Mohammad Ebrahim Zohalinezhad; Mohammad Hasan Keshavarzi; Masoud Karimi; Maral Ostovarfar; Ahmad Dadmehnia; Seyed Aliakbar Faghihi
Abstract
Background: Traditional medicine refers to a set of indigenous or acquired health care practices outside the mainstream health care system in any country. A wide range of people use traditional and complementary medicine in Iran, and due to its ancient Persian origin, it is known as Persian Medicine ...
Read More
Background: Traditional medicine refers to a set of indigenous or acquired health care practices outside the mainstream health care system in any country. A wide range of people use traditional and complementary medicine in Iran, and due to its ancient Persian origin, it is known as Persian Medicine (PM). PM is used for a wide range of people and diseases because it comprises various treatment strategies. Thus, the familiarity of healthcare providers with it seems essential for them.Methods: This quasi-experimental study was conducted to investigate the effect of PM education on the knowledge, attitude, and practice of medical sciences students in Iran. In this study, an educational intervention on knowledge, attitude, and practice of Persian medicine was conducted on medical sciences students in the fifth-largest region of health education in Iran. The data were collected from 99 medical sciences students. The knowledge of these participants was evaluated and compared before and after the courses by a questionnaire scored using 5-point Likert scale.Results: The mean score of selected students was 25.28 before starting the course, but after completing the course, their mean score of knowledge changed significantly and reached 31.03. Although, after the course, the use and attitude of theseparticipants increased, these rises were statistically significant in a few items.Conclusion: Overall, the findings of our study indicated that this course had a practical impact on medical science students’ knowledge, practice, and attitude toward PM. Accordingly, this course will improve the insight of future healthcare providers about PM.
Jeyran Ostovarfar; Maral Ostovarfar; Somayeh Zare; Leila Moradi; Elham Makiabadi; Abdolrahim Asadollahi
Abstract
Background: Continuous educational programs are one of the essential ways to promote human resources; inconsistency of the courses with individual and organizational needs may lead to organizational dissatisfaction, job performance reduction, and time and capital waste. The study aimed to evaluate the ...
Read More
Background: Continuous educational programs are one of the essential ways to promote human resources; inconsistency of the courses with individual and organizational needs may lead to organizational dissatisfaction, job performance reduction, and time and capital waste. The study aimed to evaluate the attitudes of the employees about in-service continuous educational programs; they participated in the above-mentioned programs in the continuous educational units from 2006 to 2017 in Ahwaz city, Iran. Methods: In this cross-sectional study, all the treatment and administrative employees in the hospital participated in the educational plans. Out of 548 employees, 225 were selected using the ratio-random sampling method in the late 2017. The study instrument was a validated questionnaire with 66 items and 5 scales of adaptation, efficient management, individual development, growth of attitudes, employees’ knowledge and skills, and managers’ support for implementing operational programs; its validity was measured using Cronbach’s Alpha (α=0.93). The collected data were analysed in SPSS V.23 using descriptive statistics, mean scores, SD, χ2 test, ANOVA, and t-test. Results: Based on the study findings, the participants maintained that management of continuing education courses was useful and beneficial, and there was a statistically significant difference between the main variables and the total score (ρ<0.001). The Eta square showed that literacy (ɳ2=0.224, R2=0.462) and gender (ɳ2=0.205, R2=0.345) had less efficiency, and occupation (ɳ2=.581, R2=.219) significantly affected continuous education programs (ρ<0.01). Conclusion: It is suggested that cognitive dimension and occupation should be considered in implementing continuous education programs. Additionally, educational content should be updated
