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Showing 2 results for Faculty Members

Mostafa Imaz, Tahereh Eteraf-Oskouei, Moslem Najafi,
Volume 11, Issue 0 (3-2018)
Abstract

Pharmacists, as a member of the health team face a lot of ethical challenges in performing their professional duties. This study was aimed to evaluate status, challenges and improvement strategies of pharmacy professional ethics in drugstores. It was a descriptive-analytic study carried out in 2015-2016. Data was collected using a standardized questionnaire related to principles of pharmacy professional ethics’ code from the viewpoint of qualified faculty members and students of Tabriz faculty of pharmacy. The overall score obtained for each principles of professional ethics code indicated moderate and high level status for each of the principles. However, there are some shortcomings in counseling to patients, consulting and interacting with physician, delivery of non-OTC drugs without any prescription, and accepting professional responsibility among the pharmacists. In addition, 71.5% of the professors and 75.5% of the students believed that inadequate income of pharmacists, the economic problems of drugstores, defects in the insurance systems, lack of proper culture for pharmacist's position, insufficient training of professional ethics at universities, priority of physician in Iran health system and giving gifts by some pharmaceutical companies are the main factors influencing professional ethics in pharmacies. Thus, comprehensive management is essential for improving professional ethics in pharmacies. In this regard, promoting professional ethics education, paying attention to economic problems of pharmacists and pharmacies, improving the performance of insurance organizations, developing culture to promote the position of pharmacists and serious supervision of health system officials on drugstores and pharmaceutical companies are necessary.

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.


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