Showing 39 results for Education
Firooze Dadras, Esmat Nouhi,
Volume 12, Issue 0 (3-2019)
Abstract
Adherence to professional ethics based on spiritual intelligence is conducive to patient welfare and satisfaction. The purpose of this study was to determine the relationship between professional ethics and spiritual intelligence of Kerman University of Medical Sciences' students. In this descriptive co relational study, 150 undergraduate medical students were enrolled in the census. The tools used were spiritual intelligence and professional ethics questionnaires. Data were analyzed by SPSS version 22 using independent t-test, one-way ANOVA, and Pearson correlation coefficient. The mean and standard deviation of professional ethics score was 57.72±6.2 and the spiritual intelligence of students was 73.97±12 12.3. The lowest score of professional ethics was in the area of responsibility and the most in sympathy with others. There was also a significant positive relationship between professional ethics scores and students' spiritual intelligence (P = 0.001). This means that by educating and enhancing students 'spiritual intelligence during their studies, one can expect to increase students' professional ethics during clinical work and professional communication with the patient. To this end, teachers' emphasis on aspects of ethical applied education, especially during clinical education, as well as honoring spiritual patterns as the foundation of ethical education during college education seems necessary.
Omid Asemani, Maryam Shabani Abadeh, Sedigheh Ebrahimi,
Volume 12, Issue 0 (3-2019)
Abstract
Obtaining informed consent is for protection of patients' rights. The aim of informed consent is not decreasing physicians' responsibility.Informed consent assists the patient in making a decision concerning their care, improve their satisfaction, and decrease legal litigations. This study examined patients' attitude toward the quality of informed consent and its challenges in educational -clinical settings. Current qualitative research was simple content analysis. Semi-structured interviews were conducted with 15 hospitalized patients who were selected by purposeful sampling method considering type and severity of the disease, gender, age, and satisfaction or dissatisfaction from the management. The data was analyzed using MAXQDA 2007 software. Primary codes and categories were extracted then the findings were presented based on the main. Five themes were extracted from the data: "meaning, importance and status of consent in medicine", "consequences of obtaining consent", "the role of patient and therapist in the process of informed consent", "challenges of making informed consents" and "facilitators in the process of informed consent"; all could define and compile the main theme “doctor, patient, and procedural elements, three pillars of informed consent”. Inadequate explanation to the patient, signing the form prior to read it, lack of trust to the practitioner, disregarding patients' psychologic needs and stress and obtaining the consent by someone other than the physician was among the main reported challenges of informed consent. Correction and standardization of obtaining informed consent's culture requires knowledge about current situation followed by training, enforcement, supervision, encouragement, and punishment. Collaboration of health care team needs comprehension of necessity and importance of this issue and its consequences.
Khadijeh Nasiriani, Seyede Elham Fazlojoo, Arefe Dehghani Tafti, Yadollah Mobari,
Volume 13, Issue 0 (3-2020)
Abstract
Moral sensitivity is the first step in making a moral decision and taking a moral judgment. An effort to promote nurses' moral sensitivity, education of ethical concepts, and using appropriate approaches to teaching ethics is still under discussion. Thus, this study was conducted to determine the effect of virtual teaching of ethical principles through narrative method on the ethical sensitivity of critical care nurses. In this quasi-experimental study, 60 critical care nurses were studied in two groups of test and control in 2 hospitals. The experimental group was taught ethical principles through virtual narrative method. Demographic information and Latezen moral sensitivity questionnaire were completed by nurses on three occasions (before, immediately after and two months after virtual education). Data were analyzed by SPSS 20 software. Results showed that the mean and standard deviation of nurses' moral sensitivity were 61.53 ± 9.24 before intervention and (60.60 ± 7.76 for the control group, and the association was not statistically significant (p> 0.05). However, there was a significant difference between the experimental group (77.50 ± 6.05) and the control group (60.83 ± 8.07 in the first post-test. In addition, there was a significant difference between the experimental and control groups (p <0.05) in the second post-test. Repeated measure analysis showed a significant difference between the ethical sensitivity scores in the experimental group, but no significant difference in the control group. According to the findings, the nurses' moral sensitivity was moderate at the beginning of the study, but after the intervention, the test group was at a high level and the control group was still at a moderate level. Thus, it is necessary to motivate nurses for recording and sharing their ethical challenges. Accordingly, they can promote their own ethical performance. Furthermore, their narratives can be used for education of other nurses and students of nursing.
Foroogh Bandani Pour , Esmat Nouhi,
Volume 13, Issue 0 (3-2020)
Abstract
The necessity of governing ethics is desirable in the work environments and is universally accepted. Ethical performance is based on the ethical criteria that employees are expected to adhere to. The purpose of this study was to determine the relationship between ethical educational needs and ethical efficiency in health workers of Sistan province. This is a descriptive correlational study. Data of 377 healthcare providers of Sistan rural areas were collected through a multi-stage cluster sampling method. Information was collected with a valid and reliable questionnaire. The data were analyzed by SPSS 19 software using descriptive correlation, independent t-test, one-way ANOVA, and Pearson correlation coefficient. The results showed mean score of the need for ethical education of health care providers was relatively high (with respect to the maximum of the score), and the ethical performance of health care workers was low. There was also a significant and inverse relationship between score of ethical educational needs and ethical performance of health care providers (P >0.05). Based on the results, there was a significant and inverse relationship between ethical educational needs and ethical performance of health care providers. Providers who had a higher level of information and less educational needs had higher ethical performance. So, implementation of educational programs based on ethical educational needs is recommended for increasing ethical performance of health care providers as they are first-line practitioners who interact with people and health care clients.
Saeideh Khojasteh,
Volume 14, Issue 0 (3-2021)
Abstract
The purpose of this article is to investigate the role of faculty members in promoting ethical education in universities. This article has also attempted to provide the faculty members with ethical education (emotional, cognitive, and behavioral dimensions) in the form of practical solutions. This paper includes all available internal and external sources such as books and related articles. The method of data collection has been library. The findings of this study indicate that it is important for faculty members to strive to promote students' moral upbringing while also strengthening their religious beliefs. Therefore, it is concluded that the development of emotional, cognitive and behavioral dimensions promotes ethical training in faculty and students, and they can motivate themselves, develop appropriate jokes in the classroom, and maintain a sense of humor, extreme perfectionism, avoidance of pride and good ethics in the classroom to strive for emotional development. The cognitive dimension of ethical education teaches the effective and related components that the teacher's power of speech and clarity of speech, optimal classroom management, and effective interaction with students are presented as practical solutions. In the behavioral dimension, paying attention to moral freedom, patience and moral openness, and cultivating a spirit of criticism are the most important strategies for developing behavioral dimension.
Zahr Kheiri, Toktam Masoumian Hosseini, Ataollah Pourabbasi,
Volume 16, Issue 0 (11-2023)
Abstract
Entrepreneurship and the creation of knowledge-based wealth during the past years are considerable issues in scientific and executive institutions, including health institutions. the present study aimed to design course topics to empower medical professionals to have an effective role in the innovation, technology, and knowledge-based ecosystem. This study was conducted using the scoping review method. After determining the research questions, a wide range of studies were investigated systematically and then a snowball search was performed to identify more relevant studies. In the next step, the most relevant data were extracted and then categorized and arranged according to the needs, and finally, the results were summarized as descriptive and inferential statistics tables. The data were coded and analyzed in pairs. Ultimately, the areas and course topics of the entrepreneurship curriculum were extracted and arranged as a suggested list. Then, the expert panel method was used to agree on the course topics and develop educational goals. In this study, 52 essential competencies were identified for medical professionals to have an effective role in the innovation, technology, and knowledge-based ecosystem. These competencies were categorized as 17 course topics and 3 categories including motivation, entrepreneurial knowledge and skills, and business knowledge and skills. Providing the necessary training to develop a comprehensive view of the opportunities and needs in society as well as the knowledge-based business environment is one of the basic concepts that should be included alongside entrepreneurship and business.
Maryam Aala, Rita Mojtahedzadeh, Aeen Mohammadi, Neda Mehrdad, Moloud Payab, Snor Bayazidi, Mahin Nomali, Mohammad Eghbal Heidari, Alireza Olyaemanesh, Bagher Larijani,
Volume 16, Issue 0 (11-2023)
Abstract
The COVID-19 pandemic has created opportunities and challenges for education and research as the two main academic activities in medical sciences disciplines, which due to their mutual influence can be used to propose solutions for improving these two areas. The present study was conducted to compare two review articles, each of which dealt with one of these two areas.
This comparative study with a qualitative explanatory design was conducted in three steps. First, two review articles were selected that investigated the opportunities and challenges caused by the coronavirus pandemic to propose strategies for the post-corona era. Then, both studies were carefully studied and described. Finally, two researchers separately extracted the similarities and differences mentioned in the two articles and compared them to remove the inconsistencies. A panel of experts confirmed the findings. The opportunities and challenges mentioned in the two articles were extracted and categorized into two areas based on similarities and differences. The similar proposed strategies for the post-corona era were continuing to use virtual space facilities, diversifying the communication methods with students and research participants, and providing and developing suitable electronic infrastructure. Comparing two review articles and determining the similarities and differences between the opportunities and challenges caused by the COVID-19 pandemic and the strategies for the post-COVID-19 era related to medical education and clinical research, led to proposing strategies that could promote these two related areas coherently.
Ata Pourabbasi, Zahra Hoseini Tavassol, Bagher Larijani,
Volume 16, Issue 0 (11-2023)
Abstract
The higher health education system in the Islamic Republic of Iran is an integrated system with multiple stakeholders responsible for training human resources in the health sector at different levels. The Academy of Medical Sciences of the Islamic Republic of Iran is one of the effective institutional factors in this system. This study aimed to explain the position of the Academy of Medical Sciences in the country’s medical sciences education system and outline its major directions in this field. In this study, the knowledge-to-action framework was implemented in four steps. Effective institutional factors in system development were explained, and the role of the various stakeholders of the country’s medical sciences education system was compared with them. Then, the functions of the academy as a main beneficiary based on the degree of connection with the stages of the knowledge-to-action framework were weighted, and finally, these functions were classified into different categories. According to this model, although the academy plays a role in many stages of the development of the country’s medical sciences education system, it primarily functions as a think tank and observatory and to a lesser extent as a knowledge implementation unit. The model presented in this study will help the trustees of the Academy of Medical Sciences to play the largest and most effective role in the development of the country’s medical sciences education system, with optimal resource management and principled development of human capacities, thereby laying the groundwork for the improvement of the integrated health system.
Mohammad Ali Mohagheghi, Seyed Mahmoud Tabatabaee, Narges Tabrizchi, Seyed Jamaleddin Sajjadi Jazi, Bagher Larijani, Seyed Mahdi Seyedi, Nasser Simforoosh, Maryam Khayamzadeh, Nazafarin Ghasemzadeh, Mina Mobasher,
Volume 16, Issue 0 (11-2023)
Abstract
Academic faculty members play the most influential role in realizing the goals and ideals of higher education and community health. In the contemporary period, the cultural and educational role of professors, in the most crucial mission of higher education, has not received the required and necessary attention, and neglecting it has resulted in irreparable damages and adverse consequences. This study attempted to identify the prominent cultural roles of professors in relation to students (with an emphasis on higher health education), while explaining the necessity and importance, and effective solutions were examined and proposed. The present study was conducted using a descriptive-analytical method and a focus group discussion. Selected views of expert professors and data from authentic local scientific articles and related topics in upstream documents were utilized. The findings of the study were classified into five main themes and forty categories. “Cultural goals and ideals”; “general mission of professors for the cultural education of all students” and “special mission of professors of higher health education”; “authentic methods”; and “requirements for cultural education of students” were identified and recommended under the eight selected topics in each axis in order of priority. University Professors play a central role in the cultural and ideological education of students. It is appropriate to develop this responsibility in an objective manner and with suitable scientific methods and observe its excellence and realization in the education system.
Khadije Nasiryani, Najme Zamani, Ahdiye Bahri, Seyedeh Elham Fazljoo,
Volume 16, Issue 1 (3-2023)
Abstract
Considering the importance of learning ethical intelligence in nursing students as the future builders of this field and the valuable role that teaching ethical principles in the narrative way, as well as considering the practicality of virtual education in all disciplines, especially medical sciences, the study aimed at determining the effectiveness of virtual teaching of ethical principles in the narrative way on the moral intelligence of nursing students. the present study was of a semi-experimental type, with 40 nursing students entering the study in the available method. Before the intervention, immediately, after and two months after the intervention, participants completed the Lennick and Kiel's moral intelligence scale. Virtual training was held in 16 training sessions. The data was analyzed with the SPSS version 18 software. The Findings showed the present study involved 40 nursing students with an age range of 18-23 years. Comparison of the average overall score of moral intelligence before intervention (155/45±17/81) immediately after intervention (161/50±17/89) and two months after intervention (162/97±15/41) indicates an increase in this score during the study, which was statistically significant(P=0/02).the present study showed that the average overall score of moral intelligence in students increased immediately after and two months after the intervention, and differed from before the intervention, which is statistically significant. Studies show that optimal moral intelligence can portray a good perspective on people's success and progress. Therefore, it is necessary for university administrators to pay special attention to ethical education with new methods, along with clinical education.
Homa Sadeghi Avval Shahr,
Volume 17, Issue 0 (12-2024)
Abstract
Effective medical education requires the cultivation of essential professional attributes, including ethical reasoning, communication skills, empathy, and professionalism. Traditional teaching methods often fall short in adequately developing these crucial aspects. Reflection-based learning, with its emphasis on self-analysis and critical thinking, presents a promising pedagogical approach to address these limitations. This review study examined the literature on reflection in medical education. A comprehensive search of the Web of Science, PubMed, Scopus, and Google Scholar databases was conducted using keywords such as "education," "reflection," "professionalism," "professional behavior," and "medical students" from 2010 to 2024. Eighteen relevant articles were selected and analyzed for their type, focus, and conceptual implications. Different approaches to integrating reflection into professionalism education were then categorized and analyzed. The reviewed literature highlights a multifaceted approach to incorporating reflection into medical education. Key strategies include contextual reflection, linking reflections to specific clinical experiences; utilizing structured frameworks such as the Gibbs Cycle to guide the reflective process; fostering peer-to-peer learning through discussions, peer feedback, and mentorship; and seamlessly integrating reflection as an ongoing and assessed component of the medical curriculum. Findings suggest that an educational approach emphasizing practical application, experiential learning, and structured reflection opportunities can significantly enhance students' understanding of professional behavior. This approach is anticipated to lead to improvements in communication skills, ethical reasoning, empathy, and self-awareness, ultimately contributing to better patient care and a stronger medical workforce. Reflection-based learning offers a valuable strategy for developing professional competence in medical education. This approach necessitates the active integration of reflection into clinical learning activities, utilizing structured frameworks, and providing ample opportunities for peer and faculty support. Future research should rigorously investigate the impact of specific reflective activities on tangible improvements in clinical skills and behaviors.
Mahrokh Keshvari, Negar Farajzadeh, Mohsen Shahriari, Mohammad Azadmanesh, Aliasghar Jamalinasab,
Volume 17, Issue 0 (12-2024)
Abstract
Nursing and midwifery professors play a crucial role in transmitting societal norms, providing cultural experiences, shaping students' behavior, beliefs, and attitudes, and cultivating moral virtues. As significant influencers on students' moral development during their academic journey, careful attention to this aspect is essential. This study aimed to elucidate the ethical challenges encountered by faculty members within the Faculty of Nursing and Midwifery. This qualitative study employed content analysis. Purposive sampling was utilized to select 23 faculty members from the Faculty of Nursing and Midwifery at Isfahan University of Medical Sciences, with data collection spanning eight months. Data were collected through semi-structured interviews and analyzed using conventional qualitative content analysis. Continuous and comparative data analysis revealed three primary categories of ethical challenges perceived by faculty members: discrimination and injustice, low professional commitment, and unprofessional behavior.
· Discrimination and injustice: This category encompassed three subcategories: disparities in rule implementation across faculties and groups, unfair financial compensation, and inequitable distribution of academic units and points.
· Low professional commitment: This category included two subcategories: educational underselling and non-adherence to established rules by faculty members.
· Unprofessional behavior: This category comprised two subcategories: unhealthy competition among faculty members and inappropriate student evaluations.
The experiences of faculty members in this study highlighted the presence of numerous challenges, with ethical issues significantly impacting their performance and motivation. The identified ethical challenges primarily revolved around discrimination and injustice, low professional commitment, and unprofessional behavior. Given the pivotal role of faculty members in teaching ethical principles and actively addressing ethical challenges, it is imperative for administrators and officials to acknowledge these concerns and implement strategies to mitigate these issues.
Mina Gaeeni, Hamid Asayesh, Ahmad Parizad, Zahra Abedini,
Volume 17, Issue 0 (12-2024)
Abstract
Clinical education constitutes the cornerstone of nursing education. Enhancing students' theoretical and practical knowledge within the psychiatric department is crucial for improving their attitudes, acceptance, and delivery of care. The outcomes of effective clinical learning encompass the development and refinement of professional competencies, including communication and professional ethics, the cultivation of critical thinking for clinical judgment and decision-making, the enhancement of ethical sensitivity, and the fostering of effective team and group performance. Recognizing the significance of these factors, this study aimed to "explain the experiences of nursing students based on narrative writing-reflection during their first encounter with psychiatric clients." This qualitative study was conducted during the psychiatric nursing internship at the Faculty of Nursing, Qom University of Medical Sciences, over two consecutive semesters. Purposive sampling was employed, and data were collected through 10 semi-structured individual interviews and 2 face-to-face and virtual focus groups (n=5 per group). Data collection continued until data saturation was reached. Data analysis was conducted using a qualitative content analysis approach with the assistance of MAXQDA20 software. The clinical experiences of students during their initial psychiatric nursing training course, as reflected in their narrative writing-reflections, revealed a primary theme: "encouraging ethical and spiritual communication in nursing." This overarching theme encompassed four sub-themes: "enhancing empathetic communication," "enhancing ethical sensitivity," "respecting the dignity of clients," and "listening to the voice of clients' feelings." The experiences gained through the reflective method within the clinical education setting, particularly in specialized clinical environments such as psychiatric wards and during initial encounters with clients in these departments, can provide valuable insights into students' attitudes and perspectives towards these clients and their families. These rich experiences can be effectively utilized to cultivate and strengthen communication and professional ethics among medical science students.
Saeedeh Saeedi Tehrani,
Volume 17, Issue 0 (12-2024)
Abstract
Professionalism in medicine refers to adhering to principles and behaviors that uphold the dignity of patients and promote public welfare. In the digital age, maintaining these principles in cyberspace has become increasingly important, necessitating attention to ethical and legal considerations. Virtual platforms can enhance communication between doctors, patients, and the broader public, increase awareness, and facilitate educational processes. Additionally, these platforms offer opportunities for networking and the exchange of information among professionals. The rise of social media has significantly influenced professional interactions. Particularly in the post-COVID-19 era, individuals are increasingly turning to these platforms for health information. Studies reveal that the global number of internet users exceeds 3.7 billion, while in Iran, the figure surpasses 78 million. Furthermore, research highlights the significant impact of information shared by doctors on social media and other public platforms, as the public places substantial trust in this group and actively seeks accurate information from them. Ethical considerations are critical in guiding the online presence of medical professionals. This article examines professionalism in cyberspace and outlines the ethical requirements for medical professionals operating in this domain. Protecting patients' interests remains the primary obligation of professionals. Consequently, any behavior that undermines professional reputation or diminishes public trust is deemed unprofessional. Key ethical requirements for professionals in virtual spaces include:
- Respecting patient confidentiality and privacy.
- Upholding the good reputation of oneself and the medical profession.
- Avoiding defamatory behavior, rumors, or labeling.
- Demonstrating honesty in providing information.
- Acting responsibly and avoiding discriminatory attitudes.
- Refraining from disparaging the competence of other professionals in medical advertisements.
Adhering to these ethical standards is essential to maintaining public trust in the medical profession. Therefore, training, evaluating, and monitoring the behavior of professionals in cyberspace are particularly important for upholding and promoting professional and ethical standards.
Leila Afshar,
Volume 17, Issue 0 (12-2024)
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.
Hoda Ahmari Tehran, Ahmad Mashkoori, Tayebeh Ilaghinezad, Maryam Tajadini,
Volume 17, Issue 0 (12-2024)
Abstract
Research shows that stress in medical students leads to burnout and a loss of respect for patients’ rights. These declines in mood and an increase in malpractice are particularly evident during the internship period. On the other hand, literature highlights the importance of reflective practice in education. This study investigates the effect of using student reflective narratives on observing dignity and respect for patients’ rights in clinical education. A mixed-methods study based on reflective learning theories (Gibbs' Reflective Model) was conducted over 12 months with 48 intern students. In a quasi-experimental design, 38 medical students were randomly assigned to either an intervention or a control group. Only students in the intervention group were allowed to engage in conversations with patients and inquire whether they had properly respected the patients’ rights and dignity. The students then reflected on their performances. In the first week, a pretest was conducted in both groups. The intervention group received reflective education and participated in reflection writing during the second and third weeks. In the final week, a post-test was conducted for both groups. To explore students’ perceptions of the effectiveness of reflecting on their performance, a qualitative content analysis was carried out, including 12 semi-structured interviews and 144 reflection notes. The mean scores of students’ performance regarding respect for patients in the intervention group improved significantly in the post-test (12.32 ± 1.21) compared to the pretest (9.85 ± 1.39) (p < 0.05). An independent t-test indicated that the difference in post-test scores between the two groups was significant (p = 0.01). From the interviews, four main themes emerged: improving empathy and understanding patients’ feelings, paying attention to patients’ humanistic dimensions, respecting patients’ autonomy and rights, and promoting interpersonal communication skills. This study demonstrated the positive emotional effects of reflective narrative writing interventions on medical students in observing dignity and respecting patients' rights. It is recommended to incorporate reflective narratives into medical education programs to enhance these qualities.
Hamid Kavyani Pooya,
Volume 18, Issue 1 (3-2025)
Abstract
Education in Iran, as in the rest of the world, has a long history, and with the foundation of inclusive national governments, due to the interaction of civilizations and adaptation of scientific achievements, education and educational institutions and centers have undergone major changes and transformations. Accordingly, this study aimed to examine different methods of teaching medical sciences and transferring medical achievements to scholars and those interested in this profession in the history of Iran until the end of the Safavid era through a library-based method. Data were collected from original medical resources, travelogues, and reliable historical documents and evidence in Arabic, Persian, and English. Data were then described and analyzed using domestic databanks. The findings indicated that throughout the history of Iran, particularly in the Islamic civilization, medical education and sciences have been transferred both theoretically and practically. In modern terms, this involved lectures (theory) and clinical training (practice). Nevertheless, there have been differing opinions regarding the importance and priority of each method, and the period under study witnessed significant evolution and changes in improving the ways medical concepts have been conveyed to scholars.
Roya Malekzadeh, Nahid Nickzad Ghadikolaei, Maryam Khazaei-Poul,
Volume 18, Issue 1 (3-2025)
Abstract
Adherence to ethical principles in medical universities, which play a vital role in training the next generation of healthcare professionals, is of significant importance. These principles can serve as a guide to achieving educational goals and improving performance in various academic fields. This study aimed to explain the components of ethics in education at the Mazandaran University of Medical Sciences. The study was conducted in 2023 using a qualitative Hybrid Thematic Analysis approach. Participants included 17 educational managers, faculty members, and students from the university. The study was carried out in three phases: a comprehensive literature review, interviews with experts, and the formation of a specialized panel. Data were collected through semi-structured interviews using purposive and snowball sampling, and the process continued until data saturation was achieved. The interviews were transcribed, coded, classified, and analyzed using thematic analysis. The analysis revealed eight main themes, including ethics, justice, responsibility, duty, respect for others, adherence to dress codes, accountability, and spiritual health, along with 55 subthemes. Focusing on ethical components can enhance transparency, create a fair educational environment, strengthen responsibility among faculty members and students, and improve the quality of learning, thereby playing a crucial role in fostering interactions between professors and students. Adhering to ethical components in academic education not only requires understanding ethical concepts but must also align with appropriate implementation mechanisms. Therefore, organizing training workshops to raise awareness among faculty members, students, and staff, and incorporating ethical indicators into recruitment and promotion processes for faculty members are recommended.
Zahra Dehghani, P Farhad Khormaei, Seyed Mehdi Poorseyed,
Volume 18, Issue 1 (3-2025)
Abstract
This study aimed to investigate the effectiveness of character education on wisdom, academic hope, and prosocial behavior among university students. The study employed a quasi-experimental design with a post-test and a control group. Participants included two groups of students from Shiraz University who were randomly assigned to experimental and control groups. The experimental group participated in a twelve-session program focused on developing etiquette-based professional conduct, and at the end, both groups completed the questionnaires on wisdom, academic hope, and prosocial behavior. The validity and reliability of these instruments for use in Iranian culture have been found to be satisfactory. The results of multivariate analysis of variance (MANOVA) revealed that etiquette-based character education had a significant effect on all three variables of wisdom, academic hope, and prosocial behavior. A key implication of these findings is the importance of paying attention to character education in educational settings.
Akram Heidari, Morteza Heidari, Baqer Larijani, Professor Ali Mohammad Mosadeqrad,
Volume 18, Issue 1 (3-2025)
Abstract
Spiritual health refers to having purpose and meaning in life and a sense of belonging to something beyond the self, which strengthens inner peace, satisfaction, and happiness. This qualitative study was conducted in 2024 using an interpretive phenomenological approach. Through semi-structured interviews with 47 policymakers, managers, faculty members, staff, and students, a total of 183 benefits of spiritual health education in universities of medical sciences were identified. These benefits were categorized into six groups: benefits for faculty members, students, staff, patients, society, and the university. For faculty members, spirituality education leads to enhanced ethical awareness, increased motivation, job satisfaction, professional commitment, and improved quality of education. Students, by strengthening spirituality, gain greater communication and empathy skills, experience reduced stress and anxiety, and demonstrate improved professional competencies. Healthcare staff benefit from reduced medical errors, increased resilience, improved social relationships, and enhanced quality of care. Patients receiving spiritual care experience lower levels of stress and depression, improved mental health and quality of life, and a more rapid course of treatment and recovery. At the societal level, spiritual health education contributes to more positive social behaviors and the development of a healthier community. Furthermore, universities implementing such education can design more comprehensive curricula, promote interdisciplinary research, strengthen professional ethics, and train holistically oriented healthcare professionals, thereby increasing their credibility and productivity. Spiritual health education in Iranian universities of medical sciences, by exerting positive effects on faculty members, students, staff, patients, society, and the university itself, results in the improvement of psychological and professional well-being, the enhancement of educational quality, and the increased productivity and credibility of the higher education health system of the country.
