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سخن سردبیر Editorial Board 1 1067 1062 2025/06/10 1404/3/20 2025/06/11 1404/3/21 مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی شهید صدوقی یزد ایران علی عمادی Ali Emadi Shahid Sadoughi University of Medical Sciences, Yazd, Iran ایران ## ##

تدوین دوره آموزشی "ارتباطات سیستمیک بیماری‌های دهان و سلامت عمومی" در کوریکولوم پزشکی عمومی: مطالعه ضرورت سنجی Development of “Systemic Connections Between Oral Diseases and General Health” Course in the Curriculum of General Medical Practice Education: An Assessment of a Necessity Study 1 1 مقدمه: با توجه به تأثیرگذاری بیماری‌های دهان بر سلامت عمومی افراد جامعه، مطالعه حاضر با هدف تعیین ضرورت طراحی برنامه آموزشی "ارتباطات سیستمیک بیماری‌های دهان و سلامت عمومی" از دیدگاه اعضای هیئت علمی و کارشناسان دانشکده‌های پزشکی و دندانپزشکی انجام شد. روش بررسی: این مطالعه توصیفی- مقطعی است. جامعه هدف 378 نفر شامل 278 نفر از اعضای هیئت علمی پزشکی، 69 نفر اعضای هیئت علمی دندانپزشکی، 31 کارشناس آموزشی دانشگاه بودند. پرسشنامه 10 سوالی تدوین و روا و پایا آن تایید شد. پرسشنامه ها به صورت حضوری و الکترونیکی جمع‌آوری شد.  نتایج: تعداد 252 پرسشنامه با نرخ پاسخ‌دهی 6/66% تکمیل شد.7/87% از شرکت‌کنندگان با ضرورت تدوین و افزودن موضوع مورد بحث به کوریکولوم آموزشی پزشکی موافق بودند. 7/33% از آنان با ارائه آموزش در مقطع کارورزی، 2/%47 در 4 هفته،81% با تدریس متخصصین بیماری های دهان و فک و صورت و 6/50 درصد با آموزش موضوع در بخش‌های درمانی دانشکده دندانپزشکی موافق بودند. نتیجه‌گیری: از دیدگاه اکثر شرکت‌کنندگان، تدوین دوره مذکور در کوریکولوم آموزشی دوره دکترای عمومی پزشکی ضروری است. لذا پیشنهاد می‌گردد در بازنگری برنامه‌های آموزشی دوره کارورزی پزشکی مورد توجه برنامه‌ریزان مربوطه قرار گیرد.   2 Introduction: Considering the impact of oral health on general body health, this study aimed to determine the necessity of designing an educational program titled "Oral Health and its Relationship with General Health" from the perspective of faculty members and educational experts in medical and dental faculties. Methods: In this descriptive-cross-sectional study, the target population of 378 individuals, including 278 medical faculty members, 69 dental faculty members, and 31 educational experts from the university's educational deputy, medical faculty, and dental faculty, completed a researcher-made, validated, and reliable questionnaire. Data analysis was performed using SPSS 22 statistical software and statistical tests such as t-test, ANOVA, and Pearson correlation coefficient. Results: The response rate was 66.6%, and 252 questionnaires were completed. 129 participants (51.2%) were male, and 123 (48.8%) were female. 87.7% of participants agreed on the necessity of developing and adding the discussed topic to the medical curriculum. 33.7% of participants agreed with providing education during the internship period, 47.2% with a duration of 4 weeks, 81% with the course being taught by oral and maxillofacial disease specialists, and 50.6% with this education being provided in the dental school's clinical departments. Conclusion: From the perspective of most participants, developing the mentioned course in the general medical education curriculum is essential. Therefore, it is suggested that the course be considered by relevant planners when revising medical internship educational programs.     1081 1068 2025/06/102025/03/11 1403/12/21 2025/06/112025/06/10 1404/3/20 سیدحسین طباطبایی Seyed Hossein Tabatabaei دانشیار، گروه آسیب شناسی دهان و فک و صورت، دانشکده دندانپزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد. ایران. ایران سعیده نخعی نژاد Saeede Nakhayi Nejad کمیته تحقیقات دانشجویی، دانشکده دندانپزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران فاطمه کشمیری Fatemeh Keshmiri گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران Needs Assessment Oral Health Public Health Curriculum Education نیازسنجی ضرورت سنجی سلامت دهان سلامت عمومی بدن کوریکولوم آموزشی 1. Nagarajappa R, Kakatkar G, Sharda AJ, Asawa K, Ramesh G, Sandesh N. Infant oral health: Knowledge, attitude and practices of parents in Udaipur, India. Dent. Res. J. 2013; 10(5): 659.##2. 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Res. 2001; 80(5): 1466-70.##7. Kh S, Dowlatshahi M. Differential diagnosis of periodontal diseases. Tehran: Hayyan; 2000.##8. Newman MG, Takei H, Klokkevold PR, Carranza FA. Carranza's clinical periodontology: Elsevier health sciences; 2011.##9. Neville BW, Damm DD, Allen CM, Chi AC. Oral and maxillofacial pathology. St.Louis: Elsevier Health Sciences; 2015.##10. Hertrampf K, Wenz H-J, Koller M, Springer I, Jargot A, Wiltfang J. Assessing dentists’ knowledge about oral cancer: Translation and linguistic validation of a standardized questionnaire from American English into German. Oral Oncol. 2009; 45(10): 877-82.##11. Glick M. Burket's oral medicine. 12 ed. St.Louis: PMPH USA; 2015.##12. Onizawa K, Nishihara K, Yamagata K, Yusa H, Yanagawa T, Yoshida H. Factors associated with diagnostic delay of oral squamous cell carcinoma. Oral Oncol. 2003; 39(8): 781-8.##13. McCann PJ, Sweeney MP, Gibson J, Bagg J. Training in oral disease, diagnosis and treatment for medical students and doctors in the United Kingdom. Br J Oral Maxillofac Surg. 2005; 43(1): 61-4.##14. Greenwood M, Lowry RJ. Primary care clinicians' knowledge of oral cancer: a study of dentists and doctors in the North East of England. Br. Dent. J. 2001; 191(9): 510-2.##15. Ahmadi Motamayel F, Porhemmat H. Knowledge and practice of medical interns about oral medicine in hamadan university of medical sciences. J Inflamm Dis. 2012; 16(3): 89-92.##16. Petersen PE. Strengthening of oral health systems: oral health through primary health care. Medical Principles and Practice. 2014; 23(Suppl. 1): 3-9.##17. Di Giuseppe G, Nobile CG, Marinelli A, Angelillo IF. Knowledge, attitude and practices of pediatricians regarding the prevention of oral diseases in Italy. BMC Public Health. 2006; 6(1): 176.##18. Hein C, Schönwetter DJ, Iacopino AM. Inclusion of oral‐systemic health in predoctoral/undergraduate curricula of pharmacy, nursing, and medical schools around the world: a preliminary study. J. Dent. Educ. 2011; 75(9): 1187-99.##19. Norman GR, Shannon SI, Marrin ML. The need for needs assessment in continuing medical education. Bmj. 2004; 328(7446): 999-1001.##20. ShakurNia A, Elhampour H, Maarashi T, Heydari-Soureshjani S. Concordance of length and contents of continuing medical education programs with educational demands of practicing GPs in Khuzestan province. Iranian Journal of Medical Education 2007; 7(1): 85-91. [Persian]##21. Iranian Ministry of Health. Job description of health team and family physician. Tehran: Arvich Publication; 2007.##22. Cantillon P, Jones R. Does continuing medical education in general practice make a difference?. BMJ. 1999; 318(7193): 1276-9.##23. Peck C, McCall M, McLaren B, Rotem T. Continuing medical education and continuing professional development: international comparisons. BMJ. 2000; 320(7232): 432-5.##24. McPeake J, Bateson M, O'Neill A. Electronic surveys: how to maximise success. Nurse Res. 2014; 21(3): 24-6.##25. Eslamipour F, Birang R, Rahimi N, Bakrani M. Knowledge, Attitude and Practice of Physicians and Pediatricians Regarding the Prevention of Oral Disease in IsfahanChildren. Journal of Dentistry, Shiraz University of Medical Sciences 2010; 11(3): 253-61. [Persian]##26. Rajabzadeh R, Ganji R, Jabari N, Saadati H, Alavinia SM, Jalilvand M, et al. Training Needs Assessment for General Practitioners Engaged in North Khorasan University of Medical Science. Educational Development of Jundishapur. 2017; 8(3): 251-9. [Persian]##27. KatayoonModiri F, Alavinia SM, Labaf-Ghasemi R, Shams M. Educational Needs Assessment Of General Physicians Working In The Deputies For Health And Medicine Of The Ministry Of Health And Education From Their Perspective. Journal of Medicine and Cultivation. 2017; 21(2): 40-4. [Persian]##28. Dörfer C, Benz C, Aida J, Campard G. The relationship of oral health with general health and NCDs: a brief review. Int. Dent. J. 2017; 67: 14-8.##29. Kane SF. The effects of oral health on systemic health. General dentistry. 2017; 65(6): 30-4.##30. Sabbah W, Folayan MO, El Tantawi M. The Link between Oral and General Health. Int.J.Dent. 2019; 2019: 7862923.##31. Li X, Kolltveit KM, Tronstad L, Olsen I. Systemic diseases caused by oral infection. Clin Microbiol Rev. 2000; 13(4): 547-58.##32. Hein C, Schönwetter DJ, Iacopino AM. Inclusion of oral-systemic health in predoctoral/undergraduate curricula of pharmacy, nursing, and medical schools around the world: a preliminary study. J Dent Educ. 2011; 75(9): 1187-99.##33. Ferullo A, Silk H, Savageau JA. Teaching oral health in U.S. medical schools: results of a national survey. Acad Med. 2011; 86(2): 226-30.##34. McCann PJ, Sweeney MP, Gibson J, Bagg J. Training in oral disease, diagnosis and treatment for medical students and doctors in the United Kingdom. Br. J. Oral Maxillofac. Surg. 2005; 43(1): 61-4.##35. Sandhu A. A survey of oral and maxillofacial surgery teaching in UK medical schools. Br J Oral Maxillofac Surg. 2009; 47(3): 242-3.##36. Calvo JM, Hamud-Ahmed W, Nye H, Hyde S. Integration of a Novel Interprofessional Oral Health Module into Medical Student Clinical Skills Curriculum. MedEdPublish. 2016; 5: 1-13.##37. Mouradian WE, Reeves A, Kim S, Evans R, Schaad D, Marshall SG, et al. An oral health curriculum for medical students at the University of Washington. Acad Med. 2005; 80(5): 434-42.##38. Mouradian WE, Reeves A, Kim S, Lewis C, Keerbs A, Slayton RL, et al. A new oral health elective for medical students at the University of Washington. TLM. 2006; 18(4): 336-42.##39. Gharavi SMV, TabaTabaei SH, Keshmiri F. Assessing the awareness, attitude and performance of General Practitioners facing the dental and oral problems and its relationship with general physical health and assessment of the necessity of an oral health education program in the curriculum of Medicine in Yazd in 2020 [thesis]. Yazd: Shahid Sadoughi University of Medical Science. 2021. ##40. Beygi F, Roostaeizadeh Z, Akhavan-Karbassi MH. Evaluation of knowledge of general physicians of Yazd citytoward oral disease in 2015 [thesis]. Yazd: Shahid Sadoughi University of Medical Science. 2016.##41. Tabatabaei SH, Kalantar SM, Akhavan-Karbassi MH, Fallahzade H, Akbari Z, Kheirandish N. Evaluation of the Awareness of the Yazd Medical Students about Common Oral Diseases and its Relationship with General Health of the Body. Journal of Shaeed Sdoughi University of Medical Sciences Yazd 2021; 29(9): 4123-32. [Persian]##42. Bassir-Shabestari S, Shirinbak I, Shervin-Badv R. Evaluation of the Knowledge and Diagnostic skills of the Zanjan University of Medical Sciences Interns in the the field of Oral Medicine. Journal of Medical Education Development 2014; 7(13): 9-15. [Persian]##43. Park SE, Donoff RB, Saldana F. The impact of integrating oral health education into a medical curriculum. Med Princ Pract. 2017; 26(1): 61-5.##44. Alami AY, El Sabbagh RF, Hamdan A. Knowledge of oral cancer among recently graduated medical and dental professionals in Amman, Jordan. J Dent Educ. 2013; 77(10): 1356-64.##45. Ahmad MS, Abuzar MA, Razak IA, Rahman SA, Borromeo GL. Oral Health Education for Medical Students: Malaysian and Australian Students' Perceptions of Educational Experience and Needs. J Dent Educ. 2017; 81(9): 1068-76.##46. Victoroff K, Savrin C, Demko C, Iannadrea J, Freudenberger S, Musacchio C. Interprofessional clinical experiences in dental education. Curr. Oral Health Rep. 2014; 1(3): 161-6.##47. Bonwell PB, Parsons PL, Best AM, Hise S. 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ادراک دانشجویان پزشکی از فضای حرفه‌ای‌گری در محیط‌های آموزش بالینی با استفاده از پرسشنامه فضای حرفه‌ای گری UMKC-SOM Medical Students' Perceptions of the Professional Atmosphere in Clinical Education Environments Using the UMKC-SOM Professional Atmosphere Questionnaire 1 1 مقدمه: فضای آموزشی موضوع مهمی در توسعه حرفه‌ای‌گری است و ارزیابی منظم و اتخاذ استراتژی‌های مناسب برای حفظ و توسعه حرفه‌ای‌گری لازم است. این مطالعه با هدف بررسی ادراک دانشجویان پزشکی از فضای حرفه‌ای‌گری در محیط‌های آموزش بالینی طراحی و اجرا شد. روش بررسی: در این مطالعه مقطعی که در سال 1402 در دانشگاه آزاد اسلامی واحد علوم پزشکی مشهد انجام شد دانشجویان پزشکی در مقاطع بالینی به روش سرشماری پرسشنامه فضای حرفه‌ای‌گری UMKC-SOM را تکمیل نمودند. نسخه فارسی پرسشنامه پس از تأیید روایی و پایایی آن به صورت الکترونیک و کاغذی توسط دانشجویان تکمیل شد. نتایج: در بررسی 295 دانشجوی بالینی پزشکی، میانگین نمره کلی ادراک دانشجویان از فضای حرفه‌ای‌گری 75/107 ± 0/138 می‌باشد. بین میانگین نمره کلی ادراک دانشجویان پزشکی از فضای حرفه‌ای به تفکیک جنسیت تفاوت معنی‌دار وجود نداشت (05/0<p ). بین میانگین نمره کلی ادراک دانشجویان پزشکی از فضای حرفه‌ای به تفکیک مقطع تحصیلی تفاوت معنی‌دار وجود دارد (001/0>p). نتیجه‌گیری: به طور کلی میانگین نمره ادراک دانشجویان از فضای حرفه‌ای‌گری قابل قبول و از میانگین بالاتر است ولی میانگین نمره دانشجویان کارورز پزشکی کمتر از میانگین نمره کارآموزان پزشکی است که با توجه به تجربه، حضور بیشتر و تعامل بیشتر کارورزان با محیط بالینی به نظر می‌رسد این مهم بایستی مورد توجه متولیان برنامه‌های آموزش پزشکی قرار گیرد.   2 Introduction: The educational environment is a crucial factor in professionalism development, and regular evaluation with appropriate strategies is necessary to maintain and foster professionalism. This study was designed and implemented with the aim of investigating medical students' perceptions of the professional environment in clinical education environments. Method: In this cross-sectional study conducted in 2023 (1402 SH), medical students in their internship and internship stages completed the UMKC-SOM Professional Environment Questionnaire using a census method. The Persian version of the questionnaire was completed by the students in electronic and paper form after its validity and reliability were confirmed. Results: In the present study, 295 clinical medical students were examined. The mean overall score of students' perception of the professional environment was 107.75 ± 0.138. There was no significant difference between the mean overall score of medical students' perception of the professional environment by gender (P < 0.05). There is a significant difference between the overall average score of medical students' perception of the professional environment by educational level (P < 0.001). Conclusion: In general, the average score of students' perception of the professional environment is acceptable and higher than the average, but the average score of medical intern students is lower than the average score of medical externs, given the experience, greater presence, and greater interaction of interns with the clinical environment, which seems to be important for medical education program administrators.   1091 1082 2025/06/102025/03/112025/04/26 1404/2/6 2025/06/112025/06/102025/06/8 1404/3/18 فائزه سادات امیر کلالی Faezeh Sadat Amirkalali Sijavandi مربی، دانشکده پزشکی، واحد علوم پزشکی مشهد،دانشگاه آزاد اسلامی، مشهد، ایران ایران amirkalali_f@yahoo.com ناصر سنجر موسوی Nasser Sanjar Mussavi استادیار، گروه جراحی، واحد علوم پزشکی مشهد،دانشگاه آزاد اسلامی، مشهد، ایران ایران na1342@yahoo.com محمد حبیبی Mohamad Habibi Doroh مربی، گروه گوش و حلق و بینی، دانشکاه علوم پزشکی مشهد، مشهد، ایران ایران habibim43@yahoo.com آرزو فرج پور Arezou Farajpour استادیار، گروه علوم پایه، واحد علوم پزشکی مشهد،دانشگاه آزاد اسلامی، مشهد، ایران ایران ar.farajpour@gmail.com Social Perception Medical student Professionalism UMKC-SOM questionnaire ادراک محیط دانشجوی پزشکی حرفه‌ای‌گری پرسشنامه UMKC-SOM 1. West CP, Shanafelt TD. The influence of personal and environmental factors on professionalism in medical education. BMC medical education. 2007; 7: 1-9.##2. Barnhoorn P. What does a professionalism assessment scale measure? Int J Med Educ. 2015; 6: 62.##3. Boroumand Rezazadeh M, Mousavi SR, Khadem-Rezaiyan M, Seyfizadeh T. Review of medical professionalism. Horizons of Medical Education Development 2022; 13(1): 87-95. [Persian]##4. Papadakis MA, Paauw DS, Hafferty FW, Shapiro J, Byyny RL, Tank AOAHMST. Perspective: the education community must develop best practices informed by evidence-based research to remediate lapses of professionalism. Acad Med. 2012; 87(12): 1694-8.##5. DeLisa JA, Foye PM, Jain SS, Kirshblum S, Christodoulou C. Measuring professionalism in a physiatry residency training program. Am. J. Phys. Med. 2001; 80(3): 225-9.##6. Aramesh K, Mohebbi M, Jessri M, Sanagou M. Measuring professionalism in residency training programs in Iran. Medical teacher 2009; 31(8): e356-e61. ##7. Farajpour A, Mostafavian Z , Mohamad Ali Rahchamani. The professionalism and medical ethics education through cadaveric dissection. Journal of Medical Education & Development 2018; 1(4). [persian]##8. Prislin MD, Lie D, Shapiro J, Boker J, Radecki S. Using standardized patients to assess medical students' professionalism. Acad Med. 2001; 76(10): S90-S2.##9. Humphrey HJ, Smith K, Reddy S, Scott D, Madara JL, Arora VM. Promoting an environment of professionalism: the University of Chicago “Roadmap”. Acad Med. 2007; 82(11): 1098-107.##10. San-Martín M, Rivera EM, Alcorta-Garza A, Vivanco L. Moral perception, educational environment, and development of medical professionalism in medical students during the clinical rotations in Peru. Int. J. Ethics Educ. 2016; 1(2): 163-72.##11. Nemati S, Saberi A, Heidarzadeh A. Medical professionalism and its education to medical students. Research in medical education 2010; 2(1): 54-61. [persian]##12. Spiwak R, Mullins M, Isaak C, Barakat S, Chateau D, Sareen JS. Medical students' and postgraduate residents' observations of professionalism. H. Educ. 2014; 27(2): 193.##13. Ziring D, Danoff D, Grosseman S, Langer D, Esposito A, Jan MK, et al. How do medical schools identify and remediate professionalism lapses in medical students? A study of US and Canadian medical schools. Acad Med. 2015; 90(7): 913-20.##14. Masoomi R, What is medical professionalism and how should we teach it? Journal of Medical Education and Development 2018; 13(3): 176-93. [Persian]##15. Richardson M, Abraham C, Bond R. Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychol. Bull. 2012; 138(2): 353.##16. Hoobehfekr S, Asghari F, Sayarifard A, Kadivar M, Kashefinejad S. Medical students’ perception of professionalism climate in clinical settings. J Med Ethics Hist Med. 2021; 14: 10.##17. Fryer-Edwards K, Van Eaton E, Goldstein EA, Kimball HR, Veith RC, Pellegrini CA,et al. Overcoming institutional challenges through continuous professionalism improvement: The University of Washington experience. Acad Med. 2007; 82(11): 1073-8.##18. Quaintance JL, Arnold L, Thompson GS. Development of an instrument to measure the climate of professionalism in a clinical teaching environment. Acad med. 2008; 83(10): S5-S8.##19. Rahmani K, Sarafie M, Allami A, Mohammadi N, Zahedifar F. Perceptions of medical students in different phases about educational environment: Qazvin University of Medical Sciences. Educational Development of Judishapur 2022; 13(3): 497-484. [Persian] ##20. Selic P, Cerne A, Klemenc-Ketis Z, Petek D, Svab I. Attitudes toward professionalism in medical students and its associations with personal characteristics and values: a national multicentre study from Slovenia raising the question of the need to rethink professionalism. Adv Med Educ Pract. 2019: 437-46.##21. Salem M, Al-Ali A, Alm-Mutawaa N, Yousuf W, Almansouri N. Professionalism in Family Medicine Residency Program in Qatar. MEJFM. 2018; 16(8): 4-8.## ##

ارزیابی توانمندیهای دستیاران طب اطفال با استفاده از ارزیابی مبتنی بر محل کار Workplace-Based Assessment of Clinical Competencies in Pediatric Residents 1 1 چکیده مقدمه: ارزیابی توانمندی‌های بالینی دستیاران پزشکی با استفاده از روش‌های ارزیابی مبتنی بر محل کار، می‌تواند به بهبود عملکرد و یادگیری آن‌ها کمک کند. این مطالعه با تأکید بر رویکرد ارزیابی مبتنی بر توانمندی، از دو ابزار Mini-CEX و 360 درجه برای سنجش توانمندی‌های بالینی دستیاران طب اطفال استفاده کرده است. روش کار: مطالعه‌ای توصیفی-تحلیلی بر روی 18 دستیار طب اطفال در دانشگاه علوم پزشکی شهید صدوقی یزد انجام شد. ارزیابی با آزمون Mini-CEX در هفت حیطه عملکردی و آزمون 360 درجه از دیدگاه اساتید، بیماران، پرستاران، همتایان و خودارزیابی انجام شد. داده‌ها با آمار توصیفی، آزمون T-test، ضریب همبستگی پیرسون و RM-ANOVA در نرم‌افزار SPSS16 تحلیل شد (سطح معنی دار ی: P-value≤0.05) نتایج: نمرات آزمون 360 درجه (73.93±14.61) نشان دادند که توانمندی‌های بالینی دستیاران در سطح متوسط به بالا قرار دارد. نتایج نشان داد بین نمرات اساتید با نمرات خودارزیابی دستیاران و نیز نمرات بیماران به طور معنی داری همبستگی وجود دارد. همچنین نمرات دستیاران از دیدگاه بیمار و همتایان طور معنی داری همبستگی دارد. (P-value=0.005) میانگین نمرات آزمون mini-CEX در هر سال دستیاری روند صعودی داشته و از سطح متوسط رو به بالا به سطح عالی بهبود یافت. نتایج آزمون Mini-CEX و آزمون 360 درجه نشان داد نمرات دستیاران سال 2 نسبت به دستیاران سال 3 بالاتر بود و نمرات دستیاران سال اول کمترین سطح را داشت. نتیجه گیری:  روش‌های ارزیابی مبتنی بر محل کار ابزار مفیدی برای تعیین وضعیت عملکرد و بهبود یادگیری دستیاران محسوب می‌شوند. نتایج این مطالعه نشان داد که دستیاران سال سوم در برخی ابعاد، به ویژه مهارت‌های غیرتکنیکی، نمرات پایین‌تری داشتند. بنابراین، تأکید بیشتر بر آموزش مهارت‌های ارتباطی و حرفه‌ای در برنامه‌های آموزشی پیشنهاد می‌شود. همچنین، استفاده از ارزیابی تکوینی با هدف ایجاد فرصت یادگیری، تمرین و دریافت بازخورد برای بهبود عملکرد دستیاران توصیه می‌شود. 2 Abstract Introduction: Assessing clinical competencies through workplace-based evaluations is essential for accurately measuring residents’ performance and enhancing their learning. This study aimed to evaluate pediatric residents’ clinical competencies using a competency-based framework incorporating the Mini-Clinical Evaluation Exercise (Mini-CEX) and a 360-degree evaluation. Methods: This descriptive-analytical study was conducted at Shahid Sadoughi University of Medical Sciences, Yazd, involving 18 pediatric residents at Shahid Sadoughi Hospital. The Mini-CEX assessed seven domains: history-taking, physical examination, professional commitment, clinical judgment, communication skills, organization, and overall patient care. Each resident underwent at least three Mini-CEX assessments over nine months, with individual feedback sessions averaging 10 minutes. The 360-degree evaluation measured patient trust, professionalism, verbal communication, teamwork, and accountability. All scores were normalized to a 100-point scale and analyzed using descriptive statistics, t-tests, Pearson correlation, and repeated-measures ANOVA via SPSS version 16, with statistical significance set at p < 0.05. Results: The 360-degree evaluation indicated an upper-intermediate level of performance (mean ± SD: 73.93 ± 14.61). Significant correlations were observed between faculty ratings, self-assessments, and patient feedback, as well as between patient and peer evaluations (p = 0.005). Mini-CEX scores improved over the residency period, with second-year residents outperforming third-year residents, while first-year residents had the lowest scores. Conclusion: These findings highlight the value of diverse workplace-based assessments in delineating clinical competency and identifying areas requiring targeted improvement. Such assessments support formative evaluations, fostering continuous clinical performance enhancement.   1104 1092 2025/06/102025/03/112025/04/262025/03/15 1403/12/25 2025/06/112025/06/102025/06/82025/06/8 1404/3/18 فرزاد فردوسیان Farzad Ferdosian دانشگاه علوم پزشکی شهید صدوقی یزد ایران ferdosianfarzad@yahoo.com فاطمه کشمیری Fatemeh Keshmiri دانشگاه علوم پزشکی شهید صدوقی یزد ایران drkeshmiri1400@gmail.com زهرا نافعی Zahra Nafei دانشگاه علوم پزشکی شهید صدوقی یزد ایران nafeiy@yahoo.com الهه اکبریان Elahe Akbarian دانشگاه علوم پزشکی شهید صدوقی یزد ایران akbarian.elahe@yahoo.com Competency-based evaluation direct observation assessment 360-degree ارزیابی مبتنی بر توانمندی آزمون مشاهده ای آزمون 360 درجه Mini-CEX آزمون بازخورد از منابع متعدد 1. Humphrey HJ, Marcangelo M, Rodriguez ER, Spitz DJIRoP. Assessing competencies during education in psychiatry. 2013;25(3):291-300.##2. Motefakker S, Shirinabadi Farahani A, Nourian M, Nasiri M, Heydari F. The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students. BMC Medical Education. 2022;22(1):634.##3. Epstein R, Hundret E. Defining and assessing professional comptence. 2002; . JAMA. 2002;287(2):226-35.##4. Frank JR, Deborah D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies Medical Teacher. 2007;29(7):642 - 7.##5. Swing SR. The ACGME outcome project: retrospective and prospective. Medical teacher. 2007;29(7):648-54.##6. Baerheim A, Raaheim A. Pedagogical aspects of interprofessional workplace learning: a case study. Journal of interprofessional care. 2020;34(1):59-65.##7. Loerwald AC, Lahner F-M, Nouns ZM, Berendonk C, Norcini J, Greif R, et al. The educational impact of Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) and its association with implementation: A systematic review and meta-analysis. PloS one. 2018;13(6):e0198009.##8. Prediger S, Schick K, Fincke F, Fürstenberg S, Oubaid V, Kadmon M, et al. Validation of a competence-based assessment of medical students’ performance in the physician’s role. BMC medical education. 2020;20:1-12.##9. Wentzell DD, Chung H, Hanson C, Gooi PJCJoO. Competency-based medical education in ophthalmology residency training: a review. 2020;55(1):12-9.##10. Nevalainen M, Lunkka N, Suhonen M. Work-based learning in health care organisations experienced by nursing staff: A systematic review of qualitative studies. Nurse education in practice. 2018;29:21-9.##11. Jalili M, Khabbaz Mafinezhad M, Gandomkar R, MortazHejri S. Principles and methods of student assessment in health professions.: The Academy of Medical Sciences Islamic Republic of Iran. ; 2018.##12. Gandomkar R, Jalili M. Factors Influencing Mini-Clinical Evaluation Exercise Scores: A Review Article %J Iranian Journal of Medical Education. 2015;14(10):866-75.##13. Shisheh-Gar M, Rivaz S, Amini M, Rivaz M. Assessment of ENT Residents function using 360-degree evaluation method at Shiraz University of Medical Sciences. Medical Education Journal. 2019;7(1):30-7.##14. Khalil S, Aggarwal A, Mishra D. Implementation of a Mini-Clinical Evaluation Exercise (Mini-CEX) program to assess the clinical competence of postgraduate trainees in Pediatrics. Indian Pediatr. 2017;54:284–7.##15. Lörwald AC, Lahner F-M, Greif R, Berendonk C, Norcini J, Huwendiek SJMt. Factors influencing the educational impact of Mini-CEX and DOPS: a qualitative synthesis. 2018;40(4):414-20.##16. Al-Sheikhly D, Östlundh L, Arayssi TJBME. Remediation of learners struggling with communication skills: a systematic review. 2020;20(1):1-23.##17. Cousar M, Huang J, Sebro R, Levin D, Prabhakar HJCpidr. Too scared to teach? The unintended impact of 360-degree feedback on resident education. 2020;49(4):239-42.## ##

بررسی وضعیت خودکارآمدی تحصیلی و رابطه آن با خودکارآمدی پژوهشی در دانشجویان دانشگاه علوم پزشکی جهرم در سال 1403 Studying the Status of Academic Self-efficacy and its Relationship with Research Self-efficacy in Students of Jahrom University of Medical Sciences, 2024 1 1 مقدمه: با توجه به مشخص نبودن ارتباط بین خودکارآمدی تحصیلی و پژوهشی، مطالعه حاضر با هدف بررسی رابطه بین خودکارآمدی تحصیلی و خودکارآمدی پژوهشی در دانشجویان دانشگاه علوم پزشکی جهرم در سال 1403 صورت گرفت. روش بررسی: این مطالعه مقطعی توصیفی-تحلیلی بر روی 384 دانشجو انجام شد. برای جمع‌آوری اطلاعات از پرسشنامه خودکارآمدی پژوهشی Owen & Froman و پرسشنامه خودکارآمدی تحصیلی دانشجویان Phillips & Russell استفاده گردید. تجزیه‌وتحلیل داده‌ها با آزمون‌های آماری تی مستقل، آنالیز واریانس و ضریب همبستگی در سطح معنی‌داری کمتر از 05/0 انجام شد.  نتایج: میانگین سنی دانشجویان 4/2± 62/22 سال بود. اغلب دانشجویان مورد بررسی، دختر (3/57 %)، مجرد (9/90 %)، از دانشکده پزشکی (7/49 %) و غیربومی (9/77 %) بودند. بر اساس نتایج، نمره خودکارآمدی تحصیلی در 6/15 درصد از دانشجویان بالا، در 2/80 درصد متوسط و در 2/4 درصد ضعیف بود. از نظر خودکارآمدی پژوهشی نیز تنها 26 درصد خودکارآمدی بالا، 1/46 درصد خودکارآمدی متوسط و 9/27 درصد خودکارآمدی ضعیف داشتند. رابطه معنی‌داری بین خودکارآمدی تحصیلی با متغیرهای دموگرافیک مشاهده نشد. نمره خودکارآمدی پژوهشی به‌طور معنی‌داری در دانشکده پزشکی پایین‌تر بود (p=0.004). یک همبستگی خطی منفی و ضعیف بین نمره خودکارآمدی پژوهشی با خودکارآمدی تحصیلی (r=-0.338, p<0.0001) و ترم تحصیلی (r=-0.107 p=0.035) مشاهده شد. نتیجه‌گیری: نزدیک 85 درصد دانشجویان خودکارآمدی تحصیلی متوسط و ضعیف داشتند، همچنین 27 درصد نیز خودکارآمدی پژوهشی ضعیف داشتند،  بنابراین، توصیه می‌شود با برگزاری کارگاه‌های آموزشی و کاربردی کوتاه‌مدت، بازنگری کوریکولوم درسی و در نظر گرفتن مشوق‌ها، زمینه ارتقا خودکارآمدی تحصیلی و خودکارآمدی پژوهشی دانشجویان فراهم شود. 2 Introduction: Given the unclear relationship between academic and research self-efficacy and, the present study investigated the association of academic self-efficacy and research self-efficacy in students of Jahrom University of Medical Sciences in 2024. Method: This descriptive-analytic cross-sectional  study included  384 students. The Owen & Froman Research Self-Efficacy Questionnaire and the Phillips & Russell Student Academic Self-Efficacy Questionnaire were used to collect data. Data analysis was performed Independent Sample T-tests, analysis of variance, and Pearson correlation coefficient at a significance level of <0.05. Results: In this study, the mean age of students was 22.62±2.4 years. Most of the students were female (57.3%), single (90.9%), from the medical school (49.7%), and non-local (77.9%). Based on the results, the academic self-efficacy score was high in 15.6% of the students, moderate in 80.2%, and low in 4.2%. In terms of research self-efficacy, only 26% had high self-efficacy, 46.1% had moderate self-efficacy, and 27.9% had low self-efficacy. No significant association was observed between academic self-efficacy and demographic variables. The research self-efficacy score was significantly lower at the medical school (P = 0.004). A weak inverse linear correlation was observed between research self-efficacy score with academic self-efficacy (r = -0.338, P < 0.0001) and academic semester (r = -0.107, P = 0.03). Conclusion: Few students reported high academic and research self-efficacy. Thus, implementing short-term practical workshops, curriculum revision, and incentive systems is recommended to enhance students' academic and research self-efficacy.    1117 1105 2025/06/102025/03/112025/04/262025/03/152025/03/14 1403/12/24 2025/06/112025/06/102025/06/82025/06/82025/06/8 1404/3/18 فاطمه رضایی Fatemeh Rezaei استادیار اپیدمیولوژی، گروه آمارزیستی و اپیدمیولوژی، دانشکده پزشکی، مرکز تحقیقات عوامل اجتماعی مؤثر بر سلامت، دانشگاه علوم پزشکی جهرم، جهرم، ایران. ایران frezaeik@yahoo.com علی صداقت Ali Sedaghat کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی جهرم، جهرم، ایران. ایران mazidimoradi.8836@gmail.com افروز مزیدی مرادی Afroz Mazidimoradi دانشگاه علوم پزشکی شیراز، شیراز، ایران. ایران alisedaqat202@gmail.com روژان خضری Rozhan Khezri کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی ایران، تهران، ایران. ایران khezri.rojan@yahoo.com زهرا شهابی نیا Zahra Shahabinia دانشگاه علوم پزشکی بیرجند، بیرجند، ایران ایران shahabiniaz@gmail.com حمید صالحی نیا Hamid Salehiniya دانشیار اپیدمیولوژی، گروه اپیدمیولوژی و آمار، دانشکده بهداشت، مرکز تحقیقات عوامل اجتماعی مؤثر بر سلامت، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران alesaleh70@yahoo.com academic self-efficacy research self-efficacy students Medical Sciences خودکارآمدی تحصیلی خودکارآمدی پژوهشی دانشجو علوم پزشکی 1. 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تبیین ابعاد ارزشیابی بالینی مؤثر در آموزش پزشکی؛ دیدگاه دانشجویان پزشکی Explaining the Dimensions of Effective Clinical Evaluation in Medical Education: Medical Students' Perspectives 1 1 مقدمه: ارزشیابی‌ بالینی جزء اساسی آموزش دانشجویان پزشکی به شمار می‌آید و می‌تواند تأثیر زیادی بر فرآیند یادگیری و توسعه مهارت‌های بالینی آنها داشته باشد. این مطالعه به بررسی دیدگاه دانشجویان پزشکی نسبت به ارزشیابی‌ بالینی پرداخته است. روش بررسی: این پژوهش کیفی از روش تحلیل مضمون و چارچوب شش مرحله‌ای ایجاد شده توسط براون و کلارک برای تجزیه و تحلیل داده‌ها جهت بررسی دیدگاه 31 دانشجوی پزشکی در مقاطع کارآموزی و کارورزی از دانشگاه‌های علوم پزشکی یزد و کرمان در سال تحصیلی 1403-1404 استفاده نمود. شرکت‌کنندگان از طریق مصاحبه‌های نیمه‌ساختاریافته دیدگاه خود را درباره ارزشیابی‌های بالینی بیان کردند. دقت و صحت دادها از طریق معیارهای گوبا ولینکلن تأمین گردید.  نتایج: نتایج تحلیل مضمون نشان داد که شرکت‌کنندگان دو مضمون اصلی و پنج مضمون فرعی را در خصوص ارزشیابی بالینی مطرح نمودند. مضامین اصلی شامل اهداف ارزشیابی (جهت‌دهی پداگوژیک، چرخه بهبود بازخورد محور و شایستگی پنداری) و فرایند ارزشیابی (همخوانی پارادایمی یادگیری-ارزشیابی و عدالت آموزشی) بودند. نتیجه‌گیری: یافته‌های این مطالعه نشان می‌دهد دانشجویان پزشکی ارزشیابی بالینی را زمانی مؤثر می‌دانند که سه ویژگی کلیدی داشته باشد: اولاً به عنوان ابزاری برای هدایت فرآیند یادگیری عمل کند، ثانیاً بازخوردهای سازنده و به موقع ارائه دهد، و ثالثاً با رعایت عدالت آموزشی اجرا شود. از دیدگاه مشارکت‌کنندگان، زمانی که ارزشیابی‌ها با اهداف یادگیری تناسب داشته باشند و به صورت عادلانه انجام شوند، نه تنها به بهبود کیفیت آموزش منجر می‌شوند، بلکه اعتماد به نفس و انگیزه دانشجویان را نیز افزایش می‌دهند. این نتایج بر ضرورت بازنگری در شیوه‌های ارزشیابی بالینی با در نظر گرفتن این مؤلفه‌های کلیدی تأکید دارد.   2 Introduction: Clinical evaluation is an essential part of medical students' education and can have a great impact on the learning process and development of their clinical skills. This study examined medical students' perspectives on clinical evaluation. Method: This qualitative study used thematic analysis method and the six-step framework developed by Brown and Clark to analyze data to examine the perspectives of 31 medical students in their clinical internship and clinical training levels from Yazd and Kerman Universities of Medical Sciences in the academic year 1403-1404. Participants expressed their views on clinical evaluations through semi-structured interviews. The accuracy and validity of the data were ensured through the criteria of Goba and Lincoln. Results: The results of the content analysis showed that participants raised two main themes and five sub-themes regarding clinical evaluation. The main themes included evaluation goals (Pedagogical orientation, feedback-based improvement cycle and perceived competence) and the evaluation process (learning-evaluation paradigm fit and educational justice). Conclusion: The findings of this study indicate that medical students consider clinical assessment to be effective when it has three key characteristics: first, it acts as a tool to guide the learning process, second, it provides constructive and timely feedback, and third, it is implemented with educational equity. From the participants’ perspective, when assessments are appropriate to learning objectives and conducted fairly, they not only improve the quality of education, but also increase students’ self-confidence and motivation. These results emphasize the need to review clinical assessment practices by considering these key components.   1134 1118 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/10 1403/12/20 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/14 1404/3/24 امین بیگ زاده Amin Beigzadeh استادیار دانشکده علوم پزشکی سیرجان، مرکز مطالعات و توسعه آموزش پزشکی، دانشکده علوم پزشکی سیرجان، سیرجان، ایران. ایران beigzadeh.amin@gmail.com سارا حیدری Sara Heydari استادیار، گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران S.heydari.287@gmail.com Medical students Clinical assessment Medical education Qualitative research دانشجویان پزشکی ارزشیابی بالینی آموزش پزشکی پژوهش کیفی 1. Beigzadeh A, Adibi P, Bahaadinbeigy K, Yamani N. Strategies for teaching in clinical rounds: A systematic review of the literature. J. Res. Med. Sci. 2019; 24(1): 33.##2. Izadi P, Pirasteh A, Shojaienejad A, Omid A. Patients’ attitude and feeling toward the presence of medical students in Shahid Mostafa Khomeini educational clinics. Iranian Journal of Medical Education 2014; 14(4): 303-11. [Persian]##3. Aliakbari F, Haghani F. Patient's Bedside Teaching: Advantages and Disadvantages. Iranian Journal of Medical Education 2011; 10 (5) :1161-1176. [Persian]##4. Gholami H. Ahmadi chenari H, Chamanzari H, Shakeri MT, Khosravi A, Jesmi AA. The Effect of Removing Reformable Obstacles in Clinical Training on the Performance of Internship Students in Intensive Care Unit. Journal of Education and Ethics in Nursing 2015; 4(3): 11-9. [Persian]##5. Nahas VL, Nour V, Al-Nobani M. Jordanian undergraduate nursing students’ perceptions of effective clinical teachers. Nurse Educ. Today. 1999; 19(8): 639-48.##6. Azizi F, Ghaleh N, Asl B. Medical sciences education: challenges and perspectives. Tehran: Ministry of Health and Medical Education, Deputy for Education and Student affairs. 2003;327. [Persian]##7. Khosravi S. Nursing studentsexperiences and perspectives on the clinical characteristics of instructorsin clinical evaluation. Journal of Nursing Education 2012; 1(1): 1-3. [Persian]##8. Bolourchi F NM, Ashktorab T, Nasrollahzadeh SH. Compares Nursing student satisfaction of observational structured clinical evaluation and practical exam in clinical evaluation. Advances in Nursing & Midwifery 2010: 19(66): 38-42. [Persian]##9. Leung SF, Mok E, Wong D. The impact of assessment methods on the learning of nursing students. Nurse Educ. Today. 2008; 28(6): 711-9.##10. Moharami N, Shakour M. Evaluation of Clinical Course Assessment of Medical Students in Virtual Education. Research in Medical Education 2024; 16(2): 33-43. [Persian]##11. Saif A, Fathabadi J. Different approaches to lesson study and the relationship of study skills with academic achievement, gender and educational experience of university students. Journal of Daneshvar Behavior 2009: 15(33): 29-40. [Persian]##12. Ramezani G, Norouzi A, Arabshahi SK, Sohrabi Z, Zazoli AZ, Saravani S, et al. Study of medical students’ learning approaches and their association with academic performance and problem-solving styles. Journal of education and health promotion 2022; 11(1): 252. [Persian]##13. Roshanaei M. The Relationship between Approaches to Learning and Preferences for Instructional Methods. Quarterly Journal of Research and Planning in Higher Education 2023; 13(3): 109-42. [Persian]##14. America CoQoHCi. Crossing the quality chasm: a new health system for the 21st century: National Academies Press; 2001.##15. Moneghi H. Practical guide for evaluating medical students. 1 ed. Mashhad: Mashhad University of Medical Sciences. 2011. [Persian]##16. Imanipour M, Jalili M. Nursing Students'clinical Evaluation In Students And Teachers Views. Iranian Journal of Nursing Research. 2012; 7 (25) :17-26. [Persian]##17. Beigzadeh A, Yamani N, Bahaadinbeigy K, Adibi P. Challenges and problems of clinical medical education in Iran: a systematic review of the literature. Strides Dev Med Educ. 2019; 16(1):e89897.##18. Chehrzad M, Mirzaei M, Kazemnejad E. Comparison between two methods: Objective structured clinical evaluation (OSCE) and traditional on nursing students’ satisfaction. Journal of Guilan University of Medical Sciences 2004; 13(50): 8-13. [Persian]##19. Sabzevari S, Abasszadeh A, Borhani F. Perception of Nursing Teacher of Challenges in Clinical Evaluation Students: a qualitative study. Strides in Dev Med Educ. 2013; 10(3): 267-79.##20. Kassebaum DG, Eaglen RH. Shortcomings in the evaluation of students' clinical skills and behaviors in medical school. Acad Med. 1999; 74(7): 842-9.##21. Farzi S, Haghani F, Farzi S. The challenges of clinical evaluation and the approaches to improve it from the nursing students’ perspective: A qualitative study. Journal of Education and Ethics in Nursing 2016; 5(1): 27-33. [Persian]##22. 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.##23. Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qual. Health Res. 2005; 15(9): 1277-88.##24. Dorri Safoura, Dorri Sara, Foroough R. Theoretical Reflexivity in Qualitative Research. Journal Of Qualitative Research in Health Sciences 2016; 5(2): 202-210. [Persian]##25. Kogan JR, Bellini LM, Shea JA. Feasibility, Reliability, and Validity of the Mini-Clinical Evaluation Exercise (mCEX) in a Medicine Core Clerkship. Acad Med. 2003; 78(10): S33-S5.##26. Pangaro LN, McGaghie WC. Handbook on medical student evaluation and assessment: Gegensatz Press;1 ed; 2015:201-209.##27. Al Kadri HM, Al-Moamary MS, van der Vleuten C. Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum. BMC Res. Notes. 2009; 2: 1-7.##28. Haghani F, Hatef Khorami M, Fakhari M. Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic. J Adv Med Educ Prof. 2016; 4(3): 135-40.##29. Saedon H, Salleh S, Balakrishnan A, Imray CH, Saedon M. The role of feedback in improving the effectiveness of workplace based assessments: a systematic review. BMC Med. Educ. 2012; 12: 1-8.##30. Alsahafi A, Ling DLX, Newell M, Kropmans T. A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MedEdPublish. 2023;12:11.##31. Bazrafkan L, GHassemi GH, Nabeiei P. Feedback is good or bad? Medical residents’ points of view on feedback in clinical education. J. Adv. Med. Educ. Prof. 2013; 1(2): 51-4.##32. Schiekirka S, Reinhardt D, Heim S, Fabry G, Pukrop T, Anders S, et al. Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school. 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ارزیابی پنهان در یادگیری مبتنی‌بر بازی: مطالعه مرور روایتی Stealthy Assessment in Game-Based Learning: A Narrative Review Study 1 1 مقدمه: یادگیری مبتنی‌بر بازی به عنوان یک روش آموزشی جذاب، پتانسیل بالایی در آموزش پزشکی دارد. ارزیابی پنهان که به طور یکپارچه در بازی ادغام می‌شود، می‌تواند اطلاعات ارزشمندی در مورد عملکرد فراگیران بدون ایجاد اضطراب ناشی از آزمون‌های سنتی ارائه دهد. هدف این مطالعه، تعیین کاربردها، مزایا و چالش‌های ارزیابی پنهان در یادگیری مبتنی بر بازی در آموزش پزشکی است. روش بررسی: این مطالعه مروری روایتی با جستجوی نظام‌مند درپایگاه‌های داده PubMed، Scopus، Web of Science، ERIC، مگیران، ایران داک و SID در طی سال‌های ۲۰۱۰ تا ۲۰۲۵ انجام شد. کلمات کلیدی مورد استفاده در جستجو شامل "ارزیابی پنهان"، "آموزش"، "ارزیابی تکوینی" و "یادگیری مبتنی‌بر بازی" بودند. غربالگری، استخراج داده و تحلیل محتوایی به‌صورت مستقل توسط دو پژوهشگر و براساس معیارهای ورود صورت گرفت.  نتایج: در نهایت 25 مطالعه مورد بررسی قرار گرفت. یافته‌ها نشان می‌دهند که ارزیابی پنهان می‌تواند بازخورد شخصی‌سازی شده، ارزیابی مهارت‌های غیرشناختی، افزایش انگیزه و ارائه داده‌های معتبر در یادگیری مبتنی‌بر بازی فراهم کند. همچنین نتایج نشان داد ارزشیابی پنهان با چالش‌هایی در زمینه‌های طراحی دقیق ارزیابی، اعتبار و پایایی داده‌ها، ملاحظات اخلاقی و هزینه و زمان روبروست. نتیجه‌گیری: ارزیابی پنهان در محیط‌های یادگیری مبتنی‌بر بازی می‌تواند شیوه سنجش و یادگیری را متحول کند و فرصت‌های جدیدی برای بازخورد شخصی‌سازی‌شده، سنجش مهارت‌های پیچیده و ارتقای خودتنظیمی فراهم سازد. اما موفقیت عملی آن نیازمند اعتبارسنجی دقیق، توجه به ابعاد اخلاقی و توسعه پژوهش‌های طولی و تطبیقی است.   2 Introduction: Game-based learning (GBL) has great potential as an engaging learning method in medical education. Stealthy assessment, seamlessly integrated into the game, can provide valuable information about learners’ performance without causing the anxiety caused by traditional tests. The aim of this study is to determine the applications, benefits, and challenges of Stealthy assessment in GBL in medical education. Methods: The presented  narrative review was conducted by systematically searching PubMed, Scopus, Web of Science, ERIC, MagIran, IranDoc, and SID databases between 2010 and 2025. The keywords used in the search included “Stealthy assessment", "education", "formative assessment," and "game-based learning". Screening, data extraction, and content analysis were performed independently by two researchers based on the inclusion criteria. Results: Ultimately, 25 studies were reviewed. Findings indicate that Stealthy assessment can provide personalized feedback, assessment of non-cognitive skills, increase in motivation, and valid data exhibition in game-based learning. Findings also indicate that Stealthy assessment faces challenges in the areas of accurate assessment design, data validity and reliability, ethical considerations, and cost and time. Conclusion: Stealthy assessment in GBL environments can evolve the way we assess and learn, providing new opportunities for personalized feedback, measuring complex skills, and promoting self-regulation. But its practical success requires careful validation, consideration of ethical dimensions, and the development of longitudinal and comparative studies.   1145 1135 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/102025/05/12 1404/2/22 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/142025/06/15 1404/3/25 نجمه زمانی Najme Zamani دانشجوی کارشناسی ارشد پرستاری داخلی جراحی، دانشکده پرستاری مامایی، دانشگاه علوم پزشکی کاشان، ایران ایران zamani.najme78@gmail.com حمید یزدانی نژاد Hamid Yazdaninejad مربی، گروه اتاق عمل و هوشبری، دانشکده پیراپزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران hyazdaninejhad@gmail.com stealthy assessment game-based learning education formative assessment ارزیابی پنهان یادگیری مبتنی‌بر بازی آموزش ارزیابی تکوینی 1. Shute VJ. Stealth assessment in computer-based games to support learning. Computer games and instruction. 2011; 55(2): 503-24. ##2. Sabourin JL. Stealth assessment of self-regulated learning in game-based learning environments. North Carolina State University; 2013. ##3. Min W, Frankosky MH, Mott BW, Rowe JP, Wiebe E, Boyer KE, Lester JC. DeepStealth: Leveraging deep learning models for stealth assessment in game-based learning environments. In Artificial Intelligence in Education: 17th Int Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings 17 2015 (pp. 277-286). Springer Int Publishing. ##4. Akram B, Min W, Wiebe E, Mott B, Boyer KE, Lester J. Improving stealth assessment in game-based learning with LSTM-based analytics. In Int Conference on Educational Data Mining 2018 Jul. ##5. Pool J. Stealth assessment and computer game learning: could this benefit the children of tomorrow? (Doctoral dissertation, Anglia Ruskin Research Online (ARRO)). ##6. Srinivasa KG, Kurni M, Saritha K. Stealth Assessment. In Learning, Teaching, and Assessment Methods for Contemporary Learners: Pedagogy for the Digital Generation. 2022; 263-281. Singapore: Springer Nature Singapore. ##7. Ren X. Stealth assessment embedded in Game-Based Learning to measure soft skills: A critical review. Game-based assessment revisited. 2019; 67-83. ##8. Min W, Frankosky MH, Mott BW, Rowe JP, Smith A, Wiebe E, Boyer KE, Lester JC. DeepStealth: Game-based learning stealth assessment with deep neural networks. IEEE Transactions on Learning Technologies. 2019; 13(2): 312-25. ##9. Lu W, Griffin J, Sadler TD, Laffey J, Goggins SP. Game-Based Learning Prediction Model Construction: Toward Validated Stealth Assessment Implementation. J of Learning Analytics. 2025; 12(1): 293-321.##10. Rajendran D, Prasanna S. Stealth assessment strategy in distributed systems using optimal deep learning with game-based learning. The J of Supercomputing. 2022; 78(6): 8285-301.##11. Rahimi S, Shute VJ. Stealth assessment: a theoretically grounded and psychometrically sound method to assess, support, and investigate learning in technology-rich environments. Educational technology research and development. 2024; 72(5): 2417.##12. Brusilovsky P. Adaptive hypermedia. User Modeling and User-Adapted Interaction. 2001; 11(1-2): 87-110.##13. de-Juan-Ripoll C, Soler Domínguez JL, Chicchi Giglioli IA, Contero M, Alcañiz M. Virtual serious games for neuro-rehabilitation: A review of features and needs. J Med Syst. 2020; 44(8): 144.##14. Deci EL, Ryan RM. Self-determination theory in health care and its relations to motivational interviewing: A few comments. Int J Behav Nutr Phys Act. 2012; 9: 24.##15. Csikszentmihalyi M. Flow: The psychology of optimal experience. New York: Harper & Row; 1990.##16. DeRosier ME, CraigAshley B, Sanchez RP. Enhancing academic achievement in children with social and behavioral problems. In: Taras H, Potts-Datema W, editors. School Health: Policy and Practice. New York: Springer; 2012; 235-48.##17. Almond R, Tingir S, Lu X, Sun C, Rahimi S. A comparison of stealth assessment and traditional assessment in a digital reading environment. Computers in Human Behavior. 2017; 76:72-78.##18. Antoniou PE, Siountas A, Zilidou VI, Bamidis PD. Serious games as a tool for the management of mental health, stress and anxiety. Stud Health Technol Inform. 2017; 237: 60-67.##19. Bainbridge K, Shute VJ, Rahimi S, Liu X, Slater S, Baker RS, D’Mello S. Using stealth assessments to predict and improve learners’ problem-solving skills with game-based learning. Computers in Human Behavior. 2022; 132: 107252.##20. DiCerbo KE. Game-based assessment of persistence. Educ Psychol. 2014; 49(4): 243-56.##21. DiCerbo KE, Shute V, Kim YJ. Assessment through digital games. In: Zumbo BD, Hubley AM, editors. Understanding and Investigating Response Processes in Validation Research. Cham: Springer; 2016; 103-119.##22. Glaveanu VP, Hanchett Hanson M, Baer J, Barbot B, Clapp E, Hennessey B, et al. Advancing Creativity Theory and Research: A Socio-cultural Manifesto. J Creative Behav. 2019; 53(3): 251–255.##23. NEVES-PEREIRA, Mônica Souza. Creativity, Culture, and Education. The Oxford Handbook of Creativity and Education, 2025, 379.##24. DiCerbo KE, Xu Y, Levy R, Lai E, Holland L. Automated scoring in game based assessment of persistence. J Comput Assist Learn. 2017; 33(3): 263–277.##25. Al-Smadi M, Capuano N, Guetl C. Decoupling assessment and serious games to support guided exploratory learning in smart education. J of Ambient Intelligence and Humanized Computing. 2018; 9: 497-511.##26. Shute VJ and Rahimi S. Stealth assessment of creativity in a physics video game. Computers in Human Behavior. 2021; 116: 106647.##27. Dorans NJ. Contributions to the quantitative assessment of item, test, and score fairness. Advancing human assessment: The methodological, psychological and policy contributions of ETS. 2017: 201-30.##28. Zhu S, Guo Q, Yang HH. Digital Game-Based Assessment on Student Evaluation: A Systematic Review. Int Conference on Blended Learning, Springer. 2022; 85-96. ##29. Cham.Su F, Zou D. A Systematic Review of Game-Based Assessment in Education in the Past Decade. Knowledge Management & E-Learning. 2024; 16(3): 451-76.##30. Shute V, Ventura M. Stealth assessment: Measuring and supporting learning in video games. The mit press; 2013.## ##

ارزیاﺑﯽ اﺛﺮﺑﺨﺸﯽ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ "بهبود آموزش و پشتیبانی کارشناسان در آموزش پزشکی" ﺑﺮ ارﺗﻘﺎء داﻧﺶ و دیدگاه ﮐﺎرﺷﻨﺎﺳﺎن دﻓﺎﺗﺮ ﺗﻮﺳﻌﻪ آﻣﻮزش ﭘﺰﺷﮑﯽ Effectiveness Evaluation of "Refining Instruction and Support for Staff in Medical Education" Program on Improving the Knowledge Perspectives of Medical Education Development Office Experts 1 1 مقدمه: اهمیت منابع انسانی در سازمان‌ها، به‌ویژه در دانشگاه‌های علوم پزشکی، مورد توجه ویژه‌ای قرار گرفته است. بدلیل نقش حیاتی کارشناسان دفاتر توسعه آموزش در ارتقای کیفیت و عملکرد آموزشی در دانشگاه‌های علوم پزشکی، این مطالعه با هدف ارزیﺎﺑﯽ اﺛﺮﺑﺨﺸﯽ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ "بهبود آموزش و پشتیبانی کارشناسان در آموزش پزشکی" ﺑﺮ ارﺗﻘﺎء داﻧﺶ و دیدگاه ﮐﺎرﺷﻨﺎﺳﺎن دﻓﺎﺗﺮ ﺗﻮﺳﻌﻪ آﻣﻮزش ﭘﺰﺷﮑﯽ انجام شد. روش بررسی: یک مطالعه نیمه‌تجربی برای اجرا و ارزیابی یک برنامه آموزشی میان‌مدت با هدف بهبود دانش و دیدگاه کارشناسان دﻓﺎﺗﺮ ﺗﻮﺳﻌﻪ آﻣﻮزش ﭘﺰﺷﮑﯽ طراحی شد. این برنامه بر اساس بررسی متون، مطالعه اسناد بالادستی و نیازسنجی از طریق گروه‌های متمرکز با متخصصان آموزش پزشکی تدوین گردید. برنامه شامل 8 کارگاه آموزشی بود. که به‌صورت سرشماری بر روی ۱۶ نفر از کارشناسان دفاتر توسعه دانشکده‌ها و بیمارستان‌های دانشگاه علوم پزشکی کرمان انجام شد و اثربخشی مداخله از طریق آزمون‌های پیش‌آزمون و پس‌آزمون مورد ارزیابی قرار گرفت.  نتایج: بعد از مداخلات آموزشی انجام شده، افزایش معناداری در دانش شرکت‌کنندگان مشاهده شد، به‌طوری که میانگین نمرات از1.87 ±۲.۰۵ به 1.51 ± ۳.۷۵ ارتقا یافت، بیشترین تغییر در حوزه هدایت دانشجویان استعدادهای درخشان مشاهده شد. همچنین نمره دیدگاه کارشناسان از 12.83 ± 73.11 به 7.88 ± 76.83 افزایش یافت که نشان‌دهنده تغییر مثبت در دیدگاه آن‌ها نسبت به نقش خود در ارتقای کیفیت آموزش بود. نتیجه‌گیری: این یافته‌ها بر ضرورت آموزش تخصصی برای کارشناسان دفاتر توسعه آموزش تأکید می‌کنند و نشان می‌دهند که چنین برنامه‌هایی می‌توانند فرهنگ یادگیری مستمر و توسعه حرفه‌ای را تقویت کنند.   2 Introduction: The importance of human resources in medical universities has received special attention. Given the vital role of education development office experts in improving the education in medical universities, this study aimed to evaluate the effectiveness of the training program "Refining Instruction and Support for staff in Medical Education" on improving the knowledge and perspectives of medical education development office experts. Method: A quasi-experimental study was designed to implement and evaluate a medium-term program which was developed based on literature review, study of upstream documents, and needs assessment through focus groups with medical education experts. The program consisted of eight training workshops. Which was conducted as a census on 16 experts from the development offices of Kerman University of Medical Sciences. Effectiveness was evaluated through pre-test and post-test. Results: A significant increase in the knowledge of the participants was observed, so that the average scores increased from 2.05 ± 1.87 to 3.75 ± 1.51, with the greatest change observed in the area of ​​guiding gifted students. Also, in this study, the experts' perspective score increased from 73.11 ± 12.83 to 76.83 ± 7.88, indicating a positive change in their perspective towards their role in improving education. Conclusion: These findings emphasize the necessity of specialized training for experts from education development offices and indicate that such programs can strengthen the culture of continuous learning and professional development.   1155 1146 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/102025/05/122025/05/18 1404/2/28 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/142025/06/152025/06/16 1404/3/26 پروین رضایی گزکی Parvin Rezaei Gazki استادیار، گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی کرمان، کرمان، ایران. ایران p.rezai1@gmail.com سمیه نوری حکمت Somayeh Noori Hekmat استاد، پژوهشکده آینده پژوهی در سلامت، دانشگاه علوم پزشکی کرمان، کرمان، ایران. ایران snhekmat@gmail.com مهلا سلاجقه Mahla Salajegheh استادیار، گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی کرمان، کرمان، ایران. ایران mahla.salajegheh90@gmail.com Medical education continuing education organizational learning professional development Educational Development Office (EDO) آموزش پزشکی آموزش مستمر یادگیری سازمانی توسعه حرفه‌ای دفتر توسعه آموزش (EDO) 1. Purwanto MB. Professional Growth And Staff Development (How To Encourage Employees To Pursue Professional Development(. Int J Technol Educ Res. 2023;1(01):153-65.##2. Chemutai LP, Khalili OE. Influence of staff training and development on academic performance of lecturers at Rongo University, Kenya. Int Acad J Soc Sci Educ (IAJSSE). 2022;2(3):74-93.##3. Ataullayeva M. Communicative competence as a factor of personal and professional development of a future specialist. J Acad Res New Uzbekistan. 2024;1(2):17-22.##4. Ma J, Saadati SA, Yang J, McDonnell M. *Health Service Experiences of War-injured Immigrant Populations in Canada in 2023*. J Res Health. 2024;14(6):505-14.##5. Gazki PR, Hekmat SN, Salajegheh M. Pathology and solutions for activities of medical education development offices. BMC Med Educ. 2024;24(1):14.##6. Khajeh Joshaghani M, Ahmadi S, Mohammadimehr M. Explaining the Current and Ideal Situation of the Education Development Centers from the perspective of Faculty members: a quantitative study. Journal of Educational Studies (Persian). 2021;17:24-35.##7. Taghavinia M, Maleki MR, Arabshahi KS. Educational leadership in education development centers: A qualitative study. J Educ Health Promot. 2021;10(1):46.##8. Mansourian Z, Moonaghi HK, 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. J Med Educ Dev (Persian). 2021.##9. Shaterjalali M, Yamani N, Mohammadi A. Revision of task description of educational development centers and educational development offices: Toward performance improvement. J Educ Health Promot. 2024;13(1):232.##10. Bappi U, Bello M, Jamari AA. Assessment of the impact of training and development programmes on academic staff performance in Gombe State University. Afr J Soc Behav Sci. 2024;14(1).##11. Bappi U, Bello M, Jamari AA. ASSESSMENT OF THE IMPACT OF TRAINING ##12. Oladejo OM, Mutereko S, Ganiyu IO. Training and development process: implication for academic staff performance and sustainable University Education. Dev Learn Organ. 2024;38(3):4-6.##13. Bingwa L, Ngibe M. The impact of academic training programmes in improving teaching and learning: A case of academic staff at a selected university of technology. S Afr J High Educ. 2021;35(2):21-41.##14. Anglin AH, Kincaid PA, Short JC, Allen DG. Role theory perspectives: Past, present, and future applications of role theories in management research. J Manag. 2022;48(6):1469-502.##15. Basten D, Haamann T. Approaches for organizational learning: A literature review. Sage Open. 2018;8(3):2158244018794224.##16. Osiesi MP, Odobe VT, Sanni KT, Adams AB, Oke CC, Omokhabi US, et al. An assessment of the impact of professional development and training on job performance of library staff in Federal University Oye Ekiti libraries, Nigeria. Libr Manag. 2022;43(3/4):228-39.##17. Sarvi M, Seidi M, Emad Momtaz H, Mahdavi N, Afshari M. Identifying the Opinions of Students, Professors and Educational Managers Regarding the Factors Affecting the Improvement of the Quality of Education in Hamadan University of Medical Sciences. J Med Educ Dev (Persian). 2024.##18. Salajegheh M, Gandomkar R, Mohammadi E. *Faculty development in the COVID-19 era: a rapid systematic review*. Med J Islam Repub Iran. 2022;36:86.##19. Marginson S. Limitations of human capital theory. Stud High Educ. 2019;44(2):287-301.##20. Hora MT, Benbow RJ, Lee C. A sociocultural approach to communication instruction: How insights from communication teaching practices can inform faculty development programs. J Learn Sci. 2021;30(4-5):747-96.##21. King R, Taylor B, Talpur A, Jackson C, Manley K, Ashby N, et al. Factors that optimise the impact of continuing professional development in nursing: A rapid evidence review. Nurse Educ Today. 2021;98:104652.##22. Argote L. Group Dynamics Meets Organizational Learning: Reflections on Research. Small Group Res. 2024:10464964241263117.##23. Rodríguez Aboytes JG, Barth M. *Transformative learning in the field of sustainability: a systematic literature review (1999-2019)*. Int J Sustain High Educ. 2020;21(5):993-1013.##24. Balarezo JD, Foss NJ, Nielsen BB. Organizational learning: Understanding cognitive barriers and what organizations can do about them. Manag Learn. 2024;55(5):741-68## ##

ادغام آموزش علوم پزشکی در نظام ارائه خدمات سلامت کشور: دستاوردها و چالش ها Integrating Medical Education into the National Health Service Delivery System: Achievements and Challenges 1 1 سازمان بهداشت جهانی[1]، سازمان های بین المللی و مطالعات پژوهشی مختلف همواره بر اهمیت ادغام آموزش پزشکی در نظام ارائه خدمات تأکید کرده اند (1، 2). همچنین مبحث بسیار مهم دیگری که موضوع روز دنیا می‌باشد بحث آموزش پزشکی مبتنی‌بر جامعه[2] است (3). این مبحث تأکید می‌کند که آموزش پزشکی باید مبتنی‌بر نیازهای جامعه و با مشارکت مردم بوده و نباید در خلأ انجام شود. در صورتیکه این اقدامات انجام شود ما شاهد یادگیری مبتنی‌بر شایستگی[3]، یادگیری مبتنی‌بر پیامد[4]، آموزش پزشکی مبتنی بر شواهد[5] و ارتباطات بهتر بین ارائه دهندگان خدمات، بیماران، دانشجویان و سایر ذینفعان خواهیم بود.   [1] World Health Organization [2] Community based Medical Education [3] Competency based Learning [4] Outcome based Learning [5] Evidence based Medicine 1158 1156 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/102025/05/122025/05/182025/03/3 1403/12/13 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/142025/06/152025/06/162025/03/15 1403/12/25 سعید امینی Saeed Amini دانشیار مدیریت خدمات بهداشتی و درمانی، گروه علوم مدیریت و بهداشت، دانشکده علوم پزشکی و خدمات بهداشتی درمانی خمین، خمین، ایران ایران sa_536@yahoo.com Integration Medical Education Health Service ادغام آموزش پزشکی خدمات سلامت 1. Lal S. Integration of Medical Education with Health-care Delivery System in India for Competency-based Learning. IJCM. 2018; 43(4): 251-4.##2. Sklar DP, Hemmer PA, Durning SJ. Medical Education and Health Care Delivery: A Call to Better Align Goals and Purposes. Acad Med. 2018; 93(3): 384-390.##3. Hays R. Community-oriented medical education. Teach. Teach. Educ. 2007; 23(3): 286-93.##4. Fleet LJ, Kirby F, Cutler S, Dunikowski L, Nasmith L, Shaughnessy R. Continuing professional development and social accountability: a review of the literature. J. Interprof. Care. 2008; 22 (1): 15-29.##5. Boelen C, Woollard B. Social accountability and accreditation: a new frontier for educational institutions. Med. Educ. 2009; 43(9): 887-94.##6. Allouch S, Ali RM, Al-Wattary N, Nomikos M, Abu-Hijleh MF. Tools for measuring curriculum integration in health professions’ education: a systematic review. BMC Med Educ. 2024; 24(1): 635.##7. Youm J, Christner J, Hittle K, Ko P, Stone C, Blood AD, et al. The 6 degrees of curriculum integration in medical education in the United States. J Educ Eval Health Prof. 2024; 21.##8. Zarpelon LF, Terencio ML, Alves Batista N. The Integration of Health and Education Services: the power of COAPES for Medical Education. MedEdPublish. 2020; 9: 31.##9. Walton M, Woodward H, Van Staalduinen S, Lemer C, Greaves F, Noble D, et al. The WHO patient safety curriculum guide for medical schools. BMJ Quality & Safety. 2010; 19(6): 542-6.##10. Tabrizchi N, Mohagheghi MA. Integration of Medical Education and Healthcare Services from an International Perspective. SDME. 2024; 21(Supplement (Integration of Medical Education in the Health System)): 34-42. ##11. Azizi F. Medical education in Iran; past, now and future or New horizons in Medical education in Iran. J. Med. Educ. 2003; 4(1): 43-45##12. Doshmangir L, Moshiri E, Mostafavi H, Sakha MA, Assan A. Policy analysis of the Iranian Health Transformation Plan in primary healthcare. BMC Health Serv. Res. 2019; 19(1): 670.##13. Khangah HA, Jannati A, Imani A, Salimlar S, Derakhshani N, Raef B. Comparing the health care system of Iran with various countries. Health Scope. 2017; 6(1): e34459.##14. Mosadeghrad AM, Raposo V, Langroudi HR. Health Systems of Iran and Portugal: a comparative study. Med J Islam Repub Iran. 2022; 36: 175.## ##

آزمون بالینی ساختار یافته گروهی (تاسکی): کلیدی برای توسعه مهارت های کار تیمی در دانشجویان پرستاری Team Objective Structured Clinical Examination (TOSCE): a key for developing teamwork skills in nursing students 1 1 اجرای آزمون بالینی ساختاریافته گروهی مستلزم برنامه ریزی و هماهنگی دقیق است. اساتید باید سناریوهای بالینی را طراحی کنند که منعکس‌کننده موقعیت‌های واقعی مرتبط با عملکرد پرستاری است، مانند ارزیابی بیمار یا موقعیت‌های واکنش اضطراری. این سناریوها به ایستگاه‌های مختلفی تقسیم می‌شوند که در آن گروه‌های دانشجویی برای مورد ارزیابی قرار گرفتن، بین ایستگاه‌های مختلف می‌چرخند. هر ایستگاه با معیارهای ارزیابی استانداردی همراه است که ابعاد مختلف کار تیمی از جمله ارتباطات، همکاری و حل تعارض را ارزیابی می کند. ارزیابی‌کنندگانی که برخوردها را مشاهده می‌کنند از معیارهای خاصی برای ارائه بازخورد استفاده می‌کنند و از یک فرآیند ارزیابی سیستماتیک برای سنجش توانایی‌های دانشجویان استفاده می‌کنند (3). 1160 1159 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/102025/05/122025/05/182025/03/32025/01/20 1403/11/1 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/142025/06/152025/06/162025/03/152025/02/9 1403/11/21 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 Team Objective Structured Clinical Examination (TOSCE) teamwork nursing student This article is a letter to the editor and has no abstract. 1. Onwudiegwu U. OSCE: DESIGN, DEVELOPMENT AND DEPLOYMENT. JWACS. 2018; 8(1): 1-22.##2. Amiri M, Orakifar N, Taheri F, Khajeali N, Pirayeh N, Tavakoli M, et al. Teamwork Skills, Satisfaction, and Knowledge Level in Rehabilitation Students through Team Observed Structured Clinical Examination. J. Mod. Rehabil. 2024; 18(4): 471-9.##3. Prisco JL, Murray Y, On P. Interprofessional Education Through Standardized Patients (SPs) and Team Objective Structured Clinical Examinations (TOSCEs). Am. J. Pharm. Educ. 2023; 87(8).##4. Barnes KN, Hardinger KL, Graham MR. Review of Objective Structured Clinical Examination Practices Within Pharmacy Programs Throughout the United States. Am. J. Pharm. Educ. 2024; 88(4): 100686.##5. O'Connell MB, Fava JP, Gilkey SJ, Dereczyk AL, Higgins R, Burke CA, et al. Using community pharmacies and team observed structured clinical encounters (TOSCEs) for interprofessional education and training. Curr.Pharm. Teach. Learn. 2021; 13(1): 19-28.##6. Gontijo ED, da Rocha NB, Moreira AD, Arantes PM, Oliveira HN, Palmier AC, et al. Education in Public Health: using Interprofessional Team Objective Structured Clinical Examination. Revista Sustinere. 2024; 12(2): 809-27.##7. Hassan S. Revisiting TiOSCE (Task Integrated Objective Structured Clinical Examination) for Remote Assessment in COVID-19 Pandemic.##8. Deng B, Fenn III NE, Plake KS. Impact of a teaching objective structured clinical examination (TOSCE) on student confidence in a pharmacy skills laboratory. Curr. Pharm. Teach. Learn. 2019; 11(2): 145-54.##9. Curran V, Reid A, Coombs H, Pike P, Farrell J, McPherson I, et al. Evaluation of a collaborator objective structured clinical examination (COSCE) in postgraduate medical education. FoHPE. 2021; 22(1): 1-14.## ##

از وب ایستا تا متاورس: تکامل در آموزش پزشکی From the Static Web to the Metaverse: Evolution in Medical Education 1 1 با پیشرفت فناوری در طول سال‌ها، به تدریج فناوری جایگاه ضروری خود را در حوزه آموزش پزشکی پیدا کرده است. این ادغام مدتی پس از انتشار گزارش فلکسنر (Flexner) در سال 1910 شکل گرفت (1). زمانی که گزارش فلکسنر نوشته شد، فناوری، به ویژه در زمینه آموزش، به اندازه امروز توسعه یافته و گسترده نبود. با این حال، توسعه فناوری رایانه در دهه 1960 و شبکه جهانی وب (WWW) در اوایل دهه 1990 راه را برای تحول عمیق و همزمان در ابعاد مختلف آموزش، عملکرد پزشکی، و ارائه مراقبت‌های بهداشتی هموار کرد. 1163 1161 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/102025/05/122025/05/182025/03/32025/01/202025/01/4 1403/10/15 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/142025/06/152025/06/162025/03/152025/02/92025/02/19 1403/12/1 حمید مهدوی فرد Hamid Mahdavifard مرکز مطالعات و توسعه آموزش پزشکی، دانشگاه علوم پزشکی نیشابور، نیشابور ، ایران. ایران mahdavifh1@mums.ac.ir medical education - technology - static web - metaverse آموزش پزشکی - فناوری - وب ایستا - متاورس 1. Barzansky B. Abraham Flexner and the era of medical education reform. Acad Med. 2010; 85(9): 19-25.##2. Guze PA. Using technology to meet the challenges of medical education. Trans. Am. Clin. Climatol. Assoc. 2015; 126: 260.##3. Lee J, Kim H, Kim KH, Jung D, Jowsey T, Webster CS. Effective virtual patient simulators for medical communication training: a systematic review. Med Educ. 2020; 54(9): 786-95.##4. Salavitabar A, Popov V, Nelson J, Benedict MD, Inniss DA, Mahajan AP, et al. Extended reality international grand rounds: an innovative approach to medical education in the pandemic era. Acad Med. 2022; 97(7): 1017-20.##5. Samuel A, King B, Cervero RM. Medical school faculty perceptions of online education: implications for the future of medical education. AJDE. 2024; 38(3): 263-78.##6. Lewis KO, Popov V, Fatima SS. From static web to metaverse: reinventing medical education in the post-pandemic era. Annals of medicine. 2024; 56(1): 2305694.##7. Tacgin Z. Virtual and augmented reality: an educational handbook: Cambridge Scholars Publishing; 2020.##8. Tlili A, Huang R, Shehata B, Liu D, Zhao J, Metwally AHS, et al. Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learn. Environ. 2022; 9(1): 1-31.##9. Ahuja AS, Polascik BW, Doddapaneni D, Byrnes ES, Sridhar J. The digital metaverse: Applications in artificial intelligence, medical education, and integrative health. Integr. Med. Res. 2023; (1): 100917.##10. Chytas D, Salmas M, Demesticha T, Noussios G, Paraskevas G, Chrysanthou C, et al. A review of the use of virtual reality for teaching radiology in conjunction with anatomy. Cureus. 2021; 13(12): e20174.## ##

توسعه شایستگی‌های حرفه‌ای در پزشکی: کاربرد مدل پرش سه‌گام در یادگیری مبتنی بر مسئله در آموزش علوم پزشکی Developing Professional Competencies in Medicine: Application of the Triple Jump Model in Problem-Based Learning in Medical Education 1 1 این مطالعه به بررسی تحولات آموزش پزشکی با تمرکز بر یادگیری مبتنی بر مسئله (PBL) و مدل پرش سه‌گام می‌پردازد. PBL به عنوان پارادایمی نوین در دانشگاه مکمستر شکل گرفت و با جایگزینی روش‌های سنتی، یادگیری فعال و دانشجو‌محور را ترویج نمود. مدل پرش سه‌گام نیز با ترکیب مؤلفه‌های خودراهبری، حل مسئله و بازخورد ساختاریافته، چارچوبی برای ارزیابی جامع شایستگی‌های حرفه‌ای ارائه می‌دهد. بررسی ها نشان می‌دهد تلفیق این دو رویکرد می‌تواند مهارت‌های شناختی و حرفه‌ای دانشجویان پزشکی را به‌طور معناداری ارتقا دهد. نتایج حاکی از اثربخشی این الگو در تسهیل انتقال دانش نظری به عمل بالینی است.   2 This study explores developments in medical education with a focus on Problem-Based Learning (PBL) and the Triple Jump Model. PBL emerged as an innovative paradigm at McMaster University, replacing traditional teaching methods by promoting active, student-centered learning. The Triple Jump Model, integrating components of self-directed learning, problem-solving, and structured feedback, provides a framework for comprehensive assessment of professional competencies. Research indicates that combining these two approaches can significantly enhance medical students' cognitive and professional skills. Findings demonstrate the efficacy of this integrated model in facilitating the transfer of theoretical knowledge to clinical practice."   1166 1164 2025/06/102025/03/112025/04/262025/03/152025/03/142025/03/102025/05/122025/05/182025/03/32025/01/202025/01/42025/05/13 1404/2/23 2025/06/112025/06/102025/06/82025/06/82025/06/82025/06/142025/06/152025/06/162025/03/152025/02/92025/02/192025/05/20 1404/2/30 زهره سادات علوی zohreh sadat alavi کمیته تحقیقات دانشجویی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران zohrehsalavi@gmail.com سارا حیدری sara heydari استادیار، گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران s.heydari.287@gmail.com Problem-Based Learning Triple Jump Model medical education مدل پرش سه‌گام یادگیری مبتنی بر مسئله آموزش پزشکی 1. Lim WK. Problem based learning in medical education: handling objections and sustainable implementation. Adv Med Educ Pract. 2023:1453-60.##2. Mohammed AB, Zegeye RT, Dawed HA, Tessema YM. Implementation of problem-based learning in undergraduate medical education in Ethiopia: An exploratory qualitative study. Adv Med Educ Pract. 2024:105-19.##3. Chian MM, Bridges SM, Lo E. The triple jump in problem-based learning: Unpacking principles and practices in designing assessment for curriculum alignment. IJPBL. 2019; 13(2): 8.##4. Matthes J, Look A, Hahne AK, Tekian A, Herzig S. The semi-structured triple jump—a new assessment tool reflects qualifications of tutors in a PBL course on basic pharmacology. Naunyn Schmiedebergs Arch. Pharmacol. 2008; 377: 55-63.##5. Matthes J, Look A, Hahne AK, Tekian A, Herzig S. The semi-structured triple jump—a new assessment tool reflects qualifications of tutors in a PBL course on basic pharmacology. Naunyn Schmiedebergs Arch. Pharmacol. 2008; 377: 55-63.##6. Manterola C, Cartes-Velásquez R, Otzen T. Triple Jump. An Alternative to be Consider For Assessing Compliance with Goals in Graduate Programs. Int. J. Morphol. 2018; 36(1).##7. Loyens SM. New approaches to problem-based learning: revitalizing your practice in higher education. IJPBL. 2014; 8(2): 85-7.## ##