Journal of Education and Health Promotion

Abstract BACKGROUND: The teacher must conduct educational responsibilities in the best way by observing
the ethical principles to meet students’ educational needs. The aim of the study was to investigate the
main factors of professionalism among faculty members from the viewpoints of various stakeholders
including learners, peers, and educational officials, as well as the components were assessed from
the viewpoints of the stakeholders.
MATERIALS AND METHODS: This was a descriptive analytical study conducted in two phases. In
the first phase, a questionnaire was developed and validated to assess the professional behavior
of faculty members. In the second phase, the evaluation of the teachers’ professional behavior was
done from the viewpoint of various stakeholders, including learners, middle and senior education
managers and peers. The participants were faculty members from 10 schools enrolled in the study
by census (n = 427). To extract the factors that constitute professional behavior in faculty members,
exploratory factor analysis was used. Data were summarized using descriptive indices (mean,
standard deviation, and percent). Exploratory factor analysis (EFA) was used to extract the factors
that constitute professional behavior in faculty members. Data was analyzed by using SPSS
software (version 23.0).
RESULTS: In the first phase, the questionnaire with 11 items was developed. The validity and reliability
of the tool was confirmed. The mean (SD) of the faculty members’ scores was 4.54(±0.34), with a
minimum score of 2.33 and a maximum score of 5.00. The highest scores of faculty members were
reported in the items of “altruism to colleagues and students” and the lowest scores were related
to “feedback seeking and feedback acceptance”. Professional behavior was categorized under two
domains: accountability to professional duties and adherence to professional values. Fifty percent
of the participants followed the adherence to professional values (P = 0.22), but less than 50% of
the individuals followed the adherence to professional duties significantly (P = 0.002).
CONCLUSION: The results of the present study showed that adherence to professional duties was low
in faculty members. Assessment of individuals’ adherence in these two domains showed that faculty
members’ compliance in the domain of accountability to professional duties was significantly lower.

Abstract BACKGROUND: COVID‑19 pandemic pushed all educational institutions to rely exclusively on 
technology‑based learning. As this was done for the first time, it is ideal to evaluate the e‑learning 
program to refine and consolidate the learned experience. Hence, the current study was undertaken 
to evaluate the online learning and teaching experiences of students and teachers.
MATERIALS AND METHODS: This program evaluation on e‑learning was carried out in the 
department of Community Medicine (DCM) in a private medical college using context/input/process/
product framework among IV, VI, and VII semester undergraduate students and faculties in DCM 
who were exposed to e‑learning for the period of 2 months since April 2020. Google Forms was 
used to design a survey questionnaire that was conceptualized as per the needs of the evaluation 
framework. Ethics Committee approval was obtained. Descriptive analysis was done for quantitative 
variables and manual content analysis using Lewin’s force field framework was performed for the 
qualitative data.
RESULTS: Out of 301 undergraduates contacted, 196 (65.1%) responded to online survey. Their 
mean age was 19.9 years and 128 (65.3%) were females. Mobile phone was used by 93.4% to 
access e‑learning. Combined modality of learning was preferred by 58.2% of them in future. Six 
“for” and “against” factors on e‑learning emerged out of content analysis pertaining to three main 
stakeholders, namely administrator, faculty, and student.
CONCLUSION: Our evaluation conveys that for effective e‑learning in any subject, the students, 
educators, and institutional factors that were identified need to be considered throughout all phases 
of program development with careful assumptions about its acceptance by the millennial.

Abstract BACKGROUND: Taking exercise in health sector is one of the important steps to implement the
disaster risk management programs, especially preparedness phase. The present study aimed to
identify indexes and factors affecting successful evaluation of disasters preparedness exercises in
hot wash stage.
MATERIALS AND METHODS: This study was a qualitative content analysis. Data were collected
by purposeful sampling through in‑depth and semi‑structured individual interviews with 25 health
professionals in the field of disasters. The data were analyzed using directed content analysis method
by which the initial codes were extracted after transcribing the recorded interviews and immersing
them in the data analysis. The initial codes were reviewed, classified, and subdivided into several
stages to determine the main classes.
RESULTS: The data analysis resulted in the production of 24 initial codes, 5 subcategories, 2 main
categories of “evaluation and exercise debriefing” and “modification of programs and promotion of
exercise operational functions” under the original theme of “exercise immediate feedback.”
CONCLUSION: This study can be considered a suitable standard guide for health care organizations
to evaluate successfully disasters exercises in hot wash stage, maintain and promote their
preparedness, and properly respond to disasters.

Abstract BACKGROUND: Evaluation is one of the most important tools for determining the quality of any
educational program, which can lead to reformation, revision, or termination of programs. Quality
in higher education requires assessment and judgment of goals and strategies, executive policies,
operational processes, products, and outcomes. The Context, Input, Process, and Product (CIPP)
model is a comprehensive perspective that attempts to provide information in order to make the
best decisions related to CIPP. Due to the importance of this topic, the present study examined the
application of the CIPP model in the evaluation of medical education programs through a systematic
review.
MATERIALS AND METHODS: In this systematic review, Persian databases including ISC, SID, Mag
Iran, CivilicaL, and Noormags and English databases including PubMed, Web of Science, Scopus,
ProQuest Dissertations, Embase, CINAHL, ERIC, and Google Scholar were searched using relevant
keywords, such as evaluation, program evaluations, outcome and process assessment, educational
assessment, and educational measurements. The search was done with no time limits and 41
papers were obtained until May 22, 2020. This systematic review was performed by following the
data extraction steps and assessing the quality of the studies and findings. Critical Appraisal Skills
Programs and Mixed‑Methods Appraisal Tool checklists were used to check the quality of the papers.
RESULTS: This systematic review was conducted on 41 studies, 40 of which were research papers
and one was a review paper. From the perspective of the CIPP model of evaluation, most papers
showed quite a good level of evaluation of educational programs although some studies reported
poor levels of evaluation. Moreover, factors such as modern teaching methods, faculty members,
financial credits, educational content, facilities and equipment, managerial and supervisory process,
graduates’ skills, produced knowledge, and teaching and learning activities were reported as the
factors that could influence the evaluation of educational programs.
CONCLUSION: Due to the important role of evaluation in improvement of the quality of educational
programs, policymakers in education should pay special attention to the evaluation of educational
programs and removal of their barriers and problems. To promote the quality of educational
programs, policymakers and officials are recommended to make use of the CIPP model of evaluation
as a systemic approach that can be used to evaluate all stages of an educational program from
development to implementation.

Abstract BACKGROUND: Paying attention to students’ opinions and suggestions on existing evaluation
methods and new methods of evaluation is an essential and important part of clinical education, so
this study aimed at determining the effectiveness of two evaluation techniques satisfaction among
undergraduate nursing students.
MATERIALS AND METHODS: This was a quasi‑experimental study conducted on 60 undergraduate
nursing students of Isfahan University of Medical Sciences in 2019. There were 30 samples in each
group (logbook and e‑logbook) that were selected by convenience sampling method. the Android
application (e‑logbook) was used in the intervention group to evaluate the clinical skills of students.
The User Satisfaction Questionnaire was conducted by undergraduate nursing students. Data were
analyzed using SPSS software version 14 and descriptive statistical tests.
RESULTS: The results showed that the mean (standard deviation) overall score of satisfaction
from both evaluation methods including logbook and e‑logbook was 39.7 (9.4) and 47.7 (12.2),
respectively. Also satisfaction score of the evaluation method was significantly different between
the two groups (P = 0.03).
CONCLUSION: According to the results of the present study, the use of new and active methods of
evaluation, including the application of e‑logbook, can be useful in evaluating nursing students and
cause student satisfaction, so using the application is useful.

Abstract BACKGROUND: Evaluation has become an inseparable part of education process which gives
feedback to students and professors to improve education quality. This study aimed to elicit
preferences of professors and students about attributes of evaluation methods in theoretical courses
in Kermanshah University of Medical Sciences, Iran, in 2018.
MATERIALS AND METHODS: Discrete choice experiment (DCE) method used for eliciting preferences
of participants of the study. A narrative literature review and interview with eight professors and ten
students conducted to determine attributes and levels of evaluation methods in the university. Furthermore,
experimental design used for making final choice sets of the evaluation methods. We included 213
students and 30 professors in the study. Conditional logistic regression model performed to data analysis.
RESULTS: Most of the professors (36.67%) preferred to allocate up to 30% of evolution scores to
midterm examination. However, the most percentage of students (30.45%) were agree to include
midterm examination up to 15% of total scores. The majority of students prefer to examination
questions compromise just presented materials, while 70% of professors prefer to include additional
texts for evaluation examinations. In case of quiz examination, professors in comparison with students
prefer that quiz should have higher proportion of total scores. DCE analysis indicated that professors
and students preferred a mix of questions in examinations. In addition, additional resources beyond
what is taught in class made utility for professors and disutility for students. Quiz, also, increased
the utility of an evaluation package in professors.
CONCLUSION: The findings showed that there is a gap between preferences of professors and
students regarding some attributes of evaluation methods such as student’s discipline, examination
materials, and quiz. Further studies are needed to examining other attributes of evaluation methods
in theatrical and practical courses in Iran and other contexts.

Abstract BACKGROUND: Assessing how programs are implemented from the perspective of the learners
themselves is one of the most effective ways to improve the quality of continuing education. The aim
was to evaluate the implementation of in‑person continuing education programs from the perspective
of nurses.
METHODOLOGY: Setting of the study was the selected hospital of Isfahan University of Medical
Sciences (Al‑zahra hospital). This study is a descriptive cross‑sectional one. Using a researcher‑made
questionnaire, the implementation of continuing education programs in four areas of the aim,
educational techniques, educational content, and educational field was evaluated. The sample
consisted of 236 nurses working in these hospitals who participated in the study through convenience
sampling. Data were analyzed by SPSS software version 19 using descriptive statistics.
RESULTS: Based on the results, “the need for new content learning” was mentioned as the first
priority in continuing education programs. The majority of participants scored each of the following
domains (aim, educational techniques, educational content, and education field) as well as all items
related to the continuing education program evaluation as “moderate.”
CONCLUSION: Most nurses assessed the implementation of in‑person continuing education
programs implemented in Isfahan University of Medical Sciences in general and in each of the
domains as “moderate.” Therefore, in order to improve the quality of programs, it is necessary to
take steps to match the goals with the needs of learners, improve teaching techniques, improve the
quality of program contents, and optimize the scope of the programs.

Abstract BACKGROUND: Hospitals in developed countries allocate itself about 40% of health‑care costs
and in developing countries up to 80%. In this study, researchers reviewed the related article in the
field of the hospitals’ performance evaluation due to the identification of common indicators used
in different models with the aim of providing simple list for evaluating hospitals’ performance to the
researchers who are interested to these issues.
METHODS: The databases for the search included Medline, Google Scholar, and Scopus. A search
strategy leads to the extraction of 403 related articles that after the removal of inappropriate and
duplicate articles, 42 studies were selected for the scoping review.
RESULTS: This scoping review showed that 9 of 42 selected articles use data envelopment analysis
model, 6 of them Pabon Lasso model, 3 of them balanced scorecard, 3 of them organizational
excellence model, and the remaining articles used key performance indicators to evaluate hospital
performance. A process approach was used to categorize the common indicators  because the
literature review indicated that common indicators mainly evaluate data, process, output, or impact of
performance. The findings included 36 input, 39 process, 27 output, and 8 impact common indicators
for evaluating performance.
DISCUSSION: This scoping review of related literature indicated that despite differentiation in the time
and place of past studies in the field of performance evaluation models, there are some indicators
that are common in most popular performance evaluation models. These simple lists can apply for
evaluation of hospitals’ performance instead of complicated models.

Abstract INTRODUCTION: Various programs are implemented internationally to promote the mental and social
health of the students in schools. This study systematically reviewed and categorized all resources,
indicators, and criteria for evaluating mental and social programs of schools.
MATERIALS AND METHODS: This systematic review was conducted by collecting data
from the PubMed, Google Scholar, Scopus, ProQuest, and Web of Science databases
using the keywords of “evaluation, mental health program, social health program, behavioral
and emotional program.” In the initial review, 4295 studies were found, which reduced to 75 after
removing the repetitions and evaluating the studies’ quality. The articles were selected using the
PRISMA chart.
RESULTS: The findings resulted in three main categories of structure, process, and
outcome; 16 subcategories; and 166 codes. The category of structure included the subcategories of
human resources, physical space, facilities, training, needed committees and teams, financing, and
implementing mental and social programs. The subcategories of process category were functional
indicators, guidelines and protocols, communication, documentation, planning/coordination, time
management, and monitoring. The subcategories of behavioral‑therapeutic, satisfaction, and
educational outcomes were associated with the outcome category.
CONCLUSION: Application of the structure, process, and outcome indicators, derived from the
findings of this study, will greatly improve evaluation of the international mental health programs in
schools.

Abstract Globally, health is regarded as a booming industry with greater stress being laid on high quality,
accountability, and transparency. Traditional medical curricula rely primarily on clerkships during
the clinical period of study to train clinical skills, while the preclinical period is mainly used to teach
the basic sciences. In recent years, the early introduction of clinical skills training has received
increased attention. This review aims to identify and summarize teaching approaches of clinical
skills for medical students during preclinical years, namely,  (1) framing objectives  (2) learning
activities, and (3) evaluation strategies. Although the clinical tutor’s role is to ensure that students
receive effective preclinical skills through different modes of learning (lectures, presentations, and
problem‑based learning), the role of advanced technologies, namely, simulation‑based learning
platforms and gamification are found to be very successful. To improve the communication skills,
there is strong evidence in support of role plays, and similarly, for enhancing observation skills, an
introduction of fine arts in clinical skills training was found to be very useful. Medical schools worldwide
should give high priority to conduct faculty development programs on various aspects of training
and teaching modalities, evaluation strategies, and improving the evaluation of various clinical skills.
Students should be provided with sufficient learning opportunities including a well‑equipped clinical
skills laboratory and individual attention, and constructive feedback should be given to students for
building their confidence level during their learning process.

Abstract INTRODUCTION: Every individual has different learning approaches in acquisition and processing
of knowledge. Physiotherapy, an evolving allied health science profession, is developing rapidly.
Exploration of learning approaches among physiotherapy students will help the academicians to enrich
the quality of learning. This study aimed to analyze the learning approaches among physiotherapy
students.
MATERIALS AND METHODS: A cross‑sectional study was carried out among 435 physiotherapy
students. The Approaches and Study Skills Inventory for Students questionnaire was used to evaluate
learning approaches in both preclinical and clinical students. Data were analyzed using the Statistical
Package for the Social Sciences software version 21. Statistical significance was set at P < 0.05.
RESULTS: A total of 435 participants, 233 (53.56%) in preclinical phase and 202 (46.44%) in clinical
phase with a mean age of 19.01 ± 1.01 and 22.03 ± 1.43 years, respectively, participated in the
study. Among the 435 students, 411 (94.49%) adopted the deep approach, while only 21 (4.83%)
and 3 (0.69%) adopted strategic approach and surface approach, respectively. Preclinical students
had significantly higher mean scores for strategic and surface approaches than clinical (P = 0.000)
and (P = 0.000) using independent t‑test, respectively. Out of the 435 students, 50 (11.45%) were
male and 385 (88.51%) were female. Male students appeared less likely to adopt the deep learning
approach than female students (P = 0.013).
CONCLUSIONS: Assessment of learning approaches will assist the academicians to develop
teaching and learning strategies and effective curriculum depending on the perspectives of students.
Multiple methodologies focused on interactive student‑centric approach should be utilized to enhance
positive learning outcomes.

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 feedback to
clinical 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. After
an inductive content analysis, and based on the problems enlisted, a ten‑item questionnaire was
developed. Subsequently, 25 clinical teachers completed the questionnaire by scoring the importance
and urgency of each problem.
RESULTS: Overall, 18 individual and group interviews were conducted with 24 people. A total
of 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 consider
factors affecting teacher’s performance,” “lack of formative evaluation,” “inappropriate data obtained
on 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 affecting
the teacher’s performance.”
CONCLUSIONS: All the raised problems obtained high scores; nevertheless, the interviewees had
more problems with the feedback provider, the data collected on the performance, and inattention
of 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 trustworthy
individuals, and paying attention to the factors influencing teachers' performance are associated with
an increased possibility of feedback acceptance.

Abstract INTRODUCTION: Hospital websites are one of the most important communication and information
distribution tools in hospitals. Evaluation of hospital websites based on different aspects including
design, content, accessibility, and other related criteria can determine hospitals’ situation in the use
of novel information technologies. Therefore, this study aims to evaluate public hospital websites of
Isfahan using WebMedQual approach.
MATERIALS AND METHODS: This study is an applied study carried out using a survey method which
evaluated the public hospital websites of Isfahan using WebMedQual scale in the year 2015. Validity
and reliability of the scale was confirmed. This scale includes 8 main components, 8 subcomponents,
95 items, and 3 supplementary questions. The study population included 17 public hospital websites
in the city of Isfahan. Data were analyzed using SPSS version 22 software.
RESULTS: Based on the general score of WebMedQual scale, the websites of Noor and Ali Asghar
hospitals with 42.21% had the highest and the website of Ibn Sina hospital with 22.81% had the
lowest score. Findings also showed that among eight factors used in this scale, design with 59.96%
and accessibility with 44.70% had the highest average scores. On the other hand, source credibility,
user support, and privacy have the lowest average scores with averages of 22.87%, 21.56%, and
1.63%, respectively. The total average score of all factors was 31.94%.
CONCLUSION: Scores showed that based on WebMedQual, public hospital websites in Isfahan
have low quality. Therefore, it is necessary to review and make corrections regarding privacy and
confidentiality guidelines, update website information, website content (clinical content and other
contents) and website writers, and provide forums and other design‑related factors for these websites.

Abstract OBJECTIVE: Exercise evaluation is one of the most important steps and sometimes neglected in
designing and taking exercises, in this stage of exercise, it systematically identifying, gathering, and
interpreting related information to indicate how an exercise has fulfilled its objectives. The present
study aimed to assess the most important evaluation techniques applied in evaluating health exercises
for emergencies and disasters.
METHODS: This was meta-evaluation study through a systematic review. In this research, we
searched papers based on specific and relevant keywords in research databases including ISI web
of science, PubMed, Scopus, Science Direct, Ovid, ProQuest, Wiley, Google Scholar, and Persian
database such as ISC and SID. The search keywords and strategies are followed; “simulation,”
“practice,” “drill,” “exercise,” “instrument,” “tool,” “questionnaire,” “ measurement,” “checklist,” “scale,”
“test,” “inventory,” “battery,” “evaluation,” “assessment,” “appraisal,” “emergency,” “disaster,” “cricise,”
“hazard,” “catastrophe,: “hospital”, “prehospital,” “health centers,” “treatment centers,” were used in
combination with Boolean operators OR and AND.
RESULTS: The research findings indicate that there are different techniques and methods for data
collection to evaluate performance exercises of health centers and affiliated organizations in disasters
and emergencies including debriefing inventories, self‑report, questionnaire, interview, observation,
shooting video, and photographing, electronic equipment which can be individually or collectively
used depending on exercise objectives or purposes.
CONCLUSION: Taking exercise in the health sector is one of the important steps in preparation and
implementation of disaster risk management programs. This study can be thus utilized to improve
preparedness of different sectors of health system according to the latest available evaluation
techniques and methods for better implementation of disaster exercise evaluation stages.

Abstract INTRODUCTION: Nowadays websites are among the most important information sources used by
most people. With the spread of websites, especially those related to health issues, the number of
their visitors also increases, more than half of which are about nutritional information. Therefore,
quality analysis of nutrition and diet therapy websites is of outmost importance. This study aims to
evaluate the quality of Persian nutrition and diet therapy websites.
METHODS: The current work is a survey study and uses an applied study method. The statistical
population consists of 51 Persian websites about nutrition and diet therapy and census method was
used in order to study them. Data gathering was done using a checklist and with direct visit to each
website. Descriptive and analytical statistics were used to analyse the gathered data with the help
of SPSS 21 software.
RESULTS: Findings showed that content (66.7%), organization (82.4%), user friendly
interfaces (52.9%) and total quality (70.6%) of most websites had a mediocre score while the design
score for most of the websites (70.6%) was acceptable also organizational websites had better design,
organization and quality compared to private websites. The three websites with the highest general
quality score were the websites of “Novel Diet Therapy,” “Behsite” and “Dr. BehdadiPour” (jointly)
and “Dr. Kermani” respectively. Also in the dimension of content the factors of goal, relevance and
credibility, in the dimension of design the factors of color, text and sound, pictures and videos, in the
dimension of organization the factors of stability and indexing and in the dimension of user friendliness
the factors of confidentiality, credibility and personalization had the highest scores.
CONCLUSION: The results showed that the design score was higher than other scores. Also the
general quality score of the websites was mediocre and was not desirable. Also websites didn’t have
suitable scores in every factor. Since most people search the internet for nutritional and diet therapy
information, the creators of these websites should endeavor to fix the shortcomings of their websites
and increase the quality of their websites in several different areas.

Abstract Introduction: Assessment of students’ perspective is an essential element in effective educational
quality evaluation. By identifying strengths and weaknesses, it leads to improvement in future
performance. Methods: This cross‑sectional study was performed through a questionnaire
comprising 23 questions. Reliability was assessed using α‑Chronbach (α =0.87), and validity
was confirmed by a group of five experts. Tukey test, Pearson correlation coefficient, and two
sample t‑tests were used for data analysis. Results: A total of 168 answered questionnaires
were entered in our study. Maximum satisfaction in most items was shown in removable
prosthodontics and orthodontics departments whereas oral surgery and comprehensive
treatment departments acquired the least scores. In all departments, personnels’ respectful
attitude had the highest score whereas minimum grade was given to stressful workload
and overall satisfaction in each department. In comparison with a similar study, conducted
3 years ago, level of satisfaction was raised for orthodontics and removable prosthodontics
departments though it was declined for the pediatrics department. Conclusion: The special
cadre of clinical instructors comprising both experienced and young members is considered
as an important factor leading to high student satisfaction in the orthodontics department.
Promotion of a removable prosthodontics department is related to the high relevance between
the implemented educational program and the curriculum. The moderate performance of oral
surgery and restorative departments is indicative of the need for more attention from ministry
authorities to major dental departments such as oral surgery, endodontic, restorative and
periodontics, in order to increase the students’ scientific capability in these fields.

Abstract The purpose of this paper is to describe the multifaceted nature and benefits of worksite health
promotion programs (WHPPs), with emphasis on the college setting. An assessment of the
peer-reviewed literature was conducted of articles published since 2000. Several search engines
were accessed and selected key words were used. Most studies examining WHPPs have
focused on return on investment and productivity. Research that targets the softer side-benefits
of health promotion programs in the workplace is less available. Although the college setting
offers some advantages for implementing health promotion programs. They may also have
unique challenges due to their large and diverse employee population. There is little research
to show the effectiveness and unique challenges of college-based health promotion programs.

Abstract Introduction: Today, the websites of college and university libraries play an important role
in providing the necessary services for clients. These websites not only allow the users to
access different collections of library resources, but also provide them with the necessary
guidance in order to use the information. The goal of this study is the quality evaluation of the
college library websites in Iranian Medical Universities based on the Stover model. Material
and Methods: This study uses an analytical survey method and is an applied study. The
data gathering tool is the standard checklist provided by Stover, which was modified by the
researchers for this study. The statistical population is the college library websites of the
Iranian Medical Universities (146 websites) and census method was used for investigation.
The data gathering method was a direct access to each website and filling of the checklist
was based on the researchers’ observations. Descriptive and analytical statistics (Analysis of
Variance (ANOVA)) were used for data analysis with the help of the SPSS software. Findings:
The findings showed that in the dimension of the quality of contents, the highest average
belonged to type one universities (46.2%) and the lowest average belonged to type three
universities (24.8%). In the search and research capabilities, the highest average belonged to
type one universities (48.2%) and the lowest average belonged to type three universities. In
the dimension of facilities provided for the users, type one universities again had the highest
average (37.2%), while type three universities had the lowest average (15%). In general the library
websites of type one universities had the highest quality (44.2%), while type three universities
had the lowest quality (21.1%). Also the library websites of the College of Rehabilitation and
the College of Paramedics, of the Shiraz University of Medical Science, had the highest quality
scores. Discussion: The results showed that there was a meaningful difference between the
quality of the college library websites and the university types, resulting in college libraries of
type one universities having the highest average score and the college libraries of type three
universities having the lowest score.

Abstract Background: Military hospitals are responsible for preserving, restoring and improving the health of
not only armed forces, but also other people. According to the military organizations strategy, which
is being a leader and pioneer in all areas, providing quality health services is one of the main goals of
the military health care organizations. This study was aimed to evaluate the service quality of selected
military hospitals in Iran based on the Joint Commission International(JCI) standards and comparing
these hospitals with each other and ranking them using the analytic hierarchy process (AHP)
technique in 2013. Materials and Methods: This was a cross‑sectional and descriptive study
conducted on five military hospitals, selected using the purposive sampling method, in 2013.
Required data collected using checklists of accreditation standards and nominal group technique.
AHP technique was used for prioritizing. Furthermore, Expert Choice 11.0 was used to analyze the
collected data. Results: Among JCI standards, the standards of access to care and continuity of
care (weight = 0.122), quality improvement and patient safety (weight = 0.121) and leadership
and management (weight = 0.117) had the greatest importance, respectively. Furthermore, in
the overall ranking, BGT (weight = 0.369), IHM (0.238), SAU (0.202), IHK (weight = 0.125) and
SAB(weight = 0.066) ranked first to fifth, respectively. Conclusion: AHP is an appropriate technique
for measuring the overall performance of hospitals and their quality of services. It is a holistic
approach that takes all hospital processes into consideration. The results of the present study can
be used to improve hospitals performance through identifying areas, which are in need of focus
for quality improvement and selecting strategies to improve service quality.

Abstract Introduction: Nowadays, modern laboratories are faced with a huge volume of information.
One of the goals of the Laboratory Information Management System (LIMS) is to assist
in the management of the information generated in the laboratory. This study intends to
evaluate the LIMS based on the standards of the American National Standard Institute (ANSI).
Materials and Methods: This research is a descriptive–analytical study, which had been
conducted in 2011, on the LIMSs in use, in the teaching and private hospitals in Isfahan. The
data collecting instrument was a checklist, which was made by evaluating three groups of
information components namely: ‘System capabilities’, ‘work list functions,’ and ‘reporting’
based on LIS8-A. Data were analyzed using the SPSS 20. Data were analyzed using (relative)
frequency, percentage. To compare the data the following statistical tests were used: Leven test,
t-test, and Analysis of Variance (ANOVA). Results: The results of the study indicated that the
LIMS had a low conformity (30%) with LIS8-A (P = 0.001), with no difference between teaching
and private hospitals (P = 0.806). The ANOVA revealed that in terms of conformity with the
LIS8-A standard, there was a significant difference between the systems produced by different
vendors (P = 0.023). According to the results, a Kowsar system with more than %57 conformity in
the three groups of information components had a better conformity to the standard, compared
to the other systems. Conclusions: This study indicated that none of the LIMSs had a good
conformity to the standard. It seems that system providers did not pay sufficient attention to
many of the information components required by the standards when designing and developing
their systems. It was suggested that standards from certified organizations and institutions be
followed in the design and development process of health information systems.

Abstract Objective: Supporting a therapeutic approach and medication therapy management, the
pharmacy information system (PIS) acts as one of the pillars of hospital information system.
This ensures that medication therapy is being supported with an optimal level of safety and
quality similar to other treatments and services. Materials and Methods: The present study
is an applied, cross‑sectional study conducted on the PIS in use in selected hospitals. The
research population included all users of PIS. The research sample is the same as the research
population. The data collection instrument was the self‑designed checklist developed from the
guidelines of the American Society of Health System Pharmacists, Australia pharmaceutical
Society and Therapeutic guidelines of the Drug Commission of the German Medical Association.
The checklist validity was assessed by research supervisors and PIS users and pharmacists.
Findings: The findings of this study were revealed that regarding the degree of meeting the
standards given in the guidelines issued by the Society of Pharmacists, the highest rank in
observing input standards belonged to Social Services hospitals with a mean score of 32.75.
Although teaching hospitals gained the highest score both in process standards with a mean
score of 29.15 and output standards with a mean score of 43.95, the private hospitals had the
lowest mean score of 23.32, 17.78, 24.25 in input, process and output standards, respectively.
Conclusion: Based on the findings, it can be claimed that the studied hospitals had a minimal
compliance with the input, output and processing standards related to the PIS.

Abstract Introduction: University teachers are one of the main pillars of university and the quality of their
performance must continuously and systematically be evaluated. This evaluation can be carried
out in various ways. The aim of the present study was to survey and to compare the evaluation
of faculty members in the medical school in Birjand University of Medical Sciences by three
different sources: Student rating, self‑assessment, and evaluation by head of related department.
Materials and Methods: This descriptive analytical cross‑sectional study was conducted in the
academic year 2009‑2010. Sampling was drawn from all students studying basic science and
clinical training in the first and the second semesters. All heads of departments in basic science
and clinical training and their faculty members took part in this study. Means of data collection
were four different questionnaires designed in the education development center (EDC) and their
validity and reliability had been verified by the center. These questionnaires were based on student
rating, self‑assessment, and evaluation of faculty members by heads of clinical and basic sciences
academic departments. After the questionnaires were filled out, the obtained data was analyzed
by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t‑test,
and Pearson’s correlation coefficient at the significant level of  = 0.05. Results: In the present
study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty
members completed the self‑assessment form, and for 60 faculty members, 48 members in clinical
and 12 members in basic science, the questionnaires were completed by heads of respective
departments. Mean and standard deviation of student evaluation, self‑assessment, and teachers
evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively,
and the difference between student rating and
self‑assessment was significant (P = 0.02). In
comparing between managers scores with
students evaluation, no significant difference
was observed (P = 0.68). Comparison
between self‑assessment and teachers
scores by managers showed a significant
difference (P = 0.04). Mean scores of faculty
members in clinical training and in basic
science were 3.23 ± 0.73 and 3.31 ± 0.69
on the part of students, respectively; thus,
the difference was significant (P = 0.004).
Conclusion: Since, the present study wasinconsistent with similar previously carried out investigations, the observed difference among
the three procedures was statically significant; hence, it can be suggested that student’s scores
of teachers evaluation, previously used as the only one of evaluation source is not enough and
other sources such as assessment by the respective department heads, dean of faculty, and
self‑assessment must also be taken into consideration. This collection can definitely yield a more
favorable evaluation of faculty members and feedback can be more acceptable to them and it
will be more effective in improving their education.

Abstract Background: Puberty is one of the most critical periods in a female adolescents’ life. This
intervening study aimed to evaluate the effect of educational program for puberty health
on improving intermediate and high school female students’ knowledge in Birjand, Iran.
Materials and Methods: In this quasi‑experimental study, 325 female intermediate and high
school students were selected through randomized cluster sampling during several stages.
Then, researcher‑made questionnaire including 20 questions, each having one point regarding
puberty health, was distributed. After completion of the questionnaires were gathered. Following
this, under a systemic educational plan all intermediate and high school selected students were
given the same instruction by trained instructors. Instruction time for each meeting was estimated
1.5 hours. One month after the educational program and handing out the pamphlets in schools,
the previous questionnaires were again distributed among the students to fill out. At the end,
302 students who had filled out the questionnaires before and after intervention were studied.
Results: Out of 302 students, 151 were intermediate and 151 high school students. Knowledge
level among intermediate students was 5.03 ± 3.7 before intervention and was 10.8 ± 4.8 after
intervention. Among high school students, the scores were 4.1±2.3 and 8.7±3.8, respectively. There
was a significant difference between pre and post intervention stages in both groups (P < 0.001).
Furthermore, mean knowledge grade in all the students increased from 4.6 ± 3.1 before intervention
to 9.7 ± 4.4 after intervention (P < 0.001). Conclusion: Performing educational programs during
puberty has a crucial role in young girls’ knowledge increase. Since young girls often do not share
their problems with their parents and their peers during the period, instructional classes in schools
provide a good opportunity for them to present their problems and finding solutions.

Abstract Background: Assessment of national children’s growth indicated a high prevalence of growth
failure among them. Many previous projects have studied the children’s growth and nutrition
status; but most of them leave it without evaluation. The aim of this study was to evaluate Mothers’
Participation Project that carried out in Isfahan after passing two years. Materials and Methods:
In this descriptive and summative evaluation study, 90 mother and child pairs were enrolled. They
were studied in two case and control groups. We used CIPP Evaluation Model (Context, Input,
Process, Product). Data collected using children growth chart and questionnaire was used in
the project. Obtained data were analyzed by nonparametric statistical tests. Results: The results
showed significant differences between the two groups in following items; mean of maternal
self-esteem (P < 0.001), maternal performance in training others (P = 0.006), weekly study
time (P = 0.004), frequency of mothers participation in education programs (P = 0.002), their
knowledge about the growth monitoring card (P = 0.03), their ability in drawing growth curves
(P < 0.001), mothers knowledge about types of growth curves (P = 0.001) and the objectives
of growth monitoring (P < 0.001). Conclusion: Considering the sustained improvement of
maternal knowledge and function regarding children’s growth and development after two years
of participation in the project, the performance of CIPP model was confirmed in this field.

Abstract Context: The Medical Records Department (MRD) is an important source for evaluating and
planning of healthcare services; therefore, hospital managers should improve their performance
not only in the short-term but also in the long-term plans. The Balanced Scorecard (BSC) is
a tool in the management system that enables organizations to correct operational functions
and provides feedback around both the internal processes and the external outcomes,
in order to improve strategic performance and outcomes continuously. Aims: The main
goal of this study was to assess the MRD performance with BSC approach in a hospital.
Materials and Methods: This research was an analytical cross-sectional study in which data
was collected by questionnaires, forms and observation. The population was the staff of the
MRD in a hospital in Najafabad, Isfahan, Iran. Statistical Analysis Used: To analyze data,
first, objectives of the MRD, according to the mission and perspectives of the hospital, were
redefined and, second, indicators were measured. Subsequently, findings from the performance
were compared with the expected score. In order to achieve the final target, the programs,
activities, and plans were reformed. Results: The MRD was successful in absorbing customer
satisfaction. From a customer perspective, score in customer satisfaction of admission and
statistics sections were 82% and 83%, respectively. Conclusions: The comprehensive nature of
the strategy map makes the MRD especially useful as a consensus building and communication
tool in the hospital.