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Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

Background: Today, methods that enable students to benefit from online programs to the fullest and learn independently and self-directed are of critical importance. Many scales have been developed to measure self-directed learning in the physical classroom. This study was conducted to design and assess the psychometric properties of an instrument to assess learning process in a virtual environment. Materials and methods: A questionnaire for assessing s learning process in a virtual environment was developed following six steps. The process began with a systematic search for related articles. A qualitative study was then conducted to identify self-directed learning strategies and processes in virtual environments. The identified strategies were then compared with those from a literature review, and the scale items were developed accordingly. Expert validation, exploratory factor analysis, and reliability analysis were conducted to ensure questionnaire validity and reliability. This study included online postgraduate students from Iranian medical science universities in 2019. Results: The scale consisted of 5 factors and 44 items. In exploratory factor analysis, five subscales explained 90% of the total variance. Cronbach's alpha was 0.91 for the total scale. The interclass correlation coefficient between the test and retest was 0.77. Conclusion: A questionnaire designed to assess learning process in a virtual environment for postgraduate virtual students has reasonable psychometric properties, including reasonable internal reliability and construct validity.

The increasing growth of technology affects all aspects of life, including the system of education, and requires the implementation of a new education system. Since Electronic-learning (E-L) is a new and mutated form of education in Iran, its professional functions approach is different from that of traditional education. The present article aims to explain the concept and dimensions of professional functions in this field. Through a qualitative study, method and data source triangulation were used. To do so, the data sources were the professors, scholars, students, and graduates of this educational system in the field of medical sciences. To triangulate the methods, in-depth semi-structured interviews as well as focus groups, note-taking and reminders were used. The purposeful sampling consisted of 10 professors and scholars. Fifteen students and graduates participated in the four-session focus group discussions purposeful, and the sample consisted of 10 professors and scholars as well as seven students and graduates, and a total of 15 students and graduates were willing to participate in the focus group discussions. Inductive content analysis was used for the analysis of data. Three themes arose from the study as follows: E-learning prerequisites, E-Leaning enabling factors, and E-Learning obstacles. Each of the themes is explained along with the relevant categories and subcategories. Discovering the dimensions and elements affecting professional functions in the E-L system of medical sciences, this study provided documented meanings and dimensions of this phenomenon beyond the conventional sense. These dimensions can have direct or indirect impacts on professional functions in this field.

Background: Due to the increasing number of online educations, traditional methods for evaluation of different on-line education methods are not suitable and there is a need for a valid and reliable tool in this field. This study aimed to examine the validity and reliability of the Student Evaluation of Online Teaching Effectiveness (SEOTE) questionnaire among Medical Sciences' students in Tabriz, Iran. Methods: Using convenience sampling method, the present study included 230 students of Medical Sciences (e.g., mean age of 21.96 ±3.47 years) in Tabriz, Iran. The SEOTE questionnaire was used to collect the data. Forward-backward translation, construct validity and content validity were utilized to check the validity of the questionnaire. In addition, temporal stability was calculated using the test-retest method and Internal Consistency Coefficient (ICC). Results: It was confirmed that the SEOTE has appropriate content validity using the content validity index (CVI) of 0.80 and content validity ratio CVR of 0.70. Exploratory factor analysis (EFA) identified the following two factors for domain identification of "communication" and "learning". A Cronbach's alpha of 0.97 was obtained for the questionnaire's reliability, and ICC was used to confirm the temporal stability of the questionnaire (95% Confidence Interval [CI]: 0.966-0.977). Conclusion: This study confirms that the Persian version of SEOTE questionnaire is a valid and reliable tool for evaluation of on-line teaching among Medical Sciences' students. [ABSTRACT FROM AUTHOR]

Introduction: In medical education, department chairs should play a significant role. The present qualitative study was conducted to identify factors that influence the performance improvement of department chairs at medical schools in Iran. Methods: The study was conducted in Iran in 2022 and used a thematic analysis method. Using a purposeful sampling method, 20 participants were invited to participate, including medical school deans and department chairs. Focus group discussion (FGD) was used for qualitative data gathering. Braun and Clarke's thematic analysis was used to analyze data. Results: There were 18 males and 2 females among the participants. The mean age of the participants was 45±4 years. Five overarching themes were formulated: human resource management, organizational behavior management, performance support system, leadership, and financial resources. Also, nine subthemes emerged, including performance evaluation, job and work design, educational and non-educational support, motivational efforts, organization culture, organizational knowledge management, planning for change, and financing. Conclusions: In this study, we found factors influencing DC performance improvement. Department chairs' effective performance may have a positive impact on department operations, processes, or outcomes. [ABSTRACT FROM AUTHOR]

Background: In medical education, determining the strengths, weaknesses, desirability, and success of training courses from the perspective of its stakeholders is of particular importance because it can be the basis for subsequent decisions. Objectives: This cross-sectional research investigated the virtual summer semester from the perspectives of its many stakeholders. Methods: We conducted a multi-methods cross-sectional study. First, remote qualitative interviews were conducted with teachers and heads of departments to explain the features of the virtual summer semester course from their perspective. Twelve teachers and heads of departments participated in qualitative interviews using the intensity sampling method. A matrix was created in Microsoft Word according to the qualitative interview questions (web and telephone), and the answers were categorized based on thematic review. In the second phase, a mini literature review was conducted to develop the desirability and success indicators of online learning courses using questionnaires and checklists. In the third phase, a questionnaire-based survey was conducted among students (82 people). In the last phase, a checklist-based survey was performed among various stakeholders (100 people). Quantitative and qualitative data about the virtual summer semester course have been collected from 194 individuals. Results: Based on the thematic review of remote qualitative interviews and created matrix, strengths, weaknesses, and suggestions for improving this course were categorized. Based on descriptive statistics, the mean and SD of the age of teachers and heads of departments participating in the interview was (52.5 ± 8.68), and the mean and SD of the age of students participating in the questionnaire-based survey was (22.10 ± 2.78). In addition, the mean and SD of the age of students, teachers, heads of departments, and course executive team participating in the checklist-based survey were respectively (22.5 ± 3.5), (49.1 ± 7.5), (54.0 ± 2.8) and (34.3 ± 4.9). The findings of the questionnaire-based survey revealed that about 91% of the students have a positive attitude towards the course. In this regard, the average score of the students on all items about the desirability of the course was higher than the hypothetical average (P = 0.048). In addition, the quantitative findings indicated that all the stakeholders had evaluated the course as successful in terms of the organizational capacity of Smart University of Medical Sciences, pedagogy and educational effectiveness, and sufficient and capable human resources. In this regard, the average score of the course success factors differs from stakeholder to stakeholder for the organizational capacity (P = 0.004) and for the two components of pedagogy and educational effectiveness (P = 0.035) and sufficient and competent human resources (P = 0.043). Conclusions: According to the results and the conditions of the COVID-19 pandemic and its effect on medical education, these short-term and intensive structured virtual courses can be expanded and developed into regular semesters. The course's sustainability can be maintained by continual improvement. [ABSTRACT FROM AUTHOR]

To assess the effectiveness of e-learning methods in comparison with traditional learning on physiotherapy students' knowledge, skills and satisfaction/attitude. Seven databases including PubMed, Web of Science, Embase, Scopus, ProQuest, Ovid SP and Cochrane were searched until October 2021. Randomised controlled trials (RCTs) that compared e-learning with traditional learning or another form of digital education among physiotherapy students and assessed knowledge, skills and satisfaction/attitude were included. Cochrane effective practice and organisation of care tool was used to assess risk of bias. Nineteen RCTs were included. The results suggested that blended learning approach is better than traditional methods for improving skills and satisfaction/attitude in physiotherapy students, with moderate to low level of evidence. There was no difference between blended learning and traditional learning for knowledge acquisition. Pure e-learning revealed an equal result with traditional learning in all measured outcomes. Due to limited number of studies that compared one e-learning method with another form of digital education, the findings were inconclusive. e-Learning methods made changes in knowledge, skills, satisfaction/attitude. Based on moderate to low evidence, blended learning method may be more effective than traditional learning in terms of skill acquisition and satisfaction/attitude. [ABSTRACT FROM AUTHOR]

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill. [ABSTRACT FROM AUTHOR]

Introduction: The coronavirus disease 2019 (COVID-19) pandemic has caused serious public health problems and compromised the health of individuals and communities. This study aimed to evaluate a Distance e-Learning from the perspective of medical students in the Gynecology ward during the COVID-19 Pandemic. Material and methods: This cross-sectional study was conducted at the Iran University of Medical from the September 2020 to September 2021. The study sample included 130 medical students who participated in distance training courses in the gynecology ward during the COVID-19 pandemic. All medical students were included for the study. Medical students (externs and interns), who received Distance eLearning in the gynecology ward during the study, were included. The self-administered questionnaire was used in this study. Questionnaires was developed through literature review and consultation with gynecology and eLearning experts. Face and content validity was established by eight experts. Internal consistency was assessed with Cronbach's alpha. Results: The questionnaire was sent to 170 medical students. Of the 130 respondents 65% were female and 35% were male. There were 57 (43.8%) externs and 73 (56.2) interns. Most students agreed that mobile devices increase their learning and home is the preferred place for participation in DE. Most students (66.9%) either strongly disagreed or disagreed that Distance e-Learning was an appropriate method for learning basic clinical skills.72.3% of respondents strongly disagreed or disagreed that Distance e-Learning provided them an opportunity to practice clinical skills effectively. Most medical students (69.3%) strongly agreed or agreed that Distance e-Learning created more opportunities to apply theoretical knowledge directly to medical practice. Discussion: The results of the online survey suggest that medical students have found both positive and negative aspects of clinical learning by DEL format in Gynecology ward. [ABSTRACT FROM AUTHOR]

This article discusses the integration of post-publication peer review (PPPR) as a strategy to address research misconduct arising from artificial intelligence (AI). The use of AI in scientific research has revolutionized the field, but it also presents ethical concerns such as algorithmic bias, data bias, and privacy issues. PPPR, which involves reviewing journal articles after they have been published, offers an iterative feedback process that enhances the honesty and integrity of research. By combining PPPR with AI-generated research, the quality, transparency, and accountability of academic papers can be improved, reducing the likelihood of misconduct and fostering community collaboration. [Extracted from the article]

Background. The lack of attention of nursing professors to students' learning styles can cause academic failure. The results of studies on the relationship between students' learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students' learning styles. More studies are recommended to shed more light on this area of research. [ABSTRACT FROM AUTHOR]

The increasing growth of technology affects all aspects of life, including the system of education, and requires the implementation of a new education system. Since Electronic-learning (E-L) is a new and mutated form of education in Iran, its professional functions approach is different from that of traditional education. The present article aims to explain the concept and dimensions of professional functions in this field. Through a qualitative study, method and data source triangulation were used. To do so, the data sources were the professors, scholars, students, and graduates of this educational system in the field of medical sciences. To triangulate the methods, in-depth semi-structured interviews as well as focus groups, note-taking and reminders were used. The purposeful sampling consisted of 10 professors and scholars. Fifteen students and graduates participated in the four-session focus group discussions purposeful, and the sample consisted of 10 professors and scholars as well as seven students and graduates, and a total of 15 students and graduates were willing to participate in the focus group discussions. Inductive content analysis was used for the analysis of data. Three themes arose from the study as follows: E-learning prerequisites, E-Leaning enabling factors, and E-Learning obstacles. Each of the themes is explained along with the relevant categories and subcategories. Discovering the dimensions and elements affecting professional functions in the E-Lsystem of medical sciences, this study provided documented meanings and dimensions of this phenomenon beyond the conventional sense. These dimensions can have direct or indirect impacts on professional functions in this field. [ABSTRACT FROM AUTHOR]

Introduction: The objective of the present study is to assess the reliability and validity of the Persian version of the questionnaire for identifying barriers and levers to best hand hygiene practice among healthcare practitioners. Methods: In this validation study, the 210 healthcare practitioners were recruited by convenience sampling. All the participants competed the Persian version of the questionnaire that was developed and validated by Dyson and et al. All analyses were done through SPSS, version 20 and Mplus version 5.1. Results: From 210 participants, 85.47% were men and the percent mean of self-reported compliance with hand hygiene was 77.17%. Explanatory factor analysis extracted ten factor for the questionnaire that explained 68.86% of the total variance overall. Also, factor analysis the Persian version the questionnaire was consistent with the factor structure of the original questionnaire. The confirmatory factor analysis was performed and indicated the adequacy of assumed theoretical model. Conclusions: The Persian version of the questionnaire can be applied as the reliable and valid tool in the researches for identifying barriers and levers to best hand hygiene practice among healthcare practitioners. [ABSTRACT FROM AUTHOR]

Delphi as a consensus development technique enables anonymous, systematic refinement of expert opinion with the aim of arriving at a combined or consensual position. In this study, we determined the criteria and their weights for Iranian Medical Schools' ranking through a Delphi process. An expert committee devised 13 proposed criteria with 32 indicators with their weights, which were arranged hierarchically in the form of a tree diagram. We used the Delphi technique to reach a consensus on these criteria and weights among the deans of 38 public Iranian medical schools. For this purpose, we devised and sent a questionnaire to schools and asked them to suggest or correct the criteria and their weights. We repeated this process in two rounds till all the schools reached an acceptable consensus on them. All schools reached a consensus on the set of 13 criteria and 30 indicators and their weights in three main contexts of education, research and facilities, and equipment which were used for Medical Schools' ranking. Using Delphi technique for devising the criteria and their weights in evaluation processes such as ranking makes their results more acceptable among universities. [ABSTRACT FROM AUTHOR]

Introduction: Professionalism is an important measure of the efficacy of the medical education. Some studies showed that dominant values changed during clinical education, and some negative values might replace positive ones. In this regard, this study aimed to explore barrier to professionalism in clinical medical education., Methods: This was a qualitative study conducted with the content analysis method. A total of 34 interviews with 23 participants were done., Results: Two hundred forty-eight original codes were extracted from the research data, which were classified under the theme of "Academic Exhaustion" and the four following categories: "stressful environment, "human conflict," "Poor Inter professional collaboration," and "emotional exhaustion.", Discussion: It can be admitted that having full knowledge of the factors influencing professionalism from the viewpoint of stakeholders can improve the environmental and organizational conditions to prevent professional misconduct., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)

Introduction: Selection of the managers and leaders is a major concern of leading organizations. Recruitment of the qualified individuals in an educational organization depends on effective selection techniques. The present study reports the experience of Tehran University of Medical Sciences (TUMS) in designing a framework for selection of school dean., Materials and Methods: First, a literature review was conducted to identify the common frameworks for the selection of deans in academic environment. Then, the perceptions of key stakeholders were collected via focus group discussions. Thematic analysis was used to categorize participants' comments. Following, an institutional guideline for selection of school dean was developed based on the derived themes and subthemes by a task force and approved by the board of directors., Results: Three themes and nine subthemes were extracted, resulting in the selection framework for the school dean at TUMS with three phases of preparation, selection, and appointment. The preparation phase includes organizational needs analysis, designing the selection strategy and determining the eligibility of nominee. In the selection phases, various methods such as personal resume, interview, and consultation with beneficiaries were recommended, and the appointment phase includes formal appointment of the selected nominee by the university chancellor., Conclusions: We developed a framework for selection of school dean at TUMS. It recognizes the process that top managers would look out when selecting school deans. The framework may result to choose the proper individuals who have suitable plans and stronger Curriculum Vitae, while involving key stakeholders and collecting wisdom., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)

Purpose: It is essential to adjust the responsibilities and function of medical education offices (MEOs) in regard to the current societal requirements. Therefore, it is a good idea to learn lessons from the experiences about the establishment and function of these offices around the world. The aim of the present study was to carry out a comparative study to investigate the function and structure of MEOs at some of the medical universities from America, Europe, and Asia., Subjects and Methods: This is a comparative, descriptive study that was conducted in 2015. Eleven offices around the world (in America, Europe, and Asia) were selected for the study. Expert group discussion and literature review were used in order to select research sample. The data were gathered using self-constructed checklists. Content and face validity of the checklist was assessed by gathering feedback from experts. The Kappa coefficient was used to determine the inter-rater reliability., Results: All the 11 offices in our study (100%) dealt with the issues of faculty development and research and scholarship activities. Only one out of the 11 offices (27%) dealt with the issues of society and patient education. Five out of the 11 offices (36%) dealt with the continuing medical education and continuing professional development. Consultation services are provided at seven of the 11 offices (64%)., Conclusions: This study revealed both commonalities and differences in the function and structure of MEO among the 11 offices we examined. Based on this study, effective goals and strategies for MEO can be recommended., Competing Interests: There are no conflicts of interest.