سخن سردبیر Editorial 1 1 بدون چکیده 2 No Abstract 223 223 2021/04/7 1400/1/18 2021/03/18 1399/12/28 مسعود میرزائی Masoud Mirzaei استاد، دانشکده مرکز تحقیقات قلب و عروق، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران ## ##

ارزیابی اخلاق حرفه‌ای تدریس استاد از دیدگاه دانشجویان پزشکی و داروسازی در دانشگاه علوم پزشکی مازندران Evaluation of Teaching Professional Ethics of Professor from the Viewpoint of medical and pharmacy students of Mazandaran University of Medical Sciences 1 1 مقدمه: از آنجایی که آموزش یک حرفه است و زیر بنای توسعه پایدار انسانی است، رعایت اخلاق حرفه ای در تدریس و آموزش از سوی اساتید منجر به تحقق اهداف آموزشی در دانشگاه ها خواهد شد. از این رو مطالعه حاضر با هدف ارزیابی اخلاق حرفه ای تدریس استاد از دیدگاه دانشجویان پزشکی و داروسازی در دانشگاه علوم پزشکی مازندران صورت گرفت. روش بررسی: مطالعه حاضر توصیفی-مقطعی است. جامعه مورد مطالعه شامل کلیه دانشجویان دوره دکتری حرفه ای پزشکی و داروسازی ورودی سال تحصیلی 99-98 بود که 118 نفر به عنوان نمونه آماری بصورت تصادفی انتخاب شدند. ابزار گردآوری داده ها پرسشنامه اخلاق حرفه ای تدریس استاد در قالب 6 مولفه و 48 گویه بود. مقیاس نمره دهی گویه ها بر اساس طیف پنج گزینه ای لیکرت از یک تا پنج بوده است. داده ها با کمک نرم افزار آماری SPSS 21 مورد تجزیه و تحلیل آمار توصیفی (فراوانی، میانگین و انحراف معیار) و تحلیلی (آزمون تی تک گروهی و تی مستقل) قرار گرفت. نتایج: نمره کل اخلاق حرفه ای تدریس اساتید از دیدگاه دانشجویان 63/0 ± 59/3 بود و بین دیدگاه دانشجویان دختر (61/0 ± 65/3) و پسر (65/0 ± 50/3) اختلاف معناداری (231/0 =p) مشاهده نگردید. بالاترین امتیاز از دیدگاه دانشجویان پزشکی و داروسازی به مولفه ویژگی های شخصیتی استاد و کمترین نمره به مولفه شناخت یادگیرنده اختصاص یافت. نتیجه‌گیری: نمره میانگین کل به دست آمده اخلاق حرفه ای تدریس اساتید در دو دانشکده اگرچه در سطح متوسط و نسبتاً ٌمطلوب بوده است اما با وضعیت مطلوب که بالاتر از 67/3 است و استاندارد (نمره 5) هنوز فاصله دارد و نیاز به برنامه ریزی بیشتری از سوی برنامه ریزان آموزشی در جهت ارتقای سطح وضعیت اخلاق حرفه ای تدریس اساتید دارد. 2 Introduction: Since education is a profession and is the foundation of sustainable human development, the observance of professional ethics in teaching and/or education will lead to the realization of educational goals in universities. Therefore, the present study or the purpose of evaluating the professional ethics of the teaching of professors from the Viewpoint of medical and pharmacy students was conducted in Mazandaran University of Medical Sciences. Methods: The present study is descriptive cross-sectional. The study population included all medical and pharmacy professional doctoral students entering the 99-98 Iranian academic year in which 118 people were randomly selected. The data collection tool was the professional ethics questionnaire of Professor prepared by Sobhaninejad et al. That was in the form of 6 components and 48 items.The scoring scale of the items was based on the Likert five-choice scale from one to five. Data were analyzed by descriptive statistics (frequency, mean and standard deviation) and analytical statistics (single group t-test and independent t-test) using SPSS21 statistical software. Result: The total score of teachers 'professional ethics from the students' point of view was 3.59±0.63 and there was no significant difference (p = 0.231) between the views of male (3.5±0.65) and female (3.65±0.61) students. The results of comparing the components of teaching between students of the two fields showed that score of components of standard evaluation and learner cognition from views of medical students were higher than pharmacy students. Conclusion: Although the total average score obtained by the professional ethics of teaching professors in the two schools was at an average and relatively desirable level, is still far from the desired and standard situation and needs more planning by educational planners in order to improve the level of professional ethics of teaching. Keywords: Professional Ethics, Teaching, Professors, Mazandaran University of Medical Sciences 224 233 2021/04/72020/09/28 1399/7/7 2021/03/182020/11/11 1399/8/21 رقیه ولی پور خواجه غیاثی Roghayeh Valipour Khajehghyasi دکتری برنامه درسی آموزش عالی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران. ایران valipouryasi@gmail.com فروزان صادقی محلی Forouzan Sadeghimahalli استادیار گروه فیزیولوژی، دانشکده پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران. ایران sadeghi.f.ph@gmail.com مسلم محمدی Moslem Mohammadi استادیار، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران ایران sadeghi.f.ph@gmail.com سکینه شفیعا Sakineh Shafia دانشیار گروه فیزیولوژی، مرکز تحقیقات بیولوژی سلولی و مولکولی، دانشکده پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران. ایران sadeghi.f.ph@gmail.com Professional Ethics Teaching Professors Mazandaran University of Medical Sciences اخلاق حرفه‌ای تدریس اساتید دانشگاه علوم پزشکی مازندران 1. Najafi H, Maleki H. 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.##2. Jadidi H, Ismaili M, Mohammadian Nasrabadi I, et al. Assessing the professional ethics of teaching professors of Islamic Azad University, Sanandaj Branch in 1396. Education Research 2016; 2(8): 75-86. [in perian].##3. Bouzarjomehri F, Mansourian M, Herandi Y, et al. Academics' adherence to professional ethics in Shahid Sadoughi University of Medical Science: Students' viewpoint. The Journal of Medical Education and Development 2013; 8(3): 44-52.##4. Abbasi R, Taheri Gh, Babashahi J. The professional ethics of university professors from the students' point of view. Quarterly Journal of Ethics in Science and Technology 2018; 12 (4): 60-69.##5. Kheirkhah M, Soltani Arabshahi K, Meshkat Z. Relationship between Teachers Professional Ethics and Midwifery Students' Self-Efficacy in Shahid Sadoughi University of Medical Sciences, Yazd, 2015. The Journal of Medical Education and Development 2016; 11(2): 161-73.##6. Jenaabadi H, nastiezaie N. Comparing the current and desired state of teaching professional ethics among faculty members, university of sistan and baluchestan. Education Strategies in Medical Sciences 2016; 8(5): 317-322.##7. Morris L, Wood G. A model of organizational ethics education. European Business Review 2011; 23(3): 274-86.##8. Rotgans JI, Schmidt HG. The role of teachers in facilitating situational interest in an active-learning classroom. Teaching and teacher Education 2011; 27(1): 37-42.##9. Talebzadeh Shoshtari L, Pourshafaie H. Attributions of Successful Professors in Promoting Academic Motivation in Birjand University Students. Quarterly Journal of Research and Planning in Higher Education 2011; 17(2): 81-97. ##10. Zohoori A, Eslaminejad T. Teachers, effective teaching criteria as viewed by the students of Kerman University of Medical Sciences. Iranian Journal of Medical Education 2004; 4(2): 65-70.##11. Sobhani Nejad M, Najafi H, Jafari Harandi R, et al. Teaching professional ethics components from the viewpoint of students Qom University of Medical Sciences. Education Strategies in Medical Sciences 2015; 7(6): 399-403.##12. Babasafari M, Marzooqi, R, Faqih, N, et al. Evaluating the professional ethics of Shiraz University professors from the perspective of graduate students and its educational implications in curriculum planning. Curriculum research 2013; 3(1): 67-86.##13. Motalebi Fard A, Abdolrahim N, Mohsenzadeh F. Investigating and identifying professional and ethical indicators in education and teaching from the perspective of graduate students: A qualitative study. Ethics in Science and Technology 2012; 6(4): 9-17.##14. Reybold LE, Halx MD, Jimenez AL. Professional integrity in higher education: A study of administrative staff ethics in student affairs. Journal of College Student Development 2008; 49(2): 110-24.##15. Kocabaş I, Karakouml T. Ethics in school administration. African Journal of Business Management 2009; 3(4): 126-30.##16. Campbell E. The ethics of teaching as a moral profession. Curriculum Inquiry 2008; 38(4): 357-85.##17. Tirgar Hedayat, Tabatabai Seyed Sajjad. Evaluation of professional ethics of the faculty members of Shahid Bahonar University of Kerman. Journal of Ethics 2016; 6(45):135-166. ##18. Pourkarimi J, Qomushi Z, Ehtesham Z, et al. A comparative approach to the professional ethics of faculty members from the perspective of professors and students of the University of Tehran. Culture in the Islamic University 2019; 9(31): 151-186.##1. Najafi H, Maleki H. 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.##2. Jadidi H, Ismaili M, Mohammadian Nasrabadi I, et al. Assessing the professional ethics of teaching professors of Islamic Azad University, Sanandaj Branch in 1396. Education Research 2016; 2(8): 75-86. [in perian].##3. Bouzarjomehri F, Mansourian M, Herandi Y, et al. Academics' adherence to professional ethics in Shahid Sadoughi University of Medical Science: Students' viewpoint. The Journal of Medical Education and Development 2013; 8(3): 44-52.##4. Abbasi R, Taheri Gh, Babashahi J. The professional ethics of university professors from the students' point of view. Quarterly Journal of Ethics in Science and Technology 2018; 12 (4): 60-69.##5. Kheirkhah M, Soltani Arabshahi K, Meshkat Z. Relationship between Teachers Professional Ethics and Midwifery Students' Self-Efficacy in Shahid Sadoughi University of Medical Sciences, Yazd, 2015. The Journal of Medical Education and Development 2016; 11(2): 161-73.##6. Jenaabadi H, nastiezaie N. Comparing the current and desired state of teaching professional ethics among faculty members, university of sistan and baluchestan. Education Strategies in Medical Sciences 2016; 8(5): 317-322.##7. Morris L, Wood G. A model of organizational ethics education. European Business Review 2011; 23(3): 274-86.##8. Rotgans JI, Schmidt HG. The role of teachers in facilitating situational interest in an active-learning classroom. Teaching and teacher Education 2011; 27(1): 37-42.##9. Talebzadeh Shoshtari L, Pourshafaie H. Attributions of Successful Professors in Promoting Academic Motivation in Birjand University Students. Quarterly Journal of Research and Planning in Higher Education 2011; 17(2): 81-97. ##10. Zohoori A, Eslaminejad T. Teachers, effective teaching criteria as viewed by the students of Kerman University of Medical Sciences. Iranian Journal of Medical Education 2004; 4(2): 65-70.##11. Sobhani Nejad M, Najafi H, Jafari Harandi R, et al. Teaching professional ethics components from the viewpoint of students Qom University of Medical Sciences. Education Strategies in Medical Sciences 2015; 7(6): 399-403.##12. Babasafari M, Marzooqi, R, Faqih, N, et al. Evaluating the professional ethics of Shiraz University professors from the perspective of graduate students and its educational implications in curriculum planning. Curriculum research 2013; 3(1): 67-86.##13. Motalebi Fard A, Abdolrahim N, Mohsenzadeh F. Investigating and identifying professional and ethical indicators in education and teaching from the perspective of graduate students: A qualitative study. Ethics in Science and Technology 2012; 6(4): 9-17.##14. Reybold LE, Halx MD, Jimenez AL. Professional integrity in higher education: A study of administrative staff ethics in student affairs. Journal of College Student Development 2008; 49(2): 110-24.##15. Kocabaş I, Karakouml T. Ethics in school administration. African Journal of Business Management 2009; 3(4): 126-30.##16. Campbell E. The ethics of teaching as a moral profession. Curriculum Inquiry 2008; 38(4): 357-85.##17. Tirgar Hedayat, Tabatabai Seyed Sajjad. Evaluation of professional ethics of the faculty members of Shahid Bahonar University of Kerman. Journal of Ethics 2016; 6(45):135-166. ##18. Pourkarimi J, Qomushi Z, Ehtesham Z, et al. A comparative approach to the professional ethics of faculty members from the perspective of professors and students of the University of Tehran. Culture in the Islamic University 2019; 9(31): 151-186.## ##

ارزیابی کیفیت خدمات آموزشی از دیدگاه فراگیران در دانشگاه علوم پزشکی مشهد در سال 1397 Evaluating the quality of educational services from the perspective of learners at Mashhad University of Medical Sciences in 2018 1 1 مقدمه: دانشجویان، دریافت کنندگان اصلی خدمات آموزشی در دانشگاه ها هستند. با بررسی شکاف ﺑﻴﻦ ﺍﻧﺘﻈﺎﺭﺍﺕ ﻭ ﺍﺩﺭﺍﻛﺎﺕ آنان از عملکرد آموزشی، ﻣﻲﺗﻮﺍﻥ ﺯﻣﻴﻨﻪ ﺭﺍ ﺑﺮﺍﻱ ﺗﺪﻭﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﻳﻲ ﻣﻨﺎﺳﺐ ﺟﻬﺖ ﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ ﺧﺪﻣﺎﺕ ﺁﻣﻮﺯﺷﻲ ﻓﺮﺍﻫﻢ ﻧﻤﻮﺩ. در مطالعات قبلی کیفیت خدمات از منظر دانشجویان پایه گزارش شده بود. از آنجایی که انتظارات و نوع آموزش در مقاطع مختلف متفاوت است این مطالعه به بررسی کیفیت خدمات آموزشی بر اساس مدل سروکوال در دانشجویان تحصیلات تکمیلی و کارشناسی می پردازد. روش بررسی: این مطالعه مقطعی در سال 1397 بر روی 321 نفر از دانشجویان دانشگاه علوم پزشکی مشهد (58 نفر کارشناسی، 67 نفر کارشناسی ارشد، 58 نفر دکترا و 134 نفر دستیار تخصصی) و با استفاده از پرسشنامه ارزیابی کیفیت ارائه خدمات آموزشی بر اساس مدل سروکوال انجام گرفت. شرکت کنندگان با روش نمونه گیری در دسترس انتخاب شدند و با پاسخ به پرسشنامه، نظرات خود را در پنج بعد کیفیت خدمات (اطمینان، تضمین، پاسخگویی، همدلی و فیزیکی با طیف نمره از 1 تا 4 و طیف شکاف بین وضع موجود و مطلوب بین 3- تا 3+) تعیین نمودند. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS نسخه 26، paired t-test، independent sample t-test و ANOVA انجام شد. یافته ها: نتایج این پژوهش نشانگر این امر بود که بین انتظارات و ادراکات دانشجویان در همه ابعاد پنجگانه شکاف منفی وجود دارد. به طور کلی، بیشترین شکاف، در بعد پاسخگویی (76/0 ± 1/1-) و کمترین شکاف مربوط به بعد اطمینان (69/0 ± 78/0-) بود. در بین مقاطع مختلف دانشجویان، بیشترین شکاف از دیدگاه دانشجویان کارشناسی (7/0 ± 1/1- ) و کمترین شکاف از دیدگاه دانشجویان دکترا (57/0 ± 69/0-) و شکاف کلی کیفیت خدمات آموزشی از دیدگاه دانشجویان غیر بومی (6/0 ± 1-) ، بیشتر از دانشجویان بومی (67/0 ± 85/0-) بود. نتیجه گیری: بر اساس این مطالعه، در تمام ابعاد، کیفیت خدمات کمتر از حد انتظار دانشجویان بوده است. این مساله نیازمند برنامه ریزی اختصاصی در عرصه های اولویت دار برای ارتقا کیفیت می باشد. 2 Introduction: Students are the main recipients of educational services in universities. By investigating their expectations and perceptions of educational performance, we can provide the context for program developing to improve educational quality of services. In previous studies, the quality of services was reported from the perspective of undergraduate students. Since the expectations and the type of education are various in different stages, the current study investigates the quality of educational services based on the SERVQUAL model in postgraduate and graduate students. Methods: This cross-sectional study was conducted on 321 students at Mashhad University of Medical Sciences (58 bachelor, 67 masters, 58 PhD and 134 residents) by a questionnaire to evaluate the quality of educational services based on SERVQUAL model in 2018. Participants were selected by convenient sampling method and by answering the questionnaire, their opinions in five dimensions of service quality (Reliability, Responsiveness, Empathy, Assurance, Tangibles with a score range from 1 to 4 and the gap between the current situation and the desired between -3 to +3) were determined. Data analysis was performed using SPSS software version 26, paired t-test, independent sample t-test and ANOVA. Result: The results of current study indicated that there was a negative gap between students' expectations and perceptions in all five dimensions. ). In general, the largest gap was in the response dimension (-1.1 ± 0.76) and the lowest was in the confidence dimension (-0.78 ± 0.69). Among different levels of students, the largest gap is from the perspective of undergraduate students (-1.1 ± 0.7) and the smallest gap possess to the PhD students (-0.69 ± 0.57), and the total service gap from the viewpoint of the non-native students (-1.0 ± 0.6) was higher than native students (-0.85 ± 0.67). Conclusion: According to this study, the quality of services has been lower than students' achievements in all dimensions. This requires specific planning in priority areas for quality improvement. 234 243 2021/04/72020/09/282020/12/8 1399/9/18 2021/03/182020/11/112021/02/9 1399/11/21 زهرا جهان تاب Zahra Jahantab پزشکی عمومی، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران Jahantab921@mums.ac.ir مسعود یوسفی Masoud Yousefi دانشیار، دانشکده پزشکی، گروه میکروب شناسی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران YoussefiM@mums.ac.ir معصومه محمدحسین زاده Masoume MohammadHoseinzadeh دکترای برنامه ریزی درسی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران HoseinzadehM3@mums.ac.ir مجید خادم رضاییان Majid Khadem-Rezaiyan استادیار، دانشکده پزشکی، گروه پزشکی اجتماعی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران KhademRM@mums.ac.ir Educational Quality of Services Servqual Model Student کیفیت خدمات آموزشی مدل سروکوال دانشجو 1. Sohrabi Z, Majidi Z. Educational Services Quality Gap: Perspectives of Educational Administrators, Faculty Members and Medical Students. 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طراحی الگوی منتورینگ به‌منظور ارتقاء سرمایه ‌انسانی اعضای هئیت علمی در دانشگاه‌های علوم پزشکی Designing a mentoring model to enhance the human capital of faculty members in medical universities 1 1 مقدمه: هدف از پژوهش حاضر تحلیل محتوای مقالات داخلی و خارجی انجام شده در زمینه منتورینگ اعضای هیئت علمی جهت ارائه الگویی برای ارتقاء سرمایه‌ انسانی اعضای هیئت ‌علمی در دانشگاه‌های علوم پزشکی می‌باشد. روش بررسی: این پژوهش با استفاده از مرور سنتزپژوهی (راهبرد فراترکیب) تدوین شده ‌است. بنابراین پس از طراحی پرسش‌‌های پژوهش (مولفه‌های اصلی الگو منتورینگ اعضای هیئت ‌علمی چیست؟؛ عوامل مؤثر بر الگوی منتورینگ اعضای هیئت ‌علمی کدام‌اند؟؛ ویژگی‌های اصلی اعضای هیئت‌ علمی منتور و منتی چیست؟؛ چالش‌های منتورینگ اعضای هیئت‌ علمی کدام‌اند؟) با استفاده از راهبرد مرور نظام‌مند جستجوی مقالات در‌‌بازه زمانی (1399-1390) (2020-2000) به زبان فارسی و انگلیسی در پایگاه‌های اطلاعاتی Magiran SID, Ensani, Noormags, sciencedirect, Eric, Sage, با کلیدواژه‌های‌ منتورینگ اعضای هیئت ‌علمی (Mentoring faculty members) و منتورینگ در آموزش عالی (Mentoring in higher education) انجام شد. در نهایت از میان 73 پژوهش پس بررسی 38 پژوهش به تحلیل نهایی راه یافتند. نتایج: یافته‌ها در پاسخ به پرسش اول، با 5 مقوله فرعی (برنامه‌ریزی منظم قبلی، آماده‌سازی، اجرای صحیح، پس‌خوراند نظام‌مند و مدیریت نتایج) در پاسخ به پرسش دوم، در 3 مقوله فرعی (توسعه ظرفیت‌های تشویقی، همکنشی مؤثر، علایق و انتظارات مشترک منتور و منتی) در پاسخ به پرسش سوم، با 3 مقوله فرعی ثانویه (ویژگی‌های شخصیتی منتی، ویژگی‌های تخصصی منتی و ویژگی‌های شناختی منتی) و ویژگی‌های اعضای هیئت ‌علمی منتور شامل 5 ویژگی (ویژگی‌های شخصیتی منتور، ویژگی‌های تخصصی منتور، خدمات مشاوره‌ای، توانمندسازی پژوهشی و توانمندسازی آموزشی) طبقه‌بندی شدند. در پاسخ به پرسش چهارم، با 6 مقوله فرعی (تعاملات نامناسب، ضعف عملکرد منتی، ضعف عملکرد منتور، ناآشنایی با هنجارهای دانشگاهی، مدیریت ناکارآمد، فقدان برنامه‌ریزی) طبقه‌سازی شدند. نتیجه‌گیری: باتوجه به اهمیت برنامه‌های منتورینگ در توسعه سرمایه ‌انسانی اعضای هیئت ‌علمی دانشگاه‌های علوم پزشکی بایسته است مولفه‌های شناسایی شده مورد توجه مدیران نظام آموزش‌عالی سلامت برای بهبود عملکرد اعضای هیئت‌ علمی مورد توجه قرار گیرد. 2 Introduction: The purpose of present study was to analyze the content of domestic and foreign articles in the field of mentoring faculty members to provide a model for promoting the human capital of faculty members in medical universities. Methods: This research has been compiled by a synthesis research review (Meta-synthesis strategy). Therefore, after designing the research questions (what are the main components of the faculty mentoring model? What are the factors influencing the faculty mentoring model? What are the main characteristics of mentoring and mentoring faculty members? What are the faculty mentoring challenges? Systematic search of articles in time period (1390-1399) (2000-2020) in Persian and English in Magiran databases, SID; Human, Noormags, ScienceDirect, Eric, Sage with the keywords of "Mentoring Faculty Members" and "Mentoring in Higher Education". Consequently, out of 73 researches, 38 researches acquired the final analysis. Result: Findings in response to the first question, with 5 sub-categories (regular prior planning, preparation, correct implementation, systematic feedback and results management), in response to the second question, in 3 sub-categories (incentive capacity development, effective cooperation, interests and expectations) Mentor and Menti), in response to the third question, with 3 secondary sub-categories (Menti personality traits, Menti specialized traits and Menti cognitive traits) and Mentor faculty members, including 5 traits (Mentor personality traits, Mentor specialized traits, counseling services, empowerment research and educational empowerment) were classified. In response to the fourth question, they were categorized into 6 sub-categories (inappropriate interactions, weak mental performance, weak mental performance, unfamiliarity with academic norms, inefficient management, lack of planning). Conclusion: Considering the importance of Mentoring programs in the development of human capital of faculty members of medical universities, the identified components should be considered by the managers of the higher education system to improve the performance of faculty members. 244 259 2021/04/72020/09/282020/12/82020/11/21 1399/9/1 2021/03/182020/11/112021/02/92021/02/9 1399/11/21 احمد کیخا Ahmad Keykha دانشجوی دکتری اقتصاد و مدیریت مالی آموزش عالی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران ایران ahmadkeykha8984@gmail.com Mentoring Faculty Development Human Capital Development Faculty Faculty Empowerment منتورینگ توسعه اعضای هیئت ‌علمی توسعه سرمایه‌ انسانی اعضای هیئت علمی توانمندسازی اعضای هیئت ‌علمی 1. Wellins R, Smith A, Erker S. Nine best practices for effective talent management. Development dimensions international 2009: 1-14.##2. Friday E, Friday S. Formal mentoring: is there a strategic fit? Management Decision 2002; 40(2): 152-157.##3. Carmel R, Paul M. Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship. Policy Futures in Education 2015; 13(4): 479-491.##4. Stanley C, Lincoln Y. Cross-race faculty mentoring. Change: The Magazine of Higher Learning 2005; 37(2): 44-50.##5. Hobson A. Mentoring and coaching for new leaders: Full report. National College for School Leadership 2003 [Available from British Library Document Supply Centre- DSC: m03/28231], United Kingdom.##6. Levy P. Coaching and mentoring in higher education how to tell the difference. University of East Anglia 2014.##7. Douglas C. Formal Mentoring Programs in Organizations. An Annotated Bibliography. Publication, Center for Creative Leadership, PO Box 26300, Greensboro, NC1997: 27438-6300.##8. Bland C, Taylor A, Shollen S, et al. Faculty success through mentoring: A guide for mentors, mentees, and leaders. Lanham, MD: The ACE Series on Higher Education 2009.##9. Falzarano M, Zipp G. Perceptions of mentoring of full time occupational therapy faculty in the United States. Occupational Therapy International 2012; 19(3): 117-126.##10. Gwyn P. The quality of mentoring relationships’ impact on the occupational commitment of nursing faculty. Journal of Professional Nursing 2011; 27(5): 292-298.##11. McKinley M. Mentoring matters: creating, connecting, empowering. AACN Advanced Critical Care 2004; 15(2): 205-214.##12. Hina Q, Chaudhary A, Nudrat S, et al. Impact of Gender, Qualification and Experience on Mentoring Practices in Public Sector Universities of Islamabad. Bulletin of Education and Research 2017; 39(3): 183-201.##13. Straus S, Johnson M, Marquez C, et al. Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers. Academic medicine: journal of the Association of American Medical Colleges 2013; 88(1): 82.##14. Chadiha L, Aranda M, Biegel D, Chang C. The importance of mentoring faculty members of color in schools of social work. Journal of Teaching in social Work 2014; 34(4): 351-362.##15. Bryant-Shanklin M, Brumage N. Collaborative responsive education mentoring: Mentoring for professional development in higher education. Florida Journal of Educational Administration & Policy 2011; 5(1): 42-53.##16. Goodyear M. Mentoring: A learning collaboration. Educase Quarterly Magazine 2006; 29(4): 51-53.##17. Salinas J, Riley P, Camacho J, Floyd D. Mentoring Experiences and Perceptions of Latino Male Faculty in Higher Education. Hispanic Journal of Behavioral Sciences 2020; 42(1): 117-140.##18. Torrens O, Salinas C, Floyd D. Examining the value of mentorship and men of color staff members of a community college. Mentoring & Tutoring: Partnership in Learning 2017; 25(5): 509–527.##19. Fuller K, Maniscalco-Feichtl M, Droege M. The role of the mentor in retaining junior faculty members. American Journal of Pharmaceutical Education 2008; 72(2): 41.##20. Sorcinelli M. New conceptions of scholarship for a new generation of faculty members. New Directions for Teaching 2002; 90: 41–48.##21. Tierney W, Bensimon E. Promotion and tenure: Community and socialization in academe. Albany: State University of New York Press 1996##22. Johnson WB, Rose G, Schlosser LZ. Student-faculty mentoring: Theoretical and methodological issues. The Blackwell handbook of mentoring: A multiple perspectives approach 2007; 30: 49-69.##23. Allen T. Protégé selection by mentors: Contributing individual and organizational factors. Journal of Vocational Behavior 2004; 65: 469–483.##24. Eby L, Butts M, Lockwood A, Simon S. Protégés’ negative mentoring experiences: Construct development and nomological validation. Personnel Psychology 2004; 57(2): 411–447.##25. Ensher EA, Thomas C, Murphy SE. Comparison of traditional, step-ahead, and peer mentoring on protégés' support, satisfaction, and perceptions of career success: A social exchange perspective. Journal of Business and Psychology 2001; 15(3): 419-38.##26. Nadeak B, Purba J. Applied Management Strategy on Human Capital in Higher Education for Faculty Development in the Dynamic Service Industry: A Case Study. Journal of Content Business in Today's Industry 2014; 1: 57-66.##27. Morrison L, Lorens E, Bandiera G, et al. Impact of a formal mentoring program on academic promotion of Department of Medicine faculty: a comparative study. Medical teacher 2014; 36(7): 608-614.##28. Mayer AP, Blair JE, Ko MG, et al. Long-term follow-up of a facilitated peer mentoring program. Medical Teacher 2014; 36(3): 260-6.##29. Danshmandi S, Fathivajargah K, Khorasani A, Ghalechli B. The Application of Mentoring Method for University Faculty Members: A Review Study. Journal of Higher Education Curriculum Studies 2016; 7(14): 77-102. [in Persian]##30. Danshmandi S, Fathivajargah K, Khorasani A, et al. Analyzing the Mentoring and Mentoring Actions in Mentoring New Faculty Employment Faculty Members: A Qualitative Approach. Quarterly Journal of Training & Development of Human Resources 2017; 4(14): 29-55. [in Persian]##31. Danshmandi S, Fathivajargah K, Khorasani A, et al. Identify the implications of using mentoring for new faculty members. A new approach to educational management 2018; 9(2): 105-127. [in Persian]##32. Eller LS, Lev EL, Feurer A. Key components of an effective mentoring relationship: A qualitative study. Nurse education today 2014; 34(5): 815-20.##33. Anafarta A, Apaydin Ç. The Effect of Faculty Mentoring on Career Success and Career Satisfaction. International Education Studies 2016; 9(6): 22-31.##34. Fountain J, Newcomer KE. Developing and sustaining effective faculty mentoring programs. Journal of Public Affairs Education 2016; 22(4): 483-506.##35. Wasserstein AG, Quistberg DA, Shea JA. Mentoring at the University of Pennsylvania: Results of a faculty survey. Journal of general internal medicine 2007; 22(2): 210-4.##36. Sandelowski M, Barroso J. Handbook for synthesizing qualitative research. Springer publishing company.2006.##37. Abbaszadeh, M. Reflections on validity and reliability in qualitative research. Applied Sociology 2012; 23(1): 19-34.[in Persian]##38. Beane-Katner L. Anchoring a mentoring network in a new faculty development program. Mentoring & Tutoring: Partnership in Learning 2014; 22(2): 91-103.##39. Bottoms S, Pegg J, Adams A, et al. Mentoring from the outside: The role of a peer mentoring community in the development of early career education faculty. Mentoring & Tutoring: Partnership in Learning 2013; 21(2): 195-218.##40. Lumpkin A. A model for mentoring university faculty. The Educational Forum 2011; 75(4): 357-368.##41. Pololi L, Knight S. Mentoring faculty in academic medicine. A new paradigm? Journal of general internal medicine 2005; 20(9): 866-870. ##42. Agunloye OO. Impact of mentoring program on faculty performance in institutions of higher education: a developing country study. InActive Citizenship by Knowledge Management & Innovation: Proceedings of the Management, Knowledge and Learning International Conference 2013: 957-964. ToKnowPress.##43. 43-Raymond B, Kannan V. A survey of faculty mentoring programs in AACSB schools of business. Journal of Management Education 2014; 38(6): 818-842.##44. 44-Waddell J, Martin J, Schwind J, et al. A faculty-based mentorship circle: Positioning New Faculty for Success. Canadian Journal of Higher Education 2016; 46(4): 60-75.##45. 45-Straus S, Chatur F, Taylor M. Issues in the mentor–mentee relationship in academic medicine: A qualitative study. Academic medicine 2009; 84(1): 135-139.##46. Faurer J, Sutton C, Worster L. Faculty Mentoring: Shaping a Program. Contemporary Issues in Education Research 2014; 7(2): 151-154.##47. Potter D, Danita Tolson, R. A mentoring guide for nursing faculty in higher education. International Journal of Caring Sciences 2014; 7(3): 727.##48. Barrett J, Mazerolle S, Nottingham S. Attributes of effective mentoring relationships for novice faculty members: perspectives of mentors and mentees. Athletic Training Education Journal 2017; 12(2): 152-162.##49. Caskin L, Lumpkin A, Tennant L. Mentoring new faculty in higher education. Journal of Physical Education, Recreation & Dance 2003; 74(8): 49-53.##50. Odell S, Huling L. Quality Mentoring for Novice Teachers, joint publication: Association of Teacher Educators. Washington 2000.##51. Berk RA, Berg J, Mortimer R, et al. Measuring the effectiveness of faculty mentoring relationships. Academic medicine 2005; 80(1): 66-71.##52. Dunham-Taylor J, Lynn C, Moore P, et al. What goes around comes around: Improving faculty retention through more effective mentoring. Journal of professional nursing 2008; 24(6): 337-346.##53. 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مقایسه تأثیر آموزش به روش ترکیبی در مبحث تشخیص و درمان دیس لیپیدمی بر انگیزش تحصیلی کارآموزان و کارورزان پزشکی Comparison of the effectiveness of lecture and mixed training methods for the diagnosis and treatment of dyslipidemia topic on the academic motivation of medical clerks and interns 1 1 مقدمه: انگیزش تحصیلی دانشجویان در دانشگاه ها یکی از موضوعاتی است که در حوزه ی آموزش عالی و سیستم دانشگاهی هر کشوری اهمیت زیادی دارد و از شاخص‌های مهم در ارزیابی کیفیت نظام آموزش عالی است. از عوامل مهم و تأثیرگذار بر انگیزش تحصیلی دانشجویان، روش های تدریس اساتید در کلاس درس است. بر این اساس هدف مطالعه حاضر مقایسه تأثیر آموزش به روش سخنرانی و ترکیبی در مبحث تشخیص و درمان دیس لیپیدمی بر انگیزش تحصیلی کارآموزان و کارورزان پزشکی بود. روش بررسی: پژوهش حاضر از نوع نیمه تجربی با پیش آزمون و پس آزمون و گروه کنترل است که بر روی 100 نفر کارآموز و کارورز در گروه قلب دانشگاه علوم پزشکی بیرجند انجام شد. نمونه مورد مطالعه به صورت تصادفی در دو گروه(مداخله 50 نفر و کنترل 50 نفر) انتخاب شدند. مبحث تشخیص و درمان دیس لیپیدمی به روش سخنرانی (سنتی) به مدت 4 ساعت (2 ساعت در هر هفته) در گروه شاهد و به روش ترکیبی (آموزش مجازی و حضوری) در گروه مداخله تدریس شد. برای جمع آوری داده ها از پرسشنامه محقق ساخته انگیزش تحصیلی 20 سؤالی استفاده شد.برای تجزیه و تحلیل داده¬ها از نرم افزار spss نسخه 22 و از آزمون T مستقل و زوجی در سطح معنی داری 05/0 تحلیل شد. نتایج: نتایج نشان داد، میانگین و انحراف استاندارد انگیزش تحصیلی در پیش آزمون در گروه مداخله 47/4 ± 6/65 و کنترل 75/6 ± 68/64 و در پس آزمون گروه مداخله 64/4 ± 42/68 و گروه کنترل 13/4 ± 4/64 به دست آمد. بنابراین آموزش به شیوه ترکیبی بر انگیزش تحصیلی دانشجویان کارآموز و کارورز در سطح معنی داری 05/0 >P تأثیر معنی داری دارد. نتیجه‌گیری: انگیزش تحصیلی دانشجویانی که به شیوه ترکیبی آموزش داده شدند بیشتر از شیوه سخنرانی بود. بنابراین توصیه می شود اساتید در کلاس های درس از روش های تدریس ترکیبی استفاده کنند. 2 Introduction: Academic motivation of students in universities is one of the highly important issues in the higher education and university system of any country and is one of the significant indicators in evaluating the quality of the higher education system. One of the important and influential factors on students' academic motivation is the teaching method of faculties in the classroom. Therefore, this study aimed to compare the effectiveness of lecture and mixed training methods for the diagnosis and treatment of dyslipidemia topic on the academic motivation of medical clerks and interns. Methods: This is a quasi-experimental study (pre-test, post-test, and a control group), which was performed with 100 clerks and interns in the cardiology department of Birjand University of Medical Sciences. The study samples were randomly assigned into two groups (n = 50 cases; n = 50 controls). The subject matter of diagnosis and treatment of dyslipidemia was taught for 4 hours (2 h per week) using the lecture (traditional) method in the control group and mixed method in the case group. A 20-item researcher-made motivation questionnaire was used to collect data. The data were analyzed in SPSS software version 22 using the independent and paired t-test. The significance level was set at P < 0.05. Result: The results showed that the mean and standard deviation values of academic motivation at baseline were 65.6 ± 4.47 in the case group and 64.68 ± 6.75 in the control group. In the post-intervention phase, these were 68.42 ± 4.64 in the cases and. 64.4 ± 4.13 in the controls. Therefore, mixed education has a significant effect on the academic motivation of clerks and interns at the significant level of P < 0.05. Conclusion: The academic motivation of students who were taught using the mixed method was higher than that of the lecture method. Therefore, it is recommended that teachers use mixed teaching methods in the classroom. 260 270 2021/04/72020/09/282020/12/82020/11/212020/11/4 1399/8/14 2021/03/182020/11/112021/02/92021/02/92020/11/11 1399/8/21 طوبی کاظمی Toba Kazemi استاد، مرکز تحقیقات بیماری های قلب و عروق، دانشکده پزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران drtooba.kazemi@gmail.com مجید زارع بیدکی Majid Zare Bidaki دانشیار، مرکز تحقیقات بیماری های عفونی، دانشکده پزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران m.zare@live.co.uk امیر حسین غلامی منظری Amir Hossein Gholami manzari پزشک عمومی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران amirghm9090@gmail.com نسرین امیرآبادی زاده Nasrin Amirabadizadeh واحد توسعه تحقیقات بالینی رازی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران . ایران amirabadi.un@gmail.com یحیی محمدی Yahya Mohammadi دکترای برنامه ریزی درسی، مرکز مطالعات و توسعه آموزش علوم پزشکی دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران y_mohammady_29@yahoo.com Teaching method Combined education Lecture Academic motivation Medical student روش تدریس آموزش ترکیبی سخنرانی انگیزش تحصیلی پزشکی 1- Nemati MA, Mohammadi Y, Raeisoon MR. Relationship between Knowledge Management and Educational Performance of Faculty Members . Education Strategy Medical Sciences 2015; 8(4): 203-208. [Persian].##2- Mohammadi Y, Kaykha A, Sadeghi A, et al. Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students. Education Strategy Medical Sciences 2015; 8(5): 323-328. [Persian].##3- Rostami B MZ, Fakour E, Amini K, et al. Academic Motivation and Relevant Predictive Factors in Pharmaceutical Students of Zanjan University of Medical Sciences, Zanjan, Iran in 2016. Journal of Medical Education Development 2016; 10(28): 27-38. [Persian].##4- Sadeghi Z AA, Mohtashami R. Comparison of Effect of Two Education Management and Traditional Education Methods on Academic Motivation of Medical Students. Journal of Medicla Education Development 2018; 11(31): 63-74. [Persian].##5- Roshan Milan S, Aghaii Monvar I, Kheradmand F, et al. A study on the academic motivation and its relation with Individual State and Academic Achievement on Basic Medical Students of Urmia University of Medical Sciences. Journal of Urmia Nursing And Midwifery Faculty 2011; 9(5): 357-366. [Persian].##6- Aliakbarzadeh Arani Z, Salmani S, Farghadanai Z. The Relationship between Clinical Education Status and Academic Motivation in Students of Qom University of Medical Sciences. Research in Medical Education 2019; 11(4): 3-12. [Persian].##7- Rasoulynejad A, Rasoulynejad V. Learning styles of paramedical students of Kashan University ofMedical Sciences 2005. Strides in Development of medical education. 2006; 3(1): 26-32.##8-Heimlich JE, Norland E. Teaching style: where are we now? New directions for adult and continuing education. 2002; (93):17-26.##9- Farhadian F, Tootoonchi M, Changiz T, et al. Faculty members' skills and educational needs concerning clinical teaching methods in Isfahan University of Medical Sciences. Iranian Journal of Medical Education 2007; 7(1): 109-18. [Persian].##10- Stitt-Gohdes WL. Business Education Students' Preferred Learning Styles and Their Teachers' Preferred Instructional Styles: Do They Match? Delta Pi Epsilon Journal. 2001; 43(3): 137-51.##11- Golafrooz Shahri H, Khaghanizade M. Introduction to oral presentation teaching method. Education Strategies in Medical Sciences 2010; 2(4): 161-6. [Persian].##12- Crouch MA. An advanced cardiovascular pharmacotherapy course blending online and face-to-face instruction. American journal of pharmaceutical education. 2009; 73(3): 51.##13- Zarabian F. The Study of Blended-Teaching Methods on Learning, Motivation and Interest in learning Anatomy Courses in Medical Students. Research in Medical Education 2018; 10(1): 63-71. [Persian].##14- Esfijani, Azam. Investigating the effect of combined education on academic performance and student satisfaction. New educational approaches. 2018; 13 (1): 45-66.##15- Chou R, Dana T, Blazina I, Daeges M, Bougatsos C, Jeanne TL. Screening for dyslipidemia in younger adults: a systematic review for the US Preventive Services Task Force. Annals of internal medicine. 2016; 165(8): 560-4.##16- Longo DL, Fauci AS, Kasper DL, et al. Harrison's principles of internal medicine: Mcgraw-hill New York; 2012,124P.##17- Naimi F, Zare H, Hormozi M. Compared the self-regulation skills, critical thinking and creative thinking of students to an education combines traditional (face-to-face). Payamnoor university. 2013,65p. [Persian].##18- Baghaie R, Rasouli D, Rahmani A, Mohammadpour Y, Jafarizade H. Effect of web-based education on cardiac disrhythmia learning in nursing student of Urmia University of Medical Sciences. Iranian Journal of Medical Education 2012; 12(4): 240-8. [Persian].##19- Allami A, Mohammadi N. Students' Attitude toward Combining Traditional and Electronic Education Epidemiology Course in Internship. Research in Medical Education 2010; 2 (1): 35-41. [Persian].##20- Lehmann R, Seitz A, Bosse HM, et al. Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills. Annals of Anatomy-Anatomischer Anzeiger. 2016; 208: 179-82.##21- Okhovati M, Sharifpoor Ghahestani E, Islami Nejad T,et al. Attitude, Knowledge and Skill of Medical Students toward E-Learning. Iranian journal of Medical Education 2015; 8(1): 51-58. [Persian].## ##

شناسایی آسیب ها و بدکارکردی های روانشناختی دانشجویان مشروطی: مطالعه ای پدیدارشناسی Identification of Damages and Psychological Dysfunctions of the Students with Academic Failure: A Phenomenological Study 1 1 چکیده مقدمه: مشروط شدن، یکی از مشکلات رایج در بین دانشجویان دانشگاهی است که با گستره ای از آسیب های روانشناختی و بین فردی همراه است و عملکرد فرد را با اختلال مواجه می کند. هدف پژوهش حاضر بررسی کیفی آسیب ها و بدکارکردی های روانشناختی دانشجویان مشروطی بود. روش کار: این مطالعه به روش کیفی و با استفاده از رویکرد پدیدارشناسی تفسیری انجام گردید. جامعه مورد مطالعه در این پژوهش شامل تمام دانشجویان مشروطی مقطع ارشد در دانشگاه علامه طباطبایی در سال های 1396-1394 بود. روش نمونه گیری نیز نمونه گیری هدفمند بود که طی آن از بین جامعه موردنظر تعداد 16 نفر برای شرکت در پژوهش انتخاب شدند و موردِ مصاحبه قرار گرفتند. همه مصاحبه ها ضبط و سپس خط به خط دست نویس شد و در نهایت با استفاده از روش تحلیل تفسیری Diekelmann و همکاران تحلیل گردید. نتایج: 16 مصاحبه نیمه ساختاریافته انجام شد و تحلیلِ داده هایِ حاصل از مصاحبه منجر به شناسایی و طبقه بندی شش مضمون اصلی (آشفتگی ها و ناراحتی های روانشناختی، هیجانات ادراکی ناخوشایند، خلل های ذهنی _ شناختی، سوگ حل نشده، عزت نفس پایین، شکست ها و ناخوشایندی های ارتباطی) و 26 مضمون فرعی در زمینه ی آسیب ها و بدکارکردی های روانشناختی دانشجویان مشروطی گردید. نتیجه گیری: با تکیه بر نتایج حاصل بایستی برنامه های کارکردی با هدف اصلاح و بهبود آسیب ها و بدکارکردی های روانشناختی رایج در بین دانشجویان مشروطی طراحی و اجرایی گردد و بدین شکل کارآیی آن ها در رسیدگی به وظایف و تکالیف تحصیلی خود افزایش یابد. 2 Introduction: Academic failure is one of the most common problems of the academic problems among the university students which accompanied by a range of interpersonal and psychological damages and conftont with disturbance the person, s function in all aspects of the life. The purpose of the current study was to qualitative investigation of the damages and psychological dysfunctions of the students with academic failure. Method: This study was administered by qualitative method and using the descriptive phenomenological. The under study population in this study consisted of all master, s degree students with academic failure in Allameh Tabatabayi University in the years of 2016-2018. Also the sampling method was purposeful sampling during which 16 subjects from the target population were selected to participate in the study and were interviewed. All interviews were recorded and then transcribed line by line and eventually were analized by using the Diekelmann et al. descriptive analysis method. Results: the 16 semistructured interviews were conducted and the analysis of the data from the interviews led to identification and classifying of 6 main themes (psychological distress and discomfort, unpleasent percieved emotions, cognitive-mental damages, unresolved grief, low self-esteem, failures and relational Inconveniences) and 26 sun themes in context of the psychological damage and malfunctions of the students became conditional. Conclusion: Based on the results, functional programs should be designed and implemented with the aim of correcting and improving the common psychological injuries and dysfunctions among conditional students, thus increasing their efficiency in taking care of their academic duties and responsibilities. 271 286 2021/04/72020/09/282020/12/82020/11/212020/11/42020/03/26 1399/1/7 2021/03/182020/11/112021/02/92021/02/92020/11/112020/05/27 1399/3/7 ابوالفضل امینیان Aboalfazl Aminian دانشجوی دکتری مشاوره، دانشگاه آزاد اسلامی واحد علوم تحقیقات،تهران، ایران. ایران a.aminian1992@gmail.com عبدالباسط محمودپور Abdolbaset Mahmoodpour کاندیدای دکتری مشاوره، دانشگاه علامه طباطبائی،تهران، ایران. ایران mahmoudpour@atu.ac.ir psychological damages student academic failure student phenomenology آسیب روانشناختی دانشجو شکست تحصیلی پدیدارشناسی 1. Hamman RF, Bell RA, Dabelea D, et al. The SEARCH for Diabetes in Youth study: rationale, findings, & future directions. Diabetes Care. 2014; 37(12): 3336-3344.##2. Zimmerman GM, Messner SF. Individual, family background, & contextual explanations of racial & ethnic disparities in youths' exposure to violence. American Journal of Public Health. 2013; 103(3): 435-442.##3. Kafashan M. Comparative Study of Premarital Relations among Students of Yazd University & Free & Related Factors. [MCs Thesis]. Yazd, Iran: Yazd University 2015: 43-48. [In Persian]. ##4. Choupani M, Karami, M. Outbreak of psychosocial damage based on the family life cycle in the guard's families. [MCs Thesis]. Iran, Tehran: Comprehensive imam Hossein University; 2017. P 64-66.[In Persian]. ##5. Banai B, Perin V. Type of High School Predicts Academic Performance at University Better than Individual Differences. PloS one. 2016; 11(10): 1-10.##6. Ostovar S, Abedi M. Comparison of Motivational Beliefs and Self-Regulatory Learning Strategies in Conditional & Normal Students. Journal of Educational Psychology Studies 2016; 13(24): 1-20. [In Persian].##7. Isik U, Tahir OE, Meeter M, et al. Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. Sage Open. 2018; 8(2): 1-23. ##8. Mahmoudpour A, Darba M, Sheikhi S, et al. predicting students' achievement motivation based on academic self-efficacy, academic self-efficacy, dysfunctional attitudes, and the meaning of education. Rooyesh 2020; 9(8) :51-62. [In Persian].##9. Poratshi M, Zamani A. The Effect of Educational Factors on Academic Degeneracy of Engineering Students. Iranian Agricultural Economics and Development Research 2018; 49(1): 151-163. [In Persian].##10. Steinhoff A, Buchmann M. Co-Development of Academic Interest & Effortful Engagement & Its Role for Educational Attainment in a Tracked School System. Research in Human Development. 2017;14(2): 122-142.##11. mahmoudpour A, Darba M, Khanjani Veshki S, Pasha S. Predicting student’s academic competence based on parenting styles, perceived self-efficacy and emotion regulation, psychological science, 2020; 19 (93): 1115- 1124.##12. Cheraghi M, Chobi F, Soltani T. Causes & Factors of Academic Disappearance in Students of Ahwaz Jundishapur University of Medical Sciences. Journal of Modern Advances in the Humanities 2017; 2(25): 37-45. [Persian].##13. Shakeri‌nia I. Comparing the quality of life and the motivation for the progress of contingent and non-controversial students. . [MCs Thesis]. Gilan, Iran: Gilan University, 2018. p. 40-50. [In Persian]. ##14. Tamanayifar MR, Neiazi M, Amini M. Comparison of Factors Affecting the Student's Graduation in Successful and Unsuccessful Students. Journal of Daneshvar Behavior 2006;4(24): 58-82. [In Persian].##15. Firozi MR. The Effectiveness of self-efficacy group training on self-management and hopefulness of probationary students. [MCs Thesis]. Yasooj, Iran: Yasooj University, 2017. p. 33-35. [In Persian]. ##16. McManus IC. Medical school applications--a critical situation. BMJ. 2002;325(7368):786-787. ##17. López-Bárcena J, González-de Cossío Ortiz M, Avila-Martínez I, Teos-Aguilar O. Epidemiological health factors and their relationship with academic performance during the first year of medical school. Study of two generations. Gacita Medica Mexico 2009; 145(2): 81-90.##18. Salimi T, Shagbazi L, Sayedhasani SH, Ahmadiyeh MH, Karimi H, Dehghanpour MH. Studying the factors affecting the conditionalization of students of Shahid Sadoughi University of medical sciences in Yazd. The Journal of Medical Education and Development 2007; 2(1): 15-23. [In Persian].##19. Rahimi S, Heshmati H, Moghadam Z. The Study of the Frequency and Factors Affecting the Academic Loss of Students Residing in Dormitories of Paramedicine and Health Schools of Golestan University of Medical Sciences in the academic year of 2010-2011. Journal of Torbat Heydarieh University of Medical Sciences 2014; 2(1): 16-28. [In Persian].##20. Liddell MJ, Davidson SK. Student attitudes & their academic performance: is there any relationship? Medical Teacher, 2004; 26(1): 52-56.##21. Yokoyama S. Academic Self-Efficacy & Academic Performance in Online Learning: A Mini Review. Frontiers in Psychology 2019; 9: 2794-2794.##22. Tolabi Z. Identify causes and factors affecting academic failure of management at the University of Kermanshah 87 to 91 years. [MCs Thesis]. Ilam, Iran: Ilam University, 2012. p. 30-33. [In Persian]. ##23. Gbollie C, Keamu HP. Student academic performance: The role of motivation, strategies, and perceived factors hindering Liberian junior and senior high school students learning. Education Research International. 2017; 20(1): 1-11.##24. Hasanvandi S, Nori R, Sohailizadeh S, Amirsiafi P, Hosainian S, Jamshidi MA. Casual model Self-incapacitation in student. Journal of Educational Strategies in Medical Sciences 2015; 9(4): 266-276. [In Persian].##25. Erzen E. The Effect of Anxiety on Student Achievement. In E. Karadag (Ed.), The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies. Cham: Springer International Publishing. 2016: 75-94.##26. McCarty CA, Mason WA, Kosterman R, Hawkins JD, Lengua LJ, McCauley E. Adolescent school failure predicts later depression among girls. Journal of Adolescent Health 2008; 43(2): 180_187.##27. Crosnoe R. The Connection Between Academic Failure & Adolescent Drinking in Secondary School. Sociology of Education 2006; 79(1): 44-60.##28. Kremer KP, Flower A, Huang J, Vaughn MG. Behavior problems & children's academic achievement: A test of growth-curve models with gender & racial differences. Children and Youth Services Review 2016; 67: 95-104.##29. Ibabe I. Academic Failure & Child-to-Parent Violence: Family Protective Factors. Frontiers in Psychology 2016; 7, 1538-1538.##30. Pagani L, Boulerice B, Vitaro F, Tremblay RE. Effects of poverty on academic failure & delinquency in boys: A change & process model approach. Journal of Child Psychology & Psychiatry 1999; 40(8): 1209-1219.##31. Lee WW. Relationships among grit, academic performance, perceived academic failure, & stress in associate degree students. Journal of Adolescence 2017; 60: 148-152.##32. Karami M, Choupani M. Counselors' Perception of their Competency Skill Components: A Qualitative Study. Journal of Qualitative Research in Health Sciences 2019; 7(3): 264-278.##33. Smith JA, Osborn M. Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British journal of pain 2015; 9(1): 41-42.##34. Lee J, McFerran KS. Applying Interpretative Phenomenological Analysis to Video Data in Music Therapy. Qualitative Research in Psychology 2015; 12(4): 367-381.##35. Diekelmann, N. L., Allen, D., Tanner, C. A., & National League for Nursing. The NLN criteria for appraisal of baccalaureate programs: A critical hermeneutic analysis. New York: National League for Nursing. 1989: 15-2253.##36. Guba EG, Lincoln YS. Fourth generation evaluation. Sage; 1989.##37. Gizir S, Simsek H. Communication in an academic context. Higher Education 2005; 50(2), 197-221.## ##

واکاوی راهبردهای تلفیق علوم انسانی با علوم پزشکی در ایران از دیدگاه صاحب‌نظران علوم انسانی کشور با رویکرد علوم همگرایی Analysis of Strategies for Integrating Humanities with Medical Sciences in Iran from the Perspective of Humanities Experts with Convergence Sciences Approach 1 1 مقدمه: علوم انسانی پزشکی یکی از مهمترین نیازهای میان‌رشته‌ای است. از آنجایی‌که مهمترین بحث در این زمینه، چگونگی تحقق آن است هدف مطالعه حاضر، واکاوی راهکارهای تحقق علوم انسانی پزشکی در کشور از منظر اساتید علوم انسانی است. روش کار: مطالعه حاضر یک مطالعه کیفی در سطح ملی است که در سال ۱۳۹۸ انجام شد. با در نظر گرفتن معیار اشباع، داده‌ها با 22 مصاحبه نیمه ساختاریافته و 2 مورد به‌ صورت پرسش باز جمع آوری شد. میدان مطالعه، اساتید دانشگاه های تهران، علامه طباطبایی، مازندران، یزد، شیراز، اهواز، پژوهشگاه حوزه و دانشگاه و جهاد دانشگاهی فارس بود. با توجه به عدم دسترسی به سه نفر از اساتید سؤالات با ایمیل کردن پرسشنامه باز از آنان جمع آوری گردید و تحلیل مطالعه به روش تحلیل مضمون انجام شد. نتایج: مشارکت کنندگان منتقد وضعیت فعلی علوم انسانی پزشکی در کشور بودند، از این ‌جهت که ارتباط مؤثر و جدی بین علوم انسانی و علوم پزشکی وجود ندارد. برای تحقق امر، چهار مضمون توسعه نهادی دانش، هم‌جواری (توسعه غیر نهادی)، قوانین و سیاست و فرهنگ سازی استخراج شدند. نتیجه گیری: توسعه علوم انسانی پزشکی نیازمند سیاست گذاری های کلان در کشور است که با حمایت های نهادی سازمانی انجام گیرد. در این سیاست ها، هم‌جواری بین دو حوزه و توجه به حوزه فرهنگ نیز پیشنهاد می شود. در این زمینه برخورداری از رویکردی بومی در بازگشت به سنت ها و ریشه های علوم انسانی و بخصوص تاریخ ادبیات در آموزش علوم پزشکی پیشنهاد می شود. 2 Introduction: Medical humanities are one of the most important interdisciplinary issue. Since the most important discussion in this field is how to achieve it, the purpose of this study is to analyze it from the perspective of humanities facaulty members in the Iran. Method: The present study is a national wide qualitative study that was conducted in 2019. Considering the saturation criterion, data were collected through 22 semi-structured interviews and two open questionnaires from the participants. Study analysis was performed by thematic analysis method. Results: The participants were critical of the current situation of medical humanities in the country because there was no effective and serious relationship between humanities and medical sciences. Four themes were extracted: institutional knowledge development, neighborhood (non-institutional development), rules and politics, and culture. Conclusion: The development of medical humanities requires macro-policies in the country to be done with organizational institutional support. In these policies, proximity between the two areas and attention to the field of culture are also suggested. In this regard, it is suggested to have a native approach in returning to the traditions and roots of humanities and especially the history of literature in medical education. 287 293 2021/04/72020/09/282020/12/82020/11/212020/11/42020/03/262020/08/10 1399/5/20 2021/03/182020/11/112021/02/92021/02/92020/11/112020/05/272020/11/11 1399/8/21 احمد کلاته ساداتی Ahmad Kalateh Sadati استادیار، گروه جامعه شناسی اقتصادی و توسعه، دانشکده علوم اجتماعی، دانشگاه یزد، یزد، ایران ایران asadati@yazd.ac.ir کامران باقری لنکرانی Kamran Bagheri Lankarani استاد مرکز تحقیقات سیاستگذاری سلامت، پژوهشکده سلامت، دانشگاه علوم پزشکی شیراز، شیراز، ایران ایران lankaran@sums.ac.ir زهرا فلک الدین Zahra Falakodin دانشجوی دکتری جامعه شناسی اقتصادی و توسعه،گروه جامعه شناسی اقتصادی و توسعه،دانشکده علوم اجتماعی، دانشگاه یزد، یزد، ایران ایران zahra.falakodin93@gmail.com مهدی زنگنه Mahdi zanganeh دانشجوی کارشناسی ارشد دانشکده علوم اجتماعی، دانشگاه یزد، یزد، ایران ایران medical humanities interdisciplinary neighborhood interdisciplinary culture علوم انسانی پزشکی میان‌رشته‌ای هم‌جواری فرهنگ میان‌رشته‌ای 1. 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Conundrum between internationalisation and interdisciplinarity: reflection on the development of medical humanities in Hong Kong, Taiwan and China. MedEdPublish 2018; 3: 7.##8. Ledger A , Joynes V. A huge part of my life”: Exploring links between music, medical education, and students’ developing identities as doctors. MedEdPublish 2018; 3: 7.##9. Dolan B. Humanitas: Readings in the development of the medical humanities 2015.##10. Kalateh Sadati A, Bagheri Lankarani K. Medical Humanities, A Study of the Challenges of Interdisciplinary Education in Medical Sciences in Iran. Journal of Hakim Health System Research 2019. 22; 4(87): 298-307. [Persian]##11. Brody H. Defining the medical humanities: three conceptions and three narratives. Journal of Medical Humanities 2011; 32(1): 1-7.## ##

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