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سخن سردبیر Editorial 1 1 بدون چکیده 2 no abstract 1 2 2020/06/21 1399/4/1 2020/06/21 1399/4/1 مسعود میرزایی masoud mirzaei استاد، دانشکده مرکز تحقیقات قلب و عروق، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران ## ##

نقش اعضای هیأت علمی در بین‌المللی‌سازی دانشگاه‌های علوم پزشکی کشور از دیدگاه خبرگان آموزش عالی کشور The Role of Faculty Members in the Internationalization of Medical Universities of Iran 1 1 مقدمه: بین‌المللی سازی آموزش عالی برابر اسناد بالا دستی کشور به عنوان یک اولویت و ضرورت برای دانشگاه‌ها تعیین شده است. هدف پژوهش پیش رو، بررسی نقش اعضای هیأت علمی در بین‌المللی‌سازی دانشگاه‌های علوم پزشکی کشور بود. روش بررسی: برای انجام پژوهش از روش تحقیق ترکیبی استفاده گردید. در بخش کیفی با استفاده از نظریه زمینه‌ای از طریق بررسی متون و مصاحبه نیمه ساختار یافته با 20 نفر از خبرگان، نقش اعضا هیأت علمی شناسایی و در بخش کمی اعتبار و برازش عوامل با تکمیل پرسشنامه توسط 124 نفر از صاحبنظران با روش تحلیل معادلات ساختاری تعیین شد. نتایج: چهار عامل شایستگی‌های فردی، فعالیت‌های آموزشی و پژوهشی، توانمندسازی و تحرک اساتید همراه با 28 شاخص شناسایی گردید، براساس تحلیل عاملی مرتبه اول و دوم مقدار نسبت مجذور خی به درجه آزادی (CMIN/DF) برابر با 092/2 مقدار شاخص ریشه دوم میانگین مربعات باقی مانده (RMSEA) برابر با 054/0، میزان شاخص نکویی برازش (GFI) 983/0، شاخص تعدیل شده نکویی برازش (AGFI)، شاخص برازش تطبیقی (CFI)، شاخص برازش هنجار شده بنتلر بونت (NNFI)، شاخص برازش توکر-لویس (TLI)، شاخص برازش افزایشی (IFI) و شاخص برازش نسبی (RFI) بالاتر از %۹۰ به دست آمد، بنابراین داده‌های این پژوهش با ساختار عاملی این مقیاس برازش مناسبی دارد. نتیجه‌گیری: اعضا هیأت علمی نقش کلیدی در بین‌المللی سازی دانشگاه‌های علوم پزشکی کشور دارند و مدیریت دانشگاه‌ها می‌بایست در فرایند بین‌المللی ‌سازی از طریق حمایت سازمانی، مدیریت مشارکتی و سرمایه‌گذاری زمینه بین‌المللی‌ سازی را از طریق اساتید هموار نمایند. واژه‌های کلیدی: اعضای هیأت علمی، بین‌المللی‌ سازی، دانشگاه علوم پزشکی 2 Introduction: The internationalization of higher education has been identified as a priority and necessity for universities in the country. The purpose of this study was to investigate the role of faculty members in internationalization of medical universities in Iran. Methods: In this qualitative study using grounded theory through literature review and semi-structured interviews with 20 experts, the role of faculty members was identified and a questionnaire by 124 experts with qualitative theory was used. Structural equation modeling analysis method was determined. Result: Four factors were identified as individual competencies, teaching and research activities, empowerment and teacher mobility along with 28 indicators. Based on the first and second order factor analysis. The indexes of fitness measurement of final model showed that Chi-square ratio to the degree of freedom (CMIN/DF) equals 2.092. Furthermore, the value of the index of square root of reminder squares mean (RMSE(, equals 0.54. The value of goodness of fit index (GFI), adjusted goodness of fit index (AGFI), correlation of fit index (CFI), normalized fit index of Bentler Bonette (NNFI), fit index of Toker – Loise (TLI), increased fit index (IFI), and relative fit index (RFI) in the presented model is higher than 90%, so the data of this study fit the factor structure of this scale. Conclusion: Faculty members play a key role in the internationalization of medical universities in Iran, and university management should facilitate the process of internationalization through organizational support, participatory management, and investment through professors. Keywords: Faculty members, Internationalization, University of Medical Sciences 3 14 2020/06/212020/01/4 1398/10/14 2020/06/212020/03/3 1398/12/13 سحر ولیمقدم زنجانی sahar valimoghaddam zanjani مدیر اداره آمار دانشگاه علوم پزشکی و خدمات بهداشتی درمانی زنجان، زنجان، ایران. ایران sahar.vmz1983@gmail.com فریبا دمیرچیلی fariba damirchili استادیار، علوم تربیتی و روان شناسی.واحد خدابنده، دانشگاه آزاد اسلامی، خدابنده، ایران. ایران مالک ذوالقدر malek zolghadr استادیار، گروه حقوق و علوم سیاسی، واحد زنجان، دانشگاه آزاداسلامی، زنجان، ایران. ایران Faculty members Internationalization University of Medical Sciences واژه‌های کلیدی: اعضای هیأت علمی بین‌المللی‌ سازی دانشگاه علوم پزشکی 1. Knight j. International education Hubs. student, talent, knowledge models, Dordrecht Netherlands, springer publisher 2014: 89-93.##2. Bostrom Ch. Diffusion of internationalization in Turkish higher education. Journal of studies in international education 2010; 14(2): 143-160.##3. Khorasani A. Internationalization of Higher Education. Tehran: Shahid Beheshti University 2016: 11-18. [Persian]##4. Bozman l. implementation and collaboration in the United States. Brazil higher education consortia program, doctoral dissertation, Boston college lynch school of esucation 2009.##5. Chan w r. international cooperation in higher education: theory and practice. Journal of studies in international esucation 2004; 18(1): 32.##6. Knight J. cross border education: programs and providers on the move. Research monograph 10. Canadian bureau for international education. Ottawa. Canada 2005.##7. Dewit H. Globalization and internationalization of Higher Education. Introduction to online monger Revuning social conoc 2011.##8. Feshalang l. Bazargan. Internationalization of education, research and professional services in universities: mpes 2014; 7(13): 9-27.##9. Zamani Manesh H, Jamali-Tazeh Kand M, Nazari R. Effective factors on Internationalization of Medical Education from Faculty Members’ Viewpoints in Shahid Beheshti University of Medical Sciences Members. Research in Medical Education 2018; 10(2): 38-45. [Persian]##10. Childrees L. the twenty- first Century University: Developing faculty engagement in internationalization. New York: peter Lang publishing 2010: 105-108.##11. Glifford V. engaging the disciplines in internationasing the curriculum. International journal of academic development 2009; 14(2): 43-133.##12. Friesen R. faculty member engagement in Canadian University Internationalization: A consideration of understanding, motivations and Rationales. Journal of studies in international education 2012; 17(3): 209-227.##13. Olsen C, Green M, Hill B. A handbook for advancing comprehensive interanationalization internationalizing. USA: American council on education. 2003: 40.##14. Leask B, Beelen J. Enhancing the engagement of academic staff in international education. Paper presented at the IEAA-EAIE. Symposium: advancing Australia Europe Engagement, Melbourne, Australia 2009.##15. Li B, Tu r. motivations of faculty China. Higher education 2015; 71(1): 81-96.##16. Stohi M. we have met the enemy and He is us: The Role of the faculty in the internationalization of Higher education in the coming decade. Journal of studies in international education 2007; 11(3-4): 359-372.##17. Bond S. untapped resources. Internationalization of the curriculum and classroom experience. A selected literature review. Canadian bureau for international education research 2003; 7: 1-16.##18. Benjamin H. enhancing faculty member Engagement in the internationalization of education. Master thesis. University of Oslo 2017.##19. Harder J N. internationalization effort in United States Community College: A comparative analysis or urban and rural institutions, doctoral dissertation. Ohd Dominion University 2010.##20. Bao L. faculty Development and campus Internationalization: A case study. Doctral thesis. Drake university 2009.##21. Jafari S, Rahimian H, Abbaspour A, et al. A Model for Internationalization of Universities in the Fields of Humanities and Social Science. Journal of curriculum studies 2018; 9(17): 67-91. [Persian]##22. Hamidifar F, kamaruzaman Y, Ebrahimi M. leadership and management in the internationalization of higher education. Research and planning in higher education 2017; 23(1): 49-71.##23. Malek zadeh R. The Role of International Scientific Cooperation in Scientific Development of Iran. Quarterly Journal of Research and Planning in Higher Education 2002; 55: 63-78. [Persian]##24. Creswell JW. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 2nd ed. CA: Sage Publishers 2003.##25. Mohammadpour A. Meta method. Tehran: Sociologists Publications 2011.##26. Strauss A, Corbin JM. Basics of Qualitative Research. 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پیش‌بینی پذیرش دانشجویان در دوره‌های تخصص پزشکی بر اساس عملکرد دانشگاهی و عوامل شناختی Predicting students' admission to medical specialty courses based on academic performance and cognitive factors 1 1 مقدمه: امروزه پذیرش دانشجویان دوره‌های تخصصی علوم پزشکی، با چالش‌هایی مواجه شده است، با توجه به اهمیت ویژه وظایف و رسالت پزشکان و لزوم انتخابی دقیق در پذیرش آنان، هدف پژوهش حاضر، تعیین سهم عملکرد دانشگاهی و عوامل شناختی در پذیرش دانشجویان در دوره‌های تخصص دانشگاه‌های علوم پزشکی بود. روش بررسی: روش پژوهش توصیفی، از نوع مطالعات مقطعی بود. جامعه پژوهش شامل کلیه داوطلبان آزمون تخصص سال 1397 دانشگاه‌های علوم پزشکی بود. نمونه به روش خوشه‌ای تصادفی از دو گروه زنان و زایمان و روانپزشکی انتخاب شد. تعداد اعضای این دو گروه، 1096 بود که نمرات آنها در متغیرهای معدل، نمره پیش‌کارورزی و نمرات آزمون‌های شناختی مورد تجزیه و تحلیل قرار گرفت. ابزارهای پژوهش، آزمون تفکر تحلیلی کالیفرنیا،‌ آزمون تفکر منطقی واتسون گلیزر و آزمون درک مطلب از مجموعه آزمون‌های استعداد بود. پایایی این آزمون‌ها به روش آلفای کرونباخ در پژوهش حاضر به ترتیب برابر با 79/0،‌ 76/0 و 80/0 به دست آمد. داده‌ها با استفاده از نرم‌افزارهای SPSS و R تحلیل شد و جهت پاسخ به سؤالات پژوهش از آزمون‌های رگرسیون لجستیک، رگرسیون گام به گام، تحلیل واریانس چند متغیری و آزمون تی مستقل استفاده شد. نتایج: تجزیه و تحلیل داده‌ها نشان داد که متغیرهای معدل دوره قبل (0001/0 = P؛ 59/8 < t)، نمره آزمون پیش‌کارورزی (0001/0 = P؛ 45/7 < t) و نمره آزمون‎های شناختی (0001/0 = P؛ 48/4 < t) نقش معناداری در پیش‌بینی عملکرد داوطلبان در آزمون ورودی دوره‌های تخصص دارند. همچنین این متغیرها توانستند وضعیت پذیرش یا عدم پذیرش دانشجویان در دوره‌های تخصصی را پیش‌بینی نمایند (0001/0 = P؛ 63/630 = ). نتایج مربوط به آزمون تی مستقل نشان داد که بین عملکرد زنان و مردان در آزمون ورودی تخصص (0001/0 = P؛ 91/4 < t)، معدل (0001/0 = P؛ 67/4 < t)، و آزمون‌های شناختی (038/0 = P؛ 08/2- < t) تفاوت معنی‌دار وجود دارد. نتیجه‌گیری: توانایی شناختی داوطلبان دوره‌های تخصص دانشگاه‎های علوم پزشکی و عملکرد تحصیلی قبلی آنان، مهم‌ترین پیش‌بین‌های موفقیت در آزمون ورودی و پذیرش در دانشگاه هستند. لذا لازم است، علاوه بر آزمون‌های ورودی و عملکرد دوره‌های قبلی سایر شایستگی‌های ضروری برای دانشجویان علوم پزشکی همچون مهارت‌های تفکر تحلیلی، تفکر منطقی، حل مسأله و توان تصمیم‌گیری در سنجش‌های ورودی آنان مدنظر قرار گیرد. 2 Introduction: Nowadays, admission of students for medical specialty courses has faced some challenges. Due to the special importance of the duties and mission of physicians and the necessity of careful selection in their admission, the purpose of this study was to determine the contribution of academic performance and cognitive factors in students' admission to medical university. Methods: This was a descriptive cross-sectional study. The study population consisted of all the candidates of the specialty exams of Medical Sciences Universities in 2018, The members of these two groups were 1096 that score of them were analyzed in GPA, pre-internship score and cognitive test scores. The sample was selected by simple random sampling method. Research tools were California analytical thinking test, Watson Glazer critical thinking test, and reading comprehension test whose reliability by Cronbach's alpha coefficient came out as 0.79, 0.76, and 0.80, respectively. Data were analyzed using SPSS and R software and logistic regression, stepwise regression and independent t-test were used to answer the research questions. Result: The results showed that variables of GPA (t < 8.59, P = 0.0001), pre-internship test score (t < 7.45, P = 0.0001) and cognitive test score (t < 4.48, P = 0.0001) have a significant role in predicting candidates' performance in specialty entrance exam. Also, these variables could predict the status of admission or rejection of students in specialized courses (X2 = 630.63, P = 0.0001). The results of independent t-test showed that there was a significant difference between the performance of men and women in specialty entrance exam (t < 4.91, P = 0.0001), GPA (t < 4.67, P = 0.0001) and cognitive tests (t < -2.08, P = 0.038). Conclusion: Cognitive ability of medical university specialty candidates and their previous academic performance are the most important predictors of success in university entrance examination and admission. So it is necessary to accept students in specialized courses and universities based on essential competencies for medical students such as analytical thinking skills, logical thinking, problem solving and decision making, in addition to the entrance exams and performance of previous courses, in their assessments.   15 27 2020/06/212020/01/42020/01/30 1398/11/10 2020/06/212020/03/32020/03/3 1398/12/13 مجید سلیمی Majid Salimi دکتری سنجش و اندازه‌گیری، دانشکده روانشناسی و علوم تربیتی، گروه سنجش واندازه‌گیری، دانشگاه علامه طباطبایی، تهران، ایران ایران salimy28@yahoo.com آبتین حیدرزاده Abtin Heidarzadeh دانشیار، دانشکده پزشکی،‌ گروه پزشکی اجتماعی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی گیلان، گیلان، ایران ایران heidarzadeh22@yahoo.com سمیه بهمن آبادی Somayeh Bahmanabadi دکتری سنجش و اندازه‌گیری، دانشکده روانشناسی و علوم تربیتی، گروه سنجش و اندازه‌گیری، دانشگاه علامه طباطبایی، تهران، ایران ایران s.bahmanabady@yahoo.com مجتبی حبیبی عسگر آباد Mojtaba Habibi Asgharabad استادیار، دا انشکده علوم رفتاری و سلامت روان (انستیتو روانپزشکی تهران)، دانشگاه علوم پزشکی ایران، تهران، ایران ایران Keywords: Specialty Exam Pre-internship Exam Academic Performance Logical Thinking Analytical Thinking Reading Comprehension واژه‌های کلیدی: آزمون تخصص آزمون پیش‌کارورزی ‌ عملکرد دانشگاهی ‌ تفکر منطقی تفکر تحلیلی 1. 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ارائه الگوی علی کیفیت محیط دانشگاه، ارزش‌های دانشجو و آداب علمی دانشجویان Causal Model of quality of campus community, Student Value and Academic Civility 1 1 مقدمه: هدف کلی پژوهش، ارائه الگوی علی کیفیت محیط دانشگاه، و بررسی ارزش‌های دانشجو و آداب علمی آنان در دانشگاه پزشکی شیراز بود. روش بررسی: این پژوهش توصیفی از نوع همبستگی می‌باشد؛ جامعه آماری پژوهش شامل دانشجویان علوم پزشکی دانشگاه شیراز بود که با استفاده از روش نمونه‌گیری خوشه‌ای تصادفی، 338 نفر انتخاب شدند. ابزارهای این پژوهش شامل، پرسشنامه ارتباطات دانشگاه و دانشکده (ارنست بویر، 1990)؛ ارزش‌های دانشجو (دزیوانسکا، 2017) و پرسشنامه آداب تحصیلی دانشجویان (کلارک و اسپرینگر ،2010) بود. داده‌های حاصل از پرسشنامه‌ها در دو بخش توصیفی و استنباطی و با استفاده از آزمون‌های آماری توسط نرم‌افزارهای SPSS نسخه 21 و Lisrel8.54 بررسی شده‌اند. با اجرای الگوی معادلات ساختاری مشخص شد که الگوی پیشنهادی از برازش مناسبی برخوردار است و آداب علمی دانشجویان به خوبی از طریق کیفیت محیط دانشگاه پیش‌بینی و تبیین شده است (98/0 = GFI و 054/0 = REMEA). نتایج: نتایج حاصل از پژوهش نشان داد کیفیت محیط دانشگاه اثر مثبت و معنادار بر آداب علمی دانشجویان (p-value<0.001) دارد، همچنین کیفیت محیط دانشگاه دارای اثر مثبت و معنادار بر ارزش‌های دانشجویان (p-value<0.001) بوده، و ارزش‌های دانشجو با کنترل کیفیت محیط دانشگاه، پیش‌بینی کننده  مثبت و معنادار آداب علمی دانشجویان (p-value<0.001) می‌باشد. همچنین ارزش‌های دانشجو، نقش واسطه‌ای در ارتباط بین کیفیت محیط دانشگاه و آداب علمی دانشجویان دارد. نتیجه‌گیری: با توجه به نقش کیفیت محیط دانشگاه در ارتباط با ارزش‌های دانشجو و آداب علمی آنان ،توصیه می‌شود تدابیر لازم جهت توسعه و تعالی کیفیت محیط دانشگاه اتخاذ گردد و محیط دانشگاه و ملزومات آن زمینه‌ساز درونی ساختن ارزش‌ها در دانشجویان با هدف فرهیختگی آنان به سمت کمال مطلوب باشند، زیرا ارزش‌ها تعیین کننده مسیر مطلوب زندگی دانشجویی به ویژه در سال‌های آخر تحصیلی می‌باشند و دانشجو بر اساس مجموعه ارزش‌های درونی شده در وی، انگیزه لازم را به دست آورده و در جهت اهداف عالی و متعالی آینده خویش، تلاش و کوشش می‌نماید. واژه‌های کلیدی: کیفیت محیط دانشگاه، ارزش‌ها، آداب علمی، دانشجو، دانشگاه.   2 Introduction: The purpose of the present study was to investigate the causal model of quality of campus community, Student Value and Academic Civility Students of Shiraz University of Medical Sciences. Methods: The research method was descriptive correlational method. The research sample consisted of 338 students of Shiraz University of Medical Sciences who were selected by cluster random sampling method. The Research tools was College and University Community Inventory (Ernest Boyer, 1990), student value (Dziewanowska, 2017) and academic civility (Clark & Springer, 2017). Data obtained from questionnaires were evaluated in both descriptive and inferential sections using statistical tests by spss21 and lisrel8.54 software. By implementing the structural equation model, it was found that the proposed model has a good fit and the students' scientific etiquette is well predicted and explained through the quality of the university environment. Result: The findings showed that the quality of campus community has a positive and significant effect on academic civility (p-value<0.001). The quality of campus community has a positive and significant effect on student value (p-value<0.001). The findings showed that the student value by mediation the quality of campus community could affect the academic civility students (p-value<0.001). Students 'values also play a mediating role in the relationship between the quality of the university environment and students' academic civility. Conclusion: Values determine the desirable path of students’ life especially in the final years of their studies, therefore, students obtained necessary motivation based on a set of values which is internalized in them and attempt to achieve their great goals. Hence, it is necessary to provide important measures for the development of higher education environment and also to provide the basis for the internalization of values in students with the aim of their education and literacy toward the desired goal and perfection. Keywords: quality of campus community, Student Value, Academic Civility, student, Shiraz University.   28 39 2020/06/212020/01/42020/01/302019/08/14 1398/5/23 2020/06/212020/03/32020/03/32019/11/16 1398/8/25 فهیمه کشاورزی fahimeh keshavarzi استادیار، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران ایران fkeshavarzi@shirazu.ac.ir رحمت اله مرزوقی rahmatallh Marzooghi استاد، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران ایران rmarzoghi@yahoo.com الهام حیدری elham heidari استادیار، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران ایران fahimehkeshavarz@yahoo.com Keywords: quality of campus community Student Value Academic Civility student Shiraz University. واژه‌های کلیدی: کیفیت محیط دانشگاه ارزش‌ها آداب علمی دانشجو دانشگاه. 1- Sidrat S, Frikha MA. Impact of the qualities of the manager and type of university on the development of the entrepreneurial university. The Journal of High Technology Management Research 2018; 29(1): 27-34.##2- Enders J, Musselin C. Back to the future? The academic professions in the 21st century. Higher education to 2008; 2030(1): 125-50.##3- Cloete N, Bunting I, Maassen P. Research universities in Africa: An empirical overview of eight flagship universities. Knowledge production and contradictory functions in African Higher Education 2015; 1: 18-31.##4- Ostapczuk MS, Hugger A, De Bruin J, Ritz‐Timme S, Rotthoff T. DREEM on, dentists! Students’ perceptions of the educational environment in a German dental school as measured by the Dundee Ready Education Environment Measure. European Journal of Dental Education 2012; 16(2): 67-77.##5- Henzi D, Davis E, Jasinevicius R, Hendricson W. In the students’ own words: what are the strengths and weaknesses of the dental school curriculum? Journal of Dental Education 2007; 71(5): 632-45.##6- Till H. Identifying the perceived weaknesses of a new curriculum by means of the Dundee Ready Education Environment Measure (DREEM) Inventory. Medical teacher 2004; 26(1): 39-45.##7- Genn JM. AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Medical teacher 2001; 23(4): 337-44.##8- Karagiannopoulou E, Christodoulides P. The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research 2005; 43(6): 329-50.##9- Arslan N. Investigating the Relationship between Educational Stress and Emotional Self-Efficacy. Universal Journal of Educational Research 2017; 5(10): 1736-40. [persian]##10- Schwartz SH. Basic human values: Theory, methods, and application. Risorsa Uomo 2007; 13(2): 261-83.##11- Castiglione C, Rampullo A, Licciardello O. High school students’ value system. Procedia-Social and Behavioral Sciences. 2014; 141: 1330-4.##12- Kirkwood J, Dwyer K, Gray B. Students' reflections on the value of an entrepreneurship education. The International Journal of Management Education 2014; 12(3): 307-16.##13- Dietrich J, Dicke AL, Kracke B, Noack P. Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects. Learning and Instruction. 2015; 39: 45-54.##14- Boykins AD, Gilmore M. Ethical decision making in online graduate nursing education and implications for professional practice. Online Journal of Health Ethics 2012; 8(1): 1-18.##15- Condon BB. Incivility as bullying in nursing education. Nursing science quarterly 2015; 28(1): 21-6.##16- Clark CM, Ahten S. Beginning the conversation: The nurse educator’s role in preventing incivility in the workplace. Registered Nurse Idaho 2011; 33(4): 9-10. ##17- Luparell S. Why and how we should address student incivility in nursing programs. 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آموزش کاربردی سلامت معنوی برای علوم پزشکی ایران Applied Education of Spiritual Health in Iranian Medical Sciences 1 1 مقدمه: سلامت معنوی در ادبیات آموزش پزشکی، به عنوان جوهر ذاتی و عنصری بسیار مهم فرهنگ محور تلقی می‌شود، در هر جامعه‌ای به صورت منحصر به فرد بروز پیدا می‌کند. پرداختن به سلامت معنوی در سیستم‌های آموزشی و درمانی منوط به آموزش‌های درست در این زمینه است. بنابراین هدف از این مطالعه، تبیین عوامل مؤثر بر آموزش کاربردی سلامت معنوی در علوم پزشکی ایران است. روش بررسی: این مطالعه کیفی با روش تحلیل محتوای قراردادی انجام شد. داده‌های مطالعه از طریق مصاحبه حضوری و نیمه ساختاری با 23 نفر از متخصصان علوم پزشکی (پزشکی عمومی، علوم بالینی و علوم پایه) گردآوری شد و با استفاده از مراحل پیشنهادی لاندمن و گرانهایم مورد تجزیه و تحلیل قرار گرفت. نتایج: از تجزیه و تحلیل داده‌ها 5 درون‌مایه‌ی «تدریس اثربخش»، «توجه به فلسفه آموزش»، «برخورداری از ارتباطات مؤثر»، «توجه به ارزش‌های مذهبی» و «بازنگری برنامه‌های آموزشی» از 13 طبقه اصلی پدیدار گشت. نتیجه‌گیری: با توجه به یافته¬های این مطالعه برای آموزش سلامت معنوی به صورت کاربردی، انجام مداخلات متعدد و چند جانبه آموزشی از سطوح بالای تصمیم¬گیری در دانشگاه¬ها و مراکز درمانی و آموزشی ضروری است. با توجه به این عوامل، جهت کاربردی نمودن آموزش سلامت معنوی در علوم پزشکی لازم است آموزشی رسمی و یکپارچه با توجه به ماهیت بین رشته¬ای سلامت معنوی طراحی و تدوین گردد تا با توجه به ارزش¬های مذهبی کشور و با توجه به متغیرهای فرهنگی و اجتماعی تبدیل به یک دیسیپلین حرفه¬ای و نظام¬مند گردد. واژه‌های کلیدی: آموزش پزشکی، سلامت معنوی، آموزش کاربردی، تحلیل محتوای قراردادی   2 Introduction: Spiritual health in medical education literature is considered as an intrinsic and essential element of a culture-centered concept which exclusively occurs in every society. Applying spiritual health in the education and health systems is subject to proper training in this area. Therefore, the purpose of this study is to explain the factors affecting the applied education of spiritual health in Iranian medical sciences. Methods: This qualitative study was conducted using the inductive content analysis method. Data were collected through in-person and semi-structured interviews with 23 medical professionals (general medicine, clinical sciences, and basic sciences) and analyzed using Lundman and Granheim's suggested steps. Result: Five themes emerged from data analysis. Topics include "Effective Teaching", "consideration of the philosophy of education","effective communication","attention of religious values", "integrated education "and" curriculum revision". Conclusion: to the findings of this study, it is necessary to conduct multiple educational interventions from university policy levels to practical applied education spiritual health. In order to apply spiritual health education in medical sciences, formal education based on the nature of inter-disciplinary disciplines should be designed and developed into a professional and systematic discipline according to the country's religious values and cultural and social variables. Keywords: Medical education, Spiritual health, Education, Inductive content analysis   40 52 2020/06/212020/01/42020/01/302019/08/142019/10/26 1398/8/4 2020/06/212020/03/32020/03/32019/11/162020/05/10 1399/2/21 سیده زهرا نهاردانی Seyedeh Zahra Nahardani دکتری آموزش پزشکی، مرکز تحقیقات علوم توانبخشی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی ایران، تهران، ایران). ایران zahra_nahardani@yahoo.com Keywords: Medical education Spiritual health Education Inductive content analysis واژه‌های کلیدی: آموزش پزشکی سلامت معنوی آموزش کاربردی تحلیل محتوای قراردادی 1. Bolhari J. Institutionalization of Spirituality in the Concept of Spiritual Health. Medical Ethics Journal 2010; 5(14): 105-112.##2. R DSouza. The importance of spirituality in medicine and its application to clinical practice. Medical Journal of Australia 2007; 10 (186): 57-9.##3. Yousefi H AH. Spiritual care in hospitalized patients. Iranian Journal of Nursing Midwifery Research 2011; 1(16): 125-32.##4. Estebsari F, Taghdisi MH, Mostafaei D, Jamshidi E, Latifi M. Determining the factors contributing to quality of life of patients at the last stage of life: a qualitative study. Iranian Red Crescent Medical Journal. 2013 Dec;15(12).##5. Eslami AA, Rabiei L, Khayri F, Nooshabadi MR, Masoudi R. Sleep quality and spiritual well-being in hemodialysis patients. Iranian Red Crescent Medical Journal. 2014 Jul;16(7). ##6. King DE, Blue A, Mallin R, Thiedke C. Implementation and assessment of a spiritual history taking curriculum in the first year of medical school. Teaching and Learning in Medicine. 2004 Jan 1;16(1):64-8.##7. Barnett KG, Fortin AH. Spirituality and medicine. Journal of general internal medicine 2006; 21(5): 481-##8. Buck HG. Spirituality: concept analysis and model development. Holistic nursing practice 2006; 20(6): 288-92.##9. Berry D. Methodological pitfalls in the study of religiosity and spirituality. Western journal of nursing research 2005; 27(5): 628-47.##10. McSherry W, Cash K, Ross L. Meaning of spirituality: implications for nursing practice. Journal of Clinical Nursing 2004; 13(8): 934-41.##11. Reed PG. An emerging paradigm for the investigation of spirituality in nursing. Research in nursing & health 1992; 15(5): 349-57.##12. Fisher JW. Spiritual health: Its nature and place in the school curriculum: UoM Custom Book Centre; 2010.##13. O'Brien ME. A nurse's handbook of spiritual care: standing on holy ground: Jones & Bartlett Learning; 2004.##14. Singh DK, Ajinkya S. Spirituality and Religion in Modern Medicine. Indian Journal of Psychological Medicine 2012; 34(4): 399-402.##15. Lakeh MA, Gooshki ES, Abbasi M. Spiritual health in the program of medical science education. Medical Ethics Journal. 2016;5(14):113-30. ##16. Lucchetti G, Lucchetti ALG, Puchalski CM. Spirituality in medical education: global reality? Journal of religion and health 2012; 51(1): 3-19.##17. Memaryan N, Rassouli M, Nahardani SZ, Amiri P. Integration of spirituality in medical education in Iran: A qualitative exploration of requirements. Evidence-Based Complementary and Alternative Medicine 2015.##18. Torskenæs KB, Baldacchino DR, Kalfoss M, Baldacchino T, Borg J, Falzon M, et al. Nurses' and caregivers' definition of spirituality from the C hristian perspective: a comparative study between M alta and N orway. Journal of Nursing Management 2015; 23(1): 39-53.##19. Lepherd L. Spirituality: Everyone has it, but what is it? International Journal of Nursing Practice. 2015; 21(5): 566-74.##20. Chiu L, Emblen JD, Van Hofwegen L, Sawatzky R, Meyerhoff H. An integrative review of the concept of spirituality in the health sciences. Western journal of nursing research 2004; 26(4): 405-28.##21. Grove SK, Burns N, Gray J. The practice of nursing research: Appraisal, synthesis, and generation of evidence: Elsevier Health Sciences 2012.##22. Elo S, Kyngäs H. The qualitative content analysis process. Journal of advanced nursing 2008; 62(1): 107-15.##23. Mayring P, On generalization in qualitatively oriented research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 2007.##24. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today 2004; 24(2): 105-12.##25. Perry RB. Role modeling excellence in clinical nursing practice. Nurse Education in Practice 2009; 9(1): 36-44.##26. Heshmati-Nabavi F, Vanaki Z. Professional approach: The key feature of effective clinical educator in Iran. Nurse Education Today 2010; 30(2): 163-8.##27. Nahardani SZ, Ahmadi F, Bigdeli S, Arabshahi KS. Spirituality in medical education: a concept analysis. Medicine, Health Care and Philosophy 2018: 1-11.##28. Smith M, Puczkó L. Health and wellness tourism: Routledge 2008.##29. McBrien B. A concept analysis of spirituality. British journal of nursing 2006; 15(1): 42-5.##30. Ross L. Spiritual care in nursing: an overview of the research to date. Journal of clinical nursing 2006; 15(7): 852-62.##31. Fisher JW. Getting the balance: assessing spirituality and well‐being among children and youth. International Journal of Children's Spirituality 2009; 14(3): 273-88.##32. Miner‐Williams D. Putting a puzzle together: making spirituality meaningful for nursing using an evolving theoretical framework. Journal of Clinical Nursing 2006; 15(7): 811-21.##33. Mahlungulu SN, Uys LR. Spirituality in nursing: an analysis of the concept. Curationis 2004; 27(2): 15-26.##34. Tanyi RA. Towards clarification of the meaning of spirituality. Journal of advanced nursing 2002; 39(5): 500-9.##35. 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فرا ترکیب مؤلفه‌های اخلاق حرفه‌ای در آموزش‌ عالی meta-synthesis of professional ethics elements in higher education 1 1 مقدمه: نظام‌های آموزشی، به عنوان موتور رشد در ابعاد اجتماعی، سیاسی، اقتصادی و فرهنگی در زیست‌بوم‌های گوناگون نقش‌آفرینی می‌کنند. در این اثناء اخلاق حرفه‌ای پایه اصلی و زیربنای آموزش محسوب می‌شود چراکه مدرسان، نقش کلیدی در پرورش افراد خلاق،  منتقد و مسؤولیت‌پذیر با افق دید جهانی دارند. با این وجود مطالعات اندکی در قلمرو اخلاق حرفه‌ای در آموزش تدوین شده است. بنابراین، هدف این پژوهش، فرا ترکیب مطالعات انجام شده در قلمرو اخلاق آموزشی و دسته‌بندی و تحلیل مؤلفه‌های آن در نظام آموزش‌ عالی می‌باشد. روش بررسی: این پژوهش کیفی با به کارگیری راهبرد فرا ترکیب نوشته شده است. بنابراین کلید واژه‌های: اخلاق تدریس، اخلاق حرفه‌ای در آموزش‌عالی، تدریس، استاد، معلم در کلیه پایگاه‌های اطلاعاتی فارسی زبان Magiran، SID، Ensani، Noormags در بازه زمانی 1398-1380 جستجو به عمل آمد که در مجموع 64 مقاله احصاء شد و با سرند نهایی، 20 پژوهش به تحلیل نهایی راه یافتند. نتایج: در مرحله نخست، مفاهیم کلیدی به تفکیک هر مقاله احصا شده و سپس بر حسب وجوه اشتراک و افتراق مفاهیم در دسته‌های دیگری جای گرفتند که مؤلفه‌های فرعی را شکل دادند. در مرحله دوم، مؤلفه‌های فرعی نیز بر پایه تشابهات معنا طبقه‌بندی شدند که روی هم رفته، چهار مؤلفه اصلی «اخلاق در عملکرد علمی، اخلاق در تعاملات، شخصیت اخلاقی و منش اخلاقی» با 15 زیرمؤلفه فرعی به دست آمد. در نهایت، با توجه به مطالعات انجام شده در آموزش ‌عالی ایران، وضعیت هر یک از مؤلفه‌ها نقد و تحلیل شد.   نتیجه‌گیری: با شناسایی مؤلفه‌های اخلاق حرفه‌ای در نظام دانشگاهی، لازم است مسؤولین امر با مبنا قرار دادن این مؤلفه‌ها و نشانگرهای آن‌ها، در جهت اتخاذ تدابیر خاص و برنامه‌ریزی و سیاست‌گذاری‌های مدیریتی به منظور ارتقا و بهبود اخلاق حرفه‌ای در آموزش عالی گام بردارند. واژه‌های کلیدی: تدریس، آموزش، اخلاق حرفه‌ای، آموزش‌عالی   2 Introduction: Educational systems as an engine of growth in social, political, economic and cultural dimensions play a role in different ecosystems. In the meantime, professional ethics is the cornerstone of education because educators play a key role in fostering creative, critical and responsible individuals with a global perspective. However, few studies in the field of professional ethics in education have been formulated. Therefore, the purpose of this research is to Meta-synthesis studies in the field of educational ethics and to classify and analyze its components in higher education system. Methods: This qualitative research using Meta-synthesis strategy written. So Keywords: Teaching Ethics, professional ethics in Higher Education, Teaching, Professor, Teacher In All Persian Databases of Magiran, SID, Ensani, Noormags During the period 2001-2019, a total of 64 articles were searched and finalized, The final 20 analyzes led to the final analysis. Result: In the first step, the key concepts were summarized separately in each article and then were subdivided into other categories that formed sub-components in terms of aspects of sharing and differentiation. Secondly, sub-components were also classified according to meaning similarities. In total, four main components of "Ethics in Scientific Performance, Ethics in Interaction, Ethical Personality and Ethical Character" were obtained with 15 sub-components. Finally, according to the studies in Iranian higher education, the status of each component was criticized and analyzed. Conclusion: With identifying the components of professional ethics in the academic system, it is necessary for authorities to base these components and their indicators in order to adopt specific planning and management policies in order to promote and improve professional ethics in higher education Keywords: Teaching, Education, Professional ethics, Higher Education   53 70 2020/06/212020/01/42020/01/302019/08/142019/10/262020/02/11 1398/11/22 2020/06/212020/03/32020/03/32019/11/162020/05/102020/03/3 1398/12/13 احمد کیخا ahmad keykha دانشجوی دکتری اقتصاد و مدیریت مالی آموزش‌عالی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه تهران، ایران. ایران ahmadkeykha8984@gmail.com معصومه ایمانی پور Masoumeh Imanipour 2- استادیار، دکتری تخصصی آموزش پزشکی، عضو مرکز تحقیقات مراقبت‌های پرستاری و مامایی، گروه مراقبت‌های ویژه، دانشکده پرستاری و مامائی، دانشگاه علوم پزشکی تهران، ایران ایران Keywords: Teaching Education Professional ethics Higher Education واژه‌های کلیدی: تدریس آموزش اخلاق حرفه‌ای آموزش‌عالی 1- Gülcan, NY. 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Investigating Faculty Members’ Professional Ethics in View of Students. Ethics in science and Technology 2018; 12 (4) :60-9. [Persian]##9- Ghanbarpour O, Abbāsiān H, Ārāste H, Nave Ebrāhim A. Designing the pattern of teachers' professional ethics: A mixed methods study. Journal of Educational Innovations 2019; 18(1): 33-60. [Persian]##10- Yazdani S., Imanipour M. Professional ethics in higher education: dimensions and constructs. TEB VA TAZKIEH 2018; 26(4): 272-84. [Persian]##11- Ariyanpour M, Mehrabi NA. Obligations & Strategies of Professional Ethic in Higher Education System. Ethics in science and Technology 2017; 11(4): 17-23. [Persian]##12- Rafati SH., Rejeh N., Ahmadivash M., & Davati, A. Ethical Intelligence of Medical Students of Tehran University of Medical Sciences. Journal of Medical Ethics 2015; 8(27): 71-91. [Persian]##13- Imanipour M. Ethical principles in education. Iranian Journal of Medical Ethics and History 2013; 5(6): 27-41. [Persian]##14- Shokohi G. Fundamentals and Principles. 2000: Mashhad: Publications Beh publication. [Persian]##15- Sohrabi BA, khalili Jafaraabad A, Roodi AM. Discover the Properties of Emerging Research Areas Using Meta-Synthesis Method. Science and Technology Policy; 2018; 9(4): 15-30. [Persian]##16- Pourshafei H, Ramezanzade K. An enquiry into the current and the desirable status of professors’ professional ethics from the perspective of students in Birjand University of Medical Sciences. Journal of Birjand University Medical Sciences 2018; 25: 107-14. [Persian]##17- Shamkhi M, Saki N. Ethics in Higher Education Based on Islamic traditions. Educational Development Of Jundishapur 2017; 8(2): 206-15. [Persian]##18- Sobhaninejad M., Baghaei M., & Najafi, H. Evaluation of professional ethics of teaching among faculty members of Imam Khomeini University of Marine Sciences Noshahr. Journal of Marine Science Education. 2018; 2 (9): 1-16. [Persian]##19- Arasteh H., Navehebrahim A., & Motalebifard, A. Investigating the Educational Ethics of Faculty Members of Tehran State Universities. Rahbord Farhang. Culture strategy 2011; 3(9): 203-219. [Persian]##20- Salajegheh A., Safari S. Relationship between Professional Ethics and Function of Professors. Ethics in science and Technology 2015; 10(3): 103-10. [Persian]##21- Amrahi A, Soltanzadeh V, Esm Hosseini Gh.R. Teaching Ethics of Faculty Members Situation from the Viewpoints of Nursing Students. Education Strategies in Medical Sciences 2014; 7(4): 235-40. [Persian]##22- Hajkhozemeh M., Bagheriyanfar M., & Shahriyari E. Evaluation of compliance with the components of professional ethics of education in faculty members of Shiraz University. Journal of Educational and School Studies 2015; 3(3): 9-28. [Persian]##23- Ghanbari S, Ardalan MR, Beheshtirad R, Soltanzadeh V. University Staff Members' Ethics and Relationship with Quality in High Education. Ethics in science and Technology 2015; 10(2): 40-50. 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[Persian]##27- Najafi H, Maleki H, farmahini farahani M, jafari harandi R. An Assessment of Faculty Members' Professional Ethics from Students' Viewpoint in Medical School of Shahed University. Journal of Medical Education Development 2016; 9(21): 93-102. [Persian]##28- Najafi H, Maleki H, farmahini farahani M, jafari harandi R. An Assessment of Faculty Members' Professional Ethics from Students' Viewpoint in Medical School of Shahed University. Journal of Medical Education Developement 2016; 9(21): 93-102. [Persian]##29- Heydari M., Abollghasemi, M., & Chaboki, R. Examining Professional Ethics in Training by Scientific Board. Ethics in science and Technology 2017; 12(3): 65-72. [Persian]##30- Abbasi, R, Taheri GH, Babashi, J. Investigating Faculty Members’ Professional Ethics in View of Students.Journal of Ethics in science and Technology 2018; 12(4): 60-9. [Persian]##31- Saberiyan M., Aghajani S., Ghorbani R., & Malek, M. Faculty Opinions on Lesson Planning. Babol Journal of Medical Sciences 2004; 5(2): 33-36. [Persian]##32- Niaz Azari K. The Study of Effective Factors on Professorsâ Tendency to Arrange Lesson Plan in Teaching: Based on Mazandaran University of Medical Sciences. Research in curriculum planning 2014; 11(15): 80-91. [Persian]##33- Adib-Hajbaghery M, Mousavi MS., Lotfi MS., & Aminolroayaee E. Evaluating the Quality of Lesson Plans by Nursing and Midwifery Faculty Members of Selected Nursing Schools in Iran. Education Development Jundishapur 2014; 4(1): 25-33. [Persian]##34- Vakili Z., Moneri R., Mahdiyan M., Hosseiniyan M., Saberi F., & Miranzadeh S. Assessment of Basic Science Lessons Plans Developed by Faculty Members of Kashan University of Medical Sciences in Compliance with Principles of Lesson Writing. Iranian Journal of Medical Education. 2004: 5[Persian]##35- Parvin S., Jamshidi F., Khanghah R., & Ahangari A. Assessing the quality of curriculum of Ahvaz Jundishapur University of Medical Sciences professors. 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مقایسه تطبیقی برنامه آموزشی دوره دکترای تخصصی پرستاری در ایران و دانشکده پرستاری کلمبیا Comparative Study of Nursing PhD. Education Program in Iran and Colombia School of Nursing 1 1 مقدمه: جهت ارتقاء و تضمین کیفیت برنامه‌های آموزشی مقطع دکترای پرستاری، این مطالعه با هدف مقایسه تطبیقی نظام آموزشی دوره دکترای رشته پرستاری در ایران و دانشکده پرستاری کلمبیا و ارائه پیشنهادهایی جهت بهبود کیفیت آن انجام ‌شده است. روش بررسی: این مطالعه به روش توصیفی- تطبیقی در سال 1398 انجام شد. از الگوی چهار مرحله بردی(Beredy) شامل مراحل توصیف (تببین هر دو نظام آموزشی)، تفسیر (تبیین مبانی تاریخی، اقتصادی و اجتماعی نظام‌ها)، هم‌جواری (تبیین نقاط مشترک و تفاوت‌های هر دو نظام) و مقایسه (تحلیل نهایی) جهت مقایسه نظام آموزش پرستاری ایران و دانشکده پرستاری کلمبیا در مقطع دکترای استفاده شد. جستجوی اینترنتی، با استفاده از پایگاه‌ داده‌های وزارت بهداشت، درمان و آموزش پزشکی در ایران و دانشکده پرستاری کلمبیا و دیگر پایگاه‌های مرتبط، با کلید واژه برنامه درسی دکترای پرستاری «PhD nursing curriculum» انجام شد. سپس، داده‌های مورد نظر بر اساس هدف پژوهش، طبقه‌بندی و مورد مقایسه قرار گرفتند. نتایج: دانشکده پرستاری کلمبیا، سابقه بسیار طولانی در امر آموزش دکترای پرستاری دارد. برنامه درسی دوره دکترای پرستاری ایران در قسمت‌هایی مانند مشخصات و ساختار دوره نقاط مشترکی با برنامه درسی دوره دکترای پرستاری دانشکده پرستاری کلمبیا دارد. هر دو برنامه به صورت تمام وقت بوده و بر اساس اصول برنامه‌ریزی استراتژیک دارای رسالت، چشم‌انداز و ارزش‌ها می‌باشند. درشرایط پذیرش دانشجو در کلمبیا، مصاحبه و سوابق علمی نقش پررنگ‌تری دارد. محتوای برنامه درسی در هر دو دانشگاه پژوهش محور بوده و توجه کمتری به مقوله بالین شده است. نتیجه‌گیری: در ایران با توجه به نیازهای رشته و انتظارات فارغ‌التحصیلان، تغییر و بازنگری مداوم برنامه ضروری است؛ بالینی محور نبودن و تأکید صرف بر تئوری و خصوصاً پژوهش از نقاط ضعف برنامه پرستاری ایران است. بر اساس تجارب کشورهای پیشرفته و نیازهای جامعه ایرانی، تلاش برای بهبود نقاط ضعف و تقویت نقاط قوت توصیه می‌شود. واژه‌های کلیدی: ایران، برنامه درسی، دکترای پرستاری، دانشکده پرستاری کلمبیا، مدل بردی، مطالعه تطبیقی.   2 Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality. Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood   and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research. Result: Colombia School of Nursing has a long history of Nursing PhD Education.curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education. Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised. Keywords: Colombia School of Nursing, Curriculum, Comparative Study, Iran, Bereday’s Model, Nursing PhD.   71 81 2020/06/212020/01/42020/01/302019/08/142019/10/262020/02/112020/01/18 1398/10/28 2020/06/212020/03/32020/03/32019/11/162020/05/102020/03/32020/03/3 1398/12/13 محمد گوشی دهقی Mohammad gooshi dehaghi دانشجوی دکترای تخصصی پرستاری،دانشکده پرستاری، دانشگاه علوم پزشکی بقیه الله (عج)، تهران، ایران. ایران mgooshi@yahoo.com زهره وفادار zohreh vafadar استادیار،مرکز تحقیقات مدیریت سلامت، دانشکده پرستاری ، گروه داخلی-جراحی، دانشگاه علوم پزشکی بقیه الله (عج)، تهران، ایران ایران zohrehvafadfadar@gmail.com Keywords: Colombia School of Nursing Curriculum Comparative Study Iran Bereday’s Model Nursing PhD. واژه‌های کلیدی: ایران برنامه درسی دکترای پرستاری دانشکده پرستاری کلمبیا مدل بردی مطالعه تطبیقی. 1. Young HM, Bakewell-Sachs S, Sarna L. Nursing practice, research and education in the west: the best is yet to come. Nursing research 2017; 66(3): 262-70.##2. Jafari Asl M, Chehrzed M M, Shafipour S Z, Ghanbari A. Quality of Educational Services From Viewpoint's Of Nursing And Midwifery Students of Guilan University Based on Servqual Model. Research in Medical Education. 2014; 6(1): 50-8. [Persian].##3. Mohsenpour, B. Fundamentals of educational planning, the eleventh edition, Tehran, Samt publication 2013. [Persian].##4. Neyestani M. Educational Planning: Quality improvement approaches in school, university and virtual education. the first edition,Tehran, Amukhteh publication 2014. [Persian].##5. Kim MJ, McKenna HP, Ketefian S. Global quality criteria, standards, and indicators for doctoral programs in nursing; literature review and guideline development. International journal of nursing studies 2006; 43(4): 477-89.##6. Robb WJ. PhD, DNSc, ND: The ABCs of nursing doctoral degrees. Dimensions of Critical Care Nursing 2005; 24(2): 89-96.##7. Sajjadi SM, Nourabadi S. 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بررسی مقایسه ای روش های پژوهش در آموزش عالی و آموزش پزشکی Comparative study of research methods in higher education and medical education 1 1 بدون چکیده 2 no abstract 82 85 2020/06/212020/01/42020/01/302019/08/142019/10/262020/02/112020/01/182019/09/12 1398/6/21 2020/06/212020/03/32020/03/32019/11/162020/05/102020/03/32020/03/32020/03/3 1398/12/13 مرضیه معتمدی محمدآبادی Marziyeh Motamedi Mohammadabadi دانشجوی دکترای برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. ایران motamadi70@gmail.com فاطمه سادات موسوی ندوشن Fatemeh sadat Mosavi Nodushan دانشجوی دکترای برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. ایران sabamosavi65@gmail.com احمدرضا نصر اصفهانی Ahmadreza Nasr Isfahani دکترای برنامه ریزی درسی، استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. ایران arnasr@edu.ui.ac.ir 1. Fahimyahyayi F. Conduct in some of the country's research and technology indicators. Strategic Quarterly 2008; 1(49): 77-92. [Persian]##2. Gorman GE, Clayton P. Qualitative research for the information professional: a practical handbook. London: Facet Publishers 2004.##3. Bazargan A. Introduction to the Qualitative and Interdisciplinary Research Method. Tehran: Didar Publishers 2008. [Persian]##4. Shabani B. Critique of methodology of educational research in Iran. Education and training 2008; 85: 11- 42. [Persian]##5. Krauss SE. Research paradigms and meaning making: A primer. The qualitative report 2005; 10(4): 558-770.##6. Bazargan A. The necessity of attention to the philosophical perspectives underpinning epistemology in the humanities for choosing research method with emphasis on qualitative research methods and education evaluation. Educational Sciences, a group of authors. Tehran: Samt Publishers 2005. [Persian]##7. Gall M, Borg W, Gall J. Quantitative and qualitative research methods in educational sciences and psychology. by Nasr AR et al. Tehran: Shahid Beheshti University Publishers 2015. [Persian] ##8. Fossey E, Harvey C, McDermott F, Davidos L. Understanding and evaluating qualitative research, Australian and New Zealand. Australian and New Zealand Journal of Psychiatry 2002; 36(6): 717-732.##9. Nasr Esfahani AR, Sharifian F. Qualitative and quantitative approaches in educational research. Humanities Methodology. 2007 52: 24-7. [Persian]##10.Delavar A, Kooshki Sh. Mixed research method. Tehran: Virayesh Publishers 2013. [Persian]## ##

آموزش اکوکاردیوگرافی در دوران شیوع بیماری COVID-19 Echocardiography education in COVID-19 era 1 86 88 2020/06/212020/01/42020/01/302019/08/142019/10/262020/02/112020/01/182019/09/122020/06/12 1399/3/23 2020/06/212020/03/32020/03/32019/11/162020/05/102020/03/32020/03/32020/03/32020/06/21 1399/4/1 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 1-Kydd A, Sohaib A, Sarwar R, Holdsworth D, Rana B. UK Cardiology Training in Core Echocardiography Symposium Report: the good the bad and the ugly. Echo Research and Practice 2014; 1(1): 9-14.##2-Nielsen DG, Gotzsche O, Eika B. Objective structured assessment of technical competence in transthoracic echocardiography: a validity study in a standardised setting. BMC Medical education 2013; 13(47): 1-10##3-Kirkpatrick JN, Mitchell C, Taub C, Kort S, Hung J, Swaminathan M. ASE Statement on Protection of Patients and Echocardiography Service Providers During the 2019 Novel Coronavirus Outbreak: Endorsed by the American College of Cardiology. Journal of the American college of cardiology 2020; 75(24): 3078-3084.##4-Madrazo JA. New Challenges and Opportunities for Echocardiographic Education during the COVID-19 Pandemic: A Call to Focus on Competency and Pathology. Journal of the American Society Echocardiography In press 2020.## ##