Showing 3 results for Mortazavi
M Noorishadkam, A Jaafari, H Hadi Nodooshan , M.t Ghaneian, A Fatahibafghi, H Aghili , A.a Vaezi, E Mortazavi,
Volume 11, Issue 4 (3-2017)
Abstract
Introduction: Assessment is an integral part of the management of medical universities. This manuscript is a report of performance assessment of faculties of Shahid Sadoughi University of Medical Sciences.
Method: Performance assessment process was started from 2013. A team of experts was formed in order to evaluate performance of various schools across the university. After determining indices of performance assessment by the team of experts, and obtatining approval from the Board of Directors of university; Field phase of assessment was conducted from 2013-2014.
Results: The highest final score in the evaluation of the implementation process was gained by the School of Public Health (67.5 and 72), in 2013 and 2014 respectively, and the lowest by School of Pharmacy 28.60 and 29.25). School of Paramedical Science had the best progress (21.55) over the two years and School of Pharmacy had the lowest progress (0.65) over the same period. Generally, the final score of all schools improved.
Conclusion: Faculties officials were informed about the results and were encouraged to improve their position in the future ranking.
Zahra Mortazavi, Seyed Ali Hosseini, Vida Jafari, Bahram Heshmati, Saideh Sadat Mortazavi,
Volume 15, Issue 2 (summer 2020)
Abstract
Introduction: Patients’ right charter has been implemented for equal accessibility to all healthcare services. knowledge and regard of Patients' Rights is important to improve quality and strengthen the health system and patient satisfaction. The current study has been done with aim of evaluating the survey awareness of students in Hamedan school rehabilitation about patients’ charter.
Methods: This cross-sectional, descriptive, and analytical study was performed. The study population included 143 students (all of them) in rehabilitation facility. The data-gathering tool was a valid and reliable questionnaire based on the elements of Iran patients' rights developed by the Ministry of Health and Medical Education (MOHME).The collected data were analyzed by descriptive and analytical statistics using SPSS 23 software.
Result: Findings showed that 64.3% of students were female and 35.7% were male. 49% of study participants had a low level of knowledge, 44.8% had a medium level of knowledge and 6.3% had a good level of knowledge. The highest percentage of knowledge in the field of patient rights regarding the optimal receipt of health services (/ 50.3%) and the lowest level of knowledge was related to the field of patient's right to freely choose and decide (4.2%). Also, there was no significant relationship between students 'gender and level of knowledge (P = 0.162) and between students' field of study and level of knowledge (P = 0.937).
Conclusion: Approximately half of the participated students had low level of awareness about patients’ charter right .Therefore, it is suggested that greater emphasis should be placed on inclusion and support of patients' rights in course and curriculum planning is necessary.
Dr Seyed Gholamreza Mortazavimoghaddam, Dr Elahe Allahyari, Dr Fatemeh Vahedi, Dr Majid Zare Bidaki,
Volume 16, Issue 3 (Autumn 2021)
Abstract
Introduction: Student-centered educational models, such as Flipped classrooms, seem to provide more educational opportunities for learners, especially when combined with web technology. This study aimed to evaluate the effectiveness and satisfaction of medical students with the web-based Flipped classroom method in comparison with the lecture-based teaching method. Method: This is a quasi-experimental case-control study that evaluates 51 people in each of the two intervention and control groups. In the intervention group, pulmonary physiopathology e-contents were delivered to the students one week before the presence-based class in the form of digital files such as video, text, image, audio and interactive applications through Navid learning management system. Students were required to read the content before the class. Then the face-to-face classroom time was completed with group discussion, question and answer and problem-based learning. In the control group, teaching was carried out by the traditional lecture method in the classroom. Data were analyzed using SPSS, 18. Result: In terms of age, sex and, mean pre-test scores, there were no significant differences between the groups. The mean scores in the final exam turned out to be 14.66 (10.16-66) in the intervention group but 12 (9.14-3.66) in the controls (P < 0.001) to make a significant difference. In addition to gaining higher final exam scores as for the flipped classroom group, they were also more satisfied with the procedure (P < 0.001). Conclusion: The flipped classroom approach not only improves learning but also leads to greater students’ satisfaction.
