به عنوان منبعی برای ارزیابی کیفیت آموزش ارائه شده به آنان مورد رجوع قرار گیرند. این پژوهش با هدف بررسی کیفیت خدمات آموزشی ارائه شده به دانشجویان داروسازی دانشگاه علوم پزشکی مشهد در سال 1394 بر مبنای مدل سروکوال انجام شد. روش‌ها:  در این مطالعه توصیفی مقطعی، شرکت‌کنندگان در پژوهش 197 نفر از دانشجویان رشته داروسازی دانشگاه علوم پزشکی مشهد بودند که با روش نمونه‌گیری طبقه‌ای تصادفی انتخاب شدند. ابزار پژوهش پرسشنامه تعدیل و بومی شده سروکوال بود که روایی و پایایی آن در پژوهش‌های مشابه و نیز در این مطالعه بررسی و تأیید شد. برای تحلیل داده ها از آزمون‌های توصیفی و آزمون تی زوجی، تی مستقل استفاده گردید. نتایج: شکاف بین انتظار و ادراک دانشجویان در تمام ابعاد پنجگانه کیفیت خدمات آموزشی یعنی بُعد ملموس(14/1-) و بُعد همدلی(04/1-)، بُعد تضمین(80/0-)، بُعد پاسخ‌گویی (76/0-) و بُعد اطمینان(67/0-) مشاهده شد (001/0p=). نتیجه‌گیری: تعیین شکاف کیفیت خدمات می‌تواند مبنای مناسبی برای برنامه‌ریزی، اولویت‌بندی و تصمیم‌گیری در مورد تخصیص منابع انسانی و مادی لازم برای ارتقاء آموزش باشد. با توجه به این که بیش‌تر مؤلفه‌های ابعاد کیفیت آموزش در ارتباط مستقیم با اساتید و تأثیر فعالیت‌های آموزشی آنان است، لذا پیشنهاد می­شود برگزاری دوره‌های آموزشی مهارت‌های مشاوره و مهارت‌های ارتباطی به عنوان یک اولویت مورد توجه قرار گیرد.   واژه‌های کلیدی: کیفیت، خدمات آموزشی، سروکوال، دانشجویان داروسازی مجله ایرانی آموزش در علوم پزشکی/ 1396؛ 17(54): 504 تا 515      مقدمه نظام آموزش عالی به عنوان یک نظام پویا، هوشمند و هدف‌مند که با چالش‌های نوین روبرو است، دارای دو بعد کمی و کیفی است. توسعه پایدار این نظام مستلزم رشد موزون، متناسب و متعادل هر دو بعد کمی و کیفی به موازات یکدیگر است. گسترش کمی نظام آموزش عالی بدون توجه به توسعه کیفیت، پیامدهایی همچون افت تحصیلی، وابستگی علمی، فرار مغزها، عدم کارآفرینی و ضعف تولید دانش را به همراه خواهد داشت(1). کیفیت آموزشی از جمله دغدغه‌هایی است که همیشه نظام‌های دانشگاهی برای دستیابی به آن تلاش می‌کنند بنابراین آموزش عالی باید ضمن توجه به بحران افزایش کمی و تنگناهای مالی، به حفظ، بهبود و ارتقای کیفیت بپردازد(2). یکی از روش‌هایی که در ارزشیابی کیفیت آموزش عالی و دانشگاه‌ها مورد استفاده قرار می‌گیرد، مدل سروکوال (SERVQUAL) است که توسط پاراسورامان ابداع شده است(3). مدل سرکوال (Service Quality Model) یکی از مدلهایی است که از طریق تحلیل شکاف بین انتظار و ادراک مشتری سعی در سنجش میزان کیفیت خدمات دارد. این مدل همچنین به مدل تحلیل شکاف (Gap Analysis Model) معروف است. این مدل کیفیت خدمات ارائه شده را از 5 بعد ملموسات، اطمینان، پاسخ‌گویی، تضمین و همدلی مورد ارزیابی قرار می‌دهد(4). دانشجویان در طی تحصیل، خدمات آموزشی متنوعی را دریافت می‌کنند بنابراین دیدگاه آنان از خدمات آموزشی ارائه شده می‌تواند به عنوان یکی از ابعاد کیفیت دانشگاه در نظر گرفته شود(5) از آنجایی که یکی از مشخصه‌های کیفیت در دانشگاه، برآورده شدن انتظارات دانشجویان از فرایند خدمات آموزشی است، با بررسی شکاف بین انتظارات و ادراکات دانشجویان، می‌توان کیفیت این فرایند را تعیین نمود. کم بودن شکاف بین انتظارات و ادراکات دانشجویان، نشان‌دهنده کیفیت مطلوب خدمات آموزشی ارائه شده است. سروکوال، ابزار معتبری برای ارزشیابی کیفیت خدمات است و در قیاس با سایر روش‌های ارزشیابی کیفیت، مزایایی دارد که امکان تطبیق ابعاد آن با انواع مختلف محیط‌های خدماتی، پایایی و اعتبار بالای آن در مقایسه ادراک و انتظار مشتریان، اهمیت نسبی ابعاد پنجگانه آن در درک کیفیت خدمات و توانایی تحلیل بر اساس ویژگیهای جمعیت شناختی، روان شناختی و سایر زمینه‌ها از جمله این مزایا است(6و7). نتایج مطالعه رابی (Ruby )بر روی دانشجویان که در دوره‌های آموزشی عمومی ده مؤسسه آموزشی شرکت می‌کردند، نشان داد به جز بعد فیزیکی که دارای شکاف مثبت است، در سایر ابعاد خدمات شکاف منفی کیفیت وجود دارد(8). در مطالعه‌ای که با هدف بررسی ادراکات و انتظارات دانشجویان کارشناسی ارشد بین‌المللی شاغل به تحصیل در دانشگاه‌های مالزی در ابعاد اطمینان، پاسخ‌گویی، تضمین، همدلی و ملموس توسط‌هان-تات (Hon‐Tat )، راسلی (Rasli) و شکارچی زاده صورت پذیرفته، نشان‌دهنده شکاف منفی قابل توجهی بین ادراک و انتظار دانشجویان است(9). ایلیاس (( Ilias در مطالعه‌ای بر روی دانشجویان مقطع کارشناسی دو مؤسسه خصوصی آموزش عالی، به بررسی تأثیر عوامل دموگرافیک بر کیفیت خدمات پرداخته و ذکر می‌کند که عوامل دموگرافیک (سن، جنس، قومیت و ترم تحصیلی) هیچ تأثیری بر میزان رضایت دانشجویان از خدمات دریافت شده ندارد و ذکر می‌کند با توجه به وجود فضای رقابتی در مؤسسات خصوصی به جهت جذب دانشجویان، پرداختن به موضوع کیفیت خدمات از دیدگاه دانشجویان مقوله مهمی است(10). نجفی در مطالعه‌ای با عنوان ارزیابی کیفیت خدمات آموزشی بر اساس مدل سروکوال بر روی دانشجویان دانشکده‌های علوم اجتماعی و رفتاری دانشگاه شهید بهشتی تهران، به شکاف منفی در تمام ابعاد کیفیت خدمات آموزشی پی برده است و بیش‌ترین شکاف را در بعد پاسخ‌گویی و پس از آن به ترتیب در ابعاد تضمین، همدلی، ملموسات و کم‌ترین شکاف را در بعد اطمینان با  اعلام نموده است(11). در مطالعه‌ای که با عنوان سنجش کیفیت خدمات آموزشی ارائه شده به دانشجویان دانشگاه اراک بر اساس مدل سروکوال توسط یاسبلاغی صورت گرفت بیش‌ترین میانگین شکاف در بعد ملموسات و کم‌ترین شکاف مربوط به بعد اطمینان بوده است. همچنین نتایج پژوهش نامبرده نشان داده که بین ادراک دانشجویان چهار دانشکده از کیفیت خدمات آموزشی ارائه شده تفاوت معناداری وجود ندارد لیکن بین انتظارات آنان تفاوت معناداری وجود دارد(12). در کشور ما تاکنون مدل سروکوال در چند پژوهش مشابه استفاده شده است و یافته‌ها حاکی از وجود شکاف در کیفیت آموزش بوده است(13تا17) ولی نکته مهم این است که این پژوهش‌ها بر روی دانشجویان علوم پزشکی به جز رشته داروسازی بوده است. از سویی به نظر می‌رسد در سالیان اخیر تمرکز اصلی بعضی دانشگاه‌ها بر حوزه پژوهش بوده است و این امر ممکن است منجر به افت کیفیت آموزش و تربیت نیروی انسانی کارآمد بشود. با توجه به نقش دانشگاه‌های علوم پزشکی در تربیت نیروی انسانی و ضرورت اطمینان از کیفیت فرایندهای آموزشی در آنها، لذا این مطالعه با هدف تعیین کیفیت خدمات آموزشی از دیدگاه دانشجویان رشته داروسازی دانشگاه علوم پزشکی مشهد مبتنی بر مدل سروکوال در سال 1394انجام شد.   روش‌ها در این مطالعه‌ی توصیفی مقطعی، جامعه مورد بررسی کلیه دانشجویان رشته داروسازی شاغل به تحصیل (524 نفر) در دانشگاه علوم پزشکی مشهد در سال 1394 بودند که 197 نفر از آنان به روش طبقه‌ای تصادفی بر مبنای جنسیت و سطح تحصیلی آنان (علوم پایه و اختصاصی) انتخاب و به شرط دارا بودن معیارهای پژوهش وارد مطالعه شدند. معیار ورود شامل دانشجویانی بود که حداقل ترم اول را به پایان رسانده بودند و دانشجویانی که تمایل به شرکت در پژوهش داشتند. معیار خروج شامل دانشجویان غیر ایرانی، دانشجویان مهمان و انتقالی بود. در این مطالعه از دو پرسشنامه مشخصات دموگرافیک و نیز پرسشنامه استاندارد سروکوال استفاده شد. برای سنجش ادراک و انتظار دانشجویان در مورد کیفیت خدمات آموزشی از پرسشنامه تعدیل و بومی شده که بر اساس مدل سروکوال تهیه شده بود، استفاده شد(10). این ابزار مشتمل بر 27 جفت سؤال متناظر است که بر اساس مقیاس درجه‌بندی طراحی شده و دارای پنج بعد کیفیت خدمت است. این ابعاد شامل بعد تضمین خدمت (دانش و تواضع پرسنل و اعضای هیأت‌علمی و شایستگی و توانایی آنها برای القای حس اعتماد و اطمینان به دانشجویان (5 سؤال)، بعد پاسخ‌گویی (تمایل دانشگاه به همکاری و کمک به دانشجویان و ارائه سریع خدمات (5 سؤال)، بعد همدلی کارکنان (توانایی اعضای هیأت‌علمی و پرسنل دانشگاه در برخورد ویژه با هر یک از دانشجویان با توجه به روحیات آنها (6 سؤال)، بعد اطمینان خدمت (توانایی دانشگاه در ارائه خدمت به شکل مطمئن و دقیق (7 سؤال) و بعد ملموس خدمت (ظاهر و فضای فیزیکی دانشگاه، تجهیزات، کارکنان و کانال‌های ارتباطی (4 سؤال) است. روایی و پایایی این پرسشنامه قبلاً در چند مطالعه مشابه مورد بررسی قرار گرفته و تأیید شده بود(13تا15) بعلاوه در این پژوهش برای اطمینان بیش‌تر از پایایی، تعداد 20 پرسشنامه در اختیار دانشجویان قرار گرفت که ضریب آلفای کرونباخ سؤالات در ابعاد تضمین  80/0، پاسخ‌گویی 085/0، همدلی 077/0، اطمینان 78/0 و ملموس 85/0 و ضریب آلفای کرونباخ کل سؤالات پرسشنامه 94/0 به دست آمد. شیوه گردآوری اطلاعات در این پژوهش به صورت میدانی بود. به این ترتیب که پژوهشگر پس از تأیید کمیته اخلاق پژوهش و کسب مجوزهای لازم، نسبت به توزیع پرسشنامه‌ها در بین دانشجویانی که تمایل به همکاری داشتند اقدام و دانشجویان نسبت به تکمیل و تحویل پرسشنامه در همان موقع اقدام نمودند. جهت جمع آوری داده‌ها از دانشجویان درخواست شد ابتدا دیدگاه خود را در مورد وضعیت فعلی خدمات آموزشی با انتخاب یکی از 5 گزینه کاملاً خوب، خوب، متوسط، بد و خیلی بد در پرسشنامه ادراکات ثبت و سپس انتظارات خود را در مورد وضعیت مطلوب با انتخاب یکی از گزینه‌های کاملاً مهم، مهم، نسبتاً مهم، کم اهمیت و خیلی کم اهمیت برای هر عبارت در پرسشنامه انتظارات مشخص نمایند. نمره هر سؤال بین 1 تا 5 متغیر بود. در هر بعد خدمت، نمره سؤالات با هم جمع و مجموع آنها بر تعداد سؤالات آن بعد خدمتی تقسیم می‌شود که به این ترتیب نمره ادراک و انتظار در هر کدام از ابعاد خدمت نیز بین1 تا 5 متغیر است. برای محاسبه نمره کیفیت کلی خدمات آموزشی نیز نمره اختصاص یافته به همه سؤالات، با هم جمع و مجموع آنها بر 27 (تعداد کل سؤالات پرسشنامه) تقسیم می‌گردد که در این حالت نیز نمره کیفیت کلی بین 1 تا 5 متغیر است. شکاف کیفیت خدمات آموزشی با تفاضل نمرات سطح ادراک و سطح مورد انتظار خدمات به دست می‌آید. نمره مثبت کیفیت حاکی از آن است که خدمات آموزشی ارائه شده فراتر از حد انتظارات دانشجویان بوده است و نمره منفی، به معنی شکاف منفی و وجود فاصله بین کیفیت وضع موجود با وضع مطلوب است و نمره صفر نیز به مفهوم نبود شکاف است. برای توصیف اطلاعات از آزمون‌های توصیفی شامل میانگین و انحراف معیار، برای بررسی تفاوت میانگین بین ادراکات و انتظارات از آزمون تی زوجی و برای بررسی ارتباط بین شکاف آموزشی با متغیرهای مستقل دو سطحی از آزمون تی مستقل در سطح معناداری 05/0 استفاده گردید. تحلیل داده‌ها با کمک نرم‌افزار SPSS-16 انجام شد.   نتایج کلیه پرسشنامه‌های توزیع شده (197 پرسشنامه) مورد و تجزیه و تحلیل قرار گرفت(پاسخ‌دهی100%  دانشجویان). از این میان 5/33 درصد (66نفر) دانشجویان شرکت‌کننده در مطالعه را مرد و 5/66 درصد (131نفر) را زن تشکیل ‌داد. 1/75 درصد (148نفر) مجرد و 9/24 درصد (49نفر) متأهل، 1/43 درصد (85نفر) فراگیران در مقطع علوم پایه و 9/56 درصد (112نفر) دانشجویان شرکت‌کننده در مطالعه در مقطع اختصاصی مشغول به تحصیل بودند. 8/16 درصد (33نفر) شرکت‌کنندگان در مطالعه از طریق پردیس بین‌الملل و 2/83 درصد (164نفر) فراگیران از طریق کنکور پذیرش شده بودند. جهت بررسی نرمال بودن توزیع داده‌ها از آزمون Kolmogrov-Smirnov استفاده شد که نتایج نشان داد تمامی ابعاد پنج گانه از توزیع نرمال برخوردار بودند. لذا از آزمون‌های پارامتریک T زوجی، T مستقل و آنووا در تحلیل داده‌ها استفاده شد. یافته‌های به دست آمده در مورد مقایسه میانگین نمره ادراکات با انتظارات دانشجویان در جدول یک ارائه شده است. جدول 1 : میانگین و انحراف معیار نمره ادراکات و انتظارات دانشجویان تحت مطالعه در ابعاد پنجگانه ابعاد متغیرها میانگین و انحراف معیار شکاف کیفیت T p تضمین ادراکات 63/0±64/3 80/0- 26/16- 001/0 انتظارات 46/0±45/4 پاسخ‌گویی ادراکات 74/0±43/3 76/0- 51/12- 001/0 انتظارات 58/0±19/4 همدلی ادراکات 69/0±36/3 04/1- 1/17- 001/0 انتظارات 53/0±39/4 اطمینان ادراکات 59/0±70/3 67/0- 19/13- 001/0 انتظارات 51/0±38/4 ملموس ادراکات 85/0±14/3 14/1- 23/13- 001/0 انتظارات 87/0±29/4 کل ادراکات 56/0±48/3 86/0- 07/19- 001/0 انتظارات 43/0±35/4     با توجه به نتایج به دست آمده با آزمون تی زوجی بیش‌ترین شکاف کیفیت در بعد تضمین مربوط به حیطه"آماده نمودن دانشجویان برای شغل آینده با ارائه آموزش‌های نظری و عملی مناسب" (50/1-)، بیش‌ترین شکاف‌ها در بعد پاسخ‌گویی مربوط به حیطه"اعمال نظرات و پیشنهادات دانشجویان درباره مسائل آموزشی در برنامه‌های آموزشی" (25/1-)، در بعد همدلی مربوط به حیطه"وجود مکان آرام و مناسب برای مطالعه در داخل دانشکده" (58/1-)، در بعد اطمینان مربوط به حیطه"ارائه مطالب به شیوه‌هایی که برای دانشجو قابل درک باشد" (05/1-) و  درنهایت در بعد ملموس مربوط به حیطه"کارآمد و جدید بودن تجهیزات و مواد آموزشی (اینترنت، کتابخانه، اورهد)" (61/1-) بوده. آزمون T زوجی نشان داد که بین میانگین نمره اداراکات و انتظارات دانشجویان در کلیه ابعاد مورد مطالعه اختلاف معناداری وجود دارد. جدول دو مقایسه ادراکات با انتظارات دانشجویان مورد بررسی با توجه به سطح تحصیلی آنان (علوم پایه و اختصاصی) را نشان می‌دهد. آزمون T مستقل نشان داد بین میانگین شکاف کیفیت خدمات آموزشی در ابعاد تضمین، پاسخ‌گویی، همدلی، اطمینان و ملموس با توجه به سطح تحصیلی دانشجویان (علوم پایه و اختصاصی) مورد بررسی اختلاف معناداری وجود ندارد.     جدول 2: مقایسه میانگین نمرات ادراکات و انتظارات دانشجویان تحت مطالعه در ابعاد پنجگانه بر حسب سطح تحصیلی ابعاد سطح تحصیلی میانگین و انحراف معیار ادراکات میانگین و انحراف معیار انتظارات میانگین شکاف کیفیت T P تضمین علوم پایه 68/0±55/3 45/0±40/4 85/0- 91/0- 36/0 اختصاصی 59/0±71/3 47/0±48/4 77/0- پاسخ‌گویی علوم پایه 83/0±34/3 61/0±19/4 85/0- 25/1- 21/0 اختصاصی 65/0±49/3 56/0±19/4 7/0- همدلی علوم پایه 76/0±31/3 50/0±37/4 06/1- 11/0- 91/0 اختصاصی 64/0±36/3 55/0±41/4 05/1- اطمینان علوم پایه 65/0±69/3 46/0±41/4 72/0- 71/0- 47/0 اختصاصی 54/0±71/3 55/1±36/4 65/0- ملموس علوم پایه 86/0±20/3 70/0±28/4 08/1- 61/0- 54/0 اختصاصی 85/0±10/3 97/0±29/4 19/1- میانگین کل علوم پایه 63/0±45/3 41/0±34/4 89/0- 56/0- 57/0 اختصاصی 51/0±51/3 45/0±35/4 84/0-     همچنین یافته‌های مربوط به میانگین و انحراف معیار نمره ادراکات و انتظارات دانشجویان تحت مطالعه در ابعاد پنجگانه بر حسب جنسیت در جدول سه ارائه شده است. آزمون T مستقل نشان داد که بین میانگین شکاف کیفیت خدمات آموزشی در ابعاد تضمین، پاسخ‌گویی، همدلی و اطمینان با توجه به جنسیت اختلاف معناداری وجود داشته و در بعد ملموس با توجه به جنسیت اختلاف معناداری وجود نداشت.     جدول3: میانگین و انحراف معیار نمره ادراکات و انتظارات دانشجویان تحت مطالعه در ابعاد پنجگانه بر حسب جنسیت ابعاد جنسیت میانگین و انحراف معیار ادراکات میانگین و انحراف معیار انتظارات میانگین شکاف کیفیت T P تضمین مرد 59/0±77/3 54/0±38/4 61/0- 81/2 005/0 زن 64/0±58/3 41/0±48/4 90/0- پاسخ‌گویی مرد 68/0±65/3 68/0±14/4 49/0- 26/3 001/0 زن 74/0±31/3 52/0±21/4 90/0- همدلی مرد 73/0±49/3 53/0±37/4 88/0- 94/1 05/0 زن 66/0±27/3 53/0±40/4 13/1- اطمینان مرد 59/0±88/3 58/0±30/4 42/0- 68/3 001/0 زن 56/0±61/3 48/0±42/4 81/0- ملموس مرد 95/0±23/3 79/0±22/4 99/0- 29/1 19/0 زن 80/0±09/3 90/0±33/4 24/1- کل مرد 58/0±64/3 49/0±29/4 65/0- 42/3 001/0 زن 54/0±40/3 40/0±38/4 98/0-     یافته‌های مربوط به مقایسه میانگین شکاف کیفیت خدمات آموزشی در ابعاد پنجگانه برحسب نحوه پذیرش دانشجویان (کنکور سراسری و پردیس بین‌الملل) نیز در جدول چهار ارائه شده است.     جدول 4: مقایسه میانگین نمرات ادراکات و انتظارات دانشجویان تحت مطالعه در ابعاد پنجگانه بر حسب نحوه پذیرش ابعاد نحوه پذیرش میانگین و انحراف معیار ادراکات میانگین و انحراف معیار انتظارات میانگین شکاف کیفیت T P-value تضمین کنکور 61/0±68/3 44/0±47/4 79/0- 78/0 43/0 پردیس 70/0±43/3 53/0±32/4 89/0- پاسخ‌گویی کنکور 70/0±47/3 57/0±19/4 72/0- 50/1 13/0 پردیس 89/0±20/3 62/0±16/4 96/0- همدلی کنکور 67/0±39/3 53/0±41/4 02/1- 04/1 29/0 پردیس 73/0±08/3 54/0±27/4 19/1- اطمینان کنکور 58/0±71/3 53/0±38/4 67/0- 49/0 61/0 پردیس 63/0±66/3 45/0±39/4 73/0- ملموس کنکور 87/0±17/3 92/0±27/4 1/1- 38/1 16/0 پردیس 78/0±98/2 54/0±40/4 42/1- کل کنکور 55/0±52/3 44/0±36/4 84/0- 37/1 16/0 پردیس 60/0±31/3 42/0±31/4 1-     آزمون آماری T نشان داد بین میانگین شکاف کیفیت خدمات آموزشی در ابعاد تضمین، پاسخ‌گویی، همدلی، اطمینان و ملموس در دانشجویان بر حسب نحوه پذیرش اختلاف معناداری وجود ندارد.   بحث یافته‌های پژوهش حاضر نشان داد در تمامی ابعاد کیفیت خدمات آموزشی و عبارات مربوط به آن شکاف منفی وجود دارد. شکاف منفی بیانگر آن است که از دید دانشجویان، ارائه خدمات آموزشی در حد انتظارات آنان نبوده است و در برآورده کردن انتظارات دانشجویان باید اقدامات لازم انجام گیرد. بیش‌ترین میانگین شکاف کیفیت در بعد ملموس (14/1-) بود که در نتایج مطالعات زارعی(18)، یوساپرونپایبون (Yousapronpaiboon ) (19)، یاسبلاغی(12) و مومنی(16) نیز بیش‌ترین شکاف کیفیت در بعد ملموس مشاهده گردید و پس از آن میانگین شکاف کیفیت به ترتیب در بعد همدلی (04/1-)، در بعد تضمین (80/0-)، در بعد پاسخ‌گویی (76/0-) و کم‌ترین شکاف در بعد اطمینان (67/0-) مشاهده شد که این یافته در نتایج مطالعات نجفی(11)، یاسبلاغی(12)، زارعی(18)، خاندان(20) و توفیقی(17) نیز مشاهده گردید. شکاف منفی در بعد ملموس نشانگر آنست که جذابیت ظاهری، تسهیلات فیزیکی و جذابیت ظاهری وسایلی که اساتید در حین آموزش از آنها استفاده می‌کنند، نتوانسته رضایت دانشجویان را به طور کامل جذب نماید. نظر به این که بعد ملموس خدمات در معرض دید مشتریان بوده و تأثیر بسزایی بر رضایت‌مندی مشتریان می‌گذارد و بیش‌تر از ابعاد دیگر مدنظر مشتریان است، ضروری است که مسؤولین به کاهش شکاف این بعد و برآورده کردن نیازها و انتظارات دانشجویان توجه ویژه‌ای داشته باشند. در این بعد مؤلفه"کارآمد و جدید بودن تجهیزات و مواد آموزشی"و"جذابیت ظاهری و تسهیلات فیزیکی ساختمان، کلاس‌ها، صندلی"به ترتیب دارای بیش‌ترین شکاف منفی بود؛ که شایسته است مسؤولین محترم دانشکده داروسازی در راستای بهبود استاندارد فضاهای فیزیکی و تأمین تجهیزات به روز آموزشی اقدامات لازم را مبذول نمایند. زیرا صاحب‌نظران بر این باورند که با اولویت‌بندی و اختصاص بودجه به ابعادی که دارای بیش‌ترین شکاف هستند، می‌توان گفت با کاهش شکاف در این ابعاد، سایر ابعاد نیز از دیدگاه دانشجویان بهبود خواهند یافت زیرا وجود داشتن نقص و شکاف در یک بعد، اثر تشدیدکنندگی دارد و باعث افت کیفیت در سایر ابعاد از دیدگاه دریافت‌کنندگان خدمت می‌شود(17). لازم به توضیح است که این پژوهش در سال 1394 انجام شده و در حال حاضر با توجه به ساخت و افتتاح ساختمان جدید دانشکده داروسازی مشهد احتمالاً میزان شکاف بهبود یافته است. دومین میانگین شکاف در بعد همدلی (04/1-) وجود دارد. این بعد یعنی توجه ویژه و صمیمی به دانشجویان، گرم و خوش اخلاق بودن در برخورد با دانشجو و حساس بودن نسبت به نیازهای او از ویژگی‌های همدلی است و تا حدود زیادی نشان‌دهنده تمایل دانشگاه برای ارائه خدمات سریع و مناسب به دانشجویان است. شکاف منفی در این بعد حاکی از آن است که باید کارکنان، مسؤولان و اساتید نسبت به شنیدن نظرات دانشجو از خود علاقه‌مندی نشان دهند و با دانشجویان رفتاری احترام آمیز داشته باشند. وجود مکان آرام و مناسب برای مطالعه در داخل دانشکده و انعطاف‌پذیری اساتید در مواجهه با شرایط خاص هر دانشجو می‌تواند در کم کردن شکاف در این بعد تأثیر بسزایی داشته باشد. هر چند بالا بودن نسبت تعداد دانشجویان به کارکنان باعث شده آنان مجالی برای ابراز همدلی، شنیدن و درک نظرات دانشجویان نداشته باشند، اما می‌توان با برگزاری دوره‌های آموزشی مهارت‌های ارتباطی و کاری، سرعت عمل کارکنان را بهبود بخشید و به کارکنان نیز توصیه می‌شود که مشتری محوری را سرلوحه کار خود قرار داده و به نظرات و پیشنهادات دانشجویان توجه بیش‌تری داشته باشند. مؤلفه‌های"آماده نمودن دانشجویان برای شغل آینده"و"برخورداری اساتید از دانش تخصصی"به ترتیب بیش‌ترین شکاف‌ها را در بعد تضمین  ایجاد نموده‌است. در این راستا لازم است اساتید راهنما و مشاور چشم‌انداز روشن و واضحی را از آینده شغلی دانشجویان ارائه و آنان را با چالش‌ها و تهدیدهای آینده شغلی‌شان آشنا نمایند. همچنین با توجه به رشد روزافزون و شگفت علوم به خصوص در حوزه داروسازی شایسته است دوره‌های آموزشی مدونی مبتنی بر اصول علمی نیازسنجی آموزشی جهت اعضای هیأت‌علمی، مدرسین و مربیان در نظر گرفته شود. بعد تضمین به دانش، تواضع و توانایی کارکنان برای رساندن اعتماد و صمیمیت اشاره دارد.  شکاف منفی در این بعد مبین عدم توجه کافی اساتید به بحث و تبادل نظر در کلاس و ارائه آموزش‌های نظری و عملی کم‌تر از انتظار دانشجویان بوده است که شاید بتوان آنرا به شیوه‌های سنتی تدریس و عدم بهره‌گیری اساتید از روش‌های نوین آموزشی که مبتنی بر حل مسأله، بحث‌های گروهی است، مرتبط دانست. دانشکده‌ها قبل از هر چیز باید بر وظایف، توانمندی و جایگاه اساتید تمرکز داشته باشند؛ به همین سبب بازنگری در سیستم آموزشی، تدوین استانداردهای نوین آموزشی و نظارت بر حسن اجرای آن باید در ارتقا و ارزشیابی اعضای هیأت‌علمی مورد توجه قرار گیرد. بعد پاسخ‌گویی مفهوم تمایل به کمک به مشتریان و ارائه خدمات فوری دارد. بیش‌ترین شکاف در این بعد مربوط به مؤلفه اعمال نظرات و پیشنهادات دانشجویان درباره مسائل آموزشی در برنامه‌های آموزشی است. کاملاً واضح است در صورتی که دانشجویان خود را شریک در تصمیم‌گیری‌های دانشکده و مسائل آموزشی بدانند و نظرات و پیشنهادات خود را مؤثر در سازمان بدانند، مسائل سازمان را مسائل خود دانسته و بهترین و بیش‌ترین میزان مشارکت را در بهبود وضعیت موجود خواهند داشت. "در دسترس نبودن اساتید راهنما و مشاور در هنگام نیاز دانشجو" در رتبه دوم مؤلفه‌ای بعد پاسخ‌گویی وجود دارد که با توجه به نقش بسیار مهمی که اساتید راهنما و مشاور در پیشرفت علمی و تحصیلی دانشجویان ایفا می‌کنند، لازم است دانشکده شرایط لازم جهت دسترسی مناسب دانشجویان به اساتید راهنما و مشاور را فراهم نماید. همچنین شکاف در این بعد حاکی از آن است که دانشجویان برای انتقال نظرها، انتقادها و پیشنهادهای خود در زمینه مسائل آموزشی به مدیران دسترسی آسانی ندارند. پیشنهاد می‌شود برای کاهش شکاف در بعد پاسخ‌گویی مدیران و مسؤولان آموزش چه در سطح دانشگاه و چه در سطح دانشکده، مسؤولان زمان معینی را برای دیدارهای دانشجویی در نظر بگیرند تا دانشجویان از این طریق نظرها، پیشنهادها و انتقادهای خود را به آنان انتقال دهند. همچنین مسؤولان باید فرهنگ مشتری مداری و دانشجو محوری را در سطوح دانشکده‌ها نهادینه نمایند. در این پژوهش کم‌ترین شکاف کیفیت در بعد اطمینان  مشاهده شد که از این حیث این نتیجه پژوهش با پژوهش‌های یوساپرونبایبون، کبریائی، توفیقی، زارعی، یاسبلاغی، خاندان و نجفی هم‌سو است. لازم به ذکر است که کم‌تر بودن شکاف در این بعد نسبت به سایر ابعاد نشان‌دهنده آن است که به آن توجه بیش‌تری شده است و شاید بتوان آن را یکی از نقاط قوت دانشکده داروسازی دانست. با این وجود بیش‌ترین شکاف در مؤلفه‌های "ارائه مطالب به شیوه‌های قابل درک برای دانشجو"، "آگاه نمودن دانشجو از نتایج ارزشیابی‌های انجام شده در مورد وی" و "ارائه مطالب درسی به شکلی منظم و مرتبط"، نشان‌دهنده این است که دانشکده نتوانسته انتظارات دانشجویان را برآورده نماید. تغییر روش‌های آموزشی و تدریس و همچنین تغییر شیوه‌های ارزشیابی دانشجویان از روش‌های سنتی به روش‌های نوین و استفاده از سبک‌های دانشجو محور بجای استاد محور تأثیر بسیار زیادی بر روی کاهش این شکاف خواهد داشت. در میانگین شکاف کیفیت خدمات آموزشی در کلیه ابعاد مورد بررسی بر حسب مقطع تحصیلی علوم پایه و تخصصی اختلاف معناداری مشاهده نشد یعنی به رغم این که دانشجویان علوم پایه مدت تحصیل کم‌تری را در دانشکده گذرانده‌اند، لیکن انتظارات آنان در سطح دانشجویان مقطع تخصصی بود. بین میانگین شکاف کیفیت خدمات آموزشی در کلیه ابعاد به جز بعد ملموس با توجه به جنسیت اختلاف معناداری وجود داشت و در کلیه ابعاد مورد بررسی، میانگین شکاف کیفیت خدمات از نظر دانشجویان زن بیش‌تر از مرد بوده و دانشجویان زن از کیفیت خدمات ارائه شده رضایت‌مندی کم‌تری داشتند. که این یافته با یافته‌های مطالعات زراعی و عباسیان هم‌سو نبوده لیکن با نتایج مطالعه همتی نژاد هم‌سو بود. می‌توان گفت کیفیت می‌تواند معانی مختلفی برای افراد مختلف بر اساس جنسیت داشته باشد و لازم است مسؤولین محترم دانشکده تفاوت‌های جنسیتی را در ارائه خدمات مدنظر داشته باشند. هر چند که میانگین شکاف کیفیت خدمات در تمام ابعاد در دانشجویان پردیس بین‌الملل بیش‌تر از دانشجویان کنکور بود، لیکن بین میانگین شکاف کیفیت خدمات آموزشی در کلیه ابعاد تضمین، پاسخ‌گویی، همدلی، اطمینان و ملموس با توجه به نحوه پذیرش در دانشکده (کنکور-پردیس بین‌الملل) اختلاف معناداری وجود نداشت. این یافته با توجه به ادغام شعب بین‌الملل دانشگاه‌ها در دانشکده‌های سراسری از اهمیت فوق‌العاده‌ای برخوردار است؛ چرا که به رغم این که انتظار می‌رفت دانشجویان پردیس بین‌الملل با توجه به پرداخت شهریه انتظارات بسیار بیش‌تری از خدمات آموزشی داشته باشند و خدمات با کیفیت‌تری را مطالبه نمایند و تجمیع آنان با دانشجویان سراسری مشکلاتی را به همراه داشته باشد، یافته‌های این مطالعه اختلاف معناداری را نشان نداد. تعیین شکاف کیفیت خدمات می‌تواند مبنای مناسبی برای برنامه‌ریزی، اولویت‌بندی و تصمیم‌گیری در مورد تخصیص منابع انسانی و مادی باشد و پیشنهاد می‌شود: به منظور مقایسه سالانه برای تعیین بهبود خدمات، در هر دوره زمانی برای تعیین اثربخشی بهبود کیفیت خدمات و ارزیابی برنامه‌های بهبود کیفیت در هر یک از ابعاد کیفیت، بهتر است بررسی کیفیت با استفاده از مدل ارزیابی سروکوال هر ساله انجام شود و در مطالعات بعدی جهت تحلیل جامع‌تر حوزه خدمات آموزشی نظرات کارکنان، اعضای هیأت‌علمی و سایر ذینفعان و جنبه‌های دیگری که بر کیفیت خدمات آموزشی تأثیرگذار هستند، نیز مورد بررسی قرار گیرد. آشنا نمودن اعضای هیأت‌علمی، اساتید مشاور، کارکنان آموزشی و دانشجویان با قوانین و مقررات آموزشی به منظور ارائه بهتر خدمات به دانشجویان و از طرف دیگر تعدیل انتظارات دانشجویان در درک متقابل از مفاهیم آموزشی و برگزاری برنامه‌های آموزشی و انگیزشی مناسب و دوره‌های برقراری ارتباط مؤثر با دانشجویان، مهارت‌های مشاوره و افزایش آگاهی کارکنان واحدهای آموزشی از نقش خود در فرایند کیفی سازی و ارتقای مهارت‌های ارتباطی کاری آنان و توجه به رویکرد دانشجو محوری با موضوع رضایت‌مندی آنان می‌تواند اطلاعات با ارزشی در اختیار برنامه‌ریزان جهت ارتقای کیفیت خدمات آموزشی قرار دهد. از آنجا که مشتریان هر سازمانی درک متفاوتی از خدمات دریافت شده دارند و انتظارات متفاوتی نیز دارند و به دلیل تفاوت در دوره‌ها و سطوح آموزشی، امکانات، تجهیزات، کارکنان و اعضای هیأت‌علمی در دانشگاه‌ها و همچنین مشخصه‌های فرهنگی، اجتماعی در جوامع مختلف و دیدگاه متفاوت گیرندگان خدمت نسبت به کیفیت خدمات و ادراک و انتظار، نتایج این پژوهش قابل تعمیم به سایر دانشگاه‌ها نیست و دانشگاه‌ها می‌توانند با طراحی و اجرای مطالعات مشابه در سطوح مختلف، کیفیت خدمات خود را سنجیده و نقاط قوت و ضعف خویش را در ارائه خدمات با کیفیت شناسایی نمایند. نتایج پژوهش می‌تواند برای مسؤولین دانشکده به عنوان یک راهنما برای برنامه‌ریزی و تخصیص منابع مورد استفاده قرار گیرد تا در راستای دانشجو محوری و برآورده نمودن انتظارات دانشجویان و افزایش رضایت‌مندی دانشجویان گام بردارند. از نقاط قوت این مطالعه استفاده از پرسشنامه استاندارد بود که باعث شد بتوان نتایج استخراج شده را با نتایج استخراجی از سایر دانشگاه‌ها تطبیق داد. نقطه قوت دیگر این است که مطالعه در راستای برنامه تحول آموزش و استانداردسازی فعالیت‌ها و خدمات آموزشی بود. در نهایت همراهی و همکاری بسیار خوب مسؤولین محترم دانشکده و استقبال دانشجویان از اجرای طرح و تکمیل و بازگشت 100% پرسشنامه‌های توزیع شده به پرسشگر بود. از محدودیت‌های پژوهش می‌توان گفت نمونه‌های پژوهش منحصر به دانشجویان بود. لذا پیشنهاد می‌شود در مطالعات بعدی جهت تحلیل جامع‌تر حوزه خدمات آموزشی نظرات کارکنان، اعضای هیأت‌علمی و سایر ذینفعان و جنبه‌های دیگری که بر کیفیت خدمات آموزشی تأثیرگذار هستند، نیز مورد بررسی قرار گیرد و اجرای پژوهش در سایر دانشکده‌ها نیز می‌توانست امکان مقایسه دانشکده‌ها و دانشجویان با رشته‌های مختلف را فراهم نماید. همچنین در مدل سروکوال از انواع خدماتی که در دانشگاه‌ها ارائه می‌شود، تنها به عوامل پنچ گانه پرداخته شده در صورتی که دامنه خدمات آموزشی بسیار گسترده‌تر از ابعاد مذکور است.   نتیجه‌گیری نتایج حاصل از این پژوهش نشان‌دهنده وجود شکاف بین انتظارات و ادراکات دانشجویان در تمامی ابعاد پنجگانه خدمات است. با مقایسه نتایج این مطالعه با نتایج پژوهش‌های انجام شده می‌توان دریافت که شکاف کیفیت در ابعاد پنجگانه خدمات در اغلب دانشگاه‌ها و دانشکده‌ها وجود دارد، هر چند به فراخور تعداد دانشجو و اعضای هیأت‌علمی، قدمت دانشگاه، دانشکده و یا نیروی انسانی که در آن مشغول هستند و فضای فیزیکی و امکانات آموزشی مورد استفاده، در پاره‌ای از موارد تفاوت‌هایی وجود دارد.   قدردانی با تقدیر و تشکر از مسؤولین محترم دانشکده داروسازی مشهد، ریاست محترم دانشکده و رئیس محترم گروه آموزش دانشکده سرکار خانم بختیاری و همچنین تقدیر و تشکر از دانشجویان محترم دانشکده داروسازی دانشگاه علوم پزشکی مشهد که نهایت همکاری را در تکمیل پرسشنامه مبذول داشتند.   منابع 1. Ashrafi B, Rajabi AA. [Rooykardi nowin Be Tazmine Keyfiat Dar Amoozashe Ali]. Majmooe Maghalate panjaho yekomin Neshaste Daneshgahha va Marakeze Elmi va Tahghighati,Iran; Tehran; 2005. 2. Sohrabi Z, Majidi Z. [Educational Services Quality Gap: Perspectives Of Educational Administrators, Faculty Members And Medical Students]. payavard. 2014; 7(5): 376-388. [Persian] 3. Alves A, Vieira A, editors. The SERVQUAL as a marketing instrument to measure services quality in higher education institutions. Proceedings of the 2nd International Conference. Poland; 2006. 4. Caruana A, Ewing MT, Ramaseshan B. Assessment of the Three-Column Format SERVQUAL: An Experimental Approach. Journal of Business Research. 2000; 49(1): 57-65. 5. Oofori Essiam j. Service Quality and Patients Satisfaction with Healthcare Delivery:Empirical Evidence from Patients of the Out Patient Department of a Public University Hospital in Ghana. European Journal of Business and Management. 2013; 5(28): 52-9. 6. Zafiropoulos C. Students’ attitudes about educational service quality. The Cyprus Journal of Sciences. 2006; 4: 13-24. 7. Arambewela R, Hall J. A comparative analysis of international education satisfaction using SERVQUAL. Journal of Services Research. 2006; 6(Special): 141-63. 8. Ruby CA. Assessing satisfaction with selected student services using SERVQUAL, a market-driven model of service quality. NASPA journal. 1998; 35(4): 331-41. 9. Shekarchizadeh A, Rasli A, Hon‐Tat H. SERVQUAL in Malaysian universities: perspectives of international students. Business Process Management Journal. 2011; 17(1): 67-81. 10. Ilias AI, Hasan HFA, Rahman RA. Student Satisfaction and Service Quality: Any Differences in Demographic Factors?. International Business Research. 2008; 1(4): 131. 11. Najafi R, AbasaltKhorasani A, Mohammadi R, Golvi M. [    Assessing the Quality of Educational Services Based on SERVQUAL Model]. Journal of Measurement & Educational Evaluation Studies. 2017; 7(17): 7-32. [Persian] 12. Yasbolaghi Sb, Havas Bf, Moosavipour S. [A Survey Of The Quality Of Educational Services Provided To Arak University Students Using The Servqual Model]. Journal Of Instruction And Evaluation) Journal Of Educational Sciences. 2014; 4(6): 29-44. [Persiam] 13. Aghamolaei T, Zare S, Abedini S. [The quality gap of educational services from the point of view of students in Hormozgan University of Medical Sciences]. Journal of Strides Development Medical Education. 2012; 3(2): 78-85. [Persian] 14. Arbouni F, Shoghli A, Badriposhteh S, Mohajery M. [The gap between students’ expectations and educational services provided for them, Zanjan University of Medical Sciences, 2007]. Journal of Strides Development Medical Education. 2012; 5(1): 17-25. [Persian] 15. Kebriaei A, Roudbari M, Rakhshani N, Mirlotfi P. [Assessing quality of educational services at Zahedan University of Medical Sciences]. Tabib Shargh. 2005; 7(2): 139-46. [Persian] 16. Momeni Danaei S, Shahamat S, Khatoni A, Ghodsi S, Hashemi M. [The Quality of Educational Services: Gap between Optimal and Actual Status according to Dentistry Students]. Iranian Journal of Medical Education. 2012; 11(7): 685-95. [Persian] 17. Tofighi S, Sadeghifar J, Hamouzadeh P, Afshari S, Foruzanfar F, Taghavi Shahri SM. [Quality of educational services from the viewpoints of students; SERVQUAL model]. Education Strategies in Medical Sciences. 2011; 4(1): 21-6. [Persian] 18. Zareii E , Alijanzadeh M, Moosazadeh AR. [An Evaluation of Educational Service Quality Gap in the Faculty of Health at Shahid Beheshti University of Medical Sciences: Using SERVEQUAL Techniques]. Journal of Medical Education Development. 2016; 8(20): 38-48. [Persian] 19. Yousapronpaiboon K. Servqual: measuring higher education service quality in Thailand. Procedia-Social and Behavioral Sciences. 2014; 116: 1088-95. 20. Khandan M, Nouhi E, Sabzevari S. [Quality Assessment of Educational Services in Nursing and Midwifery School of Kerman Based on SERVQUAL Model]. Iranian Journal of Medical Education. 2015; 15 :251-262. [Persian] Comparing Pharmacy Students’ Perceptions and Expectations of Quality of Educational Services at Mashhad University of Medical Sciences Based on SERVQUAL Model   Omid Reza Nakhaey1, Seyed Masoud Hosseini2, Vida Vakili3, Ehsan Mosa Farkhani4   Abstract   Introduction: In higher education systems, students are the main clients of educational services who can be surveyed as a reliable source to evaluate the quality of educational services they have received. The purpose of this study was to evaluate the quality of educational services for pharmacy students at Mashhad University of Medical Sciences based on SERVQUAL model in 2015. Methods: This descriptive, cross-sectional study was conducted on 197 pharmacy students of Mashhad University of Medical Sciences who were selected through stratified random sampling. Data collection tool was a modified and localized version of SERVQUAL questionnaire whose validity and reliability were confirmed in similar studies and this study. The data were analyzed using descriptive statistics and paired and independent t-tests. Results: There were gaps between students’ expectations and perceptions in all the five dimensions of quality of educational services (P=0.001) namely tangibility (-1.14), empathy (-1.04), assurance (-0.8) responsiveness (-0.76) and reliability (-0.67). Conclusion: Determining the gaps in service quality may be a valid basis for planning, prioritizing and decision-making about allocation of human and financial resources to improve the quality of education. Since most of the dimensions of quality of education are directly related to the faculty and their educational activities, it is suggested to give priority to holding consultation and communication skills workshops.   Keywords: Quality, educational services, SERVQUAL model, pharmacy students   Addresses: 1. MSc Student of Medical Education, Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Email: nakhaeyor1@mums.ac.ir 2. (*) Instructor, Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. and PhD  Candidate in Nursing, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran Email: Hoseinim@mums.ac.ir 3. Assistant Professor, Department of Social Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran. Email: VakiliV@mums.ac.ir 4. Ph.D Candidate in Epidemiology, Mashhad University of Medical Sciences, Mashhad, Iran. Email: FarkhanyE1@mums.ac.ir     * نویسنده مسؤول: سید مسعود حسینی (مربی)، گروه آموزش پزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران و دانشجوی دکترای پرستاری، گروه پرستاری داخلی-جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران hoseinim@mums.ac.ir  امیدرضا نخعی، دانشجوی کارشناسی ارشد آموزش پزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران. (nakhaeyor1@mums.ac.ir )؛ دکتر ویدا وکیلی (استادیار)، گروه پزشکی اجتماعی، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران. (vakiliV@mums.ac.ir)؛ احسان موسی فرخانی، دانشجوی دکترای اپیدمیولوژی، دانشگاه علوم پزشکی مشهد، مشهد، ایران. (farkhanyE1@mums.ac.ir ) تاریخ دریافت مقاله: 21/9/95، تاریخ اصلاحیه: 14/12/95، تاریخ پذیرش: 17/4/96}, Keywords = {Quality, educational services, SERVQUAL model, pharmacy students}, volume = {17}, Number = {0}, pages = {504-515}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4270-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4270-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Abazari, Parvaneh and Namnabati, Mahboobeh}, title = {Restrictive and Facilitating Factors of Nursing Students` Clinical Education Effectiveness}, abstract ={  Introduction: Challenges of clinical education have been described and explored from the viewpoints of nursing students in numerous studies, but few studies have deeply explained these factors from the perspective of nursing faculty members and nursing managers of teaching hospitals. The aim of this study was to describe and explain the experiences of nursing faculty members and nursing managers about the factors that affect clinical education effectiveness. Methods: The study employed a conventional qualitative content analysis approach. Participants included 18 faculty members, clinical instructors and nursing managers of Isfahan University of Medical Sciences. Purposive sampling was conducted until data saturation. Data were collected through individual semi-structured interviews and field notes. All the interviews were recorded, transcribed and analyzed line by line. The data were analyzed using conventional content analysis. Results: Qualitative analysis of the data yielded two main categories of restrictive and facilitating factors of clinical education effectiveness. Restrictive factors included four subcategories: physical and psychological atmosphere of training units, student density, lack of teamwork approach in caring and training, and inappropriate role models. Facilitating factors consisted of two subcategories: experienced and tactful instructors and competent clinical nurses. Conclusion: The challenges of nursing clinical education effectiveness are the common concern of students, nurses, and nursing faculty members. Thus, considering the nature of the problems, cooperation of faculties of nursing and vice chancellors for treatment and education of medical universities is necessary to overcome these challenges.  }, Keywords = {Qualitative study, nursing instructors, clinical education, clinical setting}, volume = {17}, Number = {0}, pages = {494-503}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4628-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4628-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Yazdani, Shahram and Farajpour, Arezou}, title = {Concept Analysis of “Practice-Based Learning and Improvement” according to Walker and Avant’s Approach}, abstract ={Introduction: Literature review suggests that there is no consensus among experts on the definition, implementation, training and assessment methods of practice-based learning and improvement (PBLI). Therefore, the purpose of this study was to elaborate on this concept and provide an analytical definition. Methods: This study was conducted based on Walker and Avant’s concept analysis approach in eight stages: selecting a concept, determining the aims of analysis, identifying all uses of the concept, determining the defining attributes, providing a model case, providing borderline, related, contrary, invented, and illegitimate cases, identifying antecedents and consequences, and defining empirical referents. An extensive search in scientific databases was carried out based on predetermined strategies, and 120 documents were reviewed. Accordingly, the defining attributes of the concept were extracted and its analytical definition was presented. Results: PBLI is a complicated, context and vocation-dependent competency which comprises a set of individual competencies that learners should acquire it during their academic education and actualize it through playing professional roles. However, its realization requires antecedents and if happened it could lead to clinical excellence. Conclusion: As a meta-competency, PBLI plays an important role in improving the quality of clinical services and by elaborating on the concept, this study facilitates planning and operationalization of this concept while distinguishing it from closely related concepts.  }, Keywords = {Concept analysis, Practice-Based Learning and Improvement, Walker and Avant, competency}, volume = {17}, Number = {0}, pages = {482-493}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4339-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4339-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {TavakoliDastjerdi, Forough and Neyestani, Mohammadraze and Mirshahjafari, Ebrahim and Yamani, Nikoo}, title = {Educational Needs Assessment of Empowerment Programs for Faculty Members of Isfahan University of Medical Sciences}, abstract ={Introduction: Identification of educational needs is an essential step in planning for faculty development. The aim of this study was to identify educational needs of faculty members of Isfahan University of Medical Sciences in empowerment programs. Methods: Depending on required data, both quantitative and qualitative approaches were employed. In the qualitative stage, 10 interviews were held with professors to develop a questionnaire and analyze the responses to research questions. In the quantitative stage, statistical population included all of the faculty members of Isfahan University of Medical Sciences in 2016 (n=726). Sample size was determined at 260 subjects who were selected by stratified random sampling. Data collection tools were interview and a researcher-made questionnaire whose validity and reliability had been confirmed. It was based on a five-point Likert scale. Data were analyzed at descriptive and inferential levels (independent t-test, correlation, ANOVA, and LSD follow-up test). Results: Analysis and review of the codes in the qualitative stage yielded 110 codes in four main categories and 10 subcategories. Findings of the quantitative stage showed that faculty members reported educational needs in all areas. In the area of teaching methods and techniques, emotional intelligence-based teaching method (3.79±1.02); in evaluation, online evaluation (3.73±0.96); in research and scientific resources management, design and implementation of secondary research (4.07±0.9); and in the area of familiarity with regulations, familiarity with administrative and faculty regulations (3.46±1.16) had the highest mean scores. Furthermore, a significant difference was found between faculty members’ academic rank and educational needs in the areas of research and scientific resources management and familiarity with regulations (p=0.001). Conclusion: Considering the educational needs reported by the faculty members in most of the areas, revision of existing educational programs is recommended.  }, Keywords = {Education, Faculty members, Needs assessment, Empowerment, University of Medical Sciences}, volume = {17}, Number = {0}, pages = {471-481}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4251-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4251-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Mohebi, Foroozan and KHademian, Majid and Haghani, Fariba and yamani, Nikoo}, title = {Medical Interns’ Achieving Rate of Learning Minimums in Common Pediatric Illnesses in Isfahan University of Medical Sciences}, abstract ={Introduction: The purpose of medical education is to acquire knowledge, perspective and skills necessary for patient treatment, and focus on assessment as a tool for quality assurance in educational programs is one of the important traits of medical education. The purpose of this study was to investigate the achieving rate of learning minimums in common pediatric illnesses among medical interns of Isfahan University of Medical Sciences. Methods: This descriptive, cross-sectional study was conducted in 2014-15 academic year. Research population included the medical interns of Isfahan University of Medical Sciences who were selected through convenience sampling (census) (n=84). Data were collected using 8-station objective structured clinical examination. Views of medical education and pediatrics experts were used to confirm content and face validity. Reliability coefficient of the examination was calculated using Cronbach’s alpha of 0.86. A checklist (total score=20) was used to assess each station. Data were analyzed using descriptive statistics. Results: Mean scores of achieving rate of learning minimums in common illnesses were as follows in each station: ear checkup (13.64±1.96), common cold (16.60±2.62), diarrhea and vomiting (15.56±4.22), croup (9.28±2.07), acute seizure (15.96±2.42), history taking of seizure (14.88±2.81), interpretation of growth chart (13.60±3.17) and history taking in underweight child (8.76±3.25). Conclusion: Interns’ achieving rate of learning minimums in common pediatric illnesses was acceptable in four stations, less than expected in two stations and unacceptable in two other stations. Considering the importance of the issue, it is therefore recommended to revisit the duration and methods of ambulatory trainings in pediatrics internship programs.  }, Keywords = {Learning minimums, medical interns, common pediatric illnesses, objective structured clinical examination}, volume = {17}, Number = {0}, pages = {462-470}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4211-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4211-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Falahi, Ebrahim and GhobadiHamzehkhani, Razieh and Ghazi, Shirin and Farhadi, Ali and Roosta, Sajj}, title = {Course Credits of Nutrition Sciences BSc Program: Perspective of Students}, abstract ={Introduction: Surveying the viewpoints of students and graduates is one of the important steps in determining the aspects of a curriculum that require revision. The purpose of this study was to assess the opinions of students of nutrition sciences about the credits of basic courses in Iranian medical universities 2014-15. Methods: This cross-sectional study was conducted on 185 MSc and final-semester BSc students who were selected from all Iranian medical universities through convenience sampling census. Data collection tool was a valid and reliable researcher-made questionnaire. The proportion of course credits to content, interest in each course, proportion to community needs, and relation to the field nutrition were assessed. Data were analyzed by means of descriptive statistics. Results: As to basic nutrition 2, pharmacology, pathophysiology, principles of meal planning, diet therapy 1, diet therapy 2, nutrition for special groups, nutrition physiology and diet therapy apprenticeship, 49.8, 61.3, 61, 63.6, 66.2, 68, 56.2, 62.5, 56.2 percent of the participants respectively stated that the credits of these courses were inadequate relative to their contents. Most of the students believed that the courses metabolism biochemistry, basic nutrition 1, basic nutrition 2, pharmacology, pathophysiology, English for nutrition students and principles of meal planning were highly related to the field nutrition. Most students also believed that 5 new courses should be added to the curriculum. 84.8% and 93.7% of the students respectively believed that an internship in the field course and an internship program during theory courses should be created. Also, 58.6% of them believed that the length of the program should be more than 4 years and as a PhD program. Conclusion: According to the findings of this study, revision of the curriculum of nutrition sciences BSc program by taking students’ opinions into account seems necessary.  }, Keywords = {Course credits, nutrition sciences, student, viewpoint, curriculum revision}, volume = {17}, Number = {0}, pages = {451-461}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4336-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4336-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Bakhteyari, Tahmineh and ArianHamedani, Saeid and Enayati, Taraneh and Roozbehi, Amrollah}, title = {Identifying the Factors Affecting the Development of Intellectual Capital Among Faculty Members of Macro-region 5 Medical Universities in Iran}, abstract ={Introduction: The development of intellectual capital is a strategy that has important effects on behavior and performance of universities. The purpose of this study was to identify the factors affecting the development of intellectual capital among faculty members of region 5 medical universities in Iran. Methods: This quantitative descriptive study was conducted in Iran’s region 5 in 2014-15 academic year. Research population included all assistant professors and higher degree faculty members in Iran’s region 5 including medical universities of Fars, Bushehr, Hormozgan and Kohgiluyeh and Boyer-Ahmad Provinces. Krejcie and Morgan table was used to calculate the sample size and 260 subjects were selected through ratio sampling. Data collection tool was a researcher-made questionnaire whose face and content validity were confirmed by 10 education and management experts and its reliability was calculated at 0.88 (Cronbach’s alpha). The data were analyzed by means of structural equation analysis in Amos Software. Results: A total of 240 participants responded to the questionnaire. In terms of organizational factors, perceived organizational support (factor loading of 0.83) and in terms of human factors, professionalism (factor loading of 0.68) had the greatest impact on development of intellectual capital among region 5 faculty members. Conclusion: Since perceived organizational support and professionalism have the greatest impact on development of intellectual capital among region 5 faculty members, increased organization support and focus on professionalism are suggested for improving the intellectual capital of universities.  }, Keywords = {Intellectual capital, university, medical sciences, organizational factors, human factors}, volume = {17}, Number = {0}, pages = {441-450}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4374-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4374-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Meftagh, SayyedDavoo}, title = {Comparing Academic Satisfaction and the Factors Affecting Academic Deterioration in Students of Isfahan University of Medical Sciences and Payam-e-Noor University}, abstract ={Introduction: One of the important impacts of academic deterioration is its effect on students’ academic satisfaction. This study aimed to compare academic satisfaction and the factors affecting academic deterioration among the students of Isfahan University of Medical Sciences and Payam-e-Noor University of Isfahan. Methods: This study was a descriptive, comparative cross-sectional research. Research population consisted of 648 students in different branches of Payam-e-Noor Universities in Isfahan province and 350 students of Isfahan University of Medical Sciences in 2016. Data collection tools were a questionnaire for assessing the factors affecting academic deterioration and student academic satisfaction questionnaire. Data were analyzed using descriptive statistics, independent t-test, Pearson correlation coefficient and stepwise linear regression. Results: Educational content domain had the highest rank with the mean score of 4±11.62 from the viewpoints of medical sciences students. Among the students of Payam-e-Noor University, educational environment (4.41±0.32) and instructor (4.20±0.25) had the highest mean score respectively. Comparison of the two groups showed that there was a significant difference between the views of the two groups of students on the domains of educational environment (t=4.13, P>0.001) and the instructor (t=3.33, P=0.003). Comparison of the mean scores and standard deviation of academic satisfaction components showed only a significant difference between the two groups regarding satisfaction with the educational environment (t=1.88, P=0.03). Conclusion: According to the results, it seems that both universities should pay attention to the educational status of students, educational environment, instructor and educational content. In addition, attention to these factors can have a direct and indirect effect on students’ academic satisfaction, thus playing an important role in the advancement of educational goals among the students of universities of medical sciences and Payam-e-Noor Universities.  }, Keywords = {Academic satisfaction, academic deterioration, student, medical sciences students, Payam-e-Noor students}, volume = {17}, Number = {0}, pages = {430-440}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4508-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4508-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Yaghmaei, Minoo and Monajemi, Alirez}, title = {Corresponding Author}, abstract ={Corresponding Author}, Keywords = {Corresponding Author}, volume = {17}, Number = {0}, pages = {428-429}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4509-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4509-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Shakurnia, Abdolhussein and Aslami, Maryam}, title = {Critical Thinking Skills of Medical Students at Ahvaz Jundishapur University of Medical Sciences}, abstract ={Introduction: Critical thinking is one of the main goals of education and the accreditation criteria of educational centers, which has been emphasized by the World Federation of Medical Education in medical education. The purpose of this study was to identify critical thinking skills in medical students at Ahvaz Jundishapur University of Medical Sciences. Methods: This descriptive cross-sectional study was conducted on 181 medical students studying basic sciences. Subjects were selected through convenience sampling. Critical thinking skills were evaluated using the B form of California critical thinking skills test (CCTST) containing 34 items. The average score of critical thinking skills was 15.89; less-than-average scores was considered weak critical thinking skills and higher-than-average scores was considered good critical thinking skills. Data were analyzed using descriptive statistics, independent t-test and Pearson correlation coefficient. Results: The mean score and standard deviation of students’ critical thinking skills was 7.53±2.98 namely less than 50% of the total score (compared to 15.89 as the average). There was no significant difference in medical students’ critical thinking skills in terms of sex, age and academic performance (p≥0.05). Conclusion: Results showed that the critical thinking skills of medical students were lower than the average level and weak. Given the importance of critical thinking in clinical decision-making, university faculty members are expected to focus more on developing critical thinking in medical students.}, Keywords = {Critical thinking, medical students, education, California critical thinking skills test}, volume = {17}, Number = {0}, pages = {420-427}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4390-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4390-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Yousefy, Alireza and Yazdannik, Ahmadreza and mohammadi, Sepideh and َArazi, Tajmohammad ََArazi}, title = {Exploring the Dominant Discourse of BSc Nursing Theory Courses}, abstract ={Introduction: The dominant discourse of nursing education is vague and critical assessment can pave the way for such discourse and provide a solution to discover represented patterns of the dominant culture. The aim of this study was to explore the dominant discourse of BSc nursing theory courses. Methods: The study was a qualitative research conducted through Fairclough’s discourse analysis approach. Participants included faculty members and students from five faculties of nursing and midwifery in Tehran, Isfahan, Mazandaran (Amol), Babol and Yasouj Universities of Medical Sciences. Data were collected from 25 individual interviews, 12 focus groups, 22 direct class observations and review of 32 booklets, 48 PowerPoint files and 25 exam questions from those faculties. Results: Findings showed that key signifiers of nursing theory education included elements such as patient-centeredness, pathophysiology, diagnosis and treatment while nursing care and nursing process were floating signifiers. Accordingly, although authorities of nursing education discourse realized the power of nursing jargon words such as care-centeredness and nursing process in the field of nursing theory education, and tried to define and establish the floating signifiers in nursing discourse, this did not happen and the dominance of biomedical discourse was obvious in every part of nursing discourse. Conclusion: Given the dominance of biomedical discourse, re-articulation based on signifiers resulted from nursing profession is essential and reformulation of dominant paradigmatic components requires a new discourse; a discourse that along with the elements extracted from the truth and nature of the field and the floating signifiers accepted in the discourse order of nursing theory education such as care-centeredness, could move away from the periphery and enter the center of academic education discourse.  }, Keywords = {Nursing education, nursing discourse, discourse analysis, theory courses, BSc nursing students}, volume = {17}, Number = {0}, pages = {409-419}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4447-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4447-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Najafi, Mostafa and Mollabashi, Roya and Ghazavi, Zahra and Najafi, Mohammad kazem and Mousavi, Arefeh}, title = {Comparing the Use of Video Clips and Traditional Methods for Teaching Schizophrenia: Perspective of Students}, abstract ={Introduction: Modern educational methods are influential in improving the quality of education and learners’ satisfaction. The aim of this study was to introduce the teaching method using “video clips” in teaching schizophrenia and survey the viewpoints of psychiatry students of Isfahan University of Medical Sciences compared to using traditional methods. Methods: This quasi-experimental study was conducted in 2013 on 101 psychiatry students of Isfahan University of Medical Sciences who were selected by convenience sampling (census) and divided randomly into traditional teaching group (n=47) and video clip groups (n=54). Research tool was a researcher-made questionnaire. Its validity was confirmed by the psychiatry and medical education experts and the reliability was confirmed by Cronbach’s alpha coefficients (α=0.92). The questionnaire was administered after teaching schizophrenia using the two methods and the viewpoints of both groups were compared. The collected data were analyzed using independent t-test and Mann whithney test. Results: Sixty of the participants were female and 41 were male with the mean age of 24 years. Despite the increase in the means scores of some items, there was only a significant difference in instructor’s scientific mastery (p=0.005, t=0.64), novelty and attractiveness of educational instrument (p=0.000, t=3.7) and greater fitting of the educational package compared to traditional note taking (p=0.005, t=1.7). Conclusion: Students’ satisfaction with lecture method in understanding the contents and their openness to new methods of learning indicate the effectiveness of the traditional method and the need for further improvement in combination with new methods. Further research is required to verify the role of using video clips in teaching psychiatry students.  }, Keywords = {Psychiatry, teaching methods, learning, movie, schizophrenia}, volume = {17}, Number = {0}, pages = {400-408}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4308-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4308-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Mirmohamadkhani, Majid Mirmohamadkhani and Rezaie, Marzie and Kohsarian, Parisa and Eskandari, Fatemeh and Nazemi, Farzaneh and khaleghian, Ali}, title = {Motivational Factors Affecting the Educational Performance of Faculty Members}, abstract ={Introduction: Knowledge of Faculty members’ views about factors affecting occupational motivation is helpful in creating occupational motivation for predicting and interpreting their behavior. The purpose of this study was to assess the motivational factors affecting the educational performance of faculty members of Semnan University of Medical Sciences from their own perspective. Methods: In this descriptive, cross-sectional study, 145 of the faculty members of Semnan University of Medical Sciences were selected by simple random sampling in order to identify the factors affecting occupational motivation. Data collection tool was a researcher-made 20-item questionnaire on a 5-point Likert scale. It was designed based on Herzberg’s two-factor theory and its content validity and reliability were confirmed through test-retest. Data were analyzed using chi-square and Fisher’s exact tests. Results: According to the faculty members’ views, the external factor “being respected in the workplace” with the mean score of 3.48±0.98 and the internal factor “intrinsic interest in teaching” with the mean score of 4.57±0.61 were the most important factors respectively. Conclusion: Results showed that in general, both internal and external motivational factors were effective in the performance of faculty members. Therefore, to improve their performance, managers should provide necessary tools to increase faculty members’ motivation.  }, Keywords = {Motivational factors, faculty member, educational performance}, volume = {17}, Number = {0}, pages = {392-399}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4330-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4330-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Masjedi, Mansoor and Neshatavar, Razieh and Moeini, Leila and Seghatoleslam, Atefeh and Rafati, Ali and EzzatzadeganJahromi, Shahrokh}, title = {Absenteeism from Theory Classes: Perspective of Medical Students}, abstract ={Introduction: Absenteeism is one of the most important and increasing educational problems of universities in recent years whose consequences have a negative impact on many academic aspects of students. The purpose of this study was to identify and prioritize the factors affecting absenteeism from theory classes from the perspective of basic sciences medical students at Shiraz University of Medical Sciences in 2015. Methods: This descriptive cross-sectional study was conducted on 209 basic science medical students who were selected through convenience sampling (census) from October and February semester students in 2012-13 academic year. Data collection tool was a researcher-made questionnaire. The face validity of the questionnaire was confirmed by educational experts and its reliability was measured through Cronbach’s alpha coefficient (α = 0.8). It included 26 items in five-point Likert scale (1 to 5) that were divided into 4 domains as recommended by medical education experts. The data were analyzed using descriptive statistics. Results: The mean scores of the domains related to students’ views about absenteeism from theory classes were classroom management (4±0.59), individual conditions of class engagement (4±0.48), instructor’s academic ability and teaching method (3±0.58) and time and place of classes (2. 8±0.68). Students agreed with the effect of class management and class engagement on absenteeism, while disagreed with the effect of time and place of class on absenteeism. Conclusion: Results showed that from the viewpoints of students, class management and individual conditions for class engagement could affect medical students’ absenteeism from theory classes. Prioritization of these factors could easily eliminate the weaknesses and enhance instructor-learner communication.  }, Keywords = {Medical students, absenteeism, theory classes}, volume = {17}, Number = {0}, pages = {384-391}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4276-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4276-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Hekmatipour, Nafiseh and Jooybari, Leila and Sanagoo, Akram}, title = {Can we Use the “Script Concordance” Test As a Valid Alternative Method to Evaluate Clinical Reasoning Skills in Nursing Students?}, abstract ={letter to the editor}, Keywords = {letter to the editor}, volume = {17}, Number = {0}, pages = {381-383}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4532-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4532-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Soltani, Faezeh and Hossieni, Seyed Fakhraldi}, title = {Review of article}, abstract ={}, Keywords = {}, volume = {17}, Number = {0}, pages = {379-380}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4289-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4289-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Poorkiani, Maliheh and Foroutani, Mohammad rez}, title = {The Effect of blended Method of education on Students` Satisfaction}, abstract ={short communication}, Keywords = {short communication}, volume = {17}, Number = {0}, pages = {375-378}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4221-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4221-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {khazaie, Azar and Moradi, Rahim}, title = {Design and Development of E-learning Content Based on Gagne’s Model of Instructional Design and its Impact on Motivation and Academic Achievement}, abstract ={  Introduction: The purpose of this study was to design and develop e-learning content for medical microbiology course based on Gagne’s model of instructional design and assess its impact on motivation and academic achievement among students of Aja University of Medical Sciences. Methods: This study was a quasi-experimental research with a pretest-posttest control group design. The population consisted of all male students of Aja University of Medical Sciences in 2015-16 academic years, of whom 60 students were selected by convenience sampling and randomly divided into control and experimental groups. Data were collected using a researcher-made academic achievement test and Harter’s standard questionnaire. The experimental group received e-Learning content for six 60-minute sessions and the control group received lectures. The data were analyzed by means of descriptive statistics and ANCOVA. Results: The results of ANCOVA demonstrates that the use of Gagne's model of instructional design in designing and producing electronic and educational content based on this method is effective on academic achievement of students (p <0.01). Furthermore, the univariate analysis of variance for analyzing motivation showed an increase in academic motivation of the experimental group following the intervention (p<0.01). Conclusion: A pivotal issue in e-learning is paying attention to structure and quality in developing educational contents according to principles of instructional design. Given the improvement of motivation and academic achievement through implementation of e-content based on Gagne’s model of instructional design, it is suggested that organizations and universities administering e-learning pay due attention to instructional design and application of scientific approaches.  }, Keywords = {E-learning, e-content, Gagne’s model of instructional design, motivation and academic achievement}, volume = {17}, Number = {0}, pages = {364-374}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4199-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4199-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Haghani, Fariba and Daei, Azr}, title = {Web 2.0 in Medical Education: A Literature Review}, abstract ={Introduction: Web 2.0 facilitates communication, secures knowledge sharing and user-centered design. Ease of cooperation and collaboration, user participation in content production, ease of use and rich content are factors that have led to increasing use of web 2.0. The purpose of this study was to review common Web 2.0 tools and their applications in medical education. Methods: This review study was performed using the keywords medical education and Web 2.0 and searching through databases of Scopus, PubMed, Web of Knowledge, Science direct, Sage, Magiran, Noormags, SID, and Civilica for articles published from 2005 to 2016. Results: First, 216 Persian and English articles were found based on the titles. After removing the duplicates (83 articles) and reviewing the abstracts and full texts and considering the inclusion criteria, 1 Persian and 17 English articles were selected. After reviewing the articles on Web 2.0 in medical education, the tools and their uses, as mentioned in these studies, such as blogs, wikis, podcasts, social networks, social tagging networks, RSS and Mashups were surveyed. Conclusion: New and emerging uses of technologies highlight the importance of active knowledge production for improving teaching and learning which in turn creates a dynamic interaction among different learning sources. Therefore, it is recommended that universities should take the capabilities of Web 2.0 into account when reviewing educational programs.}, Keywords = {Web 2.0, medical education, literature review, blogs, social networks}, volume = {17}, Number = {0}, pages = {354-363}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4226-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4226-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Amini, Ebrahim and Seif, Mohammad Hasan and Rastegar, Ahm}, title = {Factors Affecting Students’ Academic Resilience at Bushehr University of Medical Sciences}, abstract ={Introduction: Given the necessity and importance of addressing academic resilience as one of the less explored areas to find academic motivation in the educational system, the present study aimed to investigate the factors that affect students’ academic resilience in Bushehr University of Medical Sciences in 2015. Methods: This correlational study was performed in the form of a causality model by using path analysis model. For this purpose, 237 students of Bushehr University of Medical Sciences were selected by stratified random sampling. Subjects responded to Samuels’ Academic Resilience Inventory (ARI), Martin and Marsh’s academic vitality, and Morris’s academic self-efficacy questionnaires. Data were analyzed in AMOS software using descriptive statistics, correlation coefficient tests, and path analysis and goodness of fit indices. Results: Academic and social self-efficacy had a direct effect on academic vitality and an indirect significant effect on resilience. Academic vitality had a direct positive effect on academic resilience. However, emotional self-efficacy did not have any significant direct or indirect effect on academic vitality. Conclusion: Self-efficacy was an effective factor in academic vitality and teaching self-efficacy skills could lead to academic vitality. Also, programs should be planned to enhance students’ academic resilience, coping with stress and academic success.  }, Keywords = {Academic resilience, academic vitality, social self-efficacy, academic self-efficacy, emotional self-efficacy}, volume = {17}, Number = {0}, pages = {343-353}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4243-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4243-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {HatamiRad, Razieh and Yamani, Nikoo and Ehsanpour, Soheil}, title = {Effects of Teacher-Centered Teaching and Peer Teaching Methods on Improving Some Clinical Skills of Midwifery Students: A Comparative Study}, abstract ={Introduction: One of the new methods of teaching is peer teaching. Although it has been applied to various contexts, its efficacy has gained little attention in midwifery education especially in clinical skills. Therefore, this study examined the effect of peer teaching on learning some clinical skills among midwifery students. Methods: This two-group experimental study was performed on 52 third-semester midwifery students in Islamic Azad University, Ahvaz Branch who were selected randomly and assigned to two groups of teacher-based and peer teaching. The clinical skills under study were vaginal examination, Leopold’s maneuvers and surgical suturing. Data collection tool was a skill checklist which was completed based on interviews and observations before and after training. It was designed following Taylor's Clinical Nursing Skills and other reliable midwifery books and checked for validity and reliability. The data were analyzed using descriptive statistics, independent t-test and Mann-Whitney U test. Results: No significant difference was found between two groups regarding the mean scores of vaginal examination (p=0.12), Leopold’s maneuvers (p=0.36) and surgical suturing (p=0.81) skills before the training. The two groups showed no significant difference in the mean scores of vaginal examination (p=0.73), Leopold’s maneuvers (p=0.49) and surgical suturing (p=0.94) skills after the training. Conclusion: The results showed that the practical skills score of peer teaching group was similar to that of teacher-centered group indicating that peer education can be as effective as the other method. Therefore, it is suggested to use senior students as peers in clinical skills centers for teaching clinical skills to midwifery students.  }, Keywords = {Teacher-centered teaching, peer teaching, clinical skills, midwifery students}, volume = {17}, Number = {0}, pages = {335-342}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4233-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4233-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Rezaei, Peyman and Damanabi, Shahla and GhaderiNansa, Leila Ghaderi Nans}, title = {Designing and Assessment of Apprenticeship Comprehensive Program for Health Information Technology Students}, abstract ={Introduction: The success of universities in training efficient human resources requires expansion of the range of education and gaining experience of real work environment. The purpose of this study was to design and assess an apprenticeship comprehensive program for health information technology students. Methods: This research was an applied action study. Research population consisted of students, lecturers and managers of medical records department. The sample included all available individuals at the research time period (census). Data were gathered from lecturers by focus group discussion, from students by a researcher-made questionnaire (after confirming its validity and reliability) and focus group discussion and from managers by a researcher-made questionnaire (after confirming its validity and reliability). Using independent t-test, students’ satisfaction levels were compared before and after the implementation of the apprenticeship program for students of two different semesters. Results: Apprenticeship was designed in the form of health information management processes and based on problem solving and reflection. Data were reported and exchanged in the form of e-portfolio. The mean score of students’ satisfaction with the program increased from 38±4.3 to 42.6±3.2 (out of 75). The rate of students’ dissatisfaction with inadequate theoretical and practical courses for working in the apprenticeship period decreased from 73% to 34.4%. Conclusion: Apprenticeship comprehensive program was designed with the focus on covering the weaknesses of previous apprenticeship programs such as information gap between theoretical and practical courses, training methods and dissatisfaction with apprentice assessment methods; it enhanced students’ satisfaction with the apprenticeship program.  }, Keywords = {Apprenticeship, process-oriented, health information technology students, comprehensive program design, assessment}, volume = {17}, Number = {0}, pages = {323-334}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4138-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4138-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {karimi, mina and Nadery, Ezatolah and Seifnaraghy, Maryam}, title = {Designing and Feasibility Assessment of a Postmodern Curriculum Model for Iran’s Higher Education System}, abstract ={  Introduction: One of the approaches that could transform higher education and improve its quality is postmodern curriculum model which should be inevitably employed by all educational systems. Given the importance of this approach, the purpose of this study was to design and provide a feasibility assessment of postmodern curriculum for Iran’s higher education. Methods: This descriptive study was carried out by first proposing the postmodern curriculum model with an emphasis on Iran’s higher education system through reviewing the literature and 161 Persian and English sources on the subject. To perform a feasibility assessment of the proposed model for Iran’s higher education system, a researcher-made questionnaire was distributed among 214 curriculum experts who were selected randomly. Data were analyzed using descriptive statistics and chi-square and Fisher tests. Results: The postmodern curriculum model for higher education was designed in the form of curriculum elements (goal, content, teaching and learning methods, learning environment, learner and assessment). Findings showed that more than 82 percent of the curriculum experts believed elements of the proposed model were desirable for Iran’s higher education system. However, only 34 percent believed that characteristics of the goals were desirable. There was no statistically significant difference between experts’ views about the desirability of the proposed elements of the model (p>0.05). However, in terms of the place of employment, a significant difference was found between their views about the applicability of the goals of postmodern curriculum for higher education (p<0.001). Conclusion: The results showed that the model which was based on the views of postmodern curriculum experts was considered desirable for its application in Iran's Higher Education System.  }, Keywords = {curriculum model, feasibility assessment, postmodernism, higher education}, volume = {17}, Number = {0}, pages = {311-322}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4261-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4261-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Adib-Hajbaghery, Mohsen and Adib, Mohammad-Ehsan and JaddiArani, Sakineh}, title = {The Effect of Web-Based Education on Learning in Medical Sciences Students: A Review Study}, abstract ={  Introduction: Web-based education has come to attention in recent decades. However, there is no consensus on the effect of this method on students’ learning. The purpose of this review study was to assess the effect of web-based education on learning in medical sciences students. Methods: This Review study was carried out by searching the databases of SID, Iran MEDEX, Science Direct and PubMed, ERIC and Google Scholar. Articles from 2011 to 2016 were searched using the keywords web-based education, online learning, online education, medical students and nursing students. Finally, 14 articles that met the inclusion criteria were selected for review. Results: Of the 14 studies, five had been conducted in Europe, eight in Asia and one in America. They employed a variety of research designs. Students’ scores in teacher-made exams were used as the measure of learning in 11 studies. Two studies used students’ self-evaluation scores and one study employed students’ views about their own skill as the measure of learning. Of the 11 quantitative studies, only six reported the positive effect of web-based education on students’ learning, while the other five could not confirm such an effect. Two studies also reported students’ participation in the program at a favorable level. Four studies assessed students’ satisfaction with the web-based program and reported that the majority of students were satisfied with the program. Conclusion: Although a significant part of the studies reported the positive effect of web-based education on students’ learning, about half of the studies found no significant difference between students’ learning in web-based education and traditional education.  }, Keywords = {Web-based education, online education, medical sciences students, learning}, volume = {17}, Number = {0}, pages = {298-310}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4249-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4249-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Farid, Abolfazl}, title = {The Role of Academic Self-Handicapping, Disruptive Behaviors and Perception of Classroom Goal Structure in Academic Cheating of Pharmacy Students}, abstract ={Introduction: The aim of this study was to determine the role of individual motivational factors on cheating among pharmacy students. Hence, the role of academic self-handicapping, disruptive behavior and perception of classroom goal structure in academic cheating was assessed. Methods: This study was a descriptive correlational study. Statistical population included all 900 pharmacy students at Tabriz University of Medical Sciences, of whom 340 students were selected by stratified random sampling. The data collection tool was Midgley et al. (2000) 31-item questionnaire for measuring self-handicapping, disruptive behavior and perception of classroom goal structure (mastery-orientation, performance-orientation and performance-avoidance). Variables Measurement scales were interval and collected data were analyzed by means of descriptive statistics and stepwise multivariate regression analysis. Results: The correlation of the variables disruptive behaviors, self-handicapping, perception of classroom performance-orientation, performance-avoidance and mastery-orientation with academic cheating were: 0.61, 0.43, -0.176, 0.135, -0.066 respectively (p≤0.05). Results of regression analysis showed that these five predictor variables could explain 0.37 of the variance of academic cheating in pharmacy students (p≤0.05). Conclusion: If the teaching method or class administration is in a way that the student perceives the classroom structure as performance-oriented or performance avoidant, the probability of academic cheating will be increased. Also, if a student shows disruptive behavior in class or uses self-handicapping strategy, it is highly probable that he or she will cheat on exams.  }, Keywords = {perception of classroom goal structure, academic self-handicapping, disruptive behavior, academic cheating}, volume = {17}, Number = {0}, pages = {288-297}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4143-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4143-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Azizi, Seyyed Mohsen and Farajollahi, Mehran Farajollahi and Seraji, Farhad and Sarmadi, Mohammad Rez}, title = {Synthesis Research on the Effectiveness of E-Learning in Medical Sciences Education and Its Design and Implementation Requirements}, abstract ={Introduction: The use of e-learning methods has brought about a great revolution in the field of medical sciences education. In this regard, analytical assessment of the literature can be effective in understanding the effectiveness of e-learning system and its design and implementation requirements. Therefore, the purpose of this study was to conduct a synthesis research on the effectiveness of e-learning in medical sciences education and explore its design and implementation requirements. Methods: This research employed a qualitative synthesis approach. Data were collected by searching through library sources, dissertations and papers in databases of ERIC, ProQuest, Science Direct, PubMed, Scopus, Springer, Magiran and Irandoc. Databases were searched using the keywords effectiveness, e-learning, distance education, virtual medical education, blended learning and e-learning requirements both separately and in combination. A total of 178 research studies (Persian and English), published from 2007 to 2016, were identified, of which 78 were selected for analysis. Results: Findings showed that e-learning has been effective in different fields of medical sciences for both fully electronic courses and blended learning courses. In addition, pedagogical, organizational and technical requirements should be identified and applied for effective design and implementation of the e-learning system. Conclusion: Successful and effective implementation of the e-learning system requires adequate infrastructures, preparedness at the levels of knowledge, skill and attitude among students and professors as well as appropriate designing of educational programs based on meticulous needs assessments in the target population.}, Keywords = {Effectiveness, e-learning, medical sciences education, requirements}, volume = {17}, Number = {0}, pages = {270-287}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4269-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4269-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Ramazani, Jamileh and Hosseini, Mohammad and Ghaderi, Mohamm}, title = {Comparing the Effects of Lecture, E-Learning and Concept Mapping on Pediatrics Nursing Teaching}, abstract ={Introduction: Meaningful learning is an important factor in promoting creative thinking, critical thinking and problem-solving abilities in learners. Thus, the purpose of this study was to compare the effects of pediatric nursing teaching in the forms of lecture, e-learning and concept mapping on the cognitive levels of recalling, comprehension and application. Methods: This research was a quasi-experimental study with a three-group, pre-test post-test design. Sixty-four 5th-semester nursing students were selected through census method and randomly divided into experimental and control groups. For the third group, half of the students from both classes, who were familiar with and had access to internet, were selected randomly and purposively. After the pre-test, the control, experimental and e-learning groups received training using lecture, concept mapping and e-learning methods respectively for four sessions over a one-month period. Then, the post-test was taken and four weeks after that, the recall test was performed. Data were collected using a research-made academic achievement test. The results were analyzed using ANOVA, chi-square, independent and paired t-tests. Results: All three methods of lecture (t=-2.41, p=0.02), e-learning (t=-1.45, p=0.17) and concept mapping (t=-2.19, p=0.04) were effective in enhancing students’ knowledge and learning. However, meaningful learning and the mean scores of pre- and post-tests were statistically significant only for the concept mapping method (15.16±1.37, 17.44±1. 58, t=-5.45, p<0.001). Conclusion: Since the concept mapping method was more effective than the other two methods in students’ achieving higher levels of learning and meaningful learning, it is suggested that this method should be employed more in nursing education.  }, Keywords = {Lecture, e-learning, concept mapping, educational methods, nursing students}, volume = {17}, Number = {0}, pages = {261-269}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4254-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4254-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Garshasbi, Ayoub and Khorsand, Elham and Taghizadeh, Ali}, title = {Academic Achievement and Attitude of Nursing Students in Three Different Approaches to Teaching English}, abstract ={Introduction: The need for English proficiency as an international language and the means to obtain new scientific information is highly felt. Undoubtedly, one of the most important factors affecting language learning is the teaching method. Hence, the purpose of this study was to explore the effects of traditional teaching, blended learning, and virtual education on students’ achievement and their attitudes in Jondishapoor University of Medical Sciences. Methods: This quasi-experimental research examined the independent variable teaching methods (traditional teaching, blended learning and virtual education) and the two dependent variables academic achievement and attitude towards the approaches. 37 nursing students taking English course were randomly divided into three groups. A researcher-made 45-item questionnaire whose validity and reliability had been confirmed was used to measure attitude. Data were analyzed using ANOVA and post-hoc Tukey test. Results: Results indicated that there were significant differences among the teaching methods in the achievement test scores in favor of blended learning. In addition, students’ attitudes towards the blended method was more positive compared to traditional and virtual methods (p<0.05). Conclusion: Blended and virtual methods of teaching can be used to enhance student’s academic achievement in English learning.}, Keywords = {E-learning, blended learning, pedagogical approaches, teaching method}, volume = {17}, Number = {0}, pages = {251-260}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4150-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4150-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Rezaei, Habibolah and Bahmanbijari, Bahareh and Beigzadeh, Amin and Askari, Seyed Mostafa Seyed and Khadir, Elham}, title = {Job satisfaction and organizational commitment of nurses in teaching hospitals affiliated to Kerman University of Medical Sciences}, abstract ={Introduction: Job satisfaction and organizational commitment are two important factors in predicting organizational behavior. The purpose of this study was to assess the extent of organizational commitment and job satisfaction of nurses in teaching hospitals of Kerman University of Medical Sciences. Methods: In this descriptive cross-sectional study, statistical population included 1058 nurses working in teaching hospitals of Kerman University of Medical Sciences in 2014 of whom 281 nurses were selected through proportionate stratified random sampling. Data collection tools were Luthans’ job satisfaction and Allen & Meyer’s organizational commitment questionnaires. Validity and reliability of these questionnaires had been previously confirmed in Iran. Data were analyzed using descriptive statistics and nonparametric Spearman correlation coefficient statistical tests. Results: A total of 250 questionnaires were completed by the participants of whom 200 (80%) were female and 50 (20%) were male. 59.6% of the nurses were highly satisfied with their job and 62.3% had an average organization commitment. There was a significant relationship between job satisfaction and organizational commitment (P-Value<0.05) (r=0.2). Conclusion: Considering the significant relationship between job satisfaction and organization commitment, a comprehensive national research should be carried out to evaluate job satisfaction of nurses and identify the problems in order to take effective steps toward enhancement of quality of services.  }, Keywords = {Job satisfaction, organizational commitment, nurse, teaching hospital}, volume = {17}, Number = {0}, pages = {245-250}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3927-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3927-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {khabazmafinejad, Mahboobeh and Mirzazadeh, Azim and MortazHejri, Sar}, title = {Developing a guideline for Multiple Mini Interviews: A step towards implementing MMI test in Tehran University of Medical Sciences, Iran}, abstract ={}, Keywords = {}, volume = {17}, Number = {0}, pages = {242-244}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4315-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4315-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Mansourian, Marjan and Nematbakhsh, Mehdi}, title = {Reseach outcomes evaluation for university academic members:One suggestion for research grant}, abstract ={}, Keywords = {}, volume = {17}, Number = {0}, pages = {239-241}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4476-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4476-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {MoshtaghiHonarvaran, Behrooz and Nani, Mohammad and Kamali, Delaram and Sadeghnezhad, Maliheh}, title = {The Status of Professional Nursing Roles in Nursing MSc Theses}, abstract ={Introduction: Nursing theses are among the most important sources to generate knowledge for nursing practice. Consideration of the five professional nursing roles is necessary for professional development of the field. This study aimed to assess the level of consideration of professional nursing roles in nursing MSc theses and how it has changed during 2002-14. Methods: This descriptive cross-sectional study reviewed nursing MSc theses written during 2002-14 in Mashhad School of Nursing and Midwifery. Theses’ titles were reviewed in terms of the five nursing roles including caregiving, educational, communicative, advocating and managerial roles. Data collection tool was a researcher-made checklist for identifying the themes of theses according to the five research topics. Results: A total of 160 theses had been written in this period. Of these, 37.5% were related to caregiving role, 18.75% to educational role, 1.8% to communicative role, 6.25% to advocating role and 5.7% were related to managerial role while 30% addressed issues other than these roles. During these years, nursing MSc theses have been focused more on the caregiving role and the communicative role has received the least attention. The communicative, managerial and educational roles have gradually received further attention in this period; however, the number of miscellaneous topics has gone up too. Conclusion: Given the importance of addressing the five nursing roles to contribute to the professional development of this field, it is necessary that future nursing theses should be more focused on and related to these roles.  }, Keywords = {Nursing roles, professionalism, thesis, MSc}, volume = {17}, Number = {0}, pages = {230-238}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4191-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4191-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Ghaffari, Reza and Mirghafourvand, Mojgan and Abbasian, Roghayeh and Janati, Ali}, title = {Comparison of The Selected Professional Competencies of Nursing Graduates of Azad and Public Universities of Maragheh in 2015}, abstract ={Introduction: Knowledge of the competencies of university graduates to meet goals orientation of future educational programs and the needs of society is one the country’s main challenges. The purpose of this study was to compare selected professional competencies of nursing graduates of the Azad and public universities of Maragheh in 2015. Methods: This cross-sectional study was performed on 42 nursing graduates of Azad and public universities (21 per each university). Data collection tools were demographic questionnaires, self-assessment of knowledge, attitudes and skills, MCQs (Multiple Choice Questions) and checklists of clinical skills assessment (OSCE = Objective Structured Clinical Examination). Data were analyzed using descriptive statistics and independent t-test. Results: No significant differences were found in demographic characteristics between the two groups (p>0.05). The mean score (SD) of MCQs was 15.4 (3.7) out of 30. Azad university graduates’ score of attitude was significantly higher (p=0.005) than that of public universities graduates. Public university graduates obtained a higher score in the course of internal surgery (p=0.042) compared to Azad university graduates. Public university graduates significantly outperformed Azad graduates in the skills of pulmonary secretions suctioning (p=0.025), opening and closing the sterile package (p<0.001) and wearing gown (p=0.001). On the other hand, Azad university graduates significantly outperformed public graduates in the skills of NG intubation (p<0.001), lavage (p=0.003), gavage (p=0.000), administration of medications (p=0.005) and adding solution to the container in a sterile environment (p<0.001). Conclusion: Given the average score of knowledge and both Azad and public university students’ weakness in some clinical skills, it seems necessary to develop students` professional competencies both during the training period and before starting their nursing practice.  }, Keywords = {Competency, graduates, nursing, public university, Azad university}, volume = {17}, Number = {0}, pages = {220-229}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4256-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4256-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Ebrahimipour, Hossein and VafaeeNajar, Ali and Hosseini, Seyede elahe and Haghighi, Hajar and Mohammadpour, Saeed and Mahmoudian, Payam}, title = {Education Quality Assessment in the Field of Focus on Workforce: Iranian Education Quality Management (IEQM) Model}, abstract ={Introduction: IEQM Model is a tool for evaluating universities that provides regular, systematic and comprehensive review of university activities. The aim of this study was to evaluate the quality of education in the field of focus on workforce based on IEQM model in Mashhad University of Medical Sciences. Methods: This descriptive cross-sectional study was performed on 150 faculty members and employees of Mashhad University of Medical Sciences in 2014. Subjects were selected through stratified random sampling. Data were collected using Ministry of Health’s IEQM model 5-point Likert scale questionnaire whose validity and reliability were confirmed. The data were analyzed by means of descriptive statistics, one-way ANOVA and independent t-test at the significance level of 0.05. Results: A total of 125 questionnaires were analyzed. The highest and lowest means scores were related to faculties of health and nursing respectively. The best and worst scores were related to the fields of working conditions (82.82±2.0) and employees’ empowerment (65.73±2.0). In general, the score of focus on workforce was 55% of the total points (85). The mean score of this field was not significantly related to education (p=0.5), gender (p=0.6) and the faculties under study (p=0.6). Conclusion: The status of Mashhad University of Medical Sciences in the field of focus on workforce was at an average level. Results indicated that the working condition was almost appropriate from the perspective of faculty members but employees’ empowerment in the faculties was a priority.  }, Keywords = {Iranian Education Quality Management (IEQM), evaluation, quality, focus on workforce}, volume = {17}, Number = {0}, pages = {211-219}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4152-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4152-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Haghani, Fariba and Rezaei, Habibolah}, title = {Internet-Based Educational Instrument and Methods in Medical Sciences Education}, abstract ={Introduction: Medical faculty members are often looking for new instruments in their teaching. Such instruments can be found in internet-based technologies. This study aimed to investigate tools, materials, and educational methods based on internet in medical education. Methods: : In this review, Sid, Iranmedex, Irondoc, Magiran, Pubmed and Ericdatabsese were searched using key words such as internet, social network, teaching and education Results: In the preliminary search, 800 articles were retrieved. After removing duplicates, 490 articles were remained. Based on title, abstract, inclusion and exclusion criteria, 33 articles entered the systematic review. Results were categorized into 3 groups. In the instrument category, learning management system, social networks and mobile devices can be named. Concerning materials category, podcast and vodcast and in educational methods category, mobile learning, morning report blog and physical examination blog were identified. Conclusion: Different educational methods based on internet such as mobile learning and podcasting have a high potential in medical education. We suggest introducing such tools to faculty members in worshops which are held by EDCs in order to apply them in their teaching.   }, Keywords = {Podcast, social networks, internet, education method, teaching method, mobile learning}, volume = {17}, Number = {0}, pages = {196-210}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3986-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3986-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Yousefi, Alireza and Amini, Abolghasem and Ehsanpour, Soheila and Mahmoudian, Roghaieh}, title = {Conformity of Nursing Clinical Courses with Nursing Job Responsibilities in Tabriz University of Medical Sciences}, abstract ={Introduction: One of the problems of nursing education is the conformity of clinical training with nursing job responsibilities. Therefore, the purpose of this study was to assess the conformity of clinical courses of nursing students with nursing job responsibilities from the perspective of temporary employed nurses in Tabriz University of Medical Sciences. Methods: This descriptive study was conducted in 2015. All temporary employed nurses working in 5 teaching hospitals of Tabriz were selected through census method. The sample size was equal to the whole population (145 people). All of the subjects except those who were absent for more than a month in the center were included in the study. Data were collected by a valid and reliable researcher-made questionnaire to assess the conformity of 9 clinical courses. Scores were coded as 1 (very low), 2 (low), 3 (high) and 4 (very high). Descriptive statistics were used to analyze the data. Results: The conformity rates of the nursing clinical courses with clinical responsibilities were 89.69% for nursing principles and skills, 74.48% for community health nursing, 88.03% for health status evaluation, 68.54% for maternity and newborn health, 80.79% for pediatric nursing, 72.13% for medical-surgical nursing, 77.11% for critical care nursing, 77.68% for emergencies and disasters nursing, 77.68 and 75.41% for mental health nursing. These rates were evaluated at very high and high levels. Conclusion: For higher conformity of the courses with the clinical responsibilities of the curriculum, it is recommended that nursing education planners should comprehensively review and revise the syllabus and clinical learning model.  }, Keywords = {Course conformity, clinical training, nursing students, nursing job responsibilities}, volume = {17}, Number = {0}, pages = {186-195}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4174-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4174-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {}, title = {Students’ Attitudes Toward Self-Directed Learning at Tabriz University of Medical Sciences}, abstract ={  Introduction: For reasons such as the dominance of quantity-oriented approach, traditional educational systems mostly focused on education and its development; however, these systems are now shifting toward research and finding new ways to understand the learning process, its procedures and styles. The purpose of this study was to investigate students’ attitudes toward self-directed learning at Tabriz University of Medical Sciences. Methods: This descriptive-survey study was performed on all students of Tabriz University of Medical Sciences. A sample of 361 students was selected using proportionate stratified sampling. Measuring tool was a researcher-made questionnaire with an overall Cronbach’s alpha coefficient at 0.79. Data were analyzed using descriptive tests and chi-square test. Results: The most frequent elements were “decision-making by the learner” (4.78±0.79) in the category of perception of self-directed learning, “feeling more confident in one’s ability” (4.91± 0.39) in the category of how to affect learning, “lack of knowledge” (4.78 ± 0.78) in the category of barriers and “good lecture” (4.97 ± 0.51) in the category of motivational factors. Conclusion: Results indicated that students were not fully aware of what was expected from them on self-directed learning. Individual characteristics played an important role in determining self-directed learning efficiency and lack of knowledge was one of the major obstacles.  }, Keywords = {Self-directed learning, medical sciences students, attitude}, volume = {17}, Number = {0}, pages = {175-185}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4232-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4232-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {naseri, Fatemeh and kareshki, Hossei}, title = {The Mediating Role of Demotivation in the Correlation of Motivational Beliefs, Academic Achievement and Academic Burnout}, abstract ={Introduction: Since academic motivation is one of the most important factors in learners’ academic achievement, the purpose of this study was to investigate the effect of motivational beliefs (future orientation, task value and self-efficacy) on demotivation, academic achievement and academic burnout in students of Ferdowsi University of Mashhad (FUM) and Mashhad University of Medical Sciences. Methods: This descriptive correlational study was performed on undergraduate students of FUM and Mashhad University of Medical Sciences in 2015-16 academic year. A number of 370 students were selected by convenience sampling method (220 from FUM and 150 from Mashhad University of Medical Sciences). Data gathering tools were General Self-Efficacy Scale (GSE), Valrand’s Academic Motivation Scale (AMS), Maslach academic burnout (MBI-SS) and future orientation and task value PISA 2006 questionnaire. Confirmatory factor analysis was used to assess validity. Results showed that the questionnaire has an acceptable fit. GPA was used to measure academic achievement. Data were analyzed using path analysis. Results: Results showed that future orientation (p<0.05 and t=-3.27) and task value (p<0.05 and t=-4.00) were able to predict academic demotivation in the negative direction. General self-efficacy predicted students’ academic burnout in the negative direction (p<0.05 and t=-0.23) and demotivation predicted academic achievement in the negative direction (p<0.05 and t=-2.90). Conclusion: Reinforcing motivation and motivational beliefs (future orientation, task value and self-efficacy) can enhance academic achievement and reduce the level of academic burnout.  }, Keywords = {Future orientation, general self-efficacy, task value, motivation, academic achievement, academic burnout}, volume = {17}, Number = {0}, pages = {163-174}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4071-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4071-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Fakhari, Mohammad and changiz, Tahereh and yousefy, Alirez}, title = {A Review of Persian-Language Articles Published in The Field of Medical Education}, abstract ={Introduction: Review of published research in the field of medical education helps determine the direction of future research. The aim of this study was to perform a quantitative content analysis of Persian language articles published in the field of medical education during 2014. Methods: In this study, all articles published in nine scientific journals in the field of medical education during 2014 were reviewed. The variables were extracted from the full-text of articles including title, the number of authors, type of article, research methodology, sample size, research population and topics. The collected data were analyzed using descriptive statistics. Results: A total of 366 articles were analyzed. In the titles of articles, 97% of the articles referred to research variable, 41% to research methodology and research population, and 13% to research intervention. Also, 39% of the articles referred to the site and 11% to the time of the research. 42% of articles were descriptive. The most common topics were teaching methods, student health status and thinking style. Conclusion: This study focused on the analysis of published articles during a one-year period. Qualitative and quantitative analyses of publications in later years would provide the necessary information for research and educational policy-making in medical education.  }, Keywords = {Quantitative content analysis, medical education, research application}, volume = {17}, Number = {0}, pages = {157-162}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4230-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4230-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Hashemi, Jalal and Jamshidian, Sepideh and Haghani, Farib}, title = {Comparing the effects of “lecture” and “simulated patient” teaching methods on promoting the knowledge and performance of healthcare providers}, abstract ={Introduction: Postpartum depression is a common disorder among women. Therefore, proper and efficient training of healthcare providers for this disorder is of great importance. The purpose of this study was to compare the effects of “lecture” and “simulated patient” teaching methods on teaching postpartum depression to healthcare providers. Methods: This quasi -experimental study employed a pretest-posttest design with intervention and control groups and it was carried out in Shahin Shahr healthcare system in 2016. 80 subjects who met inclusion criteria were selected by census method from among 86 healthcare providers and divided randomly into two groups of 40. Postpartum depression was taught to the intervention group and the control group using the “simulated patient” and “lecture” methods respectively. Both groups were given a valid and reliable test before and after the intervention to measure their knowledge and performance. Data were analyzed using descriptive statistics, independent t-tests and paired t-test. Results: In both groups, the posttest mean score was significantly higher than the pretest mean score (p<0.00001). Based on the survey questionnaire, 87% of the intervention group believed that the simulated patient was an appropriate teaching method and 85% preferred it to the lecture method. Conclusion: The results showed that the simulated patient method in teaching postpartum depression had a greater effect on increase healthcare providers’ knowledge and performance than the lecture method and participants preferred this method to the lecture method.  }, Keywords = {Postpartum depression, simulated patient, education, healthcare providers, lecture, simulation}, volume = {17}, Number = {0}, pages = {145-156}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4219-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4219-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {MohamadiSoliemani, Mohammad Reza and Sanjari, Shahrzad and Dortaj, Fariborz and Delavar, Ali and Shokry, Hosie}, title = {A Model for Ranking the Quality of Educational Services in Medical Sciences Universities}, abstract ={Introduction: Research studies usually employ SERVQUAL model and gap analysis to assess the quality of academic educational services, but these methods cannot rank universities based on the quality of educational services. In this regard, the purpose of this research was to design a model for ranking the quality of educational services in medical universities. Methods: This study used a mixed method research design. The statistical population consisted of all connoisseur experts (n=15) of the evaluation departments of the medical universities in southeast Iran in 2014, all of whom were selected by non-probability convenience sampling. The experts determined the value of each criterion against other criteria in a paired scale questionnaire. Data were analyzed by means of AHP method in the Expert Choice 11 software. Results: Drawing on SERVQUAL model and AHP method, this study proposed the first model for ranking the quality of educational services in Iran’s medical universities. In this model, the most weighted criterion was “conformity of the curricula with labor market needs”; “the number of held exams”, “faculty members’ mastery of scientific and practical fields of textbooks”, “adequate educational tools” and “safety equipment" were the next criteria with the highest weight respectively. Conclusion: The model for ranking the quality of educational services in medical universities can reduce the time and costs of the programs assessing the quality of educational services and help the authorities provide high quality educational services.  }, Keywords = {Software, SERVQUAL, Analytic Hierarchy Process (AHP), educational services, university}, volume = {17}, Number = {0}, pages = {132-144}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3945-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3945-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Irajpour, Alireza and Nazari, Fatemeh and Alavi, Mous}, title = {Educational Needs Assessment of Emergency Centers Staff and Emergency Nurses of Teaching Hospitals Affiliated to Isfahan University of Medical Sciences}, abstract ={Introduction: Educational programs are designed to meet learners’ educational needs. Therefore, needs assessment is the first step in educational planning which could increase learners’ participation in designing educational programs and improve the quality of programs. Therefore, the purpose of this study was to describe the educational needs of Isfahan emergency centers staff and emergency nurses of teaching hospitals affiliated to Isfahan University of Medical Sciences (IUMS) in 2012. Methods: The statistical population of this cross-sectional survey consisted of all the emergency nurses of teaching hospitals affiliated to IUMS and Isfahan emergency centers staff. Totally, 310 people were selected through census method. The data was collected through a valid and reliable researcher-made questionnaire. Descriptive statistical tests were used to analyze the data. Results: The means and SDs of the subjects’ age, work experience and work experience in emergency units were 33.3±7.1, 9.76±7.4 and 5.24±4.63 respectively. Moreover, the means and SDs of the five dimensions of educational needs including management, relationships, appraisal skills, equipment and practical skills were 5.28±2.1 (total=10), 6.1±2.2 (total=10), 8.1±3 (total=15), 2.6±1.3 (total=5) and 63.2±19.8 (total=75) respectively. Conclusion: It is necessary to take into account the educational needs of the emergency units staff which include five main categories namely management, relationships, appraisal skills, equipment and practical skills. Future research employing both qualitative and quantitative methods is recommended to examine each of these dimensions in greater depth.}, Keywords = {Needs Assessment, educational needs, nursing staff, emergency units}, volume = {17}, Number = {0}, pages = {126-131}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4144-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4144-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Memariyan, Nadereh and Nahardani, Seyedeh zahra and Rasooli, Maryam and Vahidshahi, Kourosh}, title = {Developing Educational Goals and Expected Competencies for Teaching Spiritual Health to The Students of Medical Sciences}, abstract ={Introduction: Health services system requires spiritual accountability and should pay attention to this dimension of the clients’ health. Due training is needed to address the issue. The purpose of this study was to identify the educational goals and expected competencies in spiritual health education for medical sciences students based on the educational needs. Methods: This study was carried out using the expert panel method in three stages: in the first stage, several operating groups reviewed the literature, methods and standards of spiritual health curriculum. In the second stage, the competencies and educational goals were identified based on the experts’ opinions. In the third stage, for finalizing the draft of the program goals, these goals were discussed in a focus group of six experts in spiritual health, education and curriculum using the Delphi technique and ultimately a consensus was achieved on the goals. Results: Following the analysis of responses and the experts’ consensus, a list of educational competencies and behavioral goals related to teaching spiritual health was prepared. Accordingly, the goals of the curriculum were developed in the form of three educational packages: concepts of spiritual health from the perspective of Islam, the importance of spiritual health and its impact on other health dimensions and spiritual issues in health services provision. Conclusion: In this study, the expected competencies and specialized behavioral goals were developed according to the educational needs and Blooms’ educational goals model. These can be applied to spiritual health curriculum development for the medical group and integration of spiritual health into medical education.}, Keywords = {Curriculum, spiritual health, spirituality, medical education, Iranian Academy of Medical Sciences}, volume = {17}, Number = {0}, pages = {116-125}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4167-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4167-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Kadivar, Maliheh and Seyedfatemi, Naeimeh and Zolfaghari, Mitra and Mehran, Abas and Hosseinzadeh, Zohreh}, title = {The Impact of Virtual-Based Education On Nurses’ Psychological Empowerment in The Level II Neonatal Care Unit}, abstract ={Introduction: Neonatal care unit nurses should acquire and maintain the necessary specialized knowledge for providing skillful and high quality care during their professional career. This study aimed to examine the impact of virtual-based education on nurses’ psychological empowerment in the level II neonatal care unit. Methods: This quasi- experimental study was carried out in 2015 on 80 nurses working in level II neonatal care units of hospitals affiliated to Tehran University of Medical Sciences; subjects were randomly assigned to two groups of intervention and control groups. The level of nurses’ psychological empowerment was measured using Spreitzer’s psychological empowerment questionnaire on the first day of study and after the course. For the intervention group, the educational content of level II neonatal cares was developed and presented on Namad System of the virtual faculty of Tehran University of Medical Sciences (TUMS) for two months. Data were analyzed using paired t-test, Fisher’s exact test, chi-square and independent t-test. Results: The research units were homogeneous in all demographic variables except work experience in the neonatal unit. The respective mean scores and standard deviations of empowerment in the intervention and control groups were 61.57±7.8 and 56.74±6.386 (out of 84) before the intervention and 60.71±7.595 and 63.60±5.6 after the intervention. The results of the independent t-test and paired t-test showed that there was a statistically significant difference in the mean scores of psychological empowerment of the two groups before the intervention (p=0.006), of the control group before and after the intervention (p≤0.001), and of the intervention group before and after the intervention (p≤0.001). Conclusion: The results indicated the effectiveness of virtual-based education on nurses’ psychological empowerment in level II neonatal care units. With regard to the benefits of virtual-based education, its application is recommended in continuing education programs for nurses. }, Keywords = {Virtual education, psychological empowerment, neonatal unit nurse, education}, volume = {17}, Number = {0}, pages = {102-115}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4205-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4205-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Goli, Shadi and Rezaei, Habibolah and Haghani, Fariba and Goli, Marj}, title = {A Review of Feedback in Midwifery Education}, abstract ={Introduction: Midwifery is one of the vital fields in the health care system where clinical education is highly important for students and feedback is an essential element of clinical education. This paper provides a review of feedback in midwifery education. Methods: In this narrative review study, databases of SID, IranMedex, Irandoc, Magiran, PubMed, ERIC, Google scholar and Science direct were searched through using keywords like feedback, reflection, midwifery. The Persian and English articles on feedback in midwifery, published from 1980 to 2015, were included in the study. Results: A total of 742 articles were found. Regarding the research goal, seven articles were finally reviewed after removing duplicates. The most important results of the review were in the domains of consensus on the necessity of feedback, challenges and advantages of feedback in midwifery education and existence of inadequate performance in giving feedback in midwifery education. Students and faculty members agreed on giving feedback. The advantages of feedback in midwifery education include stimulation of reflection, elimination of deficiencies, personal growth, increased problem solving skills and group discussion. Conclusion: Since the present review study suggests that the viewpoints of faculty members and students about the status of feedback in clinical education are not the same, a broader assessment of feedback in clinical education from the perspective of all stakeholders is recommended in order to take appropriate measures to fill possible gaps.}, Keywords = {Feedback, midwifery education, clinical education, student}, volume = {17}, Number = {0}, pages = {92-101}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4158-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4158-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Ahmadi, Soleiman and Vafaeinezhad, Leila and Baradaran, Hamid Reza and Dargahi, Hele}, title = {The Status of Clinical Supervision in Midwifery Education: Perspective of Midwifery Clinical Teachers and Students in Tehran University of Medical Sciences}, abstract ={Introduction: Implementation of clinical supervision of student training could bring about high standards in patient care. The purpose of this study was to determine the status of clinical supervision in midwifery education from the perspective of midwifery clinical teachers and students in Tehran University of Medical Sciences. Methods: This descriptive cross-sectional study was performed on 90 midwifery students in different field internship training units and 25 midwifery clinical teachers who were selected through census method. Data collection tool was the 15-item, 5-point Likert scale CCTEI standardized questionnaire. The data were analyzed using independent t-test, chi-square and ANOVA. Results: A total of 80 student questionnaires and 20 clinical teacher questionnaires were analyzed. The status of clinical supervision in midwifery education was evaluated as average with the mean score 52.5 out of 75. There was a significant difference between the views of clinical teachers and students about the status of clinical supervision such that the clinical teachers evaluated it at a high level with the mean score 60.3 (SD=5.07) while the students evaluated it at an average level with the mean score 46.2 (SD=9.94). The statuses of clinical supervision were significantly different in different clinical arrangements. Conclusion: This difference between the views of clinical teachers and students about the status of clinical education could be due to students’ needs such that the students needed more training in diagnostic skills which is not fully provided by clinical teachers. Since clinical supervision is a teacher-student interaction, further research is recommended to account for these different views.}, Keywords = {Clinical supervision, midwifery student, clinical teacher, midwifery education}, volume = {17}, Number = {0}, pages = {82-91}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3280-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3280-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {MichaeliManee, Farzaneh and Salehi, Elham and Baghaei, Rahim and Alipour, Mehr}, title = {Testing the Seven-Factor Model of Academic Motivation (MUSIC) in Medical Sciences Students}, abstract ={Introduction: Academic motivation can be perceived as a factor in deciding to continue academic education. One of the new models in this area is Jones’s model of academic motivation (MUSIC). This study aimed to test the seven-factor structure of this motivation model in medical sciences students. Methods: This descriptive study was conducted on 378 students (197 females and 181 males) of Urmia University of Medical Sciences who were selected through cluster sampling method. Data were collected using Jones and Wilkins’s 26-item students’ motivation questionnaire. Amos-16 software was used for the correlation matrix analysis and confirmatory factor analysis. Results: A positive significant correlation existed among the components of the model. Goodness of fit indices showed that the seven-factor model provides a good fit of students’ academic motivation. Conclusion: The seven-factor structure of academic motivation (MUSIC) model can be highly useful in developing and promoting students’ academic motivation and participation.}, Keywords = {Model of academic motivation (MUSIC), Jones, MUSIC seven-factor model, medical sciences students, motivation}, volume = {17}, Number = {0}, pages = {69-81}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4115-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4115-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Zangiabadizade, Mahdye and Saeediyan, Marzieh and Shahinfar, Sholeh}, title = {Comparing The Effects of Role-Playing and Multimedia-Based Teaching Methods On Midwifery Students’ Knowledge and Attitude Towards Vaginal Delivery}, abstract ={Introduction: Providing proper training for midwives and creating the right attitude during education would help them select the appropriate delivery method for clients. The purpose of this study was to investigate the effects of multimedia-based teaching and role-playing on midwifery students’ knowledge and attitude towards vaginal delivery. Methods: In this quasi-experimental study, 124 undergraduate midwifery students of Islamic Azad University, Kerman branch, were selected through census method and divided into two groups of multimedia-based teaching and role-playing in delivery methods. Both groups took a pre-test and two post-tests immediately after and 6 weeks after the training. Data were analyzed by means of descriptive statistical tests, independent t-test, paired t-test and repeated measures design test. Results: There was a significant difference in the mean scores of knowledge (p=0. 012) and attitude (p=0. 048) between the two groups immediately after the training. Although no significant difference was found in the mean scores of knowledge and attitude between the two groups 6 weeks after the training, the repeated measures design test with time-related effects eliminated, showed that the variation of the mean scores of knowledge (P=0. 029 and F=5. 383) and attitude (P<0. 05 and F=3. 365) were higher in the multimedia-based training group. Conclusion: The results showed the favorable impact of both methods on midwifery students’ increased knowledge and attitude towards vaginal delivery. This study may contribute to education in terms of developing both educational content and new methods of education at all levels. It is suggested that these two methods should be used complementarily with each other or other methods. }, Keywords = {Vaginal delivery, multimedia, role-playing, knowledge, attitude}, volume = {17}, Number = {0}, pages = {60-68}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4136-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4136-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {MortazHejri, Sara and Jalili, Mohamm}, title = {Analyzing the Quality of Objective Structured Clinical Examination in Tehran University of Medical Sciences}, abstract ={Introduction: With the  increasing popularity of performance-based assessments, it is necessary to employ proper indicators to ensure their quality. The present study examines the metrics of Objective Structured Clinical Examination (OSCE). Methods: In this descriptive, cross-sectional research in 10 pre-internship OSCE stations of Tehran University of Medical Sciences in 2012, the cut-off score was determined by borderline regression method and the failure rate was calculated. Root Mean Square Error (RMSE) was used to estimate error rate threshold.  Internal consistency was calculated using Cronbach’s alpha and then, the Standard Error of Measurement (SEM) was determined. Alpha if item deleted, R2 coefficient, intergrade discrimination, difficulty and discrimination indices were calculated for each station. A total of 266 students participated in this exam. Results: A total of 266 students participated in this exam. The OSCE total cut-off score was 52.55 (out of 100). Four students (1.5%) failed the exam and the RMSE equaled 0.45. SEM was 4.84 and Cronbach’s alpha was calculated at 0.70 where the alpha if item deleted scores varied from 0.64 to 0.70. The R2 coefficient ranged from 0.16 to 0.85 and the intergrade discrimination ranged between 0.66 and 1.93. The ranges of difficulty and discrimination indices were 0.71-0.89 and 0.12-0.44 respectively. Conclusion: The internal consistency, SEM and threshold error rate were all acceptable. The alpha if item deleted was in the acceptable range in all stations. In two stations, the R2 value was lower than the desired range. The intergrade discrimination value was appropriate in all stations except one. The stations were not too difficult or highly discriminative which is considered favorable in criterion-referenced exams.}, Keywords = {Test analysis, psychometrics, Objective Structured Clinical Examination}, volume = {17}, Number = {0}, pages = {50-59}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4100-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4100-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Kamyabi, Mitra and ForoughiAbari, Ahmad Ali and Yarmohammadian, Mohammad H}, title = {Desirable Features of Higher Education Policies with an Emphasis on Lifelong Learning Approach: Faculty Members’ Perspective}, abstract ={Introduction: Lifelong learning seems to be a necessity for facing knowledge explosion, new technologies and constant occupational changes. Nowadays, higher education centers are considered key sites for developing lifelong learning. This study aim to address faculty members’ perspective on some urgent revisions in higher education policies with an emphasis on lifelong learning approach.. Methods: This qualitative study was conducted in 2014 using content analysis. Sixteen faculty members were selected from University of Isfahan, Isfahan University of Medical Sciences and University of Kerman who were experienced in the fields of higher education, education and learning; subjects were selected using purposive sampling. Data were collected through semi-structured, open-ended interviews. Credibility and acceptability of the data were confirmed by inter-rater reliability and outside observer. The data were analyzed using content analysis.. Results: Based on results of this study, four thematic categories were identified as basic higher education policies that need to be revised: “establishing equal and continuous learning opportunities”, “flexibility in higher education admissions”, “varied curriculum” and “learner-centeredness”. Conclusion: The results of this research could be applied to revising the higher education policies while focusing on training graduates who possess lifelong learning characteristics.}, Keywords = {Lifelong learning, higher education policies, qualitative study}, volume = {17}, Number = {0}, pages = {38-49}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4062-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4062-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Shahsavari, Sara and badiyepeymaiejahromi, Zohreh}, title = {letter to editor}, abstract ={letter to editor}, Keywords = {letter to editor}, volume = {17}, Number = {0}, pages = {35-37}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4240-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4240-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Adib-Hajbaghery, Mohsen and ArabiMatinAbadi, Mohamad Javad and Ghadirzadeh, Zahra and Moujoodi, Hamed and Mehdiansaripour, Moham}, title = {Interest in the Field of Study and Affecting Factors: The Viewpoint of Students of Kashan University of Medical Sciences}, abstract ={Introduction: Medical sciences students’ interest in their field of study will increase their sense of responsibility and academic performance and improve healthcare services. The purpose of this study was to investigate the students’ interest in their field of study and affecting factors in Kashan University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 540 students of different fields of medical sciences were selected using a quota sampling method. Data collection tool was a researcher-made questionnaire. Data were analyzed using descriptive statistics, t-test, ANOVA and Pearson correlation test. Results: The mean score of the students’ interest in their field of study was 75.69 (out of 100). The majority of the students expressed that they had selected their fields with awareness (76.5%). A rather weak significant inverse correlation was found between age and the interest score (r=-0.1, p=0.025). Among all the factors affecting interest, “being useful to the society” and “the social status of the field” had the highest effect on the students’ interest while “high school teachers” had the lowest effect. Conclusion: The interest scores were relatively lower in older students. Considering the effects of social status and feeling useful on creating and maintaining the interest in the profession, attempts should be made to reinforce the feeling of being useful in students. Moreover, the number of student admissions should be determined according to the capacity of the labor market.}, Keywords = {Interest in the field, medical sciences students, field of study}, volume = {17}, Number = {0}, pages = {24-34}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4134-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4134-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {seif, Mohammad Hass}, title = {The Comparative Causal Model of Academic Burnout in Students of Shiraz University of Medical Sciences and Payame Noor University}, abstract ={Introduction: Researchers have realized that academic burnout has seriously negative impact on learning and promotion of learning efficiency which hinders universities from achieving their educational missions and goals. This study examined the factors affecting academic burnout among students of Shiraz University of Medical Sciences and Payam Noor University through a comparative casual model. Methods: This descriptive correlational study was carried out on a sample of 174 students of Shiraz University of Medical Sciences and 260 students of Shiraz Payame Noor University; subjects were selected based on Cochran Formula through simple random sampling. Data collection tool was a battery of questionnaires consisting of Maslach Burnout Inventory-Student Survey, Elliot and McGregor achievement goal scale, Midgley self-efficacy scale and Schaufeli and Bakker academic engagement scale. The data were analyzed in Lisrel software using path analysis. Results: Findings showed significant differences between the two universities in terms of the impact of academic goal orientation (t=2.76, p=0.01), academic self-efficacy (t=2.18, p=0.05) and academic engagement (t=2.60, p=0.01) on academic burnout. It was also found that academic goal orientation had significant indirect effects on academic burnout through academic self-efficacy and academic engagement. In the two samples, Findings indicated that the proposed conceptual model had a good fit Conclusion: Given the increasing trend of academic burnout in academic settings and the decisive role of academic goal orientation, academic self-efficacy and academic engagement, universities should provide an appropriate environment to enhance self-efficacy and change mastery goal orientation in students’ learning and therefore, pave the way for promoting learning and reducing academic burnout.}, Keywords = {Academic burnout, achievement goals, academic self-efficacy, academic engagement, comparative causal model}, volume = {17}, Number = {0}, pages = {11-23}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4182-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4182-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} } @article{ author = {Poormirzaei, Maryam and Askarizadeh, Ghasem}, title = {Predicting internet addiction as an influential factor in academic performance based on type D personality and humor styles in medical students}, abstract ={Introduction: Since internet addiction is a chronic phenomenon with serious damages and inappropriate use of the internet among students is on the rise, this study was conducted to predict internet addiction based on predisposing factors such as type D personality and humor styles and explore its relationship with academic performance. Methods: This descriptive correlational study was performed in 2015. Research population included all medical students (n=600) of Shahid Bahonar University of Kerman of whom 225 were selected as the research sample using Krejcie Morgan table and simple random sampling. Data were collected using Young’s internet addiction, Denollet’s type D personality and Martin’s humor styles questionnaires. Grade point average was used to measure academic performance. The data were analyzed by means of descriptive statistics (mean and standard deviation) and inferential statistics (stepwise regression and t-test). Results: Findings showed that students with type D and non-D-type personality were significantly different in terms of self-enhancing (p=0.0001) and self-defeating (p=0.01) humor styles and internet addiction (p=0.001). Negative emotion and the self-defeating humor style predict 23% of internet addiction variance (p=0.0001, p=.038). Internet addiction is correlated with declined academic performance (p=0.047). Conclusion: Given the more prominent role of type D personality in predicting internet addiction, it is suggested that individuals’ personality type should be considered in evaluation of internet addiction and the impact of internet addiction on academic performance should be taken into account.}, Keywords = {Internet addiction, Humor style, Type D personality, Academic performance, Medical students}, volume = {17}, Number = {0}, pages = {1-10}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4046-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4046-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2017} }