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سخن سردبیر Letter to Editor 1 614 616 2024/03/16 1402/12/26 2024/03/16 1402/12/26 مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی شهید صدوقی یزد ایران الهام باقری Elham Bagheri دانشکده دندانپزشکی ایران ## ##

میزان همدلی و عوامل مرتبط با آن در دستیاران تخصصی رشته های مختلف پزشکی Empathy Level and its Related Factors in the Different Specialties of Medical Residents 1 1 مقدمه: با توجه به اهمیت همدلی در فرآیند مراقبت از بیماران، این مطالعه با هدف بررسی همدلی دستیاران رشته‌های پزشکی و عوامل مرتبط با آن در دانشگاه علوم پزشکی علوم پزشکی جندی شاپور اهواز انجام شد. روش بررسی: این مطالعه توصیفی مقطعی در سال 1401 در دانشگاه علوم پزشکی علوم پزشکی جندی شاپور اهواز انجام شد. کلیه دستیاران پزشکی به تعداد 473 نفر به روش سرشماری وارد مطالعه شدند. شرکت‌کنندگان مقیاس همدلی پزشک جفرسون (Jefferson Scale of Physician Empathy) را تکمیل کردند. این مقیاس دارای 20 آیتم با مقیاس لیکرت 7 درجه‌ای است. داده‌ها با آزمون‌های آماری t مستقل، آنوا، و ضریب همبستگی پیرسون و نرم‌افزار SPSS-18 تحلیل شد. نتایج: 290 دستیار پرسشنامه‌ها را تکمیل کردند (درصد پاسخدهی 3/61%). میانگین نمره همدلی در دستیاران 75/12±81/102( از مجموع 140نمره) به دست آمد. بین نمرات همدلی به تفکیک جنس، تأهل و سال ورود رابطه معنی‌دار آماری وجود نداشت (05/0˃P). ضریب همبستگی پیرسون نشان داد بین میزان همدلی با سن رابطه معنی‌داری وجود دارد (223/0=r، 001/0=p). همچنین بین نمرات همدلی دستیاران رشته‌های مختلف تفاوت معنی‌داری وجود دارد (0001/0=p، 249/5=F)، و دستیاران رشته روانپزشکی با میانگین نمره همدلی 1/6±31/118 بیشترین و دستیاران چشم پزشکی با میانگین نمره 2/14±85/92 کمترین نمره همدلی را گزارش کرده‌اند. نتیجه‌گیری: نتایج این پژوهش نشان داد که نمره همدلی در دستیاران در محدوده متوسط است و با توجه به تفاوت معنی‌دار همدلی دستیاران رشته‌های مختلف، می‌توان گفت همدلی تحت تأثیر فضای آموزش بالینی تغییر می‌کند و یک مهارت قابل آموزش است.     2 Introduction: Given the importance of empathy in the process of caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Method: This cross-sectional study was conducted at AJUMS in 2022. All 473 medical residents who were studying at AJUMS were included in the study using census method. Participants completed the Jefferson Scale of Physician Empathy. This scale has 20 items that are scored based on a 7-point Likert scale. Data were analyzed using independent t-test, ANOVA, and Pearson's correlation coefficient. Results: The number of medical residents who completed the questionnaires was 290 (response rate 61.3%). These medical residents' mean score of empathy was 102.81±12.75 (out of a total of 140 points). Empathy scores had no statistically significant relationship with sex, marital status, and entry year (p˃ 0.05). Pearson's correlation coefficient showed that there is a significant relationship between the level of empathy and age (r=0.223, p=0.001). Also, there was a significant difference between the empathy scores of medical residents of different specialties (p=0.0001, F=5.249), with the psychiatry residents having the highest mean empathy score (118.31±6.1) and the ophthalmology residents having the lowest (92.85±14.2). Conclusion: The findings showed that the empathy score of the residents is at a moderate level, and given the significant difference between the empathy scores of residents of different specialties, it can be argued that empathy changes under the influence of the clinical education environment and is a teachable skill.   617 626 2024/03/162023/09/5 1402/6/14 2024/03/162023/12/19 1402/9/28 مهرنوش ذاکر کیش Mehrnoosh Zakerkish دانشگاه علوم پزشکی جندی شاپور اهواز ایران zakerkish-m@ajums.ac.ir علی حافظی Ali Hafezi دانشگاه علوم پزشکی جندی شاپور اهواز ایران dr.alihafezi@yahoo.com عبدالحسین شکورنیا Abdolhussein Shakurnia دانشگاه علوم پزشکی جندی شاپور اهواز ایران shakurnia@yahoo.com محمود منیعاتی Mahmood Maniati دانشگاه علوم پزشکی جندی شاپور اهواز ایران maniatim@yahoo.com Empathy Medical residents Medical specialty همدلی دستیاران پزشکی رشته تخصص پزشکی Hojat M, Maio V, Pohl CA, Gonnella JS. Clinical empathy: definition, measurement, correlates, group differences, erosion, enhancement, and healthcare outcomes. Discov Health Systems. 2023; 2(1): 8.##2. Azad MAK, Faghankhani M, Asadi A, Golalipour E, Shariat SV, Naserbakht M, et al. The Effects of an Empathic Communication Workshop on Internal Medicine Residents’ Self-Perceived Empathy and Their Patients’ Perception of Physician’s Empathy: A Single-Group Experimental Study. Med J Islam Repub Iran. 2022; 36: 137.##3. Kiosses VN, Karathanos VT, Tatsioni A. Empathy promoting interventions for health professionals: a systematic review of RCTs. J. Compassionate Health Care. 2016; 3(1): 1-22.##4. Hojat M, Gonnella JS, Nasca TJ, Mangione S, Vergare M, Magee M. Physician empathy: definition, components, measurement, and relationship to gender and specialty. Am. J. Psychiatry. 2002; 159(9): 1563-9.##5. Ashghali Farahani M, Salehi T, Arab Ameri Z, Hajibabaee F, Hosseini AF, Ghaffari F. Empathy among undergraduate nursing students in Tehran University of Medical Sciences. Iranian Journal of Medical Ethics and History of Medicine 2016; 9(4): 56-67. [Persian]##6. Haque M. Importance of empathy among medical doctors to ensure high-quality healthcare level. Adv Hum Biol. 2019; 9(2): 104-7.##7. West CP, Huschka MM, Novotny PJ, Sloan JA, Kolars JC, Habermann TM, et al. Association of perceived medical errors with resident distress and empathy: a prospective longitudinal study. Jama. 2006; 296(9): 1071-8##8. Aziz AB, Ali SK. Relationship between level of empathy during residency training and perception of professionalism climate. BMC Med. Educ. 2020; 20: 1-6.##9. Akgün Ö, Akdeniz M, Kavukcu E, Avcı HH. Medical students’ empathy level differences by medical year, gender, and specialty interest in Akdeniz University. J Med Educ Curric Dev .2020; 7: 1-11.##10. Fragkos KC, Sotiropoulos I, Frangos CC. Empathy assessment in healthcare students is highly heterogeneous: A systematic review and meta-analysis (2012-2016). World J Meta-Anal. 2019; 7 (1): 1-30. ##11. Riess H, Kelley JM, Bailey RW, Dunn EJ, Phillips M. Empathy training for resident physicians: a randomized controlled trial of a neuroscience-informed curriculum. J Gen Intern Med. 2012; 27(10):1280-6.##12. Sohrabi Z, Zabihi Zazoly A, Alizadeh S, Norouzi A, Ramezani G, Zhianifard A. The Effect of Cultural Competence Training on Empathy of Medical Residents. Stride. dev. med. educ. 2022; 19(1): 138-44.##13. Kheirabadi G, Golshani L, Masaeli N, Kheirabadi D, Hajrahimi M. Residents’ empathy with patients in Isfahan University of Medical Sciences. Iran. J. Med. Sci. 2016; 16: 1-8. [Persian]##14. Shakurnia Abdolhussein, Maniati Mahmood, Barani Maryam, Khajehali Nasrin. Changes in the Level of Empathy Among Medical Students During Their Academic Years in Medical School: A Trend Analysis. EIMJ. 2023; 15(4): 99–108.##15. Aye SZ, Sein HH, Nyunt MK, Min Y. Comparative study of Malaysian Medical Students' Empathy Scores Between Preclinical and Clinical Training. Educ. Med. J. 2022; 14(1): 27-38.##16. Shariat SV, Kaykhavoni A. Empathy in medical residents at Iran University of Medical Sciences. Iranian Journal of Psychiatry and Clinical Psychology. 2010; 16(3): 248-56. [Persian]##17. Tavakol S, Dennick R, Tavakol M. Empathy in UK medical students: differences by gender, medical year and specialty interest. Educ Prim Care. 2011; 22(5): 297-303.##18. Magalhães E, Salgueira AP, Costa P, Costa MJ. Empathy in senior year and first year medical students: a cross-sectional study. BMC Med. Educ. 2011; 11: 1-7.##19. Guilera T, Batalla I, Soler-González J. Empathy and specialty preference in medical students. Follow-up study and feedback. Educación Médica. 2018; 19: 153-61.##20. Archer E, Turner R. Changes in the empathy levels of a group of undergraduate medical students: A longitudinal study. S AFR J BIOETH LAW. 2023; 16(2): 46-9.##21. Shakurnia A, Maniati M, Khajeali N, Barani M. Effect of a Short Training Course on Empathy level in Medical Students: A Quasi-Experimental Study. Strides in Development of Medical Education 2021; 18(1): 1-6. [Persian]##22. Avlogiari E, Karagiannaki SM, Panteris E, Konsta A, Diakogiannis I. Improvement of Medical Students’ Empathy Levels After an Intensive Experiential Training on Empathy Skills. Psychiatry clin. psychopharmacol. 2021; 31(4): 392-400.##23. Hojat M, DeSantis J, Shannon SC, Mortensen LH, Speicher MR, Bragan L, et al. The Jefferson Scale of Empathy: a nationwide study of measurement properties, underlying components, latent variable structure, and national norms in medical students. ADV HEALTH SCI EDUC. 2018; 23: 899-920.##24. Shakurnia A, Khajeali N, Maniati M, Barani M. Measuring the Empathy of Medical Students in Ahvaz Jundishapuz University of Medical Sciences and Its Relationship With Their Age, Sex, and Religiosity. 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طراحی، اجرا و ارزشیابی کارگاه آموزشی ذهن آگاهی در مواجهات بالینی برای دانشجویان پرستاری دانشگاه علوم پزشکی شهید بهشتی Design, implementation and evaluation of a training workshop on mindfulness in the face of Corona for nursing students of Shahid Beheshti University of Medical Sciences 1 1 مقدمه: با ظهور بیماری‌های نوپدید و بازپدید و قرار داشتن کادر درمان و دانشجویان آن‌ها به‌عنوان خط مقدم مواجهه با بیماری عفونی، ضرورت انجام تدابیری جهت حمایت از آنان در مواجهه با استرس و اضطراب ناشی از فعالیت در محیط‌های آلوده احساس می‌شد. لذا مطالعه حاضر با هدف طراحی، اجرا و ارزشیابی کارگاه آموزشی ذهن‌آگاهی در مواجهات بالینی برای دانشجویان پرستاری انجام گردید. روش بررسی: دانش پژوهی آموزشی حاضر براساس معیارهای گلاسیک، در دانشجویان کارشناسی پرستاری (66 نفر) انجام شد. ابتدا تعیین نیازها و اهداف براساس مرور متون و پانل متخصصین انجام شد؛ و طراحی کارگاه با گروه متمرکز با نمایندگان دانشجویان انجام شد، سپس اجرای برنامه آغاز گردید. جهت ارزشیابی از فرم رضایت‌سنجی، سنجش یادگیری، اضطراب و عملکرد فراگیران استفاده شد. نتایج: بیشترین رضایت فراگیران از کارآمدی دوره با میانگین 3/32 و کمترین رضایت از سازماندهی دوره با میانگین 6/25 بود. میانگین نمره مشارکت کاری دانشجویان قبل از کارگاه 19/6 ± 33/19 بود، که بعد از کارگاه 69/4 ± 13/28 گردید و این اختلاف معنادار بود (P<0.001). میانگین نمره اضطراب دانشجویان قبل از کارگاه 73/10±40/20 بود، ولی بعد از کارگاه به 64/13 ±90/10 کاهش یافت و این اختلاف معنادار بود (P<0.001). میانگین نمره ذهن آگاهی دانشجویان قبل از کارگاه 16/17 ± 46/89 بود، که پس از کارگاه به 70/18± 26/99 رسید (P=0.007). نتیجه‌گیری: کارگاه آموزشی ذهن آگاهی، فرصتی مناسب جهت تمرین تکنیک‌های مقابله با استرس و شرایط بحرانی به دانشجویان کارشناسی که از مهارت‌های کمتری برخوردار هستند می‌دهد.   2 Introduction: With the emergence of new and re-emerging diseases and their medical staff and students facing infectious diseases, it was felt necessary to support them regarding the stress and anxiety caused by the disease. Therefore, this study was conducted to design, implement, and evaluate a workshop on mindfulness in clinical encounters for nursing students. Method: This educational research was conducted on 66 nursing students based on the Glasik criteria. First, the needs and goals were determined based on the literature review and expert panel; the workshop was designed with a focused group of student representatives, and then the implementation of the program began. For evaluation, the satisfaction form was used to measure learning, anxiety, and performance. Results: The average satisfaction of the learners with the efficiency of the course was 32.3 and the satisfaction with the organization of the course was 25.6. The average work participation before the workshop was 19.33 ± 6.19, which after the workshop was 28.13 ± 4.69 and was significant (P < 0.001). The average anxiety before the workshop was 20.40 ± 10.73, but after the workshop decreased to 10.90 ± 13.64 and was significant (P < 0.001). The mean of mindfulness before the workshop was 89.46 ± 17.16, which reached 99.26 ± 18.70 after the workshop (P = 0.007). Conclusion: The mindfulness workshop provides a suitable opportunity to practice techniques for dealing with stress and critical situations for undergraduate students who have fewer skills. It is suggested to investigate this intervention at other educational levels.   627 639 2024/03/162023/09/52023/08/26 1402/6/4 2024/03/162023/12/192023/12/19 1402/9/28 زهره خوشگفتار Zohreh Khoshgoftar دانشگاه علوم پزشکی شهید بهشتی ایران سیده نرجس موسوی زاده Seyedeh Narjes Mousavizadeh دانشگاه علوم پزشکی شهید بهشتی ایران حسین اسدی سامانی Hossein Asadi-Samani دانشگاه علوم پزشکی شهید بهشتی ایران اتنا حکیم زاده Atena Hakimzadeh دانشگاه علوم پزشکی شهید بهشتی ایران Educational design Mindfulness Stress management Nursing students طراحی آموزشی ذهن آگاهی مدیریت استرس دانشجویان پرستاری 1. Komer L. COVID-19 amongst the pandemic of medical student mental health. 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بررسی شاخص‌های ارزیابی کیفیت آموزش الکترونیکی: مرور روایتی E-learning Quality Assessment Indicators: A Narrative Review 1 1 مقدمه: با توجه به استفاده گسترده از آموزش الکترونیک در دانشگاه‌های جهان و ایران، نیاز به ارزیابی کیفیت آن با استفاده از شاخص‌ها و رویکردها وجود دارد. لذا مطالعه حاضر با هدف بررسی شاخص‌های ارزیابی کیفیت آموزش الکترونیکی انجام‌گرفت. روش بررسی: مطالعه حاضر طبق دستورالعمل PRISMA انجام‌گردید. برای این منظور پایگاه‌های اطلاعاتی Web of Science،PubMed ، Scopus، مگیران، ایرانداک و SID در بازه‌زمانی 2018 تا 2022، مورد جستجو قرارگرفتند. استراتژی جستجو شامل مفاهیم "آموزش الکترونیکی"، "شاخص" و "دانشجویان علوم پزشکی"بود. معیار ورود به این مطالعه، مقالات اصیل، فارسی و انگلیسی زبان بودند. پس از انتخاب مطالعات، گردآوری داده‏ها بر اساس فرم استخراج داده‏ها انجام‌گردید. نتایج: 77 مقاله به مرور حاضر وارد شدند. از بررسی مطالعات، 37 شاخص در 6 دسته عوامل مربوط به دانشجو (5 شاخص)، عوامل مربوط به استاد (11 شاخص)، عوامل مربوط به محتوای آموزشی (5 شاخص)، عوامل مربوط به امکانات مورد نیاز (7 شاخص)، عوامل مربوط به مدیریت (5 شاخص) و عوامل مربوط به قوانین و مقررات (4 شاخص) به‌دست‌آمدند. نتیجه‌گیری: نتایج نشان‌داد که 6 عامل در ارزیابی کیفیت آموزش الکترونیکی دخیل هستند. لذا به مدیران نظام‌های آموزشی توصیه می‌شود با شناسایی نقاط ضعف سامانه نرم‌افزاری یادگیری الکترونیکی و زمینه‌سازی رفع آن‌ها، از ارائه آموزش‌های باکیفیت بالا اطمینان حاصل‌کنند.   2 Introduction: Due to the widespread use of this educational method in the universities of the world and Iran, there is a need to evaluate its quality using indicators and approaches. Therefore, the present study was conducted to evaluate the quality evaluation indicators of electronic education. Method: The present study was conducted according to the guidelines of PRISMA. For this purpose, Web of Science, PubMed, Scopus, Mogiran, Irandak and SID databases were searched in the period from 2018 to 2022. The search strategy included the concepts of "e-learning", "index" and "medical science students". The criteria for entering this study were original articles in Persian and English. After selecting the studies, data collection was done based on the data extraction form. Results: A total of 77 articles were included in this review. From the review of studies, 37 indicators in 6 categories of factors related to students (5 indicators), factors related to professors (11 indicators), factors related to educational content (5 indicators), factors related to required facilities (7 indicators), factors related to Management (5 indicators) and factors related to laws and regulations (4 indicators) were obtained. Conclusion: The results showed that six factors are involved in evaluating the quality of e-learning. Therefore, it is recommended that the managers of the educational systems to ensure the provision of high-quality training by identifying the weaknesses of the electronic learning software system and laying the foundation for their elimination.   640 654 2024/03/162023/09/52023/08/262023/11/8 1402/8/17 2024/03/162023/12/192023/12/192023/12/19 1402/9/28 فاطمه صادقی Fatemeh Sadeghi دانشکده پیراپزشکی، گروه فناوری اطلاعات سلامت، دانشگاه علوم پزشکی مشهد، مشهد، ایران. ایران SadeghiF992@mums.ac.ir سمیه فضایلی Somayeh fazaeli دانشگاه علوم پزشکی مشهد ایران fazaelis@mums.ac.ir خلیل کیمیافر Khalil kimiafar دانشگاه علوم پزشکی مشهد ایران Kimiafarkh@mums.ac.ir فاطمه عامری Fatemeh Ameri دانشکده پیراپزشکی، گروه فناوری اطلاعات سلامت، دانشگاه علوم پزشکی مشهد، مشهد، ایران. ایران amerif4012@mums.ac.ir مرضیه معراجی Marziyhe Meraji دانشگاه علوم پزشکی مشهد ایران merajim1@mums.ac.ir Distance education Online education Evaluation Indicator آموزش از راه دور آموزش آنلاین ارزیابی شاخص 1. lawaf S, rahmat zade E, azizi A. 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بکارگیری روش یادگیری همتا در فرایند یادگیری الکترونیکی: ایجاد مکانیسم حمایتی – انگیزشی برای فراگیران رشته کارشناسی ارشد انگل‌شناسی در دانشگاه علوم پزشکی شهید صدوقی یزد Using the Peer Learning Method in the E-learning Process: Creating a Support-Motivational Mechanism for the Parasitology MS Students in Shahid Sadougi University of Medical Sciences, Yazd 1 1 مقدمه: آموزش تخصصی در حرفه‌های مرتبط با علوم پزشکی جهت کسب مهارت می‌باشد. "یادگیری همتا" دارای مزایایی مانند صرفه‌جویی در زمان و رفع محدودیت آموزش سنتی دارد. هدف از انجام این برنامه آموزشی در دوره پاندمی کرونا، آموزش بهتر، کاهش استرس و قبولی بیشتر دانشجویان کارشناسی ارشد رشته انگل‌شناسی در آزمون دکتری تخصصی انگل‌شناسی بود. روش بررسی: مطالعه توسعه‌ای حاضر توسط اعضای هیأت علمی و دانشجویان کارشناسی ارشد رشته انگل‌شناسی دانشگاه علوم پزشکی یزد انجام شد. ابتدا یک بستر آموزش مجازی طراحی، سپس موضوع، تصویر و یا فیلمی از انواع انگل‌ها و بیماری‌های انگلی بر مبنای کتب مرجع و اهداف کوریکولوم ارائه گردید. سؤالاتی توسط فراگیران طراحی، و پاسخ آن مورد بحث قرار می‌گرفت. در پایان دوره، آزمون دکترا آزمایشی (مجازی) در دو نوبت برگزارو در نهایت میزان رضایت اعضای هیأت علمی و دانشجویان و سطح استرس دانشجویان شرکت‌کننده در این برنامه با نرم افزار اکسل ارزیابی گردید. نتایج: از جمع 25 فراگیر شرکت‌کننده، تعداد 6 نفر در مرحله اول آزمون دکترای انگل‌شناسی و در نهایت 3 نفر پس از مصاحبه در سال تحصیلی 1401-1400 قبول شدند. اجرای این برنامه در کاهش میزان استرس دانشجویان در مواجهه با آزمون دوره دکتری بر اساس نتایج پرسشنامه مؤثر بود. نتیجه‌گیری: با توجه به موفقیت برنامه یادگیری همتا با استفاده از آموزش الکترونیکی در این  مطالعه و موفقیت بیشتر شرکت‌کنندگان در آزمون دکتری، پیشنهاد می‌شوداین برنامه در سایر گروه‌های آموزشی دارای تحصیلات تکمیلی نیز اجرا گردد.   2 Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam. Method: Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre-exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software. Results: Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021-2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam. Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education.   655 667 2024/03/162023/09/52023/08/262023/11/82023/10/28 1402/8/6 2024/03/162023/12/192023/12/192023/12/192024/01/17 1402/10/27 عباسعلی جعفری Abbas Ali Jafari دانشگاه علوم زشکی شهید صدوقی یزد ایران jaabno@gmail.com گیلد اسلامی Gilda Eslami دانشگاه علوم زشکی شهید صدوقی یزد ایران eslami_g۲۰۰۰@yahoo.com علی فتاحی بافقی Ali Fatahii Bafghi دانشگاه علوم زشکی شهید صدوقی یزد ایران afbafghi@gmail.com مصطفی غلامرضایی Mostafa Gholamrezaeii دانشگاه علوم زشکی شهید صدوقی یزد ایران m.gholamrezaei۶۹۷۰@gmail.com فرزانه میرزایی Farzaneh Mirzaeii دانشگاه علوم زشکی شهید صدوقی یزد ایران mirzaie.farzaneh@yahoo.com محمود عزیزی Mahmoud Azizy دانشگاه علوم زشکی شهید صدوقی یزد ایران Azzizy.mahmoud@gmail.com مهسا غلامی Mahsa Gholami دانشگاه علوم زشکی شهید صدوقی یزد ایران mahsa.gholami۱۲۱@gmail.com Medical school Parasitology Peer assisted learning Peer education Yazd دانشکده پزشکی انگل‌شناسی یادگیری همتا آموزش همتا یزد 1. Arora DR, Arora B. Medical Parasitology. E Book, 5th ed. CBS Publishers & Distributors. 2018: 1-2.##2. Cummerow J, Obst K, Voltmer E, Kötter T. Medical students' coping with stress and its predictors: a cross-sectional study. Int J Med Educ: 2023; (14): 11-18. ##3. Nishikura N, Ohta R, Sano C. Implementation of Near-Peer Learning for the Sustainability of Rural Family Medicine Education. Cureus. 2023; 15(8): e43709. ## 4. Durán CEP, Bahena EN, Rodríguez MdlÁG, Baca GJ, Uresti AS, Elizondo‐Omaña RE, et al. Near‐peer teaching in an anatomy course with a low faculty‐to‐student ratio. Ana sci edu. 2012; 5(3): 171-6 .##5.Zheng B, Wang Z. Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. PLoS One. 2022; 17(12): e0278256. ##6. Rashid MS, Sobowale O, Gore D. A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE). BMC Med Educ. 2011; 17; 11:11##7. Owen AM, Ward-Smith P. Collaborative learning in nursing simulation: near-peer teaching using standardized patients. J Nurs Edu. 2014; 53(3): 1-4.## 8. Motaghian H, Hasanzadeh A, Karimzadeganmoghadam D. Factors affecting university instructors' adoption of web-based learning systems: Case study of Iran. Comp Edu. 61(1):158–167. ##9. Ricci L, Toussaint Y, Becker J, Najjar H, Renier A, Choukour M, Buisson A, Devos C, Epstein J, Peyrin Biroulet L, Guillemin F. Web-based and machine learning approaches for identification of patient-reported outcomes in inflammatory bowel disease. Dig Liver Dis. 2022; 54(4): 483-489. ##10. Keshavarzi Mh, Salehi M, Heydari T, Salehi M, Amirianzadeh M. Assessment of The Feasibility of E-Learning in The Faculty of Educational Sciences and Psychology at Eslamic Azad University of Marvdasht. Interdisciplinary Journal of Virtual Learning in Medical Sciences 2013; 4(12): 20-27.[Persian] ##11. Ghasemi V, Simbar M, Rashidi Fakari F, Saei Ghare Naz M, Kiani Z. The effect of peer education on health promotion of Iranian adolescents: A systematic review. Int J Pedi. 2019; 7(3): 9139-57.##12. Khaw C, Raw L. The outcomes and acceptability of near-peer teaching among medical students in clinical skills. Int J Med Educ. 2016; 12(7): 188-94.##13. Turner SR, White J, Poth C. Twelve tips for developing a near-peer shadowing program to prepare students for clinical training. Med teach. 2012; 34(10): 792-5.##14. Stoehr F, Müller L, Brady A, Trilla A, Mähringer-Kunz A, Hahn F, et al. How COVID-19 kick-started online learning in medical education.The DigiMed study. PLoS One. 2021; 16(9): e0257394.##15. Basilaia G, Kvavadze D. Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), em0060.##16.Al-Balas M, Al-Balas HI, Jaber HM, Obeidat K, Al-Balas H, Aborajooh EA, et al. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Edu. 2020; 16;20(1):513. doi: 10.1186/s12909-020-02428-3.##17. Mohammadisadr M, Siadat SA, Hoveida R. Identifying and Validating the Components of the Coaching Skill among Faculty Members of Medical Sciences University of Isfahan. Education Strategies in Medical Sciences 2018; 11(1): 82-91. [Persian]##18. Shojai F, Emam gholi khoshechin T, Maasomi N. Reduce anxiety and increase motivation nursing students with evaluation skills with method peer. Development Education in Medicine Journal 2014; 2: 1-10. [Persian]##19. Safari Z, Jahangirimehr A, Hemmatipour A. The effect of education using social networks on knowledge and performance of nursing students in regard to safe injections. Journal of Military Medicine 2020; 22(3): 306-13. [Persian]##20. Zolfaghari M, Negarandeh R, Ahmadi F. The Evaluation of a Blended E-learning Program for Nursing and Midwifery Students in Tehran University of Medical Sciences. Iranian Journal of Medical Education 2011; 10(4): 398-409. [Persian]##21. Shokri O, Rashidipour F, Sharifi M. Students' Lived Experience of Online Learning during the COVID-19 Disease: An Interpretative Phenomenological Analysis. Journal of Applied Psychology 2020;14(2): 145-23. [Persian]##22. Aelterman N, Vansteenkiste M, Haerens L, Soenens B, Fontaine JR, Reeve J. Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. J. Edu. Psyc. 2019; 111(3): 497-521.##23. Nasiriani K, Zare reshkoeyeh M, Arman M, Mirzaei S. The effect of Peer instructor teaching and clinical supervision on the status and stressors of clinical nursing education. Journal of Medical Education and Deveopment 2020; 15(2): 96-106. [Persian]##24. Hemmati MM, Bagherieh F, Khalkhali HR. The Effect of Peer Mentoring Program on Nursing Students’ Stressors in Clinical Environment. Iranian Journal of Medical Education 2013; 13(3): 280-290. [Persian]##25. Shohani M, Moradi S, Khorshidi A, Jalilian M. Comparison of the effect of near-peer teaching and trainer on hand hygiene in first year nursing students of Ilam University of Medical Sciences. J Adv Pharm Edu Res. 2020; 10(S1): 83-87. ##26. Lotfi M, Zamanzadeh V, Sheikhalipour Z. Effect of peer clinical teaching method on the education of operating room students. Medical Education 2012; 1(1): 78-83. [Persian]## ##

تأثیر یادگیری مبتنی بر داده بر نگارش انگلیسی متون علمی و دانشگاهی دانشجویان علوم پزشکی The Impact of Data-Driven Learning on Medical Students' English Academic Writing 1 1 مقدمه: یادگیری مبتنی بر داده به عنوان روشی نوظهور در آموزش زبان پدیدار گشته و روش‌های سنتی تدریس و یادگیری را به ‌ویژه در زمینه نگارش آکادمیک متحول کرده است. مطالعه حاضر تأثیر یادگیری مبتنی بر داده بر نگارش انگلیسی متون علمی و دانشگاهی دانشجویان علوم پزشکی را مورد بررسی قرار داده است. روش بررسی: در این مطالعه مداخله‌ای نیمه تجربی، ۲۹ دانشجوی ارشد رشته‌های مختلف علوم پزشکی در یک برنامه آموزشی پنج هفته‌ای با استفاده از رویکرد یادگیری مبتنی بر داده و به ‌ویژه با استفاده از پیکره خود ساخته از مقالات دانشگاهی رشته‌های مرتبط با خود شرکت کردند.  از دانشجویان خواسته شد تا یک متن علمی مرتبط با رشته تحصیلی خود را در ابتدا و انتهای دوره بنویسند. متون نگارش شده بر اساس روبریک نگارش آکادمیک همپ لیونز، نمره دهی شد و داده‌های جمع‌آوری‌شده از ارزیابی‌های پیش و پس‌آزمون با استفاده از آزمون t نمونه‌های زوجی مورد تجزیه و تحلیل قرار گرفت. نتایج: مقایسه نمرات پیش آزمون با میانگین (۲.۲۶=SD) ۵۹ و نمرات پس آزمون با میانگین (۲.۳۳=SD) ۷۸.۵۳، بهبود قابل توجهی را در نگارش شرکت‌کنندگان این مطالعه نشان داد (۰.۰۵>p). نتیجه‌گیری: این یافته‌ها با تأیید تناسب آموزشی رویکرد مبتنی بر داده و با توجه به نیاز دانشجویان برای نگارش و چاپ مقالات انگلیسی، کمک قابل توجهی به دانشجویان تحصیلات تکمیلی علوم پزشکی در حوزه نگارش دانشگاهی به زبان انگیسی می‌کند.   2 Introduction: Data-driven learning has emerged as a powerful method in language teaching and has drastically changed the traditional methods of teaching and learning, especially in academic writing. So, the present study was conducted to investigate the effect of data-driven learning on the English academic writing of medical students. Method: In this quasi-experimental intervention study, 29 MSc students of different fields of medical sciences participated in a training intervention program using a data-driven learning approach focusing on self-generated corpora of academic articles related to their fields of study. Students were asked to write an academic text related to their fields at the beginning and end of the course. Written texts were graded based on the Hemp-Lyons academic writing rubric, and the data collected from the pre-and post-test assessments were analyzed using the paired-sample t-test. Results: Comparison of pre-test scores with a mean of 59 (SD = 2.26) and post-test scores with a mean of 78.53 (SD = 2.33) indicated a significant improvement in the writing of the participants of this study (p < 0.05). Conclusion: In light of confirming the educational suitability of the data-driven approach and recognizing the need for students to engage in English article writing and publication, these findings serve as a valuable aid to MSc students studying medical sciences, facilitating their academic writing in English.   668 676 2024/03/162023/09/52023/08/262023/11/82023/10/282023/11/11 1402/8/20 2024/03/162023/12/192023/12/192023/12/192024/01/172023/12/19 1402/9/28 امین دهقان Amin Dehghan دانشگاه یزد ایران amin.dehghan@stu.yazd.ac.ir علی محمد فضیلت فر Ali Mohammad Fazilatfar دانشگاه یزد ایران علی اکبر جباری Ali Akbar Jabbari دانشگاه یزد ایران Writing Learning Graduate Education Technology Data-driven learning نگارش یادگیری تحصیلات تکمیلی تکنولوژی یادگیری مبتنی برداده 1. Johns T, King P. Classroom Concordancing: Centre for English Language Studies, the University of Birmingham; 1991.##2. Bruner JS. The Act of Discovery. Harvard Educational Review. 1961; 31(1): 21-32.##3. Daskalovska N. Corpus-based versus traditional learning of collocations. CALL. 2015; 28(2): 130-44. ##4. Saeedakhtar A, Bagerin M, Abdi R. The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations. System. 2020; 91: 102268.##5. Ucar S, Yükselir C. The Effect of Corpus-Based Activities on Verb-Noun Collocations in EFL Classes. TOJET. 2015; 14(2): 195-205. ##6. Wu S, Fitzgerald A, Yu A, Witten I. Developing and evaluating a learner-friendly collocation system with user query data. IJCALLT. 2019; 9(2): 53-78.##7. Chen M-H, Huang S-T, Chang JS, Liou H-C. Developing a corpus-based paraphrase tool to improve EFL learners' writing skills. CALL. 2015; 28(1): 22-40.##8. Crosthwaite P. Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing. ARAL. 2020; 43(2): 169-95.##9. Mizumoto A, Hamatani S, Imao Y. Applying the bundle–move connection approach to the development of an online writing support tool for research articles. LL. 2017; 67(4): 885-921.##10. Poole R. A corpus-aided approach for the teaching and learning of rhetoric in an undergraduate composition course for L2 writers. JEAP. 2016; 21: 99-109.##11. Sun X, Hu G. Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class. LTR. 2023; 27(3): 660-88.##12. Karras JN. The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL. 2016; 28(2): 166-86.##13. Lee H, Warschauer M, Lee JH. The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. AL. 2019; 40(5): 721-53.##14. Lee H, Warschauer M, Lee JH. Toward the establishment of a data‐driven learning model: Role of learner factors in corpus‐based second language vocabulary learning. MLJ. 2020; 104(2): 345-62.##15. Lee P, Lin H. The effect of the inductive and deductive data-driven learning (DDL) on vocabulary acquisition and retention. System. 2019; 81: 14-25.##16. Tsai K-J. Corpora and dictionaries as learning aids: inductive versus deductive approaches to constructing vocabulary knowledge. CALL. 2019; 32(8): 805-26.##17. Lee H, Warschauer M, Lee JH. The effects of concordance-based electronic glosses on L2 vocabulary learning. LLT. 2017; 21(2): 32-51.##18. Lin MH. Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes. SAGE Open. 2021; 11(3): 1-15.##19. Charles M. Getting the corpus habit: EAP students’ long-term use of personal corpora. ESP. 2014; 35: 30-40.##20. Ranjbar N, Soodmand Afshar H. A Survey of EAP Needs in Iran from the Viewpoints of Teachers and Students. IJEAP. 2021; 10(1): 54-74.##21. Afshar HS, Movassagh H. EAP education in Iran: Where does the problem lie? Where are we heading? JEAP. 2016; 22: 132-51.##22. Anthony L. AntConc (Version 4.2.0)[Computer software]. Waseda University. 2023.##23. Lee D, Swales J. A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. ESP. 2006; 25(1): 56-75.##24. Hamp-Lyons L. Assessing Second Language Writing in Academic Contexts. Norwood, NJ: Ablex; 1991.##25. Larson-Hall J, Herrington R. Improving data analysis in second language acquisition by utilizing modern developments in applied statistics. AL. 2010; 31(3): 368-90.##26. Hong SC. EFL Learners' Consciousness-Raising through a Corpus-Based Approach. ET. 2010; 65(1): 57-86.##27. Moon S, Oh S-Y. Unlearning overgenerated be through data-driven learning in the secondary EFL classroom. ReCALL. 2018; 30(1): 48-67.##28. Huang Z. The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL. 2014; 26(2): 163-83.##29. Lin MH, Lee J-Y. Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students. LTR. 2019; 23(5): 541-61.##30. Schmidt R. Attention. In: P. Robinson (editor), Cognition and second language instruction. 1st ed. London: Cambridge University Press; 2001; 3-32. ##31. Nation ISP. Learning Vocabulary in Another Language. 3rd ed. Cambridge: Cambridge University Press. 2022. ##32. Richards JC, Schmidt RW. Longman Dictionary of Language Teaching and Applied Linguistics. 4th ed. UK: Routledge; 2014. ##33. Gavioli L. The Learner as researcher: Introducing corpus concordancing in the classroom. In: Aston G, editor. Learning with corpora. Houston: Athelstan. 2001: 108-37.##34. Boulton A, Cobb T. Corpus use in language learning: A meta‐analysis. Language learning. 2017; 67(2): 348-93.##35. Frankenberg-Garcia A. Corpora in ELT. The Routledge handbook of English language teaching. 1st ed. NY: Routledge; 2016; 383-98.##36. Liu D, Jiang P. Using a corpus‐based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. MLJ. 2009; 93(1): 61-78.##37. Vyatkina N. Discovery learning and teaching with electronic corpora in an advanced German grammar course. Die Unte/Tea Ger. 2013; 46(1): 44-61.##38. Vyatkina N. Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL. 2016; 28(2): 207-26.##39. Flowerdew L. Data-driven learning and language learning theories. Multiple affordances of language corpora for data-driven learning. 1st ed. Netherlands: John Benjamins Publishing Company; 2015; 69: 15-36. ##40. Timmis I. Corpus linguistics for ELT: Research and practice. 1st ed. NY: Routledge; 2015. ##41. Huang LS. Has Corpus‐Based Instruction Reached a Tipping Point? Practical Applications and Pointers for Teachers. TESOL Journal. 2017; 8(2): 295-313.##42. Schmidt RW. The role of consciousness in second language learning. Applied linguistics. 1990; 11(2): 129-58.## ##

تبیین تجارب دانشجویان علوم پزشکی از چالش‌های آموزش بالینی در دوران همه گیری بیماری کووید ۱۹: یک تحلیل محتوای کیفی Explaining Medical Students' Experiences of the Challenges of Clinical Education during the COVID-19 Pandemic: a Qualitative Content Analysis 1 1 مقدمه: شرایط همه‌گیری بیماری کووید - 19 نقش غیرقابل انکاری در آموزش دانشجویان خصوصاً دانشجویان حیطه سلامت از جمله پرستاران داشته است و می‌تواند بطور بالقوه کفایت بالینی این دانشجویان را در آینده به عنوان نیروی کاری تحت تأثیر قرار دهد. لذا مطالعه حاضر با هدف تببین تجارب دانشجویان علوم پزشکی از چالش‌هایی که در این دوران در آموزش بالینی‌شان تجربه کرده‌اند انجام شد. روش بررسی: مطالعه کیفی حاضر به روش تحلیل محتوای قراردادی در سال 1402 در دانشکده علوم پزشکی ساوه انجام شد. 17 دانشجو به روش هدفمند انتخاب و داده ها با استفاده از مصاحبه‌های نیمه ساختارمند عمیق انفرادی جمع‌آوری و با استفاده از رویکرد گرانهیم و لاندمن مورد تجزیه و تحلیل قرار گرفت. نتایج: مصاحبه با مشارکت کنندگان در طی یک دوره 3 ماهه با ۱۷ دانشجو به صورت انفرادی انجام شد. میانگین طول مدت مصاحبه ۳۰ دقیقه بود. یافته¬ها شامل یک طبقه (یادگیری از دست رفته) و پنج زیر طبقه (ترس مانع از یادگیری، محدودیت سیستم آموزشی، آشفتگی در تعاملات و ارتباطات، یادگیری بالینی محدود شده، دلسردی نسبت به شرایط آموزشی) بود. نتیجه‌گیری: با توجه به اینکه آموزش در محیط بیمارستآن‌ها بدون مواجهه با بیماریهای واگیردار غیرممکن است بایستی با تدوین قوانین و دستورالعمل‌هایی از آسیب به یادگیری دانشجویان رشته‌های مختلف پیشگیری کرد. همچنین استفاده از روشهای آموزشی همانند فیلم و انیمیشن و همچنین سایر روشهای آموزش مجازی می‌تواند تا حدودی در کنار مطالب نظری به ارتقای سطح یادگیری دانشجویان در مواردی که امکان حضور آن‌ها در بالین بیماران وجود ندارد کمک کند.     2 Introduction: The conditions of the COVID-19 disease epidemic have had an undeniable role in the education of students, especially health students, including nurses, and it can potentially affect the clinical competence of these students as a workforce in the future. Therefore, the current study will be conducted to explain the medical students' experiences of the challenges they have experienced in their clinical education during this period. Method: The present qualitative study was conducted using the contractual content analysis method in 2023 in Saveh Medical Sciences Faculty. 17 students were selected purposefully and, the data were collected using in-depth semi-structured interviews and analyzed using Granheim and Lundman's approach. Results: Interviews with participants were conducted individually with 17 students during 3 months. The average duration of the interview was 30 minutes. The findings included one category (lost learning) and five subcategories (fear preventing learning, limitations of the educational system, confusion in interactions and communication, limited clinical learning, and discouragement towards educational conditions). Conclusion: Considering that it is impossible to teach in the hospital environment without encountering infectious diseases, it is necessary to prevent harm to the learning of students of various fields by formulating rules and guidelines. Also, the use of educational methods such as movies and animations, as well as other methods of virtual education, can help to improve the level of students' learning in cases where they can't be present at the patient's bedside.   677 688 2024/03/162023/09/52023/08/262023/11/82023/10/282023/11/112024/02/6 1402/11/17 2024/03/162023/12/192023/12/192023/12/192024/01/172023/12/192024/02/26 1402/12/7 مصطفی روشن زاده Mostafa Roshanzadeh دانشگاه علوم پزشکی شهرکرد ایران mroshanzadeh62@gmail.com سمیه محمدی Somayeh Mohammadi دانشگاه علوم پزشکی شیراز ایران s.mohammadi.nfc@gmail.com مریم ربیعی فرادنبه Maryam Rabie Faradonbeh دانشگاه علوم پزشکی شهرکرد ایران Maryam.r@gmail.com علی تاج Ali Taj دانشگاه علوم پزشکی سبزوار ایران alitaj58@yahoo.com محمد حسین خلیل زاده نقنه Mohammad Hossein Khalilzadeh Naghneh دانشکده علوم پزشکی ساوه ایران alitaj58@gmail.com Students Clinical education Learning COVID-19 Content analysis دانشجویان آموزش بالینی یادگیری کووید 19 تحلیل محتوی 1. aliafsari mamaghani E, zamanzadeh V. Nursing Clinical Education Challenges. Journal of Medical Education and Development 2017; 10 (25) :68-81. [Persian] Doi: 20.1001.1.22519521.1396.10.25.1.3##2. Pazokian M, Rassouli M. Challenges of nursing clinical education in world. Journal of Medical Education and Development 2012; 5(8): 18-26. [Persian]##3. Raisa B, Pauline P, Joanne K. Strengths and challenges of the first prelicensure baccalaureate of science in nursing program in Pakistan. JOPN. 2009; 25(4): 240- 248.##4. Shafie F, Holakouie M, Abooli F, Shafie M. Clinical education stressors from views of nursing in Rafsanjan nursing and midwifery school. Community Health Journal 2013; 7(1): 28-34. [Persian]##5. Beigzadeh A, Yamani N, Bahaadinbeigy, K, Adibi P. Challenges and Problems of Clinical Medical Education in Iran: A Systematic Review of the Literature. SDME. 2019; 16(1). ## 6.Taghizadeh S, Haji J, Mohammadimehr M. A Comparative Study of the Challenges and Opportunities of Higher Education in the Corona Pandemic in Iran and around the Word. Journal of Nurse and Physician within 2020; 10(80): 27-47. [Persian]##7. Aliafsari Mamaghani E, Zamanzadeh V. Nursing Clinical Education Challenges. Nursing Clinical Education Challenges. Journal of Medical Education Development 2017; 10 (25): 68-81. [Persian]##8. Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today. 2020: 1-2.##9. Ghanbari V, Darvishi N, Kalhory P, et al. Experienced Challenges by Internship Nursing Students in Clinical Training During the COVID-19 Pandemic Era: A Qualitative Content Analysis. Educational Research in Medical Sciences 2022; 11(2): 1-9. [Persian]##10. Hakami Z, Khanagar SB, Vishwanathaiah S, Hakami A, Bokhari AM, Jabali AH, et al. Psychological impact of the coronavirus disease 2019 (COVID‐19) pandemic on dental students: a nationwide study. Jde. 2021; 85(4): 494-503.##11. Zhang Y, Wang C, Pan W, Zheng J, Gao J, Huang X, et al. Stress, burnout, and coping strategies of frontline nurses during the COVID-19 epidemic in Wuhan and Shanghai, China. FiP. 2020; 11: 1-9.##12. Behroz-Sarcheshmeh S, Karimi M, Mahmoudi F, Shaghaghi P, Jalil-Abkenar S S. Effect of Training of Life Skills on Social Skills of High School Students With Intellectual Disabilities . PCP. 2017; 5 (3) :177-186. ##13. Mahyar Z, Nemati Vakilabad R, Paydar S, Pooresmaeil M, Allahyari I. A Survey of the Quality of Clinical Education from the Perspective of Nursing Students during the Outbreak of COVID- 19 in Ardabil University of Medical Sciences. Journal of Health and Care 2022; 24(3): 232-244. [Persian]##14. Ghorbanian N, Abdollahzadeh Mahlami F, Kazemi Haki B. Effective Factors on Clinical Education Quality; Anesthesiology and Operating Room Students View. Education Strategies in Medical Sciences 2014; 6(4): 235-239. [Persian]##15. Graneheim UH and Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004; 24(2): 105-112. ##16. Johnson JL, Adkins D, Chauvin S. A review of the quality indicators of rigor in qualitative research. AACP. 2020; 84(1): 7120. ##17. Sadeghi Mahali N, Arsalani N, Rad M, Nematifard T, Khaki S, Fallahi-Khoshknab M. Comparison of Virtual Education Challenges in Nursing Before and After COVID-19; A Systematic Review. Iranian Journal of Systematic Review in Medical Sciences 2021; 2(1): 82-103. [Persian]##18. Mosalanezhad L, Kalani N, Atashpoor SH. What do medical students want to learn in the Corona Crisis Curriculum? Expressing Students' Expectations and Strategies. Education and Ethics in Nursing 2021; 10 (1&2): 4-11. [Persian]##19. Jafari H, Keshmiri F, Darreh Shiri S, Abghari K, Baghian N. Explaining the Views and Experiences of E-teacher and E-learners about Virtual Education in Yazd Shahid Sadoughi University of Medical Science. Journal of Medical Education and Development 2020; 15(2): 116-128. [Persian]##20. Oducado R, Estoqu H. Online Learning in Nursing Education during the COVID-19 Pandemic: Stress, Satisfaction and Academic Performance. JNP. 2021; 4(2): 143-153.##21. Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M, et al. Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. NPT. 2021; 97: 1-7.##22. Dedeilia A, Sotiropoulos MG, Hanrahan JG, Janga D, Dedeilias P, Sideris M. Medical and surgical education challenges and innovations in the COVID-19 era: a systematic review. In vivo. 2020; 34(3): 1603-1611.##23. Delcker J, Ifenthaler D. Teachers’ perspective on school development at German vocational schools during the Covid-19 pandemic. TPE. 2020; 30(1): 125-139.## ##

یادگیری مهارت های نرم مبتنی بر بازی Game-based soft skills learning 1 1 مهارت‌هایی نظیر مهارت‌های ارتباطی، حل مسئله، تفکر استراتژیک و سازگاری با زمینه‌های جدید، در قالبی تحت عنوان مهارت‌های نرم تعریف می‌گردند که به عنوان «مهارت‌های رفتاری» نیز شناخته می‌شوند. این نوع مهارت‌ها در دسته مهارت‌های غیر فنی (در مقابل مهارت‌های سخت) قرار می‌گیرند و برای موفقیت شخصی و حرفه‌ای افراد ضروری می‌باشند. با استفاده از یادگیری مبتنی بر بازی و استفاده از مکانیک‌های بازی می‌توان یادگیری این مهارت‌ها را جذاب تر و مؤثرتر نمود. بازی‌های جدی نقش کلیدی در توسعه مهارت‌های نرم (مانند حل مسئله، برنامه‌ریزی و تفکر تحلیلی) در دنیای فعالیت حرفه‌ای و کار دارند (1).   2 Skills such as communication skills, problem solving, strategic thinking and adapting to new contexts are defined under the title of soft skills, which are also known as "behavioral skills". These types of skills are included in the category of non-technical skills (as opposed to hard skills) and are necessary for personal and professional success. By using game-based learning and using game mechanics, learning these skills can be made more attractive and effective. Serious games play a key role in developing soft skills (such as problem solving, planning, and analytical thinking) in the world of professional activity and work (1).   689 691 2024/03/162023/09/52023/08/262023/11/82023/10/282023/11/112024/02/62023/12/30 1402/10/9 2024/03/162023/12/192023/12/192023/12/192024/01/172023/12/192024/02/262024/03/12 1402/12/22 حمید یزدانی نژاد Hamid Yazdaninejad دانشگاه علوم پزشکی شهید صدوقی یزد ایران hyazdaninejhad@gmail.com علی ریحانیان Ali Reyhanian دانشگاه علوم پزشکی تهران ایران armanrn.ar@gmail.com Game-based learning soft skills gamification medical education یادگبری مبتنی بر بازی مهارت نرم بازی وارسازی آموزش پزشکی 1. Giessen HW. Serious Games Effects: An Overview. Procedia - Social and Behavioural Sciences 2015; 174: 2240-2244.##2. Kara N. A Systematic Review of the Use of Serious Games in Science Education. Contemporary Educational Technology. 2021; 13(2): ep295.##3. Moradi M, Noor NFBM. The Impact of Problem-Based Serious Games on Learning Motivation. IEEE Access. 2022; 10: 8339-8349.##4. Takeuchi LM, Vaala S. Level up learning: A national survey on teaching with digital games. The Joan Ganz Cooney Center at Sesame Workshop. 2014.##5. Verdu E, Regueras LM, Gal E, de Castro JP, Verdu MJ, Kohen -Vacs D. Integration of an intelligent tutoring system in a course of computer network design. Educ Technol Research Dev. 2017; 65 (3): 653 -77.##6. Wiggins BE. An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education. International Journal of Game-Based Learning. 2016; 6(1): 18–29.##7. Tan Ai Lin D, Ganapathy M, Kaur Mehar Singh M. Education, Kahoot! It: Gamification in Higher. Pertanika Journal of Social Sciences & Humanities. 2018; 26(1): 565–82. ##8. Prensky M. Digital game-based learning. Computers in Entertainment. 2003; 1(1): 1–4.##9. Singhal SH, Hough J, Cripps D. Twelve tips for incorporating gamification into medical education. MedEdPublish. 2019; 8(3): 216.##10. Akbari, zahra. The need to develop and incorporate the soft skills (general) courses into the educational curriculum of medical sciences'students. Journal of Medical Education and Development 2018: 113-138.‌ [Persian]##11. Amini SB, Keshmiri F, Soltani Arabshahi K, Shirazi M. Development and validation of the inter-professional collaborator communication skill core competencies. Razi Journal of Medical Sciences 2014; 20(115): 8-16. [Persian]##12. Altomari L, Altomari N, Iazzolino G. Gamification and Soft Skills Assessment in the Development of a Serious Game: Design and Feasibility Pilot Study. JMIR Serious Games. 2023; 11(1): e45436.## ##

ChatGPT در نگارش مقالات علمی: دوست یا دشمن؟ ChatGPT in Writing Scientific Articles: Friend or Foe? 1 1 ابزارهای هوش مصنوعی مانند چت جی بی تی  بحث‌های بسیاری را در بین دانشگاهیان به راه انداخته است؛ در حالی که برخی آنها را ابزاری سودمند برای سرعت‌بخشیدن به پژوهش و برخی دیگر آن را تهدیدی برای یکپارچگی تألیف می‌دانند. چه بخواهیم و چه نخواهیم مدلهای زبان بزرگ (LLM) در حال تسخیر مقالات علمی به دو روش خوب و بد هستند. این ابزارهای رایگان غیرقابل نادیده‌گرفتن برای استفاده، واقعیت دارند و خواهند بود و این به ما بستگی دارد که چگونه آنها را بپذیریم و با آنها کار کنیم. بزرگترین نگرانی امروز در استفاده از ابزارهای هوش مصنوعی مانند ChatGPT، عدم دقت و ارائه اطلاعات نادرست به گونه‌ای است که ممکن است متن در ابتدا قابل قبول به نظر برسد اما با بررسی دقیق‌تر می‌توان دریافت که حاوی اطلاعات نادرستی است؛ افزون بر این، هنگامی که مقاله به یک مجله فرستاده می‌شود، ویراستاران و داوران زمانی برای بررسی درستی عبارت به عبارت و مرجع به مرجع آن را نخواهند داشت. اگر مقالات علمی نگارش‌شده با ابزارهای هوش مصنوعی، به درستی بازنگری نشوند خطر زیادی برای ارائه اطلاعات نادرست وجود دارد؛ به‌ویژه در میان نویسندگانی که در این موضوع تخصص ندارند. استفاده نادرست از هوش مصنوعی مشکلی است که می‌توان آن را با تنظیم روش‌های آموزشی حل کرد. توسعه برنامه های درسی و آموزش دانشجویان درباره مفاهیم اخلاقی هوش مصنوعی، همچنین تربیت مدرسان متخصص در زمینه مسائل اخلاق هوش مصنوعی برای حل این مشکل، بسیار مهم است. با پیشرفت هوش مصنوعی، باید روش‌های آموزشی را برای مبارزه با سوء استفاده تنظیم شود و ملاحظات اخلاقی و مسئولیت‌پذیری در استفاده از این ابزار در اولویت قرار گیرد. ما باید پژوهشگران را از محاسن و معایب این تکنولوژی رو به رشد آگاه کنیم و روی نوشتن  مقالات علمی‌ای تمرکز کنیم که مزایا و معایب استفاده از آنها را نشان می‌دهد. همچنین در راستای مبارزه با سوء استفاده از هوش مصنوعی، باید همه سیاست‌گذاران و کاربران را در یک تلاش مشترک برای ایجاد چارچوب‌ها و دستورالعمل‌های اخلاقی مشارکت دهیم. در این زمینه باید رویکردی چندرشته ای ایجاد کنیم که متخصصان حوزه‌های مدیریت اطلاعات سلامت، سیاستگزاری سلامت، ژورنالیسم پزشکی، آموزش پزشکی و اخلاق‌شناسان را در توسعه برنامه‌های درسی درگیر کند. تنها از طریق یک تلاش مشترک می‌توانیم از استفاده مسئولانه از فناوری هوش مصنوعی اطمینان حاصل کنیم. ما امیدواریم با آموزش دانشجویان در زمینه ملاحظات اخلاقی و مسئولیت‌پذیری در استفاده از ابزارهای هوش مصنوعی مانند ChatGPT، تدوین برنامه‎‌های درسی مرتبط و ارائه شیوه‌نامه‌‌هایی درباره رویکرد استفاده درست، زمینه‌ای را فراهم کنیم که چنین ابزارهایی تبدیل به یک ابزار اطلاعات نادرست نشوند و با تخصص و قضاوت انسانی استفاده شوند.   2 Artificial intelligence tools such as GBT Chat have sparked many discussions among academics; While some see them as a useful tool to speed up research and others see it as a threat to the integrity of authorship. Like it or not, large language models (LLM) are taking over the scientific literature in both good and bad ways. These irreplaceable free tools to use are and will be a reality, and it's up to us how we accept them and work with them. The biggest concern today in using artificial intelligence tools like ChatGPT is the lack of accuracy and the presentation of false information in such a way that the text may seem acceptable at first, but upon closer examination, it can be found that it contains false information; In addition, when the article is sent to a journal, the editors and reviewers will not have time to check the correctness of the article phrase by phrase and reference by reference. If scientific articles written with artificial intelligence tools are not properly reviewed, there is a high risk of providing false information; Especially among writers who do not specialize in this topic. Misuse of AI is a problem that can be solved by adjusting training methods. It is very important to develop curricula and educate university students about the ethical concepts of artificial intelligence, as well as train experts in the field of ethical issues of artificial intelligence to solve this problem. With the advancement of artificial intelligence, educational methods should be adjusted to combat abuse, and ethical considerations and responsibility in the use of this tool should be prioritized. We need to educate researchers about the pros and cons of this growing technology and focus on writing scientific papers that show the pros and cons of using them. Also, in order to combat the misuse of artificial intelligence, we need to involve all policymakers and users in a joint effort to create ethical frameworks and guidelines. In this context, we must create a multidisciplinary approach that involves experts in the fields of health information management, health policymaking, medical journalism, medical education, and ethicists in the development of curricula. Only through a joint effort can we ensure the responsible use of AI technology. By educating university students on ethical considerations and responsibility in the use of artificial intelligence tools such as ChatGPT, developing relevant curricula and providing guidelines on the correct use approach, we hope to provide an environment so that such tools do not become a tool of false information and with Human expertise and judgment should be used. 692 693 2024/03/162023/09/52023/08/262023/11/82023/10/282023/11/112024/02/62023/12/302024/01/22 1402/11/2 2024/03/162023/12/192023/12/192023/12/192024/01/172023/12/192024/02/262024/03/122024/02/27 1402/12/8 صفیه السادات حیدری Safiyehsadat Heydari دانشگاه علوم پزشکی کاشان ایران safiyehsadat.heydari@gmail.com ChatGPT scientific articles artificial intelligence هوش مصنوعی مقالات علمی چت جی بی تی 1. Altmäe S, Sola-Leyva A, Salumets A. Artificial intelligence in scientific writing: a friend or a foe? Reproductive BioMedicine Online. 2023.##2. Faraji N, Aali S, Motiei M, Sadat Mansouri S. ChatGPT's contribution to cancer study. J Cancer Res Clin Oncol. 2023; 149(14): 13495-500.##3. Stokel-Walker C. ChatGPT listed as author on research papers: many scientists disapprove. Nature. 2023; 613(7945): 620-1.##4. Stokel-Walker C. AI bot ChatGPT writes smart essays-should academics worry? Nature. 2022.##5. Alkaissi H, McFarlane SI. Artificial hallucinations in ChatGPT: implications in scientific writing. Cureus. 2023;15(2).## ##