جستجوی مقالات مرتبط با کلیدواژه "integration" در نشریات گروه "پزشکی"

Decision making modalities for cancer screening for many conditions and different stages have become increasingly complex. Reengineering of traditional and paper-based decision support information system as an innovation strategy facilitates scheduling and decision making and support the delivery of cancer screening services.

The aim of study is to business process reengineering based on decision support information system in order to integration of colorectal cancer screening plan in Iranian population.

The research method used in this study is mix method research (MMR) which combines quantitative methods and qualitative methods. Data collection techniques and tools in this study are: (1) Situational analysis method by checklist. The status of the current information system was evaluated with a checklist and (2) interview and focus group discussion; it is based on the 37 views of experts.

In this study, present screening information system was surveyed of six dimensions. These dimensions were general specification, functions, technologies, data resources, users, manual and standards of screening information system. The present information system performed only 25.1% of the expected information system tasks. The next step, conceptual models of integrated CRC screening information system are developed and approved by experts.

Reengineering is a powerful and significant change strategy that can bring quality improvements in decision making processes of colorectal cancer screening plan. Therefore, to support the successful reengineering of decision support information system, comprehensive survey of infrastructures is needed in order to improve the quality of colorectal cancer screening plan.

 Persistent detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) RNA in individuals who have recovered from coronavirus disease 2019 (COVID-19) remains an unexplained phenomenon warranting further study. Recent research suggests that this RNA could be the result of transcription from an integrated SARS-CoV-2 genome.

 This study aimed to investigate the presence of the DNA form of the SARS-CoV-2 genome in oropharyngeal, nasopharyngeal, and peripheral blood mononuclear cell (PBMC) samples from COVID-19 patients with prolonged viral detection.

 We examined the presence of the reverse-transcribed viral genome in samples from eighty COVID-19 patients, including 40 outpatients (group 1), 40 hospitalized patients (group 2), and 40 healthy individuals (group 3), using a TaqMan® based real-time RT-PCR assay.

 The mean ages of groups 1, 2, and 3 were 36.1 ± 11.0, 61.6 ± 18.4, and 39.0 ± 8.7, respectively. The molecular tests did not detect viral DNA forms, which may be produced during the SARS-CoV-2 life cycle, in the examined samples.

 Although no evidence of integrated viral DNA was found in this study, further research is essential to confirm these findings and explore the underlying mechanisms of prolonged SARS-CoV-2 RNA presence in recovered COVID-19 patients.

According to the World Health Organization (WHO), more than 1 billion people (approximately 15% of world population) live with disability. Also, about half of these people lack access to healthcare facilities. Therefore, providing timely healthcare services, especially rehabilitation, is of great significance for these people. The goal of the study was to determine the objectives and policies in the field of rehabilitation in middle- and high-income countries and compare them with Iran.

Based on available databases, a comprehensive review of documents, papers, and books was performed in the field of rehabilitation related to high- and middle-income countries. 

Due to a lack of coordinated services, inappropriate access, unplanned distribution, unclear service delivery levels, neglect of health promotion and prevention levels, lack of a transparent referral system, unclear insurance system, and weak financial resources, the need for a national program with a service integration approach is strongly felt. The review of the rehabilitation programs and documents in other countries help us to design a conceptual framework of the rehabilitation service model, which is based on three principles: Removing barriers and developing access to healthcare services and programs; strengthening and developing rehabilitation using technology, community-based support, and rehabilitation services; and promoting comparable international data collection on disability and supporting research on disability and related rehabilitation services.

Conclusion:

 The national rehabilitation program, with a service integration approach, provides a good platform for fair access to rehabilitation services for all people with disability. In this program, the health system is the most important reference to meet these needs. Therefore, it is suggested that this program pursue three main objectives Fair promotion of the healthcare services of rehabilitation for recipients, improving the response to the needs of rehabilitation service recipients, and reducing the financial and social risks of service recipients.

In Iran, the shortage of medical workforce in the population has caused the health of people to be exposed to many risks in different parts of the country, especially in deprived areas. Therefore, in 1983, the plan for “Integrating Education and Research in Health Care and Services” was presented by the Supreme Council of the Cultural Revolution and approved in 1985 after some amendments.

This article reviews the history and evolution of the "Integration of Education and Research in Health Care and Services" project.

The library study method (reviewing reliable sources in domestic and international publications, using the study keywords), recording the author's personal experiences, and content analysis were used.

All quantitative indicators (such as the number of educational centers and student admission capacities) qualitative indicators (such as the level of accountability and social commitment of academics and the health culture of the community) and general health indicators in the country were improved.

Integrating education and research in health care and services is a revolutionary and beneficial achievement in the country and an inspiring experience for all health systems in the world. If generalized and deepened, it can become the most prominent contemporary healthcare experience in the world.

Integrating medical education and healthcare services in Iran represents a unique model that has achieved considerable success but continues to face challenges.

This study conducted a content analysis of the 7th National Integration Conference to identify indicators, achievements, challenges, and solutions from stakeholders’ perspectives.

This qualitative study analyzed speeches from the 7th National Integration Conference in Iran using purposive sampling of 13 experts. Data were gathered from recorded presentations and analyzed inductively through qualitative methods to identify codes, categories, and themes. The study followed rigorous quality criteria and ethical principles, including informed consent, anonymity, confidentiality, and voluntary participation.

The study identified three themes, eleven categories, thirty-four subcategories, and 310 initial codes. Discourse analysis highlighted achievements in education, research, services, social outcomes, and economics, as well as challenges at strategic, operational, and influential levels. Proposed strategies included improving public health, implementing organizational solutions, making educational recommendations, and pursuing research-focused actions. Key findings emphasized transitioning to functional integration, maintaining curricula relevancy to societal priorities, and aligning research with public health needs.

The conference facilitated knowledge sharing and networking among participants on integrating medical education and healthcare systems. Challenges and opportunities related to convergence were discussed, emphasizing the need for future research to evaluate integration models, enable coordination, and provide data-driven recommendations. Effective collaboration between educators and providers is essential to improve education quality and patient outcomes. A comprehensive assessment of integration strategies is crucial to ensuring the approach’s efficacy and sustainability.

Following several challenges occurred in the country’s health system in the 1980s, including a severe shortage of specialized human resources and inadequate access to high-quality healthcare services in many regions of the country, the medical education and healthcare service delivery systems were integrated, resulting in the establishment of the Ministry of Health, Treatment, and Medical Education. One of the primary goals and features of this integrated system is accountability to the community health needs. Given that no coherent study has been found regarding the level of social accountability within the integrated health system in Iran.

The current research was conducted aiming to measure the level of accountability of the Iranian health system.

This study sought to evaluate the level of accountability of Iranian integrated health system to societal needs. Following a literature review and holding the expert panel, a questionnaire was developed to measure the level of accountability of Iranian health system across four domains: Generalities, education, healthcare service delivery, and research. The questionnaire was distributed among the target population (faculty members, health system managers, healthcare service providers, and medical students selected in the Health System Management Olympiad of the Ministry of Health), and 11 responses were received. Subsequently, the responses were analyzed using the Kruskal-Wallis and Mann-Whitney U tests.

The findings obtained from participants’ responses to the questionnaire revealed that the accountability of the Iranian health system to the community health needs was assessed to be at a moderate level. Furthermore, no significant difference was observed in accountability among the four mentioned domains.

Indicators related to the quantitative development of human resource education and service delivery were associated with a reasonable level of success. However, it did not achieve significant success in the areas of improving the quality of medical education, promoting evidence-based decision-making, and making the educational programs community-oriented. According to the results, Iranian integrated educational system has not performed successfully in training non-specialized skills, such as communication, health education for other medical staff members and patients, critical thinking, and healthcare team leadership, as well as the teaching medical students to pay attention to the cost-effectiveness of treatment interventions and prescriptions. Similarly, in the field of medical research, the overall performance was not satisfactory, with the lowest scores had been related to the utilization of research findings in policy-making and improving the cost-effectiveness of services through research results.

The integration policy was designed and to enhance the bilateral interaction and accountability between the medical education system and the national health system, culminating in the establishment of the Ministry of Health and Medical Education.

The present research aims to critically examine the integration of medical education into healthcare service delivery using the Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework.

This qualitative study was conducted in 2023. Participants included 22 health system policymakers and managers in the country with a managerial background in universities of medical sciences in the country’s District 1. Data were collected using semi-structured interviews through purposive and snowball sampling methods until data saturation was reached. Questions were asked about the experience of integration and the SWOT of the program. Subsequently, the interviews were transcribed, semantic units were determined, and the themes’ coding, categorization, and identification were conducted. Finally, the data were analyzed using content analysis.

The analysis of experiences yielded 14 main themes and 42 subthemes. The main themes encompassed “self-sufficiency in health human resources, expansion of educational fields, enhancement of social accountability, growth of educational and health indicators, improvement of the connection between education and services, development of applied research (strengths), weakened interdisciplinary convergence, deviation from the educational and research mission, conflict of interest (weaknesses), support of laws and regulations for integration, expansion of international interactions (opportunities), incomplete understanding of integration, emergence of new educational approaches, political and social pressures (threats).”

The integration of the medical education system and the health system is a complex process. This plan has not performed successfully in providing qualified human resources, improving service indicators, and expanding the scope of medical education in the country. It is recommended to select appropriate strategies to maximize the program’s strengths and opportunities and minimize its weaknesses and threats.

Following the Iranian Islamic revolution in 1979, two major reforms were implemented in the nationwide health system: Establishment of the Ministry of Health and Medical Education and the development of Primary Health Care Networks. The aim of this article is to review the impact of integration of medical education in the health system.

We review here the birth and growth of the integration of the health care system and medical education, the successes, the aspirations and some of the obstacles and challenges found along this path, as well as the vision and strategies for the future. All articles on this issue published in international Journal and in Iranian medical Journals were reviewed.

Health care and medical education in the I.R. Iran have undergone profound reform in the last four decades after integration of the Ministry of Health and all related schools and institutions of medical education. The newly formed Ministry of Health and Medical Education is responsible for every aspect of policy making, planning, leadership, stewardship, supervision and evaluation of health services, in addition to the training and educating of human resources for health, within the “Comprehensive Health Care Delivery System” that makes up Iran’s health infrastructure. From 1979 to 2020, the number of medical, dentistry and pharmacy schools have increased from 7 to 47, 3 to 35 and 3 to 22, respectively, with a rise in student yearly admissions in all programs of medical sciences from 1387 to 48120. There were no PhD or clinical subspecialty programs in 1979, whereas in 2020, annual student admission rates for such programs were 1038 and 219, respectively; these have been accompanied by marked improvements in the quality of education, clinical care and major health indicators such as increase in life expectancy, access to PHC in rural area, access to clean water, total number of rural health houses and vaccination coverage, on the other hand decrease in maternal, neonatal and under 5years mortality rates, decline in the number of patients sent abroad for treatment and also the number of foreign general physicians practicing in Iran..As a result ofsignificant rise in research activitiesthe number of scientific medical publications have increased from less than 2000 to over 70,000 yearly and Iran has achieved rank of 16 among all countries of the world in this regard.

Integration of medical education into the health care system has been an appropriate and economical strategy for achieving health promotion and the key point for the improvement of medical education for better social accountability in the Islamic Republic of Iran.

Context: 

The integration of ChatGPT and e-health literacy, as an innovative approach to improving the accessibility and quality of healthcare services, offers the potential to strengthen access to health information and health decision-making. This integration helps individuals understand, analyze, and interpret health information more deeply while building a broad health profile. However, the potential risk of ChatGPT misdiagnosing diseases or providing inaccurate information could cause misleading guidance and prevent users from accessing information. Moreover, a ChatGPT-based system could restrict individuals’ capacity to supervise and decipher their health records. Thus, while the integration of ChatGPT and e-health literacy holds promise to improve the accessibility and quality of health services, adverse aspects, such as the risk of providing misleading information and reducing user autonomy, should also be considered.

Evidence Acquisition: 

This study provides insight into the potential, challenges, andprospects of integrating ChatGPTande-health literacy into health services. Thus, the implication of the integration and the development of strategies for helping users better manage their health information can be explored in greater depth. Related articles on the topic were reviewed from the literature, and the results were interpreted.

The integration of ChatGPT with eHealth literacy harbors significant potential for substantially enhancing the accessibility and quality of health services. Using ChatGPT in health services can increase eHealth literacy, especially in health information access and health-related decision-making processes.

In conclusion, the integration of ChatGPT and eHealth literacy carries considerable potential to improve the accessibility and quality of health services. This integration allows individuals to comprehend health data more efficiently and interpret the results more accurately.

</strong> The purpose of the medical curriculum is to train up-to-date physician who can safely and effectively diagnose diseases and increase the health of society.

</strong> We designed a visual system anatomy educational course to investigate the effect of the “extending the teaching of the basic science throughout the curriculum” strategy, on the level of satisfaction and learning of medical student’s anatomy knowledge.

</strong> This study was an interventional, in descriptive type, done in visual system anatomy educational course and designed in four training sessions consisted of: 1. A 15 multiple choice questions pre-course online test, distributing lesson plans and related educational videos, 2 and 3.training sessions in which education content by using cadaver and other teaching aids such as moulage and slides were presented; 4.Discussion, post-test holding and distribution of satisfaction questionnaire. The overall pre-intervention and post-intervention data were analyzed using Kolmogorov–Smirnov test and paired t-test in Statistical Package for the Social Sciences (SPSS) software. P-value less than 0.05 was considered as statistical significance.

</strong> Based on the results of the final exam, correct answer percentage to each question </strong>(CAP) of post-intervention were higher than the CAP of the pre-intervention. The statistical analysis also indicated that there was significant difference in the mean of CAPs between the two tests (p></strong>0.01).

</strong> It seems that proposing a new curriculum and including basic anatomy sessions in clinical training courses can help students to review basic science concepts and apply them in developing clinical skills and ultimately safe patient care.

The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with disciplinebased research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges.

We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successfulstrategies employed by some institutions to promote researchteaching integration.

The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutionalculture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating researchmethodology throughout the undergraduate curriculum and crossintegrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools canenhance comprehensive cooperation.

To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture researchoriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medicalinstitutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.

In  new clinical preparatory course of general medicine of Shahrekord University of Medical Sciences, topics of surgery, pediatrics, psychiatry, infectious, neurology, pharmacology, and pathology were integrated. This study was conducted to investigate the satisfaction of professors and students of new course of clinical preparations.

This was a cross-sectional study in 2021-2022. 173 students and 43 professors  participated. Collection tool was a questionnaire which measured the satisfaction of professors and students with new clinical preparation course. Data were analyzed with SPSS 18 at  significance level of p<0.05.

Average score of satisfaction of professors and students with the new course was 34.97 ± 2.65 and 42.58 ± 15.2, respectively which was average. Professors and students were most satisfied with the integration of pharmacology and pathology. Students were least satisfied with the facilities of the clinical skills center and appropriateness of the amount of material with time. The grade point average of the new course of clinical preparations was significantly higher than basic sciences (P<0.001). But it had an inverse relationship with students' satisfaction (r=-0.169, P=0.026).

Professors' and students' satisfaction with clinical preparation course was moderate. The highest satisfaction was regarding  integration of pathology and pharmacology. The limitation of clinical facilities and inadequacy of the materials with the time caused dissatisfaction of the students, which needs to be revised. Considering the increase in the grade point average of the clinical preparation course and the change in the way of holding exams, more studies are suggested for confirmation.

The National Mental Health Services (N-MHSs) in Iran was integrated with Primary Health Care (PHC) in 1988. This study aimeds to analyze the policy of integrating N-MHSs in PHC, focusing on the analysis of the current situation, pathology, and the existing challenge.

This qualitative research was conducted in 2020 using a case study approach. This study used the policy triangle model to analyze the policy. The required data were collected via interviews, literature review, and document analysis. The interviews were conducted with 23 experts, stakeholders across the country who were selected through purposive sampling, and the data were analyzed using the content-analysis method.

The main goals of this policy were to raise mental health literacy among the people and eliminate its stigma in the society, while implementing the referral system for N-MHSs. Twenty weaknesses were extracted in eight areas, including negative views of mental health, weaknesses in human resource training, compensation for the service of psychologists, unfavorable working conditions of the workforce, inappropriate service delivery facilities, lack of meaningful communication between different levels of service delivery, poor inter-sectorial communication, and the challenging nature of mental health care. De-stigmatizing psychological disorders in the society and identifying hidden patients are some of the most significant achievements of this policy.

Despite the successful implementation and significant achievements in integrating N-MHSs in PHC, the results of the present study indicate that there are many challenges in this field that require serious planning and attention from relevant authorities.