Farzianpour Abstracts by d731io

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									                     ‫‪IN THE NAME OF GOD‬‬

 ‫ارزشيابی آموزشی درپانزده گروه آموزشی علوم‬
                                  ‫بالينی و پایه در‬
             ‫دانشگاه علوم پزشکی تهران‬
                                                            ‫نویسندگان :‬
‫دک تر فر شته فرز یان پور ا ستادیار دان شکده بهدا شت دان شگاه ع لوم‬
                                                       ‫پزشکی تهران‬
 ‫دکتر محمد علی صدیقی گیالنی معاون آموزشی دانشگاه علوم پزشکی تهران‬
‫دکتر علیا کبر زینالو مدیرمرکز مطالعات و توسعه آموزش دانشگاه علوم‬
                                                       ‫پزشکی تهران‬
‫دکتر محمدرضا اشرافیان دانشیاردانشکده بهداشت دانشگاه علووم پزشوکی‬
                                                              ‫تهران‬


                                                                ‫چکيده :‬
‫ارزشیابی، فرایندی نظامدار برای جمع آوری، تحلیل و تفسیر اطالعات به‬
‫منظور بررسی میزان عملی شدن هدفها میباشود. در سیسوت نظوام آمووزش‬
‫دانشگاهی منظور ازآموزش، ایجاد تغییرات مناسب و روز افزون در حاصل‬
‫ا ین سی ست یع نی دان شجویان ا ست و هدف از ارز یابی، ارت قای کیف یت‬
‫آ موزش می با شد. ارز شیابی آموز شی به ترین شاخ صی ا ست که م یزان ر سیدن‬
‫به هدفها را نشان می دهد و به تحلیل کیفیت فعالیتهای این سیست موی‬
‫پردازد. و از آن می توان به نتایج منطقی و متعارف دست یافت. در این‬
‫مطال عه پانزده گروه آموز شی بالینی و ع لوم پا یه در دان شگاه ع لوم‬
‫پزشکی تهران با هدف انطباق آموزش با نیازهای جامعه و ارتقای کیفیت‬
‫با استفاده از نظر سنجی استادان و دانشجویان در سال 1313 انجام شده‬
‫است. این پژوهش یک مطالعه توصیفي تحلیلي میباشد که بر اساس ده گوام‬
‫و در هشت حوزه با عوامل مورد ارزیابی مثل مدیریت و سازماندهی، هیات‬
‫علمی، فراگیران، نیروی انسانی و پشتیبانی، فضاهای آموزشی، پژوهشی،‬
‫بهدا شتی و در مانی، تجه یزات آموز شی، پژوه شی، آزمای شگاهی و تشخی صی،‬
‫دورهها، برنامههای آموزشی، فرایند تدریس و یوادگیری و رضوایت منودی‬
                                         ‫دانش آموختگان انجام شده است.‬
‫میانگین کل نتایج ارزشیابی آموزشی در 9 گروه آموزشی علوم پایوه و 6‬
‫گروه آموزشی بالینی در هشت حوزه براساس الگوی ‪ SWOTs‬بترتیوب 3/31%‬
         ‫علوم پایه و 9/71% بالینی یعنی نسبتا" مطلوب تحلیل شده است.‬
                                 IN THE NAME OF GOD

TITLE: Result of educational evaluation concerning 15 educational groups active in research
works relevant to basic and clinical sciences in Tehran University of Medical Sciences.
Written by: (Ms) Dr. Fereshteh Farzianpour, Assistant Professor of the Faculty of Health,
Tehran University of Medical sciences
Dr. Mohammad Ali Sedighi Gilani, Deputy of Educational Affairs, Tehran University of
Medical sciences
Dr. Ali Akbar Zeinalo, Head of the Centre of Studies and Educational Development, Tehran
University of Medical sciences
Dr. Mohammad Reza Eshraghian, Associate Professor of the Faculty of Health, Tehran
University of Medical sciences
A research work carried out by:
Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of
the obtained information for the purpose of investigating how much the objectives in mind can
be achieved. Education in an academic educational system means bringing about proper and
increasing changes that affect the outcome of this system, that is affecting the students, and the
aim of such evaluation is promotion of the quality of an education process. Educational
evaluation is the best indicator showing how much we should go to achieve certain aims,
analyzes quality of the activity if such a system and by which we achieve logical and routine
results. 15 educational groups, benefiting from opinion poll of university lecturers and students,
active in a research work concerning clinical and basic sciences in Tehran University of
Medical Sciences have made this study in the year 2004 and their aim was to remodel and
adjust educational system with the society’s needs and promotion of the quality of such
educations. This piece of research work has been done on the basis of 10 procedural steps and
within eight sections dealing with evaluated factors such as faculty board members’
management and organizational capability, students, manpower and logistic affairs, educational
environments, research work centers, health and therapeutic sections, educational equipment,
research equipment, laboratory and diagnosis centers, educational courses and programs,
teaching and learning process as well as satisfaction expressed by students. Results of the
educational evaluation, attained by 9 groups active in basic sciences and 6 groups active in
clinical aspects and based on general average of 8 investigating sections, are respectively 71.1
% and 70.9 % that may well be interpreted as a desirable research work.
                    Human Health in a Changing World

                                         F. Farzianpour
  Dept. of Health care Management. School of Public Health. Tehran University of Medical Sciences.



ABSTRACT

The term global change encompasses several interconnected phenomena: global warming
(“climate change”); stratospheric ozone attenuation; resource depletion; species extinction and
reduced biodiversity; serious forms of widespread environmental pollution; desertification;
macro- and micro changes in the ecosystem, including some that have led to emergence of
reemergence of dangerous pathogens. (Table 1 and Box 1).These phenomena are mostly
associated with industrial processes or are due to the increased pressure of people on fragile
ecosystems, or both. All are interconnected and several are synergistic-some processes
reinforce others.
Underlying all forms of global change, indeed part of it, is a population explosion. In little more
than the length of an average lifetime, the population has quadrupled, from about 1.6 billion in
1900 to an estimated 6.4 billion by the year 2000. it is not clear whether our numbers have
already reached or even exceeded the earth’s carrying capacity; but responsible opinion inclines
to the view that we have reached the limits for comfortable human existence. The earth might
sustain many millions more than the present number, but life for all but a very small minority
would be of greatly diminished quality and long-term sustainability would be at best a
precarious possibility. Not only are numbers increasing at an unprecedented rate, people are
moving around in the world on a scale never seen before, and this too is part of global change.
Every health-related component of global change merits discussion; I also mention some of the
complex interconnections among them in this brief account. Readers are urged to consult the
sources I cite. The demographic, human health, social, economic, and other impacts of global
change have been the subject of many important reports. There are some obvious actions we
should take to enhance readiness to deal with public health aspects of global change, and there
are implications for public policy generally.
                          Global Change and Human Health
                                  F. Farzianpour
Dept. of Health Care Management. School of Public Health. Tehran University of Medical
                                     Sciences.

ABSTRACT

The term global change encompasses several interconnected phenomena such as climate change;
stratospheric ozone attenuation; species extinction and reduced biodiversity; serious forms of widespread
environmental pollution; macro- and micro changes in the ecosystem, including some that have led to
emergence or reemergence of dangerous pathogens. These phenomena are mostly associated with
industrial processes and increased pressure of people on fragile ecosystems. All are interconnected and
several are synergistic-some processes to reinforce others.
Underlying all forms of global change, indeed part of it, is a population explosion. In little more than the
length of an average lifetime, the population has quadrupled and it is not clear whether our numbers
have already reached or even exceeded the earth’s carrying capacity; however, we have reached the
limits for comfortable human existence. Indeed, life for all but a very small minority would be of greatly
diminished quality and long-term sustainability would be at best a precarious possibility. Not only are
numbers increasing at an unprecedented rate, people are moving around in the world on a scale never
seen before, and this too is part of global change.
Every health-related component of global change merits discussion; I also mention some of the complex
interconnections among them in this brief account and readers are also urged to consult the sources I
cite.
   ‫ارزیابی کيفيت برنامه های آموزشی دانشکده پزشکی‬
 ‫دانشگاه علوم پزشکی تهران براساس نظرسنجی از دانش‬
                        ‫آموختگان درسال 1382‬

                                                        ‫نویسندگان مقاله :‬
‫دکتر فرشته فرزیان پور , استادیار دانشکده بهداشت دانشگاه علوم‬
                                                                ‫پزشکی تهران‬
  ‫دکترمحمدعلی صدیقی گيالنی, معاون آموزشی دانشگاه علوم پزشکی تهران‬
‫دکترعلی اکبر زینالو, مدیر مرکز مطالعات وتوسعه آموزشی دانشگاه‬
                                                        ‫علوم پزشکی تهران‬
‫دکترسيدمنصور رضوی, معاون بالينی دانشکده پزشکی دانشگاه علوم پزشکی‬
                                                                        ‫تهران‬


                                                                     ‫چکيده :‬
‫ارزیابی کیفیت برنامه های آموزشی از دانشکده پزشکی این است که‬
‫تعیین شود اهداف پیش بینی شده در ماموریت و رسالت دانشگاه به چه‬
                  ‫میزان تحقق یافته اند؟ و نقاط قوت وضعف آن کدامند؟‬
‫ارزیابی از برنامه های آموزشی یکی از وظایف اصلی دانشگاههای‬
‫دانش‬   ‫وکارآیی‬   ‫شغلی‬   ‫های‬   ‫توانمندی‬   ‫ومیزان‬   ‫است‬   ‫کشور‬    ‫پزشکی‬      ‫علوم‬
‫آموختگان رشته های علوم پزشکی جهت عرضه خدمات بهداشتی درمانی به‬
‫منظورتامین و ارتقای سطح سالمت افراد و جامعه بستگی به میزان تحقق‬
‫اهداف برنامه های آموزشی دارد و چنانچه برنامه های آموزشی به خوبی‬
‫طراحی واجرا نشده باشد. می تواند خسارات جبران ناپذیر و آثار زیان‬
‫بار اجتماعی, اقتصادی و فرهنگی بر افراد جامعه, دانش آموختگان و‬
                              ‫نیز مدیریت واعتبار دانشگاه برجای گذارد.‬
‫آموزشی‬   ‫های‬   ‫برنامه‬   ‫کیفیت‬   ‫ارتقاء‬   ‫مطالعه‬   ‫این‬   ‫از‬     ‫کلی‬   ‫هدف‬
‫دانشکده پزشکی دانشگاه علوم پزشکی تهران است و اهداف اختصاصی, سنجش‬
‫میانگین معدل کل دانش آموختگان, تعیین توزیع فراوانی نسبی وجنسی,‬
‫سال تولد, سال ورود به دانشگاه , وضعیت دانش آموختگان از نظر‬
‫سهمیه, رضایت مندی آنان از برنامه های آموزشی و بررسی مشکالت آنها‬
‫در دوران تحصیل و... این مطالعه مقطعی و از نوع سنجشی توصیفی می‬
           ‫باشد. پرسشنامه نظرسنجی, ابزار گردآوری اطالعات بوده است.‬
‫جامعه مورد بررسی 313 نفر از دانش آموختگان دانشکده پزشکی بوده‬
‫)01,9 ‪ (SPSS‬مورد‬   ‫, کلیه داده ها از طریق ورود اطالعات در نرم افزار‬
‫نمودارها از هاروارد گرافیک‬     ‫تجزیه و تحلیل قرار گرفتند. و برای رس‬
‫)9,3 ‪ (HG‬استفاده شده است. برای مقایسه داده ها از آزمون ‪ ANOVA‬و‬
‫2‪ X‬استفاده گردید. یافته های پژوهش نشان می دهد که میانگین‬        ‫روش‬
‫معدل کل دانش آموختگان 71/73 با انحراف معیار 13/3 و دامنه تغییرات‬
                                         ‫معدل 77/33 – 66/33 می باشد.‬
‫1/31 درصد از دانش آموختگان از دانشکده خود راضی بودند. کیفیت‬
‫برنامه های آموزشی در سطح دانشکده بهبود یافته و به نحو چشمگیری‬
                                                  ‫معنی دار می باشد.‬
‫مهمترین نقاط قوت و ضعف جامعه مورد بررسی به ترتیب 3/37 درصد‬
      ‫در دوره کارورزی و 1/31 درصد در دوره فیزیوپاتولوژی بوده است.‬
   ‫نگاهي به اعتباربخشي1 در آموزش عالي ایاالت متحده‬
                                                                     ‫نویسندگان :‬
    ‫دكتر فرشته فرزیان پور, استادیار دانشكده بهداشت دانشگاه علوم پزشكي تهران‬
‫مژگان صفري, كارشناس ارزشيابي مركز مطالعات و توسعه آموزش دانشگاه علوم پزشكي‬
                                                                      ‫تهران‬

‫اعتبار بخشي فرآیندي است كه كيفيت بيروني آموزش عالي را در دانشكده ها,‬
‫برنا مه هاي آ موزش عالي به د قت برر سي و بازنگري مي ك ند و‬         ‫دان شگاهها و‬
‫با عث ت ضمين و به بود كيف يت مرا كز آموز شي مي گردد. قدمت اعتباربخ شي در آمری كا‬
‫به بيش از 112 سال مي رسد و علت پيدایش آن حفظ سالمت و ایمني مرردم و توهره بره‬
                                                             ‫حقوق آنان بوده است.‬
‫در ایاالت متحده آمریكا, اعتباربخشي بوسيلة موسسات خصوصي و غيرانتفاعي كه‬
‫به ه مين من ظور تا سيس شده ا ند, ان جام مي شود. بازنگري در كيف يت بيرو ني آ موزش‬
‫عالي, طرح پرمشغله اي است كه به بخش خصوصي واگذار شده است, درحالي كه در سایر‬
                             ‫ا‬
   ‫كشورها, اعتباربخشي و فعاليتهاي تضمين كيفيت عموم ً توسط دولت انجام مي شود.‬
‫ساختار اعتباربخ شي در ا یاالت مت حدة آمری كا پيچ يده و برمب ناي تمركززدا یي‬
‫ا ست كه ب يانگر تمر كز زدا یي و پيچ يدگي مو هود در آ موزش عالي ا ین ك شور ا ست.‬
‫تقریب ً 1100 موسسه معتبر (اعطاكننده مدرك تحصيلي و بدون اعطراي مردرك) در بخرش‬
                                                                          ‫ا‬
‫آ موزش عالي آمری كا فعال يت مي كن ند كه ا ین مؤس سات مم كن ا ست دول تي یا خصو صي,‬
‫انتفاعي یا غيرانتفاعي و داراي مدت تحصيل 1 یا 4 سراله باشرند, آنران سراليانه‬
‫حدود 181 ميليارد دالر هزینه مي كنند, بيش از 02 ميليون دانشجوي معتبرر را ببرت‬
‫نام و حدود 7/1 ميليون نفر را به صورت تمام وقت و پاره وقت به استخدام خرود در‬
                                                                  ‫مي آورند.‬
‫اعتبار دهندگان , بسياري از هزاران برنامة حرفه اي و تخصصي موهود در این‬
‫دانشكده ها و دانشگاهها را در بيش از 10 ایالت بازبيني مي كنند ( ماننرد حرفره‬
‫حقوق, پزشكي, بازرگاني , پرستاري, مددكاري اهتماعي, داروسازي , هنر و روزنامه‬
                                                                   ‫نگاري ).‬

                               ‫اعتبار دهندگان به سه دسته تقسيم مي شوند :‬
                                                   ‫2-اعتباردهندگان منطقه اي :‬
‫ا ین اعتبارده ندگان به موس سات انت فاعي و غيرانت فاعي, دول تي و خصو صي كه‬
‫دورة آموزشي آنها 1 تا 4 سال مي باشرد, اعتبرار اعطرا مري كننرد. برراي اعطراي‬
                  ‫اعتبار, بررسي هامعي از كليه عملكردهاي مؤسسه انجام مي شود.‬
                                                          ‫1-اعتباردهندگان ملي :‬
‫ا ین اعتبارده ندگان به مؤس سات خصو صي و دول تي, انت فاعي و غيرانت فاعي كه‬
‫برمب ناي هدف خا صي طرا حي شده ا ند, اعت بار اع طاء مي كن ند. نظ ير دان شكده ها و‬
‫را و‬‫ركده هر‬‫ره اي و دانشر‬‫ري حرفر‬‫رات خصوصر‬‫روزش از راه دور, مؤسسر‬ ‫رگاههاي آمر‬‫دانشر‬
                                                              ‫دانشگاههاي مذهبي.‬
                                        ‫8- اعتبار دهندگان حرفه اي و تخصصي :‬
‫ا ین اعتبارده ندگان به برنا مه ها یا مدارس تخص صي نظ ير مدارس ح قوق ,‬
    ‫برنامه هاي مهندسي و حرفة بهداشت اعتبار اعطاء مي كنند.‬   ‫پزشكي, مهندسي و‬
     Abstract

      THE EVALUATION OF EDUCATIONAL QUALITY OF FACULTY OF MEDICINE OF TEHRAN
      UNIVERSITY OF MEDICAL SCIENCES AND HEALTH SERVICES, BASED ON POLLIG DONE
                         FROM GRADUCATES OF THE YEAR 2000.

     Authors:
1.     Dr. Fereshteh FARZIANPOUR. Assistant Professor of Health Services, Faculty of Health, Tehran
   University of Medical Sciences and Health Services.
2.     Dr. Ali Akbar ZEINALOO. Associate Professor of pediatrics, Pediatrics Center, Tehran University of
   Medical Sciences and Health Services.
3.     With the cooperation of Dept. General of University Education Affairs as well as Education Department of
   the Faculty of Medicine, Tehran University of Medical Sciences and Health Services .

     Abstract:
     Evaluation of quality of educational programs is, in fact, a feedback of how educational process is performed in
     various stages. Based on this, materialization of preset goals could be evaluated.
     Teaching is a bilateral process, so, trainer and trainee interact with each other within the process.
     The trainee receives feedback from the trainer through educational evaluation. On the other hand, educational
     system takes advantage of evaluation of educational quality for receiving feedback and evaluation of
     curriculum success in order to clarify the level of achievement or deviation from final objectives of educational
     program.
     To do this, Research & Development Center of Medical education of Tehran University of Medical Sciences
     and Health Services has evaluated the educational quality of faculty of medicine of the above university on the
     basis of polling from graduates.
     The main objective of the research is quality improvement of medical education and specific objectives are set
     as study of output factors of the educational system, management of educational planning, trainees (students,
     stagers, interns and residents), faculty members, educational facilities and equipment, educational environments
     and graduates, satisfaction.
     Research and development method as well as survey research have been used in this study. For analysis of data,
     FoxPro, English and Persian P2 programs and for inputting data, SPSS- 5,9 – Minitab- Stata- EPI and for
     drawing diagrams, HG-3,9 have been used.
     It can be concluded from findings that 81% of the graduates are satisfied with their study in the Faculty of
     Medicine. The most problems arise in relation with some educational departments, training course, internship
     course, welfare issues, teaching-aid instruments and traditional teaching methodology of some instructors.
                                   In the name of God

 Comparisons of educational Standards in Canada, Quebec, LCME,
                     U.S.A., WHO, WFME



Dr. Fereshteh Farzianpour

Assistant professor of Health care Management

Public Health Services in School of Public Health Institute of Public Health Research Tehran
University of Medical Sciences and Health Services (TUMS) and EDC.




Abstract
Collecting educational Standards is the primary step to wards medial Sciences Universities
accreditation, for, without educational standards, the mentioned accreditation will not be
possible. In the survey, conducted based on universal standards collection, some similar ideas
on with the world experts agree, will be proposed and offered for accreditation of our country’s
medical sciences Universities.
The objective of this research is to collect educational standards for medical sciences
Universities’ accreditation.
This research is survey Research. In this study the research and development techniques and
also some other types of studies such as descriptive, analytic and cross-sectional studies have
been utilized according to accreditation model. To achieve educational standards of Canada –
Quebec, liaison committee on medical education (LCME), World Health organization (WHO),
international Standards and their comparison, along with to design an appropriate pattern for
collecting educational standards.
                                     In the name of God

  Accreditation of Education Researching and Treatment Services in
         Hospitals of Tehran University of Medical Sciences

Dr. FERESHTEH FARZIANPOUR
Assistant Professor of Health Services, Faculty of Health, Tehran University of Medical Sciences and
Health Services (TUMS) and EDC.
Dr. Abbas BAZARGAN.
Professor of Psychological – educational board of Tehran University.
Dr. Seyyed Jamaleddin TABIBI.
Assistant Professor of Management board of education, Management and data faculty of Iran Medical
Science University.


Abstract:
 Accreditation model is the one which can be much effective in identifying strengths and
weaknesses points of educational, research and treatment services in university hospitals.
 Steps taken toward the application of this model, have made medical education system,
  satisfactory and that is according to five factors (input, process, intermediate out put,
 final out put and outcome). This research is a kind of survey research and examination
 are based on accreditation model. Six out of all assessable factors which are effective in
 the quality of medical education, were determined and Importance – coefficient of each
      was asked from managers of studied hospitals, according to Delphi technique.
This article was presented in international congress WFME on march 15 th -19th March
2003.
                                    In the name of God

  Assessment of Medical Education quality in Tehran University of Medical
                       Sciences and Health services
Authors:
   1. Dr. Fereshteh FARZIANPOUR. Assistant Professor of Health Services, Faculty of Health,
      Tehran University of Medical Sciences and Health Services.
   2. Dr. Ali Akbar ZEINALOO. Assistant Professor in teaching board of pediatric diseases
      pediatric medical Center, Tehran University of Medical Sciences and Health Services.
   3. With the cooperation of Dept. General of University Education Affairs as well as Education
      Department of the Faculty of Medicine, Tehran University of Medical Sciences and Health
      Services


                                          Abstract:
Teaching assessment is a process of collecting and analyzing data in order to make a
judgment on merits and limitations of a teaching program.
Thus, assessment would be an important and practical instrument (mean) to improve
teaching quality.
Quality of teaching system is related to specifications, which are socially recognized as
indicators of highly graded activities with in that system.
Application of comprehensive quality concept on teaching system requires having a
systematic view to analytic and teaching activities of its effectiveness , (e.g.) consider a
university system.
It would be necessary to determine change-causing factors in university system process,
and to identify events which reduce internal and external effectiveness to be put under
control.
Such a process will be possible through quality management planning for improvement of
continuous teaching quality and learners’ satisfaction can be done in framework of
improving teaching quality level, processes, effectiveness promotion and also improving
teaching presentations to learners and communication with them.
According to above and review of available survey information, the quality of medical
education in Tehran University of Medical Sciences was evaluated in 9 steps, based on
“process promotion strategy” of FOCUS-PDCA by Edward Deming. In this survey,
principles of total quality management have been used as an effective strategy, which
needs a special instrument to implement “Change” in teaching system.
                                     In the name of God

Abstract:
Medical education and human force training which is skillful and compatible to community
needs, are of important subjects, attracting the attention of experts and designers in the world.
Therefore, various suggestions have been offered to come up with them.
One of the most significant points, included in the offered suggestions, is the role of assessment
and accreditation in improvement of medical education quality.
The main objective of this kind of accreditation is close supervision in teaching, control of care
and treatment, and improvement of quality and also promotion of quality in medical education.

This research is a kind of survey research and also it is typically a field research, based on the
latest in-land and out-land information, throughout the world.

Everything to be examined should be according to accreditation usage and comprehensive
quality management.
Survey results showed that designing a scientific assessment model, was a mean to promote
medical education quality, which itself has 2 main and basic principles:

1- Internal quality control system
2- External quality control system
                                              In the name of God
                           Stress and Addiction to Addictive Materials

     Dr.



     Abstract

     Addiction is a social disease with physical and mental effects and if the reasons thereof are not paid attention,
     then physical and psychological treatment shall be fruitful only for a very short period and the addict will again
     start using addictive materials.

     Addiction itself is stressful i.e. due to addiction to addictive materials economical, social and family disorders
     will appear creating stress and psychological pressure. In other words, addiction and stress create a false vicious
     series i.e. disorders produced as a result of social and modern conditions of today create stress and persuade the
     individual under psychological pressure. Addiction itself becomes more severe due to social and individual
     disorders and problems and impose more psychological pressure on the addict. The objective here in this study
     is to identify personality of an addict, and social, economical and cultural position of statistical sample under
     study. And final objective is to promote health and offer solutions to prevent such disorders. The study is based
     on Research and Development Method. Statistical sample is divided into four groups:
1-       Individuals who are addict due to physical disease – 18%.
2-       Individuals with economical, social and cultural problems-55%
3-       Wealthy individuals – 7%
4-       Individuals with psychological diseases- 20%

     Based on the results, majority of addicts is mainly 25-29 years old, with personality imbalance facing problems
     like economical, social, family and cultural poverty.
                                          In the name of God

     Evaluation of Educational Management in Tehran University of Medical Sciences


Abstract
Evaluation of educational management has a special place among our educational activities. If we look at
evaluation from one side, we may consider it a subsystem of an educational system. This subsystem is used to
feedback educational activities in order to ensure efficiency and quality of such activities.
The aim of this piece of research work is evaluation of the function of educational management that covers
educational planning development, organizing educational activities, carrying out educational activities
(orientation and leading) and, finally, control and evaluation of an educational process. The employed method
is descriptive and analytical by making use of enquiries from 15 educational groups (9 basic sciences groups
and 6 clinical groups). The findings of the research have shown that average of the function of educational
management in basic sciences groups and clinical groups are respectively 76.4% and 86.6 % while grand
average of the function of clinical groups and basic sciences groups is 80.5%. It is, therefore, concluded that
function of the educational management is directly in line with evaluation process.
                                        In the name of God

 Evaluation of Educational Management in Tehran University of Medical Sciences from
                                   2001- 2004

Abstract
Evaluation of educational management has a special place among our educational activities. If we look at
evaluation from one side, we may consider it a subsystem of an educational system. This subsystem is used to
feedback educational activities in order to ensure efficiency and quality of such activities.
The aim of this piece of research work is evaluation of the function of educational management that covers
educational planning development, organizing educational activities, carrying out educational activities
(orientation and leading) and, finally, control and evaluation of an educational process. The employed method
is and cross sectional descriptive and analytical by making use of enquiries from 15 educational groups (9 basic
sciences groups and 6 clinical groups). The findings of the research have shown that average of the function of
educational management in basic sciences groups and clinical groups are respectively 76.4% and 86.6 % while
grand average of the function of clinical groups and basic sciences groups is 80.5%. It is, therefore, concluded
that function of the educational management is directly in line with evaluation process.
                                         In the name of God
 Educational evaluation in 15 educational groups of basic and clinical sciences in Tehran
                                     University of Medical Sciences*


Authors: Farzianpour F; Sedighi Gilani M; Zeinalo A; Eshraghian M

Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of the obtained
information for the purpose of investigating how many the objectives in mind can be achieved. Education in an
academic educational system means bringing about proper and increasing changes that affect the outcome of
this system, that is affecting the students, and the aim of such evaluation is promotion of the quality of an
education process.

Methods: 15 educational groups, benefiting from opinion poll of university lecturers and students, active in a
research work concerning clinical and basic sciences in Tehran University of Medical Sciences have made this
study in the year 2004 and their aim was to remodel and adjust educational system with the society’s needs and
promotion of the quality of such educations. This piece of research work has been done on the basis of 10
procedural steps and within eight sections dealing with evaluated factors such as faculty board members’
management and organizational capability, students, manpower and logistic affairs, educational environments,
research work centers, health and therapeutic sections, educational equipment, research equipment, laboratory
and diagnosis centers, educational courses and programs, teaching and learning process as well as satisfaction
expressed by students.

Findings: Results of the educational evaluation, attained by 9 groups active in basic sciences and 6 groups
active in clinical aspects and based on general average of 8 investigating sections, are respectively 71.1 % and
70.9 % that may well be interpreted as a desirable research work.

Discussion: Educational evaluation is the best indicator showing how much we should go to achieve certain
aims, analyzes quality of the activity if such a system and by which we achieve logical and routine results.
                                       In the name of God


Assessment of Medical Education quality in Tehran University of Medical
                    Sciences and Health services

          Farzianpour F., Ph.D1., Seddighi Gilani MA., MD2., Zeinalou AA., MD2
           1
               Assistant Professor of School of Public Health Tehran University of Medical Sciences.
               2
                 Associate Professor of Faculty of Medicine Tehran University of Medical Sciences.



                                                ABSTRACT


   Background: Teaching assessment is a process of collecting and analyzing data in order to
   make a judgement on merits and limitations of a teaching program.
   Thus, assessment would be an important and practical instrument to improve teaching quality.
   Purpose: The main objective of the research is quality improvement of medical education and
   specific objectives are set as study of output factors of the educational system, management of
   educational planning, trainees (students, stagers, interns and residents), faculty members,
   educational facilities and equipment, educational environments and graduates’ satisfaction.
   Methods: This Study was cross sectional and survey analytical descriptive evaluation.
   Research and Development method as well as survey research have been used in this study.
   Results: 82% graduated general practitioners were male and 18% were female. 48.1% of the
   course average of subject graduates was between 15- 16. 38.1% of the graduates GP consider
   the basic sciences studies as strength points of their studies and 60.8% consider internship
   course as weakness points of their studies.
   Conclusion: 81% of the graduates GP were satisfied with their study in the Faculty of
   Medicine.
   Keywords: Assessment. Medical Education, Total quality management (TQM).
                                        In the name of God
 Educational evaluation in 15 educational groups of basic and clinical sciences in Tehran
                             University of Medical Sciences*


Authors: Farzianpour F; Sedighi Gilani M; Zeinalo A; Eshraghian M

Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of the obtained
information for the purpose of investigating how many the objectives in mind can be achieved. Education in an
academic educational system means bringing about proper and increasing changes that affect the outcome of
this system, that is affecting the students, and the aim of such evaluation is promotion of the quality of an
education process.

Methods: 15 educational groups, benefiting from opinion poll of university lecturers and students, active in a
research work concerning clinical and basic sciences in Tehran University of Medical Sciences have made this
study in the year 2004 and their aim was to remodel and adjust educational system with the society’s needs and
promotion of the quality of such educations. This piece of research work has been done on the basis of 10
procedural steps and within eight sections dealing with evaluated factors such as faculty board members’
management and organizational capability, students, manpower and logistic affairs, educational environments,
research work centers, health and therapeutic sections, educational equipment, research equipment, laboratory
and diagnosis centers, educational courses and programs, teaching and learning process as well as satisfaction
expressed by students.

Findings: Results of the educational evaluation, attained by 9 groups active in basic sciences and 6 groups
active in clinical aspects and based on general average of 8 investigating sections, are respectively 71.1 % and
70.9 % that may well be interpreted as a desirable research work.

Discussion: Educational evaluation is the best indicator showing how much we should go to achieve certain
aims, analyzes quality of the activity if such a system and by which we achieve logical and routine results.
                         ‫‪In the name of God‬‬
 ‫ارزشيابی آموزشی درپانزده گروه آموزشی علوم بالينی‬
                     ‫و پایه در‬
             ‫دانشگاه علوم پزشکی تهران‬
                                                         ‫نویسندگان :‬
‫دک تر فر شته فرز یان پور ا ستادیار دان شکده بهدا شت دان شگاه ع لوم‬
                                                       ‫پزشکی تهران‬
 ‫دکتر محمد علی صدیقی گیالنی معاون آموزشی دانشگاه علوم پزشکی تهران‬
‫دکتر علیا کبر زینالو مدیرمرکز مطالعات و توسعه آموزش دانشگاه علوم‬
                                                       ‫پزشکی تهران‬
‫دکتر محمدرضا اشراقیان دانشیاردانشکده بهداشت دانشگاه علووم پزشوکی‬
                                                             ‫تهران‬


                                                         ‫چکيده مقاله‬
‫مقد مه. ارز شیابی، فرای ندی نظا مدار برای ج مع آوری، تحل یل و تف سیر‬
‫اطالعات به منظور بررسی میزان عملی شدن هدفها میباشد. در سیست نظام‬
‫آموزش دانشگاهی منظور ازآموزش، ایجاد تغییرات مناسب و روز افزون در‬
‫حا صل ا ین سی ست یع نی دان شجویان ا ست و هدف از ارز شیابی، ارت قای‬
                                                  ‫کیفیت آموزش می باشد.‬
‫رو شها. در ا ین مطال عه پانزده گروه آموز شی بالینی و ع لوم پا یه در‬
‫دانشگاه علوم پزشکی تهران با هدف انطباق آموزش با نیازهای جامعه و‬
‫ارتقای کیفیت با استفاده از پرسشنامه ازاستادان و دانشجویان در سال‬
‫1313 نظرسنجی شدند. این پژوهش یک مطالعه مقطعی )‪ (cross sectional‬و از نوع‬
‫سنجش توصیفی )‪ (survey descriptive‬میباشد که بر اساس ده گام و در هشت حوزه‬
‫با عوا مل مورد ارز شیابی م ثل مدیریت و سازماندهی، ه یات عل می،‬
  ‫و‬          ‫و‬              ‫و‬          ‫و‬        ‫و‬       ‫و‬
‫فراگیوران، نیوروی انسوانی و پشوتیبانی، فضواهای آموزشوی، پژوهشوی،‬ ‫و‬
‫بهدا شتی و در مانی، تجه یزات آموز شی، پژوه شی، آزمای شگاهی و تشخی صی،‬
‫دورهها، برنامههای آموزشی، فرایند تدریس و یوادگیری و رضوایت منودی‬
                                          ‫دانش آموختگان انجام شده است.‬
‫یافته ها. میانگین کل نتایج ارزشیابی آموزشی در 9 گروه آموزشی علوم‬
‫پایه و 6 گروه آموزشی بالینی در هشوت حووزه براسواس الگووی ‪SWOTs‬‬
‫بترتیب 3/31% علوم پایه و 9/71% بالینی یعنی نسبتا" مطلوب تحلیل شده‬
                                                                   ‫است.‬
‫بحث. ارزشیابی آموزشی بهترین شاخصی است که میزان رسیدن به هدفها را‬
‫نشان می دهد و به تحلیل کیفیت فعالیتهای این سیست مویپوردازد و از‬
                          ‫آن می توان به نتایج منطقی و متعارف دست یافت.‬
                                   In the name of God


    Evaluation of Basic and Clinical Sciences Educational
Development Project In Tehran University of Medical Sciences

Farzaianpour F, Sedighi Gilani MA, Zeinalou AA, Eshraghian MR


ABSTRACT:
Background: Preparation and compilation of a project for development of educational
affairs is considered as one of the functions of educational management. Research works for
educational affairs, educational development planning and educational management will all
provide necessary conditions for achievement of desirable educational systems. In order to
achieve a desirable condition in any educational system, being micro or macro, necessitates
that:
   A) Educational research work and evaluation should be conducted in related fields.
   B) An educational development planning should be put into action.
   C) Educational management should be enforced.
Materials and Methods: The main objective of this piece of research work is evaluation of
educational projects regarding basic and clinical sciences for promotion and upgrade of quality
of education in Tehran University of Medical Sciences. The employed method is descriptive
and analytical by making use of enquiries collected from 7 faculties in Tehran university of
medical sciences. Base of the statistics was 458 graduates who filled our enquiry forms. (SPSS,
9 and 10) software was used for analysis of the data and (HG- 3 and 9) Harvard Graphic was
used for drawing the diagrams.
Results: The findings of the research have shown that 71.34% of the graduates expressed
satisfaction about educational programmes of their university but the rest complain about
additional and non-related credits imposed on them, university lecturers’ inattentive behaviour
towards students, lack of laboratory facilities, lack of educational environment, internship
courses defects and finally welfare problems.
Conclusion: It is, therefore, concluded that making use of evaluation for educational
planning and educational activities prove that those dealing with educational programmes exert
necessary efforts in implementation of educational programmes, as well as in making use of
potential resources, in order to achieve desirable quality of an educational system.
Key words: Evaluation, Basic & Clinical Sciences, Educational, Development.
                              ‫‪In the name of God‬‬

  ‫ارزشيابي برنامه توسعه آموزشي علوم پایه و باليني‬
                         ‫در‬
             ‫دانشگاه علوم پزشكي تهران‬
‫دك تر فر شته فرز یان پور (ا ستادیار)*، دك تر مح مد ع لي صدیقي گيال ني (دان شيار)**،‬
          ‫*‬
           ‫دكتر علي اكبر زینالو (دانشيار)**، دكتر محمد رضا اشراقيان (دانشيار)‬
                                       ‫* دانشكده بهداشت دانشگاه علوم پزشكي تهران‬
                                       ‫** دانشكده پزشكي دانشگاه علوم پزشكي تهران‬
                                     ‫چكيده‬
‫مقد مه: تدوین برنا مه تو سعه آموز شي (از جم له كاركرد هاي مدیریت‬
‫آموزشي به شمار مي رود. تحقیقات آموزشي، برنامه ریزي توسعه آموزشي‬
‫و مدیریت آموز شي شرایط الزم براي د ستبابي به و ضعیت مط لوب ن ظام هاي‬
                                             ‫آموزشي را فرآه مي كند.‬
‫د ستیابي به و ضع مط لوب در هر ن ظام آموز شي، ا ع از خرد یا كالن،‬
                                                    ‫مستلزم آن است كه‬
‫الف) پژوهش و ارزیابي آموزشي درباره زمینه هاي مربوطه انجام پذیرد.‬
                            ‫ب) برنامه ریزي توسعه آموزشي به عمل آید.‬
                                         ‫ج) مدیریت آموزشي اعمال شود.‬
‫مواد و روش ها: هدف ك لي ار ا ین پژوهش ارز شیابي برنا مه هاي آموز شي‬
‫ع لوم پا یه و بالیني براي به بود و ارت قاء كیف یت آ موزش در دان شگاه‬
                                           ‫علوم پزشكي تهران مي باشد.‬
‫روش پژوهش تو صیفي و تحلی لي ا ست با ا ستفاده از پر سش نا مه هاي ج مع‬
‫آوري شده از 1 دانشكده در دانشگاه علوم پزشكي تهران، جامعوه آمواري‬
‫378 نفر از دانش آموختگان بودند كه به پرسشنامه هاي این بررسي پاسخ‬
                                                               ‫دادند.‬
‫در تحلیل داده ها از نرم افزار )01 ,9 ,‪ (SPSS‬بهره براداري شوده اسوت و‬
      ‫براي رس نمودارها از هاروارد گرافیك )9 ,3-‪ (HG‬استفاده شده است.‬
‫یافته ها: نتایج پژوهش نشان مي دهد كه 81/31% از دانش آموختگوان از‬
‫برنا مه هاي آموز شي دان شگاه خود ر ضایت دار ند و بق یه از وا حدهاي‬
‫ا ضافي و غ یر مرتبط با ر شته در سي، بي توجهي به دان شجویان، امكا نات‬
‫آزمای شگاهي، ف ضاي آموز شي دوره هاي كارورزي و م شكالت ر فاهي نارا ضي‬
                                                                 ‫اند.‬
‫نتيجه گيري: از پژوهش به عمل آمده چنین نتیجه گیري مي شود، استفاده‬
‫از ارز شیابي در برنا مه ر یزي آموز شي و فعال یت هاي آموز شي نما یانگر‬
‫آن ا ست كه د ست ا ندركاران برنا مه هاي آموز شي در ا جراي برنا مه هاي‬
‫آموز شي ه چ نین در ا ستفاده از م نابع بالقوه براي تح قق هدفها و‬
            ‫دستیابي به كیفیت آموزشي، كوشش الزم را به عمل مي آورند.‬
                  ‫‪In the name of God‬‬
  ‫توسعه استراتژیكي و تحليل ‪ SWOTs‬در دانشگاه علوم‬
                     ‫پزشكي تهران‬
                                                           ‫نویسندگان‬
‫خدمات‬   ‫مدیریت‬  ‫3 دك تر فر شته فرز یان پور ا ستادیار گروه آموز شي‬   ‫-‬
                          ‫بهداشتي درماني دانشگاه علوم پزشكي تهران‬
‫3 دك تر مح مد ع لي صدیقي گیال ني دان شیار گروه اورو لوژي دان شگاه ع لوم‬
                                                                    ‫-‬
                                                         ‫پزشكي تهران‬
‫1 دك تر ع لي اك بر زی نالو دان شیار گروه كود كان دان شگاه ع لوم پز شكي‬
                                                                    ‫-‬
                                                               ‫تهران‬
‫8 دك تر سید ج مال ا لدین طبی بي ا ستاد گروه آموز شي مدیریت دان شكده‬ ‫-‬
                                                ‫مدیریت و اطالع رساني‬
‫7 دكتر محمد رضا اشراقیان دانشیار گروه آموزشي آمار و اپیدمیولوژي‬     ‫-‬
                                         ‫دانشگاه علوم پزشكي تهران‬
‫كليد واژه هرا: برناموه ریوزي اسوتراتژیك تحلیول ‪ SWOTs‬و توسوعه‬
                                                             ‫استراتژیك‬
‫چكیده: تحلیل ‪ SWOTs‬یك روش ایجاد شده براي كمك به تدوین استراتژي‬
‫در هر نظام آموزشي است. برنامه كاربردي تدوین استراتژي و ثبت آن در‬
‫فرای ند تو سعه ا ستراتژیكي در دان شگاه ع لوم پز شكي ت هران با تحل یل‬
‫‪ SWOTs‬مبتني بر برنامه ریزي استراتژیك توصیف مي شود. ایون مطالعوه‬
‫در 73 گروه آموزشي علوم پایه و بالیني منتخوب در دانشوگاه بوا هودف‬
‫انطباق آموزش با نیازهاي جامعه و ارتقاي كیفیت در هشت حوزه مدیریت،‬
‫ه یات عل مي، فراگ یران، ن یروي ان ساني و پ شتیباني، ف ضاهاي آموز شي و‬
‫پژوهشي، تجهیزات، فرایند تدریس و یادگیري و دانش آموختگان ارزشیابي‬
                                                              ‫شده است.‬
                     ‫این مطالعه مقطعي و از نوع سنجش توصیفي مي باشد.‬
‫در ا ین مطال عه از مدل فرای ند برنا مه ر یزي ا ستراتژیك برای سون‬
                                                     ‫استفاده شده است.‬
‫برنامه ریزي استراتژیك بدین معنا است كه باید نظام آموزشي مورد بحث‬
      ‫از داخل بررسي شده و معلوم شود كه كدام ویژگي هاي آن به منزله‬
     ‫مشكالت و معضالت عمل مي كنند و كدام ویژگي ها مي توانند به عنوان‬
 ‫مزایاي رقابتي آن مورد اتكا قرار گیرند. به عبارت دیگر نقاط قوت و‬
‫ضعف دانشگاه آشكار مي گردد. همچنین بررسي خارجي نیز باید صورت گیرد‬
      ‫بدین معنا كه شرایط تحمیل شده از خارج چه مشكالتي را براي نظام‬
‫آموزشي مورد بحث ایجاد خواهد نمود و چه كمك هایي در طول زمان به آن‬
‫خواهد داد. به عبارت دیگر فرصت ها و تهدید ها براي دانشگاه مشخص مي‬
      ‫شود. حال طبیعي است كه مدیریت آموزشي بایستی استراتژي هایي را‬
 ‫برگزیند كه منجر به تقویت و تمركز روي نقاط قوت، بر طرف كردن نقاط‬
       ‫ضعف، استفاده از فرصت ها و پیروزي در مواجهه با تهدیدات شود.‬
                                  In the name of God


 Strategic development and SWOTs analysis at the Tehran University of
                                     Medical Sciences

Authors: Dr.Fereshteh Farzianpour, Dr. Mohammad Ali Sedighi Gilani, Dr.Ali Akbar Zeinalou, Dr.
Mohammad Reza Eshraghian, Shayan Hosseini.

Keywords: SWOTs (Strength-Weakness-Opportunities-Threats), Strategic development,
Medical education.

ABSTRACT: Analysis of SWOTs is a method created to help edition of strategy in
education system. The applied program for editing the strategy and its registration in
strategic Development Process in Tehran University of Medical Sciences is qualified by
analyzing SWOTs on the basis of strategic planning. This research is accomplished by
assessing 15 educational of fundamental sciences and clinical groups selected in the
university to examine conformity of education with community needs and qualitative
promotion, performed in the eight area management, faculty members, learners, man
power and support, educational and research spaces, equipments, teaching and learning
process and finally from among university graduates.
This study is cross sectional and of survey description.
In this research, Bryson Strategic Planning Process model is used.
Strategic model means that the education system under research must be studied through
its internal parts and reveal that which particularity lames and which particularity could
be counted as competitive privileges. In other words, the weakness and strength points of
university will be discovered. Also, the outside parts should be studies, to wit, which
difficulties are caused by outside pressures and which assistance could be given to it by
time lapsing. Further, opportunities and threats will become revealed for university.
Obviously, education management should select those strategies leading to amplifying and
focus on strength points. To solve and remove the weakness points, to benefit from
opportunities and victory in campaign with threats.
                                       In the name of God
 Educational evaluation in 15 educational groups of basic and clinical sciences in Tehran
                             University of Medical Sciences*


Authors: Farzianpour F; Sedighi Gilani M; Zeinalo A; Eshraghian M

Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of the obtained
information for the purpose of investigating how many the objectives in mind can be achieved. Education in an
academic educational system means bringing about proper and increasing changes that affect the outcome of
this system, that is affecting the students, and the aim of such evaluation is promotion of the quality of an
education process.

Methods: 15 educational groups, benefiting from opinion poll of university lecturers and students, active in a
research work concerning clinical and basic sciences in Tehran University of Medical Sciences have made this
study in the year 2004 and their aim was to remodel and adjust educational system with the society’s needs and
promotion of the quality of such educations. This piece of research work has been done on the basis of 10
procedural steps and within eight sections dealing with evaluated factors such as faculty board members’
management and organizational capability, students, manpower and logistic affairs, educational environments,
research work centers, health and therapeutic sections, educational equipment, research equipment, laboratory
and diagnosis centers, educational courses and programs, teaching and learning process as well as satisfaction
expressed by students.

Findings: Results of the educational evaluation, attained by 9 groups active in basic sciences and 6 groups
active in clinical aspects and based on general average of 8 investigating sections, are respectively 71.1 % and
70.9 % that may well be interpreted as a desirable research work.

Discussion: Educational evaluation is the best indicator showing how much we should go to achieve certain
aims, analyzes quality of the activity if such a system and by which we achieve logical and routine results.
                         ‫‪In the name of God‬‬
                                                             ‫عنوان مقاله :‬
   ‫ارزیابی کيفيت برنامه های آموزشی دانشکده پزشکی‬
 ‫دانشگاه علوم پزشکی تهران براساس نظرسنجی از دانش‬
                        ‫آموختگان درسال 1382‬

                                                        ‫نویسندگان مقاله :‬
‫دکتر فرشته فرزیان پور , استادیار دانشکده بهداشت دانشگاه علوم‬
                                                                ‫پزشکی تهران‬
  ‫دکترمحمدعلی صدیقی گيالنی, معاون آموزشی دانشگاه علوم پزشکی تهران‬
‫دکترعلی اکبر زینالو, مدیر مرکز مطالعات وتوسعه آموزشی دانشگاه‬
                                                        ‫علوم پزشکی تهران‬
‫دکترسيدمنصور رضوی, معاون بالينی دانشکده پزشکی دانشگاه علوم پزشکی‬
                                                                        ‫تهران‬


                                                                     ‫چکيده :‬
‫ارزیابی کیفیت برنامه های آموزشی از دانشکده پزشکی این است که‬
‫تعیین شود اهداف پیش بینی شده در ماموریت و رسالت دانشگاه به چه‬
                  ‫میزان تحقق یافته اند؟ و نقاط قوت وضعف آن کدامند؟‬
‫ارزیابی از برنامه های آموزشی یکی از وظایف اصلی دانشگاههای‬
‫دانش‬   ‫وکارآیی‬   ‫شغلی‬   ‫های‬   ‫توانمندی‬   ‫ومیزان‬   ‫است‬   ‫کشور‬    ‫پزشکی‬      ‫علوم‬
‫آموختگان رشته های علوم پزشکی جهت عرضه خدمات بهداشتی درمانی به‬
‫منظورتامین و ارتقای سطح سالمت افراد و جامعه بستگی به میزان تحقق‬
‫اهداف برنامه های آموزشی دارد و چنانچه برنامه های آموزشی به خوبی‬
‫طراحی واجرا نشده باشد. می تواند خسارات جبران ناپذیر و آثار زیان‬
‫بار اجتماعی, اقتصادی و فرهنگی بر افراد جامعه, دانش آموختگان و‬
                              ‫نیز مدیریت واعتبار دانشگاه برجای گذارد.‬
‫آموزشی‬   ‫های‬   ‫برنامه‬   ‫کیفیت‬   ‫ارتقاء‬   ‫مطالعه‬   ‫این‬   ‫از‬     ‫کلی‬   ‫هدف‬
‫دانشکده پزشکی دانشگاه علوم پزشکی تهران است و اهداف اختصاصی, سنجش‬
‫میانگین معدل کل دانش آموختگان, تعیین توزیع فراوانی نسبی وجنسی,‬
‫سال تولد, سال ورود به دانشگاه , وضعیت دانش آموختگان از نظر‬
‫سهمیه, رضایت مندی آنان از برنامه های آموزشی و بررسی مشکالت آنها‬
‫در دوران تحصیل و... این مطالعه مقطعی و از نوع سنجشی توصیفی می‬
           ‫باشد. پرسشنامه نظرسنجی, ابزار گردآوری اطالعات بوده است.‬
‫جامعه مورد بررسی 313 نفر از دانش آموختگان دانشکده پزشکی بوده‬
‫)01,9 ‪ (SPSS‬مورد‬   ‫, کلیه داده ها از طریق ورود اطالعات در نرم افزار‬
‫نمودارها از هاروارد گرافیک‬     ‫تجزیه و تحلیل قرار گرفتند. و برای رس‬
‫)9,3 ‪ (HG‬استفاده شده است. برای مقایسه داده ها از آزمون ‪ ANOVA‬و‬
‫2‪ X‬استفاده گردید. یافته های پژوهش نشان می دهد که میانگین‬        ‫روش‬
‫معدل کل دانش آموختگان 71/73 با انحراف معیار 13/3 و دامنه تغییرات‬
                                         ‫معدل 77/33 – 66/33 می باشد.‬
‫1/31 درصد از دانش آموختگان از دانشکده خود راضی بودند. کیفیت‬
‫برنامه های آموزشی در سطح دانشکده بهبود یافته و به نحو چشمگیری‬
                                                  ‫معنی دار می باشد.‬
‫مهمترین نقاط قوت و ضعف جامعه مورد بررسی به ترتیب 3/37 درصد‬
      ‫در دوره کارورزی و 1/31 درصد در دوره فیزیوپاتولوژی بوده است.‬
                                      In the name of God
Title of the Article:
Evaluation of the Quality of Educational Programs at the Faculty of Medicine of Tehran University of
Medical Sciences based on the Poll conducted among the Graduates of 2003

Authors:
   - Dr. Fereshteh Farzianpour, Assistant Professor at Faculty of Health of Tehran University of Medical
      Sciences
   - Dr. Mohammad Ali Sedighi Gilani, Registrar of Tehran University of Medical Sciences
   - Dr. Aliakbar Zeinaloo, Director of Educational Development and Studies Center of Tehran University
      of Medical Sciences
   - Dr. Seyed Mansour Razavi, Clinical Deputy of Tehran University of Medical Sciences

   Abstract:
   The objective of verifying the quality of educational programs of the Faculty of Medicine is to determine to
   which extent objectives previewed for the university have been fulfilled and what their weakness and
   strength points are.

   Verifying educational programs is among principle duties of the faculties of medicine of the country. It is
   obvious that the proficiency and work capability of graduates of medical sciences in provision of health
   services for maintaining and improving individual and social health depends directly on the success of
   educational programs, and in case these educational programs are not well designed and performed,
   irretrievable social, cultural, and economic damages may be caused to the society, graduates and
   management and validity of the university.

   The general objective of this study is to improve the quality of educational programs of the Faculty of
   Medicine of Tehran University of Medical Sciences, and is specific objectives are to calculate the general
   points average of graduates, to determine sex and relative abundance distribution, year of birth, year of
   admission to university, status of the graduates from the quota point of view, their satisfaction of
   educational programs, and to study their problems during studies, etc.
   This study is cross sectional and is of survey descriptive type; and data have been gathered through polling
   questionnaire.

   One hundred and seventy eight graduates of the Faculty of Medicine have formed the society under study.
   All data have been analyzed through input of data in SPSS 9, 10 software and HG 3, 9 has been used for
   drawing diagrams. ANOVA test and X² have used for comparing data. Findings of the research show that
   the general points average of the graduates is 15.75 with deviation from standard of 1.23 and the range of
   changes of average is 12.66 – 18.99.
   78.7% of graduates have been content with their faculty. The quality of educational programs at the faculty
   has been improved and is considerably meaningful.
   The most important weakness and strength points of the society under study has been respectively 52.2 % in
   the Internship course and 78.7 % in the Physiopathology course.
     Internal evaluation in Department of Pharmacognosy, Faculty of Pharmacy,
                        Medical Sciences/University of Tehran

     Khanavi M*1, Farzianpour F2, Hadjiakhoondi A1, Amin Gh1, Monsef Esfahani H.R1, Yasa N1, Salehi
                                           Surmaghi M.H1
 1
     Department of Pharmacognosy, Faculty of Pharmacy, Medical Sciences/ University of Tehran, Tehran, Iran.
     2
       Department of health care management, School of Public Health & Institute of Health Research, Medical
                                   Sciences/ University of Tehran, Tehran, Iran.
                                                                                                      Abstract

Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of the
obtained information for the purpose of investigating how many the objectives in mind can be achieved.
Education in an academic educational system means bringing about proper and increasing changes that affect
the outcome of this system, that is affecting the students, and the aim of such evaluation was promotion of the
                                                                                 quality of an education process.

Materials and Methods: In this study, Department of Pharmacognosy, Faculty of Pharmacy, Medical
Sciences/ University of Tehran, benefiting from opinion poll of university lectures, student and graduates have
evaluated their system of educational in the years of 2006-2007 and their aim was to remodel and adjust
educational system with the society’s needs and promotion of the quality of such educations. The employed
method was cross sectional and descriptive and analytical on the basis of 10 procedural steps and with in 9
sections dealing with evaluated factors such as Statements and objectives, Faculty members, Structure of
management and organization, Students, Educational facilities and equipments, Research equipments,
Graduated students, Courses of education and planning of training as well as Processing of teaching and
                                                                                                      learning.

Results: The results of the researches showed the points of evaluated factors such as Statements and
objectives (53%), Faculty members (63.2%), Structure of management and organization (68%), Students
(65%), Educational facilities and equipments (59.6%), Research equipments (58.4%), Graduated students
(59.8%), Courses of education and planning of training (65%) as well as Processing of teaching and learning
                                                                                                     (65%).

Conclusion: General average of 9 investigating sections in the years of 2006-2007, based on SWOTs
model was 61.89% that may well be interpreted as a desirable research work, where as 68% of evaluating group
had shown a good satisfaction from structure of management and organization of faculty members. Our results
showed that, educational evaluation is the best indicator showing how much we should go to achieve certain
     aims, analyzes quality of the activity if such a system and by which we achieve logical and routine results.

          Key words: Internal evaluation, Pharmacognosy, Faculty of Pharmacy, Medical Sciences/ University of
                                                                                                    Tehran.
      Internal evaluation in the Department of Environmental Health
  Engineering, School of Public Health, Tehran University of Medical
                                         Sciences from 2001 to 2003
                                              Farzianpour F, Dr Mirsapasi A, Dr.Honari H
                                                             Tehran University of Medical Sciences
                                                                   T


                                                                                                                          ABSTRACT


Internal evaluation is a process in which it is possible to judge in a study an educational program using standards based on pre-defined
objectives and certain educational quality. After such a judgment, one can present some suggestions to address problems in the
                                                                       educational system and develop an efficient educational system.
In this study, a group from Environmental Health Engineering used the opinion poll of university lecturers, students and graduates,
and evaluated their system of education in 2003. Their aim was to remodel and adjust their educational system with the society's
                                                                                  needs and to promote the quality of such education.
The method employed was cross-sectional, descriptive and analytical on the basis of 10 procedural steps and within 8 sections
dealing with evaluated factors, namely, scientific board members, management and organizational capability, students, manpower and
logistic affairs, educational environments, research work centers, health and therapeutic sections, educational equipment, research
equipment, laboratory and diagnosis centers, educational courses and programs, teaching and learning process as well as satisfaction
                                                                                                                 expressed by students.
The results of the research showed that the general average of 8 investigating sections was 68.8% indicating a desirable research
          work. It is, therefore, concluded that the function of the educational management is directly in line with evaluation process.
Educational evaluation is the best indicator that shows up to what extent we should go to achieve certain aims. It analyzes the quality
                                                   of the activity of such a system and by which we achieve logical and routine results.


Keywords: Internal Evaluation, Department of Environmental Health Engineering, School of Public Health, Tehran University of
                                                                                                                      Medical Sciences.
‫ارزیابی برنامه های آموزش مداوم مرکز مطالعات و توسعه آموزش‬
‫دانشگاه از سال 17 تا 43 براساس نظر سنجی از پزشکان عمومی شرکت‬
                                                       ‫کننده‬


                                                         ‫چکيده فارسي :‬
‫مقدمه :آموزش مداوم پزشکي (‪ ) Continuing Medical Education‬از جمله مقوله‬
‫هایي است که به ویژه در طي دهه اخیر در دنیا جایگاهی پر اهمیت‬
‫یافته است. آموزش مداوم پزشکي به عنوان یک اصل از سوي جوامع علمي‬
‫بین المللي مورد پذیرش و تاکید قرار گرفته است و مفهوم آن آموزش‬
‫پزشکان بعد از فارغ التحصیلي و در دوران طبابت به هر نحو ممکن است.‬

                                                            ‫هدف:‬
‫از آموزش مداوم پزشکي ، آموزش دانش جدید ، تقویت نگرش و افزایش‬
‫مهارت هاي شغلي در حل مشکالت بهداشتي درماني مناطق مختلف جامعه است‬
‫و هدف کلي از این بررسي بر آورد رضایت مندي شغلي پزشکان از برنامه‬
‫هاي آموزش مداوم پزشکي به منظور اثر بخش در برنامه هاي آموزشي‬
               ‫آینده مرکز مطالعات و توسعه آموزش دانشگاه مي باشد.‬
‫در این پژوهش از روش تحقیق و توسعه (‪ ) R&D‬استفاده شده است و‬
‫( اعتبار‬            ‫ابزار گرد آوري داده ها ، پرسشنامه هاي معتبر‬
‫محتوي ) و پایا ( آزمون مجدد ) و خود اجرا بوده است . نمونه ها‬
‫1833 نفر از پزشکان بوده اند که در هنگام شرکت در برنامه هاي آموزش‬
‫مدون و دریافت گواهي نهایي آموزش مداوم از دانشگاه علوم پزشکي‬
‫تهران از سال ( 8313-7313 ) ، در این مطالعه شرکت کرده اند. روش‬
‫نمونه گیري سر شماري و از نرم افزار 9-‪ SPSS‬براي تجزیه و تحلیل‬
‫اطالعات استفاده شد. یافته ها به صورت توزیع فراواني ارائه گردیده‬
                                                            ‫اند.‬

                                                         ‫نتایج :‬
‫مه ترین نتایج بررسي نشان مي دهد که 78% از پزشکان شرکت کننده در‬
‫برنامه هاي آموزش مداوم از مباحث آموزشي در این دوره رضایت مندي‬
‫کاملي داشتند و 3/ 17 % از آنها برنامه هاي آموزشي مدون را متناسب‬
‫با نیاز هاي شغلي خود اظهار نمودند. 73% از استادان آموزش مداوم از‬
‫آموزش خود در این دوره راضي بودند و بنظر آنها 78% از آموزش‬
               ‫گیرندگان ا ز برنامه هاي آموزشي آنها پیروي نمودند.‬

                                                           ‫بحث :‬
‫آموزش مداومي موثر و مطلوب است که براساس تجزیه و تحلیل دقیق نیاز‬
‫ها و رضایت مندي شرکت کنندگان شروع شده باشد . تجزیه و تحلیل‬
‫نظرسنجی رضایت مندي پزشکان از برنامه هاي آموزشي مدون در این پژوهش‬
‫نشان داده است که برنامه هاي آموزشي که متناسب با نیازها ي شغلي‬
‫شرکت کنندگان تنظی گردیده و در فضای آموزشی مناسب به موقع اجرا‬
‫شده باشد،پزشکان از رضایت مندي بیشتري برخوردار بوده اند، بنا بر‬
‫این اگر برنامه ریزي آموزشي مداوم بر اساس نیازهاي شغلي شرکت‬
‫کنندگان طراحی،سازماندهی واجرائ گردد,مي تواند گام مثبتي در جهت‬
                 ‫بهبود کیفیت برنامه هاي آموزشي مداوم پزشکي باشد.‬

                                                      ‫واژهاي کليدي :‬
                        ‫رضایت مندي ، پزشکان ، آموزش مداوم پزشکي‬



                                                     ‫پيشنهادها :‬
                   ‫3- تربیت نیروي انساني مطابق با نیازهاي جامعه‬
                 ‫3- تداوم آموزش مداوم پزشکي بر اساس نیازهاي شغلي‬
‫1- ارزشیابي مداوم دانش آموخته گان و پزشکان شاغل بر اساس دانش روز‬
           ‫8- اجراي طرحهاي نیاز سنجي بر اساس نیازهاي شغلي پزشکان‬
 ‫7- تاکید بر تقدم آموزش پزشکان عمومي که در حال حاضر فعالیت پزشکي‬
                                                           ‫دارند‬
          ‫6- برنامه هاي آموزشي طوري تدوین گردد که جامعه نگر باشد‬
    ‫1- ارتقاء سطح دانش اعضاي هیات علمي بر اساس فرصت هاي مطالعاتي‬
                                ‫3- آینده نگري در آموزش هاي مداوم‬
                                             ‫9- آموزش از راه دور‬
                ‫73- تهیه بسته هاي آموزشي براي ارتقاء دانش به روز‬
       ‫33- ارزشیابي سالیانه برنامه هاي آموزشي و نظر سنجي از شرکت‬
                     ‫کنندگان براي بهبود در امر آموزش مداوم پزشکي‬
                        ‫33- بازنگري برنامه هاي آموزش مداوم پزشکي‬
Internal evaluation in department of psychiatry of Tehran University of Medical Sciences during 2005-
2006.
Dr.Mohammad Reza Mohammady,Dr.Fereshteh Farzianpour,Dr.Ali Akbar Najati Safa

Background:
Evaluation helps quality improvement in higher education, and makes higher education accountable.
Maintenance and improvement of higher education quality are considered as shared responsibility of every
person in an academic institution. This study was designed to evaluate the situation of the department of
psychiatry of Tehran University of Medical Sciences during 2005-2006.

Methods:
This study was a survay that used 10 steps for internal evaluation. These 10 steps were as follow: 1)
Conducting a workshop for the faculty members to familiarize them with the aim of internal evaluation, 2)
Forming a task force committee to prepare a time table for carrying out the steps and shoulder the responsibility
of monitoring the process of internal evaluation, 3) Clarifying departmental mission objectives, 4) Identifying
factors (input, process product, output, outcome) that displayed departmental quality, 5) Identifying criteria for
assessing the factors under evaluation (36 criteria are proposed for conducting internal evaluation , 6)
Identifying conditions under which departmental results could be observed and indicators that can lead to
judgement of performance, 7) Selecting or developing data collection instruments, 8) Defining population
under study for collecting data on each of indicators, 9) Collecting data on the variables under assessment 10)
making judgement about quality of the factors under evaluation .
The following area was evaluated: Strategic planning and organization of psychiatry department, Monthly
department meeting, Psychiatry residency program (including the staff of the program, the curriculum and the
educational facilities and services and the oppinion of graduates), Educational program for medical stidents
(including the staff of the program, the curriculum and the educational facilities and services), Child and
adolescent psychiatry fellowship program (including the staff of the program, the curriculum and the
educational facilities and services), and The situation of rsearch.

Results:
There was'nt any document about strategic planning. Monthly meeting of psychiatry department didnot have
favourable situation according to several indicators. All of the educational program lacked a standard
curriculum. The educational program for medical student had more distance from favourable situation than
residency and fellowship programs.

Coclusion:
The internal evaluation process provided a mirror for each department to reflect the realities of teaching,
research, and medical and health services provided by the department. The results of this study suggested that
psychiatry department should dlineate its strategic planing. The educational programs need standards curricula.
The department should prepare new educational fields and facilities like psychiatry services in general hospital,
community mental health centers and school mental health services. The present facilities in Roozbeh Hospital
are not enough for education of trainees and favourable service delivery for patients.
Internal evaluation
of the department of Immunology,
Faculty of Medicine,
TUMS
Dr.Mohammed Vodjgani
Professor & Department chairman
   Dr.Fereshteh farzianpour

Internal evaluation is a new policy for research and educational activities in the medical universities by
the educational deputy of the ministry of health, treatment and medical education. In this process each
university department and faculty member must have the continuous self evaluation and improvement
plan. Internal evaluation enables us to know more about our weakness and capabilities. In this
evaluation there is no external examiner, nor will evaluation results be published. Thus no one could
know anything about the outcome. In this regards, we decided to evaluate different activities of the
department. The evaluation processes are as following:


  1) Mission and objectives assessed by means of:
   Education and research activity definitions


  2) Department management assessed by:
   Relation with other immunology departments
   Participation degree of faculty members in programming and policy making of the department


  3) Faculty members’ educational activities assessed by:
   Teaching quality
   Participation in national and international conferences, seminars and congresses




  4) Students’ satisfaction:
   Students/ teachers ratio
   Quality of postgraduate courses
   Quality of postgraduate curriculums
   Number of postgraduate students


  5) Teaching/learning process quality:
   Interactive teaching
   Student participation in learning processes
   Using teaching accessory devices


  6) Evaluation of MS and PhD graduates’ attitude about quality of education in the department:
   Graduates employments
   Maintaining collaboration of graduates with the department
7) Physical faculty equipment, library, number of general and specialized books and publications


8) Long term research program:
 Research proposals, books and papers -published by faculty members
 Managing and the role of faculty members in national and international scientific meetings
 Department research budget
 Department research grants

Are evaluated in this study.
  Internal evaluation in Phisiotrapy Department Rehabilitation Faculty, Tehran
                          University of Medical Sciences


            Hadiyan M, Farzianpour F*,Oliaei , Jalali SH,Vasaghie gharamaleki B, Abbasi E


Abstract

        Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of the
obtained information for the purpose of investigating how many the objectives in mind can be achieved.
Education in an academic educational system means bringing about proper and increasing changes that affect
the outcome of this system, that is affecting the students, and the aim of such evaluation was promotion of the
quality of an education process.

        Materials and Methods: In this study Phisiotrapy Department, Rehabilitation Faculty Tehran
University of Medical Sciences, benefiting from opinion poll of university lectures, student and graduates have
evaluated their system of educational in the year 2004 and their aim was to remodel and adjust educational
system with the society’s needs and promotion of the quality of such educations. The employed method was
cross sectional and descriptive and analytical on the basis of 10 procedural steps and with in 8 sections dealing
with evaluated factors. Such as faculty board members, management and organizational capability, students,
manpower and logistic affairs, educational environments research work centers, health and therapeutic sections,
educational equipment, research equipment, laboratory and diagnosis centers, educational courses and
programs, teaching and learning process as well as satisfaction expressed by students.

    Results: The results of the research showed that general average of 8 investigating sections, based on
SWOTs model was %76/2 that may well be interpreted as a desirable research work.

         Conclusion: Educational evaluation is the best indicator showing how much we should go to achieve
certain aims, analyzes quality of the activity if such a system and by which we achieve logical and routine
results.
        Evaluation of Educational Management in Tehran University of Medical Sciences from
                                          2001- 2004


                                       *F. Farzianpour1, , M R Eshraghian2

    1
     Dept. of Health Service Management, School of Public Health, Tehran University of Medical Sciences, Iran.
2
    Dept. of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Iran.

Abstract
Evaluation of educational management has a special place among our educational                          activities. If
we look at evaluation from one side, we may consider it a subsystem of an educational system. This subsystem
is used to feedback educational activities in order to ensure efficiency and quality of such activities. The aim of
this study was evaluation of the function of educational management that covered educational planning
development, organizing educational activities, carrying out educational activities (orientation and leading) and,
finally, control and evaluation of an educational process. The employed method was cross sectional and
descriptive and analytical by making use of enquiries from 15 educational groups (9 basic sciences groups and
6 clinical groups). The findings of the research showed that average of the function of educational management
in basic sciences groups and clinical groups were 76.4% and 86.6 %, respectively while grand average of the
function of clinical groups and basic sciences groups was 80.5%. It is, therefore, concluded that function of the
educational management is directly in line with evaluation process.

Keywords: Evaluation, Educational management, Basic & clinical Sciences, Tehran University of Medical
Sciences, Iran.
    Internal evaluation in Department of Communicable Diseases, Faculty of Medicine,
                     Tehran University of Medical Sciences from 2001- 2003

                       M. Hajabdolbaghi1, F. Farzianpour21 S. Jafary1, H. Emady Kochak1
1) Members of Educational Evaluation Committee of Communicable Diseases, Faculty of Medicine Tehran University of
Sciences, Iran
2) Department of Management & Economic of Health, School of Public Health, Tehran University of Medical Sciences,
Iran.


Abstract- Internal evaluation is a process that defines and collects required data to Judge about decision
making issues at educational system in order to promote activities.
In university educational system, it is possible to use educational evaluation in electing students, scientific
board, curriculum and in general the other educational system inputs in addition, it supervises on system
process performing and finally using evaluation direct outputs and system consequences optimally.
In this study Communicable Diseases group benefiting from opinion poll of university lecturers, student and
graduates have evaluated their system of educational in the year 2003 and their aim was to remodel and adjust
educational system with the society's needs and promotion of the quality of such educations.
The employed method was cross sectional and descriptive and analytical on the basis of 10 procedural steps and
with in 8 sections dealing with evaluated factors. Such as Scientific board members, management and
organizational capability, students, manpower and logistic affairs, educational environments, research work
centers, health and therapeutic sections, educational equipment, research equipment, laboratory and diagnosis
centers, educational courses and programs, teaching and learning process as well as satisfaction expressed by
students.
The results of the research showed that general average of 8 investigating sections were %56.9 as a desirable
research work. It is, there fore, concluded that function of the educational management is directly in line with
evaluation process.

Keywords: Internal Evaluation, Department of Communicable Diseases, Faculty of Medicine, Tehran
University of Medical Sciences
                                Education of Ethics in University
Authors:      Dr.Fereshteh FARZIANPOUR, Assistant Professor, Specialized Management, Health &
Care Services, Faculty of Public Health, Tehran University of Medical Sciences.
             Dr.Daryoush FARHOOD, Professor in Genetic, Tehran University of Medical Sciences.
             Dr.Ahmad FAYAZBAKHSH Assistant Professor, Specialized Management, Health &
Care Services, Faculty of Public Health, Tehran University of Medical Sciences.

                                              ABSTRACT

Education of ethics (morality) is a process in which the trainees are assisted to learn about his/her
educational needs and will help him/her to behave according to socially desirable dignity and norms.
“Ethics” origin, this phrase is derived from Greece word “ethos” which means personality. Ethical
Principles derives from Latin “Moralis” that means tradition, temperament or method. The meaning of
the both is tradition; to wit the fundamental methods of behavior that not only are customary but also
are correct. To be ethical means that an individual lives in a specific of personal frame of beliefs. On
the other part, the ethic mostly has a relation to responsibility and community. Ethic in fact is common
sense of people. The ethical matters in community are set out on the basis of the forms of culture,
etiquette, customs, and regulations, whose obedience by all shall benefit the community. Therefore,
the indecent behavior is immoral in the society and respect to law has become a social etiquette. The
law is set out for liberty of all and contrary to imaginations, is not created for individual personal
liberty. Bertold Bresht, the German Author, suggests in his book, that, those who say yes and those
who say no, put two different morals against each other and whatever is moral today may be immoral
tomorrow! Why?

Human will earn capacity by work; he produces tools and forms his phases of development.
Perspicacity and ideology which rules on that system, is a dependent of the type of tool and production
research. Production has an infrastructures nature, ethic is part of insights and ideology is an
outwardly formation. Therefore, in case a cause or matters was good and holly yesterday, today, by an
upheaval in its technology it would turn into a bad or unsacred. Ethic at least suffered from eminent
standing in three domain of university life:
    1- In education of students and their individual development.
    2- In taking care of community.
    3- Corporation if universities in social growth of communities.

 While these three domains have a perfect coordination with university compass, student’s ability in
formation of a general ethic structure must not be consigned to oblivion. In the whole, principles of
ethic and ethical intellection in relation with the real world problems would completely to be
acceptable. Students at the classroom, hospital wards, and in community will correlate the said
principles with ethical intellection to that extend which their experiences lead to cause ethical maturity
in them.

The university must be a place beyond the exposure of such experiences. The university must be
counted a supplementary element inside this process. Values, Prophetic Missions, and Functions of
Universities, must be reflected within the university ethical topics like honor, loyalty, liberty of speech,
cooperation & commitment and accountability against the community problems. Only and that time
which affections and concerns encircle the students as a natural university program the proper
opportunity is happened for ethical development.

Keywords: Education, Ethics, University.
  Educational evaluation in Department of Medical Parasitology & Mycology, School of
         Public Health, Tehran University of Medical Sciences from 2001- 2003

            *M Rezaien1, F Farzianpour2 M Mohebal1, MB Rokni1, SJ Hashemi1, A Farahnak1
   1
     Members of Educational Evaluation Committee of Medical Parasitology & Mycology, School of Public
                              Health, Tehran University of Medical Sciences, Iran.
  2
    Dept. of Health Service Management, School of Public Health, Tehran University of Medical Sciences, Iran
Abstract
Evaluation is a systematic process for collecting, analyzing and interpretation of the obtained information for
the purpose of investigating how much the objectives in mind can be achieved. Education in an academic
educational system means bringing about proper and increasing changes that affect the outcome of this system,
that is affecting the students, and the aim of such evaluation was promotion of the quality of an education
process. In this study medical parasitology & mycology group, benefiting from opinion poll of university
lecturers, student and graduates have evaluated their system of educational in the year 2003 and their aim was
to remodel and adjust educational system with the society's needs and promotion of the quality of such
educations. The employed method was cross sectional and descriptive and analytical on the basis of 10
procedural steps and with in 8 sections dealing with evaluated factors. Such as Scientific board members,
management and organizational capability, students, manpower and logistic affairs, educational environments,
research work centers, health and therapeutic sections, educational equipment, research equipment, laboratory
and diagnosis centers, educational courses and programs, teaching and learning process as well as satisfaction
expressed by students. The results of the research showed that general average of 8 investigating sections were
%83.9 as a desirable research work.

Keywords: Educational Evaluation, Medical Parasitology & Mycology Department, SWOTs analysis, Tehran
University of Medical Sciences.
Internal evaluation in Biochemistry Department, Medicine Faculty, Tehran
University of Medical Sciences


Farzianpour F* Ansari M, Bagharian R, Golmohamadi T, Khaghani S.


Abstract

        Introduction: Evaluation is a systematic process for collecting, analyzing and interpretation of the
obtained information for the purpose of investigating how much the objectives in mind can be achieved.
Education in an academic educational system means bringing about proper and increasing changes that affect
the outcome of this system, that is affecting the students, and the aim of such evaluation was promotion of the
quality of an education process.

        Materials and Methods: In this study Biochemistry Department, Medicine Faculty Tehran University
of Medical Sciences, benefiting from opinion poll of university lectures, student and graduates have evaluated
their system of educational in the year 2004 and their aim was to remodel and adjust educational system with
the society’s needs and promotion of the quality of such educations. The employed method was cross sectional
and descriptive and analytical on the basis of 10 procedural steps and with in 8 sections dealing with evaluated
factors. Such as faculty board members, management and organizational capability, students, manpower and
logistic affairs, educational environments research work centers, health and therapeutic sections, educational
equipment, research equipment, laboratory and diagnosis centers, educational courses and programs, teaching
and learning process as well as satisfaction expressed by students.

    Results: the results of the research showed that general average of 8 investigating sections, based on
SWOTs model was % 58 that may well be interpreted as a desirable research work.

         Conclusion: Educational evaluation is the best indicator showing how much we should go to achieve
certain aims, analyses quality of the activity if such a system and by which we achieve logical and routine
results.



       Key words: Internal evaluation, Biochemistry Department, Medicine faculty, Tehran University of
Medical Sciences
SWOT analysis of Department of Medical Entomology & Vector Control, Tehran University of Medical
Sciences


Rafinejd, J., Yaghoobi-Ershadi., Vatandoost, H., , Frazian poor, F.,Ladoni,H., Doosti,S. & Shemshad, kh.
School of Public Health & Institute of Health Research, Tehran University of Medical Sciences


Summary
Department of Medical Entomology & Vector Control is an academic group affiliated to the Tehran University
of Medical Sciences. This department was established in 1934 and currently has 5 sections with their relevant
laboratories including visceral and coetaneous leshmaniasis lab, malaria lab, toxicology lab, Vector control lab,
molecular entomology lab and insect museum. The department consists of 21 academic staff including; 2
professors, 3 associated professors, 8 assistant professors and 8 lecturers. Annually a total of 8- 10 MSPH and
2-3 PhD students are admitted via entry exam by the Ministry of Health & Medical Education. Every training
and research activities is capable to respond the current country requirement and provide a clue for community
problem solving.
The aim of this study was to asses the weakness, strength, opportunity and threats of the department in a
formatted questionnaire which was provided by the assessment group of Ministry of Health & Medical
Education of Iran.
An assessment was carried out using formatted questionnaire with several indicators and variables. Various
groups were asked to answer the questions provided. Using different codes to indicate the extent to which
persons agree or disagree with each of the statements made in the questionnaire. The answers was categorized
in 5 different types, from completely agree to completely disagree. After data collection, the results were
subjected to the graphs and results were statistically analyzed. The results of such assays will provide a clear
guide to the Ministry for further necessary action.
Internal Evaluation in Department of Radiology and Radiotherapy Technology in Allied
Medical Sciences Faculty of Medical Sciences/University of Tehran
V Changizi, F Farzianpour, E Jazayeri, A Farzad, A Atouf

Abstract
Introduction
Reforms and quality improvement in training, research and executive situations of medical systems cause
health and cure improvement. Evaluating of scientific departments, find weak points, chances and threats which
help to plan reforms in training and research. This view promoted Technology Radiology and Radiotherapy
Department of Tehran university of Medical Sciences to do internal evaluation. The results can conduct
department, school, and university to solve the weak points and problems and how to make reforms in
educational and research issues.
Materials and Methods
This project was done by using research and development method which is of descriptive type. Two main
executive steps were determined a) Defining ideal situation. B) Evaluating presence situation and comparing
with ideal situation. Then internal evaluation was done on the base of then steps.
    1. Establishing evaluation committee and defining why it should be done,
    2. Determining the goals of internal evaluation,
    3. Determining evaluation parameters such as head of department, academic member, students,
        equipments training programs and scientific potentials,
    4. Establishing ideal situation indexes.
    5. Preparing measurement methods,
    6. Data collection,
    7. data analysis,
    8. Preparing internal evaluation reports,
    9. Making discussion and suggestion,
    10. Releasing suggestions and following up them
Results
The main goal of this evaluation was determination of the quality level of Technology of Radiology and
Radiotherapy Department. Considering this goal, department aims and vision were established using strategic
programming in three fields of input aims, processing aims and output aims.
Results showed mission and aims parameters were in very good situation, parameters of structure and
management, academic member, training and learning processes, educational workshops were in good situation
and students’ parameter was in relatively good situation. Also results revealed research was in medium
situation. However equipments and physical constructions such as department office and laboratory were in
weak position. Finally educated persons parameter was in medium situation.
Discussion
Technology of Radiology and Radiotherapy Department has got good and very good levels in majority of
parameters, since some academic and nonacademic members use their maximum potentials. The department’s
score in research is medium as a few members have got no projects that their specialties are not related to
radiology or radiotherapy. As a matter of fact the department has no authority to employ members. Totally as a
few members with specialties not related to radiology or radiotherapy, have got no projects. There is necessity
to recruits specialists academic member who can be useful for the department for getting upper grades.
The Department of Technology Radiology and Radiotherapy relationships with other departments and even
with related ministry are in very good levels which shows high potential of this department.
Conclusion and Suggestions
Technology of Radiology and Radiotherapy Department in Tehran University of Medical Sciences in majority
of quality parameters is very good or good. But there are weak points in laboratory equipments and physical
construction such as laboratory and office. Also the department needs to recruit at least two specialist academic
members under the department authority.
Technology of Radiology and Radiotherapy Department suggests:
    1. The facilities and budgets should be delivered to the department for solving laboratory problems
        including place and equipments.
    2. To have independent research budget,
    3. To have planning authority in educational and research activities.
    4. The department office should be developed.
   ‫خالصه مقاالت چهارمین همایش کشوری آموزش پزشکی –تهران آبان 91‬



                                   ‫ارزشيابی در آموزش پزشکی‬
‫دکتر فرشته فرزیانپور،عضو هيات علمی دانشگاه علوم پزشکی تهران‬
‫منظور از ارزشيابی در آموزش پزشکی قضاوت درباره وضعيت آموزش،‬
‫پژوهش و ارائه خدمات بهداشتی درمانی و تخصصی مورد عرضه‬
‫بيمارستانهای آموزشی و مقایسه با استانداردهای مورد نظر‬
‫است.مساله آموزش پزشکی و تریبت نيروی انسانی کارآمد و متناسب‬
‫با نيازهای هامعه از همله مسایل مهمی است که توهه بسياری از‬
‫متخصصان و برنامهریزان آموزشی را در ههان به خود هلب کرده است‬
‫و درنتيجه نظرات و پيشنهادهای متفاوتی برای راهحل آنها ارائه‬
‫شده است یکی از مهمترین نکاتی که در همه این پيشنهادها مشترک‬
‫است این است که در فرایند آموزش های علوم پایه و تخصصی معموال‬
                                    ‫به سه بخش مهم توهه میشود.‬
                                               ‫2. دانش و مهارت‬
           ‫1. مهارتهای ذهنی یا منطق بالينی(تحليل شرایط بيماری)‬
                                ‫8. مهارت های عملی(فنون بالينی)‬
‫اما آنچه که غالبا در این آموزشها فراموش میگردد، مهارتهای‬
‫ارتباط با بيمار و مهارتهای کارگروهی است. در حالی که ارتباط‬
‫مناسب با بيمار، دقت در گرفتن شرح حال و معاینه بالينی به‬
‫همراه یافتههای آزمایشگاهی و مشاوره با همکاران، درمان را در‬
                                  ‫مسير منطقی خود قرار میدهد.‬

‫ا‬
‫امروز آموزش پزشکی از آموزش علم و فن به صورت محض و صرف ً‬
‫تخصصگرا، به سوی کسب مهارتهای انسانی و ارتباطی ههتگيری شده‬
‫است. بنابراین داشتن این مهارتها از پارامترهای مورد ارزشيابی‬
‫صالحيتها و تواناییهای فراگيران پزشکی قلمداد میگردد. ارزشبابی‬
‫یکی از هنبههای مهم در فرایند فعاليتهای آموزشی است و این‬
‫امکان را فراهم میسازد تا براساس نتایج آن نقاط قوت و ضعف را‬
‫مشخص نموده و با تقویت هنبههای مثبت و رفع نارساییها در ایجاد‬
           ‫تحول و اصالح گردش کارها، گامهای مناسبی برداشته شود.‬

‫هدف از این پژوهش ارزشيابی در آموزش پزشکی و قضاوت بالينی‬
‫درباره ماهيت خاص رشتههای تخصصی، فوق تخصصی، ارتقای کيفيت‬
‫آموزش پزشکی و نيز عرضه خدمات آموزشی و پژوهشی در بيمارستانهای‬
‫آموزشی و مقایسه با استانداردهای مورد نظر است. در این پژوهش‬
‫از روش تحقيق و توسعه واز روش پژوهش پيمایشی که از نوع پژوهش-‬
                       ‫های توصيفی تحليلی است استفاده شده است.‬

‫در نظام آموزش پزشکی از ارزشيابی آموزشی ميتوان برای انتخاب‬
‫دانشجو، هيات علمی، تدوین و تجدید نظر برنامه درسی و بطور کلی‬
‫درونداد نظام آموزشی استفاده کرد. گذشته از آن چگونگی فرایند‬
‫نظام را ارزیابی کرده و درنتيجه برونداد نظام آموزشی را در ههت‬
‫هامعه هدایت کرد. در این بررسی مدیریت نظام آموزش پزشکی، اعضای‬
‫هيات علمی، پيشرفت تحصيلی فراگيران، منابع و امکانات، برنامه-‬
‫های آموزشی و رضایت بيماران براسراس استانداردهای تعيين شده‬
‫مورد بررسری واقع شرد، نتایج بدست آمده نشان میدهد که براساس‬
‫شاخصهای تعيين شده از طرف وزارت بهداشت، درمان و آموزش پزشکی،‬
‫مدیریت آموزشی، نسبت دستيار به هيات علمی، نسبت دانشجو به‬
‫استاد، برنامه درسی و پيشرفت تحصيلی دستياران، نسبت مرگ و‬
‫ميرهای بيمارستانی، منابع و تجهيزات بيمارستانی، ميزان اشغال‬
‫تختهای آموزشی، ميانگين روزهای بستری، آزمایشهای تشخيصی،‬
‫توانبخشی، بایگانی مدارک پزشکی و... در دانشگاهها و بيمارستان-‬
‫های دانشگاهی مورد مطالعه نه تنها رعایت نشده بلکه با شاخصها و‬
                      ‫استانداردهای مورد نظر فاصله زیاد دارند.‬

‫آموزش پزشکی در کشور ما در خيلی موارد بدون تجزیه و تحليل و‬
‫برنامه ریزی کافی و هامع طرح ریز ی و اهرا میشود. اغلب برنامه-‬
‫های آموزشی به این دليل انجام میشود که مدیران آموزشی احساس می‬
‫کنند«بهتر است این کار را انجام دهند»، معموال الگوی آموزشی‬
‫مشابهی مورد تقليد قرار میگيرد بدون اینکه بررسی شود آیا‬
‫برنامه آموزشی که در یک کشور انجام شده است میتواند با شرایط‬
‫نيروی انسانی و نيازهای موهود در نقطه دیگر کامال تطابق داشته‬
‫باشد. بنابراین الزم است در ساختار نظام آموزش پزشکی کشورمان‬
‫مکانيزم ارزیابی مستمر براساس 41 روش ارزیابی وهود داشته باشد،‬
‫این مکانيزم در هدایت برنامههای آموزشی درمانی و پژوهشی و نيز‬
‫در پاسخگویی به نيازهای هامعه بسيار موبر خواهد بود. به کمک‬
‫نوعی کيفيت آموزشی را رعایت کرده و با‬      ‫این مکانيزم میتوان‬
‫توهه به نيازهای هامعه، آموزش پزشکی را از پویایی الزم برخوردار‬
                                                         ‫کرد.‬
‫خالصه مقاالت ششمین همایش کشوری آموزش پزشکی – دانشگاه شهید بهشتی‬
         ‫خالصه مقاالت هفتمین همایش کشوری آموزش پزشکی – تبریزآبان 83‬

‫کد مقاله : 833‬

                                                   ‫عنوان:‬
‫ارزشیابی آموزشی در پانزده گروه آموزشی علوم بالینی و پایه‬
                              ‫در دانشگاه علوم پزشکی تهران‬

                          ‫ارائه دهنده : دکتر فرشته فرزیانپور‬

                                                 ‫نویسند(گان):‬
‫دکتر‬   ‫صدیقیگيالنی،‬   ‫دکتر فرشته فرزیان پور، دکتر محمدعلی‬
                        ‫محمدرضا اشراقيان، دکتر علیاکبر زینالو‬

                                                     ‫خالصه مقاله:‬
‫زمینه و هدف : ارزشيابی، فرآیندی نظامدار برای همعآوری، تحليل‬
‫و تفسير اطالعات به منظور بررسی ميزان عملی شدن هدفها میباشد. در‬
‫سيستم نظام آموزش دانشگاهی منظور از آموزش، ایجاد تغييرات مناسب‬
             ‫و روزافزون در حاصل این سيستم یعنی دانشجویان است.‬

‫هدف: هدف از ارزیابی، ارتقای کيفيت آموزش میباشد. ارزشيابی‬
‫آموزشی بهترین شاخصی است که ميزان رسيدن به هدفها را نشان میدهد‬
‫و به تحليل کيفيت فعاليتهای این سيستم میپردازد. و از آن میتوان‬
                            ‫به نتایج منطقی و متعارف دست یافت.‬

‫روش و ابزار: در این مطالعه پانزده گروه آموزشی بالينی و‬
‫علوم پایه در دانشگاه علوم پزشکی تهران با هدف انطباق آموزش با‬
‫نيازهای هامعه و ارتقای کيفيت با استفاده از نظرسنجی استادان و‬
‫دانشجویان در سال 8382 انجام شده است. این پژوهش یک مطالعه‬
‫توصيفی تحليلی میباشد که بر اساس ده گام و در هشت حوزه با عوامل‬
‫مورد ارزیابی مثل مدیریت و سازماندهی، هيات علمی، فراگيران،‬
‫نيروی انسانی و پشتيبانی، فضاهای آموزشی، پژوهشی، آزمایشگاهی و‬
‫تشخيصی، دورهها، برنامههای آموزشی، فرآیند تدریس و یادگيری و‬
                        ‫رضایتمندی دانشآموختگان انجام شده است.‬


‫نتیجه گیری : ميانگين کل نتایج ارزشيابی آموزشی در 9 گروه‬
‫آموزشی علوم پایه و 0 گروه آموزشی بالينی در هشت حوزه بر اساس‬
‫الگوی ‪ SWOTs‬بترتيب 2/27% علوم پایه و 9/17% بالينی یعنی نسبتً‬
‫ا‬
                                          ‫مطلوب تحليل شده است.‬




  ‫خالصه مقاالت هشتمین همایش کشوری آموزش پزشکی – کرمان اسفند‬
                                                                      ‫73‬
‫کد مقاله : 88‬

                                               ‫عنوان:‬
‫ارزیابی درونی در دانشکده پیراپزشکی دانشگاه علوم پزشکی‬
                                                ‫تهران‬

                          ‫ارائه دهنده : دکتر ناهید عین اللهی‬

                                             ‫نویسند(گان):‬
‫دکتر فرشته فرزیان پور، دکتر ناهيد عين اللهی،رویا‬
‫شریفيان،دکتر حسين درگاهی ،دکتر رضا صفدری،مرهان قاضی سعيدی‬

                                                   ‫خالصه مقاله:‬
‫زمینه و هدف : ارزیابی درونی عبارت است از فرایند تعيين ،تهيه‬
‫وفراهم آوردن اطالعات توصيفی وقضاوتی درباره ارزش یا اهميت‬
‫هدفهای آموزشی برنامه ها ،عمليات و نتایج آن به منظور هدایت‬
                          ‫تصميم گيری ،پاسخگویی ،واطالع رسانی .‬
‫هدف : هدف نهایی ارزیابی درونی دراین گروههای آموزشی ، بهبود‬
‫کيفيت وارتقاء کيفيت آموزش و پژوهش می باشد.دراین مطالعه‬
‫گروههای آموزشی مدارک پزشکی وعلوم آزمایشگاهی دانشکده پيراپزشکی‬
‫در دانشگاه علوم پزشکی تهران با هدف انطباق آموزش با نيازها ی‬
‫هامعه و ارتقاء کيفيت با استفاده از پرسشنامه نظرسنجی از‬
‫استادان ، دانشجویان و دانش آموختگان در سال 8382 ،ارزشيابی‬
                                                         ‫شدند.‬

‫روش مطالعه : این پژوهش یک مطالعه مقطعی (‪ )cross sectional‬و از نوع‬
‫سنجش توصيفی و تحليلی ()‪ )Survey descriptive & analytical‬می باشد که‬
‫براساس ده گام ودر هشت حوزه با عوامل مورد ارزشيابی مثل مدیریت‬
‫و سازماندهی ،هيات علمی، فراگيران، نيروی انسانی و پشتيبانی‬
‫،فضاهای آموزشی ،پژوهشی ،بهداشتی ودرمانی ، تجهيزات آموزشی‬
‫،پژوهشی ،آزمایشگاهی وتشخيصی ،دوره ها،برنامه های آموزشی‬
‫،فرایند تدریس و یادگيری و رضایت مندی دانش آموختگان انجام شده‬
                                                              ‫است.‬

‫یافته ها: ميانگين کل نتایج ارزیابی درونی در این گروهها در هشت‬
‫مدارک پزشکی 7990% و علوم‬   ‫حوزه براساس الگوی ‪ SWOTS‬به ترتيب‬
                    ‫آزمایشگاهی 1990% یعنی مطلوب تحليل شده است.‬
‫بحث و نتیجه گیری :ارزیابی درونی بهترین شاخصی است که ميزان‬
‫رسيدن به هدفهای آموزشی را نشان می دهد و به تحليل فعاليتهای‬
‫آموزشی انجام شده در سيستم دانشگاهی می پردازد و ازآن می توان‬
                            ‫به نتایج منطقی و متعارف دست یافت.‬


 ‫خالصه مقاالت هشتمین همایش کشوری آموزش پزشکی – کرمان اسفند‬
                                                                  ‫73‬

‫کد مقاله : 77‬

                                                 ‫عنوان:‬
‫ارزیابی کیفیت برنامههای آموزشی بر اساس نظرسنجی از دانش-‬
                                               ‫آموختگان‬
                               ‫ارائه دهنده : دکتر حسین کشاورز‬

                                            ‫نویسند(گان):‬
‫دکتر فرشته فرزیان پور، دکتر حسين کشاورز، دکتر سيدحسن‬
‫امامیرضوی، دکتر محمدرضا اشراقيان، سيدمرتضی حسينیشکوه،‬
                ‫یدا... فرهی، سکينه شریفيان و سمانه حيدری‬

                                                     ‫خالصه مقاله:‬
‫زمینه و هدف : ارزشيابی کيفيت آموزشی در دانشگاه به عنوان‬
‫بازخوردی ههت بهبود فعاليتهای آموزشی میباشد. ارزشيابی آموزشی‬
‫عبارت است از قضاوت کردن راهع به عملکرد نظام آموزشی یا‬
‫شایستگیهای آن نظام، منظور از شایستگیهای آن نظام، بررسی کيفيت‬
‫برنامههای آموزشی در دانشگاه میباشد. در فرآیند قضاوت ابتدا‬
‫دادههای الزم درباره پدیده مورد ارزیابی گردآوری میشود و سپس‬
                    ‫وضعيت موهود با وضعيت مطلوب مقایسه میگردد.‬
‫هدف: هدف کلی از این مطالعه ارتقاء کيفيت برنامههای آموزشی در‬
‫دانشگاه علوم پزشکی تهران است و اهداف اختصاصی، سنجش ميانگين‬
‫معدل کل دانشآموختگان، تعيين توزیع فراوانی نسبی و هنسی، سال‬
‫تولد، سال ورود به دانشگاه، وضعيت دانشآموختگان از نظر سهميه،‬
‫رضایت مندی آنان از برنامه های آموزشی، بررسی مشکالت آنها در‬
                                           ‫دوران تحصيل و... .‬

‫روش مطالعه: این مطالعه مقطعی و از نوع سنجشی توصيفی میباشد.‬
             ‫پرسشنامه نظرسنجی ابزار گردآوردی اطالعات بوده است.‬

‫یافتهها: 0/31% دانشجویان مؤنث و 9/90% مذکر و 0/2% بدون هواب.‬
‫ميانگين معدل کل دوره 71/02، انحراف معيار 88/2 و دامنه تغييرات‬
‫0/92-12 میباشد. 40% دانشآموختگان از دانشگاه خود رضایت کامل‬
‫دارند و 8/24% تا حدودی رضایت داردند و بقيه آنان (0/4%) از‬
‫دانشگاه خود راضی نيستند. 4/47% از دانشآموختگان دانشگاه علوم‬
           ‫پزشکی تهران را برای ادامه تحصيل خود معرفی کردهاند.‬

‫بحث و نتیجه گیری : ارزشيابی آموزشی بهترین شاخص سنجش عملکرد‬
                                         ‫نظام آموزشی میباشد.‬




 ‫خالصه مقاالت هشتمین همایش کشوری آموزش پزشکی – کرمان اسفند‬
                                                               ‫73‬
 ‫خالصه مقاالت هشتمین همایش کشوری آموزش پزشکی – کرمان اسفند‬
                                                                ‫73‬

‫کد مقاله : 18‬

                                                   ‫عنوان:‬
‫ارزشیابی آموزشی در پانزده گروه آموزشی علوم بالینی و پایه‬
                              ‫در دانشگاه علوم پزشکی تهران‬

                          ‫ارائه دهنده : دکتر فرشته فرزیانپور‬

                                          ‫نویسند(گان):‬
‫دکتر فرشته فرزیان پور، دکتر محمدعلی صدیقیگيالنی، دکتر‬
‫محمدرضا اشراقيان، دکتر علیاکبر زینالو، حميد خانجانی،‬
                                            ‫مژگان صفری‬

                                                     ‫خالصه مقاله:‬
‫زمینه و هدف : دانشگاه علوم پزشکی تهران یکی از مهمترین‬
‫نهادهای آموزشی، پژوهشی، بهداشتی درمانی هامعه برای برطرف نمودن‬
‫مشکالت و پرورش نيروهای متخصص و کارآمد محسوب میگردد. انتظار می-‬
‫رود این نهاد آموزشی با پرورش تواناییهای بالقوه فراگيران در‬
‫ههت توسعه علم و رفع معضالت اهتماعی ارائه طریق نمایند. برآورد‬
‫انتظارات هامعه مستلزم مشخص نمودن هدف و برنامهریزی مناسب ههت‬
                                            ‫تحقق این اهداف است.‬
‫هدف: هدف اصلی ارزشيابی آموزشی، تعيين قدر و ارزش پدیده مورد‬
‫ارزشيابی است تا اینکه به افراد عالقهمند و مسئول کمک کند تا‬
‫درباره آن پدیده تصميمهای درستی اتخاذ نمایند. مطالعه پانزده‬
‫گروه آموزشی بالينی و علوم پایه در دانشگاه علوم پزشکی تهران با‬
‫هدف انطباق آموزش با نيازهای هامعه و ارتقاء کيفيت با استفاده‬
   ‫از پرسشنامه از استادان و دانشجویان در سال 8382 نظرسنجی شدند.‬

‫روش مطالعه: این پژوهش یک مطالعه مقطعی)‪ (Cross sectional‬و از نوع‬
‫سنجش توصيفی )‪ (Survey descriptive‬میباشد که بر اساس ده گام و در هشت‬
‫حوزه با عوامل مورد ارزشيابی مثل مدیریت و سازماندهی، هيات‬
‫علمی، فراگيران، نيروی انسانی و پشتيبانی، فضاهای آموزشی،‬
‫پژوهشی، آزمایشگاهی و تشخيصی، دورهها، برنامههای آموزشی، فرآیند‬
       ‫تدریس و یادگيری و رضایتمندی دانشآموختگان انجام شده است.‬

‫یافتهها: ميانگين کل نتایج ارزشيابی آموزشی در 9 گروه آموزشی‬
‫علوم پایه و 0 گروه آموزشی بالينی در هشت حوزه بر اساس الگوی‬
‫‪ SWOTs‬بترتيب 2/27% علوم پایه و 9/17% بالينی یعنی نسبتً مطلوب‬
      ‫ا‬
                                               ‫تحليل شده است.‬

‫بحث و نتیجه گیری : ارزشيابی آموزشی بخش تفکيک ناپذیر و اساسی‬
‫از وظایف هر سازمان است، به ویژه سازمانی همچون وزارت بهداشت،‬
‫درمان و آموزش پزشکی که هماهنگکننده، برنامهریز و مجری آموزش‬
‫پزشکی و پيراپزشکی و طيف گستردهای از خدمات بهداشتی درمانی در‬
‫کشور است. ارزشيابی آموزشی فرآیندی است که با گردآوری دادهها و‬
‫قضاوت برای پيشرفت فعاليتهای آموزشی سر و کار دارد. توهه به‬
‫برخی از اصول مربوط به اندازهگيری آموزشی و گردآوری دادهها باعث‬
               ‫میشود که بتوان فرآیند یاد شده را بهتر درک کرد.‬
‫خالصه مقاالت هشتمین همایش کشوری آموزش پزشکی – کرمان اسفند‬
                                                            ‫73‬

								
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