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Introduction: Patients with end-stage heart failure (HF) may need mechanical circulatory support such as a left ventricular assist device (LVAD). However, there are a range of complications associated with LVAD including aortic regurgitation (AR) and thrombus formation. This study assesses whether the risk of developing aortic conditions can be minimised by optimising LVAD implantation technique.Methods: In this work, we evaluate the aortic flow patterns produced under different geometrical parameters for the anastomosis of the outflow graft (OG) to the aorta using computational fluid dynamics (CFD). A three-dimensional aortic model is created and the HeartMate III OG positioning is simulated by modifying (i) the distance from the anatomic ventriculo-arterial junction (AVJ) to the OG, (ii) the cardinal position around the aorta, and (iii) the angle between the aorta and the OG. The continuous LVAD flow and the remnant native cardiac cycle are used as inlet boundaries and the three-element Windkessel model is applied at the pressure outlets.Results: The analysis quantifies the impact of OG positioning on different haemodynamic parameters, including velocity, wall shear stress (WSS), pressure, vorticity and turbulent kinetic energy (TKE). We find that WSS on the aortic root (AoR) is around two times lower when the OG is attached to the coronal side of the aorta using an angle of 45° ± 10° at a distance of 55 mm.Discussion: The results show that the OG placement may significantly influence the haemodynamic patterns, demonstrating the potential application of CFD for optimising OG positioning to minimise the risk of cardiovascular complications after LVAD implantation.

Background and Purpose: Microbeam Radiation Therapy (MRT) aims to deliver higher doses to the target while minimizing radiation damage to healthy tissues using synchrotron x-ray microbeams. Translational MRT research has now started, driven by promising results from preclinical studies. This study aimed to propose a first dose-outcome model by analyzing micrometric dose distributions obtained with high-resolution 3D dose calculations, accounting for the inherent physical dose distribution complexity in MRT. The feasibility of integrating penMRT, our full Monte Carlo multiscale dose calculation algorithm based on PENELOPE into translational research on veterinary patients was also investigated. Material and Methods: Micrometric dose distributions were calculated in tumor-bearing rats and for a veterinary patient with penMRT, for conformal multi-directional MRT treatment plans. Absorbed dose maps were obtained with 0.005 × 0.005 × 1 mm3 voxel sizes. High-resolution dose-volume histograms were extracted and analyzed against radiobiology studies. Results: The complexity of the MRT dose distribution was properly rendered at a micrometer scale on 3D dose maps, with well separated dose regions observed on the differential dose-volume histograms. The median survival time of glioma-bearing rats varied linearly with the volume fraction of the planning target volume that received doses higher than 50 Gy (R2 = 0.98). The feasibility of using penMRT for treatment planning in large volumes has been shown on a veterinary patient. Conclusions: This study demonstrated the significant added value of penMRT for planning and prescribing MRT treatments. It also shed light on the correlation between the high-resolution 3D dose distributions and the treatment outcome.

The world is confronting a severe water crisis. To clean up water from heavy metals, microorganisms, chemicals, and other types of pollutants, nanocomposites have been receiving great attention specifically due to the high surface area affording to work effectually even at low concentrations. In this research, we synthesized a new amino acid-modified MoS2 nanocomposite by chemically immobilizing Mn (II). The synthesized absorbent MoS2–COOH/gly/Mn was identified by thermogravimetric analysis (TGA), nitrogen adsorption measurement, X-ray diffraction (XRD), analysis of energy dispersive X-ray mapping (EDAX and MAP), field emission scanning electron microscopy (FE-SEM), and Fourier Transform Infrared spectrometry (FT-IR). The nanocomposite was employed as an adsorbent through the solid phase microextraction (SPME) method while trifluralin herbicide was chosen as a model compound. For the monitoring of trifluralin molecules, we employed an ion mobility spectrometry apparatus featuring a corona discharge ionization source. The SPME method's effectiveness was examined by investigating the stirring rate and extraction time as two crucial parameters, aiming to achieve trace analysis of trifluralin. Under the optimized condition of the trifluralin extraction, the coefficient (R2) and linear dynamic range (LDR) correlation were obtained at 0.9961 and 0.5–10 μg L−1, respectively. Relative recovery values the described approach were obtained in the span of 96–97% for agricultural wastewater samples. The quantification (LOQ) and limit of detection (LOD) were calculated at 0.5 and 0.15 μg L−1, respectively. The proposed nanocomposite absorbent has the capability to be applied as an efficient material for the extraction of trifluralin herbicide from different solutions.

Background and Aim: Students can better understand what they have learned and prepare to build a better future. The present research was conducted to provide a model of educational policy for skill learning of first-year high school students. Methods: In terms of the applied goal, this research was exploratory mixed (qualitative-quantitative) in terms of data, and in terms of nature, in the qualitative dimension, it was a systemic (paradigm) foundation data, and in the quantitative dimension, it was a cross-sectional survey. The statistical population of the qualitative part included university professors and experts who had papers in the field of skill training, and in the quantitative part, it included all the teachers of the first year of secondary education in the central province who had a master's degree and above in the field of educational sciences, numbering 500 people. The sampling method in the qualitative part is purposeful and theoretical, and with the number of 15 experts, the theoretical saturation was reached. In the quantitative part of the sample size, 217 people were selected based on Morgan's volume determination formula. In the current research, after the open and axial coding of the measurement tool, it was sent in the form of a set form and sent to experts for selective coding and validation. Based on this, a researcher-made questionnaire was designed and distributed among the randomly selected statistical sample. Then the collected data were analyzed using descriptive and inferential statistics. Results: As a result, 5 dimensions, 20 components and 118 indicators were finalized for the educational policy model of students' skill learning. Conclusion: After the final approval and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the experts again validated the said model.

Introduction: This study aimed to assess the ecological status of the educational environment (online) from the perspective of students in the school of PublicHealth at Shahid Sadoughi University of Medical Sciences. Methods: This was a descriptive cross-sectional study involving 287 undergraduate, graduate, and Ph.D. students from the School of Health, enterd via stratified random sampling. Two questionnaires about the online learning environments that were developed by Kaufmann and Chou were used in the study. The Kaufmann questionnaire included four domains: “instructor behaviors, student connectedness, course structure, and Course Clarity” and Chou’s questionnaire included three domains: "Learning climate, and learning satisfaction". Data were analyzed by SPSS 21 software. Results: Our findings indicate that students viewed the ecological status of the online learning environment as moderate level. The domain ability and learning environment received a score of 3.2 ± 0.62, satisfaction with learning was rated 3.07 ± 0.73, and general learning atmosphere received a score of 3.05 ± 0.73. The teacher's behavior received 3.8 ± 0.83, the structure of the training course 2.92 ± 1.12, the ease of implementation 3.14±0.98, and the interaction of learners 3.66 ± 0.85. Conclusion: Online teaching and learning is a complex process that involves various factors such as the instructor's skills, inclusiveness, course structure, and educational design. The ease of implementation and interaction of learners are also important in the learning ecology. Therefore, it is essential to have the necessary infrastructure that facilitates the teaching-learning process when planning for the creation and development of online education. Corresponding Author:Fatemeh Keshmiri View Orcid in Profile You can search for this author in PubMed Google Scholar Profile

Abstract Introduction A teaching e-portfolio is used to organize the collation and presentation of documents about teaching for the development and evaluation of educators. The current study was aimed at describing teaching e-portfolio components at Shahid Sadoughi University of Medical Sciences. As well, we examined the performance and experience of educators in engaging in the teaching e-portfolio. Materials and methods This study was conducted at Shahid Sadoughi University in 2018–2022 in three main stages: (1) Development of the teaching e-portfolio; (2) Implementing teaching e-portfolio, and evaluating teaching documentation quantitatively; and (3) Exploration of educators’ experiences by a conventional content analysis introduced by Graneheim and Lundman. The teaching e-portfolio was developed from the perspective of the components, domains, and criteria of scholarship of teaching and learning. The teaching e-portfolio documented the educational activities of educators in 12 areas, including philosophy of education (1 activity), curriculum planning (4 activities), evaluation (7 activities), teaching and learning (1 activity), e-learning (1 activity), professional development in education (1 activity), scholarly activities (2 activities), mentoring and counseling (3 activities), educational leadership (2 activities), education research (6 activities), education reform project (1 activity), and production of scholarship of teaching and learning (13 activities). The educators recorded the documentation of educational activities in their teaching e-portfolio. Their documentation was reviewed by two peers. The reviewers delivered constructive feedback to improve the educators’ performance. The quantitative performance of educators in different activities in teaching e-portfolio was examined by descriptive tests (frequency and percentage). The experiences of educators were explored by the conventional content analysis approach which was introduced by Graneheim and Lundman. Results In the present study, 148 educators registered in the teaching e-portfolio. A total of 1488 documents of educational activities were registered in the e-portfolio from 2018 to 2022, and 55.24% of the activities received feedback in the peer review process. The experience of participants was categorized into a theme “fear and hope in utilizing teaching e-portfolio”. This theme consisted of three categories: “motivational roadmap for personal and professional development in the future”, “concern about the consequences of continuous monitoring”, and “restriction of resources and capability as resistance sources”. Conclusion The current study showed that the participation of educators in a teaching e-portfolio was at an acceptable level. Support systems and educational policies played an effective role in guiding educators to participate in educational development activities. The educators perceived the teaching e-portfolio as a two-faceted tool. Teaching e-portfolio can provide a road map for their personal and professional development to achieve excellent teaching. As well, the teaching e-portfolio was recognized as a tool for continuous performance monitoring and detection of the inefficiency of teaching quality activities. This perception, along with limited resources such as time, weak technological literacy, and difficulty in working with electronic devices and systems, led to resistance from educators to involve in teaching e-portfolio.

Abstract Introduction The Educational Scholar Program (ESP) is designed and implemented as a longitudinal and institution-based faculty development program. The present study aimed to assess the effect of the ESP on educators’ capabilities to undertake SoTL activities associated with their scholar role. Methods This study was conducted from 2017 to 2022. The participants (n = 64) were educators in six schools of Shahid Sadoughi University of Medical Sciences. The ESP was a faculty development program that consisted of training and project-based stages. The educators experienced small-group learning, self-directed learning, and reflective assignments in the training stage. In the second stage, the educators completed a SoTL (Scholarship of Teaching and Learning) project. Learner-related outcomes based on Kirkpatrick model was assessed. The reaction of educators (satisfaction, active participation in the ESP, and the perception of mentoring sessions) was assessed by three questionnaires (Reaction level). The educators’ learning was evaluated by modified essay questions and their project reports (Learning and Behavior levels). Outputs of the ESP including journal publications, abstracts presented at meetings or congresses, grant funding, awards in educational festivals, promotions, projects with ongoing implementation following the ESP, and conducting further SoTL projects after ESP were assessed quantitatively over two years after participating in the ESP (Results level). Data were summarized by descriptive statistics (mean, percentage, SD, 95% Confidence Interval (CI)). Cut-off scores of the instruments was calculated with a standard setting method which introduced by Cohen-Schotanus and Van DerVleuten. Data analyzed by One-sample t-test. Results Sixty-four of 72 (89%) educators completed the ESP. The mean (CI) satisfaction score of educators was 42 (CI: 26.92–58.28), the active participation was 92 (CI: 80.24-103.76). The scores of the mentoring assessment from the perspective of the educators were reported at 90 (CI: 78.24- 101.76). The mean (95%CI) learning scores in the essay examination were 88 (CI: 70.36- 105.64), and project assessment were 90 (CI: 78.24- 101.76). The results showed the educators’ scores in reaction and learning significantly higher than the cut-off scores. (P

Abstract Background The present study aimed to investigate perception and engagement in unprofessional behavior of residents and medical interns and explore the factors affecting their engagement in unprofessional behavior. Method This study has an explanatory (quantitative-qualitative) mixed-method design. This study was conducted at Shahid Sadoughi University of Medical Sciences in 2022–2023. Participants, including residents and medical interns (n = 169), were entered by stratified random sampling. A survey was conducted in the quantitative step. A by an unprofessional behavior in clinical practice questionnaire (29 items) was used. For each behavior, the participants were asked to report whether they (a) participated in the behavior and (b) stated that the behavior Is unprofessional. In the qualitative step, 17 participants contributed. The qualitative data were collected by semi-structured interviews and analyzed according to the conventional content analysis approach Graneheim and Lundman introduced. Results The highest ratio of participants’ engagement in unprofessional behavior was reported in ‘failure to introduce yourself and nurses and physician assistants to the patient and his family’ (n = 145 (85.8%)). The results showed the proportion of participants who engaged in unprofessional behavior more than those who did not participate. There were associations between participants’ engagement in each behavior and their perception of that particular behavior as unprofessional. (p = 0.0001). In the following behaviors, although the participants acknowledged that these behaviors were unprofessional, those who participated in the unprofessional behaviors were significantly more than those who did not participate: failure to comply with clinic regulations and policy (p = 0.01), eating or drinking in the hallway of the clinic (p = 0.01), medical negligence in duties in the clinic setting (p = 0.04) and failure to perform duties in teamwork (p = 0.04). The qualitative results were explored in a theme entitled “internalized unprofessional culture,” including three categories “encouraging contextual risk factors towards unprofessionalism,” “suppressing of unprofessionalism reporting,” and “disbelieving professionalism as a key responsibility.” Conclusion The results indicated that most participants engaged in unprofessional behaviors. The findings resulted from the internalized unprofessional culture in the workplace. The findings showed that engagement in unprofessional behaviors resulted from personal and systemic factors. The weakness of responsibility recognition and identity formation as a professional facilitated the engagement in unprofessional behaviors at the personal level. Furthermore, systemic factors including the contextual risk factors (such as deficiency of explicit and hidden curriculum), and the suppression of unprofessionalism reporting mechanism as a hidden factor played an important role in normalizing unprofessional behavior and promoting engagement in unprofessional behaviors among the participants. Recognition of the nature and extent of students’ unprofessional behaviors facilitates educational discussion among teachers and students in this field. The results might assist to establish an assessment system and feedback mechanism to solve the problem of the “failure to fail” problem. In addition, these results provide medical educators insights into the development of professional courses that equip learners with adherence to professionalism and coping skills to deal with unprofessionalism in the healthcare system.

Introduction: The present study aimed to develop the framework of inter-professional values and professionalism competencies in occupational health services. Materials and Methods: This study was carried out at Shahid Sadoughi University of Medical Sciences, Yazd, in 2018-2018. In the first step, the framework of professionalism and inter-professional competencies in different disciplines was reviewed. In the second step, the competencies and expectations of inter-professional professionalism were assessed through the viewpoints of participants through a focus group method. After that, the explored data was refined based on the principles of competency development. The initial version of the inter-professional professionalism framework was reviewed from the perspective of different stakeholders. Results: In the first step, 39 competencies were explored. In the second phase, 12 competencies were proposed and added to the framework. The inter-professional values and professionalism competency framework was explained with 51 competencies in six areas of altruism, justice, accountability, excellence, respect, and integrity. Conclusion: Providing occupational health services is complex activities that were influenced by multiple stakeholders. Explaining the components of inter-professional professionalism in six core domains as a road map would assist occupational health service providers.

Synchrotron Microbeam Radiation Therapy (MRT) has repeatedly proven its superiority compared with conventional radiotherapy for glioma control in preclinical research. The clinical transfer phase of MRT has recently gained momentum; seven dogs with suspected glioma were treated under clinical conditions to determine the feasibility and safety of MRT. We administered a single fraction of 3D-conformal, image-guided MRT. Ultra-high-dose rate synchrotron X-ray microbeams (50 µm-wide, 400 µm-spaced) were delivered through five conformal irradiation ports. The PTV received ~25 Gy peak dose (within microbeams) per port, corresponding to a minimal cumulated valley dose (diffusing between microbeams) of 2.8 Gy. The dogs underwent clinical and MRI follow-up, and owner evaluations. One dog was lost to follow-up. Clinical exams of the remaining six dogs during the first 3 months did not indicate radiotoxicity induced by MRT. Quality of life improved from 7.3/10 [±0.7] to 8.9/10 [±0.3]. Tumor-induced seizure activity decreased significantly. A significant tumor volume reduction of 69% [±6%] was reached 3 months after MRT. Our study is the first neuro-oncologic veterinary trial of 3D-conformal Synchrotron MRT and reveals that MRT does not induce acute to subacute radiotoxicity in normal brain tissues. MRT improves quality of life and leads to remarkable tumor volume reduction despite low valley dose delivery. This trial is an essential step towards the forthcoming clinical application of MRT against deep-seated human brain tumors.

Background & Aim: Various factors play a significant role in shaping the professional identity of nursing students, and among these factors, the impact of the hidden curriculum holds utmost importance. However, this process remains still unknown. The aim of the study is to explore the role of hidden curriculum in the formation of professional identity among undergraduate nursing students. Methods & Materials: This is a qualitative research using the grounded theory approach. The participants in this study included 35 undergraduate nursing students from Tehran University of Medical Sciences during the 2020-2021 academic year who participated in semi-structured interviews. The interviews lasting between 30 and 60 minutes were conducted with each participant. Subsequently, the interviews were transcribed and analyzed following the framework proposed by Strauss and Corbin in 2008. Results: After analyzing the data, three main categories and 12 subcategories have emerged. The theory developed in this research was formed through the core category of “identity instability within the nursing profession”. The main categories that emerged were “ambiguity and lack of motivation in professionalization”. The study identified "the governance of a discriminatory culture" as the underlying process, while “the promotion of demotivation resulting from inefficient patterns” served as the basis of this study. Conclusion: Based on the study's findings, the process of developing a professional identity can be metaphorically likened to a river. In this analogy, discrimination serves as the clouds hovering over this river, casting a shadow on the identity development process. While inefficient patterns can be likened to lightning bolts that further complicate the process. Furthermore, the rocky bed of the river, symbolizing the lack of motivation among learners towards professionalism, makes it even more challenging to build a strong professional identity.

Abstract Background Vaginal birth management is vital to midwifery education and practice in which midwives are most likely to be directly involved. This situation requires strong cognitive, technical, communicational, and teamwork skills. Therefore, the present study was conducted to evaluate the effect of normal vaginal birth simulation training before formal clinical education on the clinical skills of midwifery students compared with routine clinical education. Methods This quasi-experimental study was conducted at the Shoushtar Faculty of Medical Sciences from September 2018 to August 2021. Sixty-one midwifery students participated in the intervention group (n = 31) and in the control group (n = 30). The intervention group participated in the simulation-based training before entering the formal clinical education courses. The control group received no simulation-based training before their formal clinical education. The clinical skills of these students for performing normal vaginal birth in the real field were evaluated by observational examination in the three years (fourth, fifth, and sixth semesters). Data were analyzed by descriptive (mean, SD, and percentage) and inferential statistics (independent t-test and chi-square). A P-value less than 0.05 was considered significant. Results The mean score of midwives’ skills in the control group was (28.10 ± 3.42) and in the intervention group, it was (31.15 ± 4.30). The difference in the skill score between the groups was statistically significant (3.40 ± 0.68). The results showed that in the intervention group, 29 students (93.93%) were evaluated from a good to an excellent level, while only ten students (32.71%) in the control group achieved a good level, and others (n = 30) were evaluated at a low level (p

The present work explores the impact of tip clearance on the mean blade height ratio, inlet tip blade angle, and surface roughness of the inducer. The objective is to find an optimized inducer to limit the secondary flow over the blades, which in turn improves the pump efficiency and reduces the life cycle costs. A numerical framework is developed to investigate efficient operational and geometrical parameters on an inducer's cavitation and non-cavitation presentations. The catalyser functioning is simulated by applying a 3D CFD model, and the results are assessed against empirical data. The results show a reliable agreement with empirical data and suggest that the increment of tip clearance in the mean blade height ratio causes the hydraulic performance and the analytical cavitation number to decline in cavitation and non-cavitation conditions. Moreover, the optimum value of 85o is found for the inlet tip blade angle, which improves the non-cavitation performance.

[This corrects the article DOI: 10.1371/journal.pone.0302938.].

BackgroundNurses and researchers emphasize the importance of adding educational content of palliative care to nursing curricula in Iran as a means to improve the quality of care at the end of life and self-efficacy is considered as an important determinant in palliative care nursing. However, undergraduate nursing students are not sufficiently trained to achieve the qualifications required in palliative care. The aim of this study was to determine the effect of combined training (theoretical-practical) of palliative care on the perceived self-efficacy of nursing students.MethodsThis is a semi-experimental study with a pretest-posttest design. Sampling was nonrandomized with convenience method and included 23 seventh-semester students. The intervention consisted of palliative care training for ten theoretical sessions and three practical sessions. Data were collected using demographic and the perceived self-efficacy questionnaires completed before and after the intervention. Data were then analyzed in the statistical SPSS 23 software using descriptive and analytical statistics.ResultsThe mean age of the samples was 22.78 (SD1.17). Most of the participants were male (56.5%) and single(91.3%). The findings showed that, perceived self-efficacy, psycho-social support and symptom management improved significantly after the intervention (pConclusionPalliative care training can increase the nursing students perceived self-efficacy. Since nursing students are the future nurses of the care system, therefore, managers and planners can take a step towards improving the quality of nursing care by using palliative care training programs. Since nursing students will be future nurses in health care system, therefore, managers and planners can take steps to improve the quality of nursing care by using palliative care education programs.

To overcome the weak thermal conduction of the phase change materials (PCM), This investigation aims to study the effect of circular Y-shaped fins added to a two-pipe latent heat-saving unit compared with conventional circular fins. The system is placed in a straight-up orientation, and the PCM is located in the annulus, whereas hot water is moved inside the internal tube to charge the phase change material (PCM) with a phase change point of 35°C. Different independent geometric factors of the fins involving the length of the stem and angle of the tributaries to the horizontal line and the number of Y-shaped fins are analysed. The impact of the working fluid’s Reynolds number and temperature (as the input parameters) are evaluated as a sensitivity analysis to control the output (melting time and rate). The results show that increasing the height and number of the fins and reducing the angles of the tributaries results in higher performance of the system. For the optimal case, increasing the Reynolds number of the working fluid from 500 to 2000 results in 31% reductions in the melting time. Moreover, raising the working fluid’s temperature from 45° to 55° reduces the melting time by ∼44%.

To create a highly efficient photovoltaic-thermal (PV-T) system and maximise the energy and exergy efficiency, this study aims to propose an innovative configuration of a PV-T system comprising wavy tubes with twisted-tape inserts. Following the validation of a numerical model, a parametric study has been conducted to assess the geometrical effects of twisted tape and wavy tubes, as well as the coolant fluid type and velocity, on the overall performance of a PV-T system, located in Shiraz, Iran. It is found that employing twisted tape improves the energy and exergy efficiency by approx. 6.3%. The best configuration yields 12.4% and 16.8% increase in energy and exergy efficiency compared to conventional PV systems. This is achieved at 15% volumetric concentration of microencapsulated phase change material slurry. The monthly variation of global horizontal irradiance in Shiraz highly affected the energy and exergy efficiency of PV-T, with July and October exhibiting the most efficient months, corresponding to 90% and 11.3%, respectively.

Background: Radiotherapy is a frequently used therapeutic modality for breast cancer. Dalbergin, a natural antioxidant, inhibits carcinogens and tumor progression. In the present study, we investigated the effect of Dalbergin on the response of T47D and MDA-MB-231 breast cancer cell lines to ionizing radiation.Method: In this experimental in vitro study, doubling time of T47D and MDAMB- 231 were obtained from the growth curve. The cytotoxic effect of Dalbergin on T47D and MDA-MB-231 breast cancer cells were estimated via MTT assay. To determine the clonogenic ability, we treated T47D and MDA-MB-231 with Dalbergin for 48 h prior to irradiation, subsequent to which a colony assay was performed. Real-time polymerase chain reaction was employed to determine the gene expression level.Results: Dalbergin inhibited proliferation of T47D and MDA-MB-231 in a time and concentration-dependent manner. Additionally, the most appropriate time for the treatment of these types of cancer cells was found to be 48 h and the drug's concentration in both cell lines was different. The IC50 values of T47D and MDA-MB-231 cells were 0.001 and 0.0001 μM, respectively. Moreover, this drug radiaosensitizes both cell lines effectively compared with the radiation only. Finally, the gene expression level of p53, Bcl-2, and STAT3 were investigated in cancer cells.Conclusion: Dalbergin showed apoptotic effects probably through the STAT/p53 signaling pathway. Therefore, Dalbergin could be considered as a radiosensitizer and its effects may be owing to increased cell death.

Background & Objective: Recognition of the professional role and responsibility is a key component in successfully playing professional roles. The present study aimed to recognition of the components of students' professional responsibilities in the process of clinical education. Materials & Methods: This is a scoping review study. This study searched, databases including Science Direct, Magiran, Web of Science, PubMed, and Google Scholar by keywords of professional responsibility, professional behavior, clinical education, and student. Results: 3821 articles were studied and monitored step by step and finally 44 articles were selected. The evaluation of articles based on content analysis was categorized into six categories and 33 subcategories. The six categories include educational tasks, patient care, communication skills and information exchange, personal development, professional development, and observing professionalism and ethics. Conclusion: In this study, the components and dimensions affecting the student's professional responsibilities in the education process were extracted. The results could be used in planning educational interventions to improve the professional responsibility of students in clinical education and also to the development of student assessment tool

Background & Objective: Reflection plays an important role in the students’ learning. The present study aimed to assess the effect of reflection-based education on the thinking skills and performance of dental students. Materials & Methods: This is a quasi-experimental study. A total of 34 dental students that passed basic science courses and entered the clinical departments have participated. Educational interventions based on Gibbs' reflection model were conducted through educational workshops and workplace-based education. The reflective thinking of students was assessed by a 16-item questionnaire in four domains of habitual performance, understanding, reflection, and critical reflection. The students’ performances were assessed by an observational examination. Data were analyzed by descriptive and analytical tests in SPSS ver.17. The significance level was P-value≤ 0.05. Results: The students’ score of reflective thinking before the educational intervention was 14.48±2.73 and after the training was 15.35±1.33. There were significant differences in the scores of the reflection domain before and after educational interventions. (p-value=0.01). The learning scores of students were reported 17.56 that significantly higher than the minimum pass level. (P-value=0.01). Conclusion: Reflection-based education decreases the level of habitual performance and increases reflection among dental students. Therefore, it is recommended that reflection as a main component of clinical education throughout the practical courses be considered in dental schools.

Introduction: Breast cancer is one of the most prevalent diseases around the world. Breast cancer patients treated with radiation may face Side effects as well as cancer recurrence. Some polyphenols exhibit antioxidant effects. Citrus and Orthosiphon Stamineus have source of methylated flavone called Sinensetin (SIN). In this research, we designation of Sinensetin as increasing radiation sensitivity.Material and Methods: The cytotoxic effect of Sinensetin was examined in MDA-MB-231 and T47D by MTT assay. As well as, the clonogenic ability of cells were Assessmented in the presence of Sinensetin and combination with radiation. To quantify expression alterations of apoptosis related genes, utilized Real-Time PCR method.Results: In a dose and time-dependent manner, Sinensetin decreased the viability of MDA-MB-231 and T47D. The survival fraction was decreased in cells treated with Sinensetin (SIN) prior to X-irradiation compared to cells treated with X-ray only. More ever, expression level of, Bcl-2, STAT3, and increased P53 via treated cells with Sinensetin (SIN) and X-ray.Conclusion: Due to the results, Sinensetin (SIN) can be mentioned as a novel radiosensitizer and its effects may considered increasing apoptosis following DNA damage induced by irradiation.