Need assessment of medical school curriculum for MOOCs: perspectives of instructors and students of Shiraz University of Medical Sciences.

INTRODUCTION: Designing, developing, and implementing a course without assessing and prioritizing instructional needs may result in inefficiency due to the disregard for the actual needs of the target population. The present study aimed to determine and prioritize medical students' instructional needs regarding Massive Open Online Courses (MOOCs) at Shiraz University of Medical Sciences. METHODS: This survey study was carried out in three stages (2020-2021) using the Delphi technique. Purposive and snowball sampling methods were used to select the instructors. The students were selected through simple random sampling. The first round of the Delphi technique involved a questionnaire consisting of one open-ended question, completed by 49 basic/clinical faculty members and 47 senior medical students. In the second round, a 5-point Likert scale-based questionnaire was used to prioritize the instructional needs. The reliability of the questionnaire was verified by Cronbach's alpha coefficient. In the third round, a focus group was used. A total of six expert faculty members and one senior medical student were invited to the focus group session to prioritize the needs. Data were analyzed using Friedman's non-parametric ranking test in SPSS version 26. RESULTS: Ten instructional needs priorities were extracted, including common pharmacotherapies (antibiotics and narcotics), prescriptions, physiology, anatomy, physical examination, electrocardiography interpretation, radiography, computed tomography scans, serum electrolyte disorders, and cardiovascular and internal (endocrine and metabolic) diseases. The chi-squared calculated value (715.584) indicated a significant difference in the importance of the questionnaire's questions (P < 0.001). These questions did not have equal value, and the importance, from the respondent's point of view and the observed distribution of ranks, was not the output of a random factor. CONCLUSIONS: The findings of this study can be used to design MOOCs, revise instructional programs, and adapt the curriculum to meet the needs of general practitioners, which will, in turn, help meet the medical needs of the general population.

Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.

BACKGROUND: This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences. METHODS: We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization. RESULTS: The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences universities, and all the concepts were interrelated to each other. CONCLUSION: From the experiences of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences universities.

The effect of flipped approach in teaching critical respiratory care among nurses during the COVID-19 era.

OBJECTIVES: This study investigated the efficacy of flipped approach on the nurses' knowledge and motivation regarding critical respiratory care during the COVID-19 pandemic. RESULTS: This pretest-posttest quasi-experimental study was performed in a hospital affiliated with Shiraz University of Medical Sciences during March-December 2021. One hundred and twenty eligible nurses selected by convenience sampling underwent a seven-day flipped approach respiratory intensive care training. The nurses' motivation and knowledge were evaluated using the Students' Motivation Towards Science Learning (SMTSL) and a 20-researcher-made four-option questionnaire before and two weeks after the intervention, for knowledge assessment respectively. The nurses' knowledge and learning motivation were significantly higher after the intervention (P < 0.001). The flipped approach can improve learning motivation and nurses' knowledge of critical respiratory care.

The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study).

BACKGROUND: Anatomy is a symbolic, essential core topic and one of the fundamental pillars of medical and paramedical knowledge. Nevertheless, few exploratory data analyses have focused on how students approach learning anatomy. This study examined how students perceive their learning experience during anatomy lessons and how to make a model which promotes their meaningful learning and professional identity. METHODS: Using purposive sampling with maximum variation, we conducted a qualitative content analysis at the Shiraz University of Medical Sciences in Iran (2020 to 2021). Twenty-four medical students and twelve faculty members of Iran's medical science universities were enrolled in the study. The data were collected through semi-structured interviews and analyzed according to the theme. RESULTS: A conceptual model emerged from the data analysis with the main theme called the blacksmith approach, which included Three sub-themes: (1) making a new forge (adequate preparation and mindful beginning), (2) heating the students' hearts (considering supporting systems that learners need) and (3) using Sledgehammer's approach (teaching anatomy by using more active methods and engaging all neuroanatomical regions) and (Using fun for enjoyable learning). All the concepts were related to each other. CONCLUSION: Medical students experience a challenging fundamental evolution into professional doctors. Educational systems focus primarily on teaching and learning, while students' transition can be facilitated by a three-step model called the Blacksmith Approach. It best serves as an educational framework for any pivotal, preclinical course capable of helping students acquire new roles and tackle challenges. Further research should be conducted to confirm how hard work leads to satisfying results with the opportunity to create enjoyable learning.

The role of continuing medical education programs in promoting iranian nurses, competency toward non-communicable diseases, a qualitative content analysis study.

BACKGROUND: Continuing medical education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and nurses' vital role in improving health care. It is, therefore, imperative to explore the nurses' experience of CME courses and the extent to which such programs are effective. OBJECTIVE: The present qualitative study aimed to explore and describe nurses' experiences of the effect of CE programs in promoting their competencies toward non-communicable diseases. METHODS: This qualitative content analysis study was conducted from December 2019 to April 2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran) and based on the principles of conventional content analysis. The target population was nurses who actively worked in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nine nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews guided by an interview guide, and data collection continued until data saturation was achieved. Each interview took about 30-45 min. Follow up questions were used for clarification when needed. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln. RESULTS: Analysis of the interview data resulted in 230 primary codes, based on 8 categories, and three themes were identified. The extracted themes were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. The associated categories were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. CONCLUSION: Professional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning, and implementation of training programs based on professional needs and effective assessment of the teaching/learning process.

The Relationship Between Reflectivity and Self-Regulated Learning in MA Medical Education Students of Shiraz University in 2018 and 2019.

Introduction: Reflectivity is one of the fundamental methods of education. This study aimed to investigate the relationship between reflectivity and self-regulated learning in MA medical education students of Shiraz University of Medical Sciences in 2018 and 2019. Methods: In this descriptive study, 34 full time and virtual MA students of medical education participated, using census method. Data were collected through the Pintrich and DeGroot self-regulated learning and the Kember et al.'s reflectivity questionnaires. Descriptive and inferential statistics were used for data analysis, through SPSS. Results: The results showed that self-regulatory learning strategies in subjects with good reflectivity were significantly higher than those with poor reflectivity; also, the scores of cognitive strategies and motivational beliefs were significantly higher in the participants with good reflectivity. There was no significant relationship between reflectivity and subscales of self-regulated learning strategies and also between reflectivity and self-regulated learning strategies in the full time and virtual courses. Conclusion: It was found that there was a positive and meaningful relationship between reflectivity and self-regulated learning. Therefore, it is recommended that the managers and professors in medical universities should provide training programs in this field in order for the students to benefit from the advantages of reflectivity and self-regulated learning.

Medical science students' experiences of test anxiety: a phenomenological study.

INTRODUCTION: The studies show test anxiety is a common disorder in students that causes academic failure. There are not enough studies and specific theoretical background about test anxiety and ways to deal with it, so the purpose of this study was to do a qualitative study to fully understand the ways to deal with test anxiety in medical Sciences students. MATERIALS AND METHODS: This is a qualitative study. The participants are the students of the last 2 years of pharmacy, medicine and dentistry at Isfahan University of Medical Sciences. Ten students were selected by purposeful sampling, and interviews continued until the data saturation stage and the lack of access to new data. The data were analyzed by seven-level Colaizzi method. FINDINGS: After analyzing data, about 50 codes were extracted. These codes divided into 16 subclasses, and among them, ultimately five main themes are extracted: "Prayer and Dialogue with God", "Interaction and communication with friends and relatives", "studying strategies", "Finding ways to relax and self-care" and "Negative strategies" were extracted. CONCLUSIONS: The result of this study showed that students often use positive strategies to overcome the test anxiety and try to use positive strategies, but some students are advised of undesirable strategies such as misuse of authorized drugs and writing cheating that that lead to a lot of complex problems. The educational system should do its utmost effort to empower students to manage the anxiety by learning the best strategies.

How do overweight people dropout of a weight loss diet? A qualitative study.

BACKGROUND: The growing trend of overweight and obesity in many developed and developing countries in recent years has made obesity one of the most significant health problems in the world. The treatment of overweight and obese people is challenging, as patients have difficulty adhering to a weight-loss diet. Thus, the present study aimed to identify the reasons for the dropout of weight-loss diets. METHODS: This qualitative study using content analysis was conducted in a comprehensive health center in Shiraz, southern Iran, between April and October 2020. The study was performed on 27 participants with a history of obesity and diet dropout selected via purposive and theoretical sampling. The data were gathered through semi-structured interviews and were thematically analyzed. RESULTS: The participants included 25 females (92.6%) and two males (7.4%) with a mean age of 33.4 ± 8.4 years. Data analysis resulted in the emergence of three themes and 14 sub-themes. The first theme was personal reasons for diet dropout, which included six sub-themes; i.e., misunderstanding of diet, not having enough motivation, stress and hormonal disorder, having the feel of "being harmful to health", lack of mental and psychological preparation, and personal taste. The second theme was familial and social reasons for diet dropout, including two sub-themes, i.e., social and familial problems. Finally, the third theme was the reasons related to diet characteristics, including six sub-themes: ineffectiveness of diet, expensiveness of diet food and dietary supplements, family problems, unavailability of food, unscientific and unconventional diets feeling bad about the diet, and unpalatable diet food. All the concepts were related to each other and resulted in a pattern revealing the experiences of overweight people and who had dropped out of weight-loss diets. CONCLUSION: The reasons for diet dropout were divided into three levels: personal reasons, familial and social reasons, and diet characteristics. Overall, clinicians should pay attention to the complexity of diets to increase the success rate of weight management. Based on the current study findings, a guideline is recommended to guide patients who dropout of weight-loss diets.

Effectiveness of ethics case based on blended learning approaches on medical students' learning: A quasi-experimental study.

BACKGROUND: The use of active teaching methods in ethics education, instead of being merely teacher centred, can lead students to problem-solving in a practical way. Therefore, this study was conducted with the aim of comprehensive medical ethics education based on educational approaches and the effect of this approach on students' learning and moral reasoning skills. MATERIALS AND METHODS: This quasi-experimental intervention study was performed on seventy physiopathology medical students who had taken the medical ethics course. The students' educational program included teaching theoretical concept of medical ethics, discussing ethical cases and clinical reasoning in class, and then discussing in forum environment and individual assignments in the learning management system (LMS) system and completing the portfolio. Student evaluation was associated students' knowledge, attitu de, and moral reasoning skills and learning. A comprehensive program including forum participation, individual assignments in LMS, theory and objective structured clinical examination (OSCE) tests, and portfolio completion was used to evaluation of students. The students' learning was compared to students of the previous year, which was conducted through a traditional teacher-centered method. Data analysis was conducted using IBM® SPSS® Statistics 21 at two levels of descriptive statistics and analytic statistics. RESULTS: The results showed that there was a significant difference between the mean learning of students compared with traditional class (P < 0.05). Furthermore, comparison of students' practical scores through the OSCE test showed its impact on changing students' knowledge, attitude, and performance in moral reasoning. CONCLUSION: According to research findings, it seems that the mentioned model is one of the important and new issues as a suitable method of teaching medical ethics. Furthermore, it can be suitable model in other medical courses. The more research in multicentral may be need to assess other effects on students' learning indicators.

The effect of multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers.

BACKGROUND: One of the most important ways to acquire knowledge in the present age is education based on new technologies, including mobile learning. The purpose of this study was to investigate the effect of a multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers. MATERIALS AND METHODS: In this interventional study, 112 health volunteers a Health Centre in Mashhad during 2019-2020 were enrolled. The participants were randomly divided into two groups: mobile education based on Gagne model (n = 56) and conventional lecture (n = 56). A researcher-made questionnaire was completed by the eligible subjects before, after, and 2 months after the intervention to assess their learning, retention and satisfaction in educational methods. Face validity, content validity, and reliability of the data collection tool and model fitness indices were confirmed. Content validity of data collection tools verified by experts and its reliability was calculated to be 0.78. The collected data were analyzed in SPSS-25, using descriptive (mean and standard deviation [SD]) and analytical statistical tests (independent t-test). RESULTS: The results showed that 2 days and 2 months after the intervention, learning, and retention rate was significantly higher in the mobile learning based on Gagne model group in comparison to conventional lecture group (P < 0.001). Furthermore, the intervention group was generally satisfied with the mobile training method. CONCLUSION: Mobile learning based on Gagne model is recommended for improving learning, retention among health-care workers.

Effect of positive thinking training on stress, anxiety, depression, and quality of life among hemodialysis patients: A randomized controlled clinical trial.

BACKGROUND: Given the relationship between positivity interventions and psychological problems, this study aimed to investigate the effect of positive thinking training on stress, anxiety, depression, and quality of life of hemodialysis patients. MATERIALS AND METHODS: This is a quasi-experimental and interventional study conducted on 70 hemodialysis patients referred to Fasa hemodialysis centers, Iran, between April 2019 and October 2019. Patients were selected using a simple sampling method and randomly divided into control (n = 35) and intervention (n = 35) groups. The intervention group was trained on positive thinking skills in eight sessions of a workshop. Before and after the intervention, stress, anxiety, depression, and quality of life in both the groups were measured using the Depression, Anxiety, and Stress Scale-21 and Short Form-36 Questionnaire. Data were analyzed using paired t-test, independent t-test, Kolmogorov-Smirnov, and Chi-square tests. RESULTS: There was no significant difference in the mean scores of stress, anxiety, depression, and quality of life in the two groups before the intervention.(P > 0.05), and in the control group, there was no statistically significant difference before and after the intervention (P = 0.092, P = 0.228, 0.280, respectively). In the intervention group, the mean score of stress and anxiety decreased from 23.65 ± 4.12 to 16.68 ± 4.41 (P < 0.001) and from 17.77 ± 5.15 to 14.57 ± 4.18 (P = 0.002), respectively, and that of the patients' quality of life also increased from 35.19 ± 10.07 to 55.98 ± 11.71 (P < 0.001). However, the mean score of depression did not change significantly after the intervention (P = 0.689). CONCLUSION: According to the results of this study, the use of positive thinking intervention programs with other methods for hemodialysis patients' care and treatment is recommended as a nonpharmacological, cost-effective, and uncomplicated method.

The relationship between empowerment and job burnout in auxiliary health workers in 2019.

INTRODUCTION: Health-care workers in community service professions are the formerly candidate for occupation burnout. This study aimed to investigate the relationship between empowerment and job burnout among auxiliary health workers (behvarzan) at Fasa University of Medical Sciences. MATERIALS AND METHODS: In this descriptive-analytical study, 120 auxiliary health workers were enrolled using the census. Spritzer's psychological empowerment and Maslach burnout inventory questionnaires were used to collect the data. Then, they were analyzed through the SPSS software, using descriptive analytical tests. RESULTS: The findings of this study revealed that the auxiliary health workers' empowerment was in the range of 22-75 with a mean ± standard deviation [SD] of 48.5 ± 9.71, which is in a fairly high level considering the highest score (75) in this scale. Moreover, with respect to burnout (mean ± SD of 58.03 ± 18.64), 36 participants (30%) had low level of burnout, 69 subjects (57.5%) were at the intermediate level, and 15 (12.5%) suffered high levels of job burnout. According to the results of this study, there were a high correlation and negative relationship (r = 0.406, P > 0.001) between psychological empowerment and job burnout among the auxiliary health workers. On the other hand, all empowerment components (competence, autonomy or independence, effectiveness, and trust) had a reverse and significant association with burnout. CONCLUSION: Based on the results of this study, the auxiliary health workers (behvarzan) were in a good range of empowerment; also, the dimensions of empowerment were correlated with job burnout in Fasa university-affiliated hospitals' health workers. On the other hand, demographic features had no association with these two factors. It is suggested that health authorities should take measures to empower the workers and identify and remove the effects of the various dimensions of job burnout among the health workers in these hospitals.

Medical students' knowledge and attitudes toward history of medicine.

Attention to the history of medicine (HM) has been increasing enormously among the scientific community. History of Culture and Civilization of Iran and Islam (HCCII) is taught in medical schools as a required course. However, data on medical students' level of knowledge and attitude about HM is limited. This is a cross-sectional survey conducted between 2016 and 2017. A multi-stage random cluster sampling was done in which 230 medical students were asked to fill a standardized self-administered questionnaire. Univariate statistical tests and ordinary multivariable linear regression were applied. Medical students' knowledge level was 50.8%, which is considered fair and weak. Interestingly, the knowledge score of those who attended only in HCCII course did not differ significantly from those who did not attend this course (P = 0.163). The results showed that knowledge scores were considerably greater in those who participated in related volunteer workshops than those who did not (P = 0.0001). The mean score of attitude toward HM was significantly higher in female subjects than male subjects (P = 0.028). Moreover, data indicated that attendance at the HCCII course and workshops was not associated with improvement in attitude. According to the outcomes, the authors recommend revising the content, teaching method and structure of the HCCII course curriculum.

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.

BACKGROUND: Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. METHODS: The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. RESULTS: As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). CONCLUSION: The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

Comparison of readiness for e-learning from the perspective of students and professors of Medical Sciences.

INTRODUCTION: The aim of this study was to evaluate the cognitive, psychomotor, and attitudinal readiness of faculty members and students of Shiraz University of Medical Sciences for using e-learning in 2019 in order to move toward the desired future of e-learning in medical education, promote the benefits of e-learning in the country, and provide training to each of the research groups if needed. METHODS: This is a cross-sectional study conducted in Shiraz University of Medical Sciences, Iran, in 2019. The study population consisted of 379 students and 281 professors selected through the systematic random sampling in Shiraz University of Medical Sciences. The e-learning readiness questionnaire developed by Zarif Sanaei et al. was used to evaluate the students' and teachers' viewpoints. RESULTS: The results showed that the average level of skill, knowledge, and attitude among students and teachers was positive and higher than the mean (P < 0.05). It had only a significant relationship in the level of education of the teachers and the marital status of the participants. There was also a significant interaction between skill, knowledge, and attitude. CONCLUSION: There is a need for successful implementation of e-learning by creating appropriate infrastructure, applying the required standards, as well as taking measures to reduce the existing resistance in this regard, which can be achieved through training workshops. The experience of successful universities in the country and abroad can also be used to implement e-learning.

Barriers of Critical Thinking in Medical Students' Curriculum from the Viewpoint of Medical Education Experts: A Qualitative Study.

INTRODUCTION:  The widespread developments of the twenty-first century have been accompanied by the presentation of intellectual patterns and theories and new achievements. These new achievements emphasize the skill of thinking at high levels, especially in the educational system of universities. This skill is essential for medical students; therefore, the present study aimed to investigate the qualitative barriers of critical thinking in medical students' curriculum. METHODS:  This is a qualitative study in which the content analysis method has been used. Participants of this study included 11 medical education experts and medical students (6 females and 5 males) who were selected through a semi-structured interview and purposeful sampling. The data analysis method was conventional content analysis. In the next part, by more investigation of the data, various obtained concepts will be presented in the form of themes, categories, and subcategories. RESULTS: We obtained two themes (socio-cultural conditions and traditional and unchanging system of education), eight categories and 14 subcategories. Also, these categories were resistance to critical society, intellectual tension, personality characteristics, lack of understanding of society's need for criticism, the rule of traditional teaching pattern, lack of critical thinking skills, ineffective evaluation, and difficulty of critical thinking training. CONCLUSION:  Given the results and the main emphasis of curriculum planners on incorporating high-level critical thinking and revision skills into the curriculum, the country's academic education system requires a change in the thinking style, research, deepening critical thinking, and a change in teachers' attitudes toward curriculum designing (goals, content, teaching and evaluation methods); also, it is suggested that the authorities should pay attention to the need to develop and utilize critical thinking skills in the learners' education.

Motivating medical students for social accountability in medical schools.

INTRODUCTION: As health professionals, physicians are accountable for their professional practice.  The aim of this study was to explain the medical students' motivation to attain social accountability in medical schools, based on the experience of both students and faculties. METHODS: We conducted a qualitative conventional content analysis research in Shiraz University of medical sciences in Iran since 2018 through purposive, snowball sampling. The data were collected through semi-structured interviews with 35 participants i.e., medical students and teachers. Coding was carried out by conventional content analysis. RESULTS: We drew four themes and ten related subthemes and the central variable explains the motivation of medical students toward social accountability and makes a link among the subthemes, was purposeful beliefs and behavior. The key dimensions during motivational process which generated the social accountability development in medical students consisted of social culture of medicine, medical school reality, teaching and learning strategy and creating purposeful beliefs and behavior. Also, eight subthemes of individual motivation, content motivation process motivation, attending to the outcomes of the curriculum, traditional routine centered curriculum, observational learning, role modeling, hidden curriculum, respect for social values and norms and benefitting the society emerged which explain the process of motivate for social accountability by creating purposeful beliefs and behavior in medical students. CONCLUSIONS: The core variable of motivation toward social accountability must be reflected in future developmental programs, curriculum planning and training general physicians. In other words, the best efforts for purposeful beliefs and behavior in medical students, must be made to improve motivation toward social accountability.

Reliability and validity of the Persian version of readiness for inter-professional learning scale.

OBJECTIVES: To assess the validity and reliability of the Persian version of the Readiness for Inter-Professional Learning Scale (RIPLS). METHODS: A cross-sectional study was performed among final-year medical students in Iran. A total of 200 students completed the Persian versions of the RIPLS questionnaire using convenience sampling. To evaluate the construct validity of the RIPLS questionnaire, data were subjected to confirmatory factor analysis (CFA).  Some goodness-of-fit indicators were used to assess the hypothesized model.  The hypothesised models were tested with LISREL 7.8. RESULTS: Cronbach's alphas for 9 teamwork and collaboration (TAC), 3 negative professional identity (NPI), 4 positive professional identity (PPI) and 3 Roles and responsibilities (RAR) items were 0.89, 0.60, 0.86 and 0.28 respectively. The whole RIPLS was found to be highly reliable (19 items; α= 0.94).  The set of fit statistics show that the hypothesised four-factor model fits the sample data. CONCLUSIONS: The results of the study show that the Persian version of the RIPLS may be a valid and reliable scale. In addition, the results of CFA show that the hypothesised four-factor model appears to be a good fit to the data. However, the Persian version of the subscales of NPI and RAR needs to be developed. The implications and limitations of the study are discussed.

Emotional Intelligence Skills: Is Nurses' Stress and Professional Competence Related to their Emotional Intelligence Training? A quasi experimental study.

INTRODUCTION: Emotional intelligence is a social skill that controls stress and affects one's ability to cope with the demands and environmental pressures; it so can improve professional competence in health care providers such as nursing students. Training on emotional intelligence increases the mental health and influences the mutual relationships, stress, depression and aggression. This study aimed to determine the effect of emotional intelligence skills training program on the stress and academic success of nursing students in a higher education health complex. METHODS: This study is a quasi-experimental study with an educational intervention. The participants included 100 students of nursing selected by stratified random sampling from both genders. They were randomly categorized into two intervention and control groups including 50 subjects, respectively. We used Meyer and Salvia model in Emotional Intelligence training in the intervention group. During the training sessions in the intervention group, the control group did not receive any intervention. Academic stress and professional competence in both groups were measured before and two weeks after the experiment. SPSS version 21 was used to analyze the data, using Paired t-test, independent t-test, Wilcoxon, Mann-Whitney and Chi-Square tests. RESULTS: The mean age of the participants was 20 ± 2.14 years old. According to the results, the mean difference of the changes in the professional competence (P<0.001), total academic stress (P<0.001), and the four areas of academic stress such as emotional response (P<0.001), physical response (P<0.001) and physiological response (p<0.001) were significant. The intervention group, as compared with the control group, showed no significant effect on the other factors of academic stress such as frustration, conflict, academic pressure, changes and self-imposed stress. CONCLUSION: The education of emotional intelligence components can improve the efficiency of nursing care services and professional competence due to deceased stress.

The journey of thesis supervisors from novice to expert: a grounded theory study.

BACKGROUND: Supervision is a well-defined interpersonal relationship between the thesis supervisors and their students. The purpose of this study was to identify the patterns which can explain the process of expertise attainment by thesis supervisors. We aimed at developing a conceptual framework/model to explain this development based on the experience of both students and supervisors. METHODS: We have conducted a qualitative grounded theory study in 20 universities of medical sciences in Iran since 2017 by using purposive, snowball sampling, and theoretical sampling and enrolled 84 participants. The data were gathered through semi-structured interviews. Based on the encoding approach of Strauss and Corbin (1998), the data underwent open, axial, and selective coding by constant comparative analysis. Then, the core variables were selected, and a model was developed. RESULTS: We could obtain three themes and seven related subthemes, the central variable, which explains the process of expertise as the phenomenon of concentration and makes an association among the subthemes, was interactive accountability. The key dimensions during expertise process which generated the supervisors' competence development in research supervision consisted maturation; also, seven subthemes as curious observation, evaluation of the reality, poorly structured rules, lack of time, reflection in action, reflection on action, and interactive accountability emerged which explain the process of expertise attainment by thesis supervisors. CONCLUSIONS: As the core variable in the expertise process, accountability must be considered in expertise development program planning and decision- making. In other words, efforts must be made to improve responsibility and responsiveness.