سخن سردبیر Editorial 1 1 بدون چکیده 268 268 2019/03/12 1397/12/21 2019/03/12 1397/12/21 مسعود میرزایی Masoud mirzaei استاد، دانشکده مرکز تحقیقات قلب و عروق، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران ## ##

مناسک گرایی در آموزش پزشکی؛ نظریه ی زمینه ای مبتنی بر درک و تجربه دانشجویان پزشکی در منطقه 5 کشوری Ritualism in Medical Education: A grounded theory study based on view and experience of medical students at Zone 5 of the country 1 1 چکیده مقدمه: آموزش پزشکی یکی از مهمترین موضوعات در شرایط رو به تغییر امروز است. اولین و در واقع یکی از مهمترین مخاطبین آن دانشجویان پزشکی هستند. هدف تحقیق حاضر، استخراج نظریه ای زمینه¬ای در مورد آموزش پزشکی در ایران بر اساس دیدگاه و تجربه دانشجویان پزشکی می¬باشد. روش بررسی: تحقیق حاضر یک مطالعه کیفی با روش گراندد تئوری است که در سال 1396 انجام شد. با رویکرد زاویه¬بندی روش شناختی در جمع¬آوری داده¬ها، داده¬های این تحقیق با دو روش مصاحبه نیمه¬ساختاریافته و گروه متمرکز با 44 دانشجوی سال آخر پزشکی منطقه 5 کشور (شیراز، یاسوج، بندرعباس، بوشهر، و فسا) و با معیار رسیدن به حداکثر اشباع گردآوری شد. در تحلیل داده¬ها به روش استقرایی و از روش نظریه¬ی زمینه¬ای اشتروس و کوربین (2006) استفاده شد که در آن داده¬ها به روش کدگذاری باز، محوری و انتخابی مورد تحلیل قرار گرفت. همچنین یافته¬های تحقیق در قالب فرایندها، استراتژی¬ها و پیامدها ارائه شد. برای تامین اعتبار تحلیل از اعتبار پاسخ¬گو و استفاده از نظرات سایر صاحب¬نظران در تحلیل داده¬ها استفاده شد. نتایج: نتایج تحقیق نشان داد که دانشجویان از روند فعلی آموزش پزشکی رضایت ندارند. درون مایه¬های اصلی در مورد کیفیت آموزش پزشکی عبارت بود از: محوریت بیمارستان، تئوری محوری، اقتدارطلبی، ازخودبیگانگی، و مشکلات ساختاری. پدیده حاصل تحقیق نیز مناسک¬گرایی آموزش پزشکی است بدین معنا که جایگاه نظام آموزشی برای تمرکز بر اهداف آموزشی عموما بر ابزارها که شامل افزایش پذیرش دانشجو، تامین استاد، و نیازهای آموزشی است متمرکز می¬باشد. این مناسک¬گرایی به بازتولید اقتدارطلبی در روابط استاد-دانشجو و ازخودبیگانگی دانشجوی پزشکی انجامیده است که نمی¬تواند نیازهای فعلی دانشجو، نهاد پزشکی و جامعه را پاسخ دهد. نتیجه‌گیری: نهاد فعلی آموزش پزشکی فاصله زیادی از نیازهای آموزشی دانشجویان دارد. از این جهت نیازمند اصلاح ساختاری با توجه به نیازهای دانشجویان و در سطحی بالاتر نیازهای اجتماعی سلامت می¬باشد. حرکت به سمت آموزش پزشکی جامعه محور، توجه به نیازهای آموزشی دانشجویان پزشکی و ارتقای کیفیت آموزش مبتنی بر اهداف پیشنهاد می¬شود. واژه‌های کلیدی: آموزش پزشکی، نیاز آموزشی، دانشجویان پزشکی، مناسک¬گرایی، نظریه¬ی زمینه¬ای، ایران 2 Introduction: Medical education is one of the most important issues in current changing conditions which mainly addresses medical students. The purpose of this study was to extract the underlying theory of medical education in Iran based on the perspective and experiences of the medical students. Methods: This was a qualitative study. The data were collected by semi-structured interview and focused group with 43 medical students at Zone 5 of the country (Shiraz, Yasouj, Bandar Abbas, Bushehr, and Fasa). Stress and Corbin (2006) grounded theory method was used for data analysis. Result: The results of the research showed that the students are not satisfied with the current trend in medical education. The main points about the quality of medical education were: hospitalization, theory based method, authoritarianism, alienation, and structural problems. Ritualism in medical education was another finding of the present study, which means the educational system is more concentrated on educational tools rather than its objectives. This ritualism has led to the reproduction of authoritarianism and alienation of medical students that cannot meet the current needs of the students, medical institutions, and society. Conclusion: The current medical education institution is far from the educational needs of the students. This requires structural reform according to the needs of students and at a higher level based on health needs of the society. In conclusion, moving toward community-based education, medical needs, and increasing the quality of education are recommended. Keywords: Medical education, Educational needs, Medical students, Ritualism, Grounded theory, Iran. 269 283 2019/03/122018/08/20 1397/5/29 2019/03/122018/11/21 1397/8/30 احمد کلاته ساداتی Ahmad Kalateh Sadati 1- استادیار،دانشکده علوم اجتماعی، دانشگاه یزد، یزد، ایران ایران asadati@yazd.ac.ir کامران باقری لنکرانی Kamran Bagheri Lankarani 2- استاد، مرکز تحقیقات سیاستگذاری سلامت، پژوهشکده سلامت، دانشگاه علوم پزشکی شیراز، شیراز، ایران ایران lankarani@mohme.gov.ir سید تقی حیدری Seyed Taghi Heydari 3- دانشیار، مرکز تحقیقات سیاستگذاری سلامت، پژوهشکده سلامت، دانشگاه علوم پزشکی شیراز، شیراز، ایران ایران heydari.st@gmail.com Keywords: Medical education Educational needs Medical students Ritualism Grounded theory Iran. واژه‌های کلیدی: آموزش پزشکی نیاز آموزشی دانشجویان پزشکی مناسک‌گرایی نظریه‌ی زمینه‌ای ایران 1. Merton RK, Reader G, Kendall PL. The student physician: Introductory studies in the sociology of medical education. Oxford England: Harvard University. Press; 1957.##2. Mensh IN. 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Money based reform and distorted doctor-patient interaction: a critique of the recent health sector evolution plan in Iran. Iranian journal of public health 2017; 46(4): 583-584.##10. Azizi F. The reform of medical education in Iran. Medical education 1997; 31(3): 159-62. ##11. Simforoosh N, Ziaee SAM, Tabatabai Sh. Growth Trends in Medical Specialists Education in Iran, 1979-2013. Archives of Iranian Medicine 2014; 17(11): 771-775.##12. Sohrabi Z, Kheirkhah M, Vanaki Z, Arabshahi KS, Farshad MM, Farshad F, Farahani MA. Lived experiences of educational leaders in Iranian medical education system: a qualitative study. Global journal of health science 2016; 8(7): 251-259.##13. Kalantari S, Koochaki GM, Jouybari L, Sanagoo A, Aghaie A. Teaching professionalism and professional ethics using the hidden curriculum. Journal of Nursing and Midwifery Sciences 2016; 3(3): 54-5.##14. Tavakol M, Murphy R, Torabi S. Medical education in Iran: an exploration of some curriculum issues. 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طراحی و تبیین الگوی پیشایندهای فضیلت سازمانی در دانشگاه‌های دولتی استان یزد Designing and Explaining of Pattern for Antecedents of Virtuous Organization at Public Universities in Yazd Province 1 1 چکیده مقدمه: فضیلت سازمانی از جمله مفاهیم جدید سازمانی است که از روان شناسی مثبت نگر گرفته شده است. مطالعه در این حوزه در برگیرنده رفتارهای برجسته در سازمان است که خود منجر به پیامدهای مثبت میشود. هدف از پژوهش حاضر طراحی و تبیین الگوی سازمان فضیلتی و شناسایی پیشایندهای سازمان فضیلتی در دانشگاههای دولتی استان یزد است. روش بررسی: پژوهش حاضر از «تحقیق ترکبی اکتشافی» استفاده نموده است، لذا ابتدا از روش پژوهش کیفی گروهکانونی به صورت مصاحبههای نیمه ساختار یافته با اعضای هیئت علمی دانشگاههای دولتی استان یزد (گروه هشت نفره)، در سه جلسه یک و نیم ساعته مصاحبه انجام شد و دادههای به دست آمده از مصاحبه و ادبیات با روش تحلیل مضمون تحلیل شد. سپس مدل با پرسشنامه محقق ساخته و نمونه 285 نفر از میان کارکنان دانشگاههای دولتی استان یزد، به کمک روش پژوهش کمی مدلیابی معادلات ساختاری با نرمافزار Lisrel 8.8 آزمون شد. نتایج: به کمک مصاحبه گروه کانونی و ادبیات پژوهش و تحلیل عاملی اکتشافی سه عامل اصلی تاثیرگذار بر فضیلت سازمانی شامل عامل سازمانی (ساختار و فرایند؛ فرهنگ سازمان؛رهبری؛ فلسفه وجودی سازمان)، عامل فردی (ویژگی فردی کارکنان؛ ویژگی فردی مدیران) و عامل محیطی (عامل اجتماعی- اقتصادی؛ عامل قانونی) شناسایی شد. پس از آزمون مدل مفهومی تمام پیشایندها دارای بار عاملی مناسب بوده و مدل تایید شد، همچنین با بررسی نتایج آزمون معادلات ساختاری عامل سازمانی دارای ضریب مسیر بیشتری بود (74/0)، در نتیجه بیشترین تاثیر را بر سازمان فضیلتی دارد. نتیجه‌گیری: با توجه به اینکه عامل سازمانی مهمترین عامل در فضیلت سازمانی بوده؛ سازمانها باید در استخدام افراد با فضیلت دقت نموده و به علت اینکه فضایل قابل پرورش هستند، مسئله آموزش و نهادینه کردن فضایل درکارکنان بسیار مهم است. واژه‌های کلیدی: فضیلت، سازمان فضیلتی، پیشایند، الگو، دانشگاه. 2 Introduction: Organizational virtue is one of the new concepts of an organization that has received positive psychology. Researches in this area encompasses prominent behaviors in the organization, which themselves lead to positive outcomes. The purpose of this study was to design and explain pattern for antecedents of virtuous organization at public universities in Yazd province Methods: The present research is an"exploratory mixed methods research".First, the qualitative research method of "focus group" has been semi-structured interviews with faculty members of eight Yazd province universities in three sessions, 1.5 hours each.The data obtained from the interviews and literature were analyzed by the method of thematic analysis. Then the model was tested with a questionnaire and a sample of 285 employees from the public universities of Yazd province using Lisrel 8.8 software. Result: Three key factors influencing the organization of virtue were identified by the focus group and literature research and exploratory factor analysis including organizational factors; a)structure and process; organizational culture; leadership; existential philosophy of the organization, b) individual factor including: individual characteristics of employees, individual characteristics managers and c)environmental factor including socio-economic factor and legal factor). After testing the conceptual model, all the antecedents had an appropriate factor load and the model was confirmed. Also, by examining the results of the structural equation test, the organizational factor had a greater coefficient (0.74), which had the highest impact on the organization of virtue. However, the leadership factor, under organizational factor and the individual factor i.e. individual characteristics of managers and staffs have a relatively low factor load. Conclusion: Considering that the organizational factor is the most important factor in organizational virtue, organizations must pay more attention to hire of virtuous people. Theissue of educating and institutionalizing virtues in the university staffs is very important. Keywords: Virtue, virtuous organization, antecedents, pattern, university. 284 303 2019/03/122018/08/202018/09/8 1397/6/17 2019/03/122018/11/212018/10/27 1397/8/5 حسن رضا زین ابادی Hasanreza ZeinAbadi 1- دانشیار دانشگاه خوارزمی، دانشکده مدیریت دانشگاه خوارزمی، تهران، ایران. ایران حمیدرضا اراسته Hamidreza Arasteh 2- استاد دانشگاه خوارزمی، دانشکده مدیریت دانشگاه خوارزمی، تهران، ایران. ایران عبدالرحیم نوه ابراهیم Abdolrahim Navehebrahim 3- استاد دانشگاه خوارزمی، دانشکده مدیریت دانشگاه خوارزمی، تهران، ایران. ایران مرضیه دهقانی زاده marzieh dehghanizade 4- دانشجوی دکتری خوارزمی، مربی پیام نور، دانشگاه پیام نور مهریز، یزد، ایران. ایران Keywords: Virtue virtuous organization antecedents pattern university. واژه‌های کلیدی: فضیلت سازمان فضیلتی پیشایند الگو دانشگاه. 1- Singh S, David R, Mikkilineni S. Organizational Virtuousness and Work Engagement: Mediating Role of Happiness in India. Advances in Developing Human Resources 2018; 20(1): 88-102.##2- Seligman MEP, Steen TA, Park N, Peterson C. 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دانشجویان سال اول پزشکی از منتورهایشان چه می‌پرسند: نتایج یک مطالعه 4 ساله What do the first year medical students ask their mentors: the report of a 4-year study 1 1 چکیده مقدمه: ورود به دانشگاه با توجه به تغییر محیط آموزشی، حجم و سختی دروس و دوری از خانواده باعث به وجود آمدن استرس و تنش در دانشجویان سال اول میشود که میتواند منجر به افت تحصیلی، آسیبهای روحی، افسردگی و تغییر سبک زندگی آنان گردد. هدف از این مطالعه بررسی مشکلات دانشجویان پزشکی سال اول، دستهبندی آنها و بررسی سیر این مشکلات در طی یک سال است. روش بررسی: این پژوهش یک مطالعه کیفی-کمی است که در سالهای97-1393 انجام شد .جامعه هدف آن گروهی ازدانشجویان سال 3 و 4 پزشکی هستند که به عنوان منتور در برنامه منتورینگ دانشکده شرکت کردهاند. هر 2 هفته در طی سال تحصیلی با منتورها تماس تلفنی گرفته شد و در مورد مشکلاتی که منتیها (دانشجویان سال اول) مطرح کردهاند و پاسخهایی که منتورها ارایه دادهاند، سوال پرسیده شد و در فرمهایی ثبت شد. با مراجعه به مطالب فرمها، کدها در مرحله اولیه استخراج گردید و بعد بر اساس مشابهت موردهای موجود بین این کدها، طبقه بندی صورت گرفت و تعداد مطرح شدن مضامین و سیر تغییرات آنها به تفکیک جنسیت گزارش شد. نتایج: در طی 4 سال اجرای برنامه، 3420 عدد فرم جمعآوری شد و مورد بررسی قرار گرفت. سوالات و مشکلات دانشجویان سال اول در این مطالعه در 4 گروه مشکلات درسی، روانی-اجتماعی، الگوپذیری و سازمانی طبقهبندی شدند. مشکلات درسی در طول سال بیشترین تعداد سوالات و سپس مسایل روانی-اجتماعی بیشترین را به خود اختصاص دادند. موارد مطرح شدن روانی-اجتماعی و الگوگیری در طول سال افزایش یافت در حالیکه موارد درسی و سازمانی سیر نسبتاً ثابتی در طول سال تحصیلی داشتند. نتیجه‌گیری: این نتایج ضرورت سیستم حمایتی در زمینههای درسی (تامین منابع علمی مناسب، روشهای یادگیری و مطالعه، مدیریت زمان و برنامهریزی درسی)؛ زمینههای روانی-اجتماعی (افزایش مهارتهای مدیریت روابط بین فردی، مدیریت استرس، مهارت تعادل در درس و زندگی شخصی و بهبود فضای خوابگاهها) و توجه به ایجاد الگوهای مناسب (Role model) برای دانشجویان پزشکی را تاکید میکند. واژه‌های کلیدی: دانشجوی پزشکی، آموزش پزشکی، منتورینگ 2 Introduction: Entering University can cause stress and tension in the first year medical students due to the changing educational environment, the volume and difficulty of the courses and the distance from their family. This can lead to academic failure, mental health, depression and life style change. The purpose of this study was to investigate the problems of the first year medical students, classify them and to investigate the changes of these problems in a year. Methods: This research was a qualitative study conducted from 1393 to 97. The target sample was a group of 3rd and 4th year medical students who had participated in faculty mentoring program as mentors. Every two weeks, the subjects were contacted by the coordinators about the problems that the mentees (first year students) faced and the answers the mentors provided, and these data were recorded in the forms. Referring to the forms, the codes were extracted at the initial stage and then classified according to the similarity of the items between these codes. Result: During the four years implementation of the program, 3420 forms were collected and reviewed. The questions and problems of the first year students in this study were categorized into four groups of learning problems, psychosocial, role modeling and organizational issues. Conclusion: The results of this study emphasized the importance of support system in the fields of study (providing appropriate scientific resources, learning and study methods, time management and curriculum planning); psychosocial fields (increasing interpersonal relations management skills, stress management, skills for balancing personal and educational life, and improving the accommodation condition), and recalled the importance of introducing the appropriate role models for medical students. Keywords: Medical student, Medical education, Mentoring 304 315 2019/03/122018/08/202018/09/82018/08/11 1397/5/20 2019/03/122018/11/212018/10/272018/12/30 1397/10/9 نسترن مقبولی Nastaran Maghbouli 1- دستیار تخصصی طب فیزیکی و توانبخشی، دفتر منتورینگ دانشجویی، دانشکده پزشکی، دانشگاه علوم پزشکی تهران، تهران، ایران. ایران nasi_lam@yahoo.com سعید پورحسن Saeed Pourhassan 2- استادیار بیماری های داخلی، دانشکده پزشکی، دانشگاه علوم پزشکی البرز، کرج، ایران. ایران saeed.pourhassan@gmail.com medical student medical education mentoring واژه‌های کلیدی: دانشجوی پزشکی آموزش پزشکی منتورینگ 1- Tirgar A, Aghalari Z, Rabiei S. The Importance of Social Issues in Medical Sciences Education. Biannual Journal of medical Education Development Center 2015; 3(1): 39-45. ##2- Teunissen PW, Westerman M. Opportunity or threat: the ambiguity of the consequences of transitions in medical education. Medical Education 2011; 45(1): 51-59. ##3- Benbassat J, Baumal R, Chan S, Nirel N. Sources of distress during medical training and clinical practice: suggestions for reducing their impact. Medical Teacher 2011; 33(6): 486-490. ##4- Whittle SR, Eaton DG. Attitudes towards transferable skills in medical undergraduates. Medical Education 2001; 35(2): 148–153. ##5- Hernández-Torrano D, Ali S, Chan CK. First year medical students’ learning style preferences and their correlation with performance in different subjects within the medical course. BMC Medical Education 2017; 17(1):1-7.##6- Noam GG, Bernstein‐Yamashiro B. The role of a student support system.Teacher‐Student Relationships: Toward Personalized Education 2013; 2013(137): 85-98. ##7- Fata L, Azari S, Baradaran H, Atlasi R. A .Systematic Review of the Evaluation of Academic Decline in Medical Students. Strides in Development Medical Education 2013; 10(2): 150-7. [Persian]##8- Almoallim H, Aldahlawi S, Alqahtani E, Alqurashi S, Munshi A. Difficulties facing first-year medical students at Umm Alqura University in Saudi Arabia. Eastern Mediterranean Health Journal 2010; 16(12): 1272-8.##9- Sreedevi A, Visweswara Rao G, Bharath P. Study on stress among first-year medical students of Kurnool Medical College. International Journal Medical Science Public Health 2016; 5(5): 852-6.##10- Abraham RR, Zulkifli E, Soh E, Xin G, LiM J. A report on stress among first year students in an Indian medical school. East Asian Journal of Medical Education 2009; 3(2): 78-81.##11- Abbasi M. Clinical educational problems of nursery students in Qom University of Medical Sciences. Journal Medical Education Development 2008; 2(3): 42-47##12- Gharaei Sh, Kargoza S, Amirchakhmaghi M, Gholami H. Students Viewpointof Mashhad Dental School about Educational Problems a Qualititive study. Education Strategies in Medical science 2015; 8(2): 123-130. [Persian] ##13- Beckert L, Wilkinson TJ, Sainsbury R. A needs-based study and examination skills course improves students’ performance. Medical Education 2003; 37(5): 424–428.##14- Paul G, Hinman G, Dottl S, Passon J .Academic Development: A Survey of Academic Difficulties Experienced by Medical Students and Support Services Provided. Teaching and Learning in Medicine: An International Journal 2009; 21(3): 254-260.##15- Shakournia A, Mohtadi H, Elhampour H. Students problems Presented upon Attending in The University counseling Center of Ahvaz Jundishapour University of Medical science. Iranian Journal of Medical Education 2013; 13(5): 424-34. [Persian] ##16- Olmesdahl P.J. The establishment of student needs: an important internal factor affecting course outcome. Medical Teacher 1999; 21(2): 174-179.##17- Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008. BMC Medical Education 2010; 10(1): 1-14. ##18- Grover PL, Smith DU. Academic anxiety, locus of control, and achievement in medical school. Journal of Medical Education 1981; 56(1-9): 727-736. ##19- Alvi T, Assad F, Ramzan M, Khan FA. Depression, anxiety and their associated factors among medical students. Journal of the College of Physicians Surgeons Pakistan 2010; 20(2): 122-6.##20- Howe A, Smajdor A, Stöckl A. Towards an understanding of resilience and its relevance to medical training. Medical Education 2012; 46(4): 349–56. ##21- Dyrbye LN, Shanafelt TD. Commentary: medical student distress: a call to action. Academic Medicine 2011; 86(7): 801–3. ##22- Parkerson GR Jr, Broadhead WE, Tse CK. The health status and life satisfaction of first-year medical students. Academic Medicine 1990; 65(9): 586-588.##23- Paul G, Elam B, Verhulst SJ. A longitudinal study of students’ perceptions of using deep breathing meditation to reduce testing stresses. Teaching and Learning in Medicine 2007; 19(3): 287–92. ##24- Omokhodion FO, Gureje O. Psychosocial problems of clinical students in the University of Ibadan Medical School. African journal of medicine and medical sciences 2003; 32(1): 55-8.##25- Nsereko ND, Musisi S, Nakigudde J, Sekiwu D. Psychosocial problems and development of psychopathology among Ugandan university students. International Journal of Research Studies in Psychology 2014; 3(3): 3-16. ##26- Jones B. Interpersonal Relationships as Sources of Medical Student Stress. Jefferson Journal of Psychiatry 1983; 1(1): 7-14. ##27- Schwenk TL, Davis L, Wimsatt L. Depression, stigma, and suicidal ideation in medical students. Journal of Amerivan Medical Association2010; 304(11): 1181–90. ##28- Cisneros V, Goldberg I, Schafenacker A, Bota RG. Balancing Life and Medical School. Mental Illness 2015; 7(1): 57-68. ##29- Drybye LN, West CP, Satele D, et al. Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population. 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عوامل موثر بر انگیزه تحصیلی از دیدگاه دانشجویان مهندسی بهداشت محیط دانشگاه علوم پزشکی بوشهر: یک تحلیل محتوای قراردادی Factors Affecting Educational Motivation from the Viewpoint of Environmental Health Engineering Students: A Content Analysis 1 1 چکیده مقدمه: انگیزه تحصیلی دانشجویان نقش مهم و تأثیرگذاری بر پیشرفت تحصیلی آنها داشته و یکی از مهمترین چالشهای دانشگاهها محسوب میگردد. هدف از این مطالعه تبیین عوامل موثر بر انگیزه تحصیلی از دیدگاه دانشجویان مهندسی بهداشت محیط میباشد. روش بررسی: در یک مطالعه کیفی از نوع آنالیز محتوای قراردادی که بدلیل ماهیت کار جهت جمعآوری دادهها از شیوه بحث متمرکز گروهی استفاده شد؛ مجموعاً 36 دانشجوی رشته مهندسی بهداشت محیط در قالب شش گروه از دانشجویان سال اول تا چهارم کارشناسی پیوسته و ناپیوسته مورد مصاحبه نیمهساختاریافته قرار گرفتند. مصاحبهها تا زمان رسیدن به اشباع دادهها ادامه یافت. متن پیاده شده مصاحبهها به صورت دستی مشابه با سایر مصاحبههای نیمهساختاریافته کیفی، کدگذاری و سپس کدها در قالب محورهای مشخص شده با استفاده از عناوین انتزاعیتر خلاصه گردیدند. دقت و صحت دادهها از روشهای مختلف مورد تأئید قرار گرفت. نتایج: پس از تحلیل650 کدهای اولیه و 8 زیرطبقه نهایی، سه محور اصلی تحت عناوین آینده شغلی، هویت حرفهای و تناسب دروس آموزشی به عنوان محورهای اصلی مؤثر در انگیزه تحصیلی دانشجویان مهندسی بهداشت محیط حاصل شدند. نتیجه‌گیری: احتمالاً با اتخاذ تدابیری جهت شناسایی جایگاههای شغلی، اصلاح و به روزرسانی سرفصل دروس و طرح دوره رشته در کنار معرفی بیشتر رشته مهندسی بهداشت محیط بتوان زمینه ساز ارتقاء انگیزه تحصیلی در دانشجویان این رشته گردید. واژه‌های کلیدی: انگیزه تحصیلی، مطالعه کیفی، آنالیز محتوا، بهداشت محیط، مهندسی 2 Introduction: Students' academic motivation plays an important role in their academic achievement and is one of the most important challenges faced by the universities. The purpose of this study was to explain the factors affecting academic motivation from the perspective of environmental health engineering students. Methods: In a qualitative content analysis, in which a focused group discussion method was used for collecting data, a total of 36 Environmental Health Engineering students in six groups of students from the first to fourth year of continuous and discontinued undergraduate were interviewed. Interviews continued until saturation of the data. Like other qualitatively semi-structured interviews, the transcripts of the interviews were coded and then the codes in the form of categories were identified using more abstract headings. The accuracy of the data was confirmed by various methods. Result: After analyzing 650 initial codes and 8 subcategories, we identified top three effective categories in the motivation to affect the education of environmental health engineering students: a) The future of career b); Professional identity; and c) Educational courses setting. Conclusion: It seems that the nature of engineering and health and career future, professional identity and the type of arrangement of courses have played important roles in the student's academic motivation. Probably adopting measures to identify job positions, updating the course syllabus and curriculum along with the introduction of a higher degree of environmental health and, consequently, improving the society's vision could be the basis for promoting academic motivation in the students of this field. Keywords: Educational motivation, Qualitative study, Content analysis, Environmental health, Engineering. 316 331 2019/03/122018/08/202018/09/82018/08/112018/09/8 1397/6/17 2019/03/122018/11/212018/10/272018/12/302018/11/21 1397/8/30 معصومه روانی پور Masoumeh Ravanipour 1- مربی، دانشکده بهداشت و تغذیه، دانشگاه علوم پزشکی بوشهر، بوشهر، ایران؛ دانشجوی دکترای تخصصی مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی تهران، تهران، ایران. ایران m.ravanipour@bpums.ac.ir داریوش رنجبر وکیل آبادی Dariush Ranjbar Vakilabadi 2- استادیار، دانشکده بهداشت و تغذیه، دانشگاه علوم پزشکی بوشهر، بوشهر، ایران. ایران ranjbar_d@yahoo.com مریم روانی پور Maryam Ravanipour 3- استاد، دانشکده پرستاری و مامایی بوشهر و مرکز تحقیقات طب گرمسیری و عفونی خلیج فارس، پژوهشکده علوم زیست پزشکی خلیج فارس ، دانشگاه علوم پزشکی بوشهر، بوشهر، ایران. ایران ravanipour@gmail.com Keywords: Educational motivation Qualitative study Content analysis Environmental health Engineering. واژه‌های کلیدی: انگیزه تحصیلی مطالعه کیفی آنالیز محتوا بهداشت محیط مهندسی 1- Brewer EW, Burgess DN. Professor's role in motivating students to attend class. Journal of STEM Teacher Education 2005; 42(3): 22-47.##2- Moulavi P, Rostami K, Mohammadnia H, Rasoulzadeh B, Fadaei NA. Evaluation of the factors responsible for the reduction of educational motive of students in Ardebil University of Medical Sciences. Jounal of medical council of Iran 2007; 25(1): 53-8. [Persain]##3- Gota AA. Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia. (dissertation) Faculty of Computing, Health and Science, Edith Cowan University.perth,western Australia, 2012.##4- Saif AA. Modern educational psychology. psychology of learning. Tehran: Dooran; 2009. [Persain]##5- Hemmati R, Pirniya Z. Analysis of academic alienation among the students and its related factors. Quarterly of Social Studies and Research in Iran 2017; 6(1): 91-117.[Persain]##6- Tucker CM, Zayco RA, Herman KC, Reinke WM, Trujillo M, Carraway K, et al. Teacher and child variables as predictors of academic engagement among low‐income African American children. Psychology in the Schools 2002; 39(4): 477-88.##7- Izadi S, Jouybari L, Behnampoor N, Taghavi A, Baiky F. Academic motivation and associated factors of the Golestan University of Medical Sciences. Development Strategies in Medical Education 2014; 1(2): 44-50. [persian].##8- Firouznia S, Yousefi A, Ghassemi G. The Relationship between Academic Motivation and Academic Achievement in Medical Students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education 2009; 9(1): 79-84. [persian].##9- Kaveh MH. Motivation and Learning. Interdisciplinary Journal of Virtual Learning Medical Science 2010; 1(1): 1-8. [persain]##10- Kashfi SM, Yazdankhah M, Khani Jeyhoni A, Sedaghat Z, Haji Pour A. Educational Motivation and Some Related Factors in Students of Health and Nutrition School in Shiraz University of Medical Sciences. Journal of Development Strategies in Medical Education 2017; 4(2): 50-59. [Persain]##11- Mehrabian F, Dadash Khah Z, Karimi Z. Attitude of Environmental Health Students Toward their Discipline and Future Career in Guilan University of Medical Sciences. Research in Medical Education 2012; 4(1): 43-8. [persian].##12- Mobarakabadi A, Shamsi M, Najafianzadeh M. Health Student Attitude towards Their Field of Study and Future Career in Health Faculty of Arak University of Medical Sciences, Iran. Strides in Development of Medical Education 2014; 11(2): 280-5. [Persain]##13- Jamali HA, Ghalenoei M. Attitudes of Environmental Health and Occupational Health Students Toward Their Discipline and Future Career in Qazvin University of Medical Sciences in 2012. Iranian Journal of Medical Education 2013; 13(7): 541-50. [persian]##14- Samadi MT, Taghizadeh J, Kashitarash Esfahani Z, Mohammadi M. Evaluating Environmental Health Students' Attitudes toward their Discipline and Future Career in Hamedan University of Medical Sciences in 2008. Iranian Journal of Medical Education 2010; 9(4): 331-6. [Persain]##15- Ovca A, Ferfila N, Poljšak B, Slabe D, Jereb G. Renovation of sanitary engineering study programme. Procedia-Social and Behavioral Sciences 2011; 15: 838-42.##16- Harwood TG, Garry T. An overview of content analysis. The marketing review 2003; 3(4): 479-98.##17- Mayring Ph. Qualitative Content Analysis. Forum: Qualitative Social Research Sozialforschung 20001(2).1-10##18- Holloway I, Wheeler S. The nature of qualitative research, Oxford : Blackwell Science, 2nd ed, Development and perspectives. Qualitative research in nursing. 2002; 3-25##19- Burns N, Grove Sk. The practice of Nursing Research Conduct: Critique and Utilization. 5th ed. Philadelfia: Elsevier/Saunders; 2005.##20- Elo S, Kyngäs H. The qualitative content analysis process. 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Job Description and Educational Needs of Different Levels of Environmental Health Graduates. Iranian Journal of Medical Education 2005; 5(2): 63-71.[persian]##28- Manual for choosing a field of study. Entrance examination for graduate baccalaureate in the medical department (academic year 98-97). 2018. http://www.sanjeshp.ir/PDF. ##29- Elahi T, Jonidi Jafary A, Ahmady S. Competency Achievement Methods of Environmental Health Inspectors based on their Own Perspectives in Iranian Medical Sciences Universities. Iranian Journal of Medical Education 2014; 14(6): 550-7. [persian]## ##

بررسی رابطه ادراک از عدالت آموزشی و آگاهی از آینده شغلی با اشتیاق تحصیلی دانشجویان دانشگاه علوم پزشکی The relationship between perceived educational justice and awareness of the future of career with academic enthusiasm among the students of a University of Medical Sciences 1 1 چکیده مقدمه: هدف از انجام این پژوهش بررسی رابطه ادراک از عدالت آموزشی و آگاهی از آینده شغلی با اشتیاق تحصیلی دانشجویان دانشگاه علوم پزشکی گناباد میباشد. روش بررسی: این تحقیق توصیفی و از نوع همبستگی میباشد. در این پژوهش، ویژگیهای ادراک از عدالت آموزشی و آگاهی از آینده شغلی به عنوان متغیرهای پیشبین و اشتیاق تحصیلی به عنوان متغیر ملاک در نظر گرفته شده بود. جامعهی آماری این پژوهش کلیه دانشجویان مقاطع کاردانی، کارشناسی پیوسته و دکتری عمومی دانشگاه علوم پزشکی گناباد مشغول به تحصیل در سال تحصیلی 1396-1395 به تعداد 1143 نفر بود. نمونه آماری به تعداد 275 نفر و بر اساس روش طبقهای متناسب با حجم و به صورت چند مرحلهای انتخاب شد. ابزارهای پژوهش عبارت از پرسشنامه اشتیاق تحصیلی، پرسشنامه آگاهی از آینده شغلی و پرسشنامه ادراک از عدالت آموزشی بودند. برای تجزیه و تحلیل دادهها از رگرسیون چند متغیره و ضریب همبستگی پیرسون استفاده شد. نتایج: نتایج تحلیل رگرسیون نشان داد %16 از تغییرات واریانس نمرات اشتیاق تحصیلی با ادراک از عدالت آموزشی و آگاهی از آینده شغلی قابل پیش بینی است. نتایج ضریب همبستگی پیرسون نشان داد بین اشتیاق تحصیلی و ادراک از عدالت آموزشی(P<0.01 , R=0/357) و آگاهی از آینده شغلی (P<0.01, R=0/405) رابطه وجود دارند. نتیجه‌گیری: نتایج پژوهش حاکی از وجود ادراک از عدالت آموزشی و آگاهی از آینده شغلی با اشتیاق تحصیلی دانشجویان دانشگاه علوم پزشکی بود، این نتایج نشان داد که وجود ادراک مثبت از عدالت آموزشی و آگاهی از آینده شغلی دانشجویان علوم پزشکی می‌تواند موجب بهبود و افزایش اشتیاق تحصیلی آنها گردد. لذا در همین راستا پیشنهاد می‌گردد مدیران آموزشی دانشگاه علوم‌ پزشکی در برنامه‌ریزیهای آموزشی به ادراک از عدالت آموزشی و آگاهی از آینده شغلی در دانشجویان و افزایش علاقه و اشتیاق آنان به تحصیل توجه نمایند. واژه‌های کلیدی: ادراک، عدالت آموزشی، آگاهی از آینده شغلی، اشتیاق تحصیلی 2 Introduction: The purpose of this study was to investigate the relationship between the perception of educational justice and awareness of the future of career with the academic enthusiasm of the students of Gonabad University of Medical Sciences. Methods: In this descriptive correlational study the characteristics of perceived educational justice and awareness of the future of career were considered as predictive variables and academic enthusiasm as the criterion variable. The statistical population was all Ph.D., associate and undergraduate students of Gonabad University of Medical Sciences in the academic year of 2017. A sample of 275 people was selected based on randomized, proportional to volume and step by step method. The research instruments were a questionnaire of academic enthusiasm, a questionnaire on knowledge of the future of career and a questionnaire on perceived educational justice. For analyzing data, multivariate regression and Pearson correlation coefficient were used. Result: The results of regression analysis indicated that 16% of the changes in the variance of academic enthusiasm scores with prediction of educational justice and awareness of the career future were predictable. The results of Pearson correlation coefficient showed that there was a relationship between academic enthusiasm and perception of educational justice (P <0.01) and knowledge of the career future (P <0.01). Conclusion: The results of the study indicated that there was a perception of educational justice and awareness of the career future with the academic enthusiasm of the students of the Gonabad University of Medical Sciences. These results showed that having a positive perception of educational justice and knowledge about the future of career of medical students could improve their academic enthusiasm. Therefore, it is suggested that educational managers of the Universities of Medical Sciences should pay attention to educational justice and awareness of the career future of the students and increase their interest and enthusiasm to education. Keywords: Perceived educational justice, Awareness of the career future, Academic Enthusiasm. 332 344 2019/03/122018/08/202018/09/82018/08/112018/09/82017/12/11 1396/9/20 2019/03/122018/11/212018/10/272018/12/302018/11/212018/04/11 1397/1/22 علی پورفاطمی Ali Pourfatemi 1- استادیار، دانشگاه آزاد تربت حیدریه، دانشگاه آزاد تربت حیدریه، تربت حیدریه، ایران . ایران حسین مومنی مهموئی Hosein Momenimahmouei 2- دانشجوی کارشناسی ارشد علوم تربیتی گرایش برنامه ریزی درسی، دانشگاه آزاد تربت حیدریه، تربت حیدریه، ایران . ایران Keywords: Perceived educational justice Awareness of the career future Academic Enthusiasm. واژه‌های کلیدی: ادراک عدالت آموزشی آگاهی از آینده شغلی اشتیاق تحصیلی 1- Sanagoo A, Nomali M, Joubari L. Explanation of educational equity among Medical Sciences students: evaluation of Medical Sciences Students opinions and experiences. Future of Medical Education Journal 2011; 4(3): 39-44 [Persian].##2- Mohammadi E. The Relationship between Academic Ethics with Educational Justice and Academic Commitment and Deception of Students of Kashan University. [Thesis] Maser Kashan University, Faculty of Literature and Human Sciences 2015. [Persian].##3- Marzooghi R, Heidari M, Heidari E. The Impact of Educational Justice on Students’ Academic Burnout in the University of Social Welfare and Rehabilitation Science, Tehran, Iran. Strides in Development of Medical Education 2013; 10(3): 328-334 [Persian].##4- Salehi M, Chari Sarasty F. A Study of ICT Role on Educational Justice from the View Point of Secondary School Managers in Mazandaran Province. Information and Communication Technology in Educational Sciences 2014; 5(1): 43-57. [Persian].##5- Nassiri valeikbani F, Gilani M, Eskandari A. The relationship between social intelligence and educational citizenship behavior and learning effectiveness graduate students Bu Ali Sina University in Hamedan. Journal of New Approaches in Educational Adminstration 2014; 5(1): 175-188. [Persian].##6- Yousefi Maghsoudbeiki H, Karimiyar Jahromy M. Educational equity in medical science universities: challenges and approaches. Journal of Education Ethics in Nursing 2014; 3(1): 9-17. [Persian]##7- Chisnall K. Exploring Leadership for Excellence and Equity in High Performing Middle Schools. Doctoral [Thesis]. University of North Carolina, 2010.##8- Kazemi haki B, ghorbaniyan N. Anesthesia students' awareness and interest to their field of study and future career in Tabriz University of Medical Sciences. Journal of Medical Education & Development 2015; 9(4): 19-27 [Persian].##9- Fardanesh H. Educational technology. 16th ed. Tehran: Tehran University 2004: 56-63.##10- Nedjat S, Emami Razavi H, Rashidian A, Yazdani S, Majdzadeh R. The Motives of Medical Students in Tehran University for Choosing Medicine Field and their Outlooks for their Profession: Qualitative versus Quantitative Approach. Journal of Strides in Development Medical Education 2006; 3(1):1-10. [Persian].##11- Adhami A, Nouhi E, Mohammadalizadeh S, Jalili Z, Fattahi Z. Faculty Members' Attitude toward Academic Advising and Counseling and their Viewpoints about Counseling Duties. Iranian Journal of Medical Education 2008; 8 (1): 7-14. [Persian].##12- Habibzade S, Poorfarokhi F, Ghasemi A, Amini T. Rate and etiology reasons of educational failure among studentof Ardabil University of Medical Sciences [Thesis] Ardabil University of Medical Sciences, 2008. [Persian].##13- Nasr A, Oreizy H, Alamatsaz M, Nili M. The Criteria of Choosing a Discipline by Public Universites' Candidates Based on High School Dicipline, Age and Number of Participating in Public Exams. Journal of Modern Psychological Researches 2007; 2(5): 109-138. [Persian].##14- Amani F, Akharbin K, Saeedi S, Fatehi Z, Ghahremani R. The knowledge and interest of anesthesia students to own field of study in Ardabil University of Medical Sciences. Journal of Caduceus 2010; 2: 37-40. [Persian].##15- Pursoltanizarandi H, Ashraf Ganjuyi F, Zargham firoozi F. The Relationship between Knowledge of Information and Communications Technology and Self-Concept and the Opinions of Physical Education Postgraduate Students of Tehran Islamic Azad Universities about Their Job Prospects. Organizational Behavior Management in Sport Studies 2014; 1(1): 101-111. [Persian].##16- Mostafavi A, Ramezanloo P, Asgari N. Pharmacy Students' Reasons for Choosing Pharmacy as a Career and Changes in Their Motivation during the Course. Journal of Medical Education Development 2013; 5(9): 33-41. [Persian].##17- Walker KW, Pearce M. Student engagement in oneshot library instruction. Journal Academic Librarianship 2014; 40(3-4): 281-90.##18- Kordi A. Prediction of Educational Enthusiasm Based on Motivational Factors (The Usefulness of Homework and Mastery Objectives): Mediating Role of the Horizons of Time Among Students. MA [Thesis] Allameh Tabatabaee University, Faculty of Education and Psychology, 2016. [Persian].##19- Lee J, Shute VJ. Personal and social- contextual factor in K- 12 academic performance: An integrative perspective on student learning. Educational psychologis 2010; 45(3): 185- 202.##20- Pintrich PR. an achievement goal theory perspective on issues in motivation terminology theory and research. Contemporary Education Psychology 2000; 25(1): 92-104.##21- Archambault I, Janosz M, Fallu J-S, Pagani LS. Student engagement and its relationship with early high school dropout. Journal of Adolescence 2009; 32(3): 651-70.##22- Zolali B, Ghorbani F. Comparison of academic motivation and school engagement in students with and without dyslexia. Journal of Learning Disabilities 2014; 3(4): 44-58. [Persian].##23- Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Review Education Research 2004; 74(1): 59-109.##24- Adhami Moghadam F, Sahebalzamani M, Tabatabaee Jamarani M, Farahani H, Aghababagoli N. The knowledge of Islamic Azad University Tehran Medical Branch students to their educational major at the time of entrance to the university. Medical Sciences 2015; 25(2): 151-156. [Persian].##25- Golparvar M. The Role of Academic Ethics, Educational Justice and Injustice among University Student’s Education/Citizenship Behaviors. The Journal of Modern Thoughts in Education, 2010; 5(4): 25-41. [Persian].##26- Ghanbari s, Hajjari N. Relationship between perceived organizational justice with job satisfaction and organizational commitment among public secondary school’s teachers in Hamadan. Quarterly Journal of Career & Organi- zational Counseling 2013; 5(16): 9-27. [Persian].##27- Afranandeh, SS,Mirzaei T, Pouraboli B,Sabzevari S. Educational justice and educational citizenship behavior from perspective of nursing students. Medical Ethics Journal 2016; 10(35): 117-140. [Persian].##28- jalalvandi M, amirian P, Tohidnia M, nemati kivenani A. Educational justice from the perspective of Kermanshah paramedical students in 2014. Journal of Medical Education and Development 2016; 11(1): 51-60. [Persian].##29- Ghaderi S, Siadat A, Shams Mourkani G. A Study of the Relationship between Perception of Organizational Justice and Work Engagement among Isfahan High School Teachers. New Educational Approaches 2012; 7(1): 49-72. [Persian].##30- Viseu J, Rus C, Neves de S. How do organizational justice and health influence teachers’ work engagement? The mediating role of positive psychological capital and job satisfaction, organizational justice. Health & Work Engagement 2015; 17(4): 165-73.##31- Golparvar M, Vaseghi Z, Javadiyan, Z. Distributive and Procedural Justice as a Moderator of the Relationship of Stress, Overload, and Job Dangers to Women Nurses’ Involvement and Commitment. Sociology of Women 2011; 2(8): 115-142. [Persian].##32- Neamatollahi H, Mehrabkhani M, Ghafarpour S, Ghasemi A. Evaluation of Mashhad Dental School Students’ Motives and Viewpoints on Their Career Choices in 2010. Journal of Mashhad Dental School 2014; 38(1): 71-84. [Persian].## ##

بومی سازی ابزار سنجش محیط آموزشی اتاق عمل (STEEM) برای تکنولوژیست های جراحی در ایران Psychometric evaluation and localization of STEEM tool for surgical technologists in Iran 1 1 چکیده مقدمه: آموزش بالینی از مهم¬ترین بخش¬های آموزش پزشکی و پیراپزشکی است که در محیط بالینی، دانشجویان را جهت انجام مهارت¬های بالینی آماده می¬کند. از آنجا که ارزیابی محیط آموزش بالینی با استفاده از یک ابزار متناسب نقش مهمی در افزایش انگیزش و یادگیری دانشجویان دارد، این موضوع در خصوص ارزیابی محیط بالینی اتاق عمل نیز صادق است. لذا این مطالعه با هدف بررسی ویژگی¬های بومی¬سازی ابزار سنجش محیط آموزشی اتاق عمل (STEEM) در دانشجویان کارشناسی پیوسته اتاق عمل در دانشگاه علوم پزشکی ایران و البرز در سال 1397 انجام شد. روش بررسی: مطالعه حاضر از نوع توصیفی بوده و به شکل مقطعی در دوره زمانی تیر ماه 1396 تا تیر ماه 1397 انجام شد. در این مطالعه پس از ترجمه و ترجمه معکوس ابزار STEEM، روایی صوری و روایی محتوایی آن توسط پانل متخصصین رشته سنجیده شد. سپس پرسشنامه بین 201 نفر از دانشجویان کارشناسی پیوسته اتاق عمل توزیع شد. روایی سازه ابزار با استفاده از تحلیل عاملی اکتشافی و پایایی آن با استفاده از آلفای کرونباخ و ضریب همبستگی درون خوشه¬ای بررسی شد. آنالیز یافته¬ها با استفاده از نرم¬افزار SPSS 19 صورت گرفت. نتایج: بررسی روایی¬های صوری، محتوایی و سازه منتج به ارائه پرسشنامه STEEM با 5 حیطه و 30 گویه شد که%6/55 از کل واریانس را پوشش می¬دادند. نتیجه‌گیری: یافته¬های این مطالعه نشان می¬دهد که نسخه فارسی و بومی¬سازی شده STEEM از روایی و پایایی مناسبی برخوردار است و می¬تواند برای سنجش محیط آموزشی اتاق عمل¬های کشور ایران از دیدگاه دانشجویان کارشناسی پیوسته اتاق عمل مورد استفاده قرار گیرد. واژه‌های کلیدی: سنجش، محیط آموزشی، اتاق عمل، اندازه¬گیری آموزشی، STEEM 2 Introduction: Clinical education is one of the most important parts of medical and paramedical education that prepares students for practicing clinical skills. Evaluation of the clinical learning environment with a suitable instrument plays an important role in increasing student motivation and learning. This also applies to the assessment of the clinical environment of the operating room. In search of such a suitable instrument, this study aimed at investigating the psychometric properties of Surgical Theatre Educational Environment Measure (STEEM) among surgical technology students of Iran University of Medical Sciences and Alborz University of Medical Sciences in 2018. Methods: This was a descriptive-analytic study conducted from July 2017 to July 2018. After translation and retranslation of the STEEM tool, its face validity and content validity were measured by the relevant experts panel. Then, it was distribute damong 201 surgical technology students. The construct validity of the instrument was investigated using exploratory factor analysis and its reliability was confirmed using Cronbach's alpha and Pearson correlation coefficient. Data were analyzed using SPSS 19. Result: The study of face, content, and construct validity resulted in providing STEEM questionnaire with 5 subscales and 30 questions covering 55.6% of the total variance. Conclusion: The findings of this study indicated that the Persian and native versions of STEEM had appropriate validity and reliability, and could be used to measure the operating environment of the Iranian Operating Room from the standpoint of surgical technology students. Keywords: measurement, Educational environment, Operating room, Educational measurement, STEEM. 345 357 2019/03/122018/08/202018/09/82018/08/112018/09/82017/12/112018/08/5 1397/5/14 2019/03/122018/11/212018/10/272018/12/302018/11/212018/04/112018/12/11 1397/9/20 سحر کرمی Sahar Karami 1- دانشجوی کارشناسی ارشد اتاق عمل، دانشکده پیراپزشکی، دانشگاه علوم پزشکی ایران، تهران، ایران ایران karami.s@tak.iums.ac.ir صدیقه حنانی Sedigheh Hannani 2- عضو هیات علمی گروه اتاق عمل، دانشکده پیراپزشکی، دانشگاه علوم پزشکی ایران، تهران، ایران. ایران sd.Hannani@Yahoo.com لیلا ساداتی Leila Sadati 3- عضو هیات علمی گروه اتاق عمل، دانشکده پیراپزشکی، دانشگاه علوم پزشکی البرز، کرج، ایران. ایران sadati@abzums.ac.ir میترا رحیم زاده Mitra Rahimzadeh 4- مرکز تحقیقات عوامل اجتماعی موثر بر سلامت، دانشگاه علوم پزشکی البرز، کرج، ایران. ایران rahimi_1351@yahoo.com Keywords: measurement Educational environment Operating room Educational measurement STEEM. واژه‌های کلیدی: سنجش محیط آموزشی اتاق عمل اندازه‌گیری آموزشی STEEM 1- Lambert V, Glacken M. 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بررسی رابطه استرس‌های تحصیلی دوران دانشجویی در برقراری ارتباط با بیمار Investigating the relationship between stressful educational period and interaction with patient 1 1 چکیده مقدمه: پژوهش حاضر در پی بررسی رابطه استرسهای تحصیلی دوران دانشجویی بر شکلگیری ارتباط صحیح با بیمار میباشد روش بررسی: تحقیق حاضر از نظر روش، توصیفی است جامعه آماری پژوهش شامل تمامی دانشجویان علوم پزشکی شیراز میباشند. در این پژوهش، از پرسشنامههای عوامل استرسزای آموزشی و درسی دوران دانشجویی و مهارتهای ارتباطی، استفاده شد پس از بررسی روایی محتوایی، الفای کرونباخ پرسشنامه ها (۸۷/۰) و (۷۹/۰) محاسبه و سپس دادههای حاصل از پرسشنامهها به روش آماری رگرسیون تجزیه و تحلیل شد. نتایج: مقدار ضریب استاندارد مربوط به متغیرهای استرس محیط اموزشی (363/0- = ß)، استرس فارغالتحصیلی (205/0- = ß) و استرس شرایط تحصیلی (126/0- = ß) با برقراری ارتباط با بیمار معنیدار است بنابراین بیشترین مقادیر بتای متغیرهای پیش بین به ترتیب مربوط به استرس محیط آموزشی و پس از آن استرس فارغالتحصیلی و در نهایت شرایط تحصیلی میباشد همچنین اکثر دانشجویان موافق تدریس درس روانشناسی در رشتههای تحصیلی پزشکی هستند. نتیجه‌گیری: دانشجویان پزشکی هنگام برخورد با عوامل استرسزای دوران دانشجویی، چنان تحت تاثیر افکارشان قرار میگیرد که نسبت به ارتباط با بیماران و وضعیت بالینی آنان، حساسیت کمتری نشان میدهد یا گاها در تشخیص بیماری دچار اشتباه میشوند لذا پیشنهاد میشود برنامه ریزان، به بازنگری برنامه رسمی آموزش پزشکی ایران که مهارتهای روانشناسی در آن گنجانده نشده است، بپردازند همچنین پیشنهاد میگردد مطالعات بیشتری در زمینه مهارتهای روانشناسی نظیر مهارتهای ارتباطی،کنترل استرس و غیره انجام پذیرد. واژه‌های کلیدی: مهارتهای ارتباط با بیمار، شرایط تحصیلی، محیط آموزشی، استرس فارغالتحصیلی 2 Introduction: The aim of the current study was to investigate the relationship between stressful educational period and the suitable interaction with patient. Methods: This was a correlational study. The population included all students of Shiraz University of Medical Sciences. To evaluate stressful factors in educational period, the researcher used Abbasi et.al. Questionnaire and to evaluate interaction skills, the researcher used Jalalvandi's questionnaire. The data were analyzed by regression. Result: Correlation coefficient related to stressful factors in educational setting (ß=-0.363), graduation stress (ß=-0.205), and educational situation stress (ß=-0.126) were significant regarding interaction with patient. Therefore, the highest correlation coefficient was related to stressful factors in educational setting, graduation stress, and educational situation, respectively. Also, most of the students agreed with teaching psychology in medical majors. Conclusion: When encountered with stressful factors, medical students were influenced by their thought in such a way that they showed less sensitivity to interaction with patient and sometimes made mistakes in diagnosis of the disease. Therefore, it is suggested that planners revise formal medical programs which are designed without psychological subjects. Also it is recommended to conduct more studies on psychological skills such as interaction skills, stress refining and so on. Keywords: Interaction skills with patient, Educational setting, Educational situation, Graduation stress 358 366 2019/03/122018/08/202018/09/82018/08/112018/09/82017/12/112018/08/52017/01/20 1395/11/1 2019/03/122018/11/212018/10/272018/12/302018/11/212018/04/112018/12/112018/05/19 1397/2/29 سعید طالبی saeed Talbi 1- دانشیار، دانشگاه پیام نور، تهران، ایران. ایران احمد رستگار Ahmad Rasteghar 2- دانشیار، دانشگاه پیام نور، تهران، ایران. ایران محمد حسن صیف Mohammad hasan saif 3- دانشیار، دانشگاه پیام نور، تهران، ایران. ایران Keywords: Interaction skills with patient Educational setting Educational situation Graduation stress واژه‌های کلیدی: مهارتهای ارتباط با بیمار شرایط تحصیلی محیط آموزشی استرس فارغ التحصیلی 1- Moin A, anbari akmal K. The Patient-Physician Communication. Shahed Journals System 2010; 17(85): 71-80 [(Persian].##2- Zamani A, Shams B, Moazzam E. Communication Skills Training for Physicians as a Strategy for Enhancing Patients’ Satisfaction: A Model for Continuing Education. 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A Psychosocial perspective on the dental educational experience and student performance. Journal of Dental Education 1986; 50(10): 601-605.##14- Schenck L. Acceptance and Commitment Therapy. Mindfulnessmuse, 2011.##15- Ganga M. Stress and coping junior baccalaureate nursing students in clinical setting. Nursing forum 1998: 33(1): 11-19##16- Abbasi M, Dargahi S, Mohammad alipor Z, Mehrabi A. The Role of Student Stressors in Predicting Procrastination and Academic Burnout among Nursing Students. Iranian Journal of Medical Education 2015; 39(15): 293-303. [Persian].##17- Jalalvandi M, Sohrabi M R, Jamali, Taghipoor Zahir A. The Association between Patient-centered Hidden Curriculum and Medical Students’ Communication Skills. Iranian Journal of Medical Education 2014; 13 (11): 920-930 [persian]##18- Akgun S, Ciarrochi J. (). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology 2003; 23(3): 287-294.##19- Brent DA. 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تأملی بر شکل‌گیری دانشگاه علوم پزشکی کارآفرین با تاکید بر راهکارها و چالش‌ها Entrepreneurial Universities of Medical Sciences: Solutions and Challenges 1 1 چکیده مقدمه: امروزه ظهور نسل نوین دانشگاه‌ها، رسالت و مأموریت آموزش عالی را از فرایند آموزش محور و پژوهش محور به سوی ایجاد و بسترسازی دانشگاه کارآفرین تغییر داده است. هدف پژوهش حاضر تأملی بر شکل‌گیری دانشگاه علوم پزشکی کارآفرین با تاکید بر راهکارها و چالش‌ها است. روش بررسی: روش پژوهش از نوع مروری محسوب میشود که با جستجو غیر نظامند واژهای کلیدی هم چون دانشگاه کارآفرین، کارآفرینی در دانشگاه علوم پزشکی، شکل‌گیری دانشگاه کارآفرین، چالش‌های دانشگاه کارآفرین در سایت‌های معتبر دانشگاه‌های کارافرین موفق و همچنین در پایگاه‌های اطلاعاتی معتبر جهانی از جمله؛Eric, Sage Journals, Wiley Online Library, Emerald, Science direct, Taylor & Francis و همچنین پایگاههای داخلی معتبر هم چون:Magiran, NoorMags SID صورت گرفت. نتایج: شکل‌گیری دانشگاه‌های علوم پزشکی کارآفرین مستلزم توجه به مواردی شامل: رهبری و اداره دانشگاه، فرهنگ کارآفرینی، ارتباط با صنعت، انتقال تکنولوژی و.. است. همچنین برای شکل‌گیری دانشگاه علوم پزشکی کارآفرین چالش‌هایی هم چون: چالش‌های آموزشی و پژوهشی، چالش‌های فرهنگی و اجتماعی، چالش‌های اقتصادی و مالی و... وجود دارد. نتیجه‌گیری: سیاستگزاران و مسئولین علوم پزشکی با توجه به تغییر رسالت دانشگاه‌ها باید اقدامات لازم را در جهت شناخت و در پی آن بسترسازی دانشگاه کارآفرین بعمل آورند. واژه‌های کلیدی: کارآفرینی، آموزش پزشکی، تجاری سازی، دانشگاه کارآفرین 2 Introduction: The emergence of new generation of universities has changed mission and higher education goals from learning-centered and research-based process towards creation of entrepreneurial university. The purpose of this research was reflection on the formation of entrepreneurial university of Medical Sciences with emphasis on solutions and challenges. Methods: In this narrative review, relevantpapers were identified by the following keywords: entrepreneurial university, entrepreneurship , medical sciences, development of entrepreneurial Universities, and entrepreneurial university challenges from scientific databases including; Eric, Sage Journals, Wiley Online Library, Emerald, Science Direct, Taylor & Francis and Persian scientific databases such as; Magiran, Noormags and Scientific Information Database (SID). Result: The development of entrepreneurial university of medical sciences needs leadership and administration, entrepreneurship culture, relationship with industry and technology transfer. Also for developing entrepreneurial university of medical sciences, there are challenges such as educational and research challenges, cultural and social challenges andeconomic and financial challenges. Conclusion: Policymakers and medical authorities should notice the above mentioned challenges and help the higher education system to overcome them. Keywords: Entrepreneurship, medical education, commercialization, entrepreneurial university 367 375 2019/03/122018/08/202018/09/82018/08/112018/09/82017/12/112018/08/52017/01/202018/09/6 1397/6/15 2019/03/122018/11/212018/10/272018/12/302018/11/212018/04/112018/12/112018/05/192018/11/21 1397/8/30 سید محمدعلی میر جلیلی seyed mohammad ali Mir-Jalili 1- استادیار، دانشگاه آزاد تربت حیدریه، دانشگاه آزاد تربت حیدریه، تربت حیدریه، ایران . ایران احمد ملکی پور Ahmad malekipour 2- دانش آموخته برنامه ریزی درسی، دانشگاه تهران، تهران، ایران ایران malekipour@ut.ac.ir Keywords: Entrepreneurship medical education commercialization entrepreneurial university واژه‌های کلیدی: کارآفرینی آموزش پزشکی تجاری سازی دانشگاه کارآفرین ## ##