Objective: Training capable, committed and responsive graduates to the needs of society and the health system can be considered the most important mission of medical universities. In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community they cover, they must design their education system based on the needs and priorities of community health. The purpose of this study is to identify the dimensions and components of Accountable education for the rehabilitation sciences Curriculum in Tehran universities of Medical Sciences. Materials & Methods : This study was conducted with a qualitative approach to identify the dimensions and components of Accountable education in Tehran universities of Medical Sciences in 2021 with the participation of 25 experts in the field of rehabilitation and using the method of content analysis through purposeful sampling. In order to collect data, semi-structured interviews of experts were used. The interview lasted between 45 minutes and 60 minutes and before the interview, the purpose of the study was explained to the participants. Data analysis based on Granheim method and also in order to evaluate the accuracy and robustness of the data, four criteria of acceptability, reliability, transferability and Guba and Lincoln verification were used. Results : The mission of Accountable education is commitment to the direction of education, research and service delivery based on the priority needs and expectations of society, which is achieved by emphasizing the direct and continuous contact of students with society at various levels. After conducting the interviews, 6 dimensions and 21 components were identified as follows and were approved by experts in the form of brainstorming. Dimensions include: 1- Society 2- Higher health education system 3- University 4- Professor 5- Student 6- Curriculum and 21 components and 136 indicators were finalized Conclusion: The present study showed 6 general dimensions 1- Society 2- Higher health education system 3- University 4- Teacher 5- Student6-Curriculum as dimensions Accountable education play an important role in fulfilling the missions of third and fourth generation universities. The results of this study are expected to be used by institutional policymakers in the field of rehabilitation sciences in order to institutionalize Accountable education in the field of higher education in order to be able to effectively guide Curriculum towards meeting the needs and expectations of society. It is suggested that due to the importance of responsive education, more extensive studies in this field should be conducted at the level of medical universities in the country.
Background: Over the last number of decades there has been a shift in medical education practice from traditional forms of teaching to other media which employ online, distance or electronic learning. E-learning can provide students with easier and more effective access to a wider variety and greater quantity of information. Objectives: The present study aimed to design a conceptual pattern of e- learning for Iran’s universities of Medical Sciences. Methods: This study was applied in terms of objective and qualitative in terms of data collection. The population of the study was the e-learning experts and faculty members of universities who sampled purposefully, after 30 interviews, saturation was achieved. A semi-structured questionnaire was used to interview. The qualitative data was analyzed using three- stage codings. Results: the electronic learning pattern of Iran’s universities of Medical Sciences was categorized in the following dimensions, including: "academic dimension" including components of synergogy and instructional design, human resources, infrastructure, management, organization, financial resources, ethics & culture, support, monitoring & coordination, and legal factor; The "spatial planning regions dimension" includes the components of the educational activities, research and information technology- related activities; the "national-macro dimension" includes the government’s structural and managerial supports, the government’s cultural and social supports, the government’s economic supports, the government’s scientific and technical supports, supports from the higher medical education, and supports from the private sector; the "regional – international dimension" including scientific and educational interactions, cultural and social interactions, political, and economic interactions. Conclusions: This study suggested that policy-makers, top managers of higher medical education, and those in charge of e-learning exploit the pattern proposed in this study for developing policies and programs for creating/developing e-learning centers, and sufficiently address the dimensions, categories, and indicators mentioned here, so that the long-term effects of operationalizing each category of the pattern can be demonstrated more optimally and quickly. In this way, costs can be reduced, repeat work can be avoided (especially in the face of environmental crises), and Iranian universities can progress in line with world universities and thereby take a big step towards the successful implementation of e-learning in Iran.
Financial distress and companies’ failure have always been a complicated and intriguing problem for businesses. Because of the unfavorable impacts of financial distress on companies and societies, accounting and finance researchers around the world are thinking of ways to anticipate corporate financial distress. Several models are provided in the literature for predicting financial distress. This research develops nonlinear decision tree and linear discriminant analysis models to predict financial distress of companies listed in Iranian Stock Exchange during 2010 to 2015. The drivers are firms’ financial ratios, intellectual capital and performance indicators. According to the results, intellectual capital and financial performance indices have no informational content in decision tree model. Comparing the result show that both models predict financial distress with 90.9% and 81.8% accuracy, respectively. Moreover, the difference between the accuracy of the models however is not meaningful. In other words, two models were very close to each other in terms of predictive power.
School building is one of the vital activities in the realisation of educational justice in Iran, and given the effective cooperation and participation of educational non-governmental organisations (NGOs) with the government in this field, having a local model and overall framework appropriate to these organisations will certainly play a very important and influential role in realising and facilitating things. Therefore, this research aims to present a model for educational NGOs active in the field of school construction. The research approaches used were mixed methods (qualitative and quantitative) and exploratory analysis. In the qualitative part of the research, the grounded theory method and purposive sampling were used, whereas in the quantitative part, the cross-sectional survey method and random stratified sampling were adopted. The data collection tool used for the qualitative part was semi-structured interviews, and for the quantitative part a researcher-made questionnaire with 117 questions was used. The validity of the questionnaire was established by the Cronbach’s alpha of 0.90. Results of the quantitative part confirmed the chi-square (χ2), goodness of fit, adjusted goodness of fit, mean deviation root and rounded squares of the qualitative part of the research. The results also show that the combination of the management’s characteristics and beliefs and organisational and social factors influences the management of educational NGOs. Also, the consequences of the utilisation of the management pattern for educational NGOs are divided into two: individual and social aspects. In terms of influencing the manner of management, contextual factors were influential in two environmental and policymaking aspects, and intervening factors were influential in two internal and external aspects. Furthermore, it was found that non-localised execution and implementation of patterns shall result in the failure of most management programmes throughout these organisations. As a result, the organization shall gain productivity and success if it manages educational NGOs with reliance on factors effective in paradigmatic model of grounded theory.
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