The Procedures for Documenting Organizational Knowledge and Experiences: A Scoping Review.

Background: The present study was motivated by issues with earlier studies on documenting knowledge and experiences. This scoping review investigates and maps the procedures for documenting organizational knowledge and experiences. Methods: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for Scoping Reviews (PRISMA-ScR) guidelines, a scoping review was conducted. Data were obtained by searching PubMed, Web of Science, Scopus, ProQuest, Embase, and Emerald Insight databases and Persian databases, such as Magiran, Noormags, and Ensani. The selected terms were searched using the Boolean AND/OR operators, phrases, parentheses, and truncations in the title, abstract, keywords, and text word fields. The inclusion criteria were resources relevant to the research question, studies in English and Persian, original research articles, and resources published between 2011 and 2022. Finally, 8 related papers were selected as the research population after screening records. Results: The review of the selected studies indicates that there have been different steps for documenting knowledge and experiences according to the subject's scope and the goals of the studies. The included articles revealed numerous steps for documentation-including planning, acquisition, registration, evaluation, submission, maintenance, publication, application, payment, and compensation. Conclusion: Although a systematic mechanism for documenting knowledge and experience is essential, many processes and phases are offered for documentation. Therefore, a complete review that synthesizes and integrates past study findings must still be included. Several shortcomings in past research on documenting knowledge and expertise prompted the present study. The results of the present study can be of great use to managers and employees of various organizations in topics such as the creation of standards for documenting knowledge and experiences, organizational-structural planning in this field, and training on different documentation methods.

Prevalence of obsessive-compulsive disorders (OCD) symptoms among health care workers in COVID-19 pandemic: a systematic review and meta-analysis.

BACKGROUND: Obsessive Compulsive Disorder (OCD) symptoms, are among the serious mental health challenges that Health Care Workers (HCWs) faced during the COVID-19 pandemic. As these symptoms reduce the mental well-being and effectiveness of HCWs which are followed by poor health outcomes for patients, the aim of this systematic review and meta-analysis was to determine the prevalence of OCD symptoms among HCWs worldwide. METHODS: PubMed, Google Scholar, Cochrane, Scopus, Web of Science, ProQuest, Emerald, and ERIC databases were searched using related keywords till the end of October 2021. Observational studies about the prevalence of OCD symptoms among healthcare workers during the COVID-19 pandemic were screened and evaluated. In order to assess the quality of studies, the Newcastle-Ottawa scale (NOS) checklist was used. The effect measure was the prevalence rate with a 95% confidence interval (CI). RESULTS: A total of 7864 individuals from 11 studies were included. The range of OCD symptoms prevalence across these studies was from 0.07 to 0.47. Due to the high heterogeneity between the studies (I2 = 98.6%, P < 0.01), the random effects model was used. The pooled prevalence was 0.29 (95% CI: 0.22-0.38) based on logit transformed CI. CONCLUSIONS: The pooled prevalence of OCD symptoms was 29% among the HCWs during the COVID-19 pandemic. This prevalence was higher than the general population according to the pre-pandemic literature, but lower than the recent reports amid the pandemic. Psychosocial interventions are suggested to be designed and implemented in such conditions.

Development of an Accreditation System for Evaluating Biomedical Scientific Associations Through a Participatory Process in Iran.

Background: Accreditation is used to monitor, guide, examine, and assure the quality of higher education. There is no formal evaluation system to ensure the quality and quantity of scientific associations' activities. So this study aimed to develop and implement a national accreditation system to be applied for biomedical scientific associations through a participatory process among stakeholders. Methods: Consensus development techniques, i.e., focus group and Delphi methods, were used to design the accreditation system. An expert committee, set up at the recognized accreditation body, devised the accreditation structure, procedure, and permit rules using the focus group technique. Then, we prepared the standards draft which was further modified in an expert panel in focus group sessions and finalized among the stakeholders through the Delphi technique. Finally, the procedure was performed for 66 associations. Results: The accreditation structure, procedure, and standards were determined and legitimized. Standards included 20 ones in four domains of educational activities (3 standards), research affairs (2 standards), cross-sector collaborations (2 standards), and organization and equipment (13 standards). Among 66 associations, 16 and 12 were approved and conditionally approved respectively. Conclusion: In spite of associations' influential academic and social activities, no study was found in regards to their accreditation. Standards devised in this research can be employed by scientific associations for developing their plans and enhancing their performance. This experience can be adopted for accrediting not only scientific associations but also any other academic institutions, especially non-student training ones.

Devising ethical codes for e-contents in e-learning.

Background: Promoting ethics is one of the goals of education, but the free flow of communication and divulging unethical behaviors in e-learning make the urgent need to clarify ethical values. Therefore, the aim of this study was to prepare ethical codes to develop and deliver e-contents. Methods: A draft of e-content ethical codes was prepared based on the literature review. Then, it was further revised by e-learning, medical education, ethics, and e-content experts. Finally, the draft was finalized through a 2-round Delphi process among related experts all over the country. Results: The final document of e-content ethical codes, including introduction, definitions, and 7 ethical code statements, was devised. Conclusion: Considering the difference between e-content and other kinds of publications, this set of ethical codes can be used straightforwardly to assess ethical aspects of e-contents.

A systematized review on diabetes gamification.

Background: Gamification is an effective tool used to enhance the quality of education and training, to create motivation and enthusiasm, and to maintain competitiveness in the targeted population. Given that, the present study is an attempt to review gamification used in the field of diabetes systematically and its effects on the target group. Methods: Articles were retrieved from eight databases via an electronic advanced search. The data were imported to Endnote; and to assess the quality of the articles, PRISMA and CASP were used. Finally, according to the inclusion criteria, the appropriate articles were selected. Results: This study indicates that physical activity and nutrition were the most frequent diabetic subgroups in diabetes gamification. In addition, all diabetes gamification programs were designed to educate, teach skills and make behavior improvement in diabetics. Conclusion: Diabetes gamification have the capacity to change health behaviors among all age groups and can create an innovative, attractive and interactive learning environment accompanied by fun and engagement. Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran; Librarianship and Medical Information Science, Iran University of Medical Sciences, Tehran, Iran.

A review on inputs and outputs in determining the efficiency of universities of medical sciences by data envelopment analysis method.

Background: Increasing the number of students in universities, simultaneously limiting allocation of funds to them, and maintaining the highest efficiency level in education and research are of paramount importance. There are several methods to assess the efficiency of universities, and one of the most widely used of which is data envelopment analysis (DEA). The aim of this study was to determine the input and output criteria to evaluate the efficiency of universities of medical sciences through review-related articles using the DEA method. Methods: The time limit for retrieving articles was considered from the beginning of the publication of the first paper in this field until the end of 2017. The data were retrieved from Web of Science, Scopus, Ovid, ProQuest, Science Direct, and PubMed using advanced searches. Inclusion criteria were as follow: relevancy of the articles to the purpose of the research, availability of the articles' full-text, articles published to the end of 2017, and articles published in English. Results: The most inputs used in the literature to determine university efficiency were number of academic staffs, budget and costs, number of students, number of nonacademic staffs, spaces, and equipment and student's entrance scores. Also, the most outputs used in the literature to determine university efficiency were number of graduates, publications, incomes, number of students, and student's scores. Conclusion: This study showed that a large number of researchers have focused on measuring and comparing the efficiency of universities to improve efficiency, reduce costs, and manage the resources. Efficiency analysis by DEA allows the policymakers to define and develop policies and guidelines to improve their performances.

Factors influencing knowledge sharing between scientific specialists in knowledge networks and communities of practice: A systematic literature review.

Knowledge sharing is a competitive advantage and necessity for the success of any organization. Meanwhile, knowledge networks have been introduced as a way to enhance knowledge sharing between individuals and as an effective tool to facilitate knowledge exchange in clinical, educational, and commercial fields. The purpose of this paper is to identify the factors that can affect the level of knowledge sharing and exchange between academic and scientific specialists in knowledge networks and Communities of Practice (COP). A systematic literature review was conducted using the PRISMA guidelines. Four databases were searched, including Scopus, Web of Science, PubMed, and ProQuest. Google Scholar search was conducted to complete the search and ensure the tracking of the gray literature. Also, relevant sources, references, and reference lists of the related articles were reviewed. The studies were searched from April until August 2022 and finally the content analysis of the findings was done. Two reviewers independently assessed the quality of included studies. Data were extracted using the Joanna Briggs Institute (JBI) checklist tool. Of the 1439 records, 13 studies met the inclusion criteria. This study identified three main categories of factors affecting knowledge sharing in knowledge networks and COPs as individual factors, organizational, and structural. The results showed that knowledge networks provide opportunities to overcome professional barriers and complex systemic challenges and lead to knowledge sharing and exchange among scientific specialists. This article has important implications for managers, health policymakers, and academics who wish to expand knowledge sharing of scientific specialists through knowledge networks and CoPs in knowledge-based organizations.

Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis.

Introduction: Game in education aims to enhance human motivation and performance in a given activity. Gamification experts and health researchers are still unsure about the status of progress of game for health. So, to fill in this gap, the present study aimed to analyze scientific productions to identify production trends, subject areas, countries, institutes, and authors in these three areas on gamification, game-based learning, and serious games in medical education, as well as to determine co-authorship patterns. Methods: The present descriptive quantitative research was conducted through scientometric analysis by using co-authorship networks in gamification, game-based learning, and serious games. First, an advanced search was performed from 1990 to 2020 and the studies were retrieved from Web of sciences, on Aug 17, 2021 The plain text format of data was inputted to Microsoft Excel, CiteSpace and Gephi to analyze scientometric maps for the three domains. Subsequently, the required indicators to review co-authorship networks were obtained: Degree centrality, Betweenness centrality, Closeness centrality, Density, Clustering coefficient, collaboration index and collaboration coefficient. Results: There were 466 documents in gamification, 155 documents in game-based learning, and 295 documents in serious games. The results indicated the rising trend of scientific publications on the three domains. US was a prolific country in all three domains. Author collaboration has remarkably increased, although the number of single-author articles is still high. Conclusion: Due to the increasing growth of publications on these three domains, research can be continued by forming specialized groups and supporting joint publications. Also, research policy-makers should promote author collaborations on the national and international scale.

What are the Factors that Enhance Metacognitive Skills in Nursing Students? A Systematic Review.

Background: Metacognitive skills have an important role in training efficient learners and competent clinicians in health professions education. The aim of this systematized review was to determine the factors enhancing metacognitive skills in nursing students. Materials and Methods: For data collection, we searched the databases of PubMed, Ovid, Cochrane, Scopus, Web of Science, ProQuest, Springer, EMBASE, Science Direct, PsycInfo, Nursing and Allied Health, and ERIC up to the end of March 2019, using the study key words. We used PRISMA flowchart diagram for reporting the results of the study. Peer-reviewed articles in English, addressing factors enhancing metacognition in nursing students, were included in our review. The Critical Appraisal Skills Program (CASP) checklist was used for assessing the quality of the included studies. Results: Out of 2355 studies, 16 were included for the review. Several factors, namely "specific curricular activities," "self-regulated e-learning modules," "e-portfolio," "cognitive apprenticeship," "specific teaching techniques for classroom and experiential settings," "metacognitive wrappers," "problem-based learning," "blended learning," "grit," and "clinical log," enhancing metacognition in nursing students, were extracted. Conclusions: The findings of our study can contribute to planning for improvement of learners' metacognitive skills. However, there is a need for future research on determining further factors influencing nursing students' metacognitive skills.