دانشگاه

Study duration refers to the specific period a student must complete their education. This study aims to elucidate the factors contributing to the prolonged study duration among students of the Faculty of Management and Medical Informatics at Tabriz University of Medical Sciences and to provide effectual strategies for reducing this duration.

This qualitative study was conducted using a content analysis approach. The research population included all eligible graduate students (those with extended study duration) from the Faculty of Management and Medical Information in 2021 and 2022. A total of 48 students were selected using a census method. Data collection was conducted using three different tools: interviews, document reviews, and analysis of students' extension requests. Content analysis was employed to analyze the data.

The interview findings indicated two categories of influential factors: personal issues and university-related factors. Personal issues included employment, family problems, the overlap of studies with the COVID-19 pandemic, the distance between the university and residence, internet limitations, time gaps between undergraduate and graduate studies, and prolonged data collection. University-related factors included a lack of cooperation from professors, delays in proposal approval, strict research regulations concerning articles, and professors' rigorous demands during the thesis defense process.

Reducing the stages of thesis approval at the university level, initiating the thesis process during the initial semesters of study, and enhancing scientific capabilities regarding thesis writing during the study period are among the strategies to improve the current situation of students' study duration.

The governance of higher education refers to the system of power resulting from laws, policies and rules that determine the responsibilities of different actors in the higher education system. In this system, universities play a vital role as the main actor in higher education. Therefore, academic governance in Iran’s higher education can have an important effect by emphasizing the innovation ecosystem as a key factor in the development and progress of universities and realizing the goals of higher education. Considering the importance of the subject, this research was conducted with the aim of investigating the driving and restraining factors in academic governance in Iran’s higher education based on innovation ecosystem.

Methods and Materials: 

This qualitative research was conducted using thematic analysis. The research community comprises the deans at universities in Tehran, as well as experts and specialists in the field of higher education, who were selected as participants in the research using a targeted sampling approach. Data were collected through semistructured interviews. In order to obtain the credibility and validity of the data, peer debriefing and member checking were used.

70 codes were identified in two main driving and restraining groups of academic governance based on innovation ecosystem.Internal driving and restraining factors were extracted and classified in 6 social, technological, economic, environmental, political and value dimensions and external driving and restraining factors in 7 dimensions of strategy, structure, system, common values, skill, style and employees.

A detailed analysis of these factors will help higher education policy makers, managers and planners to adopt appropriate policies and strategies to strengthen academic governance based on the innovation ecosystem by strengthening drivers and removing or reducing restraining factors. This approach can help create an effective innovation ecosystem in higher education and lay the foundation for significant improvements in this field.

Dear Editor, The university is the driving force of science, research and technology and plays a key role in the political, economic, social, cultural and technological development of a country. Universities underwent changes throughout history due to political, economic, social and environmental changes. The course of transformation of universities shows five different generations, including the first generation (education-oriented university), the second generation (research-oriented university), the third generation (Innovation-oriented university), the fourth generation (Society-oriented university) and the fifth generation (Value-oriented University). Most of Iran's medical universities are second generation universities. The transformation of Iran's medical universities into fourth and fifth generation universities requires the commitment and efforts of all their members and the creation of fundamental changes in the structure, culture, tasks and processes of the university. The mission and vision of universities should be redefined according to the emerging challenges of society and the needs of its various stakeholders.

Higher education plays a strategic role in addressing the challenges of the 21st century and achieving academic quality and educational equity is not feasible without university autonomy. This study examines the dimensions of autonomy in universities and higher education institutions.

This review study utilized English sources from databases including PubMed, Scopus, ScienceDirect, and Web of Science, as well as Persian sources from Magiran, SID, and IranDoc. Initially, 43 studies were identified, and after preliminary review and screening, 9 relevant articles related to the autonomy of universities and higher education institutions published between 2010 and 2023 were selected based on logical criteria for final analysis. The English keywords included University Autonomy, Institutional Autonomy, Higher Education Independence, and Institutional Independence.

Organizational, financial, educational, and human resource dimensions significantly influence the autonomy of universities. In Iran, the excessive concentration of government authority has led to a considerable reduction in the autonomy of public universities. At the same time, developed countries have fostered greater independence for their universities, facilitating external participation and enhancing educational and research quality.

Attention to all dimensions of autonomy is essential, and government oversight should be limited to preventing deviations in the scientific production process.

In today's world, with global changes, it is essential to review educational programs and move towards specialized nursing education to adopt the experiences of one of the world's top universities. This study was conducted with the aim of comparing the Master of Science in Nursing curriculum for medical surgical nursing in Iran with that Monash University in Australia.

The present study is a comparative review that began in 2024 by selecting a top university in the world through a search on the QS.COM website. After collecting information, the two educational programs were compared using the Bereday model in four stages: description, interpretation, juxtaposition, and comparison.

By comparing the elements of both educational programs, similarities in the areas of philosophy, mission, and vision, as well as differences in admission requirements, expected competencies, course units, and delivery methods, were identified. One of the strengths of the Iranian program is the detailed presentation of history and evolution, philosophy, mission, and vision specific to the field. In the Monash University Australia program, the modernity and focus on hybrid delivery, which includes both online and in-person classes, the flexibility in course offerings (full-time and part-time), and the variety in continuing education paths, were notable. Adaptability, effectiveness, education, and research that are responsive to needs, and innovation were identified as four very important principles in the Australian program.

Given the broad spectrum of the medical-surgical nursing field, it is recommended to differentiate it into distinct specialties. Incorporating international collaboration in defining philosophy and values, focusing on clinical leadership roles, and aligning the educational program in terms of philosophy, mission, vision, objectives, and course offerings to enhance the professional competencies of nursing students is desirable. Changes in educational strategies with more diversity in course delivery, including part-time options, are suggested.

The main element of being a student is learning and pursuing knowledge. A student is an individual who has a strong motivation for seeking knowledge and increasing his/her insight to increase the level of scientific information and deepen his understanding. This study was conducted to investigate the relationship between academic motivation and academic performance of medical students of Shiraz University of Medical Sciences (Shiraz, Iran). This research was an applied descriptive-analytical study. The study population was all the clinical medical students of Shiraz University of Medical Sciences (Shiraz, Iran). McInerney’s standard academic motivation questionnaire was used to collect the required data for the study. The study population was 293 clinical students who were selected as a sample. Based on the results of this study, there was a significantly positive correlation between the level of academic performance of clinical medical students and the dimensions of academic motivation including the tendency to acquire ability (P=0.043, r=0.118), tendency to perform (P=0.013, r=0.146), and tendency towards external goals (P=0.034, r=0.124). The results of this study also showed that only the dimension of motivation for academic progress had no significant correlation with the academic performance of clinical students (P=0.096, r=0.098). In general, the findings of this research indicated that academic motivation in students was one of the factors influencing academic performance, and with the increase of a student’s motivation to progress, their academic performance also improves.

Soft power affects the thinking and behavior of the society. The cultural mission of universities is to convey an appropriate understanding of this power to students. The current research aims to identify the components and function of soft power in medical sciences universities.

This qualitative study was conducted in 2022, and the grounded theory method was used. A total of 13 faculty members of the medical sciences universities in Iran were selected through purposeful and snowball sampling methods. Moreover, an in-depth semi-structured interview was conducted until the theoretical saturation was reached. The Strauss and Corbin method was used to analyze the qualitative results. After coding, participants and university professors were asked for their opinions to determine the validity of the data.

After compiling the basic concepts and open coding, 14 core codes were identified and categorized into six selective codes. The findings revealed that the causal factors included management based on moral values, foresight, capacity building, and strengthening of international relations. Contextual factors consisted of research infrastructure, collective organization system, growth and improvement. Intervening factors included no understanding of the necessity of change and wavering in beliefs. Finally, strategies comprised of the development of professional ethics, commitment to the society, mission-oriented component, scientific prestige, and scientific relations. Furthermore, consequences included the strengthening of nationalism and the realization of goals.

Based on the obtained findings, community-based education and culture engineering are factors influencing soft power in medical sciences universities. The cultural institutionalization can be achieved by preventing and reducing factors affecting the destruction of success and using committed and knowledge-enhancing strategies.

Policies can guarantee health through health determinants. Therefore, the present study was carried out with the aim of determining and comparing the measures and policies applied to promote health among public universities in southeastern Iran.

A cross-sectional study was conducted on 320 employees working in Sistan and Baluchistan University and Zahedan University of Medical Sciences in 2021, using available sampling method. Collecting data using a researcher-made questionnaire of workplace health policies in nine dimensions of management and leadership, organization, psychological work environment, physical environment; Chemical and biological work, service provision, safety and health of the work environment, employees, planning, implementation and evaluation were done with proper validity and reliability. Data were analyzed using SPSS23 software and frequency tests, t-test, ANOVA and multivariate linear regression. In all tests, p˂ 0.05 was considered as a significant level.

The mean and standard deviation of the health policy implementation score in Sistan and Baluchistan University and Zahedan University of Medical Sciences were 36.6 ± 22.66 and 32.92 ± 22.66 and 36.6 ± 23.30, respectively, and the t-test showed a significant difference. did not (P=0.16). In the univariate test between health policies score with work experience, education, type of employment and organizational position and based on multivariate regression of work experience (P=0.02) and education of employees (P=0.01) showed a statistically significant difference.

The implementation of health policies is related to the well-being of university employees, and it can provide more educational support to enrich the learning and well-being of students. Therefore, it is suggested that health programs and policies in higher education and universities should be given more attention and policy committees in universities should try to implement these policies well.

The aim of the current research was to identify the components of digital leadership for managers of Islamic Azad University.

The current research was applied in terms of objective, in terms of quantitative method and the type of survey-cross-sectional study. The statistical population included all presidents of universities, their vice-presidents, heads of faculties and heads of educational departments of Islamic Azad University of Tehran province in the number of 270 people, and 159 statistical samples were selected with the help of Morgan's table. The measurement tool included a 121-question questionnaire made by the researcher and sent to the sample group. The validity of the questionnaire was checked through concurrent validity and reliability was calculated using Cronbach's alpha and it was analyzed by means of exploratory factor analysis test.

factor analysis shows that the relevant components include 17 components, which are: digital culture, digital security, digital infrastructure, digital communication, digital structure, digital economy, digital intelligence, digital literacy, upstream documents, leadership competencies, Cognitive abilities, professional skills, human skills, realization of digital university, economic effects, social effects, environmental effects. Finally, these 17 components explained digital leadership.

According to the results obtained from the current research and the confirmation of its results by previous research and existing theories, it can be concluded that the proposed framework has a theoretical and empirical support and sufficient validity and can be an effective step in determining the components that make up digital leaders.

Training emergency nurses plays a significant role in caring for critically ill patients. The comparison of emergency nursing curricula in Iran with those in prestigious universities is one of the ways to determine the strengths and weaknesses of each curriculum. This study aims to conduct a comparative analysis of the Master's degree curriculum in emergency nursing in Iran and Monash University in Australia.

The current study is a comparative review that was conducted in 2024. First, Monash University was selected as a top-ranked institution based on the Quacquarelli Symonds rankings of nursing schools worldwide. Afterward, the required information was collected from the Monash University website, the Master of Emergency Nursing program, the curriculum file, and field information. The collected data were compared using the Bereday model, which includes 4 stages: description, interpretation, juxtaposition, and comparison.

The Master's program in emergency nursing in Iran and Monash University of Australia showed many similarities in content, general structure, and the role of graduates. However, there were some differences in the procedure of accepting students and educational units, philosophy, mission, and vision. One of the strengths of Iran's curriculum was the presence of general courses, whereas Monash University stood out for the prerequisite of English language proficiency for admission. There were no work experience requirements in either curriculum; nevertheless, a valid bachelor's degree was required. At Monash, there have been significant improvements by using new teaching techniques, such as simulation training. However, regular updates and reviews of the curriculum in Iran remain necessary.

The present study can be one of the appropriate guides for policymakers in the field of nursing education in order to improve the quality and development of nurses' skills. It is recommended that policymakers incorporate new and important courses into the curriculum to promote clinical nursing skills.

Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital. This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis. The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital. Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability.

The transition from the family environment to the university and relative or complete independence are among the most important stressors for young people. This study reports on the feeling of homelessness and homesickness of a nursing student, from an educational perspective.

The case pertains to a 19-year-old male student in his first semester of nursing, with no history of mental disorders. He is the third son and the third child in a family of six members. He hails from a distant city and attends university there. Psychological and psychiatric findings indicate a sense of alienation in the student, manifested by his lack of response to psychological counseling and his suicidal ideation, for which he received pharmacological treatment and psychotherapy sessions. The student experienced social anxiety due to seeking psychological and psychiatric help and taking nerve and psychiatric medications. Academic decline in classroom grades and mid-term assessments was evident due to lack of focus on academic subjects. Following coordination with course instructors, theoretical courses were studied virtually, while practical courses were taken after the end-of-semester examinations and face-to-face training. Coordination was also made with the destination university for the student's transfer as a guest student.

The findings indicate that in order to prevent negative consequences of the sense of alienation in students, there is a need for teamwork and professional communication among professors, faculty officials, academic advisors, and psychologists within the college. Therefore, it is recommended to have counseling and psychotherapy centers available on a daily basis in dormitories and universities.

Today, universities are increasingly adopting the strategy of internationalization to gain a competitive advantage in national and international markets. Therefore, attracting and enrolling international students is crucial as the primary option for the internationalization of universities. This article aims to analyze the expectations of international students towards the university and the viewpoints of higher education experts regarding the requirements for attracting international students.

The research was applied in terms of purpose, employing a qualitative method. The participants in the research consisted of: (a) 18 international students studying in public universities and (b) 13 experts in higher education with experience in the field of internationalization of higher education. Data collection was conducted through in-depth and semi-structured interviews. The gathered data and information were analyzed using NVivo and SPSS software.

The findings revealed that the expectations of international students from their university could be categorized into three groups: (a) teaching-learning, (b) administrative and support services, and (c) cultural guidance and counseling. The requirements for attracting international students could be categorized into two groups: (a) laws and regulations, macro policies of higher education, and (b) universities and higher education institutions.

The article analyzed the views of stakeholders and experts, providing a valuable opportunity for reconsidering the increase in attracting international students. Based on the findings, recommendations were made.

Since medical care providers are faced with complex issues in their profession, one of the important skills in making correct clinical decisions is critical thinking. Therefore, one of the standards of medical education is to instill critical thinking in students.

The present study was a cross-sectional descriptive-analytical study. Data was collected using a demographic questionnaire and the standard California B questionnaire. Mann-Whitney test was used to make comparisons, and Spearman's correlation coefficient was used to check the correlation between the data.

The findings showed that the average critical thinking score of the participating medical students was 8.05 (± 2.6). Also, analysis and inference had the highest 2.5 (± 1.58) and lowest 2.51 (± 1.04) levels of obtainable score, respectively. Critical thinking had a significant positive correlation with all its components (P<0.001). The critical thinking of the participants was not significantly different in terms of gender or university entrance examination regions (P>0.05). The analysis showed that critical thinking has a significant positive correlation with age (r=0.159, P=0.018) but a significant negative correlation with years of education (r=-0.216, P=0.001) and grade point average in the last semester (r=-0.492, P=0.012).

The studied medical students did not have an optimal level of critical thinking, which is necessary for making appropriate and effective decisions, and this skill was found to have an inverse relationship with the grade point average and academic years. Therefore, it can be argued that the current educational system in the university has not been able to enhance this vital skill among medical students.

Different educational systems in the world need reform, restoration, and development in the fields of education and research to help organizations achieve improvement indicators. The choice of efficient development approaches and educational stimulus, such as the green business process approach can guarantee the speed of development. Therefore, in the present study, a health-oriented solution has been presented with the aim of sustainable development of education in the university with a green entrepreneurial orientation. This simple descriptive review was conducted by searching various Persian and English databases between 2011 and 2023 using the following keywords: sustainable development, education, university, green entrepreneurship, and health-oriented. Eighty-five studies in two languages (Persian and English) were found in the database. After reviewing, criticizing, screening, and extracting the findings, 17 articles were included in the study. Based on the purpose of the study, the findings of the extractive research showed that green entrepreneurship is among the important factors in solving the challenges of sustainable educational development and can play a significant role in regional, international, and global health using its effective methods. Institutions, schools, universities and all educational and research organizations can be a significant factor in maintaining and promoting educational development and the spread and expansion of sustainable education by making correct decisions in the green entrepreneurship method.

With the outbreak of Covid 19 disease, many jobs and organizations have been closed, and universities are no exception to this rule, and this issue has imposed a great psychological burden on students. Thus the purpose this research was investigating different dimensions of coronary anxiety among students in University of Kashan. The type of research was descriptive-survey and statistical population consisted all of students at University of Kashan in academic years 2021-2022 (N=7452) that by Cochran Formulate and accidental sampling 434 ones, selected as sample. In order to collect datas used from a researcher-made questionnaire of coronary anxiety in 39 closed-response items in five components (social-communication anxiety, economic-financial anxiety, religious-spiritual anxiety, mental anxiety and physical anxiety) on based five-point Likert scale with a standard score 3. By using Cronbach Alpha Coefficient, the questionnaire reliability was estimated to be 0.95. Data’s analysis done in two level of descriptive & inferential. The results showed that the mean of all components of corona anxiety was higher than the average (3). The highest average was related to physical anxiety component with mean and standard deviation (4.46±0.72). There is a positive and significant correlation between all dimensions of corona anxiety. The highest correlation between physical and mental anxiety was 0.67. Also, there was no significant difference between students’ corona anxiety according to gender.  According to the results of the research, the mean of all the components of corona anxiety in social-relational, economic-financial, religious-spiritual, psychological & physical dimensions was above average and somehow in an unfavorable situation. There is a positive & significant correlation between all dimensions of corona anxiety. With the increase of corona anxiety in every dimension, anxiety in other dimensions also follows. Because anxiety, as a variable, creates and threatens health in different dimensions and has been confirmed by many researchers in numerous studies.

Educational planning is a series of overlapping and irregular stages in which various people and organizations are involved with diverse views, politically and technically. These steps include processes in which content and issues are analyzed, policies are identified and then implemented, re-evaluated, and redesigned. Based on this trend, a complete analysis of the education sector will require an understanding of the flow of educational policy, meaning "how" and "when" educational development will take place. Since the policy-making process is an important element in educational planning, it is important to clarify the concepts of "policy" and "policy-making". Policy is an explicit or implicit group or individual decision that provides a set of guidelines to guide future decisions, initiate or delay an action, or provide executive guidance on previous decisions. Policymaking is the first step in a planning cycle, and planners must conduct a dynamic assessment of how policies are set before they can effectively design the implementation and evaluation of a process. For educational policy-making in university units, the analysis of educational policies is done in several stages, achieving educational opportunities, equality in the distribution of educational services, the structure of the educational system, internal efficiency, and external efficiency of institutional arrangements for department management. Of course, evaluating the existing situation without evaluating the forces against and against change, when policy changes become necessary, is an incomplete analysis. Also, this evaluation should include the chance of success of various policies and strategies that should be used to implement and advance these policies. The fact is that in today's world, where we are witnessing tremendous changes and developments in various fields, the environment is facing a lot of turbulence and uncertainty, and the competition has become very intense. To achieve success in the field of competition, university systems must use a type of planning that is forward-looking and environmentally oriented, so that while identifying environmental factors and developments, in a long-term time horizon, their impact on the university and how to interact Determine it with them. Research policy is the same as strategic planning which, by examining the external and internal environment of the university, identifies environmental opportunities and threats and internal strengths and weaknesses, and sets long-term goals for the university keeping in mind the mission of the organization. To achieve these goals, from among the strategic options, he chooses strategies that rely on the strengths and eliminate the weaknesses, use the opportunitiesworthilyr, and avoid the threats. If it is implemented correctly, it will make the university successful in the field of competition. For educational policy-making, one should resort to different solutions. One of the solutions that has been receiving the attention of passers-by policy for several years is policy research. Policy research is the use of practical and scientific research in policy-making, with the use of this method, social issues are identified, sensitive information is collected, concepts and hypotheses are created, and more importantly, All research is recognized by policymakers. Policy research is closely related to agenda setting and its results are very useful for the development of public policies. Policy studies study the policy-making process. Political research is mainly carried out by political science specialists who are interested in the process of adopting policies and the effects of policies. Political research is effective in policy-making. The process of policy research is made up of four dimensions: identifying problems and identifying issues, understanding the main issues, supporting the program of selective measures, and evaluating the effect and control process. Considering the importance of educational policy-making in today's world and the consequences of this type of policy-making, the present study studied the process of policy research in educational policy-making in the university units of Mazandaran province. The current research aims to provide a model for the qualitative model of educational research policy in universities of medical sciences.

This research was of an exploratory type: thematic analysis in the qualitative part and a descriptive survey in the quantitative part. In the qualitative section, the studied population included academic (faculty members) and organizational (Islamic Azad universities) experts. The quantitative section included all academic faculty members of universities in Mazandaran province. The sample size in the qualitative part was 12 interviewees according to the saturation principle and the purposeful sampling method. In the quantitative part, 242 people were selected based on the calculation of the sample size in structural equations and the stepwise cluster random sampling method. The data collection tool was semi-structured interviews in the qualitative part and a researcher-made questionnaire with 62 items taken from the theoretical foundations, research background, and interviews with experts in the quantitative part. The method of data analysis in the qualitative part was theoretical coding (open, central, and selective) and in the quantitative part, it included structural equation modeling and confirmatory factor analysis.

The results showed that the university research policy variable had 6 dimensions educational, research, social and cultural, financial and administrative, international and environmental policies, and the educational policy variable included the dimensions of education content, education quality, finance, and budget. Monitoring and evaluation were political, social, cultural, and linguistic. The results showed that there is a causal and correlational relationship between the variable of university research policy and educational policy in terms of R2 values ​​with a value of 0.473 and a path coefficient value of 0.560 and about 56% of the components and dimensions of educational policy They are determined by the components and dimensions of university policy research.

In general, according to the results of the study, it can be shown that providing a qualitative model of educational research policy in universities of medical sciences can be of special importance in education. In the interpretation of this topic, it should be mentioned that the formulation and implementation of research policies in universities has a direct effect on educational policy and this relationship can be very useful for improving the quality and efficiency of the educational system. This finding can be an important point for university managers and decision-makers. According to this finding, they can formulate university research policies more carefully so that they can implement the most effective educational policies. In addition, this finding can be useful for increasing interaction and cooperation between faculty members and university administrators in the field of policy formulation and implementation. In general, this finding shows that attention to university research policy and its coordination with educational policy can facilitate and accelerate the improvement of the quality and efficiency of the educational system and ultimately lead to the best teaching and learning methods for students and faculty members. According to these results, it can be concluded that paying attention to research policies and formulating appropriate strategies in this field can facilitate and accelerate the improvement of the quality and efficiency of the educational system. Also, by examining this model and the connections between policy research and educational policy, university managers and decision-makers can make better decisions to improve performance and raise the level of education in universities. Finally, these results can contribute to the development and improvement of university policies to lead to the creation of an effective and efficient environment for teaching and learning that contributes to the progress of society and the social and economic development of the country.

Given the varying sensitivities of ethical issues in different professions and recognizing that educational environments, particularly medical universities, bear the crucial responsibility of educating and training skilled and committed human resources to meet societal needsand contribute to the comprehensive development of healthcare system, this study aimed to propose a model for simulating factors influencing the professional ethics development (PED) among medical university professors.

This research was exploratory in terms of its purpose and adopted a mixed-method approach (qualitative-quantitative). The study population for the qualitative phase consisted of medical university lecturers, while for the quantitative phase, it included lecturers at Ardabil University of Medical Sciences. Snowball sampling was employed in the qualitative phase until theoretical saturation was achieved (13 participants), while in the quantitative section, it was done judgmentally (30 participants). The data collection instruments were interviews for the qualitative phase and Fuzzy Delphi questionnaires for the quantitative phase. Qualitative data was analyzed using content analysis to identify main themes and sub-themes for the development of professional ethics among medical university lecturers. Subsequently, in the quantitative phase, the identified influencing factors were prioritized using the Fuzzy Delphi method. Finally, the criteria obtained from the qualitative analysis were simulated using an agent-based modeling approach. Data analysis for the qualitative phase was conducted using MAXQDA 20 software, while for the quantitative phase, Excel 16and AnyLogic8.9software were employed.EthicalConsiderations:Ethical principles and data confidentiality were strictly adhered to throughout the study. Questionnaires were completed with informed consent and a clear explanation of the research objectives was provided to participants.

Based on the research findings, 51 primary codes, 10 sub-themesand 3 main themes (individual, educationaland research) were identified. The individual factor was recognized as the most influential factor in the development of professional ethics among medical university lecturers. Furthermore, the results indicated that the level of professional ethics development among medical university lecturers reached 90% at the end of the simulation period.All necessary validations regarding the simulation were conducted, confirming the results through 120 tests.

Considering the research findings, it is recommended that the heads of medical universities pay special attention to the identified influencing factors, particularly the individual factor, which plays a significant role in developing professional ethics among lecturers.

Technology in medical education is a little-known issue that needs to be used more quickly. In this regard, researchers need to explain the challenges of this issue more and with better quality. The current research has been carried out with the main purpose of identifying the current and desirable situation of the use of information technology in medical education and the challenges facing it from the point of view of the professors and personnel of Birjand University of Medical Sciences.

This study was conducted using a qualitative method, with semi-structured interviews, in order to categorize the challenges and obstacles of the use of new technologies in health in 1402. 17 of them were selected by purposeful sampling. Interviews were written, coded, and classified.

the challenges of using health technology in the university in two categories "insufficient support and "technology challenge" and sub-categories "decreasing motivation to use new educational methods based on technology, avoiding technology, not providing new educational platforms, high costs, and insufficient support They were placed.

Providing infrastructures, getting to know more personnel and providing appropriate educational assistance for practical ideas and teaching user-friendly technology programs can greatly help to solve the challenges of modern technologies in the field of medical sciences and health in medical sciences universities.

Dear Editor, The spirituality makes a person understand the meaning and purpose of his/her life and achieve satisfaction and happiness. Spirituality causes more harmony between physical, mental and social dimensions of health and increases the adaptability of a person to the surrounding world, improves his attitude towards the world, and reduces negative emotions and tensions. The medical education system is responsible for training medical sciences’ students and preparing them to work in the health system and should consider education and training students in spirituality. The institutionalization of spirituality in the medical education primarily leads to the improvement of health and the reduction of students' anxiety and depression. There are also positive correlation between spirituality and mental health, quality of life, satisfaction and commitment of healthcare workers. Also, studies proved the positive role of spirituality in increasing hope, improving quality of life and reducing depression and stress of patients. Therefore, the concepts, principles and techniques of strengthening spirituality should be taught to medical students (knowledge), so that they gain sufficient motivation for spiritual care of themselves and others (attitude) and by applying these knowledge and skills meet the spiritual needs of patients (performance).