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Assessment of interns' achievement in the expected competencies of the general medical course in the Maternity, Gynecology, and pediatric Ward from the viewpoint of professors and interns at Tabriz University of Medical Sciences
(Tabriz University of Medical Sciences Medicl Education Department, 2024) Saeidi, Farinaz; Alizadeh, Mahasti; Medical Education; Dehghani, Gholamali
Background: Following the professional and skillful role of physicians, the Ministry has outlined the expected competencies of general practitioners through a document with minimum capabilities. This research aimed to assess the interns' achievement in the expected competencies of the general medical course in the Maternity, Gynecology, and pediatric Ward from the viewpoint of professors and interns at Tabriz University of Medical Sciences Method: This cross-sectional descriptive study was conducted in Tabriz University of Medical Sciences in 1402. The statistical population of the research consisted of 300 medical students in the internship period and 55 faculty members of the Department of Pediatrics and Women, who were included in the study by census method. The data collection tool was a researcher-made questionnaire that was designed based on the capabilities document approved by the Ministry of Health and Medical Education in 7 areas, including 76 questions for the women group and 86 questions for the children group, and its validity and reliability were examined. Data design was analyzed using descriptive statistics and chi-square test (χ2) using SPSS-25 software. Results: In the 7 investigated areas in order to reach the expected abilities in the group of women and children, in the area of patient care communication skills, continuous personal and comprehensive development skills, and professional and ethical commitment from the point of view of teachers and students, it has a higher average In the acquisition of competence, comparing the views of professors and learners in the women group in clinical skill skills, health promotion and prevention skills in the health system, personal development skills and continuous learning, and professional and moral commitment skills, there is a significant difference in the children group in the skill areas. There is a significant difference in clinical, health promotion and prevention skills in the health system, personal development skills and continuous learning. Conclusion: The assessment of competencies in this study was conducted through faculty assessment and self-assessment. The results indicated the need for a fundamental reassessment of educational methods, resources, and related courses on learning and teaching in the pediatrics and gynecology departments. Furthermore, most clinical instructions are theory-based and according to students' viewpoint, education in the seven expected areas requires fundamental changes.
Comparison of the effect of teaching anatomy between traditional methods and teaching by virtual dissecting table on the learning of medical students of Tabriz University of Medical Sciences
(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2025) Abbas, Majdi Seghinsara; Reza, Ghafari; Medical Education; Gholamali, Dehghani; . Saeid, Aslanabadi
Background: Anatomy is fundamental in medical education, enabling students to identify and locate organs. Its teaching heavily relies on models and cadavers, but inadequate infrastructure and equipment present challenges. Traditional anatomy education methods include cadaveric dissection and illustration. While dissection is interactive but costly, illustration remains low-cost and engaging. Cadaveric surgery effectively teaches surgical anatomy through hands-on practice but is resource-intensive, making it more suitable for postgraduate education. New technologies like simulation, VR, AR, and MR enhance anatomical education for students by providing a safe, interactive learning environment, reducing errors, and decreasing reliance on cadavers. This study explores virtual dissecting tables in teaching anatomy to medical students. Method and Material: visualization device "kalbodnama," procured from Rayan Teb Pishgam (now VIVO SANAL EĞİTİM TEKNOLOJİLERİ), was assessed. Students were divided into two groups. Group One used a virtual dissecting table and physical models (bones, mannequins, or cadavers) to practice theoretical topics, and subsequently participated in a post-test to evaluate their progress. In this study at Tabriz University of Medical Sciences, the effectiveness of the anatomical. The first student group used both real bones and a Virtual dissecting table for learning, while the second group only used real bones. After practice, both groups took a post-test. Group two (control): Students practiced course material using bones, models, or cadavers without a Virtual dissecting table and then took a post-test. Both groups took a pre-test before practical sessions . Results: Using an anatomical visualization device in osteology significantly improves post-test scores in medicine and dentistry compared to traditional teaching methods. For medical students, the average scores of pre-tests and post-tests on soft tissue topics show no significant difference with or without using an anatomical visualization device. However, dental students exhibit a significant improvement in scores between pre-tests and post-tests, especially when the anatomical visualization device is used. This improvement is particularly notable and significant after using the visualization tool. Dental students performed better on pre-tests related to osteology compared to soft tissue topics. In post-tests without using the anatomy visualization device, scores for soft tissue topics were higher, reflecting greater interest in these topics. However, when the device was used, scores for osteology were higher, highlighting the significant role of the anatomy visualization device in teaching osteology to students. Conclusion: The results from pre-tests and post-tests of medical and dental students indicate that practical class training enhances their knowledge in osteology and soft tissue anatomy, whether using a virtual cadaver or not. However, training with the virtual cadaver significantly improves student scores and deepens their learning. Some non-significant differences in pre-test and post-test scores suggest a need to revisit and improve the practical training methods.
Comparison of the effect of teaching anatomy between traditional methods and teaching by virtual dissecting table on the learning of medical students of Tabriz University of Medical Sciences
(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2024) Majdi Seghinsara, Abbas; Ghafari, Reza; Dehghani, Gholamali; Aslanabadi, Saeid
Background: Anatomy is fundamental in medical education, enabling students to identify and locate organs. Its teaching heavily relies on models and cadavers, but inadequate infrastructure and equipment present challenges. Traditional anatomy education methods include cadaveric dissection and illustration. While dissection is interactive but costly, illustration remains low-cost and engaging. Cadaveric surgery effectively teaches surgical anatomy through hands-on practice but is resource-intensive, making it more suitable for postgraduate education. New technologies like simulation, VR, AR, and MR enhance anatomical education for students by providing a safe, interactive learning environment, reducing errors, and decreasing reliance on cadavers. This study explores virtual dissecting tables in teaching anatomy to medical students. Method and Material: visualization device "kalbodnama," procured from Rayan Teb Pishgam (now VIVO SANAL EĞİTİM TEKNOLOJİLERİ), was assessed. Students were divided into two groups. Group One used a virtual dissecting table and physical models (bones, mannequins, or cadavers) to practice theoretical topics, and subsequently participated in a post-test to evaluate their progress. In this study at Tabriz University of Medical Sciences, the effectiveness of the anatomical. The first student group used both real bones and a Virtual dissecting table for learning, while the second group only used real bones. After practice, both groups took a post-test. Group two (control): Students practiced course material using bones, models, or cadavers without a Virtual dissecting table and then took a post-test. Both groups took a pre-test before practical sessions . Results: Using an anatomical visualization device in osteology significantly improves post-test scores in medicine and dentistry compared to traditional teaching methods. For medical students, the average scores of pre-tests and post-tests on soft tissue topics show no significant difference with or without using an anatomical visualization device. However, dental students exhibit a significant improvement in scores between pre-tests and post-tests, especially when the anatomical visualization device is used. This improvement is particularly notable and significant after using the visualization tool. Dental students performed better on pre-tests related to osteology compared to soft tissue topics. In post-tests without using the anatomy visualization device, scores for soft tissue topics were higher, reflecting greater interest in these topics. However, when the device was used, scores for osteology were higher, highlighting the significant role of the anatomy visualization device in teaching osteology to students. Conclusion: The results from pre-tests and post-tests of medical and dental students indicate that practical class training enhances their knowledge in osteology and soft tissue anatomy, whether using a virtual cadaver or not. However, training with the virtual cadaver significantly improves student scores and deepens their learning. Some non-significant differences in pre-test and post-test scores suggest a need to revisit and improve the practical training methods.
Comparison of the methods of teaching professional of assistants in universities of Iran and the world
(Tabriz University of Medical Sciences,Educational Development Center-Medical Education Department, 1/18/2023) Asghari Khatooni, Azam; Ghaffarifar, Saeideh; Akbarzadeh, Fariborz
The effect of sleep impairments on obesity-related microRNAs
(Tabriz University of Medical Sciences, Tuberculosis and Lung Disease Research Center, 2024) Atefeh, Ansarin; Ostadrahimi, Alireza; Ansarin, Khalil; Shanehbandi, Dariush
Introduction: Short sleep duration has been identified as a significant risk factor for obesity, yet the underlying molecular mechanisms remain unclear. This study investigates the expression of key circadian genes and related miRNAs involved in metabolic regulation, including Bmal1, miR-9, miR-17-5p, Ppara, miR-24-3p, Per2, miR-130a, and Pparg, in participants with varying sleep durations and body weights. Methods: Participants were divided into four groups based on sleep duration and weight status: Group A (normal sleepers, normal weight; n = 24), Group B (normal sleepers, obese; n = 24), Group C (short sleepers, normal weight; n = 24), and Group D (short sleepers, obese; n = 24). Blood samples were collected, and the expression levels of interest mRNAs and miRNAs were evaluated using qRT-PCR. One-way ANOVA and Tukey post-hoc analyses were performed to assess differences between groups. Results: The expression of Bmal1 and Pparg genes showed significant differences between groups (p < 0.001), with upregulation observed primarily in short sleepers, particularly in Groups C and D. Per2 expression was significantly decreased across all groups with abnormal sleep or weight status (p < 0.05), especially in Groups C and D. miR-17-5p and miR-130a were significantly downregulated in Groups C and D (p < 0.001), while miR-24-3p was significantly upregulated in these groups (p < 0.001). No significant changes were observed for miR-9 and Ppara expression across the groups. Conclusion: The dysregulation of Bmal1, Per2, and Pparg, along with their regulatory miRNAs, underscores the importance of circadian regulation in maintaining metabolic health. miR-24-3p upregulates during short sleep, inhibiting Per2 expression, while miR-130a downregulates, leading to reduced inhibition of Pparg, promoting adipogenesis. Additionally, Per2 acts as an inhibitor of Pparg, further influencing fat accumulation. miR-24-3p and miR-130a emerge as key modulators of these pathways. These genes provide potential therapeutic targets for mitigating the impact of short sleep duration on obesity and related metabolic disorders.
Evaluation of Emotional Inteligence in Dentistry Students and its Relationship with Self Directed Learning
(Tabriz University of Medical Sciences,Educational Development Center-Medical Education Department, 2022-09) Aghazadeh, Zahra; Dehghani, Golamali
Factors affecting academic achievement in face-to-face and virtual education from the perspective of students of Tabriz University of Medical Sciences: A qualitative study
(Tabriz University of Medical Sciencesو Medicl Education Department, 2024) Abdolalipour, Somayeh; Namdar Areshtanab, Hossein; Ghaffari Far, Saiedeh; Medicl Education; Ghaffari, Reza; Mirghafourvand, Mojgan
Introduction: Academic progress is one of the most important criteria in assessing students' ability to complete university studies and reach the graduation stage. Medical science students, as the main recipients of educational services, are the best source for identifying medical or clinical education problems, as they have direct and indirect interaction with this process. Method: This study was conducted in the years 2022-2023 using qualitative content analysis at Tabriz University of Medical Sciences. A total of 23 students from Tabriz University of Medical Sciences were selected through purposive sampling, and their experiences and perspectives were used until reaching the saturation point of information. Semi-structured in-depth individual interviews were used to collect data, along with an interview guide. Content analysis method was used for data analysis. Results: Two general themes, "Facilitators of Academic Progress" and "Barriers to Academic Progress," were extracted in both face-to-face and virtual education sections. In the "Effective Instructors," "Appropriate Evaluation System," "Student Characteristics," "Suitable Learning Environment," and "Social Support" categories derived from 106 codes and 15 sub- during the data analysis, facilitators of academic progress were identified. Additionally, "Interdisciplinary Problems," "Undesirable Teaching," "Curriculum-Related Issues," "Educational System Problems," "Faulty Interpersonal Interactions," "Inappropriate Evaluation System," "Inadequate Facilities," "Socio-Economic Problems," "Personal-Family Issues," and "Insufficient Student Motivation" were obstacles to academic progress from the perspective of students in this study, derived from 155 codes and 25 sub- categories. In the virtual education section, "Teaching Flexibility," "Quality Improvement in Education," and "Student-Centered Education" were identified as facilitators of academic progress from categories extracted from 54 codes and 10 sub-categories. Additionally, "Educational Factors," "Technical and Technological Factors," "Economic Factors," and "Communication and Interaction Factors" from categories extracted from 62 codes and 14 sub-categories were identified as obstacles to academic progress. Conclusion: Since factors such as satisfaction with educational facilities, welfare, and academic motivation affect the quality of education, examining these variables from the perspective of students seems useful for formulating rules, providing appropriate facilities, planning for the training of capable students, selecting suitable educational and learning processes for learners. Furthermore, it seems that with the provision of virtual education infrastructure, proper culture of technology use, comprehensive access of students to necessary tools for attending virtual classes, empowerment of teachers in conducting virtual classes, and production of electronic content, along with other necessary conditions, virtual education can be more effective and serve as a modern and suitable alternative, and sometimes a good complement to traditional education.
Factors affecting on academic failure from seniors’ viewpoints of professional doctoral students of Tabriz University of Medical Sciences
(Tabriz University of Medical Sciencesو Medicl Education Department, 2024) Dehghan, Parvin; Medicl Education; Ghafari, Reza
Objective: Academic failure is one of the problems of educational systems, especially universities of medical sciences, which imposes a lot of material and spiritual costs on educational systems, families, society, and the individual. Timely identification of factors affecting it, especially from the point of view of related people, can have an important role in preventing it. Therefore, the current research was conducted with the aim of evaluation the factors affecting academic failure from the point of view of general doctoral students at Tabriz University of Medical Sciences in the in 2014–2023 year Method: The present study was a descriptive and cross-sectional survey. The statistical population of the research included all general doctorate students (medicine, dentistry, and pharmacy) at Tabriz University of Medical Sciences in 2018, numbering 474 people. According Morgan's Table, the sample size was determined 214, and its distribution was done in a proportional class based on the population of the studied groups. The participants in the research were selected by the convenience sampling method, following the inclusion and non-entry criteria. Academic failure was considered a decrease in the standard score (z score) of the previous semester score compared to the previous two semesters score of 1.4 or more. The data was collected using a standard questionnaire that included demographic information and 52 questions about factors affecting academic failure. Questions of questionnaire examined the degree of students' agreement on the factors affecting academic failure by a 5-point Likert scale ranging from very high to very low have. Questionnaires were completed by the self-report method in Porcelain software. Data analysis was done with descriptive statistics including an independent t-test, Levin's test, Friedman's test, multivariate covariance tests, and SRMR and NFI indices. Results: The research hypotheses that pre-educational factors, educational factors, psychological factors, and social and economic factors are effective in academic failure have been confirmed from the perspective of all students (P<0/05). In the comparison of the factors from the point of view of the two groups of students with academic failure and without educational failure, there was a significant difference only in the education factor (p<0/05). But there was no significant difference in before education factors, psychological factors, and social and economic factors (P>0/05). The ranking of factors affecting academic failure was different from the students’ point of view (P<0/05), and educational factors had the highest rank and socio-economic factors had the lowest rank among the factors affecting academic failure. Also, there was no significant difference in the ranking of factors affecting academic failure from the point of view of the two groups with academic failure and without academic failure (P>0/05). Conclusion: Due to the inappropriate effects of academic failure on educational systems, family, society and the individual himself, suitable solutions should be provided to identify and prevent it, and support measures should be considered for students exposed to academic failure and its subsequent effects. In the field of education, in addition to appropriate educational planning, professors should be empowered to use new education and assessments, and suitable educational and welfare facilities should be provided for students
Familial aggregation of traffic injury related risky behaviors
(Tabriz University of Medical Sciences، Research centers, 2024) Davtlab Esmaeili, Elham; Kalankesh, Leila; Zeinalzadeh, Alihosein; Dastgiri, Saeed
Introduction and Objectives: A key approach to reducing and managing diseases and crashes is to focus on identifying and, minimizing modifiable risk factors including associated high-risk behaviors. Behavior represents the most intricate phenotype that can be examined. Despite numerous studies investigating the prevalence of high-risk traffic and non-traffic associated behaviors and the environmental factors influencing their occurrence, there is a scarcity of research on the existence of family aggregation of high-risk traffic and non-traffic associated behaviors. Therefore, this study aims to explore the familial aggregation of risky traffic and non-traffic behaviors for father-child, mother-child, siblings, and spouses. Material and Methods: The present study was conducted in two phases: 1- Developing a comprehensive tool for identifying high-risk behaviors and 2- Assessing family aggregation patterns and determining the geographical distribution of high-risk traffic and non-traffic behaviors. This cross-sectional study took place in Tabriz city in 2023. The source population was the family medicine clinic at Asadabadi Hospital. In this study, the heads of households were chosen as proband. Probands were randomly selected from the daily client list, and if they agreed to take part in the study, their first-degree family members (wife and children) were then invited. The Generalized Estimating Equations (GEE) was employed to assess family aggregation among spouses, father-children, mother-children, and siblings. Results: The ICC for the core component, optional component, and the total tool were calculated as (ICC=0.86, 95% CI: (0.79-0.91)), (ICC=0.88, 95% CI: (0.81-0.92)), and (ICC=0.87, 95% CI:(0.82-0.92)), respectively, with an overall Cronbach's alpha of 0.85. In this study the response rate was 95.6%. The familial aggregation of risky driving behavior among father-offspring was 1.69 (OR= 1.69, 95% CI: (0.84-3.29)) in total score, 1.79 (OR= 1.76, 95% CI: (1.02-3.04)) in violations subscale, 1.23 (OR= 1.23, 95% CI: (1.30-3.81)) in slip subscale, and 1.06 (OR= 1.06, 95% CI: (0.56-2)) in lapse subscale. Significant familial aggregation was found between mothers-children (OR= 1.33, 95% CI: (1.1-1.86)), as well as between fathers-children (OR= 1.4, 95% CI: (1.06-2.01)), and in the total score of high-risk traffic behaviors among pedestrians. There was a notable familial aggregation between fathers-children in terms of alcohol consumption (OR=1.98, 95% CI: (1/08-2/5). The northwest, southwest, and khavaran were identified as the top two regions for exhibiting numerous high-risk behaviors. Conclusion and Discussion: The Persian version of this tool was introduced as a valid and reliable tool for evaluating high-risk behaviors. According to the findings of this study, familial aggregation was found to be associated with many high-risk traffic and non-traffic behaviors. The most significant family aggregation was observed between fathers-children and siblings. Therefore, regardless of the genetic or environmental factors contributing to these family aggregation, family members play a crucial role in the occurrence and severity of risky behaviors on each other. This study showed that implementing family-based interventions alongside broader interventions targeting the general population in societies is crucial. Additionally, the high prevalence of multiple risk factors in certain areas of Tabriz municipality suggests that these areas should be prioritized for supportive actions and environmental improvements.
Investigating the relationship between academic self-efficacy, self-directed learning and learning style with academic achievement in medical students
(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2024) Soltani, Raheleh; Almasi-Hashiani, Amir; Medical Education; Ghaffari, Reza
Introduction: Students have a special position as thinking and creative forces of the society, and studying the factors that are effective or related to the academic achievement is very important in order to learn and increase scientific awareness. Today, attention to the concept of academic self-efficacy and self-directed learning, is expanding in research related to education. This study aimed to investigate the relationship between academic self-efficacy, self-directed learning and learning styles academic achievement in medical students at Tabriz University of Medical Sciences. methods: The present study was conducted cross-sectionally on 326 medical students at Tabriz University of Medical Sciences who were selected by random sampling. The data collection tool was a questionnaire including demographic characteristics, academic self-efficacy, self-directed learning. Data were analyzed descriptively (mean and frequency distribution) and analytically (independent t-test, Pearson correlation coefficient, Chi-square and one-way ANOVA) at the significance level of 0.5 using SPSS (ver21) software. Results: The average ±standard deviation age of the subjects was 23.7 ±3.8 years. The average score of self-efficacy was 3.6±0.5 (score 5), the average score of self-directed learning was 3.5±0.52 (score 5), and academic achievement was 16.7± 1.5. The most learning style was 32.5% auditory. Pearson's correlation test showed that academic achievement has a positive and significant correlation with self-efficacy (r=0.24) and self-directed learning (r=0.37). In the regression analysis, self-directed learning and self-efficacy predicted 15% of the variance of academic achievement. Conclusion: Based on the findings, self-efficacy and self-directed learning had an effect on students' academic achievement. Therefore, self-efficacy enhancement and especially self-directed learning should be considered in educational programs and interventions
Investigation and prioritization of effect of lecturers’ teaching - related characteristics on students learning in Tabriz University of Medical Sciences
(Tabriz University of Medical Sciencesو Medicl Education Department, 2023) Hanaee, Jalal; Shaghaghi, Abdolreza; Sarbahksh, Parvin; Medicl Education; Ghafari, Reza
Introduction In recent years, a new wave of socioeconomic growth has emerged around the world. The growth and development of the economy and society is due to the growth and development of knowledge, especially in the higher education system of countries and its application. The development of faculty members in different dimensions of education and research is considered as the main way to develop higher education institutions, which will in turn lead to the development of the society. Educational conditions and facilities are one of the factors affecting education and learning, but the conditions and educational facilities without a good teacher will not be effective. Problem Statement: One of the most important missions of universities is to educate students who are future specialists and managers of the country, and among these, medical universities have an important role in the development of professional role of graduates. Proper adjustment of teacher-student interaction in the process of teaching learning can be effective in the process of teaching and research. Knowing the individual characteristics of the teacher from the perspective of the students can promote this interaction and ultimately lead to the development of the quality of education. Therefore, identifying the individual characteristics of professors is considered as a necessity and is one of the most important priorities of the ministry. Therefore, the present study seeks to identify and evaluate the individual components and characteristics of faculty members. Importance and Necessity of Research: Considering the role of professors in the university in general and the quality of students' learning in particular, and regarding the necessity of emphasizing the quality of education in the missions of the first universities such as Tabriz University of Medical Sciences, this study aimed to identify the desirable individual characteristics of faculty members of medical sciences universities from the viewpoint of students in Tabriz University of Medical Sciences. method: This research in three stages A- Designing a research data collection tool (questionnaire) B- Implementation phase: C- Data analysis (questionnaire analysis) Based on this, a questionnaire was designed for 85 of the 120 selected articles, and after distributing among 150 students and collecting their answers, 140 questionnaires were analyzed. In this research, to identify and prioritize the impact of individual characteristics of professors related to the teaching of faculty members from the perspective of Tabriz University of Medical Sciences students in their learning from descriptive statistics (prevalence, frequency percentage and mean) and to present and examine the side findings of the research, inferential statistics were used. has been. Discussion and conclusion: In this study, according to the students, the most important characteristics of a good professor are ethical standards, compliance with rules and evaluation, communication and counseling skills, scholarly research and teaching skills, which are not consistent with the findings of some researchers. This difference can be caused by the subjectiveness of the answers and the lack of sufficient knowledge of the students about the process as well as the field, level of study and the university where the students study. In the field of academic research, students gave the least importance to the professor's interest in research. In the area of teaching skills, the students gave the most importance to having a lesson plan and expressing it to the students, and the least importance to expressing the importance of each lesson at the beginning. Importance was given to holding a comprehensive and accurate exam at the end of the semester. In the field of compliance with educational rules, from the students' point of view, the highest importance was given to the professor's timely presence in the classroom and the lowest importance was to comply with the educational regulations to remove students with more than the permitted absence. Which is consistent with the studies of Kamali and Pour Chenari, Ghorbani, Nazimi and Richard et al., but it is not consistent with Bloomfield's study, which admits that the highest importance in the field of compliance with educational rules is the teacher's adherence to the rules.
Predictive values of medical students’ performance by non- cognitive traits assessment criteria and methods: A systematic review and metha-analysis
(Tabriz University of Medical Sciencesو Medicl Education Department, 2021) Ranjbar, Fatemeh; Gojazadeh, Mortaza; Haj Ebrahimi, Sakineh; Medicl Education; Ghaffarifar, Saeideh
Introduction: Non-cognitive traits are increasingly recognized as pivotal determinants of academic success and lifelong achievements. Despite their acknowledged significance, the precise role of non-cognitive traits in predicting the performance of medical students remains ambiguous. This systematic review aims to identify the non-cognitive traits pertinent to the admission process of medical students and to ascertain their predictive value in assessing students' performance. Materials and Methods: A comprehensive search strategy was devised utilizing a combination of controlled vocabulary, free text keywords, and their synonyms, employing the Participant, Concept, Context, Outcome (PCCO) framework. Databases including MEDLINE, PubMed, EMBASE, ERIC, Cochrane Library, CINAHL, and Psychology Database were queried, with additional searches conducted in SID, IranDoc, and Magiran for Persian articles. Furthermore, grey literature sources such as registered trials, theses, ProQuest, prominent journals, and unpublished data were also scrutinized. Screening and evaluation of identified studies were conducted independently by two reviewers, with discrepancies resolved through discussion or by a third reviewer. The quality of evidence was assessed utilizing the BEME quality framework. Article selection process was delineated following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart, with meta-analysis conducted where feasible. Results: Of 180 initially retrieved articles, 21 were included in this review. A narrative synthesis elucidating the role of non-cognitive traits in predicting students' performance was provided. Findings were categorized based on academic year and field of study. Meta-analyses employing random-effect models demonstrated significant effects for Narcissism, Aloofness, Confidence, Empathy, Neuroticism, and Extraversion. Conversely, the effects estimated for Openness, Agreeableness, and Conscientiousness were found to be non-significant. Conclusion: The results of this review underscore the positive impact of Narcissism, Aloofness, Confidence, Empathy, Neuroticism, and Extraversion on the academic performance of medical students. Insight into moderating variables gleaned from this review can aid education administrators in selecting and nurturing individuals best suited for medical training.
Qualitative analysis of multiple-choice tests held by the Pediatric department of the Tabriz Dental Faculty in 2023-2024
(Tabriz University of Medical Sciencesو Medicl Education Department, 2024) Jamei Khosroshahi, Amir Reza; Ghaffari, Reza; Medicl Education; Ghaffarifar, Saiedeh; Vafaei, Ali
Introduction: written tests form the central core of evaluation of medical students. Among these, especially multiple choice questions (MCQs) are used more because of the objectivity in scoring. The quality of these questions and providing feedback to professors and students is very important. Due to the fact that the exam analysis in Tabriz Dental faculty is quantitative and is limited to statistics and figures, we decided to carry out this study to qualitative analysis of multiple choice questions (MCQs) held for students of the general dental course by the Pediatric Department of Tabriz Dental faculty in 2023 and 2024. Materials and Methods: In this cross-sectional descriptive study, all the questions of the final written exams of the undergraduate student held by pediatric department of Tabriz Dental Faculty of in the 2023 and 2024, in the form of a census in terms of 22 indicators related to structural rules of question design and writing rules of the exam and 5 criteria related to The content of the test, including content coverage or alignment with the lesson plan, content relevance, difficulty factor, distinction factor, and the desired value for each deviation option will be evaluated. Results: The average difficulty coefficient and difference coefficient of questions in 255 questions related to 6 exams that were analyzed were 0.74 and 0.25, respectively. Most of the questions were asked in the form of four-choice questions. In 67% of the questions, the rules of Millman were fully observed in the design of the questions. 100% of the questions were designed in line with the lesson plans of Pediatric Department. Conclusion: The results of the present study indicate that the quality of the design of the questions in the four-choice tests of the Pediatric Department in 2023 and 2024 did not have the maximum usefulness and needs to be improved. It can be suggested to hold empowerment workshops for faculty members in order to improve the quality of exams.
Quantitative and Qualitative Analysis of the Exams of the Educational Groups of Basic Medical Sciences in Tabriz University of Medical Sciences in the First Half of the Academic Year 2023-2024
(Tabriz University of Medical Sciences and Health Services Medical Education Department, 2024) Sadeghi, Poorya; Medical Education; Pourabbas, Ahmad; Dehghani, Gholamali
Introduction: One of the most important goals of medical education is to minimize test error in order to achieve high reliability and validity. Test analysis is of paramount importance for important and crucial tests of medical sciences that are accountable to society. The rationale for using test analysis methods is to improve the quality and reliability of the assessments made, and to select questions that more appropriately measure learner performance. Objective: This study was conducted with the aim of quantitative and qualitative analysis of specific course exams in basic medical sciences departments of Tabriz University of Medical Sciences in the first semester of the academic year 1402-1403. Materials and Methods: This study was descriptive-analytical and applied. The target population was all four-choice tests of specific courses of the basic medical sciences course (34 specific units and 810 four-choice questions) in the first semester of 1402-1403, which were included in the study using the whole number method. The data collected at three different levels (course, group and total tests) were analyzed. The items analyzed in this study included the study of discrimination coefficients, difficulty, Codre-Richardson correlation coefficient (KR20), difficulty of the questions, non-functional options, face validity based on Millman's rules, content validity (covering curriculum objectives), study of the taxonomy of the questions, as well as the analysis of the items of each test, the analysis of the generality of each test, and the analysis of the total tests. Results: The results of the analysis of all specific course tests showed that 42% of the questions were easy, 50% were appropriate, and 8% were difficult; 1.8% of the options (approximately 58 options) were non-functional options; and 1.2% of the questions had a negative discrimination coefficient, 69% were appropriate, and 29.8% had a low discrimination coefficient. In the content and face validity study, 96.6% and 89% were covered, respectively, and all questions were designed at the Type 1 taxonomy level. Conclusion: The designed tests had acceptable criteria and standards, but the design of more difficult questions and increased diversity in question types and adherence to blueprint principles were evident in some courses. This information can help administrators and test designers improve the quality and credibility of tests, and improve the validity and reliability of test questions in subsequent courses and examinations.
Study of osteognesis and angiognesis genes expression of dental pulp stem cells seeded on thermosensetive injectable scaffolds based on N-Isopropylacryiamide containing VEGF and BMP2
(Tabriz University of Medical Sciences, Drug Apllied Research Center, 2025) Shabestari Khiabani, Saeid; Aghazadeh, Marzieh; Peyman, Keyhanvar; Davaran, Soodabeh
The use of tissue engineering promises to regenerate lost tissues using cellular products and gene therapy. Recently, similar scaffolds with different three-dimensional biological structures have been developed based on hydrogels for tissue engineering. Therefore, the aim of this study was to evaluate the expression of ossification and angiogenesis genes in dental pulp stem cells (hPDSC) transferred to temperature-sensitive injectable scaffolds containing BMP2 and VEGF. Materials and methods: In this study, electrochemical polymerization was used as a polymer scaffold fabrication method to prepare a highly porous polycaprolactone/hydroxyethyl methacrylate/N-isopropyl acrylamide (PCL-P(HEMA-NIPAAM)) hybrid copolymer for bone tissue regeneration. The characteristics of the obtained porous scaffolds were determined by FTIR, 1HNMR and SEM assays. In addition, growth factor loading and release tests, MTT and alizarin red staining were performed for bioassays of polymers containing growth factors. Finally, the expression level of growth factor VEGF was measured after exposure to the polymer. Results: Overall, we successfully developed the new hybrid copolymer PCL-P(HEMA-NIPAAM) by copolymerizing PCL, NIPAAm (heat-sensitive monomer), and HEMA via copolymerization to deliver growth factors (VEGFs or BMPs). The developed scaffolds showed many favorable advantages such as high growth factor loading capacity (85% for VEGF and 80% for BMP2) and release of heat-responsive growth factors. Growth factors were physically trapped in the structure of the hydrogel. Based on the findings of the present study, this copolymer can play an effective role by initiating various stages of bone growth, including the uptake of mesenchymal stem cells (MSCs) and their conversion to osteoblasts. In addition, the new PCL-P hybrid copolymer (HEMA-NIPAAM) showed no significant cytotoxicity for hPDSC cell lines in the MTT assay. As well as, the increase in VEGF gene expression in dental pulp stem cells was confirmed in temperature-sensitive and injectable PCL-P(HEMA-NIPAAM) containing VEGF. Conclusion: The copolymer-based scaffold PCL-P(HEMA-NIPAAm), with temperature-sensitive properties, can serve as an effective carrier for growth factors in applications related to bone tissue engineering and regenerative medicine. This biocompatible system is a promising option as a matrix for the implantation and differentiation of human dental pulp stem cells (hDPSCs) in tissue regeneration environments
ارزش پیشگویی کنندگی عملکرد دانشجویان علوم پزشکی توسط هریک از معیارها و روشهای سنجش خصوصیات غیرشناختی: یک مرور نظام مند و فراتحلیل
(دانشگاه علوم پزشکی تبریز، مرکز تحقیقات آموزش علوم پزشکی مرکز مطالعات و توسعه آموزش علوم پزشکی, 1400) رنجبر, فاطمه; قوجازاده, مرتضی; حاج ابراهیمی, سکینه; گروه آموزش علوم پزشکی; غفاری فر, سعیده
مقدمه: مهارتهای غیر شناختی نقش مهمی در موفقیت دانشجویان ایفا می کنند و می توانند پیامدهای مثبتی را در طول زندگی در بر داشته باشند. با این حال، نقش هر مهارت غیر شناختی در پیش بینی عملکرد دانشجویان پزشکی مشخص نیست. در این مرور سیستماتیک ، مهارت های غیر شناختی که بهتر است در فرایند پذیرش دانشجویان علوم پزشکی مورد ارزیابی قرار گیرند شناسایی می شوند و نقش این مهارتهای غیر شناختی در پیش بینی عملکرد دانشجویان پزشکی مشخص می شود. روش کار و مواد: در این مطالعه مروری سیستماتیک ، استراتژی جستجو با ترکیبی از controlled vocabulary ، کلید واژه های Free text و مترادف آنها ودر نظر گرفتن کلمات کلیدی بر اساس Participant, Concept, Context, Outcome(PCCO) صورت گرفت. جستجو در پایگاههای MEDLINE, PubMed, EMBASE, ERIC, Cochrane Library, CINAHL and Psychology Database و برای مقالات فارسی از SID, IranDoc, Magiran استفاده شد. همچنین لیستی از منابع مطالعات چاپ شده و grey literatureشامل کارآزمایی های ثبت شده و پایاننامه ها ProQuest و چهار مجله کلیدی و داده های منتشر نشده محققان صاحب نظر نیز مد نظر قرار گرفت. غربالگری و ارزیابی توسط دو داور به طور مستقل انجام شد و در صورت هرگونه عدم توافق بین ارزیاب ها ، این عدم توافق مورد بحث قرار گرفت و در صورت عدم حل مشکل به ارزیاب سوم ارجاع داده شد. برای ارزیابی کیفیت شواهد ازBEME quality framework استفاده شد. فرایند انتخاب مقالات با استفاده از فلوچارت که برای بررسی های سیستماتیک و متاآنالیز(PRISMA) مورد استفاده قرار می گیرد گزارش شد و در صورت امکان متاآنالیز انجام شد. یافته‌ها: 21 مقاله از180 مقاله در این مطالعه مرور شدند. توصیف روایتی از نقش مهارتهای غیر شناختی در پیش بینی عملکرد دانشجویان ارائه شد. نتایج بر اساس سال تحصیلی و رشته تحصیلی گروه بندی شدند. با استفاده از مدل های اثر تصادفی ، متاآنالیزها اثرات قابل توجهی را برای Narcissism، Aloofness ، Confidence ، Empathy ، Neuroticism ، Extraversion نشان دادند. در حالی که اثرات برآورد شده برایOpenness ، Aggreeableness ، Conscientiousness قابل توجه نبودند. نتیجه‌گیری: یافته های این مرور نشان می دهد که مهارت های Narcissism، Aloofness ، Confidence ، Empathy ، Neuroticism ، Extraversion بر عملکرد تحصیلی دانشجویان پزشکی تاثیر مثبت دارد. بررسی متغیرهای تعدیل کننده نشان داد که متولیان آموزش می توانند از یافته های این مرور برای انتخاب بهترین دانشجویان و تربیت افراد توانمند استفاده کنند.
ارزیابی میزان دستیابی کارورزان به توانمندی های مورد انتظار دوره پزشکی عمومی در بخش های زنان و زایمان و کودکان از دیدگاه اساتید و دانشجویان مقطع کارورزی دانشگاه علوم پزشکی تبریز
(دانشگاه علوم پزشکی تبریز، مرکز تحقیقات آموزش پزشکی، مرکز مطالعات و توسعه آموزش پزشکی, 1403) سعیدی حسنی , فریناز; علیزاده, مهستی; گروه آموزش پزشکی; دهقانی, غلامعلی
مقدمه: تربیت نیروی انسانی متخصص و کارآمد بر مبنای اصول آموزش پاسخگو از مهمترین وظایف دانشگاه-های علوم¬پزشکی است. باتوجه به اهمیت نقش مهارتی و حرفه ای پزشکان، وزارت¬ بهداشت، درمان و آموزش پزشکی طی سندی حداقل توانمندی¬های مورد انتظار از پزشکان عمومی را ترسیم و به دانشگاه¬های علوم پزشکی کشور ابلاغ نموده است. با توجه به اهمیت موضوع و لزوم دستیابی دانش¬آموختگان رشته پزشکی عمومی به توانمندی¬های مورد انتظار درحیطه های مورد نظر، پژوهش حاضر با هدف بررسی میزان دستیابی کارورزان به توانمندی ¬های مورد انتظار دوره پزشکی عمومی در بخش¬های زنان و زایمان و کودکان از دیدگاه اساتید و دانشجویان مقطع کارورزی انجام پذیرفت. روش اجرا: این مطالعه توصیفی مقطعی در سال1402در دانشگاه علوم پزشکی تبریز انجام گرفت. جامعه آماری پژوهش تعداد 300 نفر از دانشجویان پزشکی دوره کارورزی و 55 نفر اعضای هیئت علمی گروه کودکان و زنان بودند که به روش سرشماری وارد مطالعه شدند. ابزار جمع آوری اطلاعات، پرسشنامه محقق ساخته¬ای بود که براساس سند توانمندی¬های مصوبه وزارت بهداشت درمان و آموزش پزشکی در 7 حیطه شامل 76 سوال برای گروه زنان و 86 سوال برای گروه کودکان طراحی و روایی و پایایی آن مورد بررسی قرار گرفت. طراحی داده¬ها از طريق شاخص¬هاي آمار توصيفي و آزمون کاي اسکوئر (χ2) و با استفاده از نرم افزار SPSS-25 مورد تجزيه و تحليل قرار گرفت. نتایج: در 7 حیطه مورد بررسی در جهت رسیدن به توانمندی¬های مورد انتظار در گروه زنان و کودکان در حیطه مهارت برقراری ارتباط، مراقبت از بیمار، مهارت پیشرفت فردی و فراگیر مستمر، تعهد حرفه ای و اخلاقی از دیدگاه اساتید و فراگیران دارای میانگین بیشتری است. در کسب توانمندی حاصله در مقایسه دیدگاه اساتید و فراگیران در گروه زنان در حیطه¬های مهارت بالینی، مهارت ارتقا سلامت و پیشگیری در نظام سلامت، مهارت پیشرفت فردی و فراگیری مستمر و مهارت تعهد حرفه ای و اخلاقی اختلاف معناداری و در گروه کودکان در حیطه های مهارت بالینی، مهارت ارتقا سلامت و پیشگیری در نظام سلامت ، مهارت پیشرفت فردی و فراگیری مستمر اختلاف معناداری وجود دارد. نتیجه گیری: بررسی توانمندی¬های در این پژوهش به روش ارزیابی استاد و خود ارزیابی فراگیران بوده است. نتایج حاکی بر آن است که بازنگری اساسی در روش¬های آموزشی، منابع و مباحث مرتبط با یادگیری و یاددهی در گروه کودکان و زنان لازم و ضروری است و بیشتر آموزش¬های در عرصه بالینی بر پایه تئوری و نظری بوده است و طبق نظر دانشجویان آموزش در 7 حیطه مورد انتظار نیازمند تغییرات اساسی می¬باشد.
ارزیابی هوش هیجانی و تعیین ارتباط مولفه های آن با یادگیری خودراهبر و پیشرفت تحصیلی در دانشجویان دندانپزشکی
(دانشگاه علوم پزشکی تبریز، مرکز مطالعات و توسعه آموزش علوم پزشکی؛ گروه آموزش پزشکی, 1401) آقازاده, زهرا; دهقانی, غلامعلی
بررسي ارتباط خودکارآمدي تحصيلي ،يادگيري خود راهبر و سبک يادگيري با پيشرفت تحصيلي در دانشجويان پزشکي دانشگاه علوم پزشکي تبريز
(دانشگاه علوم پزشکی تبریز، مرکز تحقیقات آموزش علوم پزشکی مرکز مطالعات و توسعه آموزش علوم پزشکی, 1403) سلطاني, راحله; الماسي حشياني, امير; آموزش علوم پزشکی; غفاري, رضا
دانشجويان به عنوان نيروي متفکر و خلاق جامعه از جايگاه ويژه اي برخوردار هستند. مطالعه در خصوص عوامل موثر با پيشرفت تحصيلي آنان، در راستاي يادگيري و افزايش آگاهي علمي اهميت زيادي دارد . مطالعه حاضر با هدف بررسي ارتباط خودکارآمدي تحصيلي ، سبک يادگيري و يادگيري خودراهبر با پيشرفت تحصيلي در دانشجويان پزشکي دانشگاه علوم پزشکي تبريز انجام گرديد. مواد و روشها: مطالعه حاضر به صورت توصيفي- مقطعي بر روي 326 دانشجوي پزشکي دانشگاه علوم پزشکي تبريز انجام گرفت. جمع آوري اطلاعات با پرسشنامه استاندارد خودکارآمدي تحصيلي ، يادگيري خودراهبر و سبک يادگيري وارک بصورت خودگزارش دهي جمع‌آوري گرديد. اطلاعات با استفاده از نرم افزار spss نسخه 21 و آزمون هاي آماري توصيفي(ميانگين و درصد) ، آزمون تي تست مستقل ،ضريب همبستگي پيرسون ، آناليز واريانس يکطرفه و کاي اسکوئردر سطح معناداري 5/0 تجزيه و تحليل شدند.يافته ها: ميانگين ( انحراف معيار)سن افراد مورد مطالعه( 8/3) 7/23 سال بود .حدود 2/13درصد تک فرزند و 89 درصد مجرد بودند. ميانگين نمره خودکارآمدي(5/0) 6/3 (سقف نمره5 ) ، ميانگين نمره يادگيري خودراهبر(52/0) 8/3 (سقف نمره5 ) و پيشرفت تحصيلي (6/1)7/16 (سقف نمره20)بود. بيشترين سبک يادگيري 5/32درصد شنيداري بود. آزمون همبستگي پيرسون نشان دادکه پيشرفت تحصيلي با خودکارآمدي (24/0 r=)و يادگيري خودراهبر (37/0r=) همبستگي مثبت و معناداري دارد اما با سبک يادگيري ارتباط معناداري مشاهده نشد(7/0=P). در تحليل رگرسيوني يادگيري خودراهبر و خودکارآمدي 15% از واريانس پيشرفت تحصيلي را پيش‌بيني مي ¬کردند.نتيجه گيري: بر اساس يافته‌هاي پژوهش خودکارآمدي و يادگيري خودراهبر بر پيشرفت تحصيلي دانشجويان تاثير داشت . بنابراين در برنامه‌ها و مداخلات آموزشي تقويت خودکارآمدي و يادگيري خودراهبر بايد مد نظر قرار گرفته شود.
بررسی تاثیر اختلالات خواب بر miRNAهای مرتبط با چاقی
(دانشگاه علوم پزشکی تبریز مرکز تحقیقات سل و بیماری های ریه, 1403) انصارین, عاطفه; استاد رحیمی, علیرضا; انصارین, خلیل; شانه بندی, داریوش
مقدمه: طول خواب کوتاه به عنوان یک عامل خطر مهم برای چاقی شناخته شده است، اما مکانیسم های مولکولی زیربنایی هنوز نامشخص هستند. این مطالعه به بررسی بیان ژن های شبانه روزی و متابولیک کلیدی و miRNA های مرتبط با آن ها، از جمله Bmal1، miR-9، miR-17-5p، Ppara، miR-24-3p، Per2، miR-130a، و Pparg در شرکت کنندگان با دسته بندی متفاوت در طول مدت زمان خواب و وزن بدن می پردازد. روش ها: شرکت کنندگان بر اساس طول مدت زمان خواب و وزن به چهار گروه تقسیم شدند: گروه A (طول خواب سالم، وزن سالم؛ 24 نفر)، گروه B (طول خواب سالم، چاق؛ 24 نفر)، گروه C (خواب کوتاه، وزن سالم ، 24 نفر)، و گروه D (خواب کوتاه، چاق؛ 24 نفر). نمونه های خون جمع آوری شد و سطح بیان mRNA ها و miRNA های مورد نظر با استفاده از qRT-PCR ارزیابی شد. برای ارزیابی تفاوت‌های بین گروه‌ها، آنالیزهای ANOVA و Tukey post hoc انجام شد. یافته‌ها: بیان ژن‌های Bmal1 و Pparg افزایش بیان معنی‌داری را بین گروه‌ها به‌ویژه در گروه‌های C و D نشان داد (p < 0.001). بیان Per2 در تمام گروه‌های دارای خواب کوتاه یا وزن چاق به‌ویژه در گروه‌های C و D به‌طور معنی‌داری کاهش یافت (p < 0.05). miR-17-5p و miR-130a به طور قابل‌توجهی در گروه‌های C و D کاهش یافت (p < 0.001) در حالی که miR-24-3p در این گروه‌ها به طور قابل‌توجهی افزایش داشت (p < 0.001). هیچ تغییر معنی داری برای بیان miR-9 و Ppara در بین گروه ها مشاهده نشد. نتیجه گیری: اختلال در تنظیم بیان Bmal1، Per2 و Pparg، همراه با miRNA های تنظیمی آنها، اهمیت تنظیم درست ریتم شبانه روزی را در حفظ سلامت متابولیک بدن نشان می دهد. miR-24-3p در طول خواب کوتاه افزایش می یابد و بیان Per2 را مهار می کند، در حالی که بیان miR-130a کاهش می یابد که منجر به کاهش مهار Pparg می شود و در نتیجه منجر به افزایش چربی زایی می گردد. علاوه بر این، Per2 به عنوان یک مهار کننده Pparg عمل می کند و کاهش آن منجر به تجمع چربی بیشتر تأثیر می شود. miR-24-3p و miR-130a به عنوان عوامل کلیدی این مسیرها هستند. به طور کلی این ژن ها اهداف درمانی بالقوه ای را برای کاهش تأثیر خواب کوتاه بر چاقی و اختلالات متابولیک مرتبط ارائه می کنند.