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بررسی موانع پژوهشی در هر رشته‌ی علمی اهمیت خاصی دارد و می‌تواند ضعف وکمبودهای آن رشته را نمایان نماید. این مطالعه به منظور تعیین دیدگاه اعضای هیأت علمی در ارتباط با موانع انجام تحقیقات پژوهش در آموزش انجام گرفت. طی یک مطالعه‌ی توصیفی مقطعی و با استفاده از پرسشنامه خودساخته و ساختار یافته روا و پایا، نظر50 نفر از اعضای هیأت علمی با نمونه‌گیری به روش سرشماری درباره موانع فردی و سازمانی پژوهش مورد ارزیابی قرار دادیم. یافته‌ها نشان داد، مهمترین موانع فردی در انجام تحقیقات آموزشی: تمایل و علاقه بیشتر به تدریس نسبت به انجام این تحقیقات 50 نفر (100%)، عدم علاقه به انجام ‌آن 47 نفر (94%) و اهمیت بیشتر کارهای درمانی 44 نفر (7/93%)، موانع سازمانی: در نظر گرفتن مطالعات پژوهش در آموزش در سطح دوم تحقیقات 45(7/93%)، تمایل کم مسؤولان نسبت به این تحقیقات 44 نفر (6/91%) و کمبود نیروهای مشاوره‌ای متخصص 45 نفر (6/91%) از مهمترین موانع مؤثر بر اجرای آن بوده است. میانگین نمره‌ی موانع فردی (9/9± 2/72) با اختلاف کاملاً معناداری بالاتر از موانع سازمانی (02/9±1/63) بوده است. (P

Introduction: In recent decades, many high-level policy documents of the country have emphasized the need for mission-oriented focus and differentiation of scientific institutions to achieve scientific authority. The aim of this study was to quantify the scientific authority of the best evidence-based indicators and the desirable model in Jahrom University of Medical Sciences. Materials and Methods: In this research, which was conducted through expert decision-making and the hierarchical group decision-making model to design. Initially, nominal groups from various departments provided their prominent indicators and reviewed their current status in terms of weaknesses, strengths, opportunities, and threats. In multiple expert panels with 5 specialized sessions, the current situation was analyzed by combining the 4 components of the strategic plan, the prominent indicators were quantified, and then the main priorities were explained in order of priority by weighting the indicators from the Group Analytic Hierarchical Process. Results: The results of the hierarchical group decision-making model in determining the prominent indicators of the university showed that the fields of education, research, infrastructure/human resources, and medical services are identifiable. Each indicator has many sub indicators and model design as an authority in university. Conclusion: Based on the research findings, universities can establish scientific authority, along with the available evidence, can provide a basis for the development of universities in line with the country's scientific development plan. It is crucial to clarify the identities of universities and develop suitable operational programs to facilitate the realization of these goals. [ABSTRACT FROM AUTHOR]

Introduction: The lack of a uniform and agreed program in medical ethics education has led to the neglect of many essential features to provide an effective medical ethics course. The role of the students in selfassessment and the construction of the knowledge they need is necessary through methods that enable rethinking performance. Therefore, this study aimed to investigate the students' experiences of comprehensive ethics education based on a case study method and the combined learning approach in a phenomenological study. Methods & Materials: In this qualitative study with a phenomenological approach, 70 medical students participated in the physiopathology course who had passed the medical ethics course. The data collection tool was a semistructured interview in the individual and focus groups on students' experiences of the intervention and its impact on learning. All writings were considered as units of analysis, including: semantic units, codes, subtopics and then themes were extracted so that the accuracy and robustness of the data was done using the criteria proposed by Lincoln and Guba. Results: Students have listed their experiences in teaching ethics as a comprehensive student-centered education in 8 sub-areas and 3 areas. Areas included: 1- Applied training with sub-domain (content application level, training in practice, training load), 2- Challenging training (contradiction in practice, challenge of ambiguity), 3- Contradiction in practice (role models, objective training, real experience). Conclusion: The present study results showed that this method of education in practice could provide the basis for examining the challenges of medical ethics and resolving ethical contradictions in the clinical environment in students' minds. Therefore, using this method in teaching medical ethics is felt and recommended. [ABSTRACT FROM AUTHOR]