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سخن سردبیر Editorial 1 241 241 2023/03/5 1401/12/14 2023/03/5 1401/12/14 مسعود میرزایی علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی یزد ایران ## ##

مقایسه تأثیر دو روش آموزش مجازی، به شیوه حل مسئله و پرسش و پاسخ ، بر آگاهی؛ نگرش و عملکرد دانشجویان پرستاری و مامایی دانشگاه آزاد اسلامی- واحد میبد در مورد کنترل عفونت بیمارستانی در سال ۱۴۰۰ Comparison of the Effect of two E-learning Methods, Problem Solving and Examination Question on Awareness; Attitude and Performance of Islamic Azad University –Maybod branch Nursing and Midwifery Students Regarding Hospital Infection Control in 2022 1 1 مقدمه: عفونت بیمارستانی؛ معضل بهداشتی شایعی است که با آموزش؛ تا حد زیادی کنترل می‌شود. مطالعه حاضر با هدف مقایسه تأثیر دو روش آموزش مجازی (حل مسئله-پرسش و پاسخ) بر آگاهی؛ نگرش و عملکرد دانشجویان پرستاری و مامایی دانشگاه آزاد اسلامی-واحد میبد در مورد کنترل عفونت بیمارستانی در سال ۱۴۰۰ انجام شد. روش بررسی: مطالعه نیمه تجربی با ۳۶ نفر از دانشجویان پرستاری و مامایی دانشگاه آزاد اسلامی-واحد میبد  به صورت تصادفی و به شیوه نمونه‌گیری سهمیه‌ای احتمالی در دو گروه مداخله (پرسش و پاسخ- حل مسئله) و یک گروه کنترل (۱۲=N) قرار گرفتند. آموزش بوکلت عفونت‌های بیمارستانی انجام شد. قبل و بعد از انجام مداخله (بلافاصله دو ماه بعداز مداخله) نمرات آگاهی، نگرش و عملکرد با استفاده از پرسشنامه استاندارد با آلفای کرونباخ ۸۲/۰ محاسبه شد. جهت تجزیه و تحلیل داده‌ها از آزمون کولموگراف اسمیرنوف و تست‌های آماری پارامتریک استفاده شد. نتایج: مقایسه نمرات آگاهی )۰۹۹۳/۰p=) و نگرش )۰۹۹۷/۰p=) و عملکرد )۹۹۸/۰p=) درگروههای مداخله؛ تفاوت معناداری نداشته و به معنای تأثیر یکسان دو روش آموزشی می‌باشد. آموزش به دو روش حل مسئله-پرسش و پاسخ در بهبود نگرش کوتاه مدت دانشجویان (۱۷۲/۰p=) و در بهبود نمرات عملکرد طولانی مدت )۰۷۵/۰p=) تأثیری نداشته است. تأثیر آموزش به دو روش مذکور بر بهبود آگاهی؛ نگرش طولانی مدت و عملکرد کوتاه مدت معنادار بوده است )۰۵/۰p<). نتیجه‌گیری: آموزش مجازی به دو روش حل مسئله-پرسش و پاسخ درافزایش میانگین نمرات آگاهی؛ نگرش و عملکرد به یک میزان مؤثر بوده است.   2 Introduction: Hospital infections are one of the most common health problems which can be controled by education. The purpose of this study was to compare the effect of two e-learning methods (problem solving and examination of question) on awareness; Attitude and performance of Islamic Azad University–Maybod branch nursing and midwifery students regarding hospital infection control in 2022. Methods: The current study was a semi experimental in which 36 Islamic Azad University–Maybod branch nursing and midwifery students were randomly Probability Proportional to Size assigned to intervention(problem solving, examination question) and control groups (N=12) based on the entry and exit criteria using probability proportional to size method.  Education based on hospital infections booklet was assigned. Before and after the intervention, students’ knowledge, attitude and performance scores were evaluated using a standared questionnaire (alpha=0/82). The distribution of quantitative variables was done using the Kolmograph Smirnov test and parametric statistical tests (t_test/pair t_test/one way anova t test) considering the significance level of 0.05. Results: Comparing the scores of awareness (p=0.993), attitude (p=0.997) and performance (p=0.998) in the intervention groups; there is no significant difference and it means the same effect of two educational methods. Teaching two methods of problem solving – question and answer has no effect on improving students’ short-term attitude (p=0.172) and improving long-term performance scores (p=0.075). The effect of education in the two ways mentioned on improving awareness; Long-term attitude and short-term performance were significant (p<0.05). Conclusion: e-learning in two ways of problem solving-examination question in increasing the average scores of knowledge; Attitude and performance have been equally effective. 242 254 2023/03/52022/08/13 1401/5/22 2023/03/52022/12/6 1401/9/15 فاطمه اسماعیلی وردنجانی Fatemeh Esmaili Vardanjani دانشگاه آزاد اسلامی-واحد میبد ایران ebaf39287@gmail.com طیبه شجاع الدینی اردکانی Tayebeh Shojaaddini Ardakani دانشگاه آزاد اسلامی-واحد میبد ایران Tshojaaldini@gmail.com مجید بیطرف Majid Bitaraf دانشگاه آزاد اسلامی-واحد میبد ایران Ariaii_mbp@yahoo.com شکیلا شادمانی دستجردی Shakila Shadmani Dastjerdi دانشگاه آزاد اسلامی-واحد میبد ایران Shadmani.1379@gmail.com غزال مروستی نیا Ghazal Marvastinia دانشگاه آزاد اسلامی-واحد میبد ایران Ghazalmr23@gmail.com e – learning problem solving examination question hospital infection آموزش مجازی حل مسئله پرسش و پاسخ عفونت بیمارستانی 1. Wong SC, Chen JK, So SC, Ho PL, Yuen KY, Cheng VC. Gastrointestinal colonization of meticillin-resistant Staphylococcus aureus: An unrecognized burden upon hospital infection control. J Hop Infect. 2022; 121: 65-74.##2. Nejad Sb, Allegranzi B, Syed Sb, Ellis B, Pittet D. Health-care-associated infection in Africa: a systematic review. Bull World Health Organ. 2011; 89: 757-765.##3. Mosadeghrad, Ali Mohammad, Fatemeh Qazanfari, and Sima Keykhani. Hospital Infection Control accreditation standards: A Comparative Review. Journal of Health and Safety at Work 2022; 12.1: 99-122.‌ [Persian ]##4. Sepandi M, Motahari F, Taheriyan M, Hashemi S. Evaluation of the Prevalence of Nosocomial Infections and their Antibiotic Resistance in one of the military hospitals affiliated Army Medical University during 2018-2019. Journal of Nurse and Physician within War 2021; 7(25):24–32. [Persian]##5. Allah-Bakhshian A, Moghaddasian S, Zamanzadeh V, Parvan K, Allah-Bakhshian M. Knowledge, attitude, and practice of ICU nurses about nosocomial infections control in teaching hospitals of Tabriz. Iranian journal of nursing 2010; 23(64): 17-28. [Persian ]##6. Rajabpour E. The Role of Green Human Resource Management on Organizations Environmental Performance with Emphasis on the Mediating Role of Organizational Commitment. Public Management Researches 2021; 14(53): 141-166. [Persian]##7. Karimi Alavijeh M, Khalifeh Soltani M, Ba Htiar Nasrabadi H. Prospects for the application of ICT in teaching and learning in higher education, higher education, Iran. Journal abbreviation 2009; (14): 179-98. ‌[Persian ]##8. Ahmadinia H, Pakzad P, Rezaeian M. Survey of Learning Models in Medical Students of Rafsanjan University of Medical Sciences in 2019: A Descriptive Study. Journal of Rafsanjan University of Medical Sciences 2022; 20(12): 1357-1370. ‌[Persian]##9. Mollashaei Share S, Baradaran H, Boryri T, Teimouri A, Mollashaei Share S, Mollashaei Share A. The effect of Team Based Learning and Classical Lecture on the Knowledge and Attitudes of Midwifery Students in the Course of Midwifery Emergency. Research in Medical Education 2019; 11(3): 22-29. [Persian]##10. Cho, Young Hye, et al. “Analysis of questioning technique during classes in medical education.” BMC Med. 2012; (12): 1-7.##11. Tohidi S, Karimimoonaghi H, Shayan A, Khalili Z, Ahmadinia H. Evaluation of nursing students satisfaction with teaching through flipped classroom method during internship at Hamadan University of Medical Sciences: A short article. Development Strategies in Medical Education 2021; 8 (4): 49-56. [Persian]##12. Omidkhoda A, Dehdarirad H, Changizi V. Planning, Implementation and Evaluation of Active Learning-Teaching Methods in Inverted Classroom, Peer Learning and Virtual Education among Students in the School of Allied Medical Sciences. Research in Medical Education 2021; 13(3): 42-54.[Persian]##13. Jamshidi H, Parizad N, Hemmati Maslakpak M. The Effect of Problem-Based Learning Approach on Nursing Students' Communication Skills. Journal of Health and Care 2022; 23(4): 301-312.‌ [Persian]##14. Goli H, Mahmoudi M, Ansari M. Medical school faculty Members and students Perceptions of Challenges to online learning during corona pandemic: Qualitative content analysis. Journal of Nursing Education. 2022; 11(2): 53-63.[Persian]##15. Yusefi A R, Kavosi Z, Sadeghi A, Hadi Barhaghtalab R. Knowledge, attitude, and practice of nurses in affiliated hospitals of Shiraz University of medical sciences about infection control in 2016. Nursing and Midwifery Journal 2017; 15(9): 667-679. [Persian]##16. Ghasemi S, Nosrati S, Fakhry M, Khadang M. Investigating the Rate of Nosocomial Infections and Providing Solutions to Prevent and Control it.‌ Journal of Paramedical Sciences and Military Health. 2021; 15(4): 64-71. [Persian] ##17. Rasouli M, Rasouli A, Kalhor, N. 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Aminizadeh M, Pourvakhshoori N, Beyramijam M, Majidi N, Rabori M. “Comparing the effects of two different educational methods on clinical skills of emergency intermediate technician: A quasi-experimental research.” Journal of Education and Health Promotion 2019; 8:234 [Persian ]##25. Jafari A, Khami M, Yazdani R, Mohamadi M. Presenting the Course of Community Dentistry as Problem Based Learning Workshop and Comparing It to Learning through Lecture Iranian Journal of Medical Education. 2010; 9(3) :216-224 [Persian ]##26. Salehi L, Keykavousi Arani L, Safarnavadeh M. Comparison between “problem-based learning” and “question & answer” educational methods on environmental health students’ attitude to critical thinking. Education Strategies in Medical Sciences 2015; 8(1): 35-42.[Persian]## ##

بررسی ارزیابی کیفیت درونی برنامه درسی دروس معارف اسلامی از دیدگاه دانشجویان دانشگاه علوم پزشکی بیرجند بر اساس مدل رالف تایلر Investigating the Evaluation of the Internal Quality of the Curriculum of Islamic Education Courses from the Point of view of the Students of Birjand University of Medical Sciences based on Ralph Tyler's Model 1 1 مقدمه: توجه به رشد همه‌جانبه دانشجویان و آموزش ارزش­ها و مباحث اخلاقی همواره یکی از اهداف مهم نظام‌های آموزشی در دانشگاه‌ها محسوب می‌شود، بنابرین هدف از مطالعه حاضر ارزیابی کیفیت درونی برنامه درسی دروس معارف اسلامی از دیدگاه دانشجویان در دانشگاه علوم پزشکی بیرجند بر اساس مدل رالف تایلر بود. روش بررسی: این مطالعه توصیفی-تحلیلی است. جامعه مورد مطالعه دانشجویان دانشگاه علوم پزشکی بیرجند که بر اساس جدول کرجسی و مورگان 300 نفر به روش نمونه گیری در دسترس به عنوان نمونه انتخاب شدند. برای جمع‌آوری اطلاعات از پرسشنامه محقق ساخته 43 سؤالی استفاده شد. روایی پرسشنامه به تائید صاحبنظران آموزش پزشکی رسید و پایایی پرسشنامه با استفاده از شیوه الفای کرونباخ 87% بدست آمد. تحلیل داده‌ها از نرم‌افزارSPSS 16  و از آمار توصیفی (فراوانی و درصد) و آمار استنباطی (t تک نمونه‌ای وt  مستقل) استفاده شد. نتایج: براساس نتایج، وضعیت کیفیت درونی برنامه درسی دروس معارف اسلامی در عنصر اهداف از دیدگاه دانشجویان از متوسط به بالا برخوردار بود ولی میانگین عناصر ( محتوا، روش های تدریس و ارزشیابی) از میانگین نظری (3) پائین‌تر بود و وضعیت این عناصر از دیدگاه دانشجویان از کیفیت پائینی برخوردار بود (P<0/05). نتیجه‌گیری: برنامه درسی دروس معارف در دانشگاه‌ها باید همواره مورد ارزیابی قرار گیرند و موانعی که اثربخشی و تأثیرگذاری این دروس را بر روی دانشجویان کاهش می‌دهند، شناسایی شوند و بازنگری لازم در جهت ارتقای رشد معنوی، اخلاقی و همه جانبه دانشجویان انجام شود.   2 Introduction: Paying attention to the all-round development of students and teaching values and moral issues is always considered one of the important goals of educational systems in universities. Thus this study aimed to evaluate the internal quality of the Islamic studies courses curriculum based on Ralph Tyler's model and from the students' point of view at Birjand University of Medical Sciences. Methods: This is a descriptive-analytical study. The studied population of Birjand University of Medical Sciences students, based on the table of Karjesi and Morgan, 300 people were selected as a sample using available sampling method. A researcher-made questionnaire including 48 questions was used to collect information. The validity of the questionnaire was confirmed by medical education experts and the reliability of the questionnaire using Cronbach's alpha method was 87%. Data analysis was done using SPSS 16 software and descriptive statistics (frequency and percentage) and inferential statistics (one-sample t and independent t) were used. Results: The status of internal quality of the curriculum of Islamic education courses in the goal element from the students' point of view was medium to high, but the average (content, teaching and evaluation methods) was lower than the theoretical average (3) and the status of these elements was of low quality (P<0.05). Conclusion: The curriculum of education courses in universities should always be evaluated and the necessary revision should be done in order to promote the spiritual, moral and all-round development of students. 255 262 2023/03/52022/08/132022/09/7 1401/6/16 2023/03/52022/12/62023/01/1 1401/10/11 جواد اکبری مطلق Javad Akbarimotlagh دانشگاه فرهنگیان، تهران، ایران. ایران Ajavad.m@chmail.ir محمدرضا رئیسون Mohammadreza Raeisun دانشگاه علوم پزشکی بیرجند ایران raeisoon49@gmail.com یحیی محمدی Yahya Mohammadi دانشگاه علوم پزشکی بیرجند ایران y_mohammady_29@yahoo.com curriculum internal quality Islamic education Tyler model برنامه درسی کیفیت درونی معارف اسلامی مدل تایلر 1. 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Satisfaction of students from the Quality of Educational Services of Islamic Education Department of Zanjan University of Medical Sciences. Development Strategies in Medical Education 2018; 5 (1): 1-14. [Persian]##19. Qouchani, O M, Mohammadzadeh, S. Evaluation of the quality of the curriculum of a bachelor's degree in agricultural promotion and education (Case study: Ramin Khuzestan Agricultural and Natural Resources University (Iran's Economic Research and Development Research. Iranian journal of agricutural economics and development research 2016; 46(3): 589-598. [Persian]##20. Omidi M, Najafi H, Sobhaninejad M. Evaluating the Curriculum of Islamic Courses Sciences University to Present Some Quality Guidelines. The Journal of New Thoughts on Education 2017; 12(4): 217-236. [Persian]## ##

شناسایی وضعیت آموزش علوم پزشکی پاسخگو و ارائه راهکارهای اجرایی در دانشگاه علوم پزشکی زنجان از دیدگاه خبرگان حوزه آموزش Identifying the Situation of Accountable Medical Science Education and Providing Implementation Solutions in Zanjan University of Medical Sciences from the Point of View of Experts in the Field of Education 1 1 مقدمه: اهمیت آموزش پاسخگو در دانشگاه‌های علوم پزشکی آنچنان حائز اهمیت است که یکی از سیاست‌های کلان بسته‌های تحول و نوآوری در آموزش علوم پزشکی، نهادینه‌ سازی رویکرد آموزش پاسخگو در نظام سلامت می­‌باشد. هدف پژوهش حاضر، شناسایی نقاط قوت، ضعف، چالش‌ها و فرصت‌های حوزه آموزش علوم پزشکی و ارائه راهکارهای اجرایی در دانشگاه علوم پزشکی زنجان بود. روش بررسی: پژوهش حاضر به روش کیفی و در 2 مرحله در سال 1400 در دانشگاه علوم پزشکی زنجان انجام شد. در گام اول به مرور متون مرتبط علمی پژوهشی در پایگاه‌های اطلاعاتی فارسی و انگلیسی پرداخته شد و در گام دوم 21 نفر از مدیران حوزه آموزش دانشگاه بصورت هدفمند جهت شرکت در جلسات نشست خبرگان انتخاب شدند و جلسات تا رسیدن به اشباع نظری ادامه یافت. تحلیل داده‌ها با استفاده از روش کروگر انجام شد. نتایج: در این مطالعه نقاط ضعف، قوت، فرصت‌ها و چالش‌های حوزه آموزش علوم پزشکی پاسخگو در دانشگاه علوم پزشکی زنجان شناسایی و سپس راهکار‌های اجرایی برای مقابله با چالش‌ها با استفاده از فرصت‌های موجود مورد بررسی قرار گرفت. نتیجه‌گیری: نتایج نشان داد هماهنگی و تقویت نگرش مشترک میان معاونت‌های مختلف دانشگاه و مدیران ستادی، بازنگری برنامه‌های درسی و آموزشی، پیدایش درک مشترک از مفاهیم پاسخگویی در آموزش علوم پزشکی میان ذینفعان مختلف و در نظر گرفتن مشوق‌های کافی در دانشگاه می‌تواند زمینه ارتقای پاسخگویی اجتماعی در آموزش علوم پزشکی را مهیا نماید.   2 Introduction: The importance of Accountable education and the necessity of its existence in medical sciences universities is so important that one of the major policies of transformation and innovation packages in medical sciences education is the institutionalization of the approach of responsive education in the health system. The aim of the current research was to identify the strengths, weaknesses, opportunities and threats in the field of medical science education and provide implementation solutions in Zanjan University of Medical Sciences. Methods: The present research was carried out qualitatively in two stages in 2021 at Zanjan University of Medical Sciences. At first, a review of literature in Persian and English databases was done, and in the second stage, 21 managers of the university education field were purposefully selected to participate in the expert panel, and then findings were theoretically saturated. Data analysis was done using the Kruger method. Results: In this study, strengths, weakness, opportunities and threats in the field of responsive medical science education in Zanjan University of Medical Sciences were identified, and then implementation strategies to deal with the challenges using existing opportunities were investigated. Conclusion: Based on results the coordination and strengthening of the common attitude between the different vice-chancellors of the university and staff managers, the revision of the curriculum and training programs, the emergence of a common understanding of the concepts of accountability in medical science education among the various stakeholders and determining sufficient motivations in the university can provide the basis for improving social accountability in medical science education. 263 272 2023/03/52022/08/132022/09/72022/09/18 1401/6/27 2023/03/52022/12/62023/01/12022/12/25 1401/10/4 سمیرا علیرضایی Samira Alirezaei علوم پزشکی ساوه ایران s.alirezaei.6856@gmail.com گلی ارجی Goli Arji دانشکده علوم پزشکی ساوه ایران Goliarji@gmail.com Education Challenges Education Opportunities Accountable Medical Education چالش‌های آموزش فرصت‌های آموزش آموزش پزشکی پاسخگو 1. Elmassah S, Biltagy M, Gamal D. Framing the role of higher education in sustainable development: a case study analysis. Int J Sustain High. 2022; 23(2): 320-55.##2. Kieny MP, Bekedam H, Dovlo D, Fitzgerald J, Habicht J, Harrison G, et al. Strengthening health systems for universal health coverage and sustainable development. Bull World Health Organ. 2017; 95(7): 537.##3. Bodaghi D, Slambolchi A, Rabiee Mondajin M. Designing the model of social responsibillity and measuring it in the social security organization. Social Science Quarterly 2020; 14(2): 60-45. [Persian]##4. Elam CL, Wilson HD, Wilson EA, Schwartz R. Physicians for the 21st century: implications for medical practice, undergraduate preparation, and medical education. J Ky Med Assoc. 1995; 93(6): 247-9.##5. Moezzi M, Shirani M, Majidi F, Saberzadeh M. Design and implementation of communitybased and responsive educational program: Experience report of Shahrekord University of Medical Sciences Center for the Study and Development of Medical Education. Iranian Journal of Medical Education/Special Issue of Transformation and Innovation Packages in Medical Education 2017;17(11):120-4. [Persian]##6. Dehghani MR, Azizi F, Haghdoost A, Nakhaee N, Khazaeli P, Ravangard Z. Situation Analysis of Social Accountability Medical Education in University of Medical Sciences and Innovative Point of View of Clinical Faculty Members towards its Promotion Using Strengths Weaknesses Opportunities and Threats (SWOT) Analysis Model. Strides in development of medical education 2014; 10(4): 403-12. [Persian].##7. Israel B, Schulz A, Parker E, Becker A. Community-based participatory research: policy recommendations for promoting a partnership approach in health research. Educ Health. 2001;14(2):182-97.##8. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010; 376(9756): 1923-58.##9. Maley M, Worley P, J. D. Using Rural and Remote Setting in the Undergraduate Medical Curriculum. Med Teach. 2009; 31(11): 969-83.##10. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Edu. 1984; 18 (4): 284-297.##11. O’Sullivan M, Martin J, Murray E. Students’ perceptions of the relative advantages and disadvantages of community based and hospital based teaching: a qualitative study. Med Educ. 2000;34(8):648-55.##12. Amuei F, Rezai MS, Malekzadeh R, Mahmoodi E. A review of the lesson plan design in Iran's medical education; necessities and challenges. Clinical Excellence 2017; 7(1): 64-76. [Persian]##13. Teichler U. Mass higher education and the need for new responses. Tert Educ Manag. 2001; 7(1): 3-7.##14. Amuei F, Rezai M S, Malekzadeh R, et al. A review of the lesson plan design in Iran's medical education; necessities and challenges. Clinical Excellence 2017;7(1):64-76. [Persian]##15. Rezaee M, Almasee A. Survey of knowledge and attitudes of medical students toward community based medical education. Journal of Kermansha University of Medical Sciences 1997; 4(1): 71-8. [Persian]##16. Akbari-Farmad S, Ahmady S, Hoseini MA. Exploring faculty members perceptions about socially accountable medical education challenges: A qualitative content analysis. Strides in development of medical education 2016 ; 13(1): 1-9. [Persian]##17. Rezaee M, A. A Survey of knowledge and attitudes of medical students toward community based medical education. J Kermansha Univ Med Sci. 1997; 4(1): 71-8.##18. Dehghani MR, Azizi F, Haghdoost A, Nakhaee N, Khazaeli P, Ravangard Z. Situation Analysis of Social Accountability Medical Education in University of Medical Sciences and Innovative Point of View of Clinical Faculty Members towards its Promotion Using Strengths Weaknesses Opportunities and Threats (SWOT) Analysis Model. Strides in development of medical education 2014; 10(4): 403-12. [Persian]## ##

آمادگی برای یادگیری الکترونیک در دانشگاهیان دانشگاه علوم پزشکی آبادان Readiness for E-learning among the Academics of Abadan University of Medical Sciences 1 1 مقدمه: درک آمادگی کاربران در موفقیت هر برنامه آموزش الکترونیکی مهم است. هدف از مطالعۀ حاضر، بررسی آمادگی یادگیری الکترونیک دانشجویان، اعضای هیئت علمی و کارکنان دانشگاه علوم پزشکی آبادان بود. روش بررسی: این مطالعۀ مقطعی - تحلیلی روی 187 نفر از دانشگاهیان انجام شد. برای ارزیابی آمادگی یادگیری الکترونیک از پرسشنامهThe Academics’ E-Readiness Questionnaire (ARQ) استفاده شد. نتایج: نتایج آزمون Kruskal-Wallis نشان داد که تفاوت آماری معنی‌داری در میانگین رتبۀ حیطۀ مهارت کار با کامپیوتر بین دانشجویان (2/5± 5/82) با اعضای هیأت علمی (2/4 ± 1/140) و کارکنان (9/3 ± 1/142) وجود دارد، به طوری که میانگین نمره اعضای هیأت علمی و کارکنان به طور معنی‌داری بالاتر از دانشجویان بود (001/0 ≥ P). نتایج آزمونBivariate analysis  نشان داد که در دانشجویان، تعداد کارگاه­ها و سمینارهای با موضوع آموزش الکترونیکی برگزار شده، ارتباط مثبت معنی‌داری با میزان مهارت کار با کامپیوتر (001/0≥P ، 343/0 r=) دارد. همچنین یک ارتباط مثبت معنی­دار بین آگاهی با نگرش نسبت به یادگیری الکترونیکی (001/0≥P  ,172/0r=) در دانشجویان مشاهده شد. در بین اعضای هیات علمی، ارتباط منفی معنی‌داری بین سابقه کار با نگرش نسبت به آموزش الکترونیکی مشاهده شد (39/0-r=، 04/0 =P). نتیجه‌گیری: یادگیری الکترونیکی می‌تواند با توجه روزافزون به نیازهای آموزشی، راه اندازی بسترهای موجود، ایجاد زیرساخت­ها و امکانات مورد نیاز، بالا بردن دانش و نگرش کارکنان، استادان و دانشجویان و کاهش مقاومت اعضای هیات علمی با سابقه برای تغییر، گسترش یابد.   2 Introduction: Understanding user e-readiness is important to any e-learning program's success. The aim of this study was to investigate the e-learning readiness of students, faculty members, and employees of Abadan University of Medical Sciences. Methods: This cross-sectional-analytical study was conducted on 187 academicians. The Academics' E-Readiness Questionnaire (ARQ) was used to evaluate e-learning readiness. Results: The results of the Kruskal-Wallis test showed that there is a statistically significant difference in the mean rank of computer skills between students (82.5 ± 5.2), faculty members (140.1 ± 4.2), and employees (142.1 ± 3.9). So that the mean rank of faculty members and employees was significantly higher than that of students (P ≤ 0.001), the results of the Bivariate analysis showed that among the students, the number of workshops and seminars held on the topic of e-learning has a significant positive association with the mean rank of computer skills (P ≤ 0.001, r=0.343). Moreover, a Positive significant association between knowledge and attitude towards electronic education (r=0.172, P ≤ 0.001) was observed among the students. Besides, a significant negative association was found between work experience and attitude towards e-learning among faculty members (r=0.39, P=0.04). Conclusion: The expansion of e-learning can be achieved through increasing the attention to educational needs, existing Platforms, required infrastructures and facilities, knowledge and attitude of employees, faculty members, and students, and the reduction of the existing resistance to change among the experienced faculty members.   273 290 2023/03/52022/08/132022/09/72022/09/182022/08/16 1401/5/25 2023/03/52022/12/62023/01/12022/12/252023/01/1 1401/10/11 سحر گلابی Sahar Golabi دانشگاه علوم پزشکی آبادان ایران s.golabi@abadanums.ac.ir زهرا شیخی Zahra Sheikhi دانشگاه علوم پزشکی آبادان ایران zar.sheikhi75@gmail.com احلام آل منیع Ahlam Almanie دانشگاه علوم پزشکی آبادان ایران maalmani90@gmail.com مهشید نقاش پور Naghashpour Mahshid دانشگاه علوم پزشکی آبادان ایران m.naghashpour@abadanums.ac.ir Readiness E-learning Academics Attitude ARQ آمادگی یادگیری الکترونیکی دانشگاهیان نگرش ARQ 1. Linjawi AI, Agou S. E-learning Readiness among Dental Students and Faculty Members Pre-COVID-19 Pandemic. J Microsc Ultrastruct. 2020; 8(4): 168-74.##2. Truong HM. Integrating learning styles and adaptive e-learning system. Comput Hum Behav. 2016; 55: 1185–93.##3. Gawad AA, Al-Masaud KAK. Impediments of Activating E-Learning in Higher Education Institutions in Saudi Arabia. Int J Adv Comput Sci Appl. 2014; 5(4): 12-18.##4. Iqbal MJ, Ahmad M. Enhancing quality of education through e-learning: The case study of Allama Iqbal Open University. Turkish Online J Distance Educ. 2010; 11 :84-97.##5. Ranjbarzadeh FS, Biglu MH, Hassanzadeh S, Safaei N, Saleh P. E-readiness assessment at tabriz university of medical sciences. Res Dev Med Educ. 2013; 2(1): 3-6.##6. Razzaghi M, Ghalavandi H, Hasani M. The Role of Student Characteristics, Content Quality and Knowledge Management in Using E -Learning by Medical Students through Mediation of E -Learning Acceptance (Case Study: Shiraz University of Medical Sciences). Research in Mathematics Education. 2022; 14(2): 9-20. [Persion]##7. Francom G. Teach me how to learn: Principles for fostering students’ self-directed learning skills. Int J Learn High Educ. 2010; 7(1): 29-44.##8. Azimi HM. Readiness for implementation of e-learning in colleges of education and assessment of e-learning needs among its faculty members and students. J Nov Appl Sci. 2013; 2(12): 769-75.##9. Huang JH, Zhaoc, J. and Huan, H. An E-Readiness Assessment framework and tow field Study. Communication Association for Information System. 2004; 14: 364-74.##10. Al-Asmari AK AR, Al-Elewi AM, Al-Omani S, Al-Asmary S, Al-Asmari SA. Camel Milk Beneficial Effects on Treating Gentamicin Induced Alterations in Rats.Available from: Journal of Toxicology. 2014: 1-7.##11. Mousavi Sahebalzamani SS, Maleki A, Faghihzadeh S, Ojaghloo S, Noroozi M. Assessing E-Learning Readiness among Students of Zanjan Medical Sciences University. Journal of Education Development in Medical Sciences. 2016; 8(20): 115-24. [persion]##12. Zarifsanaiey N KS, Kaveh MH, Mehrabi M. Development of The Academics’ E-Readiness Questionnaire (ARQ) for Medical Universities. Turk Online J Distance Educ. 2019; 20(2): 78-88.##13. Aslani E B KA, Amirteimori MH. Evaluation of the Readiness for E-Learning from the Viewpoints of the Students and Professors of Allameh Tabataba’i University. Interdiscip J Virtual Learn Med Sci. 2016; 7(1): e12072.##14. Ali-Asghari, H., Tahmasebi Limooni, S. Assessing the E-learning Readiness of Medical Students of Mazandaran University of Medical Sciences. Journal of knowledge management. 2021; 14(53): 20-34. [persion]##15. Puskulluoglu M, Nowakowski M, Ochenduszko S, Hope D, Cameron H. Medical students' perception of e-learning approach (MeSPeLA) - a mixed method research. Folia Med Cracov. 2022; 62(2): 49-70.##16. Folorunso O OO, Sharma SK. An exploratory study of the critical factors affecting the acceptability of e-learning in Nigerian universities. Inf manag comput secur. 2006; 14(5): 496–505.##17. Iqbal MJ AM. Enhancing quality of education through e-learning: The case study of Allama Iqbal Open University. Turk Online J Distance Educ. 2010; 11(1): 84–97.##18. Kabir H, Nasrullah SM, Hasan MK, Ahmed S, Hawlader MDH, Mitra DK. Perceived e-learning stress as an independent predictor of e-learning readiness: Results from a nationwide survey in Bangladesh. PLoS One. 2021;16(10): e0259281.##19. Park S. An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e learning. Educ Technol Soc. 2009; 12: 150 62.##20. Jahanbakhsh M, Ahmadi S, Saghaeiannejad-Isfahani S, Najimi A. E-learning in Medical Sciences: A survey of Students' Views on elearning. IJME. 2021; 21(41): 418-425. [In persion]##21. Rhema A, Miliszewska I. Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in informing science and information Technology. 2014; 11: 169-90.##22. Obi IE, Charles-Okoli AN, Agunwa CC, Omotowo BI, Ndu AC, Agwu-Umahi OR. E-learning readiness from perspectives of medical students: A survey in Nigeria. Niger J Clin Pract. 2018; 21(3): 293-300.##23. Bediang G, Stoll B, Geissbuhler A, Klohn AM, Stuckelberger A, Nko'o S, et al. Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences. BMC Med Educ. 2013;13:57.##24. Akhu-Zaheya LM KW, Nasar M, Khraisat O. Baccalaureate nursing students’ anxiety related computer literacry: a sample from Jordan. J Res Nurs. 2013; 18(1): 36–48.##25. Bhuasiri W XO, Zo H, Rho JJ, Ciganek AP. Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education. 2012; 58: 843–55.##26. Bordbar A NZM, Zargardi B, Laghaei T. Review and prioritize the effective factors in the successful implementation of e-learning faculty members Fasa University of Medical Sciences, Horizon. 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تجسمی از مدرسۀ رکنیه یزد در قرون هشتم تا نهم هجری Visualization of Rokniyeh School in 14th and 15th Centuries AD 1 1 مقدمه: مدرسۀ رکنیه از بزرگ‌ترین و مهم‌ترین مدارس یزد در قرون هشتم تا نهم هجری، به سال 725 ه ق به همت سیدرکن الدین ابوالمکارم محمدقاضی حسینی یزدی در قرون 7تا 9 هجری قمری بنا شده است. از این مدرسه اکنون بقایای اندکی به نام بقعۀ سیدرکن‌الدین باقی‌مانده است. این مطالعه بر آن است تا نسبت به تعیین حدود و مساحت احتمالی مدرسه اقدام نموده و نیز تجسمی از ساختمان آن به دست دهد. روش بررسی: در این مطالعه با استفاده از منابع تاریخی و نقشه‌های هوایی و نیز الگوی مدارس قدیمی هم عصر مدرسۀ رکنیه نسبت به تعیین حدود و مساحت احتمالی مدرسه اقدام شده و نیز تجسمی از بنا و ملحقات آن شبیه‌سازی و منتشر می‌شود. ضمناً جزئیاتی در مورد ساز و کار دارالشفا و بیت الادویه مدرسه با استفاده از منابع تاریخی ارائه می‌گردد. نتایج: بر اساس طول و عرض فضای مشخص شده در غرب و شرق و شمال بقعه سیدرکن‌الدین، مساحت مدرسه حدود ۴۰۰۰ تا ۵۰۰۰ متر مربع تخمین زده می‌شود. نمایی از ساختمان مدرسه تجسم و ارائه شده و نیز شمایی از مکانیسم حرکت ساعت آبی مجموعۀ رصد وقت‌الساعه ارائه شد. نتیجه‌گیری: مدرسۀ رکنیه، مهم‌ترین مدرسۀ یزد در قرون گذشته بوده و قسمت‌های مختلفی نظیر کتابخانه، مسجد، بیت الادویه، دارالشفا، دارالسیاده، خانقاه، ساعت آبی و رصدخانه دانشگاه‌های غربی زمان خود داشته است. لازم است با توجه به موقعیت کنونی یزد در آموزش عالی کشور، پیوندی بین این سابقۀتاریخی و جایگاه کنونی آموزش عالی آن برقرار شود تا دانشجویان و محققان از پیشینۀ تاریخی آموزش عالی در یزد آگاه باشند.    2 Introduction: Rokniyeh School was one of the largest and most important schools of Yazd during 14th and 15th centuries built in 1324 AD by Seyyed-Rokn-al-Din Abul-Makaram Mohammad Qazi Hosseini-Yazdi. Few remnants of this school have been left behind, known as Seyyed-Rokn-al-Din Mausoleum. This study aims to determine the boundaries and area of the school and to visualize it. Methods: In this study, with the aid of historical sources and aerial maps, as well as the map of old schools of the same era, the possible boundaries and area of the school was determined and illustrated by Adobe Illustrator Version 2020. Also, a model of the school was visualized. Additionally, details about the budget and function of the school’s clinic (Dar-al-Shefa) and pharmacy (Beit-al-Advieh) was investigated using its historical endowment and other resources. Results: Based on the length and width of the specified space in the west, east and north of Seyyed Rokn-al-Din mausoleum, the area of the school was estimated to be about 4000 to 5000 m2. A view of the school building and movement mechanism of the water clock including its possible water path were illustrated. Conclusion: Rokniyeh School was the most important school in old Yazd, which had different parts, such as a library, mosque, clinic, guest house, monastery, water clock and observatory. Considering the current position of Yazd in higher education of Iran, it is suggested to establish a link between the history and its current position in higher education to inform students and academics about the historical background of higher education in Yazd.   291 305 2023/03/52022/08/132022/09/72022/09/182022/08/162022/12/18 1401/9/27 2023/03/52022/12/62023/01/12022/12/252023/01/12023/02/8 1401/11/19 مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهیدصدوقی یزد ایران نیکی میرزایی Nikki Mirzaei دانشگاه الزهرا (س) تهران، ایران ایران Yazd Atabakan Rokniyeh School Seyed Rokn- al-Din Abul Makaram Mohammad Qazi Hosseini Yazdi 'Waqt al-Saa' یزد اتابکان مدرسه رکنیه سیدرکن الدین ابوالمکارم محمدقاضی حسینی یزدی وقت الساعه 1.Ayati A. History of Yazd. Yazd: Golbahar Press. 1938.##2. Kateb Yazdi S.H. New History of Yazd. Tehran: Amir Kabir Press. 2007.##3. Afshar I. Monuments of Yazd. 2 ed. Yazd: Khaneye Ketab. 1998.##4. Mostofibafghi M.M. Jame Mofidi. 1 ed. Asatir. 2008.##5. Naeini M. Jame Jafari. Asare Melli. 1974.##6. Zarinkub R, Zarinkub A. History of ancient Iran (Political history of the Sassanids). Organization of study and editing of university humanities books. 2012; 114.##7. Jafari J. History of Yazd. Tehran scientific and cultural publisher. 2005.##8. Homayounfarokh, R. Books and Libraries of Iran (Vol 2), Ministry of Art and Culture Press. Tehran Iran. 1968: 94-95.##9. Kamaladini B. Seyed Roknadin Mohammad Yazdi. Yazd: Kamal Publishing. 2011.##10. Mirhosseini M. Finding a point from the endowment letter of Jame al-Khairat. Culture. 2005; 56: 163-185.##11.Anonymous, History of Shahid Sadoughi University of Medical Sciences, URL: http://research.ssu.ac.ir, Accessed: 24.12.2022##12. 12. Mojibian J. From cyclamen to labratory’s embryo. Andishmandan Press, Yazd 2016.##13. Shirazi, M. Esteftaat. 2021; Available from: https://makarem.ir/main.aspx?typeinfo=42&lid=0&catid=27599&mid=404353.##14. Daneshpajuh M, Afshar I. Jamealkhayrat. 1 ed. Iran Zamin Farhang. 1972.##15. Wilber D.N. Islamic Architecture of Iran in the Ilkhanan Period. Scientific and cultural publications. 1967.##16. Shahabi-nejad A. A Review of the Historical Background of Yazd’s Vaqt-o Sa‘at Square: Safavid Era and Earlier. Journal of Iranian Architectural Studies. 2021; 11(19): 47-64.##17. Shahabi-nejad A. Re-introducing historical water structure in Yazd Vaght o Saat Square. Artichecture in Hot and Dry Climate. 2019; 7(9): 1-17.##18. Shahabi-nejad A. Reidentification of the Historical Evolution in Yazd Vaght o Saat Square from the Beginning to the End of the Pahlavi Era, Bagh-e Nazar Journal. 2021; 18(104): 69-80.##19. Saadatmand I R.A. Management of water distribution in old Iran by relying on Pengan tools. History of science. 2016; 14(2): 153-159.##20. Needham J. Science and Civilisation in China: Volume 4, Physics and Physical Technology, Part 2, Mechanical Engineering. Cambridge University Press. 1965.##21. Jazari A, Hill D.The book of knowledge of ingenious mechanical devices. D. Reidel. 1974.##22. Shamsoldini P. History of Medicine in Yazd. Encyclopedia of Medicine in Iran and Islam. 2 ed. Tehran Amirkabir Press and Iranian Academy of Medical Sciences. 2018##23. de Ridder-Symoens H. A history of the university in Europe, Universities in the middle Ages. Cambridge University Press. 1991: Vol. 1. ##24. Hardaker G, Sabki A. Pedagogy in Islamic Education: The Madrasah Context. Emerald Group Publishing. 2018.## ##

بررسی سطح یادگیری سازمانی در بین کارکنان دانشگاه علوم پزشکی کرمانشاه (مورد مطالعه مراکز آموزشی و درمانی) Investigating the Level of Organizational Learning among Employees of Kermanshah University of Medical Sciences 1 1 مقدمه: سازمان‌ها به‌منظور کسب سطح بالاتری از عملکرد و موفقیت همواره به دنبال بهره‌گیری حداکثری از یادگیری سازمانی هستند. بر همین اساس هدف پژوهش حاضر بررسی سطح یادگیری سازمانی کارکنان دانشگاه علوم پزشکی کرمانشاه می‌باشد.. روش بررسی: پژوهش حاضر یک مطالعه توصیفی- کاربردی از نوع مقطعی است. جامعه آماری این تحقیق شامل کلیه کارکنان اداری و درمانی دانشگاه علوم پزشکی کرمانشاه در سال 1401 بودند که با استفاده از فرمول کوکران حجم نمونه 530 نفر به دست آمد که با احتساب ضریب استهلاک 20 درصد حجم نمونه 440 نفر برآورد گردید. نمونه‌گیری به‌صورت تصادفی ساده بود. ابزار جمع‌آوری داده‌ها پرسشنامه­ی پروفایل سازمان یادگیرنده مارکوارت 1996 که شامل پنج بعد سازمان، دانش، یادگیری، تکنولوژی و افراد بود. به منظور تجزیه و تحلیل داده‌ها از آزمون‌های آماری t مستقل، تحلیل واریانس و همبستگی تجزیه و تحلیل استفاده شد. نتایج: نتایج این تحقیق نشان داد که بین مولفه‌های یادگیری سازمانی، کمترین امتیاز به بعد تکنولوژی (63/22) و بیشترین امتیاز به بعد افراد (71/25)، بر اساس سابقه مربوط به بعد افراد (87/25) و کمترین امتیاز مربوط به بعد تکنولوژی (72/22) و بیشترین امتیاز بر اساس میزان تحصیلات مربوط به بعد افراد در بین افراد دارای تحصیلات فوق لیسانس و دکترا 69/29 و کمترین امتیاز مربوط به بعد تکنولوژی در بین افراد دارای تحصیلات لیسانس 05/22 بوده است. نتیجه‌گیری: براساس نتایج پژوهش حاضر، مدیران دانشگاه می‌توانند با آموزش و بهبود ساختار سازمانی در دانشگاه خود یادگیری سازمانی کارکنان را افزایش دهند.   2 Introduction: In order to achieve a higher level of performance and success, organizations are always looking for the maximum benefit of organizational learning. Methods: The current research is a descriptive-applied cross-sectional study. The statistical population of this research included all the administrative and medical staff of Kermanshah University of Medical Sciences in 1400-1401. Using Cochran's formula, a sample size of 530 people was obtained and by taking into account the depreciation factor of 20%, resulted in a sample size of 440 people. Sampling was simple random. The data collection tool was Marquardt's 1996 learning organization profile questionnaire, which included five dimensions of organization, knowledge, learning, technology, and people. In order to analyze the data, independent t-tests, analysis of variance and correlation analysis were used. Results: The results of this research showed that among the components of organizational learning, the lowest score for the technology dimension (22.63) and the highest score for the people dimension (25.71), based on the history related to the people dimension (25.87) and the lowest score for the dimension Technology (22.72) and the highest score based on the level of education related to the dimension of people among people with post-graduate and doctorate education was 29.69 and the lowest score related to the technology dimension among people with bachelor's education was 22.05. Conclusion: Based on this, the purpose of the current research is to investigate the level of organizational learning of the employees of Kermanshah University of Medical Sciences. University managers can increase the organizational learning of employees by training and improving the organizational structure in their university.   306 317 2023/03/52022/08/132022/09/72022/09/182022/08/162022/12/182022/10/18 1401/7/26 2023/03/52022/12/62023/01/12022/12/252023/01/12023/02/82022/12/6 1401/9/15 احسان پروین Ehsan parvin دانشگاه ملایر ایران ehsan_parvin@yahoo.com علی نجف پور Ali Najafpour علوم پزشکی کرمانشاه ایران ehsan.parvin1990@gmail.com هدا نجف پور hoda najafpour دانشگاه مازندران ایران h.najafpour1991@gmail.com learning organization organizational learning Marquardt model interconnected model University of Medical Sciences سازمان یادگیرنده یادگیری سازمانی مدل مارکوارت مدل به هم پیوسته دانشگاه علوم پزشکی 1. Omranzadeh E, Khoshchehreh M, Monavarian A, Alaei H. Explaining the Organizational Learning Pattern in the Employees of NIPC. Journal of Public Organizations Management 2017; 5(3): 95-112. [Persian]##2. Garcıa-Morales VictorJ V-JA, Javier Llorens Francisco. The influence of CEO perceptions on the level of organizational learning Single-loop and double-loop learning. IJM. 2009; 30(6):567-90.##3. Feltham C, Foster J, Davidson T, Ralph S. Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth. Nurse Educ Today. 2016; 41(Supplement C): 73-8. ##4. Davarpanah H, hoveyda R. Study the Relationship Between organizational structure and organizational learning capabilities (Case study: university of Isfahan staff). JMTE. 2019; 14(2): 24-7. [Persian]##5. Reynolds-Kueny C, Toomey E, Pole D, Hinyard L. Uniting Saint Louis University's interprofessional education program with organizational learning: A theory-based model to guide IP education and practice. JIEP. 2017; 6: 7-14.##6. Grealish L, Henderson A, Quero F, Phillips R, Surawski M. The significance of 'facilitator as a change agent'--organisational learning culture in aged care home settings. J Clin Nurs. 2015; 24(7-8): 961-9. ##7. Skipper M, Nohr SB, Jacobsen TK, Musaeus P. Organisation of workplace learning: a case study of paediatric residents' and consultants' beliefs and practices. Adv Health Sci Educ Theory Pract. 2016; 21(3): 677-94. ##8. Cho D, Eum WJ, Lee KH. The impact of organizational learning capacity from the socio-cognitive perspective on organizational commitment. APER. 2013; 14(4): 511-22. ##9. Alegre J, Chiva R. Assessing the impact of organizational learning capability on product innovation performance: An empirical test. Technov. 2008; 28(6): 315-26. ##10. Dodgson M. Organizational Learning: A Review of Some Literatures. Organization Studies. 1993; 14(6): 75-89. ##11. Broekema W, Porth J, Steen T, Torenvlied R. Public leaders’ organizational learning orientations in the wake of a crisis and the role of public service motivation. Safety science. 2019; 113: 200-209. ##12. Hartono E, Wahyudi S, Harahap P, Yuniawan A. Does Organizational Learning Affect the Performance of Higher Education Lecturers in Indonesia? The Mediating Role of Teaching Competence. Int J Env Sci Edu. 2017; 12 (4): 865-878. ##13. Yousefy A, Zahabioun S. Learning Organization the Strategy for Qualitative Development Of Health System. Iranian Journal of Medical Education 2011; 10 (5): 1033-1044. [Persian] ##14. Corpening JI. Examination of Team Learning Variables within a Systems Focus On Organizational Learning & the learning organization: a study of nursing team at a large southeastern teaching hospital. Journal of Marketing. 2012; 85 (9): 121-130. ##15. Alegre J, Chiva R. Assessing the impact of organizational learning capability on product innovation performance: An empirical test. Technov. 2008; 28(6): 315-26. ##16. Latifi, M., Hashemi, M. Studying Organizational learning of Bank Staffs in Dorud. JMTE. 2017; 12(1): 109-116.##17. Akbari, S., Mehni, O. Investigating the Relationship between Organizational Learning and Quality Teaching of Teachersâ: A Case Study of Bandar Abbas. International Journal of English Studies. 2020; 12(2): 170-179. [Persian]##18. Zali M. Building the Learning Organization: Mastering the 5 elements for corporate learning. Marquardt MJ. Tehran: University of Tehran Entrepreneurship Center; 2006: 33-44. ##19. Marquardt MJ. Building the learning organization: Mastering the 5 elements for corporate learning. Nicholas brealey publishing; 2002: 43-56. ##20. Bakhshi Hajikhajeloo S, Rasouli E, Teimourian M. The Relationship between Organizational Culture & Organizational Learning & How They Are Affected by the Individual Variables (Case Study: SSO Hospitals and Clinics, Ardabil Province). Social Security Journal. 2021; 17(2): 121-137. [Persian]##21. Heidari SH ST, Vanaki Z, Khosroangam M, Rodini A. Vanaki Z, Khosroangam M, Rodini A. Organizational learningcapabilities of nurses. Quarterly Journal of Nursing Management 2014; 2(4): 56-63. ##22. Dargahi H, Razghandi A A, Rajab Nezhad Z. Assessing Organizational Learning Capacity among Clinical Laboratories of General Teaching Hospitals Affiliated to Tehran University of Medical Sciences. Journal of Hospital 2016; 15(2): 85-94. ##23. Kameli JM. Knowledge management and its management in government organizations (a case study in the police organization). Karagah. 2008; 02(3): 17-39. ##24. Abtahi H, Salvati A. Knowledge Management. Tehran: published Pivande; 2007: 110-117. [Persian] ##25. Ebrahimzadeh R. Effect of knowledge Management on learning organization. Tehran: 3th International Conference on Management; 2007. [Persian] ##26. Darabi M. Investigating the Relationship between Organizational Intelligence and Organizational Learning. Journal of Political Economy 2019; 6 (12):14-30. [Persian]##27. Berrio AA. Assessing the learning organization profile of Ohio State University extension using the systems-linked organizational model. InPICMET'07-2007 Portland International Conference on Management of Engineering & Technology 2007; 1542-1547. IEEE. ##28. Abzry M, Abbasi A. Analysis of the new organization of the third millennium: the organization of learning and teaching. Tehran: Third International Conference on Management; 2005. [Persian] ##29. Hernandez M, Watkins K. Translation, validation and adaptation of the Spanish version of the modified dimensions of the learning organization questionnaire. Hum Resour Dev Int. 2003; 6(2): 187-96.##30. Piri Z, Zohoor A. Patients Satisfaction with Provided Services in the Akbarabady Hospital . Journal of Health administration 2004; 6 (14): 63-70. [Persian] ##31. Montazeralfaraj R, Maleki MR, Tabibi SJ, Najafbeigi R. Establishement of a Learning Organization in Iranian Public Hospitals. Health Information Management 2012; 8(8): 1072. [Persian].## ##

تبیین تجربیات اساتید و دانشجویان از مشارکت در فرایند فرارشته‌ای سلامت محور: همگرایی علوم در راستای پاسخگویی اجتماعی A Study on the Collaborative Experiences of Faculty Members and Students Health-Oriented Transdisciplinary Process: Convergence of Science for Social Accountability 1 1 مقدمه: رویکرد آموزش فرارشته‌ای در آموزش عالی برای ارتقای کیفیت زندگی جامعه و توسعه پایدار ضروری است. همگرایی علوم نیز با یادگیری مشارکتی و عبور از مرزهای ساختگی رشته‌های گوناگون دانش، فرصت دستیابی به هدف را فراهم می‌سازد. این مطالعه قسمتی از پروژه "استفاده از هوش مصنوعی درایجاد و توسعه ابزار برخط آموزش و مشاوره مجازی پیشگیری، تشخیص، درمان و خودمراقبتی بیماران قلبی" می‌باشدکه با هدف تبیین تجربیات اساتید و دانشجویان مشارکت کننده در این فعالیت فرارشته‌ای سلامت محور انجام شده است. روش بررسی: این مطالعه به روش کیفی طراحی و اجرا گردید. نمونه‌گیری مبتنی بر هدف و جمع‌آوری اطلاعات از طریق یک جلسه بحث گروهی متمرکز و سه مصاحبه نیمه ساختارمند انفرادی انجام شد. روند تحلیل داده‌ها بر اساس روش گرانهام و لاندمن و دقت و صحت داده‌ها براساس معیارهای گوبا و لینکلن تأمین گردید. نتایج: شرکت کنندگان شامل 22 نفر از دانشجویان و اساتید رشته‌های مختلف درحوزه‌های علوم پزشکی، علوم مهندسی و هنر بودند. طبقات و زیر طبقات تحلیل کیفی شامل"توسعه فردی"( یادگیری خودراهبر، اعتمادبه نفس، مسئولیت‌پذیری)و " توسعه اجتماعی" ( دیدفرارشته‌ای، رهبری آکادمیک و پاسخگویی اجتماعی) بودند. نتیجه‌گیری: بسیاری از مضامین استخراج شده، مانند یادگیری خودراهبر، اعتماد به نفس، مسئولیت‌پذیری و دیدفرارشته‌ای مؤلفه‌های کوریکولوم پنهان به شمار می‌روند که دانشجویان با حضور در فعالیتهای تیمی و مسئله محور آنها را فرامی‌گیرند. فعالیت‌های فرارشته‌ای همچنین جهت توانمندسازی اساتید در زمینه‌هایی چون رهبری آکادمیک و ایجاد دیدفرارشته‌ای برای پاسخگویی به نیازهای جامعه مؤثر است.   2 Introduction: Transdisciplinary education is necessary for the improvement of life quality and social sustainable development. The convergence of science also provides the opportunity to achieve this goal through collaborative learning and by crossing imaginary boundaries of various fields of knowledge. This study was part of a project titled "Application of artificial intelligence for developing tools for virtual education and counseling for prevention, diagnosis, treatment and self-care of cardiac patients" The aim was to share the experiences of professors and students participating in this transdisciplinary health oriented activity. Methods: We used a qualitative method in this study. Purposive sampling and data collection was performed through a focused group discussion session and three individual semi-structured interviews. The process of data analysis was based on the Granham and Lundman method, and the accuracy of our data was examined with Guba and Lincoln criteria. Results: The participants included 22 students and faculty members of various disciplines of medical sciences, engineering and art. Classes and members of qualitative analysis included "individual development" (self-directed learning, self-confidence, responsibility) and "social development" (transdisciplinary vision, academic leadership and social responsibility). Conclusion: Many of the themes, such as self-directed learning, self-confidence, responsibility and transdisciplinary vision, are hidden curriculum components that students learn through participating in team and problem-solving activities. Interdisciplinary activities are also effective for empowering faculty members in areas like academic leadership and creating a multidisciplinary perspective to respond to the needs of society. 318 333 2023/03/52022/08/132022/09/72022/09/182022/08/162022/12/182022/10/182023/01/21 1401/11/1 2023/03/52022/12/62023/01/12022/12/252023/01/12023/02/82022/12/62023/02/24 1401/12/5 سارا حیدری Sara Heydari دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی یزد ایران s.heydari.287@gmail.com مهدیه قنبری Mahdiye Ghanbari دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی یزد ایران mahdieh_ghanbari@yahoo.com بنت الهدی آخوندزاده Akhondzadeh Bentolhoda دانشگاه علوم پزشکی تهران ایران hoda.akhondzadeh@gmail.com مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی یزد ایران masoud_mirzaei@hotmail.com Convergence of sciences transdisciplinary education social accountability همگرایی علوم آموزش فرا رشته‌ای پاسخگویی اجتماعی 1. Development UN-DoEaSAS. Sustainable Development Goals. 2015 [Available from: https://sdgs.un.org/goals.##2. United Nations Educational S, Organization C. UNESCO roadmap for implementing the global action programme on education for sustainable development. Unesco Paris; 2014.##3. Lozano R, Barreiro-Gen M, Lozano FJ, Sammalisto K. Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability. 2019; 11(6): 1602.##4. Klaassen RG. Interdisciplinary education: a case study. European journal of engineering education. 2018; 43(6): 842-59.##5. Power E, Handley J. A best-practice model for integrating interdisciplinarity into the higher education student experience. Studies in Higher Education. 2019; 44(3): 554-70.##6. Jones C. Interdisciplinary approach-advantages, disadvantages, and the future benefits of interdisciplinary studies. Essai. 2010; 7(1): 26.##7. Stentoft D. From saying to doing interdisciplinary learning: Is problem-based learning the answer?. Active Learning in Higher Education. 2017; 18(1): 51-61.##8. Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, et al. Interprofessional education: definitions, student competencies, and guidelines for implementation. American journal of pharmaceutical education. 2009; 73(4): 1-4.##9. Elisabeth C, Ewa P, Christine W-H. The team builder: The role of nurses facilitating interprofessional student teams at a Swedish clinical training ward. Nurse Education in Practice. 2011; 11(5): 309-13.##10. Lapkin S, Levett-Jones T, Gilligan C. A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse education today. 2013; 33(2): 90-102.##11. Kuhpayehzadeh J, Soltani Arabshahi SK, Bigdeli S, Maryami F. Determine attitudes of TUMS residents towards medical errors self-disclosure and prevalent factors affecting it (1391). Razi Journal of Medical Sciences. 2013; 20(108): 53-60.##12. Nisbet G, Hendry GD, Rolls G, Field MJ. Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation. Journal of interprofessional care. 2008; 22(1): 57-68. ##13. Remington TL, Foulk MA, Williams BC. Evaluation of evidence for interprofessional education. American journal of pharmaceutical education. 2006; 70(3): 1-7.##14. Barr H, Freeth D, Hammick M, Koppel I, Reeves S. The evidence base and recommendations for interprofessional education in health and social care. Journal of interprofessional care. 2006; 20(1): 75-8.##15. Parsell G, Spalding R, Bligh J. Shared goals, shared learning: evaluation of a multiprofessional course for undergraduate students. Medical education. 1998; 32(3): 304-11.##16. Harvin NKR, Avena BA, Mbugua JG, Frye AS. Transdisciplinarity: the dynamic future of exemplary leadership. Handbook of Research on Transdisciplinary Knowledge Generation: IGI Global; 2019. p. 18-29.##17. Ghanbari Firuzabadi M, Heydari S, Akhondzadeh B, Mirzaei M. Convergence of sciences for social accountability in education: An experience. Journal of Medical Education and Development 2022; 17(3): 236-8. [Persian]##18. Bahadori M. The Role of Convergence Sciences in Medicine. Journal of Medical Council of Iran. 2019; 37(1): 7-11. [Persian]##19. Kim S-W, Lee Y. Developing Students’ Attitudes toward Convergence and Creative Problem Solving through Multidisciplinary Education in Korea. Sustainability. 2022; 14(16): 9929.##20. Monroe KS. The relationship between assessment methods and self-directed learning readiness in medical education. Int J Med Educ. 2016; 7: 75.##21. Ahanchian M R, Assarroudi A. The Relationship between decision –making style and self-directed learning in Anesthesiology students. Military care sciences 2015; 2 (1) :24-32. [Persian]##22. Abili K, Sani F, Mostafavi Z. Studying the relation between self-directed learning and ICT literacy rate of students in e-learning courses of Engineering Sciences Department in MehrAlborz University. Research in School and Virtual Learning. 2018; 5: 35-50. [Persian]##23. Heshmati Nabavi F. Strategies to improve clinical confidence in nursing students'c: A Narrative review. The Journal of Medical Education and Development 2021; 16(2): 109-19. [Persian]##24. Ghofrani kelishami F, Sadooghiasl A, Izadi A, Mohamadkhani Ghiasvand A, Jahani R, Nasiri M. The Relationship between Self-Confidence of Nursing Students and their Attitude towards a Nursing Career. Iranian Journal of Nursing Research 2018; 12(6): 58-64. [Persian]##25. Hakimzadeh Ardakani A, Asi Mozaneb A. The Effectiveness of Training Islamic Meaning the Students’ Accountability in School of Paramedical & Health in Shahid Sadoughi University of Medical Sciences and Health Services. Tolooebehdasht 2017; 15(6): 80-9. [Persian]##26. Tayyari-Kaljahi B, Panah-Ali A, Azmudeh M. Effect of Problem Solving Training on Quality of Life and Responsibilty of MEdical Students. Depiction of Health. 2022; 13(3): 272-282.##27. Javad Kameli, Mohammad. Knowledge management and its obstacles in government organizations (a case study in the police organization). Detective Scientific Quarterly 2008; 02(3): 17-39. [Persian]##28. Eyre HA, Forbes M, Raji C, Cork N, Durning S, Armstrong E, et al. Strengthening the role of convergence science in medicine.CSPO. 2015; 1(2): 026001.##29. Vanaki Z, Ebadi A. An overview of the most prominent applied models of inter-professional education in health sciences in the world. Research in Medical Education 2016; 8(4): 69-80.[Persian]##30. Ho JM, Wong AY, Schoeb V, Chan AS, Tang PM, Wong FK. Interprofessional team-based learning: A qualitative study on the experiences of nursing and physiotherapy students. Front. Public Health. 2022; 31;9:2354.##31. Mafinejad MK, Ahmady S, Arabshahi SKS, Bigdeli S. 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تأثیر آموزش مبتنی بر سخنرانی، ایفای نقش و یادگیری از طریق همسالان بر یادگیری و رضایت دانشجویان MBBS Effect of Lecture-Based Education, Role-Playing and Learning through Peers on Learning and Satisfaction among MBBS Students 1 1 مقدمه: قدیمی ترین و پرطرفدارترین سبک تدریس در پزشکی و رشته های مرتبط، سخنرانی است. آنها مقرون به صرفه هستند و حداقل به اندازه سایر تکنیک های آموزشی در انتقال دانش خوب هستند. پژوهش حاضر با هدف بررسی تأثیر آموزش مبتنی بر سخنرانی، ایفای نقش و یادگیری از طریق همسالان بر یادگیری و رضایت دانشجویان MBBS انجام شد. روش کار: این مطالعه توصیفی در بین دانشجویان MBBS شاغل در کالج و بیمارستان پزشکی MNR انجام شد. در مجموع 446 دانش آموز برای تکمیل پرسشنامه از پیش طراحی شده برای پاسخ مراجعه کردند. پرسشنامه در فرم گوگل از طریق ایمیل، واتساپ و تلگرام (لینک فرم گوگل: https://forms.gle/YfkNojfV5az5Q6AW8) در اختیار دانش آموزان قرار گرفت. پرسشنامه شامل دو بخش بود که اطلاعات دموگرافیک شامل سن، جنسیت و سال تحصیلی و بخش دوم شامل 10 سوال بود. دانشجویان نظرات خود را در مورد بیان پرسشنامه بر اساس مقیاس پنج درجه ای لیکرت بیان کردند. یافته‌ها: در مجموع 340 دانش‌آموز با میانگین سنی 22/1±65/19 سال به پرسش‌نامه مشترک پاسخ دادند. از این میان 61.8 درصد دانش‌آموز دختر و 38.2 درصد پسر بودند. اکثر دانش‌آموزان با روش یادگیری نقش بازی در مقایسه با یادگیری سنتی مبتنی بر سخنرانی و همچنین یادگیری همتایان به شدت موافق بودند (001/0p<). نتیجه‌گیری: با توجه به یافته‌ها، دانشجویان از روش‌های مشارکتی مانند ایفای نقش بیشتر از سخنرانی و یادگیری از طریق همسالان رضایت دارند. همانطور که توسط شرکت کنندگان پاسخ داده شد، برای هر روش یادگیری به خودی خود نکات مثبتی وجود داشت. 2 Introduction: The oldest and most popular teaching style in medicine and related fields is the lecture. They are affordable and at least as good at transferring knowledge as other instructional techniques. The present study aimed to assess the effect of lecture-based education, role-playing and learning through peers on learning and satisfaction among MBBS students. Methods: This descriptive study was conducted among the MBBS student studying at MNR Medical College & Hospital. Total of 446 students were approached to fill the predesigned questionnaire for the response. The questionnaire in Google form was shared to students via email, WhatsApp and Telegram (Google form link: https://forms.gle/YfkNojfV5az5Q6AW8). The questionnaire contained two sections, demographic information included age, gender, and year of course and second part included the 10 questions. Students expressed their views on the questionnaire expression based on a five point Likert scale. Results: Total of 340 students with mean age of 19.65±1.22 yrs responded to the questionnaire shared. Among them 61.8% were female students and 38.2% were male students. Most students responded with strongly agree for the role play mode of learning compared to the traditional lecture based learning and also peer learning (p<0.001). Conclusion: According to the findings, students are more satisfied with participatory methods such as role playing than with lecture and learning through peers. There were upsides for each method of learning in itself as responded by the participants. Keywords: Medical Education, Satisfaction, Role Play, Peer learning, Lecture 334 341 2023/03/52022/08/132022/09/72022/09/182022/08/162022/12/182022/10/182023/01/212022/08/22 1401/5/31 2023/03/52022/12/62023/01/12022/12/252023/01/12023/02/82022/12/62023/02/242023/02/7 1401/11/18 آنوراگ یِاداو Anurag Yadav بیمارستان پزشکی هند Yadav.anurag52@gmail.com مانوج کمار Manoj Kumar بیمارستان پزشکی هند manojgsl2004@gmail.com پایدالا ناگابابو Nagababu Paydala بیمارستان پزشکی هند nagababu00799@gmail.com جی راوی کمار Ravi Kumar Gundala بیمارستان پزشکی هند raviukumargundala@yahoo.com محمد شمشاد حسین Mohammad Shamshad Hussain بیمارستان پزشکی هند shamshad.dg@gmail.com گولا آنمل ماناسوینی یاداو Golla Anmol Manaswini Yadav بیمارستان وینایاکا هند anmolmanaswini@gmail.com نانداکومار الجی یاداو Nandakumar LG Yadav بیمارستان پزشکی هند nandakumarlg@gmail.com Medical Education Satisfaction Role Play Peer learning Lecture آموزش مبتنی بر سخنرانی ایفای نقش و یادگیری رضایت دانشجویان MBBS 1. Chan ZCY. 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Vizeshfar F, Dehghanrad F, Magharei M, Sobhani SMJ. Effects of applying role playing approach on nursing students’ education. Int J Hum Cult Stud. 2016; 1772–81. ##8. Stone R, Cooper S, Cant R. The Value of Peer Learning in Undergraduate Nursing Education: A Systematic Review. ISRN Nurs. 2013; 13: 1–10. ##9. Kimyai S, Jafari NE, Mohammadi N. The effect of peer education on practical skills training of dentistry students in restorative preclinic. Iranian Journal of Medical Education. 2011;11(4):418–24. [Persian]##10. Padmasree D, Yadav A. From Medley to Magnificence: Developing Problem Solving Skills in Biochemistry. Res Dev Med Educ. 2022; 11(1): 1–4. ##11. Sucaromana U. The effects of blended learning on the intrinsic motivation of Thai EFL students. English Lang Teach. 2013; 6(5): 141–7. ##12. McNamara N. Preparing students for clinical placements: The student’s perspective. Nurse Educ Pract. 2015; 15(3): 196–202. ##13. Robinson-Smith G, Bradley PK, Meakim C. Evaluating the use of standardized patients in undergraduate psychiatric nursing experiences. Clin Simul Nurs. 2009; 5(6): e203–11. ##14. Babatsikou FP, Gerogianni GK. The importance of role-play in nursing practice. Heal Sci J. 2012; 6(1): 1–5. ##15. Deperlioglu O, Kose U. The effectiveness and experiences of blended learning approaches to computer programming education. Comput Appl Eng Educ. 2013; 21(2): 328–42. ##16. Tseng H, Walsh EJ. Blended vs. Traditional course delivery: Comparing students’ motivation, learning outcomes, and preferences. Q Rev Distance Educ. 2016; 17(1): 43–52.## ##

بررسی شیوع شناسی افکار خودکشی در بین دانشجویان پزشکی: نقش فرسودگی تحصیلی Investigation of the Prevalence of Suicidal Thoughts among Medical Students: The Role of Academic Burnout 1 1 خودکشی یک فرآیند چندمرحله‌ای شامل افکار خودکشی، برنامه‌ریزی برای خودکشی، تلاش برای خودکشی و عمل کردن برای پایان دادن به زندگی است؛ بنا‏براین، افکار خودکشی اولین گام برای پایان دادن به زندگی و یکی از پیش‏بینی کننده‏های عمل به خودکشی است (1). افکار خودکشی، گونه¬ای اشتغال فکری پیرامون مرگ است که هنوز جنبه‌ی عملی به خود نگرفته است (2). بررسی خودکشی در دانشجویان پزشکی به دلیل این‌که نیروی فعال جامعه هستند، از اهمیتی دو‌‌‌‌‏‏‏‏‏‏‏‏‏‏‏چندان برخوردار است (3). شایع‌ترین دلایل اقدام به خودکشی در این قشر شامل استرس در مورد تحصیل، نگرانی‏های مربوط به روابط، مشکلات خانوادگی، افسردگی، ناامیدی، اضطراب و نگرانی‏های مالی است (4). مطالعه مروری انجام شده در 43 کشور دنیا پیرامون شیوع افسردگی و افکار خودکشی در دانشجویان پزشکی حاکی از شیوع 3/9 تا 9/55 درصدی داشت (5). به صورت اختصاصی نیز بررسی های انجام شده در کشورهای مختلف نیز نشان داد افکار خودکشی در دانشجویان پزشکی کشورهای پاکستان 6/36% (6)، مصر 7/12% (7)، بنگلادش 6/17% (8)، هندی 9% (9)، ایران 16% (10) از شیوع بالایی برخوردار است. 2 Suicide is a multi-stage process including suicidal thoughts, planning to commit suicide, attempting to commit suicide, and taking action to end life; Therefore, suicidal thoughts are the first step to end life and one of the predictors of committing suicide (1). Suicidal thoughts are a type of preoccupation with death that has not yet taken on a practical aspect (2). Investigating suicide in medical students is of double importance because they are the active force of society (3). The most common reasons for committing suicide in this group include stress about education, relationship concerns, family problems, depression, hopelessness, anxiety, and financial concerns (4). A review study conducted in 43 countries of the world regarding the prevalence of depression and suicidal thoughts in medical students indicated a prevalence of 9.3 to 55.9 percent (5). Specifically, studies conducted in different countries also showed suicidal thoughts in medical students in Pakistan 36.6% (6), Egypt 12.7% (7), Bangladesh 17.6% (8), India 9% (9), Iran has a high prevalence of 16% (10). 342 343 2023/03/52022/08/132022/09/72022/09/182022/08/162022/12/182022/10/182023/01/212022/08/222022/10/24 1401/8/2 2023/03/52022/12/62023/01/12022/12/252023/01/12023/02/82022/12/62023/02/242023/02/72022/11/25 1401/9/4 فرزین باقری شیخانگفشه Farzin Bagheri Sheykhangafshe دانشگاه تربیت مدرس تهران ایران farzinbagheri73@gmail.com فاطمه پورنصراله Fatemeh Pournasrollah دانشگاه آزاد اسلامی واحد اردبیل ایران fatemehpournasrollah@gmail.com Suicidal Thoughts Medical Students Psychological Disorders Prevalence افکار خودکشی دانشجویان پزشکی اختلالات روانشناختی شیوع 1. Sobowale K, Zhou AN, Fan J, Liu N, Sherer R. Depression and suicidal ideation in medical students in China: a call for wellness curricula. IJME. 2014; 5: 31.##2. Kosik RO, Nguyen T, Ko I, Fan AP. Suicidal ideation in medical students. Neuropsychiatry. 2017; 7(1): 09-11.##3. Chan WI, Batterham P, Christensen H, Galletly C. Suicide literacy, suicide stigma and help-seeking intentions in Australian medical students. Australasian Psychiatry. 2014; 22(2): 132-9.##4. Loas G, Solibieda A, Rotsaert M, Englert Y. Suicidal ideations among medical students: The role of anhedonia and type D personality. PLoS One. 2019; 14(6): e0217841.##5. Rotenstein LS, Ramos MA, Torre M, Segal JB, Peluso MJ, Guille C, Sen S, Mata DA. Prevalence of depression, depressive symptoms, and suicidal ideation among medical students: a systematic review and meta-analysis. Jama. 2016; 316(21): 2214-36.##6. Osama M, Islam MY, Hussain SA, Masroor SM, Burney MU, Masood MA, et al. Suicidal ideation among medical students of Pakistan: a cross-sectional study. JFLM. 2014; 27: 65-8.##7. Ahmed SA, Omar QH, Elamaim AA. Forensic analysis of suicidal ideation among medical students of Egypt: a cross-sectional study. JFLM. 2016; 44:1-4.##8. Hasan MT, Hossain S, Gupta RD, Podder V, Mowri NA, Ghosh A, et al. Depression, sleeping pattern, and suicidal ideation among medical students in Bangladesh: a cross-sectional pilot study. J Public Health. 2020: 1-9.##9. Desai ND, Chavda P, Shah S. Prevalence and predictors of suicide ideation among undergraduate medical students from a medical college of Western India. MJAFI. 2021; 77: S107-14.##10. Khosravi M, Kasaeiyan R. The relationship between neuroticism and suicidal thoughts among medical students: Moderating role of attachment styles. JFMPC. 2020; 9(6): 2680.##11. Galán F, Ríos-Santos JV, Polo J, Rios-Carrasco B, Bullón P. Burnout, depression and suicidal ideation in dental students. Med Oral Patol Oral Cir Bucal. 2014; 19(3): e206.##12. Van der Heijden F, Dillingh G, Bakker A, Prins J. Suicidal thoughts among medical residents with burnout. Archives of suicide research. 2008; 12(4): 344-6.##13. Khosravi M. Burnout among Iranian medical students: Prevalence and its relationship to personality dimensions and physical activity. Eur J Transl Myol. 2021; 31(1).##14. Dyrbye LN, Thomas MR, Massie FS, Power DV, Eacker A, Harper W, et al. Burnout and suicidal ideation among US medical students. Annals of internal medicine. 2008; 149(5): 334-41.## ##

سرگردانی دانشجویان دکترای مطالعات برنامه درسی در خصوص کاربرد انواع مطالعات رفتارگرایی Curriculum Studies Candidates’ Bewilderment on the Application of Behavioral Research Designs 1 1 یکی از مسائل اساسی برای دانشجویان دوره دکتری رشته مطالعات برنامه‌درسی در مسیر نگارش طرح‌واره و سپس رساله، طرح‌های پژوهش مبتنی بر رفتارگرایی و در نتیجه استفاده از آزمون‌های آماری است. این مسئله از سه بعد قابل بررسی است که عبارتند از: سیاست‌های آموزشی منابع روش تحقیق مدرسین 2  One of the key problems for the candidates of 'curriculum studies' in the path of proposal writing and dissertation steps concerns behavioral research designs focusing on statistical analyses. This problem is a three-fold dilemma, namely: Educational policies, Research references, and Instructors 344 345 2023/03/52022/08/132022/09/72022/09/182022/08/162022/12/182022/10/182023/01/212022/08/222022/10/242022/10/24 1401/8/2 2023/03/52022/12/62023/01/12022/12/252023/01/12023/02/82022/12/62023/02/242023/02/72022/11/252022/10/24 1401/8/2 معصومه السادات ابطحی Masumesadat Abtahi دانشگاه آزاد اسلامی تهران ایران محمد جواد رضایی Mohammad Javad Rezaeei دانشگاه یزد ایران مهدی آقاباقری Mahdi Aghabagheri دانشگاه علوم پزشکی شهید صدوقی یزد ایران mahdi.aghabagheri@gmail.com Educational policies Research references Instructors سیاست‌های آموزشی منابع روش تحقیق مدرسین 1. Pashasharifi H. Research methods in behavioral sciences. Tehran: Sokhan Publications. 2021.##2. Delavar A. Research method in psychology and education sciences.5th ed. Tehran: Virayesh Publications. 2022.##3. Seif A.A. Proposal preparation method. 3rd ed. Tehran: Duran Publications. 2016.##4. Stevens S. S. On the theory of scales of measurement. Science. 1946; 103(2684): 677-680.## ##