مجله پژوهش در آموزش علوم پزشکی
سال سیزدهم شماره 3 (پاییز 1400)

In recent years, with the expansion of virtual education, the most important challenge that educational systems face is Assessment in e-learning, which, not only have threats, but also opportunities for this system and society. In this letter to the editor, an attempt has been made to mention some of these opportunities in the three areas of teachers, learners and educational content.

Relying only on traditional innovations with closed borders is not enough for educating medical sciences. Open innovation requires new management methods. The purpose of this study was to provide a model for evaluating the status of open innovation management in medical education at Guilan University of  Medical Sciences.

This mixed research was first conducted in a qualitative stage with semi-structured interviews with the managers of Guilan University of Medical Sciences by purposive sampling method until the theoretical saturation was reached. Then, by analyzing the content of the interviews, the components of open innovation management were identified and based on this, a 35-item questionnaire was designed which, after ensuring validity and reliability, was completed by 185 faculty members to determine the status of open innovation management in medical education in Guilan University of Medical Sciences. The Findings were analyzed by SPSS and one-sample t-test.

In the qualitative stage of the research, six components including knowledge management, strategic management, change management in organizational structure and culture, management of environmental factors, networking and management of intellectual property laws were organized and an open innovation management model in medical education was designed. Quantitative findings of the study showed that all components except strategic management and management of environmental factors  with the  mean and standard deviation (3.1±0.7) and (3.06± 0.9) respectively were higher than average  (3)  but the other components were below the average.

Open innovation management in medical sciences education was not in good situation in the most of identified components, which requires the serious attention of the managers of Guilan University of Medical Sciences to the management of  educational innovations based on the open model.

Having interaction at the international level requires having the necessary competencies in this field. For this reason, a faculty member must have the necessary competencies in the international arena. Thus, the purpose of the study was to evaluate the competencies of faculty members of selected medical sciences universities in international interactions. 

This study was conducted with the quantitative approach by cross-sectional survey method.  ​In the study, 257 faculty members of the medical sciences universities of Tehran, Shiraz, Mashhad, Tabriz, and Esfahan in five clusters (North, South, East, West, and Center) by cluster sampling method and during four months in 2020 were selected. The tool used for data collection was a researcher-made questionnaire that was sent electronically to the faculty members byGoogle Form. The validity  and reliability of the questionnaire were confirmed by two experts in the field of competency and Cronbach's alpha coefficient of 0.84 respectively. The data by statistical methods including, measures of skewness and kurtosis to check the normality, also a one-sample t-test was used by SPSS were analyzed.

Of the 257 faculty members who participated in the study, 52.1% were male and 47.9% were female. Findings showed that the standard deviation ± mean of the component of professional competency was 0.5910±3.38,the communication competency 0.6709±3.08, the intercultural competency 0.5854±3.84, and the intellectual competency 0.5058 ± 3.61, ​and considering the value of t at the level (p = 0.01), these findings were significant.

Given the faculty members of selected medical universities have the necessary competencies in the field of international interaction, it seems to pay attention to the mechanisms such as concluding memorandums of cooperation with prominent foreign universities, as well as, considering more points for the faculty members 'international activities in the promotion regulations can help to increase faculty members' international interactions.

The progress and development of any society depends on the quality of its education and quality of education in turn depends on many factors such as classroom management. The purpose of this study was to predicting of students creativity and academic engagement in University of Kashan based on classroom management components.

This is an analytic, cross- sectional study. Statistical population consisted of all  students at University of Kashan in academic years 2020-2021 (N=7836) that by Cochran formulate and stratified random sampling 328 ones, selected as sample. In order to collect data, three questionnaires of classroom management, creativity and academic engagement were used. The questionnaires validity was confirmed as content. By using Cronbach Alpha Cofficient, the reliability of class management questionnaire was estimated to be 0.82, creativity 0.75 and academic engagement 0.76. Data analysis is done in levels of descriptive (frequency, percentage, mean & standard deviason) and inferential (one sample t-test & linear regression) through Spss.

The findings showed that the mean of classroom management (53.77±8.04) was lower than the cut-off point of 62.5, the mean of students 'creativity (2.28±0.48) was lower than the average 3 and the mean of students' academic engagement (36.47±7.30) is lower than the cut point 45. Regression coefficients showed that among the components of classroom management, components of education management and behavior management are two factors affecting academic engagement, but the component of  managing individuals did not have a significant effect on academic engagement. Also managing individuals and behavior management are two factors affecting students' creativity, but the component of education management did not have a significant effect on creativity (P<0.05).

According to the research results, the situation of classroom management, academic engagement and creativity of students is in a relatively unfavorable situation and the level of creativity and academic engagement of students can be predicted from the classroom management components. Thus faculty members in universities can promote students' creativity and academic engagement by using cultural-educational, educational, research and service indicators.

Education in the field of medical sciences requires using modern learning- teaching methods to enable students to be active in this process and to cultivate creative and thoughtful students. The aim of this study was to design, implement and evaluate active learning- teaching methods in the form of flipped classroom, peer learning and virtual education among paramedical students.

This is an applied, descriptive and cross -sectional study that was conducted on all academic departments of the Allied School of Tehran University of Medical Sciences in 7 stages since 2017 to 2019. The statistical population included 712 students, of which 527 people participated in the study by the census. A self-administered questionnaire was designed and implemented to evaluate each of the teaching-learning methods (i.e., inverted classroom (201 students), peer learning (70 students), and virtual education (256 students)). The validity and reliability of these questionnaires was confirmed respectively by content validity and using Cronbach's alpha test. To analyze data, descriptive statistical methods including mean and standard deviation were used through SPSS.

Based on results, out of 201 responding students in the inverted classroom, 82.9% (167 people) and out of 70 respondents in the peer group learning method, 63.7% (45 people) preferred these methods to traditional and lecture methods. Out of 256 people in the virtual method, 54.7% (140 people) preferred the virtual method to the face- to- face method. It should also be noted that the average of all items showed that in the inverted method, out of 201 people, 80.2% (161 people) agreed, out of 70 people in the learning method in the peer group, 70% (49 people) agreed and in the virtual education method out of 256 people, 56.9% (146 people) agreed with this course.

Based on findings, it can be concluded that among the students participating in this study, the majority of students preferred the inverted classroom teaching method and peer group learning to other methods such as lecturing and also more than half of students agreed with the virtual education versus face- to- face.

Nowadays, the process of changes has accelerated significantly, and organizational survival requires gaining competitive advantage. Competitive advantage consists of a set of factors or capabilities that always allows organizations to perform better. The purpose of this study is to explain the indicators of academic competitive advantage of medical universities to achieve scientific supremacy from experts᾽ point of view.

This is a qualitative study and in terms of type, it is content analysis. This research has been carried out with the participation of five experts in the field of scientific authority using purposive sampling method, diversity in the field. The method of data collection was semi-structured individual interviews.The text of the interviews was implemented and broken down into codes and classes using inductive methods, and finally the main classes or final themes were abstracted from them.

The results of this study include 181 codes, 13 categories, and four theme  1) prominent knowledge activities, 2) outreach, 3) radical influence on discipline, and 4) resources and infrastructure.

In this study, the indicators of competitive advantages of medical universities were clarified in the field of scientific supremacy in the light of expert opinions.

Process of e-learning in universities because of coronavirus (Covid-19)  outbreak was developed. Since the success of students in this type of education requires appropriate and effective support,  the present study has been done  to develop a model of support system  in virtual  learning environment in medical universities.

This  is an applied  qualitative research. To design the model, data obtained from  searching  information  sources  in the period  of 1990 to 2020  was used as well as thematic analysis to analyze the  results of  interviews with experts. The validity and reliability of the interview data were confirmed based on Lincol & Guba evaluative criteria. Based on the data, the model of the student support system of medical universities in the virtual  learning environment was developed by creative mental synthesis.

In  this  model, seven key supports  have been introduced as important dimensions of the student support system in the virtual education environment. in addition to student support, professors and staff  need to be supported. Also, student support before, during, and  after  graduation  is  required for students' success in this model.
 

According to the research findings, since  the necessity of student support system  in the environment of e-learning and  virtual learning is inevitable for students' academic success, therefore, it is recommended  that university officials and administrators use the results of this study to implement a student support system in the virtual learning  environment at their university.

General practitioners play a major role in the implementation of treatment programs for the mentally ill patients in hospitals and clinics. Also, graduates in any field are the most important and best groups who can express how the content of the curriculum fits their future job needs. Therefore, the purpose of this study was to evaluate the degree of adaptation of the curriculum content of the psychiatric department of medicine (externship and internship) with the future job needs of general practitioners.

This analytical-cross-sectional study was performed on 109 general practitioners working in clinics, health care centers, hospitals, and private clinics in South Khorasan province in 2019, who were graduated between 2007 and 2017 and were selected by census method.  To collect data a researcher-made questionnaire appropriate to the courses of the psychiatric ward, approved by the Ministry of Health, was used. The validity and reliability  of the questionnaire was confirmed respectively by content validity and Cronbach's Alpha method (83%). Data were analyzed by using one-sample t-test and independent t-test through SPSS. The significance level of data was α = 0.05.

Based on the results, from the perspective of general practitioners, the average score of the courses (general psychiatry and mental health and common classification in psychiatry, history and symptomatology in psychiatry, sexual disorders in psychiatry, substance abuse, somatoform disorders , treatment (pharmaceutical and non-pharmacological), drug spirituality) was more than 1.5. (p <0.0001). Also, there was no significant difference between the mean score of adaptation of the content of the psychiatric curriculum content and the job needs of general practitioners based on gender (p=0.363).

The curricula of the psychiatric department in terms of scientific awareness and theoretical knowledge as well as applied knowledge concerning  the identified needs were at a moderate level. It is necessary to provide conditions for the required skills and abilities and theoretical knowledge in this field to be applied and generalized to the practical situtations.