The Journal of Medical Education and Development

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 Introduction: Training evaluation is an integral part of the education systems which helps managers making better decisions about curriculums. This study aims to investigate effectiveness of a workshop on evaluating health promotion programs which was held for health staffs Of Shahid Sadoughi University of Medical Sciences.

 Method: In this quasi experimental study a workshop on “Evaluating Health Promotion Programs” was evaluated based on Kirkpatrick's model. Data were collected through a self administered researcher designed questionnaire. Data were analyzed by appropriate statistical methods using SPSS V.19.

Results: Mean satisfaction of teaching method and workshop conditions were 38.97±7.89 and 45.67±5.62 respectively. Increasing knowledge had positive correlation with participants' satisfaction of teaching method (r=0.684, P=0.007). Participants' evaluation score about attending in the workshop (18.47±2.67) were positively correlated to workshop Environmental and Managerial conditions (r=0.545, P=0.019). 89.5 % of participants reported that they are willing to evaluate their health promotion programs in the future.

Discussion: For such workshops, teachers' selection teaching methods and workshop conditions should be considered. When using Kirkpatrick model, not only the descriptive results should be reported, but also it is important to report other analytical findings in order to achieve better results.

 

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Introduction: Education quality improvement is one of the main goals of higher education. In this regard, has been provided various solutions such as holding educational Shahid Motahari annual festivals, in order to appreciate of educational process, development and innovation educational processes and procedures, preparation of calibration standards and processes of accrediting educational. The aim of this study was to comprehensive evaluating of educational Shahid Motahari festival during six periods (2008-2013) based on CIPP evaluation model.

Method : This cross-sectional study was conducted among the 473 faculty members include deputies and administrators educational, administrators and faculty members of medical education development centers, members of the scientific committee and faculty member’s participants in Shahid Motahari festival from 42 universities medical sciences of Iran. Data collection based on self-report writing questionnaires. Data were analyzed by SPSS version 20 at α=0.05 significant level.

Results: The subjects reported 75.13%, 65.33%, 64.5%, and 59.21 % of receivable scores of process, context, input and product, respectively. In addition, there was a direct and significant correlation between all domains .

Conclusion : According to the study findings, in the evaluation and correlation of domains models, we can explicitly how to holding festivals was appropriate and the main reason for the poor evaluation in product domain is related to the problems in input and product domains.

 

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Introduction: Feedback is an inseparable and integral part of learning. It promotes students' learning towards achieving goals. In the training of health professions, little feedback or a paucity of feedback can be observed. Giving correct feedback is another important matter that must be taken into account. Therefore, the aim of this study was to present the principles of feedback, its effective characteristics, the strategies, and models of feedback. Methods: In order to identify the relevant articles, online databases as Elsevier, Google Scholar, SID, and Magiran were searched using keywords such as feedback, clinical evaluation, clinical education, and feedback models were used. About Persian articles, the year of 1385, and Latin articles the year of 2000 have been considered as a base year. Totally, 49 articles were met the review potentiality. 34 articles were identified as relevant ones and included in the study as well as 15 papers were excluded due to being irrelevant. Results: Feedback must be considered as one of the most important tenets of clinical education like an agent for reflection and improvement. Feedback will be considered effective when it is intended as a certain period in education and its principles and characteristics will be considered and presented with appropriate strategies and models. If feedback is provided in an appropriate manner and with suitable information, the performance of the learner can be improved. Conclusion: Constructive and meaningful feedback is an essential part of teaching and learning for students to get instrumental information. Thus, teachers and clinical instructors must receive adequate training on feedback. Familiarity with models and strategies of feedback can pave the way towards providing effective and constructive feedback.

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Introduction: Class silence behavior, specialized and public knowledge are effective in the quality of education. The aim of this study was to evaluate the effect of cognitive structure on class silence of university classes. Methods: This study was done on a sample of 382 students from the community of students of Shahid Sadoughi University of Medical Sciences. They were selected by a stratified random sampling in 1393-94. This descriptive study was done with 2 researcher-made questionnaires with 14 and 11 questions for class silence and cognitive structure, respectively. The validity of the questionnaires was confirmed after a psychometric process. Their reliability was calculated with Cronbach\'s alpha. The Cronbach\'s alpha was 0.91 for class silence and it was 81% for cognitive construction. Data were analyzed with Structural Equation Modeling by Smart PLS 3.2.1. Results: According to the results of this study, cognitive structure, determined 66% of the changes in class silence. This model had a relatively high predictive power. Conclusion: Learners cognitive structure is effective in their class participation and class silence behavior. To improve the quality of education and class participation of learners in teaching processes it must be more emphasized on general study and quality and the efficient way of specialized study.

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ABSTRACT

Introduction: Recently, a systematic strategy has used for improving quality of nursing curriculum that traditional curriculum is not suitable for it. The aim of the present study is to identify how the systematic strategy have applied in the nursing curriculum in the US, Canada and Australia and proposed methods for applying it in Iranian nursing curriculum.
Methods: This comparative study was done according to Beredy’s model: Description, interpretation, juxtaposition, and comparison. The analysis was done on the curriculum of nursing colleges in the above mentioned countries. The samples were totally 10 colleges of 3 countries: USA, Australia, and Canada selected by purposive sampling. An inclusion criterion was applied to the systematic strategy in B.A. of nursing curriculum. Data collection instrument was five stages for applying systematic strategy based on the checklist. Nursing curriculum in these countries was retrieved through their publications, books, the Internet, their web sites and electronic communication. The internal validity and external validity of the documents were reviewed. Data analysis was performed according to Bredey's model.
Result: This strategy is helpful for selecting students, effective teaching and learning process and outcomes
Conclusion: Considering the systematic strategy in the nursing curriculum can promote Iranian nursing curriculum.
 

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Introduction: The aim of this study was to develop a massive open online courses instructional design models based on connectivism theory in the higher education.
Method: This is a qualitative content analysis study. In order to the SPELL OUT THIS ?? MOOCs books and articles were collected and the unit of analysis was determined. A total of 189 articles and book extracts from different databases were extracted.  62 units of study were selected based on purposeful sampling and compliance with the criteria of study. Criteria for selecting papers in this study were as follows; a) experimental studies and review articles that focus on massive open online courses, b) published in the period between 2006 and 2016 and c) related to the research subject. Then the semantic units’ coding continued to reach saturation point. Finally, the main categories of sub-categories were segregated and the conceptual instructional model for MOOCs was designed based on the research findings.
Results: After the coding process, the code based on the similarity or affinity with each other were classified. Finally, eight main categories and 22 sub-categories of qualitative data were extracted. The main layers of this model includes; a) philosophical and pedagogical umbrella, b)orientation, c) analysis, d) content, e) networking, f) motivation, g) demonstration, h)evaluation and i) management which is supported by the principles of connective theory.
Conclusion: MOOCs instructional design model presented in this study, exist in micro and macro levels. This MOOCs design model is for higher education levels. It also has other application in different situations.


 

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 Introduction: Family atmosphere perceptions and creative thinking affect on academic performance. This study aimed to predict academic performance through family atmosphere perceptions with the mediation of creative thinking at the Yazd Farhangian University.
Methods: This study was a correlation research using a "causal model". The population included 1,064 students of Yazd Farhangian University in academic year 2016-2017.  405 students were selected on based Morgan table using stratified random sampling model according to gender and semester. Measurement tools included Perceptions of Parents Scale (adult version) and a questionnaire of Torrance creative thinking with 60 items. The previous semester GPA was considered as the academic performance index. Questionnaires' data have been investigated in two parts: descriptive and inferential, using SPSS and AMOS and structural equation modeling approach.
Result: Independent variables of family atmosphere perceptions and creative thinking explained 29 percent of the variance in academic performance. As well as the indirect effect of family atmosphere perceptions was statistically significant (p<0.001) on academic performance. Therefore, the variable of creative thinking plays a mediating role between the perceived family atmosphere and academic performance.
Conclusion: Since family atmosphere perceptions as well as creative thinking have a significant effect on academic performance, the role of parents towards their children and also creative thinking training is very important. 

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Introduction: Information and communication technology has led to emergence of new ways of teaching and learning. E-learning is one of the new ways of learning in the present era. For the e-learning system to be effective, the current e-learning system should be assessed and. The aim of the present study was to investigate the pathology of e-Learning system in Tehran University of Medical Sciences based on Khan Model.
Methods: This is a qualitative research with a content analysis approach. The population of the study was the e-learning experts and professors of Tehran Universities of Medical Sciences who sampled purposefully, after eight interviews, saturation was achieved. A semi-structured questionnaire was used to interview. To analyze the interviews and field notes, content analysis by means of codification was used.
Results: According to the Khan model, the damage to the electronic learning system of universities was categorized in the following dimensions, including: "Educational dimension" including components of educational planning, human resources, organizational structure, teaching method, and educational content; The "technical dimension" includes the components of the infrastructure, quality, and security; the "dimensional design interface" includes basic knowledge components, transparency, content reorganization; the "evaluation dimension" including the standard components of the evaluation, and the implementation of the evaluation ; The "dimension of management" includes planning components, organizational structure, and managers' view; the "ethical dimension" includes the components of Amo According to the Khan model, the damage to the electronic learning system of universities was categorized in the following dimensions, including: "Educational dimension" including components of educational planning, human resources, organizational structure, teaching method, and educational content; The "technical dimension" includes the components of the infrastructure, quality, and security; the "dimensional design interface" includes basic knowledge components, transparency, content reorganization; the "evaluation dimension" including the standard components of the evaluation, and the implementation of the evaluation ; The "dimension of management" includes planning components, organizational structure, and managers' view; the "ethical dimension" includes the components of Amon’s position Electronic ethics, professional ethics, and law and regulation; from the "organizational dimension" includes components of change, policy, attitude, and targeting, and from the support dimension, including investment components, and scientific resources’ position Electronic ethics, professional ethics, and law and regulation; from the "organizational dimension" includes components of change, policy, attitude, and targeting, and from the support dimension, including investment components, and scientific resources.
Conclusion: According to the findings, the electronic learning system of medical universities has been affected by. Decision makers should identify each affected sections of the electronic learning system in order to eliminate the pitfalls and provide the ground for advancement of this type of education in medical sciences.

Keywords: Pathology, learning, e-learning, Khan Model, medical sciences.
 

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• Introduction: Evaluating the quality of educational services is one of the most important jobs of the higher education. The SERVQUAL model for gap analysis evaluates the quality of services based on customer’s viewpoint. A good plan for increasing educational services quality can be achieved by SERVQUAL model. This study aims to evaluate the quality of educational services at Faculty of Mathematical, Statistics and Computer Sciences of Tehran University based on SERVQUAL model.

Methods: This cross-sectional analytic study undertook on 220 randomly selected enrolled students of the faculty using SERVQUAL questionnaire. Descriptive statistics and Kolmogorov-Smirov, t-test, one way ANOVA and logistic regression were administered by SPSS V.22.0 for data analysis.
Result: Negative gap existed in all dimensions. The maximum gap was identified for Responsiveness dimension (-1.680) and the minimum gap was observed for Empathy dimension (-0.890). Males and females were different in Responsiveness and Physical dimensions. Gender and field of study variables were appropriate predictors for quality gap based on logistic regression modeling.
Conclusion: Students’ expectations are greater than their perceptions. In order to increase educational services quality, priority must be given to Responsiveness and Empathy dimensions.
Keywords: SERVQUAL Model, Gap Analysis Model, quality students, Tehran University

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Letter to editor

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Introduction: The purpose of the present study was to determine the components of medical education design based on virtual reality by research synthesis method.
Methods: In the present study a synthesis method was used. In order to study the research background and to collect appropriate data among the databases of Science Direct, Springer, Scopus, ProQuest and Eric (ERIC) search. With the keywords of Educational Design, Virtual Reality, Medical Education, Augmented Reality, Research Synthesis identified from 150 external research cases (English language) between 2006 and 2019 and finally 20 of them with the most coordination and proportion were selected for evaluation.
Result: By reviewing articles and themes analysis, medical education design has five main components that are as follows: 1- Analytical component including determining educational needs, defining learner characteristics, defining theoretical framework, defining characteristics of virtual reality technology, forming a corporate team. Designer, conduct feasibility study and determine the type of content suitable for presentation through virtual reality. Design component includes defining general goals, targeting goals that are achievable by virtual reality, defining features of a virtual reality-based learning environment (free routing, first-person, third-person vision), determining the type of interaction (visual, photo, touch). Virtual and immersion, defining educational strategies (small and large), determining the level of reality, determining the content and organizing it (navigation) 3. Component of production and production including: scenario design, user interface design, content design, design Avatar, Training Agent Design, Virtual Reality Modeling, Platform Development (Hardware and Software) 4. Support and Implementation including Training Implementation, System Integration Virtual education in curriculum, support (technical and educational) 5. Evaluation component including formative evaluation, aggregate evaluation, ease of use evaluation, small group evaluation, large group evaluation, virtual reality based learning environment and platform evaluation (software and hardware).
Conclusion: With respect to that the components of medical education design based on virtual reality have been identified, it is recommended that the medical education process be organized according to the components of educational design and that educational principles and processes be designed according to the capacity of virtual reality technology.
Keywords: Instructional model, Medical education, Virtual reality, Research Synthesis

 

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Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality.
Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood   and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research.
Result: Colombia School of Nursing has a long history of Nursing PhD Education.curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education.
Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.
Keywords: Colombia School of Nursing, Curriculum, Comparative Study, Iran, Bereday’s Model, Nursing PhD.

 

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Introduction: Students are the main recipients of educational services in universities. By investigating their expectations and perceptions of educational performance, we can provide the context for program developing to improve educational quality of services. In previous studies, the quality of services was reported from the perspective of undergraduate students. Since the expectations and the type of education are various in different stages, the current study investigates the quality of educational services based on the SERVQUAL model in postgraduate and graduate students. 
Methods: This cross-sectional study was conducted on 321 students at Mashhad University of Medical Sciences (58 bachelor, 67 masters, 58 PhD and 134 residents) by a questionnaire to evaluate the quality of educational services based on SERVQUAL model in 2018. Participants were selected by convenient sampling method and by answering the questionnaire, their opinions in five dimensions of service quality (Reliability, Responsiveness, Empathy, Assurance, Tangibles with a score range from 1 to 4 and the gap between the current situation and the desired between -3 to +3) were determined. Data analysis was performed using SPSS software version 26, paired t-test, independent sample t-test and ANOVA.
Result: The results of current study indicated that there was a negative gap between students' expectations and perceptions in all five dimensions. ). In general, the largest gap was in the response dimension (-1.1 ± 0.76) and the lowest was in the confidence dimension (-0.78 ± 0.69). Among different levels of students, the largest gap is from the perspective of undergraduate students (-1.1 ± 0.7) and the smallest gap possess to the PhD students (-0.69 ± 0.57), and the total service gap from the viewpoint of the non-native students (-1.0 ± 0.6) was higher than native students (-0.85 ± 0.67). 
Conclusion: According to this study, the quality of services has been lower than students' achievements in all dimensions. This requires specific planning in priority areas for quality improvement.

 

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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. 
 

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Introduction: Accreditation is one of the most important tools to improve the quality of education in nursing. This study has made a comparative comparison of the accreditation model of the Bachelor of Nursing training program in Iran, Canada and the United States.
Methods: A descriptive and comparative study was conducted in 2021. keywords like "accreditation", "undergraduate nursing", "educational program or curriculum", "Canada", "Iran", and "America" were searched in Persian and English via relevant sites and the Bereday model in 4 stages of description, interpretation, proximity, and comparison was used for comparative comparison.
Results: Accreditation in the Iranian model is more focused on managerial, structural and administrative standards. In the American model, it focuses on global developments in the field of health, providing educational programs with intercultural and transnational perspectives, interprofessional cooperation, distance education, evaluating learning outcomes and using its results in the development of education. The Canadian model focuses on participatory management, inspirational leadership, development of nursing professional competencies tailored to community health needs, team care in various areas of prevention, treatment and rehabilitation, interprofessional training, independence and freedom of action in budgeting for faculty members.
Conclusion: Between the three study models, the Canadian and American models totaly specializes in nursing, and of course the Canadian model is more comprehensive, and since there are no specific accreditation standards for nursing in Iran, these two programs can be used as a suitable model to be taken.
 

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Introduction: Paying attention to the all-round development of students and teaching values and moral issues is always considered one of the important goals of educational systems in universities. Thus this study aimed to evaluate the internal quality of the Islamic studies courses curriculum based on Ralph Tyler's model and from the students' point of view at Birjand University of Medical Sciences.

Methods: This is a descriptive-analytical study. The studied population of Birjand University of Medical Sciences students, based on the table of Karjesi and Morgan, 300 people were selected as a sample using available sampling method. A researcher-made questionnaire including 48 questions was used to collect information. The validity of the questionnaire was confirmed by medical education experts and the reliability of the questionnaire using Cronbach's alpha method was 87%. Data analysis was done using SPSS 16 software and descriptive statistics (frequency and percentage) and inferential statistics (one-sample t and independent t) were used.
Results: The status of internal quality of the curriculum of Islamic education courses in the goal element from the students' point of view was medium to high, but the average (content, teaching and evaluation methods) was lower than the theoretical average (3) and the status of these elements was of low quality (P<0.05).

Conclusion: The curriculum of education courses in universities should always be evaluated and the necessary revision should be done in order to promote the spiritual, moral and all-round development of students.

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Introduction: In order to achieve a higher level of performance and success, organizations are always looking for the maximum benefit of organizational learning.
Methods: The current research is a descriptive-applied cross-sectional study. The statistical population of this research included all the administrative and medical staff of Kermanshah University of Medical Sciences in 1400-1401. Using Cochran's formula, a sample size of 530 people was obtained and by taking into account the depreciation factor of 20%, resulted in a sample size of 440 people. Sampling was simple random. The data collection tool was Marquardt's 1996 learning organization profile questionnaire, which included five dimensions of organization, knowledge, learning, technology, and people. In order to analyze the data, independent t-tests, analysis of variance and correlation analysis were used.
Results: The results of this research showed that among the components of organizational learning, the lowest score for the technology dimension (22.63) and the highest score for the people dimension (25.71), based on the history related to the people dimension (25.87) and the lowest score for the dimension Technology (22.72) and the highest score based on the level of education related to the dimension of people among people with post-graduate and doctorate education was 29.69 and the lowest score related to the technology dimension among people with bachelor's education was 22.05.
Conclusion: Based on this, the purpose of the current research is to investigate the level of organizational learning of the employees of Kermanshah University of Medical Sciences. University managers can increase the organizational learning of employees by training and improving the organizational structure in their university.
 

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Introduction: This study aimed to study the comparison of fifth generation universities in higher education in Iran and selected countries in a qualitative and comparative way.
Method: In this research, the Kandel method was used to identify the components of the fifth generation university, and the Boley method was used to analyze the data to extract common and non-common components. The data collection method was web-based and purposive sampling. By checking the keywords in the databases, the articles that were published in both English and Farsi in the field of the components of the fifth generation university until September 21, 2022 were selected and carefully studied and analyzed
Results: With thematic analysis of 23 components of the fifth spiral model to¬ as the base model of the fifth generation university.5 Components that were abundant between one and 3 countries were removed and the effective components that were abundant in more than 5 countries remained. After the merger of the component, which was of a single nature, 3 similar components (sensitive to the environment) were. The developer of environmental sustainability and the use of fashion 3 for the production of knowledge and innovation and 15 components between selected countries and Iran were extracted as differential components. 
Conclusion: Finally, according to the results of this research, in order to reach the fifth generation university, the need to design and present appropriate strategies by managers and decision makers، To reduce the distance of differential universities with the leading universities in this field.