آموزش پاسخگو

Since health in disasters and emergencies (HDE) graduates have an important role in meeting the needs of people in disaster-affected areas, it is necessary to design an accountable education. This study aimed to determine the viewpoints of students and graduates of HDE discipline regarding accountable education.

This study was carried out in 2024 using a qualitative method with Graneheim and Lundman's approach. The participants were 16 graduates and students of HDE from universities of medical sciences, hospitals, and the Red Crescent Society across Iran. Data were collected through semi-structured interviews and analyzed by content analysis.

Three themes, eight categories, and 52 sub-categories were emerged. The challenges included weakness in organizing graduates and students in real events, weakness in acquiring practical skills, and a lack of consistency between theoretical education and the needs of society. The strengths included the presence of experienced university professors and the presentation of multidimensional education. The suggested solutions included capacity building, providing suitable theoretical content, and accountable education based on society's needs.

Accountable education in the field of HDE to meet the needs of society requires the promotion and fundamental changes in the educational curriculum in this field, academic policies, and inclusion of accountable education in the evaluations of universities.

A realistic assessment of society's needs and the needs of targeted learners as the main audience are essential. This study was conducted to determine the educational needs of emergency medicine technicians (common and important signs, symptoms, and diseases) to be used in the revision of the curriculum based on accountability.

This was a cross-sectional study. The research population was all emergency medical technicians working in Kurdistan province. The research tool was a questionnaire made by the researcher, whose content validity (CVR=0.85, CVI=0.92) and reliability (0.97) indices were calculated, and descriptive statistical methods (frequency, ratio, mean, and standard deviation) were used for data analysis.

In this study, 366 questionnaires were analyzed. All subjects were male. The highest exposure to hypertension (4.34±0.79) and the highest need for education was about MI (myocardial infarction) (3.71±1.21). Also, regarding the signs and symptoms, the most exposure was related to hypertension (4.52±0.77), Respiratory distress (4.42±0.78), and chest pain (4.40±0.87), and the most need for education was related to convulsions (3.41±1.21) and hemiplegia (3.40±1.20) and tracheal deviation (3.38±1.23).

Considering that to determine the educational priorities, the level of exposure and the level of need for education are considered (which are the criteria for determining the necessity of learning) and on the other hand, the headings of the educational curriculum of pre-hospital emergency medicine are also extensive, it seems that it is necessary to carry out wider studies in this context.

It is very important to prioritize the educational needs of managers in the field of health and establish a connection between these needs and the needs of society for a better response. In this regard, the present study was conducted with the aim of determining the knowledge needs and skills needed by healthcare management students as future managers of the health society.

The universities of medical sciences located in the metropolis of Region 10 were considered as the research environment.

The researchers first extracted the available documents and dimensions regarding knowledge and skill indicators and then compiled and evaluated a questionnaire. A skill and knowledge tool was designed in the form of a 35-item questionnaire with 6 questions on skills and 29 questions on knowledge. Also, the questionnaire had adequate face and content validity (CVR = 0.99 and CVI = 0.96). Cronbach's alpha for all areas and the total of the designed tool was estimated at 0.97, which indicates the acceptable reliability of the tool.

"Improving the knowledge of organizations and the organizational structure of the health field", "Improving communication skills with human resources, prioritizing problems, and ethical issues in policy-making" were the most needed by the students. The knowledge and skill tools of health service management students can evaluate the knowledge and skill needs of future managers and help in meeting the needs of society and the effectiveness of human resources.

Following the implementation of the transformation plan in the higher education of Ministry of Health and Medical Education (MOHME) and the moving toward Mission-Driven universities in medical sciences, the mission for "Development of health information technology (HIT) knowledge" was assigned to the Kashan University of Medical Sciences (KAUMS) in seven Land-use planning. Considering the focus of given mission on curriculum revisions and emphasis on the social accountable medical education, this study was conducted to identify the needs of the society (patients and health system) for developing a social accountable education in the field of HIT.

This study was conducted in three phases: 1) identifying and extracting the needs of the society by the members of the mission committee at KAUMS 2) holding a meeting with the members of the "examination, evaluation and planning board" of HIT at MOHME 3) implementing the Delphi technique among HIT professionals at the teaching hospitals. To collect research data, a questionnaire was used; the acceptance or rejection of each identified needs, was judged based on the frequency of HIT professionals' favorable opinions. Identified needs with less than 50% favorable opinions were removed, between 50% and 74% were revised and more than 75% were approved.

Of the five identified needs, including "management of information related to insurance and denial", "management of hospital statistics and information", "classification and reporting of hospital morbidity and mortality", "computer and its applications" and "information technology in "Healthcare system" the most favorable area based on the HIT professionals opinion was "Information management related to insurance and denial" (93.4). The two suggested needs by HIT professionals in the first phase, "health information management in prevention, aging and public health" and "ambulatory care information classification and coding" were removed since rated less than 50% agreement score.

According to the opinions of HIT professionals, the needs of the society in the field of HIT at the bachelor's degree should be focused on the needs of hospitals and acute care settings. Therefore, other identified social needs such as prevention and aging information management and health information management in ambulatory care should be considered in postgraduates’ degree in the field of HIT.

The inter-disciplinary approach in education includes the integration of educational capacities and competencies of different disciplines for a specific purpose or creating a new product with appropriate methodological techniques to improve knowledge and acquire competencies. In fact, the starting point of convergence of sciences is turning to an interdisciplinary approach. Convergence of sciences provides the integration of competencies specified in different professions and sciences, taking into account professional standards and the latest technological trends.پIn this letter we describe our experience of a cooperative learning team consisted of 12 under-graduate and post-graduate students from various medical sciences, engineering and art discipline who were successful in designing and launching a health promotion mobile application called HOMATAB.

The curriculum is one of the most important elements of a society's education system. The purpose of this study was to determine the degree of compliance of the undergraduate laboratory sciences curriculum with the job needs of the field based on responsive education.Materials &

This cross-sectional study was performed on 54 final-year students and 150 employees working in the last ten years by census method in 1399. Data has been gathered by a researcher-made questionnaire consisted of three sections: demographic information, a survey on the applicability of courses, and overall satisfaction with the curriculum. The content validity index of the questionnaire was 0.75 and the reliability of the questionnaire was α = 0.88. Data were analyzed using descriptive statistics and independent t-test using SPSS software version 23.

 The hematology (1) and (2) had the maximum amount of application from the student's viewpoint with 51.9% and 59.3% and from the employees' viewpoint with 61.4% and 62.4%, respectively; and the seminar course had the least application from the perspective of students (55.6%) and employees (56.8%). Among the basic courses, the general biochemistry course had the most application from the perspective of students and employees with 33.4% and 36.4%, respectively, and the vital physics course had the least application in job tasks with 63% and 53%, respectively.

The results showed some specific and basic courses had little adaptation with job needs; therefore, it is necessary to revise the curriculum to adapt the lessons based on responsive education.

The most important mission of medical universities is Training capable  and committed graduates who meet the needs of society and the health system .In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community, they must design their education system based on the needs and priorities of community health.In this regards,this study has been done to identify dimentions  and components of accountable education for rehabilitation sciences curriculum.  

This mixed research was first conducted in a qualitative stage with semi-structured interviews with experts and specialists in the field of rehabilitation by purposive sampling method until theoretical saturation in medical sciences universities of Tehran in 2021.  By analyzing contents of interviews, dimensions,components and indicators were identified and a questionnaire with 136 item was designed that after ensuring its validity and reliability and in order to design an Accountable Education model for the rehabilitation science Curriculum, this questinnaire by 85 deans, deputies, department heads and faculty members of the rehabilitation schools of Tehran Universities of Medical Sciences was completed.Data  were  analyzed through kolmogorov-smirnov test  through SPSS and AMOS.

In the qualitative part of research, 6 dimensions of society, higher health education system, university, professor, student, Curriculum and 21 components and 136 indicators were identified and based on this, an Accountable Education model was designed for the rehabilitation science education program. Quantitative research findings based on CFI, RMSE and Chi-squared showed that the dimensions identified in a homogeneous structure support the constructs of a concept model called the Accountable Education Model for the Rehabilitation Science Curriculum.

This study showed that 6 general dimensions, society, higher health education system, university, professor, student, Curriculum as dimensions of Accountable Education play an important role in fulfilling the mission of third and fourth generation universities.

Curriculum revision based on stakeholderschr('39') needs assessment is one of the essential and continuous functions of educational systems. The aim of this study was to assess the educational needs of bachelor degree of healthcare management from the perspective of students.

This cross-sectional study was conducted in 2019 at Shiraz University of Medical Sciences. 40 undergraduate students of healthcare management were selected by stratified-random sampling. The data were collected using a researcher-made questionnaire. The validity and reliability of the questionnaire were confirmed in a pilot study. Data analysis was done using descriptive statistics and SPSS 21 software.

64.1 % of the participants had chosen their field of study without or with little prior familiarity. More than 60 % of them had chosen the field solely to take advantages of their degree. Only 22.5 % of the participants had high and very high satisfaction with this field of study. However, 65 % of them assessed the entrepreneurial ability of the graduates of this field as moderate and above. The majority of respondents considered field training useful in meeting job needs but believed that the current field training courses need to be improved. The educational content required for bachelorchr('39')s degree of healthcare management was identified and classified into 18 categories.

The findings showed that the current curriculum of the bachelorchr('39')s degree of healthcare management needs to be revised and improved.

Professors play an important and undeniable role in achieving educational goals and creating success. Therefore, the purpose of this study was to present a model based on the impact of mentoring on responsive education in macro-medical universities of region 1 based on the fourth-generation university approach.

The present applied research was conducted in 2019-2020 with a mixed approach (qualitative and quantitative) with an exploratory design. The statistical population in the qualitative section was 14 faculty members being selected through a purposive sampling method and in the quantitative part, from 1851 faculty members and adjunct professors at medical universities based on Cochran's formula, 320 people were selected by stratified random sampling as a statistical sample. To collect data, two researcher-made questionnaires on mentoring with fourth-generation universities approach and responsive education were used. To analyze the data, path analysis tests, and structural equations in the form of SPSS21 and PLS3.2 software were used.

The results of data analysis showed that based on path coefficients, a factor load of 0.520 was established between mentoring and responsive education and the value of t-statistic (11/204) was out of (2.58 and 2-58) range. The effect of mentoring on responsive training was significant at the 0.99 level.

The results showed that the relationship between mentoring and responsive education was confirmed and the effect of mentoring on responsive education in macro-medical universities of region 1 based on the fourth-generation university approach was positive and significant.

Educating capable, committed and responsive graduates to the needs of patients and the health system can be considered as the most important mission of medical universities in the country. The aim of this study was to examine the role of leading professors and responsive education on development of Third Generation University in order to present a model in Mazandaran University of Medical Sciences.

An applied descriptive study was performed and research population included university directors and faculty members (n=465). Based on Cochran formula, 242 people were selected by random sampling. Data were collected using two researcher made questionnaires; Leading Professors and Responsive Teaching, and the University Entrepreneurial Scorecard Gibb (2012). The validity of the instruments was confirmed and their reliability was calculated using Cronbachchr('39')s alpha (0.94, 0.85 and, 0.91, respectively). Structural equation modeling was used for data analysis.

The roles of leading professors (P= 0.0001) and responsive teaching (P= 0.0001) on Third Generation University development were significantly positive and leading professors with a standard coefficient of 0.462 were found to have greater impact on Third Generation University development. The proposed model also demonstrated a good fit.

This research can provide a new perspective for changing the overall policies of university administrators to review faculty empowerment programs.

The broad spectrum of faculty tasks, combined with increased efficiency, require full-time and effective participation. Therefore, the activities of faculty members in the health promotion plan are implemented on a full-time basis. The purpose of this study was to evaluate the attitude and function of full-time clinical faculty members in educational activities with optimal therapeutic services in order to meet the needs of people with the lowest concern in paying for the medical expenses of medical staff in Gorgan.

In this qualitative study, 17 full-time full-time faculty members were selected in the Health Promotion Plan based on the goal. Subsequently, deep, wide, and comprehensive interviews (face to face) were performed to individual data saturation. The text of the Harvey interview was written in Van Mannan was subjected to analysis of the content in four stages. The conceptual concepts (themes) were extracted from it.

Using handwritten analysis, a significant number of themes were extracted from the original and three main themes of the main theme of the theme, each of which was subdivided into sub-themes. Inside the main theme in the three categories are "the benefits and necessity of all members of the clinical faculty in the plan of health evolution with the theme or sub-theme," "challenges 7 with themes or sub-themes," and "5 ways or sub-topics" This is explained in the main and minor themes by sentences of the participants in the study.

It seems that in the implementation of social justice and community access to services and timely response to the needs of the population by benefiting patients from optimal services at a cheaper rate, they require adequate infrastructure and supervision and adequate supervision. It is necessary to ensure that the tariffs and timely payments of the special clinics as their business identity office Maintain and increase their satisfaction. Awareness of the patient's ability to provide responsive training.

Social accountability medical education in all fields considers health problems priorities in specified countries. Health provision (social accountability) encounters many challenges in its delivery due to more reasons and faculty innovations seem essential in promotion of education. This study was designed in order to investigate social accountability medical education and innovations of clinical faculty members. In a cross-sectional and triangulation study، point of view of 72 clinical faculty members in Kerman University of Medical Sciences، Iran، about social accountability medical education and their innovations was investigated by two separated questionnaires. Situation analysis of social accountability medical education in Kerman University of Medical Sciences showed that this form of education is in weakness-threatened status. The score of strengths was significantly difference among men and women، and score of weakness was significantly difference among different educational groups and academic degrees (P < 0. 05). There was no significant difference between situation analysis of social accountability medical education، innovation and other demographic and educational variables. Status of social accountability medical education (weakness-threatened) is not appropriate in Kerman University of Medical Sciences; in order to its promotion، there must be an appropriate mechanism. In addition، potentials of faculty members must be considered about innovation for social accountability medical education.