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Showing 2 results for Higher Education
Farshad Arghavani, Dr Khalil Gholami, Dr Yadolah Zarezadeh,
Volume 29, Issue 6 (1-2025)
Abstract
Background and Aim: The purpose of this study was to identify the components and methods of microergonomics used in higher education in the studies conducted in this field by the method of synthesis. The methodological approach in this study was qualitative using synthesis research and content analysis method.
Materials and Methods: Regardless of the time frame 105 articles were found by referring to the reliable article and scientific databases, in the field of microergonomics in higher education. Among these articles, 14 were selected as samples purposefully.
Results The findings of his study revealed the most important indicators identified in the field of microergonomics research in higher education, which included the ergonomic design of teaching and learning equipment, supplies and tools, matching of the body dimensions and the dimensions of tables and chairs used, the ergonomic design of university spaces, ergonomics for order, discipline, cleaning, repairs and maintenance, special ergonomics for women and older people, ergonomics in performing tasks and determining workload, environmental ergonomics and atmospheric conditions and also general ergonomics education.
Conclusion: Microergonomics is one of the most important sciences whose implementation is needed in higher education, and it plays a role in the health of academics and in making teaching and learning more effective.
Mr Shahram Sharifi, Dr Amnah Ahmadi, Dr Zainab Golzari,
Volume 31, Issue 1 (3-2026)
Abstract
Background and Aim: Digital transformation, as a strategic necessity, requires a rethinking of how continuing education is provided in medical universities. Its success demands a comprehensive and localized model that integrates organizational, technical, and human dimensions. This study aimed to propose and validate a management model for continuing education with a digital transformation approach at Kurdistan University of Medical Sciences.
Materials and Methods: The research used a mixed method (qualitative-quantitative). In the qualitative phase, using thematic analysis, key dimensions and components were identified through semi-structured interviews with 15 experts in the field. In the quantitative phase, the Delphi method (two rounds) was used to validate the model and reach consensus.
Results: Thematic results revealed a comprehensive model with six main dimensions (digital strategy and leadership, organization and structure, processes and operations, technology and infrastructure, human resources and organizational culture, and effectiveness and quality assessment). Delphi results indicated high validity (agreement mean >4.2, SD <0.7).
Conclusion: This model provides a coherent framework for planning, implementing, and evaluating continuing education in digital environments, enhancing quality and access to professional health education.
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| مجله علمی دانشگاه علوم پزشکی کردستان Scientific Journal of Kurdistan University of Medical Sciences |
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