Background In addition to physical problems, the COVID-19 crisis continues to impose serious psychological adverse effects on people's mental health, which plays a major role in the efficiency of every community. Students, especially medical sciences students, suffer from more stress as a result of exposure to COVID-induced stressors. It is, therefore, essential to measure mental health and its relationship with social support in medical sciences students during the COVID pandemic. The present study was conducted to determine the mental health status of students and its correlation with social support. Methods This cross-sectional study was conducted using random sampling on 280 students of Tabriz University of Medical Sciences in Iran in 2020. Socio-demographic profile scale, Mental Health Test (GHQ-28), and the scale of Perceived Social Support (PRQ-85) were used to collect data. Participants completed the questionnaires online. Results Considering the potential confounding variables, a general linear model (GLM) was utilized to determine the relationship between mental health and perceived social support. Mean (± standard deviation) of total mental health score 26.5 (12.5) was in the acceptable range of 0–63., and 56% of students suffered from a mental disorder. Mean (± standard deviation) of social support score 128.2 (21.0) ranged from 25 to175. According to Pearson's correlation coefficient, there was a significant inverse correlation between social support score and total mental health score and all its subscales [p < 0.001; r = − 0.294 to − 0.536]. According to the GLM, mental health score decreased significantly with social support score [p = 0.0001; − 0.32 to − 0.20; CI 95%; B = 0.26]. Conclusions Given the inverse relationship between social support and mental health, it is suggested to increase the level of social support for students at all times, especially during the stressful COVID-19 pandemic to improve their mental health.
Objectives: The present study was conducted to compare the effect of gargling normal saline mixed with honey and cold normal saline on postoperative pain relief in children undergoing tonsillectomy or adenotonsillectomy during 2018. Methods: This clinical trial was performed on 105 children aged 5-14 years. The participants were randomly allocated to three 35-member groups, viz. normal saline mixed with honey, cold normal saline, and the control. The patients underwent general anesthesia and then were operated by a single surgeon. Gargle was administered in the first and second groups every six hours up to 48 hours following the surgery. There was no intervention in the control group. The pain was recorded by the Wong-Baker FACES Pain Rating Scale (WBS) at the recovery time and 6, 12, 18, 24, 36, 48 hours and 7 days after the surgery. Data were analyzed using repeated measures ANOVA. Results: Among the participants, 47 subjects (44.8%) were males and the rest were females, with a mean age of 8.6 ± 2.5 years. The three groups were similar in terms of sex, weight, duration of surgery, and bleeding during surgery. The pain at the site of surgery during both resting and swallowing was different at 6, 12, 18, 24, 36, 48 hours, and 7 days following the surgery (P < 0.001). Conclusions: Gargling cold normal saline and normal saline mixed with honey led to reduced pain after tonsillectomy or adenotonsillectomy; however, the latter had a higher effect on the postoperative pain relief.
Background. The main purpose of this study was to determine standard criteria for selecting elite lecturers in medical science universities. Methods. A qualitative research method with a content analysis approach was employed to conduct the study. The study was done in one of the top ranked universities in Iran. Data gathering was performed by Purposive sampling method. Data were collected from individuals who had experience working in the deputy of education and education development center (EDC) in the field of teacher evaluation. Focused group discussion sessions continued until data saturation was achieved. Results. Based on the analysis of the interviews, four criteria were identified for selecting elite teachers; including: "The dynamics of education", "Research and educational innovation", "Evaluation of fair treatment, discipline and professional ethics," "accountability in Transformational Innovation Packages in education". The score of clinical teachers and basic sciences teachers were considered 94 and 100, respectively. Conclusion. In this study, in order to observe educational justice and encourage teachers to perform their various roles and tasks, a standard tool was designed to select elite teacher. The results of this study can be used as a standard tool in other medical universities in Iran.
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