Showing 8 results for Afshar
Mohammadreza Lashkarizadeh, Farzaneh Jahanbakhsh, Mitra Samareh Fekri, Bahram Poorseyyedi, Mahmood Aghaeei Afshar, Mostafa Shokoohi,
Volume 5, Issue 4 (1 2012)
Abstract
Disclosing the diagnosis of cancer to a patient could impact various aspects of their life. The present study was performed to evaluate the views of cancer patients about disclosure of the diagnosis of disease to them. The present study was conducted on 385 cancer patients in three teaching hospitals (Afzalipour, Shafa, and Bahonar) affiliated to Kerman University of Medical Sciences between 2010 and 2011. These patients were evaluated for their views on revealing the diagnosis to them using a questionnaire that included the type of cancer, demographic information and their preferred manner of being informed of the diagnosis. Out of 385 cancer patients, 155 patients (%40) were aware of the diagnosis of their disease. The majority of patients who were aware of their diagnosis (%89) said they would like to know the diagnosis before treatment. Almost all patients who knew the diagnosis preferred to be aware of the prognosis of the disease and the complications of treatment. The only significant demographic variable was sex men were more eager to know the diagnosis of the disease (P value< 0.05). This study showed that the majority of cancer patients would like to be aware of the diagnosis, even though most of them were unaware that they had cancer.
Leila Afshar, Alireza Bagheri,
Volume 5, Issue 5 (26 2012)
Abstract
Narrative ethics is an approach that is well known for ethical education and moral development. In narrative ethics, by using a story, its components and characters, ethical knowledge and awareness can be achieved. This approach is very useful in medical ethics education and is helpful in dealing with ethical dilemmas. In fact, part of ethical development, in addition to moral judgment, is to reinforce the ethical sensitivity in which narrative ethics can play a significant role for this purpose.This approach has been widely used for teaching morality in Persian literature and history telling, such as Mathnavi. Narrative ethics can be applied by telling stories about patients' life and their experience of illness. It can also be used to criticize and analyze the clinical situation and explore ethical challenges that healthcare providers face in their daily practice. Thus, it can help to prevent ethical conflicts by establishing interaction between ethical principles and patients' values. This paper emphasizes the application of this method in medical ethics education and ethical decision-making.
Leila Afshar, Soodabeh Joolaee, Khorshid Vaskouei, Alireza Bagheri,
Volume 6, Issue 3 (8-2013)
Abstract
Organizational justice is of great importance particularly for hospital personnel, and job stress has the potential to put their health at risk. The purpose of this study was to determine the relationship between organizational justice and job stress among the personnel of a hospital in Isfahan.
In this correlation study, the samples consisted of 150 personnel that were working in a governmental hospital in Isfahan. Samples were selected through convenience sampling in 2012. Data were gathered by personal data questionnaire, Niehoff organizational justice questionnaire and job stress questionnaire. Data were analyzed by descriptive and analytical statistics.
Results showed that job stress among hospital personnel varied from 48.6% (moderate) to 39.4% (mild) and 12% (severe). Moreover, findings showed there was a relationship between organizational justice in the domain of interactional justice and job stress among hospital personnel (r = - 0.18, P = 0.03).
According to the findings, it is essential to pay attention to the concept of organizational justice in hospitals in order to decrease job stress among the personnel.
Ali Vasheghani Farahani, Majid Maleki, Reza Golpira, Hooman Bakhshandeh, Mojtaba Parsa, Mahnaz Mayel Afshar, Sima Kashanian Fard, Shiva Khaleghparast, Mohsen Rezaei, Seyed Ahmad Rezaei,
Volume 8, Issue 1 (5-2015)
Abstract
Medical professionalism has recently received attention in Iran, so we aimed to assess it in a single specialty educational hospital.In the present study, we evaluated observation of medical ethics principles from the viewpoints of physicians, nurses and patients. Eight principles of medical ethics were evaluated in these three groups through modified questionnaires containing 43 questions for physicians, 42 questions for nurses, and 25 questions for patients. The mean scores of those principles are as: enhancing professional efficiency (68.7 ± 23), confidentiality (67.9 ± 21), maintaining an appropriate relationship with the patients (61.7 ± 21), improving access to services (59.6 ± 21), distributing limited resources fairly (60.2 ± 25), knowledge production (61.4 ± 23), promotion of trust through management of conflicts of interests (64.8 ± 23), and perform professional responsibilities (59.6 ± 23). There were significant differences in the two parameters of “enhancing professional efficiency” and “confidentiality” between the viewpoints of the patients and the viewpoints of physicians and nurses (P < 0.0001). The difference in “maintaining an appropriate relationship with the patients”, “improving access to services”, and “distributing limited resources fairly” was significant between the viewpoints of the nurses and that of the patients and physicians. The viewpoints of the nurses and patients were significantly different only in “knowledge production”, “promotion of trust through management of conflicts of interest”, and “perform professional responsibilities” (P < 0.0001). With respect to these significant differences, the nurses’ viewpoint regarding “enhancing professional efficiency” may be more dependable due to their more accurate knowledge of the physicians’ performance and more extensive contact with them. This has also resulted in significant differences between nurses and patients or physicians in other principles as well.
Mojtaba Fazel, Elham Afshari,
Volume 13, Issue 0 (3-2020)
Abstract
The phrase "Academic mobbing" can be described as character assassination or psychological harassment against a colleague. According to many published reports, individuals in any workplace, including the academic environment, may be targets of coworkers' antisocial behaviors such as accusation, humiliation, emotional abuse, and general offences. In addition to personal negative outcomes including decreased job satisfaction, increased occupational stress, and higher risk for anxiety and depression; academic mobbing can lead to decreased efficacy of the organization to reach its targets. Job dissatisfaction leads to decrease effort of faculties in performing educational and scientific activities that has indirect consequences on community. The direct effect of dissatisfaction of faculties would be decreased quality and quantity of educational services to students. Since the first steps to systematically deal with any social issue, including academic mobbing is understanding the nature and characteristics of the situation, the current review tends to introduce and establish the characteristics of academic mobbing as well as the role of the authorities in preventing or resolving the problem.
Leila Afshar,
Volume 17, Issue 0 (Supplement of 11th Annual Iranian Congress of Medical Ethics 2024)
Abstract
Evidence from national and international institutions highlights a significant clinical practice gap, including the failure to adhere to best evidence-based practices at the point of care. This issue is multifaceted, stemming from incomplete information, poor communication by practitioners—resulting in inadequate patient compliance and understanding—and various environmental or social factors. A significant portion of these shortcomings lies in areas commonly referred to as professional behavior and professional ethics. While considerable efforts have been directed toward knowledge translation and implementing best clinical evidence, equivalent attention must be given to integrating professionalism and professional ethics into continuing medical education (CME) or, more aptly, continuing professional development (CPD). These aspects, however, appear underemphasized or even neglected in many CPD programs. This article seeks to address the essential "musts" and "must-nots" for designing an effective CPD program that incorporates professionalism and professional ethics as foundational components.
Farzaneh Soleimani, Leila Afshar,
Volume 17, Issue 0 (Supplement of 11th Annual Iranian Congress of Medical Ethics 2024)
Abstract
According to the World Health Organization (WHO), vaccination has significantly reduced the burden of infectious diseases. However, low disease rates do not eliminate the need for continuous monitoring to address the threat of potential outbreaks. The presence of unimmunized individuals can place any community at risk of disease outbreaks. This review aimed to explore the ethical challenges associated with parental refusal to vaccinate children and to identify knowledge gaps in this area for further research within the country. A comprehensive search was conducted using PubMed and ScienceDirect. The final selection included 35 academic articles, one book, and one master’s thesis. In Iran, as in many other countries, anti-vaccination movements have grown in recent years, particularly following the rollout of COVID-19 vaccines. These movements often oppose vaccination for reasons such as philosophical or religious beliefs, poor health literacy, mistrust in healthcare systems, and personal or social experiences. The debate surrounding mandatory vaccination has persisted, primarily due to ethical concerns about coercion. One of the central ethical challenges involves the conflict between parental autonomy and public health. The degree to which parental autonomy is respected is a critical issue in the ethics of vaccination. Factors such as misinformation, inadequate information, or misinterpretation of information can constrain parental autonomy. Conversely, the state has a duty and vested interest in safeguarding children from harm, which may lead to challenging parental autonomy in cases where a child’s well-being is at risk. In conclusion, the extent of parental autonomy in planned interventions such as vaccination depends on the balance between the benefits and burdens of the intervention, taking into account the ethical principles of beneficence and non-maleficence. The greater the benefit, the less decisive parental autonomy becomes, and vice versa. Various studies addressing this issue have proposed strategies such as public education, organizing community-level vaccination discussions, educating vaccine-hesitant parents with evidence-based information, providing trustworthy resources for research, identifying factors influencing parental autonomy, conducting regular follow-ups, and implementing negative policies, including legal enforcement, fines, and restrictions on access to daycare centers and schools.
Mitra Bahrami, Mohadeseh Shaygan Jamal, Maryam Afshari, Omid Najm Roshan,
Volume 17, Issue 1 (3-2024)
Abstract
Research ethics is a branch of professional ethics that deals with the ethical principles guiding the research process from the beginning to the end. Ignoring ethical issues in research sometimes occurs unintentionally and simply due to a lack of awareness regarding professional research ethics. Therefore, this study aimed to identify facilitators and inhibitors of adherence to ethics in research conducted by postgraduate students at Hamadan University of Medical Sciences. This qualitative study was conducted using an inductive content analysis approach. The target population included postgraduate students at Hamadan University of Medical Sciences. Data were collected through semi-structured interviews with 29 students who were selected using purposive sampling. Data were analyzed using the method proposed by Diekelmann et al. For data validation, Strauss and Corbin’s method was utilized. Factors influencing adherence to research ethics included individual and personality traits (accuracy and ethical conduct of students and professors and having sufficient information about research ethics) and environmental factors (information dissemination and familiarity with research methods, the professors’ interactions with students, confidentiality of information, strictness of professors, having a clear framework from the university, respecting students’ rights, and establishing deterrent regulations). Strengthening facilitators and mitigating inhibitors of adherence to research ethics requires joint efforts from students, professors, and the university. Students need to develop accuracy and awareness, and professors should serve as ethical role models. University officials are required to create and propose clear frameworks for adhering to ethics, to be followed by all individuals involved in research.
