Educational Research in Medical Sciences
Volume:8 Issue: 2, Dec 2019

The fast pace and complicated nature of the environmental changes taking place and the problems ahead make academic decision-making a challenge for managers that cannot be overcome unless with the application of scientific studies. Institutional Research (IR) units deserve more attention now than before as effective decision-making tools using scientific findings.

The present study was conducted to determine the functions and structure of medical sciences universities and the activities of IR units.

This qualitative study was carried out through a directed content analysis. The IR unit pertained to Kermanshah University of Medical Sciences (KUMS). The documents of the official duties of KUMS were analyzed and compared in this research. Directed content analysis was used to enable proper comparisons and data analysis. In the first part of the study, the theoretical foundations were examined and a review of literature was performed on IR units, and by adapting Volkwein’s model, a conceptual model consisting of IR components was drawn. In the second part, the documents of the official duties of KUMS were encoded and categorized and the categories extracted were then divided into 17 domains of IR activities based on the conceptual model, which were then compared and analyzed.

The results showed that, out of the 17 activities extracted from the theoretical foundations and the review of literature by the researcher, nine activities are already implemented in four major functions of IR units, and the largest IR unit was the Education Development Center (EDC) for medical sciences. This study also explains the structure and status of IR units in Iranian medical sciences universities.

Medical sciences universities can complete the tasks of the EDC or establish a new structure as a separate unit at the university for IR implementation functions. The results can work as a guide for reflecting on and taking action about the establishment of an IR office at medical sciences universities throughout Iran.

Being aware of the quality of educational services offered by universities can be a basis for planning, policy making and improving the quality of their educational services.

Hence, this research aims to evaluate the quality of educational services of the medical students in Iran.

This descriptive cross-sectional study was carried out among the medical students, selected by simple random sampling. A total of 252 students completed questionnaires. The data collection tool was the standard questionnaire of SERVQUAL. Data were analyzed in SPSS software version 24 using descriptive and inferential statistics.

There was a negative gap between the students’ expectations and perceptions of educational services (gap between the current status and the desirable situation) in each of the five dimensions of the quality of educational services (from maximum score of 5). The scores of gap for each dimension out of a maximum of 5 are as follows: accountability (-1.46), tangibility (-1.34), empathy (-1.25), reliability (-1.14) and assurance (-1.12). There was a meaningful relationship between the educational service gap and variables of gender, academic year, satisfaction with the field of study and university (P < 0.05).

The present study revealed a negative gap in all five dimensions of quality of educational services. With planning, proper allocation of resources and actions such as holding workshops for the employees and faculty members, these gaps can be minimized. To this end, first, we must pay attention to the dimensions with the highest quality gaps; attention to one dimension can affect other dimensions.

Higher education institutions and medical universities always need developed faculties to reach their objectives, thus they need plans for empowering the professors. Hence, it is necessary for them to seek and apply the views of the experts on development.

The present qualitative study aimed to analyze development of faculty members of universities of medical sciences in Iran based on different views of experts.

Some experts in the field of medical educational development were selected using purposive and snowball sampling methods until reaching the theoretical saturation, and underwent semi-structured interviews. The interviews were recorded and transcribed verbatim, and analyzed through qualitative content analysis.

The analysis of transcripts yielded 321 initial codes that were classified and summarized according to conceptual similarities and differences. Subthemes of research, educational, leadership and management, specialty, ethical and individual dimensions were observed for the faculty development of medical sciences universities.

According to the results of the study, managers and officials are recommended to adopt a comprehensive look at the faculty development plans and consider all its aspects.

Motivational strategies are important determinants in students’ academic achievement.

The purpose of this study was to determine the role of motivational strategies in prediction of grade point average (GPA) among university students.

This analytical cross-sectional study recruited 300 students of Kermanshah University of Medical Sciences. Sampling was done by simple random sampling with probability proportional to size in each faculty. Participants filled out a self-administered questionnaire including the motivational strategies components, GPA status, and background variable. Data were analyzed in SPSS-16 using Pearson’s correlation and linear regression.

The participants’ age ranged 18 to 29 with a mean of 21.08 ± 1.26 years. GPA was significantly associated with the motivational strategies (r = 0.137 and P = 0.026). The motivational strategies components accounted for 9% of the variation in the outcome measure of the GPA. Extrinsic goal orientations (beta = 0.279 and P < 0.001) and test anxiety (beta = -0.287 and P < 0.001) were the best predictors of GPA.

Based on our results, planning educational programs to increase extrinsic goal orientation and reduce the test anxiety may be enhancing GPA among university students.

The purpose of this research was to investigate the effect of competency management on positive organizational behavior in teaching hospitals of Kermanshah University of Medical Sciences (KUMS).

This research employed a cross-sectional method with the approach of structural equations. The statistical population of the research was the employees (nurses, doctors and staff) of the teaching hospitals of KUMS. The study population comprised 4000 people, of whom 355 people were selected through the random sampling method. The data collection instrument was the competency management questionnaire extracted from a qualitative work and Luthans’ positive organizational behavior questionnaire (2007). Their validity was confirmed by construct validity and their reliability was confirmed by Cronbach’s alpha and composite reliability. Analysis was done using Pearson’s correlation test and structural equation modeling or least squares method. The data were analyzed using SPSS23 and SMART PLS2 softwares.

The results of the structural equations indicated that the effect of competency management on positive organizational behavior and its dimensions include positive balance competencies and promoter competencies. The quality of the measurement and the structural model was confirmed by cross-validated communality and cross-validated redundancy tests. Moreover, the quality of the final model of research was calculated as goodness of fit index of 0.559, which showed that the model has a strong fit. Finally, a certified and significant relationship was found between competency management and positive organizational behavior.

Thus it can be concluded that selecting hospital managers who have competency management and positive mood can help obtain functional and operational achievements. It can also help emerge and strengthen positive organizational behaviors in medical staff, which improves the quality of services at academic medical centers.

Clinical field is an important part of nursing education. Insufficiency in providing opportunities for learning practically not only gives rise to adverse consequences for students, but also affects educational programs and nursing profession.

The aim of this study was to investigate nursing students’ attitudes toward and satisfaction with concept map (CM).

The present research is an embedded study. The qualitative stage included 18 nursing students of Shahrekord University of Medical Sciences in their 6th semester who were selected through purposive sampling. Content analysis was used for data analysis. Semi-structured individual interviews were conducted for data collection. The quantitative stage was implemented simultaneously with distribution of the researcher-made questionnaires among 48 students.

Based on findings, four categories were obtained: competency of CM method, managing and organizing measures, promoting care services, and increasing critical thinking. In the quantitative stage, data were gathered by obtaining history from parents or children; 31.2% - 68.8% agree with the quality of CM. Required information about disease was collected from parents and patient; 39.6% - 58.3% agree and 2.1% disagree. Different data from various sources (such as parents and children) were related; 43.7% - 54.2% agree and 2.1% disagree.

Considering that nursing process is now widely used in Iran at B.Sc. and M.Sc. levels, integrating CM to nursing process can be useful in nursing education.

Numerous factors play a role in the quality of university environment in different educational and research aspects. Researchers have explained these factors from different perspectives. Achieving these factors facilitates improvement of universities in various areas. Universities are then compelled to design and implement effective educational courses for students and reflect their findings about effective curricula.

The present study aimed to investigate the relationship between educational-research environment of the university and students’ self-esteem considering the mediating role of spiritual health in medical education curricula.

The statistical population consists of all the students of Shiraz University of Medical Sciences, of whom 211 students were selected by stratified random sampling. Research tools included educational-research environment of university questionnaire, spiritual health questionnaire and self-esteem questionnaire.

The results indicated that components of educational-research environment of the university have a significant effect on students’ self-esteem and students’ spiritual health. The findings also showed that educational-research environment of the university and spiritual health have a significant effect on students’ self-esteem, and predicted 33% of the total variance of students’ spiritual health. Finally, spiritual health plays a major mediating role between students’ self-esteem and variables of infrastructures and facilities.

Therefore, higher education curricula must be designed, developed and most importantly implemented such that learning the content of the curricula in the higher education environment helps students find meaning and purpose in life, gain a deep understanding of life values and strive to attain humanity, nobility and wisdom.

Concentration is relative, and it can be improved and strengthened by changing some of the existing factors, and students’ active participation due to positive interaction with professors, in addition to motivation, leads to more concentration and better learning.

The present study aimed to determine the factors affecting concentration and attendance in the classroom from students’ perspective.

This cross-sectional study was performed in 2018. A total of 300 students were selected by quota sampling, and completed a three-part questionnaire including demographic characteristics, factors affecting concentration in the classroom and factors affecting attendance in the classroom. Data were analyzed using descriptive statistics, Spearman correlation coefficient in SPSS.

From the viewpoint of 81.7% of female students, “sufficient information and knowledge of the professor on the subject matter” (mean: 4.40±0.63) in the domain of the factors related to the professor, “drowsiness in the classroom” (mean: 4.31±0.78) in the domain of factors related to the students and “the presence of noise pollution” (mean: 4.31 ± 0.78) in the area of environmental factors played the most important roles among the factors influencing concentration. “Mastery of the professor on the content” (mean: 4.52 ± 0.71) and “participation in the class as a duty” (mean: 3.52 ± 1.12) played the most and least important roles among the factors affecting attendance in classrooms, respectively.

According to the study results, capabilities of professors in attending to students’ status are important for the creation of concentration and motivation in students to attend classrooms.