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سخن سردبیر Editorial 1 862 862 2024/12/28 1403/10/8 2024/12/28 1403/10/8 مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی شهید صدوقی یزد ایران ## ##

رابطه بین بار کاری فکری و رضایت شغلی اعضای هیأت علمی با عملکرد آموزشی آنان The Relationship between Mental Workload and Job Satisfaction of Faculty Members with their Educational Performance 1 1 مقدمه: بار کاری فکری و رضایت شغلی از مهمترین عوامل تأثیرگذار بر عملکرد شغلی محسوب می‎شود. هدف مطالعه حاضر، ارزیابی بار کاری فکری و رضایت شغلی و ارتباط آن با کیفیت آموزش ارائه شده توسط اعضای هیئت علمی بود. روش بررسی: این مطالعه در بین 34 نفر از اعضای هیأت علمی به صورت سرشماری انجام شد. جهت ارزیابی بار کاری فکری از ابزار NASA-TLX و برای ارزیابی رضایت شغلی از مقیاس رضایت- نارضایتی شغلی استفاده شد. نمره کیفیت تدریس به عنوان معیاری برای ارزیابی عملکرد آموزشی استفاده شد. متغیرهای کمی در قالب شاخص‌های مرکزی (میانگین و انحراف معیار) گزارش شد. جهت تعیین نقش متغیرهای توجیهی بر میزان بار فکری از رگرسیون خطی چندگانه در سطح اطمینان 95% استفاده شد. نتایج: میانگین بار کاری فکری اعضای هیأت علمی برابر با (48/24) 94/52 بود. کارآیی و فشار زمانی، به ترتیب بیشترین و کمترین امتیاز را در بین زیربعدهای بار کاری به خود اختصاص دادند. میانگین نمره رضایت شغلی برابر با (61/27) 85/56 بود و رضایت از مدیر گروه و رضایت از همکار بیشترین و رضایت از حقوق و مزایا کمترین بعد رضایت شغلی بود. رابطه بین کیفیت تدریس با هر دو متغیر بار کاری فکری و رضایت شغلی، معنادار نبود. نتیجه‌گیری: بین بار کاری فکری و رضایت شغلی با نمره کیفیت تدریس، رابطه معناداری مشاهده نشد. اما توصیه می‌شود با هدف ارتقای کیفیت آموزش ارائه شده توسط اعضای هیأت علمی دانشکده، همواره تمهیداتی در راستای بهبود کیفیت زندگی کاری آنان مدنظر قرار گیرد.   2 Introduction: Workload and job satisfaction are among the most influential factors affecting job performance. Therefore, this study aims to assess the cognitive workload and job satisfaction and their impact on the quality of education faculty members provide. Method: This study was conducted among 34 faculty members through a census. The NASA-TLX tool was used to assess cognitive workload, and a job satisfaction scale was employed to evaluate job satisfaction. Moreover, the training quality score was considered a criterion for assessing the educational performance of the participants. To determine the role of explanatory variables on the level of mental workload, multiple linear regression was used at a 95% confidence level. Result: The mean cognitive workload of faculty members was 52.94 ± 24.48. Efficiency and time demand scored the highest and lowest among the subscales of workload, respectively. Job satisfaction was 56.85 ± 27.61, with satisfaction with the department head and colleagues ranking highest and satisfaction with salary being the lowest in job satisfaction. The cognitive workload had a non-significant relationship with job satisfaction (P = 0.08, r = 0.56). However, the relationship between teaching quality and both cognitive workload and job satisfaction was not statistically significant. Conclusion: No significant relationship was observed between cognitive workload, job satisfaction, and teaching quality scores. However, it is recommended that measures be taken to improve the quality of work life for faculty members to enhance the quality of education they provide.   863 872 2024/12/282024/07/1 1403/4/11 2024/12/282024/11/30 1403/9/10 ندا مهدوی Neda Mahdavi دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران nmahdavi1@yahoo.com مسعود شفیعی مطلق Masoud Shafiee Motlagh2 قطب علمی بهداشت حرفه‌ای کشور، مرکز تحقیقات بهداشت و ایمنی شغلی، دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران ایران hse.masoudshafii@yahoo.com زهرا چراغی Zahra Cheraghi دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران cheraghiz@ymail.com حسین جعفری-منصوریان Hossein Jafari Mansoorian استادیار، گروه مهندسی بهداشت محیط، مرکز تحقیقات علوم بهداشتی، دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران ایران h.mansoorian@yahoo.com وجیهه رمضانی درح Vajihe Ramazani Doroh 5. استادیار، گروه مدیریت و اقتصاد بهداشت، دانشکده بهداشت، دانشگاه علوم پزشکی همدان ایران vajihe.r@gmail.com لیلی تاپاک Leili tapak دانشیار، گروه آمارزیستی، دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران l.tapak06@gmail.com مریم افشاری Maryam Afshari دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران afshari_m20@yahoo.com امین دوستی ایرانی Amin Doosti-Irani دانشکده بهداشت، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران doostiiraniamin@gmail.com Cognitive demand Job task Job satisfaction Job performance نیازهای شناختی وظایف شغلی رضایت‌مندی عملکرد شغلی 1. Kusnanto K, Rohmah FA, Wahyudi AS, Arifin H. Mental workload and stress with blood glucose level: A correlational study among lecturers who are structural officers at the university. Syst Rev Pharm. 2020; 11: 253–7.##2. Margaret BF, Afolakemi O, Talhatu KH, Fatudimu MB, Odekunle A, Hamzat TK. Point prevalence and risk factors for work-related musculoskeletal disorders among academic staff in a Nigerian University. J Niger Soc Physiother. 2022; 21: 1–10.##3. Christy KB, Widajati N. The Correlation of Length of Work and Mental Workload with Work Stress at University Lecturers. Indian J Forensic Med Toxicol. 2020; 14: 1972–7.##4. Kartiani Dewi S, Yamin A. The Correlation of Length of Work and Mental Workload with Work Stress at University Lecturers. IJFMT. 2020; 14(3): 1972-7. ##5. Akca M, Tepe Küçükoğlu M. Relationships Between Mental Workload, Burnout, and Job Performance: A Research Among Academicians. In: Evaluating mental workload for improved workplace performance. IGI Global; 2020: 49–68.##6. Zamanian Z, Roshan Sarvestani M, Sedaghati M, Ghatmiri M, Kouhnavard B. Assessment of the relation between subjective workload and job satisfaction in university faculty and staff. Iranian Journal of Ergonomics. 2016;3:1–10. [Persian].##7. Pace F, D’Urso G, Zappulla C, Pace U. The relation between workload and personal well-being among university rofessors. Curr Psychol. 2019; 40: 3417–24.##8. Galy E. A multidimensional scale of mental workload evaluation based on Individual-Workload-Activity (IWA) model: Validation and relationships with job satisfaction. Quant Methods Psychol. 2020; 16: 240–52.##9. Jermsittiparsert K, Petchchedchoo P, Kumsuprom S, Panmanee P. The impact of the workload on the job satisfaction: Does the job stress matter? Acad Strateg Manag J. 2021; 20: 1–13.##10. Schermerhorn Jr JR, Osborn RN, Uhl-Bien M, Hunt JG. Organizational behavior. john wiley & sons; 2011.##11. Margaret BF, Afolakemi O, Talhatu KH. Point prevalence and risk factors for work-related musculoskeletal disorders among academic staff in a Nigerian University. J Niger Soc Physiother. 2022; 21: 1–10.##12. Singh M, Bhattacharjee A. A Study to Measure Job Satisfaction Among Academicians Using Herzberg’s Theory in the Context of Northeast India. Glob Bus Rev. 2020; 21: 197–218.##13. Winarno A, Hermana D. Commitment, Work Engagement, And Research Performance of Lecturers, In Indonesia Private Universities. Malaysian Online J Educ Manag. 2019; 7: 45–63.##14. Beyen TK, Mengestu MY, Zele YT. Low back pain and associated factors among teachers in Gondar Town, North Gondar, Amhara Region, Ethiopia. Occup Med Heal Aff. 2013; 1: 1–8.##15. Hart SG, Staveland LE. Development of NASA-TLX (Task Load Index): Results of empirical and theoretical research. In: Advances in psychology. Elsevier. 1988: 139–83.##16. Fallahi M, Motamedzade M, Heidarimoghadam R, Soltanian AR, Miyake S. Effects of mental workload on physiological and subjective responses during traffic density monitoring: a field study. Appl Ergon. 2016; 52: 95–103.##17. Sharreh H. The effect of work stress, coping strategies, resilience and mental health on job satisfaction among anesthesia technicians. J Fundam Ment Heal. 2011; 13: 20–9.## ##

سطوح استدلال اخلاقی کلبرگ در دانشجویان پرستاری و ارتباط آن با هویت حرفه‌ای Kohlberg's Moral Reasoning Levels in Nursing Students and Its Relationship with Professional Identity 1 1 مقدمه: در حرفه پرستاری، وجود سطح مناسبی از استدلال اخلاقی موجب ارائه مراقبت‌های باکیفیت‌تر به بیماران و افزایش رضایت شغلی در پرستاران می‌شود. داشتن هویت حرفه‌ای باعث افزایش اعتماد به نفس، احساس تعلق‌پذیری به حرفه و برقراری ارتباطات بین‌فردی در افراد می‌گردد. این مطالعه با هدف تعیین ارتباط سطوح استدلال اخلاقی کلبرگ با هویت حرفه‌ای دانشجویان پرستاری انجام شد. روش بررسی: در این مطالعه توصیفی- تحلیلی از نوع همبستگی، 231 نفر از دانشجویان کارشناسی پرستاری ترم ۴ تا 8 دانشکده‌های پرستاری وابسته به دانشگاه علوم پزشکی بیرجند به روش نمونه‌گیری تصادفی طبقه‌ای بر مبنای نسبت انتخاب شدند. برای گردآوری داده‌ها از فرم مشخصات جمعیت‌شناختی، پرسشنامه هویت حرفه‌ای هائو و استدلال اخلاقی کلبرگ استفاده شد. داده‌ها با استفاده از آزمون‌های آماری همبستگی پیرسون، رگرسیون، t مستقل و آنالیز واریانس یکطرفه در سطح معناداری 05/0 تجزیه و تحلیل شدند. نتایج: میانگین نمره استدلال اخلاقی و هویت حرفه‌ای در دانشجویان پرستاری به ترتیب 21/5±04/47 و 16/11±98/61 به دست آمد. نتایج نشان داد که بین استدلال اخلاقی با هویت حرفه‌ای در دانشجویان پرستاری ارتباط مثبت و معناداری وجود دارد (55/0=r، 001/0 p<). نتیجه‌گیری: براساس نتایج به دست آمده، استدلال اخلاقی با هویت حرفه‌ای در دانشجویان پرستاری ارتباط مثبت و معناداری دارد، بنابراین با آموزش مفاهیم اخلاقی به دانشجویان پرستاری می‌توان زمینه رشد استدلال اخلاقی و در نتیجه ارتقای هویت حرفه‌ای آنان را فراهم نمود.   2 Introduction: In the nursing profession, a suitable level of moral reasoning increases the quality of care for patients and boosts job satisfaction among nurses. Professional identity increases self-confidence, the feeling of belonging to the profession, and establishing interpersonal communication in people. This study was conducted to determine the relationship between Kohlberg's level of ethical reasoning and the professional identity of nursing students. Method: In this correlation study, 231 undergraduate nursing students of nursing faculties affiliated with Birjand University of Medical Sciences were selected by stratified random sampling based on ratio. Data were collected using a Demographic profile form, Hao et al.'s professional identity questionnaire, and Kohlberg's moral reasoning. Data were analyzed using statistical tests of Pearson correlation, regression, independent t-test, and one-way analysis of variance at a significance level of 0.05. Result: The average score of moral reasoning and professional identity in nursing students was 47.04 ± 5.21 and 61.98 ± 11.16, respectively. The results showed a positive and significant relationship between moral reasoning and professional identity in nursing students (r = 0.55, P < 0.001). Conclusion: Based on the results, moral reasoning has a positive and significant relationship with professional identity in nursing students. Therefore, teaching ethical concepts to nursing students, enhances their ethical reasoning. As a result, their professional identity can be improved.   873 883 2024/12/282024/07/12024/09/22 1403/7/1 2024/12/282024/11/302024/12/1 1403/9/11 مریم سپاهی Maryam Sepahi دانشگاه علوم پزشکی بیرجند، ، بیرجند، ایران ایران hakimeh.sabeghi@gmail.com سید ابوالفضل وقارسیدین Seyyed Abolfazl Vagharseyyedin دانشگاه علوم پزشکی بیرجند ایران hakimeh.sabeghi@gmail.com هادی احمدی چناری Hadi Ahmadi Chenari دانشگاه علوم پزشکی بیرجند، ، بیرجند، ایران ایران hakimeh.sabeghi@gmail.com حکیمه سابقی Hakimeh Sabeghi دانشگاه علوم پزشکی بیرجند ایران hakimeh.sabeghi@gmail.com Ethical analysis Professional identity formation Nursing students تحلیل اخلاقی شکل گیری هویت حرفه‌ای دانشجویان پرستاری 1. Maginnis C. A discussion of professional identity development in nursing students. Journal of Perspectives in Applied Academic Practice. 2018; 6(1): 91-7.##2. Li X, Guo A, Zou H. Impact of the nurse-related information through social media use on undergraduate nursing students’ professional identity in nursing: A mixed-methods study. Nurse education in practice. 2022; 65: 103477.##3. Cornett M, Palermo C, Ash S. Professional identity research in the health professions—a scoping review. Advances in Health Sciences Education. 2023; 28(2): 589-642.##4. Parker S, Johnson LA. The development of internal auditing as a profession in the US during the twentieth century. Accounting Historians Journal. 2017; 44(2): 47-67.##5. Matthews J, Bialocerkowski A, Molineux M. Professional identity measures for student health professionals–a systematic review of psychometric properties. BMC medical education. 2019; 19: 1-10.##6. Gregory P, Austin Z. Pharmacists’ lack of profession-hood: Professional identity formation and its implications for practice. Canadian Pharmacists Journal/Revue des Pharmaciens du Canada. 2019; 152(4): 251-6.##7. Valizadeh L, Ghorbani F. Nurses’ professional identity and Related Factors in formation it: A review article. Iranian Journal of Nursing Research. 2016; 10(4): 88-97. [Persian]##8. Hewko SJ, Cooper SL, Cummings GG. Strengthening moral reasoning through dedicated ethics training in dietetic preparatory programs. Journal of nutrition education and behavior. 2015; 47(2): 156-61.##9. Khajeahmadi M, Jahanpour F. Investigating the privacy practices of patients among trainees and interns of the Faculty of Nursing and Midwifery of Bushehr University of Medical Sciences in 1395. Iranian Journal of Medical Ethics and History of Medicine 2017; 10: 141-54. [Persian]##10. Kohlberg L, Hersh RH. Moral development: A review of the theory. Theory into practice. 1977; 16(2): 53-9.##11. Ghadermazi M, Shamsaei F, Sadeghian E. Investigation of ethical reasoning and related factors in nursing students of Hamadan University of Medical Sciences in 2020. Journal of Nursing Education 2021; 10(2): 33-41. [Persian]##12. Namadi F, Hemmati-Maslakpak M, Moradi Y, Ghasemzadeh N. The effects of nursing ethics education through case-based learning on moral reasoning among nursing students. Nursing and Midwifery Studies. 2019; 8(2): 85-90.##13. Zirak M, Hasankhani H, Parizad N. The ethical reasoning ability of nurses and nursing students: a literature review. IJMEHM . 2015; 7(6): 15-28.##14. Zirak M, Moghadasian S, Abdollahzadeh F, Rahmani A. The study of level of ethical development in nurses working in training-treatment hospitals affiliated in Tabriz university of medical sciences, Tabriz, Iran. Qom Univ Med Sci J 2012; 6(3): 32-9. [Persian]##15. Hao Y. Study of the model of self-education in enhancing the level of professional identity and professional self-efficacy in nurse students. Unpublished doctoral dissertation, The Second Military Medical University. 2011. ##16. Ehsani Farid E, Peikari HR, Golshiri P. Correlation of professional identity dimensions with role stress in nurses. Journal of Health Promotion Management 2019; 8(5): 1-8. [Persian]##17. Crisham P. Measuring moral judgment in nursing dilemmas. Nursing research. 1981; 30(2): 104-10.##18. Borhani F, Abbaszadeh A, Kohan M, Fazael MA. Nurses and nursing students’ ethical reasoning in facing with dilemmas: a comparative study. Iranian journal of medical ethics and history of medicine 2010; 3(4): 71-81. [Persian]##19. Yasaghi Z, Sanagoo A, Behnampour N, Nasiri H, Roshandel G, Jouybari L. Comparing Ethical Reasoning of Nurses Working in the Intensive Care Units and Nursing Students in Dealing with Ethical dilemmas. Iranian Journal of Medical Education 2022; 22(0): 65-73. [Persian]##20. Badri Gargari RG, Mahmoodi F, Soltani N, Laripour R. Investigating and Comparison the Ethical Reasoning Level of Nursing Students Aja University of Medical Sciences with Nurses Working in One of Their Affiliated Hospitals Military Caring Sciences. 2020; 7(1): 46-52. [Persian]##21. Ham KL. A comparison of ethical reasoning abilities of senior baccalaureate nursing students and experienced nurses. The University of Memphis; 2002.##22. Skarbalius E, Marcinowicz L, Skarbalienė A, editors. Professional identity of nursing students in Lithuania and Poland. Society Integration Education Proceedings of the International Scientific Conference; 2018.##23. Mei XX, Wang HY, Wu XN, Wu JY, Lu YZ, Ye ZJ. Self-efficacy and professional identity among freshmen nursing students: a latent profile and moderated mediation analysis. Front. Psychol. 2022; 13: 779986.##24. Haghighat S, Borhani F, Ranjbar H. Is there a relationship between moral competencies and the formation of professional identity among nursing students. BMC nursing. 2020; 19: 1-7.##25. Kamali F, Yousefy A, Yamani N. Explaining professionalism in moral reasoning: a qualitative study. Advances in medical education and practice. 2019: 447-56.##26. Zeynali S, Mozafari M, Khorshidi A. Review and compare the moral reasoning ability of nursing students and nurses in government hospitals affiliated with the Ilam University of Medical Sciences. Technology and Research Information System 2021; 4 (2). [Persian]## ##

طرح ادغام آموزش پزشکی با نظام ارائه خدمات در ایران از منظر آموزشی: یک مطالعه مروری حیطه‌ای The Plan to Integrate Medical Education with the Service Delivery System in Iran from an Educational Perspective: A Scoping Review 1 1 مقدمه: آﻣﻮزش در علوم پزشکی، یکی از زﻳﺮﺑﻨﺎﻳﻲ ﺗﺮﻳﻦ ﺳﺎﺧﺘﺎرﻫﺎی ﺟﻮاﻣﻊ می‌باشد، ﻛﻪ ﻣﻄﻠﻮب ﺗﺮﻳﻦ ﭘﻴﺎﻣﺪ آن ارﺗﻘﺎء ﺳﻄﺢ ﺳﻼﻣﺖ ﺗﻚ ﺗﻚ اﻓﺮاد ﺟﺎﻣﻌﻪ است. این رو مطالعه حاضر با هدف مروری بر طرح ادغام آموزش پزشکی با نظام ارائه خدمات در ایران از منظر آموزشی انجام پذیرفت. روش بررسی: این مطالعه مروری از نوع حیطه‌ای بود. داده ها با استفاده از واژگان کلیدی در پایگاه های اطلاعاتی Magiran ISC, SID, PubMed, Scopus, Science Web of و Google Scholar در بازه زمانی 2001 تا 2024 جمع آوری گردید. غربالگری و انتخاب اسناد بر اساس دستورالعمل PRISMA صورت گرفت. نتایج: در جستجوی اولیه، 180 مقاله یافت شد که 19 مقاله وارد مطالعه گردید. نتایج نشان داد که رشد نیروی انسانی، جامعه نگر شدن آموزش، پیشرفت در عرصه پزشکی و بالا رفتن رتبه پژوهشی از نقاط قوت این طرح است با این وجود توجه بیشتر به مبحث درمان نسبت به آموزش، تعارض منافع، پایین بودن کیفیت خدمات در بیمارستان های آموزشی و کمبود بودجه پژوهشی از جمله مسائل موجود است. نتیجه‌گیری: طرح ادغام آموزش پزشکی با خدمات بهداشتی- درمانی موفق شده است به اهداف اولیه دست یابد. با این وجود به نظر می‌رسد آﻣﻮزش ﭘﺰﺷﮑﯽ در داﻧﺸﮕﺎه‌ﻫﺎ ﺗﺤﺖ‌اﻟﺸﻌﺎع ﻣﺒﺎﺣﺚ اراﺋﻪ ﺧﺪﻣﺎت ﺑﻬﺪاﺷﺘﯽ و درﻣﺎﻧﯽ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ و آموزش و پژوهش، کمتر از تأثیرات مثبت ادغام، بهره‌مند شده‌اند.   2 Introduction: Education in medical sciences is one of the most basic structures of societies, the most desirable outcome of which is improving the health level of individual members of society. Therefore, the current study was conducted to review the plan of integrating medical education with the service delivery system in Iran from an educational perspective. Method: This was a scoping review study. Data were collected using keywords in Magiran, ISC, SID, Pubmed, Scopus, Web of Science and Google Scholar databases in the period from 2001 to 2024. Screening and selection of documents was done according to Prisma instructions. Results: In the initial search, 180 articles were found, with 19 included in the study. The results showed that the growth of the workforce, socialization of education, progress in the field of medicine, and increase in research rank are the strong points of this project. However, more attention is paid to the issue of treatment than education, conflict of interests, and low quality of services in hospitals. Education and lack of research funds are among the existing matters. Conclusion: The integration of medical education with healthcare services has successfully achieved its primary goals. Nevertheless, it seems that medical education in universities has been under the shadow of the debate on health provision and medical services, and education and research have benefited less from the positive effects of integration.     884 899 2024/12/282024/07/12024/09/222024/08/31 1403/6/10 2024/12/282024/11/302024/12/12024/11/25 1403/9/5 مرضیه سیف Marzieh Seif دانشکده پیراپزشکی نهاوند، دانشگاه علوم پزشکی همدان، همدان، ایران ایران seifmarzieh@yahoo.com محیا عموعموها Mahya Amouamouha دانشکده پیراپزشکی نهاوند، دانشگاه علوم پزشکی همدان، همدان، ایران ایران mahamo9875@gmail.com اعظم شریفی Azam Sharifi استادیار پرستاری، گروه مراقبتهای ویژه و اورژانس، دانشکده پرستاری- مامایی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران sharifi38@yahoo.com Integration Medical education Health system Medical services ادغام آموزش پزشکی نظام سلامت خدمات پزشکی 1. Alamdari S, Alamdari A. The strategic architecture of the national health system of the Islamic Republic of Iran based on the vision document 1404: the proposed model. Public Policy Quarterly 2015; 1(1): 21-42. [Persian]##2. Majdzadeh R, Nedjat S, Denis J, Yazdizadeh B, Gholami J. ‘Linking research to action’in Iran: Two decades after integration of the Health Ministry and the medical universities. Public Health. 2010; 124(7): 404-11. ##3. Abbasi M, Razavi S, Nouraei S. Academic experts Attitude, to medical integration with health care. Journal of Tehran Univercity of Medical Sciences 2005; 1: 80-8. [Persian]##4. Amiresmaili MR, Negahdari S, Khosravirad Z, Tohidi M, Khosravi S. Management of Teaching Hospitals; Opportunities and Threats. Strides in Development of Medical Education 2016; 13(4): 337-48. [Persian]##5. Shakibaei D, Reshadat S, Karami matin B, Amlaei K, Rezaei M, Abdolmaleki P, et al. Examining the degree of achievement of the goals of the integration system of medical education with the provision of healthcare services from the perspective of the faculty members of Kermanshah University of Medical Sciences. Scientific Journal of Kurdistan University of Science and Medicine 2011; 16: 81-91. [Persian]##6. Nedjat S, Yazdizadeh B, Gholami J, Ashorkhani M, Nedjat S, Maleki K, et al. Effect of Ministry of Health and Medical Education structure on application of medical research. Hakim Research Journal 2008; 11(3): 1-10. [Persian]##7. Amiresmaili M, Nekoee moghadam M, Moosazadeh M, Pahlavan A. Challenges of general medical education in Iran: a qualitative study. Strides in Development of Medical Education 2012; 2(13): 45-9. [Persian]##8. Jazayeri Walton B. The Study of the status of integration of medical education with system services in Iran and World. IN: Scientific association of medical education, Analysis of scientific documentation and administrative integration of medical education and care system.1st ed. Tehran: Third millennium culture 2003; Document No: 21; 157-163. [Persian]##9. Noori Hekmat S, Haghdoost A, Dehnavieh R, Ghorbani Nia R. The Consequences of Integration of the Medical Education and the Health Services System of Iran: A Systematic Review and Meta-Synthesis of Literature. Iranian Journal of Epidemiology 2019; 14(4): 12-26. [Persian]##10. Arksey H, O'Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005; 8(1): 19-32.##11. Moher D, Liberati A, Tetzlaff J, Altman DG, Group P. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Ann Intern Med. 2009; 151(4): 264-9.##12. Bagheri Lankarani K, Kalateh Sadati A, Razavinasab A, Khayamzadeh M. Integration of Medical Education and Research in Healthcare System in Iran; A Qualitative Study on the Positive Consequences of the Formation of the Ministry of Health and Medical Education. Iranian Journal of Culture and Health Promotion 2023; 6(4): 603-610. [Persian] ##13. Gilavand A, Mehralizadeh Y, Hosseinpour M, Torabipour A. Proposing an effective model for improving integration the medical education system with health services at Iran's ministry of health and medical education. Future Med Educ J. 2021; 11(2): 8-15.##14. Statement: Integration of Medical Education and Research in the Field of Health Care. Iranian Journal of Culture and Health Promotion 2021; 5(3): 413-7. [Persian]##15. Pourabbasi A, Akbari H, Akhvan AA, Haghdoost AA, Kheiry Z, Dehnavieh R, et al. Analysis of Iran's National Medical Education Evolution and Innovation Plan using the Michelle and Scott's model of policymaking. J Adv Med Educ Prof. 2019; 7(1): 20-6.##16. Mansoori P. Evolution of Iran's health research system over the past 50 years: a narrative review. J Glob Health. 2018; 8(2): 020703. ##17. Gilavand A, Mehralizadeh Y, Hosseinpour M, Torabipour A. A Review on Pathology of the Integration of Medical Education System with Health Services at Iran's Ministry of Health and Medical Education. Future Med Educ J. 2018; 8(3): 41-56.##18. Azizi F, Marandi A. Achievements In health and medical education now 40 years after the Islamic Revolution: Strategies for integrating medical education into the health system. Iranian Journal of Culture and Health Promotion 2018; 2(4): 449-61. [Persian]##19. Ebrahim Nia M, Farzaneh A, Ahmadizadeh MJ, Ebadi A, Amerioon A, Tofighi S, et al. Diagnosis of medical education system integration with higher staff in a health organization; a qualitative study. Health research journal 2017; 2(2): 133-42. [Persian]##20. Mirmogtadaee Z, Rokh Afrooz D, Salarian Zadeh M. An overview of the challenges of integrating medical education with the service delivery system in Iran from the perspective of human capital. Health Management Journal 2015; 2(6): 7-15. [Persian]##21. Mehrdad R. Health system in Iran. JMAJ. 2009; 52(1): 69-73.##22. Lameei A, Labaf GR. The meaning, causative factors, consequences, and future of the integration form the perspectives of the supports and opponents of it. Hakim Research Magazine. 2009;12(1)1-10. [Persian]##23. Marandi SA. The integration of medical education and health care services in the IR of Iran and its health impacts. Iran J Public Health. 1; 38(Supple 1): 4-12.##24. Pezeshkian M, Karimi A, Akbari M, Einollahi B, Hosseini J, Hosseini F. Integration of medical education and health care: The experience of Iran. J Med Edu. 2003; 3(1): e105019. ##25. Doshmangir L, Bazyar M, Majdzadeh R, Takian A. So Near, So Far: Four Decades of Health Policy Reforms in Iran, Achievements and Challenges. Arch Iran Med. 2019; 22(10): 592-605.##26. Shackebaei D, Karami Matin B, Amolaee K, Rezaie M, Abdolmaleki P, Reshadat S et al . Achieving the goals of integration of medical education and health service delivery systems from the viewpoint of the faculty members of Kermanshah University of Medical Sciences. SJKU 2011; 16(1): 81-91. [Persian]##27. Mosadeghrad AM, Rahimi-Tabar P. Health system governance in Iran: A comparative study. Razi Journal of Medical Sciences 2019; 26(9): 10-28. [Persian]##28. Bahmanziari N, Takian A. Health system stewardship in Iran: Far from perfect! Med J Islam Repub Iran. 2020 ;34: 144.##29. Khankeh H, Bagheri Lankarani K, Zarei N, Joulaei H. Three Decades of Healthcare System Reform in Iran from the Perspective of Universal Health Coverage: A Macro-Qualitative Study. Iran J Med Sci. 2021; 46(3): 198-206.##30. World Health Organisation. Evaluating the integration of medical education and health system in Iran. Tehran: World health organisation, 2004.##31. Mir Moghtadaei Z, Rokh Afroz D, Salarianzadeh H. A review of the challenges of about Integration of Medical Education into Health services. Journal of Health care Management. 2015; 6(2): 7-15.##32. Mehrolhosseini M, Godarzi R, Yazdi V, Poorhoseini S, darvishi A. Evaluation of the performance and efficiency measurement of the educational field of medical sciences universities in Iran using data envelopment analysis method and Malmquist index. Iranian Journal of Epidemiology 2019; 14(5): 50-9. [Persian]##33. Rezaee gh M, Siadat F, Azizi F. Investigating quantitative and qualitative changes in Iranian medical articles published in foreign journals between 1992 and 2002 using the Impact Factor index. Research in Medicine 2003; 27(2): 139-43. [Persian]##34. Azadi Ahmadabadi G. Evaluation of the Position of Scientific Leadership of the Islamic Republic of Iran among the Regional Countries Based on 2010 to 2020 Data. Academic librarianship and information research 2023; 57(1): 79-100. [Persian]##35. Azizi M-H. The historical backgrounds of the ministry of health foundation in Iran. Archives of Iranian medicine. 2007; 10: 119-23.## ##

مرورری بر نرم افزارها و وبسایت های بازی‌وارسازی مبتنی بر هوش مصنوعی در آموزش علوم پزشکی: از تئوری تا کاربرد A Review of AI-based Gamification Software and Websites in Medical Education: From Theory to Practice 1 1 مقدمه: بازی‌وارسازی به معنای استفاده از عناصر طراحی بازی در زمینه‌های غیربازی مانند آموزش است. با گسترش سریع فناوری، به‌ویژه هوش مصنوعی با ارائه بازخورد بلادرنگ و شخصی‌سازی آموزش‌ها، بازی‌وارسازی در سال‌های اخیر نقش مهمی در ارتقای آموزش پزشکی ایفا کرده است. این روش با استفاده از انگیزش درونزاد و برونزاد، به بهبود فرآیند یادگیری کمک کرده و مهارت‌های شناختی و عملی دانشجویان علوم پزشکی را تقویت می‌کند. روش بررسی: این مطالعه به‌صورت یکمرور حیطه‌ای انجام شده و به بررسی جامع نرم‌افزارها و وب‌سایت‌های بازی‌وارسازی مبتنی بر هوش مصنوعی در آموزش علوم پزشکی پرداخته است. داده‌ها از منابع مختلف علمی و پایگاه‌های داده مانند PubMed، Scopus، Google Scholar و سایر منابع معتبر جمع‌آوری شده‌اند. معیارهای ورود شامل مقالاتی است که به‌طور مستقیم به کاربردهای هوش مصنوعی و بازی‌وارسازی در آموزش علوم پزشکی پرداخته‌اند. نتایج: از میان بیش از 3075 مقاله، 22 مقاله برای تحلیل انتخاب شد. 9 ابزار نرم‌افزاری و وب‌سایت مرتبط با بازی‌وارسازی و هوش مصنوعی در آموزش شناسایی شدند. این ابزارها با استفاده از عناصر بازی‌وارسازی و پشتیبانی از نظریه‌های یادگیری، به بهبود انگیزش و یادگیری فردی کمک می‌کنند. نتیجه‌گیری: نتایج نشان داد که بازی‌وارسازی مبتنی بر هوش مصنوعی می‌تواند نقش مؤثری در بهبود یادگیری و تقویت مهارت‌های شناختی و عملی دانشجویان علوم پزشکی داشته باشد. این ابزارها با ارائه بازخورد بلادرنگ و ایجاد محیط‌های یادگیری تعاملی، فرآیند یادگیری را جذاب‌تر نموده و نیاز به مطالعات بیشتری برای بررسی کاربردهای آن در زمینه‌های مختلف آموزشی وجود دارد. 2 Introduction: Gamification, the application of game design elements in non-game contexts, has been revolutionized by the rapid advancement of technology, particularly artificial intelligence (AI). By providing real-time feedback and personalized learning experiences, AI-powered gamification has emerged as a pivotal tool in enhancing medical education. This approach leverages both intrinsic and extrinsic motivation to facilitate the learning process and bolster cognitive and practical skills among medical students. Method: This scoping review comprehensively examined software and websites that integrate AI and gamification elements in medical education. Data were sourced from diverse academic databases including PubMed, Scopus, Google Scholar, and other reputable repositories. Studies published between 2008 and 2024 were included if they directly addressed the application of AI and gamification in medical education. Results: Among 3075 identified articles, 22 were selected for analysis. Nine software tools and websites incorporating gamification and AI in education were identified. These tools, underpinned by gamification elements and learning theories, foster enhanced motivation and individualized learning experiences. Conclusion: The findings underscore the potential of AI-powered gamification to significantly improve learning outcomes and strengthen cognitive and practical skills among medical students. By providing immediate feedback and creating interactive learning environments, these tools render the learning process more engaging. Further research is warranted to explore their applications across diverse educational contexts     900 912 2024/12/282024/07/12024/09/222024/08/312024/10/13 1403/7/22 2024/12/282024/11/302024/12/12024/11/252024/11/25 1403/9/5 مرضیه ملکی Marzieh Maleki دانشگاه علوم پزشکی تهران ایران malekimarzie@yahoo.com مریم علیزاده Maryam Alizadeh دانشگاه علوم پزشکی تهران ایران alizade.aban@gmail.com Artificial intelligence gamification AI-powered gamification software medical education هوش مصنوعی بازی‌وارسازی بازی‌وارسازی مبتنی بر هوش مصنوعی نرم‌افزار و آموزش پزشکی 1. Sardi L, Idri A, Fernández-Alemán JL. A systematic review of gamification in e-Health. J Biomed Inform. 2017; 71: 31-48.##2. Wang Y-F, Hsu Y-F, Fang K-T, Kuo L-T. Gamification in medical education: identifying and prioritizing key elements through Delphi method. Med Edu Online. 2024; 29(1): 2302231.##3. Brigham TJ. An introduction to gamification: adding game elements for engagement. Med Ref services quarterly. 2015; 34(4): 471-80.##4. Fan X, Wu J, Tian L, editors. A review of artificial intelligence for games. Artificial Intelligence in China: Proceedings of the International Conference on Artificial Intelligence in China; 2020: Springer.##5. Barata G, Gama S, Jorge J, Gonçalves D. Gamification for smarter learning: tales from the trenches. Smart Learn Environ. 2015; 2: 1-23.##6. Ahmed M, Sherwani Y, Al-Jibury O, Najim M, Rabee R, Ashraf M. Gamification in medical education. Med Educ Online. 2015; 20: 29536.##7. Manzano-León A, Camacho-Lazarraga P, Guerrero MA, Guerrero-Puerta L, Aguilar-Parra JM, Trigueros R, et al. Between level up and game over: A systematic literature review of gamification in education. Sustainability. 2021; 13(4): 2247.##8. Van Gaalen AE, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. Adv Health Sci Educ. 2021; 26(2): 683-711.##9. Jackson P, Ponath Sukumaran G, Babu C, Tony MC, Jack DS, Reshma V, et al. Artificial intelligence in medical education-perception among medical students. BMC Med Educ. 2024; 24(1): 804.##10. Davenport T, Kalakota R. The potential for artificial intelligence in healthcare. Future Health J. 2019; 6(2): 94-8.##11. Alkurdi D, Rasouli S, Jia B. The Role of Artificial Intelligence in Modern Medical Education and Practice: A Systematic Literature Review. medRxiv. 2024: 2024: 07. 25.24311022.##12. Arksey H, O'Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodl. 2005; 8(1): 19-32.##13. Burgess A, van Diggele C, Roberts C, Mellis C. Feedback in the clinical setting. BMC Med Educ. 2020; 20: 1-5.##14. Karra S, Karampa V, Paraskeva F, editors. Gamification design framework based on self determination theory for adult motivation. Learning Technology for Education Challenges: 8th International Workshop, LTEC 2019, Zamora, Spain, Proceedings 8; 2019: Springer.##15. Bíró GI. Didactics 2.0: A pedagogical analysis of gamification theory from a comparative perspective with a special view to the components of learning. Procedia Soc Behav Sci. 2014; 141: 148-51.##16. Oliveira W, Hamari J, Joaquim S, Toda AM, Palomino PT, Vassileva J, et al. The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learn Environ. 2022; 9(1): 16.##17. Hwang G-J, Xie H, Wah BW, Gašević D. Vision, challenges, roles and research issues of Artificial Intelligence in Education. Elsevier; 2020: 100001.##18. Özdemir O, Seçkin H. Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis. Front Psychol. 2024; 15: 1349835.##19. López‐Úbeda R, García‐Vázquez FA. Self‐directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches. Vet Rec. 2022;e1732.##20. Kahoot. Interactive platform for gamified learning. 2024 [Available from: https://kahoot.com].##21. Classcraft. Gamification for classroom management and student engagement. 2024 [Available from: https://help.classcraft.com/hc/en-us].## 22. Coursera Plus. Online learning for professionals and students. 2024 [Available from: https://www.coursera.org/courseraplus].##23. Quizlet. Flashcards and study tools for effective learning. 2024 [Available from: https://quizlet.com/gb].##24. Socrative. Interactive classroom tools for assessments. 2024 [Available from: https://www.socrative.com].##25. Gimkit. Gamified quizzes and learning platform. 2024 [Available from: https://www.gimkit.com].##26. Brainscape. Smart flashcards for accelerated learning. 2024 [Available from: https://www.brainscape.com].##27. Edpuzzle. Video-based formative assessment platform. 2024 [Available from: https://edpuzzle.com]. ##28 .Nearpod. Interactive presentations and formative assessments. 2024 [Available from: https://nearpod.com].##29. Pettit RK, McCoy L, Kinney M, Schwartz FN. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC medical education. 2015; 15: 1-15.##30. Ismail MA-A, Ahmad A, Mohammad JA-M, Fakri NMRM, Nor MZM, Pa MNM. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC medical education. 2019; 19:1-8.##31. Jamshidian S, Haghani F, Yamani N, Sabri MR. Provision of feedback to medical teachers on their educational performance: perspectives of internal medicine teachers. Advances in Medical Education and Practice 2019: 85-94. [Persian]##32. Tolsgaard MG, Kulasegaram KM, Ringsted CV. Collaborative learning of clinical skills in health professions education: the why, how, when and for whom. Medical Education. 2016; 50(1): 69-78.##33. Walkington C, Bernacki ML. Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Taylor & Francis; 2020: 235-52.##34. Buckley P, Doyle E. Gamification and student motivation. Interactive learning environments. 2016; 24(6): 1162-75.##35. Chapman JR, Rich PJ. Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business. 2018;93(7):315-22.## ##

بررسی علل ترک حرفه در دانش آموختگان پرستاری دانشگاه علوم پزشکی تهران: مطالعه‌ای ترکیبی Investigating the Causes of Attrition Among Nursing Graduates of Tehran University of Medical Sciences: A Mixed-Methods Study 1 1 مقدمه: پرستاری، به‌عنوان یکی از ارکان اصلی نظام سلامت، با چالش‌هایی همچون ترک حرفه و عدم تمایل به ادامه تحصیل دانش‌آموختگان مواجه است که می‌تواند کیفیت خدمات درمانی را تحت تأثیر قرار دهد. بنابراین مطالعه حاضر با هدف «تبیین و تعیین علل ترک حرفه در دانش‌آموختگان مقطع کارشناسی پرستاری دانشگاه علوم پزشکی تهران» انجام شد تا با شناسایی این عوامل، راهکارهایی برای کاهش این چالش ارائه شود. روش بررسی: این پژوهش در دو فاز کیفی و کمی اجرا شد. در فاز کیفی، مصاحبه‌های نیمه‌ساختاریافته با 23 دانش‌آموخته پرستاری انجام و مصاحبه ها با رویکرد گرانهایم و لاندمن تحلیل شد. فاز کمی بر اساس کدهای کیفی و با استفاده از پرسشنامه‌های استاندارد ارتباط شغلی، حمایت اجتماعی درک‌شده و ارتباطات حرفه‌ای انجام شد. نتایج: در فاز کیفی، کدهای استخراج شده در قالب دو دسته اصلی تقسیم بندی شدند: عوامل درونی (مانند فرسودگی شغلی، کاهش انگیزه، و نگرش منفی به آینده شغلی) و عوامل بیرونی (مانند حقوق و مزایای ناکافی، حمایت اجتماعی ضعیف و محیط کاری استرس‌زا). در فاز کمی، 78% از شرکت‌کنندگان حمایت اجتماعی را ضعیف، 7/17% در حد متوسط و 3/4% در سطح خوب ارزیابی کردند. میانگین نمره تنش شغلی 42/23 ± 05/180 بوده و کیفیت ارتباطات حرفه‌ای در 4/80% موارد ضعیف گزارش شد. نتیجه‌گیری: با توجه به وضعیت کمبود پرستاری در کشور، ضروری است که حمایت اجتماعی، بازنگری کریکولوم مبتنی بر نیازهای جامعه، ارتقای حقوق و مزایای پرستاران مورد توجه قرار گیرد و مسؤلین برای این امر برنامه ریزی کرده و اقدامات لازم را انجام دهند.   2 Introduction: Considering the complex factors contributing to Nursing Attrition, we decided to conduct research aimed at "explaining and determining the reasons for the Attrition of undergraduate nursing graduates from Tehran University of Medical Sciences. Method: This study was conducted in two phases: qualitative and quantitative. In the qualitative phase, semi-structured interviews, each lasting an average of 60-90 minutes, were conducted. The interview transcripts were analyzed using the Granheim and Lundman approach. In the quantitative phase, based on the findings from the qualitative phase, questionnaires on job communication, perceived social support, and professional communication were administered. Result: In the qualitative phase, the main themes identified were internal and external factors. Based on the findings, 78% of nurses reported weak social support. Only 4.3% reported a high level of social support, and 17.7% reported a moderate level. The overall job stress score was 180.05 ± 23.43. Regarding professional communication, 80.4% of nurses reported poor communication quality, 13.4% indicated it was good, and 6.2% reported excellent communication. Conclusion: Given the current nursing shortage the country is facing, it is crucial to increase nurses' salaries and benefits, improve social support, and revise the nursing curriculum. Planning and necessary actions by the authorities are essential.   913 931 2024/12/282024/07/12024/09/222024/08/312024/10/132024/09/21 1403/6/31 2024/12/282024/11/302024/12/12024/11/252024/11/252024/12/10 1403/9/20 محمد منتصری Mohammad Montaseri دانشگاه علوم پزشکی تهران ایران فاطمه بهرام نژاد Fatemehe Bahramnezhad دانشگاه علوم پزشکی تهران ایران bahramnezhad.f@gmail.com Nursing graduates Nursing attrition Social support Iran nursing shortage دانش آموخته ترک حرفه حمایت اجتماعی کمبود پرستار ایران 1. Altbach PG, Reisberg L, Rumbley LE. Trends in global higher education: Tracking an academic revolution: Brill; 2019.##2. Pourkarimi J, Mobinrahni Y. Relationship between achievement motivation and academic burnout mediating role of self-efficacy Tehran University Students. Journal of Education Strategies in Medical Sciences 2018; 11(1): 139-47. [Persian]##3. Marzban A, Marzban H. Attitudes of nurse students toward their discipline and future career in Hormozgan University of Medical Sciences. Hormozgan University of Medical Sciences Publications 2018. [Persian]##4. Hamm NA, van Lochem M, Hoek G, Otjes R, van der Sterren S, Verhoeven H. “The Invisible Made Visible”: Science and Technology. AiREAS. 2016: 51-77.##5. Evans RG, Stoddart GL. Producing health, consuming health care. Why are some people healthy and others not?: Routledge; 2017: 27-64.##6. Carmona M. Place value: Place quality and its impact on health, social, economic and environmental outcomes. J Urban Des. 2019; 24(1): 1-48.##7. Singh P. Formulating suitable strategies to improve public health services in India with focus on infrastructure and administration [dissertation]. Pilani: BITS Pilani; 2018.##8. Arshadi M, Rahkar FM. 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آموزش اصول و ابزارهای لاپاراسکوپی: معرفی برنامه کاربردی جراح یار لاپاروسکوپی Education of the Principles and Tools of Laparoscopy: Introduction of the Laparoscopic Co-Surgeon Educational Application 1 1 چکیده مقدمه: امروزه به علت افزایش چشمگیر تعداد و نوع اعمال جراحی کم تهاجمی و پیچیده‌تر شدن استفاده از ابزار، تجهیزات و تکنیک‌ها در زمینه لاپاروسکوپی، ضرورت استفاده از روش‌های نوین آموزشی مانند یادگیری مبتنی بر موبایل (M-Learning) دوچندان شده است؛ لذا در این مطالعه فرایند طراحی و تولید اپلیکیشن آموزشی جراح یار لاپاروسکوپی معرفی شد. روش بررسی: مطالعه حاضر توسعه‌ای است و در دو فاز انجام شده است. در فاز اول، طراحی نرم‌افزار بعد از تبیین اهداف و محتوای آموزشی در پنل تخصصی انجام شد. در مرحله طراحی، از اصول یادگیری مبتنی بر بازی، پازل، نقشه مفهومی استفاده شد. در فاز دوم برنامه کاربردی الکترونیکی جراح یار توسط متخصصین برنامه نویسی تولید و در پنل تخصصی روایی آن بررسی شد. یافته‌ها: برنامه کاربردی الکترونیکی جراح یار لاپاراسکوپی باقابلیت اجرا در تلفن همراه هوشمند در 6 پنل اصلی طراحی و تولید شد که شامل پنل چیدمان میز، پنل پازل با روش جورکردنی دو به دو، پنل آزمون با استفاده از سوالات چند گزینه ای تصویری و پنل های نقشه، ابزارشناسی و جراحی‌ها با رویکرد مبتنی بر نقشه های مفهومی و بکارگیری تصاویر متحرک و فیلم‌های کوتاه بود. نتیجه‌گیری: نتایج حاضر موید تأیید روایی برنامه کاربردی جراح یار در آموزش دانشجویان تکنولوژی جراحی مرتبط با شناسایی ابزارهای اعمال جراحی لاپاراسکوپی و کاربرد آن‌ها است. پیشنهاد می‌شود از برنامه کاربردی الکترونیکی جراح یار به عنوان ابزارهای کمک‌آموزشی در آموزش بالینی و تخصصی رشته های درگیر در جراحی‌های لاپاراسکوپی استفاده شود.    2 Introduction: With the significant increase in the number and variety of minimally invasive surgical procedures and the growing complexity of tools, equipment, and techniques in laparoscopy, the need for innovative educational methods such as mobile-based learning (M-Learning) has become essential. This study introduced design and development the Laparoscopic Co-Surgeon application. Methods: The developmental study was conducted in two phases. In the first phase, application designed after explaining the goals and educational content in the expert panel. In the design phase, game-based learning principles, puzzles, and conceptual maps were used. In the second phase, the production of electronic application was developed by experts and its validity was assessed by experts. Results: The Laparoscopic Co-Surgeon application was developed in six panels. This application was developed using gamification strategies, a puzzle panel with a matching method, a quiz panel, and panels for concept maps, instrument recognition, and surgeries based on conceptual maps, along with animated images and short videos. Conclusion: The current results confirm the validity of the Co- surgeon application program in teaching surgical technology students related to the identification of laparoscopic surgery tools and their uses. It is suggested to use the Co-Surgeon application as an educational tool in the clinical and specialized training of the disciplines involved in laparoscopic surgeries.   932 940 2024/12/282024/07/12024/09/222024/08/312024/10/132024/09/212024/09/17 1403/6/27 2024/12/282024/11/302024/12/12024/11/252024/11/252024/12/102024/12/9 1403/9/19 فاطمه اکبری حاجی آباد Fateme Akbari کمیته تحقیقات دانشجویی، دانشکده پیراپزشکی، دانشگاه علوم پزشکی شهیدصدوقی، یزد، ایران. ایران fakbari9229@gmail.com فاطمه کشمیری Fateme Keshmiri دانشگاه علوم پزشکی شهیدصدوقی، یزد، ایران. ایران drkeshmiri1400@gmail.com فاطمه جبینیان Fateme Jabinian دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران fatimajabinian@gmail.com M-learning Concept mapping Laparoscopy Application آموزش مبتنی بر موبایل نقشه مفهومی لاپاروسکوپی اپلیکیشن 1. Tan S, Wu G, Zhuang Q, Xi Q, Meng Q, Jiang Y, et al. Laparoscopic versus open repair for perforated peptic ulcer: a meta analysis of randomized controlled trials. Int J Surg. 2016; 33: 124–32. ##2. Kletz S, Schoeffmann K, Benois-Pineau J, Husslein H. Identifying surgical instruments in laparoscopy using deep learning instance segmentation. In: 2019 International Conference on Content-Based Multimedia Indexing (CBMI). IEEE; 2019: 1–6. ##3. Hannani S, Pazouki A, Sadr A. The effect of Use the booklet Fundamentals of Laparoscopic Surgery on Upgrade knowledge of operating room technology students in laparoscopic surgery care domains. J Nurs Educ. 2018; 7(6): 8–13. ##4. Birch DW, Misra M, Farrokhyar F. The feasibility of introducing advanced minimally invasive surgery into surgical practice. Can J Surg. 2007; 50(4): 256. ##5. Qureshi MI, Khan N, Gillani SMAH, Raza H. A systematic review of past decade of mobile learning: What we learned and where to go. Int J Interact Mob Technol. 2020; 14(6): 67–81. ##6. Chase TJG, Julius A, Chandan JS, Powell E, Hall CS, Phillips BL, et al. Mobile learning in medicine: an evaluation of attitudes and behaviours of medical students. BMC Med Educ. 2018; 18(1): 1–8. ##7. Chen B, Wang Y, Xiao L, Xu C, Shen Y, Qin Q, et al. Effects of mobile learning for nursing students in clinical education: A meta-analysis. Nurse Educ Today. 2021; 97: 104706. ##8. Sedigh A, Sayadi M, Najimi A, Ghadami A. The effect of using appendectomy surgical simulation software (Game-based) on self-efficacy of undergraduate students in operating room. J Isfahan Med Sch. 2019; 36(505): 1415–20. ##9. Clarke DB, Kureshi N, Hong M, Sadeghi M, D’Arcy RCN. Simulation-based training for burr hole surgery instrument recognition. BMC Med Educ. 2016; 16(1): 1–7. ##10. Kowalewski K-F, Hendrie JD, Schmidt MW, Proctor T, Paul S, Garrow CR, et al. Validation of the mobile serious game application Touch SurgeryTM for cognitive training and assessment of laparoscopic cholecystectomy. Surg Endosc. 2017; 31(10): 4058–66. ##11. De Araujo TB, Silveira FR, Souza DLS, Strey YTM, Flores CD, Webster RS. Impact of video game genre on surgical skills development: a feasibility study. J Surg Res. 2016; 201(1): 235–43.## ##

مقایسه وضعیت نگرش، ترس و استیگما به اختلال روانی در کارآموزان و کارورزان پزشکی دانشگاه علوم پزشکی بیرجند قبل و بعد از آموزش در بخش روانپزشکی بیمارستان امام رضا(ع) Comparison of Attitude, Fear, and Stigma towards Psychiatric Disorders in Medical Interns of Birjand University of Medical Sciences before and after Training in the Psychiatry Department of Imam Reza Hospital 1 1 مقدمه: کار و فعالیت در بخش روانپزشکی بر دامنه تفکر و قضاوت افراد تاثیرگذاشته و عملکرد آن‌ها را تحت تاثیر قرار می‌دهد. باتوجه به اینکه مطالعات مشابه در این زمینه در کشور محدود و در استان خراسان جنوبی در این زمینه مطالعه‌ای صورت نگرفته است هدف ما در این مطالعه مقایسه وضعیت نگرش، ترس و استیگما به اختلال روانی در کارآموزان و کارورزان پزشکی قبل و پس از سپری کردن آموزش در بخش روانپزشکی بود. روش بررسی: مطالعه حاضر از نوع توصیفی و مقایسه ای است. جامعه مورد مطالعه ما دانشجویان مقطع کارآموزی و کارورزی بخش روانپزشکی در سال تحصیلی 1401-1402 بود. در این مطالعه جهت ارزیابی نگرش دانشجویان در خصوص اختلالات روانپزشکی از فرم خلاصه شده پرسش‌نامه OMI، جهت بررسی استیگمااز پرسش‌نامه استیگمای فراهم کنندگان مراقبت بهداشتی (OMS_HC) و برای ارزیابی ترس از پرسش‌نامه فرم کوتاه مقیاس ترس از ارزیابی منفی Lerary استفاده شد. نتایج: میانگین نمره نگرش، ترس و استیگما در دانشجویان در ابتدا و انتهای مطالعه با یکدیگر تفاوت معناداری نداشت (P>0.05). میانگین تغییرات نمره نگرش، ترس و استیگمابر حسب جنسیت، مقطع تحصیلی، وضعیت تاهل، محل زندگی، دانشجویان با یکدیگر تفاوت معناداری نداشت (P>0.05).نتیجه‌گیری: برنامه‌های آموزشی بخش روانپزشکی منجر به کاهش آستیگما، ترس و تغییر نگرش دانشجویان در مقایسه با ابتدای مطالعه در دانشجویان پزشکی نمی‌شود. برنامه آموزشی کارآموزان و کارورزان رشته پزشکی در بخش روانپزشکی مورد بازنگری قرار گیرد. 2 Introduction: Work and activity in the psychiatry department affect the scope of people's thinking and judgment and their performance. Considering that similar studies in this field are limited in the country and there has been no study in this field in South Khorasan province, this study aimed to compare the state of attitude, fear, and stigma towards psychiatric disorders in medical interns before and after training. It was in the psychiatric ward. Method: The present study is descriptive and comparative. Our study population was the students of the psychiatry department in the academic year 1401-1402. In this study, the abbreviated form of the OMI questionnaire was used to evaluate students' attitudes regarding psychiatric disorders, the stigma questionnaire of health care providers (OMS_HC) was used to assess stigma, and the Lerary negative evaluation short form questionnaire was used to assess fear. Results: The average score of attitude, fear and stigma among students at the beginning and end of the study was not significantly different from each other (P>0.05). The average changes in attitude, fear and stigma scores according to gender, educational level, marital status, place of residence of students did not differ significantly from each other (P>0.05). Conclusion: The educational programs of the psychiatry department do not lead to the reduction of astigma, fear and increase of students' attitudes compared to the beginning of the study in medical students. The training program for medical interns in the psychiatry department should be revised.     941 950 2024/12/282024/07/12024/09/222024/08/312024/10/132024/09/212024/09/172024/08/31 1403/6/10 2024/12/282024/11/302024/12/12024/11/252024/11/252024/12/102024/12/92024/12/8 1403/9/18 عباس جوادی Abbas Javadi دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران javadi56@yahoo.com مهسا رشیدی Mahsa Rashidi دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران javadi56@yahoo.com علی اکبر اسماعیلی Ali Akbar Esmaeili دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران esmaeili67@gmail.com Attitude Fear Astigma Psychiatric disorders نگرش ترس آستیگما اختلالات روانپزشکی 1. Nojomi M, Gharayee B. Medical students and mental health by SCL-90-R. MJIRI. 2007; 21(2): 71-8.##2. Sadeghian E, Heydarianpour A. stressful factors and its relationship with mental health in medical students of Hamedan University of Medical Science. J Nurs Tehran Univ Med Sci. 2009; 15(1): 71-80.##3. Demyttenaere K, Bruffaerts R, Posada-Villa J, Gasquet I, Kovess V, Lepine JP, et al. Prevalence, severity, and unmet need for treatment of mental disorders in the World Health Organization World Mental Health Surveys. Jama. 2004; 291(21): 2581-90.##4. Furber G, Segal L, Leach M, Turnbull C, Procter N, Diamond M, et al. Preventing mental illness: closing the evidence-practice gap through workforce and services planning. BMC Health Serv Res. 2015; 15(1): 283.##5. Noorbala AA, Faghihzadeh S, Kamali K, Yazdi SAB, Hajebi A, Mousavi MT, et al. Mental health survey of the Iranian adult population in 2015. Arch Iran Med. 2017; 20(3): 128-134.##6. Moradian Sorkhkalaee M, Eftekhar H, Nejat S, Saeepour N, Esmaeel Shemirzadi S. The state of mental health of students of Tehran medical sciences university in the academic year 2010-2011. Jorjani Biomedicine Journal 2012: 1(1): 16-22. [Persian]##7. Margitics F. Predisposing factors and subclinical depression among healthy college students. Psychiatria Hungarica: A Magyar Pszichiatriai Tarsasag tudomanyos folyoirata. 2005; 20(3): 211-23.##8. Noorbala a, Fakhra'i sa. Surveying the frequency of psychiatric symptoms among senior medical and non-medical students of Tehran university. Iran J Psychiatry. 2002; 7(3): 30-8.##9. Sharrock J, Happell B. The psychiatric consultation liaison nurse: Thriving in a general hospital setting. IJMHN. 2002; 11(1): 24-33.##10. Norfolk T, Birdi K, Walsh D. The role of empathy in establishing rapport in the consultation: a new model. Med Edu. 2007; 41(7): 690-7.##11. Penn TD. Enhancing student comfort in psychiatric clinical settings. Teach Learn Nurs. 2008; 3(2): 53-5.##12. farzi S, shamsaei F, tapak L, sadeghian E. Relationship between the stigma and the family performance of psychiatric patients. Iranian Journal of Nursing Research 2020; 14 (6) :1-8.[Persian] ##13. Sercu C, Ayala RA, Bracke P. How does stigma influence mental health nursing identities? An ethnographic study of the meaning of stigma for nursing role identities in two Belgian Psychiatric Hospitals. Int J Nurs Stud. 2015; 52(1): 307-16.##14. Kameg K, Howard VM, Clochesy J, Mitchell AM, Suresky JM. The impact of high fidelity human simulation on self-efficacy of communication skills. Issues ment health nurs. 2010; 31(5): 315-23.##15. Koskinen L, Mikkonen I, Jokinen P. Learning from the world of mental health care: nursing students' narratives. J Psychiatr Ment Health Nurs. 2011; 18(7): 622-8.##16. Griffiths KM, Carron Arthur B, Parsons A, Reid R. Effectiveness of programs for reducing the stigma associated with mental disorders. A meta-analysis of randomized controlled trials. World psychiatry. 2014; 13(2): 161-75.##17. SAYAH M, OLAPUR A, ARDAME A, SHAHIDI S, YAGHOOBI AE. Prediction of mental health and academic performance of students within cognitive emotional regulation strategies in Medical Sciences University of Jundishapur in Ahvaz. Educational Development of Judishapur 2014; 5(1): 37-44. [Persian]##18. CUTLER JL. Kaplan and Sadock’s synopsis of psychiatry. J Psychiatric Pract. 2016; 22(1): 68-9.##19. Fazeli S, Esmaeili A, Mohammadi Y, Raeisoon M. Investigating the Compliance of the Curriculum Content of the Psychiatric Department of Medicine (Externship and Internship) with the Future Job Needs from the Perspective of General Practitioners. Research in Medical Education 2021; 13 (3) :72-79. [Persian]##20. Hojjati H, Sharifinia H, Nazari R. The effect of blended clinical teaching on nursing students’ attitude toward psychiatric patients. Iranian Journal of Medical Education 2011; 11(3): 238-44. [Persian]##21. Vaghee, S., Salarhaji, A., Asgharipour, N., Chamanzari, H. Effects of Psychoeducation on Stigma in Family Caregivers of Patients with Schizophrenia: A Clinical Trial. Evidence Based Care 2015; 5(3): 63-76. [Persian]##22. Tavakoli N, Jomehri F, Farrokhi NA .The Relationship between Attachment Styles, Fear of Negative Evaluation and Internet Addiction in College Students. Information and Communication Technology in Educational Sciences 2015; 5(2): 61-77. [Persian]##23. Sajid A, Khan MM, Shakir M, Moazam-Zaman R, Ali A. The effect of clinical clerkship on students’ attitudes toward psychiatry in Karachi, Pakistan. Academic Psychiatry. 2009; 33(3): 212-4.##24. Amini H, Shoar S, Tabatabaee M, Arabzadeh S. The Effect of Clinical Exposure to Patients on Medical Students' Attitude Towards Mental Illness. IJPBS. 2016; 10(3): e1887-e.##25. Lyons Z, Janca A. Impact of a psychiatry clerkship on stigma, attitudes towards psychiatry, and psychiatry as a career choice. BMC Med Edu. 2015; 15(1): 1-10.##26. Shen Y, Dong H, Fan X, Zhang Z, Li L, Lv H, et al. What can the medical education do for eliminating stigma and discrimination associated with mental illness among future doctors? effect of clerkship training on chinese students' attitudes. Int J Psychiatry. 2014; 47(3): 241-54.##27. Ghoreishi S. Assessment of Zanjan Medical Students’ Attitudes toward Psychiatry. Journal of Medical Education Development 2010; 2(3): 33-42. [Persian]##28. Mehrabian S, Mohammad Alizadeh S, Bahrampour MR. Knowledge and Attitude of Nurses Regarding ECT among Staff at a Psychiatric Hospital. Iranian Journal of Psychiatry and Clinical Psychology 2002; 8(1): 70-5. [Persian]##29. Shariati M, Kaffash A, Ghalebandi F, Fateh A, Ebadi M. Examining the mental health status and related factors in medical students of Iran University of Medical Sciences. Payesh. 1381; 1(3): 29-37.##30. F M, Sh T, Z N. Study of the Effect of Mental Stress on Mental Health of Medical Students of Iran Azad University, Tehran Medical Branch. Iranian Journal of Surgery 2012; 20(1): 33-. 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نقش چت‌بات‌های هوش مصنوعی در آموزش Role of AI chatbots in education 1 1  سیستم آموزشی سنتی با مشکلات متعددی از جمله کلاس‌های شلوغ، فقدان توجه به دانشجویان، سرعت‌ها و سبک‌های یادگیری متفاوت و تلاش برای همگام شدن با تکامل سریع فناوری و اطلاعات مواجه است. همانطور که دورنمای آموزشی با گذشت زمان تغییر می‌کند، ظهور چت‌بات‌های مبتنی بر هوش مصنوعی به عنوان یک راه حل امیدوارکننده برای رسیدن به برخی از مسائل نوظهور در آموزش ظاهر می‌شود. برخی از مؤسسات آموزشی به طور فزاینده‌ای به چت‌بات‌های مبتنی بر هوش مصنوعی روی آورده‌اند،  در حالی که برخی دیگر محتاط‌تر هستند و در پذیرش محیط‌های آموزشی مدرن عجله نمی‌کنند (1). 2  The traditional education system faces many problems, including overcrowded classes, lack of attention to students, different learning speeds and styles, and trying to keep up with the rapid evolution of technology and information. As the educational landscape changes over time, the emergence of AI-based chatbots appears as a promising solution to some of the emerging issues in education. Some educational institutions are increasingly turning to AI-based chatbots, while others are more cautious and in no rush to adopt modern learning environments (1). 951 953 2024/12/282024/07/12024/09/222024/08/312024/10/132024/09/212024/09/172024/08/312024/09/24 1403/7/3 2024/12/282024/11/302024/12/12024/11/252024/11/252024/12/102024/12/92024/12/82024/09/25 1403/7/4 حمید مهدوی فرد Hamid Mahdavifard دانشگاه علوم پزشکی نیشابور ایران mahdavifh1@mums.ac.ir education Chabot ChatGPT Google Bard آموزش چت بات چت جی بی تی گوگل بارد 1. Labadze L, Grigolia M, Machaidze L. Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education(IJETHE). 2023; 20(1): 56. ##2. Mollick ER, Mollick L. New modes of learning enabled by ai chatbots: Three methods and assignments. Available at SSRN 4300783. 2022.##3. Singh R. Advantages and Disadvantages of Artificial Intelligence in Education [Internet]. 2023##4. Weizenbaum J. ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM. 1966; 9(1): 36-45.##5. Colby KM. PARRYing. Behavioral and Brain Sciences(BBS). 1981; 4(4): 550-60.##6. AlZu'bi S, Mughaid A, Quiam F, Hendawi S. Exploring the capabilities and limitations of chatgpt and alternative big language models. InArtificial Intelligence and Applications 2024 (Vol. 2, No. 1, pp. 28-37).##7. Rahaman MS, Ahsan MM, Anjum N, Rahman MM, Rahman MN. The AI race is on! Google's Bard and OpenAI's ChatGPT head to head: an opinion article. Mizanur and Rahman, Md Nafizur, The AI Race is on. 2023 Feb 8.##8. Rudolph J, Tan S, Tan S. War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education. Journal of Applied Learning and Teaching(JALT). 2023; 6(1): 364-89.##9. Devedžić V. Web intelligence and artificial intelligence in education. Journal of Educational Technology & Society (ET&S). 2004;7(4):29-39.##10. Konecki M, Konecki M, Biskupic IO, editors. Using Artificial Intelligence in Higher Education. CSEDU (2); 2023. ; 4(2): 45-52.##11. Dergaa I, Chamari K, Zmijewski P, Saad HB. From human writing to artificial intelligence generated text: examining the prospects and potential threats of ChatGPT in academic writing. Biology of sport. 2023; 40(2): 615.##12. Alsanousi B, Albesher AS, Do H, Ludi S. Investigating the user experience and evaluating usability issues in ai-enabled learning mobile apps: An analysis of user reviews. International Journal of Advanced Computer Science and Applications (IJACSA) . 2023; 14(6):125-132. ##13. Zhang Q. Investigating the effects of gamification and ludicization on learning achievement and motivation: An empirical study employing Kahoot! and Habitica. IJTEE. 2023; 2(1):1-19.##14. Ruthotto I, Kreth Q, Stevens J, Trively C, Melkers J. Lurking and participation in the virtual classroom: The effects of gender, race, and age among graduate students in computer science. Computers & Education. 2020; 151: 103854.## ##

اولویت های آموزشی حوزه سلامت استان یزد با رویکرد آموزش پاسخگو Educational Priorities in the Health Sector of Yazd Province with a Responsive Education Approach 1 2 - 954 955 2024/12/282024/07/12024/09/222024/08/312024/10/132024/09/212024/09/172024/08/312024/09/242024/11/4 1403/8/14 2024/12/282024/11/302024/12/12024/11/252024/11/252024/12/102024/12/92024/12/82024/09/252024/11/21 1403/9/1 سعید حسینی Saeed Hosseini دانشجوی دکتری، گروه اپیدمیولوژی، دانشکده بهداشت، دانشگاه علوم پزشکی ایران، تهران، ایران. ایران saeed.hosseini2014@gmail.com فاطمه کشمیری Fatemeh Keshmiri دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران drkeshmiri1400@gmail.com مهران کریمی Mehran Karimi دانشگاه علوم پزشکی شهیدصدوقی، یزد، ایران. ایران drmehrankarimi@yahoo.com سید مسعود موسوی Masood Mousavi دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران m.mousavihp93@gmail.com Responsive Education Medical Education Yazd آموزش پاسخگو آموزش پزشکی یزد 1. Volchik V, Oganesyan A, Olejarz T. Higher education as a factor of socio-economic performance and development. Journal of International Studies. 2018; 11(4).##2. Karimi m. Socially accountable medical education. Journal of Medical Education and Development. 2013; 8(1): 74-6. [Persian]##3. Ghaffari R, Taghizadieh A, Behshid M, Somi MH, Mirzazadeh A, Baradaran HR, et al. Accountability in medical education from theory to practice Tabriz 2018 statement: A step towards the implementation of this social necessity. Medical Journal of the Islamic Republic of Iran. 2020; 34: 93.##4. Entezari A, Momtazmanesh N, Khojasteh A, EYN EB. Toward social accountability of medical education in Iran. 2009.##5. Rezaeian M. A review on the different dimensions of socially accountable medical schools. Journal of Rafsanjan University of Medical Sciences. 2012; 11(2): 159-72.##6. Pourabbas A, Amini A, Asghari Jafarabadi M. The status of accountable education in clinical education departments of Tabriz University of Medical Sciences. Research in Medical Education. 2020; 12(2): 71-82.##7. Atlas of STEPwise approach to noncommunicable disease (NCD) risk factor surveillance (STEPs) 2021. Spring 2022.##8. Mirzaei M, Rahmaninan M, Mirzaei M, Nadjarzadeh A, Dehghani Tafti AA. Epidemiology of diabetes mellitus, pre-diabetes, undiagnosed and uncontrolled diabetes in Central Iran: results from Yazd health study. BMC public health. 2020; 20(1): 166.##9. Roshandel G, Ferlay J, Ghanbari‐Motlagh A, Partovipour E, Salavati F, Aryan K, et al. Cancer in Iran 2008 to 2025: recent incidence trends and short‐term predictions of the future burden. International journal of cancer. 2021; 149(3): 594-605.## ##