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29 results on '"Koohestani HR"'

1. Core competencies for academic leaders in Iran University of Medical Sciences

Author: Alizadeh S, Sohrabi Z, Soltani Arabshahi K, Koohpayehzadeh Esfahani J, and Koohestani HR
Subjects: core competencies, Academic leader, Integrated Educational System, Special aspects of education, LC8-6691, Medicine (General), R5-920
Abstract: Somayeh Alizadeh,1 Zohreh Sohrabi,1 Kamran Soltani Arabshahi,1 Jalil Koohpayehzadeh Esfahani,2 Hamid Reza Koohestani3 1Department of Medical Education, School of Medicine, Center for Educational Research in Medical Sciences (CERMS), Iran University of Medical Sciences, Tehran, Iran; 2Department of Community Medicine, Center for Educational Research in Medical Sciences (CERMS), Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran; 3Department of Medical Education, Saveh University of Medical Sciences, Saveh, Iran Introduction: Integrated educational, health, and medical services necessitate the development of high-competent academic leaders in medical universities of Iran. Most organizations attempt to limit the total number of competencies to a rational number and consider the most important competencies. Therefore, the purpose of this study was to determine core competencies which can be improved through development programs for the academic leaders in Iran University of Medical Sciences.Methods: This study was conducted in two phases. The first phase was the critical review based on Carnwell and Daly’s approach. The search time was from 2000 to 2017. The searches were conducted in PubMed, Emerald, ERIC, ProQuest, Web of Science, Scopus, SID, and nor gram. The second phase was modified Delphi in three rounds. The purposive sampling was used to employ appropriate participants.Result: According to the critical review results, competencies were categorized in two groups, including 62 personal competencies and 19 functional competencies. Also, according to modified Delphi results, 19 competencies, including 12 personal competencies and 7 functional competencies were selected as trainable core competencies.Conclusion: In order to design a development program for academic leaders in the integrated educational system in Iran University of Medical Sciences, both personal and functional competencies need to be considered together. Keywords: core competencies, academic leader, integrated educational system
Published: 2019

2. The unfinished agenda of communicable diseases among children and adolescents before the COVID-19 pandemic, 1990-2019: a systematic analysis of the Global Burden of Disease Study 2019

Author: Azzopardi, PS, Kerr, JA, Francis, KL, Sawyer, SM, Kennedy, EC, Steer, AC, Graham, SM, Viner, RM, Ward, JL, Hennegan, J, Pham, M, Habito, CMD, Kurji, J, Cini, K, Beeson, JG, Brown, A, Murray, CJL, Abbasi-Kangevari, M, Abolhassani, H, Adekanmbi, V, Agampodi, SB, Ahmed, MB, Ajami, M, Akbarialiabad, H, Akbarzadeh-Khiavi, M, AL-Ahdal, TMA, Ali, MM, Samakkhah, SA, Alimohamadi, Y, Alipour, V, Al-Jumaily, A, Amiri, S, Amirzade-Iranaq, MH, Anoushiravani, A, Anvari, D, Arabloo, J, Arab-Zozani, M, Arkew, M, Armocida, B, Asadi-Pooya, AA, Asemi, Z, Asgary, S, Athari, SS, Azami, H, Azangou-Khyavy, M, Azizi, H, Bagheri, N, Bagherieh, S, Barone-Adesi, F, Barteit, S, Basu, S, Belete, MA, Belo, L, Berhie, AY, Bijani, A, Bikbov, B, Burkart, K, Carreras, G, Charalampous, P, Abebe, EC, Cruz-Martins, N, Dai, X, Dandona, L, Dandona, R, Degualem, SM, Demetriades, AK, Demlash, AA, Desta, AA, Dianatinasab, M, Doaei, S, Dorostkar, F, Effendi, DE, Emami, A, Bain, LE, Eskandarieh, S, Esmaeilzadeh, F, Faramarzi, A, Fatehizadeh, A, Ferrara, P, Fetensa, G, Fischer, F, Flor, LS, Forouhari, A, Foroutan, M, Gaihre, S, Galehdar, N, Gallus, S, Gautam, RK, Gebrehiwot, M, Gebremeskel, TG, Getacher, L, Getachew, ME, Ghamari, S-H, Nour, MG, Goleij, P, Golitaleb, M, Gorini, G, Gupta, VK, Hashemian, M, Hassankhani, H, Heidari, M, Heyi, DZ, Isola, G, Jaafari, J, Javanmardi, F, Jonas, JB, Jozwiak, JJ, Juerisson, M, Kabir, A, Kabir, Z, Kalankesh, LR, Kalhor, R, Kauppila, JH, Kaur, H, Kayode, GA, Keikavoosi-Arani, L, Khammarnia, M, AB Khan, M, Khatab, K, Kashani, HRK, Kolahi, A-A, Koohestani, HR, Koyanagi, A, Kumar, GA, Kurmi, OP, Kyu, HH, La Vecchia, C, Lallukka, T, Lim, SS, Loureiro, JA, Mahjoub, S, Mahmoudi, R, Majeed, A, Rad, EM, Maleki, A, Mansour-Ghanaei, F, Marjani, A, Mathioudakis, AG, Mehri, F, Mentis, A-FA, Mestrovic, T, Mirica, A, Misganaw, A, Mohammadian-Hafshejani, A, Mohammed, H, Mohammed, S, Mokdad, AH, Mokhtarzadehazar, P, Monasta, L, Moradi, M, Moradzadeh, M, Morovatdar, N, Mueller, UO, Mulita, F, Mulu, GBB, Muthupandian, S, Naik, GR, Nashwan, AJJ, Nejadghaderi, SA, Netsere, HB, Noor, NM, Noori, M, Oancea, B, Oguntade, AS, Okati-Aliabad, H, Otoiu, A, Padron-Monedero, A, Pakzad, R, Pandey, A, Pardhan, S, Parikh, RR, Patel, J, Pensato, U, Peprah, P, Perico, N, Poddighe, D, Postma, MJ, Rahim, F, Rahimi-Movaghar, V, Rahmani, S, Rahmanian, V, Rawaf, S, Razeghian-Jahromi, I, Regasa, MT, Remuzzi, G, Rezaeian, M, Riad, A, Romero-Rodriguez, E, Ronfani, L, Pramanik, KR, Sabour, S, Sadeghian, S, Saeb, MR, Safary, A, Sahebkar, A, Sahiledengle, B, Samadzadeh, S, Sarveazad, A, Sethi, Y, Shahabi, S, Shahraki-Sanavi, F, Shams-Beyranvand, M, Sharafi, K, Sharew, NT, Sheikh, A, Sheikhi, RA, Shiri, R, Socea, B, Soltani-Zangbar, MS, Tabares-Seisdedos, R, Tabatabai, S, Soodejani, MT, Oliaee, RT, Tiyuri, A, Tovani-Palone, MR, Tualeka, AR, Valizadeh, R, Van den Eynde, J, Vasankari, TJ, Vos, T, Walde, MT, Wang, Y, Wei, F-L, Westerman, R, Yadav, V, Yaya, S, Zare, I, Zhu, B, Zoladl, M, Zumla, A, Hay, S, Patton, GC, Azzopardi, PS, Kerr, JA, Francis, KL, Sawyer, SM, Kennedy, EC, Steer, AC, Graham, SM, Viner, RM, Ward, JL, Hennegan, J, Pham, M, Habito, CMD, Kurji, J, Cini, K, Beeson, JG, Brown, A, Murray, CJL, Abbasi-Kangevari, M, Abolhassani, H, Adekanmbi, V, Agampodi, SB, Ahmed, MB, Ajami, M, Akbarialiabad, H, Akbarzadeh-Khiavi, M, AL-Ahdal, TMA, Ali, MM, Samakkhah, SA, Alimohamadi, Y, Alipour, V, Al-Jumaily, A, Amiri, S, Amirzade-Iranaq, MH, Anoushiravani, A, Anvari, D, Arabloo, J, Arab-Zozani, M, Arkew, M, Armocida, B, Asadi-Pooya, AA, Asemi, Z, Asgary, S, Athari, SS, Azami, H, Azangou-Khyavy, M, Azizi, H, Bagheri, N, Bagherieh, S, Barone-Adesi, F, Barteit, S, Basu, S, Belete, MA, Belo, L, Berhie, AY, Bijani, A, Bikbov, B, Burkart, K, Carreras, G, Charalampous, P, Abebe, EC, Cruz-Martins, N, Dai, X, Dandona, L, Dandona, R, Degualem, SM, Demetriades, AK, Demlash, AA, Desta, AA, Dianatinasab, M, Doaei, S, Dorostkar, F, Effendi, DE, Emami, A, Bain, LE, Eskandarieh, S, Esmaeilzadeh, F, Faramarzi, A, Fatehizadeh, A, Ferrara, P, Fetensa, G, Fischer, F, Flor, LS, Forouhari, A, Foroutan, M, Gaihre, S, Galehdar, N, Gallus, S, Gautam, RK, Gebrehiwot, M, Gebremeskel, TG, Getacher, L, Getachew, ME, Ghamari, S-H, Nour, MG, Goleij, P, Golitaleb, M, Gorini, G, Gupta, VK, Hashemian, M, Hassankhani, H, Heidari, M, Heyi, DZ, Isola, G, Jaafari, J, Javanmardi, F, Jonas, JB, Jozwiak, JJ, Juerisson, M, Kabir, A, Kabir, Z, Kalankesh, LR, Kalhor, R, Kauppila, JH, Kaur, H, Kayode, GA, Keikavoosi-Arani, L, Khammarnia, M, AB Khan, M, Khatab, K, Kashani, HRK, Kolahi, A-A, Koohestani, HR, Koyanagi, A, Kumar, GA, Kurmi, OP, Kyu, HH, La Vecchia, C, Lallukka, T, Lim, SS, Loureiro, JA, Mahjoub, S, Mahmoudi, R, Majeed, A, Rad, EM, Maleki, A, Mansour-Ghanaei, F, Marjani, A, Mathioudakis, AG, Mehri, F, Mentis, A-FA, Mestrovic, T, Mirica, A, Misganaw, A, Mohammadian-Hafshejani, A, Mohammed, H, Mohammed, S, Mokdad, AH, Mokhtarzadehazar, P, Monasta, L, Moradi, M, Moradzadeh, M, Morovatdar, N, Mueller, UO, Mulita, F, Mulu, GBB, Muthupandian, S, Naik, GR, Nashwan, AJJ, Nejadghaderi, SA, Netsere, HB, Noor, NM, Noori, M, Oancea, B, Oguntade, AS, Okati-Aliabad, H, Otoiu, A, Padron-Monedero, A, Pakzad, R, Pandey, A, Pardhan, S, Parikh, RR, Patel, J, Pensato, U, Peprah, P, Perico, N, Poddighe, D, Postma, MJ, Rahim, F, Rahimi-Movaghar, V, Rahmani, S, Rahmanian, V, Rawaf, S, Razeghian-Jahromi, I, Regasa, MT, Remuzzi, G, Rezaeian, M, Riad, A, Romero-Rodriguez, E, Ronfani, L, Pramanik, KR, Sabour, S, Sadeghian, S, Saeb, MR, Safary, A, Sahebkar, A, Sahiledengle, B, Samadzadeh, S, Sarveazad, A, Sethi, Y, Shahabi, S, Shahraki-Sanavi, F, Shams-Beyranvand, M, Sharafi, K, Sharew, NT, Sheikh, A, Sheikhi, RA, Shiri, R, Socea, B, Soltani-Zangbar, MS, Tabares-Seisdedos, R, Tabatabai, S, Soodejani, MT, Oliaee, RT, Tiyuri, A, Tovani-Palone, MR, Tualeka, AR, Valizadeh, R, Van den Eynde, J, Vasankari, TJ, Vos, T, Walde, MT, Wang, Y, Wei, F-L, Westerman, R, Yadav, V, Yaya, S, Zare, I, Zhu, B, Zoladl, M, Zumla, A, Hay, S, and Patton, GC
Abstract: BACKGROUND: Communicable disease control has long been a focus of global health policy. There have been substantial reductions in the burden and mortality of communicable diseases among children younger than 5 years, but we know less about this burden in older children and adolescents, and it is unclear whether current programmes and policies remain aligned with targets for intervention. This knowledge is especially important for policy and programmes in the context of the COVID-19 pandemic. We aimed to use the Global Burden of Disease (GBD) Study 2019 to systematically characterise the burden of communicable diseases across childhood and adolescence. METHODS: In this systematic analysis of the GBD study from 1990 to 2019, all communicable diseases and their manifestations as modelled within GBD 2019 were included, categorised as 16 subgroups of common diseases or presentations. Data were reported for absolute count, prevalence, and incidence across measures of cause-specific mortality (deaths and years of life lost), disability (years lived with disability [YLDs]), and disease burden (disability-adjusted life-years [DALYs]) for children and adolescents aged 0-24 years. Data were reported across the Socio-demographic Index (SDI) and across time (1990-2019), and for 204 countries and territories. For HIV, we reported the mortality-to-incidence ratio (MIR) as a measure of health system performance. FINDINGS: In 2019, there were 3·0 million deaths and 30·0 million years of healthy life lost to disability (as measured by YLDs), corresponding to 288·4 million DALYs from communicable diseases among children and adolescents globally (57·3% of total communicable disease burden across all ages). Over time, there has been a shift in communicable disease burden from young children to older children and adolescents (largely driven by the considerable reductions in children younger than 5 years and slower progress elsewhere), although children younger than 5 years still accounte
Published: 2023

3. Adolescent transport and unintentional injuries: a systematic analysis using the Global Burden of Disease Study 2019

Author: Peden, AE, Cullen, P, Francis, KL, Moeller, H, Peden, MM, Ye, P, Tian, M, Zou, Z, Sawyer, SM, Aali, A, Abbasi-Kangevari, Z, Abbasi-Kangevari, M, Abdelmasseh, M, Abdoun, M, Abd-Rabu, R, Abdulah, DM, Abdurehman, AM, Abebe, G, Abebe, AM, Abedi, A, Abidi, H, Aboagye, RG, Ali, HA, Abu-Gharbieh, E, Adane, DE, Adane, TD, Addo, IY, Adewole, OG, Adhikari, S, Adnan, M, Adnani, QES, Afolabi, AAB, Afzal, S, Afzal, MS, Aghdam, ZB, Ahinkorah, BO, Ahmad, AR, Ahmad, T, Ahmad, S, Ahmadi, A, Ahmed, H, Ahmed, MB, Ahmed, A, Ahmed, JQ, Rashid, TA, Aithala, JP, Aji, B, Akhlaghdoust, M, Alahdab, F, Alanezi, FM, Alemayehu, A, Al Hamad, H, Ali, SS, Ali, L, Alimohamadi, Y, Alipour, V, Aljunid, SM, Almidani, L, Almustanyir, S, Altirkawi, KA, Alvis-Zakzuk, NJ, Ameyaw, EK, Amin, TT, Amir-Behghadami, M, Amiri, S, Amiri, H, Anagaw, TF, Andrei, T, Andrei, CL, Anvari, D, Anwar, SL, Anyasodor, AE, Arabloo, J, Arab-Zozani, M, Arja, A, Arulappan, J, Arumugam, A, Aryannejad, A, Asgary, S, Ashraf, T, Athari, SS, Atreya, A, Attia, S, Aujayeb, A, Awedew, AF, Azadnajafabad, S, Azangou-Khyavy, M, Azari, S, Jafari, AA, Azizi, H, Azzam, AY, Badiye, AD, Baghcheghi, N, Bagherieh, S, Baig, AA, Bakkannavar, SM, Balta, AB, Banach, M, Banik, PC, Bansal, H, Bardhan, M, Barone-Adesi, F, Barrow, A, Bashiri, A, Baskaran, P, Basu, S, Bayileyegn, NS, Bekel, AA, Bekele, AB, Bendak, S, Bensenor, IM, Berhie, AY, Bhagat, DS, Bhagavathula, AS, Bhardwaj, P, Bhardwaj, N, Bhaskar, S, Bhat, AN, Bhattacharyya, K, Bhutta, ZA, Bibi, S, Bintoro, BS, Bitaraf, S, Bodicha, BBA, Boloor, A, Bouaoud, S, Brown, J, Burkart, K, Butt, NS, Butt, MH, Camera, LA, Rincon, JCC, Cao, C, Carvalho, AF, Carvalho, M, Chakraborty, PA, Chandrasekar, EK, Chang, J-C, Charalampous, P, Charan, J, Chattu, VK, Chekole, BM, Chitheer, A, Cho, DY, Chopra, H, Christopher, DJ, Chukwu, IS, Cruz-Martins, N, Dadras, O, Dahlawi, SMA, Dai, X, Damiani, G, Darmstadt, GL, Soltani, RDC, Darwesh, AM, Das, S, Dastiridou, A, Debela, SA, Dehghan, A, Demeke, GM, Demetriades, AK, Demissie, S, Dessalegn, FN, Desta, AA, Dianatinasab, M, Diao, N, da Silva, DD, Diaz, D, Digesa, LE, Diress, M, Djalalinia, S, Linh, PD, Dodangeh, M, Doku, PN, Dongarwar, D, Dsouza, HL, Eini, E, Ekholuenetale, M, Ekundayo, TC, Elagali, AEM, Elbahnasawy, MA, Elhabashy, HR, Elhadi, M, Zaki, MES, Enyew, DB, Erkhembayar, R, Eskandarieh, S, Etaee, F, Fagbamigbe, AF, Faris, PS, Farmany, A, Faro, A, Farzadfar, F, Fatehizadeh, A, Fereshtehnejad, S-M, Feroze, AH, Fetensa, G, Feyisa, BR, Filip, I, Fischer, F, Foroutan, B, Foroutan, M, Fowobaje, KR, Franklin, RC, Fukumoto, T, Gaal, PA, Gadanya, MA, Galali, Y, Galehdar, N, Ganesan, B, Garg, T, Gebrehiwot, MGD, Gebremariam, YH, Gela, YY, Gerema, U, Ghafourifard, M, Ghamari, S-H, Ghanbari, R, Nour, MG, Gholamalizadeh, M, Gholami, A, Gholamrezanezhad, A, Ghozy, S, Gilani, SA, Gill, TK, Gine-Vazquez, I, Girma, ZA, Glasbey, JC, Glozah, FN, Golechha, M, Goleij, P, Grivna, M, Guadie, HA, Gunawardane, DA, Guo, Y, Gupta, VB, Gupta, S, Gupta, B, Gupta, VK, Haj-Mirzaian, A, Halwani, R, Hamadeh, RR, Hameed, S, Hanfore, LK, Hanif, A, Hargono, A, Harlianto, NI, Harorani, M, Hasaballah, AI, Hasan, SMM, Hassan, A, Hassanipour, S, Hassankhani, H, Havmoeller, RJ, Hay, SI, Heidari, M, Hendrie, D, Heyi, DZ, Hiraike, Y, Holla, R, Horita, N, Hossain, SJ, Hossain, MBH, Shabanan, SH, Hosseinzadeh, M, Hostiuc, S, Hoveidaei, AH, Hsiao, AK, Hussain, S, Hussein, A, Ibitoye, SE, Ilesanmi, OS, Ilic, IM, Ilic, MD, Imani, B, Immurana, M, Inbaraj, LR, Islam, SMS, Islam, RM, Islam, MM, Ismail, NE, Merin, LJ, Jahrami, H, Jakovljevic, M, Janodia, MD, Javaheri, T, Jayapal, SK, Jayarajah, UU, Jayaraman, S, Jeganathan, J, Jemal, B, Jha, RP, Jonas, JB, Joo, T, Joseph, N, Jozwiak, JJ, Jurisson, M, Kabir, A, Kadashetti, V, Kadir, DH, Kalankesh, LR, Kalhor, R, Kamal, VK, Kamath, R, Kandel, H, Kantar, RS, Kapoor, N, Karami, H, Karaye, IM, Karkhah, S, Katoto, PDMC, Kauppila, JH, Kayode, GA, Keikavoosi-Arani, L, Keskin, C, Khader, YS, Khajuria, H, Khammarnia, M, Khan, EA, Khan, MN, Khan, M, Khan, YH, Khan, IA, Khan, A, Khan, MAB, Khanali, J, Khatatbeh, MM, Kashani, HRK, Khazaie, H, Khubchandani, J, Kifle, ZD, Kim, J, Kim, YJ, Kisa, S, Kisa, A, Kneib, CJ, Kompani, F, Koohestani, HR, Koul, PA, Laxminarayana, SLK, Koyanagi, A, Krishan, K, Krishnamoorthy, V, Bicer, BK, Kumar, N, Kumar, M, Kurmi, OP, Laflamme, L, Lam, J, Landires, I, Larijani, B, Lasrado, S, Lauriola, P, La Vecchia, C, Lee, SWH, Lee, YH, Lee, S-W, Lee, W-C, Legesse, SM, Li, S, Lim, SS, Lorenzovici, L, Luke, AO, Madadizadeh, F, Madureira-Carvalho, AM, Abd El Razek, MM, Mahjoub, S, Mahmoodpoor, A, Mahmoudi, R, Mahmoudimanesh, M, Majeed, A, Makki, A, Rad, EM, Malekpour, M-R, Malik, AA, Mallhi, TH, Malta, DC, Mansouri, B, Mansournia, MA, Mathews, E, Maulud, SQ, Mazingi, D, Nasab, EM, Mendoza-Cano, O, Menezes, RG, Mengistu, DA, Mentis, A-FA, Meretoja, A, Mesregah, MK, Mestrovic, T, Gomide Nogueira de Sa, ACM, Miller, TR, Mirghaderi, SP, Mirica, A, Mirmoeeni, S, Mirrakhimov, EM, Mirza, M, Misra, S, Mithra, P, Mittal, C, Moberg, ME, Mohammadi, M, Mohammadi, S, Mohammadi, E, Mohammadpourhodki, R, Mohammed, S, Mohammed, TA, Mohseni, M, Mokdad, AH, Momtazmanesh, S, Monasta, L, Moni, MA, Moreira, RS, Morrison, SD, Mostafavi, E, Isfahani, HM, Mubarik, S, Muccioli, L, Mukherjee, S, Mulita, F, Mustafa, G, Nagarajan, AJ, Naimzada, MD, Nangia, V, Nassereldine, H, Natto, ZS, Nayak, BP, Negoi, I, Nejadghaderi, SA, Nepal, S, Kandel, SN, Noroozi, N, Nunez-Samudio, V, Nzoputam, OJ, Nzoputam, CI, Ochir, C, Odhiambo, JN, Odukoya, OO, Okati-Aliabad, H, Okonji, OC, Olagunju, AT, Bali, AO, Omer, E, Otoiu, A, Otstavnov, SS, Otstavnov, N, Oumer, B, Owolabi, MO, Mahesh, PA, Padron-Monedero, A, Padubidri, JR, Fallahy, MTP, Panda-Jonas, S, Pandi-Perumal, SR, Pardhan, S, Park, E-K, Patel, SK, Pathan, AR, Pati, S, Paudel, U, Pawar, S, Pedersini, P, Peres, MFP, Petcu, I-R, Phillips, MR, Pillay, JD, Piracha, ZZ, Poursadeqiyan, M, Pourtaheri, N, Qattea, I, Radfar, A, Rafiee, A, Raghav, PR, Rahim, F, Rahman, MA, Rahman, FS, Rahman, M, Rahmani, AM, Rahmani, S, Moolambally, SR, Ramazanu, S, Ramezanzadeh, K, Rana, J, Rana, SM, Rao, CR, Rao, SJ, Rashedi, V, Rashidi, M-M, Rastogi, P, Rasul, A, Rawaf, S, Rawaf, DL, Rawal, L, Rawassizadeh, R, Rezaei, N, Rezaeian, M, Rezapour, A, Riad, A, Riaz, M, Rickard, J, Buendia Rodriguez, JA, Roever, L, Ronfani, L, Roy, B, Manjula, S, Saad, AMA, Sabour, S, Sabzmakan, L, Saddik, B, Sadeghi, M, Saeb, MR, Saeed, U, Moghaddam, SS, Safi, SZ, Sahiledengle, B, Sahoo, H, Sahraian, MA, Saki, M, Salamati, P, Salehi, S, Salem, MR, Samy, AM, Sanabria, J, Santric-Milicevic, MM, Saqib, MAN, Sarikhani, Y, Sarveazad, A, Sathian, B, Satpathy, M, Saya, GK, Ceola Schneider, IJ, Schwebel, DC, Seddighi, H, Senthilkumaran, S, Seylani, A, Shabaninejad, H, Shafeghat, M, Shah, PA, Shahabi, S, Shahbandi, A, Shahraki-Sanavi, F, Shaikh, MA, Shaker, E, Shams-Beyranvand, M, Shanawaz, M, Shannawaz, M, Sharew, MMS, Sharma, N, Shashamo, BB, Shayan, M, Sheikhi, RA, Shen, J, Shetty, BSK, Shetty, PH, Shin, JI, Shitaye, NA, Shivakumar, KM, Shobeiri, P, Shorofi, SA, Shrestha, S, Siabani, S, Sidemo, NB, Simegn, W, Sinaei, E, Singh, P, Sinto, R, Siraj, MS, Skryabin, VY, Skryabina, AA, Sleet, DA, Chandan, SN, Socea, B, Solmi, M, Solomon, Y, Song, Y, Sousa, RARC, Soyiri, IN, Stokes, MA, Suleman, M, Abdulkader, RS, Sun, J, Tabares-Seisdedos, R, Tabatabaei, SM, Tabish, M, Taheri, E, Soodejani, MT, Tampa, M, Tan, K-K, Tarigan, IU, Tariqujjaman, M, Tat, NY, Tat, VY, Tavakoli, A, Tefera, BN, Tefera, YM, Temesgen, G, Temsah, M-H, Thangaraju, P, Thapar, R, Thomas, NK, Ticoalu, JHV, Tincho, MB, Tiyuri, A, Togtmol, M, Tovani-Palone, MR, Mai, TNT, Ullah, S, Ullah, I, Umakanthan, S, Unnikrishnan, B, Upadhyay, E, Tahbaz, SV, Valdez, PR, Vasankari, TJ, Vaziri, S, Veroux, M, Vervoort, D, Violante, FS, Vlassov, V, Linh, GV, Waheed, Y, Wang, Y, Wang, Y-P, Wang, C, Wiangkham, T, Wickramasinghe, ND, Woday, AT, Wu, A-M, Yahya, GAT, Jabbari, SHY, Yang, L, 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SR, Pardhan, S, Park, E-K, Patel, SK, Pathan, AR, Pati, S, Paudel, U, Pawar, S, Pedersini, P, Peres, MFP, Petcu, I-R, Phillips, MR, Pillay, JD, Piracha, ZZ, Poursadeqiyan, M, Pourtaheri, N, Qattea, I, Radfar, A, Rafiee, A, Raghav, PR, Rahim, F, Rahman, MA, Rahman, FS, Rahman, M, Rahmani, AM, Rahmani, S, Moolambally, SR, Ramazanu, S, Ramezanzadeh, K, Rana, J, Rana, SM, Rao, CR, Rao, SJ, Rashedi, V, Rashidi, M-M, Rastogi, P, Rasul, A, Rawaf, S, Rawaf, DL, Rawal, L, Rawassizadeh, R, Rezaei, N, Rezaeian, M, Rezapour, A, Riad, A, Riaz, M, Rickard, J, Buendia Rodriguez, JA, Roever, L, Ronfani, L, Roy, B, Manjula, S, Saad, AMA, Sabour, S, Sabzmakan, L, Saddik, B, Sadeghi, M, Saeb, MR, Saeed, U, Moghaddam, SS, Safi, SZ, Sahiledengle, B, Sahoo, H, Sahraian, MA, Saki, M, Salamati, P, Salehi, S, Salem, MR, Samy, AM, Sanabria, J, Santric-Milicevic, MM, Saqib, MAN, Sarikhani, Y, Sarveazad, A, Sathian, B, Satpathy, M, Saya, GK, Ceola Schneider, IJ, Schwebel, DC, Seddighi, H, Senthilkumaran, S, Seylani, A, Shabaninejad, H, Shafeghat, M, Shah, PA, Shahabi, S, Shahbandi, A, Shahraki-Sanavi, F, Shaikh, MA, Shaker, E, Shams-Beyranvand, M, Shanawaz, M, Shannawaz, M, Sharew, MMS, Sharma, N, Shashamo, BB, Shayan, M, Sheikhi, RA, Shen, J, Shetty, BSK, Shetty, PH, Shin, JI, Shitaye, NA, Shivakumar, KM, Shobeiri, P, Shorofi, SA, Shrestha, S, Siabani, S, Sidemo, NB, Simegn, W, Sinaei, E, Singh, P, Sinto, R, Siraj, MS, Skryabin, VY, Skryabina, AA, Sleet, DA, Chandan, SN, Socea, B, Solmi, M, Solomon, Y, Song, Y, Sousa, RARC, Soyiri, IN, Stokes, MA, Suleman, M, Abdulkader, RS, Sun, J, Tabares-Seisdedos, R, Tabatabaei, SM, Tabish, M, Taheri, E, Soodejani, MT, Tampa, M, Tan, K-K, Tarigan, IU, Tariqujjaman, M, Tat, NY, Tat, VY, Tavakoli, A, Tefera, BN, Tefera, YM, Temesgen, G, Temsah, M-H, Thangaraju, P, Thapar, R, Thomas, NK, Ticoalu, JHV, Tincho, MB, Tiyuri, A, Togtmol, M, Tovani-Palone, MR, Mai, TNT, Ullah, S, Ullah, I, Umakanthan, S, Unnikrishnan, B, Upadhyay, E, Tahbaz, SV, Valdez, PR, Vasankari, TJ, Vaziri, S, Veroux, M, Vervoort, D, Violante, FS, Vlassov, V, Linh, GV, Waheed, Y, Wang, Y, Wang, Y-P, Wang, C, Wiangkham, T, Wickramasinghe, ND, Woday, AT, Wu, A-M, Yahya, GAT, Jabbari, SHY, Yang, L, Yaya, S, Yigit, A, Yigit, V, Yisihak, E, Yonemoto, N, You, Y, Younis, MZ, Yu, C, Yunusa, I, Yusefi, H, Zahir, M, Bin Zaman, S, Zare, I, Zarea, K, Zastrozhin, MS, Zhang, Z-J, Zhang, Y, Ziapour, A, Zodpey, S, Zoladl, M, Patton, GC, and Ivers, RQ
Abstract: BACKGROUND: Globally, transport and unintentional injuries persist as leading preventable causes of mortality and morbidity for adolescents. We sought to report comprehensive trends in injury-related mortality and morbidity for adolescents aged 10-24 years during the past three decades. METHODS: Using the Global Burden of Disease, Injuries, and Risk Factors 2019 Study, we analysed mortality and disability-adjusted life-years (DALYs) attributed to transport and unintentional injuries for adolescents in 204 countries. Burden is reported in absolute numbers and age-standardised rates per 100 000 population by sex, age group (10-14, 15-19, and 20-24 years), and sociodemographic index (SDI) with 95% uncertainty intervals (UIs). We report percentage changes in deaths and DALYs between 1990 and 2019. FINDINGS: In 2019, 369 061 deaths (of which 214 337 [58%] were transport related) and 31·1 million DALYs (of which 16·2 million [52%] were transport related) among adolescents aged 10-24 years were caused by transport and unintentional injuries combined. If compared with other causes, transport and unintentional injuries combined accounted for 25% of deaths and 14% of DALYs in 2019, and showed little improvement from 1990 when such injuries accounted for 26% of adolescent deaths and 17% of adolescent DALYs. Throughout adolescence, transport and unintentional injury fatality rates increased by age group. The unintentional injury burden was higher among males than females for all injury types, except for injuries related to fire, heat, and hot substances, or to adverse effects of medical treatment. From 1990 to 2019, global mortality rates declined by 34·4% (from 17·5 to 11·5 per 100 000) for transport injuries, and by 47·7% (from 15·9 to 8·3 per 100 000) for unintentional injuries. However, in low-SDI nations the absolute number of deaths increased (by 80·5% to 42 774 for transport injuries and by 39·4% to 31 961 for unintentional injuries). In the high-SDI quintile in 2010-19
Published: 2022

4. Barriers to the reporting of medication administration errors among nursing students.

Author: Koohestani HR and Baghcheghi N
Abstract: Objective The main aim of this study was to describe the perceived barriers to medication administration error (MAE) reporting among nursing students. Design A cross-sectional, descriptive study was conducted using self-report questionnaires. An 18-item barriers to MAEs reporting questionnaire with 6- point Likert-type scale (1=strongly disagree, to 6=strongly agree) was used for this study. Setting Three nursing schools at Arak University of Medical Sciences in Iran. Subjects Two hundred and forty nursing students were invited through census method. Main outcome measure Nursing students' perceived barriers to MAE reporting. Results Nursing students estimated 80.12% of all medication errors by nursing students are reported to their instructors. Administrative barrier (standardised mean=4.31) and fear (standardised mean=4.24) were the top two reasons for not reporting medication errors among nursing students. Conclusions Findings from this study suggest MAE occurrences among nursing students are often underreported. Nursing student's instructors must demonstrate positive responses to nursing students for reporting medication errors to improve patient safety. [ABSTRACT FROM AUTHOR]
Published: 2009
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5. Predictive moral sensitivity in nursing students: The roles of empathy and spiritual health.

Author: Baghcheghi N, Koohestani HR, Karimy M, and Keshavarzi MH
Abstract: Background: The evidence indicates a phenomenon of ethical erosion in healthcare students. Variables like empathy and spiritual health might affect moral sensitivity in nursing students. The present study is an attempt to predict the moral sensitivity of nursing students based on empathy and spiritual health., Materials and Methods: A cross-sectional and analytical study was carried out at Saveh University of Medical Sciences, Saveh, Iran, in 2023. In total, 110 nursing students were included in the study by census method. Data gathering was done using Ellison and Paloutzian spiritual health inventory, Jefferson's empathy inventory, and Lutzen's moral sensitivity scale. The collected data was analyzed using Pearson's correlation and multiple regression analysis., Results: The mean scores of empathy, spiritual health, and moral sensitivity in nursing students were equal to 99.8 ± 15.25, 81.32 ± 10.01, and 65.09 ± 12.23 respectively. Empathy and spiritual health were positively and significantly related to moral sensitivity ( P < 0.01). In total, 31% of variation in moral sensitivity was attributed to empathy and spiritual health., Conclusion: Empathy and spiritual health were positively and significantly related to moral sensitivity. Taking into account the role of spiritual health and moral sensitivity in nursing students, enhancing this aspect of health through informing individuals and highlighting the positive aspects and potential effects on physical and mental health and professional performance in return is recommended., Competing Interests: There are no conflicts of interest., (Copyright: © 2024 Journal of Education and Health Promotion.)
Published: 2024
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6. Investigating the mediating role of anxiety in academic burnout and academic performance of rehabilitation sciences students.

Author: Keshavarzi MH, Saneii SH, Nahardani SZ, Koohestani HR, Kohan N, and Mansouri M
Abstract: Background: Mental disorders during student life can have destructive effects on students' learning and academic progress. This study was conducted to investigate the mediating role of anxiety variable in academic burnout and academic performance in students studying Rehabilitation at the Iran University of Medical Sciences (IUMS)., Materials and Methods: The current research enjoys a descriptive and correlational design. The statistical population consisted of all rehabilitation students of IUMS in 2022. The total number of students was 475; finally, 213 were randomly recruited as samples. The sample size was obtained using Cochran's formula. Using Pearson's correlation coefficient, simple relationships of variables were used. The data was analyzed by SPSS software version 25, using the path analysis. The path analysis was used to investigate the mediating role of anxiety., Results: There is a significant negative correlation between academic burnout and academic performance ( P < 0.002; r = -0.223). Also, there is a negative and significant correlation between the mediator variable of anxiety and the dependent variable of academic performance (-0.247), and a positive and significant correlation exists between the mediator variable of anxiety and the independent variable of academic burnout (0.207)., Conclusion: Anxiety and academic burnout can reduce students' academic performance. Considering that most students will face stress during their studies for various reasons, coping strategies should be taught to them to prevent their academic burnout and academic failure., Competing Interests: There are no conflicts of interest., (Copyright: © 2024 Journal of Education and Health Promotion.)
Published: 2024
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7. The Global, Regional, and National Burden of Adult Lip, Oral, and Pharyngeal Cancer in 204 Countries and Territories: A Systematic Analysis for the Global Burden of Disease Study 2019.

Author: Cunha ARD, Compton K, Xu R, Mishra R, Drangsholt MT, Antunes JLF, Kerr AR, Acheson AR, Lu D, Wallace LE, Kocarnik JM, Fu W, Dean FE, Pennini A, Henrikson HJ, Alam T, Ababneh E, Abd-Elsalam S, Abdoun M, Abidi H, Abubaker Ali H, Abu-Gharbieh E, Adane TD, Addo IY, Ahmad A, Ahmad S, Ahmed Rashid T, Akonde M, Al Hamad H, Alahdab F, Alimohamadi Y, Alipour V, Al-Maweri SA, Alsharif U, Ansari-Moghaddam A, Anwar SL, Anyasodor AE, Arabloo J, Aravkin AY, Aruleba RT, Asaad M, Ashraf T, Athari SS, Attia S, Azadnajafabad S, Azangou-Khyavy M, Badar M, Baghcheghi N, Banach M, Bardhan M, Barqawi HJ, Bashir NZ, Bashiri A, Benzian H, Bernabe E, Bhagat DS, Bhojaraja VS, Bjørge T, Bouaoud S, Braithwaite D, Briko NI, Calina D, Carreras G, Chakraborty PA, Chattu VK, Chaurasia A, Chen MX, Cho WCS, Chu DT, Chukwu IS, Chung E, Cruz-Martins N, Dadras O, Dai X, Dandona L, Dandona R, Daneshpajouhnejad P, Darvishi Cheshmeh Soltani R, Darwesh AM, Debela SA, Derbew Molla M, Dessalegn FN, Dianati-Nasab M, Digesa LE, Dixit SG, Dixit A, Djalalinia S, El Sayed I, El Tantawi M, Enyew DB, Erku DA, Ezzeddini R, Fagbamigbe AF, Falzone L, Fetensa G, Fukumoto T, Gaewkhiew P, Gallus S, Gebrehiwot M, Ghashghaee A, Gill PS, Golechha M, Goleij P, Gomez RS, Gorini G, Guimaraes ALS, Gupta B, Gupta S, Gupta VB, Gupta VK, Haj-Mirzaian A, Halboub ES, Halwani R, Hanif A, Hariyani N, Harorani M, Hasani H, Hassan AM, Hassanipour S, Hassen MB, Hay SI, Hayat K, Herrera-Serna BY, Holla R, Horita N, Hosseinzadeh M, Hussain S, Ilesanmi OS, Ilic IM, Ilic MD, Isola G, Jaiswal A, Jani CT, Javaheri T, Jayarajah U, Jayaram S, Joseph N, Kadashetti V, Kandaswamy E, Karanth SD, Karaye IM, Kauppila JH, Kaur H, Keykhaei M, Khader YS, Khajuria H, Khanali J, Khatib MN, Khayat Kashani HR, Khazeei Tabari MA, Kim MS, Kompani F, Koohestani HR, Kumar GA, Kurmi OP, La Vecchia C, Lal DK, Landires I, Lasrado S, Ledda C, Lee YH, Libra M, Lim SS, Listl S, Lopukhov PD, Mafi AR, Mahumud RA, Malik AA, Mathur MR, Maulud SQ, Meena JK, Mehrabi Nasab E, Mestrovic T, Mirfakhraie R, Misganaw A, Misra S, Mithra P, Mohammad Y, Mohammadi M, Mohammadi E, Mokdad AH, Moni MA, Moraga P, Morrison SD, Mozaffari HR, Mubarik S, Murray CJL, Nair TS, Narasimha Swamy S, Narayana AI, Nassereldine H, Natto ZS, Nayak BP, Negru SM, Nggada HA, Nouraei H, Nuñez-Samudio V, Oancea B, Olagunju AT, Omar Bali A, Padron-Monedero A, Padubidri JR, Pandey A, Pardhan S, Patel J, Pezzani R, Piracha ZZ, Rabiee N, Radhakrishnan V, Radhakrishnan RA, Rahmani AM, Rahmanian V, Rao CR, Rao SJ, Rath GK, Rawaf DL, Rawaf S, Rawassizadeh R, Razeghinia MS, Rezaei N, Rezaei N, Rezaei N, Rezapour A, Riad A, Roberts TJ, Romero-Rodríguez E, Roshandel G, S M, S N C, Saddik B, Saeb MR, Saeed U, Safaei M, Sahebazzamani M, Sahebkar A, Salek Farrokhi A, Samy AM, Santric-Milicevic MM, Sathian B, Satpathy M, Šekerija M, Senthilkumaran S, Seylani A, Shafaat O, Shahsavari HR, Shamsoddin E, Sharew MM, Sharifi-Rad J, Shetty JK, Shivakumar KM, Shobeiri P, Shorofi SA, Shrestha S, Siddappa Malleshappa SK, Singh P, Singh JA, Singh G, Sinha DN, Solomon Y, Suleman M, Suliankatchi Abdulkader R, Taheri Abkenar Y, Talaat IM, Tan KK, Tbakhi A, Thiyagarajan A, Tiyuri A, Tovani-Palone MR, Unnikrishnan B, Vo B, Volovat SR, Wang C, Westerman R, Wickramasinghe ND, Xiao H, Yu C, Yuce D, Yunusa I, Zadnik V, Zare I, Zhang ZJ, Zoladl M, Force LM, and Hugo FN
Subjects: Adult, Female, Humans, Male, Global Health, Incidence, Lip, Quality-Adjusted Life Years, Risk Factors, Tobacco Use epidemiology, Global Burden of Disease, Pharyngeal Neoplasms epidemiology
Abstract: Importance: Lip, oral, and pharyngeal cancers are important contributors to cancer burden worldwide, and a comprehensive evaluation of their burden globally, regionally, and nationally is crucial for effective policy planning., Objective: To analyze the total and risk-attributable burden of lip and oral cavity cancer (LOC) and other pharyngeal cancer (OPC) for 204 countries and territories and by Socio-demographic Index (SDI) using 2019 Global Burden of Diseases, Injuries, and Risk Factors (GBD) Study estimates., Evidence Review: The incidence, mortality, and disability-adjusted life years (DALYs) due to LOC and OPC from 1990 to 2019 were estimated using GBD 2019 methods. The GBD 2019 comparative risk assessment framework was used to estimate the proportion of deaths and DALYs for LOC and OPC attributable to smoking, tobacco, and alcohol consumption in 2019., Findings: In 2019, 370 000 (95% uncertainty interval [UI], 338 000-401 000) cases and 199 000 (95% UI, 181 000-217 000) deaths for LOC and 167 000 (95% UI, 153 000-180 000) cases and 114 000 (95% UI, 103 000-126 000) deaths for OPC were estimated to occur globally, contributing 5.5 million (95% UI, 5.0-6.0 million) and 3.2 million (95% UI, 2.9-3.6 million) DALYs, respectively. From 1990 to 2019, low-middle and low SDI regions consistently showed the highest age-standardized mortality rates due to LOC and OPC, while the high SDI strata exhibited age-standardized incidence rates decreasing for LOC and increasing for OPC. Globally in 2019, smoking had the greatest contribution to risk-attributable OPC deaths for both sexes (55.8% [95% UI, 49.2%-62.0%] of all OPC deaths in male individuals and 17.4% [95% UI, 13.8%-21.2%] of all OPC deaths in female individuals). Smoking and alcohol both contributed to substantial LOC deaths globally among male individuals (42.3% [95% UI, 35.2%-48.6%] and 40.2% [95% UI, 33.3%-46.8%] of all risk-attributable cancer deaths, respectively), while chewing tobacco contributed to the greatest attributable LOC deaths among female individuals (27.6% [95% UI, 21.5%-33.8%]), driven by high risk-attributable burden in South and Southeast Asia., Conclusions and Relevance: In this systematic analysis, disparities in LOC and OPC burden existed across the SDI spectrum, and a considerable percentage of burden was attributable to tobacco and alcohol use. These estimates can contribute to an understanding of the distribution and disparities in LOC and OPC burden globally and support cancer control planning efforts.
Published: 2023
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8. Elucidating experiences of faculty members in applying effective teaching strategies in the online class during the COVID-19: A qualitative study.

Author: Rezaei H, Ramezani G, Koohestani HR, Zazoly AZ, Taghavinia M, Shirazi MK, Ostovarfar M, Baghcheghi N, and Keshavarzi MH
Abstract: Background: Despite the restrictions on providing medical courses online in medical universities, all instructors were required to provide training on virtual platforms. This study aimed to explain faculty members' experiences applying effective strategies in online class teaching., Materials and Methods: This study has been done with a qualitative approach and using the method of conventional content analysis. Participants included 14 faculty members working at the Shiraz University of Medical Sciences. Semistructured interviews were used to collect data. Faculty members who had experience in conducting online classes were purposefully selected. Graneheim and Lundman's (2004) approach was used to analyze interview data., Results: Two main categories were obtained from the data analysis: interpersonal communication and supportive behavior. The category of interpersonal communications comprises the subcategories of emotional expression and flexibility. The category of supportive behavior includes the subcategories of educational design, learner encouragement, diversity in evaluation, collaborative learning, and prompt feedback., Conclusion: Our findings confirmed that an appropriate teaching strategy leads to better attention to class and deep learning in learners. The cause is that in online classes, the student's attention is more minor than in daily classes due to its virtual nature. Appropriate educational strategies will motivate learners, interest them, and improve teacher interaction. These strategies increase students' participation in educational activities., Competing Interests: There are no conflicts of interest., (Copyright: © 2023 Journal of Education and Health Promotion.)
Published: 2023
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9. The Aspects of Running Artificial Intelligence in Emergency Care; a Scoping Review.

Author: Masoumian Hosseini M, Masoumian Hosseini ST, Qayumi K, Ahmady S, and Koohestani HR
Abstract: Introduction: Artificial Inteligence (AI) application in emergency medicine is subject to ethical and legal inconsistencies. The purposes of this study were to map the extent of AI applications in emergency medicine, to identify ethical issues related to the use of AI, and to propose an ethical framework for its use., Methods: A comprehensive literature collection was compiled through electronic databases/internet search engines (PubMed, Web of Science Platform, MEDLINE, Scopus, Google Scholar/Academia, and ERIC) and reference lists. We considered studies published between 1 January 2014 and 6 October 2022. Articles that did not self-classify as studies of an AI intervention, those that were not relevant to Emergency Departments (EDs), and articles that did not report outcomes or evaluations were excluded. Descriptive and thematic analyses of data extracted from the included articles were conducted., Results: A total of 137 out of the 2175 citations in the original database were eligible for full-text evaluation. Of these articles, 47 were included in the scoping review and considered for theme extraction. This review covers seven main areas of AI techniques in emergency medicine: Machine Learning (ML) Algorithms (10.64%), prehospital emergency management (12.76%), triage, patient acuity and disposition of patients (19.15%), disease and condition prediction (23.40%), emergency department management (17.03%), the future impact of AI on Emergency Medical Services (EMS) (8.51%), and ethical issues (8.51%)., Conclusion: There has been a rapid increase in AI research in emergency medicine in recent years. Several studies have demonstrated the potential of AI in diverse contexts, particularly when improving patient outcomes through predictive modelling. According to the synthesis of studies in our review, AI-based decision-making lacks transparency. This feature makes AI decision-making opaque., Competing Interests: The authors declare that they have no competing interests.
Published: 2023
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10. Perceived Challenges Caused by Covid-19 Outbreak in Students of Medical Sciences.

Author: Baghcheghi N, Koohestani HR, Karimy M, Keshavarzi MH, and Ghorbani AA
Abstract: Background: Students of medical sciences are a highly vulnerable group during COVID-19 pandemic who may experience a wide range of challenges and stresses. The aim of this study was to investigate the perceived challenges caused by COVID-19 outbreak in students of medical sciences., Materials and Methods: A qualitative study was carried out based on conventional qualitative content analysis following Graneheim and Lundman from December 2020 to February 2021. The participants were 17 students of medical sciences and data gathering was done through semistructured interviews., Results: Data analyses revealed 5 categories and 12 subcategories. The extracted categories were perceived fear of contracting coronavirus, social limitation, changes in education, neglecting health protocols, and worrying news and information overload., Conclusions: The findings indicated that students of medical sciences had been facing challenges and the COVID-19 had affected the psychological, social, and academic functioning of the health-care students. It is important to take measures to improve their mental health. These measures can prevent medical complications in these students, especially during clinical internship., Competing Interests: Nothing to declare., (Copyright: © 2022 Iranian Journal of Nursing and Midwifery Research.)
Published: 2022
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11. Exploration the role of a clinical supervisor to improve the professional skills of medical students: a content analysis study.

Author: Keshavarzi MH, Azandehi SK, Koohestani HR, Baradaran HR, Hayat AA, and Ghorbani AA
Subjects: Humans, Iran, Learning, Qualitative Research, Education, Professional, Students, Medical
Abstract: Background and Purpose: Clinical supervision supports learners and paves the way for effective and efficient learning in clinical settings. This study aimed to explain the responsibilities of clinical supervisors in clinical education wards to improve the professional skills of medical students., Materials and Methods: In this qualitative study, we used the conventional content analysis approach. The sample consisted of 16 faculty members of medical sciences and medical graduates of Iranian universities. Purposeful sampling and semi-structured interviews were used to collect data. The Graneheim and Lundman method (2004) analyzed the data., Results: From the analysis of interviews, 2 themes, 8 categories, and 18 subcategories were obtained. "Clinical supervisor responsibilities" as a theme includes the categories: "Creating motivation in learner", "Learner's need recognition", "Performance evaluation", "Creating learning opportunities", and "Professional ethics education". And, the sub-categories were: "Creating a supportive atmosphere", "Task assignment","Understanding training needs", "Understanding individual needs", "Periodic evaluation", "Proper feedback', "Reduce work stress", "Learner engagement' , "Learning Facilitation", "Attention to the patient's treatment", and "Ethical observance in relation to patients". As the second theme "Clinical supervisor characteristics" included the categories of: "Scientific competence", "Leading role", and "Ethical model". Their sub-categories are clustered as: "Knowledge of educational concepts", "Mastery of professional concepts", "Effective communication skills", "Understanding managerial concepts", "High resilience", "Career commitment ", and "social commitment" ., Conclusions: The clinical supervisor will improve the professional skills of medical students, which will improve the quality of services provided, train efficient graduates, and provide a safe and relaxing environment that leads to patient satisfaction., (© 2022. The Author(s).)
Published: 2022
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12. Addressing the COVID-19 Pandemic in an Iranian Sample: Health Beliefs and Respondent Characteristics Associated with Preventive Behaviors.

Author: Araban M, Karimy M, Rouhani MR, Koohestani HR, and Stein L
Subjects: Cross-Sectional Studies, Disease Susceptibility, Female, Humans, Iran epidemiology, Male, Pandemics prevention & control, Surveys and Questionnaires, COVID-19 prevention & control
Abstract: Background: The COVID-19 pandemic has become a grave threat to public health. Along with vaccination, preventive behaviors are still an important part in controlling in controlling the COVID-19 pandemic. The present study aimed to investigate health beliefs and sample characteristics associated with COVID-19 preventive health behaviors among an Iranian sample. Preventive behaviors are still an important part in controlling in controlling the COVID-19 pandemic., Methods: This is a cross-sectional study, using a multi-stage randomized sampling method. Participants (N = 250 males and 236 females) were recruited from health centers in Saveh, Iran. Self-administered questionnaires included sociodemographic information, health behaviors, and constructs associated with the Health Beliefs Model (HBM). Data were analyzed using independent t-tests, analysis of variance, and multiple regression with significance level set at α ≤ 0.05., Results: Perceived disease susceptibility (β = 0.44, P< 0.001), self-efficacy to enact preventative behaviors (β = 0.24, P < 0.01), education (β = 0.20, P < 0.001), non-smoking status (β = 0.14, P < 0.01), marital status (β = 0.10, P < 0.03), and perceived barriers to disease preventative behaviors (β = -0.10, P < 0.04) were important predictors of prevention practices for COVID-19, and accounted for 61.4% (adjusted R 2 ) of the variance associated with preventive behavior for COVID-19., Conclusion: As there is accepted therapy for COVID-19, it is especially important to control COVID-19 through behavior change. Results indicate that two behavioral constructs that have the most impact on prevention are perceived disease susceptibility and self-efficacy. Therefore, public health initiatives are needed to enhance perceived susceptibility to the disease and improve self-efficacy to perform preventative behaviors in spite of perceived barriers., Competing Interests: Conflict of interest statement The authors declare that they have no competing interest., (©2022 Pacini Editore SRL, Pisa, Italy.)
Published: 2022
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13. The predictive role of tendency toward mobile learning and emotional intelligence in Internet addiction in healthcare professional students.

Author: Baghcheghi N and Koohestani HR
Abstract: Introduction: Internet addiction is a psychological disorder that can lead to serious damages to university students as a group at risk. This study aimed to determine the predictive role of tendency toward mobile learning (purposeful use of mobile technologies for educational purposes) and emotional intelligence in Internet addiction in healthcare professional students., Methods: A cross-sectional descriptive study was carried out on 403 healthcare professional students at Saveh University of Medical Sciences-Iran in 2021 using convenience sampling method. For data gathering, three questionnaires were used: willingness to use mobile learning, Young's Internet Addiction Test, and the Emotional Intelligence Appraisal. Data analyses were done using Pearson Correlation Coefficient and Hierarchical Regression in SPSS 16 (Inc SPSS USA, IL, Chicago)., Results: The mean age of the participants was 21.09±1.47 years; 125 subjects (31.01%) were boys and 278 (68.99%) girls. As the findings showed, 16.87% of the students had Internet addiction and 33% were on the edge of developing Internet addiction. Internet addiction was significantly negatively correlated with willingness to m-learning (r=-0.45, P=0.001) and emotional intelligence (r=-0.32, P=0.01). In addition, regression analysis results showed that the variables willingness to use learning and emotional intelligence explained 23% of the Internet addiction variance (P<0.001)., Conclusion: In the present study, a considerable number of the healthcare professional students had excessive and unnecessary use of the Internet. Emotional intelligence and willingness to use mobile learning had an inverse relationship with Internet addiction. There is a need to screen Internet-addicted students using proper screening tools and take primary preventive measures in this regard. In addition, proper measures are needed to be taken to improve emotional intelligence and mobile learning skills and control Internet addiction to some extent., (Copyright: © Journal of Advances in Medical Education & Professionalism.)
Published: 2022
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14. Development and psychometric properties of COVID-19 related Healthcare Student stress scale (CHSSS).

Author: Baghcheghi N, Mesri M, Karimi M, Bigdeli S, and Koohestani HR
Subjects: Delivery of Health Care, Humans, Interviews as Topic, Psychometrics, Qualitative Research, Reproducibility of Results, Students, Surveys and Questionnaires, COVID-19 diagnosis
Abstract: Background: There is no valid and reliable tool to measure COVID-19 healthcare stress felt by healthcare students. A scale was developed to assess COVID-19 stress in healthcare students and its psychometrics was examined., Methods: This is a two phases mixed-method study including a qualitative stage consisting of student interview and literature review to develop content of the tool. In the quantitative stage, the psychometrics of the scale was examined in 2020-2021., Results: The COVID-19 related healthcare student stress scale (CHSSS) featured five factors including fear of catching coronavirus, social constraints, changes in education, non-compliance of health protocols and worrying news and overload information, which totally explained 51.75% of the total variance., Conclusion: Validity and reliability of CHSSS with 17 items were supported to measure COVID-19 stress in healthcare students as a self-assessment tool. Researchers can utilize this tool to assess COVID-19 stress in healthcare students and introduce policies and intervention especially designed for healthcare students., (© 2022. The Author(s).)
Published: 2022
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15. The relationship between the willingness to mobile learning and educational achievements in health-care professional students.

Author: Baghcheghi N and Koohestani HR
Abstract: Background: The relationship between willingness to mobile learning (m-learning) and educational achievement was examined in health-care professional students., Materials and Methods: This is a descriptive correlative study that was conducted from January 2020 to February 2020. A total of 295 students in Saveh University of Medical Sciences in Iran were selected through census method. The data were collected using the standard willingness to m-learning questionnaire. The data collected were analyzed statistically using Pearson's correlation coefficient and concurrent regression analysis., Results: The mean score of willingness to m-learning was 165.55 ± 13.4, which is an indicative of a higher willingness level in the health-care professional students for m-learning. There was a positive and significant relationship between willingness for m-learning and educational achievement ( r = 0.77, P < 0.01). The predictive variable, i.e., willingness to m-learning, predicted 53.8% of the variance of educational achievement ( F = 58.801, P = 0.00). Among the variables of willingness to m-learning, the regression coefficients of perceived ease, attitude, self-management in learning, educational use, and efficiency of m-learning were significant ( P < 0.05). This means that these variables are direct predictors of educational achievement., Conclusions: Willingness to m-learning had a positive and significant relationship with educational achievement. Although this study was performed just before the corona outbreak, paying attention to the results of this study can be helpful for students, faculty members, and policymakers in filling the educational gap during the coronavirus disease 2019 outbreak., Competing Interests: There are no conflicts of interest., (Copyright: © 2021 Journal of Education and Health Promotion.)
Published: 2021
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16. The effects of combination of Zingiber officinale and Echinacea on alleviation of clinical symptoms and hospitalization rate of suspected COVID-19 outpatients: a randomized controlled trial.

Author: Mesri M, Esmaeili Saber SS, Godazi M, Roustaei Shirdel A, Montazer R, Koohestani HR, Baghcheghi N, Karimy M, and Azizi N
Subjects: Hospitalization, Humans, Outpatients, SARS-CoV-2, Treatment Outcome, COVID-19, Echinacea, Zingiber officinale
Abstract: Objectives: Herbal medicines, as a treatment method, have received a great deal of attention. The effects of two herbal medicines namely Zingiber officinale and Echinacea on alleviation of clinical symptoms and hospitalization rate of suspected COVID-19 outpatients were examined., Methods: A clinical trial with 100 suspected COVID-19 outpatients as participants was conducted. The participants were allocated randomly to two groups of 50 members. The intervention group received concurrent Zingiber officinale (Tablet Vomigone 500 mg II tds) and Echinacea (Tablet Rucoldup I tds) for seven days in addition to the standard treatment. The control group only received the standard treatment (Hydroxychloroquine). After seven days, alleviation of clinical symptoms and hospitalization rate were examined. In addition, 14 days after treatment, the hospitalization was assessed again by telephone follow up., Results: The two groups were identical in terms of basic characteristics. Improvement level as to coughing, dyspnea, and muscle pain was higher in the intervention group (p value <0.05). There was no significant difference between the two groups in terms of the other symptoms. In addition, the hospitalization rate in the intervention and control groups were 2 and 6% respectively, which are not significantly different (p value >0.05)., Conclusions: Taking into account the efficiency and trivial side-effects of Zingiber officinale and Echinacea, using them for alleviation and control of the clinical symptoms in COVID-19 outpatients is recommended., (© 2021 Walter de Gruyter GmbH, Berlin/Boston.)
Published: 2021
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17. A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015-2018).

Author: Koohestani HR and Baghcheghi N
Abstract: Background and Aim: There is a growing interest in learning styles of undergraduate health-care professional students; however, the evidences about learning styles over time during undergraduate programs are rare. In this study, the learning styles of undergraduate health-care professional students from the beginning to the completion of the program were examined to determine changes in learning style over time., Methodology: This is a longitudinal descriptive study from 2015 to 2018. A total of 101 health-care professional students were selected by census method. Learning styles were evaluated using the Perceptual Learning-Style Preference Questionnaire three times in the study at the beginning (T1), the middle (T2), and the end of the educational course (T3). The data were analyzed using repeated measures ANOVA., Results: In T1, auditory (mean = 13.99) and visual (mean = 13.54) styles were preferred as major learning styles, whereas at T2, visual style (mean = 13.6) was the only preferred major learning style. At T3, the major learning styles were kinesthetic (mean = 14.32), tactile (mean = 13.98), and visual (mean = 13.58). There were statistically significant differences in auditory, kinesthetic, tactile and group scale scores between the three time points ( P < 0.05). Group learning style was in the negative type at all three time points., Conclusions: Learning styles can change depending on the context, environment, teaching method, and the subject of learning material and are probably a flexible changing feature rather than a fixed inherent feature a student possesses., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)
Published: 2020
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18. Design and psychometric properties of willingness to mobile learning scale for medical sciences students: A mixed-methods study.

Author: Baghcheghi N, Koohestani HR, and Karimy M
Abstract: Background and Aim: Given the absence of a scale specially designed to measure willingness to mobile learning (m-learning) in medical sciences students, the present study was conducted to design and evaluate the psychometric properties of "willingness to m-learning" scale for medical sciences students., Methodology: The study was carried out as a mixed-method study in two phases at Saveh University of Medical Sciences in 2019. Phase one was a qualitative study to elaborate on the students' perception of m-learning. Then, the statements were extracted, and statement pool was completed through reviewing the text. In the second phase, the psychometric properties including face, content, and construct validities (using explorative factor analysis), internal consistency (Cronbach's alpha), and test-retest reliability (intercluster correlation test) were measured. A total of 482 students who were selected randomly participated in the second phase. Data analysis was done with MAXQDA software (VERBI Software 2019, Berlin, Germany) for qualitative data and SPSS 19 software (SPSS Inc., Chicago, IL, USA) for quantitative data., Results: Based on qualitative content analysis and literature review, 92 statements were extracted. After checking face and content validity, 55 statements remained in the study. Construct validity of the questionnaire based on explorative factor analysis removed 10 more statements and the remaining 45 statements were categorized into nine factors, namely technophilia, perceived attraction, perceived ease, perceived conflict, self-management, attitude, behavioral intention to use, educational use, and efficacy of m-learning. Reliability of the scale was obtained as 0.95 based on Cronbach's alpha and stability was checked using test-retest method (intercluster correlation coefficient; r = 0.92)., Conclusion: Willingness to m-learning scale had an acceptable reliability and validity in medical sciences students. Therefore, it can be used for medical sciences students for improve learning and education., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)
Published: 2020
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19. Lived experiences of nursing students about ethical concerns regarding mobile learning in educational and clinical contexts.

Author: Koohestani HR, Baghcheghi N, Karimy M, Hemmat M, and Shamsizadeh M
Abstract: The field of education has experienced a profound change following the introduction of mobile technology over the last decades, and nursing education is not an exception. This study explored the experiences of nursing students about the ethical concerns regarding the use of mobile devices for learning purposes, that is, mobile learning, in educational and clinical contexts. A qualitative phenomenological study was carried out on nursing students (n = 19) in Saveh University of Medical Sciences of Iran between December 2017 and April 2018. Data were collected through semi-structured interviews with open-ended questions. Data analysis was done using Colaizzi's 7-step method, revealing four themes and nine sub-themes including: 1) preserving professional dignity (in front of the patient, and the teacher, and preserving academic virtual identity); 2) securing informed consent and respecting personal (the patient's and teachers) autonomy; 3) proper and efficient use (observing the regulations and codes, and making educational use); and 4) avoiding harm (responsible use of class and patient data). It was revealed that using mobile technology in education could raise ethical concerns for nursing students, and this should be emphasized in nursing educational programs.
Published: 2019

20. A Study on the Knowledge, Attitude, and Practices of Iranian Mothers towards Childhood Obesity.

Author: Karimy M, Armoon B, Fayazi N, and Koohestani HR
Subjects: Adult, Body Mass Index, Child, Cross-Sectional Studies, Exercise, Feeding Behavior, Female, Humans, Iran epidemiology, Life Style, Male, Middle Aged, Mother-Child Relations psychology, Prevalence, Self Report, Surveys and Questionnaires, Young Adult, Educational Status, Health Knowledge, Attitudes, Practice, Maternal Behavior physiology, Mothers psychology, Pediatric Obesity epidemiology, Pediatric Obesity prevention & control, Pediatric Obesity psychology
Abstract: Objectives: In the recent decades, a dramatic increase in childhood obesity is one of the main public health problems. The aim of the study was to assess the knowledge, attitude, and practices (KAP) of Iranian mothers towards childhood obesity., Methods: This cross-sectional descriptive research was conducted on KAP of 432 mothers and their children aged 6-7 years (214 boys and 218 girls) who were referred to the Zarandieh health centers, Iran, in 2017. The participants were selected via multistage random sampling. Demographic and KAP data were obtained by self-report using standard questionnaires. The weight and height of the subjects were measured according to standard methods and body mass index was calculated. Data were analyzed by inferential statistics using SPSS18 software., Results: The prevalence of obesity (OB) was 11.5% in boys and 7% in girls. The mean score for attitude for mothers with normal-weight children was higher than for mothers with obese children. Food habits like consumption of breakfast, having fast food at least twice a week, and eating in front of TV were associated with OB. Physical activity habits like duration of TV watching/computer games/sleep and regular physical exercise were associated with OB., Conclusions: This study identified the importance of educating Iranian mothers to change of lifestyle (eating and physical activity habits) and attitudes towards weight control in their children. Therefore, it seems that these results may be valuable in the development of educational programs and strategies for the prevention of childhood obesity., (© 2019 The Author(s) Published by S. Karger AG, Basel.)
Published: 2019
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21. The association between attitude, self-efficacy, and social support and adherence to diabetes self-care behavior.

Author: Karimy M, Koohestani HR, and Araban M
Abstract: Objectives: Diabetes is a chronic illness which requires lifelong self-care behaviors. The objective of the present research was to investigate the association of self-efficacy, attitude and social support with adherence to diabetes self-care behavior., Materials and Methods: In this cross-sectional study conducted in 2017, 403 diabetic patients of Zarandieh, Iran participated. They were evaluated by valid and reliable questionnaires comprised of items on diabetes self-care, self-efficacy in dealing with problems, social support and attitude towards self-care. Data were analyzed using SPSS 18 applying t test, ANOVA, and multiple regression analysis., Results: The results indicated that patients with higher self-care scores had better self-efficacy, social support, and attitude towards self-care. Moreover, self-efficacy, social support, and attitude towards self-care variables accounted for 39.5% of the total variance of self-care behavior. Furthermore, social support (β = 0.87), self-efficacy (β = 0.52), and attitude towards self-care (β = 0.42) were respectively the most important predictors of self-care behaviors., Conclusion: Social support, self-efficacy and attitude towards self-care behaviors were associated with self-care behaviors in patient with diabetes. They might suggest that educational programs specifically target these factors.
Published: 2018
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22. Data on the knowledge, attitude, and performance of Ph.D. students attending an educational course (Tehran, Iran).

Author: Sohrabi Z, Koohestani HR, Nahardani SZ, and Keshavarzi MH
Abstract: The Department of Medical Education of Iran University of Medical Sciences organized a workshop on empowerment and familiarity with the teaching and learning principles. The data presented here is based on the effectiveness of this workshop. This data was acquired from 29 postgraduates who take part in a two-day educational course and instructional design workshop. The samples were selected by convenience sampling. Data collection tool was a questionnaire that consisted of 5 questions for demographic variables, 20 question about attitude and satisfaction, 30 questions on knowledge as pretest and posttest, and 3 questions about behavior and performance. The descriptive statistics of data were analyzed using SPSS-14. The mean score of pre-test and post-test in case of knowledge, attitude, and performance in teaching and instructional design were calculated. In addition, the viewpoints of educational departments on the third level of Kirkpatrick׳s model i.e. the students' post-workshop behavior change (transferring learning to the workplace) were obtained.
Published: 2018
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23. Comparing injecting and sexual risk behaviors of long-term injectors with new injectors: A meta-analysis.

Author: Ghiasvand H, Bayani A, Noroozi A, Marshall BD, Koohestani HR, Hemmat M, Mirzaee MS, Bayat AH, Noroozi M, Ahounbar E, and Armoon B
Abstract: The present meta-analysis aimed to investigate the effect of injection duration on injection and sexual high-risk behaviors among people who inject drugs (PWID), in order to inform development of intensive HIV prevention services for selected PWID sub-populations. We searched PubMed, Science Direct, Web of Science, and Cochrane electronic databases independently in December 2018. After reviewing for duplication, full-texts of selected articles were assessed for eligibility using certain Population, Intervention, Comparator, Outcomes (PICO) criteria. We used fixed and random-effects meta-analysis models to estimate the pooled prevalence, pooled odds ratio (OR) and 95% confidence intervals (CI). Our result indicated significant association between age of injection initiation > 17 years, frequency of drug injection > 5 times/day, injection by others, having sex partner, history of imprisonment with new injectors (OR = 0.93, 95%CI = 0.87-0.98), (OR = 0.51, 95%CI = 0.29-0.73), (OR = 1.11, 95%CI = 1.05-1.17), (OR = 2.08, 95%CI = 1.02-3.14) and (OR = 1.20, 95%CI = 1.03-1.37). Our research found that new injectors were more likely to report frequency of injections injected by others, has sex partner and prison detention. Our findings are significant for policy makers and public health practitioners to implement and design HIV prevention programs among PWID with shorter periods of injection. The findings of the present study extend our knowledge about new injection drug users, the significance of assured behaviors at IDUs' initial injection, and the educational importance of syringe exchange programs.
Published: 2018
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24. The effectiveness of stress management training on blood glucose control in patients with type 2 diabetes.

Author: Zamani-Alavijeh F, Araban M, Koohestani HR, and Karimy M
Abstract: Background: Type 2 diabetes is a chronic disease that is expanding at an alarming rate in the world. Research on individuals with type 2 diabetes showed that stressful life events cause problems in the effective management and control of diabetes. This study aimed at investigating the effect of a stress management intervention on blood glucose control in individuals with type 2 diabetes referred to Zarandeh clinic, Iran., Methods: In this experimental study, 230 individuals with type 2 diabetes (179 female and 51 male) were enrolled and assigned to experimental (n = 115) and control (n = 115) groups. A valid and reliable multi-part questionnaire including demographics, Perceived Stress Scale, Coping Inventory for Stressful Situations, Coping Self-Efficacy Scale, and multidimensional scale of perceived social support was used to for data collection. The experimental group received a training program, developed based on the social cognitive theory and with an emphasis on improving self-efficacy and perceived social support, during eight sessions of one and a half hours. Control group received only standard care. Data were analyzed using SPSS 15 applying the t test, paired t-tests, Pearson correlation coefficient, and Chi square analysis. The significance level was considered at 0.05., Results: Before the intervention, the mean perceived stress scores of the experimental and control groups were 33.9 ± 4.6 and 35 ± 6.5, respectively, and no significant difference was observed (p > 0.05). However, after the intervention, the mean perceived stress score of the experimental group (26.7 ± 4.7) was significantly less than that of the control group (34.5 ± 7) (p = 0.001). Before the intervention, the mean scores of HbA1c in the experimental and control groups were 8.52 ± 1 and 8.42 ± 1.2, respectively, and there was no significant difference between the two groups. However, after the intervention, the results showed a significant decrease in glycosylated hemoglobin levels in the experimental group (p ≤ 0.05). Moreover, after the intervention, the result showed a significant difference between the mean scores of all aspects of Coping Inventory for Stressful Situations, coping self-efficacy, and perceived social support in the two groups (p < 0.05)., Conclusion: Our results suggested that the theory-based stress management intervention based on social cognitive theory may help to decrease stress and increase coping self-efficacy, stress management, perceived social support, and lead to a reduction in the glycosylated hemoglobin levels among patients with diabetes.
Published: 2018
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25. The educational effects of mobile learning on students of medical sciences: A systematic review in experimental studies.

Author: Koohestani HR, Soltani Arabshahi SK, Fata L, and Ahmadi F
Abstract: Introduction: The demand for mobile learning in the medical science educational program is increasing. The present review study gathers evidence highlighted by the experimental studies on the educational effects of mobile learning for medical science students., Methods: The study was carried out as a systematic literature search published from 2007 to July 2017 in the databases PubMed/Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Knowledge (Thomson Reuters) , Educational Resources and Information Center (ERIC), EMBASE (Elsevier), Cochrane library, PsycINFO and Google Scholar. To examine quality of the articles, a tool validated by the BEME Review was employed., Results: Totally, 21 papers entered the study. Three main themes emerged from the content of papers: (1) improvement in student clinical competency and confidence, (2) acquisition and enhancing of students' theoretical knowledge, and (3) students' positive attitudes to and perception of mobile learning. Level 2B of Kirkpatrick hierarchy had been examined by all the papers and seven of them had reported two or more outcome levels, but level 4 was not reported in the papers., Conclusion: Our review showed that the students of medical sciences had positive response and attitudes to mobile learning. Moreover, implementation of mobile learning in medical sciences program might lead to valuable educational benefits and improve clinical competence and confidence along with theoretical knowledge, attitudes, and perception of mobile learning. The results indicated that mobile learning strategy in medical education can positively affect learning in all three domains of Bloom's Taxonomy., Competing Interests: Conflict of interests: None declared.
Published: 2018

26. The effects of group blogging on the attitude towards virtual education in nursing students.

Author: Sohrabi Z, Koohestani HR, Baghcheghi N, Delavari S, and Rezaei Shahsavarloo Z
Abstract: Background: Virtual education refers to a variety of teaching-learning methods that are implemented and supported electronically. The present study was conducted to determine the effects of group blogging on the attitude of nursing students towards virtual education. Methods: This was a quasi-experimental pretest-posttest study in which all fifth-semester nursing students (n=25) were selected and asked to design educational blogs on nursing of respiratory diseases. Attitudes of the participants towards virtual education were measured before and after the intervention. Results: Pretest and posttest mean±SD were 2.98±1.03 and 3.46±0.68, respectively, showing a significant difference (p<0.05). There were significant differences before and after the intervention in the 2 subscales of importance of virtual education and interest in using virtual environment (p<0.05). On the other hand, there was no significant difference in the anxiety of using virtual environment before and after the intervention. Conclusion: In general, the results revealed that blogging by nursing students could improve students' attitudes towards virtual education.
Published: 2017
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27. The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

Author: Koohestani HR and Baghcheghi N
Abstract: Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.
Published: 2016

28. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings.

Author: Baghcheghi N, Koohestani HR, and Rezaei K
Subjects: Clinical Competence, Female, Follow-Up Studies, Humans, Male, Nursing Education Research, Nursing Evaluation Research, Nursing Methodology Research, Nursing Theory, Young Adult, Communication, Cooperative Behavior, Education, Nursing methods, Learning, Nurse-Patient Relations, Students, Nursing psychology
Abstract: The purpose of this study was to compare the effect of traditional learning and cooperative learning methods on nursing students' communication skill with patients. This was an experimental study in which 34 nursing students in their 2nd semester of program participated. They were divided randomly into two groups, a control group who were taught their medical/surgical nursing course by traditional learning method and an experimental group, who were taught the same material using cooperative learning method. Before and after the teaching intervention, the students' communication skills with patients at clinical settings were examined. The results showed that no significant difference between the two groups in students' communication skills scores before the teaching intervention, but did show a significant difference between the two groups in the interaction skills and problem follow up sub-scales scores after the teaching intervention. This study provides evidence that cooperative learning is an effective method for improving and increasing communication skills of nursing students especially in interactive skills and follow up the problems sub-scale, thereby it is recommended to increase nursing students' participation in arguments by applying active teaching methods which can provide the opportunity for increased communication skills., (Copyright Â© 2011 Elsevier Ltd. All rights reserved.)
Published: 2011
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29. Placebo use in clinical practice by nurses in an Iranian teaching hospital.

Author: Baghcheghi N and Koohestani HR
Subjects: Adult, Female, Humans, Iran, Male, Middle Aged, Surveys and Questionnaires, Young Adult, Attitude of Health Personnel, Hospitals, University, Nursing Care ethics, Nursing Staff, Hospital ethics, Placebos therapeutic use
Abstract: The present study was carried out to explore Iranian nurses' use of placebos in clinical practice and their knowledge and attitude towards its use. A cross-sectional, descriptive study was conducted using self-report questionnaires. All nurses working in a university hospital in Arak (n=342) were invited to participate in the study. Among 295 respondents, 221 (75%) reported that they had used at least one placebo within the past year and 179 (81%) told patients they were receiving actual medication. The most common reason and symptom for placebo use were after unjustified demand for medication and pain, respectively. Only 60 (20.33%) of the nurses believed that placebos should never be used. Results showed that most nurses in our study had used placebos and probably will continue to use them. Placebo use is viewed as ethically permissible among nurses. Some patients benefit from the placebos, but their use raises ethical questions. The role of placebo treatment, its mechanisms, and its ethics issues should be taught to nurses., (© The Author(s) 2011)
Published: 2011
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29 results on '"Koohestani HR"'

1. Core competencies for academic leaders in Iran University of Medical Sciences

2. The unfinished agenda of communicable diseases among children and adolescents before the COVID-19 pandemic, 1990-2019: a systematic analysis of the Global Burden of Disease Study 2019

3. Adolescent transport and unintentional injuries: a systematic analysis using the Global Burden of Disease Study 2019

4. Barriers to the reporting of medication administration errors among nursing students.

5. Predictive moral sensitivity in nursing students: The roles of empathy and spiritual health.

6. Investigating the mediating role of anxiety in academic burnout and academic performance of rehabilitation sciences students.

7. The Global, Regional, and National Burden of Adult Lip, Oral, and Pharyngeal Cancer in 204 Countries and Territories: A Systematic Analysis for the Global Burden of Disease Study 2019.

8. Elucidating experiences of faculty members in applying effective teaching strategies in the online class during the COVID-19: A qualitative study.

9. The Aspects of Running Artificial Intelligence in Emergency Care; a Scoping Review.

10. Perceived Challenges Caused by Covid-19 Outbreak in Students of Medical Sciences.

11. Exploration the role of a clinical supervisor to improve the professional skills of medical students: a content analysis study.

12. Addressing the COVID-19 Pandemic in an Iranian Sample: Health Beliefs and Respondent Characteristics Associated with Preventive Behaviors.

13. The predictive role of tendency toward mobile learning and emotional intelligence in Internet addiction in healthcare professional students.

14. Development and psychometric properties of COVID-19 related Healthcare Student stress scale (CHSSS).

15. The relationship between the willingness to mobile learning and educational achievements in health-care professional students.

16. The effects of combination of Zingiber officinale and Echinacea on alleviation of clinical symptoms and hospitalization rate of suspected COVID-19 outpatients: a randomized controlled trial.

17. A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015-2018).

18. Design and psychometric properties of willingness to mobile learning scale for medical sciences students: A mixed-methods study.

19. Lived experiences of nursing students about ethical concerns regarding mobile learning in educational and clinical contexts.

20. A Study on the Knowledge, Attitude, and Practices of Iranian Mothers towards Childhood Obesity.

21. The association between attitude, self-efficacy, and social support and adherence to diabetes self-care behavior.

22. Data on the knowledge, attitude, and performance of Ph.D. students attending an educational course (Tehran, Iran).

23. Comparing injecting and sexual risk behaviors of long-term injectors with new injectors: A meta-analysis.

24. The effectiveness of stress management training on blood glucose control in patients with type 2 diabetes.

25. The educational effects of mobile learning on students of medical sciences: A systematic review in experimental studies.

26. The effects of group blogging on the attitude towards virtual education in nursing students.

27. The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

28. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings.

29. Placebo use in clinical practice by nurses in an Iranian teaching hospital.

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29 results on '"Koohestani HR"'

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