Journal of Research in Medical Education
Year:2022 | Volume:14 | Issue:3|Papers Count:8

Introduction: Empowerment workshops are mandatory for faculty in various fields of education, research and culture. The effectiveness of the workshops increases the level of professional commitment and improves the quality of teaching, and ultimately improves the medical and diagnostic services of patients. Despite holding these workshops for many years, less feedback has been reflected on their consequences. Therefore, the purpose of this study is to investigate the impact of participating in the mentioned workshops on the quality of teaching and the commitment of the faculty. Method: A cross-sectional analytical study was performed in 2016 at Isfahan Medical School. The statistical population consisted of 538 faculty members working in Isfahan Medical School and sampling included the selected professors (433 people). The scores of teaching quality, professional commitment, evaluation and participation in faculty empowerment workshops in the last five years were obtained. Data were analyzed using Chi-square, t-test and Pearson correlation through SPSS. Results: Of the total faculty, 80% had an evaluation score above 85 (out of 100) and a professional commitment score above 17 (out of 20). The mean scores of teaching quality and professional commitment were 8. 85±, 0. 65, 19. 30±, 0. 85 and direct and significant correlations (r=0. 33 and P <0. 001), respectively. The mean evaluation score was 93. 07±, 4. 23 out of 100 and had a direct and significant correlation with the empowerment score (r= 0. 12 and P=0. 012). Results show that Mean empowerment score was 1. 4±, 1. 5 out of 5 and had no significant correlation with professional commitment or teaching quality. Conclusion: The findings showed on the one hand the high scores of the faculty in the quality of teaching, professional commitment and evaluation and on the other hand the low acceptance of the faculty to participate in the workshops and the weak correlation between the two. Given that high face-to-face scores in evaluation can lead to misconceptions about self-efficacy and consequently reduced self-efficacy. Therefore, it is recommended that faculty be empowered in self-assessment.

Introduction: Nowadays critical thinking and academic self-efficacy play an important role in supporting academic progress in higher education and achieving success in the work environment. Therefore, the present study was conducted to determine the relationship between the tendency to critical thinking and academic selfefficacy Medical Clerks and Interns Students of Guilan University of Medical Sciences. Methods: This cross-sectional analytical study was performed on 145 medical students in medical clerks and internships in 2021. Two questionnaires including critical thinking questionnaire and students’,academic self-efficacy questionnaire and demographic information were provided to the students. Data were analyzed by descriptive and inferential statistics of the test (chi-square, independent t-test, ANOVA, Pearson correlation coefficient) through spss. Results: The results showed that a statistically significant relationship between academic self-efficacy and students' grade point average (P>0. 001, x2=14. 38). The study of students' critical thinking in three areas of creativity, maturity and commitment showed that 124 people (85. 5%) had strong critical thinking. Also, There was a statistically significant difference between the tendency to critical thinking score with female gender (P=0. 038, t=2. 10), older age category (P=0. 016, t=2. 45) and higher academic average (P>0. 001, f=11. 78). Pearson correlation coefficient showed a positive correlation between tendency to critical thinking and academic self-efficacy (P>0. 001, r=0. 244) Conclusion: Due to the relationship between the tendency to critical thinking and academic self-efficacy in medical students, training and strengthening critical thinking in medical students can strengthen their professional self-efficacy and professional growth.

Introduction: Nowadays, simulation in nursing education is a constant component in preparing and improving the clinical performance of nurses and is part of the curriculum of most undergraduate nursing programs. The aim of this study was to design a curriculum model based on simulation in nursing education through synthesis research method. Methods: This qualitative research with aim of identifying components of curriculum based on simulation using directed content analysis method has been done The inclusion criteria for this study included all valid scientific research related to the subject between 2007 and 2021. By regular searches in the databases of PubMed, ProQuest, ScienceDirect, Eric, Springer, CINAHL, 230 identified studies and 80 studies for the final review was selected. The researcher-made worksheet form was used to collect, record and report the initial research information. Findings were analyzed using the seven-stage qualitative content analysis. To ensure the coding method, two evaluators were used to re-codify the findings and to confirm the reliability of the Cohen Kappa coefficient formula was used. In this study, the agreement between the evaluators was 0. 81 or 81%. Results: Based on the results, the logic of this curriculum includes increasing critical thinking, increasing self-esteem, increasing competence, increasing team, and group cooperation, increasing self-efficacy, increasing patient safety, and its goals include creating basic knowledge, acquiring diagnostic skills, assistance Transferring learning, reducing the gap between clinical environments and theory classes, helps to increase the attractiveness of education, which can be achieved through methods such as roleplaying, collaborative learning, problem-based learning, and so on. Conclusion: The results showed that the simulation-based curriculum could fill the gap between theory and practice in nursing education.

Introduction: Family physicians in Iran suffer from lack of relevant knowledge, competencies, and skills. Improving the training program requires examining the currently provided education in the field of Family Physician. This study aimed to evaluate the current status of Family Physician’, s Education and training in Iranian medical schools. Methods: This cross-sectional study was conducted using mixed methods combining the elements of quantitative and qualitative research. Data was collected using both close-ended and open-ended author-made questionnaires. Participants in the study were all vice chancellors or heads of social and family departments of public and private Medical Sciences Universities and International Campuses in the country. Results: While studying general medicine, the conditions for students’,participation in the field of family medicine in most Medical Universities is not available, so that a maximum of 37% of medical universities in the internship course and at least 12% of universities in the clinical preparation course, have provided the opportunity for students to attend in this area. The lowest number of days dedicated to this program was during the basic sciences course, while the internship course dedicated the highest number of days. Also, qualitative results showed that challenges of the Family Physician’, s training program are related to clinical education groups, comprehensive health centers, infrastructure, students, and Family Physician’, s education curriculum. It is necessary to reform rules and regulations, structures, education, and motivation to overcome current challenges. Conclusion: The results indicate that the education and training of family physicians in Iran face many challenges, and any planning to expand the current program without careful consideration and overcoming the challenges related to clinical education groups, comprehensive health centers, infrastructure, students, and curriculum, may lead to failure.

Introduction: The evolution of today's society depends on the evolution of educational systems. An educational course covers subjects such as evaluation, assessment, efficacy, and measurement. Assessment is defined in terms of goals and the subjects of accreditation and efficacy. The rapid pace of change in medical education raises concerns about its quality and effectiveness. This study was designed to explain the factors involved in the efficacy of education in developing educational curricula for medical universities. Method: This research is a mixed-methods study in which the qualitative stage was content analysis with a statistical sample of 30 faculty members based on purposeful sampling and semi-structured interviews with open-ended questions, each lasting for 45-60 minutes. In the qualitative part, the four Goba and Lincoln criteria were used to validate the findings. In the quantitative part, a researcher-developed questionnaire was used which consisted of 14 items extracted from an interview using the Likert scale by 490 people from the statistical population. The questionnaire was validated using LISREL 8. 5, confirmatory and exploratory factor analysis, goodness of fit, and correlation coefficient statistics. Results: From the interviews, first, 60 items were extracted and then 14 items were specified concerning the effective factors involved in the efficacy of education in developing the curricula of an educational course. Needs assessment components of the course, course planning (t=21/06, p≤, 0. 000), educational objectives of the course (t=20/75, p≤, 0. 000, empowered professors (t=19/54, p≤, 0. 000) and the required resources (t=18/50, p≤, 0. 000) were of the highest degree of importance. Conclusion: the explanation of the factors involved in the efficacy of education in developing educational curricula of medical universities showed that 11 of the 14 identified components were dependable and can be regarded as effective and strong factors in the development of educational programs.

Introduction: Since achieving the goals of the organization requires serious will and commitment of employees to the organization and research related to organizational commitment and its sub-components has attracted the global attention So, It is necessary to find antecedents and mediators affecting the commitment of employees, especially in medical centers. Therefore, the aim of this study was to determine the mediating role of organizational justice in the relationship between mentoring functions and organizational commitment in hospital staff. Methods: This is a correlational study based on structural equation modeling. The statistical population of the study consisted of all staff of Poursina Hospital in Rasht. 403 employees were selected by quota sampling method. The selected samples answered the Mentoring Function Questionnaire, Organizational Justice Questionnaire and Organizational Commitment Questionnaire. Data analysis was performed using Pearson correlation coefficient and structural equation modeling through SPSS and AMOS. To analyze the mediating relationships, the Bootstrap method with Preacher and Hayes' Macro (2008) program was used. Results: Fit indicators showed that the proposed mediation model has a good fit with the data and its functions and subscales have a positive and direct effect on organizational commitment. Results show that there is positive and significant relationship between mentoring functions and organizational commitment (p<0. 01, r=0. 276) also, between mentoring and organizational justice respectively (p<0. 01, r=0. 711). In this regards, between organizational justice and organizational commitment, there is positive and significant relationship (p<0. 01, r=0. 305). Findings indicate that organizational justice has immediate role between mentoring function and organizational commitment. Conclusions: According to the research results, guidance has a significant effect on organizational justice and organizational commitment of employees. In addition, organizational justice and its subscales mediate the role of guidance and organizational commitment of employees. Therefore, in order to increasing commitment and improving organizational justice in hospitals, special attention to mentoring dimensions is suggested.

Introduction: Knowledge management is very important for achieving a powerful organizational performance. The success or failure of knowledge management depends on how the organization's members share and use their information effectively. The aim of this study was to determine the relationship between knowledge management and emergency nursing function. Methods: This descriptive-analytic study was performed on 230 nurses working in the emergency department of educational centers in Rasht city in 2017. Samples entered the study through census. Data collection tools include demographic information questionnaire, functional measurement scale and knowledge management index that were valid. Data were analyzed using descriptive statistics and inferential statistics (Spearman correlation coefficient and logistic model) in SPSS. Results: The mean and standard deviation of knowledge management was 2. 06 ±, 0. 54 and the performance of emergency nurses was 2. 99±, 0. 57. The results of Spearman's correlation coefficient showed that there was a positive and significant relationship between knowledge management and the performance of emergency nurses. (P=0. 0002 and r=0. 198). There was no significant relationship between nurses' performance sub-scales (competence, attitude, desire to improve and use nursing process) with knowledge management (p <0. 0001). Conclusion: Effective nursing requires professional skills. In order to have a higher performance of a nurse, there is aneed to identify and share knowledge and experience of the nurses in the organizations. Therefore, effective management of nursing knowledge is vital for improving its performance outcomes. The results of the study can contribute to the development of efficient and effective knowledge management systems to enhance the culture of knowledge sharing and organizational learning that leads to improved productivity.

Introduction: Midwifery is a discipline mixed with science and skills that has a professional background of socio-cultural and human relations. The current education of medical groups with the philosophy of objectivism has led to the morbid adaptation of midwifery and less use of available and inexpensive services of this profession. Not only lack of timely health services receiving by the weak level of society has irreoverable consequences in health or life, but also it imposes huge costs on the health system. Therefore, the current research was conducted with the aim of extracting the concepts and dimensions of accountability of midwifery services and designing and validating the educational model based on it. Methods: This exploratory sequential mixed study was done 2021 to 2022 at Allameh Tabatabai University, Guilan University of Medical Sciences, Tehran University of Medical Sciences and Islamic Azad University, Rasht branch. In first qualitative stage with grounded theory method, personal exploratory interviewes were conducted by a semi-structured questionnaire and the Key informants that were selected from the faculty members in form of mostly purposeful sampling. Theoretical sampling was continued until the data saturation with 11 infotmants. The analysis process was completed with triple open, axial and selective coding. In the last part, the validation of the extractive model was done by a descriptive cross-sectional quantitative method, with a researcher-made questionnaire, which was designed based on the findings of the qualitative stage. Sampling of professors was done by non-randomly purposeful and snowball methods and finally the analysis was performed with descriptive statistics. Results: In the qualitative part, the concept of accountable midwifery were extracted in six components including the basics of accountability, accountability in midwifery ethics framework, accountability within the legal framework, accountability within the framework of professional rules and standards, accountability in the social framework and accountability within the midwifery models. Then, with the main dimensions of the Grounded theory, educational model was desighned with nine basic elements of objectives, teacher role, learner role, providing learning opportunities, content creation and access to resources, learning environment, teaching methods, assessment and evaluation and the learning outcomes for six components of accountable midwifery. In the quantitative part, components of accountable midwifery and extracted educational model were confirmed. Conclusion: Accontable midwifery is a multifaceted phenomenon, and to achieve it, we need necessarily move the policy approaches of maternal health services and midwifery education towards more comprehensiveness and the implementation of a suitable educational model.