نشریه راهبردهای آموزش در علوم پزشکی
سال شانزدهم شماره 3 (پیاپی 79، امرداد و شهریور 1402)

Talent Management is the strategic management of talent flow in an organization. Its purpose and purpose is to ensure the optimal supply of talents to match the right people with the right occupations at the right time based on the strategic goals of the organization.

The type of research is applied to the target and in terms of research method it is a mixture of qualitative and quantitative. In the qualitative stage, using semi-structured interviews among 17 experts of Ahwaz University of Medical Sciences through targeted sampling and according to the data saturation criterion, talent management components were identified and analyzed by content analysis. A stratified random sampling method was used for sampling. The sample size of 240 people was estimated using the Cochran formula.

Then, using a researcher-made questionnaire and using the structural equation modeling approach, after the content validity of the questionnaire was confirmed by experts. And reliability of the questionnaire based on Cronbach's alpha coefficient 84. Was obtained. 107 codes were extracted from qualitative research data that were classified in five main categories. The quantitative findings also confirmed the structure of the talent management process, which involves identifying and identifying talent needs, attracting, developing potential capabilities, strategic use, and maintaining talent.

Finally, based on quantitative and qualitative research, a model for talent management process in Ahwaz University of Medical Sciences was proposed. Therefore, the talent management process has five dimensions, which are related to the University of Medical Sciences. By addressing these dimensions, an important and better step can be taken to manage talent in the University of Medical Sciences.

Service orientation is a pivotal factor and a strategic direction for the university that should be in keeping with changes and perception of social needs. Accordingly, the main purpose of this study is to develop a model for service - oriented university within the framework of service provision to the community. This research was conducted using a qualitative approach based on the grounded theory method. The sampling was carried out using purposeful (snowball) sampling. The participants consisted of 15 higher education experts. Data collection was conducted using a semi-structured interviews and document analysis based on Strauss and Corbin 's systematic approach (open, axial and selective coding). Triangulation and observation of participants and higher education experts were used for validation. The findings suggested that paradigmatic model dimensions contained causal conditions (human resources service provision methods, university culture, establishment of service quality guarantee system, quality of services, university structure, leadership and management, independent financial resources, demanding attitude of beneficiaries), axial phenomena (service-oriented university), contextual conditions (adherence to ethical values, infrastructure building, and facility provision, and mission of the university, agility, sovereignty of collective trust and collective self-efficacy), intervening conditions (public culture, intra and trans-university factors), strategies (culture-building, interaction and communication development, protection of academic independence and academic freedom, empowerment, collaborative management), outcomes (service quality improvement, knowledge and awareness raising, technology and customer-orientation development). The university-based service model was designed and validated based on above factors.

Medical ethics is one of  important goals in medical curriculum to acquire skills of analysis, reasoning, decision making and solving ethical problems in medical students. Purpose of this study was analysis the challenges of the medical curriculum elements for ethics education.

Research was conducted by mixed method. It is practical and descriptive-inferential. At first subjects were extracted from formal curriculum by Quantitative content analysis and then was done semi-structured interviews with 14 faculty members of Mazandaran University of Medical. Data of interview were analyzed by inductive qualitative content analysis of Hsieh & Shannon method.

The quantitative results indicated that formal curriculum has allocated educational goals in 43 units per 4 levels (basic sciences, clinical practice, clerkship and Internship). The qualitative findings of the study were classified as follows: Modify goals on need assessment, Content and resources review, Training appropriate time and place, Modifying implementation, Attention to teacher, Modifying teaching-learning process, Multilateral evaluation, Technology as an opportunity, Attention to students, Hidden curriculum management.

Considering the position and necessity of ethics in the medical profession and the problems in the current curriculum, it is necessary to revise in order to treat competent medical students with ethics.

Providing palliative care to the elderly and dying patients is a now and the future challenge. Nurses are the first group that provided palliative care and access and identifying the pain and suffering of patients is their first professional care. Therefore, palliative care education to nursing students can help to better care of these patients. The aim of this study was to determine the elements of palliative care curriculum for nursing students.

In this narrative review study, database of Magiran, SID, PubMed, Science Direct and Springer were searched. Articles were searched from 2000 to 2017 using keywords such as education, curriculum, palliative care and nursing.

A total of 1024 articles were found. 9 papers were selected for analysis. Four elements of curriculum including goal, content, teaching methods and evaluation of palliative care curriculum were accessed. The goal of this curriculum is to educate nursing students about end of life care and palliative care. Educational content emphasizes five categories including; the principles of palliative care, physical care, communication, ethics and psychosociocultural care. This curriculum used different methods for teaching and evaluating of students.

This curriculum emphasized the various aspect of the nursing palliative care with a review of the literature. Due to the need of nurses to palliative care such educational programs is necessary.

Low achievement motivation and educational satisfaction has an important role in increasing the stress and reducing the desire to study and one of the ways to improve them is stress management training. This research aimed to determine the effectiveness of stress management training based on mindfulness on achievement motivation and educational satisfaction from university in medical students.

Present study was a quasi-experimental with pre-test and post-test design with control group. The research population was medical students of Tehran University of medical sciences in the academic year of 2018-19. The research sample was 50 people who were selected by simple available sampling method and randomly divided into two equal groups. The experimental group trained 8 sessions of 90-minutes by stress management training based on mindfulness method and the control group didn’t receive training. To collect data used from the questionnaire of achievement motivation (Hermans, 1970) and educational satisfaction from university (Dehghani and et al, 2014). Data were analyzed by SPSS version of 17 and with the method of multivariate analysis of covariance.

The findings showed that there were significant differences between the experimental and control groups in terms of achievement motivation and educational satisfaction from university. That’s mean, stress management training based on mindfulness method led to increased achievement motivation (F=29/183, P<0/001) and educational satisfaction from university (F=36/760, P<0/001) in medical students.

Based on the results, it is suggested that academic counselors and psychologists can use the stress management training based on mindfulness method along with other educational methods to increase the achievement motivation and educational satisfaction from university.

Patient safety is one of the global concerns, as adverse events have many irreparable consequences. Among the challenges in improving patient safety is the preparation of medical students. Operating room as one of the main units of the hospital which covers the most important stage of patient's treatment is important to observe patient safety. Therefore, this study was conducted to determine the effect of virtual patient safety education on attitude and clinical practice of operating room technology students of Iran University of Medical Sciences.

The present study was a quasi-experimental study. 48 students of operating room technology were present in 1398. Students' attitude and clinical performance scores before and after training were measured using adaptation questionnaire and researcher-made checklist and data was analyzed by SPSS 16 software using paired t-test.

Before intervention, mean and standard deviation of attitude and performance scores were 56.55 ± 11.10 and 54.89 ± 24.01 which reached to 71.09 ± 9.92 and 78.70 ± 10.53. Paired t-test results showed that there was a significant difference between attitude score and performance before and after the intervention (p <0.001).

The results of this study help hospital managers to improve the attitude and performance of operating room staff, to maintain patient safety and to institutionalize a safe atmosphere and to improve the quality of service delivery and reduce adverse events.

Students face many obstacles during their studies, which can lead to procrastination and overshadow their academic self-efficacy. The purpose of this study was to evaluate the effectiveness of cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of medical students.

The research method was Semi-experimental and pre-test-post-test with control group. To do this research, 40 students were randomly assigned to experimental and control groups. For data collection in pre-test and post-test, the Educational Procrastination Scale and Educational Self-Esteem Questionnaire were used. For the experimental group, the cognitive and metacognitive learning strategies training program was applied in a grouped manner for 10 sessions. Collected data were analyzed by SPSS-23 software using covariance analysis.

The findings showed that the research hypotheses based on cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of students of Mashhad University of Medical Sciences have been confirmed. Students in the experimental group have significantly less academic procrastination and more academic self-efficacy.

Therefore, it can be concluded that teaching cognitive and meta-cognitive learning strategies is effective on reducing academic procrastination and increasing academic self-efficacy in medical students.

Behavioral disorder is a common and very vulnerable mental disorder that usually occurs in childhood or adolescence and is characterized by severe antisocial and aggressive behaviors. The disease is associated with neurological disorders and often leads to antisocial personality disorder in adulthood.

Quasi-experimental repeated measures (pre-test، post-test and follow-up) with a control group of statistical population consisting of 45 boys aged 9-12 years with conduct disorder were selected by available sampling method، and were randomly divided into two experimental groups and a control group. The two experimental groups were trained in strategies for 8 weeks. The control group did not receive any training. The research data were analyzed using Ritex Behavior Diagnosis and Critical Thinking Questionnaire with SPSS 22 software.

showed that in the post-test and follow-up stages of the group of mirror neurons، the ratio of the control group showed a significant increase. (P <0.05) There was no significant difference between the components of maturity and commitment in the group of executive functions and control. There was a significant difference in the group of mirror neurons compared to the control group and the component of creativity was not significant. (p <0.05)

Teaching mirror neurons strategies had a positive and significant effect on critical thinking and the components of maturity and commitment on the component of creativity. Interventions of brain executive functions had no effect on critical thinking and its components.

The education and training of nursing PhD students is of great importance because they are expected to act as factors for the advancement of nursing science, professional counselors and future nursing researchers. In order to achieve more success in PhD course Nursing in Iran and identify its weaknesses and strengths, comparative studies and utilization of successful universities’ strategies and experiences are necessary. This study aimed to compare the curricula of nursing PhD programs in Pennsylvania University and Iran.

The present descriptive-comparative study was performed in 2019. This study compared the Iranian Nursing Education PhD system with the American University of Pennsylvania using the Brady Model in four stages of description, interpretation, matching, and comparison.

The program of both universities is based on the principles of strategic planning with values and mission, vision. The philosophy of the Pennsylvania School of Nursing has included cultural and ethnic differences, while nursing care in Iran has not been given due attention to different cultures and ethnicities. Courses are presented in both in-person and virtual classes in Pennsylvania University. Educational plans are more various and Some of the units are optional and they are selected by the appropriateness of student's need, thesis title and supervisor's recommendation.

According to the results of this study, while considering the role and duties of nursing graduates and taking into account the complex and changing needs of society, it is suggested to make reviews in the content and methods of presentation and evaluation of this course.

Health-oriented academic lifestyle is a valuable framework in identifying motivational components and predicting studentschr('39') academic health. The aim of this study was to investigate the mediating role of self-esteem in the relationship between basic psychological needs and health-oriented academic lifestyle.

The present study was descriptive-correlational and structural equation modeling. The statistical population of the present study includes high school students in Tehran in 1300-1400, from which 744 people were selected by convenience sampling. Data collection tools included Health-Oriented Academic Lifestyle Behaviors Questionnaire, Rosenberg Self-esteem Scale and basic psychological needs questionnaire.

The results showed that health-oriented educational promoting style with basic psychological needs (0.35) has a significant positive correlation and health-oriented educational deterrent style with basic psychological needs (0.32) and self-esteem (0.21) has significant negative correlation at the level of 0.01. Also, self-esteem had a mediating role in the relationship between basic psychological needs and health-oriented academic lifestyle (P <0.05).

Based on this, in designing the necessary measures to promote health-oriented lifestyle behaviors in students, it is possible to formulate programs to improve self-esteem and basic psychological needs.