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Maryam Fatima, N.U.K. Sherwani, Vaishali Singh. Comparative analysis among doctors working in private and government hospitals in identifying and prioritizing essential stress factors during COVID-19- an AHP-TOPSIS approach. Intelligent Pharmacy 2023; 1. [ DOI: 10.1016/j.ipha.2023.04.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Accepted: 04/17/2023] [Indexed: 12/18/2023]
Abstract
The spread of COVID-19 across the world, triggered multiple stresses among doctors working tirelessly round the clock to attend sick patients. Doctors had to cope with new environment thereby developing anxiety and fear. The current paper identifies and explores the stress intensity developed among doctors with the aid of multi-criteria decision analysis in doctors working in private and government hospitals of India during COVID-19. After identification of numerous stresses through questionnaire, weights are assigned to common most stress factors by employing AHP method. Furthermore, comparative analysis and prioritization of stress factors is performed with the aid of TOPSIS. The current combined system is a quantitative analysis furnished to establish the feasibility of the methods in weighing and MCDM in stress assessment. This study identifies and predicts the foremost stress factor which needs to be addressed by hospital management to keep doctors with a stable and fresh mindset. This research further establishes a proper MCDM technique which need to be applied in all hospital to regulate and distribute doctors work load without overloading them. Psychological stress is the foremost type of stress reported by multiple doctors. Results showed that lack of balance among personal and professional life followed by lack of communication is highly related problem in doctors in such adverse events.
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URISTEMOVA ASSEM, MYSSAYEV AYAN, MEIRMANOV SERIK, MIGINA LYUDMILA, PAK LAURA, BAIBUSSINOVA ASSEL. Prevalence and associated factors of depression, anxiety, and stress among academic medicine faculty in Kazakhstan: a Cross-sectional Study. J Prev Med Hyg 2023; 64:E215-E225. [PMID: 37654854 PMCID: PMC10468191 DOI: 10.15167/2421-4248/jpmh2023.64.2.2932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Accepted: 06/22/2023] [Indexed: 09/02/2023]
Abstract
Introduction Psychological distress refers to a set of painful mental and physical symptoms of anxiety and depression, which often coexist and coincide with common somatic complaints and chronic conditions. In Kazakhstan, mental disorders are the second leading cause of years lived with disability. Currently, medical education in Kazakhstan is undergoing comprehensive reform, which creates an additional burden on faculty, fostering mental health concerns. Methods A quantitative observational cross-sectional study was conducted in 6 large medical universities in Kazakhstan. Data were obtained from 715 faculty academics by using an online self-reported DASS-21. Statistical analysis was performed using the SPSS version 20.0. Bivariate and multivariate logistic regression analyses were applied to evaluate the relationship between predictor and outcome variables. Results The total prevalence of depression, anxiety, and stress was 40.6%, 41.3%, and 53.0%, respectively. Younger age (p = 0.002), female gender (p = 0.001), being single (p = 0.044) or in a relationship (p = 0.001), having chronic diseases (p < 0.001), holding Master (p = 0.036) or PhD degree (p = 0.040), employment status (p = 0.034), and being involved in additional activities (p = 0.049) were significantly associated with different dimensions of distress. Conclusions Nearly half of the study population reported symptoms of depression, anxiety, and stress. Due to the higher prevalence of psychological distress amongst academic medicine faculty, determined risk factors must be taken into consideration in developing policies for mental issues prevention.
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Affiliation(s)
- ASSEM URISTEMOVA
- Department of Public Health, Semey Medical University, Semey, Kazakhstan
| | - AYAN MYSSAYEV
- Department of Science and Human Resources, Ministry of Health of the Republic of Kazakhstan, Astana, Kazakhstan
| | - SERIK MEIRMANOV
- College of Asia Pacific Studies, Ritsumeikan Asia Pacific University, Beppu, Japan
| | - LYUDMILA MIGINA
- Department of Public Health, Semey Medical University, Semey, Kazakhstan
| | - LAURA PAK
- Department of Clinical Oncology and Nuclear Medicine, Semey Medical University, Semey, Kazakhstan
| | - ASSEL BAIBUSSINOVA
- Department of Epidemiology and Biostatistics, Semey Medical University, Semey, Kazakhstan
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Keshavarzi MH, Shahabi S, Kalateh Sadati A, Hashempour‐Sadeghian M, Zarei L, Ardekani A, Akbary A, Zakeri M, Heydari ST, Bagheri Lankarani K. Requirements for improving social capital among faculty members of medical universities: A multicenter qualitative study. Health Sci Rep 2023; 6:e1113. [PMID: 36794124 PMCID: PMC9925715 DOI: 10.1002/hsr2.1113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 02/04/2023] [Accepted: 02/05/2023] [Indexed: 02/16/2023] Open
Abstract
Introduction Social capital is critical to organizational dynamics, particularly in developing countries. This study explored strategies for enhancing social capital among faculty members at seven medical universities in the south of Iran. Methods This qualitative study was conducted in 2021. We used a purposeful sampling technique to recruit faculty members and conducted individual semi-structured interviews with them. Thematic analysis was used to analyze and describe the collected data. Results A total of 49 faculty members (34 males; 15 females) participated in this study. The participants expressed satisfaction with their affiliations with medical universities. Social capital was related to the feeling of belonging to the organization, as well as to interpersonal and intra-organizational relations. Social capital was associated with three components: empowerment, organizational policy change, and organizational identification. Additionally, a dynamic relationship between the individual, interpersonal, and macro-organizational levels reinforced the organization's social capital. This means that, just as the macro-organizational level affects the members' identities, the members' activism affects the macro-organizational level. Conclusion To strengthen the organization's social capital, managers should work on the mentioned components at the individual, interpersonal, and macro-organizational levels.
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Affiliation(s)
- Mohammad Hasan Keshavarzi
- Clinical Education Research Center, School of MedicineShiraz University of Medical SciencesShirazIran
| | - Saeed Shahabi
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
| | | | | | - Leila Zarei
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
| | - Ali Ardekani
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
| | - Ali Akbary
- Department of Psychiatry, Faculty of Medicine, Social Development & Health Promotion Research CentreGonabad University of Medical SciencesGonabadIran
| | - Mohammadreza Zakeri
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
| | - Seyed Taghi Heydari
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
| | - Kamran Bagheri Lankarani
- Health Policy Research Center, Institute of HealthShiraz University of Medical SciencesShirazIran
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Teixeira H, Lalloo R, Evans JL, Fuss J, Pachana NA, Burton NW. Sources of occupational stress amongst dentistry academics. Eur J Dent Educ 2022. [PMID: 35869687 DOI: 10.1111/eje.12837] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Dentistry professionals may experience significantly higher occupational stress than other health professionals and dentistry academics may have specific work content and context sources of stress. AIMS The aim of this study is to identify common sources of occupational stress, and how these are associated with wellbeing, in dentistry academics. MATERIALS & METHODS A cross-sectional online survey with staff in Dentistry departments in Australia and New Zealand. Assessment included 23 items from five general domains of occupational stress from the NIOSH-Generic Job Stress Questionnaire, a 23-item list of sources of stress and the 22-item Psychological General Well-Being Index. Analyses used descriptive statistics and multiple linear regression. RESULTS A total of 107 respondents (average age 50 ± 11.7 years, 56.8% men) completed the survey. Leading sources of occupational stress were job future, time pressure at work, work overload, and administration demands. A multiple linear regression model significantly predicted wellbeing, F(8,77) = 13.141, p = .000, adj.R2 = .53, but there were no significant associations for any of the specific sources of stress. CONCLUSION The combination of time pressure, workload and responsibility, job dissatisfaction, low social support, and uncertain job future was inversely associated with wellbeing amongst these dentistry academics. Future studies should consider the development and evaluation of interventions to address these concerns.
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Affiliation(s)
- Hugo Teixeira
- School of Applied Psychology, Griffith University, Mt Gravatt, Australia
| | - Ratilal Lalloo
- School of Dentistry, The University of Queensland, Herston, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, Australia
| | - Janet Fuss
- Adelaide Dental School, The University of Adelaide, Adelaide, Australia
| | - Nancy A Pachana
- School of Psychology, The University of Queensland, St Lucia, Australia
| | - Nicola W Burton
- School of Applied Psychology, Griffith University, Mt Gravatt, Australia
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Meira TM, Paiva SM, Antelo OM, Guimarães LK, Bastos SQ, Tanaka OM. Perceived stress and quality of life among graduate dental faculty. J Dent Educ 2020; 84:1099-1107. [DOI: 10.1002/jdd.12241] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Revised: 05/20/2020] [Accepted: 05/30/2020] [Indexed: 11/09/2022]
Affiliation(s)
- Thiago Martins Meira
- Bahia State University (UNEB) Guanambi Bahia Brazil
- School of Life Sciences Pontifícia Universidade Católica do Paraná (PUCPR) Curitiba Paraná Brazil
| | - Saul Martins Paiva
- Department of Orthodontics and Pediatric Dentistry College of Dentistry Federal University of Minas Gerais Belo Horizonte Minas Gerais Brazil
| | - Oscar Mario Antelo
- School of Life Sciences Pontifícia Universidade Católica do Paraná (PUCPR) Curitiba Paraná Brazil
| | - Lara Karolina Guimarães
- School of Life Sciences Pontifícia Universidade Católica do Paraná (PUCPR) Curitiba Paraná Brazil
| | - Susiane Queiroz Bastos
- School of Life Sciences Pontifícia Universidade Católica do Paraná (PUCPR) Curitiba Paraná Brazil
| | - Orlando Motohiro Tanaka
- Graduate Dentistry Program Orthodontics Pontifícia Universidade Católica do Paraná (PUCPR) School of Life Sciences Curitiba Paraná Brazil
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Browne J. Living comfortably in liminal spaces: Trickster and the medical educator. Med Educ 2019; 53:6-8. [PMID: 30549097 DOI: 10.1111/medu.13753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Julie Browne
- Centre for Medical Education, College of Biomedical and Life Sciences, Cardiff University School of Medicine, Cardiff, UK
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Tootoonchi M, Yamani N, Changiz T, Taleghani F, Mohammadzadeh Z. Assessment of educational criteria in academic promotion: Perspectives of faculty members of medical sciences universities in Iran. J Educ Health Promot 2014; 3:29. [PMID: 25013822 PMCID: PMC4089108 DOI: 10.4103/2277-9531.131893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
INTRODUCTION One of the important criteria in the promotion of faculty members is in the scope of their educational roles and duties. The purpose of this study was the assessment of reasonability and attainability of educational criteria for scientific rank promotion from the perspective of the faculty members of Medical Sciences Universities in Iran. MATERIALS AND METHODS This descriptive study was conducted in 2011 in 13 Universities of Medical Sciences in Iran. Through stratified sampling method, 350 faculty members were recruited. A questionnaire developed by the researchers was used to investigate the reasonability and attainability of educational criteria with scores from 1 to 5. The self-administered questionnaire was distributed and collected at each university. The mean and standard deviation of reasonability and attainability scores were calculated and reported by using the SPSS software version 16. RESULTS Faculty members considered many criteria of educational activities reasonable and available (with a mean score of more than 3). The highest reasonability and attainability have been obtained by the quantity and quality of teaching with the mean scores (3.93 ± 1.15 and 3.82 ± 1.17) and (3.9 ± 1.22 and 4.13 ± 1.06) out of five, respectively. The mean and standard deviation of total scores of reasonability of educational activities were 50.91 ± 14.22 and its attainability was 60.3 ± 13.72 from the total score of 90. DISCUSSION AND CONCLUSION The faculty members of the Universities of Medical Sciences in Iran considered the educational criteria of promotion moderately reasonable and achievable. It is recommended to revise these criteria and adapt them according to the mission and special conditions of medical universities. Furthermore, providing feedback of evaluations, running educational researches, and implementing faculty development programs are suggested.
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Affiliation(s)
- Mina Tootoonchi
- Department of Medical Surgical, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nikoo Yamani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Tahereh Changiz
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fariba Taleghani
- Department of Medical Surgical, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Zahra Mohammadzadeh
- Department of Public Health, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
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Mazloomy Mahmoodabad SS, Mohammadi M, Zadeh DS, Barkhordari A, Hosaini F, Kaveh MH, Malehi AS, Rahiminegad M. The comparison of the effect of Transactional Model-based Teaching and Ordinary Education Curriculum- based Teaching programs on stress management among teachers. Glob J Health Sci 2014; 6:241-8. [PMID: 24762369 PMCID: PMC4825469 DOI: 10.5539/gjhs.v6n3p241] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2013] [Accepted: 02/26/2014] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND & OBJECTIVES Regarding the effect of teachers' stress on teaching and learning processes, the researchers decided to provide a stress management program based on Transactional Model to solve this teachers' problems. Thus, this study is going to investigate the effect of Transactional Model- based Teaching and the Ordinary Education Curriculum- based Teaching programs on Yazd teachers. METHODS The study was a semi- experimental one. The sample population (200 people) was selected using categorized method. The data were collected via PSS Questionnaire and a questionnaire which its validity and reliability had been proved. Eight teaching sessions were hold for 60-90 min. Evaluation was performed in three steps. The data were described and analyzed using SPSS software version 15. Value of P<0.05 was considered as significant. RESULTS The participants were 200 people of Yazd teachers of primary schools. Mean age of group 1 and 2 was 42.05±5.69 and 41.25±5.89 respectively. Independent T- Test indicated a significant mean score (p=0.000) due to perceived stress of interference groups in post interference step and follow-up one respectively. CONCLUSION Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.
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Abstract
The original Nursing Stress Scale (NSS) was structurally modified according to results of factorial analysis and a new scale was named as modified nursing stress scale (MNSS). This is the first study to modify and validate NSS for Indian nursing population. Factorial analysis showed different factor loading for two subscales and items were shifted according to their loading to provide a more meaningful structure. After relocation of Items 13, 14, and 15 into first factor, this factor was renamed as "emotional and painful conditions of patients" to provide a more appropriate name to the first factor. Items 24, 25, 26, 27, 28, and 29 were found to be distributed under two different factors; one of these two was renamed as "unpredictable changes" and another retained its original name (i.e., workload). This distribution was also supported by rational analysis. All other items were distributed under factors as in the original scale. Rest of the validity assessment was done with the modified scale. Thus, with minor changes in structure, the scale was found to have better content validity.
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Affiliation(s)
- Vasundhara Pathak
- Ergonomics and Human Factors Engineering Lab, National Institute of Industrial Engineering, Powai, Mumbai, India.
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Tootoonchi M, Yamani N, Changiz T, Yousefy A. Research priorities in medical education: A national study. J Res Med Sci 2012; 17:83-91. [PMID: 23248661 PMCID: PMC3523443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2011] [Accepted: 10/30/2011] [Indexed: 11/20/2022]
Abstract
BACKGROUND One preliminary step to strengthen medical education research would be determining the research priorities. The aim of this study was to determine the research priorities of medical education in Iran in 2007-2008. METHODS This descriptive study was carried out in two phases. Phase one was performed in 3 stages and used Delphi technique among academic staffs of Isfahan University of Medical Sciences. The three stages included a brainstorming workshop for 140 faculty members and educational experts resulting in a list of research priorities, then, in the second and third stages 99 and 76 questionnaires were distributed among faculty members. In the second phase, the final questionnaires were mailed to educational research center managers of universities type I, II and III, and were distributed among 311 academic members and educational experts to rate the items on a numerical scale ranging from 1 to 10. RESULTS The most important research priorities included faculty members' development methods, faculty members' motives, satisfaction and welfare, criteria and procedures of faculty members' promotion, teaching methods and learning techniques, job descriptions and professional skills of graduates, quality management in education, second language, clinical education, science production in medicine, faculty evaluation and information technology. CONCLUSIONS This study shows the medial education research priorities in national level and in different types of medical universities in Iran. It is recommended that faculty members and research administrators consider the needs and requirements of education and plan the researches in education according to these priorities.
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Affiliation(s)
- Mina Tootoonchi
- Instructor, Department of Medical Surgical, School of Nursing and Midwifery, Medical Education Research Center, Isfahan University of Medical Sciences, Iran
| | - Nikoo Yamani
- Assistant Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Iran,
Corresponding author: Nikoo Yamani E-mail:
| | - Tahereh Changiz
- Associate Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Iran
| | - Alireza Yousefy
- Associate Professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Iran
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Ahmady S, Changiz T, Brommels M, Gaffney FA, Thor J, Masiello I. Contextual adaptation of the Personnel Evaluation Standards for assessing faculty evaluation systems in developing countries: the case of Iran. BMC Med Educ 2009; 9:18. [PMID: 19400932 PMCID: PMC2680845 DOI: 10.1186/1472-6920-9-18] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2008] [Accepted: 04/28/2009] [Indexed: 05/27/2023]
Abstract
BACKGROUND Faculty evaluations can identify needs to be addressed in effective development programs. Generic evaluation models exist, but these require adaptation to a particular context of interest. We report on one approach to such adaptation in the context of medical education in Iran, which is integrated into the delivery and management of healthcare services nationwide. METHODS Using a triangulation design, interviews with senior faculty leaders were conducted to identify relevant areas for faculty evaluation. We then adapted the published checklist of the Personnel Evaluation Standards to fit the Iranian medical universities' context by considering faculty members' diverse roles. Then the adapted instrument was administered to faculty at twelve medical schools in Iran. RESULTS The interviews revealed poor linkages between existing forms of development and evaluation, imbalance between the faculty work components and evaluated areas, inappropriate feedback and use of information in decision making. The principles of Personnel Evaluation Standards addressed almost all of these concerns and were used to assess the existing faculty evaluation system and also adapted to evaluate the core faculty roles. The survey response rate was 74%. Responses showed that the four principles in all faculty members' roles were met occasionally to frequently. Evaluation of teaching and research had the highest mean scores, while clinical and healthcare services, institutional administration, and self-development had the lowest mean scores. There were statistically significant differences between small medium and large medical schools (p < 0.000). CONCLUSION The adapted Personnel Evaluation Standards appears to be valid and applicable for monitoring and continuous improvement of a faculty evaluation system in the context of medical universities in Iran. The approach developed here provides a more balanced assessment of multiple faculty roles, including educational, clinical and healthcare services. In order to address identified deficiencies, the evaluation system should recognize, document, and uniformly reward those activities that are vital to the academic mission. Inclusion of personal developmental concerns in the evaluation discussion is essential for evaluation systems.
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Affiliation(s)
- Soleiman Ahmady
- Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden
- Educational Development Center, Urmia University of Medical Sciences, Urmia, Iran
- National Public health Management Center, Tabriz University of Medical Sciences, Tabriz, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Iran
- Centre for Medical Education, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Tahereh Changiz
- Medical Education Research Center, Isfahan University of Medical Sciences, Iran
| | - Mats Brommels
- Medical Management Centre, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden, and Department of Public Health, University of Helsinki, Finland
| | - F Andrew Gaffney
- Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Johan Thor
- Medical Management Centre, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Italo Masiello
- Centre for Medical Education, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden
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Baldassin S, Alves TCDTF, de Andrade AG, Nogueira Martins LA. The characteristics of depressive symptoms in medical students during medical education and training: a cross-sectional study. BMC Med Educ 2008; 8:60. [PMID: 19077227 PMCID: PMC2621219 DOI: 10.1186/1472-6920-8-60] [Citation(s) in RCA: 47] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2008] [Accepted: 12/11/2008] [Indexed: 05/06/2023]
Abstract
BACKGROUND Medical education and training can contribute to the development of depressive symptoms that might lead to possible academic and professional consequences. We aimed to investigate the characteristics of depressive symptoms among 481 medical students (79.8% of the total who matriculated). METHODS The Beck Depression Inventory (BDI) and cluster analyses were used in order to better describe the characteristics of depressive symptoms. Medical education and training in Brazil is divided into basic (1st and 2nd years), intermediate (3rd and 4th years), and internship (5th and 6th years) periods. The study organized each item from the BDI into the following three clusters: affective, cognitive, and somatic. Statistical analyses were performed using analysis of variance (ANOVA) with post-hoc Tukey corrected for multiple comparisons. RESULTS There were 184 (38.2%) students with depressive symptoms (BDI > 9). The internship period resulted in the highest BDI scores in comparison to both the basic (p < .001) and intermediate (p < .001) periods. Affective, cognitive, and somatic clusters were significantly higher in the internship period. An exploratory analysis of possible risk factors showed that females (p = .020) not having a parent who practiced medicine (p = .016), and the internship period (p = .001) were factors for the development of depressive symptoms. CONCLUSION There is a high prevalence towards depressive symptoms among medical students, particularly females, in the internship level, mainly involving the somatic and affective clusters, and not having a parent who practiced medicine. The active assessment of these students in evaluating their depressive symptoms is important in order to prevent the development of co-morbidities and suicide risk.
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Affiliation(s)
- Sergio Baldassin
- Psychiatry and Medical Psychology Disciplines, ABC Regional Medical School, Santo André, Brazil
| | - Tânia Correa de Toledo Ferraz Alves
- Psychiatry and Medical Psychology Disciplines, ABC Regional Medical School, Santo André, Brazil
- Psychiatry Department of the Medical Faculty, University of São Paulo, São Paulo, Brazil
| | - Arthur Guerra de Andrade
- Psychiatry and Medical Psychology Disciplines, ABC Regional Medical School, Santo André, Brazil
- Psychiatry Department of the Medical Faculty, University of São Paulo, São Paulo, Brazil
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Bikmoradi A, Brommels M, Shoghli A, Sohrabi Z, Masiello I. Requirements for effective academic leadership in Iran: a nominal group technique exercise. BMC Med Educ 2008; 8:24. [PMID: 18430241 PMCID: PMC2374778 DOI: 10.1186/1472-6920-8-24] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/22/2007] [Accepted: 04/22/2008] [Indexed: 05/26/2023]
Abstract
BACKGROUND During the last two decades, medical education in Iran has shifted from elite to mass education, with a considerable increase in number of schools, faculties, and programs. Because of this transformation, it is a good case now to explore academic leadership in a non-western country. The objective of this study was to explore the views on effective academic leadership requirements held by key informants in Iran's medical education system. METHODS A nominal group study was conducted by strategic sampling in which participants were requested to discuss and report on requirements for academic leadership, suggestions and barriers. Written notes from the discussions were transcribed and subjected to content analysis. RESULTS Six themes of effective academic leadership emerged: 1)shared vision, goal, and strategy, 2) teaching and research leadership, 3) fair and efficient management, 4) mutual trust and respect, 5) development and recognition, and 6) transformational leadership. Current Iranian academic leadership suffers from lack of meritocracy, conservative leaders, politicization, bureaucracy, and belief in misconceptions. CONCLUSION The structure of the Iranian medical university system is not supportive of effective academic leadership. However, participants' views on effective academic leadership are in line with what is also found in the western literature, that is, if the managers could create the premises for a supportive and transformational leadership, they could generate mutual trust and respect in academia and increase scientific production.
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Affiliation(s)
- Ali Bikmoradi
- Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden
- Hamadan University of Medical sciences, Hamadan, Iran
- National Public Health Management Centre, Tabriz, Iran
| | - Mats Brommels
- Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden
- Department of Public health, University of Helsinki, Helsinki, Finland
| | - Alireza Shoghli
- Department of Social Medicine, Zanjan Medical University of Sciences, Zanjan, Iran
| | - Zohreh Sohrabi
- Iran University of Medical Sciences, Tehran, Iran
- Ministry of Health and Medical Education, Tehran, Iran
| | - Italo Masiello
- Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden
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