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Background & Aims: Nowadays, with the widespread use of antiretroviral therapy (ART), the death rate from acquired immunodeficiency syndrome (AIDS) has significantly reduced. This has led to a reassessment of pregnancy and increased fertility intention among HIV-positive patients. The aim of this study was to determine the fertility intentions and the factors affecting them in HIV-infected patients. Materials & Methods: This cross-sectional descriptive-analytic study was conducted on all patients (103 patients selected using convenience sampling) who referred to the Behavioural Disorders Counselling Centre in Kerman province from 2017 to 2021. Data were collected using a questionnaire and analysed using Chi-square and logistic regression tests. A statistical significance level was considered at p < 0.05. Results: Among the patients, 38 (36.9%) were female and 65 (63.1%) were male. Seventy-five (72.8%) patients expressed fertility intentions. Fertility intentions were higher among male patients compared to female patients (47 versus 28). Patients who had knowledge of HIV transmission methods were 3.28 times more likely to have fertility intentions than those without such knowledge. There was a significant relationship between knowledge of HIV transmission methods and fertility intentions (CI: 1.33-8.08, OR: 3.28). Conclusion: Counselors are recommended to have enough psychological knowledge to encourage patients to seek counseling. Also, a plan is needed to encourage HIV-infected patients to refer to a relevant specialist to have a healthy child under the guidance of that specialist.

Background: The large-scale spread of COVID-19 affected communities with many deaths worldwide causing significant concerns. Due to being on the front line of fighting against this disease, a great number of healthcare providers lost their lives. Accordingly, this study aimed to explore the changes in nurses’ behavior and practice while taking care of COVID-19 patients.Methods: The present study was conducted using a qualitative conventional content analysis approach in 2020-2021. The participants were 14 nurses taking care of COVID-19 patients in the infectious diseases wards of a teaching hospital affiliated with Kerman University of Medical Sciences. The data were collected through interviews with the nurses, and data collection continued until data saturation. The collected data were analyzed based on the steps proposed by Graneheim and Lundman. After recording and transcribing the interviews, the participants’ statements were categorized into semantic units. Data analysis was performed using MAXQDA-10 software.Results: The majority of nurses reported significant behavioral changes that were categorized into five main themes including intensification of protective measures and increase in concentration, emergence of mental and psychological symptoms, increase in the sense of responsibility towards the family, recourse to prayer and religious rituals, and increased empathy with patients.Conclusion: The most important behavioral changes of nurses as a result of the COVID-19 crisis were the intensification of personal protective measures, the emergence of mental and emotional symptoms, the increase in the sense of responsibility towards the family, resorting to prayer and religious rituals, and increased empathy with patients. Providing material and spiritual incentives as well as support to personnel to increase their motivation and work productivity should be taken into consideration by officials during epidemics. Moreover, actions such as providing free psychological counseling are suggested to calm the personnel.

Abstract Background There is a dearth of robust evidence regarding the correlation between psoriasis with maternal and neonatal outcomes, making it challenging to establish definitive recommendations for the management of these patients. This systematic review and meta-analysis aimed to review the evidence with regard to the impact of maternal psoriasis on maternal and neonatal outcomes. Methods Following the PRISMA guideline, a systematic search of English articles using PubMed, Embase, Scopus, ScienceDirect, Web of Science, Google Scholar, and the Cochrane Library was conducted. The search was performed from inception to 22nd of May 2022. Result A significant association was observed between psoriasis and maternal outcomes, including cesarean delivery [OR = 1.25 (95% CI: 1.13–1.30, p-value = 0.001)], (pre)eclampsia [OR = 1.29 (95% CI: 1.15–1.44, p-value = 0.0001)], gestational diabetes [Odds Ratio (OR) = 1.23 (95% Confidence Intervals (CI): 1.15–1.30, p-value = 0.001)], gestational hypertension [OR = 1.31 (95% CI: 1.18–1.45, p-value = 0.001)] and preterm birth [OR = 1.22 (95% CI: 1.10–1.35, p-value = 0.001)]. Also, there was a significant association between psoriasis and neonatal outcomes, including small for gestational age [OR = 1.07 (95% CI: 1.02–1.11, p-value = 0.053)], low birth weight [OR = 1.19 (95% CI: 1.02–1.38, p-value = 0.001)] and stillbirth [OR = 1.27 (95% CI: 1.04–1.55, p-value = 0.023)]. Conclusion Maternal psoriasis could negatively impact maternal and neonatal outcomes. Our results strengthen the importance of close monitoring of the mothers’ psoriasis status before and during pregnancy.

Background: Some recommendations and health protocols were presented to control COVID-19 after the outbreak, such as the use of face masks, observing social distancing, closure of schools, etc. Despite these protocols, we witnessed different peaks and variants of COVID-19 for more than two years. This study investigated some risky behaviors, such as not wearing face masks, violating social distancing, and attendance at crowded places. Methods: We used a checklist containing some demographic, caring behaviors, and survey questions. Data were collected from four universities in Iran. Patients with positive PCR results for COVID-19 were included in the study. The minimum sample size required for this study was estimated to be 407, which were selected from the universities by proportional allocation. Results: The use of face mask proportion was different between the upper and lower age groups of 50 years (P=0.005). Also, this proportion was different in the subgroups of educational level, job status, income, and living area. Conclusion: The space of most crowded places was confined and many patients did not use face masks and did not observe social distancing in these places. Hence, social distancing and face mask use can be considered the most important caring behaviors to deal with COVID-19.

Background: Liver cancer is the third most common cause of cancer mortality. Artificial intelligence, as a diagnostic tool, can reduce physicians’ working load. However, the main fear is that due to the existence of many causes and factors, liver diseases are not easily diagnosed. This study analyzes liver disease intelligently. Various decision tree models were used in this research. Methods: The records of 583 patients in the North East of Andhra Pradesh, India, registered at the University of California in 2012, were collected. Decision tree models were compared by three measures of sensitivity, accuracy, and area under the ROC curve. Results: In this study, Decision-Stump showed better results than other models. Accuracy, sensitivity, and ROC curve of Decision-Stump were 71.3058, 1, and 0.646, respectively. Conclusion: The superior model with the highest precision is the Decision-Stump model. Therefore, the Decision-Stump model is recommended for liver disease diagnosis. This paper is invaluable for the allocation of health resources for risky people.

Introduction: The quality of clinical education is one of the important factors to improve clinical skills. Evidence shows that clinical education is replete with many challenges and attempt to tackle these challenges is priorities of medical education experts. This study endeavored to use the Analytic Hierarchy Process to rank order the challenges of clinical medical education from the perspective of clinical teachers and medical education experts. Methods: In this descriptive cross-sectional study, 40 participants (32 clinical teachers and 8 medical education experts) were selected through convenience sampling. In the first phase, the challenges of clinical education were identified, screened, and prioritized using comprehensive searches. In the second phase, Analytic Hierarchy Process was done and the important problems were identified. Results: Comprehensive literature review led to the identification of 47 challenges. The preliminary screening eliminated 17 challenges and 30 challenges were ranked ordered by medical education experts. Data analysis showed that lack of student motivation (7.82±2.45), simultaneous working round and teaching round (7.79±2.20), and inappropriate evaluation methods (7.49±2.45) were the important challenges. In the second phase, 32 medical teachers prioritized the final challenges. AHP analysis showed that the presence of too many students in rounds (weight: 0.248), confined educational spaces (weight: 0.183), and lack of job motivation (weight: 0.103) were considered the most critical challenges. Conclusion: Ongoing improvement of the quality of clinical education depends on the identification of clinical problems by the use of scientific methods to do corrective actions. Planning to manage crowded clinical rounds is one of the important priorities of medical universities.

Abstract Background Healthcare-associated infections (HAIs) are a threat to patients. Accurate surveillance is required to identify and prevent HAIs. To estimate the incidence rate, report the accuracy and identify the barriers of reporting HAIs using a mixed-method study. Methods In this quantitative study, we externally evaluated the incidence rate and accuracy of the routine surveillance system in one of the main hospitals by an active follow-up of patients from September to December 2021. We used in-depth interviews with 18 experts to identify the barriers of the routine surveillance system. Results Among 404 hospitalized patients, 88 HAIs were detected. The estimated rate of HAIs was 17.1 (95% Confidence Intervals 95: 14.1, 21.1) per 1000 patient-days follow-up. However, in the same period, 116 HAIs were reported by the routine surveillance system, but the agreement between the two approaches was low (sensitivity = 61.4%, specificity = 82.6%, negative predictive value = 89.7%, and positive predictive validity = 46.5%). The minimum and maximum positive predictive values were observed in urinary tract infection (32.3%) and surgical site infection (60.9%). The main barrier of reporting HAIs was lack of cooperation in reporting HAIs by infection control link nurses and laboratory supervisors. Conclusions The discrepancy between the longitudinal study findings and the routine surveillance might be related to the inaccessibility of the surveillance system to clinical information of patients. In this regard, decreasing the barriers, increasing the knowledge of infection control nurses and other nurses, as well as the development of hospital information systems are necessary.

Abstract Background The concurrent usage of herbal medicines with conventional therapies is an important concern in cancer treatment which can lead to unexpected consequences like herb-drug interactions. This study aimed to determine the prevalence of potential herb-drug interactions and to predict factors associated with herb-drug interactions for cancer patients. Methods This cross-sectional study was conducted among a convenience sample of 315 cancer patients referring to the oncology clinics of Kerman city in 2018. Data were collected via comprehensive face-to-face interviews and medical chart reviews. A drug interaction checker was used to determine herb-drug interactions. The information of patients was compared based on herb-drug interactions using bivariable logistic regression models, and predictors were determined by the multivariable logistic regression model. All analyses were performed by Stata software version 16. Results Of 262 patients (83.2% of the patients) who used herbal medicines, 209 patients [79.8% (95% Confidence Intervals (CI): 75.2 – 85.1)] had potential herb-drug interactions. Chamomile was the most popular herbal medicine (n = 163, 78.0%), and minor and moderate herb-drug interactions were caused by green tea (n = 34, 16.3%) and peppermint (n = 78, 37.5%). The number of chemotherapeutic agents (OR: 1.92, 95% CI: 1.43–2.58; P-value

Background: Teaching medical students at the bedside to foster a spectrum of essential skills can only be acquired if an educational method is utilized in rounding practices regularly. Therefore, this study aimed to identify the best model for conducting bedside rounds from the perspectives of medical teachers and students in our context. Methods: This qualitative exploratory descriptive study, using interviews and observations, was conducted at the Kerman University of Medical Sciences, Iran in 2020. We recruited skilled bedside teachers/role models (n=6) and medical students (n=8) based on snowball and purposive sampling techniques. Data were collected through (A) semi-structured individual interviews and (B) observation of clinical rounds. We used deductive content analysis to analyze data using MAXQDA software version 12. The trustworthiness of the data was evaluated based on four criteria: credibility, transferability, dependability, and confirmability. Results: In total, this study involved 14 participants, which included 6 bedside role models and 8 medical students. The mean age of medical teachers and medical students was 50 and 29.6 years, respectively. The mean duration of the interviews for medical teachers, medical students, interns, and residents was 20, 25, 30, and 20 minutes, respectively. The findings revealed three cycles and twelve phases that contribute to the development of the optimal bedside teaching model. These include the preparation cycle (comprising preparation, planning, and orientation), the clinical exposure cycle (which involves introduction, interaction, instruction, reinforcement, supervision, and summarization), and the conclusion cycle (consisting of debriefing, feedback, and reflection). Conclusion: An educational model can better facilitate the acquisition of the entire range of clinical skills and professional behaviors, which are indispensable components of learning. The experiences obtained from batches of participants in our context have been instrumental in developing an essential model that fosters both tangible and intangible skills, thereby producing competent doctors.

There has been a rapid growth in human motivation research in the last two decades, with a special emphasis on achievement-oriented studies. Recent research in the motivation area has focused on achievement goal orientations, as there has been an increase in achievement goal research in social, psychological and specifically educational studies. In the context of Iranian’s educational system, every year many students enter universities based on academic achievement during their high school period. Among them some find the way to enter Medical Universities with different motivation factors. Learners’ motivation to succeed as university students varies and motivation is crucial to their performance. Taking into account the competitive nature of medical education and the responsibilities upon medical students and their critical role in patient care, it is significant to know the types of achievement goals namely “mastery-oriented goals” and “performance-oriented goals” that medical students develop in their educational career. In addition, medical teachers’ perspective regarding these goals and what approach is adopted by them if of utmost importance in terms of learning. By the same token, as the practice of medicine is dynamic and lifelong learning is essential, mastery-oriented learning can ensure that graduates are more qualified for their future tasks as medical doctors.

Introduction: Nowadays “change” in all aspects of humanchr('39')s life and organizations is rapidly increasing. By knowing the characteristics of change managers as the main pillars of change in healthcare organizations we can implement effective changes in healthcare systems. Therefore, the aim of this study was to determine the characteristics and competencies of change managers in healthcare system. Methods: This descriptive cross-sectional study was conducted on nurses in educational hospitals of Kerman University of Medical Sciences in 2016. In this study 280 nurses entered the study based on stratified random sampling. To collect data, a valid and reliable questionnaire was used. Data were analyzed using cluster analysis by SPSS software version 16. Result: The highest mean score regarding the characteristics of a change manager was related to "evaluation system and feedback" (9.22 ± 1.17), and "counselor and guider" in the process of change (9.31 ± 1.10). Conversely, "creating an amicable atmosphere in the workplace" (7.35 ± 2.45) and "thinking to reduce resistance" (8.04 ± 1.07) achieved the lowest scores. Totally, 4 roles as futurist and planner; coordinator and information provider; facilitator; and strategist were identified for a change manager in healthcare system. Conclusion: Characteristics such as futurist, information provider, facilitator and strategist are the main traits of a change manager. Emphasizing these characteristics and making managers ready in this regard can enhance their performance in the process of change and makes the change easier.

Introduction: The use of clinical rounds, as an integral part ofclinical teaching to help medical students acquire essential skillsof practicing medicine, is critically important. An understandingof medical teachers’ perceptions concerning the challenges ofclinical rounds can help identify the key areas of focus to betterfoster professional development of medical students. This studyexplored the opinions of medical teachers of Kerman Universityof Medical Sciences about the challenges embedded in clinicalrounds. There is a paucity of studies regarding the topic underinvestigation in our context.Methods: This qualitative study was conducted using aconventional content analysis method. We held a focus groupdiscussion with eight skilled bedside teachers, chosen usingpurposive sampling, from Kerman University of Medical Sciencesin February 2018. The focus group lasted for approximately2 hours. The session was audio-taped. We analyzed data byconsidering the verbatim transcribed document of the audiorecordeddiscussions using conventional content analysis methodfor theme development. Informed consent was obtained from theparticipants.Results: Medical teachers described many primary challenges toclinical rounds. Some of them were multiple students on roundingpractices, time constraints, priority of research and patient care toteaching, and lack of participation and enthusiasm. We categorizedthese varied challenges into 5 specific areas related to (1) system;(2) teachers; (3) learners; (4) patients; and (5) evaluation issues.Focus group participants expressed some suggestions to mitigatebarriers such as having fewer students on the rounds, addressingtime constraints through planning and flexibility, and the provisionof medical education award.Conclusion: Clinical round practices are valuable but repletewith a spectrum of problems. Many challenges affect the qualityof teaching in clinical rounds that should be taken into accountby bedside teachers in order to improve the quality of roundingpractices. The identified challenges can be used in redressingbedside teaching to have more efficient rounding practices.Keywords: Clinical, Focus group, Medical teachers

Objective: Literature on the obstacles of clinical rounds is dispersed and has not been well established under a unified systematic investigation. Teaching and learning in clinical rounds, where a variety of skills important for the medical profession, cannot be augmented if barriers related to main factors in the clinical environment are not identified. Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus and Cochrane library were conducted. Relevant keywords and their synonyms were used for the domains “medical students/clinical teachers/barriers and clinical round”. Additional studies were identified by searching reference lists of retrieved articles. All searches for English language articles were conducted within a 10-day period from 25 May to 3 June 2017. No time limit was considered for article searching. We contacted Kerman University of Medical Sciences to locate some studies due to access limitation. In this systematic review, studies on the subject of barriers to clinical rounds from clinical teachers’ and medical students’ perspectives were identified. Our search strategy yielded 600 articles. After title and abstract review, 43 of these were obtained and finally 20 were included in the study. All data were abstracted from the included studies. Two authors independently screened the studies. We used inductive content analysis and categories of barriers were derived from the data. MAXQDA software version 10 was used for data analysis. Results: A total of 20 articles were included and analyzed in depth. Content analysis yielded identification of 320 codes concerning barriers to clinical rounds in six categories classified as system-, climate-, teacher-, student-, patient-, and personnel-related factors. Conclusion: Our investigation depicts primarily main barriers in teaching on rounds. In this regard, effective teaching in clinical rounds is not obtained unless barriers concerning the learning triad and its environment are explored and necessary actions are adopted accordingly

Background: In order to improve clinical education, after evaluating the current situation and identifying the shortcomings and problems, it is essential to find strategies to change and improve the situation. This results in planning an efficient clinical education program and achieving the educational goals. Objectives: This study aimed at identifying strategies for clinical medical education in Iran. Methods: This systematic review was conducted in 2017 to find strategies for clinical medical education in Iran. Bedside teaching, ward round teaching, ward round, teaching round, training round, grand round, clinical teaching, ambulatory education, and bedside round were the keywords searched in both Persian- and English-language databases. Related articles were carefully reviewed and the key information was extracted. Finally, the data were analyzed in MAXQDA software version 10. Results: After retrieving the related articles, the title and abstract of 593 papers were reviewed, and after excluding the irrelevant and duplicate ones, full-texts of 101 articles were reviewed based on the study inclusion and exclusion criteria. The strategies for clinical medical education in Iran were classified into five categories including infrastructures, areas of clinical education, educational planning, and clinical teachers and students. Conclusion: Improving the quality of clinical education and the effectiveness of the educational system depends on the identification of appropriate strategies. The identified strategies pave the way for achieving targeted educational goals.

Background: Currently, many medical universities in Iran use e-learning programs to educate and evaluate students. This teaching and assessment method is highly significant during the coronavirus epidemic. Objectives: The present study was conducted to compare the analytic indices of in-person vs. online exams at the Kerman University of Medical Sciences, (KUMS), Iran. Method: This descriptive-analytical cross-sectional study was conducted in 2020. The study samples included all exams given at the KMUS and midterm exam scores obtained from in-person and online courses in the first and second semesters in the academic year 2019-2020. The exams were selected based on courses, and the same courses were offered both in-person and online; thus, only one group was studied. Course exam indicators, including difficulty and discriminative index, were examined. Data analyzed using SPSS software version 22. Results: The mean of the difficulty index related to in-person and online exams were (0.62 ± 0.1) and (0.68 ± 0.1), respectively. (P=0.01). The mean of the discriminative index related to in-person (0.30± 0.07) and online (0.33± 0.08) exams had no statistically significant difference (P˃0.05). The frequency of easy questions in online exams was significantly higher, (55% vs. 43%) (p = 0.008). The frequency of questions with an appropriate discriminative index was significantly higher for in-person exams compared to online exams (58% vs. 54%) (p = 0.01). Conclusion: The difficulty index was acceptable and appropriate for both in-person and online exams. Both exams had appropriate quality according to the discriminative index .Therefore, it seems that e-learning programs and assessments can be a good alternative to in-person teaching in emergencies.

Context In order to improve the quality of clinical education, it is necessary to investigate the current situation in clinical settings and identify its problems. This step is the most important part of modifying a clinical education program and meeting learning goals. The purpose of this study was to identify the challenges and problems of clinical medical education in Iran. Evidence Acquisition This systematic review was performed to determine the challenges and problems of clinical medical education in Iran in 2017. In order to retrieve articles, the following keywords: Clinical education, bedside teaching, clinical teaching, teaching round, ward round, ward round teaching, bedside round, teaching round, medical education, clinical round, ambulatory education, clinic education, grand round, and education in emergency were searched in reliable Persian and English databases. Then, the articles related to the research objective were carefully reviewed and key information was extracted. Data were analyzed using MAXQDA software version 10. Conclusions The problems of clinical education are in different areas. Identifying these areas and planning for them can improve clinical education status, achieve educational goals, and provide medical students with a more effective education.

Introduction: Job satisfaction and organizational commitment are two important factors in predicting organizational behavior. The purpose of this study was to assess the extent of organizational commitment and job satisfaction of nurses in teaching hospitals of Kerman University of Medical Sciences. Methods: In this descriptive cross-sectional study, statistical population included 1058 nurses working in teaching hospitals of Kerman University of Medical Sciences in 2014 of whom 281 nurses were selected through proportionate stratified random sampling. Data collection tools were Luthans’ job satisfaction and Allen & Meyer’s organizational commitment questionnaires. Validity and reliability of these questionnaires had been previously confirmed in Iran. Data were analyzed using descriptive statistics and nonparametric Spearman correlation coefficient statistical tests. Results: A total of 250 questionnaires were completed by the participants of whom 200 (80%) were female and 50 (20%) were male. 59.6% of the nurses were highly satisfied with their job and 62.3% had an average organization commitment. There was a significant relationship between job satisfaction and organizational commitment (P-Value

Background: As medical students spend most of their time with their clinical teachers and imitate their roles and characteristics during the school year, it is important to identify the roles and characteristics that they find essential in their role models. These traits play a part in their future professions as doctors. Objective: The aim of this study was to determine the perspective of students, interns, and residents regarding the roles and characteristics of a clinical role model. Methods: In an analytical cross-sectional study, a structured and self-developed questionnaire was completed by 185 medical students at educational hospitals of Kerman University of Medical Sciences during April and May 2015. Participants were selected using convenience sampling method. For data analysis, we used descriptive and inferential statistics. SPSS software version 16 was used as needed. Results: In total, 90 medical students (48.7%), 65 interns (35.1%), and 30 residents (16.2%) participated in this study. Male respondents (n=75) comprised 40.5% and female respondents (n=110) 59.5% of the study sample. The three most important roles of a clinical teacher were organizer role (99.7), teacher role (101.7), and supporter role (109.5) for students, interns, and residents respectively. On the other hand, supporter role (85.4), communicator role (86.4) and organizer role (83.4) were ranked as the least important for students, interns, and residents respectively. There was no significant association among the three batches and the roles of a clinical teacher (p>0.05). Conversely, Females rated the roles of a clinical teacher significantly higher than males (p

INTRODUCTION: Clinical rounds provide opportunities for medical students to acquire essential skills to practice medicine in the real world. Although this kind of training is one of the most important components of medical education, it is replete with barriers in its effective implementation. This study aimed to investigate medical students' experiences concerning the barriers and strategies of clinical rounds in Kerman University of Medical Sciences (KMU). MATERIALS And METHODS: This qualitative research was conducted on 12 medical students in KMU in 2017. Purposive sampling was used and participants in three grades (stagers, interns, and residents) were selected, and individual semi-structured interviews were conducted until data saturation. The average of the interview time differed among the three batches (stagers, 51 min; interns, 38 min; and residents, 31 min). Content analysis using deductive approach was used for data analysis. MAXQDA version 10 was used for data analysis. RESULTS: Data analysis yielded the identification of six themes related to the system of clinical education, fields of clinical education, clinical environment, educational program, medical teachers, and medical students concerning the barriers and five themes related to the strategies for clinical rounds. CONCLUSIONS: Findings revealed a deeper understanding of medical students' experiences. Our investigation identified multiple challenges embedded in our context and strategies to overcome them. As teaching in clinical rounds is invaluable, there is a need to take into account the identified challenges and overcome them. Thus, more effective rounds with higher efficacy toward students' professional development can be implemented.

Background & Objective: Social networks are new technologies that have emerged in the past decade and are dramatically used in various areas such as education This new social media has changed the lifestyle of individuals and their communication Due to this fact and the increasing trend towards using social networks in universities the present study was conducted with the purpose to explore graduate students perspectives regarding the use of social networks in education Methods: This study was conducted using qualitative content analysis method The participants were selected using purposive sampling (n = 13) Data were gathered through semistructured interviews recorded on audiotapes transcribed and then analyzed MaxQdata software was used for data analysis Results: Data analysis led to the extraction of 476 codes 59 subcodes 11 subcategories and 4 main categories The main categories included the advantages of social networks (3 subcategories) disadvantages of social networks (2 subcategories) required infrastructures for using social networks in education (3 subcategories) and the capabilities of social networks in education (3 subcategories) Conclusion: This study revealed the advantages disadvantages and the applications of social networks in education Due to the importance of social networks in education we suggest that by providing the required infrastructures such as high speed internet educational protocols and etcetera the uses of social networks in education be improved so that students can better use these networks in education

Objective: Trauma is one of the main causes of losing effective life among the populations. Knowing the pattern of trauma in each country can be considered as the first step in planning preventive programs to reduce trauma injuries. This study was conducted to evaluate the epidemiological status of trauma in Shahid Bahonar hospital in Kerman. Methods: This retrospective, descriptive cross-sectional study was conducted in 2014. The study population consisted of all traumatic patients who referred to Shahid Bahonar hospital. All patients entered the study based on census sampling. In order to collect data, the medical record of each patient was scrutinized and the demographic information, causes of trauma, and the anatomical location of trauma were extracted. All data were entered into the SPSS version 20 software. For data analysis, we used descriptive tests (frequency and mean) as well as analytical tests (chi-square). Results: 7803 (76.8%) traumatic patients were male and 2358 (23.2%) were female. Of all causes of trauma, accidents had the most frequency among women and men at 1208 (23.9%) and 3846 (76.1%) correspondingly. Other causes of trauma in both groups were related to falling (1538), violence (1720), occupation (1181), sports (663), and selfharm (5). The age group of 15-24 with 2576 patients had the highest amount of trauma (25.4%). In terms of location, limbs and thorax had the highest and the lowest amount of injury at 4527 (44.6%) and 653 (6.4%) respectively. We could observe a significant relationship between the cause of trauma with sex and the age variables (P

In order to equip medical students with all the necessary skills in dealing with patients to provide optimal treatment, the need for the use of real patients in educational settings has become prominent. But all the required skills cannot be practiced on real patients due to patients’ safety and well-being. Thus, the use of standardized patients (SPs) or simulated patients (SiPs) as a substitute for real patients signifies their importance in simulationbased medical education. One question raised in regard to using SPs or SiPs in order to enhance medical students’ tangible and intangible skills in a safe controlled environment is whether these two terminologies are the same or different? Various studies use these terms interchangeably and do not consider a difference between them. Based on our literature review, there seems to be differences between these two modalities. We also try to highlight the advantages of these modalities in clinical encounters.

Background & Aims: Today, an important challenge of the Blood Transfusion Organization is the preparation, distribution, and monitoring of the appropriate use of blood and blood products. Therefore, estimation of the prevalence of transfusion transmitted infections (TTIs) and efficiency of appropriate screening methods is essential. The purpose of the present study was the determination of the prevalence of human immunodeficiency virus (HIV+), hepatitis B virus (HBs+), and hepatitis C virus (HCV+) infections and the efficiency ofscreening methods. Methods: This retrospective, cross-sectional study was performed during the years 2009 to 2013 (a 5-year period). Tests were performed on blood samples in terms of HIV, HBV, and HCV infections. Information on the individuals with positive test results was extracted from Blood Transfusion Organization of Kerman Province, Iran. Then, data (demographic and infections) analysis was conducted using SPSS software and chi-square test. Results: Among the 360,722 donors to the Blood Transfusion Organization of Kerman Province within the 5-year period, 1140 patients were found to be HIV, HBs, and HCV positive. Considering the 95% confidence interval, the prevalence of HIV+, HBs+, and HCV+ were 0.003, 0.200, and 0.080 percent, respectively. In this study, the highest incidence was observed in patients older than 35 years (51.1%), married patients (78.2%), men (92.1%), patients without a diploma (47.5%), and first-time donors (93.5%). Conclusion: The overall prevalence of TTIs among blood donors of Kerman Province was 0.3%. This indicates that the prevalence of TTIs is very low which highlights accurate screening before donation. It should also be noted that advanced and up to date tests based on the World Health Organization (WHO) guidelines also play a pivotal role in this regard. Finally, the healthiest people in terms of donating healthy blood were regular donors with a prevalence of 2.3%.

Establishing a structured curriculum for professionalism by adopting new methods and evaluation tools within an educational environment is important in the light of the vicissitudes of changing world and medical profession. By incorporating such tools of teaching and assessing, medical students will be abreast and gain a mastery over competencies such as collaboration, communication, teamwork, and rapport skills to deal with doctors, patients, peers, and the healthcare team.

Euthanasia or assisted suicide is a contentious issue that provokes substantial clinical and ethical debate. Nurses have a key role in caring for end-of-life patients. They are also often involved in euthanasia or assisted suicide. Therefore, we aimed to assess the attitudes of nurses concerning this controversial topic in order to highlight the present debate about it. In particular, the nurses’ involvement in this practice based on some background factors were emphasized. In our review, we used articles published on the topic of euthanasia and assisted suicide in nursing profession. In this regard, all abstracts and full papers were read critically and the relevant meanings were pondered. Several arguments were observed for euthanasia or assisted suicide from the perspectives of nurses. These arguments were grouped based on the proponent and opponent of euthanasia or assisted suicide practice. In addition, there were a number of factors such as age, gender, specialty, and nurses’ decisions which found their importance. Nurses’ perspectives on euthanasia and assisted suicide are a matter of attention and debate as they occupy a central position and spend most of their time in the care of end-of-life patients. Our findings will enable nurses to engage in the euthanasia practice on its appropriate ground and its debate as well. Additionally, our findings are pragmatically essential for the policy makers and healthcare professionals.

Background & Objective: Understanding the characteristics and criteria that students use to select their teachers is an indicator for evaluating teachers in order to improve the quality and effectiveness of education Hence the aim of this study is to investigate the characteristics of a capable university lecturer from the viewpoints of health services management students in Iranian medical universities Methods: In this descriptive analytical crosssectional study 582 bachelors degree students of health services management participated Data were collected using a selfdeveloped questionnaire the content validity and reliability of which were confirmed The questionnaire included six main domains namely teaching method personal characteristics evaluation skills scholarly activities interpersonal skills and educational regulations Data were analyzed using Students independent ttest and ANOVA in SPSS software Results: Our findings suggest that teaching methods (434) interpersonal skills (417) and personal characteristics (411) were the most important domains from the students perspectives On the other hand characteristic such as calling the roll (362) taking midterm quizzes (366) and teachers strictness (371) were the least important domains There was a significant relationship between sex and the educational regulations domain (P = 001) However there was no significant relationship between mean score of domains based on students term of education (P > 005) In total the correlation between all domains revealed 2 distinct categories in the form of personal characteristics and professional commitments Conclusion: According to our results favorable characteristics of academics especially their individual characteristics and personality are one of the determining factors in achieving educational goals and increasing the quality of education

Introduction: As the main pillars of universities, faculty members play an important role in quality of higher education. By identifying desirable characteristics of faculty members, the quality of education and its efficiency can be promoted. Hence, the aim of this study was to investigate the characteristics of a capable university teacher from the viewpoints of Health Services Management faculty members in Iranian Universities of Medical Sciences. Methods: In this descriptive cross-sectional study, study population included all full time faculty members of health services management discipline in all Iranian Universities of Medical Sciences. Sampling was carried out through census including all study population(n=45). Data was collected using a researcher-made questionnaire which its content validity and reliability were confirmed. The questionnaire included six main domains evaluated using a five point Likert scale. Descriptive and analytic statistics(independent t test) were used for data analysis. Results: The findings suggest that faculty members’ priorities are the areas of teaching methods(4.50±0.31) and educational regulations(4.26±0.54). Mean of female teachers’ viewpoints(3.99±0.31) and male teachers’ perspectives(4.24±0.30) showed a statistically significant difference(P=0.03). Total mean score for individuals older than 40 years(4.08±0.33) and younger than 40 years(4.30±0.25) also showed a statistically significant difference(p=0.03) Conclusion: The results demonstrated that regarding the viewpoints of faculty members of health services management, advantageous characteristics of faculty members in all areas under investigation, especially in teaching method, educational regulations, personal characteristics, and interpersonal communication are important factors in promotion of higher education and its quality.

Background & Objective: Evaluation is necessary to ensure the quality of education in any educational system Any educational program needs to be evaluated critically before any modification and revision This study was conducted to evaluate the program of Bachelor Degree in Health Services Management at Kerman University of Medical Sciences Iran by applying the CIPP model of evaluation (Context Input Process Product) Methods: In this crosssectional descriptive study 10 faculty members 64 students and 90 alumni participated Three valid and reliable questionnaires were completed regarding four dimensions and nine domains of CIPP model In order to analyze the data ManWhitney Pearson correlation and descriptive statistic tests were applied Results: The whole scores for the context input process and product were 234 297 368 and 255 respectively Faculty members significantly gave a higher total score for context in comparison to alumni (P < 005) nevertheless there was not any significant difference between these both groups regarding the product total score In addition there was not any significant difference between faculty members and students in input and process scores A significant correlation was observed for different dimensions of the CIIP model (P < 005) Totally health care management program was evaluated as a partially accepted program Conclusion: CIPP evaluation model can show the advantages and disadvantages of an educational program therefore decision and policy makers can come to a point whether to stop review or continue a program

Background: Strategies for teaching in clinical rounds are dispersed. There is a need to comprehensively collate bedside strategies to enhance teaching and learning and make clinical rounds more effective. Materials and Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus, and Cochrane library was conducted. Relevant keywords for teaching rounds/medical teachers/medical students/strategies and their synonyms were used accordingly. Additional studies were identified by searching reference lists of retrieved articles. All searches were conducted within a 10-day period from May 25, 2017, to June 3, 2017. In this systematic review, studies with any design on the subject of strategies for clinical rounds from clinical teachers' and medical students' perspectives were identified. Our search strategy yielded 524 articles. After removing duplicates, 337 articles remained. Based on the title and abstract review, 37 articles were obtained for further review and finally 18 entered the study. Data were extracted from the included studies. Two authors independently screened and scored the studies. We used inductive content analysis, and categories of strategies were derived from the data. Results: Content analysis yielded identification of strategies for clinical rounds in nine categories named: system issues, advance planning, a preround huddle, patient issues, teachable moments, teacher issues, student issues, atmosphere issues, and a postround huddle. These were classified as “before rounds,” “during rounds,” and “after rounds” activities. Quality assessment scores for the research studies ranged from 5 to 14 (possible range, 1–16). Fourteen (77.8%) studies received quality scores at or above 10, and 4 (22.2%) studies received quality scores below 10. Conclusion: Due to the importance of clinical rounds in students' learning, medical teachers should divide their teaching session into activities before, during, and after rounds. These strategies on rounding practices can improve teaching and learning.

We argue that the field of medicine ought to think over the definition of medical professionalism and the challenges that doctors face in everyday practice. Although there are a diversity of definitions revolving around medical professionalism, but the most recent and revalidated definition should be taken into account. In addition, we highlight four barriers threatening professionalism: 1) doctors’ of self-interest; 2) doctors’ temptation to deviate from the standards of medicine; 3) market incentives (financial conflicts of interest); and 4) peer pressures. We conclude with suggestions for remedies to overcome these threats, e.g. selection criteria of medical students, and stringent rules and guidelines.

Background & Objective: Several factors play an integral role in the quality of higher education and improving its processes Professional role modeling is one of the most determining factors in achieving educational goals and fostering better learning Hence the aim of this study was to investigate the scientific characteristics of positive and negative role models among medical educators from the viewpoint of the dentistry and pharmacy students in Kerman University of Medical Sciences (Kerman Iran) Methods: In this descriptive analytical crosssectional study a structured and selfadministered questionnaire was completed by 94 senior pharmacy and dentistry students The questionnaire contained prespecified items in 3 sections relating to the demographic characteristics of respondents and scientific characteristics of positive and negative role models Results: The highest mean scores for positive role models were given to features as being respectful to colleagues (875) being knowledgeable (852) having teaching competencies (849) being good tempered (845) and being kind (843) There was not a statistically significant difference between the positive role models [age gender education level (basicclinical)] and the scientific rank The highest mean scores for negative role models were given to the features as deserving blame (697) having no teaching competencies (641) not being kind (609) not being a good manager (608) and not being respectful to students (603) There was only a significant difference between the negative role models and scientific rank (P = 0029) Totally 2 positive and 3 negative characteristics were identified for professional and nonprofessional role models These characteristics can be classified into ethical behavior and communication educational and managerial skills and scientific competencies There was not a statistically significant difference regarding the association between the scientific characteristics of positive and negative role models and the general characteristics of the respondents in terms of age variable Conclusion: Our results suggested that the positive and negative characteristics of teachers formed a significant part in their acceptance and choosing them as role models from the perspectives of students To achieve the educational goals and improving our higher education system special attention should be given to these aspects as personality professionalism and scientific characteristics

Introduction: The purpose of this cross sectional study is to gain insight into the students and clinical instructors’ perception of learning environments at Yazd medical University in 2012. Various aspects of environment are compared between courses, gender and age. Students and instructors’ perspectives are reported. Methods: The sample consisted of 158 undergraduate students in their final year of graduation in the nursing, anesthesia, operating room, laboratory, radiology, midwifery courses and their 20 clinical instructors at Yazd University. Data were obtained using the Dundee Ready Education Environment Measure (DREEM). Scores were compared across grouping variables identified via demographic information. Results: Scores were fairly high for both students and clinical instructors (M=110.0; SD=21.2 and M=93.1; SD=10.3 respectively), indicating an overall positive perception of learning environments between both groups. The perception of atmosphere subscale (PA) received the highest mean grade by both groups. Total DREEM scores didn’t vary significantly between courses (p>0.05) but the results of ANOVA test showed significant differences only for perception of teaching and perception of atmosphere domains. There was not a significant association between females and males regarding total DREEM score (p>0.05). Conclusions: The more positive than negative perception held by the Yazd University health science students and instructors is hopefully indicative of a favorable teaching-learning environment. Overall; teachers’ attention to principles of educational design and setting a favorable environment to promote better learning is recommended.

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