Perception of faculty in the community health sciences colleges towards simulation-based education in clinical nutrition undergraduate practical courses.

BACKGROUND: Simulation now is widely used for training and education in different fields including healthcare education. Medicine and healthcare students can be trained in a secure, efficient, and engaging setting by Simulation-based Education (SBE). Therefore, this study aimed to assess the perception of faculty members in the community health departments towards SBE to be used in practical subjects for clinical nutrition undergraduate courses. METHOD: This cross-sectional survey was conducted among community health sciences faculty members. The perception was assessed using a self-administered questionnaire that included three sections. RESULTS: This questionnaire was completed by 125 faculty members, of whom 36 (28.8%) were male and 89 (71.2%) were female. Overall, faculty members had positive perceptions, with a mean score of 3.86 ± 0.74, but a high level of anxiety toward SBE, with a mean score of 3.42 ± 0.75. There was a statistically significant difference between the responses of the faculty members based on the training they received in simulation (P = 0.001). CONCLUSION: The study results indicate that community health sciences faculty members' perception of SBE in Saudi Arabia is generally positive. However, the results show high levels of anxiety among faculty members toward SBE.

Comparing the Familiarity of the Basic and Clinical Faculty Members of Iran University of Medical Sciences with the Principles of Digital Professionalism.

Background: Due to the changing conditions of education, research, and treatment in the world, especially the recent pandemic, and more use of virtual space, there is a need for evaluation of digital professionalism in faculty members as the most influential people who have a direct and deep impact on the next generation. Methods: In this analytical cross-sectional study that was conducted in 2023 on 149 faculty members of Iran University of Medical Sciences, they were invited to participate in the study through various methods (SMS, E-mail, and media messages). The link to the Persian standardized questionnaire was made available for participants. If a person received less than 70% of the score in each area, he/she would receive solutions to improve his/her situation in that area at the end of answering the questions. The self-administered questionnaire has 5 fields and 33 questions. Maximum scores were 10 points. Spearman and Pearson correlation coefficients and statistical tests consisting of chi-square, t-test, Mann-Whitney U, one-way ANOVA, and Kruskal-Wallis H were used in the analysis. Results: The mean overall score of people in principles of digital professionalism was 0.8. Women and basic sciences faculties had a significantly better status than men and clinical faculties in the principles of digital professionalism as a whole (P = 0.001 and P = 0.049, respectively). The domain of "knowledge management and information literacy" had significantly lower scores in professors in comparison with other degree (instructors, assistant professors, and associate professors (P = 0.039). Conclusion: The mean score of the principles of digital professionalism is acceptable at 80%. Coherent, timely, and up-to-date training to ensure the effective, safe and appropriate use of digital technology, especially for men, professors and clinical faculty members who had a lower score than others, should be done.

Assessment the satisfaction level of faculty members from virtual teaching during corona crisis in Rafsanjan School of Medicine.

BACKGROUND: Evaluating the experiences and the satisfaction level of the academic members is an important parameter in planning for virtual education during COVID-19 pandemic. The present study was designed to evaluate the satisfaction level of faculty members of Rafsanjan School of Medicine regarding virtual education in COVID-19 crisis in two stages between 2019 and 2022. MATERIAL AND METHODS: This descriptive study was conducted on the faculty members of Rafsanjan Medical School. The satisfaction level with virtual education during the COVID-19 pandemic was determined using a researcher-made questionnaire with appropriate validity and reliability. For analysing of quantitative variables, the Kolmogorov-Smirnov test, independent t tests and one-way analysis of variance and multiple linear regression were used. RESULTS: Data showed that only 15.2% of the faculty members had a previous experience of virtual teaching prior to the pandemic and 30.3% had a history of passing the empowerment course on virtual education before the COVID-19 crisis. Moreover, 68.2% passed the empowerment course on virtual education at the same time as the COVID-19 epidemic spread. The overall satisfaction with virtual education in the first and second stages of the study was 49.05 and 49.22 out of 100, respectively. The satisfaction of NAVID learning management system was 66.66 percent among faculty members. The level of satisfaction in non-clinical members was significantly more than clinical members. CONCLUSION: The overall satisfaction of faculty members with virtual education was at an average or medium level. From the point of view of the faculty members, some aspects of virtual education need to be improved. Therefore, it seems necessary to improve the infrastructure and empower the faculty members to enhance the quality of virtual education.

Bullying, maltreatment and uncivil faculty member behaviors at universities

Objective: Bullying and uncivil behaviors frequently happen in higher education lecture halls. This study aimed at exploring college students bullying incidents and mistreatments by faculty members, witnesses, and the type of bullying, where bullying and exploitations mostly happen. Method: A total 2646 (1493 female & 1185 male) students from a mid-size state university studying at every accessible department voluntarily participated to fill out a survey. A survey instrument and a social demographic information form is used to collect data. A chi-square test and several descriptive statistics were run to analyze the data. Results: Results revealed that 10 % of student were threatened being graded lower or being failed, 21 % stated that they did not believe in fair investigation even when they could complain to the relevant authorities in the university. Among them, 31 % of the students witnessed a faculty member threatening students' in an uncivil manner. Male faculty members were 4 times more likely to bully student or act uncivil behaviors than female faculty members. Assistant professor or younger faculty members tend to behave more negatively than higher ranking or older professors. Conclusions: Most of the incidents happen during the class. Results show that bullying is a universal phenomenon and it appears in every level and field of education. Even though there are cultural and departmental differences, and department-specific misbehaviors, it is still common in every level of education in every culture.

Objetivo: Este estudio tuvo como objetivo explorar los incidentes de intimidación y maltrato de estudiantes universitarios por parte de miembros de la facultad, testigos, el tipo de hostigamiento, dónde se producen principalmente los acosos y los maltratos, cómo se han enfrentado a estos hechos, cómo han resuelto el incidente, las razones del hostigamiento y los malos tratos, frecuencia de los mismos, el tipo observado de bullying y similitudes culturales. Diferencias en los comportamientos de bullying y características de los miembros de la facultad que realizan el bullying. Metodología: Un total de 2646 estudiantes de una universidad estatal de un tamaño mediano que estudiaban en las distintas facultades de la universidad seleccionada. Participaron voluntariamente para realizar una encuesta impulsada por el concepto de intimidación de Olweus. Resultados: Los resultados revelaron que el 10 % de los estudiantes fueron amenazados con una calificación inferior o reprobada, el 21 % dijo que no creía en una investigación justa, incluso si podían presentar una queja ante las autoridades pertinentes de la universidad. Solo el 5 % de los estudiantes mencionó haber presentado una queja verbal informal. El 18 % informó que el acoso era muy importante y muy estresante para ellos. Entre estos, el 31 % de los estudiantes fue testigo de la amenaza de un miembro de la facultad a los estudiantes de una manera poco correcta. Los varones de la facultad eran 4 veces más propensos que los miembros femeninos de la misma a intimidar a los estudiantes, o comportarse de manera no cívica. El profesor asistente o los miembros más jóvenes de la facultad tienden a comportarse de manera más negativa que los profesores de mayor rango o más antiguos. Parece que la mayoría de los incidentes ocurren durante la clase (11 %) o antes de que comience la misma (1,6 %). Conclusiones: Los resultados muestran que el acoso académico es un fenómeno universal y aparece en todos los niveles de la educación. A pesar de que existen diferencias culturales y departamentales, el acoso todavía es común en todos los niveles de educación de todas las culturas. El bullying tiene consecuencias negativas en los estudiantes; afecta perniciosamente su salud mental, integración escolar y logros académicos. Por lo tanto, los responsables de la administración escolar deben establecer pautas claras para las relaciones entre el profesorado y los estudiantes; y proporcionar ayuda de asesoramiento y acompañamiento para quienes lo necesiten.

The perceived leaders' authentic leadership, knowledge sharing within the team, and faculty members' creativity: A cross-sectional online survey in nursing academia.

BACKGROUND: There hasn't been much recent research on leaders' authentic leadership, knowledge sharing within the team, and faculty members' creativity. AIM: This study examined the perceived variables and predictors of academic nursing leaders' authentic leadership by their nursing faculty members, knowledge sharing within the team, and nursing faculty members' own creativity. DESIGN: A cross-sectional design using a survey instrument was employed to answer the research questions. METHODS: A convenience snowball sample of 105 academic nursing faculty members who worked at various universities in Jordan was recruited. RESULTS: Academic nursing leaders' authentic leadership, knowledge sharing within the team, and nursing faculty members' creativity were perceived high by nursing faculty members. The highest and lowest means of the three concepts were reported. As evidenced by correlations, knowledge sharing within the team related to nursing faculty members' creativity without affecting academic nursing leaders' authentic leadership. The perceived academic nursing leaders' authentic leadership didn't predict knowledge sharing within the team or faculty members' creativity. CONCLUSIONS: The current research fills critical voids in the reviewed literature. The results augment nursing leadership knowledge in academic settings. Academic nursing leaders' authentic leadership didn't predict knowledge sharing within the team or faculty members' creativity. These findings raise the flag; authentic nursing leadership should be synergized in conducive academic environments with other factors that may promote nursing faculty members' creativity, such as psychological safety and team environment.

Usefulness of an online learning program for new nursing faculty members.

The purpose of this study was to examine the usefulness of an online learning program, Learning Program for New Faculty Members, in conveying knowledge of educational practice to newly appointed nursing faculty members. The study participants were assistant professors and research associates from nursing programs in Japan, with less than 5 years of educational experience. In total, 99 people participated in this study, and data from 97 were analyzed. Participants in the control group (43) were frequency matched to those in the intervention group (54) for sex, age, final degree, clinical experience, and academic experience. A pre-test was conducted using an original questionnaire, and there were no significant differences between the two groups in knowledge about educational practice. The intervention group then participated in the Learning Program for New Faculty Members online, at their convenience. After the intervention, a post-test was conducted. In the intervention group, post-test scores were significantly higher for all items except Item 3 (Conducting Class). The intervention and control groups' post-test scores were 23.55 vs 16.90 for Item 1 (Student Understanding and Support), 28.20 vs 22.17 for Item 2 (Syllabus and Class Design) and 5.40 vs 2.97 for Item 4 (Understanding of Educational Theories). The Learning Program for New Faculty Members was therefore considered to be effective in helping newly appointed nursing faculty members to acquire knowledge. The program was able to overcome the time and environmental constraints of newly appointed nursing faculty members.

Mapping the core competencies and entrustable professional activities of medical ethics for faculty members.

INTRODUCTION: The present study aimed to develop core competencies and Entrustable Professional Activities (EPAs) for faculty members through participating in faculty development programs in medical ethics. METHODS: This study included five stages. First, categories and subcategories were extracted based on the literature review and interviews with 14 experts and through inductive content analysis. Second, the content validity of the core competency list was checked by 16 experts using qualitative and quantitative approaches. Third, based on the previous phase, a framework for EPAs was developed by the taskforce in two sessions through consensus. Fourth, the content validity of the list of EPAs was compiled based on a three-point Likert 11 medical ethics experts from necessity and relevance perspectives. Fifth, EPAs were mapped by ten experts to the developed core competencies. RESULTS: After conducting the literature review and interviews, 295 codes were extracted, which were further classified into six categories and 18 subcategories. Finally, five core competencies and 23 EPAs were developed. The core competencies include "Teaching medical ethics", "Research and scholarship in the field of medical ethics", "Communication skills", "Moral reasoning", and "Policy-making, decision-making, and ethical leadership". CONCLUSION: Medical teachers can be effective in the moralizing healthcare system. Findings showed that faculty members should acquire core competencies and EPAs for proficiently integrating medical ethics into curricula. Faculty development programs can be designed in medical ethics for faculty members to help them to acquire core competencies and EPAs.

Does the COVID-19 Pandemic Affect Excellence in Academic Research? a Study of Science and Engineering Faculty Members in China.

Research excellence is one of the key missions of universities and an important engine for socio-economic development. However, the outbreak of COVID-19 has affected academic research in many ways. This study examines the impact of the COVID-19 pandemic on the research performance of science and engineering faculty members in China's top research universities. It is found that the pandemic caused a decline in the numbers and quality of published articles, and the effects persisted over time. The negative effect of the pandemic on research excellence was more pronounced in the older faculty groups and departments of science. In addition, the pandemic has harmed international research collaborations among academics, which is likely to obstruct research excellence in the long run. In the end, this paper proposes several policy recommendations to reinvigorate universities' capacity for research innovation in the post-pandemic era.

A conceptual model for empowering faculty members of third-generation universities of medical sciences.

Background and objectives: Despite the crucial role of university staff and especially faculty members in moving towards third-generation universities, as well as the necessity of staff empowerment, only a handful of studies have been carried out on staff (especially faculty member) empowerment. This study designed a conceptual model for empowering faculty members of universities of medical sciences and facilitating transition to third-generation universities. Methods: The grounded theory approach was adopted to conduct this qualitative study. A total of 11 faculty members with entrepreneurial experience were selected as the sample using purposive sampling. The data were collected using semi-structured interviews, and the obtained data were entered into qualitative software (MAXQDA 10) for analysis. Results: The concepts identified in the coding process were summarized and classified into five groups and seven main categories. Then the conceptual model was designed with a set of causal factors (including structure of the education system, recruitment, training, and investment), structure and context factors (including structure and relationship), intervening factors (including promotion and ranking systems in universities and lack of mutual trust between industry and university), a core category (characteristics of capable faculty members), and an outcome (third-generation university). Finally, the conceptual model was developed to empower faculty members of third-generation universities of medical sciences. Conclusions: Based on the designed conceptual model, the most important issue in moving towards third-generation universities is "characteristics of capable faculty members." The present findings will help policy makers better understand the major factors affecting faculty member empowerment.

Integrated-Based Curriculum of Pharmaceutical Dosage Forms (ICPDF): What Factors Affect the Learning Outcome Attainment?

This study aimed to evaluate pharmacy students' perceptions regarding the correlations among the quality of faculty members, institutional resources, an integrated-based curriculum of pharmaceutical dosage forms (ICPDF), and learning outcome attainment. The current study participants have attended courses (semesters 2 to 6) through the ICPDF in the Department of Pharmaceutics and Pharmaceutical Technology, Faculty of Pharmacy, Universitas Padjadjaran, Indonesia. We distributed survey instruments to 212 pharmacy undergraduate students after one year of the curriculum implementation. We asked the students to fill in the instrument in which the indicators consist of a 7-point Likert scale. The data were analyzed using SmartPLS, which included measurement and structural models through PLS-SEM. The findings informed that the quality of faculty members and institutional resources significantly predict ICPDF. Similarly, ICPDF plays a significant role in affecting learning outcome attainment. The quality of faculty members and institutional resources were not related to learning outcome attainment. Significances of differences were informed among students' years in university regarding learning outcome attainment and ICPDF. However, insignificant differences emerged based on gender. The findings demonstrate the benefits of using the PLS-SEM approach to create a valid and reliable model, assessing the correlations between independent variables with the ICPDF and learning outcome attainment as two dependent variables.

Adaptation and Validation of Indonesian Version of the Commitment to Change Scale.

Purpose: The study aims to adapt and validate the Indonesian version of the commitment to change scale that was initially developed by Herscovitch and Meyer. Methods: Data were collected using an online application among faculty members of several universities who have experienced policy changes from the Indonesian government regarding research-related issues. A total of 204 responses were obtained. The data was validated using the Content Validity Index (CVI), the Confirmatory Factor Analysis (CFA), the Convergent and Discriminant correlations as well as the Cronbach's alpha. Results: The results demonstrated that commitment to change could be represented by three dimensions of affective, continuance and normative commitment to change, although there is one item that must be adjusted. The results of the Scale-Content Validity Index (S-CVI) show that the commitment to change scale has excellent content validity (S-CVI/Ave = 0.97). CFA results show a good fit, Cronbach's alpha obtains good results with ACTC (α = 0.71); CCTC (α = 0.83); NCTC (α = 0.77) and Construct Reliability (CR) values obtained are also quite good with ACTC = 0.85; CCTC = 0.86; NCTC = 0.86. From the results of the convergent and discriminant validity tests, it was found that the affective commitment to change positively correlates with job satisfaction and negatively correlates with job stress. However, both continuance and normative commitment to change scale does not correlate with the two variables. Conclusion: The Indonesian version of the commitment to change scale shows good psychometric properties and has proven valid to provide the measurement of commitment to change, especially for the faculty members in Indonesia.

Requirements for improving social capital among faculty members of medical universities: A multicenter qualitative study.

Introduction: Social capital is critical to organizational dynamics, particularly in developing countries. This study explored strategies for enhancing social capital among faculty members at seven medical universities in the south of Iran. Methods: This qualitative study was conducted in 2021. We used a purposeful sampling technique to recruit faculty members and conducted individual semi-structured interviews with them. Thematic analysis was used to analyze and describe the collected data. Results: A total of 49 faculty members (34 males; 15 females) participated in this study. The participants expressed satisfaction with their affiliations with medical universities. Social capital was related to the feeling of belonging to the organization, as well as to interpersonal and intra-organizational relations. Social capital was associated with three components: empowerment, organizational policy change, and organizational identification. Additionally, a dynamic relationship between the individual, interpersonal, and macro-organizational levels reinforced the organization's social capital. This means that, just as the macro-organizational level affects the members' identities, the members' activism affects the macro-organizational level. Conclusion: To strengthen the organization's social capital, managers should work on the mentioned components at the individual, interpersonal, and macro-organizational levels.

How Did COVID-19 Change Faculty Members' Use of Technology?

COVID-19 has caused great changes in education. Routines, practices, and especially the technologies used in teaching have differentiated at all levels of education. The purpose of this study is to determine the technologies used by faculty members for instructional purposes before and during the COVID-19 pandemic and their perspectives on the use of these technologies after the end of pandemic. A close-ended questionnaire was used for gathering data in this survey research study. Participants are150 faculty members from different ages and fields. Findings indicate that, although faculty members experienced various issues (e.g., infrastructure problems, access to technology, and lack of experience in technology) while teaching through technological facilities during the pandemic, they are in favor of using tools such as WhatsApp, Google classroom, Zoom Meeting, Facebook, and e-mail after the end of pandemic due to the different facilities they provide.

Investigating the effectiveness of employing clinical faculty members in the shift work system during the Covid-19 pandemic in Iran: A cross-sectional study.

Introduction: Having an accurate attitude about shift work and choosing the right people to work in the shift work system increases organizational productivity and improves the employees' life quality. Consequently, the current research investigates the effectiveness of employing clinical faculty members in the shift work system during the Covid-19 pandemic. Materials and Methods: In this descriptive study, 71 Iranian clinical faculty members with a history of shift work (night shift) during the Covid-19 pandemic participated. Circadian Type Inventory (CTI) was used to collect data. Results: Based on the results of this research (Flexible/Rigid = Mean ± SD = 2.47 ± 18.17) and (Languid/Vigorous = Mean ± SD = 2.89 ± 15.35) which revealed that although clinical faculty members in normal conditions can overcome the feeling of sleepiness due to lack of sleep, they are not flexible and cannot work in the shift work system with the ability to stay awake at unusual times of the day or night. Pearson's correlation coefficient test also showed that as the value of the Languid/Vigorous component increases, the value of the Flexible/Rigid component also increases (r = 0.410). Likewise, there was no significant relationship between the main research variables and demographic characteristics. Discussion and Conclusion: Clinical faculty members who are simultaneously responsible for the duties of teaching students, research, and treating patients, if they are employed in a shift work system, especially during the pandemic, it may lead to a decrease in the quality of teaching, lack of motivation in research and indifference toward students' affairs, reducing flexibility, inability to update what they have learned in the professional world, increasing medical errors and also reducing their ability to manage the class. Consequently, it is suggested to avoid using them in the shift work systems as much as possible.

What we think about professional and unprofessional behaviors: differences between the perception of clinical faculty members and medical students.

INTRODUCTION: Differences in the viewpoints of clinical faculty members and medical students about prioritizing professional norms accepted by the professional community and lack of alignment of these views can lead to distortion of understanding, problems in learning and assessment of professionalism, and failure in students' professional identity formation. This study aimed to identify the differences in viewpoints of clinical faculty members and medical students about prioritizing the importance and prevalence of professional and unprofessional behaviors among undergraduate medical students. METHODS: A multi-stage qualitative study was conducted at Tehran University of Medical Sciences during 2020-2021. At first, a systematic search was conducted to identify professional and unprofessional behaviors using the directional content analysis method. A panel of experts was formed to check the codes obtained from reviewing the literature and to evaluate its compliance with the context. Then, the modified nominal group technique sessions were held with clinical faculty members and medical students to strengthen the codes extracted from the studies and systematically integrate their views to achieve a comprehensive list of professional and unprofessional behaviors in accordance with the context. Finally, a consensus was made among them about prioritizing the importance and prevalence of these behaviors in undergraduate medical students. RESULTS: A total of 490 codes of professional behaviors and 595 unprofessional behavior codes were identified in the literature review. In the following sessions of the modified nominal group, 13 clinical faculty members listed 105 codes of professional and unprofessional behaviors, and 51 medical students also listed 313 codes. The results of the modified nominal group technique showed that the faculty members reported the importance of unprofessional behaviors higher than professional ones. At the same time, students rated the importance of professional behaviors higher than unprofessional ones. Both faculty members and students rate the prevalence of professional behaviors as high and the prevalence of unprofessional behaviors as low. CONCLUSION: The results showed a difference of views between clinical faculty members and medical students about prioritizing professional and unprofessional behaviors. It is essential to align their viewpoints to understand, learn and value professionalism to develop a professional identity.

Nurse administrators as the cause of moral distress among nurse educators: A qualitative research study.

OBJECTIVE: This study aimed to investigate the causes of moral distress among nurse educators. BACKGROUND: Educational administration factors can cause moral distress among nursing faculty members. Despite this, limited attention has been paid to addressing these factors. Highlighting and addressing these factors is now an essential element of organizational success. METHODS: A descriptive phenomenological design was used to explore nursing faculty members' lived experiences of nursing faculty members of moral distress. Qualitative data were collected from 10 faculty members using a semi-structured interview framework. RESULTS: Five themes emerged a) administrative support deficit, b) administrator-faculty member rapport, c) sense of powerlessness, d) marginalization in the decision-making process, and E) being forced to work in opposition to the nursing profession value system. CONCLUSIONS: This study provides common themes as they pertain to causes of moral distress in academic settings. Nurse administrators can play a vital role in preventing moral distress by providing management that demonstrates human caring values and advocates for nursing faculty. Preventing moral distress in academic settings is essential to reinforce and exemplify an ideal learning environment for nursing educators and nursing students.

Strategies to increase social capital and interaction of faculty members of medical universities.

BACKGROUND: Social participation and group interaction are the basic and expected indicators of serving in the job of the faculty. Some improvements are needed for universities and professors in this area, which they can be better identified by studying the main beneficiaries. In this regard, this study was aimed to identify strategies to increase social capital and interaction of medical universities' faculty members. MATERIALS AND METHODS: This qualitative study which was a qualitative content analysis type was performed on 22 faculty members of Isfahan, Mashhad, Tabriz, Iran, Army, Shahrekord, Sabzevar, Arak, and Khomein universities through semi-structured interviews and purposive sampling. Data were analyzed using qualitative content analysis. RESULTS: According to finding, in order to improve the social interactions of medical universities' faculty members, there were 2 factors and 8 main categories including organizational factors ("organizational dynamics," "organizational security," "standardization of selection and evaluation," "value creation," and "establishing a compensation system") and individual social factors ("education and social programs," "personal skills and beliefs promotion," and "personality and learning"). CONCLUSIONS: The obtained strategies in this study to improve social capital and group interactions and group participation of medical universities' faculty members can be planned and implemented by managers and can be used for faculty members themselves.

The effect of shift work on burnout and occupational fatigue among clinical faculty members during the COVID-19 pandemic.

Introduction: Shift work of clinical faculty members in the COVID-19 pandemic may cause burnout and occupational fatigue and as a result, may reduce the quality of student education and disrupt the treatment of patients, so this study was conducted to evaluate this case. Materials and methods: The statistical population of this cross-sectional research included all clinical faculty members of Ahvaz Jundishapur University of Medical Sciences in southwestern Iran, who experienced a shift work system (night shift from 8 p.m. to 8 a.m.) during the COVID-19 pandemic, and finally, 71 of them participated in it. The sampling method was also available. Two inventories were used to collect data, namely the Maslach Burnout Inventory [MBI-HSS (MP)] and the Swedish Occupational Fatigue Inventory (SOFI-20). Results: The self-reported burnout of faculty members was high (mean ± SD = 98.18 ± 17.18), which was graded into the range of emotional exhaustion (38.01 ± 10.2), range of personal accomplishment, (33.75 ± 6.75), and the range of depersonalization (26.42 ± 3.5), respectively. Perceived occupational fatigue of faculty members was also high (M ± SD = 82.25 ± 34.79), which included the dimensions of lack of motivation (18.69 ± 8.65), drowsiness (17.43 ± 8.7), lack of energy (16.33 ± 7.67), physical discomfort (15.65 ± 8.62), and physical stress (13.51 ± 6.9), respectively. In terms of demographic characteristics, occupational fatigue was significantly more common among women. Discussion and conclusion: The self-reported burnout and occupational fatigue of clinical faculty members due to shift work were reported to be high in this study. Although our knowledge of burnout has advanced in recent years, many gaps in our knowledge still remain. In order for clinical faculty members to properly fulfill their mission to treat patients, educate students, and promote public health, it is necessary to provide all the necessary conditions for their effective activity. Some interventions, such as improving organizational strategies and providing technical solutions, incentives, and occupational facilities, can help reduce or eliminate these problems.

The role of unsustainable HR practices as illegitimate tasks in escalating the sense of workplace ostracism.

Unsustainable HR practices impose illegitimate tasks on employees due to a shortage of resources. These illegitimate tasks bring counterproductive work behavior in terms of workplace incivility that creates a sense of ostracism in employees. To address these issues, the study examined the relationship among unsustainable HR practices in terms of illegitimate tasks and workplace ostracism. Whereas workplace incivility is defined as an underlying reason through which this association exists. Adopting a theoretical framework from earlier research, the study used cross-sectional data and subsequently a method of quantitative research, and the sample comprised permanent faculty members of private universities in Pakistan working in different departments with different role titles. Smart PLS was applied to run multiple statistics analyzed on the obtained data. The results from the study supported the hypothesis by depicting a positive and significant association between illegitimate tasks and workplace ostracism. Further, workplace incivility was playing the mediating role between illegitimate tasks and workplace ostracism. The results from the study carry significant implications for managers and researchers. Recommendations and future research directions are also discussed in the paper.

Effect of M-Learning on promoting the awareness of faculty members of the universities of medical sciences of Iran about their employment regulations in 2020.

Introduction: New technologies enable universities to incorporate innovative teaching-learning strategies into their curricula. Therefore, this research investigates the effect of mobile learning on promoting the awareness of faculty members of the universities of medical sciences of Iran about their employment regulations. Materials and methods: The statistical population of this research included all faculty members of Ahvaz Jundishapur University of Medical Sciences in southwestern Iran. One hundred and fourteen people entered the quasi-experimental study through convenience sampling. First, we sent the designed mobile app to them through social networks to install on their phone. We measured their awareness about the app and M-Learning through a researcher-constructed questionnaire. Results: M-Learning and App was able to increase the awareness of faculty members, which was significant according to their academic rank and work experience. Faculty members who were professor and instructor, as well as those who had e under 5 years or 11-20 years of experience gained more awareness (P = 0.00). It was not significant in other variables. Ninety eight percent of the faculty members considered the technical capabilities of the designed app appropriate. Ninety seven percentage of the faculty members suggested M-Learning for teaching similar subjects in their profession. Discussion and conclusion: The faculty members had a positive attitude toward this designed educational app and M-Learning. Designing similar mobile training apps can improve their professional performance.