Search

Introduction: Regarding the relationship between students' academic progress and their performance after graduation and considering the important role of entrance quota to the university in the academic progress of students, this study was designed to compare the academic progress of students of the service commitment quota with other quotas in Kashan University of Medical Sciences. Methods: This cross-sectional study was conducted in the academic year 2021 on 337 incoming medical students of Kashan University of Medical Sciences by census method. Demographic variables and information related to students' academic performance were extracted from the Hamava system and through the university education department. The collected data were analyzed through ANOVA, chi-square, LSD and Mann-Whitney tests. Results: As to comparing the academic performance of students based on the method of admission, the students of the service commitment quota had the lowest average of the basic science (14.77±1.61) and the total average until the end of physiopathology (14.75±1.54) and their diploma grade (P=0.046, F=3.80), entrance exam score (p0.05). Conclusion: The results revealed that, in general, the academic status of students of the service commitment quota were lower than that of daily students and similar to students of self-governing campuses. It is recommended that the educational officials should take measures to improve the academic performance of students of the service commitment quota.

Background: The gap between research and practice is one of the important challenges of the health system. A possible answer to this challenge is knowledge translation. This research was designed and conducted to assess the status of knowledge translation in Kashan University of Medical Sciences in 2022. Materials and Methods: This cross-sectional study was conducted in 2022 on a sample of 114 faculty members of Kashan University of Medical Sciences using convenience sampling. The research tool was the knowledge translation questionnaire, which was designed and validated by the knowledge translation committee of Tehran University of Medical Sciences. The collected data were analyzed through SPSS software and using one-sample t-tests, independent t-tests, analysis of variance, Mann-Whitney U and repeated measurements. Results: The mean score of knowledge translation was 2.73±0.54 and each of the dimensions of audience needs assessment, knowledge production and knowledge application were 2.68±0.65, 2.82±0.59 and 2.67±0.57, respectively, which have a significant difference with the average limit of 3. »Knowledge application« dimension had the lowest and »Knowledge production« dimension had the highest average. Also, there was no statistically significant difference between the overall average score of knowledge translation and each of its dimensions with department, work experience, executive position, education level and attending knowledge translation training workshops and the number of research projects of the studied faculty members. Conclusion: The results show that the status of knowledge translation in Kashan University of Medical Sciences is lower than the average level and far from the desired level. Therefore, it is necessary to take measures to facilitate the process of knowledge translation in the university and improve its conditions.

Background: The gap between research and practice is one of the important challenges of the health system. A possible answer to this challenge is knowledge translation. This research was designed and conducted to assess the status of knowledge translation in Kashan University of Medical Sciences in 2022. Materials and Methods: This cross-sectional study was conducted in 2022 on a sample of 114 faculty members of Kashan University of Medical Sciences using convenience sampling. The research tool was the knowledge translation questionnaire, which was designed and validated by the knowledge translation committee of Tehran University of Medical Sciences. The collected data were analyzed through SPSS software and using one-sample t-tests, independent t-tests, analysis of variance, Mann-Whitney U and repeated measurements. Results: The mean score of knowledge translation was 2.73±0.54 and each of the dimensions of audience needs assessment, knowledge production and knowledge application were 2.68±0.65, 2.82±0.59 and 2.67±0.57, respectively, which have a significant difference with the average limit of 3. »Knowledge application« dimension had the lowest and »Knowledge production« dimension had the highest average. Also, there was no statistically significant difference between the overall average score of knowledge translation and each of its dimensions with department, work experience, executive position, education level and attending knowledge translation training workshops and the number of research projects of the studied faculty members. Conclusion: The results show that the status of knowledge translation in Kashan University of Medical Sciences is lower than the average level and far from the desired level. Therefore, it is necessary to take measures to facilitate the process of knowledge translation in the university and improve its conditions.

Background: Moral intelligence has a direct effect on the professional performance of individuals, desirable health services and reduction of medical costs. This study was aimed to evaluate the moral intelligence of trainees and medical interns of Kashan University of medical sciences in 2021. Materials and Methods: This descriptive cross-sectional study was performed in 2021 on clinical students. Sampling was done by stratified random sampling among medical trainees and interns. A total of 209 people participated in the study. The data collection tool was Lenick and Kiel Moral Intelligence Questionnaire. Data were analyzed using SPSS software. Results: The results of this study showed that the mean score of students' moral intelligence was 71.75. 9.15 (good). In examining the dimensions of moral intelligence, honesty with a score of 73.15±10.44 has the highest score and forgiveness with a score of 10.92±68.06 has the lowest score. The difference in the mean score of moral intelligence in the dimension of responsibility was significant (P=0.03). Moral intelligence and all its dimensions except empathy were lower in dormitory students than in students living in a private home with family. Conclusion: Considering the level of moral intelligence score of medical students in clinical courses, there is a need to revise the ethical guidelines for the development of moral intelligence.