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سخن سردبیر Editorial 1 956 956 2025/03/16 1403/12/26 2025/03/16 1403/12/26 مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی شهید صدوقی یزد ایران ## ##

پیامدهای کاربرد یادگیری خرد (میکرولرنینگ) در آموزش پزشکی: یک مطالعه مروری Outcomes of the Use of Microlearning in Medical Education: A Review Study 1 1 مقدمه: یادگیری مؤثر نتیجه آموزش صحیح در یک محیط مناسب و از طریق روش های خلاقانه، فراگیر و تشویقی است. این مطالعه با هدف بررسی رویکرد جدید فعال یادگیری خرد و پیامدهای استفاده از آن در آموزش پزشکی انجام شد. روش بررسی: این مطالعه مروری روایتی از طریق جستجوی منابع فارسی و انگلیسی در پایگاه‌های معتبر علمی ملی و بین‌المللی شامل SID، Magiran، PubMed، Science Direct و Scopus، و موتور جستجوی Google Scholar، با استفاده از کلیدواژه‌های یادگیری خرد، میکرولرنینگ، دانشجو، و آموزش پزشکی در بازه زمانی 2015 تا 2024 میلادی انجام شد. فرایند انتخاب مقالات براساس نمودار PRISMA انجام شد و کیفیت مقالات منتخب با استفاده از ابزارهای STROB و CASP مورد ارزیابی قرار گرفت. پس از حذف مقالات تکراری، عنوان و چکیده مقالات باقیمانده بررسی و مقالات غیرمرتبط با موضوع مطالعه حذف شدند؛ سپس متن کامل مقالات باقیمانده مورد بررسی قرار گرفت.  نتایج: در مجموع، 16 مقاله وارد مطالعه شدند. نتایج حاصل از بررسی مطالعات حاکی از آن بود که یادگیری خرد به دلایل سهولت دسترسی، ارتقای یادگیری فعال، ذخیره زمان و بهره‌وری بالا منجر به تسهیل فرایند یاددهی- یادگیری می‌شود. استفاده از این روش در آموزش پزشکی، می‌تواند به پیامدهای مثبتی از جمله افزایش دانش، مهارت، مشارکت، علاقه، انگیزه، روحیه کار گروهی، اعتمادبه نفس و رضایتمندی فراگیران منجر گردد. نتیجه‌گیری: گنجاندن روش یادگیری خرد در برنامه درسی دانشجویان علوم پزشکی می‌تواند موجب ارتقای دانش و مهارت، تغییر نگرش فراگیران و بهبود فرایند درمان و مراقبت از بیماران شود.   2 Introduction: Effective learning results from correct education in an appropriate setting and through creative, inclusive, encouraging methods. This study aimed to investigate the new active approach of microlearning and the consequences of its use in medical education. Method: This narrative review was compiled by searching Persian and English Iranian and international scientific databases, including SID, Magiran, PubMed, Science Direct, and Scopus, and the Google Scholar search engine, using keywords such as “education,” “learning,” “ microlearning,” “student,” and “medical education,” from 2015 to 2024. The articles selection process was based on the PRISMA diagram, and the quality of the selected articles was assessed using the STROBE and CASP tools. After removing duplicate articles, the titles and abstracts of the remaining articles were reviewed, and unrelated articles were removed. Then, the full text of the 16 articles was reviewed. Results: The study included 16 articles in total.  Microlearning facilitates the teaching-learning process in learners due to its ease of access, flexibility, promotion of active learning, time-saving, and high productivity. Microlearning in medical education can improve learner knowledge acquisition and retention, skills and performance, participation, interest, teamwork, motivation, self-confidence, and satisfaction. Conclusion: Using the microlearning method in the curriculum of medical sciences students can lead to the improvement of knowledge and skills, change the attitudes of learners, and improve the process of treatment and care for patients.   957 970 2025/03/162024/12/22 1403/10/2 2025/03/162025/02/25 1403/12/7 زهرا فارسی Zahra Farsi استاد، گروه دکترای پرستاری، دانشکده پرستاری، دانشگاه علوم پزشکی آجا، تهران، ایران. ایران zahrafarsi2021@gmail.com سمیه آزرمی ُSomayeh Azarmi استادیار، گروه پرستاری نظامی، دانشکده پرستاری، دانشگاه علوم پزشکی آجا، تهران، ایران. ایران azarmi1363@gmai.com Education Medical education Student Microlearning Learning آموزش آموزش پزشکی دانشجو میکرولرنینگ یادگیری خرد یادگیری 1. MH; O, JJ. R. An introduction to theories of learning. An Introduction to Theories of Learning: Pearson/Prentice Hall; 2020; 1–545.##2. Morovati; A, Farsi; Z, Sajjadi; SA, Rajai N. Comparing the Effect of Web-based networking Education and lectures on learning of hospital triage in nursing students in Armed Forces Universities of the Islamic Republic of Iran. Tehran: Aja University of Medical Sciences; 2021; 8(2): 127-38. [Persian]##3. McEwen; M, EM W. Theoretical basis for nursing. Philadelphia: Wolters Kluwer Health, Lippincott Williams and Wilkins; 2011.##4. Alijanpour E, Amri-maleh P, Khafri S, Razzaghi F. Assessment of different cardio-pulmonary resuscitation teaching approach on quality of education in medical student, Babol 2011. Medical Journal of Mashhad University of Medical Sciences. 2014; 56(6): 376-82. [Persian]##5. Zufic J, Jurcan B, editors. Micro learning and EduPsy LMS. Central European Conference on Information and Intelligent Systems; 2015: Faculty of Organization and Informatics Varazdin.##6. Hug T, Lindner M, Bruck PA. Micromedia & e-Learning 2.0: Gaining the big picture: Proceedings of microlearning conference 2006: innsbruck university press; 2006.##7. Zhang X, Ren L, editors. Design for application of micro learning to informal training in enterprise. 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC); 2011: IEEE.##8. Torabi Khah M, Farsi Z, Sajadi SA. Comparing the effects of mHealth application based on micro-learning method and face-to-face training on treatment adherence and perception in haemodialysis patients: a randomised clinical trial. BMJ Open. 2023; 13(6): e071982.##9. Mak W, Franzosa E, Burack O, Reinhardt JP. Research Needed on Microlearning as a Training Strategy for CNAs in Skilled Nursing Facilities. J Am Med Dir Assoc. 2021; 22(12): 2610-1.##10. De Gagne JC, Park HK, Hall K, Woodward A, Yamane S, Kim SS. Microlearning in Health Professions Education: Scoping Review. JMIR Med Educ. 2019; 5(2): e13997.##11. Corbeil R, Khan B, Corbeil M. Microlearning in the Digital Age: The Design and Delivery of Learning in Snippets2021.##12. Free C, Phillips G, Galli L, Watson L, Felix L, Edwards P, et al. The effectiveness of mobile-health technology-based health behaviour change or disease management interventions for health care consumers: a systematic review. PLoS medicine. 2013; 10(1): e1001362.##13. Yoo I-Y, Lee Y-M. The effects of mobile applications in cardiopulmonary assessment education. Nurse education today. 2015; 35(2): e19-e23.##14. Walton G, Childs S, Blenkinsopp E. Using mobile technologies to give health students access to learning resources in the UK community setting. HIJL. 2005; 22: 51-65.##15. Albrecht U-V, Folta-Schoofs K, Behrends M, Von Jan U. Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study. J Med Internet Res. 2013; 15(8): e2497.##16. Rajasekaran R, Iyengar NCSN. Peer-to-Peer JXTA Architecture for Continuing Mobile Medical Education Incorporated in Rural Public Health Centers. PHRP. 2013; 4(2): 99-106.##17. Abbasalizadeh; M, Farsi; Z, SA S. The effectiveness of teaching resilience techniques using micro-learning method on the level of stress, anxiety and happiness of all nurses working in intensive care units: Aja university of Medical Sciences: 2024. [Persian] ##18. Fitria TN. Microlearning in teaching and learning process: A review. CENDEKIA: Jurnal Ilmu Sosial, Bahasa Dan Pendidikan. 2022; 2(4): 114-35.##19. Abbasalizadeh M, Farsi Z, Sajadi SA, Atashi A, Fournier A. The effect of resilience training with mHealth application based on micro-learning method on the stress and anxiety of nurses working in intensive care units: a randomized controlled trial. BMC Med Educ. 2024; 24(1): 442.##20. Torabikhah M, Farsi Z, Sajadi SA. Comparing the effects of mHealth app use and face-to-face training on the clinical and laboratory parameters of dietary and fluid intake adherence in hemodialysis patients: a randomized clinical trial. BMC nephrol. 2023; 24(1): 194.##21. TorabiKhah; M, Farsi; Z, Sajadi SA. Comparing the Effect of Face-to-Face Training and Using a Smartphone Application on Treatment Adherence and Clinical Parameters in Hemodialysis Patients. Tehran: Aja University of Medical Sciences; 2022. [Persian]##22. Golshiri P, Sharifirad G, Baghernezhad F. Comparison of two methods of education (lecture and self learning) on knowledge and practice of mothers with under 3 year old children about growth monitoring and nutritional development stages. Iranian Journal of Medical Education. 2011; 10(5). [Persian]##23. Kattoua T, Al-Lozi M, Alrowwad Aa. A review of literature on E-learning systems in higher education. IJBMER. 2016; 7(5): 754-62.##24. Vahidi E, Farsi Z, Sajadi SA, M. T. Comparing the effect of teaching self-care by teach back method and using Di Care application on adequacy of hemodialysis in patients. Military Caring Sciences. 2025. [Persian]##25. Zarshenas L, Mehrabi M, Karamdar L, Keshavarzi MH, Keshtkaran Z. The effect of micro-learning on learning and self-efficacy of nursing students: an interventional study. BMC Med Educ. 2022; 22(1): 664.##26. Burton-MacLeod N. A case study of a microlearning follow-up initiative to support training transfer: Concordia University; 2019.##27. Albooghobeish M, Ghalandeh A, Khalafi A, Haghighizadeh MH. Using Micro-Learning to Enhance Knowledge and Skills of Airway Management in Nurse Anesthesia Students: An Interventional Study. AACC. 2024; 11(1): 9-18.##28. De Gagne JC, Park HK, Hall K, Woodward A, Yamane S, Kim SS. Microlearning in health professions education: scoping review. JMIR Med Educ. 2019; 5(2): e13997.##29. Sözmen EY, Karaca O, Batı AH. The effectiveness of interactive training and microlearning approaches on motivation and independent learning of medical students during the COVID-19 pandemic. Innov Educ Teach Int. 2023; 60(1): 70-9.##30. Haghighat H, Shiri M, Esmaeili Abdar M, Taher Harikandee SS, Tayebi Z. The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students. BMC Med Educ. 2023; 23(1): 622.##31. Sedaghatkar F, Mohammadi A, Mojtahedzadeh R, Gandomkar R, Rabbani Anari M, Dabiri S, et al. Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies. IJERPH. 2023; 20(5): 4489.##32. Ichiuji BA, DeAngelis EJ, Corpodean F, Thompson J, Arsenault L, Amdur RL, et al. The effect of a microlearning module on knowledge acquisition in surgery clerkship students. J Surg Educ. 2022; 79(2): 409-16.##33. Mohseni S, Ahmadi N, Goodarzi Z, F B. The role of microlearning in nursing education: a rapid review. ROYESH in Medical Education. 2021; 14(24): 13-23. [Persian]##34. Saba K, Jiang B, Yasin R, Hoyle JC. The Daily Fact Pile: Exploring Mutual Microlearning in Neurology Resident Education. Teaching and Learning in Medicine. 2024: 1-12.##35. Haeri A. Comparative Study of Traditional and Microlearning Methods in Teaching Drug-Loaded Nanoliposomes to Pharmacy Students. Research in Medical Education. 2024; 16(1): 46-55. [Persian]##36. Abbasalizadeh M, Farsi Z, Sajadi SA, Atashi A. The effect of mobile health application training based on micro-learning method on the level of resilience and happiness among intensive care nurses: a randomized controlled trial. BMC psychiatry. 2024; 24(1): 954.##37. Fatahi A, Sajadi SA, Farsi Z. Comparing the Effects of Healthy Lifestyle Education Through Peer Group and mHealth App on Self-esteem in Patients with Diabetes Mellitus: A Randomized Controlled Trial. JJCDC. 2024; 13(4).##38. Mehrparvar AH, Heydari AS, Keshmiri F. Effect of Faculty Development Program of Clinical Education Based on the Micro-learning Approach on the Learning of Clinical Teachers. Development Strategies in Medical Education. 2023; 10(1): 14-23. [Persian]## ##

نیازهای دانشجویان نوورود پرستاری برای حرفه‌ای شدن؛ تبیین تجارب دانشجویان و دانش آموختگان The Needs of New Nursing Students to Become Professionals; Explaining the Experiences of Students and Graduates 1 1 مقدمه: دانشجویان نوورود پرستاری برای گذار به حرفه‌ای شدن، نیازهای آموزشی متنوعی دارند که باید شناسایی و برآورده شوند. این مطالعه با بررسی تجارب دانش‌آموختگان و دانشجویان سال چهارم پرستاری، به شناسایی این نیازها پرداخته تا به مسئولان آموزشی در تسهیل مسیر حرفه‌ای شدن دانشجویان کمک کند. روش بررسی: این مطالعه در سال ۱۴۰۳ در دانشکده پرستاری مامایی شهید صدوقی یزد به روش تحلیل محتوای کیفی انجام شد. داده‌ها با نمونه‌گیری هدف‌مند و از طریق یک جلسه بحث گروهی متمرکز و ۱۵ مصاحبه نیمه‌ساختارمند با ۲۹ دانشجو و دانش‌آموخته پرستاری جمع‌آوری شدند. تحلیل داده‌ها بر اساس روش گرانهام و لاندمن انجام و اعتبار آن با معیارهای گوبا و لینکلن تأیید شد.  نتایج: فرایند تجزیه و تحلیل اطلاعات منجر به پیدایش 458 کد اولیه ،84 کداصلی، هشت زیرمضمون و سه مضمون گردید مضامین اصلی و مضامین فرعی تحلیل کیفی شامل نقشه راه یادگیری (پیکره بندی آموزشی، خودکارآمدی تحصیلی)، توانمندی حرفه‌ای (تعهد و ارزشهای حرفه‌ای، نظام حرفه‌ای، فرایند اجتماعی شدن) و توسعه فردی (یادگیری خودراهبر،.مهارتهای بین فردی، آمادگی برای مسیرحرفه‌ای آینده) بودند. نتیجه‌گیری: نتایج این مطالعه بر لزوم رویکردی جامع و یکپارچه در آموزش پرستاری تأکید می‌کند. یافته‌ها نشان می‌دهد که برای تسهیل حرفه‌ای شدن، علاوه بر مهارت‌های علمی، توسعه فردی و حرفه‌ای نیز باید مورد توجه قرار گیرد. این نتایج می‌تواند به طراحان برنامه‌های آموزشی کمک کند تا با درک نیازهای دانشجویان، برنامه‌هایی طراحی کنند که آن‌ها را برای نقش‌های حرفه‌ای آماده‌تر سازد. اجرای این برنامه‌ها می‌تواند به بهبود کیفیت خدمات پرستاری و سلامت جامعه بینجامد.   2 Introduction: New nursing students have diverse educational needs that must be recognized and met to transition to professionalization. This study examined the experiences of graduates and fourth-year nursing students to identify these needs to help educational authorities facilitate students' path to professionalization. Method: This study was conducted in 2024 at the Shahid Sadoughi School of Nursing and Midwifery in Yazd using qualitative content analysis. Data were collected via purposive sampling through a focus group discussion session and 15 semi-structured interviews with 29 nursing students and graduates. Data analysis was performed based on the Granham and Landman method, and its validity was confirmed with the Guba and Lincoln criteria. Results: The data analysis resulted in 458 primary codes, 84 main codes, eight subthemes, and three themes. The main themes and subthemes of the qualitative analysis included learning roadmap (educational configuration, academic self-efficacy), professional competence (professional commitment and values, professional system, socialization process), and personal development (self-directed learning, interpersonal skills, preparation for future professional path). Conclusion: The results of this study emphasize the need for a comprehensive and integrated approach to nursing education. The findings indicate that to facilitate professionalization, in addition to academic skills, personal and professional development should also be considered. These results can help educational program designers understand students' needs and design programs that better prepare them for professional roles. The implementation of these programs may enhance the quality of nursing services and community health.   971 985 2025/03/162024/12/222024/12/1 1403/9/11 2025/03/162025/02/252025/03/16 1403/12/26 سارا حیدری Sara Heydari استادیار، گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی، یزد. ایران S.heydari.287@gmail.com زهرا نامجو Zahra Namjou مربی، مرکز تحقیقات مراقبت های پرستاری و مامایی، پژوهشکده بیماری های غیر واگیر، گروه پرستاری، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران az.namjou@gmail.com مهناز آنتیک چی Mahnaz Antikchi مربی، مرکز تحقیقات مراقبت های پرستاری و مامایی، پژوهشکده بیماری های غیر واگیر، گروه پرستاری، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران m_anticchi@yahoo.com مهدی عسکری زمان Mahdi Askari zaman دانشجوی پرستاری، گروه کمیته تحقیقات دانشجویی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران Mhdyskry07@gmail.com فاطمه بخشی Fatemeh Bakhshi استادیار، مرکز تحقیقات مراقبت های پرستاری و مامایی، پژوهشکده بیماری های غیر واگیر، گروه پرستاری، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران fateme.bakhshii@gmail.com Nursing education Nursing student Needs assessment Professionalization Qualitative research آموزش پرستاری دانشجوی پرستاری نیازسنجی حرفه‌ای شدن تحقیق کیفی 1. Heydari S, Adibi P, Omid A, Yamani N. Diamond goals not graphite! A triangulation approach to clinical teachers' needs assessment. Med J Islam Repub Iran. 2021; 35: 96.##2. Ravani pour m, vanaki Z, afsar l, Azemian A. The standards of professionalism in nursing: the nursing instructors’ experiences. Evidence Based Care. 2014; 4(1): 27-40. [Persian]##3. Neishabouri M, Ahmadi F, Kazemnejad A. Iranian nursing students' perspectives on transition to professional identity: a qualitative study. International nursing review. 2017; 64(3): 428-36.##4. Lundell Rudberg S, Westerbotn M, Sormunen T, Scheja M, Lachmann H. Undergraduate nursing students’ experiences of becoming a professional nurse: a longitudinal study. BMC nursing. 2022; 21(1): 219.##5. Hoeve Yt, Jansen G, Roodbol P. The nursing profession: Public image, self-concept and professional identity. A discussion paper. Journal of advanced nursing. 2014; 70(2): 295-309.##6. Deliktas A, Korukcu O, Aydin R, Kabukcuoglu K. Nursing students' perceptions of nursing metaparadigms: A phenomenological study. Journal of Nursing Research. 2019; 27(5): e45.##7. Farsi Z, Dehghan Nayeri N, Negarandeh R, Broomand S. Nursing profession in Iran: an overview of opportunities and challenges. Japan journal of nursing science. 2010; 7(1): 9-18.##8. Serra MN. Learning to be a nurse. Professional identity in nursing students. Educational Sciences Journal. 2008; 5(8): 65-76.##9. Björkström ME, Athlin EE, Johansson IS. Nurses’ development of professional self–from being a nursing student in a baccalaureate programme to an experienced nurse. Journal of clinical nursing. 2008; 17(10): 1380-91.##10. Canzan F, Saiani L, Mezzalira E, Allegrini E, Caliaro A, Ambrosi E. Why do nursing students leave bachelor program? Findings from a qualitative descriptive study. BMC nursing. 2022; 21(1): 71.##11. van der Cingel M, Brouwer J. What makes a nurse today? A debate on the nursing professional identity and its need for change. 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Journal of Medical Education & Development. 2018; 13(2): 113-18. [Persian]##28. Schunk DH, DiBenedetto MK. Academic self-efficacy. Handbook of positive psychology in schools: Routledge; 2022: 268-82.##29. Honicke T, Broadbent J. The influence of academic self-efficacy on academic performance: A systematic review. Educational research review. 2016; 17: 63-84.##30. Altiok H, Üstün B. Meaning of professionalism in nursing students. American International Journal of Social Science. 2014; 3(6): 48-60.##31. Caricati L, Sala RL, Marletta G, Pelosi G, Ampollini M, Fabbri A, et al. Work climate, work values and professional commitment as predictors of job satisfaction in nurses. Journal of nursing management. 2014; 22(8): 984-94.##32. Farag AA. Multigenerational nursing workforce value differences and work environment: impact on RNs' turnover intentions: Case Western Reserve University; 2008.##33. Seada A, Fathi Sleem W. Professional socialization process and acquisition of professional nursing values among undergraduate nursing students. Journal of American Science. 2012; 8(4): 678-83.##34. Poorchangizi B, Borhani F, Abbaszadeh A, Mirzaee M, Farokhzadian J. The importance of professional values from nursing students’ perspective. BMC nursing. 2019; 18:1-7.##35. Hassmiller, S. B., & Wakefield, M. K. The future of nursing 2020–2030: Charting a path to achieve health equity. Nursing Outlook. 2022; 70(6): S1-S9.##36. Rao M. Soft skills: Toward a sanctimonious discipline. On the Horizon. 2018; 26(3): 215-24.##37. Widad A, Abdellah G. Strategies used to teach soft skills in undergraduate nursing education: a scoping review. Journal of Professional Nursing. 2022; 42: 209-18.##38. Laari L, Anim-Boamah O, Boso CM. Soft skills the matchless traits and skills in nursing practice: An integrative review. Nursing Practice Today. 2022; 9(4): 267-78.## ##

طراحی آموزشی چارچوب یادگیری خرد در برنامه های آموزشی: یک مطالعه مروری حیطه‌ای Instructional Design of the Micro-learning Framework in Educational Programs: A Scoping Review Study 1 1 مقدمه: مطالعه حاضر با هدف مرور اصول طراحی آموزشی و جریان یادگیری در فرایند یادگیری خرد در برنامه های آموزشی انجام شده است. روش بررسی: مطالعه حاضر از مروری حیطه‌ای (Scoping review) است. این مطالعه در پاسخ به این سؤال که برای طراحی محتوا و جریان آموزشی با رویکرد یادگیری خرد لازم است چه اصولی رعایت شود، انجام شده است. بدین منظور جستجو با استفاده از واژه‌های کلیدی شاملMicro learning, principle,  Instructional design , Micro Content, Learning Flow در پایگاه های دادهPubMed, Scopus وGoogle Scholar، به زبان انگلیسی و بدون محدودیت زمانی انجام شده است. معیار ورود مطالعاتی بودند که اصول طراحی و اجرای یادگیری خرد را بحث کرده بودند. نتایج: براساس بررسی متون انجام شده نتایج نشان داد که برای طراحی محتوای یادگیری خرد، دو چارچوب "طراحی محتوای خرد" و "طراحی جریان یادگیری خرد" باید مورد توجه قرار گیرد. طراحی محتوای یادگیری خرد بر روی اجرای مواد آموزشی تمرکز دارد در حالی که طراحی جریان یادگیری بر روی سازماندهی محتوای یادگیری متمرکز است. نتیجه‌گیری: در طراحی آموزشی چارچوب یادگیری خرد، به کارگیری اصول طراحی محتوای خرد شامل تعاملی کردن، تقطیع محتوای آموزشی در مدت محدود و همچنین جریان یادگیری بر ساختارهای اجتماعی-حمایتی، به کارگیری رسانه های آموزشی متنوع و بازخورد آنی توصیه شده است. رعایت استراتژی های بارشناختی و یادگیری چندرسانه‌ای در چارچوب یادگیری خرد تولید می‌شود.   2 Introduction: This study aimed to review the instructional design principles and learning flow frameworks that underpin the microlearning approach. The study aimed to identify the key principles that should guide the design of content and instructional flow in the microlearning framework. Method: The present study is a scoping review. A comprehensive search was performed using relevant keywords, including "microlearning," "instructional design," "micro-content," and "learning flow," in the PubMed, Google Scholar, and Scopus databases, without any time restrictions. The inclusion criteria were studies discussing principles for designing and implementing microlearning approach. Results: The literature review revealed that two distinct frameworks are essential for designing effective microlearning content: "microlearning content design" and "microlearning flow design." Microlearning content design focuses on educational materials development, whereas microlearning flow design centers on the organization of learning content to facilitate optimal learning outcomes. Conclusion: The findings of this study suggest that microlearning content design should incorporate interactive content, chunked courses with a single learning objective, and concise time frames. Furthermore, the learning flow principle should be guided by a social-supportive structure, varied media formats and immediate feedback. Moreover, the use of cognitive load theory strategies, and multimedia learning principles to create an effectual microlearning framework for faculty development suggest.   986 1000 2025/03/162024/12/222024/12/12024/09/23 1403/7/2 2025/03/162025/02/252025/03/162025/02/23 1403/12/5 فاطمه کشمیری Fatemeh Keshmiri گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران drkeshmiri1400@gmail.com عاطفه السادات حیدری Atefe sadat Heidari کارشناسی ارشد، ارزیابی فناوری سلامت، کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران asadat.heydari@gmail.com امیرهوشنگ مهرپرور Amir Houshang Mehrparvar گروه آموزشی طب کار، مرکزتحقیقات بیماری ناشی از صنعت، دانشگاه علوم پزشکی شهید صدوقی یزد، ایران. ایران ah.mehrparvar@gmail.com Instructional Design Microlearning Microlearning flow Micro-Content یادگیری خرد طراحی آموزشی طراحی محتوای خرد جریان یادگیری تئوری بارشناختی یادگیری چندرسانه ای 1. Buchem I, Hamelmann H. Microlearning: a strategy for ongoing professional development. eLearning Papers. 2010; 21(7): 1-15.##2. Giurgiu L. Microlearning an evolving elearning trend. Scientific Bulletin-Nicolae Balcescu Land Forces Academy. 2017; 22(1):18-23.##3. Polasek R, Javorcik T. MicroLearning approach to e-learning course creation and reasons for it. InAIP Conference Proceedings 2019; l (2186): 1. AIP Publishing.##4. Tennyson CD, Smallheer BA, De Gagne JCJ. Microlearning strategies in nurse practitioner education. Nurse educator. 2022; 47(1):2-3.##5. Gawlik K, Guo J, Tan A, Overcash JJ. Incorporating a microlearning wellness intervention into nursing student curricula. Nurse Educator. 2021; 46(1):49-53.##6. Bannister J, Neve M, Kolanko C. Increased educational reach through a microlearning approach: can higher participation translate to improved outcomes? Journal of European CME. 2020; 9(1):1834761.##7. Alias NF, Abdul Razak R. Exploring the pedagogical aspects of microlearning in educational settings: A systematic literature review. MJLI. 2023; 20(2):267-94.##8. Hug T. Microlearning: a new pedagogical challenge (introductory note): na; 2005.##9. Chai-Arayalert S, Puttinaovarat S. Designing mangrove ecology self-learning application based on a micro-learning approach. IJET. 2020; 15(11): 29-41.##10. De Gagne JC, Park HK, Hall K, Woodward A, Yamane S, Kim SS. Microlearning in health professions education: scoping review. JMIR medical education. 2019;5(2):e13997.##11. Hesse A, Ospina P, Wieland M, Yepes FL, Nguyen B, Heuwieser W. Microlearning courses are effective at increasing the feelings of confidence and accuracy in the work of dairy personnel. Journal of Dairy Science. 2019; 102(10): 9505-11.##12. Jahnke I, Lee Y-M, Pham M, He H, Austin L. Unpacking the inherent design principles of mobile microlearning. Technology, Knowledge and Learning. 2020; 25: 585-619.##13. Arksey H, O'Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005; 8(1): 19-32.##14. Bagherifard A, Hasanzade g, Sharifipour E, Ahmadi S. Integration of Learning Technologies into Medical Sciences Curricula. First, edition. Natinal Strategic Research Center of Medical Education (Nasr) Health Medical Educational Ministry 2023: 248. [Persian]##15. Paas FG, Van Merriënboer JJ. Instructional control of cognitive load in the training of complex cognitive tasks. Educational psychology review. 1994; 6(4): 351-371.##16. Young JQ, Sewell JL. Applying cognitive load theory to medical education: construct and measurement challenges. Perspectives on medical education. 2015; 4(3):107-9.##17. Ghanbari S, Haghani F, Barekatain M, Jamali A. A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience. JEHP. 2020; 9.##18. Sawicka A. Dynamics of cognitive load theory: A model-based approach. Computers in human behavior. 2008; 24 (3):1041-66.##19. Fraser KL, Ayres P, Sweller J. Cognitive load theory for the design of medical simulations. Simulation in Healthcare. 2015; 10(5): 295-307.##20. Sweller J, Ayres P, Kalyuga S. Measuring cognitive load. Cognitive load theory: Springer; 2011: 71-85.##21. Young JQ, Van Merrienboer J, Durning S, Ten Cate O. Cognitive load theory: implications for medical education: AMEE Guide No. 86. Medical teacher. 2014; 36(5): 371-84.##22. Ghanbari S, Haghani F, Barekatain M, Jamali A. A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience. JEHP. 2020; 9: 176.##23. Mehrparvar AH, Heydari AS, Keshmiri F. Effect of Faculty Development Program of Clinical Education Based on the Micro-learning Approach on the Learning of Clinical Teachers. Development Strategies in Medical Education. 2023; 10(1): 14-23.##24. Keshmiri S, Momeni Rad A. Effect of Using the Electronic Content Designed Based on Robert Gagne Model on the Level of Student Learning in Statistics Lesson. Bimonthly of Education Strategies in Medical Sciences. 2015; 8(3): 151-7. [Persian]##25. Moradi R, Mohamadi Mehr M, Nojoomi F, Khazaie A. The use of design patterns in the design and production ofelectronic content in e-learning environment. Bi-quarterly Journal of Educational Studies NAMA. 2016; 7(0): 41-52. [Persian]##26. Seraji F, Ataran M, ALI AM. A Study of characteristics of curriculum design in iranian virtual universities and its comparison with the model of virtual university curriculum development. Research and Planning in Higer Education. 2009; 14(4): 97-118. [Persian]##27. Keshmiri F, Heydari AS. Reviewing the components of Instructional design of an interactive process in the context of virtual education. Horizon of Medical Education Development. 2022; 13(1): 69-86.## ##

مطالعه نظام‌مند مبانی فلسفی-اجتماعی برنامه درسی الکترونیکی در بستر آموزش پزشکی A Systematic Study of the Philosophical-Social Foundations of the Electronic Curriculum in the Context of Medical Education 1 1 مقدمه: برای موفقیت در اجرای برنامه درسی، داشتن مبانی استوار ضروری است و برنامه درسی الکترونیکی نیز از این قاعده مستثنی نیست. بنابراین، این پژوهش با هدف شناسایی مبانی فلسفی اجتماعی برنامه درسی الکترونیکی در آموزش پزشکی انجام شد. روش بررسی: پژوهش حاضر از نوع مطالعه نظام‌مند تلفیقی بود. دامنه پژوهش شامل مطالعات در بازه زمانی 1392 تا 1402  بود. جهت شناسایی پژوهش‌ها، جستجوی نظام‌مندی در پایگا‌ه‌های الکترونیکی و موتورهای جست و جوی داده داخلی مانند نورمگز، مگیران، سیویلیکا و خارجیIJET ، وGoogle scholar ،Eric ،Scopus ،Science direct انجام و 28 پژوهش مرتبط تحلیل شدند که برای کنترل کیفیت کدهای استخراجی از اعتبار‌ توصیفی، ‌‌تفسیری، ‌نظری ‌و عملی‌ استفاده شد. در نهایت داده‌ها با استفاده از تحلیل مضمون تحلیل شد. نتایج: یافته‌ها نشان داد 81 مفهوم معرفت شناختی باز فلسفی اجتماعی حمایت کننده از برنامه درسی الکترونیکی مورد استفاده قرار گرفته که براساس نوع نگاه معرفتی می‌توان آنها را در 6 مبنای معرفت‎شناختی رئالیسم، اگزیستانسیالیسم، نسبیت‌گرایی، ارتباط گرایی، هستی‌شناسی و عملگرایی تقسیم بندی کرد. در نهایت براساس فرایند کدگذاری انتخابی نیز مفاهیم احصاء شده به سه مقوله اصلی؛ اثبات گرایی، تعبیری و تفسیری و انتقادی و رهایی بخش طبقه‌بندی شدند. نتیجه‌گیری: همواره در فرایند آموزش از دوران مدرنیزم تا پسا مدرنیزم، رویکرد اثباتی به عنوان کمک کننده به دیدگاه معرفت شناسی انتقادی نیاز بوده و نمی‌توان به طور قطعی از آن صرف نظر کرد. لذا به برنامه‎ریزان درسی پزشکی پیشنهاد می‌شود که برای طراحی برنامه درسی الکترونیکی از مختصات این عناصر در کنار رویکرد انتقادی استفاده نمایند.   2 Introduction: Solid foundations are essential to successfully implementing a curriculum, and e-curriculums are no exception. Therefore, this study aimed to identify the socio-philosophical foundations of e-curriculums in medical education. Method: The present study was a systematic review. The scope of the research included studies from 2014 to 2024. A systematic search was conducted in electronic databases to identify studies, and internal data search engines such as Normags, Magiran, Civica, foreign IJET, Google Scholar, Eric, Scopus, Science Direct, and 28 related studies were analyzed. Descriptive, interpretive, theoretical, and practical validity were used to control the quality of the extracted codes. Finally, the data were analyzed using content analysis. Results: The findings showed that 81 open philosophical social epistemological concepts supporting the electronic curriculum were used, which can be divided into six epistemological bases of realism, existentialism, relativism, relationalism, ontology, and pragmatism based on the type of epistemological perspective. Finally, based on the selective coding process, the counted concepts were classified into three main categories: positivism, interpretive and interpretive, and critical and emancipatory. Conclusion: In the process of education from the modernist to postmodernist era, the positivist approach has always been needed as a helper to the critical epistemological perspective and cannot be definitively ignored. Therefore, it is suggested that the medical curriculum planners use the characteristics of these elements along with the deprecating approach to design an electronic curriculum.Keywords: Ethical challenges, advanced technologies, medical education     1001 1018 2025/03/162024/12/222024/12/12024/09/232025/01/13 1403/10/24 2025/03/162025/02/252025/03/162025/02/232025/03/8 1403/12/18 سعید شریفی رهنمو saeid sharifi rahnemo استادیار، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران rahnmo.70sh@gmail.com آزاده مزینی منفرد Azadeh Mozayani Monfared استادیار، گروه قلب، دانشکده پزشکی، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران a.mozayani@umsha.ac.ir معصومه صیدی Masoomeh seidi استادیار، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران seidimasoomeh@gmail.com سید محمد معصومی Seyyed Mohammad Masoumi استادیار، گروه معارف اسلامی، دانشکده پزشکی، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران mmasomi@gmail.com مجید شریفی رهنمو majid sharifi rahnemo دانشجوی دکتری مطالعات برنامه درسی، دانشگاه علامه طباطبایی، تهران، ایران. ایران m.sharifirahnmo.70@gmail.com Philosophical foundations Social foundations Electronic curriculum Medical education مبانی فلسفی مبانی اجتماعی برنامه درسی الکترونیکی آموزش پزشکی 1. 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چالش‌های اخلاقی کاربرد فناوری‌های نوین در آموزش پزشکی: مرور حیطه‌ای Ethical Challenges of Applying Advanced Technologies in Medical Education: A Scoping Review 1 1 مقدمه: ورود فناوری‌های نوین به سیستم آموزش پزشکی، علی‌رغم دستاوردها و پیشرفت‌های وسیعی که به دنبال داشته، چالش‌های جدیدی از جمله مسائل اخلاقی که موضوعی حیاتی به شمار می‌رود نیز به همراه داشته است. لذا مطالعه‌ی حاضر با هدف مرور چالش‌های اخلاقی فناوری‌های نوین در آموزش پزشکی انجام شد. روش بررسی: این مطالعه از نوع مروری حیطه‌ای و در پنج مرحله بر اساس دستورالعمل PRISMA-ScR انجام شد. این روش شامل چارچوب پنج‌مرحله‌ای شناسایی سؤال پژوهش، شناسایی مطالعات مرتبط، غربال‌گری و انتخاب مطالعات، استخراج و پردازش داده‌ها و خلاصه‌سازی و گزارش نتایج است. جمع‌آوری داده‌ها از سه پایگاه داده Scopus، Web of Science و PubMed در تاریخ ۴/۹/۱۴۰۳ بدون محدودیت زمانی و زبانی انجام پذیرفت. نتایج: از 829 مقاله‌ی یافت‌شده در جستجوی اولیه، 35 مقاله وارد مطالعه شد. نتایج نشان داد مهم‌ترین چالش اخلاقی مشترک در فناوری‌های نوین مانند هوش مصنوعی، شبیه‌سازها، کلان‌داده‌ها، فناوری اطلاعات و رسانه‌های اجتماعی دیجیتال شامل حفظ حریم خصوصی، سوگیری و عدم مسئولیت‌پذیری بود. در فناوری چاپ سه‌بعدی نیز چالش‌های اخلاقی شامل کاهش تعامل انسانی و نقض حق مالکیت معنوی بود. نتیجه‌گیری: آینده‌ آموزش پزشکی در گرو یافتن توازنی هوشمندانه میان به‌کارگیری فناوری و حفظ ارزش‌های انسانی است. اعمال قوانین و مقررات روشن، طراحی و پیاده‌سازی چارچوب‌های اخلاقی عملی، آموزش مهارت‌های فناوری اخلاق‌محور به دانشجویان و نظارت مستمر بر پیامدها می‌تواند راه‌گشای استفاده‌ی مسئولانه، منصفانه و اخلاق‌مدار از فناوری‌های نوین در آموزش پزشکی باشد.   2 Introduction: The integration of advanced technologies into the medical education system, while bringing extensive achievements and advancements, has also introduced significant challenges, including vital ethical issues. Therefore, the present study was conducted to review the ethical challenges of modern technologies in medical education. Method: This study is a scoping review conducted in five stages based on the PRISMA-ScR guidelines. The strategy follows a five-step framework: identifying the research question, identifying relevant studies, screening and selecting studies, extracting and processing data, and summarizing and reporting results. Data was collected from three databases: Scopus, Web of Science, and PubMed on November 25, 2024, without any time or language restrictions. Results: The study included 35 articles out of 829 found in the initial search. The results showed that the most important common ethical challenges in modern technologies such as artificial intelligence, simulators, big data, information technology, and digital social media included privacy protection, bias, and lack of accountability. In 3D printing technology, ethical challenges also included reduced human interaction and violation of intellectual property rights. Conclusion: The future of medical education depends on finding an intelligent balance between the use of technology and the preservation of human values. Implementing clear laws and regulations, designing and implementing practical ethical frameworks, teaching ethics-oriented technology skills to students, and continuously monitoring outcomes can pave the way for responsible, fair, and ethical use of modern technologies in medical education.   1019 1041 2025/03/162024/12/222024/12/12024/09/232025/01/132024/12/28 1403/10/8 2025/03/162025/02/252025/03/162025/02/232025/03/82025/03/8 1403/12/18 شایان خواجه حسینی Shayan Khaje Hosaini دانشجوی دکتری کارآفرینی،گروه کارآفرینی فناورانه، دانشکده کارآفرینی، دانشگاه تهران، تهران، ایران. ایران shayan.hosaini@hmail.com مهدی خیاطان Mahdi Khayatan دانشجوی دکتری کارآفرینی،گروه کارآفرینی فناورانه، دانشکده کارآفرینی، دانشگاه تهران، تهران، ایران. ایران khayatan@ut.ac.ir حسین صادقی Hossein Sadeghi گروه کسب و کار جدید، دانشکده کارآفرینی، دانشگاه تهران، تهران، ایران. ایران hosadeghi@ut.ac.ir فضه ابراهیمی Feze Ebrahimi دانشکده علوم تربیتی و روان شناسی، گروه علم اطلاعات و دانش شناسی، دانشگاه اصفهان ، اصفهان، ایران. ایران ebrahimif@yahoo.com Ethical challenges Advanced technologies Medical education چالش‌های اخلاقی فناوری‌های نوین آموزش پزشکی 1. 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Scoping studies: towards a methodological framework. International journal of social research methodology. 2005 Feb 1;8(1):19-32.##17. Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan—a web and mobile app for systematic reviews. Systematic reviews. 2016 Dec; 5:1-0.##18. Turner L, Hashimoto DA, Vasisht S, Schaye V. Demystifying AI: current state and future role in Medical Education Assessment. Academic Medicine. 2023 Oct 16:10-97.##19. Li W, Shi HY, Chen XL, Lan JZ, Rehman AU, Ge MW, Shen LT, Hu FH, Jia YJ, Li XM, Chen HL. Application of artificial intelligence in medical education: A meta-ethnographic synthesis. Medical Teacher. 2024 Oct 29:1-4.##20. Xu T, Weng H, Liu F, Yang L, Luo Y, Ding Z, Wang Q. Current status of ChatGPT use in medical education: potentials, challenges, and strategies. Journal of Medical Internet Research. 2024 Aug 28;26: e57896.##21. Khan Z, Adil T, Oduoye MO, Khan BS, Ayyazuddin M. Assessing the knowledge, attitude and perception of Extended Reality (XR) technology in Pakistan’s Healthcare community in an era of Artificial Intelligence. Frontiers in Medicine. 2024 Oct 16; 11:1456017.##22. Weidener L, Fischer M. Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education. JMIR Medical Education. 2024 Feb 9;10(1): e55368.##23. Silver JK, Dodurgali MR, Gavini N. Artificial intelligence in medical education and mentoring in rehabilitation medicine. American journal of physical medicine & rehabilitation. 2024 Jul 3:10-97.##24. Wu Y, Zheng Y, Feng B, Yang Y, Kang K, Zhao A. Embracing ChatGPT for medical education: exploring its impact on doctors and medical students. JMIR Medical Education. 2024 Apr 10;10: e52483.##25. Nguyen T. ChatGPT in medical education: a precursor for automation bias? JMIR Medical Education. 2024 Jan 17;10: e50174.##26. 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تبیین دلایل افزایش سنوات تحصیلی دانشجویان و ارائه راهکارهای ارتقای وضعیت موجود، از دیدگاه دانشجویان تحصیلات تکمیلی دانشگاه علوم پزشکی تبریز (مطالعه کیفی) Explaining the Reasons for the Extension of Students' Study Duration and Providing Strategies to Improve the Current Situation from the Perspective of Post- Graduated Students at Tabriz University of Medical Sciences (Qualitative Study) 1 1 مقدمه: سنوات تحصیلی، مدت زمان مشخصی است که دانشجو در این زمان باید تحصیل کرده و تحصیل خود را به اتمام برساند. پژوهش حاضر با هدف تبیین عوامل مؤثر بر افزایش سنوات تحصیلی دانشجویان دانشکده مدیریت و اطلاع رسانی پزشکی دانشگاه علوم پزشکی تبریز و ارائه راهکارهای مؤثر در کاهش مدت زمان سنوات تحصیلی انجام شده است. روش بررسی: این مطالعه یک مطالعه کیفی با رویکرد تحلیل محتوا است. جامعه آماری پژوهش شامل تمام دانشجویان واجد شرایط(دارای سنوات تحصیلی) تحصیلات تکمیلی دانشکده مدیریت و اطلاع رسانی پزشکی در سال 1400 و 1401 بود که 48 نفر از آن‌ها با استفاده از روش تمام شماری انتخاب شدند، به‌منظور گردآوری داده‌های پژوهش از سه ابزار مصاحبه، بررسی اسناد و بررسی متن درخواست‌های سنوات دانشجویان استفاده شده است. به‌منظور تحلیل داده‌ها از روش تحلیل محتوا استفاده گردید. نتایج: یافته‌های پژوهش بیانگر 2 دسته عوامل و مشکلات شخصی و عوامل مربوط به دانشگاه است که در تأخیر تحصیلی دانشجویان تاثیرگذار بودند. مشکلات شخصی شامل؛ شاغل بودن، مشکلات خانوادگی، هم‌زمانی تحصیل با اپیدمی کرونا، دور بودن محل تحصیل از محل سکونت، محدودیت اینترنت، فاصله زمانی تحصیل بین مقطع کارشناسی و کارشناسی ارشد و طولانی شدن جمع‌آوری داده‌های پایان‌نامه بیان گردید و عوامل مربوط به دانشگاه نیز شامل عدم همکاری اساتید، طولانی شدن مراحل تأیید پروپوزال، سخت گیری قوانین پژوهشی درمورد انتشار مقالات و سخت‌گیری اساتید درمورد روند دفاع پایان‌نامه مطرح شد. نتیجه‌گیری: کاهش مراحل تأیید پایان‌نامه در سطح دانشگاه، آغاز فرایند پایان‌نامه حین تحصیل (ترم های ابتدایی تحصیل)، توانمند شدن علمی در خصوص تدوین پایان‌نامه در حین تحصیل از جمله راهکارهای ارتقای وضعیت فعلی سنوات تحصیلی دانشجویان می‌باشد.   2 Introduction: Study duration refers to the specific period a student must complete their education. This study aims to elucidate the factors contributing to the prolonged study duration among students of the Faculty of Management and Medical Informatics at Tabriz University of Medical Sciences and to provide effectual strategies for reducing this duration. Methods: This qualitative study was conducted using a content analysis approach. The research population included all eligible graduate students (those with extended study duration) from the Faculty of Management and Medical Information in 2021 and 2022. A total of 48 students were selected using a census method. Data collection was conducted using three different tools: interviews, document reviews, and analysis of students' extension requests. Content analysis was employed to analyze the data. Results: The interview findings indicated two categories of influential factors: personal issues and university-related factors. Personal issues included employment, family problems, the overlap of studies with the COVID-19 pandemic, the distance between the university and residence, internet limitations, time gaps between undergraduate and graduate studies, and prolonged data collection. University-related factors included a lack of cooperation from professors, delays in proposal approval, strict research regulations concerning articles, and professors' rigorous demands during the thesis defense process. Conclusion: Reducing the stages of thesis approval at the university level, initiating the thesis process during the initial semesters of study, and enhancing scientific capabilities regarding thesis writing during the study period are among the strategies to improve the current situation of students' study duration.   1042 1054 2025/03/162024/12/222024/12/12024/09/232025/01/132024/12/282024/10/22 1403/8/1 2025/03/162025/02/252025/03/162025/02/232025/03/82025/03/82025/02/19 1403/12/1 رعنا غلامزاده نیکجو Raana gholamzadeh nikjoo دانشگاه علوم پزشکی تبریز،تبریز، ایران. ایران r.gholamzade@gmail.com ّفرناز جمشیدی اقدم Fazrnaz Jamshidi Aghdam کارشناس مدیریت خدمات بهداشتی درمانی ،دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی تبریز،تبریز، ایران. ایران مریم بهجت Maryam Behjat کارشناس مدیریت خدمات بهداشتی درمانی ،دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی تبریز،تبریز، ایران. ایران Student Solution University Higher education Qualitative study دانشجو راهکار دانشگاه آموزش عالی مطالعه کیفی 1. Hejrati M. A brief look at the country's higher education system and some of its challenges. National Congress of Higher Education of Iran. 2016; Retrieved from https://sidir/paper/878324/fa2016.##2. Shahraki MR, Haqqani F. Determining influential factors in engineering education and predicting the increase in years of education using a multi-criteria decision-making approach and data mining (artificial neural network). Iranian Engineering Education Quarterly Journal. 2022; 24(93): 51-66. doi: 10.22047/ijee.2022.265728.1812.##3. Ghiasi Nodooshan S. Analyzing the factors affecting the prolongation in the years of graduate students’ study and its consequences. Journal title. 2022; 10(44):146-162.##4. Mansourian Z, Karimi Moonaghi H, Jamali J, KhajaviRad A, Ashrafifard H. Examining the Related Factors Associated with Increased Length of Study in PhD Students in Mashhad University of Medical Sciences from the Viewpoints of Faculty Members, Students and Academic Staffs. Journal of Medical Education and Development. 2022;16(4):227-43. doi: 10.18502/jmed.v16i4.8573.##5. Khoshgoftar Z, Sohrabi S, Bakhtiyari Z. Investigating the Reasons for Delaying the Graduation of Ph.D. Students of Shahid Beheshti University of Medical Sciences based on their Experiences of Conducting the Research Phase. Medical Education. 2022;10(2):74-90. doi: 10.22088/mededj.10.2.74.##6. Tabei M, Soleymanpour R, Ghaffari G, Nayebi H. An analysis of the reasons increase in the academic years of students in Iran (case of study: graduate students of Ferdowsi University of Mashhad). Iranian Higher Education. 2024; 15(2): 66-84.##7. Hoseinzade Hosnaroodi M, Athari Esfahani Z. An analysis on the perceptions and lived experiences from the phenomenon of educational persistence in undergraduate students subject to special cases commission (case study: University of Kashan). Quarterly Journal of Research and Planning in Higher Education. 2024;30(3):75-94. doi: 10.61838/kman.irphe.30.3.5.##8. Danaee Fard H, Alvani S, A A. Methodology of Qualitative Research in Management: A Comprehensive Approach. Saffar Publishing House. 2016.##9. Danaee Fard H, Alvani S. Methodology of Qualitative Research in Management: A Comprehensive Approach. Saffar Publishing House. 2014.##10. Rossi M. Factors Affecting Academic Performance of University Evening Students. Journal of Education and Human Development. 2017; 6. doi: 10.15640/jehd.v6n1a10.##11. Mushtaq I, Khan SN. Factors Affecting Students’ Academic Performance. Global Journal of Management and Business Research. 2012; 12(9):17-22.##12. Aina C, Baici E, Casalone G, Pastore F. The economics of university dropouts and delayed graduation: a survey. 2018.##13. Onyema EM, Eucheria NC, Obafemi FA, Sen S, Atonye FG, Sharma A, et al. Impact of Coronavirus pandemic on education. Journal of Education and Practice. 2020; 11(13):108-121.##14. Marler EK, Bruce MJ, Abaoud A, Henrichsen C, Suksatan W, Homvisetvongsa S, et al. The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being. Scholarship of Teaching and Learning in Psychology. 2024;10(3):320.##15. Rahmanpour M, Liagatdar M, Afshar E. Survey challenges facing information technology development in Iran higher education with a comparative study of the development this technology in world higher education systems. Quarterly Journal of Culture and Communication Studies. 2014;15(27):37-66.##16. Habibi N, Rooki H. Challenges facing higher education in Iran. The First International Symposium on Management Sciences with a Focus on Sustainable Development. 2014.##17. Dieters A. Factors influencing student delay in higher education. A case study at Stenden University of Applied Sciences: University of Twente. 2013.##18. Arthur R, Fenyi DA. Towards Minimizing the Delay/Non-completion Rate of Research Master’s Degree in Ghana: ESL Students’ Perspective of the Challenges of Thesis Work. Linguistics Initiative. 2023; 3(2):125-139.##19. Douwes R, Metselaar J, Pijnenborg GHM, Boonstra N. Well-being of students in higher education: The importance of a student perspective. Cogent Education. 2023; 10(1):2190697.##20. Rodríguez-Hernández CF, Cascallar E, Kyndt E. Socio-economic status and academic performance in higher education: A systematic review. Educational Research Review. 2020; 29: 100305.##21. Waters NE, Ahmed SF, Tang S, Morrison FJ, Davis-Kean PE. Pathways from socioeconomic status to early academic achievement: The role of specific executive functions. Early Childhood Research Quarterly. 2021; 54: 321-331.## ##

ارائه بازخورد حاصل از تجربیات برگزاری آزمون صلا حیت بالینی دوره دندانپزشکی عمومی Providing Feedback from Experiences in Conducting Clinical Competency Exam for the General Dentistry Courses 1 1  هدف اصلی هر سیستم آموزشی، انجام موفق فرایند یادگیری است که یکی از روشهای دستیابی به این هدف، ارائه بازخورد مؤثر به دانشجویان درباره فعالیتهایشان در طول دوره یادگیری است. بازخورد منبع اصلی تغییر در عملکرد دانشجو محسوب می‌شود و زمانی ارزشمند است که تفاوت بین نتایج مطلوب و نتایج واقعی حاصل از عملکرد دانشجو را نشان دهد و تحریک کننده تغییر باشد. دانشجویان پزشکی و دندانپزشکی پس از گذراندن چند آزمون حیاتی و تعیین‌کننده، فارغ‌التحصیل و با تمامی موفقیتهای حاصل، مجوز آغاز فعالیت حرفه‌ای مستقل خود را دریافت می‌کنند. 2  The main aim of any educational system is the successful completion of the learning process, and one of the ways to achieve this goal is to provide effective feedback to students about their activities during the learning period. Feedback is considered the main source of change in student performance and is valuable when it shows the difference between the desired results and the actual results of student performance and stimulates change. After passing several crucial and decisive exams, medical and dental students graduate and with all the achievements, receive a license to begin their independent professional activities. 1055 1057 2025/03/162024/12/222024/12/12024/09/232025/01/132024/12/282024/10/222024/10/12 1403/7/21 2025/03/162025/02/252025/03/162025/02/232025/03/82025/03/82025/02/192024/10/30 1403/8/9 مهرداد شهرکی Mehrdad Shahraki استادیار گروه آموزشی جراحی فک و صورت ، دانشکده دندانپزشکی، دانشگاه علوم پزشکی زاهدان، زاهدان، ایران ایران mehrdadshahraki7100@gmail.com صدرا امیرپور هره دشت Sadra Amirpourharadasht دستیار تخصصی گروه آموزشی جراحی فک و صورت ، دانشکده دندانپزشکی، دانشگاه علوم پزشکی زاهدان، زاهدان، ایران. ایران sadraharadasht@gmail.com محمدرسول اسعدی Mohammad Rasoul Asadi کمیته تحقیقات دانشجویی، مرکز تحقیقات بیماری های دهان و دندان، دانشکده دندانپزشکی، دانشگاه علوم پزشکی زاهدان، زاهدان، ایران. ایران mohammadrasadi378@gmail.com Clinical Competency Examination General Dentistry Feedback آزمون صلاحیت بالینی؛ دوره دندانپزشکی عمومی؛ بازخورد 1. Taheri M, Dadgaran I, Asgari F, Roualamin S. Providing Feedback in the Clinical Competency Test of the General Medicine Course: the Missing Link. Research in Medical Education. 2022; 14(4): 1-3. [Persian]##2. Belgo HG, Shahraki M, Haradasht SA. The weaknesses of the Iranian dental education system, suggestions, and improvement methods. Journal of Medical Education and Development. 2023; 18(3): 608-610. [Persian]##3. Daryazadeh S, Faghihi A, Jokar F, Yaghini O, Esmaeeli A. Medical students’ viewpoints about clinical competency exam: a qualitative study. Iranian Journal of Medical Education. 2017;17:100-9. [Persian]##4. Khorashad AK, Salari S, Baharvahdat H, Hejazi S, Lari SM, Salari M, et al. The assessment of undergraduate medical students’ satisfaction levels with the objective structured clinical examination. Iranian Red Crescent Medical Journal. 2014;16(8): e13088.##5. Asadi M, Shahraki M. Challenges of dental education in the post-COVID-19e era, the positive and negative effects of COVID-19 pandemic on the dental education system. Iranian Journal of Medical Education. 2023; 23: 92-3. [Persian]##6. Council OotDaSE. Regulations for the Clinical Competency Examination of the General Dentistry Education Program 2020.##7. Jacobparayil A, Ali H, Pomeroy B, Baronia R, Chavez M, Ibrahim Y. Predictors of performance on the United States Medical Licensing Examination step 2 clinical knowledge: a systematic literature review. Cureus. 2022; 14(2).## ##

رویکردی نوین در آموزش پزشکی، استفاده از هوش مصنوعی در گراندراند های پزشکی A New Approach to Medical Education, Using Artificial Intelligence in Medical Grand Rounds 1 1 کاربرد هوش مصنوعی (AI) در مراقبت‌های بهداشتی مدرن توجه زیادی را به‌ویژه در آموزش بالینی پزشکی به خود جلب کرده است،. یکی از حوزه‌هایی که امروزه هوش مصنوعی به‌طور فزاینده‌ای در آن ادغام می‌شود، گراندراندهای پزشکی (MGRs)  است که جلسات آموزشی معمول در آموزش پزشکی بالینی به شمار می‌روند. هدف از گراندراندهای پزشکی توسعه یادگیری و همکاری بین تیم مراقبت بهداشتی از طریق بحث در مورد موارد بالینی، پروتکل‌های درمانی و آگاهی از آخرین پیشرفت‌های پزشکی روز است (1).   2 The application of artificial intelligence (AI) in modern healthcare has attracted much attention, especially in clinical medical education. One area where AI is increasingly being integrated today is medical grand rounds (MGRs), which are common training sessions in clinical medical education. The goal of medical grand rounds is to promote learning and collaboration among the healthcare team through discussion of clinical cases, treatment protocols, and awareness of the latest medical advances (1). 1058 1059 2025/03/162024/12/222024/12/12024/09/232025/01/132024/12/282024/10/222024/10/122024/12/4 1403/9/14 2025/03/162025/02/252025/03/162025/02/232025/03/82025/03/82025/02/192024/10/302025/01/4 1403/10/15 رضا عبدالهی درشکی Reza Abdollahi دانشجوی دکتری تخصصی پرستاری، گروه پرستاری، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی ارومیه، ارومیه، ایران. ایران rezaabdollahi97@yahoo.com یوسف محمدپور Yousef Mohammadpour استادیار، دکتری تخصصی آموزش پزشکی، عضو هیت علمی، دانشگاه علوم پزشکی ارومیه، ایران. ایران mohammadpour.yousef@gmail.com Grand Round artificial intelligence medical education گراند راند هوش مصنوعی آموزش پزشکی 1. Verma AA, Trbovich P, Mamdani M, Shojania KG. Grand rounds in methodology: key considerations for implementing machine learning solutions in quality improvement initiatives. BMJ Quality & Safety. 2024; 33(2): 121-31.##2. Kohane IS. Injecting artificial intelligence into medicine. Massachusetts Medical Society; 2024. AIe2300197.##3. Rajpurkar P, Beam AL, Manrai AK. Pixels and Pitfalls: Building Robust Artificial Intelligence for Medical Imaging. Massachusetts Medical Society; 2024. AIp2400803.##4. Topol EJ. High-performance medicine: the convergence of human and artificial intelligence. Nature medicine. 2019; 25(1): 44-56.##5. Han E-R, Yeo S, Kim M-J, Lee Y-H, Park K-H, Roh H. Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review. BMC Medical Education. 2019; 19: 1-15.##6. Chan KS, Zary N. Applications and challenges of implementing artificial intelligence in medical education: integrative review. JMIR medical education. 2019; 5(1) :e13930.## ##

هوشمندسازی؛ تحولی بنیادین در آموزش در پرستاری Smartization: A Fundamental Transformation in Nursing Education 1 1 رشته پرستاری، به عنوان یکی از حساس‌ترین و پراهمیت‌ترین رشته‌های علوم پزشکی، به طور مداوم در حال تحول و پیشرفت است. با پیشرفت روزافزون تکنولوژی، هوشمندسازی آموزش در این رشته نه تنها ضروری، بلکه اجتناب‌ناپذیر به نظر می‌رسد (1, 2). هوشمندسازی آموزش پرستاری به معنای ادغام فناوری‌های نوین و اطلاعات دیجیتال در فرآیند یادگیری و آموزش پرستاران است و هدف اصلی آن؛ بهبود کیفیت آموزش و آماده‌سازی بهتر پرستاران برای مواجهه با چالش‌های واقعی در محیط‌های بالینی می‌باشد. 2 Nursing, as one of the most sensitive and important fields of medical science, is constantly evolving and progressing. With the increasing advancement of technology, smart education in this field seems not only necessary but also inevitable (1, 2). Smart education in nursing means integrating new technologies and digital information into the learning and education process of nurses, and its main goal is to improve the quality of education and better prepare nurses to face real challenges in clinical settings. 1060 1061 2025/03/162024/12/222024/12/12024/09/232025/01/132024/12/282024/10/222024/10/122024/12/42024/12/25 1403/10/5 2025/03/162025/02/252025/03/162025/02/232025/03/82025/03/82025/02/192024/10/302025/01/42025/02/2 1403/11/14 فاطمه دهقانی fatemeh dehghani مربی،گروه پرستاری، دانشکده پرستاری میبد، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی ، یزد، ایران. ایران fatemehdehghani65.6@gmail.com عادل افتخاری َAdel Eftekhari استادیار، دکترای تخصصی سلامت در بلایا و فوریت ها، گروه پرستاری، دانشکده پرستاری میبد، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی ، یزد، ایران. ایران adel.eftekhari.66@gmail.com Intelligent Technology Education Nursing هوشمندسازی آموزش پرستاری 1. Moghaddasi H, Rabiei R, NazemiA E, BigdeliI S, Ebrahimpour SH. Role Of Models, Approaches And Learning Theories Inthe Design And Production of Educational Softwarebased On Virtual Reality Techniques And Simulation Innursing Education: A Systematic Review. 2016; 14(4): 300-12.##2. Wolf DM, Wenskovitch Jr JE, Anton BB. Nurses’ use of the Internet and social media: Does age, years of experience and educational level make a difference? JNEP. 2015; 6(2): 68.##3. Gause G, Mokgaola IO, Rakhudu MA. Technology usage for teaching and learning in nursing education: An integrative review. curationis. 2022; 45(1): 2261. ##4. Haleem A, Javaid M, Qadri MA, Suman R. Understanding the role of digital technologies in education: A review. Sustainable operations and computers. 2022; 3: 275-85.##5. James JMP. E-Learning in nursing education. International Journal of Advances in Nursing Management. 2022; 10(3): 295-300.##6. Lifshits I, Rosenberg D. Artificial intelligence in nursing education: A scoping review. Nurse Education in Practice. 2024:104148.## ##