比较伊朗医科大学基础及临床教职人员对数字职业精神原则的熟悉程度。
Comparing the Familiarity of the Basic and Clinical Faculty Members of Iran University of Medical Sciences with the Principles of Digital Professionalism.
作者信息
Kabir Ali, Rasouli Davood, Soltani Arabshahi Kamran
机构信息
Minimally Invasive Surgery Research Center, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, Faculty of Medicine; Iran University of Medical Sciences, Tehran, Iran.
出版信息
Med J Islam Repub Iran. 2024 Feb 13;38:15. doi: 10.47176/mjiri.38.15. eCollection 2024.
BACKGROUND
Due to the changing conditions of education, research, and treatment in the world, especially the recent pandemic, and more use of virtual space, there is a need for evaluation of digital professionalism in faculty members as the most influential people who have a direct and deep impact on the next generation.
METHODS
In this analytical cross-sectional study that was conducted in 2023 on 149 faculty members of Iran University of Medical Sciences, they were invited to participate in the study through various methods (SMS, E-mail, and media messages). The link to the Persian standardized questionnaire was made available for participants. If a person received less than 70% of the score in each area, he/she would receive solutions to improve his/her situation in that area at the end of answering the questions. The self-administered questionnaire has 5 fields and 33 questions. Maximum scores were 10 points. Spearman and Pearson correlation coefficients and statistical tests consisting of chi-square, t-test, Mann-Whitney U, one-way ANOVA, and Kruskal-Wallis H were used in the analysis.
RESULTS
The mean overall score of people in principles of digital professionalism was 0.8. Women and basic sciences faculties had a significantly better status than men and clinical faculties in the principles of digital professionalism as a whole ( = 0.001 and = 0.049, respectively). The domain of "knowledge management and information literacy" had significantly lower scores in professors in comparison with other degree (instructors, assistant professors, and associate professors ( = 0.039).
CONCLUSION
The mean score of the principles of digital professionalism is acceptable at 80%. Coherent, timely, and up-to-date training to ensure the effective, safe and appropriate use of digital technology, especially for men, professors and clinical faculty members who had a lower score than others, should be done.
背景
由于全球教育、研究和治疗环境的变化，尤其是近期的疫情，以及虚拟空间的更多使用，需要对教职员工的数字专业素养进行评估，因为他们是对下一代有直接和深远影响的最具影响力的人群。
方法
在这项于2023年对伊朗医科大学149名教职员工进行的分析性横断面研究中，通过各种方法（短信、电子邮件和媒体消息）邀请他们参与研究。为参与者提供了波斯语标准化问卷的链接。如果一个人在每个领域的得分低于70%，他/她将在回答问题结束时收到改善该领域状况的解决方案。自填式问卷有5个领域和33个问题。最高分是10分。分析中使用了Spearman和Pearson相关系数以及包括卡方检验、t检验、Mann-Whitney U检验、单因素方差分析和Kruskal-Wallis H检验在内的统计检验。
结果
数字专业素养原则方面人们的总体平均得分是0.8。总体而言，女性和基础科学学科的教职员工在数字专业素养原则方面的状况明显优于男性和临床学科的教职员工（分别为P = 0.001和P = 0.049）。与其他学位（讲师、助理教授和副教授）相比，“知识管理和信息素养”领域的教授得分显著较低（P = 0.039）。
结论
数字专业素养原则的平均得分在80%是可以接受的。应该进行连贯、及时和最新的培训，以确保有效、安全和适当地使用数字技术，特别是针对得分低于其他人的男性、教授和临床学科教职员工。
Zotero 插件