Journal of Education and Health Promotion

Exploration challenges of the implementers of Iran’s transformational innovation plan in medical education

. Mohammad Hasan Keshavarzi; . Javad Kojuri; . Habibolah Rezaei; . Ali Reza Safarpour

Volume 12, Issue 5 , June 2022, , Pages 1-7

Abstract

BACKGROUND: The Health System Reform Plan, especially in medical education, has undoubtedlycaused changes in the university. The continuation of this project requires recognizing the ... Read More

The effect of coronavirus (COVID‑19) pandemic on medical sciences education in Iran

. Habibolah Rezaei; . Aliakbar Haghdoost; . Hamid Akbari Javar; . Reza Dehnavieh; . Shahintaj Aramesh; . Nasrin Dehgani; . Mohamad Tahmasbi Sisakht

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

Abstract

BACKGROUND: COVID‑19 has a great impact on medical sciences education. Some researcheshave been conducted on the effects of the COVID‑19 pandemic on medical sciences educationin ... Read More BACKGROUND: COVID‑19 has a great impact on medical sciences education. Some researcheshave been conducted on the effects of the COVID‑19 pandemic on medical sciences educationin the world. The aim of this study was to identify the effects of this disease on medical scienceseducation in Iran.MATERIALS AND METHODS: This futures study research was carried out using the future wheelmethod in Iran’s University of Medical Sciences in the spring of 2020. A semi‑structured interviewwas also conducted on the vice chancellors of medical sciences universities, faculty presidents,faculty vice chancellors, faculty members, medical education specialists, and university students,who were purposefully identified. The interview continued until achieving data saturation. Analysisof the interviews was performed by MAXQDA version 10 software.RESULTS: The effects were presented at three levels including primary effects, secondary effects,and third effects. In addition, 16 primary effects, 51 secondary effects, and 24 tertiary effects wererecognized. One primary effect of the coronavirus (COVID‑19) pandemic on medical scienceseducation in Iran was fear, stress, and anxiety among students and faculty members as well asstaffs to get the disease. In addition, rumor was circulated concerning the infection of some people,thus, there was a need for holding courses regarding stress management and rumor management.One secondary effect of the coronavirus (COVID‑19) pandemic on medical sciences education inIran was allocation of a number of educational hospitals to the referral hospitals of COVID‑19. Onetertiary effect of the coronavirus (COVID‑19) pandemic on medical sciences education in Iran wasincreasing the number of virtual courses.CONCLUSIONS: The most important effect of this disease on medical sciences education is thepostponement of practical and apprenticeship classes, and consequently the increased length of theacademic term that leads to delay in the students’ graduation, which can reduce the workforce. Onthe one hand, this disease causes death of a number of students, educational and medical staffs,and faculty members, as well as reduces the workforce. Also, lengthening the recruitment of facultymembers will add to this challenge. In this regard, there is a need to plan to compensate for theshortage of required human resources.

Strengths of Iran for internationalization of medical sciences education

. Habibolah Rezaei; . Asadolah Mosavi; . Alireza Yousefi; . Bagher Larijani; . Nima Rezaei; . Reza Dehnavieh; . Peyman Adibi

Volume 10, Issue 4 , April 2020, , Pages 1-10

Abstract

INTRODUCTION: Internationalization of higher education involves mutual exchanges as well as aconsensus based. Political, economic, sociocultural, and scientific reasons recommend the ... Read More INTRODUCTION: Internationalization of higher education involves mutual exchanges as well as aconsensus based. Political, economic, sociocultural, and scientific reasons recommend the need tomove toward the internationalization of higher education. The current study highlights the strengthsof the internationalization of Iran’s medical sciences education.MATERIALS AND METHODS: This descriptive exploratory study was carried out in 2016–2017 inIran. The techniques used for data collection included review of articles, interview with subject experts,and the focus group and the nominal technique group to explore the views of various stakeholders.The data were analyzed with the qualitative content analysis method.RESULTS: The inductive qualitative content analysis of all data generated 13 categories and 88subcategories. The categories were geographical and geostrategic position of Iran; the historical,cultural, religious, and tourist attractions of Iran; the security of Iran; priority to internationalizationpolicies and programs in Iran’s macro plans; the existence of regulations, laws, and approvals forinternational activities; same language with neighboring and regional countries; the low cost ofstudying and living in Iran; the ability of Iranian faculty members and experts for internationalization;the background, reputation, and the progress of medical education, health, and care in Iran; thecheaper forces of Iran and their welcome to foreigners; the existence of motivation, zeal, and belieffor internationalization; the existence of proper infrastructure; and the existence of a suitable capacityfor internationalization.CONCLUSIONS: Iran has some positive points that can be used to promote international activities,provided it does some good advertising in this regard. It is suggested that the challenges, opportunities,and threats to Iran’s internationalization should be collated from the perspective of the variousstakeholders.

Internationalization or globalization of higher education

. Habibolah Rezaei; . Alireza Yousefi; . Bagher Larijani; . Reza Dehnavieh; . Nima Rezaei; . Peyman Adibi

Volume 8, Issue 1 , January 2018, , Pages 1-15

Abstract

INTRODUCTION: Studies about globalization and internationalization demonstrate different attitudesin explaining these concepts. Since there is no consensus among Iranian specialists ... Read More INTRODUCTION: Studies about globalization and internationalization demonstrate different attitudesin explaining these concepts. Since there is no consensus among Iranian specialists about theseconcepts, the purpose of this study is to explain the concepts of internationalization and globalizationin Iran.MATERIALS AND METHODS: This study is a systematic review done in the first half of 2016.To explain the concept of globalization and internationalization, articles in Scientific InformationD atabase, Magiran database, and Google Scholar were searched with the keywords such asglobalization, scientific exchange, international cooperation, curriculum exchange, student exchange,faculty exchange, multinational cooperation, transnational cooperation, and collaborative research.Articles, used in this study, were in Persian and were devoted to internationalization and globalizationbetween 2001 and 2016. The criterion of discarding the articles was duplicity.RESULTS: As many as 180 Persian articles were found on this topic. After discarding repetitivearticles, 64 remained. Among those, 39 articles mentioned the differences between globalizationand internationalization. Definitions of globalization were categorized in four categories, includingglobalization, globalizing, globalization of higher education, and globalizing of higher education.Definitions about internationalization were categorized in five categories such as internationalization,internationalization of higher education, internationalization of the curriculum, internationalization ofcurriculum studies, and internationalization of curriculum profession.CONCLUSION: The spectrum of the globalization of higher education moves from dissonance andmultipolarization to unification and single polarization of the world. One end of the spectrum, whichis unification and single polarization of the world, is interpreted as globalization. The other side of thespectrum, which is dissonance and multipolarization, is interpreted as globalizing. The definition ofinternalization is the same as that of globalizing. In other words, it is possible to say that internalizationis similar to globalizing but different from globalization.

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Author = . Habibolah Rezaei

Exploration challenges of the implementers of Iran’s transformational innovation plan in medical education

Abstract

The effect of coronavirus (COVID‑19) pandemic on medical sciences education in Iran

Abstract

Strengths of Iran for internationalization of medical sciences education

Abstract

Internationalization or globalization of higher education

Abstract