Abstract: Objective: Admission to hospital increases individuals’ vulnerability and their consequent requirements for religion and/or spirituality.. The purpose of this research is to design the title and objectives of the spiritual care course for clergyme. Method: This is a Qualitative Study with the integrated review method. The objectives and title of Courses was developed and validated using the integrated review method and the final model using the Delphi technique and group discussions with experts. The statistical population includes clergymen in health, articles and books published between 2014 and 2022.In the current research first, articles related to the educational objectives and title of spiritual care courses were collected and from the total of 123 articles, 32  Articles were selected. The .Then the course designed through the Delphi method is subject to survey,modification and were reviewed by a panel of experts consisting of 13 clergymen. the title and objectives of the spiritual care training courses were designed based on the research findings. Results. The findings showed 13 objectives and 15 titles of Spiritual  Care Training Courses. Conclusion:The  objective and headings of this model are based on the international approach as well as the local and cultural approach, which can solve the concerns of the officials of the Ministry of Health, Treatment and Medical Education in the field of specialization in the provision.

The present study examined the impact of coping strategy training on depression, anxiety, predisposition to cancer and coronary heart diseases. Eighty participants working in organizations were randomly assigned into two groups. Experimental group took part in a four- session training course to learn how to cope with daily job stresses. Participants in both groups were assessed with BDI, BAI, and Grossart- Matisc Questionnaire, before and after the course. Depression level in the experimental group was significantly lower than that in the control group; the other scales did not appear significant. The differences and the similarities of the present findings with previous findings are discussed.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified training indicated that all the participants in the experimental group were satisfied with the gamified training course.

Introduction: The expansion and development of biomedical sciences and their complexity and specialization have brought about the need for training competent specialists to carry out research in this field. The present study aimed to perform a needs assessment and determine the objectives of biomedical research training course.Methods: This qualitative needs assessment was carried out through semi-structured interviews with ten experts in biomedical-related sciences who were selected by purposive sampling. Qualitative content analysis was used to analyze the results. In order to verify the accuracy of data, an investigative method was used by the subjects.Results: Most interviewees acknowledged the necessity of designing such a course. Data analysis resulted in the extraction of 75 codes and 7 main themes including: necessity of course designing, course objectives, course content, content organization, learners’ characteristics, time of course offering, and certification.Conclusion: The study led to the extraction of educational needs of a biomedical research training course which could become the basis of developing such a curriculum. Drawing on these basic data developed by applying proper scientific principles, it is expected that the implementation of this course may train competent learners who will be responsive to stakeholders’ expectations.

Aims: This study was conducted to assess the prevalence rate and causes of physical injuries among trainee personnel during the physical fitness practices course. Methods: In this retrospective-descriptive study, 5559 formal personnel who were trained in the three educational garrisons during the last three educational years (September 2005 to September 2007) were selected by census method and were analyzed as the sample of this study. Using a researcher-made questionnaire from the present records and documents based on diseases classification system, the data were collected, codified and finally analyzed by SPSS 15 software. Results: Most of injuries were musculoskeletal injuries (96.2%) and the most common type of injuries was superficial injuries (42.1%). The most often injured body area was the ankle and foot area (27.6%). Most injuries had been happened in sport hall (23.8%). The prevalence rate of given injuries during military training were the first (4.9%), second (2.5%) and third (3.2%) years. the most common causes of injury during the military training were slipping or falling during training activities (33.5%). Conclusion: Musculoskeletal injuries were the major cause of referring to clinic and the most prevalence type of physical injuries in military personnel during the military trainings. Prevention is considered as the first step toward reducing the traumatic events.

The level of technical efficiency for fattening units and relationship of estimated technical level with the criterion of extension services contact (contribution in fattening courses and contact to extensioner in fattening units) have been evaluated using stochastic frontier method. The necessary information for present study was obtained from cross-section data of 100 fattening units in Isfahan province in 2001. Contact with extension services by presence of extensioner in the units and contribution in fattening courses should have significant effects on explaining the technical efficiency levels of the units.

The study was conducted to evaluate war survivors' satisfaction of services delivering, official's behavior and effectiveness of official training about life skills on survivors' satisfaction. In this cross sectional study, veterans' satisfaction about the service delivering and officials' behavior was evaluated among 700 survivors before and 1 month after life skill training by a local valid and reliable questionnaire. The subjects were matched in biographic characteristics, entered the study in two periods. Life skill courses– according to WHO resources– were performed after the first period. The mean age of participants was 41.2 years (range: 15–85 years) and 72.5% of the cases were males. In most of the cases, the veterans or their spouses completed the questionnaires (75.7% and 14.4% respectively). Neuropsychologic survivors were the most attendees (31.9%). The most common reasons for referring were financial difficulties (21.3%), availability of health care (18.4 %) and housing (12.7%). The highest satisfaction rate reported in the fields of official's respect to the survivors, their appearance and their behavior to survivors. Comparing the satisfaction results before and after the training coarse, showed that survivor’s satisfaction about the officials' acknowledge, respecting the customers, availability of facilities and social behaviors were significantly increased (P-value < 0.01). Evaluation of service satisfaction can clearly increase survivors' quality of life and helps service managers to find the problems that need more attentions to resolve.

Background: Physicians should have reasonable information about diagnosis and treatment of oral disease, because in addition to dentists, they are involved with diagnosis and treatment of oral diseases. According to Osler research in medical studies, importantce of oral health has been neglected and it is just considered in clinical examination. One of the dentistry post graduation fields which is in close relation to teaching and practice with medical science is oral medicine and could be a reliable source to cooperation of medical and dental societies. The aim of this study is the explanation of necessity of oral medicine course in general medical students training curriculums’.Methods: In this cross-sectional comparative study knowledge and diagnostic skills of 140 dental students and medical interns of Mashhad Medical University were assessed. Data gathering tools in this research was an illustrated questionnair.Results: The average age of subjects was 25/41. Of 140 subjects, the least score of knowledge was 1/25 and the maximum score was 3/75. The least score in diagnostic skill was 0.36 and the maximum score was 4. Among Dental students, the average of knowledge score was: 3/18 and the average of diagnostic skill score was: 2/94. There was no significant relationship between age/gender of the two groups, and also there was no relation of this parameter with knowledge and diagnostic skill score. Among medical students, the average of diagnostic skill score was: 1/73 and the average of knowledge score was: 3/05. There was no significant difference between the two group regarding knowledge score but the difference was significant in diagnostic skill, dental student had better results in diagnostic skill significantly.Conclusion: Knowledge and diagnostic skill were lower than acceptable rate so it is recommended to add oral medicine course to medical educational curriculum. Education developing of this field for all clinicians who involved with oral disease is recommended.

Background: Today, moving towards optimal and efficient education is essential in educational systems. This requires adaptation in educational, research and management programs with professional development, producing knowledge and the standards.Objective: The aim of this study was to develop the standards for clinical training of medical emergency diploma course.Methods: This qualitative study was performed in four steps during 2013-14. Firstly, local and foreign standards related to the clinical education and intermediate emergency medical technician (EMT) training obtained from the web. In the second step, 108 standards within 6 domains were designed in accordance to the comments of the supervisor and advisors, and 6 of officials in medical emergency centers as well as department faculties of medical emergencies. In the third step, a list of open-ended questions was sent to 14 faculty members in emergency medicine and 10 officials in medical emergency centers based on purposive sampling method to assess the quality and feasibility of standards, using the Delphi method. In the fourth step, quantitative data were analyzed by calculating indices of central tendency and dispersion and qualitative data were analyzed using content analysis. According to the comments and feedbacks, all necessary changes in the standards were addressed and then the results were sent back to the experts for final review. The final version of the standards was prepared after consensus.Findings: One hundred and five standards within 6 domains were developed for clinical training of medical emergency diploma course in Iran including faculties and clinical instructors (14), students (3) educational program (25), resources and facilities (16), activities of teaching - learning (24) outputs and outcomes (23).Conclusion: According to the experts’ views, the majority of the final standards were important, clear, measurable, and feasible in different universities. It’s expected that operationalization of the developed standards makes clinical training of medical emergency diploma course more scientific and effective in Iran.