Journal of Education and Health Promotion

Components of curriculum supervision regarding the accountability of universities of medical sciences

. Maryam Avizhgan; . Nikoo Yamani; . Athar Omid; . Shahrzad Shahidi

Volume 12, Issue 4 , April 2022, , Pages 1-6

Abstract

  BACKGROUND: This study was conducted on accountability, aiming to design components for monitoring the curricula of universities of medical sciences.MATERIALS AND METHODS: This ...  Read More BACKGROUND: This study was conducted on accountability, aiming to design components for monitoring the curricula of universities of medical sciences.MATERIALS AND METHODS: This study was a developmental one, conducted in Isfahan University of Medical Sciences with the document and literature review, a focus group, and a survey from 2018 to 2020. The first version of the components was designed by the library research and content analysis method. Following developing the initial tool, its validity was evaluated with a focus group, and the questionnaire was prepared according to face and content validity.RESULTS: In this study, 73 components were designed in eight domains for curriculum supervision, including requirements (12), needs and goals (6), content (10), teaching–learning strategies (10), educational materials and resources (5), educational time (2), educational setting (10), and evaluation (18).CONCLUSION: The components of curriculum supervision were designed due to their importance in the evolution and innovation of medical sciences, particularly accountability in the education system, and lack of relevant research. With these components, the current and optimal status of curricula can be determined in universities.

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Applying for recognition status: Experience of the undergraduate medical education accreditation in Iran

. Roghayeh Gandomkar; . Azim Mirzazadeh; . Nikoo Yamani; . Zahra Sadat Tabatabaei; . Abtin Heidarzadeh; . John Sandars

Volume 12, Issue 2 , February 2022, , Pages 1-2

Abstract

    Read More

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Providing a model for validation of the assessment system of internal medicine residents based on Kane’s framework

. Mostafa Dehghani Poudeh; . Aeen Mohammadi; . Rita Mojtahedzadeh; . Nikoo Yamani; . Ali Delavar

Volume 11, Issue 9 , October 2021, , Pages 1-13

Abstract

  BACKGROUND: Kane’s validity framework examines the validity of the interpretation of a test at thefour levels of scoring, generalization, extrapolation, and implications. No model ...  Read More BACKGROUND: Kane’s validity framework examines the validity of the interpretation of a test at thefour levels of scoring, generalization, extrapolation, and implications. No model has been yet proposedto use this framework particularly for a system of assessment. This study provided a model for thevalidation of the internal medicine residents’ assessment system, based on the Kane’s framework.MATERIALS AND METHODS: Through a five stages study, first, by reviewing the literature, themethods used, and the study challenges, in using Kane’s framework, were extracted. Then, possibleassumptions about the design and implementation of residents’ tests and the proposed methods fortheir validation at each of their four inferences of Kane’s validity were made in the form of two tables.Subsequently, in a focus group session, the assumptions and proposed validation methods werereviewed. In the fourth stage, the opinions of seven internal medicine professors were asked aboutthe results of the focus group. Finally, the assumptions and the final validation model were prepared.RESULTS: The proposed tables were modified in the focus group. The validation table was developedconsisting of tests, used at each Miller’s pyramid level. The results were approved by five professorsof the internal medicine. The final table has five rows, respectively, as the levels of Knows and KnowsHow, Shows How, Shows, Does, and the fifth one for the final scores of residents. The columnsof the table demonstrate the necessary measures for validation at the four levels of inferences ofKane’s framework.CONCLUSION: The proposed model ensures the validity of the internal medicine specialty residencyassessment system based on Kane’s framework, especially at the implication level.

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An analysis of the challenges in recruiting clinical teachers in Iranian medical universities: A qualitative analysis

. Akram Sadeghian; . Shahram Tofighi; . Nikoo Yamani; . Tahereh Changiz

Volume 11, Issue 4 , May 2021, , Pages 1-8

Abstract

  BACKGROUND: Employing appropriate and deserving staff is goal of human resourcemanagement (HRM). A group of staff at medical science universities are clinical teachers. Consideringthe ...  Read More BACKGROUND: Employing appropriate and deserving staff is goal of human resourcemanagement (HRM). A group of staff at medical science universities are clinical teachers. Consideringthe position and importance of these peoples, this study addresses the challenges of recruitingclinical teachers.MATERIALS AND METHODS: This is a qualitative study of the conventional content analysis donein Isfahan medical university in 2018. The participants were selected through intensity sampling ofpurposive sampling method, and data were obtained through semi‑structured interviews conductedto survey 23 experts and clinical faculty members concerning the challenges involved in employingclinical teachers. Data were analyzed using conventional content analysis method and OneNote 2013.RESULTS: Two main categories and ten subcategories were classified as follows: HRM inadequacyin educational departments with six subscales such as indefiniteness of the workforce status for HRmanagers, reluctance of educational departments to increase human resources, nonproportionalityof the teacher–student ratio, recruitment of faculty based on the needs in the treatment sector,weakness of the infrastructure to use nonfaculty teachers, and reduced public interest in employmentas a faculty and weakness of the selection process with four subscales based on data analysis suchas undesirable manner of selection, recruitment based on the score given by the national board ofmedical examiners, purpose‑based calls to recruit predefined individuals, and personal and emotionalissues, rather than managerial standards, governing cooperation with teachers.CONCLUSION: Recruitment process is part of HRM tasks. Employment system in a medicalsciences university must be considered to improve the clinical faculty recruitment. HRM inadequacyin educational departments and weakness of the selection process are challenges that affect theemployment system. According to these findings, it is necessary to review the regulations and tasksof HRM in medical sciences universities.

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Challenges and strategies of clinical rounds from the perspective of medical students: A qualitative research

. Amin Beigzadeh; . Nikoo Yamani; . Kambiz Bahaadinbeigy; . Peyman Adibi

Volume 11, Issue 1 , January 2021, , Pages 1-12

Abstract

  INTRODUCTION: Clinical rounds provide opportunities for medical students to acquire essentialskills to practice medicine in the real world. Although this kind of training is one of ...  Read More INTRODUCTION: Clinical rounds provide opportunities for medical students to acquire essentialskills to practice medicine in the real world. Although this kind of training is one of the most importantcomponents of medical education, it is replete with barriers in its effective implementation. This studyaimed to investigate medical students’ experiences concerning the barriers and strategies of clinicalrounds in Kerman University of Medical Sciences (KMU).MATERIALS AND METHODS: This qualitative research was conducted on 12 medical studentsin KMU in 2017. Purposive sampling was used and participants in three grades (stagers, interns,and residents) were selected, and individual semi‑structured interviews were conducted until datasaturation. The average of the interview time differed among the three batches (stagers, 51 min;interns, 38 min; and residents, 31 min). Content analysis using deductive approach was used fordata analysis. MAXQDA version 10 was used for data analysis.RESULTS: Data analysis yielded the identification of six themes related to the system of clinicaleducation, fields of clinical education, clinical environment, educational program, medical teachers,and medical students concerning the barriers and five themes related to the strategies for clinicalrounds.CONCLUSIONS: Findings revealed a deeper understanding of medical students’ experiences. Ourinvestigation identified multiple challenges embedded in our context and strategies to overcomethem. As teaching in clinical rounds is invaluable, there is a need to take into account the identifiedchallenges and overcome them. Thus, more effective rounds with higher efficacy toward students’professional development can be implemented.

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Needs assessment of the public health curriculum based on the first‑level health services package in Isfahan University of Medical Sciences

. Pari Moradi; . Athar Omid; . Nikoo Yamani

Volume 10, Issue 11 , November 2020, , Pages 1-7

Abstract

  INTRODUCTION: After graduation, public health students should be able to work as health caregivers providing first‑level health care services. Therefore, the educational objectives ...  Read More INTRODUCTION: After graduation, public health students should be able to work as health caregivers providing first‑level health care services. Therefore, the educational objectives of public healthbachelor’s programs should ensure that they acquire the capabilities necessary for this purpose.This study identified the educational objectives that are essential for these students and comparedthem with the current curriculum in Isfahan, Iran.METHODS: This needs assessment study was conducted in two phases. In the first phase, theessential educational objectives were identified using a qualitative approach, which involved eightfocus group discussions held by a group consisting of experts of the public health headquarters andpublic health network administration offices of Isfahan province and the public health graduatesworking in the province’s comprehensive health service centers, who were chosen using the purposivesampling method (n = 59). In the second phase, a comparative study was performed by turning thelist of essential educational objectives into a checklist and using it to compare these objectives withthe objectives in the current course plan in the examined curriculum. In the end, a list of educationalobjectives not included in the current curriculum of the public health bachelor’s program was created.RESULTS: The focus group discussions produced 433 educational objectives in the cognitivedomain, 79 objectives in the affective domain, and 179 objectives in the psychomotor domain, whichwere arranged in eight competency categories. Comparison of the essential educational objectiveswith the current curriculum showed that the current curriculum does not cover any of the essentialobjectives regarding care for the age groups of 18–29 and 30–59 and the first aid and only partiallycovers essential objectives in other competency categories.CONCLUSION: This study found that considering the requirements of first‑level health servicesand the tasks expected from public health graduates to be providing these services, the currentcurriculum does not cover all essential learning objectives and should be revised to meet additionalessential educational objectives.

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Key educational and research factors affecting the future of medical education discipline in Iran: A qualitative study

. Atiye Faghihi; . Mohammad Hoseini Moghadam; . Nikoo Yamani

Volume 10, Issue 10 , October 2020, , Pages 1-8

Abstract

  CONTEXT: Along with the evolutions of medical sciences education, the importance of medicaleducation discipline has gained more attention for keeping up with these evolutions. Therefore,paying ...  Read More CONTEXT: Along with the evolutions of medical sciences education, the importance of medicaleducation discipline has gained more attention for keeping up with these evolutions. Therefore,paying attention to policymaking regarding the development of this discipline and its position inuniversities is very necessary.AIMS: This study has been done with the aim of investigating key educational and research factorsaffecting the future of medical education discipline in Iran.SETTINGS AND DESIGN: This is a qualitative study with directed content analysis approach,which has been conducted in eight medical sciences universities having medical educationdepartment (Tehran, Iran, Shahid Beheshti, Isfahan, Mashhad, Shiraz, Tabriz, and Kerman) in2018–2019.SUBJECTS AND METHODS: A total of 25 participants (professors, students, and graduates) ofmedical education discipline were selected by purposeful sampling and with maximum diversity. Datawere collected through semi‑structured interviews. Interviews were analyzed using MAXQDA software.RESULTS: After analyzing the data, a number of 1561 initial codes were obtained, of which 914 codeswere extracted after removing repetitious codes and merging similar codes. Finally, the obtainedresults from content analysis were classified into two main categories including key educational andresearch factors and ten subcategories.CONCLUSIONS: Among the most important key educational and research factors affecting the futureof medical education discipline, it can be mention to the role of the discipline curriculum and needto revise it, the need to monitor the graduates and their status , globalization, the role of medicaleducation centers and departments, and the role of theses. It is recommended that future studiesinvestigate other key factors affecting the future of the discipline.

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The effect of case‑based teaching and flipped classroom methods in comparison with lecture method on learning and satisfaction of internship students in surgery

. Mohsen Kolahdouzan; . Mohsen Mahmoudieh; . Mehdi Rasti; . Athar Omid; . Arvin Rostami; . Nikoo Yamani

Volume 10, Issue 9 , September 2020, , Pages 1-6

Abstract

  INTRODUCTION: Teaching is one of the most important needs of human societies, and selectingthe best method of teaching is so important to improve the teaching as well as learning of ...  Read More INTRODUCTION: Teaching is one of the most important needs of human societies, and selectingthe best method of teaching is so important to improve the teaching as well as learning of students.The purpose of this study was to determine the effect of case‑based teaching (CBT) and flippedclassroom methods in comparison with lecture method on students’ learning and satisfaction atinternship of Department of General Surgery, Isfahan University of Medical Sciences.MATERIALS AND METHODS: This experimental study was performed on fifty medical surgeryinternship students in Isfahan University of Medical Sciences in 2017. Students were randomlydivided into two groups of control group and intervention group. The data were collected by a posttestafter holding every class and a researcher‑made form for evaluating students’ satisfaction after theend of the project. The results of this study were analyzed by SPSS 21 software using descriptivestatistical methods (mean and standard deviation) and paired t‑test.RESULTS: The comparison of the mean posttest scores in the three classes showed that the meanscores of the students in the intervention group in the first and second sessions unlike the thirdsession were higher than that in the control group; this difference was statistically significant in thefirst session (P = 005) and the third session (P = 0.002). Students’ satisfaction with case‑basedlearning method (4.03 ± 0.87) was higher than that of lecture method (2.88 ± 0.78).CONCLUSION: In CBT and flipped classroom, students’ learning and the quality of teaching wereimproved. In addition, students were more satisfied with this method in comparison with the lecturemethod. However, it should be noted that the success of using this teaching method depends onchoosing the appropriate subject.

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Evaluation of health experts’ education program for becoming multiprofessionals (family health caregiver) regarding health system transformation plan: An application of CIPP model

. Tahereh Moghadas‑Dastjerdi; . Athar Omid; . Nikoo Yamani

Volume 10, Issue 9 , September 2020, , Pages 1-7

Abstract

  BACKGROUND AND OBJECTIVES: This study was conducted to evaluate the health experts andprofessionals’ education program in order to become multiprofessionals regarding health systemtransformation ...  Read More BACKGROUND AND OBJECTIVES: This study was conducted to evaluate the health experts andprofessionals’ education program in order to become multiprofessionals regarding health systemtransformation plan by a descriptive and educational evaluation method based on the context, input,process, and product (CIPP) evaluation model in 2018.MATERIALS AND METHODS: The statistical population included managers and experts of healthdeputy (13 people), managers and authorities in health networks (32 people), teachers (251 people),and learners (1914 people). Data were collected by four researcher‑made questionnaires based onthe CIPP model and evaluation checklist of facilities and equipment. The view of experts was used tomeasure the face validity and content validity of the questionnaire, and Cronbach’s alpha coefficientwas used to determine reliability. Data were entered into SPSS 23 software, and data were providedusing descriptive statistics (frequency, mean, and standard deviation).RESULTS: The evaluation indicators of the educational course in the field of context wereevaluated desirable by province’s managers and experts (95% questions), city managers (100%questions), teachers (95% questions), and health caregivers (80% questions). In the field of input,it was evaluated desirable by managers and experts’ input of province (60% questions) and citymanagers (70% questions) and it was evaluated semi‑desirable by teachers (78.95% questions)and health caregivers (88.24% questions). In the field of process, it was evaluated desirable byprovince’s managers and experts (73.68% questions) and city managers (66.67% questions) andit was evaluated semi‑desirable by teachers (66.67% questions) and health caregivers (94.4%questions). In the field of product, it was evaluated semi‑desirable by managers and experts ofprovince (63.63% questions), teachers (81.81% questions), and health caregivers (100% questions)and it was evaluated desirable by city managers (72.72% questions).CONCLUSION: Holding initial service education course of health caregivers has been necessary, andthe public health, family, and midwifery disciplines needed to be educated in a university appropriateto the description of tasks of health caregivers.

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Clinical informationist educational needs and goals: A scoping review

. Mohammadreza Hashemian; . Alireza Rahimi; . Nikoo Yamani; . Peyman Adibi; . Firoozeh Zare‑Farashbandi

Volume 10, Issue 7 , July 2020, , Pages 1-7

Abstract

  Clinical informationist (CI) is one of the current trends in the field of medical librarianship andinformation science. CIs are members of clinical care teams, and their main duty is ...  Read More Clinical informationist (CI) is one of the current trends in the field of medical librarianship andinformation science. CIs are members of clinical care teams, and their main duty is to fill the gap inthe information needs of health‑care workers and patients using information sources. They need anofficial and standard education. This study aims to identify the educational goals and needs of CIs.To this end, a scoping review was conducted using the Preferred Reporting Item for SystematicReviews and Meta‑analyses guidelines. The ISI Web of Science, Scopus, Proquest (MEDLINE),Science Direct, Emerald, ERIC, Cochrane, and Library, Information Science and Technology Abstractswere searched. The Journal of the European Association for Health Information and Libraries washand searched for relevant studies. A total of 1026 studies were extracted, and 38 studies wereselected for the final review. The review resulted in identifying 18 goals in cognitive, emotional, andpsychomotor areas. Furthermore, the educational needs were identified in eight educational needsincluding research method and statistics, education, medical knowledge, information and librarianshipscience, clinical environment knowledge, evidence‑based knowledge, information technologies andsystems, management, and leadership. Although part of these educational needs can be met throughgeneral medical librarianship and information science education, further specialized education forCIs requires specific aims and curriculum. Thus, the results of this study can be the basis for futurestudies regarding the competencies of CI in order to provide a more precise and detailed curriculumbased on these educational needs.

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Assessment of knowledge and skills training needs among employed midwives in health and medical centers, compared to expected duties as a part of Health System Reform Program, 2019

. Zahra Enteshari; . Nikoo Yamani; . Athar Omid

Volume 10, Issue 7 , July 2020, , Pages 1-8

Abstract

  INTRODUCTION: As a part of healthcare providers of the Health System Reform Program, midwivesare required to master the necessary knowledge and skills to meet the related demands of ...  Read More INTRODUCTION: As a part of healthcare providers of the Health System Reform Program, midwivesare required to master the necessary knowledge and skills to meet the related demands of society.This study was aimed to assess the knowledge and skills training needs of practicing midwives ofhealth and medical centers of Isfahan.METHODS: This study is a descriptive cross-sectional study. The statistical target population wasmidwifery experts working in Isfahan health centers and the samples were selected through simplerandom sampling (sample size 250). Data were collected by two questionnaires to assess knowledgeand skill needs. The validity of the questionnaires was confirmed by experts of the province andcity health centers and medical education experts and its reliability was calculated by Cronbach’salpha (98%). Data were analyzed using SPSS 23 software and descriptive and analytical statisticalmethods (frequency, mean, variance).RESULTS: The first five knowledge training priorities of employed midwives in health and medicalcenters, which comprise most of the means values, are pregnancy complications and abnormalities(3.64 ± 1.21); mammography and its interpretation (64.3 ± 1.30); skills and principles of parenting(3.59 ± 1.24); shortness of breath and palpitations during pregnancy (3.58 ± 1.16); and commonmental disorders (3.57 ± 1.16). The most important skills training needs were Excel (1.21 ± 3.59),PowerPoint (27.1 ± 54.3), internet (3.52 ± 1.25), and parameters registration and reporting in the SIBsystem (3.49 ± 1.28). Employed midwives of the health and medical centers displayed a significantdifference in feeling the need for training in some subjects.CONCLUSION: Needs assessment is the foundation of purposeful training, and better training leadsto improved performance of personnel and organizations. Therefore, it is imperative that reliableand documented data be utilized for promotion and improvement of in-service training programsof employed midwives of the health and medical centers of Isfahan province and also for revisinguniversity curriculums. Taking these measures would lead to the empowerment of personnel andgeneral development of society.

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Clinical instructors' recruitment callenges: Interpretive Structural Modeling approach

. Akram Sadeghian; . Shahram Tofighi; . Nikoo Yamani; . Tahereh changiz

Volume 10, Issue 6 , June 2020, , Pages 1-9

Abstract

  CONTEXT: Universities of medical sciences are responsible for educating and training humanresources (HRs) that provide services to all members of the community. Clinical educators play ...  Read More CONTEXT: Universities of medical sciences are responsible for educating and training humanresources (HRs) that provide services to all members of the community. Clinical educators play asignificant role in the promotion of health and education in medical sciences universities.AIMS: The aim of this study was to prioritize and develop a model to illustrate the relationship betweenfaculty recruitment challenges in medical sciences universities.SETTINGS AND DESIGN: Interpretive structural modeling (ISM) is a system design method initiallyintroduced by Warfield (1974). This method helps create order in the complex interconnectionsbetween components of a system by interpreting the opinions of a group of experts. It both determinesthe priority of elements influencing one another and uncovers the association between the elementsof a multipart set in a hierarchical structure.SUBJECTS AND METHODS: In this method, the identified challenges were built into a pairedcomparison questionnaire to be completed by policymakers and experts. By the same token, theobtained results were analyzed with the ISM technique.STATISTICAL ANALYSIS: The four steps include identified variables related to the issue, structuralself‑interaction matrix, initial reachability matrix, and final reachability matrix was used for analysis.According to these steps, the ISM model was portrayed.RESULTS: The ISM model was developed in ten levels that divided into three parts including keychallenges, strategic challenges, and dependent challenges.CONCLUSION: Health promotion and quality of education in medical sciences universities isdependent on quality of faculty recruitment system. According to the results, it is imperative that HRmanagers and policymakers improve existing rules and develop policies to solve the challenges inthis area.

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Institutional Accreditation in Medical Education: The Experience of The Survey Visit Teams

. Zeliha Asli Öcek; . Ece Eden; . Ummahan Yücel; . Meltem Çiçeklioglu; . Mohammad H Yarmohammadian; . Elahe Khorsani; . Roohangiz Norouzinia; . Samaneh Mirzaei; . Soheila Ehsanpour; . Nikoo Yamani; . Fatemeh Rezaei

Volume 10, Issue 2 , February 2020, , Pages 1-7

Abstract

  OBJECTIVES: This study discussed about challenges and opportunities of institutional accreditationin Iranian medical universities. The lesson learned of the first round of the accreditation ...  Read More OBJECTIVES: This study discussed about challenges and opportunities of institutional accreditationin Iranian medical universities. The lesson learned of the first round of the accreditation would directinitiatives and solutions for future accreditation.METHODOLOGY: This research is a qualitative content analysis research that studied the experienceof the survey visit teams. Semistructured interviews with a purposive sampling approach were doneto reach data saturation. Constant comparative method was used to analyze the data.RESULTS: The emergent themes were incompatible scheduling with accreditation workload,accreditation sustainability, the weakness of the survey instrument, advantage of the surveyinstrument, the quality of evaluators’ survey, the opportunity of progress for universities, accreditationperspective, defendable cost opportunity, perceived injustice, and the leading strategies. In this study,the relationship between categories and themes was shown with a systematic approach.CONCLUSION: In medical education systems, it is necessary to continue the research anddevelopment studies using the findings in each accreditation period to achieve the prospect ofinternational accreditation.

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A modified tool for “reflective practice” in medical education: Adaptation of the REFLECT rubric in Persian

. Saeideh Daryazadeh; . Nikoo Yamani; . Payman Adibi

Volume 10, Issue 1 , January 2020, , Pages 1-7

Abstract

  CONTEXT: Reflection is a learnable process that enhances long‑life learning, clinical decision‑making,and can foster empathy and professionalism. One of the methods for teaching ...  Read More CONTEXT: Reflection is a learnable process that enhances long‑life learning, clinical decision‑making,and can foster empathy and professionalism. One of the methods for teaching reflection is “reflectivewriting” that is conducted in “reflective practice.” Some tools have been developed to assess “reflectivecapacity,” and The Reflection Evaluation for Learners’ Enhanced Competencies Tool (REFLECT)is one of them.AIMS: This study aimed to adapt the REFLECT rubric in Persian.SETTINGS AND DESIGN: This quantitative study was conducted in a medical school with theparticipation of medical interns through census sampling, and in three stages, including translation,pilot study, and main study.SUBJECTS AND METHODS: Persian translation was obtained by the “forward/backward translation”method. We made some changes in the tool and used it in the pilot and main study to confirm validityand reliability.STATISTICAL ANALYSIS USED: Cronbach’s alpha coefficient, Pearson correlation, and Cohen’skappa were applied for statistical analysis. Data analysis was performed using SPSS23.RESULTS: We inserted a numerical value of 1–4 at the reflection levels, and also removed Axis 2 andan optional writing component. In the pilot study, face and content validity was confirmed involving10 interns and five medical education specialists. Then, 67 interns participated in the main study,and we measured the reliability of the tool by internal consistency through Cronbach’s alpha (0.83)and test‑retest through correlation coefficient (0.89). The size of the agreement was measured todetermine the inter‑rater reliability by Cohen’s kappa (0.84).CONCLUSIONS: The modified REFLECT version is a valid and reliable tool that can help us toassess reflective capacity. The use of this tool is recommended for reflective practice in medicine.

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Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed‑methods study

. Sepideh Jamshidian; . Nikoo Yamani; . Mohammad Reza Sabri; . Fariba Haghani

Volume 9, Issue 1 , January 2019, , Pages 1-10

Abstract

  INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing ...  Read More INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing feedback toclinical teachers on their educational performance.MATERIALS AND METHODS: In the first phase of this mixed‑methods study, the clinical teachers,students, and university officials were interviewed on feedback problems and challenges. Afteran inductive content analysis, and based on the problems enlisted, a ten‑item questionnaire wasdeveloped. Subsequently, 25 clinical teachers completed the questionnaire by scoring the importanceand urgency of each problem.RESULTS: Overall, 18 individual and group interviews were conducted with 24 people. A totalof ten themes and five categories emerged, including “lack of transparency of feedback system,”“absence of criticizability culture,” “lack of motivation to improve performance,” “failure to considerfactors affecting teacher’s performance,” “lack of formative evaluation,” “inappropriate data obtainedon teacher’s performance,” “inappropriate feedback providers,” “inappropriate feedback recipients,”“inappropriate feedback provision,” and “no feedback follow‑up.” Three items of priority involved“inappropriate feedback providers,” “inappropriate data,” and “failure to consider factors affectingthe teacher’s performance.”CONCLUSIONS: All the raised problems obtained high scores; nevertheless, the interviewees hadmore problems with the feedback provider, the data collected on the performance, and inattentionof university officials to the factors influencing performance than feedback presentation methods.Hence, gaining the trust of teachers on the collected data, providing feedback by their trustworthyindividuals, and paying attention to the factors influencing teachers' performance are associated withan increased possibility of feedback acceptance.

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Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

. Maria Shaterjalali; . Tahereh Changiz; . Nikoo Yamani

Volume 8, Issue 10 , October 2018, , Pages 1-7

Abstract

  INTRODUCTION: As an integral and the most important part of medical education, clinical educationprovides the opportunity to prepare medical students as professionals. This study explores ...  Read More INTRODUCTION: As an integral and the most important part of medical education, clinical educationprovides the opportunity to prepare medical students as professionals. This study explores thestandpoints of informants concerning the optimal conditions for clinical education and its components,including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinicalteaching and standards.METHODS: The study design is built on qualitative content analysis with the directed approach. Theparticipants were selected using purposive sampling with maximum variation, and the data werecollected through online focus group discussion (FGD) and semi‑structured individual interviewsconducted either face‑to‑face or on the telephone.RESULTS: Twenty vice‑chancelleries of education and medical education planners from across thecountry participated in this study. Concepts resulted in four main categories: educational settings,tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprisedvariety of educational settings, teaching team conditions, and learning strategies.CONCLUSION: Optimal conditions for clinical education are associated with the use of educationalsettings close to the real workplace of general practitioners such as general inpatient settings,outpatient settings, and emergency department. Moreover, optimal conditions require the provisionof learning opportunities by organized team of tutors and team member empowerment along withpolicy‑making and planning on the national scale by the Ministry of Health in consideration of localconditions.

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Factors influencing the results of faculty evaluation in Isfahan University of Medical Sciences

. Farahnaz Kamali; . Nikoo Yamani; . Tahereh Changiz; . Fatemeh Zoubin

Volume 8, Issue 1 , January 2018, , Pages 1-9

Abstract

  OBJECTIVE: This study aimed to explore factors influencing the results of faculty member evaluationfrom the viewpoints of faculty members affiliated with Isfahan University of Medical ...  Read More OBJECTIVE: This study aimed to explore factors influencing the results of faculty member evaluationfrom the viewpoints of faculty members affiliated with Isfahan University of Medical Sciences, Isfahan,Iran.MATERIALS AND METHODS: This qualitative study was done using a conventional content analysismethod. Participants were faculty members of Isfahan University of Medical Sciences who, consideringmaximum variation in sampling, were chosen with a purposive sampling method. Semi‑structuredinterviews were held with 11 faculty members until data saturation was reached. The interviews weretranscribed verbatim and analyzed with conventional content analysis method for theme development.Further, the MAXQDA software was used for data management.RESULTS: The data analysis led to the development of two main themes, namely, “characteristicsof the educational system” and “characteristics of the faculty member evaluation system.” The firstmain theme consists of three categories, i.e. “characteristics of influential people in evaluation,”“features of the courses,” and “background characteristics.” The other theme has the following asits categories: “evaluation methods,” “evaluation tools,” “evaluation process,” and “application ofevaluation results.” Each category will have its subcategories.CONCLUSIONS: Many factors affect the evaluation of faculty members that should be taken intoaccount by educational policymakers for improving the quality of the educational process. In additionto the factors that directly influence the educational system, methodological problems in the evaluationsystem need special attention.

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Comparing the effect of group‑based and compact disk‑based training on midwives’ knowledge and attitude toward domestic violence in women of reproductive age

. Masoomeh Vakily; . Mahnaz Noroozi; . Nikoo Yamani

Volume 7, Issue 4 , July and August 2017, , Pages 1-5

Abstract

  BACKGROUND: Training the health personnel about domestic violence would cause them toinvestigate and evaluate this issue more than before. Considering the new educational approachesfor ...  Read More BACKGROUND: Training the health personnel about domestic violence would cause them toinvestigate and evaluate this issue more than before. Considering the new educational approachesfor transferring knowledge, the goal of this research was to compare the effect of group‑based andcompact disk (CD)‑based training on midwives’ knowledge and attitude toward domestic violence.METHODS: In this clinical experiment, seventy midwives working at health centers and hospitalsof Isfahan were randomly allocated into two classes of group‑based and CD‑based trainings andwere trained in the fields of recognition, prevention, and management of domestic violence. Datawere collected by questionnaires which were completed by the midwives for evaluation of theirknowledge and attitude.RESULTS: The mean score of midwives’ knowledge and attitude toward domestic violence hada meaningful increase after the training (16.1, 46.9) compared to the score of before the training(12.1, 39.1) in both of the classes (group‑based training: 17.7, 45.4) (CD‑based training: 11.7, 38.6).No meaningful difference was observed between the two groups regarding midwives’ attitude towarddomestic violence after the intervention; however, regarding their knowledge level, the differencewas statistically meaningful (P = 0.001), and this knowledge increase was more in the CD‑basedtraining group.CONCLUSIONS: In spite of the effectiveness of both of the training methods in promoting midwives’knowledge and attitude about domestic violence, training with CD was more effective in increasingtheir knowledge; as a result, considering the benefits of CD‑based training such as cost‑effectivenessand possibility of use at any time, it is advised to be used in training programs for the health personnel.

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The relationship between residents’ interest to their specialty field and their level of anxiety

. Fariborz Khorvash; . Sahar Vesal; . Nikoo Yamani; . Arash Hadadgar; . Nooshin Mehrbod

Volume 4, Issue 2 , May 2014, , Pages 1-6

Abstract

  Introduction: Studies showed that lack of interest in the field of study in the 1st year of residencycould create stress and then causing psychological problems like anxiety. The purpose ...  Read More Introduction: Studies showed that lack of interest in the field of study in the 1st year of residencycould create stress and then causing psychological problems like anxiety. The purpose of this studywas the evaluation of relationship between interest to the specialized field of study and the level ofmedical residents’ anxiety in 2010. Materials and Methods: This study was a cross‑sectional study.The statistical population of this study was the medical residents (1st‑4th year) from the Universitiesof Medical Sciences of Isfahan, Gilan, Sanandaj and Kashan (370 residents). They were selected bystratified sampling method proportional to size and were included in this study. Data was collectedby using the researcher‑made questionnaire of demographic characteristics, the questionnaireabout the field of study selection and Zung anxiety self‑assessment standard questionnaire. Thefindings were analyzed by using the SPSS statistical software version 16, descriptive and analyticaltests (t‑test, one‑way ANOVA and Pearson). The significance level was considered as P ≤ 0.05.Results: The results showed that more than 92% of the surveyed residents did not have anxietyand were in the normal group. There was a significant correlation between the specialized field ofinterest and anxiety scores of the residents (P < 0.05). In particular, the following cases had a directeffect on interest rates and anxiety in residents: the amount of time for visiting and patient care, jobstress, time for personal affairs, the ability to predict the agenda and job security. Conclusions: Therelationship between various factors and anxiety level was corroborated that the residents’ interestand success in studying was the result of their choices and management plans to eliminate barriersfor the selection of the field and the favorite city by the officials and planners.

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Assessment of educational criteria in academic promotion: Perspectives of faculty members of medical sciences universities in Iran

. Mina Tootoonchi; . Nikoo Yamani; . Tahereh Changiz; . Fariba Taleghani; . Zahra Mohammadzadeh

Volume 4, Issue 2 , May 2014, , Pages 1-6

Abstract

  Introduction: One of the important criteria in the promotion of faculty members is in the scope oftheir educational roles and duties. The purpose of this study was the assessment of ...  Read More Introduction: One of the important criteria in the promotion of faculty members is in the scope oftheir educational roles and duties. The purpose of this study was the assessment of reasonabilityand attainability of educational criteria for scientific rank promotion from the perspective ofthe faculty members of Medical Sciences Universities in Iran. Materials and Methods: Thisdescriptive study was conducted in 2011 in 13 Universities of Medical Sciences in Iran. Throughstratified sampling method, 350 faculty members were recruited. A questionnaire developed bythe researchers was used to investigate the reasonability and attainability of educational criteriawith scores from 1 to 5. The self-administered questionnaire was distributed and collectedat each university. The mean and standard deviation of reasonability and attainability scoreswere calculated and reported by using the SPSS software version 16. Results: Faculty membersconsidered many criteria of educational activities reasonable and available (with a mean scoreof more than 3). The highest reasonability and attainability have been obtained by the quantityand quality of teaching with the mean scores (3.93 ± 1.15 and 3.82 ± 1.17) and (3.9 ± 1.22and 4.13 ± 1.06) out of five, respectively. The mean and standard deviation of total scores ofreasonability of educational activities were 50.91 ± 14.22 and its attainability was 60.3 ± 13.72from the total score of 90. Discussion and Conclusion: The faculty members of the Universities ofMedical Sciences in Iran considered the educational criteria of promotion moderately reasonableand achievable. It is recommended to revise these criteria and adapt them according to the missionand special conditions of medical universities. Furthermore, providing feedback of evaluations,running educational researches, and implementing faculty development programs are suggested.

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Investigating the faculty evaluation system in Iranian Medical Universities

. Farahnaz Kamali; . Nikoo Yamani; . Tahereh Changiz

Volume 4, Issue 1 , February 2014, , Pages 1-8

Abstract

  Introduction: To achieve a valid evaluation of faculty members, it is necessary to develop aninclusive and dynamic system of evaluation addressing all the activities and responsibilities ...  Read More Introduction: To achieve a valid evaluation of faculty members, it is necessary to develop aninclusive and dynamic system of evaluation addressing all the activities and responsibilities offaculty members. Among these responsibilities, educational activities comprise an important partwhich needs to be investigated. This study aimed to investigate the current system of evaluatingthe faculty members’ educational duties. Methods: In this descriptive cross-sectional study,a checklist for investigating the current evaluation system and was developed confirmed by afocus group. The data for checklist were collected through a researcher-made questionnaireand interview with eight experts of faculty evaluation that worked in different Iranian MedicalUniversities. For completion of information, the available documents and records were studied.Finally, the current evaluation system of different universities was depicted. Results: Thedeveloped checklist had six themes and 123 subthemes. The extracted themes included:Tools, evaluators, processes, appropriateness of faculty field of work with evaluation, feedbackstatus, and university status regarding decisions made based on faculty evaluation results.As for comprehensiveness, all evaluation items except for evaluation and assessment skillsand religiosity from personality traits subtheme were fully investigated. The evaluation toolswere not enough for different types of education such as clinical education. In six universities,the feedbacks provided were only for making inter/intra department comparison, and noscientific suggestions were included. The results of evaluations were used only for the faculties’promotions. Discussion: Suitability between evaluation and performance components is anecessity in every evaluation system. The study showed this does not exist in Iranian Universities.For instance, there was no appropriate tool for the evaluation of clinical education. Also, the resultsof the faculty evaluation were not used for the improvement of their educational performance.

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The comparative analysis of satisfaction rate among the public universities talented students with education and all the services provided to them

. Shaghayegh Nikneshan; . Nikoo Yamani; . Azam Moghadam; . Ahmadreza Nasr

Volume 2, Issue 3 , August 2012, , Pages 1-7

Abstract

  Introduction: Universities provide different facilities for talented students. The aim of this researchwas to comparatively examine the rate of satisfaction among the talented students ...  Read More Introduction: Universities provide different facilities for talented students. The aim of this researchwas to comparatively examine the rate of satisfaction among the talented students with the servicesoffered to them at different Iranian universities. Methods: This was a survey study in which aresearcher-made questionnaire was used to collect the data. The statistical population of thisresearch consisted of all the talented students at four universities who had been admitted at theseuniversities from 2003 to 2009. Using the formula, the total number of samples was estimated tobe approximately 328. Results: The research findings indicated that the talented students didnot have satisfaction with the educational situation, and no statistically significant difference wasobserved among the different universities with regard to this issue. Conclusion: According to thefindings it is suggested that universities offer more financial facilities for research, and attendingconferences, and provide rich-content and valuable classes, and active and creative teachingmethods. It is also proposed that educational workshops on detecting talented students and themanner of dealing with them be convened for faculty members.

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A study of family health problems in Iran from the stakeholders’ perspective

. Nikoo Yamani; . Alireza Yousefy; . Habib Rezaei; . Gholamreza Sharifirad

Volume 2, Issue 1 , March 2012, , Pages 1-8

Abstract

  Background: Family health is one of the World Health Organization’s (WHO) programsconcerning individuals’ and families’ health and development. If properly implemented, ...  Read More Background: Family health is one of the World Health Organization’s (WHO) programsconcerning individuals’ and families’ health and development. If properly implemented, family health may ensure the health of human beings and support their self-fulfillment; and maypave the way for bringing up a healthier and better generation by achieving two importantand specific quantitative and qualitative results. This study aims at establishing the existingproblems in the medical education system with respect to family health, which may be managed by the family health professional if a Masters’ course educational program is developed.Materials and Methods: In this cross-sectional, descriptive study, five Type-1 and four Type-2 andType-3 universities were randomly selected. Then, the faculty members of health services/publichealth departments, health managers, health and treatment networks managers, personnel ofprovincial health centers in family health units, and also public health B. S. students were surveyedon the existing problems in the national health system which can be solved by family health professional. A questionnaire containing one open-ended and several demographic questions was sentby mail for some and personally handed over to some others. Since the data were of a qualitativenature, first the categories were specified through content analysis and then the opinions of eachcategory of individuals were differentiated based on the relevant categories. Results: Results obtained from the comments of the study population led to specification of problems in health system,which could be solved by the family health senior expert. Such problems were categorized into sixgroups as: Planning and implementation, research, education, management, service-providing, andcultural problems. Conclusion: Given the problems in our nation concerning various family healthissues, the field of family health in the levels of associate and bachelor degrees cannot respond toall public requirements, and health personnel in these levels do not possess various professional,planning, research, and educational skills required to analyze family health problems. Therefore,it is suggested that a Masters’ course educational program be developed.

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