Future of Medical Education Journal
Volume:9 Issue: 3, Sep 2019

 Aiming to explore learners’ viewpoint regarding training program of health care providers based on CIPP model, this research was conducted on health care providers in the city of Sabzevar in 2017. This cross-sectional study was carried out on 139 health care providers working in the health centers of Sabzevar. The data were collected through a researcher-made questionnaire containing demographic characteristics and evaluation questions of training program of health care providers in four domains: context, input, process, and output.  The three modes of undesirable, slightly desirable and desirable were measured in each domain.  Through investigating learners’ viewpoint, the results of the research indicated that the situation of context and output of training program of health care providers were highly desirable, while the situation of input and process of the program were somewhat desirable. Overall, the results showed that the highest score among the four factors of the CIPP model belonged to the context factor with the mean score of 39.46 + 8.53 and the product factor with the mean score of 28.61 + 7.36 reflected the lowest score. The final results of the exploring learners’ viewpoint of training program of health care providers indicate a range of slightly desirable to desirable situation for the program. To achieve a highly desirable level, it is incumbent upon the officials to reinforce the important factors such as teaching and assessment methods to their instructors. In addition, creating a definite plan for costs and developing the accessibility of welfare facilities seem to be crucial. Finally, it is worth planning more accurately in order to increase learners’ contribution while undertaking ongoing evaluation to receive feedback for revising the teaching program.

Production, distribution and application of knowledge are considered as the most institutionalized element and raison d’être of universities and higher education institutions, and the knowledge is recognized as the main output of universities. Therefore, this research examines the components of knowledge management from the point of view of the faculty members of Dezful University of Medical Sciences in southwestern Iran. This descriptive research was conducted in 2018. The statistical population of this research included all faculty members of Dezful University of Medical Sciences in southwest of Iran. Finally, 43 members of them completed questionnaires. The Knowledge Management Standard Questionnaire (Conrad and Newman) has been used to collect information. Descriptive and inferential statistics as well as SPSS version 22 were used to analyze the data. According to the results of the research, the scores of different components of knowledge management were evaluated to be moderate as follows: knowledge creation (21.5 ± 3.8), knowledge preservation (15.8 ± 3.8), knowledge transfer (11.5 ± 3.3), and knowledge application (12.1 ± 3.5). Also, age, educational level, academic rank and experience had no effect on their knowledge management, but male faculty members had higher knowledge management than female faculty members (P = 0.019). The various components of knowledge management among faculty members were moderate according to our evaluation, which, given the 8-year activity of this university, is relatively "desirable"; it is necessary that this potential of knowledge management

Knowledge sharing in university environments is essential and students' behavior in this field is based on their beliefs, norms and attitudes. Theory of planned behavior is one of the most prestigious behavior prediction models that can be used to examine the ideas, values, and attitudes in the context of knowledge sharing behavior. Considering the role of academics, especially postgraduate students in knowledge sharing, this study conducted with the aim of evaluating knowledge sharing behavior based on theory of planned behavior among postgraduate students. This descriptive study was conducted on 120 postgraduate students in school of public health of Shahid Sadoughi University of Medical Sciences through stratified sampling method in 2018. The data collection tool was a researcher-made questionnaire with confirmed reliability and validity. Data were analyzed by SPSS/16 included descriptive statistics, Pearson correlation, ANOVA, Independent T-test and linear regression as required. The results showed that correlations between knowledge sharing behavior and intention with all theory of planned behavior constructs were statistically significant. The theory of planned behavior constructs explained 31.5% of the variances in knowledge sharing behaviors and 42.1% of the variances in knowledge sharing intention. Additionally, Subjective norms were the strongest predictor for behavior and attitudes were the strongest predictor for intention. In designing interventions aimed at improving knowledge sharing in universities, initially subjective norms should be addressed, then examined student's intention towards knowledge sharing. So, the theory of planned behavior may be used as a framework for educational interventions to improve knowledge sharing behaviors.

Despite the large amount of information that general physicians need to gain ,It is necessary to prioritize the need for learning in the formulation and design of educational programs. This study aims to determine the most important priorities of general medical graduates in selected areas.This cross-sectional study (2016) was conducted on 400 general practitioners who had at least 3 years of clinical practice beginning as a general practitioner. Data were collected through demographic variables and valid and reliable researcher-made questionnaire in four domains included internal medicine (18 items), neurological diseases (7 items), pediatrics (26 items) and emergency medicine (20 items). Data were analyzed by SPSS software using descriptive index and chi-square test (P <0.05). Three primary priorities in internal medicine, were blood pressure (76%), diabetes (68.3%) and hyperlipidemia (61.5%), in pediatric, were fever (72%), gastroenteritis (58%) and pneumonia (59.8%). %), in neurology, were Headache (78.3%), dizziness (54.8%) and limb weakness (27.3%) and in emergency, were hypertension (77%), asthma attack (46%) and Trauma (41%). There were no significant differences between education priorities in some internal and pediatric areas including diabetes, fever and enterogastric and sex (p> 0.05). There was a significant difference in the emergency areas and years of employment. (P< 0.05) Assessment of educational need and design of appropriate programs for general practitioners in order to improve the level of knowledge and better performance in order to provide appropriate health care should be prioritized.

Considering the negative impact of social phobia on social interactions and the positive effect of communication skills training on this condition, the literature on the training methods that would be suitable for people with this condition seems deficient. This study aimed to compare the effect of communication skills training delivered via workshop and virtual methods on social phobia in nursing students. In this randomized controlled trial, 30 undergraduate nursing students of Mashhad School of Nursing and Midwifery were randomly assigned to two groups of workshop training (n=15) and virtual training (n=15). Workshop-based and virtual (online) trainings were provided in two sessions with a one-day interval. Social phobia was measured by Connor’s Social Phobia Inventory (SPIN) before the intervention, after the intervention, and one month after the intervention. Data were analyzed in SPSS software v.16 using the independent t-test, chi-square test, and repeated measures analysis of variance. The independent t-test showed no statistically significant difference between the mean social phobia scores of the two groups before the intervention (p = 0.96), after the intervention (p = 0.16), or one month after the intervention (p = 0.43). Since students with social phobia tend to avoid social interactions, depending on available educational facilities, both virtual and workshop-based methods of communication skills training can be used to reduce social phobia in these students.

Experts and scholars of higher education believe that entrepreneurship is the condition for the survival and development of universities. Therefore, the purpose of the present study was to recognize the influential factors and design a model in order to transform Mashhad University of Medical Sciences into a third generation university. This is an applied developmental research, conducted by Delphi method in the second semester of 2018-2019. Thirty scholars were selected via purpose-based sampling including faculty members, managers and experts of Mashhad University of Medical Sciences. Firstly, the factors and components related to the third generation university were extracted via the review of databases and research background. Henceforth, several sessions were held in three phases and the factors and components were developed based on consensus. finally, the appropriate model for the modification of Mashhad Medical University to a third generation university was finalized and 7 factors and 25 components were recognized. The factors included: the development of appropriate organizational strategies and guidelines, creation of contexts and structural conditions in the organization, the focus and attention of management and human resources to entrepreneurship, reformation of the education and research system with the emphasis on entrepreneurship, more interaction with the external environment and internationalization, enhancement of infrastructures, equipment and financial resources, application of cultural and ideological values on the path of change. In accordance with the statistics based on Kendall’s coefficient, for the recognized factors to transform Mashhad University of Medical Sciences to a Third Generation University, the result was equal to 0.79 in the second phase of Delphi technique, and was 0.86 in the third phase. The findings represent strong unanimity of panel members about the factors of the conceptual model of the research.   according to the results of three phases of Delphi technique, the seven influential factors were recognized that have impact on the modification of Mashhad University of Medical Sciences to a Third Generation University. Via the explanation and identification of the present status, effective steps could be conducted for the modification of this great university to a Third Generation University and the results could be used in other medical universities of the country.

Job burnout is one of the factors that decrease the productivity of university faculty members. This is important for teachers who are a critical element of the educational system. Failure to pay attention to environmental and organizational factors as well as psychological and personality traits in professors will lead to adverse effects on their mental health, increasing job burnout and consequently, declining the quality of human capital education.   This study is a narrative review that aimed to investigate the factors affecting job burnout of faculty members. Articles were searched using Persian and Latin keywords including job burnout, resilience, self-care, faculty members, and academic burnout, individually or in combination at SID, ERIC, Noormags, Magiran, Google Scholar, ScienceDirect, PubMed databases regardless time limit. Examination of the texts shows that faculty members are more likely to experience burnout in the dimension of emotional exhaustion and then in depersonalization. Factors affecting job burnout include environmental and organizational (such as workplace, social support) and individual (such as extraversion and idealism) factors. Resilience is one of the factors that will reduce burnout. By combining individual and organizational characteristics with work areas, sustainable workloads, supportive work communities, fairness and meaningful work, along with valuable resilience strategies, burnout can be prevented.

Anatomy is one of the most important and basic medical science courses in the basic sciences. The aim of this study was to evaluate the importance of anatomy in clinical practice from the viewpoint of intern and extern medical students in Mashhad University of Medical Sciences. A descriptive study was performed in the year 2017-2018 in which 238 medical student’s (clerkship and internship) were selected by census sampling method in Mashhad University of Medical Sciences. The instrument was a three-part questionnaire which was used after confirmation of validity and reliability. Data were analyzed using SPSS 16 software and T-test (ANOVA, Chi-Square). The mean and standard deviation of students' viewpoint on the aim of anatomy study to improve the specialized skills required (1.80±1.37), clinical importance of anatomy course (1.47±1.42), and importance of anatomy course in medical field(1.42±1.29), that not significant (p>0.05). The mean and standard deviation of male and female students' viewpoint on the method of teaching of anatomy course from the viewpoint of male and female students  was respectively, review the theoretical subjects in practical classes (1.43 ± 0.72) and (1.66 ± 0.58), Sincere approach and decorated appearance of the professor(1/56±0.72) and (1/161±0.60), Simultaneous teaching of clinical and applied materials along with theoretical subjects(1/05±0.57) and (1/26±0.57), using the body mass and mass (1±0.52) and (1/21±0.53), which showed a significant difference (p <0.05). The planning for better training in anatomy courses and application of anatomical information to medical students in interships and its stagers is necessary to improve students specialized skills.