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Arman Bahari, Behnoosh Moody,
Volume 15, Issue 4 (10-2021)
Volume 15, Issue 4 (10-2021)
Abstract
Background and Aim: Increasing the use of smartphones, improving the state of World Wide Web, and also the need for flexibility in the education process have made the implementation of e-learning in human society inevitable, eliminated time and space limitations, and provided equal education. However, the pace of its creation and development, especially in universities and higher education centers in developing countries such as Iran, is very slow. Therefore, the present study aims to investigate the factors affecting the creation and development of e-learning from the viewpoint of students of Zahedan University of Medical Sciences.
Materials and Methods: This is an applied and descriptive-survey study. The sample includes 313 students studying at Zahedan University of Medical Sciences during 2016-2017, who were selected by simple random sampling. Data were collected using a researcher-made questionnaire and analyzed using statistical tests and SPSS software.
Results: The findings show that the six selected factors of this study affect the creation and development of e-learning from the viewpoint of Zahedan University of Medical Sciences students. From the highest to the lowest effect, these factors include the quality of information and content (4.25), learners’ willingness (4.11), system quality (4.10), facilitators (4.05), student-professor interaction (3.98) and professor quality (3.84).
Conclusion: According to the findings of the present study, it can be concluded that policy makers and university administrators, considering the importance of each factor, invest and develop e-learning to provide better services to students and faculty.
Materials and Methods: This is an applied and descriptive-survey study. The sample includes 313 students studying at Zahedan University of Medical Sciences during 2016-2017, who were selected by simple random sampling. Data were collected using a researcher-made questionnaire and analyzed using statistical tests and SPSS software.
Results: The findings show that the six selected factors of this study affect the creation and development of e-learning from the viewpoint of Zahedan University of Medical Sciences students. From the highest to the lowest effect, these factors include the quality of information and content (4.25), learners’ willingness (4.11), system quality (4.10), facilitators (4.05), student-professor interaction (3.98) and professor quality (3.84).
Conclusion: According to the findings of the present study, it can be concluded that policy makers and university administrators, considering the importance of each factor, invest and develop e-learning to provide better services to students and faculty.
Emel Hoveyzi, Jila Najafpoor, Mehrdad Sharifi, Mansour Zahiri,
Volume 15, Issue 5 (1-2022)
Volume 15, Issue 5 (1-2022)
Abstract
Background and Aim: The growing health care needs of students actuated world Health Organization to develop School-based health projects in the last decades. The most important plan that has received worldwide attention and in Iran for nearly one decade is Health Promoting School (HPS) program which being implemented with collaboration of Ministries of Health and Education. Present qualitative study was conducted to evaluate this program implementation in Ahvaz education organization (District 1).
Materials and Methods: In this qualitative study data was collected by semi-structured interview. The study population consisted of school health experts affiliated with Ahvaz West Health Center and health deputy, health experts affiliated with education organization (District 1 and school headmasters and expert staffs in HPS (22 persons). The sampling was purposeful and the interviews continued until saturation of data. Content analysis was used for analysis of the data.
Results: Data analysis showed that most components of the HPS program in schools belong to education organization were not implemented properly. The major barriers were categorized into 5 and 47 main and subsidiary themes respectively. Poor stewardship and authority, policymaking and legislation, weaknesses in motivation, attitude and awareness of managers and experts, inadequacy in resources and infrastructure, ineptitude in program implementation and finally inappropriate evaluation system was specified as the main themes. According to results, some of the most important reasons for failure in HPS program consisted of, lack of functions definiteness between health deputy in ministry of health and education organization, job dissatisfaction in school health experts, not being a priority behalf education organization, insufficient delegation of authorized budget, lack of interpectoral cooperation between trustee organizations and indifference about program evaluation.
Conclusion: The most important challenge in the HPS program is the implementation barriers that make the establishment and implementation of this program almost ineffective. The serious and committed interaction between the ministry of Health and Education and between their respective provincial and county districts can provide the foundation for the implementation of this valuable program. A review of the organizational structure and executive framework of the program is also necessary.
Materials and Methods: In this qualitative study data was collected by semi-structured interview. The study population consisted of school health experts affiliated with Ahvaz West Health Center and health deputy, health experts affiliated with education organization (District 1 and school headmasters and expert staffs in HPS (22 persons). The sampling was purposeful and the interviews continued until saturation of data. Content analysis was used for analysis of the data.
Results: Data analysis showed that most components of the HPS program in schools belong to education organization were not implemented properly. The major barriers were categorized into 5 and 47 main and subsidiary themes respectively. Poor stewardship and authority, policymaking and legislation, weaknesses in motivation, attitude and awareness of managers and experts, inadequacy in resources and infrastructure, ineptitude in program implementation and finally inappropriate evaluation system was specified as the main themes. According to results, some of the most important reasons for failure in HPS program consisted of, lack of functions definiteness between health deputy in ministry of health and education organization, job dissatisfaction in school health experts, not being a priority behalf education organization, insufficient delegation of authorized budget, lack of interpectoral cooperation between trustee organizations and indifference about program evaluation.
Conclusion: The most important challenge in the HPS program is the implementation barriers that make the establishment and implementation of this program almost ineffective. The serious and committed interaction between the ministry of Health and Education and between their respective provincial and county districts can provide the foundation for the implementation of this valuable program. A review of the organizational structure and executive framework of the program is also necessary.
Ashraf Dehghani, Maryam Ghanbari Khoshnood, Somayeh Amini Sarteshnizi, Arezoo Farhadi,
Volume 17, Issue 1 (3-2023)
Volume 17, Issue 1 (3-2023)
Abstract
Background and Aim: The emergence and continuity of Corona has forced universities and higher education centers to change their educational strategy to take appropriate and consistent action to improve their educational programs. Due to the importance of e-learning and e-learning in response to these conditions, the present study investigated the experience of students of Hamadan University of Medical Sciences from e-learning in the Covid-19 crisis condition.
Materials and Methods: This was a qualitative research with an interpretive phenomenological approach. The purposeful sampling method was used. Semi-structured interviews were used to collect data. After the thirteenth interview, the theoretical saturation of the data was achieved and the interview process with the sixteenth person was completed. In order to analyze the text of the interviews, the Colaizzi method was used.
Results: From the analysis of the obtained data, three main themes: “Communication and interaction” with five sub-themes (lack of proper interaction between student/professor and student/student, lack of motivation, security and mental health, knowledge sharing and efficiency atmosphere in time and cost), “Management of time and learning style” with six sub-themes (low quality of teaching, stress, access and provision of resources, exam health, gaining experience and skills and opportunity to learn again and innovation in education) and “Infrastructure and technical facilities” were extracted with three sub-themes (weak support, ignoring educational equality and promoting media literacy). Weak interaction between professor and student, increasing level of anxiety and individual responsibility to achieve success in learning and weak technical and management infrastructure were the main challenges obtained from these three themes. Providing a platform for research, self-regulation and self-management in learning, increasing the knowledge and skills of information and communication technology are among the opportunities that are included in these themes.
Conclusion: The results of the current research require attention to the approach of interaction and communication between the learner and the learner, to review the methods of teaching and skill-learning, to improve the quality of electronic learning and to prepare suitable infrastructures for optimal use of electronic learning.
Materials and Methods: This was a qualitative research with an interpretive phenomenological approach. The purposeful sampling method was used. Semi-structured interviews were used to collect data. After the thirteenth interview, the theoretical saturation of the data was achieved and the interview process with the sixteenth person was completed. In order to analyze the text of the interviews, the Colaizzi method was used.
Results: From the analysis of the obtained data, three main themes: “Communication and interaction” with five sub-themes (lack of proper interaction between student/professor and student/student, lack of motivation, security and mental health, knowledge sharing and efficiency atmosphere in time and cost), “Management of time and learning style” with six sub-themes (low quality of teaching, stress, access and provision of resources, exam health, gaining experience and skills and opportunity to learn again and innovation in education) and “Infrastructure and technical facilities” were extracted with three sub-themes (weak support, ignoring educational equality and promoting media literacy). Weak interaction between professor and student, increasing level of anxiety and individual responsibility to achieve success in learning and weak technical and management infrastructure were the main challenges obtained from these three themes. Providing a platform for research, self-regulation and self-management in learning, increasing the knowledge and skills of information and communication technology are among the opportunities that are included in these themes.
Conclusion: The results of the current research require attention to the approach of interaction and communication between the learner and the learner, to review the methods of teaching and skill-learning, to improve the quality of electronic learning and to prepare suitable infrastructures for optimal use of electronic learning.
Maryam Bahrami, Somayeh Mohammadi, Mostafa Roshanzadeh, Samaneh Dehghan Abnavi, Ali Taj, Fatemeh Maraki,
Volume 17, Issue 4 (10-2023)
Volume 17, Issue 4 (10-2023)
Abstract
Background and Aim: Operating room students have experienced anxiety for various reasons that affect their educational process such as stitching. Due to the effective role of simulation in improving the education of students, this study was conducted with the aim of the effect of animal skin suturing simulation on the skill level and anxiety level of operating room students.
Materials and Methods: In this study, 30 people (75%) of the samples were aged 18-25 and 10 people (25%) of them were 26-35. 10 people (25%) were men and 30 people (75%) were women. Also, in terms of marriage, 7 people (17.5%) were married and 33 people (82.5%) were single. The present quasi-experimental study was performed with a two-group plan before and after with 40 operating room students of Shahrekord University of Medical Sciences (Shahrekord, Broujen) in 2020. The samples were randomly assigned to two test and control groups using the method based on the purpose of selection. Data were collected before and after the intervention by Spielberger Anxiety Tool and Suturing Skills Questionnaire and analyzed by SPSS software and descriptive and analytical statistical tests (Chi-square test, t-test, paired t-test).
Results: The t-test test showed that the mean of obvious anxiety in the intervention group (36.35±10.22) and the control group (41.15±7.92) after the intervention was not significant (P=0.346). Also, the mean hidden anxiety in the intervention group (36.65±10.47) and the control group (38.65±6.13) had no significant difference (P=0.089). The t-test test showed that there was a significant difference in sewing skills after the intervention in the two intervention groups (28.2±58.22) and the control group (23.42±3.12) (P=0.04).
Conclusion: The texture of suture mannequins is very different from human skin in terms of consistency, and it does not convey the same feeling of sutures on natural skin to students. On the other hand, it is easier to enter and exit and move the needle and thread in the sheepskin, and this provides the students with the possibility of stitching more easily. Therefore, it is suggested to buy and prepare sheep skin for training students and teach them stitches on it.
Mina Shirvani, Mostafa Roshanzadeh, Maryam Rabiey Faradonbeh, Razieh Mirzaeian,
Volume 18, Issue 2 (5-2024)
Volume 18, Issue 2 (5-2024)
Abstract
Background and Aim: Nursing students are exposed to various educational, family, and social stresses and various factors can affect their mental health. Therefore, in order to pay attention to different dimensions of health and investigate the effects of spirituality on health, the present study was conducted to determine the effect of fasting on the mental health of nursing students of Borujen Faculty of Medical Sciences.
Materials and Methods: The present semi-experimental study with a pre-test-post-test design was conducted in 2022 at Shahrekord University of Medical Sciences. Ninety nursing students of Borujen Faculty of Medical Sciences were selected by available methods and assigned to two intervention and control groups by a simple random method. The intervention in this study included at least 23 days of fasting during Ramadan. The data before and after the intervention were collected by the demographic information questionnaire and the 21-question depression, anxiety, and stress standard tool (DASS). The validity and reliability of this questionnaire were conducted for the first time in Iran by Sahebi et al. in 2005. SPSS was used for analysis. Descriptive statistical tests including frequency percentage, mean and standard deviation, and inferential statistical tests including t-test, paired t-test, analysis of variance, and chi-square were used.
Results: There was no significant difference in the total mental health score between intervention (32.32±11.62) and control (29.87±14.09) groups before the intervention (P=0.08). There was a significant difference in this score between intervention (20.6±5.71) and control (29.49±8.9) groups after the intervention (P=0.04). The total mental health score in the control group before (29.87±14.09) and after (29.49±8.9) the intervention had no significant difference (P=0.15); while in the intervention group before (32.32±11.62) and after (20.6±5.71) the intervention had a significant difference (P=0.001). Mental health dimensions before and after intervention, indicated that anxiety (P=0.04) and stress (P=0.003) decreased significantly after the intervention in the intervention group. However, there was no significant difference in the depression dimension (P=0.06).
Conclusion: According to the results, it should be said that regular and periodic examination of the health level, and the promotion of educational and training programs on the subject of fasting to improve mental health, should be considered.
Materials and Methods: The present semi-experimental study with a pre-test-post-test design was conducted in 2022 at Shahrekord University of Medical Sciences. Ninety nursing students of Borujen Faculty of Medical Sciences were selected by available methods and assigned to two intervention and control groups by a simple random method. The intervention in this study included at least 23 days of fasting during Ramadan. The data before and after the intervention were collected by the demographic information questionnaire and the 21-question depression, anxiety, and stress standard tool (DASS). The validity and reliability of this questionnaire were conducted for the first time in Iran by Sahebi et al. in 2005. SPSS was used for analysis. Descriptive statistical tests including frequency percentage, mean and standard deviation, and inferential statistical tests including t-test, paired t-test, analysis of variance, and chi-square were used.
Results: There was no significant difference in the total mental health score between intervention (32.32±11.62) and control (29.87±14.09) groups before the intervention (P=0.08). There was a significant difference in this score between intervention (20.6±5.71) and control (29.49±8.9) groups after the intervention (P=0.04). The total mental health score in the control group before (29.87±14.09) and after (29.49±8.9) the intervention had no significant difference (P=0.15); while in the intervention group before (32.32±11.62) and after (20.6±5.71) the intervention had a significant difference (P=0.001). Mental health dimensions before and after intervention, indicated that anxiety (P=0.04) and stress (P=0.003) decreased significantly after the intervention in the intervention group. However, there was no significant difference in the depression dimension (P=0.06).
Conclusion: According to the results, it should be said that regular and periodic examination of the health level, and the promotion of educational and training programs on the subject of fasting to improve mental health, should be considered.
Shaqayeq Taghizadeh, Shahnam Sedigh Mroufi, Kimia Khonakdar, Atiyeh Sadat Sajadi, Alireza Babajani,
Volume 19, Issue 2 (7-2025)
Volume 19, Issue 2 (7-2025)
Abstract
Background and Aim: Learning style refers to each learner’s preferred approach to receiving, processing, and retaining information. It is considered one of the key factors influencing the effectiveness of teaching and learning processes. This study aimed to examine the relationship between learning styles based on the VARK model and gender, academic performance, and academic semester among undergraduate anesthesia students at Iran University of Medical Sciences (IUMS).
Materials and Methods: This descriptive-analytical (cross-sectional) study was conducted during the 2022–2023 academic year using a census sampling method on 65 undergraduate anesthesia students enrolled in the 2nd, 4th, and 6th semesters at IUMS. Data were collected using the validated VARK questionnaire with a Cronbach’s alpha reliability coefficient of 98.6 Statistical analysis was performed using SPSS software, employing descriptive statistics (mean and frequency) and inferential tests (Chi-square and ANOVA). A significance level of P<0.05 was considered.
Results: Out of 60 fully completed questionnaires (32 female and 28 male students), 86.7% of students reported using a single (unimodal) learning style, while 13.3% used multiple (multimodal) styles. The predominant learning style was auditory (46.7%), followed by kinesthetic (23.3%), while visual style was the least frequent (5%). Among multimodal learners, the most common combination was auditory–kinesthetic (6.7%). In all academic semesters (2nd, 4th, and 6th), auditory style remained dominant, with no significant differences found across semesters (P=0.094). Similarly, no significant association was observed between learning styles and gender (P=0.229). ANOVA results indicated no significant relationship between learning styles and academic performance, with a mean GPA of 17.05 (P=0.345).
Conclusion: The findings indicated that most students preferred a single learning style, particularly the auditory modality, with no significant differences based on gender, academic semester, or academic performance. Identifying students’ learning styles and aligning teaching methods accordingly may enhance the teaching–learning process. It is recommended that learning style assessments be conducted at the beginning of academic programs and considered in curriculum planning. Further studies with larger and more diverse samples are suggested to evaluate the impact of learning style-based instruction on student satisfaction and academic achievement.
Materials and Methods: This descriptive-analytical (cross-sectional) study was conducted during the 2022–2023 academic year using a census sampling method on 65 undergraduate anesthesia students enrolled in the 2nd, 4th, and 6th semesters at IUMS. Data were collected using the validated VARK questionnaire with a Cronbach’s alpha reliability coefficient of 98.6 Statistical analysis was performed using SPSS software, employing descriptive statistics (mean and frequency) and inferential tests (Chi-square and ANOVA). A significance level of P<0.05 was considered.
Results: Out of 60 fully completed questionnaires (32 female and 28 male students), 86.7% of students reported using a single (unimodal) learning style, while 13.3% used multiple (multimodal) styles. The predominant learning style was auditory (46.7%), followed by kinesthetic (23.3%), while visual style was the least frequent (5%). Among multimodal learners, the most common combination was auditory–kinesthetic (6.7%). In all academic semesters (2nd, 4th, and 6th), auditory style remained dominant, with no significant differences found across semesters (P=0.094). Similarly, no significant association was observed between learning styles and gender (P=0.229). ANOVA results indicated no significant relationship between learning styles and academic performance, with a mean GPA of 17.05 (P=0.345).
Conclusion: The findings indicated that most students preferred a single learning style, particularly the auditory modality, with no significant differences based on gender, academic semester, or academic performance. Identifying students’ learning styles and aligning teaching methods accordingly may enhance the teaching–learning process. It is recommended that learning style assessments be conducted at the beginning of academic programs and considered in curriculum planning. Further studies with larger and more diverse samples are suggested to evaluate the impact of learning style-based instruction on student satisfaction and academic achievement.
Mahnaz Moghadari Koosha, Iraj Salehi, Elaheh Mousavi, Mohammad Reza Safari, Nasim Alipour, Hossein Vakili Mofrad,
Volume 19, Issue 4 (11-2025)
Volume 19, Issue 4 (11-2025)
Abstract
Background and Aim: The hidden curriculum is considered the most powerful means of transmitting professional values. Given the critical importance of managing the hidden curriculum to institutionalize professional ethics and professionalism within health higher education institutions, the present study was conducted to explore the perceptions of operating room and anesthesia students and instructors regarding the impact of the hidden curriculum on the promotion of professional ethics.
Materials and Methods: This study was conducted using a qualitative approach based on conventional content analysis. The study population included final-year students and instructors from the operating room and anesthesia disciplines at Hamadan University of Medical Sciences. Participants were selected through purposive and theoretical sampling methods. Data were collected via in-depth, semi-structured interviews. Data saturation was achieved after conducting 24 interviews. The data analysis followed the qualitative content analysis approach proposed by Graneheim and Lundman (2004), and was carried out in seven steps: 1. familiarization with the data, 2. identification of meaning units, 3. initial coding, 4. formation of subcategories, 5. development of categories, 6. extraction of themes, and 7. final review.
Results: The content analysis of the interviews resulted in the identification of 456 initial codes. Following refinement and consolidation, these codes were organized into four overarching categories and ten subcategories. The main categories comprised: ‘Components of the hidden curriculum in professional ethics education’, ‘Mechanisms through which the hidden curriculum exerts influence’, ‘Consequences of the hidden curriculum’, and ‘Strategies for enhancing professional ethics’. The findings indicated that the hidden curriculum, manifested through the behavioral patterns of faculty members and instructors, organizational culture, and interpersonal interactions, plays a pivotal role in shaping students’ ethical attitudes and behaviors. Furthermore, the hidden curriculum, through processes of unconscious learning, reinforcement or erosion of formal values, and the manner in which rules are implemented, can yield both positive outcomes—such as the development of ethical decision-making skills—and negative outcomes, including diminished ethical sensitivity.
Conclusion: This study revealed that the hidden curriculum in operating room and anesthesia education functions as a dual-force phenomenon. On one hand, it fosters the development of professional ethics through constructive role modeling and authentic clinical experiences. On the other hand, it can contribute to ethical erosion by conveying contradictory messages and unhealthy norms. Achieving sustainable ethical learning requires active management of the hidden curriculum through three key strategies: aligning the formal and hidden curricula, empowering instructors as agents of ethical value transmission, and shifting the organizational culture paradigm toward learning from error.
Materials and Methods: This study was conducted using a qualitative approach based on conventional content analysis. The study population included final-year students and instructors from the operating room and anesthesia disciplines at Hamadan University of Medical Sciences. Participants were selected through purposive and theoretical sampling methods. Data were collected via in-depth, semi-structured interviews. Data saturation was achieved after conducting 24 interviews. The data analysis followed the qualitative content analysis approach proposed by Graneheim and Lundman (2004), and was carried out in seven steps: 1. familiarization with the data, 2. identification of meaning units, 3. initial coding, 4. formation of subcategories, 5. development of categories, 6. extraction of themes, and 7. final review.
Results: The content analysis of the interviews resulted in the identification of 456 initial codes. Following refinement and consolidation, these codes were organized into four overarching categories and ten subcategories. The main categories comprised: ‘Components of the hidden curriculum in professional ethics education’, ‘Mechanisms through which the hidden curriculum exerts influence’, ‘Consequences of the hidden curriculum’, and ‘Strategies for enhancing professional ethics’. The findings indicated that the hidden curriculum, manifested through the behavioral patterns of faculty members and instructors, organizational culture, and interpersonal interactions, plays a pivotal role in shaping students’ ethical attitudes and behaviors. Furthermore, the hidden curriculum, through processes of unconscious learning, reinforcement or erosion of formal values, and the manner in which rules are implemented, can yield both positive outcomes—such as the development of ethical decision-making skills—and negative outcomes, including diminished ethical sensitivity.
Conclusion: This study revealed that the hidden curriculum in operating room and anesthesia education functions as a dual-force phenomenon. On one hand, it fosters the development of professional ethics through constructive role modeling and authentic clinical experiences. On the other hand, it can contribute to ethical erosion by conveying contradictory messages and unhealthy norms. Achieving sustainable ethical learning requires active management of the hidden curriculum through three key strategies: aligning the formal and hidden curricula, empowering instructors as agents of ethical value transmission, and shifting the organizational culture paradigm toward learning from error.
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