Search published articles
Showing 405 results for Or
Sedigheh Hannani, Seyyedeh Haniyeh Mousavibaghi, Fardin Amiri, Shaqayeq Taghizadeh,
Volume 20, Issue 1 (4-2026)
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Observing the principles of professional ethics by university faculty members guarantees the improvement of student ethics and the moral situation of the entire university environment. A 360-degree evaluation is a method in which individuals are assessed from multiple perspectives, including peers, supervisors, subordinates, and self-assessment. Therefore, the results of this type of evaluation are more objective, reliable, and valid. This study was conducted to evaluate the professional ethics of faculty members of operating room departments of the Universities of Medical Sciences in Tehran using a 360-degree feedback model.
Materials and Methods: This descriptive-analytical cross-sectional study was conducted in the universities of Medical Sciences in Tehran between 2021 and 2022. The faculty members of the operating room groups of each university were evaluated by four groups of evaluators (themselves, senior managers, colleagues, and students of the operating room group) based on researcher-made questionnaires of professional ethics. In the community of faculty members, superior managers, and peers, the size of the community was equal to the sample. In the student community, the stratified sampling method was used according to the volume to determine the required samples from the student population in each university, and the sample size of 195 students was determined. The face and content validity of the questionnaires were confirmed by a group of expert professors (11 people). To estimate the reliability of the questionnaires, Cronbach’s alpha coefficient was used, which was for the self-evaluator questionnaire (0.87), superior managers (0.92), peers (0.88), and students (0.95). Data normality was assessed using the Kolmogorov–Smirnov test. Independent t-test, Mann–Whitney U test, and Kruskal–Wallis test were used for group comparisons, while Pearson’s correlation coefficient was used to examine relationships between variables. Finally, the data analysis was performed using SPSS software. For all tests, a significance level of P<0.05 was considered.
Results: The overall mean professional ethics score of faculty members from the perspective of the four evaluator groups was 4.06±0.58, indicating a desirable level of professional ethics. Self-evaluation yielded the highest mean score across all dimensions (4.79±0.17), whereas student evaluations produced the lowest mean score (3.77±0.56). Professional ethics scores were significantly associated with the gender of self-evaluators (P<0.05). So that female faculty members rated themselves better than male ones. Furthermore, a significant difference was observed between male and female students regarding their perceptions of faculty members’ adherence to professional ethics (P<0.05). So that male students rated the faculty members’ adherence to professional ethics better.
Conclusion: Considering the diversity of evaluators’ perspectives, modern and practical evaluation approaches such as 360-degree feedback are valuable tools for assessing adherence to professional ethics to determine the status of professional ethics from various stakeholder perspectives. These methods can help faculty members identify areas for improvement and enhance their professional performance.
Materials and Methods: This descriptive-analytical cross-sectional study was conducted in the universities of Medical Sciences in Tehran between 2021 and 2022. The faculty members of the operating room groups of each university were evaluated by four groups of evaluators (themselves, senior managers, colleagues, and students of the operating room group) based on researcher-made questionnaires of professional ethics. In the community of faculty members, superior managers, and peers, the size of the community was equal to the sample. In the student community, the stratified sampling method was used according to the volume to determine the required samples from the student population in each university, and the sample size of 195 students was determined. The face and content validity of the questionnaires were confirmed by a group of expert professors (11 people). To estimate the reliability of the questionnaires, Cronbach’s alpha coefficient was used, which was for the self-evaluator questionnaire (0.87), superior managers (0.92), peers (0.88), and students (0.95). Data normality was assessed using the Kolmogorov–Smirnov test. Independent t-test, Mann–Whitney U test, and Kruskal–Wallis test were used for group comparisons, while Pearson’s correlation coefficient was used to examine relationships between variables. Finally, the data analysis was performed using SPSS software. For all tests, a significance level of P<0.05 was considered.
Results: The overall mean professional ethics score of faculty members from the perspective of the four evaluator groups was 4.06±0.58, indicating a desirable level of professional ethics. Self-evaluation yielded the highest mean score across all dimensions (4.79±0.17), whereas student evaluations produced the lowest mean score (3.77±0.56). Professional ethics scores were significantly associated with the gender of self-evaluators (P<0.05). So that female faculty members rated themselves better than male ones. Furthermore, a significant difference was observed between male and female students regarding their perceptions of faculty members’ adherence to professional ethics (P<0.05). So that male students rated the faculty members’ adherence to professional ethics better.
Conclusion: Considering the diversity of evaluators’ perspectives, modern and practical evaluation approaches such as 360-degree feedback are valuable tools for assessing adherence to professional ethics to determine the status of professional ethics from various stakeholder perspectives. These methods can help faculty members identify areas for improvement and enhance their professional performance.
Fateme Rezaei, Elaheh Lael-Monfared, Nooshin Peyman,
Volume 20, Issue 1 (4-2026)
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Adolescents spend most of their time online participating in social media activities rather than seeking scientific or health information. This study aimed to investigate the effect of e-health literacy training based on self-efficacy theory on the effective use of virtual social networks among first-year Afghan high school students in Mashhad.
Materials and Methods: This quasi-experimental study used multi-stage cluster sampling in a randomized manner to create intervention and control groups. A total of 104 Afghan girls and boys first-year secondary school students were randomly selected from four self-governing refugee schools in 2024. The intervention group (53 participants) attended four training sessions, while the control group (51 participants) did not receive any intervention. Data were collected before, immediately following, and three months after the educational intervention. The following questionnaires were used to collect data: a demographic information questionnaire; the standard Sherer self-efficacy questionnaire, which had a Cronbach’s alpha reliability coefficient of 0.82; the standard e-health literacy questionnaire, which had a Cronbach’s alpha reliability coefficient of 0.88; and the standard social networking questionnaire, which had a Cronbach’s alpha reliability coefficient of 0.85. The data were analyzed using SPSS software. The significance level was considere as P<0.05.
Results: Of the 104 participating students, 53 were in the intervention group (28 girls and 25 boys), and 51 were in the control group (26 girls and 25 boys). The age of participants in the intervention group was 13.55±0.50 years. Fifty two point eight percent of them had fathers with primary education, and 64.2% of them had fathers who were workers. Thirty five point eight percent them had illiterate mothers. A significant difference was found between students’ e-health literacy and their fathers’ level of education (P<0.05). A significant difference was observed in the effective use of virtual social networks based on the father’s job and income, and the mother’s education level (P<0.05). A significant difference was reported between self-efficacy and their father’s education (P<0.05). In the intervention group, E-health literacy increased from 16.85±2.61 to 29.15±1.89, The effective use of virtual social networks decreased from 50.04±15.05 to 37.57±8.38, and self-efficacy increased from 50.96±4.78 to 64.47±5.19, which was statistically significant (P<0.0001).
Conclusion: The findings showed that education can increase students’ e-health literacy and self-efficacy, as well as their ability to effectively use virtual social networks. It is recommended that schools provide opportunities to strengthen e-health literacy through curricula and create supportive environments to increase students’ self-efficacy in effectively using virtual social networks. It is also better to consider the active participation of parents and teachers in designing interventions.
Materials and Methods: This quasi-experimental study used multi-stage cluster sampling in a randomized manner to create intervention and control groups. A total of 104 Afghan girls and boys first-year secondary school students were randomly selected from four self-governing refugee schools in 2024. The intervention group (53 participants) attended four training sessions, while the control group (51 participants) did not receive any intervention. Data were collected before, immediately following, and three months after the educational intervention. The following questionnaires were used to collect data: a demographic information questionnaire; the standard Sherer self-efficacy questionnaire, which had a Cronbach’s alpha reliability coefficient of 0.82; the standard e-health literacy questionnaire, which had a Cronbach’s alpha reliability coefficient of 0.88; and the standard social networking questionnaire, which had a Cronbach’s alpha reliability coefficient of 0.85. The data were analyzed using SPSS software. The significance level was considere as P<0.05.
Results: Of the 104 participating students, 53 were in the intervention group (28 girls and 25 boys), and 51 were in the control group (26 girls and 25 boys). The age of participants in the intervention group was 13.55±0.50 years. Fifty two point eight percent of them had fathers with primary education, and 64.2% of them had fathers who were workers. Thirty five point eight percent them had illiterate mothers. A significant difference was found between students’ e-health literacy and their fathers’ level of education (P<0.05). A significant difference was observed in the effective use of virtual social networks based on the father’s job and income, and the mother’s education level (P<0.05). A significant difference was reported between self-efficacy and their father’s education (P<0.05). In the intervention group, E-health literacy increased from 16.85±2.61 to 29.15±1.89, The effective use of virtual social networks decreased from 50.04±15.05 to 37.57±8.38, and self-efficacy increased from 50.96±4.78 to 64.47±5.19, which was statistically significant (P<0.0001).
Conclusion: The findings showed that education can increase students’ e-health literacy and self-efficacy, as well as their ability to effectively use virtual social networks. It is recommended that schools provide opportunities to strengthen e-health literacy through curricula and create supportive environments to increase students’ self-efficacy in effectively using virtual social networks. It is also better to consider the active participation of parents and teachers in designing interventions.
Mohammad Ahmadian, Zahra Molaei, Monireh Rahimkhani, Shaban Alizadeh, Fariba Nabatchian, Nasrin Dashti, Hamid Choobineh, Bahram Nikmanesh, Yoosef Erfani, Mehdi Zavvar, Reza Afrisham, Ziba Majidi, Alireza Latifi, Mohammad Ebrahimi Siahboomi, Azade Omidkhoda,
Volume 20, Issue 1 (4-2026)
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Preparing laboratory sciences students for clinical internship requires enhancing practical skills and effective review of theoretical topics taught in the early years. This study aimed to design, implement, and evaluate a summer school for laboratory skills to improve students’ preparedness before entering clinical internships.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.
Gholamreza Nouri, Sobhan Ghafourian, Golnaz Nosratpour,
Volume 20, Issue 1 (4-2026)
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Helicobacter pylori is one of the most common causes of human infection. Most infected individuals develop chronic active gastritis, which can lead to gastric ulcers, atrophic gastritis, gastric cancer, and gastric MALT lymphoma. Antibiotic resistance is a multifaceted problem and encompasses medical, social, economic, and anthropological domains. The emergence of antibiotic-resistant strains in clinical settings has raised concerns among public health authorities. The aim of this study was to determine the antibiotic resistance of Helicobacter pylori to amoxicillin, levofloxacin, metronidazole, and clarithromycin in the gastroenterology clinic of Razi Hospital, Ilam.
Materials and Methods: This is a descriptive study conducted over a period of 1 year on patients suspected of having infection caused by Helicobacter pylori who were diagnosed and treated in Razi Hospital as an inpatient or outpatient. In this study, a group of 50 people suspected of having gastrointestinal infections were selected for endoscopy. The obtained categorical data were analyzed using Chi-square and Fisher’s exact tests, while continuous variables (age) were analyzed using Student’s t-test in SPSS software, with a significance level of P<0.05.
Results: A total of 50 patients were studied. None of the 50 patients had taken antibiotics during the previous month. Of these, 25 (50%) were men and the rest were women. The mean age of men in this study was higher than that of women, but this difference was not statistically significant (P-value=0.097). Of the 50 samples collected, 13 were confirmed as Helicobacter pylori based on a combination of positive rapid urease test (RUT), culture, biochemical testing, and genotypic verification via PCR. The PCR test result in all 13 cases was positive. Thus, the prevalence of Helicobacter pylori among patients who had referred to the hospital with gastrointestinal symptoms was 26%. In addition, the test result did not differ statistically significant according to the patient’s gender. Antibiotic sensitivity and resistance testing showed that all 13 samples studied (100%) were resistant to metronidazole and amoxicillin. Ten out of 13 samples (76.9%) were resistant to tetracycline and levofloxacin, and 12 samples (92.3%) were resistant to clarithromycin.
Conclusion: The findings of this study indicated that H.pylori resistance to metronidazole and amoxicillin is high, and resistance to clarithromycin is also significant. Therefore, the choice of treatment regimen should be guided by local resistance patterns. Due to the small number of positive isolates, the results of this study should be interpreted with caution, and larger studies are required for generalization.
Materials and Methods: This is a descriptive study conducted over a period of 1 year on patients suspected of having infection caused by Helicobacter pylori who were diagnosed and treated in Razi Hospital as an inpatient or outpatient. In this study, a group of 50 people suspected of having gastrointestinal infections were selected for endoscopy. The obtained categorical data were analyzed using Chi-square and Fisher’s exact tests, while continuous variables (age) were analyzed using Student’s t-test in SPSS software, with a significance level of P<0.05.
Results: A total of 50 patients were studied. None of the 50 patients had taken antibiotics during the previous month. Of these, 25 (50%) were men and the rest were women. The mean age of men in this study was higher than that of women, but this difference was not statistically significant (P-value=0.097). Of the 50 samples collected, 13 were confirmed as Helicobacter pylori based on a combination of positive rapid urease test (RUT), culture, biochemical testing, and genotypic verification via PCR. The PCR test result in all 13 cases was positive. Thus, the prevalence of Helicobacter pylori among patients who had referred to the hospital with gastrointestinal symptoms was 26%. In addition, the test result did not differ statistically significant according to the patient’s gender. Antibiotic sensitivity and resistance testing showed that all 13 samples studied (100%) were resistant to metronidazole and amoxicillin. Ten out of 13 samples (76.9%) were resistant to tetracycline and levofloxacin, and 12 samples (92.3%) were resistant to clarithromycin.
Conclusion: The findings of this study indicated that H.pylori resistance to metronidazole and amoxicillin is high, and resistance to clarithromycin is also significant. Therefore, the choice of treatment regimen should be guided by local resistance patterns. Due to the small number of positive isolates, the results of this study should be interpreted with caution, and larger studies are required for generalization.
Vahideh Zarea Gavgani, Abdolrasoul Khosravi, Ali Hossein Ghasemi, Firoozeh Zare-Farashbandi, Hossein Vakilimofrad, Fatemeh Sheikhshoaei, Azra Daei,
Volume 20, Issue 1 (4-2026)
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Continuous revision and updating of educational programs are essential to fulfill the primary mission of higher education. Therefore, the present study aims to examine the perspectives of stakeholders regarding the necessary changes in the BSc curriculum of Medical Library and Information Science.
Materials and Methods: This study was conducted in two phases using the Fuzzy Delphi technique and a survey method. Participants included professors, students, graduates, and relevant administrators in the field of Medical Library and Information Science. The number of participants were 41 in the first phase and 122 in the second. The data collection tool was a researcher-made checklist based on the last edition of BSc curriculum of Medical Library and Information Science in the first phase, which was developed lesson by lesson. In the second phase, a researcher-made questionnaire based on the first phase data was its data collection tool. Collected data were analyzed using fuzzy numbers, defuzzification, and descriptive statistics.
Results: The findings showed that the Basic courses comprised 19 credits (9 courses), of which only 11% were deemed necessary to retain, while 78% were identified as requiring deletion or major revision. The Core Courses (mandatory) comprised 65 credits (30 courses), with 20% considered essential to retain, 43% requiring review, and 37% requiring deletion or major revision. The Non-Core/ elective Courses comprised 12 credits (6 courses), and none of the elective courses achieved the required score for retention; 50 percent required revision and the remaining 50 percent required major revision or elimination. The highest necessity for course retention from stakeholders’ viewpoints was related to Sociology of Information in basic courses, Data Structures and Programming in core courses, and Introduction to Archiving in none core courses. In the second phase, updated teaching methods, inclusion of courses on evidence-based performance, critical thinking, artificial intelligence, and practical orientation of the Research Methods course were among the key findings.
Conclusion: The results highlight the necessity of curriculum revision in BSc curriculum of Medical Library and Information Science. The curriculum of Medical Library and Information Science is expected not only to keep pace with developments in digital health and emerging technologies but also to adopt an interdisciplinary and skill-based approach. This requires changes in the design, implementation, and evaluation of the curriculum.
Materials and Methods: This study was conducted in two phases using the Fuzzy Delphi technique and a survey method. Participants included professors, students, graduates, and relevant administrators in the field of Medical Library and Information Science. The number of participants were 41 in the first phase and 122 in the second. The data collection tool was a researcher-made checklist based on the last edition of BSc curriculum of Medical Library and Information Science in the first phase, which was developed lesson by lesson. In the second phase, a researcher-made questionnaire based on the first phase data was its data collection tool. Collected data were analyzed using fuzzy numbers, defuzzification, and descriptive statistics.
Results: The findings showed that the Basic courses comprised 19 credits (9 courses), of which only 11% were deemed necessary to retain, while 78% were identified as requiring deletion or major revision. The Core Courses (mandatory) comprised 65 credits (30 courses), with 20% considered essential to retain, 43% requiring review, and 37% requiring deletion or major revision. The Non-Core/ elective Courses comprised 12 credits (6 courses), and none of the elective courses achieved the required score for retention; 50 percent required revision and the remaining 50 percent required major revision or elimination. The highest necessity for course retention from stakeholders’ viewpoints was related to Sociology of Information in basic courses, Data Structures and Programming in core courses, and Introduction to Archiving in none core courses. In the second phase, updated teaching methods, inclusion of courses on evidence-based performance, critical thinking, artificial intelligence, and practical orientation of the Research Methods course were among the key findings.
Conclusion: The results highlight the necessity of curriculum revision in BSc curriculum of Medical Library and Information Science. The curriculum of Medical Library and Information Science is expected not only to keep pace with developments in digital health and emerging technologies but also to adopt an interdisciplinary and skill-based approach. This requires changes in the design, implementation, and evaluation of the curriculum.
Related Websites
Site Keywords
Health Information Management, Health Care Management, Medical Laboratory Sciences, Medical Library & Information Sciences, Radiation Biology (Radiobiology and Radiation Protection), Operating Room, Anesthesiology
Site Statistics- Registered users: 3394 users
- Online users: 1 users
- Guest users: 150 users
- All visits: 7305951 visits
- Visits in 24 Hours: 15276 visits
- Total articles: 3263 articles
- Published articles: 845 articles
© 2026 , Tehran University of Medical Sciences, CC BY-NC 4.0
Designed & Developed by: Yektaweb