سخن سردبیر Editorial 1 1 بدون چکیده 2 NO Abstract 73 73 2019/08/14 1398/5/23 2019/08/14 1398/5/23 مسعود میرزایی Masoud mirzaei استاد، دانشکده مرکز تحقیقات قلب و عروق، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران ## ##

ارزشیابی برنامه ارزیابی فراگیر در گروههای آموزشی دستیاری Evaluating the Students Assessment in Residency Program Based on Competency Based Approach 1 1 هدف: مطالعه حاضر با هدف ارزشیابی فرایند ارزیابی در گروه های آموزشی دستیاری براساس رویکرد مبتنی بر توانمندی انجام شده است. روش کار: در این مطالعه ارزشیابی برنامه بر اساس رویکرد مبتنی بر توانمندی انجام شده است. بدین منظور در گام اول پلان ارزشیابی به صورت (work sheet) تدوین گردید. سپس بلوپرینت های ارزیابی فراگیر با تاکید بر رویکرد مبتنی بر توانمندی تدوین شد. در گام سوم چک لیست های ارزیابی و ابزارهای مرتبط تدوین و در پانل تخصصی نهایی شد. ارزشیابی فرایند ارزیابی دوره دستیاری از طریق مشاهده در محل(site visit) با استفاده از چک لیست و مصاحبه با مسئولان آموزشی گروه های دستیاری انجام شد. یافته ها :‌ از نظر وضعیت سنجش توانمندی ها با توجه به برآورد انجام شده مشخص شد، به طور میانگین 83% از توانمندی ها در گروه های آموزش بالینی مورد سنجش قرار می گیرد. با توجه به اهمیت ارزشیابی کلیه ی توانمندی های دوره دستیاری در سالهای تحصیل، این امر باید مورد توجه جدی مدیران سیستم های آموزشی قرار گیرد و بر ارزیابی های مبتنی بر توانمندی با استفاده از ابزارهای متناسب تاکید گردد. بر اساس رویکرد مبتنی بر توانمندی درکلیه گروه های آموزشی آیتم مربوط به برگزاری آزمون های تکوینی میان دوره "متوسط" ارزیابی شد. با توجه به ارزیابی های انجام شده مشخص شد گروه های آموزشی 75% در حیطه عملکردی و در حیطه شناختی (در سطوح پایین) 100% آزمون تکوینی برگزار می نمایند. اما در حیطه استدلالی تنها 6.25% گروه های آموزشی از آزمون های تکوینی استفاده می کنند و در حوزه نگرشی هیچ آزمونی به صورت تکوینی برگزار نمی گردد. نتایج ارزشیابی وضعیت ارزیابی فراگیر نشان داد بیشترین فراوانی در رابطه با روشهای ارزیابی مربوط به آزمون چندگزینه ای در 100% گروه ها می باشد آزمون ایستگاهی با 92.9% در دومین سطح از استفاده قرار گرفته است اگر چه رعایت اصول آزمون ساختارمند عینی مانند OSCE در هیچ یک از گروه های آموزشی گزارش نشده است. در سومین سطح ارزیابی Logbook است که بصورت الکترونیکی در کلیه گروه های دستیاری مورد استفاده قرار گرفته است. نتیجه گیری: با توجه به اهمیت ارزشیابی مبتنی بر توانمندی در گروه های آموزشی بالینی ضرورت دارد، اقدامات مهمی در گروه های دستیاری برنامه ریزی و اجرا گردد. همچنین برنامه ریزی برای توانمندسازی اعضای هیات علمی و ایجاد زیرساختهای لازم برای رعایت سودمندی آزمون ها، پایش کیفیت برنامه های ارزیابی فراگیر و توسعه رویکرد مبتنی بر توانمندی در فرایند در گروه های آموزش دستیاری توصیه می گردد. 2 Objectives: The present study aimed to evaluate the evaluation process in educational groups based on a competency-based approach. method: In this study, the evaluation of the program is based on a competency-based approach. For this purpose, the first stage of the evaluation was formulated as a (work sheet). Then, Blurinett developed a comprehensive assessment with an emphasis on a competency-based approach. In the third step, you will find a list of evaluations and related tools and will be placed in the final panel. Assessing the evaluation of the assisstance groups by observing the site (site visit) was done using checklist and interviews with the educational authorities of the community. findings: According to the evaluation, it was found that 80% of the training groups have a 100% developmental test in the functional domain and in the cognitive domain (at low levels). But in the field of reasoning and attitude, only 6.6% of the educational groups use developmental tests. On average, 83% of the competencies are measured in clinical education groups. Considering the importance of evaluating all competencies during the years of study, this should attract the attention of the instructors of the educational systems and emphasize the assessment competencies through appropriate tools. The results of the assessment of the overall assessment status indicate that the highest frequency with respect to the MCQ test method is in the 100% of the group. The test station has been used 92.9% in the second level, although the observation of objective, structured test methods such as OSCE has not been reported in any of the training groups. The third level is Logbook, which has been used electronically in all assisstance groups. Conclusion: Considering the importance of empowerment assessment in clinical education groups, it is necessary to plan and implement important measures in the resident groups. It is also recommended to plan for empowering faculty members and create the necessary infrastructure to monitor the usefulness of the tests, monitor the quality of comprehensive assessment programs and develop a competency-based approach to the process in the assistant education groups. 74 82 2019/08/142018/12/5 1397/9/14 2019/08/142019/04/14 1398/1/25 فاطمه کشمیری Fatemeh Keshmiri 1- استادیار، دکتری تخصصی آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. 2- استادیار، گروه آموزشی آموزش پزشکی، دانشکده بهداشت، دانشگاه علوم پزشکی شهید صدقی یزد، یزد، ایران. ایران keshmiri1395@gmail.co عاطفه السادات حیدری Atefeh Sadat Heydari کارشناسی ارشد، ارزیابی فناوری سلامت، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران as.heidari1392@gmail.com student assessment copmpetency based assessment system ارزیابی فراگیر مبتنی بر توانمندی سیستم ارزیابی References##1. 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شناسایی و دسته بندی ذهنیت دانشجویان علوم پزشکی از عوامل موثر بر اثربخشی سیستم مدیریت یادگیری(LMS) Identifying and Classifying the Mindfulness of Medical Students on Effective Factors on the Effectiveness of a Learning Management System (LMS) 1 1 چکیده مقدمه: سیستم مدیریت یادگیری امروزه یکی از موثرین روش¬ها در آموزش و یادگیری می¬باشد، لذا پژوهش حاضر با هدف شناسایی و دسته¬بندی عوامل موثر بر اثربخشی این سیستم از دیدگاه دانشجویان انجام می¬گیرد. روش بررسی: پژوهش حاضر از نوع اکتشافی و به صور خاص از روش کیو (Q method) استفاده می¬کند. واحد تحلیل دانشجویان علوم پزشکی دانشگاه اصفهان در سال تحصیلی97-96 بودند که ابتدا بر اساس روش شناسی کیو جهت تشکیل مجموعه کیو نمونه¬ای کوچک از آن¬ها بر اساس شیوه نمونه¬گیری هدفمند جهت مصاحبه انتخاب شدند که بر این اساس 42 گزاره شناسایی شد، سپس جهت بررسی کمی داده¬ها بر اساس شیوه هدفمند 25 نفر از دانشجویان انتخاب شدند. جهت گردآوری داده¬ها از نمودار در یک توزیع رتبه بندی نرمال از خیلی موافقم (5+) تا خیلی مخالفم (5-) برای 42 عبارت استفاده شد. جهت بررسی روایی از شیوه محتوایی و جهت بررسی پایایی از آزمون مجدد و آلفای کرونباخ استفاده شد. جهت تحلیل داده¬ها از نرم افزار آماری SPSS نسخه 20 استفاده شد. نتایج: نتایج نشان داد از دیدگاه دانشجویان یک سیستم مدیریت یادگیری مطلوب باید دارای 42 ویژگی باشد که این ویژگی¬ها منجر به شناسایی شش الگوی ذهنی از جمله سهولت استفاده، در دسترس پذیری، توجه ویژگی¬های فردی، نگرش مثبت، یادگیری مستقل و سودمندی شد. نتیجه‌گیری: اثربخشی یک سیستم مدیریت یادگیری باید به صورت مستمر از دیدگاه ذی نفعان آن مورد ارزیابی قرار گیرد، لذا شش الگوی ذهنی شناسایی شده در پژوهش حاضر به مثابه راهنما و الگویی جهت طراحی و ارتقای کیفیت سیستم مدیدیت یادگیری در دانشگاه¬های علوم پزشکی پیشنهاد می¬گردد. واژه‌های کلیدی: بازده¬های آموزشی، سیستم مدیریت یادگیری، روش کیو 2 Introduction: Learning management system is one of the most effective methods in teaching and learning The present study aims to identify and categorize effective factors on the effectiveness of this system from students' point of view. Methods: The present study uses exploratory and '' Q method'. The study participants were Students of Isfahan University of Medical Sciences in academic year 2016-2017. According to the Q methodology, a small sample of participants were selected based on the purposeful sampling method for the interview Accordingly, 42 statements were identified. Then, 25 students were selected for quantitative study based on the targeted method. Content validity was used to assess the validity of the content and to evaluate reliability; Cronbach's alpha test was used. Data were analyzed using SPSS version 20 software. Result: The results showed that a good learning management system should have 42 characteristics from students' point of view. These characteristics led to the identification of six mental patterns, including; ease of use, accessibility, individual attention, positive attitude, independent learning, and usefulness. Conclusion: The effectiveness of a learning management system should be continuously evaluated from the point of view of its stakeholders. Therefore the six identified mental models in the present study are suggested as a guide and a model for designing and improving the quality of the learning management system in medical universities. Keywords: Educational effectiveness, Learning management system, Qi Method 83 97 2019/08/142018/12/52018/05/6 1397/2/16 2019/08/142019/04/142018/08/29 1397/6/7 حسن کاویانی hasan kavianii دکتری رشته مطالعات برنامه درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان ، اصفهان، ایران ایران hasan.kaviani66@gmail.com محبوبه شاه جوان mahbobe shah javan دانشجوی دکتری رشته مطالعات برنامه درسی دانشگاه آزاد اسلامی، واحد تربت حیدریه، خراسان رضوی، ایران ایران m_shahjavan@yahoo.com Educational effectiveness Learning management system Qi Method بازده‌های آموزشی سیستم مدیریت یادگیری روش کیو 1. Soykan F, Şimşek B. Examining studies on learning management systems in SSCI database: A content analysis study. Procedia Computer Science 2017; 120: 871-6.##2. Cavus N. Distance learning and learning management systems. Procedia-Social and Behavioral Sciences 2015; 191: 872-7.##3. Khan S, Yairi T. A review on the application of deep learning in system health management. Mechanical Systems and Signal Processing 2018; 107: 241-65.##4. Almarashdeh I. Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior 2016; 63: 249-55.##5. Cavus N, Alhih MS. Learning management systems use in science education. Procedia-Social and Behavioral Sciences 2014; 143: 517-20.##6. Cigdem H, Topcu A. Predictors of instructors’ behavioral intention to use learning management system: A Turkish vocational college example. Computers in Human Behavior 2015; 52: 22-8.##7. Dodd BJ, Antonenko PD. Use of signaling to integrate desktop virtual reality and online learning management systems. Computers & Education 2012; 59(4): 1099-108.##8. Dobre I. Learning Management Systems for higher education-an overview of available options for Higher Education Organizations. Procedia-Social and Behavioral Sciences 2015; 180: 313-20.##9. Dias SB, Hadjileontiadou SJ, Diniz JA, Hadjileontiadis LJ. Computer-based concept mapping combined with learning management system use: An explorative study under the self-and collaborative-mode. Computers & Education 2017; 107: 127-46.##10. Cheng M, Yuen AH. Student continuance of learning management system use: A longitudinal exploration. Computers & Education 2018; 120: 241-53.##11. Soykan F, Şimşek B. Examining studies on learning management systems in SSCI database: A content analysis study. Procedia Computer Science 2017; 120: 871-6.##12. Awang NB, Darus MY. Evaluation of an open source learning management system: Claroline. Procedia-Social and Behavioral Sciences 2012; 67: 416-26.##13. Cuéllar MP, Delgado M, Pegalajar MC. A common framework for information sharing in e-learning management systems. Expert Systems with Applications 2011; 38(3): 2260-70.##14. Cavus N, Zabadi T. A comparison of open source learning management systems. Procedia-Social and Behavioral Sciences 2014; 143: 521-6.##15. Almarashdeh I. Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior 2016; 63: 249-55.##16. Rahmanpor M, Nasr AR. Study on the requirements of using a learning management system in higher education from the viewpoint of professors. Information and Communication Technology in Educational Sciences 2016; 6(4): 39-58. [Persian]##17. Zare-Bidaki M, Sadrinia S, Rajabpour-Sanati A. Learning Management Systems in Universities of Medical Sciences of Iran and Several Developed Countries. 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Computers in Human Behavior 2018; 78: 379-88.##23. Christensen R, Knezek G. Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior 2017; 76: 112-21.##24. Parsazadeh N, Ali R, Rezaei M. A framework for cooperative and interactive mobile learning to improve online information evaluation skills. Computers & Education 2018; 120: 75-89.##25. Hoedt S, Claeys A, Van Landeghem H, Cottyn J. Evaluation Framework for Virtual Training within Mixed-Mo del Manual Assembly. IFAC-PapersOnLine 2016; 49(12): 261-6.##26. Nathanael D, Mosialos S, Vosniakos GC. Development and evaluation of a virtual training environment for on-line robot programming. International Journal of Industrial Ergonomics 2016; 53: 274-83.##27. Munoz A, Lasheras J, Capel A, Cantabella M, Caballero A. OntoSakai: On the optimization of a Learning Management System using semantics and user profiling. 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بررسی موانع یادگیری از دیدگاه دانشجویان دانشکده بهداشت دانشگاه علوم پزشکی اهواز Barriers to Learning from the viewpoint of Students of Ahvaz University of Medical Sciences 1 1 چکیده مقدمه: این مطالعه با هدف تعیین موانع یادگیری از دیدگاه دانشجویان دانشکده بهداشت دانشگاه علوم پزشکی اهواز انجام شد. روش بررسی: این پژوهش توصیفی- مقطعی بر روی 230 دانشجو از مقاطع کارشناسی و تحصیلات تکمیلی انجام شد. برای جمع-آوری داده¬ها، پرسش¬نامه محقق ساخته شامل 35 سؤال مورد استفاده قرار گرفت.تجزیه و تحلیل اطلاعات از طریق تعیین میانگین و فراوانی، آزمون t و آزمون اندازه¬های تکراری (Repeated measure) انجام شد. نتایج: در این مطالعه، مهمترین موانع یادگیری به ترتیب شامل موانع مربوطه به استاد با میانگین و انحراف معیار (9/4±8/52)، موانع مربوط به دانشجو (8/4±2/44) و موانع محیط آموزشی (9/3±2/29) بود. قدرت بیان استاد (4/0±8/4)، اخلاق مناسب استاد ( شامل رعایت انصاف، حرمت و احترام دانشجو) (5/0±6/4)، به روز بودن علم استاد (6/0±4/4)، انگیزه¬های ناکافی از طرف استاد به دانشجو (7/0±4/4) و مشکلات روحی و افسردگی دانشجو (6/0±4/4) به ترتیب بیشترین عوامل تأثیر گذار در یادگیری دانشجویان بودند. موانع یادگیری از دیدگاه گروه¬های مختلف آموزشی دارای تفاوت معنی¬داری بودند (001/0>P). از لحاظ جنسیت و مقطع تحصیلی تفاوت معنی¬داری در موانع یادگیری از دیدگاه دانشجویان رشته¬های مختلف مشاهده نشد. نتیجه‌گیری: بعضی ویژگی¬های آموزشی استاد (قدرت بیان، به روز بودن علم استاد، ایجاد انگیزه در دانشجو) که نشانگر مهارت¬های تدریس اوست و همچنین بعضی ویژگی¬های اخلاقی و فردی (رعایت انصاف، حرمت و احترام دانشجو) که نشانگر روابط انسانی است و مشکلات روحی و افسردگی دانشجو از اساسی¬ترین موانع یادگیری دانشجو می¬باشد. واژه‌های کلیدی: دانشجو، موانع یادگیری، دانشکده بهداشت، استاد 2 Introduction: The aim of this study was to investigate the barriers to learning in view of students of Ahvaz University of Medical Sciences (AUMS). Methods: This descriptive cross-sectional study was conducted on 230 undergraduate and graduate students of AUMS. A 35-item researcher-made questionnaire was used to collect the data. Result: The mean and standard deviation of the barriers to learning were; obstacles related to the teacher (52.8 ± 4.9), student barriers (44.2± 4.8), and educational barriers (29.2± 3.9) the skills of the teacher (4.8±0.4), considering education ethics by the teacher (including respect for students and fairness) (4.6± 0.5), up to date knowledge of teacher (4.4 ± 0.6) , adequate motivation of teacher for learning to students (4.4 ± 0.7) and students' depression and other mental disorders (4.4 ± 0.6). Learning barriers were significantly different from the viewpoints of different educational groups (P<0.001). In terms of gender and educational level, there was no significant difference in the barriers of learning from the viewpoint of students of different disciplines. Conclusion: Some of the characteristics of the teachers' teaching including the power of expression, the modernity of the teachers knowledge and the motivation of the student, which reflects teachers' teaching skills, as well as some moral and individual characteristics including fairness and respect for the student, indicating human relationships were found important. Keywords: Student, Learning Barriers, School of Health, Teacher 98 109 2019/08/142018/12/52018/05/62018/12/24 1397/10/3 2019/08/142019/04/142018/08/292019/05/12 1398/2/22 امین ترابی پور amin torabipoor استادیار، گروه مدیریت خدمات بهداشتی و درمانی، دانشکده بهداشت، دانشگاه علوم پزشکی اهواز، اهواز، ایران ایران amintorabipoor@gmail.com amintorabipoor@gmail.com amintorabipoor@gmail.com جلیل بسیم jalil basim دانشجوی کارشناسی ارشد، دانشکده بهداشت، گروه مدیریت خدمات بهداشت، دانشگاه علوم پزشکی اهواز، اهواز، ایران ایران basim.jalil@yahgoo.com اکبر بابائی حیدرآبادی akbar babaei heydarabadi استادیار، گروه آموزش بهداشت و ارتقای سلامت، دانشکده بهداشت، دانشگاه علوم پزشکی اهواز، اهواز، ایران ایران babaeinmz2056@gmail.com Student Learning Barriers School of Health Teacher دانشجو موانع یادگیری دانشکده بهداشت استاد 1. Ayers MS, Reder LM. A theoretical review of the misinformation effect: Predictions from an activation-based memory model. Psychonomic Bulletin & Review 1998; 5(1): 1-21.##2. 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ارتقای کیفیت کارآموزی در عرصه کارشناسی مدیریت خدمات بهداشتی درمانی Improving Quality of 'Health Service Management' Clerkship Course Using Action Research 1 1 مقدمه: اقدام پژوهی یکی از مهمترین روش¬های ارتقای آموزش پزشکی می¬باشد. هدف مطالعه حاضر ارتقای وضعیت کارآموزی در عرصه 1 دانشجویان مدیریت خدمات بهداشتی درمانی دانشگاه علوم پزشکی تبریز با رویکرد اقدام پژوهی می¬باشد. روش بررسی: این اقدام پژوهی به روش تلفیقی (کمی-کیفی) با استفاده از مدل شش مرحله¬ای سیمونز (1995) اجرا شده است. داده¬های کیفی با مصاحبه و بحث گروهی متمرکز و داده¬های کمی با پرسشنامه روا و پایا جمع آوری گردید. گروه هدف دانشجویان مدیریت خدمات بهداشتی درمانی ورودی سال 1395 (17 نفر) بودند، همچنین گروه مقایسه نیز دانشجویان مدیریت خدمات بهداشتی درمانی ورودی سالهای1393 و 1394 (28 نفر) بودند. داده¬های کیفی (نقاط قوت و ضعف) به روش تحلیل محتوایی و داده¬های کمی (رضایتمندی) با آزمون تی مستقل در با نرم افزارSPSS:16 تحلیل شدند. نتایج: 14 مشکل شناسایی گردید که برای 11 مورد مداخلاتی اجرا گردید. مهمترین نقاط قوت کارآموزی شامل: برنامه ریزی منظم، شیوه ارزیابی و نمره دهی مناسب، مهارت خوب مربیان و توجه به مباحث مدیریتی بود. مهمترین ضعف¬های آن نیز ضعف هماهنگی و مشکلات در برخی از سرفصل¬های کارپوشه بود. نتایج ارزیابی کمی بهبود را در تمامی آیتم¬های پرسشنامه نشان داد. در حالت کلی %6/20 افزایش در میانگین رضایت دانشجویان ورودی سال 1395 (گروه مداخله) در مقایسه با گروه مقایسه مشاهده گردید (1/80 در مقایسه با 1/60) که از لحاظ آماری معنی دار بود (0.05>p-value). نتیجه‌گیری: اقدام پژوهی حاضر توانست بطور قابل توجهی کیفیت برگزاری کارآموزی را اتقاء بخشد. با این وجود توصیه می¬شود در سالهای آتی مداخلات دیگری با هدف ارتقای هرچه بیشتر کیفیت برگزاری کارآموزی اجرا شوند. واژه‌های کلیدی: اقدام پژوهی،آموزش پزشکی، کارآموزی، ارتقای کیفیت 2 Introduction: Action research is one of the important methods in medical education quality improvement. This study aims to improve quality of 'health service management' student’s clerkship course using action research. Methods: This action research study used mix method approach and was conducted in Tabriz University of Medical Science in 2018 year using Simon’s six stage model. Qualitative data was collected through in deapth interviews and focus group discussions (FGDs). Quantitative data was collected through a reliable and validated questionnaire. The participants were 17 health service management students (enrolled in 2015-2016) and the control group were 28 health service management students enrolled in 2014-2015). Qualitative data were analysed using content-analysis and quantitative data were analysed using T-test by SPSS-16 software. Result: Overall, 14 problems were identified and for 11 problems interventions were designed. The most important strengths of clerkship were;a)regular planning, b) appropriate assessment, c)scoring, high level of tutor attendance and d)more attention to management issues. Coordination problems and inappropriate headline of portfolio in some cases were weakness of this action research. The results of quantitative evaluation show that all items of questionnaire were improved. After reseach, %20.6 increase was observed in students' satisfactions level in the intervention groupcompared with the control group (80.7 vs. 60.1) (p>0.05). Conclusion: This action research significantly improved quality of clerkship course, it’s recommended that in future years same studies with aim to more quality improvement implemented. Keywords: Action research, Medical education, Clerkship, Quality improvement. 110 122 2019/08/142018/12/52018/05/62018/12/242019/02/28 1397/12/9 2019/08/142019/04/142018/08/292019/05/122019/05/12 1398/2/22 صابر اعظمی آقداش Saber Azami-Aghdash استادیار سیاست گذاری در سلامت، مرکز تحقیقات مدیریت خدمات بهداشتی درمانی تبریز، پژوهشکده مدیریت سلامت و ارتقای ایمنی، دانشگاه علوم پزشکی تبریز، تبریز، ایران ایران s.azami.a90@gmail.com زکیه استاد احمدی Zakieh Ostad_ahmadi دانشجوی ارشد اقتصاد سلامت، قطب علمی آموزشی مدیریت سلامت ایران، دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی تبریز، تبریز، ایران ایران zakiostadahmadi@gmail.com نسرین شاهدی فر Nasrin SHahedifar دانشجوی دکتری، مرکز تحقیقات پیشگیری از آسیب حوادث جاده ای، دانشگاه علوم پزشکی تبریز، تبریز، ایران ایران gola_7069@yahoo.com زهرا ابهری zahra Abhari دانشجوی ارشد، مرکز تحقیقات مدیریت خدمات بهداشتی درمانی تبریز، پژوهشکده مدیریت سلامت و ارتقای ایمنی، دانشگاه علوم پزشکی تبریز، تبریز، ایران ایران gola_7069@yahoo.com جواد سجادی خسرقی javad Sajjadi-khasraghi دانشجوی ارشد مدیریت خدمات بهداشتی درمانی، گروه مدیریت خدمات بهداشتی و درمانی، دانشکده بهداشت، دانشگاه علوم پزشکی تهران، تهران، ایران ایران jskh95@yahoo.com ناصر درخشانی Naser Derakhshani دانشجوی دکتری تخصصی مدیریت خدمات بهداشتی درمانی، قطب علمی آموزشی مدیریت سلامت ایران، دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی تبریز، تبریز، ایران ایران Derakhshani.mhc@gmail.com Action research Medical education Clerkship Quality improvement. اقدام پژوهی آموزش پزشکی کارآموزی ارتقای کیفیت 1. 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International Journal for Quality in Health Care 2004; 16(1): 11-25.##15. Azami S, Sadeghi H. Hospital performance indicators. Tabriz-Iran 2012. ##16. Attride-Stirling J. Thematic networks: an analytic tool for qualitative research. Qualitative Research 2001; 1(3): 385-405.##17. Tabrizi JS, Azami-Aghdash S. Perspective of Health Service Management Master Students about Methods of Holding Clerkship and Internship Courses: A Qualitative Study. Research in Medical Education 2015; 7(3): 1-10.##18. Remmen R, Denekens J, Scherpbier A, Hermann I, van der Vleuten C, Royen P, et al. An evaluation study of the didactic quality of clerkships. Medical Education 2000; 34(6): 460-4.##19. Vahidi R, Danesh Khah N, Araks M, Koshavar H, Mohammadpour A. Nursing students’ and instructors’ viewpoints regarding professional abilities of students in internship program at Tabriz University of Medical Science. Iranian Journal of Medical Education 2006; 6(2): 107-13.##20. Jaffari F, Valiani M. Evaluation of Field Training from the Viewpoints of Management and Informatics Students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education 2002; 2(1): 19-26.##21. Ghodsbin F, Shafakhah M. facilitating and preventing factors in learning clinical skills from the viewpoints of the third year students of Fatemeh School of Nursing and Midwifery. Iranian Journal of Medical Education 2008; 7(2): 343-51.## ##

نگاهی بر موضوعات و کاربردهای تامل و عمل تاملی در آموزش پرستاری Take on Issues and uses of Reflection and Reflective Practice in Nursing Education 1 1 مقدمه: در دهه¬های اخیر عمل تاملی عنصری ارزشمند در برنامه¬های آموزش پرستاری معرفی شده و به عنوان ابزار یادگیری در ارتقاء عمل حرفه¬ای می¬باشد. از این رو مطالعه¬ی موضوعات و کاربردهای تامل و عمل تاملی در آموزش پرستاری به عنوان عامل توسعه حرفه¬ای و نزدیک کننده¬ی شکاف نظریه و عمل می¬تواند موثر باشد. هدف از این مطالعه، بررسی جایگاه و چگونگی کاربرد تامل و عمل تاملی در آموزش پرستاری می¬باشد. روش بررسی: مقاله حاضر یک مطالعه مروری است که محتوای لازم برای نگارش آن از پایگاه‌های الکترونیکی فارسی (Iran doc SID, Magiran, Iranmedex) و انگلیسی ‌زبان (Pubmed, ERIC, Google scholar, Proquest, Elsevier) تدوین شده است. نتایج بازیابی شده بین سال¬های 1992 تا 2019 می¬باشد. از 172 محتوای مستند بررسی شده، 31 مطالعه مرتبط در نگارش این مقاله مورد استفاده قرار گرفت. نتایج: بکارگیری تامل در آموزش پرستاری از طریق استراتژی¬های مختلفی انجام می¬شود و به شناسایی نگرش¬ها و ارزش¬ها، مناطق نیازمند اصلاح، بهبود عمل حرفه¬ای، ارتقاء تفکر انتقادی و قرار دادن بیمار در قلب فعالیت یادگیری کمک می¬کند. نتیجه‌گیری: عمل تاملی به عنوان یک ابزار یادگیری می¬تواند زمینه¬ای برای ارتقای مهارت¬های ضروری تفکر نقادانه، خود راهبری، کاهش شکاف نظریه و عمل و توسعه حرفه¬ای در برنامه¬های آموزش پرستاری فراهم کند. واژه‌های کلیدی: تامل، عمل تاملی، آموزش پرستاری، دانشجوی پرستاری 2 Introduction: In the recent decades, reflection have been introduced as a valuable element in nursing education and a learning tool in improving nursing professional practice. The study of reflection and reflective practice topics and applications in nursing education facsilitates closing the gap between theory and practice and promoting critical thinking. The aim of this study was to evaluate the position and reflective practice is in nursing education. Methods: In this review article the required content was obtained by searching databases from Persian electronic databases including (Irandoc, SID, Magiran, Iranmedex) and English databases including; (Pubmed, ERIC, Google scholar, Proquest andElsevier). All published paper between 2019 and 1992 were retrieved. The content of 172 papers were examined and 31 related papers were included. Result: Utilizing reflection on nursing education is done through various strategies including; a)need of improvement, b) the improvement of professional practice, c) the promotion of critical thinking, and d) placement of the patient at the heart of learning activity. Conclusion: Reflective practice provides a learning tool which mayto promote essential skills of critical thinking, self-direction , gap reduction between theory and practice and professional development in nursing education. Keywords: Reflection, Reflective practice, Nursing education, Nursing student 123 135 2019/08/142018/12/52018/05/62018/12/242019/02/282019/01/29 1397/11/9 2019/08/142019/04/142018/08/292019/05/122019/05/122019/05/18 1398/2/28 مریم باقری Maryam Bagheri دکترای پرستاری، گروه پرستاری سلامت بزرگسالان، دانشکده پرستاری و مامائی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران ایران bagheri.m.83@gmail.com نیره ناصری Nayereh Naseri مربی، مرکز تحقیقات توسعه علوم پرستاری و مامایی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران ایران nayerehnaseri2@gmail.com فریبا حقانی Fariba Haghani دانشیار، مرکز تحقیقات آموزش علوم پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران ایران : fariba.haghani@yahoo.com Reflection Reflective practice Nursing education Nursing student تامل عمل تاملی آموزش پرستاری دانشجوی پرستاری 1 .Jayasree R, John SS. Learning to Become a Nurse: Nursing Student's Perceptions on Reflective Practice. International Journal of Nursing Care 2013; 1(1): 33-38.##2. Leigh J. An embodied perspective on judgements of written reflective practice for professional development in Higher Education. Reflective Practice 2016; 17(1): 72-85.##3. Jarvis P. Reflective practice and nursing. Nurse Education Today 1992; 12(3): 174-81.##4. Osterman KF, Kottkamp RB. Reflective practice for educators: Improving schooling through professional development: ERIC 1993.##5. Cadman K, Clack E, Lethbridge Z, Millward J, Morris J, Redwood R. Reflection: a casualty of modularisation?: Enquiry Based Reflection Research Group. Nurse education today 2003; 23(1): 11-8.##6. Dahl H, Eriksen KÅ. Students' and teachers' experiences of participating in the reflection process “THiNK”. Nurse education today 2016; 36: 401-6.##7. Tsingos C, Bosnic-Anticevich S, Smith L. Reflective practice and its implications for pharmacy education. American journal of pharmaceutical education 2014; 78(1): 1-10.##8. Page S, Meerabeau L. Achieving change through reflective practice: closing the loop. Nurse Education Today 2000; 20(5): 365-72.##9. Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Advances in health sciences education 2009; 14(4): 595-621.##10. DunnGalvin A, Cooper JB, Shorten G, Blum RH. Applied reflective practice in medicine and anaesthesiology. British journal of anaesthesia 2019.##11. Ziebart C, MacDermid JC. Reflective Practice in Physical Therapy: A Scoping Review. Physical therapy 2019.##12. Hem MH, Molewijk B, Gjerberg E, Lillemoen L, Pedersen R. The significance of ethics reflection groups in mental health care: a focus group study among health care professionals. BMC medical ethics 2018; 19(1): 54.##13. Tashiro J, Shimpuku Y, Naruse K, Matsutani M. Concept analysis of reflection in nursing professional development. Japan Journal of Nursing Science 2013; 10(2): 170-9.##14. Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Medical teacher 2009; 31(8): 685-95.##15. Aronson L, Niehaus B, Hill‐Sakurai L, Lai C, O’Sullivan PS. A comparison of two methods of teaching reflective ability in Year 3 medical students. Medical education 2012; 46(8): 807-14.##16. Fisher M. Using reflective practice in clinical supervision. Professional nurse (London, England) 1996; 11(7): 443.##17. Parrish DR, Crookes K. Designing and implementing reflective practice programs–Key principles and considerations. Nurse education in practice 2014; 14(3): 265-70.##18. Fleming K. Reflective practice and the novice nurse 2005.##19. Carroll M, Curtis L, Higgins A, Nicholl H, Redmond R, Timmins F. Is there a place for reflective practice in the nursing curriculum? Nurse Education in Practice 2002; 2(1): 13-20.##20. Braine ME. Exploring new nurse teachers’ perception and understanding of reflection: An exploratory study. Nurse Education in Practice 2009; 9(4): 262-70.##21. Moattari M, Abedi H. Nursing students' experiences in reflective thinking: A qualitative study. Iranian Journal of Medical Education 2008; 8(1): 101-12.##22. dehghani z, Moattari M, abaszadeh a, bahreini m. The Effect of Reflection on clinical journalism on Critical Thinking Skills of Nursing Students in Shiraz Medical University. Magazine of Elearning Distribution In Academy 2010; 1(2): 17-23.##23. moattari m, abedi ha, amini a, fathi Aa. The effect of reflection on critical thinking skills of nursing students in Tabriz Nursing School. Iranian Journal of Medical Education 2002; 1(4): 58-63.##24. Abedini Z, Jafar Begloo E, Raeisi M, Dadkhah Tehrani T. Effectiveness of Reflection in Clinical Education: Nursing Students’ Perspective. Iran Journal of Nursing 2011; 24(71): 74-82.##25. Kelsey C, Hayes S. Frameworks and models–Scaffolding or strait jackets? Problematising reflective practice. Nurse education in practice 2015; 15(6): 393-6.##26. Donovan MO. Implementing reflection: insights from pre-registration mental health students. Nurse Education Today 2007; 27(6): 610-6.##27. Howatson-Jones L. Reflective practice in nursing: Learning Matters 2016.##28. Johns C. Becoming a reflective practitioner: John Wiley & Sons 2017.##29. Haghani F, Jafari Mianaei S, Ehsani M. Reflective Learning and Teaching: A Review. Iranian Journal of Medical Education 2014; 13(11): 989-98.##30. Saperstein AK, Lilje T, Seibert D. A model for teaching reflective practice. Military medicine 2015; 180(45): 142-6.##31. Prior J, Ferguson S, Leaney J, Reflection is hard: teaching and learning reflective practice in a software studio. Proceedings of the Australasian Computer Science Week Multiconference: ACM 2016.##32. Haghani F, Sadeghi N. Reflective Practice in Nursing Care. Iranian Journal of Medical Education 2012; 11(9): 1511-8.##33. Forneris SG, Peden-McAlpine CJ. Contextual learning: A reflective learning intervention for nursing education. International journal of nursing education scholarship. 2006; 3(1): 13.##34. Lyons J. Reflective education for professional practice: discovering knowledge from experience. Nurse Education Today 1999; 19(1) :29-34.##35. Craig CJ, Zou Y, Curtis G. Preservice Teachers’ Reflective Journaling: A Way to Know Culture. Quality and Change in Teacher Education 2016: 175-94.##36. Epp S. The value of reflective journaling in undergraduate nursing education: A literature review. International journal of nursing studies 2008; 45(9): 1379-88.##37. Daroszewski EB, Kinser AG, Lloyd SL. Online, directed journaling in community health advanced practice nursing clinical education. Journal of Nursing Education 2004; 43(4): 175-80.##38. Lundberg KM. Promoting self-confidence in clinical nursing students. Nurse Educator 2008; 33(2): 86-9.##39. Davies E. Reflective practice: A focus for caring. Journal of Nursing Education 1995; 34(4): 167-74.##40. Ferraro JM. Reflective Practice and Professional Development. ERIC Digest 2000.##41. Gould B. Role of reflective group discussions in the development of nursing skills: Mental health nursing students can be encouraged to examine their values and attitudes by the introduction of reflective groups into the curriculum, as Brian Gould explains. Mental Health Practice 2011; 14(8): 32-3.##42. Wimpenny K, Forsyth K, Jones C, Evans E, Colley J. Group reflective supervision: Thinking with theory to develop practice. The British Journal of Occupational Therapy 2006; 69(9): 423-8.##43. Manning A, Cronin P, Monaghan A, Rawlings-Anderson K. Supporting students in practice: An exploration of reflective groups as a means of support. Nurse Education in Practice 2009; 9(3): 176-83.##44. McGrath D, Higgins A. Implementing and evaluating reflective practice group sessions. Nurse Education in Practice 2006; 6(3): 175-81.##45. Brady M. How to improve patient care by learning from mistakes: Mike Brady explains why healthcare services need non-punitive working cultures to ensure that staff can identify and understand errors in practice. Emergency Nurse 2013; 20(9): 32-5.##46. Lisko SA, O'DELL V. Integration of theory and practice: Experiential learning theory and nursing education. Nursing Education Perspectives 2010; 31(2): 106-8.##47. Forneris SG, Peden‐McAlpine C. Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. Journal of advanced nursing 2007; 57(4): 410-21.##48. Drevdahl DJ, Stackman RW, Purdy JM, Louie BY. Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching. Journal of Nursing Education 2002; 41(9): 413-9.##49. Scanlan JM, Chernomas WM. Developing the reflective teacher. Journal of advanced nursing. 1997; 25(6): 1138-43.##50. Platzer H, Blake D, Ashford D. An evaluation of process and outcomes from learning through reflective practice groups on a post‐registration nursing course. Journal of advanced nursing 2000; 31(3): 689-95.##51. Smith A, Jack K. Reflective practice: a meaningful task for students. Nursing Standard 2005; 19(26): 33-7.##52. Ross A, King N, Firth J. Interprofessional relationships and collaborative working: encouraging reflective practice. Online Journal of issues in Nursing 2005; 10(1): 1-11.##53. Oelofsen N. Using reflective practice in frontline nursing. Nursing Times 2012; 108(24): 22-4.##54. Cirocco M. How reflective practice improves nurses' critical thinking ability. Gastroenterology Nursing 2007; 30(6): 405-13.##55. Rees KL. The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work. Nurse Education in Practice 2013; 13(1): 48-52.##56. Lau AKL, Chuk KC, So WKW. Reflective practise in clinical teaching. Nursing & health sciences 2002; 4(4): 201-8.##57. Cox E. Adult learners learning from experience: Using a reflective practice model to support work‐based learning. Reflective Practice 2005; 6(4): 459-72.##58. Chong MC. Is reflective practice a useful task for student nurses? Asian nursing research 2009; 3(3): 111-20.##59. Glaze JE. Stages in coming to terms with reflection: student advanced nurse practitioners' perceptions of their reflective journeys. Journal of advanced nursing 2002; 37(3): 265-72## ##

کاربرد پورتفولیو در آموزش و ارزیابی یادگیری در پرستاری Application of Portfolio in Nursing Education and Assessment of Learning 1 1 مقدمه: پورتفولیو یکی از استراتژی¬های یادگیری فعال و تکالیف نوشتاری برای آموزش¬های بالینی است که از طریق آن فراگیران پروژه¬های انجام شده خود که شامل شواهدی از فعالیت¬های یادگیری بالینی در طول یا انتهای یک دوره بالینی است، ارائه می¬دهند. مطالعه حاضر با هدف بررسی کاربرد این ابزار در آموزش پرستاری به منظور آگاهی از نقاط ضف و قوت این ابزار انجام شد. روش بررسی: مطالعه حاضر مروری بر متون منتشر شده به زبان فارسی و انگلیسی با امکان دستیابی به متن کامل مقاله در 5 سال اخیر در ارتباط با کاربرد پورتفولیو در آموزش پرستاری بود که با استفاده از کلید واژه¬های portfolio و nursing در پایگاه-های،web of science ، google scholar و ProQuest جستجو شدند. بعد از حذف موارد تکراری و غیر مرتبط 17 مقاله بر اساس هدف مطالعه مورد بررسی قرار گرفت. نتایج: بررسی متون نشان می¬دهد که از پورتفولیو در سطوح و دروس مختلف دانشجویان پرستاری و با اهداف مختلف همچون ارزیابی، ارزشیابی، آموزش و بهبود عملکرد استفاده می¬شود. استفاده از پورتفولیو مزایا و محدودیت¬هایی دارد که آگاهی از آنها برای طراحی و بکارگیری پورتفولیو ضروری است. از مزایای پورتفولیو می¬توان به تکامل مهارت¬های باز اندیشی،یادگیری فعال، بهبود صلاحیت¬های بالینی رضایت دانشجویان از ارزیابی و پیشرفت تحصیلی اشاره نمود. از محدودیت¬های آن می¬توان عدم شفافیت و محدودیت زمانی برای تکمیل پورتفولیو را نام برد. نتیجه‌گیری: پورتفولیو امکان نظارت بر رشد و توسعه حرفه¬ای پرستاران را فراهم و مدیریت دانش را تسهیل می¬سازد لذا به منظور ارتقا صلاحیت بالینی دانشجویان پرستاری در مقاطع کارشناسی، کارشناسی ارشد و دکترا در ایران طراحی و بکارگیری این ابزار پیشنهاد می¬گردد. لیکن باید حیطه و هدف از بکارگیری پورتفولیو مشخص گردد و کاربران به خوبی در مورد این مسئله و اهمیت آن توجیه گردند و مهارت¬های لازم جهت استفاده از آن را بیاموزند. واژه‌های کلیدی: پورتفولیو، پرستاری، آموزش، ارزیابی، یادگیری 2 Introduction: Portfolio is one of the active learning strategies for clinical education. By making portfolio, students present their own projects including clinical learning activities at or near the end of a clinical course. The purpose of this study was to investigate the application of this tool in nursing education in order to know the advantage and limitation of the tool. Methods: This study reviews the literature published in Farsi and English with the possibility of accessing the full text of the article over the past five years related to the use of portfolio in nursing education. A literature review was done by searching the keywords portfolio and nursing in the databases including; Web of Science, and ProQuest and scientific search engine such as Google Scholar. After removing repetitive and non-related items, 17 articles were selected accordingly. Result: The review of literature suggests that the portfolio is used in different schools and courses of nursing students with different goals such as assessment, evaluation, training; and performance improvement. Using portfolios has some advantages and limitations that need to be determinate for designing and implementing portfolios. Some benefits of portfolios were development of skills, fostering active learning, improvement of clinical competencies, and satisfaction of students from assessment and academic achievement. Its limitations include the lack of clarity and time constraints for completing it. Conclusion: The portfolio facilitates the monitoring of nurses' professional development and facilitates knowledge management. Therefore, designing and using this tool is recommended to improve the clinical competence of nursing students in undergraduate, graduate and postgraduate studies in Iran. However, the scope and purpose of using the portfolio should be specified and potential users should be well aware of the issue and its importance, and to learn the skills necessary to use it. Keywords: Portfolio, Nursing, Education, Assessment, Learning. 136 143 2019/08/142018/12/52018/05/62018/12/242019/02/282019/01/292019/02/18 1397/11/29 2019/08/142019/04/142018/08/292019/05/122019/05/122019/05/182019/05/12 1398/2/22 لیلا مردانیان دهکردی leila mardanian dehkordi گروه پرستاری سلامت بزرگسالان، دانشکده پرستاری و مامایی ، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران ایران mardanian@nm.mui.ac.ir شهرزاد غیاثوندیان shahrzad ghiasvandian گروه پرستاری داخلی و جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران shghiyas@tums.ac.ir Portfolio Nursing Education Assessment Learning. پورتفولیو پرستاری آموزش ارزیابی یادگیری 1. Ticha V, Fakude LP. Reflections on clinical practice whilst developing a portfolio of evidence: Perceptions of undergraduate nursing students in the Western Cape, South Africa. Curationis 2015; 38(2): 1-8.##2. Cant R, McKenna L, Cooper S. Assessing preregistration nursing students' clinical competence: a systematic review of objective measures. International Journal of Nursing Practice 2013; 19(2): 163-76.##3. Oermann MH, Gaberson KB. Evaluation and Testing in Nursing Education. Fourth edition. Springer Publishing Company, New York NY (2014).##4. Driessen E. Do portfolios have a future? Advances in Health Sciences Education 2017; 22(1): 221-8.##5. Green J, Wyllie A, Jackson D. Electronic portfolios in nursing education: A review of the literature. Nurse education in practice 2014; 14(1): 4-8.##6. Pincombe J, McKellar L, Weise M, Grinter E, Beresford G. ePortfolio in midwifery practice:“the way of the future”. Women and Birth 2010; 23(3): 94-102.##7. Cope V, Murray M. Use of professional portfolios in nursing Nursing Standard (2014+) 2018; 32(30): 55-59.##8. Roberts C, Shadbolt N, Clark T, Simpson P. The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement. BMC medical education 2014; 14(1): 197.##9. Brookhart SM, Nitko AJ. Strategies for constructing assessments of higher order thinking skills. Assessment of Higher Order Thinking Skills 2011(1): 327-59.##10. Gaberson KB, Oermann MH & Shellenbarger T. Clinical Teaching Strategies in nursing. Springer Publishing Company 2015.##11. Butler P. A review of the literature on portfolios and electronic portfolios 2006. ##12. Nielsen K, Pedersen BD, Helms NH. Reflection and learning in clinical nursing education mediated by ePortfolio. Journal of Nursing Education and Practice 2015; 5(12): 63-70.##13. Bahreini M, Moattari M, Shahamat S, Dobaradaran S, Ravanipour M. Improvement of Iranian nurses' competence through professional portfolio: A quasi‐experimental study. Nursing & health sciences 2013; 15(1): 51-7.##14. Wakimoto DK, Lewis RE. Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. The Internet and Higher Education 2014; 21: 53-8.##15. Garrett BM, MacPhee M, Jackson C. Evaluation of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program. Nurse Education Today 2013; 33(10): 1207-13.##16. Malmir M, Zare M, Sarikhani R, Mansouri V, Salari M. The impact of using E-Portfolio on nursing students' learning in physiology course. Future of medical education journal 2016; 6(2): 9-12.##17. Mokoena JD, Matlakala MC, Tladi FM. Learning and Assessment of Nursing Unit Management Practice Using a Portfolio. Literacy Information and Computer Education Journal 2014; 5(3): 1597-1601.##18. Lai CY, Wu CC. Promoting Nursing Students’ Clinical Learning Through a Mobile e-Portfolio. CIN: Computers, Informatics, Nursing 2016; 34(11): 535-43.##19. Zare M, Sarikhani R. The Effect of Electronic Portfolio on Nursing Students’ Self-regulation in Physiology Course. Iranian Journal of Medical Education 2016; 16: 131-137.##20. Heydari A, Kareshki H, Armat MR. How likely is it for a nurse student to become a competent nurse? A protocol for Scale development and validation using a mixed methods study. Acta facultatis medicae Naissensis 2016; 33(1): 49-61.##21. Asadi S, Latifi SM, Sheini-Jaberi P. Effects of clinical education and evaluation with portfolio method on nursing students' satisfaction: a clinical trial. Journal of Clinical Nursing and Midwifery 2014; 3(3): 70-79.##22. Azadi A, Bastami M, Bastami MR. The Effect of Clinical Learning and Assessment of Community Health Nursing Apprenticeship Using Portfolio Method on Nursing Students’ Satisfaction. Iranian Journal of Nursing Research 2017; 11(6): 1-5.##23. Vaghee S, Banezhad A, Karimi Moonaghi H, Soadatjo SA, Salarhaji A. The Effect of Applying Portfolio on the Level of Learning among Nursing Students in Clerkship of Psychiatry Ward. Future of Medical Education Journal 2016; 6(1): 25-30##24. Assadi-Hoveizian SH, Shariati AA, Haghighi SH, Latifi SM, Sheini-Jaberi P. Effects of clinical education and evaluation with portfolio method on nursing students' satisfaction: a clinical trial. Journal ofClinical Nursing and Midwifery 2014; 3(3): 70-79. ##25. Haggerty C, Thompson T. The Challenges of Incorporating ePortfolio into an Undergraduate Nursing Programme. Open Praxis 2017; 9(2): 245-52.##26. Vaz DR, Prado C. Pedagogical reflective practice of nursing undergraduates: the portfolio as an instrument. Revista da Escola de Enfermagem da USP 2014; 48(6): 1103-10.##27. Parigi DM, Tomazelli PC, Almeida DM, Vaz DR, Heimann C, Prado C. Teacher identity formation in nursing teacher training: reflection mediated by digital technologies. Revista da Escola de Enfermagem da USP. 2016; 49(2): 144-9.##28. Moores A, Parks M. Twelve tips for introducing E-Portfolios with undergraduate students. Medical Teacher 2010; 32(1): 46–49.## ##

دستیار قلب و عروق لازم است کدام یک را فرا گیرد، TTE یا eFoCUS؟ Which of them should be trained cardiology residents, TEE or eFoCUS? 1 144 147 2019/08/142018/12/52018/05/62018/12/242019/02/282019/01/292019/02/182019/05/10 1398/2/20 2019/08/142019/04/142018/08/292019/05/122019/05/122019/05/182019/05/122019/08/14 1398/5/23 علی حسین ثابت ali hosseinsabet دانشیار، گروه قلب و عروق، بیمارستان مرکز قلب تهران، دانشگاه علوم پزشکی تهران، تهران، ایران ایران ali_hosseinsabet@yahoo.com دستیار قلب و عروق اکوکاردیوگرافی ## ##

اجرای ارزشیابی پویا از طریق لاگ بوک الکترونیک برای دستیاران پزشکی Dynamic assessment fulfillment via e-Logbook for the medical residents 1 1 بدون چکیده 2 No Abstract 148 149 2019/08/142018/12/52018/05/62018/12/242019/02/282019/01/292019/02/182019/05/102019/08/14 1398/5/23 2019/08/142019/04/142018/08/292019/05/122019/05/122019/05/182019/05/122019/08/142019/08/14 1398/5/23 سید یاسر غلمانی Seyed Yaser Ghelmani دانشگاه شهید صدوقی یزد ایران ## ##