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Background: Achieving procedural skills is one of the pillars of health higher education which is in line with the social responsibility of medical education. Since it is not possible to encounter important cases in bronchoscopy during the training course, the common cases that the students encounter in their future work environment were prepared as an educational video. Therefore, the purpose of this study was to find out the impact of using bronchoscopy educational video intervention on medical assistants' knowledge, skill, and medical error comparing it with the traditional method at Dr. Masih Daneshvari Hospital. Materials and Methods: In this experimental study, two groups were randomly assigned: the experimental and the control. Each one consists of 15 participants. The first group used mannequins (traditional method) and the second used multimedia as the experimental group. Both groups were evaluated by pre and post-tests. Multiple choices (MCQs) were given to evaluate the knowledge and a checklist for skills. A comparison of the impact of intervention before and after education in both groups was statistically analyzed using the independent t-test. Results: There were statistically significant differences between the experimental group and the control group at a significance level of 0.042 for the skill. An average increase of 3 points was observed in the experiment group, while the control group increased by 1.4 points. No significant difference was seen for knowledge. The number of patients with pneumothorax was also decreased. Conclusion: Results showed that the multimedia training method effectively promotes the assistants' skills and reduces medical errors following bronchoscopy Administration. It is recommended to use educational videos (multimedia) to improve assistants' skills. It is suggested to apply the new model of education rather than sticking to the traditional one. [ABSTRACT FROM AUTHOR]

Background: The autonomy of faculty members is vital for making the right decision in their work and professional development. Given the need and lack of appropriate tools to measure the autonomous work behavior of faculty members, the current study was conducted with the collaboration of the faculty members from Shahid Beheshti University of Medical Sciences, aiming at assessing the psychometrics of the Persian version of a scale for assessing autonomous work behavior of faculty members in Iran. Methods: The Persian version of a scale developed by Evers et alwas validated in this psychometric study. A total of 480 faculty members were selected using convenience sampling. After translation and cultural adaptation, face and content validity and reliability were checked, and construct validity was calculated using confirmatory factor analysis with Lisrel factor analysis software. Results: Of the 480 study participants, 225 (46.9%) were males, and 255 (53.1%) were females. The mean age of the subjects was 37.39 ± 7.58 years. The majority (360; 75%) had the rank of assistant professor, and 360 (75%) had less than 15 years of work experience. Content validity among 20 experts was 0.88. Confirmatory factor analysis for all 25 items loaded across four factors, and this four-factor scale showed a good fit in the Iranian community. Reliability using Cronbach's alpha was calculated at 0.85, and 0.9 using the test-retest method. Conclusion: The Persian version of this scale has good validity and reliability in Iran and is a useful tool for assessing the autonomous work behavior of faculty members that educational administrators can use. [ABSTRACT FROM AUTHOR]

Background: Research is an important part of the clinical practice. In recent years, several workshops are held to teach research skills to medical students. Evaluating workshops determine that workshop content can lead to higher performance in individuals. The present study aimed to evaluate effectiveness of writing scientific papers workshop for medical students using Kirkpatrick's model. Materials and Methods: This was a quasi-experimental study using pretest-posttest design and face to face communication to assess the learning effect of the training intervention. Immediately after workshop, the participants filled out a satisfaction questionnaire for evaluation of level one. To assess level two, pretest and posttest questionnaire was used. To assess level three and four, number of students who started their first research project and who published their first research articles were considered for a 6 months' period after workshop. Results: Based on our results, contributors' gender and semester had no efficacy on knowledge improvement of the participants. Results of four levels of Kirkpatrick's model showed all participants were satisfied from workshop and participation in this workshop has had a positive effect on participants' knowledge about writing articles. Obviously, the workshop affect on transfer of knowledge to contributors and it leads to maintenance of change over time. Conclusion: Impressively the authors found strong evidence to validate that the training effect on students' understanding of the research process, positively. Such courses enable medical students to investigate properly and improve their knowledge in their field. Therefore, universities must encourage medical students to participate in these workshops. [ABSTRACT FROM AUTHOR]

Background: The knowledge and experience sharing of faculty and staff at universities and research institutes with their communities is a key element of success in achieving the organizational goals. Faculty members play a key role in universities. Accordingly, recognizing the importance of this capability in faculty members, this study aimed to investigate the status of knowledge and experience sharing based on the Ajzen model in faculty members at the Shahid Beheshti University of Medical Sciences in 2018. Methods: This descriptive-analytical study was conducted with 300 faculty members at the Shahid Beheshti University of Medical Sciences using stratified random sampling and simple random sampling. Data was gathered using a researcher created questionnaire and the analysis was conducted using SPSS 25 and LISREL 8.8. Results: The results showed that the significance level of a test for the relationship between knowledge and experience sharing components was less than a = 0.05, and there was a positive and significant correlation between knowledge and experience sharing components in faculty members at the Shahid Beheshti University of Medical Sciences. Most of the respondents' agreement regarding "knowledge and experience sharing" were related to behavioral control (mean=3.87; SD=0.353), behavior (mean=3.56; SD=0.328), attitude (mean=3.30; SD=0.344) subjective norm (mean=3.16; SD=0.435) and intention (mean=2.76; SD=0.284). Conclusion: This tool can be used by managers and university presidents to manage and translate knowledge in medical sciences universities. [ABSTRACT FROM AUTHOR]

Background: Faculty member's attitude is one of the most important factors in the success of electronic learning. Understanding the attitudes of teachers toward e-learning can lead to an appropriate learning environment. This study aimed at examining the attitude of faculty members towards e-Learning at Shahid Beheshti University of Medical Sciences in 2016. Methods: In this cross-sectional study, 334 faculty members from the faculties of university were selected by random stratified sampling method and their attitude was assessed by questionnaires. Data was analyzed using SPSS 20. Results: The mean age of subjects was 49.09 (SD = 7.41). Of the total study population, 57.75% (190) were males and 42.25% (139) were females. The highest mean score among the dimensions of attitude assessment was related to sense of enjoyment with a mean of 29.26 (SD = 0.71) and the lowest mean related to self-efficacy (mean = 5.96) (SD = 0.82). Conclusion: The results of this study show that the attitude of faculty members is positive towards using appropriate e-learning. However, more studies are needed to assess the obstacles and approaches to improve the attitude of faculty members towards e-learning. [ABSTRACT FROM AUTHOR]

Background: The Iranian radiation oncology board examination (IROBE) includes a multiple-choice question (MCQ) examination and an objective structured clinical examination (OSCE).The current mission of IROBE is to qualify the graduated residents (GRs) in terms of clinical competence. However, lack of active monitoring of its construction and administration can impair the evaluation of GR competencies. Objectives: To determine the strengths and limitations of IROBE. Methods: This cross-sectional online survey involved faculty members (FMs) and GRs as constructors and participants of the IROBE, respectively. The target time window for inclusion in the study was set between 2015 and 2019. To evaluate the strengths and limitations of IROBE, a 22-item questionnaire was distributed among FMs and a 29-item questionnaire among GRs. The Mann-Whitney U test and Pearson's chi-square test were applied to find the association between the ordinal and nominal variables, respectively. Results: The surveys were sent to 35 FMs and 107 GRs. A total of 16 (45%) FMs and 42 (39%) GRs completed the survey. Overall, the majority of FMs and GRs stated that IROBE has average to poor quality in evaluating all aspects of clinical abilities (62.5 vs. 76.1% in clinical competence, P = 0.07; 62.5 vs. 71.4% in clinical knowledge, P = 0.19; 100 vs. 92.9% in medical ethics, P = 0.21; and 93.7 vs. 95.3% in responsibility, P = 0.15). However, FMs assigned a higher score to OSCE in the assessment of clinical performance compared to GRs (P= 0.02). Most FMs and GRs declared that IROBE requires extreme to high improvement in both MCQ and OSCE components (75 vs. 59.52% and 87.5 vs. 90.47%, respectively). Conclusions: According to the participants, the present structure of IROBE has several drawbacks in both MCQ and OSCE components. Considering the highlighted strengths and limitations can help the IROBE constructors to improve its quality. [ABSTRACT FROM AUTHOR]

Introduction: The effectiveness of the educational system along with the research development in each country is considered as one of the criteria of development measurement. Methods: This study is a descriptive - cross-sectional study during 2018-2019. The statistical population includes all medical students who have passed the physiopathology degree in the second semester and data collection is done by field method. The instrument of consists of two parts. The first part contains demographic information of the participants and the second part presents standard questionnaire of educational experience include Course Experience Questionnaire (CEQ) and Neumann's Quality of Learning Experience. The data were analyzed using mean and standard deviation, Pearson correlation coefficient, independent T-test and ANOVA were used. Result: In this research, 45.7% were male) n=49), 54.20% female (n=58), 14% married (n=15), 86% single (n=92), 8.41% Have a work (n=9), 91.58% dont have a work (n=98), and finally 55.1% were interested in their field. There was a significant positive correlation between the scores of appropriate teaching (P-value <0.001), clear goals (P-value <0.001), appropriate evaluation (P-value <0.001), independence (P-value<0.001), and general skill (P-value<0.001), with experiences of courses. The strongest correlation with the quality of educational experiences was the appropriate evaluation (0.65). Conclusion: The results of this study indicate that in order to achieve the most important goal of medical education, more efforts are needed to improve educational quality. [ABSTRACT FROM AUTHOR]

Background: Job burnout is one of the factors that decrease the productivity of university faculty members. This is important for teachers who are essential elements of the educational system. Having failure in paying attention to environmental and organizational factors as well as psychological and personality traits in professors will lead to adverse effects on their mental health, increasing job burnout and consequently, declining the quality of human capital education. Methods: This study is a narrative review aiming to investigate the factors affecting job burnout of faculty members. Articles were searched using Persian and Latin keywords including job burnout, resilience, self-care, faculty members, and academic burnout, individually or in combination at SID, ERIC, Noormags, Magiran, Google Scholar, Science Direct, and PubMed databases regardless of time constraint. Results: Investigating the texts showed that faculty members have more likely experienced burnout in the dimension of emotional exhaustion and then in depersonalization. Factors affecting job burnout included environmental, organizational (such as workplace, social support), and individual (such as extraversion and idealism) reasons. Resilience was known as one of the factors reducing burnout. Conclusion: By combining the individual and organizational characteristics with work areas, sustainable workloads, supportive work communities, fairness and meaningful work, along with valuable resilience strategies, burnout can be prevented. [ABSTRACT FROM AUTHOR]