Female sexual dysfunctions are common in the general population and remain a multifaceted problem that continues to be under recognized and under treated. This article reports a descriptive analytic study to assess prevalence of female sexual dysfunction and related factors for under treatment. In this cross sectional study, 1054 married women age 18-59 years were randomly selected from rural and urban health centers of Bushehr province. Data was collected by a questionnaire for demographic characteristic and Female Sexual Function Index for assessment of sexual dysfunction. For data analysis descriptive analytic tests were used. A total of 71.1% of subjects reported desire disorder. Prevalence of arousal, lubricating, orgasmic and pain disorders were 66.4, 38, 34.8 and 38.4%, respectively. Desire and arousal disorder were significantly interrelated with age, educational level, economic and marital status, smoking behavior of subjects and age, educational level, occupation and marital status of their husbands. Lubricating disorder was interrelated with age, educational level, occupation, smoking behavior and economic status of subjects and age, educational level and occupation of their husbands. Orgasmic disorder was significantly interrelated with age, educational level, occupation, economic status and smoking behavior of subjects and age, educational level and occupation of their husbands. There was a significant relationship between pain disorder with age, smoking, economic status of subjects and age, educational level, occupation of their husbands. 47.1 percent of subjects agreed that they had a problem. Only 9.2% of them reported going for treatment. Most of participants reported that they were ashamed of talking about these problems. Female sexual dysfunction is prevalent in Bushehr province but treatment rate is

OBJECTIVE:This study aimed to explore factors influencing the results of faculty member evaluation from the viewpoints of faculty members affiliated with Isfahan University of Medical Sciences, Isfahan, Iran.MATERIALS AND METHODS:This qualitative study was done using a conventional content analysis method. Participants were faculty members of Isfahan University of Medical Sciences who, considering maximum variation in sampling, were chosen with a purposive sampling method. Semi-structured interviews were held with 11 faculty members until data saturation was reached. The interviews were transcribed verbatim and analyzed with conventional content analysis method for theme development. Further, the MAXQDA software was used for data management.RESULTS:The data analysis led to the development of two main themes, namely, “characteristics of the educational system” and “characteristics of the faculty member evaluation system.” The first main theme consists of three categories, i.e. “characteristics of influential people in evaluation,” “features of the courses,” and “background characteristics.” The other theme has the following as its categories: “evaluation methods,” “evaluation tools,” “evaluation process,” and “application of evaluation results.” Each category will have its subcategories.CONCLUSIONS:Many factors affect the evaluation of faculty members that should be taken into account by educational policymakers for improving the quality of the educational process. In addition to the factors that directly influence the educational system, methodological problems in the evaluation system need special attention.

Purpose Professionalism is one of the most fundamental elements in judgment and moral reasoning and also an essential skill accompanied by other technical and scientific skills in the medical staff. Awareness of ethical aspects involves the clinical decision-making for patients. Therefore, this study aimed at explaining the role of professionalism in moral reasoning. Patients and methods This qualitative study was conducted on 17 faculty members and clinical students of medicine department. The participants were selected through purposive sampling method, and the data were collected via semistructured interviews after getting informed consent. Then, data were analyzed using conventional content analysis method. Results Three main categories and eleven subcategories were classified as follows: professionalism principles with four subscales such as communication with patients, trust building, satisfying the patients, and moralism; professional responsibility with four subscales such as fulfillment of duties, commitment to professional rules, maintaining professional position, and dignity of the patient; professional evidence with three subscales based on data analysis such as patient’s participation in decision-making, personal and other’s experiences, and professional knowledge. Conclusion Training qualified people in medicine is one of the important missions of the professors. Improving the professionalism in students enables them in moral reasoning. Training professional principles, responsibility, and using professional evidence are the strategies used for job commitment in moral reasoning, and emphasis on how to train medical ethics will support graduates.

Introduction Selecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students. Methods A randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to four groups via block randomization. The Subjects in both intervention groups studied the educational content online for 2 weeks and subsequently attended the FC through NPE. Both control groups merely received education based on conventional method. The post-test was once administered to the four study groups immediately after completing the program and once again 2 months after it. Results The posttest mean scores of knowledge retention in both intervention groups remained the same (P = 0.1), while they were higher in the control groups (P < 0.05). The changes in the mean scores of the post-test in the intervention and follow-up groups did not demonstrate a statistically significant difference between the four study groups (P = 0.130, F = 1.941). Conclusion The use of the FC through NPE increased the knowledge mean scores; however, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.

Introduction:To achieve a valid evaluation of faculty members, it is necessary to develop an inclusive and dynamic system of evaluation addressing all the activities and responsibilities of faculty members. Among these responsibilities, educational activities comprise an important part which needs to be investigated. This study aimed to investigate the current system of evaluating the faculty members’ educational duties.Methods:In this descriptive cross-sectional study, a checklist for investigating the current evaluation system and was developed confirmed by a focus group. The data for checklist were collected through a researcher-made questionnaire and interview with eight experts of faculty evaluation that worked in different Iranian Medical Universities. For completion of information, the available documents and records were studied. Finally, the current evaluation system of different universities was depicted.Results:The developed checklist had six themes and 123 subthemes. The extracted themes included: Tools, evaluators, processes, appropriateness of faculty field of work with evaluation, feedback status, and university status regarding decisions made based on faculty evaluation results. As for comprehensiveness, all evaluation items except for evaluation and assessment skills and religiosity from personality traits subtheme were fully investigated. The evaluation tools were not enough for different types of education such as clinical education. In six universities, the feedbacks provided were only for making inter/intra department comparison, and no scientific suggestions were included. The results of evaluations were used only for the faculties’ promotions.Discussion:Suitability between evaluation and performance components is a necessity in every evaluation system. The study showed this does not exist in Iranian Universities. For instance, there was no appropriate tool for the evaluation of clinical education. Also, the results of the faculty evaluation were not used for the improvement of their educational performance.

AimTo assess the trend of changes in the evaluation scores of faculty members and discrepancy between administrators’ and students’ perspectives in a medical school from 2006 to 2015.Materials and methodsThis repeated cross-sectional study was conducted on the 10-year evaluation scores of all faculty members of a medical school (n=579) in an urban area of Iran. Data on evaluation scores given by students and administrators and the total of these scores were evaluated. Data were analyzed using descriptive and inferential statistics including linear mixed effect models for repeated measures via the SPSS software.ResultsThere were statistically significant differences between the students’ and administrators’ perspectives over time (p<0.001). The mean of the total evaluation scores also showed a statistically significant change over time (p<0.001). Furthermore, the mean of changes over time in the total evaluation score between different departments was statistically significant (p<0.001).ConclusionThe trend of changes in the student’s evaluations was clear and positive, but the trend of administrators’ evaluation was unclear. Since the evaluation of faculty members is affected by many other factors, there is a need for more future studies.

AimThe present study aims at designing and assessing the psychometric properties of MCMR instruments to lead the medical ethics education to further goals and more definite steps.DesignThis is a cross sectional study.MethodThis study was conducted in two phases; identifying the items and designing the instrument. In the preliminary phase, the qualitative study was carried out using conventional content analysis method. In the second phase, psychometric evaluation of instrument was done using face and content validity, construct validity and reliability.ResultsOn the first phase of this study, 135 items were identified. After determining face and content validity, 111 items reached the stage of exploratory factor analysis. This instrumental analysis indicated the existence of 74 items and ten factors whose variance of the total is explained as 46.883%. Cronbach's alpha value was 0/75. And the intra‐cluster correlation coefficient was 0.808.

Many universities have turned to e-learning during the Corona Virus Disease 2019 (COVID-19) pandemic around the world. Ensuring the quality of higher education, especially in medicine, is considered one of the tasks of the education system, which is essential for both traditional methods and e-learning. This study aimed to monitor and evaluate the quality of e-learning conducted using the university LMS system for courses offered in the BS section and ICM section of medicine during the COVID-19 pandemic. The present study was an evaluation study using a goal-based approach that was conducted using the descriptive cross-sectional method. This study included 76 specialized courses offered in the first semester of the academic year of Bandar Abbas University of Medical Sciences, and participants were evaluated in terms of compliance with the course plan and the quality of the uploaded content. About 60% of e-learning courses presented in the course plan were in compliance with the curriculum. The uploaded educational content of 46.1% of the courses was good, 38.2% of the courses were relatively good, and 15.8% of the courses were not good. In the general review, e-learning courses offered were at a relatively desired level. Due to the new e-learning in medical schools, there is a need to monitor e-learning sessions during the course.