Journal of Advances in Medical Education & Professionalism

A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members

ALIREZA YOUSEFI; LEILA BAZRAFKAN; NIKOO YAMANI

Volume 3, Issue 3 , July 2015, Pages 91-98

Abstract

Introduction: The supervision of academic theses at theUniversities of Medical Sciences is one of the most importantissues with several challenges. The aim of the present studyis to ... Read More

A study of the professional development needs of Shiraz high schools’ principals in the area of educational leadership

ALIASGHAR HAYAT; BIJAN ABDOLLAHI; HASAN REZA ZAINABADI; HAMID REZA ARASTEH

Volume 3, Issue 3 , July 2015, Pages 99-104

Abstract

Introduction: The increased emphasis on standards-based schoolaccountability since the passage of the no child left behind act of2001 is focusing critical attention on the professional ... Read More Introduction: The increased emphasis on standards-based schoolaccountability since the passage of the no child left behind act of2001 is focusing critical attention on the professional developmentof school principals and their ability to meet the challenges ofimproving the student outcomes. Due to this subject, the currentstudy examined professional development needs of Shiraz highschools principals.Methods: The statistical population consisted of 343 principalsof Shiraz high schools, of whom 250 subjects were selected usingKrejcie and Morgan (1978) sample size determination table. Tocollect the data, a questionnaire developed by Salazar (2007) wasadministered. This questionnaire was designed for professionaldevelopment in the leadership skills/competencies and consisted of25 items in each leadership performance domain using five-pointLikert-type scales. The content validity of the questionnaire wasconfirmed and the Cronbach’s Alpha coefficient was (α=0.78). Toanalyze the data, descriptive statistics and Paired-Samples t-testwere used. Also, the data was analyzed through SPSS14 software.Results: The findings showed that principals’ “Importance” ratingswere always higher than their “Actual proficiency” ratings. Themean score of the difference between “Importance” and “Actualproficiency” pair on “Organizing resources” was 2.11, making itthe highest “need” area. The lowest need area was “Managingthe organization and operational procedures” at 0.81. Also, theresults showed that there was a statistically significant differencebetween the means of the “Importance” and the correspondingmeans on the “Actual proficiency” (Difference of means=1.48,t=49.38, p<0.001).Conclusion: Based on the obtained results, the most importantprofessional development needs of the principals includedorganizing resources, resolving complex problems, understandingstudent development and learning, developing the vision and themission, building team commitment, understanding measurements,evaluation and assessment strategies, facilitating the changeprocess, solving problems and making decisions. In other words,the principals had statistically significant professional developmentneeds in all areas of the educational leadership. Also, the resultssuggested that today’s school principals need to grow and learnthroughout their careers by ongoing professional development.Keywords: Professional; Development; Need assessment; Educational leadership

Designing and conducting MD/MPH dual degree program in the Medical School of Shiraz University of Medical Sciences

ALIREZA SALEHI; NEDA HASHEMI; MAHBOOBEH SABER; MOHAMMAD HADI IMANIEH

Volume 3, Issue 3 , July 2015, Pages 105-110

Abstract

Introduction: Many studies have focused on the need of healthsystems to educated physicians in the clinical prevention, researchmethodology, epidemiology and health care management ... Read More

Shiraz medical students’ perceptions of their colleagues’ professional behavior

MEHRDAD ASKARIAN; MOHAMMAD JAVAD EBRAHIMI NIA; FATEMEH SADEGHIPUR; MINA DANAEI; MOHSEN MOMENI

Volume 3, Issue 3 , July 2015, Pages 111-116

Abstract

Introduction: Today, development of professionalism is acritical aim of medical schools. Studies have demonstrated thatmedical students’ perceived level of professionalism is inadequateworldwide. ... Read More

The main indicators for Iranian hospital ethical accreditation

SEYED ALI ENJOO; MITRA AMINI; SEYED ZIAADIN TABEI; ALI MAHBUDI; ZAHRA KAVOSI; MAHBOOBEH SABER

Volume 3, Issue 3 , July 2015, Pages 117-132

Abstract

Introduction: The application of organizational ethics in hospitalsis one of the novel ways to improve medical ethics. Nowadaysachieving efficient and sufficient ethical hospital indicators ... Read More Introduction: The application of organizational ethics in hospitalsis one of the novel ways to improve medical ethics. Nowadaysachieving efficient and sufficient ethical hospital indicators seemsto be inevitable. In this connection, the present study aims todetermine the best indicators in hospital accreditation.Methods: 69 indicators in 11 fields to evaluate hospital ethicswere achieved through a five-step qualitative and quantitativestudy including literature review, expert focus group, Likert scalesurvey, 3 rounded Delphi, and content validity measurement.Expert focus group meeting was conducted, employing NominalGroup Technique (NGT). After running NGT, a three roundedDelphi and parallel to Delphi and a Likert scale survey wereperformed to obtain objective indicators for each domain. Theexperts were all healthcare professionals who were also medicalethics researchers, teachers, or Ph.D students. Content validitymeasurements were computed, using the viewpoints of twodifferent expert groups, some ethicists, and some health careprofessionals (n=46).Results: survey, 11 main domains were listed including:Informed consent, Medical confidentiality, Physician-patienteconomic relations, Ethics consultation policy in the hospital,Ethical charter of hospital, Breaking bad medical news protocol,Respect for the patients’ rights, Clinical ethics committee,Spiritual and palliative care unit programs in the hospitals,Healthcare professionals’ communication skills, and Equitableaccess to the healthcare. Also 71 objective indicators for these 11domains were listed in 11 tables with 5 to 8 indicators per table.Content Validity Ratio (CVR) measurements were done and 69indicators were highlighted.Conclusion: The domains listed in this study seem to be themost important ones for evaluating hospital ethics programsand services. Healthcare organizations’ accreditation andranking are crucial for the improvement of healthcare services.Ethics programs would also motivate hospitals to improvetheir services and move towards patients’ satisfaction. In thisregard, more involvement of bioethicists can help healthcareorganizations to develop ethics programs and ensure ethicsbasedpractice in hospitals.Keywords: Hospital; Ethics; Accreditation; Evaluation

A survey of the effective factors in students’ adherence to university dress code policy, using the theory of reasoned action

MOHAMMAD HOSSEIN KAVEH; LEILA MORADI; MARYAM HESAMPOUR; JAFAR HASAN ZADEH

Volume 3, Issue 3 , July 2015, Pages 133-141

Abstract

Introduction: Recognizing the determinants of behavior plays amajor role in identification and application of effective strategiesfor encouraging individuals to follow the intended ... Read More

Qualitative evaluation of general practitioner training program as viewed by graduates from Shiraz, Fasa and Jahrom Medical Universities

FATEMEH SHAHIDI; MOHAMMAD MEHDI SAQEB; MITRA AMINI; ABOLGHASEM AVAND; HAMID REZA DOWLATKHAH

Volume 3, Issue 3 , July 2015, Pages 142-149

Abstract

of higher education into focus in the past few years. They havetried to improve the quality of their own higher education. Thestudies show that Iranian Universities are not at an accepted ... Read More

Letter to Editor

Developing comprehensive course evaluation guidelines in Tehran University of Medical Sciences

ROGHAYEH GANDOMKAR; AZIM MIRZAZADEH; MOHAMMAD JALILI; LEYLA SADIGHPOUR

Volume 3, Issue 3 , July 2015, Pages 150-151

Abstract

Dear Editor Program directors need to evaluate educationalprograms to ensure their quality (1). The resultsof a survey conducted in Tehran University ofMedical Sciences (TUMS) in early ... Read More Dear Editor Program directors need to evaluate educationalprograms to ensure their quality (1). The resultsof a survey conducted in Tehran University ofMedical Sciences (TUMS) in early 2012 showedthat program evaluation was not an establishedprocess in the majority of schools. It was at besta stand-alone project focusing on a single courseor a particular component of it with no structuredfollow-up (2). Hence, we decided to promoteand organize course evaluation practices in ouruniversity by development of general guidelines.TUMS has eleven affiliated schools of varioussizes and scope of activities. It was importantto propose guidelines that were general enoughto provide acceptable degree of consistency andcoherence among evaluation activities in schools,and yet specific enough to enable schools to havetheir own evaluation plan tailored to their needs.In this regard, the project taskforce decided toconsider the related literature on the existingprogram evaluation standards and guidelinesas the starting point and formulate guidelinesaligned with TUMS condition.After generating the draft for the guidelinesby taskforce, it was distributed among decisionmakers in all schools and their comments wereobtained. Once the guideline was revised basedon the suggestions, it was approved by theuniversity Education Council in November 2012.In total, 22 guidelines categorized in 3 domainsincluding course evaluation “infrastructures”,“design and implementation”, and “reporting andutilization of the results” were developed (2).After sending the guidelines to schools, acomprehensive program evaluation workshop wasconducted for the schools’ delegates. Afterwards,each school designed its own course evaluationplan based on the university guidelines. Courseevaluation plans were appraised by taskforce and,if necessary, feedback was provided through aformal letter, face to face meeting or telephoneconversation.Development of guidelines was a valuableapproach to reach a common understanding of courseevaluation between stakeholders in our university.There is usually an inadequate understandingof what course evaluation is and the concept isfrequently reduced to teacher evaluation or studentassessment (3). In spite of creating consistency ofevaluation activities in our institution, the guidelineswere not prescriptive and the schools were allowedto design their own plans adapted to their context,which is vital for a large institution such as TUMSwith diverse cultural contexts.We believe our approach has made changes in individuals’ thinking as well as the culture ofschools involved in the process of developmentof course evaluation guidelines. The next step isbuilding the evaluation capacity in our universityby sustainable evaluation practices based on theevaluation guidelines.

Journal of Advances in Medical Education & Professionalism

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Volume & Issue: Volume 3, Issue 3, July 2015 (16)

A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members

Abstract

A study of the professional development needs of Shiraz high schools’ principals in the area of educational leadership

Abstract

Designing and conducting MD/MPH dual degree program in the Medical School of Shiraz University of Medical Sciences

Abstract

Shiraz medical students’ perceptions of their colleagues’ professional behavior

Abstract

The main indicators for Iranian hospital ethical accreditation

Abstract

A survey of the effective factors in students’ adherence to university dress code policy, using the theory of reasoned action

Abstract

Qualitative evaluation of general practitioner training program as viewed by graduates from Shiraz, Fasa and Jahrom Medical Universities

Abstract

Developing comprehensive course evaluation guidelines in Tehran University of Medical Sciences

Abstract