سخن سردبیر Editorial 1 226 226 2022/02/6 1400/11/17 2022/02/6 1400/11/17 مسعود میرزایی دانشگاه علوم پزشکی شهیدصدوقی یزد ایران ## ##

بررسی عوامل مرتبط با افزایش طول مدت تحصیل دانشجویان دکتری تخصصی در دانشگاه علوم پزشکی مشهد از دیدگاه اساتید، دانشجویان و کارشناسان آموزش Examining the Related Factors Associated with Increased Length of Study in PhD Students in Mashhad University of Medical Sciences from the Viewpoints of Faculty Members, Students and Academic Staffs 1 1 مقدمه: به‌علت حساسیت شغلی رشته‌‌های علوم پزشکی و ارتباط مستقیم آن با سلامت مردم، عواقب افزایش طول دوره تحصیل دانشجویان گریبان‌گیر جامعه و نظام سلامت خواهد ‌شد. نظر به اهمیت طول دوره تحصیل دانشجویان دکتری ‌تخصصی و کمبود اطلاعات در مورد علل افزایش آن، این مطالعه به ‌منظور شناسایی عوامل مرتبط از دیدگاه اساتید، دانشجویان و کارشناسان آموزش صورت ‌گرفت. روش بررسی: این مطالعه توصیفی- همبستگی بود. ابزار گردآوری داده‌ها پرسشنامه محقق‌ساخته بود. تعداد 118 نفر عضو هیأت ‌علمی در تکمیل پرسشنامه‌ها مشارکت کردند. درخصوص کارکنان آموزش نیز 37 نفر و از میان دانشجویان 71 نفر پرسشنامه را تکمیل کردند. تحلیل داده‌ها با استفاده از آمار توصیفی و تحلیلی با کمک نرماافزار SPSS نسخه 24 و همچنین روش کیفی تحلیل محتوی کمی انجام ‌شد. نتایج: عوامل مرتبط با پایان‌نامه از دیدگاه اساتید، دانشجویان و کارشناسان آموزش به ویژه زمان‌بر بودن چاپ مقاله شرط دفاع، بیشترین تأثیر را بر افزایش طول دوره تحصیل دانشجویان دکتری تخصصی داشت. در تحلیل محتوی کمی نیز بیشترین عوامل تأثیرگذار از دیدگاه دانشجویان عوامل مرتبط با پایان‌نامه و از دیدگاه اساتید و کارکنان عوامل فردی بودند. نتیجه‌گیری: بنا بر نتایج لازم است تا فرایند اعطا گرنت اصلاح‌ گردد. مدت زمانی که دانشجو منتظر چاپ مقاله است، از مدت تحصیل وی کسر گردد. به آن دسته از پروژه‌های تحقیقاتی که دچار وقفه شده‌اند ترم تحصیلی اضافه‌ای بدون درج در سنوات اختصاص یافته و همچنین سازوکار افزایش حمایت‌های مالی از دانشجو در طول دوره تحصیل وی تدوین گردد. 2 Introduction: Due to the job sensitivity of medical sciences and its direct relationship with public health, the consequences of increasing the length of study of students will affect the society and the health system. Considering the importance of the length of study of PhD students and the lack of information about the reasons for its increase, this study was performed to identify the related factors. Methods: There was a descriptive- correlational study. The data collection tool was a researcher-made questionnaire. A total of 118 faculty members participated in completing the questionnaires. 37 employees and 71 students also completed the questionnaire. Data analysis was performed using descriptive and analytical statistics with SPSS 24 software as well as quantitative content analysis. Result: Factors related to the dissertation, especially the time-consuming publication of the defense condition article, had the greatest impact on increasing the length of study for PhD students. In quantitative content analysis, the most effective factors for students were dissertation-related factors and for faculty members and employees were personal issues. Conclusion: According to the results, it is necessary to modify the grant process. Deduct the length of the course while the student is waiting for the article to be published. Allocate research projects that have been paused for an additional semester, excluding the academic year. Also, a plan should be developed to increase financial support for students during their studies. 227 243 2022/02/62021/09/26 1400/7/4 2022/02/62021/11/13 1400/8/22 زهرا منصوریان Zahra Mansourian دانشکده پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران mansourianz9@mums.ac.ir حسین کریمی مونقی Hossein Karimi Moonaghi دانشکده پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران karimih@mums.ac.ir جمشید جمالی Jamshid Jamali دانشکده بهداشت، گروه آمار زیستی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران jamalij@mums.ac.ir ابوالفضل خواجوی راد Abolfazl KhajaviRad دانشکده پزشکی، گروه فیزیولوژی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران khajavirada@mums.ac.ir حوراء اشرفی فرد Houra Ashrafifard دانشکده پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران h.ashrafifard@yahoo.com Length of study Viewpoint Faculty member Student Academic staff طول دوره تحصیل دیدگاه عضو هیأت علمی دانشجو کارشناس آموزش 1. Emadzadeh M. Economics of Education. Isfahan: Publications of Academic Center for Education, Culture & Research 2003: 45-49##2. Ghaleyie A, Seyed Alavi SM. The Role of Islamic Azad University in Tehran Suburbs’ Sustainable Development (Case of Study: Islamshahr Division). Journal of Iranian Social Development Studies 2013; 5(2): 103-16. [Persian]##3. Brunette A. Self care for teachers: Agnesian Health Care; 2004 (cited 2018 October 2) Available from: www.dollandassociates.com.##4. Nick Bakhsh B. Investigating the Social Factors Affecting the educational decline of Girl Students, Faculty of Humanities, Payame Noor University of Ahwaz. Social Development 2015; 9(2): 182-303. [Persian] ##5. Changizi Ashtiani S, Shamsi M, Mohammad Beigi A. Frequency of educational decline and some effective factors of student’s opinion in Arak University of Medical Sciences, 2009. Journal of Arak University of Medical Sciences 2010; 12(4): 24-33. [Persian]##6. Jabraili M, Mousavi Vaezi S, Mikaeli P, Saadatyanov R, Aqlmad S. Evaluating the Influencing Factors of Educational Under achievement in Gifted and Talented Students of Urmia University of Medical Sciences. Journal of horizons of medical education development 2011; 4(3): 21-5.##7. Fata L, Azari S, Baradaran H, Atlasi R. A systematic review of the evaluation of academic decline in medical students. Strides in Development of Medical Education 2013; 10(2): 150-7. [Persian]##8. Najimi A, Meftagh S, Sharifirad G. The Factors Affecting Educational Failure, from the Perspective of the Students of Isfahan University of Medical Sciences. Health Research 2011; 6(7): 70-9. [Persian]##9. Koohi Nasrabadi M, Navabipour M, Ganji M, Safavi M. Explaining the Role of Organizational Factors in Student educational decline and Control and Reduction Methods (Case Study: Kashan University). Organizational culture management 2013; 3(11): 68-141. [Persian]##10. Moniri R, Ghalebtarash H. The reasons of educational failure among paramedical students in Kashan University of Medical Sciences. Iranian journal of medical education 2006; 6(1): 135-40. [Persian]##11. Safdari-Dehcheshmeh F, Delaram M, Parvin N, Kheyri S, Forouzandeh N, Kazemian A. The viewpoints of students and educators, in faculty of nursing and midwifery of Shahrekord University of Medical Sciences, about the effective actors in academic important of students. Journal of Shahrekord University of Medical Sciences 2007; 9:77-1. [Persian]##12. Ghasemi F, Hasanvand S, Valizadeh F. Frequency of academic failure and its associated factors from the viewpoint of students with and without academic failure in the Faculty of Nursing and Midwifery, Khoramabad, Iran. Journal of Nursing Education 2014; 3(1): 71-92. [Persian]##13. Esmaeilpour-Bandboni M, Naderi Shad S, Kobrai F, Gholami-Chaboki B. Students’ viewpoints about academic failure and some related factors in guilan university of medical sciences. Research in Medical Education 2017; 9(3): 72-65. [Persian]##14. Drisko JW, Maschi T. Content analysis. Pocket Guides to Social Work R; 2016.##15. Haghdoost A, Pourkhandani A, Afzalan F. A Survey of Important Factors Affecting the Degree Duration of Iranian Ph. D. Students in Beritania. Quarterly Journal of Research and Planning in Higher Education 2007; 12(4): 107-24. [Persian]##16. Haghdoost A. Durations of studies of Iranian PhD students graduated from UK and Irland Universities between 1995 and 2001. Strides in Development of Medical Education 2005; 2(1):1-9. [Persian] ##17. Tagharrobi Z, Fakharian E, Mirhoseini F, Rasoolinejad SA, Akbari H, Ameli H. Probation, Course Retaking and graduation delay in Health Faculty Alumni of Kashan University of Medical Sciences and Related Factors. The Journal of Medical Education and Development 2014; 6(2): 17-29. [Persian] ##18. Fitriana A, Aida J, Salwa N, Rusyana A, editors. Classification of the length of study based on the student characteristics and academic performance in FMIPA Unsyiah. Journal of Physics: Conference Series 2018: 1116(2): 022009. ##19. Nurafifah MS, Abdul-Rahman S, Mutalib S, Hamid NHA, Ab Malik AM. Review on predicting students’ graduation time using machine learning algorithms. International Journal of Modern Education and Computer Science 2019; 11(7):1.##20. Bassi JS, Dada EG, Hamidu AA, Elijah MD. Students Graduation on Time Prediction Model Using Artificial Neural Network. IOSR J Comput Eng 2019; 21(3): 28-35.##21. Kaur S, Sidhu GK. A Qualitative Study of Postgraduate Students' Learning Experiences in Malaysia. International Education Studies 2009; 2(3): 47-56.##22. Tampakas V, Livieris IE, Pintelas E, Karacapilidis N, Pintelas P. Prediction of students’ graduation time using a two-level classification algorithm. International Conference on Technology and Innovation in Learning, Teaching and Education 2018: 553-565.##23. Hoff RG, Frenkel J, Imhof SM, Ten Cate O. Flexibility in postgraduate medical training in the Netherlands. Academic Medicine 2018; 93(3): S32-S6.##24. Kettunen J. The length of study of MBA students. International Journal of Lifelong Education 2003; 22(2): 159-71.##25. Hailikari T, Sund R, Haarala-Muhonen A, Lindblom-Ylänne S. Using individual study profiles of first-year students in two different disciplines to predict graduation time. Studies in Higher Education 2020; 45(12): 2604-18.##26. Pourabbasi A, Haghdoost A, Akbari H, Kheiry Z, Dehnavieh R, Noorihekmat S, et al. Packages for reform and innovation in medical education in Islamic Republic of Iran; a conceptual framework. Journal of Medicine and Cultivation 2017; 26(1): 45-50. [Persian]##27. Jalili M, Khabbaz Mafinezhad M, Gandomkar R, Mortaz Hejri S. Principles and methods of assessment of learners in medical sciences. First ed. Tehran: Academy of Medical Sciences of the Islamic Republic of Iran. 2017: 756-762##28. Saiff A. 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بررسی فراوانی عوامل تنش زا در دانشجویان پزشکی دانشگاه علوم پزشکی مشهد در سال 1399 The Study on the Prevalence of Stressful Factors among Medical Students of Mashhad University of Medical Sciences in 2020 1 1 مقدمه: لازمه برون‌رفت و ارائه راهحل جهت رفع هر مشکلی ابتدا شناخت آن مسأله و بررسی عوامل مؤثر بر آن موضوع است، از این جهت بررسی تفصیلی عوامل تنش‌زا می‌تواند ما را در ارتقا کیفیت آموزشی و ارتقا بهداشت روان دانشجویان یاری کند. روش بررسی: این مطالعه مقطعی در دانشگاه علوم پزشکی مشهد در سال تحصیلی 1400-1399 انجام شد. از دانشجویان پزشکی در حال تحصیل در تمام مقاطع به صورت دردسترس نمونه‌گیری شد. ابزار مورد استفاده پرسشنامه استاندارد MSSQ بود که مشتمل بر 20 سؤال در 6 بعد می‌باشد: استرس‌های مرتبط با مسائل آکادمیک، استرس‌های درونفردی و بینفردی، استرس‌های آموزش و یادگیری، استرس‌های اجتماعی، استرس‌های میل و اشتیاق، استرس‌های فعالیت گروهی. نتایج: تعداد 463 دانشجو در این پژوهش شرکت کردند. 4/51 درصد (236 نفر) از شرکت‌کنندگان مرد بودند. وضعیت عوامل تنش‌زا در 49 درصد از دانشجویان زیاد/ شدید بود. بیشترین عامل تنش‌زا متعلق به بعد استرسهای مرتبط با مسائل آکادمیک (5/63 درصد) و کمترین عامل تنشزا استرس‌های مرتبط با میل و اشتیاق بود (8/20 درصد). ارتباط معنی‌داری در میزان استرس کل با جنسیت (در خانم‌ها بیشتر از آقایان) مشاهده شد. نتیجه‌گیری: با توجه به اینکه تقریباً نیمی از دانشجویان از نظر عوامل تنش‌زا در وضعیت زیاد/ شدید می‌باشند، لذا آموزش مؤثر به دانشجو برای مدیریت تنش و ارتقای مهارت‌هایی در جهت کاهش تنش (مثلاً برگزاری کارگاه‌های آموزشی) ضروری به نظر می‌رسد. 2 Introduction: To solve any problem, it is necessary to first recognize that problem and examine the factors affecting that issue; therefore, a detailed study of stressors can help us improve the quality of education and mental health of students. Methods: This cross-sectional study was performed at Mashhad University of Medical Sciences in the academic year 2020-2021. The participants were chosen from medical students studying in various grades using convenient sampling method. The instrument used was the standard MSSQ which consists of 20 questions including 6 different dimensions: Stress Related to Academic Issues, Intrapersonal and Interpersonal Stress, Teaching and Learning Stress, Social Stress, Desire Stress, Group Activity Stress. Result: A total of 463 people participated in this study out of whom 51.4% (236 people) were male. Overall, 49% of students were in high/severe condition. The highest level of stress among all dimensions belongs to the stressors related to academic issues (63.5%) and the least stressful factor for students was desire-related stress (8.20%). There was a significant relationship between total stress and gender (higher in women than men). Conclusion: Considering that almost half of the students are in a high/severe state regarding stressful factors, effective training of students to manage stress and improve skills to reduce stress (e.g., by conducting workshops) would be promising. 244 256 2022/02/62021/09/262021/08/1 1400/5/10 2022/02/62021/11/132022/01/2 1400/10/12 مهدی نادر Mahdi Nader دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران mahdi.nader1374@gmail.com مسعود یوسفی Masoud Yousefi دانشکده پزشکی، گروه میکروبیولوژی و ویرولوژی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران YoussefiM@mums.ac.ir مجید خادم رضاییان Majid Khadem-Rezaiyan دانشکده پزشکی، گروه پزشکی اجتماعی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران khademrm@mums.ac.ir Stressors Student Medicine تنش‌زا دانشجو پزشکی 1. Seyedamini B, Mahmoudifar Y, Esmaeillou Y. Effective stressors in clinical education. International Archives of Health Sciences 2018; 5(3):104-9. [Persian]##2. Rosenham D, Seligman M. Abnormal psychology. 2nd ed. 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Assessment of the level of Perception stress of students of Mashhad University of Medical Sciences about COVID19 in 2020. Horizons of Medical Education Development 2020; 11(2): 66-76.##21. Darban F, Bagheri M, Behnam vashani H, Hajiabadi F. Evaluation of stressors in clinical education from the perspective of nursing students of Mashhad School of Nursing and Midwifery. Horizons of Medical Education Development 2020; 11(1): 64-78. ##22. Yusoff MSB. A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire. Education in Medicine Journal 2017; 9(1): 1-16.##23. Salazar T. Critical synthesis package: medical student stressor questionnaire (MSSQ). MedEdPORTAL. 2015; 11. ##24. Moridi M, Ozgoli G, Kariman N, Ebadi A. Validity and Reliability of the Persian Version of Medical Student Stressor Questionnaire. Iranian Journal of Medical Education 2018; 18: 474-486. [Persian]##25. Ahangarzadeh Rezaei S, Esmaeili R, Habibzadeh H. 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Arekhi S, Rezayat A A, Khadem-Rezaiyan M, Youssef M. Educational Quality of Services in Medical Universities of Islamic Republic of Iran: A Systematic Review and Meta-Analysis. The Journal of Medical Education and Development 2019; 18(2): e105673.##35. Khadem-Rezaiyan M, Shekofteh K, Karimi FZ, Saghi M, Sahranavard M, Arekhi S, et al. Students’ Expressed Items Related to Educational Services in Mashhad University of Medical Sciences-Based on SERVAQUAL Model. Journal of Development Strategies in Medical Education 2019; 6(1): 85-98. [Persian]##36. Khadem Rezaiyan M, Etezad Razavi M, Javadi B, Feyzabadi Z, Saeedinejat S, Yavari M, et al. Educational Quality Gap from Students' Viewpoints; Results from a Survey in Mashhad University of Medical Sciences. Future of Medical Education Journal, 2017; 7(4): 31-35. ##37. Khadem Rezaiyan M, Omranzadeh A, Akhavan Rezayat A, Youssefi M. From Prestige to Humanism: The Experiences of Medical Students about Motivational Factors. Journal of Medical Education and Development 2019; 12(34): 14-21##38. Khadem-Rezaiyan M, Zeinalipour Z, Rashidtorabi Z, Youssefi M. The future of medical students; perspectives and expectations: a cross-sectional study in Mashhad University of Medical Sciences. Research and Development in Medical Education 2018; 7(1): 26-31.##39. Heidari A, Dadgar Moghaddam M, Ebrahimi Garoui H. Challenges of General Medical Education (Extern AND Intern) in school of Medicine, Mashhad University of Medical Sciences. Horizons of Medical Education Development 2021; 12(3): 35-49.## ##

لزوم ادغام هنر در آموزش علوم پزشکی از دیدگاه خبرگان حوزه‌ی آموزش The Necessity of Art Integration in Medical Education from the Viewpoints of Education Experts 1 1 مقدمه: پزشکی فقط یک علم بیولوژیک نیست، بلکه هنر برخورد با ابعاد انسانی و معنوی را نیز شامل می‌شود. لذا این مطالعه با هدف بررسی نظر متخصصان آموزش‏پزشکی کشور و دانشجویان در خصوص ادغام ‏هنر در برنامه ‏درسی علوم پزشکی صورت گرفت. روش بررسی: دراین پژوهش چندروشی (multi-method) 22 نفر از خبرگان برجسته‌ حوزه ‏آموزش و 35 نفر از دانشجویان آموزش پزشکی کشور شرکت کردند. ابزار پژوهش، پرسشنامه‌ی محقق ساخته با هفت سوال در مورد ضرورت تلفیق هنر در آموزش پزشکی بود که به طور همزمان مطالعه کمی، مطالعه کیفی و تحلیل داده‌ها انجام شد. روش کمی مطالعه بصورت توصیفی- تحلیلی و در بخش کیفی از تحلیل محتوا استفاده شد. روایی صوری و محتوایی ابزار با نظر اساتید و پایایی آن با ضریب آلفای کرونباخ (83/0 = α) تأیید شد. نتایج: 100 درصد از خبرگان و 80 درصد از دانشجویان آموزش پزشکی کشور، موافق تلفیق هنر در آموزش ‏پزشکی بودند و اذعان داشتند که به‏طور رسمی در دانشگاه‌های کشور وجود ندارد و گنجاندن آن را در برنامه ‏درسی پزشکی را لازم دانستند. از دیدگاه شرکت‌کنندگان، هنر درآموزش پزشکی کاربرد‌های فراوانی ازجمله بهبود یاددهی و یادگیری، ارتقاء خلاقیت، ارتقاء عواطف، ماندگاری مطالب در ذهن، یادگیری کاربردی و پرورش تفکر انتقادی و خلاق دارد. نتیجه‌گیری: مجموعه‌ی نظرات خبرگان و دانشجویان بر ضرورت ادغام هنر در برنامه ‏درسی علوم پزشکی و نیز بکارگیری شیوه یاددهی- یادگیری بر مبنای هنر در رشته‏های علوم‏ پزشکی تأکید داشتند. اما بهتر است به‏گونه‏ای باشد که بار آموزشی بیشتری به دانشجویان تحمیل نشود. 2 Introduction: Medicine is not only a biological science, but also includes the art of dealing with human and spiritual dimensions. Therefore, this study was conducted to investigate the views of medical education professionals and students regarding the integration of art in the medical science curriculum. Method: In this multi-method research, 22 prominent experts in the field of education and 35 medical education students participated. The research tool was a researcher-made questionnaire with seven questions about the need to combine art in medical education, which was done simultaneously with quantitative study, qualitative study and data analysis. Quantitative study method was used descriptively-analytically and content analysis was used in the qualitative part .The face validity and content of the instrument were confirmed by professors and its reliability was confirmed by Cronbach's alpha coefficient (α = 0.832). Result: Basically, 100% of the experts and 80% of the medical students agreed with the integration of art in medical education. They also acknowledged that it does not officially exist in the country's universities and it is necessary to include in the medical curriculum. Also, art has many applications in medical education, including improving teaching and learning, promoting creativity and emotions, keeping content in mind, applied learning, and fostering critical and creative thinking. Conclusion: The results emphasized the integration of art in the medical curriculum as well as the use of art-based teaching-learning in medical sciences. But it is better to be in such a way that does not impose more educational burden on students. 257 270 2022/02/62021/09/262021/08/12021/09/10 1400/6/19 2022/02/62021/11/132022/01/22021/11/9 1400/8/18 افسانه بهرامی Afsane Bahrami واحد توسعه تحقیقات بالینی، بیمارستان امام رضا (ع)، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران afsbahramia931@gmail.com فرشید عابدی Farshid Abedi مرکز تحقیقات بیماری های عفونی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران ایران dr.abedi@bums.ac.ir خیرالنسا رمضان زاده Khaironnesa Ramazanzade دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی ، دانشگاه بیرجند، بیرجند، ایران ایران kh.ramazanzade@yahoo.com خدیجه فرخفال Khadijeh Farrokhfall مرکز تحقیقات بیماری های قلب و عروق، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران ایران kfarrokhfall@yahoo.com Spirituality Integration Education expert Art Medical education معنویت خبرگان آموزش ادغام هنر آموزش پزشکی 1. Jamshidi H. Medical education in the 21st century. Iranian Journal of Medical Education 2001; 1(2):26-30. [Persian] ##2. Olusola AJ, Alaba SO. Globalization, information and communication technologies (ICTs) and open/distance learning in Nigeria: Trends, Issues and Solution. Turkish Online Journal of Distance Education 2011; 12(3): 66-77.##3. Karkabi K. Visual thinking strategies: a new role for art in medical education. Family medicine 2006; 38(3): 158.##4. Perry M, Maffulli N, Willson S, Morrissey D. The effectiveness of arts based interventions in medical education: a literature review. Medical education 2011; 45(2): 141-8. ##5. Haidet P, Jarecke J, Adams NE, Stuckey HL, Green MJ, Shapiro D, et al. A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesis. Medical education 2016; 50(3): 320-31.##6. Supe A. Medical humanities in the undergraduate medical curriculum. Indian journal of medical ethics 2012; 4(9): 263-265.##7. Sonke J, Pesata V, Arce L, Carytsas FP, Zemina K, Jokisch C. The effects of arts-in-medicine programming on the medical-surgical work environment. Arts and health 2015; 7(1): 27-41.##8. Oreck B. Artistic choices: A study of teachers who use the arts in the classroom. International Journal of Education & the Arts 2006; 7(8): 1-27.##9. Shapiro J, Coulehan J, Wear D, Montello M. Medical humanities and their discontents: definitions, critiques, and implications. Academic Medicine 2009; 84(2): 192-8.##10. Brett-MacLean P. Use of the arts in medical and health professional education. University of Alberta Health Sciences Journal 2007; 4(1): 26-9.##11. Hajar R. Can incorporating art into medical education help medical students become better doctors? Heart views: the official journal of the Gulf Heart Association 2016; 17(2): 77.##12. Eichbaum QG. Thinking about thinking and emotion: the metacognitive approach to the medical humanities that integrates the humanities with the basic and clinical sciences. The Permanente Journal 2014; 18(4): 64.##13. Reilly JM, Ring J, Duke L. Visual thinking strategies: a new role for art in medical education. Family Medicine 2005; 37(4): 250-2.##14. VandsadeqpourA, BahramiA, AbediF, Atabati E,FarrokhfallK. The role of the art in medical education from the viewpoint of students of Birjand University of Medical Sciences. Journal of Neyshabur University of Medical Sciences 2020; 8(3): 12-22. [Persian]##15. Khajavi A, Mohammadzadeh Moghadam H, Mircheraghi Sf. Application of Art in Medical Education: A Systematic Domain Review. 1 st National Conference on Arts and Health Neyshabour; 2018. Available: https://civilica.com/doc/884204/.##16. Monajemi A, Javanmard S, Arash H, Ghokasian Z. Cinema as a tool for teaching medical humanities to medical students. Iranian Journal of Higher Health 2007; 5(7-8): 73-161 . ##17.Yaghmaei M, Monajemi A, Soltani-Arabshahi K. The Effect of a Storytelling Course on Medical Studentsâ€™ Empathy toward Patients. International Journal of Body, Mind and Culture 2014; 1(2): 127-34. ##18. Abdel-Halim RE, AlKattan KM. Introducing medical humanities in the medical curriculum in Saudi Arabia: A pedagogical experiment. Urology annals 2012; 4(2): 73.##19. Zohreh V, Akram P. Nursing Students` Experiences of Narrative Writing- Reflection in Clinical Education: A Qualitative Study. Iranian Journal of Medical Education 2019; 19(1): 78-89. [Persian]##20. Brewer J, Hunter A. Foundations of multimethod research: Synthesizing styles. 1st ed. California: Sage publication Inc. 2006: 1-14.##21. Elo S, Kyngäs H. The qualitative content analysis process. Journal of advanced nursing 2008; 62(1): 107-15.##22. Speziale HS, Streubert HJ, Carpenter DR. Qualitative research in nursing: Advancing the humanistic imperative. Fifth ed. Philadelphia: Lippincott Williams & Wilkins publication. 2011: 129-137.##23. Shapiro J, Rucker L. Can poetry make better doctors? Teaching the humanities and arts to medical students and residents at the University of California, Irvine, College of Medicine. Academic Medicine 2003; 78(10): 953-7.##24. Isayeva O. Modeling Cultural Competence in Teaching Humanities to Medical Students. American Journal of Educational Research 2014; 2(12B): 51-5.##25. Wachtler C, Lundin S, Troein M. Humanities for medical students? A qualitative study of a medical humanities curriculum in a medical school program. BMC Medical Education 2006; 6(1): 1-10.##26. Katz JT, Khoshbin S. Can visual arts training improve physician performance?. Transactions of the American clinical and climatological association 2014; 125: 331.##27. Maghsoudipour M, Jamshidzad M, Zakerian S, Bakhshi E, Amoozadeh E, Moshtaghi S. Assessing the effect of three types of music on working memory performance of medical sciences students of Tehran. Occupational Medicine Quarterly Journal 2017; 9(2): 83-92. [Persian].##28. Keyhani M, Shariatpanahi M. Assessment of music effect on concentration and attention among students of Azad University of medical sciences, Tehran unit. Medical Sciences Journal 2008; 18(2): 101-6. [Persian]##29. Stýblo M, Drobná Z, Jaspers I, Lin S, Thomas DJ. The role of biomethylation in toxicity and carcinogenicity of arsenic: a research update. Environmental Health Perspectives 2002; 11(suppl 5): 767-71.##30. Oreck B. The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher education 2004; 55(1): 55-69.##31. Killeen, Donald J. Transforming Education Through The Arts Challenge (TETAC). Final Project Report, The National Arts Education Consortium Department of Art Education , The Ohio State University; 2004. Available: https://www.giarts.org/article/transforming-education-through-arts-challenge.## ##

طراحی و اجرای فرایند ارزشیابی مدیران آموزشی بر اساس مدل چند سطحی: تجربه دانشگاه علوم پزشکی شهید صدوقی یزد Design and Implementation of Evaluation Process for Educational Leadership Based on Multilevel Model: Experience of Shahid Sadoughi University of Medical Sciences, Yazd 1 1 مدیران آموزشی می‌توانند با جلب مشارکت اعضای هیأت علمی بهبود روند مدیریت دانشگاه‌ها را تسهیل کنند. آنها نقش مهمی در هدایت فرایندهای تغییر در سیستم‌های آموزشی دارند و می‌توانند از طریق ایجاد جو انگیزشی، بهبود کیفیت آموزش و رشد برنامه‌های توسعه‌ای را در دانشگاه‌ها هدایت میکنند. از مدیران آموزشی می‌توان به عنوان مهمترین عامل هدایت جریان‌های اصلی آموزش، نام برد که در ایجاد انگیزه اعضای هیأت علمی در ارتقای عملکرد خود و سیستم آموزشی مؤثر هستند. حساسیت فعالیت‌های آموزشی و پیچیدگی مأموریت‌های دانشگاه‌ها، لزوم پاسخگویی به انتظارات، پایش نظام مدیریتی در سیستم‌های آموزشی، ارزشیابی عملکرد مدیران و ارائه بازخورد به آنها را بیش از پیش ضروری کرده است. بنابراین می‌توان گفت ارزشیابی در دانشگاه‌ها یک اقدام راهبردی محسوب می‌شود و مدیران نظام آموزشی در فرایند رهبری آموزشی نیازمند شناخت نقاط ضعف و قوت خود و برنامه‌ریزی مبتنی بر نتایج ارزشیابی هستند، لذا ضرورت دارد علاوه بر توانمندسازی عملکرد مدیران، برنامه‌ریزی جهت پایش، ارائه بازخورد و بهبود عملکرد آنها در سیستم‌های آموزشی به صورت تکوینی مورد توجه قرار گیرد. در دانشگاه علوم پزشکی شهید صدوقی یزد با هدف استقرار نظام جامع ارزشیابی، ارزشیابی مدیران آموزشی براساس رویکرد بازخورد چند منبعی طراحی و اجرا شد. ارزشیابی مدیران از دیدگاه ذینفعان مختلف شامل مدیران بالادستی در سطح دانشکده و معاونت آموزشی و زیردستان شامل اعضای هیأت علمی طراحی شده است. ارزیابی با استفاده از فرم‌های نظرسنجی در دو حیطه رفتار حرفه‌ای و رفتار مدیریتی انجام می‌شود. بازخورد نتایج به صورت کارنامه ارزشیابی عملکرد به مدیران آموزشی ارسال می‌گردد. 2 Education managers can facilitate the improvement of university management by involving faculty members. They have an important role to play in directing the process of change in educational systems. Managers can drive educational innovation and improvement of developmental programs of universities by creating a motivational atmosphere. Education managers are the most important driving factor in managing the mainstream of education and are effective in motivating faculty members to improve their performance and the educational system. This includes the monitoring of sensitivity of educational activities and the complex protocols of universities, made necessary to meet the expectations, monitor the managers in managerial systems, and evaluate the performance of managers and provide feedback to them. Therefore, it can be said that evaluation in universities is a strategic action and managers of the educational system in the educational leadership process need to recognize their strengths and weaknesses and plan based on the results of evaluation. It is necessary to consider development of management skills, Planning to monitor, provide feedback to improve their performance in educational systems. In Shahid Sadoughi University of Medical Sciences, the evaluation of educational managers was designed and implemented based on a multi-source feedback approach. At Shahid Sadoughi University Evaluation of managers is designed from the view of different stakeholders, including senior managers at the faculty level, as well as the educational teachers and leaders, including faculty members. Evaluation was done in two areas of professional behavior and managerial behavior. Feedback on the results will be sent to the educational managers as performance evaluation report. 271 275 2022/02/62021/09/262021/08/12021/09/102021/08/28 1400/6/6 2022/02/62021/11/132022/01/22021/11/92021/11/6 1400/8/15 فاطمه کشمیری Fateme Keshmiri گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران keshmiri1395@gmail.com عاطفه السادات حیدری Atefesadat Heidari ارزیابی فناوری سلامت، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران Educational leadership Educational evaluation Faculty evaluation Medical education مدیریت و رهبری آموزشی ارزشیابی آموزشی ارزشیابی اعضای هیأت علمی آموزش پزشکی 1. Doshmangir L, Mahbub Ahari A, Qolipour K, et al. East Asia's Strategies for Effective Response to COVID-19: Lessons Learned for Iran. Manage Strat Health Syst 2020; 4(4): 370-3. [Persian]##2. Aghaali M, Kolifarhood G, Nikbakht R, et al. Estimation of the serial interval and basic reproduction number of COVID‐19 in Qom, Iran, and three other countries: A data‐driven analysis in the early phase of the outbreak. Transboundary and emerging diseases 2020; 67(6): 2860-8.##3. Sheikhy-Chaman M. The Cycle of Policy Making, Management and Economics of Health System. Manage Strat Health Syst 2020; 5(3): 169-72. [Persian]##4. Askari R, Sheikhy-Chaman M, Entezarian Ardekani S, et al. Career Destiny of Healthcare Management Field from the Perspective of Yazd Shahid Sadoughi University of Medical Sciences Graduates. Manage Strat Health Syst 2021; 5(4): 295-305. [Persian]##5. Mahjoub H, Peyvand M. Virtual Training; A new experience and challenging in the Corona pandemic in deprived province of the country. Journal of Medical Education and Development 2021; 15 (4): 294-6. [Persian]## ##

بررسی اجرای استانداردهای آموزش بالینی وزارت بهداشت از دیدگاه دانشجویان پزشکی دانشگاه علوم پزشکی جهرم (مطالعه مقطعی) A Study of the Implementation of Clinical Teaching Standards Submitted by the Ministry of Health from Viewpoints of Medical Students in Jahrom University of Medical Sciences (Cross-sectional Study) 1 1 مقدمه: ارزیابی کیفیت آموزش بالینی از دیدگاه دانشجویان نقش مهمی در شناخت مشکلات و بهبود سطح کیفی آموزش دارد. این مطالعه با هدف ارزشیابی آموزش بالینی در مراکز آموزشی درمانی دانشگاه علوم پزشکی جهرم بر اساس استانداردهای آموزش بالینی وزارت بهداشت، درمان و آموزش پزشکی انجام شد. روش بررسی: مطالعه توصیفی- مقطعی حاضر به روش سرشماری بر روی 100 نفر از کارورزان، کارآموزان پزشکی اجرا شد. ابزار جمع‌آوری اطلاعات، چهار پرسشنامه حاوی 51 سؤال درخصوص استانداردهای آموزش درمانگاهی، راندهای آموزشی، گزارش صبحگاهی و گراندراند منطبق با استانداردهای آموزش بالینی وزارت بهداشت، درمان و آموزش پزشکی بود. روایی محتوایی پرسشنامه با استفاده از نظر خبرگان و پایایی آن با تعیین آلفای کرونباخ انجام شد. با استفاده از نرم‌افزار SPSS نسخه 21 داده‌ها تجزیه و تحلیل شدند. نتایج: یافته‌ها نشان داد، از نظر دانشجویان کارورز راند آموزشی با 3/87 درصد بیشترین امتیاز و گزارش صبحگاهی با 5/46 درصد پایین‌ترین امتیاز را کسب کردند. آزمون‌های آماری نشان داد بین دانشجویان کارورز و کارآموز از لحاظ امتیاز داده شده به استانداردهای گراندراند و راند آموزشی تفاوت معنی‌دار وجود داشت (05/0> P). ازدیدگاه دانشجویان این مطالعه، راند آموزشی بطور نسبی وضعیت مطلوبی درمقایسه با استانداردهای اعلامی وزارت بهداشت داشت. نتیجه‌گیری: برخی مداخلات آموزشی برای رعایت بهتر استانداردهای آموزش بالینی وزارت بهداشت ضروری می‌باشد. 2 Introduction: Introduction: Evaluation of the quality of clinical teaching from the students' point of view plays an important role in recognition of the related problems and improvement of the quality of this type of teaching. The aim of this study was to evaluate clinical teaching in Jahrom educational and training centers based on the standards of clinical teaching set by the ministry of health and Medical Education. Keywords: Clinical teaching standards, evaluation, Medical students Methods: The present descriptive cross-sectional study was performed by census method on 100 participants including interns and trainees. The questionnaire was composed of 51 questions including training standards in ambulatory teaching, educational round, morning report, and grand rounds, according to the standards of ministry. Content validity of the questionnaire was performed using the opinion of experts and its reliability was determined by Cronbach's alpha. The data was analyzed by using SPSS 21. Result: The findings of the present study showed that the educational rounds and morning report program had the highest (87.3%) and lowest (46.5%) scores in clinical teaching. Statistical tests showed that there was a significant difference between interns and trainees in terms of scores given to Grand Round and Educational Round standards (P < 0.05). However, educational rounds were relatively acceptable in the point of view of medical students. Conclusion: Some educational interventions are necessary to make better adherence to the clinical teaching standards of Ministry of Health. 276 284 2022/02/62021/09/262021/08/12021/09/102021/08/282021/10/9 1400/7/17 2022/02/62021/11/132022/01/22021/11/92021/11/62022/01/15 1400/10/25 فرهاد لطفی farhad lotfi مرکز تحقیقات طب اورژانس، دانشگاه علوم پزشکی شیراز، شیراز، ایران ایران lotfifarhad@gmail.com مجید کوثری majid kowsari دانشجوی کارشناس ارشد، دانشکده پزشکی، گروه آموزش پزشکی، دانشگاه علوم پزشکی مجازی، تهران،ایران ایران zz24084000@gmail.com صدیقه نجفی پور sedigheh najafipour دکترای تخصصی آموزش پزشکی، مرکز مطالعات وتوسعه آموزش پزشکی، دانشگاه علوم پزشکی جهرم، جهرم، ایران ایران najafipourse94@gmail.com Clinical teaching standards Evaluation Medical students استانداردهای آموزش بالینی ارزشیابی دانشجویان پزشکی 1. Bradshaw MJ, Lowenstein AJ. Innovative Teaching Strategies in Nursing and Related Health Professions. 6th ed. London, UK: Jones & Bartlett Learning. 2010: 1-507. ##2. Tavakoli MR, Khazaei T, Tolyat M, Ghorbani S. The quality of Clinical Education from the viewpoints of students and instructors of paramedical and nursing-obstetrics school of Birjand University of medical sciences. Scientific-Research Journal of Shahed University 2014; 21(110): 1-9. [Persian]##3.Sharifi B, Ghafarian Shirazi H, Momeninejad M, Saniee F, Hashemi N, Jabarnejad A et al. A survey of the quality and quantity of clinical education from the viewpoint of medical students. Pars Journal of Medical Sciences 2012; 10(2): 57-64. [Persian]##4. Soltani Arabshahi K, Kohpayezadeh J .University Teachers Point of View about Educational Environment in Major Clinical Wards in Educational Hospitals of Iran University of Medical Sciences Based on Modified DREEM. Journal of Medical Education Development Center 2009; 6(1): 29-33. [Persian] ##5. Fasihi Harandy T, Soltani Arabshahi K. A survey of input and process of clinical education in Iran University of Medical Sciences. Journal of The Iranian Institute For Health Sciences Research 2003; 2(2): 131-6. [Persian]##6. Clinical Education Standards. The Ministry of Health and Medical Education. 2016. Available from: http://edc.behdasht.gov.ir. ##7. Tayyebi S, Hosseini SH, Hosseini-Zijoud SM, Nouri S, Derakhshanfar H. Evaluation of Clinical Education in Pediatric Wards of Hospitals Affiliated to Shahid Beheshti University of Medical Sciences according to the Ministry of Health Standards in 2015. Journal of Military Medicine 2017; 19(1): 63-71. [Persian]##8. Razavipoor M, Moradi S, Amuei F, Mahmoodi F, Sadegi Mahali F, et al. Quality Assessment of Clinical Education in Mazandaran University of Medical Sciences from the Perspective of Clerkships and Interns in 2019. J Mazandaran Univ Med Sci 2021; 31 (195): 82-93. [Persian]##9. Sharifi B, Ghafarian Shirazi H, Momeninejad M, Saniee F, Hashemi N, Jabarnejad A, et al. A survey of the quality and quantity of clinical education from the viewpoint of medical students. Journal of Jahrom University of Medical Sciences 2012; 10(2): 57-64. [Persian]##10. Masić I, Dedović-Halilbegović G, Novo A, Izetbegovíc S. Quality assesment of education at Faculty of Medicine University of Sarajevo. Medicinski arhiv 2006; 60(6): 396-400.##11. Arfaie K. Priorities of Clinical Education Evaluation from Nursing and Midwifery Students’ Perspective. Iran Journal of Nursing 2012; 25(75): 71-7. [Persian]##12. Ziaee M, Khorashad MR, Khorashad MS, Hossini S. Medical students’ viewpoints on the quality of morning report sessions. Journal of Birjand University of Medical Sciences 2014; 20(04). [Persian]##13. Tarala R, Vickery AW. Hospital grand rounds in Australia. Medical journal of Australia 2005; 183: 592-594.##14. Heidari E, Ahsani F, Rakhshanizadeh F, Emadzadeh M, Faramarzi R, Peyvandi Najjar A. Comparison of the views of faculty members, assistants, interns and stagers of the Pediatrics Department of Mashhad University of Medical Sciences regarding the grand rounds held in this department .Horizon of Medical Education Development 2020; 11(3): 20-32.[Persian].##15. Rohani M, Sanagoo A, Sarani M,Yazdani S,et al. Attitudes of Medical Students, Interns, Residents and Attending Professors toward Grand Rounds In Iran University of Medical Sciences. Razi Journal of Medical Sciences 2016; 23(147): 115-24. [Persian] ##16. Abdullahi Sh, Khoshbaten M, Hatami F. Assessment of Basic clinical skills of vision of the Internet of Tabriz University of Medical Sciences. Iranian Journal of Medical Education 2002; 8(30): 4-9. [Persian]##17. Meybodi H, Baradaran H, Ala M. Factors affecting the quality of the Grand Rounds training glands of clerkship students, interns, technical aides. Iranian Journal of Diabetes and Lipid 2012; 12(2): 160-166. [Persian]##18. Pani Pakdel A, Anvari K, Rostami S. Evaluation perspective of clinical assistants of Mashhad university of medical sciences toward educational grant round program. Horizons of medical education development journal 2011; 4(4): 83-6##19. Ghalmani SY, Souleymani MH, Mirbagheri EA, Barghoun f, keshmiri F. Night time educational round: A tool for developing clinical education. Journal of Medical Education and Development 2018; 13(3): 209-16. [Persian] ##20. Adibi P, Alizadeh R. The effects of clinical rounds on patients in internal wards of hospitals affiliated to Isfahan University of Medical Sciences: The viewpoints of clinical care team. Iranian journal of medical education 2007; 7(1): 15-22. [Persian] ##21. Keshmiri F, Ghelmani SY, Souleymani MH, Mirbagheri AE, Barghon R. Night time educational round: A tool for developing clinical education. Journal of Medical Education and Development 2018; 13(3): 209-216. [Persian] ##22. Yablon CM, Wu JS, Slanetz PJ, Eisenberg RL. A report on the current status of grand rounds in radiology residency programs in the United States. Academic Radiology 2011; 18(12): 1593-1597.##23. Nikendei C, Kraus B, Lauber H, Schrauth M. An innovative model for teaching complex clinical procedures: Integration of standardised patients into ward round training for final year students. Medical Teacher 2007; 29(2-3): 246-52.##24. Rahmani A FM, Ahmadi M. Evaluation Quality of Ambulatory Medical Education in a Hospital Education. Education Strategies in Medical Sciences 2018; 11(3): 158-165. [Persian]##25. Khorasani Gh A, Mahmoudi M, Vahidshahi C, Shahbaznezhad L, Ghaffari Chraty M. Evaluation of Faculty Members’ and Students’ Attitude Towards Ambulatory Teaching Quality. Journal of Mazandaran University of Medical Sciences 2007; 17(58): 87-100.[Persian]## ##

تبیین تجربیات دانشجویان پرستاری از تأثیر برنامه درسی پنهان بر فرآیند یادگیری: یک مطالعه کیفی Exploring the Nursing Students' Experiences of the Hidden Curriculums on Learning Process: A Qualitative Study 1 1 مقدمه: برنامه درسی پنهان متشکل از پیام‌های ضمنی جو اجتماعی مراکز آموزشی است که نوشته نشده ولی توسط همه احساس می‌شود. با توجه به ارتباط مستقیم برنامه درسی پنهان با یادگیری دانشجویان و نیاز اعضای هیأت علمی رشته پرستاری، این مطالعه با هدف تبیین تجربیات دانشجویان پرستاری از برنامه درسی پنهان بر فرایند یادگیری انجام شد. روش بررسی: این مطالعه به صورت یک مطالعه کیفی با رویکرد تحلیل محتوا کیفی در دانشگاه علوم پزشکی زنجان در سال 1398 انجام شد. نمونه‌گیری به صورت مبتنیبر هدف و شامل 19 نفر از دانشجویان پرستاری از نیمسألهای سوم و بالاتر و از هر دو جنس زن و مرد بود. روش جمع‌آوری داده‌ها، مصاحبه‌های نیمه ساختاریافته و عمیق بود. آنالیز داده‌ها به صورت دستی انجام شد. نتایج: در مجموع 84 کد اولیه حاصل شد، که بعد از ادغام کدهای مشابه در نهایت 44 کد در 9 زیرطبقه و 3 طبقه اصلی شامل تعاملات، عوامل فردی و کیفیت محیط آموزشی استخراج شد. نتیجه‌گیری: با توجه به تجربیات دانشجویان از تأثیر برنامه درسی پنهان بر فرایند یادگیری، جهت ارتقاء یادگیری دانشجویان، باید عناصر برنامه درسی پنهان در برنامه‌ریزی‌های آموزشی، مدنظر قرار گیرد. واژه‌های کلیدی: برنامه درسی پنهان، یادگیری، آموزش 2 Introduction: The hidden curriculum consists of the implicit messages of the social atmosphere of the educational centers that are not written but are felt by everyone. Due to the direct relationship between the hidden curriculum with student learning and the need for nursing faculty members, this study was conducted to exploring the nursing Students' Experiences of the Hidden Curriculums on learning process. Methods: This qualitative study was conducted through content analysis method in Zanjan University of Medical Sciences in 2019. Purposeful sampling consisted of 19 Third and higher semester and of both sexes. Data was collected through semi-structured and in-depth interviews. Data analysis was performed manually. Result: A total of 84 initial codes were obtained, after which, merging similar codes, finally 44 codes were extracted in 9 sub-themes and 3 main themes including interactions, individual factors and the quality of the educational environment. Conclusion: According to students' experiences of the impact of the hidden curriculum on the learning process, in order to promote student learning, the elements of the hidden curriculum should be considered in educational planning. 285 295 2022/02/62021/09/262021/08/12021/09/102021/08/282021/10/92021/07/19 1400/4/28 2022/02/62021/11/132022/01/22021/11/92021/11/62022/01/152021/12/26 1400/10/5 سعیده نوروزی Saeide Noruzi دانشکده پرستاری ابهر، گروه پرستاری، دانشگاه علوم پزشکی زنجان، زنجان، ایران. ایران زینب بهرامی ایوانکی Zeinab Bahrami-Eyvanaki دانشکده پرستاری ابهر، گروه پرستاری، دانشگاه علوم پزشکی زنجان، زنجان، ایران. ایران zeinab.bahrami32@gmail.com مهران تهرخانی Mehran Tahrekhani دانشکده پرستاری ابهر، گروه پرستاری، دانشگاه علوم پزشکی زنجان، زنجان، ایران. ایران Hidden Curriculums Learning Education برنامه درسی پنهان یادگیری آموزش 1. Karimi F. Hidden curriculum; emphasis on social education. Iranian Quarterly of Education Strategies 2012; 5(2): 125-30. [persian]##2.Yazdani S, Momeni S, Afshar L, Abdolmaleki M. A comprehensive model of hidden curriculum management in medical education. Journal of Advances in Medical Education & Professionalism 2019; 7(3): 123.##3. Barzegar F, Paryad E, Jafroudi S, Kazem Nezhad Leyli E, Ghanbari Khanghah A. Nursing students’ viewpoints: Effect of hidden curriculum on learning. Journal of Holistic Nursing and Midwifery 2018; 28(1): 26-34.##4. Azadi Z, Ravanipour M, Yazdankhahfard M, Motamed N. The Role of Hidden Curriculum in Transferring Training Skills to assistant patient in Nursing and Midwifery Students at Bushehr University of Medical Sciences in 2016. Educational Development of Jundishapur 2018; 9(1): 61-71 . [ persian]##5. Kermansaravi F, Navidian A, Imani M. Nursing students’ views toward quality of theoretical and clinical nursing education: A qualitative Study. The Journal of Medical Education and Development 2013; 7(4): 28-40. [persian]##6. Ramezani M, Kermanshahi S. A survey of the quality of clinical education in nursing. Journal of Jahrom university of medical sciences. 2011; 9, Suppl 1. [ persian]##7. Rezaei B. Quality of clinical education (A case study in the viewpoints of nursing and midwifery students in Islamic Azad University, Falavarjan Branch). Education Strategies in Medical Sciences 2016; 9(2): 106-17. [persian]##8. Taghvaei Yazdeli Z, Yazd Khasti A, Rahimi H A. Study of Hidden Curriculum in Kashan University of Medical Sciences Based on Students' Views. Journal of Medical Education Development 2014; 6(12): 14-23. [persian]##9. Mosalanejad L, Morshed Behbahani B. The Role of Teachers in Shaping Hidden Curriculum: A Qualitative Study. Strides Dev Med Educ 2013; 10(2): 130-141. [persian]##10. Mohammadi mehr M. Hidden curriculum and its role in higher education. Journal of education studies 2013; 2: 5-10. [persian]##11. Gardeshi Z, Amini M, Nabeiei P. The perception of hidden curriculum among undergraduate medical students: a qualitative study. BMC research notes 2018; 11(1): 1-4.##12. Akçakoca B, Orgun F. Developing a measurement tool for evaluating the hidden curriculum in nursing education. Nurse Education Today 2021; 97: 104688.##13. Polit.DF, Tatano Beck Ch. essentials of nursing research[dehgan naiery N, jalalinia F, salehi T,trans] Tehran: andishe rafi.2014##14. Mosalanejad L, Parandavar N, Rezaie E. Students'Experience about the Hidden Curriculum: A Qualitative Study. Journal of Rafsanjan University of Medical Sciences 2014; 13(2): 111-24. [persian]##15. Salami F, Samadi P. Investigating the Influential Factors of the Quality-Centered Relationship between Faculty Members and Students. New Thoughts on Education. 2018; 14(1): 121-133. [ persian]##16. Moradijoo M, Taheri A . Identifying MA and PhD Students'Point of View Regarding Effective Factors in Establishing Communication between Students and Faculty Members of School of Allied Health at Tehran University of Medical Sciences in 2012-2013 Academic Year. Journal of Medical Education Development 2016; 22: 95-102. [persian]##17. Torabi A, Zahiri M. Study on influencing factors relationship between teacher and student in view of students of Ahvaz University of Medical Sciences. Jundishapur Scientific Medical Journal 2012; 11(5): 549-57. [persian]##18. Ghaneirad MA. Student Interactions, Motivation and Disciplinary Activism. Research and planning in higher education 2006; 12(2): 1-21.[persian]##19. Ahmadi Sh, Panahali A. The effectiveness of group counseling and conversational relationship analysis on improving interpersonal relationships and self-efficacy of male and female students of Payame Noor Buchan University.journal of woman study of family.2017;10(37):7-24[persian] ##20. Hart A, Montague J. The constant state of becoming”: Power, identity, and discomfort on the anti‐ oppressive learning journey. Journal of Psychological Issues in Organizational Culture 2015; 5 (4): 39- 52.##21. Tervo M. Culturally and linguistically diverse nursing students' experiences in clinical learning environment in Finland: A literature review. [ Bachelor’s thesis]. Jamk university of applied sciences. 2017. ##22. Mirzaei R, Borhani F, Fasihi Harandi T. Student's perception of clinical learning environment. Iranian Journal of Medical Education 2014; 14(7): 641-50. [persian]##23. Woodruff, David W. The relationship between trained preceptors' knowledge and skills and student nurses' academic success[ PhD Thesis]. Capella University. ‌2017. ##24. Aliafsari-Mamaghani E, Rahmani A, Hassankhani H, Zamanzadeh V, Irajpour A. The role of instructors´ Communication Skills on Clinical Education of Nursing Students: qualitative study. Research in Medical Education 2019; 11(3):1-11. [persian]##25. Altugan AS. The relationship between cultural identity and learning. Procedia-Social and Behavioral Sciences 2015; 186: 1159-62.##26 -Stevenson NA, VanLone J, Barber BR. A Commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education and Treatment of Children 2020; 43(4): 393-404.##27. Khajedadmir A, Nastiezaie N, Pourgaz A. The relationship between classroom management and graduate students'academic procrastination. Journal of Medical Education Development 2016; 9(23): 10-19. [persian]##28. Ahmadnia E. Students' views regarding academic performance, interpersonal relationships and personal characteristics of clinical instructors, in School of Nursing and Midwifery, Zanjan University of Medical Sciences. Journal of Medical Education Development 2014; 7(13): 1-8. [persian]##29. Heravi km, Rejeh N, Anoosheh M, Alhani F. Nursing students'comprehension of community health nursing training in field: a qualitative research. 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پژوهش در آموزش اکوکاردیوگرافی: شناخت روش های پژوهش کیفی Research in Echocardiography Education: Introduction to Qualitative Research Methods 1 1 امروزه بسیاری از آموزشگران بالینی که خود پژوهشگر در زمینه بالینی یا در زمینه آموزش پزشکی میباشند، به طور عمده از پژوهش کمی بهره میگیرند و درصدد تعیین روابط بین متغیرها و شناسایی رابطه علی و معلولی بین تعداد معدودی از متغیرها در تعداد زیادی از افراد میباشند. آنها در پی چرایی پدیدهها در محیطی که پژوهشگران آن را تدارک دیدهاند، می باشد. اما پژوهش کمی نمیتواند چگونگی پدیدهها را روشن نماید، درحالی که پژوهش کیفی با مطالعه تعدادی زیادی از متغیرها در تعداد کمی از افراد، در محیطی طبیعی، توانایی شناخت چگونگی را دارد (3-1). در اکوکاردیوگرافی که یک روش تصویربرداری غیر تهاجمی از قلب میباشد و هسته بسیاری از تصمیمگیری های بالینی در رشته بیماریهای قلب و عروق میباشد، آموزشگر بالینی نیاز به کسب مجموعهای پیچیده از مهارتهای شناختی، ادراکی و بدنی دارد. از این رو شناخت و درک کامل و عمیق محیط آموزشی در شرایط طبیعی توسط آموزشگر میتواند به فراگیر برای یادگیری بهتر کمک نماید. در این نوشتار به معرفی مختصر پژوهش کیفی و رویکردهای آن در بستر آموزش اکوکاردیوگرافی می پردازیم.undefined 2 Research in Echocardiography Education: Introduction to Qualitative Research Methods 296 299 2022/02/62021/09/262021/08/12021/09/102021/08/282021/10/92021/07/192021/12/11 1400/9/20 2022/02/62021/11/132022/01/22021/11/92021/11/62022/01/152021/12/262021/12/26 1400/10/5 علی حسین ثابت Ali Hosseinsabet دانشکده پزشکی، گروه قلب و عروق، دانشگاه علوم پزشکی تهران، تهران، ایران ایران ali_hosseinsabet@yahoo.com بهاره وفایی bahareh vafaei گروه تحقیقات آموزشی، دانشگاه پیام نور، مرکز کرج، کرج، ایران ایران vafaei.bahar.97@gmail.com محسن شکری خیرآبادی mohsen shokri-khirabadi گروه تحقیقات آموزشی، دانشگاه پیام نور، مرکز کرج، کرج، ایران ایران mohsenshokri9680@gmail.com مهدی خدائی ورپشتی mehdi khodaei-varposhti گروه تحقیقات آموزشی، دانشگاه پیام نور، مرکز کرج، کرج، ایران ایران mehdikhodaei@gmail.com echocardiography qualitative research research in education اکوکاردیوگرافی پژوهش کیفی پژوهش در آموزش 1. Renjith V, Yesodharan R, Noronha JA, Ladd E, George A. Qualitative methods in health care research. International Journal of Preventive Medicine 2021; 12: 20.##2. Bristowe K, Selman L, Murtagh FE. Qualitative research methods in renal medicine: an introduction. Nephrology Dialysis Transplantation 2015; 30(9): 1424-31.##3. Bush AA, Amechi MH. Conducting and presenting qualitative research in pharmacy education. Currents in Pharmacy Teaching and Learning 2019; 11(6): 638-50.##4. Chai HH, Gao SS, Chen KJ, Duangthip D, Lo EC, Chu CH. A Concise Review on Qualitative Research in Dentistry. International Journal of Environmental Research and Public Health 2021; 18(3): 942.##5. Sawatsky AP, Ratelle JT, Beckman TJ. Qualitative research methods in medical education. Anesthesiology 2019; 131(1): 14-22.##6- Bleiker J, Morgan-Trimmer S, Knapp K, Hopkins S. Navigating the maze: Qualitative research methodologies and their philosophical foundations. Radiography 2019; 25: S4-8.##7. Cristancho SM, Goldszmidt M, Lingard L, Watling C. Qualitative research essentials for medical education. Singapore medical journal 2018; 59(12): 622.##8. Cleland JA. The qualitative orientation in medical education research. Korean journal of medical education. 2017; 29(2): 61.## ##

اضطراب امتحان آنلاین دانش آموزان طی همه گیری کرونا ویروس 2019 Student Online Test Anxiety During the Coronavirus 2019 Pandemic 1 1 کووید-19 (COVID-19) برای اولینبار در تاریخ 17 دسامبر 2019 در شهر ووهان کشور چین شیوع یافت و در 11 مارس 2020 طبق اعلام سازمان جهانی بهداشت به یک بیماری همهگیر در سطح جهانی معرفی شد (1). کووید-19 دارای علائم بسیار متنوعی مانند تب بالا، سرفه خشک، بدندرد، تنگی نفس، دامنه گسترده شیوعشناسی، شایعات و اطلاعات غلط در مورد منشاء بیماری و قدرت انتقال بالا است که سلامت جسمانی و روانشناختی بسیاری از مردم جهان را تحت تأثیر خود قرار داده است (2). 2 . 300 302 2022/02/62021/09/262021/08/12021/09/102021/08/282021/10/92021/07/192021/12/112022/01/12 1400/10/22 2022/02/62021/11/132022/01/22021/11/92021/11/62022/01/152021/12/262021/12/262022/01/30 1400/11/10 فرزین باقری شیخانگفشه Farzin Bagheri Sheykhangafshe دانشکده علوم انسانی، گروه روانشناسی، دانشگاه تربیت مدرس، تهران، ایران ایران farzinbagheri73@gmail.com اسماعیل عظیمی Esmaeil Azimi دانشکده علوم انسانی، گروه تکنولوژی آموزشی، دانشگاه تربیت مدرس، تهران، ایران ایران e.azimi@modares.ac.ir COVID-19 Online Test Anxiety Students Pandemic کووید-19 اضطراب امتحان آنلاین دانش آموزان همه گیری 1. Velavan TP, Meyer CG. The COVID‐19 epidemic. Tropical medicine & international health. 2020; 25(3): 278.##2. Menni C, Valdes AM, Freidin MB, Sudre CH, Nguyen LH, Drew DA, et al. Real-time tracking of self-reported symptoms to predict potential COVID-19. Nature medicine 2020; 26(7): 1037-40.##3. Chew NW, Lee GK, Tan BY, Jing M, Goh Y, Ngiam NJ, et al. A multinational, multicentre study on the psychological outcomes and associated physical symptoms amongst healthcare workers during COVID-19 outbreak. Brain, behavior, and immunity 2020; 88: 559-65.##4. Chen F, Zheng D, Liu J, Gong Y, Guan Z, Lou D. Depression and anxiety among adolescents during COVID-19: A cross-sectional study. Brain, behavior, and immunity 2020; 88: 36-38. ##5. Li G, Zhou J, Yang G, Li B, Deng Q, Guo L. The Impact of Intolerance of Uncertainty on Test Anxiety: Student Athletes During the COVID-19 Pandemic. Frontiers in Psychology 2021; 12: 2095.##6. Saurabh K, Ranjan S. Compliance and psychological impact of quarantine in children and adolescents due to Covid-19 pandemic. The Indian Journal of Pediatrics 2020; 87: 532-6. ##7. Alsaady I, Gattan H, Zawawi A, Alghanmi M, Zakai H. Impact of COVID-19 Crisis on Exam Anxiety Levels among Bachelor Level University Students. Mediterranean Journal of Social Sciences 2020; 11(5): 33.##8. Sakka S, Nikopoulou VA, Bonti E, Tatsiopoulou P, Karamouzi P, Giazkoulidou A, et al. Assessing test anxiety and resilience among Greek adolescents during COVID-19 pandemic. Journal of Mind and Medical Sciences 2020; 7(2): 173-8.##9. Prakasha GS, Hemalathaa KY, Tamizh P, Bhavna B, Kenneth A. Online Test Anxiety and Exam Performance of International Baccalaureate Diploma Programme Students Under E-Proctored Exams Amid Covid-19. Problems of Education in the 21st Century 2021; 79(6): 942.##10. Unger S, Meiran WR. Student Attitudes towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance. International Journal of Technology in Education and Science. 2020; 4(4): 256-66.##11. Rakhmanov O, Shaimerdenov Y, Dane S. The Effects of COVID-19 Pandemic on Anxiety in Secondary School Students. Journal of Research in Medical and Dental Science 2020; 8(6): 186-90.## ##