نشریه راهبردهای آموزش در علوم پزشکی
سال چهاردهم شماره 4 (پیاپی 68، مهر و آبان 1400)

Today, human resource development is one of the most important issues in strategic planning of organizations and human resource efficiency is one of the key tools for organizational success. One of the concepts in order to empower employees is human resource development. Good governance has emerged as the key to the development conundrum. The purpose of this study was to develop an education-based human resource development model based on good governance in medical universities.

 The research is qualitative and the data are collected based on the grounded theory,  through review of texts and in-depth and semi-structured interviews with 12 experts in the field of human resources in the Ministry of Health and medical universities by snowball sampling method to theoretical saturation. Data collection and analysis was performed by open, axial and selective coding steps and fuzzy Delphi approach was used in two stages to identify the final indicators.

The model of education-based human resource development based on good governance includes ten factors in six categories: causal factors(accountability-transparency), central category (governance-development capacity building), contextual factors(attitude-identity), intervention factors (Coordination), strategies(consequentialism-effectiveness of roles-tasks) and consequences(socio-cultural development, personal development, educational development) and the relationship between the factors mentioned in the data theory diagram of the foundation was presented.

Accountability, transparency, attitude and identity, coordination, consequentialism, effectiveness of roles and tasks in the development of human resources based on good governance leads to socio-cultural development, personal development and educational development.

Clinical attachment is very effective in improving the performance of medical students, while in Iran less attention is paid to it. One of the reasons for this is the lack of available resources. The aim of this study was to Investigating the predictive role of belongingness to the efficacy clinical environment and the development of education nursing students of Rafsanjan in 1395.

This is a descriptive-analytic cross-sectional study. The sample size was 110 people. Demographic information, appropriateness and clinical self-efficacy questionnaires were provided to students and collected after completion. The data were collected by SPSS software version 18 and analyzed by using central and distribution indices such as mean and standard deviation, and correlation coefficients and regression analysis.

100 Rafsanjan nursing students participated in the study. The mean age of the participants in the study was (23.44±2.68). 66% were girls, 79% were single. The mean and standard deviation of total score of attachment, clinical self-efficacy and academic achievement were (116.88±14.36), (69.46±10.44) (and 23.21±1.30) respectively.The highest mean of belonging belonged to self-esteem scale (46.52±6.53) and the lowest mean score was related to the efficiency scale (30.10 ± 4.56) and in addition to the scores of attachment with academic achievement scores R(P).377 (0.089) and academic self-efficacy R(P).137 (0.173)  were not significantly correlated.

Although there was no meaningful relationship between adherence and clinical self-efficacy and academic achievement, there was a high sense of attachment in nursing students toward clinical settings.

Considering the continuing education of many students in a city with a new culture and the impact of interaction with the new culture on their academic performance ,The  aim of this study was to investigate the relationship between cultural intelligence and academic motivation in students of Zahedan University of Medical Sciences in the academic year 2017- 2018.

This is a descriptive - correlationstudy that 418 collegians were selected by stratified random sampling method. Two standards questionnaire used. The first wasa standard Cultural Intelligence Questionnaire (20 items) designed by Ang et al .(2004) that was used to answer the questionnaire based on the Likert scale of seven options. The second questionnaire was the Harterchr(chr('39')39chr('39'))s Educational Motivation  Questionnaire (1980), which includes 33 items and based on the Likert scale of five options.The SPSS was used to analyze the data. The significance level was considered 0.05.

The findings showed that there is a positive and significant relationship between cultural intelligence and academic motivation (PV <0/001). In other words, collegians with high cultural intelligence have more ability to intercultural interactions and therefore have higher academic motivation. The AVONA test showed that there is a significant difference between students cultural intelligence in terms of the discipline and also a significant difference in the academic motivation of the faculties (P <0.001). Also, there was no significant relationship between cultural intelligence and gender, native and dormitory residency (pv> 0.05).

The results of the research showed that having high level of cultural intelligence is a significant predictor of academic motivation and learning of individuals. These results could assist the education authorities andin-charges programsto promote or sustain the motivation of students, bydesigningand implementingeducational – interventional plans especially non-native and dormitory students to take effective measures throughout their school years and academic lives.

Investigating the factors influencing the research experience can help to improve the quality of dissertations. The aim of this study was to Assessment of graduate Satisfaction of the Factors Affecting the Research Experience in Faculty of Management and Medical Information in Tabriz in the Years 96-93.

This study is a descriptive cross-sectional. The statistical population of the study is graduates of postgraduate studies who have written and defended their dissertation from the beginning of 1393 till the end of 1396. The data gathering tool was a questionnaire. Sampling was done by census method and the data were analyzed using descriptive statistics (frequency and mean).

The results of the study show that the graduates of the Facultychr('39')s infrastructure and facilities, providing the conditions and the fields of intellectual growth and thesis implementation, the least satisfaction, and the factors of expanding skills, thesis test, and supervisors were most satisfied. Concerning approval of the preliminary thesis project, the satisfaction level is moderate and the graduates are satisfied with the duration of the approval of the proposal in the faculty and department.

If attention is paid to the factors involved in the process of doing the thesis, and especially the factor of infrastructure and facilities in the priority of higher education planning, the motivation of individuals to continue their studies, theses and articles are written and printed better, in the result of Iranchr('39')s position in scientific production is rising.

the individualized curriculum is an important dimension in guiding learning experiences and achieving successful results in educational evaluations. The present study was conducted with the aim of identifying the principles of this program; for this purpose, the learning experiences of graduates who have experienced the university entrance examination (national entrance examination) were examined.            

in this study, qualitative method of phenomenological type was used.The participants in this study were high school graduates who participated in the 1397 university entrance exam; and were selected by purposive sampling. Sampling continued until the saturation stage reached, eventually reaching 18 individuals. Data were collected using in-depth interviews. Data analysis was performed using MaxQDA qualitative data analysis software and based on the 7-step Colaizzi method.

from the findings of this study, individualized curriculum principles were extracted. These principles were categorized into three main conceptual codes: cognitive resources, psychological resources, and supportive resources, and 16 sub-conceptual codes.

Based on the findings, what can be understood from the learning experience of students who have participated in the national entrance examination is that cognitive resources, psychological resources and support resources as the Individualized Curriculum Principles affect the results of the national entrance examination.

Globalization is the most obvious difference between now and then, and perhaps no phenomenon has attracted the attention of thinkers, politicians, economists, and cultural authorities as much as globalization at the beginning of the third millennium. Accordingly, this study was conducted to investigate the dimensions of globalization of education in the different branches of Islamic Azad University of Mazandaran province.

The purpose of this applied study was to investigate the dimensions of globalization of education by applying a quantitative method. The statistical population consisted of 760 faculty members of the universities of Mazandaran province using Cochran formula and cluster random sampling. A multi-stage and relative proportional stratification of 255 individuals was considered as sample size. A questionnaire was used for data collection. The confirmatory factor analysis was used to check the construct validity, and for convergent validity, the extracted mean variance index was used. Data were analyzed by SPSS software.

The results showed that all dimensions of education globalization had a factor load above 0.5 and seven identified factors upon Varimax rotation explained 90.23% of the total variance including the share of multilingualism of universities (38/736%), the share of capable faculty ((22/223) 19%), the share of new technology (11/196%), the share of new curricula (6/624%), the share of communication with other universities (6/492%), the share of becoming a corporate (4/915%) and the share of management and leadership (1.679 percent).

The results of exploratory factor analysis showed that seven factors "multilingualism of universities, capable faculty, new technology, new curricula, communication with other universities, becoming a corporate and management and leadership" were identified as dimensions of globalization of education and multilingualism of universities had the worst status compared to other dimensions.

Today, the use of appropriate training strategies that are compatible with the principles of the brain are considered in science education. Because of the greater compatibility of the contextual learning strategy with the principles of the brain based learning, this study examined the impact of this strategy on natural Science education.

The research method is semi experimental. The statistical population includes all third grade elementary students in Tabriz studying in 1397-1398. Using multi-stage cluster sampling method, 112 students (57 in the experimental group and 55 in the control group) were selected as the sample. The The measuring tool includes a test of learning at two levels of knowledge and the level of understanding and higher levels, which was performed in the pre-test and post-test. The educational plan in the experimental group was implemented by trained teachers in 8 sessions. While, the control group was trained with the conventional approach. Covariance test was used to analyze the data.

The results show that the level of learning at the level of knowledge between the studied samples in the experimental group before (mean 4.45) and after the intervention (mean 5.89) was not statistically significant (p = 0.326). However, at the level of understanding and higher, the amount of learning before (5.35) and after the intervention (10.80) is a significant difference (p = 0.001).

Applying a contextual strategy that is more consistent with brain-based principles can be used as an appropriate approach to improve learning level in natural science education.

Applicability of basic science courses is one of the most important topics discussed in medical education. In this regard, this study was aimed at introducing a new method for teaching and assessing the degree of satisfaction of dental students in the two basic and clinical section.

This descriptive cross-sectional study was conducted in three years (1394-1396) by implementing the motivational teaching methodology of medical mycology course for dental students of Qom University of Medical Sciences, satisfaction of 41 basic science students and 53 graduate students of dentistry department regarding the applicability of the fungus course. The information was assessed by completing a questionnaire consisting of five goals that were asked with appropriate questions: the importance of medical mycology, the importance of student-centered research, the applicability of teaching, the deepening and meaningfulness of learning, and the studentchr good attitude toward this lesson was gathered. The present study methods of descriptive statistics and independent t-test in SPSS 24 software was used for data analysis. The significance level was considered 0.05.

According to the students of both the basic and clinical sciences and the clinical students, the basic science course in medical mycology is clinically applicable. Comparing the response of clinical students and basic sciences, satisfaction was higher in clinical students (2.48±0.04) with a significant difference compared to basic sciences (2.64 ± 0.05). (002 / 0p-value =). In addition, the mean scores for the goals and related questions were significantly higher for the clinical course than the basic sciences (p ≤ 0.05).

Using the current teaching method will deepen student learning from the lesson. Therefore, considering the future needs of dentists, a review of the current methods of teaching basic science courses in dentistry is necessary to apply them.