@article{ author = {kashani, E and Ayatnia, M and Tajabadi, A}, title = {Effective Training: The Key to Nurses\' Empowerment}, abstract ={Full text is available in pdf}, Keywords = {Training, Nurses, Empowerment}, volume = {11}, Number = {1}, pages = {1-2}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.1}, url = {http://rme.gums.ac.ir/article-1-775-en.html}, eprint = {http://rme.gums.ac.ir/article-1-775-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Basirat, M and Motevasseli, S and Mirfarhadi, N and Taheri, M}, title = {Dentistry Students´ Viewpoints about Evaluation of Faculty members during and at the end of Semester in 2016}, abstract ={Introduction: Regular assessment of teachers' quality of teaching has important role in improving and modifying teaching styles and finally promoting quality of education in the university. The purpose of this study is to compare the assessment results of the faculty members of dentistry school during and at the end of second semester in 2016 from the students´ viewpoints. Methods: This descriptive cross-sectional study was carried out on 30 faculty members that were evaluated by at least 15 students through completing teacher evaluation questionnaire in the second semester in 2016. The instrument of the study was a questionnaire prepared by the educational development center of the university and evaluation has been done during and at the end of the second semester. Data were analyzed by Descriptive statistics, T-test and kruskal-Wallis tests through SPSS. Results: there was no significant differences (p = 0.206) between the mean score of the faculty members assessment during (3.41 ± 0.38) and at the end of the second semester (3.3 ± 0.24). But there was significant differences in mean score of the questions (scientific expertise (p=0.001), presenting subjects (p=0.032), regulating sequence and priority in presenting subjects(p=0.020),  regular and on time attendance (p=0.007), ability to classroom management(p=0.032) during and at the end of semester. there was not any significant differences between the students' academic term and the mean score of professors during and at the end of the semester. Conclusion: based on results, there was no significant differences between mean evaluation scores of faculty members during and at the end of semester. It seems that various factors such as taxonomy of the questions at the end of course and difficulty or easiness of exam questions are effective in evaluating the faculty members' assessment scores. By considering that student assessment is one of the effective factors in promoting professors, other effective complementary practices should be used to evaluate including peer evaluation, self-assessment.}, Keywords = {assessment, Faculty Member, students}, volume = {11}, Number = {1}, pages = {3-9}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.3}, url = {http://rme.gums.ac.ir/article-1-721-en.html}, eprint = {http://rme.gums.ac.ir/article-1-721-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {MohebiAmin, A and Rabiei, M}, title = {Study of the Relationship between Self-Efficacy Beliefs and Creative Teaching in Mashhad Nursing and Midwifery Faculty}, abstract ={Introduction: Using of creative methods in teaching requires teacher’s recognition of his/her own abilities. The purpose of this study was to investigate the relationship between teachers’ self-efficacy beliefs and creative teaching methods in Mashhad Nursing and Midwifery Faculty. Methods: This is a descriptive study of correlation type. The statistical population included 55 faculty members of Mashhad Nursing and Midwifery Faculty. Sampling was done by census method. The tools used included a standardized self-efficacy beliefs questionnaire and creative teaching questionnaire. Data were analyzed using Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient) through SPSS. Results: Findings showed that the mean and standard deviation of the teachers' viewpoints toward creative teaching and self-efficacy beliefs was 81.942±8.820 and 77.792±9.961 respectively. Also, there was significant relationship between self-efficacy beliefs and creative teaching skills of faculty members. (N=41 r=0.411, p=0.008). In this regards, there was a significant relationship between the years of teaching and self-efficacy (r=0.37), academic level and gender (r=0.41), and academic years and academic rank (r=0.46) too. Conclusion: According to the research findings, it seems that teachers’ beliefs about his/her own abilities lead to positive attitude towards using of creative methods in teaching. A professor who believes his/her own abilities, use more creative and effective teaching methods.}, Keywords = {Self-Efficacy, Teaching ,Creativity, Faculty Member}, volume = {11}, Number = {1}, pages = {10-19}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.10}, url = {http://rme.gums.ac.ir/article-1-718-en.html}, eprint = {http://rme.gums.ac.ir/article-1-718-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Sadeghimahalli, F and Sadeghimahalli, N and Khaleghzadeh-Ahangar, H and Amuei, F and Mahmodi, E}, title = {Study of the Education and Research Quality in Basic Sciences through Internal Evaluation in two Consecutive Educational Years in MUMS}, abstract ={Introduction: Continuous quality promoting in education and research also validity of every university require adopting suitable mechanisms for evaluating quality and validity. Internal evaluation is one of tools that can evaluate systematically education and research status in universities to reach a standard situation. The present study with the aim of investigating research and education quality in basic sciences has been done in two consecutive academic years in Mazandaran University of Medical Sciences. Methods: This descriptive cross- sectional study was performed in basic sciences departments in different schools of Mazandaran University of Medical Sciences including: medicine, pharmacy, health, and Nasibeh nursing and midwifery during 94-95 and 95-96 Iranian academic years. At first, eight domains data of internal evaluation were collected through checklists approved  by Iran ministry of health and medical education and then the situation of groups in eight internal evaluation domains (mission and goals of the departments, courses and curriculum and non-curriculum programs, faculty members, students, learning/teaching strategies, educational facilities, theses, study opportunities and seminars, and graduates domain) were determined related to the eight standard, separated as domains in schools as well as totally in university for two consecutive academic years. Results were analyzed by SPSS with emphasis on descriptive statistics (mean and scores percent calculation). Results: The status of eight domains of basic sciences departments was relatively desirable. The calculation of the total score of the school departments showed that the score of the school of Health decreased from 66.13% to 64.21% and the school of pharmacy decreased from 69.03% to 68.13% but the score of Sari Nursing and Midwifery school and the basic sciences department of medical school increased from 66.13% to 70.05%, and 60.44% to 63.32% respectively. Results show that the maximum desirability in the university during 94-95 and 95-96 Iranian academic years were in domains of the faculty members (76.77%), and teaching/learning strategies (73.38%), respectively. Conclusion: Even though the most domains were in desirable level, but there is a long way to get progress in education quality by eliminating defects in different domains of education. Therefore, performing periodic internal evaluation can help the departments for achieving long-term goals for improving educational quality.}, Keywords = {Internal Evaluation, Basic Sciences Departments, University }, volume = {11}, Number = {1}, pages = {20-28}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.20}, url = {http://rme.gums.ac.ir/article-1-655-en.html}, eprint = {http://rme.gums.ac.ir/article-1-655-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Ronaghi, MH and Hosseini, F}, title = {Evaluating E-Learning Maturity from the viewpoints of Medical Sciences Students}, abstract ={Introduction: Digitalization of education is considered  as  a major reforming in higher education. E-learning programs are increasingly seen as a way to reform in medical sciences education, giving access to ongoing learning and training without any time or geographical barriers. Technology is a powerful tool for effective teaching and deep learning. Therefore, the aim of this paper is evaluate e-learning maturity and rank e-learning dimensions in medical sciences. Methods: This applied, descriptive- survey research has been done in two phases in 2018. In the first phase e-learning dimensions of Michael Marshall Model were ranked by a panel of e-learning experts including ten members and fuzzy analytic hierarchy process method is used in this regards. In the second phase, e-learning maturity was evaluated in the target population by calculating weight of models ´dimension (first phase output). The survey sample population consisted of 365 students of medical science Universities in Shiraz and Tehran that were selected by simple random sampling. Data were analyzed using one sample t test, kolmogorov and Smirnov through SPSS. Results: according to the experts opinion by AHP planning and management as 2 dimensions of e- learning (0.32, 0.28) had respectively higher weight among other e-learning dimensions and by considering T-value (4.53,3.19,4.22,5.51,4.16) 5 basic E-learning processes (Learning(0.001), Development(0.019), Support (0.002), Evaluation(0.00) and Organization(0.002)) are located in acceptable level in medical education (Sig.<0.05) but delivery dimension of learning (0.067) and optimization dimension of organization (0.055) aren't located in acceptable level. Conclusion: based on results, medical universities have true movement toward deployment of effective e-learning in medical education. The weights of dimensions (the importance of planning and management) and detailed results showed, at first policymakers who work in the area of e-learning should be aware of the role of standardization and optimization. Understanding the importance of continuous improvement may help managers and policymakers to manage e-learning activities more effectively.}, Keywords = {Learning Electronics, Evaluation, Students, Education, Medical}, volume = {11}, Number = {1}, pages = {29-36}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.29}, url = {http://rme.gums.ac.ir/article-1-714-en.html}, eprint = {http://rme.gums.ac.ir/article-1-714-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Chehrzad, MM and Mahmoodi, AH and Fathivajargah, K and Khorshidi, A and Samimi-Ardestani, SM}, title = {Pathology the Process of Accreditation of Educational Institutions and Therapeutic Centers and Presentation an Appropriate Model}, abstract ={Introduction: Accreditation of educational institutions and educational therapeutic centers as an important step in the implementation of the” development and innovation of medical education plan “in recent years has been carried out and its pathology is an important necessity to achieve its goals, i.e. guaranteeing and improving the quality of education. The purpose of this study is to determine pathology of accreditation of institutions and educational centers in Guilan University of Medical Sciences and present suitable model. Methods: This is a qualitative research based on grounded theory method and emergent strategy. Using Purposive sampling and semi-structured deep interviews with 30 people that involved in educational accreditation of educational institutions and educational therapeutic centers of Guilan University of Medical Sciences, its executive damages was identified. Then, a prescriptive model based on eliminating of injuries was designed. Results: Based on results, three major category including "university Cultural context damage", "university structure damage" and accreditation pattern damages" were identified and a prescriptive pattern was designed. Conclusion: Regarding the introduction of a new executive model, it is possible to improve accreditation process and achieve accreditation goals by creating a suitable cultural platform for accepting transnational accreditation goals and establishing a suitable university structure for proper accreditation and eliminating the operational imperfections of the plan.}, Keywords = {Pathology, Institutional Accreditation, Model, University of Medical Sciences}, volume = {11}, Number = {1}, pages = {37-49}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.37}, url = {http://rme.gums.ac.ir/article-1-740-en.html}, eprint = {http://rme.gums.ac.ir/article-1-740-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Hosseinimehr, H and Entesarfoomani, GH and Hejazi, M and Asadzadeh-Dahraei, H}, title = {Comparison the Effectiveness of Direct and Indirect Instruction on Learners’ Creativity}, abstract ={Introduction: learners’ creativity in this era has attracted researchers and educational planners’ attention to study about this subject and in this regards, educational plans can be designed in a way that provide an appropriate basis to increase Learners’ creativity. The present study with the aim of comparing the effectiveness of direct and indirect instruction on enhancing Learners’ creativity has been conducted. Methods: This research was an extension of the whole pretest-posttest multi-group test with control group.The population included male Learners at 10th grade of experimental secondary school of Rasht city during 2017 to 2018. 400 students were selected through multi- phasic random cluster sampling method. For screening subjects with low creativity, Abedi’s creativity questionnaire was used.Finally 60 Learners with weak creativity randomly were divided into two groups containing 40 subjects (experimental group) and 20 subjects (control group). To analyze data SPSS was used and the results were reported in terms of descriptive statistical methods and covariance analysis.    Findings: The results showed that the mean scores in direct instruction increased from (61.60) to (67.30) and indirect from (43.30) to (64.90), and there were a significant difference, but the mean scores of the control group in pre-test was (55.85) and in post-test was reduced to (52.25). In analyzing data covariance, direct and indirect instruction with effect size of (0.92) significantly increased Learners’ creativity in the experimental group in comparison of the control group (p<0.001). Conclusion: Considering that, direct and indirect instructional methods have positive effect on creativity So that they enhance learners’ creativity thus using these methods are recommended to educational centers}, Keywords = {Instruction, Creativity,lecturing, Problem Solving}, volume = {11}, Number = {1}, pages = {50-61}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.50}, url = {http://rme.gums.ac.ir/article-1-733-en.html}, eprint = {http://rme.gums.ac.ir/article-1-733-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Shohoudi, M and Hassani, M and Ghalavandi, H and Abbasspour, A and Shams, Gh}, title = {Comparative Analysis of effective factors on Formation and Development of Academic Spin off in two Ministries of Science and Health}, abstract ={Introduction: Nowadays, academic Spin off have been created as one of the entrepreneur phenomena in countries and study the factors affecting them is one of the most important priorities of universities. The purpose of this study was to compare the importance of effective factors on formation and development of these companies in Ministries of Science and Health. Methods: This was a descriptive field study. Statistical population Were the Graduate students of Shahid Beheshti Universities, Tehran, Allameh Tabatabaei and Kharazmi, and third and fourth year students of medical faculties, paramedical, health and medical technologies of the universities of Shahid Beheshti, Tehran and Iran in academic year 2017-2018. With the Cochran formula, the sample size was 331. The research instrument was a researcher-made questionnaire. Validity and reliability of this questionnaire were confirmed using factor analysis.Data were analyzed by independent t-test through SPSS. Results: In the phase of formation of academic spin off, the average importance of different  factors were as follow:  individual factors (t=-2.795), educational factors (t=-2.061), background factors (t=7.927), and institutional factors (t= 4.409). In the development phase, the average importance of organizational factors (t=2.367) was different between two groups of students. There was no significant difference in other factors (p< 05). Conclusion: Considering that the average importance of different factors in the phase of formation including individual, educational and institutional factors as well as organizational factors in  the development phase was different among groups, it is necessary, different universities use specific programs according to their Different functions  in order to facilitating the formation and development of these companies and consider special criteria for evaluating and improving their performance.}, Keywords = {Development, university spin-offs, Academic entrepreneurship,Student}, volume = {11}, Number = {1}, pages = {62-71}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.1.62}, url = {http://rme.gums.ac.ir/article-1-697-en.html}, eprint = {http://rme.gums.ac.ir/article-1-697-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {kanafivahed, L and Dadgaran, I}, title = {Teaching Resource Allocation for Medical Interns by Designing a Health Care Delivery System Map}, abstract ={Full text is available in pdf}, Keywords = {Resource Allocation,Education, Medical,Delivery of Health Care}, volume = {11}, Number = {2}, pages = {1-2}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.1}, url = {http://rme.gums.ac.ir/article-1-865-en.html}, eprint = {http://rme.gums.ac.ir/article-1-865-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Sohrabi, Z and Khalili, Z and Salehi, l}, title = {Psychometric Adequacy of the Preparedness for Internship Questionnaire in Shiraz Medical Students}, abstract ={Introduction: Acquiring clinical skills in medical internship needs to design appropriate educational planning. The aim of this study was to evaluate the psychometric adequacy of the preparedness for Internship Questionnaire in 2016. Methods:  This cross - sectional study has been done on medical interns through sampling method in Shiraz university of medical sciences. The Initial instrument was 48-item questionnaire with Rubric score adopted from previous studies and translated to Persian after developer’s permit.   Face and content validity of the instrument were assessed by 10 students and specialists. Construct validity was assessed by Explanatory factor analysis and Reliability of the scale was determined by alpha cronbach coefficient and with the test-retest method. Data were analyzed by AMOS and SPSS. Results: By using explanatory factor analysis, 47 questions retained in the questionnaire and classified into seven factors .These factors capable to predict 65% of the properties of the total questionnaire. The factors based on their concepts including: Practical tasks, clinical skills and stress control, communication skills, carry out basic procedures, Self- learning and task management. Spearman correlation coefficient for this study was (ρ=.875), and the alpha Cronbach was (α=.935). Results of the study approved based on the results of confirmatory factor analysis. Conclusion: The results of this study indicated the strength of the factor structure and reliability of the instrument of preparedness for internship and can assesses the preparedness for internship in universities and other educational institutes.}, Keywords = {Validity, Reliability, Psychometrics, questionnaire}, volume = {11}, Number = {2}, pages = {3-10}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.3}, url = {http://rme.gums.ac.ir/article-1-711-en.html}, eprint = {http://rme.gums.ac.ir/article-1-711-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Imani, A and Gharibi, F}, title = {Educational Auditing of Tabriz School of Health Management and Medical Informatics at Undergraduate Level in 2018}, abstract ={Introduction: The importance of promoting quality and improving performance at higher education levels leads to using educational evaluation methods such as auditing by universities. This study was conducted for educational auditing of Tabriz School of Health Management and Medical Information at undergraduate level based on the Tennessee Educational Audit Model. Methods: This descriptive-analytic and cross-sectional study has been done with participating educational managers and faculty members of Tabriz School of Health Management and Medical Information in two stages of self and external assessment in 2018. Tool for gathering data was a checklist of the Tennessee Higher Education Comprehensive Education Audit that its validity and reliability was assessed and approved by the medical education experts. Collected data were analyzed by using descriptive statistics (frequency, mean) and Tests such as  ANOVA ,Tukey, T-Test through SPSS. Results: The study results showed that the performance of this faculty in the self-assessment phase with a score of 4.98 is moderate and in the external assessment phase with a score of 2.80 is weak. The results also showed that the "teaching and learning processes" and "follow-up of pervious academic audit" have the best and worst domains in self-assessment respectively, while in the external assessment the dimensions of "support" and "follow up of previous academic audits" were recognized as the best and worst performance respectively. Also, comparing the results in the self and external assessment phases indicates that in the whole survey and in all aspects of the audit, except for the "quality assurance" and "support" domains, the earned scores at the external assessment phase were lower than self-assessment scores significantly (P <0.05). Conclusion: This study indicated that the Tabriz School of Health Management and Medical Information has significant shortcomings based on international standards and needs improvement through implementing effective and efficient interventions. }, Keywords = {Medical Education, Performance, Undergraduate level, Self-Assessment}, volume = {11}, Number = {2}, pages = {11-21}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.11}, url = {http://rme.gums.ac.ir/article-1-720-en.html}, eprint = {http://rme.gums.ac.ir/article-1-720-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Khakpour, A and Etemadizade, H and SamadiMobser, M}, title = {Role of Transformational Teaching in Academic Engagements and Knowledge Sharing in Students of Hamadan University of Medical}, abstract ={Introduction: The leadership style used by university professors in the classroom has a profound impact on students' intellectual, behavioral, and academic development. Transformational teaching has provided a new horizon for educational researchers by providing new insights into classroom management. The aim of this study is to examine the role of transformational teaching in academic enthusiasm and knowledge sharing behavior among medical students. Methods: This is a descriptive-correlation study. The statistical population consisted of all students of Hamadan University of Medical Sciences in the 2017-2018 academic year.384 students by using Morgan sampling table calculated as sample size and selected in random sampling method. Data gathering tools are Transformational Teaching, Academic engagements and Maturity of Knowledge Sharing questionnaires. Collected data were analyzed by Pearson correlation coefficient and structural equation model through Amos and SPSS. Results: The findings of the research show that there is a positive and significant relationship among the transformational teaching variables and the variables of academic engagements and knowledge sharing (p=0.001).Also, there is a positive and significant relationship between academic engagements and knowledge sharing (p=0.001). The results from the structural equation model show that transformational teaching has direct effect on the academic engagements and knowledge sharing (p=0.001). Also, the research results indicate that academic engagements has a direct impact on the knowledge sharing variables among students(p=0.001). Conclusion: Based on the findings of the research, transformative teaching has a direct and indirect effect on academic eagerness. On the other hand, the role of academic engagement in the academic achievement of students in various researches has been confirmed, therefore, universities should design and implement programs for the improvement of faculty members’ performance in using modern teaching methods also, provide  stimulant  for using transformative teaching.}, Keywords = {Medical education, educational engagements, Transnational teaching, knowledge sharing}, volume = {11}, Number = {2}, pages = {22-31}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.22}, url = {http://rme.gums.ac.ir/article-1-735-en.html}, eprint = {http://rme.gums.ac.ir/article-1-735-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Sadeghi, M and BarzegarBefroee, M}, title = {Mediating role of academic emotions on the relationship between basic psychological needs and academic satisfaction among students}, abstract ={Introduction: Academic satisfaction is one of the factors that can affect the whole life and fate of students. The purpose of this study was to investigate mediating effect of Academic Emotion on the relationship between basic psychological needs and academic satisfaction of students. Methods: This is a descriptive-analytic study of correlation type on all students of Yazd Shahid Sadoughi University of Medical Sciences (n=5363) during the academic year of 2018-19. The sample size was 358 (58.96% female and 41.03% male) according to Morgan table and they were selected by cluster random sampling. Research instruments were Deci and Ryan’s Basic Psychological Needs, Pekrun and et al Academic Emotion scale, Lent and et al Academic Satisfaction. Data were analyzed using Pearson correlation coefficient and path analysis through AMOS and SPSS. Results: There was a positive significant relationship among basic psychological needs, positive academic emotions and academic satisfaction (P<0.01). There was a Negative significant relationship between negative academic emotions and academic satisfaction (P<0.01). The results showed that the proposed model has good fit (GFI=0.99 & RAMSEA=0.043). Path analysis results indicated that autonomy, competence and positive & negative academic emotions was significantly related to Academic satisfaction. Furthermore, the results showed that academic Emotion mediated the relationship between basic psychological needs and Academic satisfaction. Conclusion: These results show the importance of basic psychological needs, therefore to improve Academic satisfaction students must feel autonomous, competent, and experience a genuine connection with their college, lecturers and fellow students.}, Keywords = {Academic Emotion, Academic Satisfaction, psychological needs, Students}, volume = {11}, Number = {2}, pages = {32-43}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.32}, url = {http://rme.gums.ac.ir/article-1-743-en.html}, eprint = {http://rme.gums.ac.ir/article-1-743-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Arabzadeh, M}, title = {The Role of Self-Construal and Academic Emotions in predicting Academic Adjustment of Medical Students}, abstract ={Introduction: Academic Adjustment is one of the important also, effective factors on academic performance, and in this regards, studies have been conducted in schools and universities. The present research has been done to investigate The Role of Self-Construal and Academic emotions in predicting Academic Adjustment of medical student's. Methods: This is a descriptive/correlation research. Population of this study included all students who were studying in Alborz University of Medical Sciences in academic year of 2017-2018   that 395 students were selected by multi-stage random sampling method. For gathering data, Self- construal questionnaire of Hardin, Leong & Bhagwat, and Academic Emotions Questionnaire of Pekrun, Goetz & Frenzel, adjustment questionnaire of Baker and Siryk were used. Collected data were analyzed by using Pearson correlation test and step-by-step multiple regression method in SPSS. Results: Results suggested that there is positive and significant relationship between dependent Self-Construal (P<0.01,r=0.20) and positive Academic emotion with academic adjustment (P<0.01,r=0.16). also, negative and significant relationship between Independent self construal (P<0.05,r= -0.11) and negative Academic emotion with academic adjustment (P<0.05, r= -0.13). Results of step-by-step multiple regressions indicated that dependent Self-Construal and positive Academic emotion could positively and significantly predict students' academic adjustment. Conclusion: According to the results of this study, dependent Self-Construal and positive Academic emotion play a significant role in the prediction of students' academic adjustment. So, it is recommended that students’ counseling centers in universities holding educational workshops which focus on Self-Construal and Academic emotion by the aim of increasing academic adjustment in students.}, Keywords = {Academic Adjustment, Self-Construal, Academic Emotion, Students }, volume = {11}, Number = {2}, pages = {44-53}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.44}, url = {http://rme.gums.ac.ir/article-1-751-en.html}, eprint = {http://rme.gums.ac.ir/article-1-751-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Najafi, H}, title = {Comparing of the effect of Blended and Traditional teaching on Learning}, abstract ={Introduction: Since blended learning is a combination of the strengths of both traditional and electronic teaching methods, so the main purpose of this research is to compare the effect                of blended and traditional teaching on students´ learning  at Master´s degree in Payame Noor university. Methods: This is an experimental research, by using pretest-posttest and control group based on LMS classroom. The population consisted of all the masters´ students of Shiraz Payame Noor University (PNU) in the first academic year of 2018-2019 (N=30) that were divided into experimental and control group via census sampling method (15 students in each group). Data   were analyzed by T-test and covariance (ANCOVA) through SPSS. Results: Results indicated a significant difference between the experimental and control groups in pretest and posttest scores at the 0.05 level (F=7.756). In the final evaluation, the results indicated the superiority of the mean score of experimental group (14.0987) in blended teaching to control group in traditional instruction (12.9361). Conclusion: Blended teaching because of combining the strengths of the two methods of traditional and e-learning, mental imagery, self-regulation and self-motivating learning in students can be more effective on the quality of learning in terms of maintaining and maintaining grades compared to traditional education.}, Keywords = {Traditional Teaching, e-learning, Comparison, Blended Methods, student}, volume = {11}, Number = {2}, pages = {54-63}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.54}, url = {http://rme.gums.ac.ir/article-1-753-en.html}, eprint = {http://rme.gums.ac.ir/article-1-753-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {TaghvaeeYazdi, M and Golafshani, A and Aghamirzaeemahali, T and Aghatabarrodbari, J and UosefiSaeedAbadi, R}, title = {Status of using Information and Communication Technology (ICT) and Its Effect on Faculty Members’ Performance}, abstract ={Introduction: Effective using of information and communication technology (ICT) by considering the globalization process and information revolution is the most important priorities in higher education. This research was conducted to investigate the Status of the using Information and Communication Technology (ICT) and Its Effect on Faculty Members´ Performance. Methodsthis descriptive-survey study was done (1395- 1396) on 52 faculty members of Mazandaran University of Medical Sciences participated in the study by census method. Data were collected using­ an IT standardized and researcher-made questionnaires for evaluating educational and research performance. Validity of the questionnaires was calculated using content validity and reliability through Cronbach's alpha of 0.89, 0.82, respectively. In order to analyzing data, regression analysis test, T- test, One-Way ANOVA and SPSS were used. Result: The results of this study showed that the average use of information technology and research performance was relatively favorable, (3.19 ± 0.028; 2.58 ± 0.042), respectively and the mean of educational performance was favorable (3.95 ± 0.048). From information technology components, only Internet usage component was able to predict 6.1% of the educational performance of faculty members. None of the components was able to predict the scientific function of faculty members. There was a significant difference in using of information technology by faculty members according to rank, age, teaching experience. Conclusion: The existence of a suitable IT software and hardware, including virtual training developmental package to apply effective IT, requires fundamental steps in ICT using in educational and research activities by faculty members at this university.}, Keywords = {Information Technology, Educational activities, research activities, Faculty Member}, volume = {11}, Number = {2}, pages = {64-73}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.2.64}, url = {http://rme.gums.ac.ir/article-1-652-en.html}, eprint = {http://rme.gums.ac.ir/article-1-652-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Aliafsari-Mamaghani, E and rahmani, A and hassankhani, H and zamanzadeh, V and irajpour, AR}, title = {The role of instructors´ Communication Skills on Clinical Education of Nursing Students: qualitative study}, abstract ={Introduction: Clinical education is the foundation of nursing education. Students in clinical setting obtain their professional competency and identity and Clinical instructors play a key role in the clinical education of students. Therefore, characteristics and skills of instructors have important role in how students gain clinical experiences. This study aimed to investigate the role of instructors' communication skills on clinical education of nursing students. Method: This qualitative study using content analysis has been done in 2017-2018. The study population was nursing students of Tabriz School of Nursing and Midwifery. Purposeful sampling consisted of 20 forth and higher semester nursing students. Data was collected through semi-structured interviews. For analyzing data, Conventional content analysis method was used through Maxqda. Results: Four categories are emerged from data analysis include instructor´s Communication facilitating, Facilitate assignment of work to student by a nurse, attracting patient and companion collaboration, and increasing student self-esteem. Clinical instructor´s communication skills create a constructive learning environment in the clinical setting and enable the student to gain positive clinical experiences from this environment. Discussion: The results showed that instructor´s communication skills sometimes play a more important role than the practical skills and theoretical knowledge of instructor in students' clinical learning. Clinical instructors play a key role in attracting the collaboration of those involved in student clinical education. If clinical instructors have high communication skills, students' clinical experiences will be more useful and students will be able to experience easier and more effective learning in clinical settings.}, Keywords = {Communication Skills, Clinical Education, Nursing, Students, Qualitative Research}, volume = {11}, Number = {3}, pages = {1-11}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.1}, url = {http://rme.gums.ac.ir/article-1-800-en.html}, eprint = {http://rme.gums.ac.ir/article-1-800-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Rostami, B and RamazaniBadr, F and Armanikian, AR and Moein, Z}, title = {The Relationship among Students\' Perceptions of Learner Support System´s Quality with Academic Performance and Academic Adaptation in Zanjan University of Medical Sciences}, abstract ={Introduction: Nowadays, medical sciences universities in the country try to improve the academic performance and their compatibility with the university environment by promoting the quality of the support systems provided to the students. In this regards, Students' satisfaction with these systems is of great importance. The aim of this study was to determine the relationship among pharmacy students' viewpoints on learning support systems quality and academic performance and academic adjustment in Zanjan University of Medical Sciences in 2018-2019. Methods:This is a descriptive correlational study. The study population consisted of all pharmacy students of Zanjan University of Medical Sciences in the academic year 97-98, 420 of whom were reported by the Department of Education. Sample size was calculated by Cochran method and 200 students were selected using stratified random sampling. Data were collected using the combined learning support systems questionnaire and the Baker and Serial Academic Adjustment Questionnaire (SACQ). Data were analyzed using Pearson correlation and multiple regression in SPSS. Results: Between students' perceptions about the quality of support systems in all three dimensions of cognitive (r= 0.313 and P= 0.001), emotional (r= 0.226 and P= 0.029) and organizational (r= 0.182 and P=0.036) There was a significant positive and direct relationship with academic performance. Also between students' views about systems quality in cognitive dimension (r= 0/323 , P= 0/001), emotional (r=0/270 , P=0/019) and organizational (r= 0/389, P= 0/001) with compatibility there was a significant and positive relationship. The results of multiple regression test also showed that cognitive dimension (P= 0.001 and β= 0.303) and emotional (p= 0.001 and β= 0.201) were able to significantly explain academic performance. Also, cognitive dimension (P= 0.001 and β= 0.274), emotional dimension (P= 0.001 and β= 0.251) and organizational dimension (P= 0.001 and β= 0.368) were able to predict academic adjustment significantly. Conclusion: Pharmacy students' views on the quality of supportive learning systems were favorable and had a direct and positive relationship with their academic performance and academic adjustment.}, Keywords = {Academic performance, adjustment, support systems}, volume = {11}, Number = {3}, pages = {12-21}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.12}, url = {http://rme.gums.ac.ir/article-1-841-en.html}, eprint = {http://rme.gums.ac.ir/article-1-841-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {MollashaeiShare, S and Baradaran, HR and Boryri, T and Teimouri, A and MollashaeiShare, Sh and MollashaeiShare, AR}, title = {The effect of Team Based Learning and Classical Lecture on the Knowledge and Attitudes of Midwifery Students in the Course of Midwifery Emergency}, abstract ={Introduction: Team-based learning (TBL) is a new teaching strategy in participatory and active learning that uses  in individual  or groups of students in problem-solving method. This study aimed to compare the effect of two methods of teaching classical lecture and TBL method on midwifery students´ knowledge and attitude in midwifery emergencies course. Method: In this clinical trial, post-test evaluation was conducted on 30 undergraduate midwifery students of Zahedan University of Medical Sciences. The students were divided into two groups according to grade point average and then were randomly assigned to the groups of  teaching,  classical lecture (15 students) and the other group teaching to TBL (15 students). Educational intervention for each group was done separately for 2 hours in 5 sessions. The effect of methods assessed on the attitude by a 20-item questionnaire and on the knowledge by the final exam which was completed in 5 sessions in both methods. Data were analyzed using independent t-test  by SPSS. Results: Results showed a significant difference between the mean scores of knowledge in lecture group (16/95) and TBL group (22.53) (t = 6.07, P <0.001). Same trends occurred between the mean scores of individual assessment in TBL group (23.60) and group evaluation (25.80) (t = 7.35, P <0.001). There was a significant difference between the mean scores of students' attitudes in lecture group (34.53) and TBL group (78) in favor of TBL (P <0.001, t = 15.749). Conclusion: Based on findings, TBL enhanced the knowledge and the positive attitude of the students.  Therefore, teachers should be encouraged to use this method especially for the midwifery student for particular lessons.}, Keywords = {}, volume = {11}, Number = {3}, pages = {22-29}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.22}, url = {http://rme.gums.ac.ir/article-1-807-en.html}, eprint = {http://rme.gums.ac.ir/article-1-807-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Zarifnejad, GH and Rajabpoor, M and Sharafi, S and Mohsenizadeh, M and Nejat-Mohammad, A}, title = {Comparison the effect of clinical evaluation by two methods of Case based Discussion and logbooks on satisfaction of nursing students}, abstract ={Introduction: clinical education is the most fundamental part of nursing training, so appropriate evaluation methods should be used. Although various evaluation methods such as case based discussion and logbooks, each one has its own advantages and limitations, this study had designed aimed to comparison of the effect of clinical evaluation method with case based discussion and logbooks On satisfaction of nursing students. Methods: This experimental study with two groups after the intervention was conducted in 2017. Participants were 58 nursing students of Mashhad nursing and midwifery school that draw on both the patient discussion and log books by random assignment. Students' satisfaction was measured by researcher- made questionnaire that its´ reliability and content validity was confirmed by Cronbach's alpha and using expert opinion, respectively. Data were analyzed using independent and paired T-tests and Mann-Whitney through SPSS. Results: The results showed that the mean and standard deviation of students' satisfaction of case based discussion group was 69/06 ± 22/7 (of 100) and logbook 67/8 ± 21/8 (of 100). Results of Independent T test showed no significant differences between the two groups in satisfaction score (p=0/757). Although students' satisfaction of case based discussion group in suitability field was statistical significant higher than the other group (p= 0/018). Conclusion: Considering the students´ higher satisfaction of case based discussion method, it seems this method has somehow achieved the expectations of students compared to the logbook method. However, due to insignificant results, studies with a larger sample size and devoting more time to implement this method is necessary.}, Keywords = {clinical evaluation, case based discussion, log-book}, volume = {11}, Number = {3}, pages = {30-38}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.30}, url = {http://rme.gums.ac.ir/article-1-780-en.html}, eprint = {http://rme.gums.ac.ir/article-1-780-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Roumiani, Y and Abili, Kh and Pourkarimi, J and Farahbakhsh, S}, title = {Designing and validating professional Capabilities Model of Talented Faculty Members at Comprehensive Universities with Regional Performance level}, abstract ={Introduction: Today, due to the dynamic environmental changes, higher education system, like other systems, requires change. Given the role of faculty members in the quality development of provided services by the university, identification the required capabilities can play a significant role in improving these services. The main purpose of this research is to developing a professional Capabilities Model to Talented Faculty Members at Comprehensive Universities with Regional Performance level. Methods: This is an applied & explanatory mixed method research. To this purpose, 19 knowledgeable academic and executive experts were selected purposefully and with a theoretical sampling strategy and interviewed in a semi-structured way. In the quantitative section, 13 interviewees answered the questionnaire. To analyze the data, the thematic analysis technique was used for qualitative section and one sample t-test  in quantitative section as well. To ensure the validity of the research, reviewed by members (interviewees) and the triangulation of the data sources methods were used. Also, to calculate coding reliability, retest and the inter coder agreement reliability were used. Results: Scientific capability, research capability, The power of expression and content transmissions, The ability to provide an idea, class management, Ability to use the theory and practice, and professional consultation are important capabilities that comprehensive regional universities should pay attention to when selecting faculty members. Also, the results of t test (18.66) indicated that the model had sufficient and appropriate reliability to predict faculty members' professional Capabilities(p<0.01). Discussion: The results showed for selecting faculty members, Comprehensive universities with regional performance levels should pay particular attention to scientific, research, consulting, the power of expression, ideation, class management and applied theory in practice. The model was designed in this study can help to achieve this mission in these universities.}, Keywords = {Design, Model, Professional Competencies, Got Talent, Faculty, Universities}, volume = {11}, Number = {3}, pages = {49-58}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.49}, url = {http://rme.gums.ac.ir/article-1-825-en.html}, eprint = {http://rme.gums.ac.ir/article-1-825-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Habibzadeh, Sh and Delavar, A and Farrokhi, NA and Minaei, A and Jalili, M}, title = {The Use of Rasch and Item Mapping in Determining Cut Score of Comprehensive Pre internship Exam}, abstract ={Introduction: One of the most controversial issues in educational measurement is to determine the cut score during the development and administration of a test. This paper aimed at using the Rasch model (item mapping) in determining cut score of the comprehensive pre internship exam in medical education. Methods:This is a descriptive cross-sectional study. in doing so 13 faculty members of Tehran University of Medical Sciences were selected as the panelists Data collection instrument was the 200-item pre intership exam which administered in the Region 10 of the national medical science system between August 22 and September 21, 2016, that  were responded by 274 students of university of medical sciences A cut score was set to identify pass/fail score for performance assessment. Data were analyzed by Winstep. Result: According to the findings, the item reliability of this exam was 0.98 (PR=0.98) and person reliability of 0.93 (IP=0.93), that indicate the sample variance and test length were suitable and the items were selected from the nine regions proportionally. Examining items by panelists using the item map method showed three judgment stages included the item difficulty of (-0.46), raw score of 103, and ability parameter equivalent of (0.58). Conclusion: Procedural validity of the cut score showed that the use of item map method resulted in greater agreement between the panelists on this score. Results indicated high satisfaction of the panelists because of feasibility of this process and implementation stage.}, Keywords = {Cut Score, Rosch Model, Item Mapping, comprehensive preinternship, exam}, volume = {11}, Number = {3}, pages = {59-70}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.59}, url = {http://rme.gums.ac.ir/article-1-794-en.html}, eprint = {http://rme.gums.ac.ir/article-1-794-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Torkzadeh, J and Abdesharifi, F and Abasi, A and Salimi, Gh}, title = {Organizational Environment Management in Higher Education Institutions with Complex Adaptive System Approach: Practical Implications in the Management of Medical Education Institutions}, abstract ={Introduction: Today, due to the complexities created in the external environment of   universities and medical education institutions, the need to change the structure, processes and organizational systems to adjust with external environment is inevitable. Therefore, the purpose of present study was to evaluate the issue of organizational environment management in higher education institutions with the approach of a self- organization complex system in medical education institutions. Methods: This is a qualitative research based on case study. In this regard, using a targeted sampling approach based on the criteria (based on the discipline, expertise, and related performance history) and theoretical saturation techniques, deep interviews were conducted with twelve managers and faculty members in relation to the phenomenon under investigation. Then, the data was analyzed using the Nvivo software through the method of thematic analysis and was categorized in the form of basic, organizing, and inclusive themes and was organized content network. Result: Based on the results, environmental management with self-organization complex system approach including infrastructure dimensions, develop organizational capacities, network change management, resources management, environment dynamics, interactive environment management, self-organization performance management and strategic management, each of which in turn has several components. Conclusion: Results showed that by considering current situation of external environment of universities, necessity of using strategic approaches, key capacities of university, understanding interactive methods with external environment and improving performance in order to increasing effective response to environment is inevitable. Also, attention and continuous evaluation of environmental changes reticulated and using internal resources to meet these needs with systematic views and strategic based on sufficient response to social needs is necessary. Awareness of policy makers and managers of higher education institutions about the importance of the dimensions mentioned in this framework can continuously improve the performance of medical universities in responding to the needs of society and the external environment.}, Keywords = {Management, Organizational Environment, Complex Adaptive System, Education, Medical, Universities}, volume = {11}, Number = {3}, pages = {71-83}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.3.71}, url = {http://rme.gums.ac.ir/article-1-801-en.html}, eprint = {http://rme.gums.ac.ir/article-1-801-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Asghari, MH and Mouodi, S}, title = {Introducing Technology and Entertainment Movies (TED) in Iranian Universities of Medical Sciences}, abstract ={Full text is available in pdf  }, Keywords = {Technology, Medical Education, Evidence-Based Medicine, University}, volume = {11}, Number = {4}, pages = {1-2}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.1}, url = {http://rme.gums.ac.ir/article-1-891-en.html}, eprint = {http://rme.gums.ac.ir/article-1-891-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Ghanbariafra, L and AliakbarzadehArani, Z and Salmani, S and Farghadanai, Z}, title = {The Relationship between Clinical Education Status and Academic Motivation in Students of Qom University of Medical Sciences}, abstract ={Introduction: Lack of students’ interest and academic motivation is a major challenge to clinical education. The purpose of this study was to determine the relationship between the clinical education status with academic motivation in the operating room and anesthesiology students. Method: This descriptive cross-sectional study was performed on 104 students of Anesthesiology and Operating Room of Qom University of Medical Sciences who were selected by census method in 2016. Data gathering tools were two questionnaires for assessing clinical education and academic motivation of Harter. Descriptive statistics and standard deviation were used to describe the status of the subjects. Independent T-test, Pearson test and linear regression were used to analyze the relationships in SPSS. Results: The mean score of clinical education status in students of anesthesiology was 73.73±71.12 and the operating room was 75.46±10.29.Also, the academic motivation mean score in students of anesthesiology was 67.7±9.75 and the operating room was 67.07±10.07. There was a significant relationship between educational motivation and clinical education status (r=0.24) Conclusion: Since students' clinical education status is not fully desirable and there is a significant relationship between clinical education status and academic motivation, more attention are recommended to promote clinical education in the four areas of educational goals, curriculum, instructor, treatment with student, supervision and evaluation by the authorities, professors and experts.}, Keywords = {Clinical Education, Students, Motivation}, volume = {11}, Number = {4}, pages = {3-12}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.3}, url = {http://rme.gums.ac.ir/article-1-850-en.html}, eprint = {http://rme.gums.ac.ir/article-1-850-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Aghamohammadi, M and Hashemi, A and Karbakhsh, M and Bahadori, M and Asghari, F}, title = {Clinical faculty membersُ attitude toward Medical Professionalism: A case study of Tehran University of Medical Sciences}, abstract ={Introduction: The faculty members' attitude toward professionalism has a significant impact on conveying professional values to learners. The aim of this study was to assess the professional attitudes of the clinical faculty members of medical school in TUMS. Methods: In this cross- sectional study, 134 clinical faculty members of Tehran University of Medical Sciences using stratified sampling from different clinical departments were participated in 2017. The research tool was a 21- item questionnaire designed to assess the physicians’ attitude about professionalism which was developed and validated by experts. The data were analyzed Using Kruskal Wallis and Pearson correlation coefficient through SPSS . Results: The average score of the participants' professional attitude was 69.96 out of 100 with standard deviation of 9.5. The highest  average of the positive attitude was  94.05 out of 100 for the issues of receiving commission for referral to the colleague and receiving consultation from the colleague and the lowest average of attitude was 28.57 out of 100 for the Team working collaboration of the physician and nurse, the patient's duty  to participate in medical education in the academic hospital, spending enough time for listening to the patient's concerns and the doctor’s right to choose his/ her patient. Professional attitude score was significantly higher in the psychiatric group in comparison with urology (p=0.046), surgery (p=0.002), Gynaecology (p<0.001) orthopedic (p=0.003) and internal medicine (p<0.001). Conclusion: According to the findings, professional attitude of faculty members is far from ideal. Their highest positive attitudes were about excellence, honesty, integrity and respect while their highest negative attitudes were regarding altruism and duty. It is suggested that re-trining programs focused on medical professionalism, continuously in transferring attitudes, with more emphasis on the principle of altruism and responsibility for the empowerment of clinical faculty members in medical schools should be considered.}, Keywords = {Professionalism, faculty,university, Physicians}, volume = {11}, Number = {4}, pages = {13-20}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.13}, url = {http://rme.gums.ac.ir/article-1-778-en.html}, eprint = {http://rme.gums.ac.ir/article-1-778-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Arasteh, HR and Ghorbandoost, R and Abbasian, H and Zeinabadi, HR}, title = {The Pathology of Transformational Innovation Packages in Medical Education "A Qualitative Study"}, abstract ={Introduction: The education field is one of the infrastructural fields of the health system and in order to evolving this field training of the human resources should be evolved. The evolution and innovation document is a special opportunity for education practitioners and universities' authorities to take a step towards the promotion of medical education in the country. Proper and timely pathology is one of the measures which it leads managers to become aware of their organization's problems and to prevent them from becoming acute. This study was conducted to identify the current status of evolution and innovation packages in medical education in Iranian universities of medical sciences. Methods: This qualitative study is in the form of thematic analysis. The statistical population was consisted of all experts, key informed individuals and those involved in the implementation of evolution and innovation packages of medical education, which 24 people were selected as participants of the study by purposive sampling using snowball technique. Data were analyzed using Maxqda 10 software. Participatory review method and non-participant experts review were used to obtain the validity and reliability of the data. Result: 9 main categories, namely the damages of packages' implementation, structural damages, policy damages, environmental damages, managerial damages, motivational damages, damages of the accordance of capability and occupation, and cultural damages were identified according to the results of the qualitative study. Most of the injuries reported by participants were related to executive problems at the university, macro-area and motivational levels. The least reported injuries were related to managerial injuries. Conclusion: Identification of problems and damages of implementing evolution and innovation packages at universities can have positive consequences for the improvement of the quality of medical education. Most of the mentioned codes were related to the problems of the way the packages were implemented in universities, indicating that the lack of knowledge of faculty members about the packages and lack of students' involvement in the implementation of packages will be important in the implementation of packages. Medical education policymakers and planners can identify the damages of evolution and innovation packages implementation to examine the existing defects and to provide effective executive strategies for optimal implementation of packages.}, Keywords = {Evolution, innovation, medical education, pathology}, volume = {11}, Number = {4}, pages = {21-34}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.21}, url = {http://rme.gums.ac.ir/article-1-856-en.html}, eprint = {http://rme.gums.ac.ir/article-1-856-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Aboutaleb, E and Motavallian, A and Dadgaran, I and Manoochehri, S}, title = {Design, implementation and evaluation of teaching module of liquid dosage form in a Flipped Classroom for pharmacy students}, abstract ={Introduction: Flipped classroom represents a kind of blended learning in which educational content is delivered outside the classroom and classwork activities is done in the classroom.This study with the purpose of designing, implementing and evaluating of teaching dosage forms with flipped classroom method for pharmacy students has been done. Methods: This was a SoTL (Scholarship of Teaching & Learning) developmental study. It was performed as a flipped classroom for all pharmacy students (34 people) of the fifth term at Guilan University of Medical Sciences.The teacher distributed the content in a CD of PowerPoint to be studied. Subsequently, after a week, the students were  divided into six groups in the class, and the questions were proposed with handling a problem based small group strategy. With regard to evaluating, a focus group interview was conducted with the participation of 10 students who purposefully were choosen. Analysis of qualitative contents of data from focus group interviews was prepared by MAXQDA10 software. Results: 34 students were participated in a study who 68% represent women and 32% represent men with 21 ± 0.5 average age. Evaluation results were extracted as 155 primary codes contain 4 main groups and 11 categories. Main group’s categories were attraction (innovation, challenge, subject and amusement), cheerful atmosphere (cooperation, engagement), preparedness (pre-reading, content type, volume of content) and class management (grouping, management of evaluation). Conclusion: This method created more attractive and motivational than traditional learning. As the content was already presented to the students; by asking questions and interacting with students, the class was dropped out of teacher-centered and students were more willing to participate. Additionally, because of the applied contentof lesson, the level of engagement, discussion, and challenge was great.}, Keywords = {Learning, Pharmacy, Teaching methods, Qualitative, Evaluation}, volume = {11}, Number = {4}, pages = {35-44}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.35}, url = {http://rme.gums.ac.ir/article-1-745-en.html}, eprint = {http://rme.gums.ac.ir/article-1-745-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Sotoudehfar, S and Parsa, A and Shahi, S and FarhadiRad, H}, title = {Modeling Internationalization of Universities with Emphasis on Multilevel Governance: A Qualitative Approach}, abstract ={Introduction: Internationalization of Higher Education is a process of facing the challenges of globalization that has been the focus of attention by the world's leading universities. The purpose of the present study was to model internationalization of universities with emphasis on multilevel governance. Methods: This study utilizes phenomenological qualitative research method and interviews with selected sample of managers and faculty members of 6 universities (Shahid Chamran Ahvaz, Shiraz, Kurdistan, Sistan and Baluchestan, Allameh Tabatabaei, Tehran and Ferdowsi Mashhad) has been done in 2017-18. Interviews were analyzed using Strauss and Corbin coding methods (open, selective, and axial). Results: The internationalization model of universities includes five dimensions of economic and social factors (competition for resource acquisition, meeting community needs and peripheral environment, commercialization and geographical and regional location of the university), human and cultural factors (human resource capabilities, cultural interactions and human resource motivation), scientific and technological factors (components of the nature of science, curriculum and teaching, technology and educational and research equipment, as well as the production and dissemination of science), organizational and structural factors (organizational management, university and group autonomy, and the functions of the university), and political and governmental factors (international funding components of strategic plans, ideologies of national development programs and international diplomatic missions). Conclusion: Universities need to step up in order to gain international accreditation, and the model needs to be the guide for the university to move in that direction.}, Keywords = {University, Internationalization, Cultural Factors, Education, Multi-level Governance}, volume = {11}, Number = {4}, pages = {45-55}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.45}, url = {http://rme.gums.ac.ir/article-1-877-en.html}, eprint = {http://rme.gums.ac.ir/article-1-877-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Shahabi, S and Jadidi, H and Yarahmadi, Y}, title = {The Effectiveness of Emotion- based Curriculum on students’ academic satisfaction in Hamadan University of Medical Sciences}, abstract ={Introduction: Emotions are one of the dimensions of human existence and their role in life is so prominent that imagining missing them is impossible and in terms of tools and management, they are one of the distinguishing factors between individuals. Academic emotion is directly related to academic activities or academic outcomes. The purpose of this study was to investigate the effect of educational program based on academic emotions on students' academic satisfaction in Hamadan University of Medical Sciences. Method: This present study is a semi-experimental design of pre-test and post-test with control group. The statistical population of the study consisted of all students studying at Hamadan University of Medical Sciences during 2018-2019.  Using random sampling method, 60 students with low academic satisfaction were selected and randomly assigned to experimental and control group. The experimental group was taught 10 session of 90-minute educational program based on academic emotion. The Members of both groups completed Torkzadeh and Mohtaram Respected academic satisfaction questionnaire in all two stages of pre-test and post-test. Data were analyzed by ANOVA using SPSS.  Results: The results showed that there was a significant difference between the mean scores of the post-test of academic satisfaction compared to the pre-test, but no significant changes were observed in the control group . Also by controlling the pre-test scores, the adjusted mean of academic satisfaction scores in the experimental group was significantly higher than the control group (P = 0.001). Conclusion: The results showed that educational program based on academic emotion leads to increased academic satisfaction. Therefore, the mentioned educational program has influenced students' academic satisfaction.}, Keywords = {Curriculum, Academic Satisfaction, Academic Emotions, Students}, volume = {11}, Number = {4}, pages = {56-63}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.56}, url = {http://rme.gums.ac.ir/article-1-875-en.html}, eprint = {http://rme.gums.ac.ir/article-1-875-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} } @article{ author = {Mohammadi, M and Gazor, R and SayadFathi, S and GhorbaniAnarkooli, M and Zaeimi, E and Nadim, F and Nasiri, E}, title = {The Role of Anatomy Course in Clinical Education Stages from the medical students’ viewpoints in GUMS}, abstract ={Introduction: Always Anatomy course is considered as one of the most imporant courses in medical education. In recent years, teching anatomy underwent noticeable changes. In order to evaluating educational planning for the medical students, given the essential role of the anatomy course in medical education and the growing need of physicians for being up to date, this study aimed to assess the medical students’ viewpoints on the role of anatomy course on their clinical phase in Guilan University of Medical Sciences. Methods: This  descriptive and cross-sectional study was done on 234 medical students in clinical phase through census method in 2016. Data were collected using a  researcher- made questionnaire contained demographic information questions and students’ opinion about the role of anatomy and some other factors in their learning during clinical ducation. Reliability and validity of questionnaires were assessed using Cronbach’s alfa test (a=0.896) and content validity index (CVI) (0.68), respectively. Data were analysed using Median, IQR and Friedman non- parametric test  through SPSS. Results: Results anounced that the anatomy of lymphatic system (p<0.001) and internal organs (p<0.001) were the most and the least importance in students’ learning during clinical education respectively. Other factors such as using more than one book as reference, professors’ strictness and performing group acivities were other important factors that sudents thought were helpful. According to students’ opinions using cadavers and moulages and also teaching clinical points in class consider as low important factors. Conclusion: Based on results, the importance of the anatomy of the lymphatic system and other important factors such as professors’ expertise and their teaching methods also performing group activities, showed that different topics of anatomical sciences alongside the professors' personal features and their methods both play pivotal role in memorizing topics and students’ learning during clinic.}, Keywords = {Education, Anatomy, Students, Medicine}, volume = {11}, Number = {4}, pages = {64-71}, publisher = {Guilan University of Medical Sciences}, doi = {10.29252/rme.11.4.64}, url = {http://rme.gums.ac.ir/article-1-658-en.html}, eprint = {http://rme.gums.ac.ir/article-1-658-en.pdf}, journal = {Research in Medical Education}, issn = {2008-952X}, eissn = {2008-7284}, year = {2019} }