@article{ author = {Nematbakhsh, Mehdi}, title = {Letter to editor}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {64-66}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3746-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3746-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Pourabbasi, Ata and Heshmat, Ramin and Rajabi, Fatemeh and Heidarzadeh, Abtin and Aghaimeibodi, Hamid reza and Ghomian, Zohreh and Kheiry, Zahar and Larijani, Bagher}, title = {comprehensive health higher education plan, a model for plicy making in health higher educaion in ministry of health in Iran}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {61-63}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3729-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3729-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Khazaeii, Salman and Salehinia, Hamid and Mohammadian, Abdolah}, title = {Failure to respond as a problem in generalizing the results of research projects}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {59-60}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3632-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3632-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Alavi, Mous}, title = {Principal component analysis or factor analysis different wording or methodological fault?}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {57-58}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3639-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3639-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Behnamfar, Rez}, title = {General Studies, Cognitive Construction, Class Reticence}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {54-56}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3604-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3604-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Nahardani, Seyedeh zahr}, title = {Islamic spirituality in medical education: mandatory or optional?}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {51-53}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3679-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3679-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Seif, MohammadHasan and SabetMaharlouei, Abbas and Rastegar, Ahmad and Talebi, Saee}, title = {Factors Influencing the Willingness to Share Knowledge among Faculty Members of Shiraz University of Medical Sciences}, abstract ={Introduction: Given the increasing importance of knowledge sharing in gaining a competitive advantage, understanding the factors influencing knowledge sharing is an undeniable necessity. This study aimed to identify the factors affecting the willingness to share knowledge among faculty members of Shiraz University of Medical Sciences. Methods: This was an applied correlational descriptive study. The population consisted of faculty members of Shiraz University of Medical Sciences in 2014, among which 147 subjects were selected through stratified random sampling. Data collection tool was a compilation of four standardized questionnaire. Questionnaire rating was in the form of seven -point Likert scale. The collected data were analyzed using descriptive statistics tests and the correlation coefficient, path analysis and goodness of fit indices using Lisrel 8. 5. Results: Different variables influenced the willingness to share knowledge among which perceived behavioral control, attitudes toward knowledge sharing, and subjective norm had the highest to lowest correlation coefficients respectively in relation to sharing knowledge all the three variables were significant at the 0.01 level. Conclusion: Building trust in university environments can enhance knowledge sharing through individuals’ willingness and capabilities to transfer knowledge knowledge transfer is not just dependent on capabilities but more on willingness to do so.}, Keywords = {Knowledge sharing, trust, subjective norm, path analysis}, volume = {15}, Number = {0}, pages = {41-50}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3505-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3505-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Zarifnejad, Gholamhosein and Mazloom, Seyed reza and Mirhaghi, Amirhosein and Rajabpoor, Mohamm}, title = {Learning experience through peer education: a qualitative study}, abstract ={Introduction: Peer education can be a useful approach in learning difficult and important courses such as physiology. Since students encounter new teacher roles and learning from classmates in this approach, they might go through new experiences which contribute to developing effective peer education. However, few studies have examined these experiences, especially in Iranian culture therefore this study aimed to explain the experiences of nursing students participating in peer education programs for physiology course. Methods: This was a qualitative content analysis study. The sample included 16 second semester undergraduate nursing students studying at Mashhad School of Nursing and Midwifery in 2013 who had earlier experienced peer education in Physiology. Participants were selected through purposive sampling then interviewed. All interviews were transcribed and analyzed. Results: Two major themes including ease of learning and educational participation were emerged from data analysis. Ease of learning consisted of four minor themes including ease of understanding, modification of methods, course norm selection, and internalization of learning. Educational participation included two minor themes namely critical consciousness and new educational horizon. Conclusion: The results of this study indicated that the need for greater attention by educational institutions and universities to student-centered teaching methods such as peer education since these methods could be a supplement to faculty members` teaching by providing a positive experience and continuous in-depth learning.}, Keywords = {Peer Education, physiology course, qualitative research, content analysis.}, volume = {15}, Number = {0}, pages = {27-40}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3364-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3364-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Taghavinia, Mansoureh and Motavassel, Mahmou}, title = {The Relationship between Religiosity and Academic Achievement in Students of Tehran University of Medical Sciences}, abstract ={Introduction: The relationship between religiosity and academic achievement of students can determine the distance between different aspects of religiosity and scientific development at university level and assist the authorities in planning to avoid a gap between the scientific and spiritual aspects of the universities. The purpose of this study was to investigate the relationship between religiosity in general and academic achievement of students in Tehran University of Medical Sciences. Methods: In this correlational study, a sample of 385 students (141 males and 244 females) in four educational levels (bachelors, Masters, MD and PhD) from among the students admitted at 2012 academic year were selected through stratified sampling )cluster and random). The data collection tool consisted of a demographic questionnaire and the 26-item Gluck-Stark`s questionnaire containing four aspects of beliefs, emotions, religious rituals, and consequences. The collected data were analyzed using descriptive statistics and Pearson correlation test. Results: Overall, no significant correlation was found between religiosity and academic achievement (p = 0.079). There was a significant positive correlation between religious rituals dimension and academic achievement (r = 0.115, p < 0.05). Conclusion: The findings of this study showed that the students were mostly weak in performing religious rituals and practice of religion. Therefore, attention has to be paid to strengthening the ritual aspect of religion. Moreover, as no positive correlation was found between religiosity and academic achievement in the four levels of education, it is important to identify other factors associated with religiosity.}, Keywords = {Academic achievement, medical students, religiosity.}, volume = {15}, Number = {0}, pages = {19-26}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3469-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3469-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Vasili, Arezoo and Farajollahi, Mehr}, title = {A Comparative Study of the Effects of Two Educational Methods, PBL and E-PBL on the Learning of Cardiology Ward Interns}, abstract ={Introduction: There has been a growing trend in many countries to present medical courses electronically and in the form of learner-based learning. Hence, the present study aimed to compare the effects of two educational methods, Problem-based Learning (PBL) and Electronic Problem-based Learning (E-PBL), on the learning of cardiology ward interns in 2013. Methods: This pretest-posttest quasi-experimental study was performed on 64 interns in the cardiology ward of Shariati Hospital, Isfahan in 2013-2014 academic years. The participants were divided randomly into two groups (32 in each) and matched in terms of educational progress, age, gender, and mastery of computer skills. Researcher-made questionnaires were completed before and after the intervention in order to measure knowledge, attitude, and practice. Trainings were separately presented for each group in the forms of PBL and E-PBL. Data were analyzed using independent t-test and T-square test. Results: In PBL method, mean scores of knowledge, attitude, and practice were 12.2±11.38 (out of 40), 3.2±1.8 (out of 10), and 8.1±4.25 (out of 20) respectively before trainings and 4.8±4.4, 6.5±4.31, 16.7±1.4 respectively after the intervention. As for E-PBL, mean scores were 2.21±0.5, 11.78±2.4, and 6.2±1.82 respectively before the intervention and 75.74±1.7, 8.85±0.38, and 19.2±1.2 respectively after the intervention. Findings indicated that there was a significant difference between students’ learning before and after the intervention in both methods and this difference was more significant for E-PBL (P≤0.001) than PBL. Conclusion: Given the significant difference between the scores of participants trained by means of PBL and E-PBL methods and the advantages of the electronic method, Electronic Problem-based Learning is suggested for this course for medical students.}, Keywords = {Traditional Education, lecture, PBL, E-PBL, medical students.}, volume = {15}, Number = {0}, pages = {9-18}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3421-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3421-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Habibi, Hamdullah and khodayarishouti, saee}, title = {The Relationship between Information Literacy and Access to Facilities with Attitudes toward E-learning among students of Urmia University of Medical Sciences}, abstract ={Introduction: E-learning is considered as one of the most important elements of higher education in the information era. The present study aimed to investigate the relationship between information literacy and access to facilities with attitudes toward e-learning among students of Urmia University of Medical Sciences. Methods: This descriptive study was performed on 190 senior students of Urmia University of Medical Sciences in 2013. The participants were selected through cluster sampling. The data were collected through two researcher-made questionnaires. One questionnaire measured information literacy, and the other measured attitudes toward e-learning. Data were analyzed using Pearson correlation coefficient and independent t-test. Results: The findings showed a significant correlation between information literacy and attitudes toward e-learning (r=0.38) and there was a significant correlation between knowledge of computer and attitudes toward e-learning (r=0.47). Furthermore students’ access to computers (t=3.89) and internet (t=4. 89) affected their attitudes toward e-learning. Conclusion: Features such as access to computers and the internet, as well as information literacy are related to students' attitudes toward e-learning. Therefore availability of such facilities and efforts to enhance information literacy, especially for students who newly entered higher education might contribute to positive attitudes toward e-learning and implementation of new educational methods. This also paves the way for designing and moving toward implementation of e-learning system in formal educations at Urmia University of Medical Sciences.}, Keywords = {E-learning, Attitudes, Information Literacy, Information and Communication Technology.}, volume = {15}, Number = {0}, pages = {1-8}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3558-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3558-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {AraghiyanMojarad, Fereshteh and Salehinia, Hamid and Jooybari, Leila and Sanagoo, Akram}, title = {Title: Critical Appraisal: mechanisms for promoting mentorship program: a qualitative study}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {281-285}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3862-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3862-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Javadinia, Seyed Alirez}, title = {The importance of teacher evaluation at students\' perspective, a forgotten necessarily}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {277-280}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3854-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3854-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Abutorabi, Roshanak and Hashemibeni, Batool and Asgarimoqadaam, Marzieh and Qarialavijeh, Abbas}, title = {Effects of Formative Assessment on Medical Students’ Learning Outcomes in Anatomy and Histology Courses in Isfahan University of Medical Sciences}, abstract ={Introduction: Research has shown that formative assessment along with summative assessment improves quality of education, motivation to study, and self-directed learning among students. This study aimed to examine the effects of formative assessment as well as summative assessment on medical students’ learning outcomes in anatomy and histology courses in Isfahan University of Medical Sciences. Methods: In this quasi-experimental study all medical students who took anatomy and histology courses in 2012 (control group) and 2013 (experimental group) were selected through available sampling. The formative assessment was used as an educational intervention along with the summative assessment. The number of anatomy students was 54 in the experimental group and 64 in the control group. The number of histology students was 60 in both the experimental and control groups. Data were analyzed by means of descriptive and inferential statistics (independent t test). Results: The mean scores of the anatomy course tests were 11.89±2.01 in the experimental group and 13. 32±2.73 in the control group which indicated a significant difference in these groups (p=0.012, t=2.605). The mean scores of the histology course tests were 13.50±2.27 in the experimental group and 13.82±2.58 in the control group which showed no significant difference between mean scores of the two groups (p=0.447, t=0.765). Conclusion: Not only did the use of formative assessment in the form of multiple-choice tests not enhance students’ scores as an indication of their learning, it also significantly reduced students’ scores and learning in the anatomy course.}, Keywords = {Summative assessment, formative assessment, teaching-learning, basic sciences education, anatomy, histology.}, volume = {15}, Number = {0}, pages = {269-276}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3391-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3391-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Rezaei, Habibollah and Davaripour, Azadeh}, title = {Common problems in writing references of articles that submitted to Iranian Journal of Medical Education}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {266-268}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3840-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3840-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Behnamfar, Reza and Rasti, Azam}, title = {Linear regression, the normal distribution of error values or normal distribution of the dependent variable?}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {263-265}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3780-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3780-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Khandan, Maryam and Nouhi, Esmat and Sabzevari, Sakine}, title = {Quality Assessment of Educational Services in Nursing and Midwifery School of Kerman Based on SERVQUAL Model}, abstract ={Introduction: One of the most important factors in the success and survival of the higher education system is attention to the quality of provided services. Therefore, the aim of this study was to evaluate the quality of educational services in the Razi faculty of nursing and midwifery of Kerman based on SERVQUAL model in 2014. Methods: In this descriptive-analytical study, 150 students of the faculty of nursing and midwifery were selected by simple random sampling method. The data collection tool was SERVQUAL standard questionnaire which included three parts of demographic information and 28 pairs of items measuring current and desired status of service quality. The mean difference between the current and desired status was calculated as service gap. The collected data were analyzed using descriptive and inferential statistics (paired t-test, independent t-test, Kruskal-Wallis, and ANOVA). Results: The results showed that a negative gap existed in all dimensions of the service quality with the maximum gap being in the physical and accountability dimensions (-1.7) and the minimum gap in the reliability dimension (-0.6). There was no statistically significant difference between the gap in quality of educational services in the five dimensions and gender and educational level this difference was only significant between the gap in quality of educational services in the five dimensions and field of study (p< 0.05). Conclusion: Given the negative gaps in the five dimensions of service quality and greater gaps in physical and accountability dimensions, it is recommended that resources be allocated by appropriate planning and prioritization and also training courses be offered for staff and faculty members about effective methods of presenting educational services and effective communication with students.}, Keywords = {Educational Service Quality, SERVQUAL Model, nursing students, midwifery students}, volume = {15}, Number = {0}, pages = {251-262}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3673-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3673-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Abbasnezhad, Mohammad Hossien and mahdad, Ali and Asadpour, Mohamm}, title = {The Relationship between Justice Perception of Performance Appraisal System and Organizational Citizenship Behavior and Organizational Commitment among Nurses}, abstract ={Introduction: Employee justice perception of performance appraisal system is an important prerequisite to its success and effectiveness. This study aimed to investigate the relationship between justice perception (configural, systemic, informational, and interpersonal) of performance appraisal system with organizational commitment and organizational citizenship behavior. Methods: This research was a descriptive-correlational study. The population consisted of all male and female nurses (600) in hospitals of Rafsanjan City in 2013. Research sample included 253 nurses who were selected through simple random sampling and based on Jolly and Mitchell’s sample size table. Data collection tools were Thurston’s justice perception of performance appraisal system, Allen & Meyer’s organizational commitment questionnaire, and Lee and Allen’s organizational citizenship behavior questionnaire. Data were analyzed using Pearson correlation and regression analysis. Results: There was a positive significant relationship between components of justice perception of performance appraisal system and dimensions of organizational commitment (p≤0.01). There was also a positive significant relationship between configural, systemic and informational justice perception of performance appraisal system and organization-oriented organizational citizenship behavior (p≤0.01). Among the components of justice perception of performance appraisal system, informational justice perception was only able to predict affective commitment configural justice perception was able to predict continuous commitment and informational and configural justice perception was able to predict normative commitment. Conclusion: Since justice perception of performance appraisal system is of great importance among nurses and can affect their attitudes (including organizational commitment) and behaviors (including citizenship behavior), it is recommended to prioritize justice in performance appraisal system for nursing staff.}, Keywords = {justice perception, performance appraisal, organizational commitment, organizational citizenship behavior}, volume = {15}, Number = {0}, pages = {240-250}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3220-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3220-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {KarimiMoonaghi, Hossein and Majidi, Firozeh and Makarem, Abbas and Emadzadeh, Ali and Shoeibi, Ali}, title = {Appropriate Strategies to Empower Faculty Members of Medicine in Education: Viewpoints of Faculty Members of Mashhad School of Medicine}, abstract ={Introduction: Understanding the process of empowerment and promoting universities’ capabilities to create an empowered atmosphere are factors affecting functions of education which require identification of the strategies and effective factors in faculty members’ empowerment. The present study was conducted to identify and determine the most appropriate strategies of educational empowerment for faculty members of medicine from the viewpoints of faculty members of Mashhad School of Medicine. Methods: This descriptive cross-sectional study was conducted in 2012 in Mashhad School of Medicine. Initially, a list of appropriate strategies to empower faculty members was extracted from reviewing documents, literature, and experts’ opinions then, a researcher-made questionnaire was developed based on the list, and after verifying the content validity and reliability by means of test-retest (correlation coefficient at 0.87), was distributed among 96 faculty members (20 faculty members of basic sciences, 76 clinical faculty members) who were selected through stratified random sampling. Each strategy was evaluated as appropriate (3), rather appropriate (2) or inappropriate (1). Data were analyzed using descriptive and inferential statistics (Mann-Whitney and Kruskal-Wallis). Results: The strategies of workshops, observation of the best performance, short-term training courses and fellowship were the most appropriate strategies with means of 2.33, 2.42, 2.51, and 2.59, respectively while monitoring professors’ performance was identified as an inappropriate strategy. Results showed that the strategies of workshops, short-term training courses and fellowship were correlated with the age of faculty members (p<0.05). No significant correlation was found between the strategy of observation of the best performance and faculty members’ age and also between the most appropriate educational empowerment strategies and other individual characteristics of faculty members (gender, type of faculty member, academic ranking, academic degree, type of employment and working experience) (p>0.05). Conclusion: The findings of this study could be helpful for managers, instructors and planners of empowerment courses for faculty members.}, Keywords = {Empowerment, faculty members, medicine, strategies.}, volume = {15}, Number = {0}, pages = {227-239}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3636-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3636-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Ajam, Ali akbar}, title = {The Role of Self-Directed Learning Readiness and Critical Thinking Disposition in Students’ Interaction in Blended Learning Environment}, abstract ={Introduction: Since electronic interaction of students in teaching-learning process in blended learning as well as identification of factors influencing it are essential, this study aimed to investigate the role of self-directed learning readiness and critical thinking disposition in Nursing and Midwifery students’ interaction in blended learning environment. Methods: This descriptive study was performed on all undergraduate students studying at Nursing and Midwifery school of Mashhad University of Medical Sciences (764 students) in 2013-2014 academic years. The sample included 260 subjects who were selected through stratified sampling method using Krejcie and Morgan’s table. The data were collected through Fisher’s Self-Directed Learning Readiness Scale, Ricketts' critical thinking disposition questionnaire, and a questionnaire regarding students’ attitudes toward interactions in blended learning environment. The collected data were analyzed using MANOVA and hierarchical multiple regression. Results: Most students strongly agreed with interaction in blended learning environment (92 percent). A significant difference was found among different aspects of males and females’ self-directed learning readiness (f=15.57 and p<0.01). Self-control, self-management, willingness to learn from self-directed learning levels, and innovation out of critical thinking disposition components were variables that predicted students’ attitudes toward the interaction in blended learning environment (f=24.5 and p<0.01). Conclusion: This study showed that students had a positive attitude toward the interaction in blended learning environment. Therefore, it is recommended to focus on and use the blended learning approach in the current educational system.}, Keywords = {Self-Directed Learning Readiness, Critical Thinking Disposition, Blended Learning}, volume = {15}, Number = {0}, pages = {215-226}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3279-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3279-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Emadzadeh, Ali and Alizadeh, Somayeh and Karimimooneghi, Hossein and Jarahi, Li}, title = {Interns’ Change Readiness in Terms of Self-assessment of Clinical Competency in Mashhad University of Medical Sciences}, abstract ={Introduction: The ability to perform a self-assessment as a critical competency of professionalism is considered essential for medical students at the Medical Education Accreditation Council. In this study, interns’ status of readiness to change was investigated in terms of self-assessment of clinical competency in Mashhad University of Medical Sciences using construct of the stages of change of trans-theoretical model. Methods: In this descriptive study 127 interns were selected through Morgan table based on convenient sampling in Mashhad University of Medical Sciences in 2013-2014 academic years. The data was collected through a researcher-made questionnaire consisted of three sections: demographic information, background information and questions about the construct of the stages of change. After verifying the validity and reliability, questionnaires were completed through self-administration method. One-way ANOVA, T-test, Kruskal-Wallis and Spearman correlation coefficient were used to analyze the data. Results: More than half of the students (70.48%) were at the early stages of pre-contemplation and contemplation in the Trans-theoretical Model. A Bout (4/9%) of them had passed the pre-contemplation and contemplation and assessed their own clinical competency. Also 15.57% of the students were at the stage that self-assessment of clinical competency was part of their behavior. Conclusion: Results show that most medical students do not assess their clinical performance despite the fact that self-assessment and identification of educational needs are necessary for lifelong learning. It is recommended that self-assessment be used along with other assessment methods.}, Keywords = {Self-assessment, trans-theoretical model, stages of change, clinical competency, medical interns}, volume = {15}, Number = {0}, pages = {205-214}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3488-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3488-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Rezaei, Habibolah and Haghani, Farib}, title = {Classroom management Techniques: Tips for managing classroom}, abstract ={Introduction: Classroom management includes teacher’s actions to discipline, motivate and engage learners in learning process. If the instructor could not manage the class using classroom management techniques, his or her teaching process would not go well. The aim of this study was to review classroom management techniques. Methods: The databases of SID, Iranmedex, Irondoc, Magiran, Pubmed, Eric and Google Scholar were searched through from 1986 to 2014 using key words such as classroom management, discipline, motivation and classroom rules. Results: Classroom management techniques were classified in four categories: content management and presentation (teaching techniques, making learners focus, mastery of the subject, and conveying concepts), rule management (determining rules with the help of learners, time of determining rules, rule implementation, and violation consequences), equity and motivation management (equal treatment of individual learners, fair evaluation, and the role of equity in success and motivation), and relation management (identifying interests and talents of learners and effective and mutual instructor-learner communication). Conclusion: According to the reviewed results, one of the most important classroom management techniques is to determine and implement classroom rules with the help of learners. It is recommended that teachers develop classroom rules in the first session about using phone, class attendance, active participation, and tardiness with the help of learners.}, Keywords = {Classroom management, learning theories, motivation, discipline, classroom rules.}, volume = {15}, Number = {0}, pages = {192-204}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3683-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3683-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Nematbakhsh, Mehdi}, title = {letter to editor}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {189-191}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3792-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3792-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Yousefy, Alireza and Vali, Saei}, title = {Educational Needs of Executive Managers in Subsidiaries of Isfahan University of Medical Sciences regarding Administrative Rules and Regulation}, abstract ={Introduction: Rule-based and discipline-oriented action is essential for dynamism and coordination of organizations. To achieve this, managers need to be familiar with organizational rules and regulations. This study aimed to assess the educational needs regarding administrative rules and regulations among faculty deans and healthcare network managers of Isfahan University of Medical Sciences and to provide an educational package accordingly. Methods: This cross-sectional, descriptive study was performed in 2012. The study population consisted of faculty deans and healthcare network managers of Isfahan University of Medical Sciences (dean of university, heads and deputies of faculties, hospitals, and health networks) who were selected by census method. Data collection tool was a valid and reliable researcher-made questionnaire. Data were analyzed using descriptive statistics, independent t-test and ANOVA. Results: The mean and standard deviation score of the whole questionnaire was 4.01 out of 5. The lowest mean score (3.44) was related to “knowledge of an article in the Act of Administrative Justice related to failure to offer documents to President of the Court of Administrative Justice or the branches of the Court” and the highest mean score (4.01) was related to “knowledge of administrative violations recognized in the article 8 of Administrative Violations Code of State Staff”. Findings showed that educational needs of faculty deans and healthcare network managers were highly critical in terms of the rules and regulations. No significant difference was found in terms of gender and education. The final outcome of the present research was separate educational packages for each area of expertise. Conclusion: Given the necessity of coordinated and rule-governed organizational initiations, embedding relevant rules and regulations in educational programs seems essential.}, Keywords = {Educational needs, managers, university of medical sciences, administrative rules and regulations.}, volume = {15}, Number = {0}, pages = {181-188}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3231-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3231-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Asadilari, Marzieh and Moshfeghy, Zeinab and Shahpari, Marzieh and Mohammadalian, Ferdos}, title = {Midwifery Students’ Satisfaction with Logbook as a Clinical Evaluation Tool in Shiraz University of Medical Sciences}, abstract ={Introduction: Logbook is one of the common methods for evaluation of clinical skills of medical students. This method has been used in recent years in Shiraz University of Medical Sciences for clinical evaluation of midwifery students. Therefore, this study aimed to determine the level of students’ satisfaction with this method. Methods: This descriptive cross-sectional study was performed in 2014 in Shiraz University of Medical Sciences and 52 students of midwifery who attended "Medical-Surgical" (MS) and "Gynecology" (Gyn) practicums were selected by convenience sampling. Data were collected using a valid and reliable researcher-made questionnaire. It consisted of 23 items and measured nine domains with a five-point Likert scale. Data were analyzed by means of descriptive statistics, ANOVA and post hoc tests. Results: The mean of midwifery students’ satisfaction with the logbook was 48.51±15.02 in MS practicum and 48.81±16.94 in Gyn practicum. In the MS practicum, the highest satisfaction score was related to the domain of “being stressful” (59.61±26.11) and the lowest score was related to “being fair” (44.61±20.81). In the Gyn practicum, the highest satisfaction score was related to the domain of “conformity to educational goals” (57.30±19.71) and the lowest score was related to “interest in the logbook method” (43.46±20.72). In both practicums, the satisfaction level of last semester students was higher than that of other students. Conclusion: Use of Logbook in the clinical evaluation of MS and Gyn practicums for midwifery students of Shiraz University of Medical Science, was accompanied by relative dissatisfaction. Therefore, revision and modification of the various aspects of the Logbook seem to be necessity in order to make students more satisfied.}, Keywords = {Midwifery students, Log book, students\' satisfaction, clinical Evaluation.}, volume = {15}, Number = {0}, pages = {170-180}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3589-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3589-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Abbasi, Moslem and Dargahi, Shahriar and Pirani, Zabih and Bonyadi, Farzaneh}, title = {Role of Procrastination and Motivational Self-Regulation in Predicting Students’ Academic Engagement}, abstract ={Introduction: Students’ cognitive, behavioral and emotional engagement with the academic environment and field of study will guarantee their vitality and success in promoting educational goals. Therefore, the purpose of this research was to investigate the role of procrastination and motivational self-regulation in predicting students’ academic engagement. Methods: This correlational study was performed on 311 students of faculty of medical sciences in Islamic Azad University of Arak in 2014-2015 academic years. The subjects were selected through Random and responded to procrastination, motivational self-regulation, and academic involvement questionnaires. Data were analyzed using descriptive and inferential statistics (Pearson correlation coefficient and regression analysis). Results: Pearson correlation showed that there was a negative and significant relationship between procrastination and academic engagement (p<0.01). It also indicated a positive and significant relationship between motivational self-regulation and academic engagement (P<0.001). The results of the regression analysis showed that procrastination and motivational self-regulation could predict 22.3 percent of academic engagement variance. Conclusion: Procrastination and motivational self-regulation can predict academic engagement of students. Since these two variables are correlated with Students’ enthusiasm to continue their studies, they must be taken into account and underscored for students’ academic achievement.}, Keywords = {procrastination, motivational self-regulation, academic engagement, student}, volume = {15}, Number = {0}, pages = {160-169}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3624-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3624-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Heydari, Heshmatolah and raoufi, Shahin and Kamran, Aziz}, title = {}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {146-159}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3425-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3425-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {samadi, hossein and Hamzeh, Samadi Miarkolaei and Aghajani, Hasanali}, title = {Explanation of Entrepreneurial Capacity and Culture in Babol University of Medical Science through Fuzzy Analysis Method}, abstract ={Introduction: Science systems are changing worldwide in response to increasing social and economic needs for knowledge and technology. Entrepreneurial university theory is a model for explaining the new transformed face of universities. The main purpose of present study was to explain the entrepreneurial capacity and culture in Babol University of Medical Sciences through Fuzzy Analysis Method. Methods: This was a descriptive study. The statistical population consisted of faculty members, university entrepreneurship specialists and administrators of Babol University of Medical Sciences in 2013. Gibb`s Entrepreneurial University questionnaire, after verifying its validity and reliability was used to collect data. The data were analyzed using fuzzy analysis method. Results: The findings showed that the status of entrepreneurial culture and capacity in Babol University of Medical Sciences was inappropriate. This included vision, mission and strategy of university, governance and administration, structure and organizational design, multidisciplinary and transdisciplinary, leverage and employing various resources public values and stakeholders management alumni knowledge transfer Incubation center, venture funding in university spin-off companies, internationalization, and entrepreneurial education. Conclusion: On the path toward becoming an entrepreneurial university, especially for universities of medical sciences, it is necessary that universities go through substantial changes in terms of structural, managerial, and cultural dimensions, and pave the way to serve new functions by developing necessary infrastructures.}, Keywords = {Entrepreneurial culture, entrepreneurship, university, entrepreneurial capacity.}, volume = {15}, Number = {0}, pages = {134-145}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3247-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3247-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Arabzoozani, Mortez}, title = {Letter to editor}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {129-133}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3510-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3510-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {KarimiMoonaghi, Hossein and Pourghaznein, Tayebe}, title = {System based education in medical sciences: necessary but forgotten.}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {126-128}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3601-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3601-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Khazaei, Salman and Mohammadian-Hafshejani, Abdollah and Salehiniya, Hami}, title = {Guide to the use of statistical methods in clinical studies}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {124-125}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3675-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3675-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Khazaeii, Salman and Mohammadian-Hafshejani, Abdollah and Salehiniya, Hami}, title = {Some notes for increase reporting of interventional studies}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {122-123}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3704-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3704-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Vahabi, Ahmad and Rahmani, Somayyeh and Rostami, Shiva and Vahabi, Boshra and Hosseini, Mobin and Roshani, Daem}, title = {Factors affecting teacher evaluation scores: the students` viewpoints of Kurdistan University of Medical Sciences}, abstract ={Introduction: One of the main tasks of universities of medical sciences is teacher evaluation. During the evaluation process, the required data are collected and analyzed. Then the teachers are informed about the results in order to improve their teaching methods. This study was performed to determine the factors affecting teacher evaluation scores from the viewpoint of the students in Kurdistan University of Medical Sciences. Methods: This cross-sectional study was performed on all the students of Kurdistan University of Medical Sciences who had passed at least one semester and were familiar with the process of teacher evaluation. A number of 384 of students were selected randomly. The data collection tools were a demographic questionnaire and a questionnaire containing items on the factors influencing teacher evaluation scores. The data were analyzed using descriptive statistics as well as Mann-Whitney U and Kruskal-Wallis tests. Results: The most important factors affecting the scores of teachers’ evaluation from the viewpoint of the students were: teachers' knowledge on the subject matter (4.53±0.8 out of 5), teachers' ability to convey the lessons (4.52±0.78), compatibility of class content material and final exam questions (4.40±0.79) and the least important of these factors were gender (3.48±1.01), teachers' age (3.28±1.14) and conducting tests to measure academic achievement of faculty members (3.1±1.42). Conclusion: According to the findings, empowering the faculty members regarding their teaching abilities and their communication skills seem to be necessary.}, Keywords = {Teachers evaluation, student viewpoint, teachers, students, influencing factors.}, volume = {15}, Number = {0}, pages = {111-121}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3644-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3644-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {mohammadi, somayeh and tolyat, maryam and Roshanzadeh, mostaf}, title = {Clinical Evaluation Tool for Operating Room Students: Development and Measurement of Reliability and Validity}, abstract ={Introduction: In order to ensure the achievement of goals in clinical training, having the right tool with good reliability and validity is essential. Given the fact that no proper tool has ever been developed for evaluation of operating room students, this study aimed to develop and measure the validity and reliability of the evaluation tool for these students. Methods: This descriptive study was conducted in 2014 in Birjand University of Medical Sciences. After defining the concepts and behaviors to be measured using interviews and review of relevant literatures, the primary tool was developed and its face validity and content validity were verified both qualitatively and quantitatively (using experts’ opinions, CVR, and CVI). The reliability was calculated through interclass reliability and Cronbach’s alpha. Results: The final tool consisted of 62 items in 7 different subscales (professional characteristics, communication, examining the patient, training patients and families, submitting reports, clients’ safety, and clinical competence). The content validity index of the whole questionnaire was 0.84 and content validity ratio for each item was reported 0.62 and higher. With a sample size of 28 students, Cronbach's alpha of the whole questionnaire was 0.82. Also, interclass reliability was 0.45. Conclusion: The results indicated that the developed tool has adequate reliability and validity and that it can be used as a tool for clinical evaluation of operating room students.}, Keywords = {Evaluation tool, clinical evaluation, operating room students, clinical setting, clinical education.}, volume = {15}, Number = {0}, pages = {98-110}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3537-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3537-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Khoobi, Mitra and Ahmadihedayat, Majid and Mohamadi, Nooredin and Parvizi, Soroor and Haghani, Hamid and Izadibidani, Fatemeh}, title = {A Comparison of Nursing Students’ Satisfaction in Compact Disc-based Education vs. Traditional Education}, abstract ={Introduction: Given the variety of educational methods and the conditions and facilities, selecting appropriate methods is one of the instructors’ practices to achieve educational goals. The aim of this study was to compare Nursing Students’ Satisfaction with CD-based and traditional education at Tehran University of Medical Sciences. Methods: This research was a quasi-experimental study. The study population consisted of all nursing students who had to pass community health course (3) in 2012-2013 academic years (n=38). The participants were divided equally into two groups of CD-based education and traditional education through randomized block allocation method. Data collection tool was a researcher-made questionnaire which measured students’ satisfaction with the methods and was completed at the end of the course. Data were analyzed using descriptive statistics (mean, standard deviation), Analysis of Covariance (ANCOVA), Chi-square test and independent t-test. Results: The means and standard deviations of satisfaction were 74.37±16.31 and 58.74±15.17 (out of 100) for the experimental and control groups respectively. The comparison of satisfaction mean scores showed a significant difference between groups (P=0.006). Conclusion: According to the findings, students seem to be more satisfied with CD-based education than traditional education. Instructors and policymakers then may employ CD-based education in teaching theoretical courses of nursing or use it in combination with other methods.}, Keywords = {Traditional education, CD-based education, satisfaction, nursing students.}, volume = {15}, Number = {0}, pages = {89-97}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3493-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3493-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {TeimouriJervekani, Zahra and Ashoorion, Vahid and Mozafarpour, Sarah and Sirous, Salimeh}, title = {Evaluation of Basic Sciences Curriculum Modifications in Isfahan University of Medical Sciences: The Students’ Viewpoint}, abstract ={Introduction: Basic sciences curriculum faces various challenges in Iran. Proper curriculum designing can have a major impact on learning, performance, educational achievement and satisfaction of students of medicine. This study was carried out in order to evaluate the effectiveness of the rearrangement of basic sciences curriculum in Isfahan University of Medical Sciences from the viewpoint of the students. Methods: In this descriptive study with interrupted time series design, students of medicine at Isfahan University of Medical Sciences admitted at 2005-2006 academic years were selected through convenient sampling. The case group were students in the new curriculum design, and the control group were the students in the traditional curriculum design. Data collection tool was a valid and reliable researcher-made questionnaire. The collected data were analyzed using descriptive statistics and an independent t-test. Results: Students’ satisfaction rate with the new curriculum (2.95± 0.48 out of 5) was significantly (P = 0.00, t = -3.25) more than students’ satisfaction in the traditional curriculum (2.78±.68). Students receiving the new curriculum during 5 semesters ranked (6.34±1.81) the arrangement of the specialized courses higher (P=0.001, t=7.42) than the students in the traditional curriculum (4.29±2.15). The scores for the given preparation time for basic sciences examination in the 5th semester was not significantly different between the two groups (2.86±1.10 vs. 2.77±1.34, p=0.72, t=0.35). The students’ stress for this exam was not significantly different between groups (3. 49±1.15 vs. 3. 48±1.22, P=0.99, t=0.01). Conclusion: The findings showed that even minor modifications could affect the attitudes of the students of medicine. However, merely rearranging the courses may not be sufficient. Thereby, continuous modification of the curriculum according to new approaches such as integrated courses through organ-based model, considering other contributing factors in improving students' satisfaction, such as modifying the content, method and learning environment are strongly recommended.}, Keywords = {Evaluation, courses arrangement, curriculum, basic sciences, general physician course}, volume = {15}, Number = {0}, pages = {79-88}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-2411-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-2411-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Saadat, Sajjad and Asghari, Farhad and Jazayeri, Rezvanoosadat}, title = {The relationship between academic self-efficacy with perceived stress, coping strategies and perceived social support among students of University of Guilan}, abstract ={Introduction: Academic self-efficacy refers to learners’ belief in their abilities in academic process, whose realization is affected by many factors. The aim of this study was to examine the relationship between academic self-efficacy and perceived stress, coping strategies and perceived social support among the students of University of Guilan. Methods: This descriptive-correlational study was performed on all students of faculty of humanities in University of Guilan in 2014-15 academic years. The sample consisted of 335 students who were selected through cluster sampling. Data collection tools were Owen & Froman’s Academic Self-efficacy Questionnaire, Cohen Perceived Stress Scale, Endler & Parker’s Coping Inventory for Stressful Situations and Vaux et al Perceived Social Support Questionnaire. Data were analyzed using descriptive statistics tests, Pearson Correlation coefficient, and Multiple Linear Regression. Results: The Pearson Correlation showed a significant positive correlation (P<0.01) between academic self-efficacy and perceived social support (r=0.518) and problem-oriented coping strategies (r=0.421). It also showed a significant negative correlation (P<0.01) between academic self-efficacy and perceived stress (r=-0.574), emotion-oriented coping (r=-0.364) and avoidance-oriented coping (r=-0.364). Stepwise regression analysis indicated that the predictor variables such as perceived stress, perceived social support and problem-oriented coping were able to significantly explain 0.39 of academic self-efficacy variance among the students. Conclusion: The findings support the importance of perceived stress, perceived social support and problem-oriented coping in predicting academic self-efficacy of students. Therefore, training courses seem to be useful in developing self-efficacy beliefs and stress management.}, Keywords = {Academic self-efficacy, perceived stress, coping strategies, social support.}, volume = {15}, Number = {0}, pages = {67-78}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3531-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3531-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {AbassiGhahremanloo, Abass and Safiri, Saee}, title = {Correct sampling in observational studies.}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {663-664}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3696-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3696-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Alizadeh, Somayeh and Nahardani, Seyedeh Zahra and Sohrabi, Zohreh and Doorfard, Maryam}, title = {The Effect of Announced and Unannounced Formative Tests on Rehabilitation Students’ Final Exam Mean Scores}, abstract ={Introduction: Educational assessment varies in terms of objectives and the time. The formative assessment type considers learning as a progressing and continuing process. Since formative assessment is carried out in different ways, this study aimed to investigate the effect of formative tests on the mean score of general psychology course among rehabilitation students in Iran University of Medical Sciences. Methods: This quasi-experimental static-group comparison study was performed in the second semester of 2014-15 academic years on 58 students of audiometry, speech therapy, and physiotherapy who were attending the general psychology course in faculty of rehabilitation, Iran University of Medical Sciences. Three fields of study with the same course and instructor were selected using stratified sampling. For two experimental groups, one was given unannounced formative test and the other was given announced formative test. The control group was being taught the usual way. The three groups were simultaneously given a similar test for their final exam. Data were analyzed using ANOVA, independent t-test, correlation test and Spearman’s and Kendall’s Tau coefficients. Results: The mean final scores were (18.60+2.2) in the unannounced test experimental group, (18.45+2.94) in the unannounced test experimental group and (18.20+3.1) in the control group. ANOVA test results showed no significant difference between the mean scores of students (p=0.47). Conclusion: The results showed that formative assessments, both announced and unannounced, had no impact on the learning of rehabilitation students. Since formative assessment may provide instructors with useful information about problems of the education program, it is suggested that future research examine other functions of this type of assessment}, Keywords = {Formative assessment, unannounced formative assessment, announced formative assessment, rehabilitation students.}, volume = {15}, Number = {0}, pages = {656-662}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3831-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3831-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Sadoughi, Farahnaz and Meidani, Zahra and Farzandipour, Mehrdad and Davoodabadi, Abdoulhossein and Farrokhian, Alireza and Gilasi, Hamidrez}, title = {The Effect of Feedback and Incentive Mechanisms on Improving Residents’ Medical Record Documentation Procedure}, abstract ={Introduction: Studies indicate that using behavior changing interventions may improve medical record documentation. This study aimed to examine the effect of feedback and incentive mechanisms on medical record documentation among surgery residents in Kashan University of Medical Sciences. Methods: This quasi-experimental study examined the effect of feedback and incentive mechanisms on 19 surgery residents’ medical record documentation in Kashan Shahid Beheshti Hospital in 2013-14. During three phases of pre-intervention, post-intervention and 3 months after intervention, five medical records for each resident (total=95) were selected and assessed using a checklist. Data were analyzed by means of t-test and Wilcoxon test. Results: There were significant changes in surgical residents’ medical record documentation during pre- intervention, post-intervention three months after intervention (P=0.0001). Findings showed that the rate of documentation in medical history form, course of disease, reception and discharge summary, and surgery report had significant changes after the interventions (P= 0.0001). Conclusion: Since the results showed that feedback and incentive mechanisms had positive impacts on improving residents’ documentation behavior, it is suggested that residents’ documentation performance should be regularly assessed and feedbacks be provided for other residents and stakeholders.}, Keywords = {Documentation, medical records, feedback, incentive, behavior change, residents}, volume = {15}, Number = {0}, pages = {648-655}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3682-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3682-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {GhasemzadehAlishahi, Abolfazl and Kateb, Mehdi and Kazemzadehbeytali, Mehdi}, title = {Interactive Role of Social Capital Dimensions in Effective Training of Medical Sciences Faculty Members}, abstract ={Introduction: Social capital has been increasingly attracted scholars’ attention in recent years because organizations can improve their effectiveness through establishing, strengthening and developing this intangible but valuable capital. Hence the present study was conducted with the aim of identifying the relationship and predicting effective training through social capital dimensions. Methods: In this descriptive-correlational study, a number of 240 faculty members of Tabriz University of Medical Sciences were selected through stratified random sampling in 2015. Data collection tools were Ghoshal & Nahapiat’s standard social capital questionnaire and a researcher-made effective training questionnaire. The data were analyzed using correlation tests and moderated multiple regression. Results: The mean scores of trust, empathy and effective training variables were respectively 3.25±0.80, 3.90±0.58 and 3.80±0.60 (out of 5). Findings showed a significant positive correlation between trust and empathy and effective training (r=0.12; r=0.40; P<0.05). Moreover, the interactive role of trust and empathy in effective training of medical sciences faculty members was confirmed (β=0.256 and ∆R2=0.226 and p<0.05). Conclusion: According to the findings of the present research, there was a correlation between trust, empathy dimensions of social capital and effective training. On the other hand, the interactive role of trust and empathy in effective training was confirmed. Therefore, planning for establishing a proper environment in relation to social capital in universities and accordingly informing faculty members are of great necessity.}, Keywords = {Social Capital, trust, empathy, effective training}, volume = {15}, Number = {0}, pages = {639-647}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3744-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3744-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Mehraram, Milad and Bahadorani, Mahnaz and Baghersad, Zahr}, title = {Evaluation of knowledge, attitude, ability and preparedness for E-learning among continuing medical education learners}, abstract ={Introduction: Today, e-learning is considered one of the efficient learning contexts in continuing medical education (CME). Participation in e-learning is dependent on learner’s level of preparedness. Therefore, this study aimed to determine CME learners’ knowledge, attitude, ability and preparedness in relation to e-learning. Methods: In this descriptive cross-sectional study, 300 learners attending 2014 autumn-winter CME programs in Isfahan University of Medical Sciences were selected by means of convenience sampling. Data were collected through a researcher-made questionnaire which was completed in continuing education sessions. The data were analyzed using descriptive and inferential statistics (independent t-test, Pearson and Spearman correlation coefficients). Results: The mean scores were obtained for ability and knowledge (37.23±8), attitude (74.18±3.4) and preparedness (60.22±7.8). Findings showed that there was a significant relationship between computer and internet usage time and learner’s ability and knowledge, attitude and preparedness for e-learning (P<0.001). There was also a significant relationship between learners’ knowledge and ability and their attitude and preparedness (P<0.001). Gender was found to have no effect on ability and knowledge (p=0.08), attitude (p=0.134) and preparedness (p=0.54) for e-learning. Conclusion: The results of this study showed that despite having the features of attitude and preparedness, CME learners did not have the necessary knowledge for receiving information electronically. It seems that authorities should take necessary measures to implement this teaching method in order to promote learners’ knowledge.}, Keywords = {Ability, Preparedness, E-learning, Computer, Internet, Knowledge, Attitude, Continuing Medical Education.}, volume = {15}, Number = {0}, pages = {630-638}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3761-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3761-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Zare, Mohammad and Sarikhani, Raheleh}, title = {The Use of Educational Technology in Medical Education}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {628-629}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4035-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4035-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {AraghianMojarad, Fereshteh and Sanagoo, Akram and Jooybari, Leil}, title = {Teaching Scholarship: An Opportunity for Faculty Development or a Threat}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {626-627}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4040-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4040-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Koohestani, Hamidreza and Baghchoghi, Nayereh}, title = {Is regulations continue their education to higher levels without entrance examinations of outstanding and talented students with theoretical and philosophical support?}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {623-625}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3939-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3939-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Tahery, Reyhaneh and Karimi, Farib}, title = {The Relationship between Personality Traits and Problem-Solving Strategies among Undergraduate Nursing Students of Isfahan University of Medical Sciences}, abstract ={Introduction: Psychological and personality traits are among the most important factors greatly affecting people’s problem-solving strategies. This study aimed to determine the relationship between personality traits and problem-solving strategies among undergraduate nursing students of Isfahan University of Medical Sciences. Methods: This descriptive-correlational research was performed on all 380 undergraduate nursing students of Isfahan University of Medical Sciences in 2013-14 academic years. 191 of whom were selected as the sample. Research tools were Neo McCrae and Costa’s questionnaires and Cassidy and Long’s problem-solving strategies questionnaire. Data were analyzed using of Pearson correlation coefficient and stepwise regression. Results: Findings showed that there was a significant correlation between neuroticism (r=-0.242, P=0.013) and conscientiousness (r=0.474, P=0.001) and constructive style of problem-solving and conscientiousness was the best predictor of constructive style of problem-solving. There was also a reverse significant correlation between non-constructive style of problem-solving and the dimensions of extraversion (r=-0.201, P=0.001), agreeableness (r=-0.452, P=0.001) and being conscientiousness (r=-0.416, P=0.001). A direct correlation was found between neuroticism and non-constructive style of problem-solving (r= 0.429, P=0.001) and agreeableness, conscientiousness and neuroticism were the best predictors of non-constructive style of problem-solving. Conclusion: Taking into account the significant relationship between students’ personality traits and problem-solving strategies, it suggested that universities focus on students’ personality traits in order to be able to teach them problem-solving strategies.}, Keywords = {Problem-solving strategy, personality traits, nursing students}, volume = {15}, Number = {0}, pages = {613-622}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3820-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3820-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Heshmati, Hashem and darvishpour, Karim}, title = {Effective Factors in Clinical Education Quality from the Viewpoints of Operation Room and Anesthesiology Students in Torbat Heydarieh University of Medical Sciences}, abstract ={Introduction: Clinical education is one of the most important aspects of medical and paramedical students' education and has a determining role in the professional future of these students as well as other professionals in health care. So this study aimed to evaluate the effective factors in the quality of clinical education from the viewpoints of operation room and Anesthesiology students in Torbat Heydarieh University of Medical Sciences. Methods: In this descriptive cross-sectional study, a number of 115 students of operation room and Anesthesiology studying in Torbat Heydarieh university of Medical science in 2015 were selected through convenient sampling in that period of time. The data was collected through a questionnaire consisted of three parts. Part one dealt with demographic characteristics of the participants. Part two was adapted from the valid and reliable Ghorbanian`s questionnaire. Part three was a researcher- made student`s efficacy questionnaire which its validity and reliability were calculated in this study. The mean scores of the evaluated domains were between 0 and 100 and were consequently categorized at three levels: weak, medium and desirable. The collected data was analyzed using descriptive statistics and independent T-tests. Results: the mean age of the students was 21.69±1.41. The mean scores of the assessed domains were: goals and educational plans (51.03±23.77), Instructor (51.21±26.47), dealing with students (52.85±24.89), educational environment (47.85±0.288), supervision and evaluation (44.76±29.08) and self-efficacy (63.67±20.15). The mean scores of Instructor (55.88±22) and dealing with students (52/5±55.05) were the highest among Operation Room and Anesthesiology students, respectively. There was no significant difference between the two groups regarding the evaluated domains (p=0.25). Conclusion: The mean scores of goals, Instructor, dealing with students, educational environment, supervision and evaluation, and self-efficacy were in average level. Therefore, educational interventions are recommended to promote educational goals, efficacy of instructors, dealing with students, educational environment and self-efficacy of students in clinical settings.}, Keywords = {Quality, clinical education, operation room and Anesthesiology students}, volume = {15}, Number = {0}, pages = {601-612}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3721-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3721-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {keshvari, Mohamad and Shirdel, Arash and Yusefi, Alirez}, title = {Challenges of Establishing Clinical Governance in the Field of Patient Education: A Qualitative Study}, abstract ={Introduction: Clinical governance is a framework in which service provider organizations are accountable for continuous improvement of responsive quality and protect high service standards by creating an environment where clinical service excellence is flourished. The purpose of this study was to explore challenges of establishing clinical governance in the field of patient education. Methods: This qualitative study was conducted in four teaching hospitals of Tehran University of Medical Sciences and the population consisted of experts involved in the clinical governance program. Sixteen participants were selected using non probability purposive sampling and known cases. Data were collected through semi-structured interviews which were recorded, transcribed and analyzed after informed consent was obtained. Qualitative content analysis was used to analyze the data. Results: Two major themes were emerged: “organization-related and patient-related factors”. Cultural factors included “poor teamwork culture, nurses’ lack of motivation to train patients, unvalued education, lack of time and high workload, shortage of personnel, lack of clear guidelines for education, overtime processes, managers’ neglect of education”. Patient-related factors, included “patients’ unawareness of their legal rights, public predicament and lack of cooperation from patients, patients’ illiteracy and low literacy, low motivation, cultural diversity of patients and difficulty to communicate with them”. Conclusion: Informing patients of their rights to receive comprehensive education and informing caregivers of such rights are the manifestation of patient-orientation concept and could pave the way to remove the challenges of clinical governance program.}, Keywords = {Clinical governance, Patient education, Qualitative study.}, volume = {15}, Number = {0}, pages = {589-600}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3670-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3670-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Jafarimanesh, Hadi and Zand, Soleyman and Ranjbaran, Mehdi and VarvaniFarahani, Pouran and Sadrkia, Gholam Rez}, title = {Comparing the effectiveness of SMS and lectures on the job training for nurses}, abstract ={Introduction: Due to difficulties in nursing education by teaching methods, and the uncertainty of the effectiveness of teaching by SMS, this study Comparing the effectiveness of SMS and lectures on the job training for nurses. Methods: This study was a randomized intervention study in 2014. The samples in this study were selected by cluster sampling among the nurses in hospitals of Arak. Then randomly divided into two intervention groups: lectures (Group I: 43) and SMS (Group II: n = 43). Diabetic ketoacidosis was trained through lectures for the first group and short message service for the second group. Then, knowledge of nurses examined one month after the end of training. The data were analyzed by SPSS 20, using Frequency, Percentage, Mean, Standard deviation, Independent t-test, Paired t-test and Analysis of Covariance. Results: There was a significant difference between the post-test scores of the two groups (P< 0.001, t=5.49), as the average of scores in the lecture-based group (18.93±1.86) was higher than that in the SMS-based group (16.15±2.68). Conclusion: Job training through lectures more than short message has been effective to increase the knowledge of nursing. It is suggested that in addition to the lecture as an effective method for training nurses, other methods such as the use of short message system has to be considered.}, Keywords = {Diabetic Ketoacidosis, Effectiveness, Job training, lecture, Nurses, Short message service}, volume = {15}, Number = {0}, pages = {579-588}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3811-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3811-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Zare, Mohammad and Sarikhani, Rahele}, title = {Obstacles to Implementation of Mobile Learning in Universities of Medical Sciences}, abstract ={Introduction: Recent advances in information and communication technology and wireless technologies, have transformed e-learning into mobile learning. The purpose of this study was to investigate human, pedagogical, management and leadership, technological, economic and attitudinal factors as obstacles to implementation of mobile learning in Hamadan University of Medical Sciences. Methods: This study was an applied descriptive-survey. The study population included all faculty members (n=300) of Hamadan University of Medical Sciences in 2015, of whom 130 were selected through random sampling and Morgan table. Data collection tool was a researcher-made obstacles to implementation of mobile learning in medical education questionnaire whose face validity was confirmed by ICT experts and its reliability was verified by Cronbach’s alpha which was 0.83. The collected data were analyzed using one sample t-test. Results: Findings showed that all of the six factors namely human (19.13±0.31) out of 25 points, pedagogical (15.86±0.20) and leadership and management (15.85±0.43) out of 20 points, technological (18.84±0.67) out of 25 points, economic (12.77±0.28) and attitudinal (12.51±0.46) out of 15 points were considered the obstacles to implementation of mobile learning in Hamadan University of Medical Sciences (p=0.001). Conclusion: Results indicated that in order to establish mobile learning in Hamadan University of Medical Sciences, the obstacles including human, pedagogical, management and leadership, technological, economic and attitudinal factors should be removed.}, Keywords = {Mobile learning, obstacles, faculty members of medical universities.}, volume = {15}, Number = {0}, pages = {571-578}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3782-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3782-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Sabouri, Ehsan and Rajaei, Toktam and Asgarpour, Darioush}, title = {Letter to editor: Report of medical education panel in}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {569-570}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3936-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3936-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Rafati, Foozieh and Khandan, Maryam and Sabzevari, Sakine and Nouhi, Esmat}, title = {Comparative Study of Nursing PhD Curriculum in Iran and Widener University}, abstract ={Introduction: Nursing PhD programs are developing across the world and graduates, as professional nurses, are expected to reform nursing care in health systems according to society's needs. This study aimed to compare the curricula of nursing PhD programs in Widener University and Iran. Methods: This descriptive-comparative study was carried out in 2014. In order to compare components of nursing PhD program curriculum in Iran and Widener University, data were collected by searching through the internet and compared using Bereday’s four-stage model: description, interpretation, juxtaposition and comparison. Results: In Iran’s nursing PhD curriculum, the relationship between Islamic and professional values, and learners’ needs and capabilities is not clear. The content of some courses are very abstract and emphasize on theoretical issues. The executive strategies of the Widener University’s curriculum do not stress writing papers as a course requirement; while it is obligatory in Iran to publish papers based on dissertations. Courses are presented in both in-person and virtual classes in Widener University; however, they are presented only in in-person classes in Iran. It is only in terms of the specifications and structure of the program where Iranian and Widener University’s curricula have common grounds. Conclusion: The findings suggested that considering professional values, Islamic doctrine and culture, graduates’ roles and tasks, and society’s needs, the content and methods of presentation and evaluation of the PhD curriculum should be revised.}, Keywords = {Comparative Study, Curriculum, Bereday’s Model, PhD in Nursing, Widener University’s Curriculum}, volume = {15}, Number = {0}, pages = {555-568}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3841-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3841-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Sohrabi, Zohreh and Mohammadbakhshi, Nasrin and Salehi, Leili}, title = {Design and Psychometrics of an Assessment Tool for University Characteristics as a Learning Organization from the perspective of Educational Leaders}, abstract ={Introduction: Universities as learning organizations are places for transcendence, teaching, research and offering knowledge. The aim of this study was to design and assess psychometric properties of an assessment tool for university characteristics as a learning organization from the perspective of educational leaders. Methods: This mixed methods research was performed on faculty members of Tehran and Iran Universities of Medical Sciences in 2013. Drawing on focus group discussions (24 subjects), a preliminary 63-item tool was designed, and then the items were reduced to 59 in three Delphi rounds (30 subjects). The validity of the tool was verified by item impact method and using 10 faculty members and content validity ratio and index was evaluated by the opinions of 12 experts. Exploratory factor analysis with a sample of 200 was used to verify construct validity, and internal consistency test (Cronbach’s alpha) with a sample of 20 was used to verify reliability. Results: Forty items out of 59 items were selected after calculating the scores of item impact, content validity ratio and content validity index with values higher than 1.5, 0.56 and 0.79 respectively. Drawing on the factors analysis of the mentioned items, 40 items were kept. Taking higher than 1 eigenvalue, they were grouped into seven factors: leadership, individual competency, knowledge management, team learning, information management, performance assessment, change facilitation. The proposed tool is able to predict 64.4% of the total changes in characteristics of the learning organization. Conclusion: The results of this study provide solid evidence for the robust factor structure and reliability of the assessment tool for university characteristics as a learning organization. These results could be used by other researchers to develop this tool in other scientific centers.}, Keywords = {Validity, reliability, factor analysis, learning organization}, volume = {15}, Number = {0}, pages = {543-554}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3875-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3875-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {TabeBordbar, Fariba and Rastegar, Ahm}, title = {A Model of Relationships between Personality Traits and Academic Self-Handicapping: The Mediating Role of Achievement Goals}, abstract ={Introduction: Identifying factors affecting academic self-handicapping as a psychological harm and a strategy to justify probable academic failure in the future has undesirable educational consequences. Thus, the purpose of this study was to provide a model to predict academic self-handicapping on the basis of personality traits and achievement goals. Methods: This descriptive-correlational study was performed on 258 students of nursing school in Shiraz University of Medical Sciences in 2014. Participants were selected through stratified sampling. The subjects answered to a self-report questionnaire measuring achievement goals, personality traits, and academic self-handicapping. Data were analyzed using path analysis in LISREL software. Results: Findings showed that indirect effects of extroversion, task-orientation, agreeableness and openness to experience on academic self-handicapping were all significant at -0.08, -0.11, and -0.07 respectively (p<0.01). Also, the indirect effect of agreeableness on academic self-handicapping was 0.03 and significant (p<0.05). The indirect effect of neurosis on academic self-handicapping, unlike other personality traits, was positive (0.10) and significant (p<0.01). Based on findings, RMSEA equaled 0.06, CFI equaled 0.98, GFI equaled 0.99, AGFA equaled 0.94, and x2/df ratio equaled 2.68 which all indicate a good-fitting model. Conclusion: The results showed that implementation of personality measures in educational settings and deeper understanding of the inner characteristics of learners might keep them away from exposure to psychological harms such as academic self-handicapping.}, Keywords = {Achievement goals, personality traits, academic self-handicapping, psychological harms.}, volume = {15}, Number = {0}, pages = {530-542}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3743-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3743-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {shakurnia, Abdolhussein and Aslami, Maryam}, title = {The Effects of Student-Generated MCQs on their Academic Achievement}, abstract ={Introduction: Involvement of students in exam questions generating is a technique that has been recently used in order to increase learning and improve academic achievement. This study aimed to investigate the effects of multiple choice questions (MCQ) generating by students on their academic achievement in Ahvaz Jundishapur University of Medical Sciences in 2014-15 academic years. Methods: This quasi-experimental study with a two-group pretest-posttest design was conducted on nursing and midwifery students who took the immunology course with a single instructor. Midwifery students (n=40) were selected as the experimental group and nursing students (n=60) were selected as the control group. Midwifery students were asked to prepare 7 multiple choice questions from the course content of each session as homework and submit them the next session. Data collection tool was multiple choice tests prepared by the instructor based on the course content. The pre-test and post-test each consisted of 50 MCQs with the minimum and maximum scores at zero and 50 respectively. The data were analyzed using descriptive statistics, independent t-test and covariance analysis. Results: The means and standard deviations of pre- and post-tests in the experimental group were 14.78±4.65 and 44.85±6.21 respectively; in the control group these were 15.72±3.58 and 42.33±7.05 respectively. Covariance analysis showed that the mean score of the experimental group was significantly higher than the mean score of the control group (p=0.048). Conclusion: Findings showed that involvement of students in exam questions generating increased their scores in the immunology course.}, Keywords = {Student-Generated MCQs, students’ learning, academic achievement}, volume = {15}, Number = {0}, pages = {521-529}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3799-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3799-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Adib-Hajbaghery, Mohsen and sadeghigandomani, hamidreza and AminolroayaeeYamini, Efat}, title = {Assessing Academic Success and Its Predictors from the Perspective of Nursing Students in Kashan University of Medical Sciences}, abstract ={Introduction: Identifying the factors influencing nursing students’ academic success is of great importance. Due to controversies on the role of influencing factors, this study aimed to identify the predictors of academic success among nursing students of Kashan University of Medical Sciences. Methods: In this cross-sectional study, 134 sophomore to senior nursing students studying at Kashan University of Medical Sciences were selected through systematic random sampling in 2014. The data was collected through a questionnaire including demographic and academic success information which was used after confirming its validity and reliability. Data were analyzed using Chi-square, Kruskal-Wallis, Mann-Whitney and Spearman correlation coefficient. Results: Non-native status and staying in dormitory had positive effects on academic success (p < 0.05). No significant difference was observed between the students’ academic success mean scores in different semesters despite an increase in academic success of students in final semesters (p=0.26). The overall mean score of academic success was 105.23±10.02 out of the highest possible score of 156 (67.30% out of the overall score). No significant correlation was observed between the students’ overall GPA and the last term GPA with academic success score (p = 0.59). Conclusion: Considering the predicting role of demographic factors in the nursing students’ academic success; the authorities should plan to improve the students’ academic success.}, Keywords = {Academic success, Predictors, Nursing students.}, volume = {15}, Number = {0}, pages = {510-520}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3885-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3885-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Sanagoo, Akram and Jouybari, Leila and Rezapouresfahani, Mona and Rezaei, Arash}, title = {Social Accountability Education To The Students Through The Panel “Voice Of Patients” At The First National Student Conference On Rare And Genetic Diseases In Iran}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {508-509}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4000-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4000-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Alizadeh, Mahasti and Mazouchian, Hossei}, title = {Letter to editor}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {505-507}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4023-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4023-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {ZareBidaki, Maji}, title = {National learning managment system, from idea to action}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {501-504}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-4027-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-4027-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Ghafourifard, Mansour}, title = {Guidelines for Quality Improvement of Clinical Conferences in Nursing Education}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {497-500}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3965-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3965-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Zare, Mohammad and Sarikhani, Raheleh}, title = {Exigency attention to Cognitive load in Medical education}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {495-496}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3996-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3996-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Salarvand, Shahin and Yamani, Nikoo and Kashani, Fahimeh and Salarvand, Maryam and Ataei, Mohammad and HashemiFesharaki, Maryamsadat}, title = {Nursing Students’ Perception of Ethical and Professional Characteristics of an Ideal Faculty Member: A Qualitative Study}, abstract ={Introduction: One of the factors affecting in promoting educational quality is the properties of the faculty members. As consumers, students are stakeholders of educational products of the faculty. Since receiving feedback from customers is one of the substantial steps for promoting service quality, it is necessary to perform a deep examination of the issue to explicate new dimensions of an ideal professor from the perspective of students. Therefore, the purpose of this study was to describe students’ perception of an ideal professor. Methods: In this qualitative study, with a content analysis approach, a number of 20 nursing undergraduates studying in Lorestan University of Medical Sciences were selected through purposive sampling in 2014. Content analysis was performed to analyze the collected data. The rigor of this study was reinforced through dependability and credibility criteria. Results: After data analysis, 450 codes and 5 structural concepts emerged: academic abilities, professional teaching, personal characteristics, role modeling, and nursing ethics. Conclusion: An ideal professor has a variety of characteristics from the viewpoint of nursing students. Accordingly, an ideal professor is a person who besides possessing a distinguished ethical profile, is also an administrator who adequately supports students, is committed to his society and country, and at the same time, and respects professionalism in nursing.}, Keywords = {Nursing students, nursing professors, ideal professor characteristics, qualitative research.}, volume = {15}, Number = {0}, pages = {481-494}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3775-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3775-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Heydari, Salbi and Heydari, Mostafa and AhmariTehran, Hoda and SeyedFarajollah, Amene and khoshkdahan, Masoume and Mojahedi, Zeinab}, title = {}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {475-480}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3858-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3858-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Mohammadi, Mehdi and Ghatrei, Hele}, title = {The Role of Students’ Social and Academic Integration in Their Evaluation of Faculties’ Educational Performance Quality in Shiraz University of Medical Sciences}, abstract ={Introduction: The purpose of this study was to explore the relationship between students’ social and academic integration and their evaluation of the faculties’ educational performance quality in Shiraz University of Medical Sciences. Methods: This descriptive-correlational study was performed on all students of Shiraz University of Medical Sciences. The participants (n = 431) were selected through two-stage cluster sampling method. The data was collected through the institutional integration questionnaire and faculties’ educational performance quality questionnaire. After verifying the validity and reliability of the questionnaires, they were distributed among students. The collected data were analyzed using structural equation modeling. Results: Students’ social integration, by itself, was a positive and significant predictor of their evaluation of faculties’ educational performance quality. Students’ academic integration, by itself, was also a positive and significant predictor of their evaluation of faculties’ educational performance quality. Students’ Social and academic integration, simultaneously, was a positive and significant predictor of their evaluation of faculties’ educational performance quality. Findings also showed that the proposed models had appropriate fitness. Conclusion: Students’ successful academic experiences and their social integration with peers, staff and faculty members affect their evaluation and determine their level of satisfaction with faculties’ educational performance quality.}, Keywords = {Social integration, academic integration, educational performance quality, professor evaluation.}, volume = {15}, Number = {0}, pages = {460-474}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3685-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3685-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Esmaeilpourzanjani, simin and Mashouf, Soheila and khaki, sore}, title = {Evaluation of Professional Ethics Observance in Nursing Practice from Nurses and Patients’ Point of View in Shahid Beheshti University of Medical Sciences’ Teaching Hospitals}, abstract ={Introduction: Nursing is inherently a moral and ethical practice and health care quality is largely contingent upon how nurses fulfill their duties. Therefore, this study evaluated professional ethics observance in nursing practice from viewpoints of nurses and patients in teaching hospitals of Shahid Beheshti University of Medical Sciences in 2014. Methods: This descriptive cross-sectional study was performed on 210 inpatients and 210 nurses working in different wards of 5 teaching hospitals of Shahid Beheshti University of Medical sciences. Participants were selected by available sampling method. Data were collected through a researcher-made questionnaire according to Nursing Ethics in Iran. The collected data were analyzed using descriptive and inferential statistics (independent t-test, Mann-Whitney test, and Spearman and Pearson correlation coefficient). Results: Findings showed that 48.3% and 6.9% of patients evaluated nurses’ performance in observing professional ethics at bad and good level respectively, while most patients (91.7%) evaluated their performance as good. Findings also showed a significant difference between the views of patients and nurses in terms of observing professional ethics (p<0.001). Conclusion: Findings could have implications for nursing managers and planners in order to make effective plans to reduce the difference between the views of patients and nurses.}, Keywords = {Professional ethics, nursing practice, patient, nurse.}, volume = {15}, Number = {0}, pages = {447-459}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3776-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3776-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Arabzoozani, Mortez}, title = {Some tips on how to report questionnaire-based studies}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {444-446}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3739-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3739-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Sanagoo, Akram and AraghianMojarad, Fereshteh and Jooybari, Leil}, title = {Flipped Classroom: A New And Appropriate Teaching Method For The Research Course}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {442-443}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3913-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3913-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Zand, Ami}, title = {An Investigation of the Role of Electronic Learning in the Teaching of Anatomical Sciences}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {440-441}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3931-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3931-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {HeshmatiNabavi, Fatemeh Fatemeh and Pouresmail, Zohreh Zohre and Manzari, Zahra saddat Zahra sadat and Hoseinpour, Zohreh and Mikaniki, Toktam and heydarbegi, Siamak}, title = {Comparing nurses\' self-assessment of their professional behavior before and after a professional behavior continuing education program}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {438-439}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3790-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3790-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Hajihosseini, Fatemeh and Hosseini, Meimenat and Baghestani, Ahmadrez}, title = {Educational Climate Measurement Tools in Medical Sciences Universities: A Review Article}, abstract ={Introduction: Educational climate is one of the most important factors affecting achievement and satisfaction of students and determining their behavior. Measuring educational climate is necessary for reforming and idealizing educational environment. The purpose of this study was to introduce educational climate measurement tools and their subscales and application in medical sciences universities. Methods: In this review study, the data was collected by searching of online databases, such as Google Scholar, Science Direct, SID, Iran Medex, Magiran, ProQuest, Scopus, PubMed and Web of Science. Key words such as educational climate, educational environment, educational climate measurement tools, educational environment measurement tools, medical education, and medical Sciences universities were used separately and in combination to obtain the relevant researches without time limitation. After analysis and duplicates removal, common educational climate measurement tools in medical sciences universities were introduced and classified in terms of subscales and applications. Results: Twenty-five most common educational climate measurement tools in medical sciences universities along with subscales were introduced and classified in three groups in terms of application: diagnosis, comparison, and evaluation. Conclusion: Some of the most common educational climate measurement tools in medical sciences universities are somewhat similar in their full or abbreviated names. In addition, some of these tools are designed for specific disciplines and not applicable to all medical fields. Therefore, when choosing a tool, researchers should take a number of points into account such as the name, similarities and specialty of that tool.}, Keywords = {Educational climate, educational environment, Educational climate measurement tools, Medical Sciences Universities.}, volume = {15}, Number = {0}, pages = {427-437}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3760-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3760-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Kohan, Shahnaz and BahmanJanbeh, Farideh and Ehsanpour, Soheila and Ahmadi, Gholnoosh and AbdiShahshahani, Mahshi}, title = {Students and Graduates’ Viewpoints on the Compulsory Specialized Courses\' Syllabus in Reproductive Health PhD Program: A Qualitative Study}, abstract ={Introduction: Evaluation is one of the most common ways of improving educational systems. This qualitative study investigated students and graduates’ viewpoints on the compulsory specialized courses syllabus in reproductive health PhD program. Methods: In this qualitative study with conventional content analysis approach, the data were gathered from 7 graduates and 16 PhD candidates of reproductive health through individual semi-structured interviews and evaluation of specialized courses and curriculum content analysis questionnaire in 2013-2014 academic years. Results: Three main categories were extracted from participants’ descriptions of compulsory specialized courses syllabus as well as the content analysis of reproductive health PhD curriculum: the necessity of curriculum conformity to the mission of reproductive health, reinforcement of the society-oriented and clinical nature of specialized courses, and the revision of specialized courses' offering order. Conclusion: Examination of the main categories indicates that it is necessary to revise the curriculum of reproductive health PhD program. It is suggested that specialized courses should be revisited and developed in order to fulfill the mission of this field. It is also essential that the society-oriented and clinical nature of the courses be reinforced.}, Keywords = { Qualitative research, content analysis, educational evaluation, PhD program in reproductive health}, volume = {15}, Number = {0}, pages = {426-405}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3845-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3845-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {YousefiAfrashteh, Majid and soltaniarabshahi, seyed kamran and bigdeli, shole and sedighmaroofi, shahnam}, title = {Analysis of structural relationships of variables associated with evaluation of teaching by students in medical education}, abstract ={Introduction: Teaching evaluation by university students is one of essential and controversial processes in higher education. The core of debates over student evaluation of professors is the possibility of interference of factors irrelevant to professor’s teaching skills and capabilities. The main purpose of this research was to explore the confounding variables in teaching evaluation by students. Methods: This paper was a descriptive correlational study which employed structural equation modeling. The population included all BSc students of paramedics' faculties studying in the second semester of 2013-2014 academic year in Iran University of Medical Sciences. A number of 250 participants were selected through cluster sampling. The data collection tool was Ghazi Tabataei and Yousefi’s questionnaire modeled after Marks, Paswan, and Young with a five point Likert scale and 31 items. It measured six factors related to student evaluation of teaching. The data were analyzed by means of structural equation modeling technique. Results: A number of 215 questionnaires were analyzed. The findings showed that professor-student interpersonal relationship, students' interest in the course, and professors' effort and involvement had a positive correlation with student evaluation, and course difficulty, dissatisfaction with the scores and the difficulty of assignments had a negative correlation with student evaluation of the professor. Conclusion: The results showed that confounding and sometimes confusing factors may affect student evaluation of teaching and cause false judgments or decisions.}, Keywords = {Student Evaluation, professors' teaching, structural equation modeling, medical education}, volume = {15}, Number = {0}, pages = {393-404}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3693-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3693-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {AbasiGhahramanloo, Abass and Safiri, Saeedeh}, title = {ANCOVA and Assumptions of using this analysis in medical research.}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {391-392}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3764-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3764-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {mardanshahi, mohammad mehdi and dolati, Ensieh}, title = {}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {380-390}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3724-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3724-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Taghavinia, Mansoureh and TaghipourAnvari, Zahr}, title = {Faculty and Residents, View Points about the Quality of Education in Anesthesia Residency Iran University of Medical Sciences}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {377-379}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3705-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3705-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {MortazHejri, Sara and Gandomkar, Roghayeh and Mirzazadeh, Azim and Jalili, Mohammad and Hasanzadeh, Gholamrez}, title = {Comparison of Academic Achievement and Educational Environment of Basic Sciences Phase of MD Program in Tehran University of Medical Sciences, before and after Curricular Reform}, abstract ={Introduction: Curriculum reform of MD program in Tehran University of Medical Sciences involves fundamental changes in many aspects of the program. Three years after implementation of the new curriculum, evaluation of program outcomes is necessary. The aim of this study was to compare academic achievement and educational environment of basic sciences phase of the previous curriculum with those of the revised curriculum. Methods: In this retrospective cohort study, the average score of basic sciences courses for all medical students accepted to Tehran University of Medical Sciences in 2011 and previous three years (2008-10) was extracted. The results of the 44th, 46th, 48th and 50th basic sciences comprehensive exams, including university rank and the standard score were analyzed. DREEM questionnaire was used to assess the educational environment which was completed by students admitted in 2010 and 2011 at the end of basic sciences phase. The data were analyzed by means of ANOVA, Chi-Square and t-test. Results: The total number of medical students from 2008 to 2011 was 1032, of whom 589 students (57%) were female. The difference between the basic sciences average score, number of probationary and failed semesters over the years was not statistically significant. Based on the results of comprehensive exams, the university ranked third in 2008 and first in three subsequent years. University’s standard scores in all comprehensive exams were 0.61, 0.96, 0.85 and 0.94 respectively. The DREEM questionnaire scores were 91.5±0.46 and 93.5±0.41 (out of 200) respectively before and after the reform. This difference and differences between scores of questionnaire’s five areas were significant for the two groups. Conclusion: Although slight improvements could be seen in most of the assessed outcomes after the reform, they are not statistically significant. This could be attributed to near-perfect performance of the university in previous years or to the short interval between the intervention and outcome evaluation and therefore, concerns about academic failure following the curriculum reform do not seem to be valid. Regular monitoring of the outcomes is necessary for assessing long-term effectiveness of the curriculum reform.}, Keywords = {Reform, Program Evaluation, Academic Achievement, Educational Environment, Basic Sciences.}, volume = {15}, Number = {0}, pages = {366-376}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3738-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3738-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Mirzaei, Zahra and Zahedi, Hamid and Koohpayehzadeh, Jalil and Alebouyeh, Mahmoud reza and Naghizadehmoogari, Zahr}, title = {Educational environment of operating rooms in teaching hospitals of Tehran, Iran, and Shahid Beheshti Universities of Medical Sciences based on ATEEM questionnaire: anesthesiology residents` perspective}, abstract ={Introduction:Teaching experience in operating room is the core of learning for residents of anesthesiology. Therefore, the present study was carried out to evaluate the learning environment of operating rooms from viewpoints of anesthesiology residents in teaching hospitals of Tehran, Iran, and Shahid Beheshti Universities of Medical Sciences based on ATEEM questionnaire. Methods:In this descriptive cross-sectional study, views of 156 anesthesiology residents regarding the learning environment of operating rooms in hospitals associated with Tehran, Iran and Shahid Beheshti Universities of Medical Sciences were collected by means of census method using ATEEM (Anesthetic Trainee Theatre Educational Environment Measure) questionnaire in 2014-2015. Data were analyzed using independent t-test and one-way ANOVA. Results:Final mean score of the questionnaire was 114. 03±23. 59 (out of 160) and at a desired level. Total mean scores of all domains were 113. 59±25. 12 and 114. 85±21. 78 for female and male residents respectively and were not significantly different (p=0. 742). Comparison of mean scores in terms of academic year showed significant difference (p=0. 032, F=3. 025) regarding the domain of residents’ perception of faculty members and teaching however, no significant difference was found in other domains. Conclusion:Results showed that residents’ perspective of the learning environment in operating rooms was favorable. It seems that high workload and interference with training programs and lack of learning opportunity during practice are weaknesses of this learning environment that needs to be further investigated and handled by the competent authorities.}, Keywords = {Learning environment, operating room, ATEEM, anesthesiology residents}, volume = {15}, Number = {0}, pages = {356-365}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3593-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3593-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Madadizadeh, Farz}, title = {The difference between statistical concepts as standard deviation and standard error and how to correct their report in the medical articles}, abstract ={}, Keywords = {}, volume = {15}, Number = {0}, pages = {353-355}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3832-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3832-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Asgharzadeyazdi, Faride and Ayati, Mohsen and Zangooie, Asadolah and Dastjerdi, Rez}, title = {Content Analysis Table of Medical Ethics Book Based on Allport’s Theory of Value System}, abstract ={Introduction: Regular assessment of academic textbooks and revision of teaching methods are critical for making such textbooks more efficient in meeting the needs of the new generation and conveying values to them. Therefore, in line with the necessity of textbook evaluation, this research examined the extent to which the Medical Ethics book named “physicians and ethical considerations” observed Allport’s value components. Methods: The research was carried out by means of content analysis with a quantitative approach and was categorical in type. The Medical Ethics Book (physician and ethical considerations) published in 2004 by deputy of education and university affairs, Ministry of Health and Medical Education was subject to analysis. Analyses were based on Allport’s value system. Units of content analysis were sentences which directly or indirectly (their concepts) referred to one of Allport’s value components. Scott’s formula was used to determine the reliability. In order to check the reliability, ten percent of the total content of the book along with definitions associated with value components and related indicators were recoded by a second rater and the agreement was found at 0.90 as the reliability index. Results: The mean of value orientation in a total of 879 sentences referring to values was 146.5±1 with the standard deviation of 2.766. Findings showed, were ranked as social values (30.83% with 271 sentences), religious values (23.43% with 206 sentences), political values (23.09% with 203 sentences), theoretical values (10.35% with 91 sentences), economic values (9.55% with 84 sentences) and aesthetic values (2.73% with 24 sentences). Conclusion: Social values were highly expressed in the book and aesthetic values were dealt with to a lesser degree. Therefore, considering the importance of the matter, it is suggested that the content of this book be revised and take theoretical, economic and aesthetic aspects into account in order to bring balance to even content distribution.}, Keywords = {Content analysis, medical ethics, physicians, values}, volume = {15}, Number = {0}, pages = {338-352}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3352-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3352-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Moradisiahafshadi, Mahboobeh and Ghasemi, Neda and Ghamarani, Amir}, title = {Evaluating the validity and reliability of flourishing scale and determining the relation between flourishing and academic achievement in students of medicine school}, abstract ={Introduction: Flourishing scale measures one of positive aspects of human mind. The aim of this study was to examine validity and reliability of the flourishing scale. The secondary objective of the study was to determine the correlation between flourishing and academic achievement. Methods: This descriptive survey study was performed on 200 of medical students in Isfahan University of Medical Sciences who were selected through convenient sampling in 2014. In order to check the validity of the questionnaire, content validity and item-total correlation (material analysis) was used. The reliability of the scale was examined with Cronbach’s alpha and half-split reliability. The Pearson correlation coefficient was used to determine the relationship between flourishing and academic achievement. Results: Item-total correlation was 0.52 to 0.76 and significant (P<0.01). Results of exploratory factor analysis estimated the scale as single factor with factor loading at 3.86 which explained 46% of variance of total items. The cronbach’s alpha coefficient was 0.82 and half-split reliability coefficient was 0.8. Analysis of flourishing scale and academic achievement revealed a positive significant relationship between the two variables (p<0.01). Conclusion: Findings indicated the acceptable validity and reliability of the scale in assessing flourishing or subjective well-being of university students. Given the properties of desirable psychometrics, the present research instrument could be used in positive psychology researches.}, Keywords = {Flourishing, Exploratory factor analysis, Reliability, Academic achievement, Students}, volume = {15}, Number = {0}, pages = {330-337}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3436-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3436-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Yarmohammadian, Mohammad Hossein and Nazari, Maryam and Bahmanziari, Najmeh and Moradi, Reza and Mirzaei, Hiva and Navvabi, Elahe}, title = {Evaluation of Educational Services Quality for Healthcare Services Management Students of Isfahan University of Medical Sciences Based on SERVQUAL Model}, abstract ={Introduction: Developing a system of higher education regardless of increasing the quality will bring about outcomes such as academic failure, scientific dependency, brain drain, lack of entrepreneurship and poor knowledge generation. Considering the importance of educational services quality, the aim of this study was to evaluate the quality of educational services from the viewpoints of healthcare services management students of Isfahan University of Medical Sciences based on SERVQUAL model. Methods: This descriptive cross sectional study was carried out at the School of Management and Medical Information in Isfahan University of Medical Sciences in 2014. The population consisted of all students studying at different levels of health services management field (N=96) because of the limited population, available sampling was employed at that period of time (census method). The standard SERVQUAL questionnaire including two parts of demographic information and the five dimensions of service quality was used for data collection. The collected data were analyzed using descriptive statistics tests, Kolmogorov-Smirnov test, t-test and one-way ANOVA. Results: Findings showed that more than half of the respondents (57.7%) evaluated the quality of educational services as bad and there was a negative gap between student’s expectations and their perceptions in all dimensions of educational services quality with the greatest gap related to empathy (-1.08). Conclusion: Given the negative gaps in all dimensions of educational services quality, it is recommended that some actions such as providing training workshops for faculty members, consultants and staff should be taken to improve their technical and communicational skills and student-centered view should be taken into account in educational planning.}, Keywords = {Quality, Education, Health Care Management Students, SERVQUAL Model}, volume = {15}, Number = {0}, pages = {319-329}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3692-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3692-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Yazdani, Shahram and AkbariLakeh, Maryam and Ahmady, Soleiman and Afshar, Leila and Foroutan, Syed Abbas}, title = {Value-based Curriculum model from the Viewpoints of Experts in Education of Ethics and Values in Shahid Beheshti University of Medical Sciences}, abstract ={Introduction: Knowing and understanding the views of educational program stakeholders, especially faculty members about the concept of value-based curriculum are requirements of appropriate planning in this field. Given multiple conceptualizations of value-based curriculum in different contexts, this research developed the conceptual components model of the value-based curriculum with respect to indigenous values from the viewpoints of experts in education of ethics and values. Methods: This qualitative study with thematic content analysis approach was performed in 2014. Six experts in education of ethics and values in Shahid Beheshti University of Medical Sciences were selected through purposive sampling method and then participated in semi-structured in-depth interviews. MAXQDA 11 software was used for content analysis. Guba and Lincoln’s standards of rigor and trustworthiness were respected in this study. Results: The main theme “value-based curriculum features” was identified and associated categories were extracted including: general and targeted value needs assessment, value-based mission statement, classification of values expected from graduates, concrete achievable outcomes and objectives of value-based learning and education, value rich contents, organization of value content, proper teaching-learning methods for internalization of values, value-oriented evaluation methods, conducive educational environment for value transfer. Conclusion: Indigenous conceptual model of value-based curriculum suggests a process with a precise sequence for the concrete implementation of values education in accordance with the situation in Iran.}, Keywords = {Values education, value-based curriculum, experts, qualitative study}, volume = {15}, Number = {0}, pages = {304-318}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3697-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3697-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {Abbasi, Moslem and Dargahi, Shahriar and Mohammadalipor, Zeynab and Mehrabi, Alirez}, title = {The Role of Student Stressors in Predicting Procrastination and Academic Burnout among Nursing Students}, abstract ={Introduction: Nursing is one of the disciplines which may cause a lot of tension for students. The aim of this study was to investigate the role of student stressors in predicting procrastination and academic burnout among nursing students. Methods: This research was a descriptive correlational study. Statistical population consisted of all nursing students of Arak University of Medical Sciences in 2013-14 academic years the sample included 270 participants who were selected through available sampling. The data was collected through procrastination and academic burnout and student stressors questionnaires. The collected data were analyzed using Pearson correlation coefficient and regression analysis. Results: Pearson correlation coefficient showed that there was a significant positive relationship between student stressors and procrastination and academic burnout. Regression analysis also indicated that stressors associated with academic conditions, educational environment, graduation and dormitory environment predicted 11.8% of students’ academic burnout variations and 18.6% of procrastination variations. Conclusion: The results of this study revealed the role of student stressors in procrastination and academic burnout among nursing students which may suggest that student stressors play an important role in the incidence and escalation of procrastination and academic burnout in nursing students.}, Keywords = {Stressors, procrastination, education burnout, nursing students}, volume = {15}, Number = {0}, pages = {293-303}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3465-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3465-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} } @article{ author = {RezaJafaeiDeloie, Reza and KarimiMonaghi, Hosein and Haghir, Hosein and alizadeh, somayeh}, title = {Effects of Pop quiz on Test Anxiety in Students of Basic Medical Sciences}, abstract ={Introduction: Prevalence of test anxiety is continuously increasing. It seems that factors such as students’ familiarization with questions and how tests are given may affect test anxiety. Accordingly, this study examined the effects of pop quizzes (unannounced formative tests) on the test anxiety in students of basic medical sciences in neuroanatomy course. Methods: This quasi-experimental study was performed in first semester of the academic year 2012-2013 and all of 120 students of basic medical sciences taking neuroanatomy course were divided randomly into two groups of 60. During ‎the semester, eight tests were given to the experiment group. After the final exam, a 25 item anxiety questionnaire was used to explore test anxiety in both of experimental and control groups. Data were analyzed by means of descriptive statistics, chi-square and t- tests. Results: The lowest and highest anxiety scores were 25 and 100 respectively out of 100 in the control group and the mean anxiety score was 62±0.19. In the experimental group the lowest and highest scores were 30 and 100, and the mean anxiety score was 60±0.16. Despite higher mean anxiety score in the experimental group than the control group, Chi-square test did not show a significant relationship between unannounced formative tests and test anxiety scores (P=3.2). Conclusion: The results showed that unannounced formative tests had no impact on test anxiety in students of basic medical sciences. It seems that changes in teaching and evaluation methods alone may not reduce test anxiety it is therefore suggested that besides educational interventions, future researches control for psychological factors affecting anxiety.}, Keywords = {Unannounced formative tests, pop quiz, test anxiety, students of basic medical sciences}, volume = {15}, Number = {0}, pages = {286-292}, publisher = {Medical Education Development Center, Isfahan University of Medical Sciences}, url = {http://ijme.mui.ac.ir/article-1-3455-en.html}, eprint = {http://ijme.mui.ac.ir/article-1-3455-en.pdf}, journal = {Iranian Journal of Medical Education}, issn = {1608-9359}, eissn = {1735-8892}, year = {2015} }