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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Development,Index,Faculty Members,Recruitment,Recruitment's criteria
- چکیده:
- چکیده انگلیسی: Background
Universities and research institutes are among the most significant mainstays of a society growth and its excellence. The need to support the higher education sector requires the increasing of attractions associated with this sector be entice specialized workforce, especially qualified faculty members to serve in these organizations. Thus, this study aimed to determine the status of faculty recruitment indicators at Mashhad University of Medical Sciences. The present study confirmed that it is necessary to improve the status of faculty recruitment indicators given the lack of valid and adequate indicators.
Methods
This study was conducted based on the focus group method as well as gathering the experts and benefactors’ opinions on the faculty member recruitment process. In the focus group meetings, the status of the components comprising the form of academic expertise score of the volunteer faculty members was reviewed in accordance with the regulations of admission. However, it was finally revised and developed.
Results
The research findings revealed that the necessary points, documents, and the scoring approach for the research and educational components of this form should be revised. The revision should be arranged in a manner that the number of points assigned to the educational components increases in proportion to the total points of the form; however, some components were removed and some added. Furthermore, improvements should be made in the scoring approach and the necessary documents to review these components.
Conclusion
Ultimately, data analysis led to the classification of revisions about the current form of the volunteer's scientific expertise and the design of a new form from the specialists’ perspectives.- انتشار مقاله: 05-05-1398
- نویسندگان: Mahdieh Dartomi,Hossein Karimi Moonaghi,Mohammad Etezad Razavi,Ali Emadzadeh,Mohammad Jafar Modabber Azizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Radiology, Clinical Competency,Educational Model, Problem-based learning
- چکیده:
- چکیده انگلیسی: Background: Studies show that planning, strategy making, and modeling have greater impact on the achievement of learners than other educational factors. The aim of the present study was to evaluate the changes in clinical competency of radiology residents by teaching and training educational models of radiologic Pattern recognition - diagnostic Approach - Feedback on diagnosis (PAF).
Methods: This semi-experimental study was performed at Mashhad University of Medical Sciences from 2018 up to 2020. The participants were 60 radiology residents divided randomly into two groups of 30 subjects in two educational centers. Eight training sessions were held at one of the two educational centers for teaching this model to assistants. Then, the clinical competency of residents was evaluated by four exams. In addition, residents' satisfaction was also determined by a confidential survey conducted by the university. The parametric tests were used for data analysis. p Results: Comparison of the scores of two groups in OSCE exam showed that in the second and third-year of being assistance, the scores of the intervention group were significantly better than the control group (P=0.02 & 0.05), but no significant difference was found between the two groups in the formative (qualitative) and multiple-choice question exams. About 82.7% of radiology residents were satisfied with this educational model.
Conclusion: Pattern-based learning, including PAF, is a practical suggestion for problem-based learning in medical imaging. It can lead to improvement of the clinical competency in radiology residents, especially levels 2 or 3.- انتشار مقاله: 11-04-1399
- نویسندگان: Hossein Karimi Moonaghi,Seyed Ali Alamdaran,Ali Emadzadeh,Bita Abbasi,Parmis Hoseini,Elham Bakhtiari
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Delphi Technique,ISO 10015,Educational Needs Assessment,Nursing competencies,Job Analysis technique
- چکیده:
- چکیده انگلیسی: Background: Nurses are the largest group of medical caregivers in the world. Having highly capable nurses in a healthcare system is directly associated with more favorable outcomes for patients. The rapid development of new medical procedures and equipment necessitates constantly developing new skills and competencies. Thus one of the effective means towards their efficient training is to identify and assess their educational needs. The purpose of this investigation is to study educational needs of nurses by ISO 10015 method.
Methods: A descriptive survey research was designed surveying all of the nursing staff of Razi Hospital of Torbat Heydarieh. At the first stage of the study, necessary competencies and skills were identified using two methods of Delphi and job analysis, and then educational needs assessment was done according to ISO 10015 steps. The tools used were researcher designed questionnaires and their reliability and validity were tested by achieving a Cronbach's alpha of 83.9%, and by content validity method, respectively. Data analysis was done using version 16 of SPSS software.
Results: Three hundred and sixty-one skills were identified and were categorized into three categories of general (48 skills), specialized (303 skills), and management (10 skills). Nurses had acceptable competencies in 312 of the identified skills, while there were educational and structural gaps found in 8 general, 36 specialized and 5 management skills, as well as the solutions to overcome the gaps were proposed by a group of experts. At the end, 7 general, 33 specialized and 5 management skills were identified and recorded as knowledge gaps.
Conclusion: In this study we found out that the specialized skills are the most important educational needs (ABG interpretation, ventilator settings, and cardiac arrhythmias for nurses; and staff and patients’ needs assessment for head nurses) followed by general nursing skills (hemovigilance), and management skills (quality management). The identified knowledge gaps were considered in planning for the future trainings of the study population.- انتشار مقاله: 06-12-1398
- نویسندگان: Fateme Shalbaf Zadeh,Hossein Karimi Moonaghi,Ali Emadzadeh,Hakimeh Baseri,Seyed Reza Moallem,Seyed Mojtaba Mousavi Bazaz
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Performance,Knowledge,Teaching,Lecture,Health care providers,Educational package
- چکیده:
- چکیده انگلیسی: Background: Health care providers are considered as a group of primary health service workers increasing their scientific and practical ability. Providing an effective and desirable teaching is one of the main ways to improve the quality of services; however, this will be possible by selecting an appropriate training method. Therefore, the goal of this study was to determine the effect of teaching the principles of caring for pregnant mothers on knowledge and health care providers' performance with on-site and non-attendance methods.
Methods: This study was conducted as an interventional and semi-experimental study in 2017-2018. Sixty four health care providers were enrolled in Mashhad's health center. They were randomly divided into two groups of 32. For the non-attendance group, the educational package contents were prepared in the form of PowerPoint slides consisting texts and images. For the on-site teaching group, the participants were taught in lecture for six hours. The amount of knowledge of health care providers was assessed before and after training by using a written test questionnaire and their performance at work was controlled by a checklist
Results: By comparing the scores before and after the educational intervention, the difference in mean scores in the on-site group was 4.50 ± 0.334 and in the non-attending group was 3.77 ± 0.332. This difference in the values in each group was significant. The difference between the mean post-test scores in the two groups was 0.70 ± 0. 463. The difference in the mean of functional scores with two types of training was determined 17.1 ± 0.246, and no significant difference was found for the groups (p = 0.496).
Conclusion: In this study, the increase in the level of health care information was acceptable. Both methods had the same effect in the cognitive and functional domain. Therefore, the method of using the educational package can be a good alternative to the lecture method.- انتشار مقاله: 13-11-1397
- نویسندگان: Nayyereh Khosravi Alghar,Ali Emadzadeh,Hossein Karimi Moonaghi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Resilience,Faculty Members,Job burnout,Academic burnout
- چکیده:
- چکیده انگلیسی: Background: Job burnout is one of the factors that decrease the productivity of university faculty members. This is important for teachers who are a critical element of the educational system. Failure to pay attention to environmental and organizational factors as well as psychological and personality traits in professors will lead to adverse effects on their mental health, increasing job burnout and consequently, declining the quality of human capital education.
Methods: This study is a narrative review that aimed to investigate the factors affecting job burnout of faculty members. Articles were searched using Persian and Latin keywords including job burnout, resilience, self-care, faculty members, and academic burnout, individually or in combination at SID, ERIC, Noormags, Magiran, Google Scholar, ScienceDirect, PubMed databases regardless time limit.
Results: Examination of the texts shows that faculty members are more likely to experience burnout in the dimension of emotional exhaustion and then in depersonalization. Factors affecting job burnout include environmental and organizational (such as workplace, social support) and individual (such as extraversion and idealism) factors. Resilience is one of the factors that will reduce burnout.
Conclusion: By combining individual and organizational characteristics with work areas, sustainable workloads, supportive work communities, fairness and meaningful work, along with valuable resilience strategies, burnout can be prevented.- انتشار مقاله: 22-09-1397
- نویسندگان: Zahra Mansourian,Hossein Karimi Moonaghi,Houra Ashrafifard,Maryam AkbariLakeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: empowerment,Learning Style,Faculty
- چکیده:
- چکیده انگلیسی: Background: Given importance to learning and given priority to this point that human beings acquire more of their abilities and competencies through learning, learning styles are focused as a pivotal factor in realization of mental and potential abilities. Empowering academic members in the areas of teaching, scholarship, and leadership leads to the achievement of the missions and goals of the educational institutions; therefore, identifying their learning styles and providing training courses will become important.
Methods: This is a systematic review that aims to study the learning styles of faculty members. Searching for articles was done online using Persian keywords and their Latin equivalents, including learning style, faculty members, Kolb, VARK, Reid’s perceptual learning style preference, Gregorc learning style, Marshall and Merritt learning style, the dominant pharmacy inventory learning styles, individually or in combination in national and international databases, regardless of limitation in time. In the initial search, a total number of 213 studies were found, out of which 15 studies that fully associated with the learning styles of faculty members were carefully reviewed.
Results: The findings of the present study were categorized into four tools of Kolb’s learning style, pharmacy inventory learning styles, Gregorc learning style, and Reid's perceptual preferential learning style, among which the dominant learning style of professors was converging and assimilating of Kolb tool, concrete-sequential of Gregorc tool, and assimilating of the pharmacy inventory learning styles tool.
Conclusion: Awareness of different learning styles can be used to evaluate and design educational programs, and it is suggested to design empowerment courses of faculty members based on their learning styles.- انتشار مقاله: 15-07-1397
- نویسندگان: Houra Ashrafifard,Hossein Karimi Moonaghi,Ali Emadzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Education,Strategies,Development,Faculty Members
- چکیده:
- چکیده انگلیسی: Background: The aim of current study was to identify the most suitable strategies for faculty development and improving educational potential of faculty members in medical sciences.
Methods: The study was cross-sectional. First, using the literature and with the help of experts, a list of all suitable strategies for faculty development was extracted. Then the questionnaire was created based on that list and after determination of its reliability and validity using retest method (correlation coefficient=0.87) was distributed among 96 faculty members of the faculty of Medicine in the target university whom were selected using random sampling method. The results were then analyzed using descriptive and analytical methods.
Results: The strategies of workshops, observation the excellence performance, short courses and fellowships had the maximum average scores (2.59, 2.51, 2.42 and 2.33), and monitoring the performance of the faculty with the average score of 1.67 was determined to be the lowest average. The results showed that workshop solutions, short-term training courses and Fellowship are related to the faculty members' age groups. (P-Value<0.05).
Conclusion: The results showed that most suitable strategies for improving the educational performance of faculty members included workshops, short-term training courses, fellowships and observation on the best performance.- انتشار مقاله: 14-05-1396
- نویسندگان: Firouzeh Majidi,Hossein Karimi Moonaghi,Abbas Makarem,Ali Emadzadeh,Najmeh Majidi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: trust,Clinical education,operation room student
- چکیده:
- چکیده انگلیسی: Clinical education is the central part of medical education (1). The importance of learning atmosphere in fostering professional development and role socialization have been well documented (2, 3) The operating room (OR) is a complicated system, which coordinates the person, technology, and patient in a physical environment for achieving optimal outcomes (4). According to Sigurdsson, "OR as a functional context relies on effective multidisciplinary teamwork which makes the OR such a dynamic and challenging area in which to work" (5). The OR is a stressful learning context setting, where mistakes were not allowed. The conflict between emotion and technical responsibilities could constricts the teaching and learning process. This stressful setting has a great impact on students' self-image and their professional growth (6). In addition, the process of transforming information into action, knowledge management does not work properly in the operating room (7). Which can lead to reduced learning opportunities.
An educational environment of OR influences the teaching and learning process- انتشار مقاله: 07-10-1396
- نویسندگان: Roghayeh Zardosht,Hossein Karimi Moonaghi
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Key word: jigsaw method,cooperative,student- center
- چکیده:
- چکیده انگلیسی: Introduction: Today, student-centered methods must be used to train students with professional competency. One of the most valuable methods is Jigsaw (JT). Despite its various positive effects on students’ learning, not all teachers are familiar with Jigsaw. In order to familiarize teachers with this method and encourage them to use it in teaching their students, this article introduces Jigsaw, its types, its effects, and its applications as well.
Method: This is a review study evaluating the related articles using keywords such as Jigsaw Method, cooperative method and student- centered learning in Pub Med, ProQuest, Scopus, SID, and Magiran in 2004-2017. At first, 122 papers were found and finally 46 articles were examined.
Results: JT is a cooperative teaching method in small groups and its stages include: activities before class by teacher (preparing written curricula and preparing test), activities during class (forming random home groups, providing the same course content to all groups, individual study at a particular time, forming JT groups and discussion on content at a particular time, returning to home groups, designating an administrator in each group, and providing content by any of the members of home groups to the other group members at a specific time), evaluating groups through multiple-choice tests. JT is a small group that has 4 types (I, II, III, and IV). The positive effects of JT include: an increase in motivation, enjoying learning, learning achievement, self-confidence, and self-esteem, refreshment of information, interest, and communication.
Conclusion: This cooperative method can be used in different educational levels (primary school, high school, and university) as well as in different disciplines (Medicine, Nursing, Dentistry, Rehabilitation, Midwifery, Pharmacy, Medicine, Education, English, Social Sciences, Chemistry, Islamic Education, Physics, and Mathematics. This cooperative method is recommended to teachers in different courses to improve various aspects of students' intelligence such as critical thinking, problem solving, achievement, self esteem, self confidence, and interest for learning.
- انتشار مقاله: 26-11-1395
- نویسندگان: Hossein Karimi Moonaghi,Maryam Bagheri
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,feedback,teacher,Medical education,Higher Education
- چکیده:
- چکیده انگلیسی: Background: The aims of the research that formed the basis of the current study are as follows:
Determining methods that are used by teachers for giving feedback in clinical settings.
Determining types of feedback, teachers give to their students in clinical settings.
Determining barriers of giving feedback and its important teachers’ experience in clinical settings.
Methods: This applied research was a cross-sectional study that involved 131 medical clinical teachers.
Using resources in the library and on the web, we developed a questionnaire comprising two parts: the first part of the questionnaire focused on assessing the methods and types of giving feedback used by the participants (a total of 25 items); the second part focused on determining barriers that teachers experience when giving feedback in clinical setting (8 items).
Responses to each question were on a Likert Scale. The validity of the questionnaire was determined using content validity index (CVI) measures, and was confirmed by 10 experts. Reliability was evaluated with Cronbach’s alpha coefficient.
Results: Most of the teachers (57.49%) in this study reported giving oral feedback to students, 39.1% reported giving nonverbal feedback and a few of them (3.41%) gave written feedback. Participants allowed to nominate more than one type of feedback.
Teachers reported many barriers to giving feedback to students, including lack of knowledge and skill about giving feedback, large numbers of students, lack of time, and fear of students’ negative reaction to feedback. Also, concern about negatively impacting the relationship between students and teachers, and students feeling humiliated were considered moderately important.
Conclusions: In general results show that there is considerable capacity to improve the quality and extent of feedback given to health sciences students in clinical settings.- انتشار مقاله: 19-03-1395
- نویسندگان: Hossein Karimi Moonaghi,Mansoureh Vafaee,Es-hagh Ildarabadi,Suzanne Rice
- مشاهده